LEADERSHIP, ORGANIZING & ACTION: LEADING CHANGE TH
FEBRUARY 10 2014 – MAY 28TH, 2014 ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ TEACHING FELLOWS Ashley Ardon aarden@hoggan.com Ana Babovic anababovic@live.com Uyen Doan uyendoan@gmail.com Kanoko Kamata kanoko.kamata@gmail.com Achraf Hamzah achrafhamzah@gmail.com
FACULTY INSTRUCTOR Marshall Ganz marshall_ganz@harvard.edu FACULTY ASSISTANT Gerta Dhamo 617‐384‐9637 gerta_dhamo@hks.harvard.edu TECHNOLOGY SUPPORT James Brockman James_Brockman@hks.harvard.edu
HEAD TEACHING FELLOW Rawan Zeine rawanzeine@gmail.com Randa Naffa randa@jo.jo
1 “In democratic countries, knowledge of how to combine is the mother of all other forms of knowledge; on its progress depends that of all the others.” — Alexis de Tocqueville A. OBJECTIVES Fulfilling the democratic promise of equity, accountability and effectiveness requires the participation of an “organized” citizenry able to formulate, articulate and assert its shared interests effectively. Organizing, in turn, requires leadership: accepting responsibility for enabling others to achieve shared purpose in the face of uncertainty. Organizers identify, recruit and develop leadership; build community around that leadership; and build power from the resources of that community. In this course, participants practice leadership by organizing a leadership team to work with him or her to mobilize members of a “constituency” to work together to achieve specific outcomes in the pursuit of a shared purpose by the end of the course. Participants learn five core leadership practices: building committed relationships; using narrative to translate values into the capacity for agency; turning resources into power by strategizing; turning intentions into effective action; and structuring organization so as to develop leadership, engage constituents, and achieve goals. Participants learn to coach others as well receive coaching. They also learn the limits of mobilizing resources in the short‐term – as in getting petition signatures or mouse clicks – unless linked to organizing people for the longer‐term – as in building an organization or movement. B. P A R T I C I P A N T S This course is for people interested in learning how to exercise leadership to create social change through collective action. There are no prerequisites. People with and without “real world” experience find the class equally useful. Participants with a strong commitment to the community, organization, or goals on behalf of which they are working will be most successful. Because this is a practice course, it requires trying new things, risking failure, and stepping outside your comfort zone. As reflective practitioners, students will learn through critical reflection on their experience, feedback and coaching. If you are not prepared to step outside your comfort zone, this course is not for you. C.PEDAGOGY
People learn organizing from the experience of doing it, reflecting on their experience, learning from their reflection, and trying again. Learn
Tryagain
Experience
Reflect
2 This requires leading an organizing project, reading background material, participating in lecture, writing reflection papers, completing skill practice assignments, taking part in section meetings, receiving coaching from your Teaching Fellow and coaching each other. Students are expected to invest an average of 10 hours per week doing all of the above. The course is organized in nine modules. Each module focuses on specific “Learning Objectives.” Each module also specifies an “Action Objective,” a particular skill to be practiced with your peer‐learning partner. Each module builds on the previous learning and action objectives. D.COURSE FLOW
2 WEEK FLOW 1‐WEEK FLOW E. GETTING STARTED
STEP 1: SET UP YOUR COMPUTER Tuesday, Feb 11
9:00‐11:00am EST Wednesday, Feb 12 2:00‐4:00pm EST Students are required to visit the LOA Technology Testing Room and confirm that they are able to use WebEx technology to transmit and receive the audio and video required for participation in class and section. Follow the instructions on the “Getting Started” tab on the course website. Students must also participate 3 STEP 2: MEET WITH YOUR TF Scheduled by TF STEP 3: MEET YOUR SECTION Thursday, Feb 13 STEP 4: AQUIRE READINGS from the same stable internet connection –
not any mobile unit. Please make sure you have a working microphone, headphones and webcam connected to your computer in a quiet space. Students are required to meet their teaching fellow and receive coaching on their project. The teaching fellow will request a 20‐minute WebEx one‐to‐one at a scheduled time prior to the first section meeting. Students will also meet one‐on‐
one at mid‐term and at the end of the class. Students are required to attend an introductory meeting with their designated section. At the section meeting, students will be introduced to their section members, set team norms, learn the technology, and receive clarification regarding the pedagogy. Students will be informed of the exact timing a week prior to launch on the course website and via email. The required readings, videos, and other materials can be found on the course website. Students will be required to have read the required material for Module 1 prior to the first lecture. F.COURSE COMPONENTS AND SCHEDULE 1. Organizing Campaign: Students base class work on what they learn from their experience leading an "organizing campaign" of their own choosing or design. Practicing leadership means organizing a leadership team to work with one to mobilize members of a “constituency” to work together to achieve specific outcomes in the pursuit of a shared purpose by the end of the semester. 2. Readings: Readings provide valuable background for class discussions. My “Organizing Notes” frame the readings, explain charts, and articulate a learning framework. Students are expected to complete required reading before each lecture. Should students wish to pursue a topic more deeply, optional readings are provided. Training materials are also available for students to use with their team via links to the New Organizing Institute’s Toolbox. 3. Live Lecture Discussions: Students learn to use our organizing framework to integrate lectures and reading with critical reflection on their project experience. Live lectures (1.5 hour long) led by Prof Marshall Ganz will be held on Wednesdays from 11:00am‐12:30pm EDT. Students must attend all classes and take an active part in discussions. You must “show up” for class at 10:45am EST/EDT to trouble‐
