SW 8331 – Section 2
Organization and Community Practice II
Department of Social Work
Fall 2006
Anne Tellett, MSSW, Ed.D.
Assistant Professor
Office: Chester Park School B2
Phone: (218) 726-7679
email:
website: http://www.d.umn.edu/~atellett
office hours: Tuesday 4:00–5:30 and by appointment
Dates for class meetings:
Class 1: Friday, September 15, 2006 (11am-9pm)
11-1 Bohannon 90 / 1-9 Cina 224
Class 2: Friday, October 6, 2006 (11am-9pm)
11-1 Bohannon 90 / 1-9 Cina 224
Class 3: Saturday, October 7, 2006 (9am - 5pm) Cina 224
Class 4: Friday, November 10, 2006 (11am-9pm)
11-1 Bohannon 90 / 1-9 Cina 224
Class 5: Friday, December 1 (11am-9pm)
11-1 Bohannon 90 / 1-9 Cina 224
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 generic 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 social work practice; organizational theory and management practices are presented within the social systems theory context and with a problem-solving/planning focus. It is particularly important that students know how to apply the problem-solving model at all three levels of intervention for their field placements and for subsequent employment. Attention is paid to the core functions of administration. Other topics will 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:
o Demonstrate an understanding of the core functions of human service agency administration: planning, organizing, staffing, budgeting, supervising, evaluating, and leadership.
o Identify the roles and responsibilities of administrators in relation to their boards, staff, clients, and the general community.
o Articulate an understanding of systems theories in human services administration, including formal and informal organizational dynamics and politics.
o Discuss and apply the concepts of planning models, models of change, and budgeting models in organizations and communities.
o 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.
o Articulate the role of human service administrators in ethical issues confronting the human service agency.
o Identify and describe organizational elements of cultural competence.
o Identify the components of a non-profit human services organization.
o Provide a historical perspective on the development of theories and practices for advanced generalist practice in organizations and communities.
o Apply the problem-solving model to each of the community-organizing approaches: social action, social policy, and locality development.
o 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.
o Use literature and research to help people work together for change in organizations and communities.
o Describe alternative approaches of community organizing such as social action, social policy and locality development that advance social and economic justice.
o 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:
· Using the problem-solving model to identify problems in a community
· Using the strengths perspective to conduct asset-based assessment
· Turning problems into issues
· Identifying bases of power in the community
· Facilitating community-based planning
· Locating necessary resources
· Developing coalitions and organizations
· Cultivating support
· Gathering and using data
· Organizational and community assessment
· Demonstrating leadership and leadership development
· Facilitating a meeting
· Developing strategies for change
· Articulating alternative approaches of community organizing including social action, social policy, locality development and social planning
Required Reading
Books
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.
Peacock, T. & Wisuri, M. (2002). Ojibwe waasa inaabidaa: We look in all directions. Afton, MN: Afton Historical Society.
Articles
Articles can either be found electronically on Reserve (R), on the web or as E journals (EJ) through the UMD Library.
Cross. R., & Prusak, L. (2002). The people who make organizations go--or stop. Harvard Business Review, June, pp. 105-112. (EJ)
Cross. T. L., Bazron, B.J., Dennis, K.W., & Isaacs, M.R. (1989). Towards a culturally competent system of care volume 1: A monograph on effective services for minority children who are severely emotionally disturbed. Washington, D.C. CASSP Technical Assistance Center, Georgetown University Child Development Center. (Chapter II, pp. 13-39) (R)
An employers guide to employment law issues in Minnesota (2006)
http://www.mnsbao.com/PDFs/empllaw.pdf
pages: 1-8;48-66
Manning, S.S. ( 2003). Ethical leadership in human services – A multi-dimensional approach. Boston: Pearson Education, Inc. (Course reading: Chapter 9.) (R)
Mor Barak, M. (2000). Beyond affirmative action: Toward a model of diversity and organizational inclusion. Administration in Social Work, 23(3/4), 47-68. (R)
Rothman, J. (1995). Approaches to community intervention. In J. Rothman, J. Erlich & J. Tropman (Eds.), Strategies of community intervention: Macro practice (5th Eds.). Itasca, IL: Peacock, pp26-63. (R)
Note: Additional handouts/readings will be provided as handouts or weblinks
Description of Assignments
Reflection
During the semester you will be required to complete four (1-2 page) reflections, based on course readings and videos or speakers from class sessions.
The written reflections will be evaluated for critical thinking which includes the following: relevance, importance, novelty, bringing in outside knowledge or experience, justification, critical assessment, linking ideas or interpretations, ambiguity and 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.
Community Event
A total of 10 points of credit will be given for participating in one outside administration/community organizing activity that takes place in the social work professional community and reporting on it. This assignment is intended to anchor course content in a concrete activity which the student can reflect on. Knowledge gained will also be shared in class. To receive credit, each student will write a short paper following the activity.
The paper should have:
· a cover page with course and student identification, the date, place, and title of the activity; and
· your description of the event
· identification of what you learned that is applicable to this course; and
· citation of specific course concepts (minimum of three) that are applicable to the activity, with appropriate APA references and a bibliography (these may be course materials)
There are three options to choose from for this assignment:
1) Attend a board meeting of an organization related to human services practice
2) Attend the Symposium on Social Justice: Unraveling the Knot of Privilege, Power and Difference on Monday October 30, 2006 (UMD)
3) Attend the Rural Social Work conference in Grand Rapids on Friday, October 27
Cultural Competence 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. This assignment requires you to think through and implement the process of organizational evaluation/assessment on a small scale. The paper should be written in narrative form and be about seven double-spaced pages. Graduate-level quality of writing skill is expected and graded. 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. Students may also use other organizational assessment formats, with instructor approval, to complete this assignment. Discuss your findings of the strengths, areas for improvement, and suggestions that you may have for the organization.
Group 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. Students will work in groups to complete the project.
The community project will include the following activities:
1. Assist a community organization with some activity that is negotiated between you, the organization and your instructor.
2. Each student will submit an individual 8-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 towards the issue the organization is focused on, and the ecological perspective of the organization. The paper should also address some of the following:
o What problem was the organization addressing?
o Why is it a problem?
o For whom is it a problem?
o How widespread is the problem?
o How long has it been a problem?
o Who would disagree that it is a problem?
o How do you know it is a problem?
o Who benefits from the problem?
o What previous attempts have been made to deal with the problem?
o What does the literature say about the problem?
o Explain the long-range goals of the organization.
o Describe the target group with whom the organization works.
o How did the organization get the word out?
o 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 four books or professional journal articles.
This assignment includes completion of a Project Meeting Peer Evaluation Form. The form will be distributed in class 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.
Group Presentation of Paper
Each group will be required to give a 20-minute presentation of the final analysis of their community project. Specifics of these presentations will be provided separately.
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.
Guidelines for ALL Written Assignments (see Appendix A – after Timetable)
You are expected to follow the Department of Social Work writing guidelines:
http://www.d.umn.edu/sw/Disted/writingguide.pdf or
http://www.d.umn.edu/sw/Disted/writeguide2.htm
Please note that not referencing other’s ideas or words is a form of plagiarism and is a very serious issue. 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.