JCU Logo
JOHN CABOT UNIVERSITY

COURSE CODE: "MGT 360"
COURSE NAME: "Public and Nonprofit Management"
SEMESTER & YEAR: Summer Session I 2015
SYLLABUS

INSTRUCTOR: Michael Seltzer
EMAIL: [email protected]
 HOURS: MTWTH 4:00 PM 5:45 PM
TOTAL NO. OF CONTACT HOURS: 45
CREDITS: 3
PREREQUISITES: Prerequisite: Junior Standing
OFFICE HOURS:
COURSE DESCRIPTION:
This course sets out to cover the basic issues and trends in managing public and non-profit organizations from a planning and management perspective. To build viable organizations and government entities, individuals need to become effective managers and leaders who can balance a wide range of responsibilities and roles, and bring to bear different competencies to deliver both short-term and long-term business and social results. Practitioners have to respond in an increasingly transparent way to the demands and interests of a diverse array of internal and external stakeholders, including employees, boards of directors, elected officials, civil servants, donors, constituents, journalists, volunteers, and the public. They generally do not have available to them the extensive human and financial resources that their counterparts in business draw on as a matter of course. As a result, they draw on a wide variety of skill sets and competencies in their work 
SUMMARY OF COURSE CONTENT:
Participatory governance, cultural dynamics, current leadership styles, resource mobilization, organizational change and innovation, diversity, advocacy, emotional intelligence, constituency building, using social media, corporate citizenship.

CLASS FORMAT

Classes will be seminar style. Students are expected to complete each session’s required readings, and to be prepared to discuss them in class. At the beginning of the semester, students are expected to choose a field of interest to them as a point of reference for their assignments and research. I am available to meet one-on-on with students to help them determine what field they might want to use as the focus of their studies. At each class, we will cover specific building blocks. In the context of this course, a building block is one component or element of creating and running a high-impact organization.

 

APPOINTMENTS WITH INSTRUCTER

All students are welcome to make appointments for one-on-one meetings with the instructor to discuss course matters. It is best to schedule such meetings via email or telephone.
LEARNING OUTCOMES:

The course objective is to prepare students to be successful managers and leaders in the nonprofit and public sectors. That includes gaining competencies in:

 

1) Analyzing situations from multiple stakeholder perspectives;

2) Designing and implementing sustainable resource mobilization strategies in public and non-profit organizations;

3) Leading and inspiring others to act, and instilling a passion for excellence among one’s staff and supporters;

4) Enhancing your oral and written communications skills;

5) And learning about one’s field of endeavor and staying abreast of trends, innovations, and emerging practices.
TEXTBOOK:
Book TitleAuthorPublisherISBN numberLibrary Call NumberCommentsFormatLocal BookstoreOnline Purchase
Please refer to the reading list and Schedule....     
REQUIRED RESERVED READING:
NONE

RECOMMENDED RESERVED READING:
NONE
GRADING POLICY
-ASSESSMENT METHODS:
AssignmentGuidelinesWeight
Preparation, attendance, and participation in each course session, including readings, oral presentations, discussions and class exercises 25%
Written assignmentsThe length is less important than the content. Assignments will be evaluated on the basis of clarity, word usage, knowledge of assigned readings, and level of analysis. Assignments need not be more than 750 words25%
Class presentations 25%
Final exam 25%

