Instructors: Professors Orlaith McCaul PhD and Yvonne Harrison PhD Skype: orlsmc Phone: (613) (Cell)

Transcription

1 Instructors: Professors Orlaith McCaul PhD and Yvonne Harrison PhD Skype: orlsmc Phone: (613) (Cell) Classroom: River Building 3220 Class Times: July 7 th -11 th Mornings July 14 th 18 th Afternoons Welcome to the Nonprofit Governance and Leadership course. This course examines the ways nonprofit boards and the volunteers that serve on them add positive value to their organizations. It also examines common issues that challenge board and volunteer effectiveness. The course covers the governance environment where boards and the leadership volunteers that serve on them operate. The course focuses on what boards and volunteers do and how they do it to maximize nonprofit organizational effectiveness. The aspect of the course that covers the what is the formal roles and responsibilities of boards whereas the how refers to the formal and nonformal approaches taken to carry out their roles vis a vis the organization management. In addition to the what and how, the course covers the who of nonprofit leadership with particular emphasis on the competencies of highly effective boards, leadership volunteers, board chairs, and board-centered chief executive officers. REQUIRED TEXTS Chait, R., Ryan, W. P. and Taylor, B. E. (2005). Governance as Leadership, New Jersey: John Wiley & Sons Gill, M. (2005). Governing for results: A director s guide to good governance, Victoria: Trafford. Cornforth, C. and Brown, W. (2013). Nonprofit Governance, Innovative Perspectives and Approaches, Abington, Oxon, Routledge Murray, V. and Harrison, Y.D. (July 2012). Guidelines for Reviewing Board Performance and Board Check-Up Results, Author, accessible online at RISON%20GUIDELINES%20FOR%20REVIEWING%20BOARD%20PERFORM ANCE%20FINAL%20UPLOAD.pdf

2 COURSE GOALS, LEARNING OUTCOMES, AND LEADERSHIP COMPETENCIES The goal of this course is to enable participants to be competent, self aware and capable of helping people, teams, and organizations achieve higher levels of effectiveness. The learning outcomes below include the measureable things that you will do (means) in the course as well as results (ends) from learning. To reflect critically on issues, situations and events in order to gain mastery of governance concepts. To engage in the course by discussing issues, situations, and events and making persuasive oral and written arguments for courses of action based on evidence. To appropriately apply knowledge in written assignments, class facilitation exercises, and tests. To develop leadership competency. The following leadership competencies will serve as a guide for the development of the behaviors and skills expected of professional nonprofit sector managers and leaders: 1. To lead and manage in nonprofit governance. a. Plan and manage projects, both individually and in teams, to meet goals b. Prioritize activities in a manner consistent with goals; and c. Coordinate actions recognizing competing interests of the individuals, groups, and organization(s) involved. 2. To participate in and contribute to the policy process. a. Promote improvement by developing new insights and innovations; b. Align policy objectives and priorities with their organization s mission and values; c. Participate in the development of networks spanning organizational to build strategic relationships to achieve goals; and d. Balance conflicting interests and demands from multiple constituencies. 3. To analyze, synthesize, think critically, solve problems and make decisions in nonprofit governance. a. Analyze information to define and evaluate problems. b. Identify potential solutions to problems. c. Communicate recommendations in a profession manner that is well documented and will stand up to scrutiny.

