CUA
THE CATHOLIC UNIVERSITY OF AMERICA
National Catholic School of Social Service
Washington, DC 20064
SSS880
Organizational and Leadership Theories for the Social Services
Fall 2014
(3 credits)
Instructor: Wendy Whiting Blome, PhD
202-319-5486
blome@cua.edu
© This course outline is the property of NCSSS
and the instructor and may be distributed with written permission.
I.
COURSE PURPOSE
Social work service delivery and management are performed within organizational
structures that need to reflect the values of the social work profession. This course
provides a theoretical orientation to the study of organizations and the leadership of
organizations. It examines a range of organizational theories and their application to
human service systems, structures, and processes. Theories related to organizational
change, organizational challenges, and organizational effectiveness are also explored.
Organizational processes are directed by leaders. Leadership approaches and theories
are studied within the context of social service organizations. Course readings are
integrated through the use of case studies and students’ experiences in human service
organizations.
II.
COMPETENCIES AND PRACTICE BEHAVIORS
The Council on Social Work Education (CSWE) requires that students meet 10 core
competencies, which are operationalized as practice behaviors. Each course is
designed to cover one or more of the ten core competencies and each course is also
designed to cover some, but not all of the practice behaviors within a competency.
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Upon completion of this course, students will be able to demonstrate the following
practice behaviors within the noted competencies:
Competency
Practice Behaviors
Professional Identity: Identify as a
professional social worker & conduct
self accordingly.
1. Social workers can explain how their
developing social work competencies
prepare them to carry out the macro
practice tasks in which they are
engaged.
Ethical Practice: Apply social work
ethical principles to guide professional
practice.
1. Social workers recognize the complex
ethical challenges that arise in a variety
of macro practice settings
2. Social workers are able to identify and
apply ethical principles to an ethical
dilemma they have experienced in a
practice setting.
3. Social workers make ethical decisions
through use of an ethical decision
making model, and are able to manage
their personal biases in making ethical
decisions.
Critical Thinking: Apply critical
thinking to inform and communicate
professional judgments.
1. Social workers distinguish, critically
analyze, and integrate multiple sources
of knowledge, including research-based
knowledge, theoretical frameworks,
and practice wisdom, in an ongoing
process of assessment and intervention.
2. Social workers effectively
communicate their ideas when
producing a written document or giving
a presentation or briefing on a
particular issue
Diversity in Practice: Engage
diversity and demonstrate awareness of
the complexities regarding identity
differences and how they play out in
macro practice.
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1. Social workers use research evidence to
inform generalist practice.
Human Behavior: Apply knowledge
of human behavior and the social
environment.
1. Social workers articulate and respond
to the unique dimensions that cultural,
familial, and environmental contexts
bring to communities and organizations
and those engaged in these macro
systems.
Policy Practice: Engage in policy
practice to advance social and
economic well-being and to deliver
effective social work services.
1. Social workers demonstrate the
capacity to participate in the analysis of
organizational or social policy and the
formulation of recommendations on
how to achieve a desired change.
Engage, Assess, Intervene, Evaluate:
Engage, assess, intervene, and evaluate
with groups, organizations, and
communities.
1. Social workers review the scholarly
literature and use appropriate theories,
models, and techniques to assess
organizations, communities, and/or
policy environments.
2. Social workers incorporate an analysis
of inherent strengths, capacities, and/or
resources in assessing organizations,
communities, and/or social systems.
3. Following assessment, Social workers
can determine and apply appropriate
and collaborative interventions to seek
organizational, community, and/or
societal change.
III.
EDUCATIONAL OBJECTIVES
A.
B.
C.
D.
E.
F.
G.
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To understand selected theories of organizational functioning.
To know strategies and methods available to influence organizational
behavior.
To recognize leadership approaches and their application to organizational
contexts.
To understand the contribution of leadership in the process of
organizational change.
To appreciate the relationship between the organization and the leader and
the environment.
To value the need for social worker leaders in social service organizations.
To use case studies to practice applying theories and concepts to human
service organizations.
IV.
COURSE REQUIREMENTS
A.
Required Texts
Northouse, P. (2013). Leadership: Theory and practice (6th ed.).
Thousand Oaks, CA: Sage Publications.
Scott, R. & Davis, G. (2007). Organizations and organizing: Rational,
natural, and open system perspectives. Upper Saddle River, NJ:
Pearson Prentice Hall.
B.
