Fordham University GRADUATE SCHOOL OF … Name– 1Master Syllabus | Fordham University GRADUATE SCHOOL OF SOCIAL SERVICE SWGS 6627-6628, Leadership and Macropractice I & II COURSE

Course Name– Master Syllabus | 1

Fordham University GRADUATE SCHOOL OF SOCIAL SERVICE

SWGS 6627-6628, Leadership and Macropractice I & II

COURSE DESCRIPTION

The two-semester Leadership and Macro Practice course prepares social work practitioners who operate

from the frameworks of human rights, social and economic justice, and empowerment. Our graduates will

be social workers who are committed to social change in all forms, transforming and building capacities

in communities and organizations, through inclusive and collaborative strategies, via anti-oppressive

practices, increasing access to resources, innovations, and collaborations.

Within the context of today’s challenges confronting communities, managers and agencies, this course

focuses on preparing the manager as leader to assume the range of roles and perform the array of tasks

necessary in various sectors of management activity. Content focuses on community-based advanced

generalist practice, organizational practice and interpersonal leadership. A multidimensional model of

organizational and leadership practice within a macro practice lens is used to organize and integrate

theories, research, and content. Emphasis is given to the need for advocacy within human service

organizations and service delivery systems that is consistent with social work values, human rights, social

justice and equity.

PLACE OF COURSE IN THE CURRICULUM

This is a two-course sequence covering advanced leadership and macro practice content in practice with

communities and organizations. This is a required course for learners selecting one of the two foci within

the leadership and macro practice concentration:

Focus A, Human Services Leadership [HSL], is designed for those who wish to prepare

themselves for leadership roles in human service administration. These learners will gain

advanced skills in personnel management, program design and development, philanthropy and

fundraising, policy analysis, strategic planning and evaluation, and others.

Focus B, Community-based Practice and Leadership [CPL], is a hybrid of direct and indirect

services. This focus is designed for those Leadership and Macro Practice majors who are

interested in working in community-based human service organizations where generalist social

work is the norm or in human service agencies where social workers providing direct service (like

case management, care coordination, counseling, or crisis intervention) also have management

tasks and/or managers and supervisors also provide some direct services. Some Focus B learners

are preparing themselves for community development work, domestically or internationally.

Focus B majors are required to take Clinical I and II, and their field placements must be half

direct service and half macro social work.


RELATIONSHIP TO HUMAN RIGHTS, SOCIAL JUSTICE, AND WELL BEING

Leadership and Macro Practice is framed within the premise that all people should have basic human

rights and access to the broad benefits of their societies. The course prepares learners who are committed

to social change in all forms, transforming and building capacities in communities and organizations,

through inclusive and collaborative practices, via anti-oppressive practices, increasing access to resources,

innovations, and collaborations. Graduates of the Leadership and Macro Practice concentration will

understand how environmental forces shape agency contexts, how to work collaboratively with

communities to leverage resources and meet identified needs as well as work on behalf of social justice at

the individual, agency and community levels.

COURSE COMPETENCY OUTCOMES

Related CSWE Competencies & PB Learning Outcomes

2.1.1 Identify as a professional social

worker and conduct oneself

accordingly

LO1: Perform leadership and macro practice roles and activities

in ways that reflect the social work profession and its ethical

standards.

2.1.2 Apply social work ethical

principles to guide professional

practice

LO2: Use ethical frameworks and reasoning to analyze policy

and practice issues affecting macro and advanced generalist

social work practice.

2.1.3 Apply critical thinking to inform

and communicate professional

judgments

LO3: Apply critical thinking to a range of leadership and macro

practice challenges in the context of organizations and

communities and those affected by these contexts.

2.1.4 Engage diversity and difference

in practice

LO4: Promote policies and practices to facilitate a multicultural

workplace and culturally competent service delivery.

2.1.5 Advance human rights and

social and economic justice

LO5: Identify and address agency structures and programs that

promote human rights.

2.1.6 Engage in research-informed

practice & practice-informed research

LO6: Promote collaborative leadership practices in

organizations and communities that are research informed.

2.1.7 Apply knowledge of Human

Behavior and the Social Environment

LO7: Apply theoretical models of individual, group,

community and organizational behavior for the design and

development of effective organizational and community

programs and policies.

2.1.8 Engage in policy practice to

advance social and economic well

being and to deliver effective services

LO8: Analyze public, organizational, and community policies

to determine the extent to which they are reflective of human

rights and social and economic justice and advocate for change.

2.1.9 Respond to contexts that shape

practice

LO9: Design programs and/or policies that respond to changes

in agency and community environments and address trends in


Related CSWE Competencies & PB Learning Outcomes

the larger political, economic, and social environments.

2.1.10 (a) Engage individuals, families,

groups, organizations & communities

LO10a: Engage multiple and diverse stakeholders in capacity

building, problem-solving, and decision-making processes.

2.1.10 (b) Assess individuals, groups,

organizations and communities

LO10b: Develop assets-based inclusive organizational and

community assessments.

2.1.10 (c) Intervene with individuals,

groups, organizations and communities

LO10c: Engage in inclusive planning and advocacy to improve

opportunities, increase resources, change institutions, and

increase empowerment and build capacity for individuals,

families, groups, organizations, and communities.

2.1.10 (d) Evaluate individuals,

groups, organizations and communities

LO10d: Use collaborative evidence-based research to evaluate

services and programs for access, responsiveness,

effectiveness, and relevance.

* For more information on the specifics of the CSWE’s educational policy related to

competencies, go to http://www.cswe.org/File.aspx?id=13780

COURSE OBJECTIVES

Related CSWE Competencies & PB Course Objective

2.1.1 Identify as a professional social

worker and conduct oneself

accordingly.

CO1 Demonstrate skills, values, and knowledge as macro

practitioners with a commitment to Human Rights and Social

Justice.

2.1.2 Apply social work ethical

principles to guide professional

practice.

CO2 Demonstrate the capacity to be a leader, guided by the

profession’s values and ethical standards, and in partnership

with various stakeholders (consumers, staff, Board, community,

elected representatives, etc.).

