THE UNIVERSITY
OF KANSAS
SCHOOL OF
SOCIAL WELFARE
Social Welfare
843:
Strengthening Staff Performance in a Diverse Workplace
|
Spring
2006 |
|
Judy
L. Postmus, Ph.D., ACSW |
|
Thursdays,
6:10-8:50pm |
|
Office:
120 Twente |
|
Room:
Edwards RC 230 |
|
Phone:
864-2647 |
|
Line
#60827 |
|
E-mail:
postmus@ku.edu |
|
Office
Hours: Thursdays, 5-6pm and by appointment |
||
Course Rationale
Social
workers in administrative and advocacy practice help to create a society in
which basic human needs are met and the strengths of individuals, families,
households, and communities can emerge and grow. Effective administrative and
advocacy social work practice demands knowledge, skills, and abilities in the
areas of personnel management, team building, and workplace diversity. Social
work agencies and programs must be administered by people with human resource
expertise in order to meet the needs of clients and communities, and to build
upon strengths and enhance well-being of individuals, families, households, and
communities. Additionally, good advocacy practice requires solid communication
and team building skills to effectively develop coalitions among individuals
and communities.
Consistent
with the goals of this course, students who successfully complete the class
will be able to: (1) supervise and manage social workers and other human
service staff members (2) build teams and organizational cultures that maximize
staff morale and job satisfaction and (3) create and maintain workplaces that
reflect, contribute to, and celebrate diversity in the larger community. The
class also includes a historical orientation to and a comparison of various
theoretical perspectives on personnel management and related administrative
work in human service agencies.
Students
in this course will focus on building knowledge, skills, and abilities that are
consistent with an understanding of best practices based on empirical
literature regarding maximizing client and community well-being through social
work administrative practice. Thus, secondary research using the findings from
research studies published in scholarly journals is one key to success in this
class. Learning how to stay up-to-date with research on service effectiveness
in one's area of interest is central to successful administrative practice in
social work.
The
course will also contribute in several ways to students' advocacy skills. First,
it has long been recognized that well managed advocacy organizations are a very
powerful tool to bring about change and reduce social injustice. The personnel
management skills taught in this course are as equally applicable to advocacy
organizations as they are to organizations providing direct services. Second,
developing and managing teams, either from the inside or outside of the
organization, is a common advocacy objective because teams and coalitions are
most often the vehicle through which policy changes are enacted.
Throughout
the course students are helped to connect their classroom work and their field
work in administrative practice. More specifically, the class focuses on the
fact that the most important and expensive resource in any human service
setting is the increasingly diverse group of people who work to enhance the
well-being of clients and communities.
This class is most closely linked to the program design, financial management, and assessing outcomes courses within the social work administration concentration. It builds on the foundation level policy, human behavior, practice, and research courses to advance our administrative abilities to value diversity, advocate for populations at risk, end oppression and discrimination, and promote social and economic justice.
Educational Outcomes
At
the completion of the course, students will be able to:
All of the educational outcomes for this course tie to Social Work Administrative and Advocacy Concentration Objective #4 (Students will be able to supervise and manage social workers and other human service staff; build teams and organizational cultures that maximize staff morale and job satisfaction; create and maintain workplaces that reflect, contribute to, and celebrate diversity in the larger community.). In addition, educational outcomes 1 and 7 above help students achieve Administrative and Advocacy Concentration Objective #3 (Students will be expected to be knowledgeable about and bring a critical perspective to policies and effective interventions in their fields of practice and to acquire the abilities needed to remain abreast of this information.) and educational outcome 2 above helps students achieve Administrative Concentration and Advocacy Objective #7 (Students will be thoroughly familiar with the concept of client-centered administrative practice and will possess numerous skills needed to implement this approach).
