1 SW745: SOCIAL WORK ADMINISTRATION: STRATEGIC MANAGEMENT AND ...
SW745: SOCIAL WORK ADMINISTRATION:
STRATEGIC MANAGEMENT AND CHANGE LEADERSHIP
SYLLABUS, Spring 2009
San Diego State University School of Social Work
Dr. Tom Packard Ph. 594-6723
E-mail: firstname.lastname@example.org Hepner Hall 135
Web site: http://chhs.sdsu.edu/facultydetail.php?ID=68
Office Hours: Mondays 10:45-12:00, 1:15-2:30; Tuesdays and Thursdays 11:00-12:00; other
times by appointment
I. PURPOSE AND DESCRIPTION
This course is the second in a two-course sequence for students specializing in social
work administration. This specialization is designed for students with some experience in social
work. MSW graduates in this specialization will be equipped to assume positions as supervisors,
middle managers of small agencies, or staff workers such as analysts or program specialists.
Course objectives focus on two closely interrelated dimensions: analytical skills (e.g., conceptual
and diagnostic skills) and application skills. The course will address both of these on each topic.
This is based on the belief held by many managers and organizational consultants that managers
must be able to both think and execute if they are to be effective. Students will be encouraged to
think from an organizational perspective - looking at systems dynamics and the functioning of
the organization as an entity - and to think like managers, with a broad perspective and an
emphasis on both results and process.
Students will be taught how to assess, intervene, and evaluate interventions at the
administrative level. In the fall, the focus will be on assessing needs for social program
intervention and designing a program to respond. This includes attention to the service delivery
technology, using evidence-based practice, and management systems including human resources,
finance, and information, as well as program evaluation. The spring course focuses on the
design of interventions focusing on the organization, including strategic planning and
organizational change. Also emphasized will be the importance of an action research
perspective: action should be preceded by data collection and analysis (in social work education
terms, this can be seen as “using practice experience to inform scientific inquiry and using
research to inform practice”). A contingency approach will be a common theme: there is no
"one best way" to manage; effective behavior depends on analysis of situational contingencies
and action grounded in that analysis. On each topic, students will be encouraged to look for key
elements or principles leading to effective administration and organizational performance. These
can then be used in the future to guide administrative behavior. Finally, students will be
encouraged to integrate concepts and class experience with knowledge and experiences from
their field practicum and from other classes in an attempt to develop a comprehensive
perspective or "world view." An overriding theme will be organizational learning: how
administrators as leaders and change agents can create learning opportunities to enable
themselves and employees to make their organizations more thoughtful, purposeful, effective,
The first semester will address program design and core managerial processes and
techniques such as management information systems, financial management, and human
resource management. The second semester will focus on strategic management, leadership,
supervision, and organizational change management. Both practice courses include attention to
evidence-based practice, ethics and values issues, and diversity. SW 740 emphasizes race and
ethnicity; and SW 745 emphasizes gender issues including sexual harassment and sexual
orientation, and age and disability concerns.
At the completion of the course, students will be able to:
1. appraise organizational issues related to sex discrimination, sexual harassment,
homophobia, ageism, and ableism and suggest ways to counteract them
2. critique an organization’s cultural competence and develop strategies for improvement
3. describe and critique key principles of leadership effectiveness
4. describe key principles for supervision in human service organizations
5. develop a strategic plan for an organization
6. effectively lead an organizational task group or program
7. identify an organization's problems amenable to organizational change and develop a
viable change plan
8. use an evidence-based practice process to critique the empirical literature on leadership
and use this to develop one’s own approach to leadership to improve agency functioning,
policies, and services
Values and Ethics:
9. articulate key ethical and value issues affecting human service organizations and suggest
ways to manage them
After completing this course, the student will be able to:
1. use evidence-based practice processes to appraise the literature in leadership, strategic
management, and organizational change to develop an appropriate skill set to function as
an agency administrator
2. appraise an organization=s environment and internal strengths and weaknesses and
develop appropriate strategies to further growth and development of the organization
3. effectively lead a program, unit, or organizational task group
4. create appropriate and effective strategies to improve operations or processes in an
5. use principles of diversity to help create a more culturally competent organization
6. interpret the Social Work Code of Ethics and related humanistic values as they apply to
IV. TEXTBOOKS AND READINGS
Allison, M. & Kaye, J. (2005). Strategic Planning for Nonprofit Organizations, 2nd ed. New
York: John Wiley & Sons.
