PA536: Management of Nonprofit Organizations SYLLABUS Revised 8/21/12 Fall 2012

Transcription

1 PA536: Management of Nonprofit Organizations SYLLABUS Revised 8/21/12 Fall 2012 Class Sessions: Tuesday 6:00 8:45pm; Tompkins Rm. G121 Instructor: Richard Clerkin Office: Caldwell 227 Phone: (919) Office Hours: Tuesday 4:00 5:30, and by appointment Articles: See Course Schedule. Course Objective: To provide each student with the knowledge and skills needed to play a leadership role in a nonprofit organization. Know basic legal requirements affecting nonprofits. Know theories, methods, and practices for nonprofit organizations. Have the skills to participate strategically in nonprofit governance. Be able to design and assess the effectiveness of governance models, volunteer programs, organizational capacity, and inter-organizational relationships. Overview of Course Requirements and Grading: Three cases papers (can do 4 and best 3 count) 40% of grade Project paper 20% of grade Project presentation 20% of grade Class participation 10% of grade Exam 10% of grade Attendance and Late Assignments: While I expect all students to attend each class period, life sometimes intervenes in our plans. Notify me as soon as possible if you will be unable to attend a class period. Excessive excused absences (i.e., more than 1) and any unexcused absences will result in a full-letter grade reduction in your final course grade. While absences can be excused, late assignments are not. Each day an assignment is late will result in a half-letter grade reduction in the assignment grade. Students with Disabilities Reasonable accommodations will be made for students with verifiable disabilities. Student must register with Disability Services for Students at 1900 Student Health Center, Campus Box 7509,

2 Detail of Assignments: Case Papers The cases describe management and governance challenges. Prepare at least three double-spaced, 3 page maximum (12 point font, 1 inch margins) case papers. You may turn in four case papers for grading with only the three best counted for 40% of the final grade. The paper for a particular case is due the session that the case is discussed. Late papers will not be accepted. A high quality paper will show excellent understanding of course ideas and the case along with accurate application of appropriate frameworks and tools. It will offer a clear, direct analysis and wellargued position supported with course material. Use the papers to demonstrate your ability to assess a situation and strategize on how to improve it and avoid future problems. Acknowledge when you are making assumptions or predictions. Grading criteria and rating scheme are in the table below. The first TWO papers must be submitted by October 9, Case Paper Grading Criteria Excellent Very Good Good Fair Poor Demonstration of accurate understanding of case Application of ideas from course materials Argument behind/justification for positions Writing quality (engaging, concise, clear, grammatically correct, lack of spelling errors) Use of headings, tables, bullets, figures and other devices for efficiency and emphasis From Mary Tschirhart s Spring 2009 Syllabus Class Participation: The course requires active involvement. Students will interact to explore issues, apply ideas, and practice tools. Students who prepare and engage in the exercises and discussions will learn the most and positively contribute to the learning environment of their fellow students. Attendance in class is necessary but not sufficient for a good participation grade. Outstanding Contributor: Contributions reflect exceptional preparation. Ideas offered are always substantive and provide major insights and direction for class. Arguments are persuasive. If this person were not a class member, the quality of the discussions and exercises would be significantly diminished. Good Contributor: Contributions reflect thorough participation. Ideas are usually substantive, provide good insights, and sometimes direction for the class. Arguments are often persuasive. If this person were not in the class, the quality of the discussions and exercises would be diminished considerably. Adequate Contributor: Contributions reflect satisfactory participation. Ideas are generally useful and substantive but seldom offer a new direction for the discussion. Arguments are fairly well substantiated and sometimes persuasive. If this person were not in the class, the quality of the discussions and exercises would be somewhat diminished. Non-participant: This person has said little or nothing in the class. If this person were not a member of the class, the quality of the exercises and discussions would not be changed. Unsatisfactory contributor: Contributions reflect inadequate preparation. Ideas offered do not provide a constructive direction for the class and often are obvious or confusing. Integrative comments and effective arguments are absent. If this person were not a class member, valuable air time would be saved. Adapted from Shank and Govindarajan, Tuck School, Dartmouth College. Final Exam: The exam will consist of questions designed to reinforce key ideas and give students practice in articulating their knowledge and views on nonprofit management and governance. Students will be expected to demonstrate their understanding of course readings and lectures through their answers to exam questions. The exam will cover cases as well as other course material. The class will vote on whether the final is in class or take-home. 2

