|Strategic Planning |
This course focuses on the conceptual knowledge, technical skills, and critical leadership necessary to develop and implement an effective strategic plan. Understanding the connection between strengths, weaknesses, opportunities, and challenges within organizations as well as external environments forms the basis for successful priority-setting. The relationships between planning, implementation, and feedback systems are examined within the context of dynamic socio-economic, cultural, and political forces. Students apply key principles to case studies as well as problem-posing sessions with human service organizations.
- Formulate the mission, vision, and priorities of an organization to ensure the core beliefs and values of its constituents, staff, volunteers, donors, board of directors, and executive director.
- Generate scenarios that anticipate and assess changes in society, stakeholders, and funding sources in order to strategically shape program, personnel, policy, and fiscal development.
- Facilitate information-gathering and participatory decision-making processes that foster communication, build consensus, and form alliances.
- Design and implement a strategic management plan to establish organizational adjustments within systematic cycles of board development, fiscal management, marketing research, and on-going program evaluation.
This course in program evaluation exposes students to current concepts, models, and strategies used to evaluate human services programs. The primary focus of this course will be on the use of evaluation models used in qualitative evaluations. Students will focus on contemporary theorists and evaluate the extent to which assessment models can be used to appraise program outcomes.
- Students will be able to identify, discuss and contrast the major contemporary evaluation theories.
- Students will understand how to design and implement basic formative and process evaluations.
- Students will be able to develop, contrast and assess the role of goals, objectives and benchmarks in program evaluation.
- Students will be able to demonstrate knowledge of designing qualitative evaluation studies.
- Students will be able to demonstrate basic knowledge of interviewing techniques, data analysis, data interpretation and data presentation.
- Students will understand and be able to describe the social, political and policy related pressures that influence program evaluation.
|Staffing, Supervision, and Human Resource Management |
This course focuses on skills and knowledge necessary in staffing, supervising, and managing human resources in organizations. Emphasis is on supervisor’s understanding the relationship of human resources as a strategic partner while identifying, and responding to, training needs, selecting, evaluating, motivating, promoting, compensating, and terminating of staff.
- Compare and contrast principles of planning, organizing, staffing, and controlling as practiced by supervisors.
- Evaluate workplace theories on methods utilized by supervisors to cope with diversity, conflict, or change and innovation.
- Develop methods to discriminate between and critique practices for stimulating individual and group performance in the workplace.
- Develop effective techniques necessary for recruitment and interviewing skills.
- Demonstrate knowledge regarding employment laws and harassment prevention while working as a supervisor.
- Develop techniques to evaluate employees’ performance while administering positive discipline.
Ethical Competence in Management and Leadership
This course explores what makes for ethical competence in decision-making, policy-making, and ensuring rights and benefits for clients and staff. How hierarchical arrangements, current laws, and one’s understanding of professionalism promote and/or inhibit ethical choices are examined. Ethical dilemmas faced by leaders and their impact on the organization and broader community are investigated through case studies and critical thinking through dialogue.
- Conceptualize an understanding of how the design of an organization may support or inhibit practitioners making ethical decisions.
- Demonstrate a greater capacity for seeing issues from different perspectives and identifying sources of bias when making ethical judgments.
- Articulate an understanding of the major issues (e.g., Americans with Disabilities Act, Immigration Law) surrounding human service employees and clients.
- Compare and contrast the concepts of ethical competency and professionalism.
- Asses one’s own ethical competence and discern how to best strengthen this capacity.
- Analyze the decision-making and policy-making processes within one’s own organization within an ethical framework.
- Identify ways to enhance the capacity of ethical competence within the nonprofit and public administration environments.
|Fiscal Management |
This course focuses on skills needed to operate an agency with multiple funding sources. The course covers budget development, cash flow management, financial projections, annual reports/audits, grant applications and the use of financial tools to evaluate the fiscal health of an organization. Students analyze the influences of local, state and federal government policies and regulations and learn the importance of sound fiscal policies and grant management.
- Develop a working knowledge of sound leadership and ethical business practices required of nonprofit organizations.
- Understand fiscal tools and management skills necessary to operate a nonprofit organization.