Curriculum Themes
Strengths: In the personnel management, team building, and workforce diversity class, students learn to analyze human resource management issues from a perspective that recognizes and seeks to build upon the strengths and resources of individuals, families, neighborhoods, organizations, and communities. Students learn to identify strengths, capacities, and resources in workers, clients, and communities; and to research and implement human resource management changes that have the potential to positively affect social and economic well-being. In this way, the strengths perspective parallels client-centered administrative practice in our curriculum. Students learn how to build upon a foundation of already existing strengths, capacities, and resources in their social work administrative practice. Finally, students learn to mobilize new strengths, capacities, and resources from the larger environment to enhance existing strengths and to increase social and economic well-being.
Critical Perspective: Students in this course learn to critically analyze human resource management by examining competing: (1) theoretical perspectives about the relationships between various administrative practice strategies and social and economic well-being
(2) Assumptions that underlie administrative practice methods and strategies in the areas of personnel management, team building, and workforce diversity. An especially important part of the development of a critical perspective in this course is the thorough examination of underlying ideologies, theories, and assumptions regarding the interplay between social work administrative practice and the well-being of individuals, families, neighborhoods, organizations, and communities.
Social Justice: Social and economic justice is at the heart of the personnel management, team building, and workforce diversity course. Students in this course learn to analyze and respond to human resource issues and challenges with the goals of advocating for populations at risk, ending oppression and discrimination, and promoting social and economic justice. For example, the case studies that are assigned in this course focus on closing gaps in the social and economic resources available to different groups of workers, clients, and community members.
Diversity: Eradicating oppression and its particularly negative effects on our society's ability to value diversity on the bases of race, ethnicity, gender, class, disability, culture, age, religion, spirituality, and sexual orientation is central to our work together in this class. A key part of human resource management involves identifying how various administrative practice strategies and approaches have historically created and maintained advantage, or privilege, for some groups and cumulative disadvantage and oppression for other groups. Valuing diversity requires that social workers end institutionalized oppression in the form of discriminatory administrative practice, and that we build alternate organizational policies and practices that celebrate, affirm, and enhance the strengths, contributions, and social and economic well-being of diverse groups of workers, clients, and community members.
The Liberal Arts Perspective and Links with Other Courses in the Administrative Concentration
Determining
what people need from their jobs, and finding ways to assist them in serving
clients and communities well, requires knowledge about human behavior that has
particularly deep theoretical and empirical roots in sociology, psychology, and
economics. We build on the liberal arts with the knowledge that a particularly
important element of personnel management is creating human service
organizations that help to assure positive outcomes for clients and
communities. Learning to manage human resources in this way draws heavily on
concepts presented in the organizational and community foundation practice
course and the program design course within the administrative concentration. A
second important element of personnel management is the use of information to
improve performance. This course applies, reinforces, and expands several
concepts from the information management course. Finally, staff members of any
agency are its most valuable and expensive resources, so this course is
connected conceptually to budgeting, fiscal management, grant writing, and
resource development classes.
Given the multiple constituencies of any human service agency, there are frequent opportunities for value conflicts between the needs of clients, workers, the organization, and the larger community. Effective human resource management is achieved by balancing divergent individual and group goals and by aligning incentives for change appropriately. The values of justice, equity, and enhanced well-being are central to social work and to social work administration. Moreover, social workers and social work administrators affirm and celebrate human diversity as a key professional value.
Preparation for Practice
with Diverse Populations
As the course title suggests, workforce diversity is a central concern of the content of this class. More specifically, in this course students learn how to create and maintain workplaces that reflect, contribute to, and celebrate diversity in the larger community.
Human diversity related to race, ethnicity, gender, sexual orientation, age, religious affiliation, and disability are increasingly important considerations in personnel management. Discussions and readings regarding diversity throughout this course will highlight the role of the social work administrator in creating human service organizational cultures in which diversity is affirmed, valued, and celebrated.
Course Format
This
course requires graduate level reading, writing, and analytical skills. Students
are to come to each class prepared to actively participate in discussions about
reading assignments and previous lecture materials. The papers will be graded
both on substance and on the ability of the student
to write succinctly and in terms understandable to a wide audience. All
students are encouraged to participate through discussions in class, via e-mail
discussions, or with the instructor during office hours.