Recommended Reading
Pfeffer, J. & Salancik, G. (2003). The external control of organizations: A
resource dependence perspective. Stanford, CA: Stanford
University Press. (One copy in library; buy online for $25)
C.
Other Recommended Resources and Media
Students are urged to become familiar with articles appearing in relevant
journals and to browse websites of interest.
Administration in Social Work
Administrative Science Quarterly
Academy of Management Review
Public Administration Review
Executive Leadership Council:
http://www.elcinfo.com/index.htm
Federal Executive Institute and Management Development Centers:
http://www.leadership.opm.gov/
National Academy for Public Administration:
http://www.napawash.org/
Chronicle of Philanthropy—Nonprofit handbook:
http://philanthropy.com/handbook/
Leader to Leader Institute:
http://www.pfdf.org/
Center for Excellence in Nonprofits:
http://www.cen.org/templates/System/default.asp?id=40083
Guidestar: Materials for the Nonprofit Sector:
http://www.guidestar.org/
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D.
Course Assignments
1. Class Presentation
Case Study Presentation—1 hour—MSW students
By the third class each student will select one of the case studies listed
in the syllabus. During the designated class the student will be
responsible for relating the case to the theories and content assigned
for that day or previous classes. The student presenting will also lead
a discussion with the class. The student will be evaluated on
presentation style, knowledge of the theory(ies), ability to apply theory
to the case, and creativity in designing exercises or discussion
scenarios. Students will work individually or in pairs depending on
the number of students in the class.
Class Instruction and Exercise—full class—PhD students
Each PhD student will take responsibility for a class period. By the
third class each doctoral student will designate the class s/he will
teach. S/he will prepare the theoretical material, present it to the
class, and conduct classroom exercises to support the theoretical
learning and application. The student will be evaluated on
presentation style, knowledge of the theory(ies), ability to apply theory
to the case example, and creativity in designing exercises or discussion
scenarios. Each student must meet with the professor in advance to
plan the class. Students will work individually or in pairs depending
on the number of students in the class.
Selection of presentation case study due Class 3 (September 15,
2014)
2. Mid Semester Examination—during Class 7 (Tuesday, October
14, 2014)
3. Course Paper
Identify a specific human service organization (one in which the
student now works, has worked, or has access to information). In
summary form, provide background about the organization—its
mission, size, programs, services, leadership, etc. Describe an issue or
problem that the organization is facing or has faced in the recent past.
Discuss the change approach used by the leader(s) of the organization.
Analyze this issue or problem from two theoretical perspectives—an
organizational theory and a leadership theory. Discuss the practical
application of the theories that have been selected. What is the “fit”
between the theories and the organization? What does the
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organizational theory explain about the organizational structure and
culture, its relationship to the environment, its mode and style of
operating? How does the leadership theory support the actions of the
leader or suggest a different approach to transformational change?
Discuss the leadership strategy within the environmental context.
Scholarly Paper—MSW students
For MSW students this scholarly paper must be at least 10 pages and
no more than 15 pages with at least 15 references beyond class
readings, including original sources for the theory being used.
Scholarly Paper—PhD students
For PhD students this scholarly paper must be at least 15 pages and no
more than 20 pages with at least 20 references beyond class readings,
including original sources for the theory being used.
A brief description of the organizational problem and the two theories
to be analyzed is due Class 8 (Monday, October, 20, 2014).
Paper due Monday, December 1—No extensions
4. Preparation for class and participation
Students will be evaluated on their participation in class, their ability
to relate class readings and experiences to the discussions, and their
interpretation of the case examples. Students should inform the
professor in advance if they will not be in class.
E.
Grading Policy and Weights of Assignments
Grades will be based on the CUA Grading Policy as described in the
Graduate Announcements. Full credit will not be given for assignments
that are submitted late. No credit will be given for assignments
submitted after they have been reviewed in class. The following
provides weights for the various course assignments:
Class Presentation
Mid semester Examination
Course Paper
Preparation for and participation in class
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15%
35%
35%
15%
Grading System
Letter Grade
Numeric Range
A
95 – 100
A90 – 94
B+
87 – 89
B
83 – 86
B80 – 82
C
70 - 79
F
0 - 69
V.
F.
Preparation, Attendance & Participation
Students are required to attend classes and are expected to participate
meaningfully in class discussion/exercises and online forums as required.