2.1.3 Apply critical thinking to inform

and communicate professional

judgments.

CO3 Demonstrate critical thinking skills, use of self, and use of

theory and evidence-based knowledge when influencing

constituents and colleagues, collaborating, and working toward

community or organizational transformation.

2.1.4 Engage diversity and difference

in practice.

CO4 Develop skills to practice with and on behalf of diverse

populations, organizations, and communities to promote well-

being.

2.1.5 Advance human rights and

social and economic justice.

CO5 Display beginning skills and understanding as leaders who

can transform organizations and communities furthering their

pursuits of human rights, social justice, equity, well-being, and

empowerment.

2.1.6 Engage in research-informed

practice and practice-informed

research.

CO6 Develop ability to integrate research and evidence-based

practices in program planning and implementation initiatives.

http://www.cswe.org/File.aspx?id=13780


2.1.7 Apply knowledge of Human

Behavior and the Social Environment.

CO7 Demonstrate ability to integrate critical community,

organizational and leadership theories with program planning

and implementation initiatives.

2.1.8 Engage in policy practice to

advance social & economic well-

being & to deliver effective services.

CO8 Develop an understanding of how public and

organizational policies influence service delivery, and display

beginning skills in organizational and public policy advocacy.

2.1.9 Respond to contexts that shape

practice.

CO9 Understand the changing nature of the workplace, and the

ways in which organizational structure and culture can be used

to create inclusive, transformative and empowering social

service organizations.

2.1.10 (a) Engage individuals,

families, groups, organizations &

communities.

CO10a Develop an understanding of the skills required to

collaborate with multiple stakeholders in order to create

innovative and inclusive solutions at organizational or

community levels.

2.1.10 (b) Assess individuals, groups,

organizations and communities.

CO10b Demonstrate the ability to assess issues in practice with

and on behalf of clients to determine appropriate macro-level

interventions targeted to organizational, community and policy

environments.

2.1.10 (c) Intervene with individuals,

groups, organizations and

communities.

CO10c Use appropriate, research-informed and strategic

intervention approaches to identify service needs, and plan

effective service delivery models.

2.1.10 (d) Evaluate individuals,

groups, organizations and

communities.

CO10d Use appropriate, research-informed and participatory-

action-based evaluation tools to monitor and evaluate service

delivery and their impact on the consumers.

MATERIALS

Required Text (Instructors should select two books from the following list for the entire

academic year - Leadership and Macro Practice I & II):

Brody, R. (2005). Effectively Managing Human Service Organizations. 3rd

Ed. Thousand Oaks,

CA: Sage.

Edwards, R., Yankey, J. & Altpeter, M.A. (Eds.). (2006). Skills for Effective Management of

Nonprofit Organizations. Washington, DC: NASW Press.

Hardcastle, D.A., Wenocur, S. & Powers, P.R. (2011). Community Practice: Theories and Skills

for Social Workers. 3rd

Ed. New York: Oxford University Press.

Kettner, P. M. (2002). Achieving Excellence in the Management of Human Service

Organizations. Boston, MA: Allyn and Bacon.

Lewis, J. A., Packard, T., & Lewis, M. D. (2006). Management of Human Service Programs.

4th

Ed. Belmont, CA: Brooks Cole.

Schissler Manning, S. (2003). Ethical Leadership in Human Services: A Multi-Dimensional

Approach. Pearson, Cranberry, NJ.

Weinbach, R. W. & Taylor, L. M. (2010). The Social Worker as Manager: A Practical Guide to

Success. 6th

Ed. New York: Allyn & Bacon.


COURSE REQUIREMENTS

Assignment

Practice

Behavior

Contribution to

final grade

*Common Assignment (Leadership & Macropractice-I) LO5, LO6,

LO7, LO8,

LO10a &

LO10b

50%-60%

*Common Assignment (Leadership & Macropractice-II) LO2, LO3,

LO9, LO10c &

LO10d

70-85%%

Guided Instruction and Other (e.g., participation,

discussion board, quizzes, exercises, etc.)

*Common assignment for all sections. See Appendixes A and B for common assignment and/or

grading rubric. If the common assignment is a paper, the paper must be uploaded onto TK20.

CLASS EXPECTATIONS: To successfully complete this course, learners are expected to

participate in 15 sessions of one hour and fifty minute class and 10 hours of guided instruction

time. In addition, participants are expected to spend approximately 5 hours per week doing the

assigned reading and working on the required written assignments for this class. Learners are

expected to have attended the orientation session where access to ERes, Blackboard, basic

computer skills, plagiarism, literature search, and APA style are discussed.

Assessment & Grading: The criteria for grading the common assignments for this course are

included in the Appendices.

SPECIAL NEEDS: Anyone with a documented disability (e.g. physical, learning, visual,

hearing, psychiatric, etc.) and who has registered with the Office of Disability Services at 718-

817-0655 may be entitled to accommodations. Register with the Office of Disability Services at

the beginning of the semester. See Appendix D for further information.


COURSE OUTLINE: LMP I & II

Module 1

(2 sessions)

Social Work Practice through a Leadership Lens

Description of module (1) Historical context of social work leadership

(2) Leadership integrating a human rights, wellbeing, and social justice

framework.

Competencies to be

mastered in this Module

LO1, LO3

CO1, CO3

Readings Required:

Jewell, J. R., Collins, K. V., Gargotto, L., & Dishon, A. J. (2009). Building

the Unsettling Force: Social Workers and the Struggle for Human

Rights. Journal of Community Practice, 17(3), 309-322.

Kivel, P. (2007). Social service or social change. In Incite! Women of Color

Against Violence, The revolution will not be funded: Beyond the

non-profit industrial complex (pp. 129-149). Cambridge, MA: South

End Press.

Mizrahi, T., & Berger, C. S. (2005). A Longitudinal Look at Social Work

Leadership in Hospitals: The Impact of a Changing Health Care

System. Health & Social Work, 30(2), 155-165.