3 4. To articulate and apply a public service perspective. a. Promote principles of equity, representativeness, responsiveness, transparency and fairness. b. Demonstrate these values in interactions with diverse constituencies; and c. Act in a manner that i. demonstrates a sense of duty, ethics, and integrity ii. minimizes conflicts of interest, and iii. builds public trust 5. To communicate and interact productively with a diverse and changing workforce and citizenry. a. Present information in writing and orally, that is concise, accurate, clear, and informed by evidence. b. Tailor presentation to diverse audiences. c. Pursue, develop, and weigh diverse perspectives; and d. Demonstrate civility, sensitivity, and respect for others. LEARNING ACTIVITIES Five learning activities have been designed to help you meet the learning outcomes for the course: 1. Team-Based Learning Readiness Assurance Tests (5 % RAT X 4 = 20 %) 2. Nonprofit Governance Facilitated Chapter Discussions (in pairs X 1 = 15 %) 3. Nonprofits and Governance Paper (1-20 %) 4. Professional Consulting Report and Recorded Presentation (45 %) 1. TBL READINESS ASSURANCE TESTS (4 RATS) 20 % Total RAT 1 (2.5 % individual (irat); 2.5 % team (trat)) RAT 2 (2.5 % individual (irat); 2.5 % team (trat)) RAT 3 (2.5 % individual (irat); 2.5 % team (trat)) RAT 4 (2.5 % individual (irat); 2.5 % team (trat)) Team-based learning is an in-class learning activity that consists of in-class Readiness Assurance Tests (RATS) (multiple choice quizzes based on the readings) and 4-S (Significant problem, Same problem, Specific Choice, Simultaneous Report) learning activities that test knowledge and application of course concepts. TBL as an instructional strategy is a good fit for the governance course given boards are comprised of individuals who are expected to meet specific duties (e.g. to be informed, take care and be loyal) as board members yet have no authority to make decisions as authority for decision-making rests with the board. At the beginning of week one there will be a practice RAT. We will then have four assessed RATs during the course. The RATS will make up 20 % of your course grade meaning each RAT will be worth 5% (1/2 of this will be made up of your individual score (2.5%) and!/2 of which (2.5%) will be made up of your team RAT scores). The following is a description of what you can expect during an in-class RAT.

4 You will answer a short closed book quiz (10 to 20 questions) based on the assigned readings. You will have an opportunity to take the quiz again, though this time as part of a team. Scratch cards will be used to score team answers. 10 points for a correct answer; 6 points for a correct answer on the second try; and 2 points on the third try. No points will be given for a fourth try. Incorrect answers can be appealed in writing during the time allotted for test. There are two types of appeals appeals based on facts or evidence-based or appeals based on question ambiguity. In both types, the appeal must be clearly and cogently stated/argued with supporting evidence (e.g. source and page number if an evidence-based appeal). RATs are always followed by a learning activity with simultaneous reporting (everyone answers at the same time). TBL is particularly useful for knowledge comprehension. It also helps faculty focus in class time on complex concepts. Note: RATs test concepts from content covered up to the day of the RAT. No RAT will test concepts covered on a previous RAT. 2. NONPROFIT LEADERSHIP FACILITATED DISCUSSIONS 15 % Total Another method for course learning is the Facilitated Discussion. This learning activity involves facilitating a small group discussion and in-class learning activity based on a chapter in the Cornforth and Brown text. Generally, discussants are considered to have expertise in a subject matter. Your job is to read the chapter, become knowledgeable about it, and facilitate an inclass discussion and activity that communicates the theory and practice implications. In addition to increasing knowledge and understanding of a subject/topic by hearing differing perspectives and points of view about it, the FD increases group facilitation skills, a competency of nonprofit leaders. In sum, this in-class learning activity will develop knowledge and skills as well as opportunities to discuss strategies for developing nonprofit leadership competency in your assigned board. Each student will facilitate a small group chapter discussions and class learning activities related to the topic. Evaluation will be based on the quality of the discussion learning activities. NLFD OUTLINE AND SUPPORTING DOCUMENTS DUE the day of the facilitation. 3. NONPROFITS AND GOVERNANCE PAPER 20 % Total Write a short three to four page1.5 spaced paper on nonprofits and governance that answers the following questions: What is the nonprofit sector (what does it consist of) and why does it exist (theories)? What are the different types of nonprofit corporations? What function/purpose/value do they serve? What is nonprofit governance? How is it different from for-profit corporate governance? What are the characteristics of nonprofit governing boards? How is nonprofit different from for profit boards?

