THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL School of Social Work SOWO 884 COURSE NUMBER: COURSE TITLE: Leadership in Nonprofit Organizations SEMESTER and YEAR: Spring 2009 Three credit hours CREDITS: Mat Despard, MSW INSTRUCTOR: TTK 402‐E; 919‐962‐6467 despard@email.unc.edu OFFICE HOURS: Mondays 12noon – 2pm and by appointment is available through http://blackboard.unc.edu COURSE WEBSITE: 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: Students will learn about a range of challenges to nonprofit organizations concerning key capacity areas such as board development, human resources, organizational learning and sustainability and how their role as leaders can help facilitate effective responses. Leadership is expressed in many different ways, certainly not limited to an exercise of position‐
based authority. This course will emphasize particular leadership styles that are seen as more applicable to nonprofit organizations. Leadership is also viewed as being highly contextual; it is Leadership in Nonprofit Organizations ‐ Despard, Spring 2009 1 affected and shaped by gender, race/ethnicity, culture, community needs and circumstances, the organization’s mission and life stage and other factors. Leadership is also construed as a shared enterprise – what Jim Collins refers to as “legislative leadership” – among key staff and volunteers, not the sole domain of the CEO. Nonprofit leadership can broadly be understood to include three key skill areas: 1) strategic assessment, analysis and decision‐making; 2) communication and engagement in interpersonal processes, including conflict; and 3) support and mobilization of staff, volunteers and other constituents. 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. RELATED READINGS: Required readings, which are listed in the class schedule and reading assignments section below, will come from the required text and from other sources such as academic journals. These additional readings can be accessed via Blackboard in the Assignments/Assigned Readings folder either as a document or URL link. TEACHING METHODS: Lecture and powerpointing will be used sparingly in this course – typically only to provide a topic introduction and conceptual framework. Problem‐based learning exercises, case studies, role plays and simulations will be emphasized. These methods are used to accomplish two important goals, to: 1) sharpen your critical thinking about leadership challenges confronting nonprofits and 2) increase your ability to effectively communicate with other people concerning these challenges. Students are expected to participate actively in role plays and simulations; this is how relevant skills can be developed in a classroom setting. Learning can only truly occur in a space where all participants feel respected and safe. We will work to create such an environment. Simulation A fictional organization, “Durham Opportunity” (DO) and its fictional Executive Director will provide a simulated learning context. The Executive Director will present different challenges he is facing as Executive Director and ask students to come up with solutions. This is how we will move from the abstract to the concrete. This means that at certain times, the Instructor or a student may play the role as the Executive Director and either relate to the students as consultants helping him work through a problem OR as staff members and volunteers of DO. CLASS ASSIGNMENTS: Students will be evaluated based on the following: Class Attendance and Participation 20 points Homework ‐ Business Plan Exercise 10 points Leadership in Nonprofit Organizations ‐ Despard, Spring 2009 2 Brief Response Papers (3 total) Organizational Development Project Leadership Self‐Analysis (extra credit ‐ optional) 30 points 35 points 10 points CLASS PARTICIPATION: It is expected that students will be active members of the class. Therefore, the following grading rubric will be used for class participation. 20 pts: Consistent attendance and active participation. 19 pts: One class missed, active participation. 18 pts: One class missed, inconsistent participation 17 pts: Two classes missed, active participation. 16 pts: Two classes missed, inconsistent participation. Under 16 pts: Three or more classes missed, disengagement from class. The class participation grade includes a small group homework assignment. In groups of three, students will be assigned a set of focus questions or a case scenario of a nonprofit facing a challenge. During the following class (one week later), each group will present their recommendations and facilitate class discussion related to the readings for that week. HOMEWORK ‐ BUSINESS PLAN EXERCISE: This assignment is intended to help students critically examine how nonprofit organizations pursue and sustain their missions by identifying key programmatic and marketing/resource development strategies. Students will select a nonprofit and answer questions and complete information using a business plan worksheet. Completing this exercise will not require direct contact with an organization. Students will share their findings in class on February 16, 2009. BRIEF RESPONSE PAPERS: Students will answer focus questions in brief (2‐4 page, double