Clemson University
College of Health, Education, and Human Development
HEHD 803: Creative and Ethical Leadership in Youth Development
Spring, 2011
Introduction to the Course
This course focuses on the development of leadership and group dynamic skills as they relate to
program development and supervision of staff and volunteers. Techniques and skills necessary to be
an effective leader in educational and human service settings are explored. The course places heavy
emphasis on human services organizations and the environments in which they operate. Students
focus on understanding the structural, human, political, and cultural factors that impact
organizational efficiency and effectiveness. Specifically, students are exposed to issues related to
organization, management, leadership, marketing, and financing applications, theory, and research.
In the course, students review and present case problems relating to the administration of a human
services agency. Students also engage in learning situations that strengthen their skills in the areas
of listening, empowerment, and motivation utilizing the latest approaches in the field of leadership.
Professional ethics related to human service professionals are integrated throughout the course.
Introduction to the Instructor
Dr. Bob Barcelona (see instructor bio on HEHD 803 BB site)
Youth Development Leadership Program
College of Health, Education, and Human Development
414 Edwards Hall
Clemson, SC 29631
E-mail: rbj@clemson.edu Phone: (864) 656-1891
On-Site (Live) Office Hours
 Tuesdays 6:00-7:00 on Adobe Connect (connect.clemson.edu/HEHD803)
 Office hours throughout the week by appointment
Email response statement – I will generally respond to email correspondence within 48 hours.
Introduction of Other Leaders in the YDL Program
Dr. Lawrence R. Allen, Dean
College of Health, Education, and Human Development
116 Edwards Hall
E-mail: lalln@clemson.edu Phone: (864) 656-7640
Dr. Barbara Hoskins, Assistant Dean
College of Health, Education, and Human Development
426 Edwards Hall
E-mail: Barbara@clemson.edu Phone/s: (864) 656-1988; (864) 650-4865 (cell)
Dr. William Quinn, Coordinator of YDL
430 Edwards Hall
College of Health, Education, and Human Development
E-mail: wquinn@clemson.edu Phone: (864) 656-1501
Course Requirements
Pre-requisites: HEHD 800, HEHD 802 or approval of the Course Instructor
Textbook & Other Course Materials
Bolman, L.G., & Deal, T.P. (2008). Reframing organizations: Artistry, choice, and
leadership. San Francisco, CA: Jossey-Bass. (approximately $35)
Kouzes, K.P. & Posner, B.Z. (2008). The Leadership Challenge, 4th Edition. San
Francisco, CA: Jossey-Bass. (approximate cost = $16)
Additional course readings have been digitized and converted to .pdf files and placed
on the HEHD 803 Blackboard site under “Course Readings”.
Textbooks may be ordered from the campus bookstore, and any sources available on
the Internet. Other web sites such as CampusI (www.campusi.com) offer a price
comparison of textbooks by seller.
Minimum Technical Requirements
 Access to email and the Internet
 Internet browser Internet Explorer version 5.5 or greater, Netscape 6.2 or greater,
or another equivalent level of browser.
 Current version of an operating system, a word processing package, a spreadsheet
package, presentation software, and the Adobe Flash Player
(www.adobe.com/downloads )
 Microphone for synchronous classes; the web camera is optional
 Since this course involves sending and receiving large files of information and
meeting online, you will find that a high speed Internet connection is
advantageous.
Time Commitment and Weekly Interactions Requirements
To be successful in this online course, you must be willing to allocate sufficient time to
access course materials, participate in online classes and discussion groups, and
complete all of the assignments. Similar to traditional classroom courses, you will
interact with the content, your teacher, and your classmates on at least a weekly basis
through course assignments, asynchronous discussion, and synchronous meetings as
indicated in this syllabus. During this course, you should plan on scheduling 12 to 15
hours per week.
Attendance Policy
One “student choice” e-absence from the synchronous classes is allowed. Whenever
possible, students should notify the instructor of the intended absence in advance.
Additional absences may be excused at the discretion of the instructor and will be
considered only when appropriate documentation has been presented within one week
of the absence. Each additional unexcused absence will result in a 4% point deduction
from the final grade. The instructor reserves the right to assign a failing grade to any
student who misses more than three or more synchronous classes.
Students are required to wait 15 minutes for the instructor to arrive for a synchronous
class. If the instructor has not arrived within 15 minutes, the students should attempt
to contact the instructor to ascertain if there is a technical failure and if other
arrangements have been made for the meeting.