5 What are some of the key regulatory issues facing nonprofit organizations in Canada? Be sure to include an introduction and conclusion that summarizes what you learned about nonprofits and governance through the paper. Upload to Assignment Drop Box in CU Learn. DUE: July 6th 5. BOARD EFFECTIVENESS ASSESSMENT REPORT AND RECORDED PPT PRESENTATION (45%) Prepare a ten-page board effectiveness report based on data that will be provided to you. 1. Introduction to the assessment and organization of the report. 2. Background on the board and organization, including context and any internal and external environmental challenges and opportunities it faces. 3. Conceptual framework for board effectiveness and a description of the key governance concepts assessed. 4. Description of the methodology for assessing board effectiveness (e.g. online survey and procedure). 5. Synthesis of board effectiveness assessment findings, including identification of board effectiveness strengths and weaknesses and comparison of results over time (last year in this case). 6. Comparison of findings to other participating boards. 7. Discussion of significance of findings from a review of the literature with a particular focus on the type of organization and board you are assessing (i.e. to put the findings in context). 8. Recommendations to enhance the effectiveness of the board. 9. Implications of board ineffectiveness. Prepare a 15-minute client-based professional presentation based on the report. The presentation should be told as a story of what you did, what you found, including changes from previous assessments, and recommendations for improvement. FINAL REPORT AND RECORDED PROFESSIONAL PRESENTATION Due TBD Your grade will be based on the quality of your final written report and recorded presentation. 45 % OF GRADE COURSE SCHEDUE The course schedule communicates the meeting dates, readings and learning activities. Updates to the reading list below may be made from time to time. In most cases, updates to the reading list will be announced in class or through . Day Topics Readings 1 1. Course Overview Salamon, What is the Nonprofit Sector

6 2. Nonprofit Organizations 3. Nonprofit Governance 2 1. Governance Context 2. Approaches and Frameworks 3. Patterns of Board Behavior 3 Boards and Organizational Governance Issues that Challenge Boards: Meetings 4 Board Responsibilities Basic, Planning Performance Assessment and Fundraising Roles 5 Leadership on the Board Leadership Board and why do we have it? (BB) McCambridge, R, Underestimating the Power of Nonprofit Governance (BB) Renz & Andersson (2013), Nonprofit Governance (C&B, Chpt. 2) Gill, Governance Basics pp ; Legal Framework, pp Guo, Metelsky, & Bradshaw (2013), Out of the Shadows: Nonprofit governance research from democratic and critical perspectives (C&B, Chpt. 3) Chait, Chpt. 2, Problem Boards or Board Problems? Gill, Signs of a Board in Trouble, 9-13 Gill, Essential Board Tasks and Models of Boards, p ; Chait et al. Chpt. 3, Type I Governing Reid (2013), Beneath the Surface and Around the Table, Chpt. 7 in C&B. Reviewing Board Performance, p. 1 Reviewing Board Performance, Board Meetings Chapter Joyaux, S. (2013) What to talk about at your board meetings, access from NPQ at oice/21574-what-do-you-talk-about-atyourboard-meetings.html Gill, Board Responsibilities Framework pp , Chait, Chpt. 4, Type II Governing Hough, McGregor-Lowndes, and Ryan, Board Monitoring and Judgement as Processes of Sensemaking, Chpt. 8 in C&B. Reviewing Board Performance, Chapters 1-4 Chair, Holland, Taylor (1996), The New Work of the Board Axelrod, Board Leadership Harrison and Murray (2013), The Role and Impact of Chairs of Nonprofit Boards Chpt 4 in C &B.

7 6 Human Side of Governance and Board Culture 7 Structures and Processes Composition and Development 8 Board Members as Volunteers and Governing Volunteerism 9 Making Boards and Governance Work 10 TBD Reviewing Board Performance, Leadership Chapter Chait, Chpt 6, Type III Generative Governing Chait, Chpt 5, Type III Generative Thinking Beck (2013). Learning to be, learning about: A socio-cultural learning approach to board practice, Chpt. 6 in C&B Reviewing Board Performance, Culture Chapter Gill, Structuring the Board and Committees, pp Mullins, D. (2013). The Evolution of Corporate Governance Structures and Relationships in English Housing Associations, Chpt. 11 in C&B Reviewing Board Performance, Structures and Processes Chapter Chait, Chpt 7, Working Capital That Makes Governance Work Fredette and Bradshaw (2012), Social Capital and Nonprofit Governance Effectiveness Bradshaw and Inglis, Diversity on Nonprofit Boards: Rethinking Frameworks, Conference Paper Herman, Board Members of Nonprofit Organizations as Volunteers Brudney and Hager, Calculating the Net Benefits of Volunteerism Gill, How Boards Work, The Four Pillars of Excellence, pp Stone, Crosby, and Bryson (2013). Lessons for Governance Research and Practice: Examining Behavioral Processes and Conceptual Resources. This course was designed by Yvonne Harrison. A NOTE ON THE EVALUATION SYSTEM

