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 2010
Three credit hours
Mat Despard, MSW
TTK 402-E; 919-962-6467
despard@email.unc.edu
Tuesdays 12noon – 2pm and by appointment
is available through http://blackboard.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: 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 positionbased 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 2010
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 in the following ways:
1) At the URL stated in the reading list;
OR
2) Through an electronic academic journal accessible through UNC Libraries
(http://www.lib.unc.edu/) marked as “UL” (for “UNC Libraries”);
OR
3) Via Blackboard (http://blackboard.unc.edu/) “BB” (login and find SOWO 884, choose
“Assignments” and “Course Readings” folder);
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
Leadership in Nonprofit Organizations - Despard, Spring 2010
2
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:
Assignment
Class Attendance & Participation
Class Topic Introduction
Organizational development project – abstract
Brief reaction paper #1
Homework – Nonprofit business model assessment
Brief reaction paper #2
Organizational development project
Leadership Self-Analysis (extra credit - optional)
Points
10
10
n/a
10
15
10
40
10*
Date Due
Ongoing
Varying
2/1/10
2/8/10
2/15/10
3/15/10
4/26/10
4/26 or 5/3/10
* This is a form of contract grading wherein students who wish to earn an H increase their chances of doing so by
completing this assignment. While the total number of points for all other requirements is 95, students will still
earn a grade of P if they earn at least 76 points (80% of the 95 total possible points).
CLASS PARTICIPATION (10 PTS.)
It is expected that students will be active members of the class. Therefore, the following
grading rubric will be used for class participation.
10 pts:
9 pts:
8 pts:
7 pts:
6 pts:
Under 6 pts:
No classes missed and active participation.
One class missed, active participation.
One class missed, inconsistent participation
Two classes missed, active participation.
Two classes missed, inconsistent participation.
Three or more classes missed, disengagement from class.
Only in highly extenuating circumstances (medical or family emergency) may an absence be
considered excused. Being on time for class is very important and is a sign of respect for the
learning environment. Being late and/or leaving early may result in the loss of class
participation points.
CLASS TOPIC INTRODUCTION (10 PTS.)
In groups of two or 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. Points will be awarded based on the thoughtfulness of the recommendations, integration
with and understanding of the relevant readings and ability to stimulate and facilitate class
discussion. Students should prepare a brief, written summary of their findings.
HOMEWORK – NONPROFIT BUSINESS MODEL ASSESSMENT (15 PTS)
Leadership in Nonprofit Organizations - Despard, Spring 2010
3
This assignment is intended to help students critically examine how nonprofit organizations
pursue their missions by identifying and assessing intended outcomes and key programmatic
strategies. Students will select a nonprofit and answer a set of questions. Completing this
exercise will not require direct contact with an organization. Students will share their findings
and turn in their written work in class on February 15, 2010.
BRIEF REACTION PAPERS (2 TOTAL; 10 PTS EACH)
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 two papers corresponding to the first two units of study:
1. The context of nonprofit leadership (due February 8, 2010)
2. Nonprofit effectiveness and sustainability (due March 15, 2010)
These papers will be graded based on the following rubric:
10 pts: Student does an exceptional job of integrating course readings and presenting well
reasoned and articulate responses that are well grounded in the realities of leading a
nonprofit organization.
9 pts: Student demonstrates a solid grasp of course readings and presents constructive
responses appropriate for leading a nonprofit organization.
8 pts: Student demonstrates evidence of having done the course readings, yet some
conceptual understanding is lacking. Some flaws in reasoning are present in the
responses regarding nonprofit leadership.
Half points may be awarded at the instructor’s discretion.
ORGANIZATIONAL DEVELOPMENT PROJECT (40 PTS TOTAL)
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 present an abstract (not graded)
by February 1, 2010 that identifies the selected option, plan of action and anticipated final
product. Presentations will take place on April 19 & 26, 2010. Papers are due on April 26,
2010.
Assignment Options:
Students must choose from one of the following options to complete this assignment. For
options that may be completed as a group project, no more than three students may comprise
a group, the breadth and scope of the assignment will vary by number of group members and
students will be required to account for their individual effort and be evaluated by their fellow
group members.
Leadership in Nonprofit Organizations - Despard, Spring 2010
4
Option A:
Organizational Assessment (Individual or Group Project)
Requirements:
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 (If students wish to use an
alternative assessment tool, they can present it for approval to the instructor). 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 19 or 26, 2010 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. A list of available nonprofits/requested projects is available on
Blackboard or students may choose a nonprofit on their own. Students interested in this option
will bid on projects, indicating their 1st, 2nd, and 3rd choices in their abstracts due 2/01/2010.
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 2010
5
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 26 or May 3, 2010
Requirements:
This assignment is an option for students who wish to increase the
likelihood of earning an H for the course and want to integrate course material on a more
personal, career-oriented level. 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 be
8 to 10 double spaced pages in length 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
apply/confront in nonprofit work? Based on this assessment, what role within an
Leadership in Nonprofit Organizations - Despard, Spring 2010
6
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
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.