Rank, M. G., & Hutchison, W. S. (2000). An analysis of leadership within the

social work profession. Journal of Social Work Education, 36(3),

487-202.

Stotzer, R. L., & Alvarez, A. (2008). Gertrude Vaile on Social Services

Access, Organization and Leadership. Journal of Community

Practice, 16(4), 533-537.

Wimpfheimer, S. (2004). Leadership and Management Competencies

Defined by Practicing Social Work Managers: An Overview of

Standards Developed by the National Network for Social Work

Managers. Administration in Social Work, 28(1), 45-56.

Module 2

(4 sessions)

The Theoretical Underpinnings of Community/Macro Practice

Description of module (1) Defining Community

(2) Frameworks/Theoretical Perspectives: Social Capital, Systems Theory,

Conflict Theory.

Competencies to be


LO7, LO9

CO7, CO9


Module 2

(4 sessions)

The Theoretical Underpinnings of Community/Macro Practice

Readings Required:

Hardcastle, Wenocur & Powers – Chapters 2, 3, 4

Ellis, Mallory, Gould & Shatila – Chapters 1, 2, 3, 4, 5, 6

Suggested:

Aguilar, J. P., & Sen, S. (2009). Comparing Conceptualizations of Social

Capital. Journal of Community Practice, 17(4), 424-443.

Austin, M. J. (2002). Managing Out: The Community Practice Dimensions of

Effective Agency Management. Journal of Community Practice,

10(4), 33-48.

Bayne-Smith, M., Mizrahi, T., & Garcia, M. (2008). Interdisciplinary

Community Collaboration: Perspectives of Community Practitioners

on Successful Strategies. Journal of Community Practice, 16(3),

249-269.

Chernesky, R.H. & Gutheil, I.A. (2007). Assessing the service needs of

seniors. International Social Work, 50(4), 539-547.

Delgado, M & Humm-Delgado, D. (2013). Community Assets Mapping In

Asset assessment and community social work practice. (151-179).

Oxford University Press: New York (skim).

Jacobs, R. J. (2008). Theory-Based Community Practice for HIV Prevention

in Midlife and Older Women. Journal of Community Practice, 16(4),

403-421.

Kettner, P.M., Moroney, R.M., & Martin, L.L (2008). Designing and

Managing Programs. Sage Publications. Chapter 3, Understanding

social problems, 37-50; Chapter 5, Needs assessment: Approaches to

measurement, 69-93.

Mulroy, E. A. (2004). Theoretical Perspectives on the Social Environment to

Guide Management and Community Practice: An Organization-in-

Environment Approach. Administration in Social Work, 28(1), 77-

96.

Pardasani, M. (2005). A Context-Specific Community Practice Model of

Women's Empowerment: Lessons Learned in Rural India. Journal of

Community Practice, 13(1), 87-104.

Rothman, J. (2007). Multi Modes of Intervention at the Macro Level. Journal

of Community Practice, 15(4), 11-40.

Travis, R., & Leech, T. J. (2011). The Community Action Framework in

Practice: An Illustration Based on the Ready by 21 Coalition of

Austin/Travis County. Journal of Community Practice, 19(3), 252-

273.

Weisner, S., & Silver, M. (1981). Community work and social-learning

theory. Social Work, 26(2), 146-150.


Module 3

(3 sessions)

Translating Theoretical Constructs and Knowledge into Practice

Description of module (1) Community Practice Skills: engagement, organizing, collaborations,

advocacy, resource development, power analysis.

(2) Community Change Strategies: assessment, intervention, and evaluation.

Competencies to be


LO4, LO10a, LO10b, LO10c, LO10d

CO4, CO10a, CO10b, CO10c, CO10d

Readings Required:

Hardcastle, Wenocur & Powers – Chapters 7, 8, 9, 10, 11, 12, 14 & 15

Suggested:

Arizmendi, L. G., & Faver, C. A. (2009). Lessons from Latina Leaders:

Dialogical Action in Community Practice. Social Work Forum,

42/4376-89.

Barron-McKeagney, T., Woody, J. D., & D'Souza, H. J. (2000). Mentoring At-

Risk Chicano Children and Their Parents: The Role Of Community:

Theory and Practice. Journal of Community Practice, 8(3), 37.

Castelloe, P., & Prokopy, J. (2001). Recruiting Participants for Community

Practice Interventions: Merging Community Practice Theory and

Social Movement theory. Journal of Community Practice, 9(2), 31.

Chaskin, R. J. (2003). The Challenge of Two-Tiered Evaluation in Community

Initiatives. Journal of Community Practice, 11(1), 61-83.

Chesler, M.A. (1994). Strategies for multicultural organizational development.

The Diversity Factor, 2(2), 12-18.

Dobbie, D., & Richards-Schuster, K. (2008). Building Solidarity Through

Difference: A Practice Model for Critical Multicultural Organizing.

Journal of Community Practice, 16(3), 317-337.

Kaufman, J. S., Crusto, C. A., Quan, M., Ross, E., Friedman, S. R., O'Rielly, K.,

& Call, S. (2006). Utilizing Program Evaluation as a Strategy to

Promote Community Change: Evaluation of a Comprehensive,

Community-Based, Family Violence Initiative. American Journal of

Community Psychology, 38(3/4), 191-200.

Kline, M., Dolgon, C., & Dresser, L. (2000). The Politics of Knowledge in

Theory and Practice: Collective Research and Political Action in a

Grassroots Community Organization. Journal of Community Practice,

8(2), 23.

Martínez, R. (2008). Grassroots Support Organizations and Transformative

Practices. Journal of Community Practice, 16(3), 339-358.

Ohmer, M. L. (2008). Assessing and Developing the Evidence Base of Macro

Practice Interventions with a Community and Neighborhood Focus.

Journal of Evidence-based Social Work, 5(3/4), 519-547.


Module 3

(3 sessions)

Translating Theoretical Constructs and Knowledge into Practice

Pyles, L., & Cross, T. (2008). Community Revitalization in Post-Katrina New

Orleans: A Critical Analysis of Social Capital in an African American

Neighborhood. Journal of Community Practice, 16(4), 383-401.