spaced) papers. Focus questions for each paper will be posted on Blackboard in the Assignments folder. Students will complete a total of three papers corresponding to the three units of study: 1. The context of nonprofit leadership (due February 9, 2009) 2. Pursuing and sustaining nonprofit missions (due February 23, 2009) 3. The interpersonal side of leadership (due March 30, 2009) ORGANIZATIONAL DEVELOPMENT PROJECT: Objective: To identify and analyze key challenges confronting nonprofit organizations and articulate effective organizational and leadership strategies and skills for responding to them. Due Dates: Students must select from Options A‐D below and notify the instructor of their chosen option by February 2, 2009 by submitting a one paragraph abstract (print or email is fine). Presentations will take place on April 20 & 27, 2009. Papers are due on April 27, 2009. Leadership in Nonprofit Organizations ‐ Despard, Spring 2009 3 Assignment Options: Students must choose from one of the following options to complete this assignment: Option A: Organizational Assessment (Group Project) Requirements: Each group of three students will select a nonprofit organization with which to conduct an organizational capacity assessment. An assessment tool from the Marguerite Casey Foundation (available on Blackboard) will be used by students to help the organization assess its capacity in various areas such as board development and program evaluation. The idea is not for the group of students to evaluate the nonprofit as an outside group, but to use the assessment tool to help the nonprofit answer key questions about its capacity to achieve its mission. A group presentation on April 20 or 27, 2009 will be in the form of a mock presentation to the Board of the organization. Detailed instructions will be posted on Blackboard. Option B: Organizational Development Project (Individual or Group Project) Requirements: Students will work with a nonprofit organization that wants help in addressing one or more capacity areas described in the Marguerite Casey Foundation organizational assessment tool. Unlike Option A, which focused on assessing and understanding, this option involves helping the organization develop ideas, strategies and tactics about one or more key performance areas. Examples include:  SWOT analysis  A resource development and marketing plan  A capital campaign plan  A board recruitment, development and retention plan (including job descriptions and other important documents) The final product will consist of the completed written work to be turned in to the nonprofit organization and a supplementary paper to be turned in to the instructor that discusses the leadership roles and skills within the organization that are needed to accomplish the development effort. It is essential that information and recommendations given to the nonprofit be substantiated with nonprofit literature (see Blackboard for helpful sources). Option C: Literature Review – Organizational Best Practices (Individual Project) Requirements: Students choosing this option will conduct an in depth literature review related to one or more capacity areas described in the Marguerite Casey Foundation organizational assessment tool and apply (theoretically, not in actual practice) what they learned from the review and from the course to a nonprofit organization of their choosing and what they see as the leadership roles and skills within the organization that are needed to adopt the recognized best practice(s). Leadership in Nonprofit Organizations ‐ Despard, Spring 2009 4 Option D: Nonprofit Startup (Group Project) Requirements: Students with an existing interest in launching a nonprofit corporation can exercise this option to accomplish several important tasks required in starting a nonprofit:  Creation of mission and vision statements, core values and beliefs and case statement  Filing Articles of Incorporation with a state corporation commission  Creation of organizational bylaws  Board constitution  IRS Form 1023  Nonprofit business plan outline The most important part of this assignment is the business plan outline. Generally speaking, the instructor actively discourages the formation of new nonprofit corporations for a variety of reasons. Without a solid idea of how a new nonprofit would be financed, it shouldn’t be formed. The final product will consist of the documents listed above and a supplementary paper that discusses the leadership roles and skills within the organization that are needed for a successful launch. The instructor will entertain alternative ideas to this option, including proposed mergers between existing nonprofits. LEADERSHIP ANALYSIS (EXTRA CREDIT ‐ OPTIONAL) Objective: To apply and adapt leadership knowledge and skills discussed in the course to one’s own identified leadership style and to align this analysis to a specific nonprofit organization. Due Date: April 27 or May 4, 2009 Requirements: This assignment is option for students who wish to have an opportunity to earn a grade of an H for the course. It is intended to be a reflection paper wherein students apply what they have learned in class (knowledge, skills, leadership self‐awareness) to a plan or vision for how they might offer leadership in an organization or community. The final paper should not exceed 12 double spaced pages and should incorporate scholarly sources. It will be comprised of three sections: 1. Personal Leadership Style: What do you judge to be your areas of strength and weakness regarding leadership competencies and characteristics discussed in the course? What do you want to improve or strengthen? How would you characterize your own leadership style? 