The class participation grade will be determined by the instructor’s
perception of the student’s preparation for and contributions to class
discussion/activities. Different students will make different kinds of
contributions. Some will have an easy time with spontaneous interactions
while others will be more comfortable making planned statements about
key ideas from the readings or other sources. Both types of contributions
are valued.
G.
Course and Instructor Evaluation
NCSSS requires electronic evaluation of this course and the instructor. At
the end of the semester, the evaluation form may be accessed at
http://evaluations.cua.edu/evaluations using your CUA username and
password. Additional, informal written or verbal feedback to the instructor
during the semester is encouraged and attempts will be made to respond to
requests.
CLASS EXPECTATIONS
Please refer to NCSSS Announcements, or appropriate Program Handbook for
Academic Requirements (http://ncsss.cua.edu/courses/index.cfm), including
scholastic and behavioral requirements.
NCSSS is committed to creating an open and inclusive learning environment
where all members - including students, faculty, administrators, and staff – strive
to listen to and learn from one another. We recognize that in a multicultural
society, it is inevitable that issues or tensions relative to diversity and different life
experiences will arise. It is how we handle these events that matters. Therefore,
when such issues occur – inside or outside of the classroom - we agree to engage
in respectful and productive discussion with one another until learning is
enhanced and understanding is deepened by all involved.
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A.
Scholastic Expectations
All written work should reflect the original thinking of the writer, cite
references where material is quoted or adapted from existing sources,
adhere to APA format, and should be carefully proof read by the student
before submission to the instructor for grading.
B.
Behavioral Requirements
Students are expected to maintain accepted standards of professional
conduct and personal integrity in the classroom. Students should:
 Attend all classes and contribute constructively to the
classroom culture,
 Recognize and avoid behavior that jeopardizes the
learning/teaching environment of other students or the
instructor,
 Demonstrate competence in planning academic activities
and in following through on those plans,
 Reasonably respond to and respect others’ reactions to one’s
comments or actions in the classroom,
 Use an appropriate level of class time and instructor’s time
and attention in and out of class, and
 Behave in a manner that is consistent with the ethical
principles of the social work profession.
C.
Academic Honesty
Joining the community of scholars at CUA entails accepting the standards,
living by those standards, and upholding them. Please refer to University
Policy (http://graduatestudies.cua.edu/currentstudents/academintgrt.cfm)
and appropriate Program Handbooks.
D.
Confidentiality
Each student is expected to adhere to the Confidentiality Agreement that is
signed at the beginning of every semester. This agreement covers
“practice materials” in classes, supervisory sessions, case conferences,
seminars, and other educational settings within the NCSSS BSW or MSW
programs are for professional learning purposes only and are subject to
strict professional standards of confidentiality. These same standards of
confidentiality also extend to various forms of written communication and
peer consultation.
Adherence to these standards means all students refrain from
communicating beyond the classroom setting about practice material that
is presented in class. I will also refrain from using social media outlets
(blogs, twitter, Facebook, etc.) or email to discuss practice settings,
program responsibilities and projects with individuals who are not in
teaching or supervision roles directly related to the situation.
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E.
Accommodations
Students with physical, learning, psychological or other disabilities
wishing to request accommodations must identify with the Disability
Support Services (DSS) and submit documentation of a disability. If you
have documented such a disability to DSS that requires accommodations
or an academic adjustment, you much present that documentation to your
instructors and arrange a meeting with as soon as possible to discuss these
accommodations.
F.
Use of Electronic Devices
Please turn off all cell phones or other devices that would disrupt the
learning environment of the classroom.
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VI.
COURSE SCHEDULE
Class 1
Introduction to the Course
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Discuss course outline
Describe class assignments
Elements of Organizations
Overview of Theories
Leavitt’s Diamond Model
Scott & Davis, Chapter 1
Mulroy, E. (2004). Theoretical perspectives on the social environment
to guide management and community practice: An organization-inenvironment approach. Administration in Social Work, 28(1), 7796.
Class 2
Rational System Theories of Organization
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Scientific Management
Administrative Theory
Bureaucracy Theory
Administrative Behavior Theory
Scott & Davis, Chapter 2
Crook, W. (2001). Trickle-down bureaucracy: Does the organization
affect client responses to programs. Administration in Social Work,
26(1), 37-59.
Case Study: Lewis, J., Packard, T., & Lewis, M. (2012).