Simmons, L., & Harding, S. (2011). Engaging Youth in Community Practice-

An Imperative for the Future. Journal of Community Practice, 19(3),

229-233.

Wernick, Laura J. 2012. Leveraging Privilege: Organizing Young People with

Wealth to Support Social Justice. Social Service Review 86 (2): 323-

345. Western States Center. (2003). Dismantling racism: A resource

book (pp. 6-8, 56-75, 90-103).

Module 4

(3 sessions)

Values, Ethics and Human Rights Considerations in Leadership

Description of module (1) NASW Code of Ethics

(2) The macro and advanced generalist social work perspective – roles and

tasks

(3) Ethical Leadership Practice

Competencies to be


LO1, LO2, LO5

CO1, CO2, CO5


Readings Required:

Kettner – Chapter 1

Lewis, Packard & Lewis – Chapter 1

Schissler Manning (2003) Ethical Leadership Chapters 1 & 2.

Suggested:

Cemlyn, S. (2008). Human Rights Practice: Possibilities and Pitfalls for

Developing Emancipatory Social Work. Ethics & Social Welfare, 2(3),

222-242.

Congress, E.P. & Gummer, B. (1997). Is the Code of Ethics as applicable to

agency executives as it is to direct service providers? In E. Gambrill &

R. Pruger (Ed.), Controversial issues in social work ethics, values, and

obligations (pp. 137-150). Boston: Allyn & Bacon.

Holosko, M. J. (2009). Social Work Leadership: Identifying Core Attributes.

Journal of Human Behavior in the Social Environment, 19(4), 448-

459.

Lawler, J. (2007). Leadership in Social Work: A Case of Caveat Emptor?

British Journal of Social Work, 37(1), 123-141.

Loewenberg, F.M. & Dolgoff, R. (1996). Ethical dilemmas in social work

Administration and supervision. In F.M. Loewenberg & R. Dolgoff,

Ethical Decisions for Social Work Practice (pp. 159-165). Itasca, Ill:

F.E. Peacock Publishers.

Preston-Shoot, M. (2011). On administrative evil-doing within social work

policy and services: law, ethics and practice. European Journal of

Social Work, 14(2), 177-194.

Pumphrey, M. W. (1961). Transmitting Values and Ethics Through Social Work

Practice. Social Work, 6(3), 68-75.

Module 5

(3 sessions)

Organizations: Theoretical and Conceptual Frameworks for Analysis

Description of module (1) Competing Values Framework

(2) Systems and Ecological Theories

(3) Organizational Theories (business, psychology, etc)

(4) Organizational Change Theories – life cycle of the organization.

(5) Understanding the organization in context (political, economic, community).

Competencies to be


LO7, LO9

CO7, CO9


Module 5

(3 sessions)


Readings Required:

Edwards, Yankey & Altpeter – Chapter 1

Kettner – Chapter 2, 3, 4

Lewis, Packard & Lewis – Chapters 2, 4, 5

Suggested:

Abramson, G. (1977). Fundraising As a Process in Social Work. Jewish Social

Work Forum, 1341-50.

An-Pyng, S. (2001). Targeting Women Donors: A Response to 'Women and

Human Services Giving'. Social Work, 46(1), 79-81.

Ashton, E. T. (1966). Organizational theory and social work. Sociological

Review, 14(1), 29-38.

Bocage, M. D., Homonoff, E. E., & Riley, P. M. (1995). Measuring the Impact

of the Fiscal Crisis on Human Services Agencies and Social Work

Training. Social Work, 40(5), 701-705.

Boehm, A. (2006). The Involvement of Social Workers in Fundraising. Journal

of Social Service Research, 32(3), 41-65.

Boehm, A., & Freund, A. (2007). How Using a Marketing Approach Helps

Social Work Students to Develop Community Projects Successfully.

British Journal of Social Work, 37(4), 695-714.

Carr, A. N. (2005). The challenge of critical theory for those in organization

theory and behavior: An overview. International Journal of

Organization Theory & Behavior, 8(4), 466-494.

Carr, A. N., & Lapp, C. A. (2009). Organizational theory and organizational

behavior through the lens of psychodynamics. International Journal of

Organization Theory & Behavior, 12(3), 381-405

Danısman, A. (2010). Good intentions and failed implementations:

Understanding culture-based resistance to organizational change.

European Journal of Work & Organizational Psychology, 19(2), 200-

220.

Devine, M. C. (2010). Participation in Organizational Change Processes in

Human Services Organizations: The Experiences of One Group of

Frontline Social Workers. Administration in Social Work, 34(2), 114-

134.


Module 5

(3 sessions)


Dolch, N. A., & Heffernan, W. D. (1978). Applicability of complex

organizational theory to small organizations. Social Science Quarterly,

59(1), 202-209.

Gregoire, K. A. (2001). 10 Principles of Successful Fundraising for Social

Work Student Organizations. New Social Worker, 8(3), 4-5.

Haley-Lock, A. (2007). A Workforce or Workplace Crisis? - Applying an

Organizational Perspective to the Study of Human Services

Employment. Administration in Social Work, 31(3), 41-61.

John, R., & Rückert-John, J. (2011). Observing Possibilities. A Function-

Analytical Approach to Organizational Change Processes. Historical

Social Research, 36(1), 87-105.

Malekoff A. (2010). The Use of Group Work to Fight Acute External Threats to

a Community-Based Organization During Harsh Economic Times.

Social Work with Groups, 33(1), 4-22.

Matthew, C. (2009). Leader Creativity as a Predictor of Leading Change in

Organizations. Journal of Applied Social Psychology, 39(1), 1-41.

Perlmutter, F. (1972). Systems Theory and Organization Change: A Case Study.

Sociological Inquiry, 42(2), 109-122.

Peterson, N., Speer, P. W., Hughey, J., Armstead, T. L., Schneider, J. E., &

Sheffer, M. A. (2008). Community organizations and sense of

community: further development in theory and measurement. Journal

of Community Psychology, 36(6), 798-813.