Proehl, R. (2001). Organizational Change in the Human Services. Thousand Oaks, CA: Sage
Austin, M. and Hopkins, K., Eds. (2004). Supervision as Collaboration in the Human Services.
Thousand Oaks, CA: Sage Publications.
Patti, R. (Ed.) (2009). The handbook of human services management, 2nd Ed. Thousand Oaks,
CA: Sage Publications.
Austin, M., Brody, R., Packard, T. (Eds.) (2008). Managing and Leading Human Service
Organizations: A Casebook. Thousand Oaks, CA: Sage Publications.
Reprints at Electronic Course Reserve (password “service”) and Blackboard.
V. COURSE ASSIGNMENTS
A. Management Audit: Each student will write a 10 - 12 page paper consisting of a management
audit of the student's practicum agency. Use the form at Blackboard. There may be a possibility
for a group to do a management audit of an existing agency. Details will be presented in class.
The due date is indicated on the session schedule below. The paper will be worth 25% of the
course grade. A model of a management audit paper is available for review in the professor’s
B. Organizational Change Plan: Each student will write a 10 -12 page paper consisting of a
change plan based on problems or needs identified in the management audit, and using principles
of evidence-based practice. Use the attached format. If the above group management audit of an
existing agency is done, there may also be the opportunity for the same group to propose a
change plan for that agency. Details will be presented in class. The due date is indicated on the
session schedule below. The paper will be worth 25% of the course grade. A model of a change
plan paper is at ECR.
C. Leadership article analysis: Each student will write a 4-6 page paper critiquing two articles
from the leadership literature. The student will select articles which seem relevant to human
services leadership. Details are attached to the syllabus. The due date is indicated on the session
schedule below. The paper will be worth 15% of the course grade.
D. 360-degree feedback: Each student will write a 10-13 page paper based on designated
instruments and feedback to assess her or his leadership style. Follow the instructions attached
to the syllabus. The due date is indicated on the session schedule below. The paper will be
worth 25% of the course grade. Students will have the option of grading this paper themselves.
Any student interested in this self-grading procedure should e-mail the professor no later than
one month before the paper is due. Two models of 360-degree feedback papers are at ECR.
Papers will be graded on their responsiveness to the assignment as covered in the
syllabus and attachments. Each paper should be typed and double-spaced, with numbered pages.
Staple the upper left corner and do not include a cover or binding. Use 1" margins and 12-point
type font, and APA format. Additional grading factors are:
Content: accurate, comprehensive, documented appropriately
Persuasiveness: points are adequately supported
Appropriateness & feasibility: ideas are viable
Creativity: ideas and connections among themes are creative and insightful
Organization, completeness, coherence & clarity: different elements are appropriately
sequenced and connected; thoughts are stated specifically
Sentence structure, grammar, & spelling: sentences convey meaning clearly &
grammatically, no fragments or run-on sentences; writing is free of errors
Style: interesting, imaginative use of language; tone suitable to purpose & audience
Written feedback will not be provided on deficiencies in style, grammar, etc. If you are
weak in any of these areas, consult William Strunk & E. B. White's The Elements of Style, an
editor, or a similar source.
Any paper may be submitted early (ideally 2 weeks before the due date) for preliminary
feedback and rewriting as the instructor’s time allows.
Late papers will have the grade lowered one step (e.g., from B to C) for each week they
are late. Work incomplete at the end of the semester will receive an F unless prior arrangements
NOTE: If you want the final paper returned, provide a stamped, self-addressed envelope
at the final session.
