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MANAGING the
CHALLENGES
in HumanService
Organizations
MANAGING the
CHALLENGES
in Human Service
Organizations
A CASEBOOK

Published in collaboration with the

Mack Center on Nonprofit Management in the Human Services
University of California, Berkeley, School of Social Welfare

University of California, Berkeley

Cleveland State University

San Diego State University

Copyright © 2009 by SAGE Publications, Inc.

All rights reserved. No part of this book may be reproduced or utilized in any form
or by any means, electronic or mechanical, including photocopying, recording, or
by any information storage and retrieval system, without permission in writing
from the publisher.

For information:

SAGE Publications, Inc. SAGE Publications India Pvt. Ltd.

2455 Teller Road B 1/I 1 Mohan Cooperative
Thousand Oaks, California 91320 Industrial Area
E-mail: [email protected] Mathura Road, New Delhi 110 044
India

SAGE Publications Ltd. SAGE Publications Asia-Pacific

1 Oliver’s Yard Pte. Ltd.
55 City Road 33 Pekin Street #02-01
London EC1Y 1SP Far East Square
United Kingdom Singapore 048763

Printed in the United States of America

Library of Congress Cataloging-in-Publication Data

Austin, Michael J.
Managing the challenges in human service organizations: a casebook/
Michael J. Austin, Ralph Brody, Thomas Packard.
p. cm.
Includes bibliographical references and index.
ISBN 978-1-4129-4127-3 (pbk.)
1. Human services—Management. I. Brody, Ralph. II. Packard,
Thomas Roy. III. Title.

HV41.A865 2009
361.0068—dc22 2008011029

This book is printed on acid-free paper.

08 09 10 11 12 10 9 8 7 6 5 4 3 2 1

Acquisitions Editor: Kassie Graves

Editorial Assistant: Veronica K. Novak
Production Editor: Kristen Gibson
Typesetter: C&M Digitals (P) Ltd.
Proofreader: Kevin Gleason
Indexer: Monica Smersh
Cover Designer: Candice Harman
Marketing Manager: Carmel Schrire
 Contents