3 Project Paper and Presentation of Project: The course has project options described below. Student evaluations of the presentations will help in the determination of the grade assigned. The paper is due the last day of class. Papers and projects will be completed in groups of 2 students. OPTION A Interviews and Case Study For this project, interview two nonprofit leaders to identify situations faced by them as leaders of their nonprofit. They should tell you about a challenge handled well and one not handled well. No leader can be interviewed by more than one person in the class -- all interview choices must be cleared with me before interviews are requested. Choose one of the situations to present to the class. In the presentation, explain the situation without sharing the actual response to it. Ask the class what they think should have been done and why. Then present what happened along with your own and the leader s analysis of the response. Bring in support material that helps explain the situation and the effectiveness of the response. Your goal is to help the class learn through the situation you discuss. You should take about five minutes to share your story, five minutes for discussion, and four minutes to share what actually happened and collect final comments (total=fourteen minutes). For the paper, write about the four situations that your interviewees shared with you. Briefly summarize what you heard and then offer your personal interpretation and analysis of the stories. Do you think you would have handled the situations differently why or why not? Did what you learn in the interviews match what we have been learning in class? Why or why not? What are the connections to class topics? What lessons can be drawn from the stories? Your paper should be about fifteen pages (12 point font, double-spaced, 1 inch margins). OPTION B Business Plan or Grant Proposal Business Plan: Design a new nonprofit. Conduct research to justify the organization s creation. The plan should include: (1) title page; (2) executive summary; (3) corporation description; (4) market analysis, data; (5) services; (6) operations; (7) marketing plan; (8) board of trustees and members; (9) management and personnel; (10) funds required and expected use of funds; (11) financial statements and projections; and (12)appendices/exhibits. For the paper, present this material in about fifteen pages (12 point font, doublespaced, 1 inch margins). For your fourteen minute presentation, present your plan to the class (take nine minutes), and then facilitate discussion of your idea (for about five minutes). Your goal is to convince me and the class to endorse the creation of your nonprofit. Grant Proposal. Prepare a proposal for a new program for an existing nonprofit. Use existing facts on the nonprofit and cite your sources of information. All your information on environmental needs (program justification) must be from legitimate sources. The proposal should have the following components and be about fifteen to pages in length (double-spaced, 12 point font, 1 inch margins): (1) executive summary, (2) statement of need, (3) project description, (4) budget, (5) organization information, (6) conclusion (for instructions, see rse/index.html). For your fourteen minute presentation, take nine minutes to present your idea to the class, and then five minutes to facilitate discussion of it. Your goal is to get me and the class to endorse your proposal. 3

4 Academic Integrity Students should familiarize themselves with the university policies regarding academic policy found in the Code of Student Conduct ( that apply to this class. If you have any questions regarding this policy, please feel free to discuss with me. To: PBS, Nonprofit Certificate, and Graduate Students in Public Administration Courses Public Administration faculty members have observed that some students may be unsure of what constitutes academic dishonesty. The following statement (used with permission) describes a range of behaviors that constitute academic dishonesty Plagiarism, or presenting another s works or ideas as one s own, is a form of stealing. The instructor reserves the right to examine any source used by the student before giving a grade on a paper, and to give an incomplete in the course if necessary, to allow time to obtain sources. Students should be prepared to show source material to the instructor for the purpose of verifying information. Academic dishonesty will not be tolerated. Academic dishonesty includes the following offenses: 1) Claiming as your own work a paper written by someone else (including unpublished papers). 2) Turning in a paper that contains paraphrases of someone else s ideas but does not give proper credit to that person for those ideas. 3) Turning in a paper that is largely a restatement in your own words of a paper written by someone else, even if you give credit to that person for those ideas. The thesis and organizing principles of a paper must be your own. 4) Turning in a paper that uses the exact words of another author without using quotation marks, even if proper credit is given in a citation, or that changes the words only slightly and claims them to be paraphrases. 5) Turning in the same paper, even in a different version, for two different courses without the permission of both professors involved. 6) Using any external source (notes, books, other students, etc.) for assistance during an in-class exam, unless given permission to do so by the professor. Kendra Stewart et al., Columbia College Further details on academic integrity are in NC State University s Code of Student Conduct ( The public administration faculty has agreed that violations of academic integrity must have consequences. Consequently, students who cheat (behaviors cited in point 1 and 6 or similar behavior) may receive at least an F in the course; other forms of dishonesty, similar to those covered in points 2 through 5 may result in at least a 0 for the assignment. 4

