SW 8331--Section 001

Organization and Community Practice II

University of Minnesota Duluth

Department of Social Work

Fall Semester 2006

Thursday 2:00-4:50

Heaney Hall Service Center Room 112

Course Description

This course will provide you with a framework for analyzing and intervening with social problems at the mezzo and macro levels. You will learn how to identify critical issues using the problem-solving approach. The course involves intensive exposure to specific strategies and tactics for organizing and advocacy at community, regional, state and national levels. Community-organizing methods of shaping community development, social policy, and social planning will be addressed. Throughout this course the concept of community is developed within the ecological perspective which relates to various social system levels.  Specific interventions are based on problem-solving and other skills learned in the foundation year or in undergraduate social work programs. 

In keeping with the advanced generalist model of social work practice, organizational theory and management practices are presented within the systems theory context .  It is particularly important that students know how to apply the problem-solving model at all three levels of intervention (micro, mezzo and macro) for their field placements and for subsequent employment.  Attention is paid to the core functions of administration. Other topics include ethical dilemmas in the administration of human services agencies, program development, and management of diversity in the workplace. 

When it comes to oppressive systems people working together can be a powerful force for change.  Advanced generalist social workers need to be able to initiate change by rallying others to take action to eliminate societal conditions that damage the welfare and dignity of people.  This course will explore policies and ideologies that help keep the most vulnerable people in society oppressed and will help prepare you for macro-level intervention with diverse populations within the advanced generalist model.

This course fulfills the following advanced generalist practice program goals 

At the end of the course, the student should be able to:

• Demonstrate an understanding of the core functions of human service agency administration: planning, organizing, staffing, budgeting, supervising, evaluating, and leadership. 
• Identify the roles and responsibilities of administrators in relation to their boards, staff, clients, and the general community.
• Articulate an understanding of systems theories in human services administration, including formal and informal organizational dynamics and politics.
• Discuss and apply the concepts of planning models, models of change, and budgeting models in organizations and communities.
• Demonstrate an understanding of how issues affecting women, gays and lesbians, ethnic and racial groups, and other vulnerable populations interact with concerns related to the administration of human services agencies and the quality of life in the community.
• Articulate the role of human service administrators in ethical issues confronting the human service agency.
• Identify and describe organizational elements of cultural competence.
• Design a non-profit human services organization.
• Provide a historical perspective on the development of theories and practices for advanced generalist practice in organizations and communities.
• Apply the problem-solving model to each of the community-organizing approaches: social action, social policy, and locality development. 
• Demonstrate an understanding of social work ethics, values, skills, tactics, and processes of organizational and community interventions, using generic skills learned in the foundation year of the MSW program and in undergraduate social work programs. 
• Use literature and research to help people work together for change in organizations and communities.
• Identify community assets. 

Course Objectives

1. Students will apply critical thinking skills in each class session and in their group projects.
2. Students will practice within the values and ethics of the social work profession with an
   understanding for the positive value of diversity. 
3. Students will understand the forms and mechanisms of oppression and discrimination and
   the strategies of change that advance social and economic justice.
4. Students will be able to analyze situations and develop strategies of change in organizations
   and communities that advance social and economic justice. 
5. Students will be able to explain the dynamics of power: how to get it and how to use it. 
6. Students will be able to create a non-profit organization.
7. Students will be able to explain the core functions of human service agencies.
8. Students will be able to use social network analysis to support strategic collaboration.

Skills

Students will gain skills in:

1. Using the problem-solving model to identify problems in a community
2. Using the strengths perspective to conduct asset-based assessment
3. Turning problems into issues
4. Identifying bases of power in the community
5. Facilitating community-based planning
6. Locating necessary resources
7. Developing coalitions and organizations
8. Cultivating support
9. Gathering and using data
10. Organizational and community assessment
11. Demonstrating leadership and leadership development
12. Facilitating meetings
13. Developing strategies for change
14. Articulating alternative approaches of community organizing including social action,
    social policy, locality development, and social planning

RequiredReading

Cross, R. (2002). Making the invisible work visible:  Using social network analysis to
support strategic collaboration. California Management Review, 44(2), 25-46.