Preface ix
Acknowledgments xiii

1. Introduction 1
Overview 2
The Uses of Case-Based Learning 2
The Value and Benefits of Case-Based Learning 3
Conceptual Frameworks 6
Managerial Roles 6
Competing Values 9
Management Functions 12
Using the Conceptual Frameworks 15
Summary 16
2. Case Assessment and Debriefing 17
Case Debriefing 19
Use and Organization of the Casebook 22
Summary 26
3. Governance, Environment, and Structure 39
Governance 39
Case 3.1 Meddling Trustees 39
Case 3.2 KidsCan 41
Case 3.3 Dorchester House Board of Directors 43
Case 3.4 The Perfect Storm 48
Case 3.5 Poor Leadership Boundaries 50
Environmental Relations 52
Case 3.6 The Cabal 52
Case 3.7 The Cost of a Tuxedo 54
Case 3.8 Choosing a Director 55
Case 3.9 Collapse of the Coalition 57
 Structure 59
Case 3.10 Merging Colossal and
Grassroots Agencies 59
Case 3.11 Poor Interdepartmental Communications
or Competing Service Ideologies? 61
Case 3.12 Whose Interests Are Being Served? 62
Case 3.13 Greenvale Residential Treatment Center 64
Chapter Exercises 68
4. Leadership and Ethics 71
Leadership 71
Case 4.1 Empowering Staff: Real or Imaginary? 71
Case 4.2 Caught in the Middle: Mediating
Differences in Gender and Work Style 73
Case 4.3 To Talk or Not To Talk 75
Case 4.4 Agency Director Uses a Personal
Coach to Address His Leadership Style 77
Case 4.5 Founder’s Syndrome 79
Case 4.6 Executive Leadership 87
Case 4.7 Marian Health Center 92
Case 4.8 Mosaic County Welfare Department 94
Case 4.9 Project Home 97
Ethics 102
Case 4.10 Damage Control 102
Case 4.11 Philosophy Versus Economics 103
Case 4.12 What? Me Worry? 104
Chapter Exercises 105
5. Planning and Program Design 113
Planning 113
Case 5.1 Mallard County Private Industry Council 113
Case 5.2 Be Careful What You Wish For 114
Case 5.3 Decision on Resource Allocation 116
Case 5.4 Rational Versus Political Decision Making 117
Case 5.5 The Achievement Crisis at Girls Works 119
Case 5.6 Cutbacks and Performance Pressure 124
Case 5.7 Hillside Community Center 128
Case 5.8 Empowering Staff to Advocate
for Chicano/Latina Clients 131
Program Design 138
Case 5.9 Banksville Human Services Center 138
Case 5.10 Massive Retrenchment 142
Case 5.11 Productivity and Performance 145
 Case 5.12 Responding to Changing Client
and Community Needs 148
Chapter Exercises 150
6. Financial Management and Information Systems 153
Fund Development 153
Case 6.1 Should We Accept the Gift? 153
Case 6.2 Changing the Ground Rules 155
Budgeting 156
Case 6.3 Showdown 156
Case 6.4 Improving Cash Flow 158
Case 6.5 Desperate for Program Funding 159
Case 6.6 Painful Choices 161
Information Systems 162
Case 6.7 Measuring Performance 162
Case 6.8 Information Services Overload 164
Case 6.9 Evaluating a Strategic Plan
for Children’s Services 166
Chapter Exercises 177
7. Human Resource Management and Supervision 179
Human Resource Management 179
Case 7.1 The Case of the Missing Staff 179
Case 7.2 Client-Centered Administration or
Organization-Centered Administration? 181
Case 7.3 Union Headache 183
Case 7.4 The Influence of Religious Beliefs 185
Case 7.5 Growing Pains 187
Case 7.6 Challenges on the Line 189
Case 7.7 Selecting a Clinical Director
for Friendly House 194
Case 7.8 Fire a Competent CFO? 198
Supervision 199
Case 7.9 SOS in DHS: A Problem of Motivation 199
Case 7.10 Deteriorating Performance of a Supervisee 201
Case 7.11 Helping Supervisors Manage Their Staff 202
Case 7.12 Supervising Five Case Managers 207
Case 7.13 Supervisory Leadership 212
Chapter Exercises 216
8. Organizational Dynamics and Change 219
Case 8.1 Implementing Organizational
Change as a Newcomer 219
 Case 8.2 Diagnosing Managerial Practice in
a Budget Crisis 221
Case 8.3 How Are We Doing? 223
Case 8.4 Jefferson Hospital 235
Case 8.5 Thurston High School 238
Case 8.6 The Leadership Challenges in Transforming
a Public Human Services Agency 242
Chapter Exercises 266

References 271
Index 275
About the Authors 283
 Preface

C ase-based learning is like looking through a one-way mirror to

observe the activities on the other side. It provides you with an
opportunity to observe the actions of others, in order to speculate on
how you might handle the same situations they face. Case-based learn-
ing places value on your own prior experiences and how they might
inform your views of a case situation. In a similar way, if the case repre-
sents a new situation for you, then your learning is enhanced by engag-
ing in a problem-solving process. When cases are assessed in a classroom
situation, you also gain the benefit of others who might bring a different
perspective based on their own experiences and/or critical thinking
skills. In essence, case-based learning is an interesting way to learn about
managing the real-life challenges of human service organizations.
This casebook also supplements the various textbooks in human
service management by bringing theory to life. It can complement both
classroom lectures and field-based internship learning. It provides a tool
for those of you who find learning to be more engaging when you are
applying practice principles or concepts to real-life situations. Case-based
learning builds upon your readiness to learn by providing you with the
opportunity to analyze different organizational situations. The cases are
designed to give you an opportunity to explore creative alternatives, as
well as to engage your initiative in group-based problem solving.
While some of these cases may seem overwhelming to some read-
ers, they all are based on real-life organizational situations. The cases
reflect the realities of organizational life, from the specific details of
single-issue cases, to the complexities of multi-issue cases in which it is
challenging to identify relevant theories or practice principles. These
cases also reflect real life with respect to the limited information avail-
able in a case. This limitation is similar to the reality of incomplete
information in organizational situations that lack a documented
history or specific details related to the problem. However, cases are
different in that you cannot go back and get more information before
planning and acting. In a positive vein, cases are distinct from real life