Schmid, H. (2004). Organization-Environment Relationships: Theory for

management practice in human service organizations. Administration

in Social Work, 28(1), 97-113.

Module 6

(5 sessions)

Organizational Practice: Creating Transformative Organizations

Description of module (1) Organizational Assessment – SWOT, Force Field Analysis, Strategic

Planning, logic models

(2) Organizational Structures (hierarchies, structures)

(3) Mission Management

(5) Program Design and Development,

(6) Culture setting/building/maintenance

(7) Managing Crises (internal and external)

(8) Measurement and management: data, quality improvement, internal and

external accountability systems, and audits

(9) Marketing

Competencies to be


LO4, LO6, LO8, LO10a, LO10b, LO10c, LO10d



Module 6

(5 sessions)

Organizational Practice: Creating Transformative Organizations

Readings Required:

Brody – Chapters 2, 3, 5, 12, 13, 14, 15, 16

Edwards, Yankey & Altpeter – Chapters 2, 3, 4, 5, 5, 6, 7, 25

Ellis, Mallory, Gould & Shatila – Chapters 7-9, 13-17

Kettner – Chapters 8, 14

Lewis, Packard & Lewis – Chapters 3, 8, 9, 10

Suggested:

Bandyopadhyay, S. & Pardasani, M. (2010). Do quality perceptions of health

and social services vary for different ethnic groups? An empirical

investigation. International Journal of Nonprofit and Voluntary Sector

Marketing, 14, 1–15.

Brager, G. & Holloway, S. (1992). Assessing prospects for organizational

change: The uses of Force Field analysis. Administration in Social

Work, 16(3/4), 15-28.

Hsieh, C. (2006). Using client satisfaction to improve case management

services for the elderly. Research on Social Work Practice, 16(6), 605-

612.

Jones, E., Lyrintzis, M., & Kastens, I. (2010). Engaging Young People and Staff

Program Evaluation Process through Appreciative Inquiry. Relational

Child & Youth Care Practice, 23(4), 14-16.Leeuw, F. L. (2005).

Trends and Developments in Program Evaluation in General and

Criminal Justice Programs in Particular. European Journal on

Criminal Policy & Research, 11(3/4), 233-258.

Poindexter, C. (2007). Management Successes and Struggles for AIDS Service

Organizations. Administration in Social Work, 31(3), 5-28.

Popescu, M., Sugawara, C., Hernandez, E. I., & Dewan, S. (2010). Can

Government Funding Strengthen the Third Sector? The Impact of a

Capacity Building Program on Faith-Based and Community-Based

Organizations. Social Work Review/ Revista de Asistenta Sociala, (4),

83-101.

Reed, D.F., Lally, R. & Quiett, D. (2006, Fall). Battered agencies. Nonprofit

Quarterly, 23-29.

Savaya, R. & Mark Waysman, M (2005). The Logic Model: A Tool for

Incorporating Theory in Development and Evaluation of Programs.

Administration in Social Work, 29(2), 85 – 103.

Secret, M., Abell, M. L., & Berlin, T. (2011). The Promise and Challenge of

Practice-Research Collaborations: Guiding Principles and Strategies

for Initiating, Designing, and Implementing Program Evaluation

Research. Social Work, 56(1), 9-20.

Western States Center. (2003). Dismantling racism: A resource book (pp. 6-8,

56-75, 90-103).


Module 7

(4 sessions)

Management Techniques, Skills & Competencies

Description of Module (1) Communication Strategies

(3) Volunteer Management (board and other)

(4) Supervision (recruiting, hiring, maintaining, & evaluating staff)

(5) Staff Development

(6) Cultural Competency and Managing Diversity

(8) Team Development and Management

(9) Resource Development & Management

(10) Evaluation

Competencies to be

mastered in the Module

LO4, LO6, LO8, LO10a, LO10b, LO10c, LO10d



Module 7

(4 sessions)

Management Techniques, Skills & Competencies

Readings Required:

Brody – Chapters 7-11, 17-19

Edwards, Yankey & Altpeter – Chapters 8-14, 20-24

Ellis, Mallory, Gould & Shatila – Chapters 10-12

Kettner – Chapters 9-13

Lewis, Packard & Lewis – Chapters 6, 7

Weinbach, R. M. Chapter 8.

Suggested:

Argyris, Chris, “Interpersonal Barriers to Decision Making” in Harvard

Business Review on Decision Making, Cambridge: Harvard Business

School Press, 2001 pp. 59 – 95.

Barak, M.E.M. (2000). Beyond affirmative action: Toward a model of diversity

and organizational inclusion. Administration in Social Work, 23(3/4), 47-

68.

Eagly, A. H. (2007). Female leadership advantage and disadvantage: resolving

the contradictions. Psychology of Women Quarterly, 31, 1 -12.

Freud, S. & Krug, S. (2002). Beyond the code of ethics, part 1: complexities of

ethical decision making in social work practice. Families in Society,

83(5/6).

Giffords, Elissa. (2003). Changing organizational cultures: The challenge in

forging successful mergers. Administration in Social Work 27(1): 69-82.

Hughes, P. (2006). The Economics of Nonprofit Organizations. Nonprofit

Management & Leadership, 16 (4).

Iglehart, A.P. (2000). Managing for diversity and empowerment in social

services. In R.J. Patti (Ed.). The Handbook of Social Welfare

Management. Sage Publications, Chapter 21.

McBeath, B. & Briggs, H. (2008). Designing client-centered, performance-

based human service programs. In Ginsberg, L.H. (Ed). Management

and Leadership in Social Work Practice and Education. VA: CSWE,

pp. 126 – 142.

Reamer, F. G. (2000). The social work ethics audit: a risk management strategy.

Social Work, 45(4), p. 355-366.

Reamer, F. G. (2003). Boundary issues in social work: managing dual

relationships. Social Work, 48(1), p. 121-133.

Rusaw, C. (2005). A proposed model of feminist public sector leadership.