5 Course Schedule: Date Topics Readings Things Due Curti (1990) 8/21/12 Gronbjerg & Clerkin (2005) Introduction: Mapping the Nonprofit Sector Comparing c3, c4, c6, & c7 Tax Exempt Org. Reference Chart 8/28/12 Theories of the Nonprofit Sector 9/04/12 Board Governance 9/11/12 Executive Leadership 9/18/12 Volunteers & Staff 9/25/12 Strategy Berger & Neuhaus (1971) Salamon (1987) Steinberg (2006) Clemmens (2006) Roelfs (1995) Renz (2004) Axelrond(1994) Carver (2005) Governance Model Comparisons NAACP Herman & Heimovics (2005) Adams (2002) Wolfred (2002) Casey Foundation (2004) Milofsky & Morrison (1995) Brudney (1994) McCurley (2005) Canadian Centre for Philanthropy (2002) American Red Cross Oster (1995a) Oster (1995b) Lindenberg (2001) CAPCOR NAACP: opportunity for case At the end of the case, what still needs to happen to help prevent future ineffectiveness and why? Milofsky & Morrison: What next steps do you recommend for the WRWC and why? American Red Cross: What recommendations, justified with course material, do you have for recruitment and retention of American Red Cross chapter volunteers? CAPCOR: opportunity for case Why is CAPCOR having difficulty building a coalition? What should be its next steps and why? 5

6 10/02/12 Accountability and Effectiveness 10/09/12 Product & Service Mix 10/16/12 Ethics, Crisis Management, & Public Relations Murray (2005) Kaplan (2001) McCambridge (2006) Clerkin (WIP) NPOWER Case A For skimming: NPower Prospectus (actual start-up business plan) Andreasen & Kotler (1995a) Andreasen & Kotler (1995b) Replication & Program Services (1994) Olenick & Olenick (1991) NPOWER Case B Smith, Bucklin, & Associates (1994) Lauer (1994a) A Well-Known Foundation s Interview Tips- Talking Back to the Media Lauer (1994b) Statement of Values and Codes of Ethics for Nonprofit and Philanthropic BBB s Standards for Charity Accountability Sample Policy on Conflicts of Interest and Disclosure of Certain Interests Jeavons (1994) Shark Fundraising at the Foundation For Skimming: 1) Tool Kit: Media Relations: How to Earn Press Coverage for Your Organization NPOWER Case A: How should the effectiveness of NPower be judged at the end of one year? Create a draft of a balanced scorecard for use by NPOWER. NPOWER Case B: What advice do you have for Joan on NPower s new opportunities? Shark Fundraising at the Foundation: How serious is each aspect of the Shark s attack? What recommendations for next steps can you offer and defend? 6

7 10/23/12 10/30/12 Policy, Advocacy, & Lobbying Cooperation & Interorganizational Relationships Smith, Bucklin, & Associates (1994) Advocacy in Action Fenton Communications (2009) Berry (2001) Appalachian Mountain Club: For Skimming: 1) Tool Kit: Election Activities for 501(c)3 Charities Shaw (2003) Golensky & DeRuiter (2002) Worth, Chapter 13 (2009) Voss, et al (2000) Gazely & Brudney (2007) Social Venture Partners Appalachian Mountain Club: What, if any, are appropriate and promising strategies for AMC to use to involve its members and chapters in advocacy activities? What would you recommend and why? Social Venture Partners: opportunity for case Does supporting expansion and replication fit into the SVP mission? If so, does it make sense to create a shared organization to nurture the replication efforts? Carother (1999) Annan (2004) 11/06/12 Muukkonen (2009) Stimuli for a Better Society: Foundations and INGOs Lindenberg (1999) Piller (2007) Collingwood & Logister (2005) 11/13/12 Project Work Day Project Work Day Project Work Day 11/20/12 11/27/12 12/11/12 Final Exam Final Exam Final Exam 7