ix
x MANAGING THE CHALLENGES

in the sense that case analysis provides a safe place to be creative and
take risks with no fear of negative consequences. Finally, while the real
world rarely provides practitioners with opportunities to step back and
reflect, case-based learning does provide these opportunities for you:
to thoughtfully and carefully consider an organizational situation in all
its richness, to consciously apply theory or engage in evidence-informed
practice, and to assess your own learning about human services
management.
Case-based learning also provides you with a way of expanding
your base of experience. By reading, discussing, and analyzing the case
with a debriefing tool, you are adding to your understanding of the
complexities of agency management, as well as testing your analytic
and interactional skills by engaging in shared problem solving with
peers. The debriefing of a case also creates learning opportunities for
you and your peers with regard to refining teamwork skills as you col-
lectively engage in the process of considering and incorporating the
views of others. Team facilitation and leadership are often seen by expe-
rienced administrators as an essential skill set for effective agency man-
agement. In a similar way, you can enhance your advocacy and critical
thinking skills as a result of discussing various approaches to case-
based problem solving. In essence, case-based learning can enhance
some of your core management skills as you work with others to iden-
tify alternatives to complex organizational and interpersonal situations.
Case-based learning has value beyond its use as a classroom exercise,
especially when instructors select only a few of the cases in this book for
use in a course. For example, you could read the entire casebook using a
critical self-assessment perspective. In this situation, you could develop a
list of issues, skills, and questions that represent the most important learn-
ing issues for your current stage of development as a manager. This list
could form the basis of: (1) questions you raise in class, (2) questions you
explore with your fieldwork instructor, and (3) questions you wish to
address through more focused reading related to a term paper. Such a
paper might be included in a management course, but it could also be a
feature of a human behavior and social environment course in which
you could explore theories that might inform the management practices
that you found most challenging. This list could also be used to link man-
agement issues to the art and science of policy implementation when
studying the development and implementation of social policies. For
example, what are the management challenges associated with encourag-
ing staff to implement unfunded state-wide child-welfare mandates
when additional financial resources are not included in the policy imple-
mentation process (often referred to as “doing more with less”)?
 Preface xi

One of the most challenging aspects of using this casebook can

be found in the process of supplementing fieldwork. Given the limited
range of experiences that are possible in such an internship, the broad-
ranging issues in the casebook can serve as valuable discussion topics
within the traditional weekly or biweekly supervisory meetings between
you and your field instructor. The cases may represent situations that
do not exist in your current fieldwork agency but might appear in other
agencies. These discussions can complement the hands-on nature of
more narrowly focused fieldwork assignments. In essence, the breadth
and depth of case-based learning reflected in this casebook can provide
you with fewer surprises as you enter management practice.
The two primary co-editors (Austin and Packard) offer many years
of management experience, ranging from executive positions in not-for-
profit organizations to program evaluation and organization develop-
ment in local government and the deanship of a school of social work.
We both have teaching experience at the graduate and undergraduate
levels. We each keep one of our feet off-campus through active consult-
ing practices that inform our teaching. This helps to keep our teaching
real and credible, as we are able to assess the extent to which our teach-
ing does, in fact, adequately address current organizational life and
the challenges facing practicing administrators. We both receive student
feedback each semester about the relevance of our teaching and about
the call for more case examples. As students ask for examples of the
application of theories and principles, we continuously learn from them
about their perspectives and concerns and how well we are responding.
Life-long learning is a central feature of our careers, and case-based
teaching is an essential part of our teaching-management practice.
Before exploring the cases themselves, we encourage you to review
the first two chapters that are designed to help you maximize your
experiences in working with the cases. Chapter 1 reviews some of the
uses and benefits of case-based learning and presents several concep-
tual frameworks for use in analyzing and responding to cases. Chapter 2
describes the process of case assessment and debriefing, and provides
several debriefing tools. This chapter also includes a discussion of the
casebook’s structure and how the cases were organized into different
categories that also relate to the features of various textbooks on human
service management. This approach should help you and your instruc-
tor make the best use of the various cases.
Case-based learning provides an opportunity for students and
instructors to learn and grow together. This casebook’s development
has been a learning opportunity for us, and we are eager to hear from
those who use these cases in terms of what worked, what did not work,
xii MANAGING THE CHALLENGES

or what should have been included. The future updating of this case-
book will benefit greatly from new cases developed by the students
and faculty who use this casebook. We also hope that instructors will
share with us their approaches to case-based teaching so that these can
be included in future editions.
We encourage you to explore the wide variety of cases for use
as classroom discussion springboards, in-class experiential exercises,
and/or components of mid-term, final, or end-of-program exams. We
hope that the learning experiences will enrich all those who participate
and will help prepare the next generation of human services managers
to successfully anticipate and address the organizational challenges
that they will face in the years to come.
Michael J. Austin, PhD
Thomas Packard, DSW
 Acknowledgments