-ASSESSMENT CRITERIA:
AWork of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensive knowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading beyond that required for the course
BThis is highly competent level of performance and directly addresses the question or problem raised.There is a demonstration of some ability to critically evaluatetheory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture andreference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments.
CThis is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.
DThis level of performances demonstrates that the student lacks a coherent grasp of the material.Important information is omitted and irrelevant points included.In effect, the student has barely done enough to persuade the instructor that s/he should not fail.
FThis work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.
-ATTENDANCE REQUIREMENTS:
Class attendance is absolutely mandatory and critical to the success of class discussions. After the first two unexcused absences, the students will lose 5 percentage points of their overall weighted average for the each successive absence.
ACADEMIC HONESTY
As stated in the university catalog, any student who commits an act of academic dishonesty will receive a failing grade on the work in which the dishonesty occurred. In addition, acts of academic dishonesty, irrespective of the weight of the assignment, may result in the student receiving a failing grade in the course. Instances of academic dishonesty will be reported to the Dean of Academic Affairs. A student who is reported twice for academic dishonesty is subject to summary dismissal from the University. In such a case, the Academic Council will then make a recommendation to the President, who will make the final decision.
STUDENTS WITH LEARNING OR OTHER DISABILITIES
John Cabot University does not discriminate on the basis of disability or handicap. Students with approved accommodations must inform their professors at the beginning of the term. Please see the website for the complete policy.
SCHEDULE

(1) Monday, May 25: Identifying Your Passion

Readings:

 

·         Parks Daloz, Laurent, Cheryl H. Keen, James P. Keen, and Sharon Daloz Parks. Common Fire. Boston: Beacon Press, 1996. Chapter 3, pages 55-79.

·         Silard, Anthony, The Connection, 2012, Atria Books, New York, Chapter 1, Discover Your Passion, pages 3-24.

 

Oral Assignment:

Be prepared to recount to your classmates an interest that you have in a particular field of civic endeavor, social movement, and issue.

 

Discussion Questions: What personal insights did you draw from the two readings that resonate with your own life experiences? Was there a single experience or event or person in your life that has informed your current interests?

(2) Tuesday, May 26: Overview of the Nonprofit Sector

At the beginning of the course, students are expected to choose a field of personal interest (e.g climate change, economic inequality, women’s empowerment, human rights, immigration, domestic violence, sustainable development, LGBT rights, etc.) as a point of reference for their assignments and research, and optimally, a nonprofit or public organization active in that field of endeavor. If desired, I am available to meet with students one-on-one to brainstorm options.

Readings:

The Scope of the U.S. Nonprofit Sector (check link below)

http://independentsector.org/scope_of_the_sector 

Discussion: Name some of the nonprofit organizations in your own community.

(3) Wednesday, May 27: Overview of Government

Readings:

 

·         Current Issues in Pubic Administration, Sixth Edition, Frederick S. Lane, Bedford/St. Martin’s, Boston, New York, 1999, chapters 1, 4, 9

 

·         Innovations in Government, Research, Recognition, and Replication, Sandford Borins, editor, Chapter 10: Innovations in Government: Serving Citizens and Strengthening Democracy, by Gowher Rizvi, pages 188-198

 

Discussion Questions: How can government be more accountable to the public?

(4) Thursday, May 28: Case Study: Steppenwolf Theatre Company

Readings:

Case Study, Rising In Stages: How Steppenwolf Excelled, First On The Boards, Then In The Board Room, And Ultimately On The Balance Sheet, by Tony Proscio and Clara Miller, Nonprofit Finance Fund

 

Wallace Studies in Building Arts Audiences, Building Deeper Relationships: How Steppenwolf Theatre Company Is Turning Single-Ticket Buyers into Repeat Buyers.

http://www.wallacefoundation.org/knowledge-center/audience-development-for-the-arts/strategies-for-expanding-audiences/Documents/Building-Deeper-Relationships.pdf

 

Discussion Questions: To what do you attribute Steppenwolf’s success? What lessons are applicable to other organizations?

 

(5) Monday, June 1: Developing a Core Values Statement

Sample:

Sanctuary for Families website:

http://www.sanctuaryforfamilies.org/

Discussion Question: How can one best proceed to develop a statement of core values for an organization?

Written Assignment:

Submit by Tuesday, June 5th a set of core values (e.g. principles, beliefs, etc.) for the organization of your choice.