2. Synthesis: Based on what you have learned in this course as comprising the skills needed to lead a nonprofit organization by effectively responding to the various challenges they face, what skills/challenges do you feel you are best able to Leadership in Nonprofit Organizations ‐ Despard, Spring 2009 5 apply/confront in nonprofit work? Based on this assessment, what role within an organization do you feel is ideal? (e.g. Executive Director, Chief Operating Officer, Program Director, Client Services Director, Director of Development, Director of Marketing and Public Relations, etc. – Note: You will not lose points for not selecting ED!) 3. Alignment: Based on your personal leadership style and the skills/challenges you feel you are best able to apply/confront, describe the type of nonprofit organization (size, mission, scope, location, life stage, target population, etc.) with which you feel you are optimally aligned. You can name and describe a specific organization or just describe the characteristics of an unspecified one (though this should bear resemblance to real world organizations!). To fulfill this part of the assignment, you must consult with one individual to give you feedback to help you identify this alignment. This can be a former supervisor, colleague, peer, faculty member (not the instructor), or other person (excluding family members). You must explain why you sought this individual’s counsel by describing the perspective you feel that they offer that helps you assess your strengths, weaknesses and alignment. The following reading is highly recommended to complete this section on alignment: Dym, B. & Hutson, H. (2005). Leadership in nonprofit organizations. Thousand Oaks, CA: Sage. (Read Chapter 6: The Alignment Map) (BB) GRADING SYSTEM: All grades are based on the following scale: 94 and above H 80‐93 P 70‐79 L 69 and below F While it is possible to earn as much as 95 points (grade of H) without completing the optional Leadership Analysis assignment, chances of earning an H are considerably greater if a student completes this optional assignment. This is an intentional form of contract grading. POLICY ON INCOMPLETES AND LATE ASSIGNMENTS: Each student may request one 3 day (72 hour) extension (due Thursday at class start time) during the course of the semester – no questions asked. Otherwise, a paper is considered late if it is handed in any later than the start of class on the day it is due. The grade for late papers will be reduced 5% per day, including weekends. 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. Leadership in Nonprofit Organizations ‐ Despard, Spring 2009 6 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, examination format) directly with the instructor. USE OF LAPTOPS OR OTHER ELECTRONIC DEVICES: Use of electronic devices for non‐class related activities (e.g. checking email, surfing, IMing, blogging, playing games) is prohibited. Use of laptops is permitted as a tool for small group activities and in‐class assignments or as an approved accommodation for students with disabilities (see above). 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 are STRONGLY encouraged to use online resources of the campus Writing Center (http://www.unc.edu/depts/wcweb/) and/or seek assistance from Diane Wyant or Susan White in the School of Social Work. The School of Social Work faculty has adopted APA style as the preferred format for papers and publications. All written assignments for this course should be submitted in APA format. A summary was distributed at orientation for MSW students and can be shared with non‐MSW students as requested. The web sites listed below provide additional information, though students are strongly encouraged to purchase the following text: American Psychological Association. (2001). Publication manual of the American Psychological Association, 5th Edition. Washington, D.C.: American Psychological Association.  http://www.apastyle.org/elecref.html (APA Style for material in electronic formats) Leadership in Nonprofit Organizations ‐ Despard, Spring 2009 7 
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http://owl.english.purdue.edu/handouts/research/r_apa.html (general information about documentation using APA style) http://www.bartleby.com/141/ (electronic version of Strunk's The Elements of Style which was originally published in 1918) http://www.fas.harvard.edu/~wricntr/resources.html (The Writing Center, links to on‐line reference material and many other useful sites for authors) http://www.unc.edu/depts/wcweb/ (The UNC writing center—on‐line and tutorial help at Phillips Annex 962‐7710) READINGS AND COURSE OUTLINE UNIT 1: THE CONTEXT OF NONPROFIT LEADERSHIP Class 1 January 12 Objectives Introduction Readings: None. 