- Develop mock budgets, fundraising plans, grant projects, cash flow projections and long-range mission plans.
- Evaluate and identify social entrepreneurial programs that satisfy market opportunities.
- Analyze case studies to explore possible solutions that illustrate sound fiscal management and systemic improvements.
- Understand nonprofit reporting requirements such as annual audit, filing IRS Form 990, and other state and federal regulations governing nonprofit accountability.
Advocacy and Policy Analysis
Policy formulation, policy analysis and advocacy are on the same continuum of skills necessary to lead human service organizations. Organizational leaders in the human service field need to understand the process of public policy making, its links to local, statewide and federal legislative processes. Advocates must understand how public policy is formulated, as well as having a clear grasp of the strategies to effect change. Such strategies involve determining specific advocacy activities, targeting and public education.
- Students will be able to determine what beliefs, values, and interests lie behind the public policies and the advocacy strategies.
- Students will develop a framework for analyzing social policies in ways that can guide community action.
- Students will develop strategies and approaches to policy change, including where and when to intervene.
- Students will have the advocacy knowledge and skills necessary to develop a solution to an issue, and then adequately present that elucidation in the appropriate forum.
- Students will demonstrate the skills to sort through issues by determining priorities that the student establishes because of an interpretation of situations involving agency, legislative, legal, and community advocacy settings.
|Cohort-chosen Elective |
Together the Bricks and Clicks cohort will choose two online elective courses. Recent elective courses in the Organizational Management and Leadership concentration include Power and Accountability, Management Information Systems in Human Services, Grantwriting, and Conflict in the Workplace.
This course prepares students to address conflict in the workplace by providing an opportunity to first analyze conflict and then develop individual and organizational strategies for addressing it. Students draw on insights from related MOML courses as well as from real-life experiences. Self-reflective exercises and interactive, experiential learning activities are used to develop analytical and practical skills for understanding and addressing conflict.
|Leadership: A Lifelong Journey |
Participants explore historical and contemporary models of leadership and management and compare them to their own assumptions and experience within a context of unequal power relations and ongoing struggles for social justice. Participants reflect upon their own social
background, culture, and identity to better understand their own and others’ strengths and evolving approaches to leadership and change. Participants assess their own purposes, values, capacities, and challenges to guide their journey through the program and beyond.
- Analyze ways that race, class, gender, culture, age, sexual orientation, physical ability, spirituality and religion, and power relations help to shape one’s identity, leadership orientation, and potential challenges.
- Compare and contrast and critically evaluate a range of historical and contemporary models of management and leadership, including their assumptions about the appropriate purposes of leadership/management and power relations, and compare with your own experience, inner assumptions, and evolving approach.
- Explore the key roles, functions, capacities, qualities, knowledge and skills required by different approaches to management and leadership (including a transformative social justice and Humanics model), and connect these theories to practice within specific organizational and community contexts.
- Develop your own vision of leadership and management and a specific learning plan to strengthen your capacities to fulfill that vision within the MOML Program of study and beyond.
Graduate Project I
Graduate Project I is the first in a 4-course required sequence for students in the OML concentration, who will be conducting a qualitative research study. In this first course, students are introduced to the principles of research, including research terminology, methodology, development of a research question, assessing research articles, and learning the basics of APA format.
- Explore and demonstrate an understanding of basic research traditions.
- Understand common research methodology terms.
- Identify dimensions of “communities”.
- Understand community involvement in research, such as, the involvement inherent in participatory action research.
- Demonstrate a basic understanding and application of APA writing style.
- Become a “consumer of research” by demonstrating the ability to select research articles on a topic of interest, and critique/evaluate those articles.
- Formulate a research question in a chosen area of interest.
- Develop a preliminary literature review in the area of interest identified in the research question.
- Demonstrate information literacy through various methods such as using the Babson Library in completing the literature review, Manhattan Virtual Classroom, and gathering pertinent information on the community involved in the research question.
|Building Multicultural Communities and Organizations |
This course examines cultural diversity in today’s environment based on such factors as race, gender, class stratification, age, ability status, religion, and sexual orientation. Students examine various approaches toward multiculturalism with the purpose of understanding the complexity and developing competency in its application to personal, organizational, and community development.