D. Participation: Attendance at all of each session is expected. Attendance per se will not be part
of the participation grade except to the extent that absent students will of course not have an
opportunity to participate. It will help to speak to the instructor if you miss all or part of a class
due to illness or another unavoidable commitment.
Students will be expected to be able to discuss and critique key points of assigned
readings at each class session to demonstrate mastery of the material. Ratings of class
participation will be based upon students' demonstrations of knowledge and understanding of
course readings and class content as reflected in comments, reactions, and questions; reactions to
assigned discussion questions; comments which show connections among different concepts and
issues; comments connecting the classroom to actual practice (e.g., examples at internships);
listening and non-judgmental attitudes; and group process and nonverbal behaviors. All of these
behaviors are relevant in an administrative setting and reflect administrative skills. The
following standards will be used:
A: Consistent, active involvement without dominating; high level of knowledge and
insight; comments are on topic; efficient use of air time; interacts with, refers to
comments of, and/or draws out other students, class norms followed
B: Regular involvement; good level of knowledge and insight; comments are on topic;
class norms followed
C: Occasional comments; usually on topic
D: Rare comments, usually on topic, norms not followed
F: No participation, or participation always off topic, norms not followed
Additionally, student leadership of discussion of selected readings from their leadership
article analysis paper will be included in the presentation grade. A sign up sheet will be
circulated for students to volunteer to take the lead in briefly summarizing and critiquing their
readings. Details will be covered in class.
Participation will be worth 10% of the course grade.
E. Overall Grading Criteria:
Grades will be based on criteria and standards of the Graduate Bulletin and the School of Social
Work Grading Policy documented in the Graduate Student Handbook.
As can be seen from the definitions of letter grades, summarized below, “A” grades are for truly
outstanding work and are likely to be rare.
A: work that not only demonstrates excellent mastery of content, but also shows that the
student has a) undertaken complex tasks, b) applied critical thinking skills to the
assignment, and/or c) demonstrated creativity in her or his approach to the assignment.
The degree to which the student demonstrates these skills determines whether he/she
receives an A or an A-.
B+: work that is judged to be very good. This grade denotes that a student has
demonstrated a more-than-satisfactory understanding of the material being tested, and
has exceeded expectations in the assignment.
B: work that meets the basic requirements of the assignment. It denotes that the student
has done satisfactory work on the assignment and meets the expectations of the course.
B-: performance was less than satisfactory on an assignment, reflecting only moderate
grasp of content and is below expectations.
C: reflects a minimal grasp of the assignments, poor organization of ideas and/or several
significant areas requiring improvement.
C- to F: a failure to meet minimum standards, reflecting serious deficiencies in a
student’s performance on the assignment.
NOTE: Students may be asked to bring in documents (e.g., strategic plans) from their internships
for analysis and discussion. Confidentiality will be observed.
VI. COURSE TOPICS AND READINGS
You are encouraged to bring to class copies of ALL readings done for a session to refer to during
discussions and activities as needed.
NOTE: BB = document is at the course Blackboard site. The ECR password is “service”.