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Understand expectations for and about the course Identify key characteristics and dynamics of the nonprofit sector Explore basic assumptions about leadership in nonprofit organizations * *** NO CLASS ON JANUARY 19, 2009 – Martin Luther King, Jr. Holiday *** Class 2 January 26 Objectives Multimedia Readings: Governance & Management of Nonprofit Organizations 
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Describe the role of the board of directors and board‐staff relationships Distinguish between governance and management functions Identify and describe significant leadership challenges for nonprofit organizations DO Podcast #1 (BB ‐ .mp3 format) TEXT: Chapter 2: Mission, Vision & Values (pp. 7‐10) Chapter 6: Governance (pp. 43‐56) Berkshire, J.C. (2008). A parting of ways: Lack of communication is behind many executive firings. The Chronicle of Philanthropy, April 3, 2008 Issue, Retrieved December 17, 2008 from http://philanthropy.com/free/articles/v20/i12/12003701.htm Carver, J. & Carver, M. (2008). Carver’s policy governance model in nonprofit Leadership in Nonprofit Organizations ‐ Despard, Spring 2009 8 organizations. Retrieved December 17, 2008 from http://www.carvergovernance.com/pg‐np.htm Class 3 February 2 Objectives Dayton, K. (2001). Governance is governance. Washington, DC: Independent Sector. (BB) McManus, J. & Leslie, D. (2000). Resignation or dismissal? When a CEO and a president clash. Nonprofit Management and Leadership, 11(2), 225‐230. (BB) Developing & Working with Boards of Directors 
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Readings: Discuss the benefits and challenges of recruiting and retaining a diverse and well‐qualified board of directors Explain key areas of board performance and how to promote it Block, S.R. (2004). Why nonprofits fail: Overcoming founder’s syndrome, fundphobia, and other obstacles to success. San Francisco: Jossey‐Bass. Chapter 8: Role Confusion. (BB) Brown, W.A. (2007). Board development practices and competent board members: Implications for performance. Nonprofit Management & Leadership, 17(3): 301‐317. (BB) Martinelli, F. & Biro, S. (n.d.). Developing a board recruitment plan. Createthefuture.com. Retrieved December 17, 2008 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 December 17, 2008 from http://www.nonprofitquarterly.org/content/view/36/28/ Class 4 February 9 Objectives Nonprofit Accountability 
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Readings: Describe various standards of accountability for nonprofits Compare and contrast different ways in which nonprofits maintain accountability with various stakeholders Examine the relevance of diversity to accountability TEXT: Chapter 4: Evaluation (pp. 23‐34) Holland, T.P. & Ritvo, R.A. (2008). Ethical issues in nonprofit organizations. In Nonprofit Organizations: Principles and Practices. New York: Columbia University Press. (BB) Ospina, S., Diaz, W. and O’Sullivan, J.F. (2002). Negotiating accountability: Managerial lessons from identity‐based nonprofit organizations. Nonprofit and Voluntary Leadership in Nonprofit Organizations ‐ Despard, Spring 2009 9 Sector Quarterly, 31 (1), 5‐31. (BB) Sawhill, J. and Williamson, D. (2001) Measuring what matters in nonprofits. The McKinsey Quarterly, 2, 98‐107. (BB) The Urban Institute. (2007). Insular boards guide many nonprofits. Retrieved December 17, 2008 from http://www.urban.org/publications/901089.html UNIT 2: Class 5 February 16 Objectives Nonprofit Business Models: Pursuing & Sustaining the Mission, Part 1 
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Multimedia Readings: PURSUING & SUSTAINING NONPROFIT MISSIONS Describe the essential characteristics of the nonprofit model and how it poses unique challenges for nonprofits to sustain their missions Critically examine how nonprofits purport to create social value DO Podcast #3 (BB ‐ .mp3 format) TEXT: Chapter 5: Strategic Planning & Thinking (pp. 35‐42) Austin, J., Gutierrez, R., Ogliastri, E. & Reficco, E. (2007). Capitalizing on convergence. Stanford Social Innovation Review, Winter 2007: 24‐31. (BB) CompassPoint Nonprofit Services. (2006). What is a business plan? Retrieved December 21, 2007 from http://www.compasspoint.org/askgenie/details.php?id=131 Miller, C. (2005). The looking‐glass world of nonprofit money: Managing in for‐profits’ shadow universe. The Non‐Profit Quarterly 12(1): 1‐5. (BB) Richter, M. (2006). The nonprofit motive. The Stranger. Retrieved December 16, 2008 from http://www.thestranger.com/seattle/Content?oid=31920 Class 6 February 23 Objectives Nonprofit Business Models: Pursuing & Sustaining the Mission, Part 2 