Cross. R., & Prusak, L. (2002). The people who make organizations go--or stop. 
Harvard Business Review, 80(6), 105-112.

Dervitsiotis, K. (2002). The importance of conversations-for-action for effective strategic management. Total Quality Management, 13(8), 1087-1098.

Hummel, J.M. (1996). Starting and running a non-profit organization (2nd ed.). 
Minneapolis, MN: University of Minnesota Press.

Kahn, Si, (1991). Organizing:  A guide for grassroots leaders (revised ed.).
Washington, DC: NASW.

Manning, S. S. (2003). Ethical leadership in human services: Amulti-dimensional
approach. Boston, MA: Allyn and Bacon. (Course reading: Chapter 2 and Chapter 9).

Mor Barak, M. (2000). Beyond affirmative action: Toward a model of diversity
and organizational inclusion. Administration in Social Work, 23(3/4), 47-68.

Peacock, T. & Wisuri, M. (2002).  Ojibwe waasa inaabidaa: We look in all
directions. Afton, MN: Afton Historical Society.

Rothman, J. (1995). Approaches to community intervention. In J. Rothman, J.
Erlich & J. Tropman (Eds.), Strategies of community intervention: Macro
practice (5th Eds.) (pp. 26-63). Itasca, IL: Peacock,.

Recommended Reading

Kahn, S. (1994).  How people get power (rev. ed.). Washington, D.C.:
National Association of Social Workers.

Nair, K. (1994).  A higher standard of leadership: Lessons from the life of Gandhi. 
San Francisco: Berrett-Koehler Publishers. 

Gil de Gibaja, M. (2001). An exploratory study of administrative practice in collaboratives.
Administration in Social Work, 25(2), 39-59.

Hyde, C. (2000). The hybrid non-profit: An examination of feminist social movement
organizations. Journal of Community Practice, 8(4), 45-67.

Mizrahi, T., & Rosenthal, B. B. (2001). Complexities of coalition building: Leaders' successes,
strategies, struggles, and solutions. Social Work, 46(1), 63-78.

Simms, M. (2000). Impressions of leadership through a native woman's eyes.
Urban Education, 35(5), 637-644.

Thompson, J., & Marley, M. (1999). Women in human services management: Continued
issues and concerns. Administration in Social Work, 23(2), 17-31.

Description of Assignments

Reflection

You will be placed in groups of four for reflections.  Every other week during the semester you will be required to post in Web-X (in your group of three) a one-page written reflection about the readings for that week. On alternate weeks you will need to post thoughtful and reflective responses to the papers posted the previous week.  To receive credit you must post your papers and responses before class begins each week. The written reflections will be graded using Henri's (1992) criteria for evaluating critical thinking which includes the following: relevance, importance, novelty, bringing in outside knowledge or experience, justification, critical assessment, linking ideas or interpretations, clarity, practical utility, and breadth of understanding.  According to Henri (1992), surface level information processing involves simply repeating something without adding new information, making statements without justification, or giving suggestions without explanation.  In-depth processing involves bringing new information, showing links, proposing solutions with an analysis of possible consequences, and evidence of justification.

Sample reflection paper

Portfolio Projects:

Starting in the fall of 2005 the UMD Social Work Department moved to a Portfolio system.  Please see the following web site for more information on the use of portfolios in your social work education http://www.d.umn.edu/sw/portfolio/overview.htm

There are two group projects in this course (which are described below) that could be used in your portfolio: 1) Organizational Assessment, and 2) Community Organizational Project. This is a practice course that focuses on social work within organizations and communities.  A central part of this type of social work practice involves working with others to accomplish tasks that will enhance the lives of people in the community.  Social work administrators and community organizers must learn to interact effectively with others to achieve organizational and community goals. The ability to work well in groups and team with others is critical. As an administrator or community organizer you need skills in working cooperatively and facilitating small and large group decision making. This course is designed to provide you with hands-on experience collaborating with others.

