LAST REVISED: 4/08/10
To get to online syllabus:
Department of Public Policy and Administration
Fall and Spring, 2009-10
Nancy Shulock, Ph.D.
Professor, Public Policy and Administration
Director, Institute for Higher Education Leadership & Policy
Tahoe Hall 3063
Fridays, 9:00 a.m. – 12 p.m. (Rooms to be announced)
This course is designed to complement your placement with
a combination of theory and practical knowledge to help you understand, and
prepare for, state-level public
The course covers four general topics:
2. The political environment of policymaking: We consider the political landscape that must be confronted in shaping and managing the policy agenda, and key features of the policy process in California that explain why and how policy change does (or doesn’t) occur.
3. Policy design and analysis: We explore how policy problems are defined and solutions analyzed within the complex political environment in which policy is shaped and implemented, and we learn practical approaches to researching and analyzing policy issues.
4. Leadership and organizational effectiveness: We discuss what makes leaders more or less effective and consider the role of leadership and leadership strategies in promoting organizational effectiveness.
A focus of seminar across all four of these topics will be government reform. The need to change the way the State of California develops budgets, elects officials, enacts policies, and engages citizens in governing has emerged as the key issue this year. Regardless of your placement, you will undoubtedly be exposed to discussions about effective governance and proposed government reform initiatives. This theme will provide a basis for bringing your placement experiences into the seminar discussions in a way that can involve all fellows regardless of policy field in which they work.
An overriding goal of this course is to heighten your
appreciation for, and your commitment to, public
The learning objectives for the course are as follows:
1. Understand the opportunities and challenges facing public sector leaders as they seek to advance the public good through policy design and implementation;
2. Understand distinctive features of the
3. Learn some core concepts about policy design and policy analysis and be able to apply them to specific policy issues;
4. Develop the skills to analyze the effectiveness of an organization and its leadership in fulfilling its mission;
5. Enhance your commitment to public
6. Learn to communicate effectively for policy audiences, with an emphasis on writing and visual presentation of analytical information in policy briefs.
Seminar Format and Expectations
The seminar is a required component of the fellowship program. You cannot succeed in the fellowship program without succeeding in the seminar. Mentors are aware of the seminar and have been advised to ensure that Friday mornings are free for fellows to attend the seminar. You are expected to attend every seminar. You may miss one class, for a work-related purpose, without penalty, if you notify me first. If you miss more than one class (illness aside), your course grade will be reduced, without exception. You are also expected to arrive on time. Excessive late arrival will result in a reduced course grade.
This is a graduate seminar with graduate-level academic content. It is not only an opportunity to share experiences from your placement. You are expected to do the reading and think about the key concepts before class. We will use seminar time largely to move beyond the readings – applying and critiquing them. I consider it fair and reasonable to call on anyone and expect them to be familiar with the key concepts from the readings. A significant part of your grade is based on class participation – reflecting your ability to draw out the key concepts from the readings, to relate readings to one another, and to your placement, and to be respectful of others’ ideas and contributions.
In summary, here are my expectations for the successful seminar participant:
◊ Do the reading each week in time to think about it and with time to write a thoughtful memo, on the weeks that you choose to write one.
◊ Come to seminar on time, prepared to critique and apply the readings and participate constructively in class discussion and group activities.
◊ Open your mind to big-picture thinking and to contrary points of view and be respectful of others’ views.
Think about how the issues from seminar relate
to your organization, to your chosen group project topics, and to
◊ Work hard on your writing and pay attention to the comments I give you on written assignments.
Assignments and grading
Late assignments will not be accepted. Weekly memos are due in my email inbox by midnight on Thursday (12:00 am Friday). You would be wise not to leave it until the last minute because unforeseen email or Internet problems could cause you to miss the deadline and receive no credit. Other assignments are due as indicated in the syllabus.
Effective participation in class discussions is an important component of performance. I will let you know halfway through the year how you are doing in class participation, so there are no surprises and so you can make adjustments. The class participation grade will reflect the quality of your participation in class discussion and your contributions to your in-class group activities. While I understand that different people have different comfort levels with talking in class, I don’t believe that one can be an effective public servant, and certainly not an effective public leader, without the capacity to participate effectively in group discussions. My job is to make the seminar environment as welcoming of everyone’s contributions as possible. Your responsibility is to contribute constructively and appropriately. That means for those who like to talk, be respectful about letting others have a say. For the shy among you, find a way to speak up and don’t blame the “loud-mouths” for keeping you quiet. About every other week we will save 15-20 minutes at the end of class for sharing experiences from your placement. I will assign two people each time to decide together, before class, what issue or question you want to pose for discussion. For an example, see the “Placement/Professional Discussion” question I am posing for Week 2 (December 12). Your effort to choose a thoughtful topic and lead a short discussion will be reflected in your class participation grade.