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Readings: Explain a strategic approach to resource development and marketing for nonprofit organizations Examine earned income strategies for nonprofits Analyze “third way” concepts and models (B Corp, social entrepreneurs, etc.) and how they present opportunities and threats to nonprofit organizations TEXT: Chapter 7: Fund Development (pp. 57‐72) http://www.bcorporation.net/: Read About B Corp/Our Vision/What & Why Leadership in Nonprofit Organizations ‐ Despard, Spring 2009 10 Block, S.R. (2004). Why nonprofits fail: Overcoming founder’s syndrome, fundphobia, and other obstacles to success. San Francisco: Jossey‐Bass. Chapter 10: Fundphobia. (BB) Dees, G. (2004). Putting nonprofit business ventures in perspective. In S. M. Oakes, C.W. Massarsky & S.C. Beinhacker (Eds.) Generating and sustaining nonprofit earned income. San Francisco: Jossey‐Bass. Retrieved December 23, 2007 from http://mba.yale.edu/newsletter_alum/PDF/chapterone.pdf Miller, C. (2004). Risk minus cash equals crisis: The flap about general operating support. State of Philanthropy 2004, National Committee for Responsive Philanthropy (Chapter 21: pp. 121‐125). (BB) Tyminski, R. (1998). Reducing funding risk and implementing a fundraising plan: A case study. Nonprofit Management & Leadership, 8(3): 275‐286. (BB) Yunus, M. (n.d.). Social business entrepreneurs are the solution. Retrieved December 16, 2008 from http://www.ima.kth.se/utb/MJ1501/pdf/yunus.pdf UNIT 3: Class 7 March 2 Objectives Multimedia Readings: THE INTERPERSONAL SIDE OF NONPROFIT LEADERSHIP Leadership Styles 
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Analyze differences between leadership and management Identify and describe leadership types, characteristics and competencies and relate them to nonprofit organizations DO Podcast #2 (BB ‐ .mp3 format) TEXT: Chapter 1: Leadership (pp. 1‐6) Cox, R. (2007). The transformational leadership report. (read p. 5 & 10). Retrieved December 18, 2008 from http://www.transformationalleadership.net/ (BB) George, B., Sims, P., McLean, A.N. & Mayer, D. (2007). Discovering your authentic leadership. Harvard Business Review, February, 1‐8. (BB) Goleman, D., Boyatzis, R. & McKee, A. (2002). Primal leadership: Learning to lead with emotional intelligence. Boston, MA: Harvard Business School Press. Read Chapters 1 & 2 & Appendix B (BB) Reis, R. (2008). 880 adaptive leadership. Blog posting on Tomorrow’s Professor Blog ‐ http://amps‐tools.mit.edu/tomprofblog/ (BB). Spears, L. (2004). Practicing servant‐leadership. Leader to Leader, 34(Fall 2004), 7‐11. Retrieved April 21, 2008 from Leadership in Nonprofit Organizations ‐ Despard, Spring 2009 11 http://www.leadertoleader.org/knowledgecenter/journal.aspx?ArticleID=51 (BB) *** NO CLASS ON MARCH 9, 2009 – SPRING BREAK *** Class 8 March 16 Objectives Multimedia Readings: Class 9 March 23 Objectives Building Your Team: Recruiting & Hiring Well Qualified & Diverse Employees  Identify major components of nonprofit human resource systems  Explain how to recruit and retain a well qualified and diverse staff  Demonstrate effective candidate interviewing techniques DO Podcast #4 (BB ‐ .mp3 format) TEXT: Chapter 10: Human Resources (pp. 97‐104) Bridgespan Group. (2008). Recruiting diverse talent. Retrieved December 18, 2008 from http://resources.bridgestar.org/Documents/RecruitingDiverseTalent.pdf (BB) Digh, P. (2001). Getting people in the pool: Diversity recruitment that works. ASAE & The Center for Association Leadership. (BB) Fernandez, C. (2007). The behavioral event interview: Avoiding interviewing pitfalls when hiring. Journal of Public Health Management Practice, 12(6), 590‐593. (BB) Strom‐Gottfried, K. (2006). Managing human resources. In R.L. Edwards & J.A. Yankey (Eds.) Effectively Managing Nonprofit Organizations. Washington, DC: NASW Press. (BB) Supporting Employees & Volunteers 