Student presentations on Ojibwe Waasa Inaabidaa: We Look In All Directions

Each student will be expected to give a 5-10 minute formal presentation on a chapter in Ojibwe Waasa Inaabidaa: We look In All Directions. The presentation should cover the important points made in the chapter in an interesting and informative manner. Each presentation should include a handout of the main points covered in the chapter.

Organizational Assessment

For this assignment you will need to find an organization in the community where you can conduct an assessment of an organization's cultural competence. The paper should be written in narrative form and be about eight double-spaced pages.  Graduate-level quality of writing skill is expected.  The final project must cite class readings which are relevant to each unit of the project and follow APA format. Your organizational assessment should use Terry Cross's typology and the following Organizational Assessment of Cultural Competence found at http://www.aucd.org/councils/multicultural/Cultural_Competence_Survey.htm to assess the organization. Discuss your findings of the strengths, areas for improvement, and suggestions that you may have for the organization.

Community Project

This project is designed to allow you to demonstrate a professional use of self.  Class members will be involved for at least 15 hours outside of class during the semester in an organization in the community. This semester options for outside projects involve the following:

1) The staff at Patch, a local non-profit agency, requested help on projects in the community. Patch is located at 1406 East 2nd Street, Suite B, Duluth, MN, phone 218-728-4287. Patch staff members, Cindy Donner and Dawn Hurst, will be working with us throughout the semester.

2) Evie Cambell, Program Coordinator for the Minnesota Chippewa Tribe, phone 218-786-0321, also requested assistance with a community action project. The project will involve working to meet unmet needs of the MFIP population.

3) There is an opportunity for students to be involved through the UMD Office of Civic Engagement in a homelessness project; the contact person is Jenise Kienzle, phone 218-726-7758.

On the first day of class representatives Ms. Donner, Ms. Hurst, Ms. Cambell, and Ms. Kienzle will present information on potential community projects that you can be involved in over the semester.

The organizational project will include the following activities:

1. Assist with some community-based activity that is negotiated between you, the organization, and your instructor.
2. Each student will submit an individual 5-7-page paper by the last class session of the semester describing what was learned from the organizational involvement. In addition, students should describe the organization utilizing key concepts from class and the text. For example, students should describe the type of organizing model which best fits the agency, the type of leadership and its effect on the organization, the use of the problem-solving model, and the ecological perspective of the organization. The paper should also address the following: 

• What problem was the organization addressing?
• Why is it a problem?
• For whom is it a problem?
• How widespread is the problem?
• How long has it been a problem?
• Who would disagree that it is a problem?
• How do you know it is a problem?
• Who benefits from the problem?
• What previous attempts have been made to deal with the problem?
• What does the literature say about the problem?
• Explain the long-range goals of the organization.
• Describe the target group with whom the organization works.
• How did the organization get the word out?                                                          
• How was diversity and social justice honored in the organization?

The papers should demonstrate an application of what you learned in the readings and activities for this class.  Be sure to cite the literature and clearly describe how you have applied it. You need to cite a minimum of six books or professional journal articles.

This assignment includes completion of a Project Meeting Peer Evaluation Form. The form can be found at the end of this syllabus and is intended to help you document the 15 hours required outside of class time for the project. It also provides a way to reflect on the plan you develop and the group process. The form is due the last class period of each month.

Group Presentation of Paper

Each group will be required to give a 20-minute presentation of the final analysis of their community project.  These presentations should encompass the following elements and will be graded accordingly:

• An introduction that captures attention
• An introduction that revealed the topic and purpose
• An introduction that stated problems, goals and interventions clearly        
• Body of presentation that is well-organized with clear main points
• Problem identified  
• Causes of the problem identified
• Assessment of power
• Explained vision of what you wanted to accomplish
• Described the stakeholders
• Explained specific plan for intervention
• Explained how you got the word out
• Explained how you followed social work values and ethics
• Described strategies of change used
• Described systems you impacted
• Evaluated your success in accomplishing your vision
• Identified the major defeats
• Explained how the lives of others are better because of the action you took
• Discussed what you would do differently in the future
• Described what you learned from this experience
• Provided a conclusion that summarized main points
• Had effective voice quality
• Eye contact, posture and gestures were effective           
• Group shared responsibilities and operated as a team