shoot any technological problems before lecture begins. 4 Live Lecture Dates: Feb
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4. Reflection Papers: Students are required to submit reflection papers of no more than 2 pages double spaced in which they analyze and reflect on their experience of their organizing project. Each week on the course website, questions will be posed to stimulate reflection. Papers are due at 6:00pm EST/EDT each Friday following lecture. Late papers will be downgraded. Submit your reflection paper by uploading it to the online dropbox assigned to student’s teaching fellow on the course website. They will be returned with feedback from the teaching fellow by 9:00pm EST/EDT on the following Sunday. Reflection Paper Due Dates: Feb
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5. Skill Practice Assignments: Skill practice assignments offer students the opportunity to practice key organizing skills with a ‘peer learning partner’ from their section. Students will set a regular meeting time with their ‘peer learning partner’ to complete the Skill Practice Assignment online together. Assignments will be posted each week on the website so feedback can be provided by the Teaching Fellow. The Teaching Fellow assigns peer learning partners. Assignments are due at 6:00pm EST/EDT each Monday on each week without a lecture. Upload video and/or worksheet assignments to the online drop box assigned to student’s section on the course website. Skill Practice Assignment feedback will be provided by the student’s teaching fellow by 9:00pm EST/EDT on Wednesday of the same week. Practice Assignment Due Dates: Mar
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6. Section Meetings: Section meetings provide students the opportunity to wrap up their learning in each module by reflecting on their projects with other students. Section meetings will be a 1.5 hour meeting and will occur on Thursdays. Students are required to participate and ensure they have a stable Internet connection in a 5 quiet space. Students can find which section they are in and what time the section meeting is held on the course website. Section Meeting Dates: Feb
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13th 20th 6th 20th 3rd 10th 24th 8th 15th 7. Office Hours. Office hours provide students the opportunity to discuss their learning, projects and receive coaching from Professor Ganz. These sessions will happen every two weeks either on Mondays or Tuesdays. Students will not have to book a time for Marshall’s office hours; office hours have a first come, first serve policy. Teaching Fellows will also be available for one‐to‐ones with students throughout the course. Office Hours Dates and Time: Feb
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24th 10th 24th 7th 15th 23rd 28th 7th 13rd 19th 10:00‐
11:00am EST 9:30‐
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m EDT G. CERTIFICATE REQUIREMENTS
We expect an appropriately high level of commitment from participants. To earn a course certificate, students must complete all of the following on time:  Attend and participate in 9 course lectures and 9 section meetings  Submit 9 reflection papers and 5 practice assignments  Hold an introductory and mid term 1:1 with their TF.  Submit course evaluations. Make Up Policy. In case of a work or family emergency that cannot be rescheduled without putting jobs/health in jeopardy, students may miss up to two scheduled sessions (lecture or sections). There are three requirements to make up the missed session:  Explain your absence to your TF in advance and in writing if possible.  Watch the video (available on the course website under "section debrief").  Within 2 weeks after a missed session submit a ½ page written evaluation of the video (takeaways, pluses, and deltas) to your TF. Papers will also be due by the set deadline. If an emergency occurs and the paper may not be submitted on time, students have a maximum of two weeks to submit it. Any paper submitted two weeks late will be an equivalent to missing a session. 6 H. COURSE OUTLINE The following is the breakdown for each module. Please note, some modules are 1 week (Module, 1, Module 5, Module 8, Module 9) indicated with one * while others are 2 weeks (Module 2, Module 3, Module 4, Module 6, Module 7) indicated with **. The letters to the right of each reading indicate whether the focus is theoretical (T), practical (P), or historical (H). Readings designated with a * are important for class discussion. PRE COURSEWORK | SECTION LAUNCH Thurs February 13th Welcome! This week we get acquainted with our section, review course requirements and discuss how we will work together. We will get oriented on what to expect from one another for the remainder of the course.  LEARNING OBJECTIVES 
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Learn how to set team norms Learn how to build relationship with section members Understand course flow and requirements  REQUIRED ACTION FOR THE MODULE  Complete the initial draft of your project  Confirm commitment for the course SECTION DISCUSSION 
Thursday February 13th MODULE 1* | COURSE OVERVIEW: LEADERSHIP, ORGANIZING & ACTION