Academic Integrity Policy
As members of the Clemson University community, we have inherited Thomas Green
Clemson’s vision of this institution as a “high seminary of learning.” Fundamental to
this vision is a mutual commitment to truthfulness, honor, and responsibility, without
which we cannot earn the trust and respect of others. Furthermore, we recognize that
academic dishonesty detracts from the value of a Clemson degree. Therefore, we shall
not tolerate lying, cheating, or stealing in any form.
Key Dates
Beginning Date: October 18, 2011
Last Day to Add: TBA
Last Day to Drop Without Record (W): TBA
Last Day to Drop Without Final Grade: TBA
Ending Date: December 6, 2011
Communicating Electronically
Sending and Receiving email
The instructor(s) will respond to all inquiries, questions, and other electronic
correspondence within a timely, but not necessarily immediate, manner. Most
electronic communications will be answered within 48 hours. All email messages from
the instructor(s) will be sent to the student’s Clemson University email address. To
avoid having your message mistakenly identified as SPAM, please identify the course
in the subject line (HEHD 803).
Learning Expectations
Course Objectives
At the end of this course, the student will be able to:
1. Recognize the value of creative and ethical leadership to the success of a youth
development organization;
2. Model ethical behavior and encourage others to follow;
3. Utilize appropriate leadership methods that will be most effective in a variety of
situations;
4. Discuss key approaches used to understand organizational structure, human
resources, organizational politics, and organizational culture.
5. Discuss issues related to effective administrative practice, such as planning,
financing, resource acquisition, marketing/positioning, and personnel
management.
6. Understand the concepts of organizational effectiveness and efficiency and discuss
strategies for organizational change and improvement.
7. Apply current research in administration and human resources to the human/social
services profession.
8. Discuss the components of human/social services administration as they apply to
the different areas of the field and the specific challenges faced by professionals
working in varied areas of the profession.
Grading Policies
Scale
90-100
A
80-89
B
70-79
C
60-69
D
0-59
F
Weight of Assignments, Participation, Other Assessments
Assignment
Point Breakdown
Point Total
Synchronous Meetings & Class
Participation
HEHD 803 Wiki
6 class meetings @ 4 points each
24 points
Individual: 18 points; Group: 12 points
30 points
Perspectives on Professionalism
Individual project @ 20 points
20 points
Final Exam
Individual effort @ 25 points
25 points
Leadership Extra Point
Individual effort @ 1 point
1 point
Total:
100 points
Course Assignments
1. Synchronous Meetings and Class Participation
Students are expected to participate in the weekly synchronous meetings. Each class will be
facilitated by the instructor, and will include lecture, discussion (both via mic and text chat), and
small-group work. All students are expected to actively participate in class discussions and small
group work to receive the maximum point allocation for a given week (4 points). Students may
miss 1 weekly synchronous meeting without penalty.
Synchronous classes will held every Tuesday at 7:00 p.m. Eastern Time. Live classes will be
facilitated through the Adobe Connect software. Each class will be approximately 1.5 hours in
length. The only software requirement is the Adobe Flash Player available at no cost at
www.adobe.com/downloads. Students will need a microphone that works for class each week.
Web cameras are not needed. The meetings will be recorded for later review.
The Internet URL for this course is http://connect.clemson.edu/hehd803
If you have difficulty connecting to the meeting, contact the instructor at (864) 656-1891 or
send an e-mail to rbj@clemson.edu.
All assigned pre-recorded lectures and readings and should be viewed and completed before the
class meeting or by the deadline specified in this syllabus.
2. HEHD 803 Wiki
In HEHD 803, we will be reading from a variety of diverse sources drawn from the primary
course texts (Bolman & Deal, Kouzes and Posner), as well as outside readings and research on
organizational leadership and non-profit management. To help make sense of the readings each
week, students will be organized into teams, and teams will be responsible for synthesizing and
summarizing the key points in the readings each week based on a set of guiding questions. We
will use an online, private wiki (http://hehd803wiki.wikispaces.com) as a platform to do this.