- To develop theoretical frameworks for understanding, analyzing and identifying the different, complex and compound forms of multiculturalism that shape organizations.
- To demonstrate a deeper affective understanding of the impact of multiculturalism on one’s own life and the lives of others.
- To apply information from the Multicultural Organizational Development model to real life applications in organizations or groups in the workplace.
- To develop and apply a code of professional conduct for human service professionals that serves as a foundation for multicultural organizations.
- Demonstrate an advanced knowledge and ability when applying multicultural competencies in both service organizations and communities.
- To develop a deeper affective understanding of the impact of oppression on one’s own life and the lives of others.
- To recognize and analyze how dynamics of oppression undermine efforts to build multicultural organizations.
Graduate Project II
This course continues the work begun in Project I. Students refine and choose an appropriate research question/focus to guide their project. Students develop a methodology to conduct their research, including any data collection protocols such as surveys, questionnaires, observations, focus groups, or interviews. The ethics of conducting good research are examined, and students complete and submit their “Institutional Review Board” (IRB) proposal for approval.
- Refine and select an appropriate research question.
- Develop a preliminary proposal for assessment of the community under study in the project, which may include interviews with key community members, and history of the issue in the community.
- Develop a detailed action plan for collection of data.
- Understand the ethics in conducting good research.
- Complete and submit IRB forms.
- Continue development of the literature review.
- Identify sources and procedures for gathering information pertinent to the research question.
|Economics and Social Change |
The course content examines historical and contemporary perspectives regarding the causes and consequences of economic inequities within the United States and around the world, to include analyses of various ideologies and justifications that support existing political economies. Students have the opportunity to formulate their own ideas about what constitutes a just economic system, defend their theses regarding changes necessary to create such a system, and identify steps toward greater economic justice already being taken at local, national, and/or international levels.
- Understand the historical development of the current U.S. economic system.
- Understand key structural and social factors that help to maintain inequities in various economic and social orders, emphasizing such concepts as the sexual division of labor, race and ethnicity, and class.
- Explain the difference between monetary policy and fiscal policy, and their impact on local, national and international economics.
- Evaluate the cultural values, psycho-social dynamics, and ideological themes that infuse and reinforce alternative economic systems and policies.
- Develop an individual perspective regarding key components of a just economic system, with particular attention to issues of globalization.
- Evaluate the potential for human services practitioners to positively impact processes of change, taking into account both global and local factors of economic development.
Graduate Project III
The third in a four-course sequence, Graduate Project III is considered the “action” term of the project. In this course, students engage in data collection in their community, as defined by their research methodology, and refine strategies as appropriate. Students begin to reflect on the impact of their research on their community of interest.
- Finalize the literature review portion of the final project paper.
- Analyze, summarize, and discuss results of the community assessment.
- Conceptualize the final paper and presentation.
|Organizational Change and Development |
This course examines how leaders can promote the deliberate growth and development of their organizations. Basic elements of organizational analysis, organizational behavior, organizational communications, and organizational development, with an understanding of how organizational culture permeates all of these, will be examined in relation to their use by leaders to promote more effective, efficient, and socially responsive organizations.
- Explain communication networks in organizations and how they affect growth and change.
- Demonstrate an understanding of some of the major fields of thought and process of organizational analysis, organizational behavior, and organizational development.
- Recognize the elements of organizational culture and how it influences what occurs in an organization, including its potential for either positive or negative impact on organizational growth and change.
- Demonstrate an ability to identify organizational problems, and conceptualize alternative and creative solutions to these problems.
- Identify ways in which students, as leaders in their organizations, can become change agents to promote growth and change.
- Conceptualize the interconnectedness between the content of other courses in the OML concentration (e.g., strategic planning, leadership, financial management, program evaluation) and organizational change and growth.
Graduate Project IV
In this, the last course in the graduate project sequence, students complete all data collection and synthesize the results of their study. This synthesis is presented in both a final research paper and presentation to faculty, students, interested community members, and other stakeholders.
- Complete data collection.
- Review data collected.
- Consider the impact of the project on the participants, including the community and the researcher.
- Construct and submit a written report on the results of the project.
- Design and deliver a professional presentation of the results of the project.