[ONE WEEK MODULE] Welcome. Today we get acquainted, discuss course goals, our strategy for Wed achieving them, and requirements. “What is Organizing” introduces our February learning framework, explained more fully in "Leading Change: Leadership, 19th Organization, and Social Movements.” “Organizing for Democratic Renewal,” offers a view of organizing in the US on the eve of the first Obama campaign, in which organizing played the key role Exley documents. But the work of organizing is rooted in traditions – in the West, for example, in the faith, civic, and popular traditions. Organizers empower constituents. They do not serve them as clients nor market to them as customers – as argued by Alinsky, McKnight, and Giridharadas. Organizers do not avoid conflict, challenge, and tension, but embrace them as constructive, central to strong democracy, and to be engaged. Because it is a practice, learning organizing requires doing it, a distinction to which Kierkegaard alerts us. To learn new ways we have to be willing to let go of old ways – a point on which Thich Nhat Hanh offers a wise parable and Langer offers wise advice. Dweck reminds us that failure in the service of learning is evidence of effort, not lack of talent, urging us to adapt what she calls a “growth mind set” as opposed to a “fixed 7 mind set.”Sitkin argues short‐term failure is often required for success . . . while fear of failure can ensure it. The “Organizing in Action” readings are snapshots of some recent examples of different ways in which organizing has been influencing public life. DAY ONLINE
Wednesday Live lecture 11:00am‐12:30pm EDT Thursday *Section will be scheduled for Thursday, depending on your section (see course website) Friday INDIVIDUAL WORK Complete readings SKILL PRACTICE Submit reflection paper by 6:00pm EST Feedback by TF due Sunday 9:00pm EST
 LEARNING OBJECTIVES 
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Welcome, review norms, set goals Learn how leadership, organizing, and change work Define organizing project: differentiate from advocacy, service, or awareness Learn how to coach  REQUIRED ACTION FOR THE MODULE  Reflect on your leadership experiences. What type of leader are you? What has worked? What you have found challenging? Set your personal leadership goals.  READING REQUIRED READING  ►Marshall Ganz. Organizing Notes: “What is organizing?” 2013. (T)  ►Marshall Ganz, “Leading Change: Leadership, Organization, and Social Movements,” Chapter 19 in Handbook of Leadership Theory and Practice, edited by Nohria and Khurana; HBS Press, 2010 (pp. 527‐568) (T).  Marshall Ganz, “Organizing for Democratic Renewal”, TMP Café, March 27, 2007. *  The Bible, Exodus, Chapter 2‐6. (H)  Saul Alinsky, Reveille for Radicals, Chapter 1, (pp.3‐23). (P)  ►John McKnight, "Services are Bad for People," (pp.41‐44). (T)  ►Anand Giridharadas, “Real Change Requires Politics”, New York Times, July 15, 2011. http://www.nytimes.com/2011/07/16/us/16iht‐currents16.html (T)  ►Marshall Ganz. Organizing Notes: “Learning to Organize: Notes, Questions, and Helpful Hint #1” 2014. (T)  ►M.S. Kierkegaard, “When the Knower Has to Apply Knowledge” from “Thoughts on Crucial Situations in Human Life”, in Parables of Kierkegaard, T.C. Oden, Editor. (P)  ►Thich Nhat Hanh Thundering Silence: Sutra on Knowing the Better Way to Catch a Snake, "The Raft is Not the Shore," (pp.30‐33). 2001 (T)  Ellen Langer, Mindfulness, Chapter 3, "The Roots of Mindlessness," (pp.19‐35); Chapter 4, "The Costs of Mindlessness," (pp.43‐55); Chapter 5, "The Nature of Mindfulness," (pp.61‐77); Chapter 7, "Creative Uncertainty," (pp.115‐129). (P)  ►Carol Dweck, Chapter 1, “The Mindsets” from Mindset: the New Psychology of Success (2006), (pp.1‐10) (P) 8  Sim Sitkin, “Learning through Failure: The Strategy of Small Losses,” Research in Organizational Behavior, Vol.14, 1992, (pp.231‐256). (T)  ►Coaching as Leadership Practice, adapted from work of Ruth Wageman, Marshall Ganz (2014). (P)  Organizer’s Journey Handout, Jonah Evans, 2012. (P) ORGANIZING IN ACTION: Examples of organizing campaigns across the world  Dan Cantor's Machine, in The American Prospect, Jan. 6, 2014 (New York Mayoral election)  How Domestic Workers Won Their Rights: Five Big Lessons, Yes! October 9, 2013 http://www.yesmagazine.org/people‐power/how‐domestic‐workers‐won‐their‐
rights‐five‐big‐lessons  The NRA Has a Head Start Against Newly Energized Gun‐Control Advocates, in The Daily Beast, Dec. 18, 2012  Young Immigrants Say It's Obama's Time to Act – New York Times, Nov.30, 2012  Edward Walker, John McCarthy, “Continuity and Change in Community Organizing”, Social Policy, Summer, 2012. Study: http://www.communityorganizingreport.org/.  Duncan Meisel and Joshua Kahn Russell, “Case Study: Tar Sands Action”, in Beautiful Trouble: A Toolbox for Revolution by Andrew Boyd and Dave Oswald Mitchell (pp. 376‐379).  Zack Exley, “Stories and Numbers – a Closer Look at Camp Obama”, Huffington Post, August 29, 2007. ORGANIZING TOOLS:  New Organizing Institute Training Resources: The Choice: http://neworganizing.com/toolbox/training/the‐choice/ FOR FURTHER READING:  Robert Middlekauff, The Glorious Cause, Chapter 11, “Resolution,” (pp.221‐239).  Louis Fischer, The Life of Mahatma Gandhi, Chapter 31, “Drama at the Seashore,” (pp.263 ‐275). (H)  Margaret Keck and Kathryn Sikkink, Activists beyond Borders: Advocacy Networks in International Politics, Chapter 1, Introduction, (pp.1‐38). (H)  Howard Spodek, “The Self‐employed Women’s Association (SEWA) in India: Feminist, Gandhian Power in Development”, Economic Development and Cultural Change 43 (1), Oct 1994, (pp.193‐202). (H)  Timothy Garton Ash, The Polish Revolution: Solidarity 1980‐82, Introduction, Chapter 1 "Inside the Lenin Shipyard," (pp.1‐67). (H)  Aristotle, Politica, Book 1, Chapter 1‐2 (pp.1127‐1130). (T)  ASSIGNMENTS 
Reflection Paper #1 ‐ due by 6:00pm EST on Friday February 21st SECTION DISCUSSION 
