The University of North Carolina at Chapel Hill

School of Social Work

Readings

August 29
September 5, 12, 19, 26
October 3, 24, 31

November 7, 14, 21

Lectures

SOWO 804: Organizational and Community Behavior

9:00am-11:50am, Fridays, Fall 2008

Location: Forsyth County Dept. of Social Services

Instructor

Tamara H. Norris, MSSW, MPA

Office: Family Support Network of North Carolina, UNC-Chapel Hill, CB# 7340,

Chapel Hill, NC 27599-7340

(919) 966-0328 (Office)

(919) 968-6730 (Home)

(919) 966-2916 (Fax)

Tamara_Norris@unc.edu

Office Hours: 8:30-9:00 Fridays on class days

Additional times by appointment

Course Description

This course explores theories and models for understanding the behavior of human service organizations and local communities so that they can be helped to provide needed services and supports.

Course Goal

An understanding and sensitivity to political, structural, economic, and institutional factors, which define and shape advanced practice in human service organizations and communities to preserve and strengthen families through social interventions.

Course Objectives

Upon completion of this course, students should be able to:

Discuss and analyze a broad range of organizational and community theories, and to include examples of structural, developmental, environmental, feminist, and transformational perspectives.

Apply appropriate organizational and community theory to the assessment of organizational and community development status through case analyses.

Understand and assess the roles of public and nonprofit human service organizations in strengthening families and building community assets.

Understand the contribution of professional ethics and values in human services and community practice, especially to oppressed, vulnerable, and disadvantaged populations (e.g., persons of color, women, GLBT persons).
Identify patterns of institutional discrimination and oppression within organizations and communities and understand the “political and policy processes” that can be engaged to change an oppressive condition.
Demonstrate ability to use organizational and community behavior theory to understand problems occurring within organizations and communities and to recommend problem-solving strategies by:

Identifying behaviors within a specific community or human services organization that have contributed to problems in functioning, and

Describing structural or process changes that should be implemented to improve functioning.

Course Role within the MSW Curriculum, and Measurement of Student Mastery of Objectives

Course Objective	Supports MSW Objective	Is Measured by
1. Discuss and analyze a broad range of organizational and community theories, and to include examples of structural, developmental, environmental, feminist, and transformational perspectives.	Objective 6: Understand the effect of organizational and social policies on client systems of all sizes, service delivery systems, and practitioners. Develop responsible policies that build on capacities and strengthen individuals, families, groups, organizations, and communities.	Community Problem Analysis Paper Community Assessment Brief Reaction Paper Impact of Organizational Attributes Brief Reaction Paper
2. Apply appropriate organizational and community theory to the assessment of organizational and community development status through case analyses.	Objective 6: Understand the effect of organizational and social policies on client systems of all sizes, service delivery systems, and practitioners. Develop responsible policies that build on capacities and strengthen individuals, families, groups, organizations, and communities.	Community Problem Analysis Paper
3. Understand and assess the roles of public and nonprofit human service organizations in strengthening families and building community assets.	Objective 4: Practice in a manner that validates and enhances the assets and capacities of all client systems and communities, particularly diverse populations and disadvantaged, vulnerable, or oppressed groups.	Community Assessment Brief Reaction Paper
4. Understand the contribution of professional ethics and values in human services and community practice, especially to oppressed, vulnerable, and disadvantaged populations (e.g., persons of color, women, GLBT persons).	Objective 2: Understand and adhere to the NASW Code of Ethics and other relevant professional standards. Practice in a manner that validates and enhances assets and capacities.	Community Problem Analysis Paper
5. Identify patterns of institutional discrimination and oppression within organizations and communities and understand the “political and policy processes” that can be engaged to change an oppressive condition.	Objective 4: Practice in a manner that validates and enhances the assets and capacities of all client systems and communities, particularly diverse populations and disadvantaged, vulnerable, or oppressed groups.	Community Assessment Brief Reaction Paper
6. Demonstrate ability to use organizational and community behavior theory to understand problems occurring within organizations and communities and to recommend problem-solving strategies by: Identifying behaviors within a specific community or human services organization that have contributed to problems in functioning, and Describing structural or process changes that should be implemented to improve functioning.	Objective 7: Engage in family-centered practice that reflects an understanding of social, economic, and political forces and regional issues that affect disadvantaged, vulnerable, and oppressed persons and families. Objective 10: Plan and implement social intervention strategies appropriate for use in direct practice in management and community practice. Objective 12: Demonstrate the skills necessary for constructive work within an organization, including the ability to communicate effectively orally and in writing, use technology in support of effective social work practice, and perform both maintenance and task functions in a group.	Community Problem Analysis Paper Seminar Co-Leadership