SESSION DATE TOPICS AND READINGS
1 1-26 Overview, plans for the course, personal visions, the management
Patti, Ch. 1: Management in the Human Services (optional)
Criteria for the Quality of Working Life BB
Management Audit Form BB
OPTIONAL: The Management Audit as a Teaching Tool in Social Work
Administration in Journal of Social Work Education, Winter 20 00, 36(1),
39-52. AVAILABLE ON LINE THROUGH THE LIBRARY CATALOG
2 2-2 Cultural competence, diversity issues in the workplace
Managing Diversity ECR
Working it Out: What Managers Should Know about Gay Men, Lesbians, and
Bisexual People and their Employment Issues ECR
Austin & Hopkins, Ch. 5
Austin, Brody, & Packard: Case 5.8: Empowering Staff to Advocate for
Conceptual Frameworks/Models, Guiding Values and Principles available at
A Guide to Planning and Implementing Cultural Competence Organizational Self
Assessment available at
3 2-9 Strategic Planning: Mission and Vision
Allison & Kaye, Chs. 1-3
Austin, Brody, & Packard: Case 5.2: Be Careful What You Wish For
BRING your internship agency's mission and vision statements and strategic plan, if
4 2-16 Strategic Planning: Assessment & Strategy Development
Allison & Kaye, Chs. 4-5
Austin, Brody, & Packard: Case 5.5: The Achievement Crisis at Girls Works
5 2-23 Strategy Implementation, Marketing
MANAGEMENT AUDIT PAPER DUE
Allison & Kaye, Chs. 6-8
Patti Ch. 17: Confronting Fundraising Challenges
Austin, Brody, & Packard: Case 8.4: Jefferson Hospital
Strategy Formation: Beyond Strategic Planning at
Demystifying Marketing ECR
Marketing Audit BB
Marketing Worksheet BB
Competition Analysis BB
6 3-2 Organizational Change: Overview
Proehl, Chs. 2, 5, 6
Johnson, M. & Austin. M. (2006). Evidence-based practice in the social services:
Implications for organizational change, Administration in Social Work, 30(3), 75-
104. AVAILABLE ON LINE THROUGH THE LIBRARY CATALOG (PAC)
Essential Elements for Managing Complex Change ECR
Change Management ECR
Change Technologies BB
Cause and Effect Diagram ECR
Flowchart Showing Process of Psychological Testing ECR
Organization Development BB
Employee Attitude Surveys as an Action Research Tool BB
Problem Solving Groups for Organizational Change BB
Team Building BB
Role Clarification BB
Transition Management BB
7 3-9 Organizational Change: Change model, initiation
Proehl, Chs. 7-9
Austin, Brody, & Packard: Case 4.7: Marian Health Center
8 3-16 Organizational Change: Implementation, cutback management
Proehl, Chs. 10, 11, 13; Epilogue
The Twelve Questions ECR
Optional: Cutback Management Strategies: Experiences in Nine County Human
Service Agencies ECR
Austin, Brody, & Packard: Case 4.8: Mosaic County Welfare Department
NOTE: Before next class, fill out and score the Personal Style Inventory (ECR). Email your
Totals for I, E, N, S, T, F, P, and J to the instructor by March 20.
9 3-23 Leadership overview, 360 degree feedback
LEADERSHIP ARTICLE PRESENTATIONS AND DISCUSSION
Patti Ch. 7: Leadership and Performance in Human Service Organizations
Austin & Hopkins, Ch. 13
Leadership Style Indicator ECR
LSI Adjectives ECR
Leadership Style Indicator Description Summary ECR
LSI Feedback: Getting the Most out of Your LSI Feedback, Positive leadership Style
Personal Style Inventory ECR
National Network For Social Work Managers Leader and Manager Competency
Personal Development Plan BB
Spring Break: March 30-April 5
10 4-6 No Class: Comprehensive Exams
11 4-13 Leadership: assessing the literature 1
LEADERSHIP ARTICLE PRESENTATIONS AND DISCUSSION
ORGANIZATIONAL CHANGE PLAN PAPER DUE
12 4-20 Leadership: assessing the literature 2
Austin & Hopkins, Chs. 1, 3, 4,
LEADERSHIP ARTICLE PRESENTATIONS AND DISCUSSION
13 4-27 Supervision 1: Fundamentals
Austin & Hopkins, Chs. 8, 12
LEADERSHIP ARTICLE PRESENTATIONS AND DISCUSSION
14 5-4 Supervision 2: Advanced
Austin & Hopkins, Chs. 14, 15, 18
LEADERSHIP ARTICLE ANALYSIS PAPER DUE
15 5-11 Values & ethics, synthesis
Austin & Hopkins, Ch. 9
The Essence of Ethical Leadership ECR
Patti Ch. 23 Practitioners’ Views on the future of Human Services Management
Austin, Brody, & Packard: Case 4.12: What? Me Worry?