Thursday February 20th 9 MODULE 2** | PEOPLE, POWER & CHANGE: MY PROJECT [TWO WEEK MODULE] Organizers start by asking three questions: who are my people, what is Wed their problem, how can they use their resources to solve the problem? February Who are your people? Who is your constituency whose values are at risk? 26th What urgent challenge do they face? How could they turn resources they have into power they need to solve the problem? How could you design a campaign to achieve an outcome that would help solve this problem within the next 12 weeks? What does organizing look like? How is it different from mobilizing? How is it different from marketing? As a “case,” the Montgomery Bus Boycott can help us see concepts fundamental to organizing work. Alinsky and Miller help us consider reactions we may have to word what we need to explain organizing: power. We focus on actors, values, and interests to map a constituency, other actors, and an opposition. We ask the four questions to track down power by drawing on Loomer to see how it can be created with others or used over others. Gaventa shows how to make power over others visible. Hirschorn draws attention to the role of timing in campaigns. And Chris Lawrence‐Pietroni’s “What Is Organising” is a very clear reminder of what an organizing project is and what it isn’t. DAY ONLINE Wednesday Live lecture 11:00am‐12:30pm EDT Thursday Friday INDIVIDUAL WORK
Complete readings
Work on reflection paper SKILL PRACTICE Work on skill practice assignment Submit reflection paper Work on skill practice assignment by 6:00pm EST Receive feedback from TFs on reflection papers by Sunday 9:00 pm EST Monday Submit skill practice assignment by 6:00pm EST Wednesday Prepare for section Receive feedback on skill practice assignment by 9:00pm EST Thursday Section Complete next week’s readings Friday Complete next week’s readings  LEARNING OBJECTIVES 
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Learn to identify your constituency and its values, resources and interests Learn to define the challenge your constituency faces Learn how they can get the power to meet the challenge Learn how to focus on a strategic goal they can achieve over the course of the semester Learn how to design a 10 week campaign to achieve that change  REQUIRED ACTION FOR THE MODULE 
Develop your “organizing statement:” I am organizing (who) to (do what) by (how) by (when)  READING 10 REQUIRED READING:  ►Marshall Ganz, “People, Power and Change: Notes, Charts, and Questions,” 2013.  ►Marshall Ganz, “Introduction to Montgomery Bus Boycott,” 2010.  ►Taylor Branch, Parting the Waters, Chapter 4, “First Trombone” (pp.120‐142), Chapter 5, “The Montgomery Bus Boycott,” (pp.143 ‐205). (H)  Saul Alinsky, Rules for Radicals, “A Word About Words,” (pp.48‐62). (P)  ►John Gaventa, Power and Powerlessness: Quiescence and Rebellion in an Appalachian Valley, Introduction, (pp.3‐32). (T)  ►"The Campaign Approach to Change," Hirschhorn and May, Change Magazine http://www.grantcraft.org/pdfs/campaignapproach.pdf (P) ORGANIZING TOOLS:  New Organizing Institute Training Resources: The Theory of Change http://neworganizing.com/toolbox/training/theory‐of‐change/ FOR FURTHER READING  Thucydides, The Peloponnesian Wars, Book V, Chapter 7, “The Sixteenth Year – the Melian Dialogue,” (pp.400‐408). (H)  Bernard M. Loomer, “Two Kinds of Power,” The D.R. Sharpe Lecture on Social Ethics, October 29, 1975, Criterion, Vol. 15, No.1, 1976 (pp.10‐29). (T)  Jean Baker Miller, Women’s Growth in Connection: Writings from the Stone Center, Chapter 11, “Women and Power,” (pp.197‐205). (T)  Connie Gersick, "Pacing Strategic Change: The Case of a New Venture," Academy of Management Journal, February 1994 (pp.36‐42). (T) ASSIGNMENTS 
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Reflection Paper #2 – due by 6:00 pm EST on Friday February 28th Skill Practice Assignment #1 – due by 6:00 pm EST on Monday March 3rd SECTION DISCUSSION 
Thursday, March 6th 11 MODULE 3** | PUBLIC NARRATIVE: YOUR STORY [TWO WEEK MODULE] Leadership requires enabling one’s people to respond to challenges to Wed their shared values with purposeful action. Leaders can use public March narrative to access emotional resources needed to communicate why they 12th have been called to lead; a “story of self,” the values their community shares, a “story of us,” and the challenge to those values that demands action, “a story of now”. The capacity to act with agency requires accessing hope over fear, empathy over alienation, and self‐worth over self‐doubt. Because it engages the “head” and the “heart,” narrative instructs and inspires, teaching us not only how we should act, but moving us to act. It is not public speaking, messaging or image making. As Jayanti Ravi, MPA/MC 07 said, it is learning how to bring out their “glow” from within, not how to apply a “gloss” from without. The clearer you are as to your own sources of motivation the better the choices you – and others – can make about working together. In my ‘Organizing Notes” and “Public Narrative, Collective Action, and Power” I explain our basic approach. Bruner grounds our work in the discipline of cultural psychology. Marcus explains the neuroscience of anxiety, why we pay attention, on the one hand, and that of response, on the other. Nussbaum helps us understand how we experience value through the language of emotion, essential for making choices. And Bruner explains how we use narrative to construct our “selves”. Come to class having completed your “Public Narrative Worksheet”. This week, we ask you to reflect on what calls you to leadership on behalf of the mission you have chosen? DAY ONLINE Wednesday Live lecture 11:00am‐12:30pm EDT Thursday INDIVIDUAL WORK
Complete readings Work on reflection paper SKILL WORK Work on skill practice assignment Friday Submit reflection paper by Work on skill practice Friday 6:00pm EDT assignment Receive feedback from TFs on reflection papers by Sunday 9:00pm EDT Monday Submit skill practice assignment by 6:00pm EDT Wednesday Prepare for section Receive feedback on skill practice assignment 9:00pm EDT Thursday Section Complete next week’s readings