During
this course, it may be difficult to disguise references to specific organizations
and people, so such information must stay in the classroom. Confidentiality is
vital.
Respect for others in the classroom. Social work courses are often messy and ambiguous,
with room for multiple and diverse perspectives. We all must attempt to treat
each other with respect when opinions are shared. Language should be used which
recognizes diversity and is respectful of others. It is also imperative, as we
struggle with complex political, personal and social issues, that we not
silence others by assuming that there are "politically correct" lines
of thought that cannot be challenged. Let us attempt to struggle for
intellectual growth and mutual respect as we endeavor in this process!
Attendance. Students are expected to attend class (and be on time), which is
essential for learning skills, learning from lecture and class discussion and
for socialization to the profession of social work. Attendance and
participation will affect 10% of the course grade. Students who miss more than
a total of 3 classes will not receive a passing grade for the class.
Blackboard. Blackboard is a course management program designed to aid in the
communication and dissemination of course information and materials. These
materials include the syllabus, assignments, and powerpoint handouts. Additionally,
there are links to websites, an online gradebook, and opportunities to e-mail
the instructor and your classmates (without knowing their e-mail address).
All correspondence, including submission of assignments
and e-mail communications, will be conducted through Blackboard. Please ensure
that the e-mail registered with the University is the e-mail you want to use
for your correspondence. Should you have any questions or need to change your
e-mail account, please contact the KU Computing Help Desk at 864-0200 or
http://www.ku.edu/~helpdesk.
To find your course, go to http://courseware.ku.edu. The first time
you log in to Blackboard, follow the instructions to et up an online ID (if
necessary). For subsequent logins, go through these steps:
- Click on login
- Enter user name & password
- When at your Bb main page, click on the course title.
There is a new version of the Student Guide available
for Version 6 of Bb. You can get it here:
http://www.ku.edu/~ids/docs/Blackboard_Student_Essentials.doc
Course Readings
- Texts: The
following required texts are available at the University Book Store:
Kettner, P.M. (2002). Achieving Excellence in the
Management of Human Service Organizations. Boston: Allyn & Bacon.
Weinbach, R.W. (2003). The Social Worker as
Manager: A Practical Guide to Success (4th ed.). Boston: Allyn
& Bacon.
- Reader Packet:
A reader packet
is required for this class. To access the readings, you may either retrieve
them yourself or go to Blackboard. Articles & book chapters are organized by class session and in
alphabetical order by author.
There are five assignments for this course. More details are provided in the assignment folder on the Blackboard website. All assignments are to be electronically posted in the Digital Drop Box on Blackboard no later than 12:00pm on the due date. Please make sure that you "Send" your assignment; if you only "Add" the assignment, I will not be able to retrieve it. Once graded, I will post your assignment in the Digital Drop Box and then send an e-mail indicating that your graded paper is posted.
1)
Critical Reflections. Students will complete 2 small papers (3-5 pages)
that critically reflect your understanding of the readings and your ability to
apply them to your organization. These papers are due Feb. 2 and 9.
2) Presentation on Readings. Throughout the semester,
students will pair up with other classmates and train the class on the
appropriate topic on the chosen date. The presentation will include the
assigned readings along with at least 3 additional readings (peer-reviewed) per
student presenter.
3)
Organizational Analysis. For this assignment, you will describe and analyze your organizational
setting and context, setting the stage for the job analysis and performance
appraisal process. The paper will be 7-8 pages long and is due February 16.
4)
Job Analysis, Description,
& Recruitment and Interviewing Strategies. For this assignment, you will critically evaluate a
specific job within your organization and conduct a job analysis, create a job
description, and develop recruitment, and interviewing strategies. You are
encouraged to choose a job related to your field practicum. The paper will be
8-10 pages long and is due either March 2 or 9. A sign-up sheet will be
distributed in class for you to decide your due date.