5-18: 360 DEGREE FEEDBACK PAPER DUE
To complete the management audit data collection, gather necessary data from your field
instructor or others at your internship. You and your field instructor should each do an audit
independently, followed by a discussion. After discussion and any new information presented by
your field instructor, feel free to adjust your ratings as appropriate. Indicate on the form the final
ratings by yourself and your field instructor, with averages by section on the last page. Put your
scores and the field instructor scores on the same form. In other words, use only one copy of the
form. Append to your paper the entire form, with student and field instructor ratings, and the
averages on the final page. The paper should be 10-12 pages in length.
Use 1-2 paragraphs to provide an overview of the agency or program selected and your place
within it. Mention the number of employees, annual budget, and years in existence. Attach an
organization chart to the paper.
Then, organize your paper based on the headings in the audit form. Elaborate upon particularly
low (e.g., ratings of 1-2) sections and/or specific questions. Also mention significant strengths
that may be used to leverage change. Note any prior or current efforts to address any of the
problems you identified. Use examples of particularly weak areas if that would help to clarify
the problem or change opportunity. The use of course concepts will help demonstrate your
ability to apply knowledge (citations are not necessary).
In a final section, answer the following questions. What are your overall impressions? What are
the areas of strength? What are the weak areas? How do things fit together (e.g., do any of the
weak areas seem connected, or are there any that may affect each other?)? Are there serious
misalignments or problems? What needs attention most urgently?
ORGANIZATIONAL CHANGE PLAN
Develop a plan for an organizational change initiative to address a weak area identified in
the Management Audit. Principles of organizational change and leadership covered in readings
and class should be used as appropriate. Citations of tactics, techniques, or change interventions
should be used to support your plan (use page numbers from readings). The paper should be 10-
12 pages in length.
Begin with a section summarizing the organizational setting for the change plan and
describing the problem (an organizational condition needing to be improved) to be addressed and
then briefly presenting a specific change goal which will solve the problem. Provide detail on
the change goal in section 3 below. Refer to your analysis and description of this problem in the
Then, apply The Eight-Step Change Management Model in Proehl (summarized below),
addressing all of the questions on p. 90, using these eight steps as section headings.
1. Creating a sense of urgency: external forces, force field analysis, internal indicators,
high performance standards, share data (e.g., management audit, employee survey); the
target for change (all staff, selected staff, upper management, etc.)
2. Building the coalition for change: sponsor, champion, people with credibility, power,
interest, informal leaders; formal group e.g., steering committee, task forces; cross-
functional representation from all levels (“diagonal slice”); communication systems
3. Clarifying the change imperative: problems, visions, resources needed, written contract
including outcomes, legitimacy, communicating the vision
4. Assessing the present: strengths, obstacles, organizational readiness
5. Developing a plan for change: strategies, processes, activities, short-term successes, who
will be involved
6. Dealing with the human factors: communication; resistance; involvement of staff; new
skills, knowledge, & attitudes; incentives
7. Acting quickly and revising frequently: quick results, timetables, involvement,
8. Evaluating and celebrating the change: assessing results, celebration, rewards
LEADERSHIP ARTICLE ANALYSIS
Each student will select two articles from the human services or general management
literature and write a short paper summarizing and critiquing each article, using the questions
below. The paper should be 4-6 pages in length.
Suggested sources include the journals Leadership Quarterly, Nonprofit Management and
Leadership, Administration in Social Work, and Journal of Applied Psychology. Articles from
the on-line journal Leader to Leader, available at the Leader to Leader Institute
(http://www.leadertoleader.org/) may also be used.
Use the following section headings:
Article name, author, source, year, volume, and pages.
A summary of key findings or messages.
The theoretical framework or model used, if any.