Management of human service programs (5th ed). Belmont, CA:
Brooks/Cole. Page 97 (The Community Career Center)
Class 3
Natural System Theories of Organizations
(Selection of presentation date due)
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Human Relations School
Institutional Theory
Parsonian Structural Functionalism
Conflict Theory
Scott & Davis, Chapter 3
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Case Study: Fauri, D., Wernet, S., & Netting, F. (2004). Cases in
macro social work practice (2nd ed). Boston: Allyn and Bacon,
201-213 (The Coffee Break).
Class 4
Open System Theories of Organizations
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Systems Design
Contingency Theory
Process Theory
Scott & Davis, Chapter 4
Anheier, H. (2012). Organizational theory and structure. In S. Ott &
L. Dicke (Eds.), The nature of the nonprofit sector, (2nd ed) (pp.
231-248). Boulder, CO: Westview Press.
Shenhar, A. (2001). One size does not fit all projects: Exploring
classical contingency domains. Management Science, 47(3), 394414.
Case Study: Dym, B., & Hutson, H. (2005). Leadership in nonprofit
organizations. Thousand Oaks, CA: Sage Publications, 123-133
(Community Therapeutic Day School).
Class 5
Theoretical Integration
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Etzioni’s Structuralist Model
Lawrence and Lorsch’s Contingency Model
Thompson’s Levels Model
Scott & Davis, Chapter 5
Case Study: Lewis, J., Packard, T., & Lewis, M. (2012).
Management of human service programs (5th ed). Belmont, CA:
Brooks/Cole. Page 114 (The Umbrella Organization)
Class 6
Resource Dependence Theory
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Basic Concepts for a Contextual Perspective
Organizational Boundaries
Social Control of Organizations
Scott & Davis, Chapter 9—pages 233 to 244
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Pfeffer & Salancik, Chapters 1-3—pages 1 to 61
Case Study: Read one of the articles on Resource Dependence theory
listed below.
Davis, G., & Cobb, J. (2009). Resource dependence theory: Past and
future. Retrieved from:
http://webuser.bus.umich.edu/gfdavis/Papers/davis_cobb_09_RSO.
pdf
Hillman, A., Withers, M., & Collins, B. (2009). Resource dependence
theory: A review. Journal of Management, 35(6), 1404-1427.
Miller-Millesen, J. (2003). Understanding the behavior of nonprofit
boards of directors: A theory-based approach. Nonprofit and
Voluntary Sector Quarterly, (32)4, 521-547.
Class 7
Mid-Term in-class Examination
Class 8
Leading Social Service Organizations
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
Leadership defined
Traditional approaches to leadership—trait, skills, style
Northouse, Chapters 1-4; complete the inventories in each chapter.
Strolin-Goltzman, J., Auerbach, C., McGowan, B., & McCarthy, M.
(2008). The relationship between organizational characteristics and
workforce turnover among rural, urban, and suburban public child
welfare systems. Administration in Social Work, 32(1), 77-91.
Case Study: A Strained Research Team, Northouse, page 61
Class 9
Theories of Leadership
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Contingency theory
Transformational leadership theory
Servant leadership
Authentic leadership theory
Northouse, Chapters 6, 9, 10, and 11
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Nissen, L., Merrigan, D., & Kraft, M. (2005). Moving mountains
together: Strategic community leadership and systems change.
Child Welfare, 84(2), 123-140.
Poultiatine, M. (2009). What is transformation? Nine principles
toward an understanding of transformational process for
transformational leadership. Journal of Transformative Education,
7(3), 189-208.
Shamir, B., & Eilam, G. (2005). What’s your story? A life-stories
approach to authentic leadership development. The Leadership
Quarterly, 16, 395-417.
Trautmann, K., Maher, J., & Motley, D. (2007). Learning strategies
as predictors of transformational leadership: The case of nonprofit
managers. Leadership and Organizational Development Journal,
28(3), 269-287.
Case Study: Her Vision of a Model Research Center, Northouse,
page 209
Class 10
Leadership Issues
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
Women as leaders
Leadership and cultural issues
Northouse, Chapters 14 and 15
Ayman, R., & Korabik, K. (2010). Leadership: Why gender and
culture matter. American Psychologist, 65(3), 157-170.
Eagly, A. (2005). Achieving relational authenticity in leadership:
Does gender matter? The Leadership Quarterly, 16, 459-474.
Key, S., Popkin, S., Munchus, G., Wech, B., Hill, V., & Tanner, J.