8 The School of Public Policy and Administration adheres to the Carleton University grading system for graduate program, which can be interpreted in the following way (note that a B- is normally considered the minimum grade to credit the course to a graduate program): Letter CU Description % Explanation Grade #s Ranges A+ 12 Outstanding For written work, virtually publishable. Demonstrates exceptional evaluative judgment, outstanding critical thinking, and mastery of technical as well as literary aspects of writing. A 11 Excellent Demonstrates superior grasp of material, very strong critical thinking, and capacity to understand and extend underlying patterns. A- 10 Very Good Demonstrates strong grasp of material, its component parts, and capacity to analyze their relationships to each other. B+ 9 Good Demonstrates clear understanding of material and ability to apply concepts. Written work is competent. B 8 Satisfactory Satisfactory, but below average. Demonstrates comprehension of material, reasonable but not strong analytical capacity, with limitations in the ability to apply concepts. B- 7 Barely Adequate C+ 6 Less Than Adequate Clearly below average. Demonstrates comprehension and understanding, with limited capacity for application. Communication skills problematic Did not demonstrate an adequate understanding of the material or the ability to apply the concepts. Writing and/or presentations show serious problems. C to D- Failure Grades in this range indicate work that is passable in some respects but does not meet the standards of graduate work.

9 F Failure Did not meet minimal requirements. UNIVERSITY POLICY ON ACADEMIC INTEGRITY Plagiarism is an instructional offence that occurs when a student uses or passes off as one s own idea or product work of another person, without giving credit to the source. The punishments for plagiarism at Carleton are significant. You could fail the course, or, under certain circumstances, be expelled from the university. If you are using someone else s words in a quotation refer to the source in a footnote or bracketed reference. If you are paraphrasing someone else s text (that is, not quoting directly, but closely following the line of argument), refer to the source just as you would for a quotation, except that quotation marks are not used. If you are using someone else s ideas, acknowledge this in a footnote, or by a clear reference in the text of your essay. Material copied from the Internet must be treated like material from a book or any other source. If you are quoting a source you found on the Internet, use quotation marks and refer to the location of the item (name the website; identify the electronic journal and issue, etc.) just as you would for a quotation from printed material. If you are paraphrasing material or borrowing ideas from an Internet source, the source must be identified in a footnote, just as a quotation would be. Excellent software is available for locating material that might have plagiarized from the Internet, and it will be used. Academic Accommodation You may need special arrangements to meet your academic obligations during the term. For an accommodation request the processes are as follows: Pregnancy obligation: write to me with any requests for academic accommodation during the first two weeks of class, or as soon as possible after the need for accommodation is known to exist. For more details see the Student Guide Religious obligation: write to me with any requests for academic accommodation during the first two weeks of class, or as soon as possible after the need for accommodation is known to exist. For more details see the Student Guide Academic Accommodations for Students with Disabilities: The Paul Menton Centre for Students with Disabilities (PMC) provides services to students with Learning Disabilities (LD), psychiatric/mental health disabilities, Attention Deficit Hyperactivity Disorder (ADHD), Autism Spectrum Disorders (ASD), chronic medical conditions, and impairments in mobility, hearing, and vision. If you have a disability requiring academic accommodations in this course, please contact PMC at or pmc@carleton.ca for a formal evaluation. If you are already

10 registered with the PMC, contact your PMC coordinator to send me your Letter of Accommodation at the beginning of the term, and no later than two weeks before the first inclass scheduled test or exam requiring accommodation (if applicable). After requesting accommodation from PMC, meet with me to ensure accommodation arrangements are made. Please consult the PMC website for the deadline to request accommodations for the formallyscheduled exam (if applicable).