The major international governmental and nongovernmental organizations and their activities are discussed with reference to their global co-coordinating, advocacy, service, and research functions. Attention is also given to the work of international professional associations.
James Woolever and Jim Kelly
The study of leadership has a long history in disciplines outside of social work. Theorists have struggled with a myriad of definitions of leadership, as well as trait, behavioral, and situational leadership models. They have identified leadership types from transformational and charismatic to motivational. There has been much speculation and some study of the traits and characteristics of effective leaders, as well as effective leadership styles, abilities, and practices. Social-work theorists have contributed to this field by identifying the critical and unique characteristics of social-work leadership, such as adherence to social-work norms and orientation to the needs of disadvantaged groups. In the early 21st century, social workers have begun to elaborate technologies for creating tomorrow’s leaders through practices such as formal training, mentoring, and peer networking. There has always been, and will be, a critical need for leadership in social-work endeavors. Leadership development can be viewed from two perspectives: the individual and organizational. From the individual perspective, the system begins with a critical assessment of the individual’s strengths and limitations, along with the opportunities and threats for professional growth. Ultimately, the organization is responsible for providing resources to enable individual development. The long-term goal is to implement a developmental mind-set throughout the organization. Leadership development must be intended for all employees, not just a select few. Both individual and organizational job performance are ultimately dependent on the leadership developmental structures embedded within each organizational unit. The issue at hand is designing and delivering leadership development programs that meet the leadership requirements for today’s complex, yet changing organizations.
Darlyne Bailey, Katrina M. Uhly, and Jessica Schaffner Wilen
The concept of leadership has evolved from focusing on innate abilities, to learned skills, to recognition that leadership is composed of both skills and abilities. Recently, theorists and practitioners have identified core elements of leadership for social-work organizations. These elements encourage social-work leaders to understand their organizations as living systems within an interdependent world and aid them in connecting humanistic intentions with effects. Acknowledgment and enactment of these competencies secure skills of communication and guidance needed for engagement in dialog and action. Social-work students and leaders can learn and hone these qualities in social-work programs, schools, and professional development opportunities for effective leadership in the field.
Craig Winston LeCroy
Logic models have become a critical feature of program planning and evaluation. Using a logic model framework provides a visual summary that shows the relationship between the program’s resources, activities, outputs, and outcomes. The logic model is a tool that helps individuals see the interrelationships between the different components of a program. By using logic models, program planners and evaluators can more effectively examine a program’s theory and logic. The logic model tool highlights the program’s underlying theory, the service activities, and the organizational structure for accomplishing program outcomes. The process of developing a logic model assists developers and evaluators and other stakeholders in understanding a program’s assumptions and evaluating the logical links between what programs are doing and the outcomes they hope to achieve. Because of their utility logic, models have become widely used in social service programs.
Dorothy N. Gamble and Tracy M. Soska
“Macro practice” is identified as social work with communities, organizations, and inter- and intra-organizational groups engaged in progressive maintenance or change strategies. Social workers in macro practice engage in planning, organizing, development, collaboration, leadership, policy practice, advocacy, and evaluation. In 2010, the Association of Community Organization and Social Administration (ACOSA) defined competencies expected of people doing this work. ACOSA identified two separate but related sets of competencies: one based on the literature found in its sponsored journal, The Journal of Community Practice, and a second derived from 10 competencies elaborated on in the Council on Social Work Education’s (CSWE) Educational Policies and Accreditation Standards. Identifying competencies defines knowledge, values, judgments, and skills that social workers doing macro practice should address. Evaluating competencies can be determined by educational programs, service organizations that employ macro practitioners, or by the practitioners themselves as they move through their career in social work.
Rino J. Patti
This entry provides a broad introduction to management or administration, one of the methods of practice employed by social workers to achieve professional and organizational objectives. The contributions of management to the human services, the history administration as a practice in social work, and the evolution of education for management are traced. Management is defined and the roles and functions performed by practitioners are addressed as well as the theoretical perspectives they draw upon in the performance of their craft. Finally, major issues and likely future developments in this field are reviewed.
This entry reviews major intraorganizational and extraorganizational management strategies found in the prescriptive as well as empirically based literature that promote organizational effectiveness and responsiveness to clients. Obtaining support and stakeholder management constitute two major areas for extraorganizational practices.
Among the most often discussed targets for intraorganizational management interventions are leadership practices, board practices, organizational culture, organizational structure, and worker attitudes.
Roger A. Lohmann and Nancy Lohmann
There has been a quiet revolution in financial management practice in social agencies in recent decades, symbolized by the transition from fund to enterprise accounting and increasing recognition of the “third sector” of the social economy. The traditional voluntary agency model of donations has been joined by grants, performance contracts, “managed care,” and an array of other options, and traditional voluntary agency-based and public agency practice now exist alongside corporate for-profit service delivery and various forms of private practice. Social enterprise and entrepreneurship are a common theme in all this diversity, as social agencies must aggressively seek out financial support. In this environment, two models of budgeting, termed “common-pool” and social enterprise budgeting, have emerged.
Michàlle E. Mor Barak and Dnika Jones Travis
Social work organizations depend on a well-trained and responsive workforce to provide quality services. Human resource management (HRM) refers to the design of formal systems that ensure effective and efficient use of human talent, and serves as a vehicle to accomplish organizational goals. Effective HRM requires applying the same person-in-environment value orientation that guides client services to managing human resources. Considering the complexity of HRM, we have developed an organizing framework focused on employee development, organizational effectiveness, and cross-cutting HRM issues. In today's economic, legal, cultural and technological environment that emphasizes accountability, effective management of human talent is critical.