Friday Complete next week’s readings
 LEARNING OBJECTIVES  Learn why leadership requires mastery of public narrative: self, us, now  To learn how public narrative works: values, emotion & story structure  Learn to tell your story of self and coach others in telling their narrative REQUIRED ACTION FOR THE MODULE 
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Write and develop your campaign’s public narrative Start sharing your public narrative in your organizing work to recruit others 12 
If you have a team, train them how to develop their story of self READING REQUIRED READING:  ►Marshall Ganz, Organizing Notes: “What Is Public Narrative?” Charts, Questions. 2013.  ►Marshall Ganz, “Public Narrative, Collective Action, and Power”, Chapter 18, Accountability through Public Opinion: From Inertia to Public Action, World Bank, 2011. (T)  ►Jerome Bruner, “Two Modes of Thought”, Chapter 2 in Actual Minds, Possible Worlds (Cambridge: Harvard University Press, 1986), (pp.11–25). (T)  ►Barack Obama, Keynote Address, “The Audacity of Hope”, Democratic National Convention, July 27, 2004, Boston, Massachusetts (first 7 minutes). (H)  ►James Croft, 6.2 Minutes, Public Narrative Class, 2010. (H) PLEASE COMPLETE PUBLIC NARRATIVE WORKSHEET BEFORE LECTURE. ORGANIZING TOOLS:  New Organizing Institute Training Resources: http://neworganizing.com/toolbox/training/story‐of‐self/ FOR FURTHER READING 
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George Marcus, “Becoming Reacquainted with Emotion,” Chapter 4, The Sentimental Citizen: Emotion in Democratic Politics, (University Park: Penn State University Press, 2002), (pp.49‐78). (T) Martha Nussbaum, “Emotions and Judgments of Value”, Chapter 1, Upheavals of Thought: The Intelligence of Emotions, (New York: Cambridge University Press, 2001), (pp. 19‐33). (T)  ASSIGNMENTS 
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Reflection Paper #3 – due by 6:00pm EDT on Friday March 14th Skill Practice Assignment #2 – due by 6:00pm EDT on Monday March 17th  SECTION DISCUSSION 
Thursday, March 20th MODULE 4** | BUILDING RELATIONSHIPS [TWO WEEK MODULE] Organizers build relationships among members of a constituency to create Wed commitment to a common purpose. Through relationships we can clarify March our own purposes and develop resources to act upon them. Gladwell 26th reports on the power of relational networks in everyday life – with people “like us” and people “not like us.” Simmons and Rosin describe relationship building in action. The workshop material offers ways to teach relationship 13 building in practice. The second Gladwell piece and Brandzell’s response explore differences in “online” and “offline” relationships. This week we ask you to reflect on whom you want to recruit to your leadership team and to practice conducting one‐to‐ones. DAY ONLINE Wednesday Live lecture 11:00am‐
12:30pm EDT Thursday Friday INDIVIDUAL WORK
SKILL WORK
Complete readings
Work on reflection paper Work on skill practice assignment Submit reflection paper Work on skill practice assignment by 6:00pm EDT Receive feedback from TFs on reflection papers by Tuesday 6:00pm EDT Monday Submit skill practice assignment by 6:00pm EDT Wednesday Prepare for section
Receive feedback from TFs on Skill Practice Assignment by Wednesday 9:00pm EDT Thursday Section Complete next week’s readings Friday Complete next week’s readings  LEARNING OBJECTIVES 
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Learn why relationships are the foundation of organizing Learn to build public relationships thru one‐to‐one meetings and house meetings Learn skills necessary to conduct a successful one‐to‐one  REQUIRED ACTION FOR THE MODULE 
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Create your relational strategy: Make a list of 20 people who could be candidates for your leadership team and plan how you will approach them Hold one on one with potential team members and ask them to join your team if applicable Reflect on your experience of holding one‐on‐ones and your relational strategy  READING REQUIRED READING:  ►Marshall Ganz, “Relationships: Notes, Charts, and Questions,” 2013.  ►Malcolm Gladwell, “Six Degrees of Lois Weisberg,” The New Yorker, January 11, 1999, (pp.52‐63). (T)  ►Ian Simmons, “On One‐to‐Ones,” The Next Steps of Organizing: Putting Theory into Action, Sociology 91r Seminar, 1998, (pp.12‐15). (P)  Hanna Rosin, “People‐Powered: In New Hampshire, Howard Dean's Campaign Has Energized Voters,” Washington Post, Tuesday, December 9, 2003, p. C01 (H)  Reflections on how “one on one” meeting can turn into “house meetings” and what they are from the 2007 Obama primary campaign in South Carolina, organizer Jeremy Bird and local leader Grace Cusack. (H) a. Obama Campaign, South Carolina House Meeting Video, July 2007 http://www.youtube.com/watch?v=iF5jqtM‐EkI 14 b. Obama Campaign, Reflections on a House Meeting Video, July 2007 http://www.youtube.com/watch?v=Zuj3kMYA8ys ORGANIZING TOOLS:  New Organizing Institute Training Resources: http://neworganizing.com/toolbox/training/building‐relationships/ FOR FURTHER READING  Malcolm Gladwell, “Small Change: Why the Revolution will not be Tweeted”, The New Yorker, October 4, 2010. (T) http://www.newyorker.com/reporting/2010/10/04/101004fa_fact_gladwell (T)  Ben Brandzell, “What Malcolm Gladwell Missed About Online Organizing and Creating Big Change,” The Nation, November 15, 2010. (T) http://www.thenation.com/article/156447/what‐malcolm‐gladwell‐missed‐about‐
online‐organizing‐and‐creating‐big‐change  Jim Rooney, Organizing the South Bronx, Chapter 6, “Relational Organizing: Launching South Bronx Churches,” (pp. 105‐118). (H)  Robert Putnam, Making Democracy Work, “Social Capital and Institutional Success,” Chapter 6, (pp.163‐185). (T)  ASSIGNMENTS 
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Reflection Paper #4 – due by 6:00pm EDT on Friday March 28th Skill Practice Assignment #3 – due by 6:00pm EDT on Monday March 31st  SECTION DISCUSSION 