5) Performance Evaluations. For
this assignment, you will critically evaluate the performance appraisal process
for a specific job within your organization and revise the process based on the
job analysis and description. You are encouraged to choose a job that had a job
analysis completed earlier in the semester. The paper will be 8-10 pages long
and is due either April 27 or May 4. A
sign-up sheet will be distributed in class for you to decide your due date.
Grading
|
Activity: |
|
Value: |
|
Due
Date: |
|
Class Participation & Attendance |
|
10% |
|
All Classes |
|
Critical Reflections |
|
10% |
|
Feb. 2 and 9 |
|
Presentation on Readings |
|
20% |
|
Mar. 15, 30, April 6, 20, & 27 |
|
Organizational Analysis |
|
20% |
|
February 16 |
|
Job Analyses, Descriptions, & Recruitment Strategies |
|
20% |
|
March 2 or 9 |
|
Performance Evaluations |
|
20% |
|
April 27 or May 4 |
|
TOTAL: |
|
100% |
|
|
Grading for this MSW course is
as follows:
|
95-100 = |
A |
|
84-86 = |
B |
|
74-76 = |
C |
|
90-94 = |
A- |
|
80-83 = |
B- |
|
70-73 = |
C- |
|
87-89 = |
B+ |
|
77-79 = |
C+ |
|
Below 70 = |
Failed (F) |
The
quality of the writing as well as the content is important, so students should
check spelling and grammar as well as sentence and paragraph construction. It
is a very good idea to write a draft of your papers and then make an outline of
your draft before preparing final versions. This helps assure that your paper
is flowing in a coherent manner and that you are effectively making and
supporting your main points.
Written work should meet
basic standards of writing proficiency, and should conform to accepted
standards of citation. The format found in the Publication Manual of the
American Psychological Association (APA) should be used for all papers. If you
are unsure of how to cite sources, please see the instructor. Remember that plagiarism is a serious
offense and violates the standards for academic integrity. Written
assignments are graded based on the following criteria:
- thoroughness and completeness of content;
- clarity and logic of presentation;
- evidence of critical thought;
- quality of writing.
Late Assignments: All assignments are due at the beginning of
class on the date assigned. Grades will be reduced by 10 points if the
assignment is late. Assignments will not be accepted one week past the due date
unless otherwise discussed with the instructor. (Exceptions will be made only
in extreme circumstances and must be approved by the instructor PRIOR to the due date.)
Incomplete
grades:
Incompletes will only be granted at the discretion of the instructor under
special circumstances. It is the student's responsibility to request an
Incomplete from the instructor before the end of the semester. A request signed
by the student and the faculty member must be on file when grades are
submitted.
The
staff of Services for Students with Disabilities (SSD), 135 Strong,
785-864-2620 (v/tty), coordinates accommodations and services for KU courses. If
you have a disability for which you may request accommodation in KU classes and
have not contacted them, please do as soon as possible. Please also see me
privately in regard to this course. Students who will miss class because the
university calendar conflicts with religious observations should notify the
instructor so that assignments and course content for that class can be
discussed in advance.
In
the event of inclement weather, students should call the University
(785-864-SNOW) to see if classes have been cancelled. If the University is
operating, the instructor will attend class. Students should contact the
instructor if weather or driving conditions make it impossible for them to get
to class so that accommodations can be made as necessary.
Audio
& Video Taping Policy
As suggested by the University of Kansas, Faculty
Executive Committee, "course materials prepared by the instructor,
together with the content of all lectures and review sessions presented by the
instructor are the property of the instructor. Video and audio recording of
lectures and review sessions without the consent of the instructor is
prohibited. On request, the instructor will usually grant permission for
students to audio tape lectures, on the condition that these audio tapes are
only used as a study aid by the individual making the recording. Unless
explicit permission is obtained from the instructor, recordings of lectures and
review sessions may not be modified and must not be transferred or transmitted
to any other person, whether or not that individual is enrolled in the course."