 

Tuesday, June 2: NO CLASS

(6) Wednesday, June 3: Crafting an Organizational Vision and Mission

Samples:

I Have a Dream speech, the Reverend Martin Luther King, Jr.

http://www.youtube.com/watch?v=smEqnnklfYs

The Fortune Society website:

http://fortunesociety.org//

 

Written Assignment:

Submit by Thursday, June 5th vision and mission statements for the organization of your choice.

 

Discussion Questions: What is the difference between vision and mission?

(7) Thursday, June 4: Making An Impact

Readings:

·         Forces for Good, by Leslie Crutchfield and Heather McLeod Grant, Chapter 6 – Master the Art of Adaptation, pgs. 149-173

Discussion Question: How can an organization ensure that it is successful in carrying out its mission an making a positive difference in the world?

(8) Monday, June 8: Fundraising and Resource Mobilization

Readings:

·         Edington, Nell. “Financing Not Fundraising: Moving from Push to Pull.” Social Velocity. Socialvelocity.net, 25 Aug. 2011. Web. 28 May 2012.

 

Giving USA 2012: The Annual Report on Philanthropy for the Year 2011. The Giving Institute and The Center on Philanthropy at Indiana University, 2012

 

Discussion Questions: What is the difference between “push” and “pull” fundraising? And between a diversified and sustainable funding base?

 

(9) Tuesday, June 9: The Role of Foundations

Reading:

Seltzer, Michael, with Kim Klein and David Barg.  Securing Your Organization’s Future:  A Complete Guide to Fundraising Strategies, Revised and Expanded Edition.  New York:  Foundation Center, 2001. Chapter 15.

Discussion Question: How can one be successful in securing support from foundations?

 

(10) Wednesday, June 10: The Role of Business

Reading:

Austin, James E. Strategic Collaboration between Nonprofits and Business, Nonprofit and Volunteer Sector Quarterly

Resource:

http://www.grantspace.org/Multimedia/Webinars/building-nonprofit-business-partnerships-for-the-21st-century

 

Discussion Questions: Under what circumstances might an organization decide not to seek support from a particular corporation?

(11) Thursday, June 11: Leadership

Readings:

How to Get a Job at Google by Thomas Friedman, New York Times, 2/22/2014

http://www.nytimes.com/2014/02/23/opinion/sunday/friedman-how-to-get-a-job-at-google.html?_r=0

 

Leading in 24/7: What is Required? by Sally Helgesen, Leader to Leader Summer 2012

 

From the Ground Up – Grassroots Organizations Making Social Change, by Carol Chetkovich and Frances Kunreuther, Chapter 3 – Leadership: Making the Vision Real

 

Discussion Questions: What leadership qualities are most important in the 21st century? And how do they differ from the past?

 

(12) Friday, June 12: Navigating Organizational Change

Readings:

We are on Our Way: A Continuous Change Approach to Organization Development, by John Vogelsang, Journal for Nonprofit Management Summer 2002

 

Forces for Good, by Leslie Crutchfield and Heather McLeod Grant, Chapter 6 – Master the Art of Adaptation

 

Yukl, Gary (2009): Leadership In Organizations, 7th Edition. Pearson Education, Inc., Chapter 26, pgs. 326-330

 

Discussion Questions: What factors might hinder organizational change? And what factors are conducive to organizational change?

 

(13) Monday, June 15: Ethical Decision-making

Readings:

Principles for Good Governance and Ethical Practice: A Guide for Charities and Foundations (2007, Panel on the Nonprofit Sector, convened by Independent Sector)

 

The Looking-Glass World of Nonprofit Money: Managing in For-Profits’ Shadow Universe, by Clara Miller, The Nonprofit Quarterly

 

http://www.councilofnonprofits.org/resources/resources-topic/ethics-accountability

 

https://www.guidestar.org/rxa/news/articles/2004/how-ethical-is-your-nonprofit-organization.aspx

 

http://www.ssireview.org/articles/entry/ethics_and_nonprofits

Oral and Written Assignment:

Study the scenarios I have uploaded and be prepared to present in class, and in writing a course of action for one of them. Present a solution that puts forth: 1) short-term measures and 2) any long-term policy changes that should be put in place to avoid a similar situation in the future. These scenarios involve matters of financial stewardship, governance, board development, and ethics. You are welcome to work in a team with another classmate if you so choose.