Research or data collection methods, data sources.
A critique of the strength of the article’s theoretical and evidence base, including its level
in the hierarchy of evidence, quality of the source, and research or authority base.
Any adaptations in order to apply in human service organizations.
Suggestions for practice applications of the findings or assertions in the article.
This assignment is designed to enable you to assess your current leadership effectiveness as seen
by yourself and a few people who know your work (at the internship or a current or past work
setting). Please note that you will not be graded in any way on the substance of the feedback,
but only on your thoroughness in collecting and analyzing data, summarizing results, connecting
themes with course concepts and theories, and developing a viable action plan for further
development. Also please note, for yourself and others, that forms should be filled out
anonymously and returned to you for averaging of scores and analysis. Normally, such forms
are sent directly to the consultant overseeing the process, but this is not possible here due to the
uniqueness of the assignment. Encourage all respondents to check the appropriate boxes in a
way that their handwriting will not be recognizable and to provide narrative comments in printed
form. If anyone is at all uncomfortable with this process, do not include them. If you have
serous problems gathering data, see the instructor as soon as the problem begins to develop. Let
each potential respondent read these instructions and call or e-mail the course instructor with any
questions or concerns. Indicate your data sources without identifying information, e.g., current
or former field instructor, current or former supervisor or subordinates, current or former
colleagues, etc. Illustrate your points with examples where relevant. It is not necessary to
explain in the paper the instruments or how they were administered. The paper should be 10-13
pages in length.
The Leadership Style Indicator: This is a 2-page form at the Electronic Course Reserve. The
first page rates whether or not the behavior applies, and the second page indicates the
respondent’s opinion on your doing more or less of it. Five copies are included. Fill out one on
yourself. Choose potential respondents (you should have at least four respondents besides
yourself). Usually this will be your field instructor and three or more people who know your
work well. You may also have other students or colleagues at your internship or job fill them
out. If you supervise people, or have in the past, ask your supervisees fill out a form. If you
want to have more sources, make additional copies of the form for them. Distribute the copies of
the form to respondents and agree upon a deadline for them to return them anonymously to you.
When you give them the form, let them look at the definitions in the reprint ΑBehavioral
Examples of LSI Adjectives≅. Make copies of this for your respondents to use if you like. After
the forms are returned, total the frequencies for scores of all respondents but yours and put these
next to your own scores. Use "Leadership Style Indicator Description Summary" as the format.
Put this summary in the Appendix. Do not include the “Does not describe…” numbers. DO
NOT include all the raw data forms in your paper. Summarize the written comments, grouping
them by themes and looking for emphasis, patterns, or connections. In your analysis, make sure
to refer to the Be More/Be Less results. Add your own observations related to the feedback if
you like. Use the reprints "Getting the Most out of Your LSI Feedback" and ΑPositive
Leadership Style Characteristics≅ to guide your discussion. In the "Getting the Most out of Your
LSI Feedback" reprint, ignore the references to ratios.
National Network for Social Work Managers Leader and Manager Competency Model
Comprehensive Listing: Download this from Blackboard. This includes only the Leadership
section from the full assessment that you completed in the fall. Have your field instructor rate
you, and rate yourself on each competency. You may want to consult the fall results after filling
out the form for the 360 assessment. You can discuss in your paper any progress you have
made, or areas for further development. Attach this as an Appendix item.
Competing Values Management Practices survey and Skills Assessment Leadership Role
Profile: Refer to this instrument completed in SW 740 to assess your strengths and areas you
want to develop. The instrument is at the end of the reading titled “Managing Effectiveness in
an Environment of Competing Values”. Update it if you think your scores would be different
now. Attach a photocopy of the graph to your paper.
Personal Style Inventory: This will be scored and discussed in class. Include your results and
analysis of your profile in this paper. Note how strengths and growth areas which emerged in
this discussion compare with other pieces of the 360 degree feedback.