Readings

Weil, M. (2005) The Handbook of Community Practice. Thousand Oaks, CA: Sage Publications. (Text will also be used in SOWO 874; it can be purchased in the Health Affairs Bookstore.)

World Wide Web and online via E-Reserves: To access E-Reserves, go to the main UNC Library page (www.lib.unc.edu/) click on Reserves (under Library Services), click on “Electronic Reserves and Reserves Pages,” and search for “Social Work” and scroll down for SOWO 804/Norris.

To access the class website, type in http://www.unc.edu/courses/2008fall/sowo/804/957/ and then go to syllabus, readings, and lectures (readings can be directly accessed by clicking the appropriate link from the syllabus).

Teaching Methods

The development of a supportive learning environment, reflecting the values of the social work profession, is essential for the success of this class. A supportive learning environment is fostered by listening to the ideas and views of others, being able to understand and appreciate a point of view which is different from your own, articulating clearly your point of view, and linking experience to readings and assignments. I will appreciate your contributions to making this a safe and respectful class for learning and growth.

Expectations and Evaluation

Students are expected to complete assigned and independent readings, contribute to the development of a positive learning environment in the seminar, and demonstrate their learning through written assignments and seminar contributions. Assigned readings are identified on the proposed schedule. Students are also expected to do independent reading related to their particular interests. Students are responsible for all assigned readings!

Seminar Co-leadership (10 pts.): The instructor will lecture on key concepts and content as needed, but the course will be conducted as a seminar. Students will share responsibility for planning, facilitating, and evaluating class sessions with the instructor. Each seminar participant will be expected to take a special leadership role for one class session. Plans for the sessions will be developed in consultation with the instructor. Seminar co-leadership will include:

Leading a discussion of the application of the concepts and themes from the assigned readings;

Selecting a brief current periodical reading (from a newspaper, magazine, or the internet) to illustrate the themes and concepts of the assigned readings;

Involving and facilitating the class in the discussion of the application of the readings with guide questions; and

Developing an application exercise from the readings.

Extra credit (2 points): Students may also conduct a literature search to identify an applicable article from a professional journal to share will be awarded to student

The student(s) co-leading a seminar may meet with the instructor (if necessary) prior to the scheduled class. At that planning meeting, the student(s) will be expected to:

Have completed all required readings and selected their article for that session,

Have identified themes and concepts and guide questions, and

Bring ideas for application exercises.

Written assignments: Two Brief Reaction Papers and a Case Analysis will be required. The Reaction Papers and the Case Analysis will provide students with opportunities to examine the political, economic, and institutional determinants of human services organizations and community behavior, and their ability to strengthen families and add to community assets. Papers must be submitted when due, and they should be prepared on a word-processor in accordance with APA guidelines, 5^th Edition, the format required by many leading journals in Social Work and related fields. An in-class midterm application essay assignment will also be given.

ATTENDANCE AND SEMINAR CONTRIBUTIONS (10 pts.): Attendance and Seminar participation is expected. Students are responsible for class discussion and analyses of in-class case studies.

BRIEF REACTION PAPERS (30 pts.): The brief reaction papers will address the following topics:

Impact of Organizational Attributes (15 pts.) (4 double-spaced pages): Hasenfield (1992, pp. 3-44) discusses several distinctive attributes of human services organizations in the context of today’s social work practice. Select one of these attributes and discuss why the attribute does or does not characterize your practicum (or other) agency. Support your position with specific examples and appropriate documentation (e.g., agency MIS data). Then, discuss the implications of your conclusions for: (a) service delivery and (b) organizational-environmental relations. Due September 12. Be prepared to present a summary of your paper and discuss your observations with the class.