Weekly memos in response to readings
You will submit a total of 8 1-page memos, in response to the prompts on the syllabus – through Week 17. You can choose which weeks to write a memo – keeping in mind that there are 16 weeks from which to choose (no memo assignment for week 8). EVERYONE writes a 9th memo for Week 18. They are to be written as memos to me, using headings and bullets, as applicable, and should be concise and easy to read. The “subject” line of the memo heading must include the week and which number memo of yours it is (e.g., Week 5, Memo#3). Don’t be fooled that writing “just” a one-page memo is easy. It’s harder than writing a longer one because you have to be very careful, clear, and concise. I am looking for evidence that you have read, absorbed, thought about, and applied the readings to the question at hand. You will be graded on content and writing. Writing should be logical, clear, concise, and have no grammatical, spelling, or typographical errors. Memos must address the current weekly topic. Only one memo each week is permitted. No make-up memos will be allowed in weeks when there is no class (April 2, April 30, May 7) or when there are no readings (Weeks 8, 19, 20). That means you need to plan accordingly – you have 16 possible weeks to write 8 memos (plus the required 9th one in Week 18). You may re-write one of the first eight memos in order to improve your grade.
I spend a lot of time giving constructive feedback on your writing because I want you all to be superb writers. Therefore, I want you to pay attention to the feedback I give you and work to improve your writing. After you have submitted 4 memos, you will submit a memo summarizing the areas I have identified as needing improvement and how you are addressing them. You may submit the writing reflection memo and your 5th memo on the same week.
Policy/Politics Case Study
There is one short-term group assignment that functions like a mid-term exam at the end of Part II of the course. Groups of three will each present in class on Week 8 for 15-20 minutes. Each group will use concepts from seminar presented up to that point to explain the political environment that shapes policymaking around their selected issue. Each group is to distribute a one-page handout to use in its presentation (can be front/back). This is intended to be an informal discussion to educate each other on the policy issues while reinforcing the concepts discussed in this portion of the course. It could also help you think about the topic to choose for the final group project.
Fellows will self-select into six groups of three to analyze a policy issue for your final project. I will provide a list of possible topics – specific enough to get you moving but broad enough to give you the flexibility to focus it to best match your interests. The objective is to prepare an analysis of the particular issue – using Stone’s Policy Paradox in Action (pp.384-414) as a guide. Your group will (1) produce a written policy brief (not written as an academic paper but as a readable policy brief of perhaps 10-15 pages with visuals and graphics, (2) deliver a 20-30 minute oral presentation (weeks 19/20), and (3) prepare a handout (no more than two pages, front/back allowed) to accompany the presentation. Groups will not use PowerPoint for these presentations in order to have more time to work on the policy brief and handouts as visual aids.
Your written and oral presentations will present the results of your analysis, again roughly modeled after Deborah Stone’s pp.384-414. You will use (1) the tools of Stone’s Policy Paradox to understand and make sense of the political and policy dimensions of the various sides of the issue, (2) the concepts from Moore about political management and the need to align mission, political support, and organizational capacity around a policy objective, (3) the research strategies of Bardach to help you define the issue and identify the appropriate sources of information, and (4) any other concepts from seminar that are relevant to use, particularly leadership issues as they relate to key players in the issue area. Other concepts likely to be useful include key features of California’s political and governance contexts, the role of the media, framing as a strategic tool, public accountability for results v inputs (i.e., how discussions about program effectiveness are carried out), and public mood and perceptions of government.
The final product should (1) provide a baseline of factual information about the issue so that the reader can understand the analytical part of your paper and presentation, (2) analyze the issue in order to explain different views on the problem and on its possible resolution, and (3) take a position on what should be done – based on your analysis. Following Stone, your position can be clear about its value basis but must reflect a systematic consideration of other viewpoints, in light of the problem you’ve defined, the goals you set out, the criteria for judging the outcomes of various approaches, and with the support of any data or information that you can put forth to justify your position. The use of data, and its visual presentation, will be important components of the project and we will spend some time discussing strategies for data presentation.