In addition to helping students apply the readings to their own professional contexts and
providing a measure of accountability for the course content each week, there are several
benefits of the project for students: 1) the synthesis of these readings will be helpful in writing
the comprehensive final exam due at the end of the semester; 2) wikis live beyond the class – as
such, students will be able to access the readings summaries after the class is over, and can use
the applications of the readings within their own organizations; 3) wikis allow for group
construction of knowledge, so rather than trying to make sense of every piece of information in
the readings by themselves, students can work together to flesh out the key points and practical
applications in the readings each week.
Each week, student teams will be responsible for synthesizing readings based on a set of guiding
questions. Only the students assigned to the topic will be required to synthesize readings on the
wiki that week. However, ALL students should log on to the wiki and add a practical application
of the material each week (i.e. an example from a professional organization they are familiar
with), and/or provide some supporting resources that will help bring the material to life. This
could be a set of web-links (with an explanation of their applicability), an appropriate YouTube
video, a link to a relevant podcast, etc. In sum – while the group assigned to the topic that week
will be responsible for summarizing and synthesizing the assigned readings, ALL students will
contribute some useful piece of information to the wiki page each week.
Group synthesis of the readings should be completed by 11:59pm on Sundays each
week. Individual student contributions to the week’s topic page should be completed
by 12:00pm on Tuesdays.
Both group and individual contributions to the wiki will be assessed and evaluated using a rubric
system. The rubric assesses the depth, quality, and accuracy of original contributions, teamwork
(i.e. adding to and editing others’ work), frequency/time on task, and contribution of valueadded content (i.e. adding relevant, timely, and useful information and/or application of the
material). A copy of the rubric assessment is listed on the course Blackboard site.
3. Perspectives on Professionalism
For this project, each of you will develop a short (5 minutes or less) multimedia presentation
(using a program called “Jing”) depicting your thoughts and perspectives related to
professionalism and professional identity in youth work. Specifically, you should read through the
following Blog post (including embedded links and comments) by Dr. Dale Blyth of the University
of Minnesota:
Are we Building a Workforce, Profession, or Field? Access at:
http://blog.lib.umn.edu/extyouth/insight/2011/04/are-we-building-a-workforce-a-profession-ora-field.php
Imagine that you have been asked to provide a 5-minute presentation with your thoughts on the
questions that are posed in Dr. Blyth’s blog post. More specifically, think about these things: Is
youth development a profession? If so – what makes it so? If not – should it be? What are the
advantages and disadvantages of professionalization? In your opinion, what are some of the
barriers to professionalizing youth development work? What systems, resources, or supports are
needed for the future growth (and viability) of youth development work?
You have wide latitude on this project – consider the questions above, but feel free to consider
other aspects as well. Think deeply about this. You can draw on any of the class readings and
any other outside sources that will help you shape your thoughts on the topic (including the
resources linked in Dr. Blyth’s blog). You should draw on all of these sources to frame your
presentation – but don’t lose site of the fact that I want to see what YOU think about these
questions.
Remember – you need to come up with a convincing perspective and communicate it in 5
minutes using a narrated PowerPoint presentation and disseminated through “Jing”. You should
e-mail the weblink to your presentation to me at rbj@clemson.edu.
4. Final Exam
A comprehensive final exam will be given based on the readings and class discussions in HEHD
803. It is expected that students will be able to draw upon the content and examples provided
within the HEHD 803 wiki to assist in writing the final exam in the class. Students will be
provided with the final exam questions on the last day of class (December 6) and will have one
full week to complete the exam. Final exams should be e-mailed to rbj@clemson.edu no later
than 5:00pm on Tuesday, December 13, 2011. Late exams will be penalized 1 full letter grade
per day. For example – exams turned in after 5:00pm on Tuesday will be penalized 1 full letter
grade if they are completed by 5:00pm on Wednesday; exams turned in after 5:00pm on
Wednesday will be penalized 2 full letter grades and so on.
Schedule and Calendar
Week 1:
October 18, 2011
Course Introduction and Perspectives on Youth Development
Leadership
Prerecorded Lecture/s:
 Introduction to HEHD 803
Topics/Readings
 In-Class Case Study 1
Assignments/Projects
 Purchase textbooks
Week 2:
October 25, 2011
Understanding Youth Development Organizations
Prerecorded Lecture/s:
 Why Organize?
