Sowk 4525 Spring 07

THE UNIVERSITY OF DENVER GRADUATE SCHOOL OF SOCIAL WORK SOWK 4525: Human Service Program Development and Administrative Practice 3 credit hours JEAN F. EAST, PHD 303-871-2870 [email protected]

Spring QUARTER, 2007 OFFICE HOURS: 11-12 MONDAYS ROOM 402

COURSE SYLLABUS I.

COURSE DESCRIPTION SOWK 4525: Human Service Program Development and Administrative Practice focuses on the functions of a manager/ administrator, including planning processes, organizational structure, organizing, marketing and inter-organizational collaboration, and how these functions interact in directing the social work organization. Emphasizes program development as a critical component of administrative practice and includes application of skills in strategic thinking and planning, personnel management, teamwork, ethical decision making and collaboration. This course is a one of the two required skills courses in the Community Concentration

II.

COURSE RATIONALE This course is intended to focus on the stages of the problem solving process in human service management and administration. The course is designed to develop specific managerial knowledge and skills that are useful in a fluid fast paced social service environment. Effective management of human resources is at the crux of maintaining an adequate quality of life in the midst of scarcity and political change. If administrative capability is not developed among social workers, the profession will grow without concomitant ability to administer the very services it is trained and committed to deliver. This will result in forfeiture of administration of the human services to other disciplines. Individuals with Master degrees of social work will very likely have the opportunity to be managers or administrators. Wherever the social worker happens to be in the organization, he or she needs to understand the administrative process as preparation for influencing organizational behavior. In addition, understanding administrative and managerial processes can aid in lessening discriminatory practices in organizations and

promoting the advancement of women, people of color, and other disenfranchised individuals. III.

EDUCATIONAL OBJECTIVES Through class attendance, readings and assignments students will be able to: Knowledge: 1) 2)

Define and critically analyze the major roles and responsibilities of social work management and administration in light of social work’s mission for social and economic justice Demonstrate knowledge of the concepts of program development and synthesize these concepts in a program development proposal

3)

Demonstrate competency in the application of program planning, organizing, staffing, and representing in program development

4)

Define and analyze models of organizational structure and processes including team management and decision making based on organizational theory and integration with social work values and ethics

5)

Analyze the components of human resource management and personnel planning and processes; demonstrate knowledge of the basic legal requirements of, the purpose for, and the means of effectively implementing equal employment opportunity, affirmative action and diversity programs in human service agencies

Skills: 6)

Demonstrate competency in agency advocacy, communication, and decision making skills

7)

Apply the principles of planning and program development through the creative application of designing mission, goals and objectives to social work fields of practice

8)

Critically analyze managerial responsibilities related to age, class, color, culture, disability, ethnicity, family structure, gender, marital status, national origin, race, religion, sex and sexual orientation

9)

Apply knowledge of the principles and elements of ethical decision-making to management practices and strategies

Values/ Ethics: 10)

Critically assess ethical dilemmas faced by administrators in human services

11)

IV.

Translate the values of social work in the administration and management of human services agencies

READINGS

Required Texts: Kettner, P. (2002). Achieving excellence in the management of human service organizations. Boston: Allyn and Bacon. Collins, J. ((2005). Good to great and the social sectors: A monograph to accompany Good to Great. Boulder, CO: Jim Collins Readings: On Reserve: Hopkins, K. & Hyde, C. (2002). The human service managerial dilemma: New Expectations, chronic challenges, and old solutions. Administration in Social Work, 23 (3), 1-15. Salas, E., Sims, D. & Burke, C.S. (2005). Is there a “big five” in teamwork? Small Group Research, 35 (5), 555-599. Vangen, S. & Huxham, C. (2003). Nurturing collaborative relations: Building trust in Interorganizational collaboration. The Journal of Applied Behavioral Science, 39 (1), 5-31. Beckett, J. & Dungee-Anderson, D. (1998). Multicultural communication in human services organizations. In A. Daly (Ed.), Workplace diversity issues and perspectives. Washington, DC: NASW Press.

V.

METHODS OF TEACHING This course will be taught using a combination of lecture, case analysis, classroom discussions and exercises. VI.

CONTENT ON SPECIAL POPULATIONS Content on disadvantaged populations as related to program development, administration and management will be integrated throughout the class.

VII.

COURSE OUTLINE

Class # 1

Date 3/26

Topics Covered Organizational Theory Review Management Skills Assessment ON-LINE SESSION BLACKBOARD

2 4/2

3 4/9 4

Course and Assignment Overview Leadership vs Management Administrative Roles Agency Environment Relations Administrative Environment Planning for agency and program development Mission/ Goals/ Objectives

4/16 5 4/23 6 4/30

Staffing: Job Design/Analysis Coordinating: Structure and Team Development Human Resources Planning: Personnel Management Individual/Organizational Fit Diversity in Management

7 5/7 8 5/14

9

5/21

10

6/4

Human Relations Individuals/ Behavioral Styles Team Building Performance /Supervision Managing for Results Accountability and Program Monitoring Public Relations and Marketing Skills Budgeting Presentation of Projects

Skills Complete theory quiz And Management skills assessment

Assigned Readings

Kettner, 1,2, pp. 15-42 ( a review from Foundation year) Hopkins & Hyde Kettner, 2, pp42-60 3, pp. 63-71

Boundary Spanning/ Collaboration Skills

Vangan & Huxham e-reserve

Planning and change skills Decision Making I Writing goals and objectives Facilitation skills Decision Making II

Kettner, 3, 71-85,

Interviewing skills

Kettner, 9,11,13

Project Consultation

Beckett & Dungee-Anderso

Cross cultural communication Team Building skills

Kettner, 6, 12

Collins, Good to Great Kettner: 4,5,10; Salas et al.