Community Assessment (15 pts.) (4-5 double-spaced pages): Describe the demographics of the community (e.g., geographic parameters of the community {use a map}, race, income, unemployment, crime rates, poverty, single-parent households, age distribution, and other characteristics germane to the services which your agency/organization provides. Assess your agency’s/organization’s approach to serving its clients. Then discuss the implications for administrative strategy given the current political, economic, and institutional environment. (You should draw on your readings and related materials.) Due October 3. Be prepared to present an oral summary of your paper to the class. Also bring a one-page handout listing “key points” for distribution.

MIDTERM EXAMINATION (20 pts.): Applied examination over first half of course material. Detail will be provided in class.

COMMUNITY PROBLEM ANALYSIS (30 pts.) The case analysis should critically examine a significant problem related to the organization or community served by your practicum, workplace (or other assigned agency). It should draw on at least three relevant organizational or community behavior theories or perspectives discussed in class (political-economy plus two other theories). Once the source of problem behavior has been identified, use at least two theories or models to support changes that would resolve the identified problem. (The sources for the theories/perspectives should be cited.) Develop the case analysis in the following steps:

Proposal: A brief (1 page) proposal is due on or before October 24 (submit electronically). The proposal should indicate the focus of study (the problem/situation), the question(s) that will be addressed and the three or more theoretical perspectives that will be used to analyze the situation. If you have questions about developing the case analysis, these should be stated in your proposal.

Class Presentation: Consultation with the instructor and other seminar participants will be available as you analyze your problem. Class members will have the opportunity to discuss their case situations during one of the class sessions. Discussing your case analyses with colleagues while your papers are still in process will provide opportunity to sharpen and refine your thinking.

Content of the Case Analysis: The final paper (8-10 double-spaced pages) is due on December 5. The case analysis should include the following labeled sections:

Introduction – Explain the purpose of the paper and the context/makeup of the community.

The Situation – Describe the problem to be analyzed.

The Analysis – Analyze the political-economy of the situation, and provide at least two other theoretical perspectives that provide insight into why this problem has occurred (why the community is behaving in such a way).

The Recommendation – Provide two or three recommendations for improving the situation based on any of the theories/models that were discussed in class or discovered through independent readings (theories may be the same used for analysis or in addition to those theories).

The Critique – Critique your recommendations. Would they apply only to the specific situation described, or could they become guidelines for broader policy and practice. What ethical considerations should be kept in mind when implementing your suggested changes?

References -- Using APA style (5^th Edition), list all references cited in the paper.

Appendices -- Append supporting materials, if appropriate.

Evaluation of seminar performance: The final grade will be based on an evaluation of attendance, seminar contributions, and written assignments. More than 1 unexcused absence will make one ineligible for a grade of “H.” The criteria for grading written assignments will include: following directions, precision, responsiveness to the task, use of detail in explaining theoretical concepts, practicality of recommendations (tested against whatever research evidence may be available), clarity in writing, and proper use of APA style. A cumulative score for the course, as a whole, will be computed as follows:

10pts. Attendance and Participation

10pts. Seminar Co-Leadership

30pts. Brief Reaction Papers

Impact of Organizational Attributes (15pts.)

Community Assessment (15pts.)

20pts. Midterm Exam

30pts. Final Case Analysis

F = 69 and Below, L = 70 – 79.9, P = 80-93.9, H = 94-100

Grading Rubric – Brief Reaction Papers

CRITERIA				POINTS
	Inadequate, Needs Work	Good	Excellent
CONTENT
Following Directions	1 Paper inconsistent with assignment directions	1.5 Paper mostly consistent with assignment directions	2 Paper fully consistent with assignment directions
Precision	2 Content lacks cohesion; explanations are not concise; or conclusions are not supported	2.5 Content mostly “hangs together”; explanations and conclusions are adequate though not compelling to reader	3 Content shows clear progression of thought, concise explanations, and supported conclusions
Responsiveness to the Task	2 Paper reflects little enthusiasm, creativity and effort in responding to task	2.5 Paper shows some innovation and adequate effort to addressing task	3 Paper reflects innovative and thorough response to assignment
Use of Detail in Explaining Theoretical Concepts	2 Poor summarization and application of theoretical concepts from lectures and readings	2.5 Appropriate use of theories, some explication of concepts to support assertions	3 Accurate, well summarized, and appropriate application of theoretical concepts from lectures and readings
MECHANICS
Clarity in Writing	1 Paper is disorganized and incoherent, lacks clarity, a chore to read	1.5 Organization could be improved, and transitions and topic sentences attempted, but needs work	2 Clear organization, smooth transitions, clear focus on topic, effortless to read
Proper Use of APA Style	1 Margins, headers, citations, references rarely consistent with APA format	1.5 Paper has occasional mistakes in APA format.	2 Margins, headers, citations, references all consistent with APA format
	9(60%)	12 (80%)	Total Points Earned: Total Points Possible:	_________ 15(100%)