Guidelines for ALL Written Assignments

All written assignments should be typed, double-spaced, have a one-inch margin and be printed in a 12-point font.  They are to have page numbers and be stapled together.  Check your papers for errors in spelling and grammar.  Be sure to cite your text and the other readings in the body of your paper using the American Psychological Association (APA) format. For example, you only need a page number for a direct quote; you need to put the last name of the author and the year published for all citations (see below). There are several other features of APA format that you need to look up in the most recent edition of the Publication Manual of the American Psychological Association.  Also, include a complete list of references and again check the correct APA format.

APA format

Examples of citations in the text of the book:

There are two different ways of citing sources in papers when you do not use a direct quote.

Example 1

The literature on service learning and social work education addresses recreational services for elementary school students (Butcher & Hall, 1998), housing for the homeless (Forte, 1997), and companionship for the elderly (Dorfman, Murty, Imgram, & Evans, 2002; Hegman, Horowitz, Tepper, Pillemer & Schultz, 2002).

Example 2

Lowes (1998) agrees with Epstein that patient-centered care involves developing an agreement with the patient about the nature of the problem.

Citing Direct Quotes

The following is an example of one way to cite a source when you use a direct quote.

Example 1

Characteristics of service learning include learning academic course content through service in the community and "civic learning" that prepare students for "community or public involvement in a diverse democratic society" (Howard, 2001, p. 38).

Please note that in the above example the page number is included.

Examples of how to do the reference section

The following are examples of how to reference a book in the reference section of your paper.

Example 1

Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1964). Taxonomy of educational objectives. White Plains, NY: Longman Inc.

Example 2

Example of a reference from an edited book

Liu, G. (1995). What National and community service means for higher education. In J. Galura & J. Holward's (Eds.) Praxis III: Voices in dialogue (pp. 9-15). Ann Arbor, Michigan: OCSL Press.

Example of a reference from a journal

Example 1

Mabry, J.B. (1998). Pedagogical variations in service-learning and student outcomes: How time, contact and reflection matter. Michigan Journal of Community Service Learning, 5(3), 32-47.

A good source for APA help is:  http://www.docstyles.com/apacrib.htm

Elements to Remember When Writing

The majority of your paper should be written in your own words. Quotes may be used as long as they are cited but your paper should not consist of one quote after another. You need to lead into quotes with your own words. Do not put a quote in your paper without explaining the point you are trying to make in your own words. Whenever you use another person's idea, you must give that person credit by citing him or her.

All good papers have an introduction, a middle section, and a summary. Be sure to include an introductory paragraph in your paper that captures the reader's attention and explains what will follow in the rest of the paper. Each paragraph should start with a topic sentence which is a general statement supported with information in the following sentences in the paragraph. Typically, there should be a minimum of two sentences for a paragraph. You need transitions between paragraphs and between sentences so that they flow logically. Support your assertions with evidence from the literature. The summary section of your paper should touch on the main points you want the reader to remember. It is not a good idea to introduce new information in the summary. Also, in a formal paper it is best to write words out rather than using contractions such as "can't."

To catch errors, I strongly suggest that you read your paper out loud. Also, it is a very good idea to have someone else read your paper to give you critical feedback that you can use on your final draft.

The instructor is willing to read first drafts of papers and give feedback up to (but not after) five days before the due date. Late papers are not accepted unless special arrangements have been made with the instructor. Requests for an extension on papers must be submitted in writing at least five days before the assignment is due.

Written reports will be graded according to the following:

APA Resources

The following site covers a multitude of writing issues - grammar, style etc.:

http://owl.english.purdue.edu/handouts/general/index.html

The following two sites give examples of APA Style for the body of your paper as well as for the bib or reference list.

http://owl.english.purdue.edu/handouts/research/r_apa.html#Handling%20Quotes%20In%20Your%20Text

http://www.apastyle.org/

Writing Consultant

The UMD Social Work Department has writing consultants available to help students who want to improve their writing skills in relationship to their course assignments. If you are interested in getting help, discuss this with one of your course instructors. If your instructor feels that you could benefit from professional writing consultation, he or she will refer you to them.