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Readings: Explain how volunteers can be meaningfully integrated into nonprofit organizations Describe use of various leadership styles and strategies for supporting and retaining employees Bliss & Associates. (n.d.). Employee retention strategies and ideas. Retrieved December 18, 2008 from http://www.blissassociates.com/html/articles/employee_retention02.html Brudney, J.L. (2005). Designing and managing volunteer programs. In R.D. Herman & Associates (Eds.). The Jossey‐Bass Handbook of Nonprofit Leadership & Management (2nd ed.). San Francisco: Jossey‐Bass. (BB) Leadership in Nonprofit Organizations ‐ Despard, Spring 2009 12 Fernandez, C. (2007). The power of positive personal regard. Journal of Public Health Management Practice, 13(3), 321‐323. (BB) Fernandez, C. (2007). Employee engagement. Journal of Public Health Management Practice, 13(5), 524‐526. (BB) Hrywna, M. (2006). Lure and keep workers with inexpensive, non‐cash benefits (Special Report). Retrieved December 18, 2008 from http://www.nptimes.com/Feb06/sr2.html NPT Weekly. (September 8, 2008). Staff burnout: The 5 deadly sins. Retrieved December 18, 2008 from http://www.nptimes.com/08Sep/news‐080908‐
1.html Upshur‐Myles, C.C. (2007). What followers want from leaders: Capitalizing on diversity. Nonprofit World, September/October, 15‐16. (BB) Class 10 March 30 Objectives Readings: Communication in Nonprofit Organizations  Articulate effective communication strategies with staff and volunteers  Demonstrate ability to have difficult conversations Argyris, C. (July‐August 1994). Good communication that blocks learning. Harvard Business Review. 77‐85. (BB) Fernandez, C. (2008). Managing the difficult conversation. Journal of Public Health Management Practice, 14(3), 317‐319. (BB) Schwarz, R. (2006). Does your leadership reduce learning? Leader to Leader, 40‐47. (BB) Schwarz, R. (2008). Giving and receiving gifts in conversation. Fundamental Change. Roger Schwarz & Associates, Inc. (BB) Schwarz, R. (2008). How to influence others while building trust and saving time. Fundamental Change. Roger Schwarz & Associates, Inc. (BB) Schwarz, R. (2008). How to talk behind peoples’ backs. Fundamental Change. Roger Schwarz & Associates, Inc. (BB) Schwarz, R. (2008). Suppose we took team accountability seriously. Fundamental Change. Roger Schwarz & Associates, Inc. (BB) Leadership in Nonprofit Organizations ‐ Despard, Spring 2009 13 Class 11 April 6 Objectives Readings: Class 12 April 13 Objectives Readings: Organizational Change & Growth  Apply organizational life cycle perspectives to understand challenges confronting nonprofit organizations  Critically examine assumptions about organizational performance and impact Connolly, P. & Klein, L.C. (1999). Good growth, bad growth and how to tell the difference. Nonprofit World, 17(3), 32‐37. (BB) Light, P.C. (2004). The spiral of sustainable excellence (read pp. 136‐145). In Sustaining nonprofit performance: The case for capacity building and the evidence to support it. Washington, DC: Brookings Institution Press. (BB) McLeod Grant, H. & Crutchfield, L.R. (2007). Creating high‐impact nonprofits. Stanford Social Innovation Review (Fall 2007): 32‐41. Retrieved December 19, 2007 from http://www.ssireview.org/articles/entry/creating_high_impact_nonprofits/ The Conservation Company (1997). Organizational life cycles. New York Nonprofits: A publication of the Nonprofit Coordinating Committee of New York, 14(5) September‐October 1997. (BB) Engaging in and Managing Change, Conflict & Growth  Describe effective strategies for facilitating organizational transitions through participatory decision‐making and conflict management TEXT: Chapter 13: Managing Change (pp. 125‐132) Fernandez, C. (2007). Creating thought diversity: The antidote to group think. Journal of Public Health Management Practice, 13(6), 679‐680. (BB) Global Negotiation Project, Harvard University. (n.d.). The Third Side. Read: http://www.thirdside.org/thirdside.cfm (What is the Third Side?) http://www.thirdside.org/overview.cfm (Overview) http://www.thirdside.org/assump.cfm (3S Assumptions) http://www.thirdside.org/skills.cfm (3S Skills) Hyman, V. (2006). Advice for leading an organization through major change. Tools you can use (e‐newsletter from Fieldstone Alliance) Retrieved December 17, 2008 from http://www.fieldstonealliance.org/client/tools_you_can_use/10‐06‐
06_managing_change.cfm Mittenthal, R. (2002). Ten keys to successful strategic planning for nonprofit and foundation leaders (Briefing Paper). New York: TCC Group. (BB) Leadership in Nonprofit Organizations ‐ Despard, Spring 2009 14 Schwarz, R. (2008). Three key decision‐making tips. Fundamental Change. Roger Schwarz & Associates, Inc. (BB) Class 13 April 20 Readings: Class 14 April 27 Objectives Presentations None. Presentations / Course Review 
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Multimedia Review and summarize progress in achieving course learning objectives Develop expectations concerning a career in nonprofit leadership DO Podcast #5 (BB ‐ .mp3 format) Readings: None. Leadership in Nonprofit Organizations ‐ Despard, Spring 2009 15