Policy on Late Assignments

Late papers will not be accepted without a written medical excuse, or at the discretion of the instructor in unusual circumstances. A grade of Incomplete is given on rare occasions when there is sufficient reason to warrant it. It is the student’s responsibility to initiate a conversation with the instructor to request an Incomplete—the instructor have no responsibility to give an Incomplete without such a request.

Policy on Academic Dishonesty

Please refer to the APA Style Guide, the SSW Manual, and the SSW Writing Guide for information on attribution of quotes, plagiarism, and appropriate use of assistance in preparing assignments. All written assignments should contain a signed pledge from you stating that, “I have not given or received unauthorized aid in preparing this written work.” In keeping with the

UNC Honor Code, if reason exists to believe that academic dishonesty has occurred, a referral will be made to the Office of the Student Attorney General for investigation and further action as required.

Policies on the use of electronic devices in the classroom

Use of a laptop for note taking and test taking is allowed. Any use of electronic devices for non-class related activities (e.g. checking email, playing games) is prohibited.

Other Policies/General Information

Written assignments are to be turned in to the instructor in hardcopy form unless express permission is given to submit it via email.

Accommodations for Students

Students with disabilities that affect their participation in the course and who wish to have special accommodations should contact the University’s Disabilities Services and provide documentation of their disability. Disabilities Services will notify the instructor that the student has a documented disability and may require accommodations. Students should discuss the specific accommodations they require (e.g. changes in instructional format, examination format) directly with the instructor.

Students observing religious holidays should also notify the instructor, ahead of time, if the date(s) conflict(s) with the class schedule.

NOTE: ASSIGNED READINGS MAY BE SUBSTITUTED AND DELETED

Proposed Schedule

Date Topics and Assignments

August 22 INTRODUCTION AND OVERVIEW (Class #1)

Collection of Student Data and Assessment of Interests

Personal Definitions of Organizational and Community Behavior

Bridge Course Concepts Review

Review and Revision of Course Syllabus

August 29 ORGANIZATION AND COMMUNITY (Class #2)

What is an Organization and Why Study It?

What is a Community and Why Study It?

Leadership in Organizational and Community Practice

Assigned Readings:

Weil, Chapters 2, 4

Recommended Readings:

“Introduction and Definitions for the Study of a Community.” http://www.unc.edu/courses/2008fall/sowo/804/957/Readings/communitystudydefinitions.htm (6 pp.)

Developing Effective Study Committees. http://www.unc.edu/courses/2008fall/sowo/804/957/Readings/effectivestudycommittees.htm (4 pp.)

The Study Committee and the Community. http://www.unc.edu/courses/2008fall/sowo/804/957/Readings/studycommitteeandcommunity.htm (4 pp.)

“21^st Century Organizational Trends.” http://www.unc.edu/courses/2008fall/sowo/804/957/Readings/organizationaltrends.htm (3 pp.)

What is OB? http://www.unc.edu/courses/2008fall/sowo/804/957/Readings/whatisob.htm (2 pp.)

Martinez, B. “Shot in the Arm: How a City Aims To Give Minorities Better Health Care --- Pittsburgh Hopes to Satisfy 2010 Deadline by Using Voices With `Street Cred' --- New Gossip at the Hair Salon” in The Wall Street Journal (July 10, 2002). (4 pp.) (E-Reserves)

Stich, S. “She Makes Their Voices Count” in Parade Magazine (August 17, 2003). (1 pp.) (E-Reserves)

Marion, R. and Uhl-Bien, M. “Leadership in Complex Organizations” in The Leadership Quarterly. Volume 12 (pp. 389-418). Elseiver Science, 2001. (Available through UNC Library E-Journals)