 Organizations and their Environments
 Leadership, Management, & Ethics
Topics/Readings:
 Understanding youth development organizations
 Text, Bolman & Deal – Chapters 1-2
 Schmid (2004) – Organization-environment relationships: Theory
for management practice in human services organizations
 Leadership and Management
 Text, Kouzes & Posner – Chapters 1-2
 Salamon (2010) – The changing
context of nonprofit leadership and management
 Ethical Leadership
 Jeavons (2010) – Ethical non-profit management: Core values
and key practices
Assignments/Projects
 HEHD 803 Wiki – Group 1
 HEHD 803 Wiki – Class Contribution
Week 3:
November 1, 2011
Organizational Planning and Decision-making
Financial Leadership
Pre-Recorded Lecture/s
 Organizational Planning & Decision-making
 Financing Youth Development Organizations
Topics/Readings
 Organizational Planning
 Bryson (2010) – Strategic planning and the strategy change cycle
 Values and Vision in Leadership
 Text, Kouzes & Posner – Chapters 3-6
 Financial Leadership
 Bell (2010) – Financial leadership in non-profit organizations
 Decision-making
 Hopkins & Hyde (2002) - The human service managerial dilemma:
New expectations, chronic challenges, and old solutions
Assignments/Projects
 HEHD 803 Wiki – Group 2
 HEHD 803 Wiki – Class Contribution
Week 4:
November 8, 2011
Organizational Structure
Managing Groups and Teams
Pre-Recorded Lecture/s:
 The Structure of Organizations
 Structuring Groups and Teams
 Fostering Innovation and Creativity
Topics/Readings
 Organizational Structure and Coordination
 Text, Bolman & Deal – Chapters 3-4
 Wheeler (2000) – Emerging organizational theory and the youth
development organization
 Managing Groups and Teams
 Text, Bolman & Deal – Chapter 5
 Byrne & Hansberry (2007) – Collaboration: Leveraging resources
and expertise
 Innovation, Creativity and Risk-Taking
 Text, Kouzes & Posner – Chapters 7-8
Assignments/Projects
 HEHD 803 Wiki – Group 3
 HEHD 803 Wiki – Class Contribution
Week 5:
November 15, 2011
Managing Human Resources
Professionalism and Professional Identity
Pre-Recorded Lecture/s:
 Leading (and Managing) People
 Professionalizing Youth Development Work
Topics/Readings
 A Human Resources Approach
 Text, Bolman & Deal – Chapters 6-8
 Staff Training and Development
 Text, Kouzes & Posner – Chapter 9-10
 Professionalism and Professional Identity
 Blythe (2010) – Are we building a workforce, profession, or a field?
Retrieved at http://blog.lib.umn.edu/extyouth/insight/2011/04/arewe-building-a-workforce-a-profession-or-a-field.php
 Astroth, Garza, & Taylor (2004) – Getting down to business:
Defining competencies for entry level youth work
 Yohalem, Pittman, & Moore (2006) – Growing the next generation of
youth work professionals: Workforce opportunities and challenges
Assignments/Projects
 HEHD 803 Wiki – Group 1
 HEHD 803 Wiki – Class Contribution
 Professionalism Project (DUE Tuesday, 11/16 by 12:00pm)
Week 6:
November 29, 2011
Organizational Politics and Culture
Positioning (and Repositioning) the Organization
Pre-Recorded Lecture/s
 The Politics of Organizations
 Managing Organizational Culture
Topics/Readings
 Organizational Politics – Power, Control, and Conflict
 Text, Bolman & Deal – Chapters 9-11
 Organizational Culture
 Text, Bolman & Deal – Chapters 12-14
 Recognition and Celebration
 Text, Kouzes & Posner – Chapters 11-12
Assignments/Projects
 HEHD 803 Wiki – Group 2
 HEHD 803 Wiki – Class Contribution
Week 7:
December 6, 2011
Improving Youth Organizations – Leadership, Change, and Ethics
Pre-Recorded Lecture/s:
 Improving Organizational Leadership
Topics/Readings
 Reframing Organizations
 Text, Bolman & Deal – Chapters 15-16; 20
 Leadership
 Text, Bolman & Deal – Chapter 17
 Text, Kouzes & Posner – Chapter 13
 Change
 Text, Bolman & Deal – Chapter 18
 Ethics
 Text, Bolman & Deal – Chapter 19
Assignments/Projects
 HEHD 803 Wiki – Group 3
 HEHD 803 Wiki – Class Contribution (On Leadership)
FINAL EXAM: Due by 5:00pm on Tuesday, December 13, 2011 via e-mail at
rbj@clemson.edu
About the Instructor:
Robert J. Barcelona, Ph.D. is an assistant professor of youth development at Clemson University. Dr.