Disabilities

My highest priority is for our classroom and course work to facilitate participation and exchange. I am eager to make accommodations to guarantee to students with disabilities access to class sessions, course materials, and the activities of the class. You are encouraged to contact the Access Center-Disability Services to discuss and arrange reasonable accommodations (102 Kirby Center, tel. 726-8217). In addition, please let me know as soon as possible if you have a disability for which accommodations will be requested. Note that you are under no obligation to disclose the nature of your disability to me or other faculty.

Ground Rules for Class Discussion

We can assume that discrimination exists in many forms (e.g. sexism, racism, classism, ageism, homophobia, anti-Semitism, ableism, etc.).  Any critical understanding of these various "isms" means that we need to recognize that we have been taught misinformation about our own group as well as about members of other groups.  This is true for dominant (e.g., white, male, upper class, heterosexual, able-bodied, etc.) and subordinated (e.g., people of color, women, poor, working class, gay/lesbian, disabled, etc.) group members.  Based on these assumptions, then, let us agree that we cannot be blamed for misinformation we have learned, but we will be held accountable for repeating information after we have learned otherwise.  People and groups are not to be blamed for their subordinate positions.  Let us assume that people are always doing the best they can.  Let us actively pursue information about our own groups and those of others.  Let us share information about our own group with other members of the class but never demean, devalue, or in any other way put down people for their own experiences.  We each have an obligation to actively combat myths and stereotypes about our own groups so that we can break down the walls which prohibit group cooperation and group gain.  Let us create a safe environment for open discussion.

Attendance and Class Participation

Class participation is important because the exchange of ideas is necessary in the quest for knowledge.  Active class participation facilitates learning not only for the individual participating but for the other class members as well.  In order to obtain full credit for participation students need to attend all classes.  Students who miss more than three classes will fail the course. Each class period a sign-in sheet will be passed around.  It is your responsibility to sign this attendance sheet. Students who are not signed in will not earn any class participation points for that session.

Developing the ability to participate in a group discussion is essential in the social work field. In class students are expected at all times to demonstrate courteous listening skills.  In other words, when someone is speaking, others are quiet and attentive. 

Class participation will be graded as follows:

A = Excellent Participation includes frequent and appropriate contributions which:

• Pose good questions for the group
• Use relevant reading material to answer particular questions
• Invite others to contribute information or interpretations to the discussion
• Build on the comments of others
• Admit confusions, and ask for clarifications
• Give interpretations, explanations, opinions (sometimes personal)

B = Regular contributions that are not so integrative or interpretive such as:

• Offering discrete facts and some new information
• Single sentences or phrases, rather than more complex formulations
• Less connection with other participants in discussion

C = Little contribution such as:

• Speaking only a few times
• Offering just a little information
• Offering ideas that are vague or relatively unformulated
• Stating unsubstantiated opinions or educated guesses

D = Minimal participation such as:

• Usually saying nothing
• Speaking without having done the reading
• Speaking or making noises while another person has the floor

F = No participation.

Learning Assignments and Grade for Course

You can contract for a grade in this course. Students who would like to contract for a Grade of B are expected to attend class and do all of the following assignments except the Organizational Assessment. Students who contract for a grade of B may also do their community project paper with a group of others in the class.

Those who contract for a grade of A must do all of the work listed in the table below and must turn in a community project paper that is written either alone or with only one other person in the class. People contracting for a grade of A must also take in a community event (either attend the Symposisum on Social Justice or attend a board meeting) and write a two-page paper on it.

Class Schedule

Bibliography

Barret, M. B. (1980).  Invisible lives.  New York: William Morrow and Company, Inc.

Beauchamp, Dan. (1981).  Lottery Justice.  Journal of Public Health Policy, 2 (3), 201-205.

Cook, K.S. (1986). Social exchange theory. Beverly Hills, CA: Sage Publications.