Disruptive Behavior in the Classroom
As suggested by the University of Kansas, Faculty Executive Committee, "the scope and content of the material included in this course are defined by the instructor in consultation with the School of Social Welfare. While the orderly exchange of ideas, including questions and discussions prompted by lectures and discussion sessions, is viewed as a normal part of the educational environment, the instructor has the right to limit the scope and duration of these interactions. Students who engage in disruptive behavior, including persistent refusal to observe boundaries defined by the instructor regarding inappropriate talking, discussions, and questions in the classroom may be subject to discipline for non-academic misconduct for disruption of teaching or academic misconduct, as defined in the Code of Student Rights and Responsibilities (CSRR), Article 22, Section C, and the University Senate Rules and Regulations, Section 2.4.6. Article 22 of CSRR also defines potential sanctions for these types of infractions."
Evaluation
You
are encouraged to provide me with feedback on the course content and format
during each class session, as well as during my office hours: Are the material
and concepts presented in a clear manner? Is adequate time being given to
individual Topic? Are different learning styles being accommodated? An
anonymous student evaluation will be given before the mid-point of the class to
allow for changes or adjustments to the course content and structure. Formal
evaluations of this course will also occur at the end of the semester.
Course Content and Reading
Assignments
Session One: January
26, 2006
Readings: Weinbach,
Chapters 1 & 3
Session Two: February
2, 2006 – Critical Reflection Due
Topic: Setting
the Organizational Climate
Readings: Kettner,
Chapter 1
Weinbach, Chapter 2
Taylor, M. S., &
Giannantonio, C. M. (1993). Forming, adapting, and terminating the employment
relationship: A review of the literature from individual, organizational, and
interactionist perspectives. Journal of
Management, 19(2), p. 461 (443).
Readings: Weinbach, Chapter 5
Milliken, F. J., &
Martins, L. L. (1996). Searching for common threads: Understanding the multiple
effects of diversity in organizational groups. Academy of Management Review, 21(2), 402-403.
Mor Barak, M. (2000). The inclusive workplace: An
ecosystems approach to diversity management. Social Work, 45(4), 339 (313).
Richard, O. C., &
Johnson, N. B. (2001). Understanding the impact of human resource diversity
practices on firm performance. Journal of
Managerial Issues, 13(2), p. 177-195.
Topic: Developing
& Modifying Jobs, Job Descriptions, Job & Task Analysis
Readings: Kettner, Chapter 10
Readings: Kettner,
Chapters 9 & 11
Bricout, J. C., &
Bentley, K. J. (2000). Disability status and perceptions of employability by
employers. Social Work Research, 24(2),
p. 87 (13).
Greengard, S. (1995). Avoid
negligent hiring: Are you well armed to screen applicants? Personnel Journal, 74(12), 84-95.
McGarvey, R. (1996). Good
questions. Entrepreneur, 24(1),
87-89.
Petersen,
T., Saporta, I., & Seidel, M. L. (2000) Offering a job: Meritocracy and
social
networks. The American Journal of
Sociology, 106(3), p.763
(44).
Readings: Kettner,
Chapter 12
Weinbach, Chapters 4 & 8
Yukl,
G. & Fu, P.P., (1999). Determinants of delegation and consultation by
managers.
Journal of Organizational Behavior, 20, (2) p. 219 (13).
Topic: Facilitating
Communication & Team Building
Readings:
Allen, N.E., Foster-Fishman,
P.G. & Salem, D.A., (2002). Interagency Teams: A vehicle for service
delivery reform. Journal of Community
Psychology, 30 (5), p. 475 (22).
Glisson, C. & James, L.R., (2002). The
cross-level effects of culture and climate in human service teams. Journal of Organizational Behavior, 24, (4) p. 357 (15).
Larkey, L. K. (1996). Toward
a theory of communicative interactions in culturally diverse workgroups. Academy of Management Review, 21(2), p.
463 (429).
Topic: Motivating
Staff, Enhancing Morale, & Increasing Job Satisfaction
Readings: Kettner,
Chapter 6 and Weinbach,
Chapter 6.
Newstrom, J. W. (2002).
Making work fun: An important role for managers. SAM Advanced Management Journal.