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
Leadership in Nonprofit Organizations - Despard, Spring 2010
7
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. The
web sites listed below provide additional information, though students are encouraged to
purchase the following text:
American Psychological Association. (2009). Publication manual of the American
Psychological Association, 6th Edition. Washington, D.C.: American Psychological
Association.
APA Style:
 http://ssw.unc.edu/files/web/pdf/Current%20Students/2009RevisedAPAQuickGuide1.pdf
 http://owl.english.purdue.edu/handouts/research/r_apa.html (general information about
documentation using APA style)
General Writing Resources:
Leadership in Nonprofit Organizations - Despard, Spring 2010
8



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)
Leadership in Nonprofit Organizations - Despard, Spring 2010
9
READINGS AND COURSE OUTLINE
UNIT 1:
Class 1
January 11
Objectives
Introduction
Readings:
None.
THE CONTEXT OF NONPROFIT LEADERSHIP
Understand expectations for and about the course
Identify key characteristics and dynamics of the nonprofit sector
Explore basic assumptions about leadership and effectiveness in nonprofit
organizations
* *** NO CLASS ON JANUARY 18, 2010 – Martin Luther King, Jr. Holiday ***
Class 2
January 25
Objectives
Governance & Management of Nonprofit Organizations
Multimedia
DO Podcast #1 (in class)
Readings:
TEXT:
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
TEXT:
Chapter 1: Leadership (pp. 1-6)
Chapter 2: Mission, Vision & Values (pp. 7-10)
Chapter 6: Governance (pp. 43-56)
Carver, J. & Carver, M. (2008). Carver’s policy governance model in nonprofit
organizations. Retrieved December 17, 2008 from
http://www.carvergovernance.com/pg-np.htm
McManus, J. & Leslie, D. (2000). Resignation or dismissal? When a CEO and a
president clash. Nonprofit Management and Leadership, 11(2), 225-230. (BB)
Class 3
February 1
Objectives
Developing & Working with Boards of Directors
Readings:
Block, S.R. (2004). Why nonprofits fail: Overcoming founder’s syndrome, fundphobia,
and other obstacles to success. San Francisco: Jossey-Bass.
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
Leadership in Nonprofit Organizations - Despard, Spring 2010
10
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 8
Objectives
Nonprofit Accountability & Ethics
Readings:
Holland, T.P. & Ritvo, R.A. (2008). Ethical issues in nonprofit organizations. In
Nonprofit Organizations: Principles and Practices. New York: Columbia
University Press. (BB)
Describe various accountability and ethical standards for nonprofits
Compare and contrast different ways in which nonprofits maintain
accountability with various stakeholders & uphold ethical standards, including
through its online presence
Examine the relevance of diversity to accountability
Independent Sector. (2005). Checklist for accountability. (BB)
Ospina, S., Diaz, W. and O’Sullivan, J.F. (2002). Negotiating accountability: Managerial
lessons from identity-based nonprofit organizations. Nonprofit and Voluntary
Sector Quarterly, 31 (1): 5-31. (BB)
The Urban Institute. (2007). Insular boards guide many nonprofits. Retrieved
December 17, 2008 from http://www.urban.org/publications/901089.html
(BB)
UNIT 2:
Class 5
February 15
Objectives
NONPROFIT EFFECTIVENESS & SUSTAINABILITY
Nonprofit Outcomes & Impact
Critically examine nonprofits’ theories of change – assumptions about how
they create social value
Understand how nonprofits can measure their outcomes
Relate nonprofit outcomes to broader, community and social impact
Leadership in Nonprofit Organizations - Despard, Spring 2010
11
Readings:
TEXT:
Chapter 4: Evaluation (pp. 23-34)
Crutchfield, L.R. & McLeod Grant, H. (2008). Forces for good: The six practices of highimpact nonprofits. San Francisco: Jossey-Bass. (read chapters 1 & 2) BB
The James Irvine Foundation. (2009). The strong field framework: A guide and toolkit
for funders and nonprofits committed to large-scale impact. (BB)
Class 6
February 22
Objectives
Nonprofits as Learning Organizations
Readings:
Brown, T. & Wyatt, J. (2010). Design thinking for social innovation. Stanford Social
Innovation Review, (Winter 2010), 30-35. Retrieved on December 21, 2009
from
http://www.ssireview.org/articles/entry/design_thinking_for_social_innovati
on/
Identify characteristics of learning organizations and how nonprofits can
engage in self evaluation
Describe ways in which nonprofits can think innovatively to fulfill missions
Fine, R. (2006). Innovation at work: Helping nonprofits raise the bar on ingenuity. Blue
Grotto, Inc. Retrieved on December 22, 2009 from:
http://www2.guidestar.org/rxa/news/articles/2006/innovation-at-workhelping-nonprofits-raise-the-bar-on-ingenuity.aspx?articleId=1076
Johnson, C. & Crean, A. (2008). Effective nonprofit evaluation: Through a “community
of learners” (Briefing Paper). TCC Group. Retrieved on December 21, 2009
from:
http://www.tccgrp.com/pdfs/per_brief_col.pdf (BB)
Class 7
March 1
Objectives
Strategic Management & Growth in Nonprofits
Readings:
TEXT:
Apply organizational life cycle perspectives to understand challenges
confronting nonprofit organizations
Distinguish between strategic planning and management
Identify elements of effective strategic management and capacity building in
high performing nonprofits
Chapter 5: Strategic Planning & Thinking (pp. 35-42)
Light, P.C. (2004). The spiral of sustainable excellence. In Sustaining nonprofit
performance: The case for capacity building and the evidence to support it.