Administrative Theory & Praxis, 27(2).

Sanchez-Hucles, J. & Davis, D. (2010). Women and women of color in

leadership: complexity, identity and intersectionality. American

Psychologist, 65(3).

Module 8

(6 sessions)

Effective, Participatory and Transformative Leadership

Description of Module (1) Theories of Effective Leadership


Module 8

(6 sessions)


(2) Reflective Leadership

Characteristics of Innovative Leadership

(3) Power, Authority & Influence

(4) Strategic Decision Making

(5) Ethical Leadership Practice

Competencies to be

mastered in the Module

LO7, LO9

CO7, CO9


Module 8

(6 sessions)


Readings Required:

Edwards & Yankey Chapter 2

Schissler Manning (2003) Chapters 3, 4, 5, 9, 10

Weinbach, R. (2010). Chapters 3 & 4.

Suggested:

Bell, J., Moyers, R., & Wlfred, T. (2006). Daring to lead 2006: A national study

of nonprofit executive leadership. Compass Point and Meyer Foundation,

36. (3)

Ely, Robin J., Irene Padavic, and David A. Thomas. "Racial Diversity, Racial

Asymmetries, and Team Learning Environment: Effects on

Performance." Organization Studies 33, no. 3 (March 2012): 341–362

(skim 347-354).

Hoefer, Richard. (2003). Administrative skills and degrees: The “Best Place”

debate rages on. Administration in Social Work, 27(1), 25-46.

Krug, Kersti; Weinberg, Charles B. (). Mission, Money, and Merit: Strategic

Decision Making by Nonprofit Managers. Nonprofit Management and

Leadership, 14(3).

Lune, H. (2002). Weathering the storm: Nonprofit organization survival

strategies in a hostile climate. Nonprofit and Voluntary Sector Quarterly,

31(4), 463 – 483.

Mintzberg, J. (1975). The manager's job: Folklore and fact. Harvard Business

Review, (July-August), 49-61.

Paton, R., Mordaunt, J., & Cornforth, C. (2007). Beyond nonprofit management

education: Leadership development in a time of blurred boundaries and

distributed learning. Nonprofit and Voluntary Sector Quarterly, 36(4)

148S-162

Poindexter, C. & Lane, T.S. (2003). Choices and voices: Participation of people

with HIV in Ryan White Title II Consumer Advisory Boards. Health

and Social Work, 28(3), 196 – 205

Wernick, L. J., Woodford, M. R. & Siden, J. Y (2011). Youth-led participatory

action research: Fostering effective youth-adult partnerships – a case

study. In Harter, L., Hamel-Lambert, J. and Millesen, J. (Eds.)

Participatory Partnerships for Social Action and Research.

Kendall/Hunt Publishing: Dubuque, IA.

Woodford, M.R., & Preston, S. (2011). Developing a strategy to meaningfully

engage stakeholders in program/policy planning: A guide for human

services managers and practitioners. Journal of Community Practice

19(2), 1599-174.

http://www.hbs.edu/faculty/product/42309




Appendix A: Common Assignment 1

Leadership and Macro Practice I

Due: End of Semester #1

The focus of the common assignment will be to conduct a Capacity-based Assessment at your

field placement. The intended purpose of the assessment is to identify agency strengths, and

existing capacity and future capacity needs, service gaps, issues and barriers as perceived by the

administrators, staff and consumers at an agency/organization, and community members within

the agency catchment area. In order to complete this assignment, you will need to:

(i) Conduct a literature review of capacity and asset-based assessment studies that

incorporated participatory action and rights-based approaches that include diverse

perspectives – staff, consumers and administrators.

(ii) Utilizing your readings on assessments, you will develop a questionnaire for your

capacity assessment interviews that will have to be approved by the instructor.

(iii) Invite approximately 12 stakeholders for the capacity assessment study - 3

consumers, 3 community members, 4 agency staff members and 2 agency

administrators for the assessment.

(iv) Conduct interviews with all the stakeholders – either individually or in teams. During

the session, you will utilize the questionnaire you developed to assess capacities,

needs, gaps and barriers.

(v) Prepare an Assessment Report that:

a. Summarizes the interviews.

b. Evaluates the differences and similarities in the responses of the various

stakeholders.

c. Integrating relevant literature and theoretical perspectives of community-based

and organizational practice provide comprehensive recommendations based on

your findings. Focusing on consumer and community member feedback, your

recommendations must take into account any current practices or services that

may be oppressive, discriminatory, or not reflective of social work values and

human rights.


Grading Rubric for Common Assignment 1:

Practice

Behavior

Not Competent Developing

Competency

Competent Advanced

Competence

LO5 Identify

and address

agency

structures and

programs that

promote human

rights.

The student is

unable to identify

oppressive agency

structures and

programs and

cannot

demonstrate its

impact on agency

consumers and

members of the

community.

The student is able

to identify some

oppressive agency

structures and

programs and

weakly

demonstrates their

impact on

consumers and

community

members but does

not provide

recommendations

to address them.

The student is

able to identify

all the oppressive

agency structures

and programs,

demonstrates its

impact on

consumers and

community

members but is

unable to provide

comprehensive

recommendations

to address them.

The student is able

to identify all the

oppressive agency

structures and

programs,

demonstrate its

impact on

consumers and

community

members, and is

able to provide

comprehensive

recommendations

to address them

LO6 Promote

collaborative

leadership

practices in

organizations

and

communities

that are research

informed.

The student does

not incorporate

any research-

informed or

practice informed

knowledge into the

development of the

needs assessment

study. There is no

evidence of

collaborative

development of the

needs assessment

tool.

The student

somewhat

incorporates

research-informed

or practice-

informed

knowledge into the

development of the

needs assessment

study. However,

the student does

not adequately

explain the

rationale for

choosing a specific

study design.

There is no

evidence of

collaborative

development of the

needs assessment

tool.

The student

incorporates

research-

informed or

practice-informed

knowledge into

the development

of the needs

assessment study.

The student

provides a

rationale for

choosing a

specific study

design, but there

is no evidence of

collaborative

development of

the needs

assessment tool.