Poelmans, S., &
Sahibzada, K. (2004). A multi-level model for studying the context and impact
of work-family policies and culture in organizations. Human Resource Management Review, 14, 409-431.
Quay, S. E., & Quaglia,
R. J. (2005). Eight ways to motivate your staff. Principal, 84, 40-42.
Topic: Administrative,
Educational, & Supportive Supervision
Readings:
Brashears, F. (1995).
Supervision as social work practice: A reconceptualization. Social Work, 40(5), p. 692-699.
Cohen, B.-Z. (1999).
Intervention and supervision in strengths-based social work practice. Families in Society, 80(5), 460-471.
Yegdich, T. (1999). Lost in
the crucible of supportive clinical supervision: Supervision is not therapy. Journal of Advanced Nursing, 29(5),
1265-1275.
Topic: Individual
& Group Supervision
Readings:
Bogo, M., Sussman, T., & Globerman, J. (2004). The
field instructor as group worker: Managing trust and competition in group
supervision. Journal of Social Work
Education, 40(1), 13-26.
Brown, A. & Bourne, I. (1996). Group supervision,
Chapter 9. The social work supervisor. Buckingham: Open University
Press.
Milne, D. & Westerman, C. (2001). Evidence-based
clinical supervision: Rationale and illustration. Clinical Psychology & Psychotherapy 8(6), p. 444 (13).
Ramos-Sanchez, L., Esnil, E., Goodwin, A., Riggs, S.,
Touster, L. O., Wright, L. K., et al. (2002). Negative surpervisory events:
Effects on supervision satisfaction and supervisory alliance. Professional Psychology: Research and
Practice, 33(2), 197-202.
Readings: Kettner,
Chapter 13
Weinbach, Chapter 7.
Hartman, S. J., Fok, L. Y.,
Crow, S. M. & Payne, D. M. (1994). Males and females in a discipline
situation: Exploratory research on competing hypotheses. Journal of
Managerial Issues, 6(1), p. 54 (15).
Miller, J.S. & Cardy, R.L.,
(2000). Self-monitoring and performance appraisal: Rating outcomes in project
teams. Journal of Organizational Behavior, 21, (6) p. 609 (17).
Readings: Weinbach, Chapter 7
Kettner, Chapter 13.
Fitness, Julie. (2000).
Anger in the workplace: An emotion script approach to anger episodes between
workers and their superiors, co-workers and subordinates. Journal of Organizational
Behavior, 21, p. 147 (15).
Topic: Preventing
Burnout & Helping Staff Members Prepare for Retirement
Readings: Weinbach, Chapter 11.
Julia, M., Kilty, K. M.,
& Richardson, V. (1995). Social worker preparedness for retirement: Gender
and ethnic considerations. SocialWork, 40(5),
610-620.
Soderfeldt, M., Soderfeldt,
B., & Warg, L.-E. (1995). Burnout in social work. Social Work, 40(5), 638-646.
Topic: Leadership
Styles & Becoming an Effective Manager
Readings: Weinbach, Chapters 10
Herman, R. D., & Renz,
D. O. (2004). Doing things right: Effectiveness in local nonprofit
organizations, a panel study. Public
Administration Review, 64(6), 694-704.
Lewis, A. W., &
Fagenson-Eland, E. A. (1998). The influence of gender and organization level on
perceptions of leadership behaviors: A self and supervisor comparison. Sex Roles: A Journal of Research, 38(5/6),
479-502.
Bartunek,
J. M., Foster-Fishman, P. G., & Keys, C. B. (1996). Using Collaborative
Advocacy to Foster Intergroup Cooperation: A Joint Insider-Outsider
Investigation. Human Relations, 49(6),
701-733.
Bernard,
J. M. & Goodyear, R. K. (1998). Fundamentals
of clinical supervision, 2nd ed.
Boston: Allyn and Bacon.
Bowers,
B., Esmond, S. & Canales, M. (1999). Approaches to case management
supervision. Administration
in Social Work, 23 (1), 29-47.