To help groups get and stay on course to complete the assignment successfully, I will ask for periodic updates about the problem definition, a list of written and personal sources, the set of alternatives/solutions and goals/criteria that you expect to analyze, a list of course concepts that you are planning to apply to your analysis, and progress in visual aids to put into the policy brief.
I will evaluate projects on the basis of the following criteria:
· A clear and compelling definition of the issue or problem
· An insightful look at the issue/problem – the good project will “turn on a light” of understanding for the reader/listener
· An analytical approach to understanding various sides to the issue
· An analytical approach to supporting your preferred position
· Application of a broad range of concepts from the course, as specified above
· Logical organization and flow to the policy brief and the presentation
· Good incorporation of data and other visuals
· Proper spelling, grammar, and usage
Students will evaluate their own contribution as well as their partners’ contributions. These evaluations will figure into the grades that I assign.
The final course grade will be determined as follows:
Seminar participation 15%
Memos (10) – includes writing reflection 50%
Policy/politics case study (midterm) 10%
Final project – policy brief 15%
Final project – oral presentation/handout 10%
Public Value: Strategic Management in Government,
· Deborah Stone, Policy Paradox: the art of political decision making, W.W. Norton & Company Revised edition 2002 ($29)
• Alfred Lansing, Endurance: Shackleton’s Incredible Voyage, Basic Books, 2nd edition (paperback) ($10)
Kenneth Ashworth, Caught
Between the Dog and the Fireplug, or How to Survive Public Service,
• Eugene Bardach, A Practical Guide For Policy Analysis: The Eightfold Path To More Effective Problem Solving, CQ Press, Third Edition, 2008 ($23)
· Margot Morrell and Stephanie Capparell, Shackleton’s Way: leadership lessons from the great Antarctic explorer, Penguin Books, 2002 (paperback) ($10)
Be sure to consult the online version of the syllabus to be up to date with readings, assignments, and memo topics.
Any eight-month schedule of classes is subject to change. I will maintain an updated version of this syllabus on my website which you should consult on a weekly basis for possible changes to class meeting dates, scheduled topics, readings, and guests. I will indicate at the top the date of the most recent changes to the on-line syllabus.
Session 1 – October 27:
Public Policy Institute of
Assignment: come prepared to tell us one finding from the PPIC survey that you found interesting or surprising (or both)
Session 2 – November 3:
· The Economist, California: the ungovernable state, May 14, 2009
· Two Sacramento Bee editorials following the Mary 19, 2009 special election
Packet of articles about two reform proposals:
Bay Area Council’s proposal for a Constitutional Convention and
Assignment: come prepared to discuss which reform proposal you think makes more sense
Session 3 – November 13: The
Assignment: Pick a policy issue that you care about and come prepared to discuss how the demographic trends and governance dysfunctions that Peter Schrag writes about are affecting the policy debates or the resolution of the issue.
Session 4 – November 20: The
· Schrag, Chapters 3-5
Come prepared to tell us what you think about
Session 5 – November 24: Effective Writing for Policy Audiences
Friday Seminars (20 Weeks)
Week 1 (Dec. 4) What is Public Value?
Memo Topic (choose one)
· How do you understand (at this early date) the public value provided by your department? Are there competing views among the public about the value provided? Are there opportunities to alter the mission that could increase public value?
What is your reaction to
Week 2 (Dec. 11) Public Service and Citizens
· Stone, Policy Paradox, Preface, Intro, Chapter 1 (pp. ix-34)
· Public Administration Review (PAR), Special Issue December 2008
Identify any state policy area or program of
interest to you. Discuss how the State of
What has been the most unexpected aspect of your placement experience so far?
Week 3 (Dec. 18) Civic Engagement
· National Conference on Citizenship, America’s Civic Health Index, 2009
· Washington Post, “The Boomers had Their Day: Make Way for the Millenials,” February 3, 2008
· National Conference on Citizenship, “Two Special Generations: The Millenials and the Boomers”
· Troiano and Golden, “A Millenial Model of Civic Engagement”
How does civic engagement among today’s young people (or lack of engagement) relate to their attitudes about government? Is it a cause or an effect? What might be done to increase engagement, if you think that is warranted?