The student

incorporates

research-informed

or practice-

informed

knowledge into

the development

of the needs

assessment study.

The student

provides a

comprehensive

rationale for

choosing a

specific study

design, and there

is evidence of

collaborative

development of

the needs

assessment tool.

LO7 Apply

theoretical

models of

individual,

group,

The student does

not incorporate

any theoretical

constructs into the

development of the

The student

identifies a

theoretical

construct but does

not integrate it into

The student

identifies a

theoretical

construct and

adequately

The student

identifies more

than one

theoretical

construct and


community and

organizational

behavior for the

design and

development of

effective

organizational

and community

programs and

policies

needs assessment

study.

the discussion of

the development of

the needs

assessment study.

integrates it into

the discussion of

the development

of the needs

assessment study.

adequately

integrates them

into the discussion

of the

development of

the needs

assessment study.

LO8 Analyze

public,

organizational,

and community

policies to

determine the

extent to which

they are

reflective of

human rights

and social and

economic justice

and advocate for

change.

The student does

not identify any

agency policies

that may be

oppressive,

discriminatory or

not reflective of

human rights and

social work values.

The student

identifies one or

two agency

policies that may

be oppressive,

discriminatory or

not reflective of

human rights and

social work values

– but does not

discuss how they

may affect the

consumers.

The student

identifies one or

two agency

policies that may

be oppressive,

discriminatory or

not reflective of

human rights and

social work

values – and

adequately

discusses how

they may affect

the consumers.

The student

identifies several

(more than two)

agency policies

that may be

oppressive,

discriminatory or

not reflective of

human rights and

social work values

– and

comprehensively

discusses how

they may affect

the consumers.

LO10a Engage

multiple and

diverse

stakeholders in

capacity

building,

problem-

solving, and

decision-making

processes.

The student does

not engage

multiple and

diverse

stakeholders in the

conduct of the

needs assessment.

The student

engages multiple

but not diverse

(there were

inadequate

stakeholders from

in certain

categories – staff,

administrators,

consumers and

community

members)

stakeholders in the

conduct of the

needs assessment.

The student

engages multiple

stakeholders in

the conduct of the

needs

assessment.

However, the

diversity of the

stakeholders with

respect to

demographics,

needs, opinions

and experiences

is limited.

The student

engages multiple

and diverse

stakeholders in the

conduct of the

needs assessment.

The student not

only exceeds the

number of

recommended

stakeholders but

also ensures

diversity with

respect to diverse

demographics,

needs, opinions

and experiences.

LO10b: Develop

assets-based

The student does

not follow the

The student only

follows 50% of the

The student

follows 100% of

The student

follows 100% of


inclusive

organizational

and community

assessments.

guidelines to

conduct the needs

assessment

assignment as

provided in the

syllabus.

guidelines to

conduct the needs

assessment

assignment as

provided in the

syllabus.

the guidelines to

conduct the needs

assessment

assignment as

provided in the

syllabus.

However, the

student’s

recommendations

do not

demonstrate an

assets-based

perspective.

the guidelines to

conduct the needs

assessment

assignment as

provided in the

syllabus. The

student’s

recommendations

demonstrate an

assets-based

perspective.


Appendix B: Common Assignment 2

Leadership and Macro Practice II

Due: End of Semester #2

The focus of this assignment is to develop an integrated and comprehensive program design.

Working either individually or in groups, identify a social or community problem that needs to

be addressed and a proposed intervention. Or you can select a current program/service that is

being offered by a student’s agency.

1. Defining the Problem and Describing the Intervention

(i) Background on the social/community problem that will be addressed by the proposed

program or a current agency program that will be evaluated.

(ii) Objectives and expected outcomes of the program (project).

(iii) Description of the intervention intended to achieve the objectives. Provide a rationale

for your choice of intervention.

(iv) Design of a conceptual framework that shows how the intervention is expected to

achieve the objectives.

(v) Provide a brief plan for measurement of expected outcomes.

2. Characteristics of Leadership

(i) Identify the characteristics of leadership that would be critical in the development of this

program.

(ii) Discuss how the program promotes ethical practice, social justice and human rights.


Grading Rubric for Common Assignment 2:

Practice

Behavior

Not Competent Developing

Competency

Competent Advanced Competence

LO2 Use ethical

frameworks and

reasoning to

analyze policy

and practice

issues affecting

macro and

advanced

generalist social

work practice.

The student does not

discuss or include

any ethical issues

that might arise in

the planning and

design of their

program model.

The student

identifies few ethical

issues that might

arise but does not

discuss how they

might impact the

planning and design

of their program

model.

The student

identifies several

ethical issues that

might arise in the

planning and

design of their

program model

but does not

discuss them in an

adequate manner.

The student identifies

several ethical issues that

might arise in the planning

and design of their program

model and discusses them

in a comprehensive manner.

LO3: Apply

critical thinking

to a range of

leadership and

macro practice

challenges in the

context of

organizations

and

communities

and those

affected by these

contexts.

The student did not

demonstrate any

understanding of the

range of challenges

that could be

anticipated in the

development or

implementation of

their program

model.

The student

identifies few

challenges that could

be anticipated in the

development or

implementation of

their program model

but does not discuss

how they would

impact the model.

The student

identifies several

potential

challenges that

could be

anticipated in the

development or

implementation of

their program

model but does

not discuss how

they would impact

the model

adequately.

The student identifies

several potential challenges

that could be anticipated in

the development or

implementation of their

program model and

discusses their impact on

the model in a

comprehensive manner.

LO9 Design

programs and/or

policies that

respond to

changes in

agency and

community

environments

and address

trends in the

larger political,

economic, and

social

environments.

The program model

developed by the

student did not take

into account any

external or internal

factors that may

affect the planning

and implementation

process.

The program model

developed by the

student only takes

into account external

or internal (one of

the two) factors that

may affect the

planning and

implementation

process.

The program

model developed

by the student

takes into account

several external or

internal factors

that may affect the

planning and

implementation

process but does

not provide a

comprehensive

discussion of how

they do so.