Quality assurance (QA) is a widely accepted management function that is intended to ensure that services provided to consumers meet agreed upon standards. Standards come from professional organizations, evidence-based practices, and public policies that specify outcomes for consumers. QA systems consist of measurement, comparison of findings to standards, and feedback to practitioners and managers. There is emerging but limited research that indicates that QA can be an effective strategy for improving outcomes for consumers.
Eleanor L. Brilliant
Volunteer activity is linked to the concept of American democracy; it is also the source of early social work in the nineteenth century. Volunteering is action taken by personal choice and generally without expectation of pay; it takes many forms. In 2006, it represented over 8 billion hours of organization-related service in the United States. There are costs as well as benefits in volunteering. In the human services, volunteers have a variety of roles from serving on leadership Boards to providing direct service; tension may exist between professional staff and volunteers, and volunteer management is important for effective use of volunteers.
Victoria M. Rizzo and Rebekah Kukowski
In 1965, Titles XVIII and XIX of the Social Security Act were passed, creating Medicare and Medicaid and laying the foundation for US healthcare policy. Medicare was originally created to meet the specific medical needs of adults age 65 and older. Currently, individuals with end-stage renal disease, amyotrophic lateral sclerosis (ALS), and other disabilities may also receive Medicare, regardless of age. Medicaid was established to provide a basic level of medical care to specific categories of people who are poor, including pregnant women, children, and the aged. As part of the Affordable Care Act (ACA), states are provided with the opportunity to expand Medicaid to close the coverage gap for public health insurance. This entry provides explanations of Medicaid and Medicare and associated social healthcare programs in the United States. An overview of significant programming developments and current issues of legislative consideration are also provided.
Fariyal Ross-Sheriff and Julie Orme
This article provides a synopsis of mentoring and coaching, with a focus on the importance of mentoring in academia. Although there are considerable differences between mentoring and coaching, both of these processes share similar goals and foundational elements. Over time, the traditional concept of mentoring has evolved to become more relational in nature. Scholars have noted the benefits of this contemporary type of relational mentoring, as well as the challenges of mentoring with select populations (i.e., women and people of color) who have historically experienced barriers to receiving appropriate mentorship. Theoretical frameworks and practice recommendations are presented for understanding and developing mentoring relationships. By using a relational and holistic approach to mentoring, social work educators and practitioners can help to advance the next generation of leadership within the profession.
This article presents an overview of the field of organizational change as it applies to human service organizations (HSOs). It offers definitions, conceptual models, and perspectives for looking at organizational change, and notes common reasons that organizational change efforts fail. The article takes the perspective of an agency executive or manager who has the responsibility for initiating and implementing a planned organizational change initiative. It offers a comprehensive, evidence-based model for tactics to use and steps to take, from assessing change readiness and change capacity to institutionalizing and evaluating change outcomes within the organization. Common change methods are reviewed, including those particularly relevant to HSOs, such as implementation science; the use of consultants; and change efforts, which can be initiated by lower-level employees. A research agenda, with particular attention to change tactics, is offered.
Yekutiel Sabah and Patricia Cook-Craig
The professional commitment of practitioners in a changing society requires them to continuously acquire new professional knowledge. Since robust and relevant knowledge is often in short supply, practitioners must learn to acquire the knowledge they need. Similarly, social agencies must become institutions that support the development of practice innovations by engaging in organizational learning. This implies that they both adopt an organizational culture and create structural arrangements conducive to learning. Given this imperative, the following entry reviews the philosophical, conceptual, and methodological underpinnings of organizational learning as a strategy for guiding practitioners and organizations in a systematic endeavor to invent and manage knowledge. A methodology for the application of organizational learning in social services is presented.
Bradford W. Sheafor
In U.S. society, individuals are designated “professional” when they meet the requirements for a profession. However, professions are developed and maintained through various professional organizations and associations. As social work has evolved, the professional membership and professional education organizations have periodically unified, split, and later reunified when maintaining an identity as a single profession competed with the need to address the interests of different practice specialties, educational levels, and special interest groups within social work.
Most social service organizations are identified by the U.S. Internal Revenue Service as nonprofits, designated as 501c3 organizations. They are overseen by governing boards, which ensure that all the activities of the organization contribute to advancing its mission. These boards also identify strategic goals, hire and guide the executive, oversee the organization's finances, help raise funds for it, and ensure accountability to stakeholders.
Jennifer L. Magnabosco
Throughout history, measuring outcomes has been a goal and priority in the human services. This entry chronicles the history of outcomes measurement in the human services in the United States and discusses present-day outcome measurement activities as well as trends and some of the key areas for outcomes measurement in several human service domains.
Privatizing social services has taken a new turn as America enters the 21st century. Although it was once possible to separate private and public social services, the growing trend toward public–private partnerships has made such earlier distinctions meaningless since more and more private social services are supported with public money. There are advantages and disadvantages inherent in the mixing of public and private social services, but perhaps the greatest problem may be the support of a growing trend for all levels of government to dissociate themselves from their longstanding public social service responsibilities.
Cheryl L. Franks and Marion Riedel
Privilege is the invisible advantage and resultant unearned benefits afforded to dominant groups of people because of a variety of sociodemographic traits. Privilege provides economic and social boosts to dominant groups while supporting the structural barriers to other groups imposed by prejudice. Social work education and practice seldom challenges us to evaluate the effects of privilege on our professional relationships and the concomitant systems of oppression that marginalize many of the groups we work with. Privilege nurtures dependence, distances us from others, and creates a barrier to reflective social work practice. Acknowledging the effects of privilege increases our capacity to affirm our humanity and that of the communities we serve.