Brashears, F. (1995). Supervision as social work
practice: A reconceptualization. Social
Work, 40(5), p. 692-699.
Bricout, J. C., & Bentley, K. J. (2000).
Disability status and perceptions of employability by employers. Social Work Research, 24(2), p. 87 (13).
Browne, A., & Bourne, I. (1996). The social work supervisor (pp.
165-179). Buckingham: Open University Press.
Brown-Johnson, N., & Provan, K. G. (1995). The
relationship between work/family benefits and earnings: a test of competing
predictions. The Journal of
Socio-Economics., 24(4), 571 (514).
Bulmer,
M. & Solomos, J. (1999). Racism. New
York: Oxford University Press.
Condrey,
S. E. (1995). Reforming human resource management systems: Exploring the
impact of organizational trust. American Review of Public Administration, 25, 341-
355.
Dominick, P. G., Reilly, R. R., & McGourty, J. W.
(1997). The effects of peer feedback on team member behavior. Group & Organizational Management, 22(4),
508 (513).
Ely, R., J. , & Thomas, D. A. (2001). Cultural
Diversity at Work: The Effects of Diversity Perspective on Work Group Processes
and Outcomes. Administrative Science
Quarterly, 46(2).
Erez, A., Lepine, J. A., & Elms, H. (2002).
Effects of rotated leadership and peer evaluation on the functioning and
effectiveness of self-managed teams: a quasi-experiment. Personnel Psychology, 55(4), 929 (920).
Erlich,
J. L., Rothman, J. & Teresa, J. G. (1999). Taking action in organizations and
communities, 2nd
ed. Dubuque,
IA: Eddie Bowers Publishing.
Ezell,
M., Menefee, D. & Patti, R. J. (1997). Factors influencing priorities in
hospital social
work departments: A director's perspective. Social
Work in Health Care, 26 (1), 25-40.
Ferris,
G. R. & Buckley, M. R. (Eds.) (1996) Human
resources management:
Perspectives, context,
functions, and outcomes, 3rd ed. Englewood Cliffs, NJ:
Prentice-Hall.
Foster-Fishman,
P. G. & Keys, C. B. (1997). The person/environment dynamics of
employee empowerment: An organizational culture
analysis. American Journal of
Community Psychology, 25 (3), 345-370.
Franze, S. E., Foster, M., Abbott-Shim, M., McCarty,
F., & Lambert, R. (2002). Describing Head Start family service workers: an
examination of factors related to job satisfaction, empowerment, and
multiculturalism. Families in Society:
The Journal of Contemporary Human Services, 83(3), 257 (258).
Frumkin, P., & Andre-Clark, A. (1999). The Rise of
the Corporate Social Worker. Society,
September/October, 46-52.
Goris,
J. R., Vaught, B. C. & Pettit, J. D. (2000). Effects of communication
direction on
job performance and satisfaction. Journal of Business Communication, 37
(4), 348-
365.
Grasso, A. J. (1994). Management style, job satisfaction and service effectiveness.
Administration in Social
Work, 18
(4), 89-105.
Grover, S. L., & Crooker, K., J. (1995). Who
appreciates family-responsive human resource policies: the impact of
family-friendly policies on the organizational attachment of parents and
non-parents. Personnel Psychology, 48(2),
271 (218).
Guthrie, J. P. (2001). High-involvement work
practices, turnover, and productivity: Evidence from New Zealand. Academy of Management Journal, 44(1), p.
180 (115).
Hartman, S. J., Fok, L. Y., Crow, S. M., & Payne,
D. M. (1994). Males and Females In a Discipline Situation: Exploratory Research
on Competing Hypotheses. Journal of
Managerial Issues, 6(1), p. 54 (15).
Hutchinson,
J. & Smith, A. D. (1996). Ethnicity.
New York: Oxford University Press.
Hyde, C. A., & Ruth, B. J. (2002). Multicultural
Content and Class Participation: Do Students Self-Censor? Journal of Social Work Education, 38(2), 241 (215).
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