 

Discussion Questions: What are the possible consequences of decisions that can be interpreted by stakeholders as unethical? How can an organization make sure that its employees and board members always make the “right” decisions?

 

(14) Tuesday, June 16: The Role of Social Media in Constituency Building

Readings:

Why Did “Kony 2012” Fizzle Out?, by Rick Cohen, Nonprofit Quarterly

 

The Networked Nonprofit, by Beth Kanter and Allison Fine, Chapter 5- Listening, Engaging, and Building Relationships, Chapter 8 - Working With Crowds, and Chapter 10 – From Friending to Funding

 

Tweeting For a Better World- Essentials of Social Media Strategy for Smaller Nonprofits, by Elizabeth Good Christopherson. Sivan Nemovicher, Jill Nagle, and Jonathan Kartt, the Bridgespan Group

 

Discussion Questions: Why should organizations engage in social media? How can they best utilize it?

(15) Wednesday, June 17: Using the Power of Music to Communicate to Stakeholders

 

Assignment: Be prepared to present to your fellow students a song of your choosing that can serve as an anthem for an organization.

 

Discussion Questions: Why is music important in a communications tool kit? And how can it be effectively used?

(16) Thursday, June 18: Using the Power of Image to Communicate to Stakeholders

Resource: Google Images http://www.google.com/imghp

 

Discussion Questions: How can today’s organizations use photos and other visual forms, such as documentary films and videos, to promote public understanding of the issues that they are tackling, and to rally supporters behind their cause? What constitutes an effective image or video?

 

Assignment: Identify a visual image (e.g. photograph, video, film, etc.) that you find particularly evocative of the issues that your organization focuses on. Be prepared to present it in class and explain why you find it to be particularly powerful. Upload a link to your chosen image to blackboard before class.

 

(17) Monday, June 22: Marshaling Diversity To Achieve Excellence

Readings:

The Athena doctrine: How Women (and the Men Who Think Like Them) Will Rule

The Future by John Gerzema and Michael D’Antonio. Jossey-Bass, 2013, chapters 8 & 9

 

Article, “Since Suicide, More Resources for Transgender and Gay Students”, by Ariel Kaminer, New York Times

 

Assignment:

Be prepared to orally recount a particular instance that you have witnessed in either your past or present professional (or personal) life experiences where either you or a co-worker brought an important perspective to bear on or offered a suggestion to a work matter at hand drawn from your or your colleague’s identity or life experience (*). In your brief presentation, describe the situation. Indicate how others responded to the staffer’s point of view, and the outcome of the incident. (*) Note: If you cannot recall such an incident, feel free to create a fictional one.

 

Discussion Questions: Why are issues of diversity important today? What will happen in the United States by 2043?

 

(18) Tuesday, June 23: Developing Emotional and Social Intelligence

Readings:

Social Intelligence – The New Science of Human Relationships, by Daniel Goleman, Chapters 6 &19 (What is Social Intelligence? &The Sweet Spot for Achievement)

 

Emotional Intelligence, by Daniel Goleman, Chapters 4 & 10 (Know Thyself & Managing with Heart)

 

Discussion Questions: How would you rank the importance  of emotional and social intelligence for today and tomorrow’s leaders?

(19) Wednesday, June 24: Instilling Habits of the Heart and the Mind

Discussion Question:  What personal practices should activists and other civic practitioners—whether they are working for nonprofit or nongovernmental organizations or governments- adopt to assure that their efforts lead to social change?

 

(20) Thursday, June 25: Course Wrap-Up