Seminar Leadership Presentation #1

September 5 UNDERSTANDING ORGANIZATIONS:

INTRODUCTION TO ORGANIZATIONAL

THEORIES (Class #3)

History of Social Welfare Administration

The Nature of Human Service Agencies

Traditional Approaches to Understanding Organizations

The Institutional Ecology of Human Services Organizations

The Political and Economic Determinants of Human Services Organizations

Assigned Readings:

Hasenfeld, Y. “The Nature of Human Service Organizations” (pp. 3-23) in Human Services as Complex Organizations Hasenfeld, Y. (Ed.). London: Sage Publications, 1992. (E-Reserves)

Hasenfeld, Y. “Theoretical Approaches to Human Service Organizations” (pp. 24-44) in Human Services as

Complex Organizations Hasenfeld, Y. (Ed.). London: Sage Publications, 1992. (E-Reserves)

Recommended Readings:

Walonick, D.S. “Organizational Theory and Behavior.” http://www.unc.edu/courses/2008fall/sowo/804/957/Readings/orgtheoryandbehavior.htm (17 pp.)

Hunsicker, F. “Organization Theory for Leaders.” http://www.unc.edu/courses/2008fall/sowo/804/957/Readings/orgtheoryforleaders.htm (10 pp.)

In-Class Case Study (time permitting)

Seminar Leadership: Presentation #2

WRITING WORKSHOP following class

September 12 TRADITIONAL APPROACHES TO

ORGANIZATIONAL STRUCTURE (Class #4)

Guest Speaker: Debbie Vassar

Types of Organizations

Complexity, Formalization, and Centralization

Explaining Organizational Structure

The Importance of the Environment

Assigned Readings:

Dinkelaker, A. “The New Frontier in Democratic Theory and Practice: Organizational Forms that Simultaneously Optimize Autonomy & Community” http://www.unc.edu/courses/2008fall/sowo/804/957/Readings/democratictheory.htm (13 pp.)

“A Holistic Model for Organizational Management.” http://www.unc.edu/courses/2008fall/sowo/804/957/Readings/holisticorgmanagement.htm (5 pp.)

“Organization Structure and Design.” http://www.unc.edu/courses/2008fall/sowo/804/957/Readings/orgstructureanddesign.htm (10 pp.)

Drucker, P. F. “The Age of Social Transformation” in The Atlantic Monthly, November 1994. http://www.unc.edu/courses/2008fall/sowo/804/957/Readings/ageofsocialtransformation.htm (33 pp.)

Bring Your Practicum Site’s Organizational Chart to Class

Reaction Paper Due on Impact of Organizational Attributes (and Brief Summary Presentation)

September 19 ORGANIZATIONAL ASSESSMENT (Class #5)

Integrative Model of the Organizational Life Cycle

Implications for Service Delivery

Assigned Readings:

Hasenfeld, Y., & Schmid, H. “The Life Cycle of Human Service Organizations: An Administrative Perspective” (pp. 243-269) in Administration in Social Work, 13 (3/4), Haworth Press, 1989. (E-Reserves)

Bailey, D., &Grochau, K. E. “Aligning Leadership Needs to the Organizational Stage of the Development: Applying Management Theory to Nonprofit Organizations” (pp. 23-45) in Administration in Social Work, V. 17; Haworth Press, 1993. (E-Reserves)

The Women’s Co-op Case Study

Recommended Readings:

NCHPEG Organizational Assessment. http://www.unc.edu/courses/2008fall/sowo/804/957/Readings/orgassessment.htm (4 pp.)

Organizational Assessment Questions http://www.unc.edu/courses/2008fall/sowo/804/957/Readings/orgassessqs.htm (2 pp.)

“Analyzing Human Service Organizations” http://www.unc.edu/courses/2008fall/sowo/804/957/Readings/AnalyzingHumanServiceOrganizations.pdf (12 pp.)

In-class Case Study (time permitting)

Seminar Leadership: Presentation #4

September 26 THEORIES/MODELS OF COMMUNITY PRACTICE

COMMUNITIES (Class #6)

Why Do Communities Behave as They Do?

Defining Community and Community Development

What Theories Apply to Community Organizations?

Social Capital

Assigned Readings:

Weil, Chapters 5, 6, 7 & 11