Your Leadership Aspirations: Briefly discuss your leadership aspirations, visions, and goals, wit
particular reference to the setting in which you would like to be a leader and what kind of leader
you would like to be come. Refer to specific theories or models of leadership if relevant.
Overall Analysis and Development Plan: Analyze the data using concepts and theories covered
in class and readings (use citations with specific page numbers) and summarize the findings,
noting strengths and opportunities for growth or new experiences. Refer to the results of the
different pieces of data, and note any relationships, patterns, or connections. What new insights,
if any, did you get from the results? How do your perceptions compare with other raters? Are
there any important trends? Use specific examples to illustrate points as possible. You may also
include any feedback or discussions you have had with your field instructor as data in this
analysis and goal setting process. List three development goals for yourself as a leader and
prepare a personal development plan (use as a template the PERSONAL DEVELOPMENT
PLAN at Blackboard).
You are strongly encouraged to visit the instructor to review the results if you have any
questions or concerns regarding the meaning or implications of the data.
SELF-GRADING CRITERIA FOR THE 360-DEGREE FEEDBACK PAPER
Use the following standards (ratings of 4 are at an A level, 3 for B, etc.):
4: All respondents as indicated in the assignment were included, all instruments were included
3: Only one required respondent was missing, all instruments were included
2-1: Two or more respondents were missing; one or more instrument was not included
4: Each data source was thoroughly analyzed, showing notable insight
3: Each data source was commented upon
2-1: Some data sources were not mentioned
Integration of data sources:
4: Explicit connections were made among all data sources, relevant references to theory
3: Connections made among most data sources
2-1: Minimal connection among data sources
4: I gave a great deal of thought to this before I began and during the writing.
3: I gave a fair amount of thought to this.
2: I didn’t think much about this as I was working on it.
1: I did this very quickly, giving it minimum thought.
4: I treated this assignment very seriously and put a lot of time and energy into it; I gave it my
very best effort.
3: I treated this assignment pretty seriously and put a fair amount of time and energy into it.
2: The effort I put into this was a bit above what was minimally necessary.
1: I did the bare minimum (or less) amount of work on this.
4: I was very honest and direct with myself, not being afraid to confront things I saw as possible
weaknesses, limitations, or contradictions.
3: I was pretty honest and direct with myself and looked critically at what I was thinking.
2: I didn’t go very far below a surface level in looking at myself.
1: I may have faked this in at least some areas.
The look of the paper and overall grading factors:
A: Exceptional, distinctly superior work; indicates thorough mastery and creativity and
excellence in writing.
B: General achievement of a high order; intelligent fulfillment of requirements; excellence in
C: Deficiencies in certain areas, including grammar or style; generally below expectations for
D, F: Clearly inferior work or lack of fulfillment of basic requirements
Provide at the end your numerical rating for each of the above factors. Considering all the factors
and ratings above, give yourself a grade, using + or - as you see fit. In the margins and at the
end, include some handwritten comments that provide some of your feedback and rationale for
Gender and Diversity Issues
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Igelhart, A. (2009). Managing for diversity and empowerment in social services. In Patti, R.
(Ed.), The handbook of human services management, 2nd Ed. Thousand Oaks, CA: Sage
Lockwood, N. (2003). The Reality of the Impact of Older Workers and Eldercare in the
Workplace, HR Magazine. 48(12).
Parish, S., Ellison, J., & Parish, J. (2006). Managing diversity, in Edwards, R. & Yankey, J.
(Eds.), Effectively Managing Nonprofit Organizations. Washington, DC: NASW Press,
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Singer, T. (1995). Sexual harassment. In R. Edwards (Ed.), Encyclopedia of social work (19th
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organizations: From affiliations to consolidations. Thousand Oaks, CA: Sage
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Francisco: Jossey-Bass, Inc.
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entrepreneurs. New York: John Wiley & Sons.
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Frumpkin, P. (2006). Strategic giving: The art and science of philanthropy. Chicago: University
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