Thursday, April 3rd MODULE 5* | STRUCTURING LEADERSHIP: BUILDING TEAMS [ONE WEEK MODULE] What is leadership? A position? A person? Or a practice? We argue it is a Wed practice that we can structure in different ways. How can we structure April leadership so that it enables a constituency to achieve its goals, not only 9th the personal goals of whoever is in charge? The selection from Exodus shows the question of leadership structure – and how to avoid “being a dot”. Dr. ML King cautions us not to fear the desire to lead, the critical question being how we earn it. Freeman points out the danger of over‐reacting to the “dot” structure so much that we are left with no structure at all. Hackman and Wageman propose the alternative collaborative leadership structure, the leadership team and show how to coach it. Exley shows how structure worked in practice in the 2008 Obama campaign. In the optional readings, Burns’ view of leadership as relational is foundational to our own as is Heifetz’s emphasis on leadership as adaptive. Ancona points out that leadership teams need to be “outward” looking as well as “inward” looking. The Orpheus Chamber Orchestra case shows how to organize orchestral leadership without a conductor. And Wageman reflects on the particular challenges of making leadership teams work at the very “top” of an organization. Consider what makes an effective leadership team and reflect on the effectiveness of your team structure. DAY ONLINE INDIVIDUAL WORK
SKILL WORK 15 Wednesday Live lecture 11:00am‐12:30pm EDT Thursday Section
Friday Complete readings Work on reflection paper Submit reflection paper by Friday Launch your leadership 6:00pm EDT team Receive feedback from TFs on reflection papers by Sunday 9:00pm EDT LEARNING OBJECTIVES 
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Learn how to structure a leadership team Practice how to launch a team REQUIRED ACTION FOR THE MODULE 
Strengthen the structure of your leadership team o Set regular leadership team meetings o Establish a team’s shared purpose, norms, and roles  READINGS REQUIRED READING: 
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►Marshall Ganz. “Structuring Leadership Teams: Notes, Charts, and Questions,” 2013. ►The Bible, Exodus, Chapter 18 (H) ►Dr. M.L. King, Jr. A Testament of Hope, “The Drum Major Instinct,” (p.259‐67). http://vimeo.com/77261262 (5:44) (P) ►Jo Freeman, “The Tyranny of Structurelessness,” Berkeley Journal of Sociology, 1970, (pp. 1‐8). (P) http://www.anarres.org.au/essays/amtos.htm.* ►J. Richard Hackman and Ruth Wageman, “A Theory of Team Coaching”, Academy of Management Review, Vol. 30, No 2 (Apr. 2005), pp. 269 – 287. (T) Zack Exley, “The New Organizers, What’s Really Behind the Obama Ground Game,” Huffington Post, October 8, 2008.http://www.huffingtonpost.com/zack‐exley/the‐
new‐organizers‐part‐1_b_132782.html (H) ORGANIZING TOOLS:  New Organizing Institute Training Resources: o Coaching 101: http://neworganizing.com/toolbox/training/coaching‐101/ o Team Building: http://neworganizing.com/toolbox/training/building‐teams/  Designing Effective Teams, Campaign Workshop Materials, 2009. FOR FURTHER READING: 
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James McGregor Burns, Leadership, Chapter 1, "The Power of Leadership," (p.9‐28), Chapter 2, “The Structure of Moral Leadership” (pp.29‐46). (T) Ronald Heifetz, Leadership Without Easy Answers, "Values in Leadership," Chapter 1, (pp. 13‐27). (T/P) Deborah Ancona, Henrik Bresman & Katrin Kaeufer, “The Comparative Advantage of X‐Teams,”MIT Sloan Management Review, Vol. 43 No.3, Spring 2002 (pp. 33‐ 39). (T) No one on the Podium, Lessons on Leadership from the Orpheus Chamber Orchestra, (http://dl.dropbox.com/u/9372663/orpheum.mov) (P) 16 
Ruth Wageman, et al, Senior Leadership Teams. Chapter 9, “What It Takes to Make Them Great”, (207‐218). (T)  ASSIGNMENTS  Reflection Paper #5 – due by 6:00pm EDT on April 11th SECTION DISCUSSION 
Thursday April 10th MODULE 6** | STRATEGIZING [TWO WEEK MODULE] Wed April 16th Strategy is how we turn what we have into what we need to get what we want. It is both analytic and imaginative, figuring out how we can use our resources to achieve our goals. We reflect on a “classic” tale of strategy recounted in the Book of Samuel: The Story of David and Goliath, a tale that argues resourcefulness can compensate for lack of resources by developing “strategic capacity”. Kahn describes one way to look at the role of strategy in organizing. We will look at how strategy developed, changed, and refocused in the “Orange Hats of Fairlawn” case. When you designed your project at the beginning of our class you began to strategize. Since then, you have learned a great deal about your people, the change you seek, and your sources of power. Strategy is a verb ‐ so now it’s time to re‐strategize! What has worked, what hasn’t, what has changed, what has not? And where do you go from here? Alinsky and Sharp offer some “how to’s” for organizing, strategy and tactics. In the optional readings, Nikolayenko uses similar tools to analyze the strategy of the Serbian youth movement, Otpor, in bringing down their dictator. DAY Wednesday Thursday Friday Monday Wednesday Thursday Friday ONLINE Live lecture 11:00am‐12:30pm EDT INDIVIDUAL WORK
SKILL WORK
Complete readings Work on reflection paper Work on skill practice assignment
Submit reflection paper by Work on skill practice assignment 6:00pm EDT Receive feedback from TFs on reflection papers by Sunday 9:00 pm EDT Submit skill practice assignment by 6:00pm EDT Prepare for section
Receive feedback from TFs on Skill Practice Assignment by Wednesday 9:00pm EDT Section Complete next week’s readings
Complete next week’s readings
 LEARNING OBJECTIVES 
Learn how to re‐strategize 17 
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Learn to set tactics that build the campaign’s strategic capacity Develop your campaign chart and peaks  REQUIRED ACTION FOR THE MODULE 