The program model

developed by the student

takes into account several

external or internal factors

that may affect the planning

and implementation process

and provides a

comprehensive discussion

of how they do so.


LO10c Engage

in inclusive

planning and

advocacy to

improve

opportunities,

increase

resources,

change

institutions, and

increase

empowerment

and build

capacity for

individuals,

families, groups,

organizations,

and

communities.

The student only

identifies one or

none of five

stakeholders

(consumers, staff,

administrators,

board members and

community) in their

proposed plan for

program

development

The student

identifies two of five

stakeholders

(consumers, staff,

administrators,

board members and

community) in their

proposed plan for

program

development.

The student only

identifies three or

four of five

stakeholders

(consumers, staff,

administrators,

board members

and community) in

their proposed

plan for program

development

The student identifies all

five stakeholders

(consumers, staff,

administrators, board

members and community)

in their proposed plan for

program development

LO10d: Use

collaborative

evidence-based

research to

evaluate services

and programs

for access,

responsiveness,

effectiveness,

and relevance.

The student does not

provide any

evidence-based

research for their

outcome evaluation

plan.

The student cites

appropriate

examples of

evidence-based

research to guide

their outcome

evaluation plan but

does not critique

them or explain how

they guided their

plan.

The student cites

appropriate

examples of

evidence-based

research to guide

their outcome

evaluation plan

and critiques them

briefly but does

not explain how

they guided their

plan.

The student cites

appropriate examples of

evidence-based research to

guide their outcome

evaluation plan and

critiques them in a

comprehensive manner and

provides a clear rationale

for their choice.


APPENDIX C: University Policies of Academic Integrity

A university, by its nature, strives to foster and recognize originality of thought. Originality can only be

recognized, however, when people acknowledge the sources of ideas and works that are not their own.

Therefore, students must maintain the highest standards with regard to honesty, effort and performance.

Violations of academic integrity include, but are not limited to, plagiarism, cheating on exams, false

authorship and destruction of library materials needed for a course. This policy gives definitions and

instances of violations of academic integrity, the procedures used to arrive at a judgment, possible

sanctions and the processes of appeal. This policy will be enforced rigorously and without discrimination.

Violations of Academic Integrity:

A. Plagiarism: Plagiarism occurs when individuals attempt to present as their own what has come from

another source. Plagiarism takes place whether such theft is accidental or deliberate. Examples of

plagiarism include but are not limited to:

Using the ideas of another person, whether or not such ideas are paraphrased, from whatever

source including oral, print, broadcast or computer-mediated communication.

Rewriting borrowed material by simply dropping a word here and there, substituting a few

words for others, or moving around words or sentences.

Presenting borrowed material without placing quotation marks around borrowed material in the

approved style. It is no defense to claim that one has “forgotten” to do so.

Presenting as one’s own an assignment, paper or computer program partially or wholly prepared

by another person, whether by another student, friend, or by a business or on- line service that

sells or distributes such papers and programs.

B. Cheating: Cheating occurs when individuals share course materials or information when it is

unauthorized or prohibited. Examples of cheating include but are not limited to:

Having or using unauthorized material at an examination, test or quiz, or copying another

student’s assignment or laboratory report.

Permitting another student to copy an assignment, paper, computer program, project,

examination, test or quiz.

Obtaining and/or using an examination, test or quiz prior to its administration.

Having another person act as proxy and take an examination, test or quiz.

C. Additional Violations of Academic Integrity: Additional violations of academic integrity include but

are not limited to:

Theft, destruction or tampering with library materials, audio and videotapes, computer

hardware or software, or other materials necessary for a course.

The submission or presentation of a falsified excuse for an absence from a course requirement,

examination, test or quiz.

The presentation of false identification or credentials in order to gain admission to a course,

examination, test, quiz or degree program.

Submission of a paper or project to more than one course during the time in which a student is

attending Fordham University, without explicit permission from the instructors. The penalty for

students found guilty of plagiarism and other violations of academic integrity may range from

failure for the assignment or course to dismissal from the program.


APPENDIX D: DISABILITIES

Office of Disability Services The Office of Disability Services at Fordham University helps to ensure equal educational access and opportunity for all members of our community. In the Jesuit tradition of cura personalis, members of the ODS staff work individually with each student to understand his or her strengths and limitations in order to develop their most effective and

comprehensive accommodation plan. In addition to working in a direct service capacity with our students, the Office of Disability Services also collaborates with administrators, faculty, and staff to ensure that the facilitation of reasonable and appropriate accommodations for students with documented disabilities is provided. As a University, Fordham will offer reasonable and appropriate auxiliary aids and services to assist otherwise qualified persons in achieving access to its programs, services, and facilities once documentation is submitted to ODS and an intake appointment is conducted to develop an accommodation plan directly with the student in accordance with Section 504 of the Federal Rehabilitation Act of 1973 and Title III of the Americans with Disabilities Act of 1990.

The Office of Disability Services believe that their policies and mission carry out the intent of Section 504 of the Federal Rehabilitation Act, which states: "No otherwise qualified individual with a disability in the United States, as defined in section 7(20), shall solely by reason of his or her disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance."

Please go to the Office of Disabilities for documentation guidelines according to type of disability. The website address is: http://www.fordham.edu/campus_resources/student_services/disability_services_/

You can also contact the Office of Disability at 718-817-0655.

http://www.fordham.edu/campus_resources/student_services/disability_services_/


APPENDIX E: FORDHAM UNIVERSITY GRADUATE SCHOOL OF SOCIAL SERVICE

Guide for Grading Policy and Recommended Grade Equivalents

95-100 A 90-94 A- 87-89 B+ 83-86 B 80-82 B- 76-79 C+ 70-75 C Below 70 F

Documents

Fordham University GRADUATE SCHOOL OF … Name– 1Master Syllabus | Fordham University GRADUATE SCHOOL OF SOCIAL SERVICE SWGS 6627-6628, Leadership and Macropractice I & II COURSE