Ginsberg, L.H. (Ed.). (1998). Social work in rural communities (3rd Ed.). Alexandria, VA: Council on Social Work Education.

Haynes, K. S. & Mickelson, J. S. (1991).  Affecting change: Social workers in the political arena (2^nd Ed.).  White Plains, NY: Longman.  

Homan, Mark S. (1994) Promoting community change: Making it happen in the real world.  Brooks/Cole.  Pacific Grove, California.

Jackson, Shirley.  (1975). The Lottery.  New York, NY: Popular Library.

Kahn, Si. (1991).  Organizing: A guide for grassroots leaders (Rev.Ed.).  Annapolis, MD: NASW Press.

Kahn, Si. (1994).  How people get power (Rev. Ed.).  Washington, DC: NASW Press.

Kirst-Ashman, K., Grafton, H. H., Jr. (1999).  The macro skills workbook: A generalist approach.  Chicago, IL: Nelson-Hall Publishers.

Kotter, J.P. (1996). Leading change. Boston, MA: Harvard Business School Press.

Kretzmann, J. P. & Mcknight, J. L. (1993).  Building community from the inside out: A path toward finding and mobilizing a community=s assets.  Chicago, IL: The Asset-Based Community Development Institute.

Loewenberg, R.D. & Dolgoff, R. (1996).  Ethical decisions for social work practice (5th Ed.).  Itasca, IL: F.E. Peacock Publishers, Inc.

Meenaghan, T. M. & Gibbons, W. E. (2000).  Generalist practice in larger settings: Knowledge and skill concepts.  Chicago, IL: Lyceum Books, Inc.

Nair, K. (1994).  A higher standard of leadership: Lessons from the life of Gandhi.  San Francisco: Berrett-Koehler Publishers. 

Not in Our Town II. (Video). A production of the Working Group; produced by Patrice O'Neill and Rhian Miller. Oakland, CA: Cal. Working Group, c1999. (54 minutes) VC 3555

O'Toole, J. (1996).  Leading change: The argument for values-based leadership.  New York: Ballantine Books.

Owen, H. (1997).  Expanding our now: The story of open space technology.  San Francisco: Berrett-Koehler Publishers, Inc.

Parenti, M. (1994).  Land of idols: Political mythology in America.  New York: St. Martin=s Press

Rivera, F. G. & Erlich, J. L. (1998).  Community organizing in a diverse society, (3^rd Ed.).  Boston, MA: Allyn and Bacon.

Rothman, J., Erlich, J. L. & Tropman, J. E. (2001).  Strategies of community intervention, (6^th Ed.).  Itasca, IL: F.E. Peacock Publishers, Inc.

Strom-Gottfried, Kim.  (1999).  Social work practice: Cases, activities, and exercises.   Thousand Oaks, CA: Pine Forge Press.

Toxic Racism. (video) Produced for PBS by WGBH Boston. 1993 WGBH Educational Foundations. Distributed by Films for the Humanities & Sciences, Box 2053, Princeton, NJ 08543-2053.

Tropman, J.E., Erlich, J. L., & Rothman, J. (1995). Tactics and techniques of community intervention, (3^rd Ed.).  Itasca, IL: F.E. Peacock Publishers, Inc.

Printable copy of the Group Project Peer Evaluation Form

Web Resources:

http://www.nyu.edu/socialwork/wwwrsw/ has been substantially upgraded and currently contains 65,000 links. In the past year they removed approximately 2000 links to lower quality services and have added approximately 7000 new links. The majority of these links are to the literature--full text scientific, technical and policy reports. In addition, this site contains links to 2200 scholarly journals and newsletters, of which, 110 are to sites that provide full text articles. A wide range of links to relevant government agencies, educational institutions and professional organizations are also included. This site is updated daily and has been in operation since 1994.

www.congress.org

http://www1.umn.edu/humanrts/links/norms-Aug2003.html Standards for transnational corporations with regard to human rights

http://www.goodforminnesota.org/ Information and ideas for action regarding the budget crisis.