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Conduct a strategic “check‐in” with your leadership team. Are you on track? What has worked? What hasn’t? What changes do you need to make? How will you use your remaining time together? Conduct a one‐to‐one with your teaching fellow.  READING REQUIRED READING:  ►Marshall Ganz. “Strategy: Notes, Charts, and Questions” 2013.  ►The Bible, Book of Samuel, Chapter 17, Verses 4‐49. (H) http://www.bibleontheweb.com/Bible.asp  ►Si Kahn, Organizing, Chapter 8 “Strategy,” (pp.155‐174). (P)  ►Kennedy School Case C16‐91‐1034, “Orange Hats of Fairlawn: A Washington DC Neighborhood Battles Drugs,” (pp.1‐18). (H)*  Saul Alinsky, Rules for Radicals, Tactics, (pp. 126‐136, 148‐155, 158‐161). (P)  Gene Sharp. “198 Methods of nonviolent Protest and Persuasion”, The Politics of Nonviolent Action, (Boston: Porter Sargent Publishers, 1973). (P) o http://www.aeinstein.org/organizations/org/198_methods.pdf ORGANIZING TOOLS: 
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New Organizing Institute Training Resources: Tactics and Timing: http://neworganizing.com/toolbox/training/tactics‐and‐timing/ Devising Strategy, Campaign Materials, Leading Change Project 2014. (available on MLD 377 course page) FOR FURTHER READING 
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Kim Bobo, Organizing for Social Change, Chapter 4 “Developing a Strategy” (pp.20‐
32), Chapter 5, “A Guide to Tactics,” (pp.34‐41). (P) Marshall Ganz. “Resources and Resourcefulness: Strategic Capacity in the Unionization of California Agriculture, 1959‐1966”, American Journal of Sociology, January 2000, (pp.1003‐1005; 1019‐1044). (T/H) Olena Nikolayenko, “Origins of the Movement’s Strategy: The Case of Serbia’s Otpor (pp. 1 ‐19), International Political Science Review, October 31, 2012. (T/H)  ASSIGNMENT 
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Reflection Paper #6 – due by 6:00pm EDT on Friday April 18th Skill Practice Assignment #4 – due by 6:00pm EDT on Monday April 21st  SECTION DISCUSSION 
Thursday April 24th 18 MODULE 7** | ACTION: MOBILIZING & DEPLOYING RESOURCES [TWO WEEK MODULE] Organizers mobilize and deploy resources to take action based on Wed commitments they secure from others. Researchers have learned that the April way we organize the action can itself enhance our capacity for action — or 30th the opposite. In the optional readings, Oliver and Marwell argue, the way we mobilize resources influences how we can deploy them and vice‐versa. But whatever the constraints, acting to make change involves risk, and risk requires courage. Hackman also argues that we can organize action to motivate further participation – or the opposite. Levy shows how to knit tactics together strategically. DAY Wednesday Thursday ONLINE Live lecture 11:00am‐
12:30pm EDT INDIVIDUAL WORK
Complete readings
Work on reflection paper SKILL WORK Work on skill practice assignment Submit reflection paper Friday Work on skill practice assignment by 6:00pm EDT Receive feedback from TFs on reflection papers by Tuesday 9:00pm EDT Submit skill practice assignment by Monday 6:00pm EDT Prepare for section Receive feedback from TFs on Skill Wednesday Practice Assignment by Wednesday 9:00pm EDT Complete next week’s Thursday Section readings Complete next week’s Friday readings  LEARNING OBJECTIVES 
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Learn how to design action that generates the motivation for more action Understand the linkage between mobilizing and deploying resources and the centrality of commitment to both  Learn and practice how to ask for a commitment  REQUIRED ACTION FOR THE MODULE  Analyze a volunteer action task and mold it to be more motivational.  Ask 5 people to commit to your upcoming peak.  Reflect on how you have been getting people’s commitment. What has worked? What could have been done differently?  READING REQUIRED READING: 
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►Marshall Ganz. Organizing Notes: “Notes on Action”, Charts and Questions, 2013. ►Richard Hackman, “Designing Work for Individuals and for Groups”, adapted from J.R. Hackman, Work Design in J.R. Hackman & J.L. Suttle (Eds.) Improving Life at Work: Behavioral science approaches to organizational change. Santa Monica: 19 
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Goodyear Publishing Company, 1977. (pp.242‐255). Please take special note of pages 242‐244, and 248‐250 and the Job Characteristics Model and how to use it. (T) * Columbia, SC Rally, “Barack Obama and Oprah Winfrey Rally” Video, 2007. http://www.youtube.com/watch?v=dnVE0rGofq0 (H) Canvassing Video, “The Marriage Plot: Inside This Year’s Epic Campaign for Gay Equality”, the Atlantic, December 11, 2012. (H) http://www.youtube.com/watch?v=kn4_uQPdEP4&feature=player_embedded ORGANIZING TOOLS 
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Task Design, Leadership Development Project, Sierra Club, 2007. NOI Action Resources o Getting Commitment ‐ http://neworganizing.com/toolbox/training/getting‐
commitments/ FOR FURTHER READING 
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Jacques Levy, Cesar Chavez, Prologue, (pp. xxi‐xxv). (H) Pamela Oliver and Gerald Marwell, Frontiers in Social Movement Theory, Chapter 11, “Mobilizing Technologies for Collective Action,” (pp 251‐271). (T) Kim Bobo, Organizing for Social Change, Chapter 7, “Designing Actions,” (pp.70‐79), Chapter 21,“Grassroots Fundraising.” (P)  ASSIGNMENTS 
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Reflection Paper #7 – due by 6:00pm EDT on May 2nd Skill Practice Assignment #5 – due by 6:00pm EDT on May 5th SECTION DISCUSSION 