(2012). An exploration of leadership experiences among white
women and women of color. Journal of Organizational Change,
25(3), 392-404.
Ely, R., & Thomas, D. (2001). Cultural diversity at work: The affects
of diversity perspectives on work group processes and outcomes.
Administrative Science Quarterly, 46(2), 229-273.
Wimpfheimer, S. (2004). Leadership and Management Competencies
Defined by Practicing Social Work Managers: An Overview of
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Standards Developed by the National Network for Social Work
Managers. Administration in Social Work, 28(1), 45-56.
Case Study: Whose Hispanic Center is It? Northouse, page 411
Class 11
Leadership Ethics
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Ethical theories
Principles of ethical leadership
Northouse, Chapter 16; as you read, complete the inventory on page
446
Ospina, S., & Foldy, E. (2010). Building bridges from the margins:
The work of leadership in social change organizations. The
Leadership Quarterly, 21, 292-307.
Find another article on ethics related to leadership; read it and bring it
to class to share with your colleagues.
Case Study: Packard, T. (2001). Enhancing Staff Commitment
through Organizational Values: The Case of a Homeless Shelter.
Administration in Social Work, 25(3), 35-52.
Class 12
Leadership in Change Management
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The inevitability of change
Strategic planning as process and change tool
Mange change or it will manage you
Brody, R. (2005). Effectively managing human service organizations
(3rd ed). Thousand Oaks, CA: Sage Publications, Chapters 2, 4,
and 5.
Kezar, A. (2001). Understanding and facilitating organizational
change in the 21st century: Recent research and
conceptualizations. ASHE-ERIC Higher Education Report, 28(4).
Read Theories and models of change, page 25 to 57
Read Research-based principles of change, page 113 to 123
Retrieved from:
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&frm=1&s
ource=web&cd=2&ved=0CDsQFjAB&url=http%3A%2F%2F
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94.23.146.173%2Fficheros%2Fbaeab61db87e4931af61a79d0c
069fda.pdf&ei=_9HAUaWuDu2w4AOOyoDgAQ&usg=AFQj
CNHG7PEGz43jAvKLxQB44XMyQik6OA&sig2=9V7Cf1LfHvOtKX_ec-Gmg&bvm=bv.47883778,d.dmg
Netting, E., O’Connor, M., & Fauri, D. (2007). Planning
Transformative Programs: Challenges for Advocates in
Translating Change Processes into Effectiveness Measures.
Administration in Social Work, 31(4), 59-81.
Van Til, J., & Swalve, D. (2001). Change leadership or change
management? In Connors, T., The nonprofit handbook:
Management (3rd ed) (pp. 65-83). New York: John Wiley &
Sons, Inc.
Case Study: Manville, B. (2006). Redefining leadership in a
community-impact organization: A case study of reframing CEO
skills amid transformational change. In Edwards, R. & Yankey, J.,
Effectively managing nonprofit organizations. Washington, DC:
NASW Press.
Class 13
Leadership within an Environmental Context
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Organizations structured to meet environmental demands
The organization—environment relationship
The effect of the environment on organizational structures
Golensky, M., & Mulder, C. (2006). Coping in a constrained economy:
Survival strategies of nonprofit human service organizations.
Administration in Social Work, 30(3), 5-24.
Jones, J. (2006). Understanding environmental influence on human
service organizations: A study of the influence of managed care on
child caring institutions. Administration in Social Work, 30(4), 6390.
Schmid, H. (2004). Organization-environment relationships: Theory
for management practice in human service organizations.
Administration in Social Work, 28(1), 97-113.
Case Study: Ferguson, C. (2004). Governance of collaborations: A
case study. Administration in Social Work, 28(2), 7-28.
Class 14
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Social Workers as Leaders
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Empowerment of clients, workers, and managers
The role of social work leader
The education of social work managers
Hardina, D. (2005). Ten characteristics of empowerment-oriented
social service organizations. Administration in Social Work, 29(3),
23- 42.
Patti, R. (2003). Reflections on the State of Management in Social
Work. Administration in Social Work, 27(2), 1-11.
Wuenschel, P. (2006). The diminishing role of social work
administrators in social service agencies: Issues for consideration.
Administration in Social Work, 30(4), 5-18.
Case Study: Yoo, J. (2002). The relationship between organizational
variables and client outcomes: A case study in child welfare.
Administration in Social Work, 26(2), 39-61.
Papers are due Monday, December 1—No extensions
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