Barcelona’s research and professional interests focus on the leadership and management of youth-serving
programs and organizations, with a particular focus on afterschool settings and community-based youth sports
and physical activity programs. He has published one textbook, has more than 20 professional publications,
and has presented his work locally, nationally and internationally. Dr. Barcelona has worked professionally in
athletics and recreation administration, serving as an Assistant Athletics Director at the University of California,
Berkeley, where he also served as the activity director for the Y-Cal youth partnership and the Cal National
Youth Sports Program. He also worked professionally at the University of Mississippi, where he served as the
Director of Intramural Sports and Sport Clubs, in addition to his work in school and community-based youth
sports throughout the Magnolia state. Prior to teaching at Clemson, Dr. Barcelona was a faculty member at the
University of New Hampshire for 7 years. At UNH, he taught undergraduate and graduate courses, coordinated
an interdisciplinary minor in Youth Development, served as the lead evaluator for the Dover Leaders’ Project,
and worked as the founder and project administrator of CoachSmartNH.
Dr. Barcelona has been at Clemson since the summer of 2008. He currently teaches in Clemson’s graduate
Youth Development Leadership program where he works with approximately 40 professional masters degree
students, as well as in the Department of Parks, Recreation, and Tourism Management, where he teaches and
works with undergraduate, masters, and doctoral-level students. He is currently serving as a co-principle
investigator on two federally funded projects: 1) a community-based evaluation focusing on the quality of life of
youth and families living in low-income neighborhoods and public housing in Greenville, SC; 2) a multi-year,
$1.2 million 21st Century Community Learning Centers-funded afterschool initiative for elementary school youth
in the Anderson 1 and 4 school districts (GoalPOST).
Dr. Barcelona has been married to his wife Heather for 12 years, has four children – Madeline (8 years), Nathan
(6 years), Emily (2 years), and Dominic (2 months) - and a chocolate lab named Kemah. He coaches youth
sports, serves as a volunteer youth ministry team member for middle- and high school students, and tries to
practice what he preaches about the importance of family, youth, quality of life, health, and community (to
varying degrees of success).
Other Resources
Graduate School Information
http://www.grad.clemson.edu/
The Graduate School web pages include current policies, procedures, calendars, and related forms.
Help with Technology
http://dcit.clemson.edu/departments/help_desk
The CCIT Help Desk is available by telephone (864-656-3594) or email (consult@clemson.edu). Check the
web site for available hours.
Assistance with Blackboard or Acrobat Connect may also be available through the CCIT Technology
Services area. Send an email message to ITHelp@clemson.edu.
Library Services
http://www.lib.clemson.edu/
The library web pages connect you to the many services and resources provided for Clemson University
students, including online databases, e-journals, electronic books, interlibrary loan, etc.
Library Distance Education Services
http://www.lib.clemson.edu/distance/index.htm
The library distance education web pages connect you with services designed specifically for off-campus
students.
Registrar’s Office
http://www.registrar.clemson.edu/
The Registrar’s Office web site provides you with information about course schedules, registration,
calendars, tuition fees, and grades.
Searching the Net
http://www.lib.clemson.edu/qr/internet.htm
Online courses frequently require you to search for resources on the Internet. The large numbers of
indexes, search engines, and web pages require navigation skills. The library has prepared a guide for you
at this web site.
Student Disability Services
http://www.clemson.edu/asc/sds_student_guide.html
If you have a disability that may impair your participation in this course, you need to notify the course
instructor and the Office of Student Disability Services before the course begins. This web site describes
the available services, policies, and procedures.
Student Handbook
http://stuaff.clemson.edu/handbook/2003/
This link connects you to the online version of the Student Handbook.
Textbooks
http://whywaitforbooks.com
Textbooks may be ordered from the Clemson University Bookstore or any of the other sources available
on the Internet.
http://www.campusi.com
This website searches 100 bookstores and offers a price comparison of textbooks by seller.
Clemson University is accredited by the Commission on Colleges of the Southern Association of Colleges
and Schools (1866 Southern Lane, Decatur, Georgia 30033-4097; telephone number 404-679-4501).
This syllabus is subject to change/improvement as needed.
The most current version is posted in Blackboard.