Thursday May 8th MODULE 8* | PULLING IT ALL TOGETHER [ONE WEEK MODULE] In class, we will discuss ways to link one’s story of self, story of us, and Wed story of now. Sometimes a public narrative begins with a “story of now”, May not a “story of self”, as in the Croft example. But the “story of now” will 14th work only if it links to a “story of us” based on genuinely shared values, something Susan Christopher models. And, in the end, as a leadership practice, it must link back to a “story of self.” Public narrative can also be used strategically to deal with major challenges, such as resistance to domination, explained by Scott, or as a source of resilience in response to loss, as explained by McAdams and modeled by Sen. Robert Kennedy, delivering the news of Dr. Martin Luther King’s assassination to a largely African American audience in 1968...his week we ask you to reflect on how your story of self, us and now are tied together to reflect your constituency’s hopeful outcome, urgency, shared purpose and a call to leadership. DAY Wednesday ONLINE Live lecture 11:00am‐
TEAM WORK
INDIVIDUAL WORK
Complete readings Work on reflection paper 20 Thursday Friday 12:30pm EDT Section Submit reflection paper by 6:00pm EDT Receive feedback from TFs on reflection papers by Tuesday 9:00pm EDT  LEARNING OBJECTIVES 
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Develop a complete pubic narrative (Self, Us, Now) Develop a concrete call to action Learn to coach others on creating a strong public narrative  REQUIRED ACTION FOR THE MODULE 
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Develop your complete public narrative and call to action Use your public narrative at one of your action programs Reflect on how you used your public narrative in your campaign  READING REQUIRED READING: 
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►Susan Christopher. Story of Us, Camp Obama, Burbank, CA, July 2007. http:// www.youtube.com/watch?v=Z‐WEM‐taoG8. (H) * ►Video from Gandhi. Screenplay, John Briley. Dir. Richard Attenborough. Kingsley. (H)*(http://video.ksg.harvard.edu:8080/ramgen/courseMaterials/ganz/Gandhi.rm Asma Mahfouz. Meet Asmaa Mahfouz and the vlog that Helped Spark the Revolution, Cairo, Egypt, January 2011. (H) http://www.youtube.com/watch?v=SgjIgMdsEuk. ►Robert F. Kennedy, “Remarks on the Assassination of Dr. Martin Luther King”, April 4, 1968. (H) * ►Dan P. McAdams and Philip J. Bowman, “Chapter 1: Narrating Life’s Turning Points: Redemption and Contamination,” Turns in the Road: Narrative Studies of Lives in Transition, (Washington D.C.: American Psychological Association, 2001), (pp. 3‐34). [32 pages] (T) ►James C. Scott, Chapter 1, “Behind the Official Story” (pp. 1‐16), in Domination and the Arts of Resistance (New Haven: Yale, 1990). [16 pages] (T) Jerome Bruner, “The Uses of Story” in Making Stories: Law, Literature, Life (New York: Ferrar, Straus and Giroux, 2002), p. 3‐36. [34 pages] (T)  ASSIGNMENTS 
Reflection Paper #8 – due by 6:00pm EDT on May 16th  SECTION DISCUSSION 
Thursday, May 15th MODULE 9 | WRAP UP: ORGANIZERS, ORGANIZATIONS & THE FUTURE Wed May 21st [ONE WEEK MODULE] This week we reflect on organizing as a craft, art, and vocation: why do it, what can make a person good at it, what about the rest of our lives, how 21 can we continue to grow? Organizing requires learning to manage real organizational tensions, as described in my “Organizing Notes”. It also requires learning to manage the personal tensions, addressed by Heifetz when he urges us to learn to “get on the balcony”. And it requires meeting the challenge of actually making the difference we claim we want to make, getting to scale, a challenge Weir and I address in our piece and that Peter Murray addresses in his. We will also hear from everyone about what they have learned from their participation in the course. What have we learned about ourselves as organizers? What have we learned about organizing, how well did we meet goals we set at the beginning of the semester? What's next? In this week’s readings, Heifetz poses challenges of accepting responsibility for leadership. Weir and Ganz argue that there is a need for greater participation. DAY Wednesday Thursday ONLINE Live lecture 11:00am‐12:30pm EDT Wednesday TEAM WORK
INDIVIDUAL WORK Complete readings Work on final reflection paper Submit final reflection paper (4 pages double spaced) by 6:00pm EDT  LEARNING OBJECTIVES 
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Reflect on organizing as a craft, art and vocation Reflect on the role of organizing in your work: the big picture How to deal with organizing tensions  REQUIRED ACTION FOR THE MODULE 
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Reflect on your leadership experience as an organizer, learner and leader Evaluate the course Articulate what’s next Celebrate! READINGS REQUIRED READING: 
►Marshall Ganz. Organizing Notes: “Organizations” Notes, Charts, and Questions” 2011. (P)*  ►Ronald Heifetz, Leadership without Easy Answers, Chapter 11, “The Personal Challenge,” (pp.250‐276). (P)*  Margaret Weir and Marshall Ganz, The New Majority: Toward a Popular Progressive Politics, “Reconnecting People and Politics,” (pp. 149‐171). (T)  Peter Murray, “The Secret of Scale”, Stanford Social Innovation Review, Fall, 2013, (p.32‐39) FOR FURTHER READING  Nelson Mandela, Long Walk to Freedom: The Autobiography of Nelson Mandela, Chapter 14, (pp. 121‐140). (H)  Ellen Langer, Mindfulness, Chapter 8, “Mindfulness on the Job,” (pp.133‐148). (P)  Cesar Chavez, “The Organizer's Tale,” Ramparts Magazine, July 1966, (pp.43‐50). (P)  Saul Alinsky, Rules for Radicals, “The Education of the Organizer,” (pp.63‐80). (P) 22 
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Charles M. Payne, I’ve Got the Light of Freedom, “Chapter 8: Slow and Respectful Work” (pp.236‐264). (H) Kenwyn Smith and David Berg, "A Paradoxical Conception of Group Dynamics", Human Relations, Vol. 40:10, 1987, (pp. 633‐654). (T) Irving Janis, "Groupthink", in Psychology Today, November 1971, (pp. 43‐44, 46, 74‐
76). (T)  ASSIGNMENTS 
Reflection Paper #9– due by 6:00pm EDT on Friday May 30th This final reflection paper should be 4 pages double‐spaced in length. 23