PART II. The Political Environment of Policymaking
Week 4 (January 8) Governance and Political Reform Issues in
· Center for Governmental Studies, Democracy by Initiative: Shaping California’s Fourth Branch of Government, 2008, Executive Summary
· Center for Governmental Studies, Termed Out: Reforming California’s Legislative Term Limits, October, 2007
· Troy Senik, “Who Killed California?” National Affairs, Fall, 2009
What one or two political reforms do you
think would have the biggest impact on improving governance in
Choose topics for Week 8 policy case study presentation
Placement/Professional Discussion: Linh, Sarah
Week 5 (Jan 15) The
· Blue Sky Consulting Group, California’s Budget Crisis, October, 2009 (skip pp.7-10 on last year’s budget reductions)
· Legislative Analyst’s Office, Overview of the Governor’s Budget, 2010-11
· Next 10 Budget Challenge (print your budget and bring to class prepared to discuss it)
Memo Topics (choose one)
· Discuss the likely impact of the Governor’s budget proposal on an issue area important to your department/agency or to you.
· Why do you think California engages in short-term, crisis budgeting rather than longer-term, strategic or performance-based budgeting?
Guest: Tim Gage, Former Director of Department of Finance (budget director)
Week 6 (Jan 22) Building Support for a Policy Agenda – Who is Important?
· Ashworth, Caught Between the Dog and the Fireplug, Forward, Preface, and pp.1-44.
· “Civil Service Reform as National Security: The Homeland Security Act of 2002”, PAR Administrative Case Study, May/June 2007
issue on which you have observed your mentor, or someone in your office, engage
in political management. What is the
issue? Why is political management (as
Placement/Professional Discussion: Evan, Alyssa
Week 7 (Jan 29) Political Management – Building Support for Policies
· Ashworth, pp.63-88
· “William Robertson: Exemplar of Politics and Public Management Rightly Understood,” PAR Administrative Profile Sept/Oct 2007
Placement/Professional Discussion: Martha, Trevor
Week 8 (Feb 5) Policy Issue Case Studies
Read – No readings
Short Group Presentations (topics to be assigned/selected)
PART III. Policy Design and Analysis
Week 9 (Feb 12) Perspectives on Policy Analysis
· Bardach – Entire book
· Stone – Policy Paradox in Action (pp.384-414)
Memo Topics (choose one)
· Stone provides the example of the affirmative action policy controversy to show how to use the tools of her book to think about an issue, analyze and critique arguments for and against, and argue persuasively for a policy position. Bardach presents an eight-fold path that is primarily aimed at helping policy analysts develop recommendations for solving policy problems. Both are aimed at analysts, each presents a view of policy analysis, and both discuss the importance of defining problems and evaluating options in terms of criteria such as efficiency and equity. Do you find one approach more compelling, or potentially more useful, than the other? (I realize we have not yet read the main part of her book but we have read enough to give you a sense of how she understands policy analysis.)
· Describe a policy issue that you have been involved with and, using Bardach’s steps one, three, and four, define the problem, describe the alternatives that you have heard being discussed, and suggest the criteria that are either explicit or implicit in the discussions around the alternatives.
Placement/Professional Discussion: Kristen, Alex
Week 10 (Feb 19) Criteria for Analyzing Public Policies
Stone, Part II: Goals (pp.35-135)
Drawing from Stone’s premise that there are usually competing claims as to what specific policy satisfies various goals, in this case the goal of equity: describe some public service that is provided through a public program with which you are familiar and discuss at least two competing views about what is the fairest way to distribute the service or the resources that fund the service. Two examples: is it most fair to distribute school funding so that each district gets the same amount per student, or is some other distribution more equitable? Is it most equitable to distribute First 5 grant funds to counties on the basis of which counties serve the neediest pre-school age children? In the example you pick, describe the arguments for different definitions of what is a fair distributions and take a position as to which is most fair.
Sign up for final group topic – 3 people per group
Week 11 (Feb 26) Understanding the Policy Problem
Stone, Part III: Problems (pp.131-257)
Stone tells us that problem definition is strategic because every description of a problematic situation is a portrayal from only one of many possible points of view. With reference to a policy issue with which you are familiar (or perhaps with the one you have tentatively chosen for your final project), describe at least two different portrayals of what the problem is and note what tools and approaches are used by those who put forth that definition (e.g., symbols/frames; numbers/data; heroes/villains; cause-effect story).
Week 12 (March 5) The Tools of Policy Design
Stone, Part IV: Solutions (pp.259-375)
Stone tells us that policy responses to problems are not typically solutions or permanent fixes but are ongoing strategies or next moves: “Policy is more like an endless game of Monopoly than a bicycle repair,” she writes. Using the topic of your final group project (if you can), describe a bit of the progress of the monopoly game. That is, describe some of the policies that have been adopted in recent years – or at least proposed – to try to move the pieces around the board (hopefully not to land in jail!). And describe how those policies have moved the issue along, e.g., have they improved things, changed the nature of understanding the problem, etc. In other words, don’t just list bills or new policies but say something about them.