Washington, DC: Brookings Institution Press. (BB)
*** NO CLASS ON MARCH 8, 2010 – SPRING BREAK ***
Leadership in Nonprofit Organizations - Despard, Spring 2010
12
Class 8
March 15
Nonprofit Sustainability
Objectives
Describe the essential characteristics of the nonprofit model and how it poses
unique challenges for nonprofits to sustain their missions
Compare and contrast traditional subsidy-based resource development
strategies with entrepreneurial, earned income and social enterprise
strategies
Multimedia
DO Podcast #3 (in class)
Readings:
TEXT:
Chapter 7: Fund Development (pp. 57-72)
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
Lee, H. (2009). North Carolina transplant: Triangle residential options for substance
abusers (TROSA) (pp. 12-15). The Chronicle of Social Enterprise, Spring 2009.
Institute for Social Innovation, H. John Heinz III College, Carnegie Mellon
University. Retrieved on December 21, 2009 from:
http://www.socialent.org/pdfs/THE_CHRONICLE_OF_SOCIAL_ENTERPRISE_V
OLUME_ONE_SPRING_2009.pdf
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)
Social Enterprise Alliance. (n.d.). What is social enterprise? (Powerpoint presentation).
(BB)
UNIT 3:
THE INTERPERSONAL SIDE OF NONPROFIT LEADERSHIP
Class 9
March 22
Objectives
Human Resource Strategy for Nonprofits: Recruiting & Hiring for Diversity
Multimedia
DO Podcast #4 (in class)
Readings:
TEXT:
Identify major components of nonprofit human resource systems
Explain how to recruit and retain a well qualified and diverse staff
Understand recruiting for diversity within the context of a broader
commitment to multiculturalism and anti-oppression
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)
Leadership in Nonprofit Organizations - Despard, Spring 2010
13
Hyde, C. (2004). Multicultural development in human services agencies: Challenges
and solutions. Social Work, 49(1), 7-16. (BB)
Watson, M. (2007). How charities can recruit diverse employees. (Opinion Piece).
Chronicle of Philanthropy. Retrieved on December 21, 2009 from:
http://philanthropy.com/free/articles/v19/i06/06004901.htm
Class 10
March 29
Objectives
Supporting Employees & Volunteers
Readings:
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)
Explain how volunteers can be meaningfully integrated into nonprofit
organizations
Describe use of various leadership styles and strategies for supporting and
retaining employees
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-0809081.html
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
(BB)
Class 11
April 5
Objectives
Communication & Conflict in Nonprofit Organizations, Part 1
Readings:
TEXT:
Articulate effective communication and decision making strategies with staff
and volunteers
Explore the relationship between power and leadership
Chapter 13: Managing Change (pp. 125-132)
Leadership in Nonprofit Organizations - Despard, Spring 2010
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Fernandez, C. (2007). Creating thought diversity: The antidote to group think. Journal
of Public Health Management Practice, 13(6), 679-680. (BB)
Galinsky, A.D., Jordan, J. & Sivanathan, N. (n.d.). Harnessing power to capture
leadership. (Chapter to appear in D. Forsyth, A. Goethals, & C. Hoyt (Eds.),
Social Psychology and Leadership. Praeger Perspectives Book Series:
Greenwood Publishing Group). (BB)
Schwarz, R. (2008). Three key decision-making tips. Fundamental Change. Roger
Schwarz & Associates, Inc. (BB)
Schwarz, R. (2006). Does your leadership reduce learning? Leader to Leader, 40-47.
(BB)
Class 12
April 12
Objectives
Communication & Conflict in Nonprofit Organizations, Part 2
Readings:
Fernandez, C. (2008). Managing the difficult conversation. Journal of Public Health
Management Practice, 14(3), 317-319. (BB)
Describe effective strategies for facilitating organizational transitions through
participatory decision-making and conflict management
Understand dynamics surrounding change, conflict and emotional responses
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)
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. (BB)
Class 13
April 19
Readings:
Presentations
Class 14
April 26
Objectives
Presentations / Course Review
Multimedia
DO Podcast #5 (in class) No readings
None.
Review and summarize progress in achieving course learning objectives
Develop expectations concerning a career in nonprofit leadership
Leadership in Nonprofit Organizations - Despard, Spring 2010
15