W e have many people to thank for their contributions to this case-

book. Ralph Brody, prior to his passing, had already acknowl-
edged his deep gratitude for the assistance he received from the following
people: Akia Foster-Churn, Alex Sanchez, Alisa Bridges, Ava Lucky, Bill
Eyman, Cheryl Lydston, Christopher Trunk, Debra Curlee, Dr. Russ
Kaye, Dr. Murali Nair, J. Toth, James Krauskopf, Jane Fumich, Joe Cistone,
Joe Gauntner, Karen Ponting, Kimberly Moss, La’Keisha Dorsey, Lisa
Thomas, Madhura Shaligram, Martie McParland, Maureen Dee, Meghan
Gaines, Michelle Larde, Paul Alandt, Randi Kassan, Ron Hill, Shannon
Ingle, Susan Griffin, Susan Schwarzwald, Ted Fabjan, Tiffany Hunt, Tina
Burnett, Tom Mendelsohn, Janie Bechtel, Donald Lichi, Eugene Norris,
Sherry Gedeon, Chris Buch, Walter Ginn, and Howard Bram. Special
thanks to Jessica Forsberg for typing assistance, Phyllis Brody for editing,
and Dr. Stuart Mendel and his Nonprofit Management class at the
College of Urban Affairs, Cleveland State University.
Tom Packard acknowledges the valuable assistance of Jacquelyn
Sorenson, Kay Traube, Dorothy Melia, and David Thomas for sharing
their agency experiences and helping in the development of cases. He
also has appreciated his Administration students who have enriched
his teaching and learning through their participation in stimulating
case discussions in classes over the last 20 years.
Mike Austin greatly values the contributions of his management
and planning MSW students at the University of California, Berkeley,
School of Social Welfare, for assisting with the development and field-
testing of many of these cases over the past decade—especially
Jennette Claassen and Amy Benton, who helped to organize and assist
with the selection of many of the cases, and Sharon Ikami, who helped
prepare the manuscript for publication.
We also want to acknowledge the substantial assistance we
received from our SAGE editor, Kassie Graves, who brought together
the editors when she discovered that we (Mike Austin and Tom
Packard) were developing our manuscript at the same time that Ralph
xiii
xiv MANAGING THE CHALLENGES

Brody was completing his casebook. We very much appreciate the sup-
port and encouragement of Ralph’s wife, Phyllis Brody, following
Ralph’s untimely passing in February 2006. We feel honored that she
gave us permission to include his excellent work in order to develop a
more comprehensive casebook. We also appreciate the editorial assis-
tance of Kristen Gibson at SAGE.
We are also most grateful to those colleagues who agreed to
include their previously published or unpublished cases in this collec-
tion. They include William Kahn, Maureen Borland, Janelle Cavanagh,
Jonathan Kidde, Wayne Feinstein, Art Blum, Gil Villagran, Dick O’Neil,
Sylvia Pizzini, John Oppenheim, and all of the authors whose copy-
righted work is also included.
As we put this manuscript together, we learned so much from each
other. We both have many years of classroom experience in preparing
graduate social work students for careers in the administration of
human service organizations. By sharing our different classroom expe-
riences, we were able to construct the conceptual framework for this
casebook as well as further refine our approaches to the development
of debriefing frameworks used to help students analyze cases and
develop practice-oriented strategies for dealing with routine and com-
plex situations. We have reflected on our shared learning in articles
being prepared for journal publication, which are identified in the ref-
erence section at the end of the casebook.
We want to expand our collaborative process by inviting faculty
and students to test these cases in the classroom as well as prepare new
cases that we plan to include in future editions of this casebook. We
hope you derive as much pleasure out of these cases as we did in devel-
oping and compiling them. We welcome your feedback.
Michael J. Austin, PhD
Mack Professor of Nonprofit Management
Director, Mack Center on Nonprofit Management
in the Human Services
School of Social Welfare
University of California, Berkeley
Berkeley, California
Thomas Packard, DSW
Associate Professor
School of Social Work
San Diego State University
San Diego, California
February 2008
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