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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.
Course Name– Master Syllabus | 2
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
Course Name– Master Syllabus | 3
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.
Course Name– Master Syllabus | 4
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 Name– Master Syllabus | 5
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 Name– Master Syllabus | 6
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
mastered in this Module
LO7, LO9
CO7, CO9
Course Name– Master Syllabus | 7
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.
Course Name– Master Syllabus | 8
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
mastered in this Module
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.
Course Name– Master Syllabus | 9
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
mastered in this Module
LO1, LO2, LO5
CO1, CO2, CO5
Course Name– Master Syllabus | 10
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
mastered in this Module
LO7, LO9
CO7, CO9
Course Name– Master Syllabus | 11
Module 5
(3 sessions)
Organizations: Theoretical and Conceptual Frameworks for Analysis
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.
Course Name– Master Syllabus | 12
Module 5
(3 sessions)
Organizations: Theoretical and Conceptual Frameworks for Analysis
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
mastered in this Module
LO4, LO6, LO8, LO10a, LO10b, LO10c, LO10d
CO6, CO10a, CO10b, CO10c, CO10d
Course Name– Master Syllabus | 13
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).
Course Name– Master Syllabus | 14
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
CO8, CO10a, CO10b, CO10c, CO10d
Course Name– Master Syllabus | 15
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
Course Name– Master Syllabus | 16
Module 8
(6 sessions)
Effective, Participatory and Transformative Leadership
(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
Course Name– Master Syllabus | 17
Module 8
(6 sessions)
Effective, Participatory and Transformative Leadership
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.
Course Name– Master Syllabus | 18
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.
Course Name– Master Syllabus | 19
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
Course Name– Master Syllabus | 20
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
Course Name– Master Syllabus | 21
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.
Course Name– Master Syllabus | 22
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.
Course Name– Master Syllabus | 23
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.
Course Name– Master Syllabus | 24
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.
Course Name– Master Syllabus | 25
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.
Course Name– Master Syllabus | 26
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.