Communication skills Kettner, 13, 14 Delegating skills

Project consultation Public Speaking skills

Kettner, 8

VIII

EVALUATION OF STUDENT PERFORMANCE

ASSIGNMENT The purpose of this assignment is to apply management functions and principles in the development of a program or a simple agency. You may choose to design your own simple agency or to develop a program for future use or within an already existing agency. Many students like to envision how they would create their own place to work, while others want to direct change within current institutions/agencies. This assignment will be done in three parts. Part One will be graded as a stand alone assignment. Part One: 1) Select a social problem area, issue or need on which the service or program will be focused. Specify the client group to be served. You need to be specific about the service or intervention you are proposing. For example, if you were to choose a complex social problem like racism, you need to choose a specific program or intervention that you hope will address the larger social issue. 2) Discuss best practices for this area, issue or need. Cite 3-5 articles/sources that illustrate current trends/best practices/ evidence based practice. Justify the need or intervention model you are proposing based on the literature and research. Perhaps you will be combining various elements from different models; make sure you clarify why you are selecting the components/strategies that you will use and how they meet the needs of the population and community you will be serving. 3) Prepare a brief description of the size and kind of community in which this agency or program will be based, the number and type of other related human service organizations which are likely to be found in this community which will be part of your interorganizational network. What issues in the environment might have an impact on this agency or program development? *If you are using an existing agency, describe the agency’s current relationships to other organizations or describe necessary changes to these relationships— additions/subtractions/realignments 4) Discuss your social problem and community in the context of the value of social justice and multicultural practice. Part One is to be submitted as a completed paper, not a draft. 35 points DUE: Wednesday, April 11th

Part Two: This part of the final product will be turned in as a draft. 4). Write a mission statement for the agency or program setting forth the purpose of the agency. *If you are developing a program within a current agency, state the mission statement of the agency. State if you think the mission of your current agency needs to be reformulated, explain how and why. You might also “practice by writing a mission for your program. 5). Prepare agency or program goals and operationalize program objectives for one year of operation and for longer term if you wish. If you are adding a program to an existing agency, include agency goals that match the program and develop additional goals and objectives for the program DUE: Due April 30th

25 points

Part Three: 6). Propose an organizational structure (*if you are adding a program to an agency, propose any changes you would make to the current organizational structure or explain changes needed to implement the current structure more effectively). 7). Identify personnel/ staffing needs. Write out one job description in detail. Create a plan for team development for those implementing the program or agency. 8). In terms of marketing, develop a list of marketing strategies you might use and define each strategy and its applicability. Create a brochure for your agency/program. 9). Prepare a simple one year line item budget including potential sources of income and total expenditures 30 points The final product will be a notebook that includes all of the steps of Part I, II and III.

PROGRAM DEVELOPMENT PROPOSAL

90 POINTS

DUE: TUESDAY MAY 29TH – JUNE 4TH CLASS PARTICIPATION

10 POINTS

This class will include in class labs and simulations on key administrative functions and skills. Students will be asked to demonstrate skills as well as participate in, discuss and evaluate learning. In addition, on-line activities will be required and completion of the activities is expected.

CRITERIA FOR EVALUATION OF WORK INCLUDES: Conceptual Ability: The degree to which an individual’s work demonstrates the ability to conceptualize, think logically and organize ideas into a written whole. This includes ability to provide clear definitions of concepts and appropriate use of concepts. Critical Thinking/ Creativity: The degree to which an individual’s work demonstrates the ability to evaluate and critique ideas and integrate both conceptually and practically the course material, including use of the literature. Major points and discussions need to be supported by relevant literature. Communication: The degree to which the individual demonstrates the ability to organize and transmit ideas clearly in verbal and written form. Assessment Classification

Range

Grade

Excellent Work (above course expectations)

94-100 91-93

A A-

Grade Point 4.0 3.7

88-90 B+ 3.3 84-87 B 3.0 81-83 B2.7 78-80 C+ 2.3 Poor Work 74-77 C 2.0 (meets minimal course expectations) 71-73 C1.7 Failing Work 70-0 F 0.0 Incomplete* ( I ) *will only be given in accordance with the policies in the Student Manual Good Work (meets course expectations)

IX

POLICIES CONCERNING STUDENTS WITH DISABILITIES Federal Law requires that any student having a documented disability as defined by federal law and ADA guidelines has the right to reasonable accommodations, unless those accommodations impose an undue hardship on the University. If you have a qualified disability under the Americans with Disabilities Act and require reasonable accommodations, please make an immediate appointment with the University Disabilities Services Program at 303.871.2372, located in Driscoll Center South 30. The University handbook is available on line at http://www.du.edu/disability, and also in the office of Carole Fee Ivanoff, Director of Student Services and GSSW's liaison to the University Disabilities Services Program. Once documentation has been received and the specific accommodation has been determined, please meet with the instructor as early in the quarter as possible to discuss how the accommodation will be implemented and how your learning needs can be appropriately met.

X

POLICIES CONCERNING ACADEMIC INTEGRITY & ETHICAL CONDUCT Students taking this course are expected to adhere to the NASW Code of Ethics, the GSSW Ethical Behavior and Conduct statement in the student handbook, and the Academic Dishonesty rules also found in the student handbook. Students are expected to demonstrate professional behavior at all times showing respect to peers, instructors, and diverse points of view. The University of Denver Honor Code defines plagiarism as "representation of another's work or ideas as one's own" and fabrication as “falsification or creation of data, research or resources to support academic submission.” Both are academically dishonest and are grounds for disciplinary action.

XI

BIBLIOGRAPHY Separate Document