Placement/Professional Discussion: Anika, Lily
Week 13 (March 12) Applied Policy Analysis
Stone, Conclusion and re-read Policy Paradox in Action (pp.376-414)
Memo Topics (pick one):
· Did the Stone book make you think any differently about the place of politics in the processes of making and analyzing policy? If much of analysis is, indeed, politically grounded, is it less valuable to the policy making process? Or, alternatively, do you find yourself disagreeing with her view that analysis is highly political?
Take an issue that you have been dealing with in
your placement and use concepts from across Stone's chapters to shed light on
it in a way that you might not have come to understand it before.
Placement/Professional Discussion: Dan,
PART IV. Leadership and Organizational Effectiveness
Week 14 (March 19) Leadership in Practice
Discuss some aspect of Shackleton’s leadership that impressed you and that you think has implications for leadership as practiced in state public service.
Week 15 (March 26) Leading Organizational Change
· Moore, Chapters 6, 7
· “Nancy Alfaro as an Exemplary Collaborative Public Manager: How Customer Service Was Aligned with Customer Needs,” PAR Administrative Profile, May/June 2009
Memo Topics (choose one)
Final Project Updates
· Clear statement of the policy issue/problem from your perspective
· How will you justify or document that it is a problem – (not the actual data but the kinds of indicators of the problem, e.g., increase in # of uninsured children, increase in recidivism rate; CA college educated population versus other states, etc.)
· A sentence or two about alternative perspectives on, or definitions of, the problem
· A preliminary list of sources you intend to consult – documents, people
Placement/Professional Discussion: Tina, Sylvia
SPRING BREAK – NO CLASS ON APRIL 2rd
Week 16 (April 9) Perspectives on Leadership
· Morrell and Capparell (entire)
· “Leadership with an Enduring Impact: The Legacy of Chief Burtell Jefferson of the Metropolitan Police Department of Washington, D.C.,” PAR Administrative Profile, Nov/Dec 2006
What lessons do you draw from the Morrell and Capparell book that you would want to apply if and when you had an opportunity to lead a public organization?
Final Project Updates
· What proposed or implemented actions/solutions/alternatives will you be discussing and analyzing?
· What goals/criteria will you be using to analyze the actions/solutions/alternatives? E.g., equity (in all its complicated facets), effectiveness in addressing the problem, cost, cost-effectiveness, political feasibility, …
Placement/Professional Discussion: Shyaam. Carmisha
Mac Taylor, Legislative Analyst
Week 17 (April 16) Leadership Strategies
· Robert Behn, “Performance Leadership: 11 Practices that can Ratchet up Performance,” May, 2004.
· John Tagg, Double Loop Learning in Higher Education, Change Magazine, July/August, 2007
· “Leadership and Change at NASA: Sean O’Keefe as Administrator,” PAR Administrative Profile, March/April 2008
· Three departments’ strategic plans
Assess your organization’s approach to strategic planning and/or organizational effectiveness in light of the principles from the first three readings (and using the three state plans by comparison, if appropriate).
Placement/Professional Discussion: Jose, Nicola
Mary Nichols, Chair of Air Resources Board
Week 18 (April 23) Public Service and You
· Ashworth, pp. 45-62; 121-184
· “Being There Matters - Redefining the Model Public Servant: Viola O. Baskerville in Profile,” PAR Administrative Profile, Jan/Feb, 2009
Required Memo Topic for Everyone
Have your own career goals changed over the course of your fellowship? If so, how and why? If not, why not and is that a good thing?
Final Project Updates
· A rough visual depiction of the issue in its environment – even if you don’t end up using this, it will be a helpful exercise
· List of other visuals you might include – types of charts or graphs, pictures, cartoons…
Guests (separate sessions)
Brigadier General Mary Kight, Adjutant General of the California National Guard
David Maxwell-Jolly, Director, California Department of Healthcare Services
April 30: Interviews for new
Final Project Updates
· List of courses concepts you think I’ll be able to recognize, when I read your final policy brief and listen to your presentation, as having been applied by your group in analyzing your issue (look broadly across the whole course – including leadership and organizational issues that we’ll be discussing during the last several weeks)
May 7: Interviews in LA – NO SEMINAR
Week 19 (May 14) Group Presentations
Week 20 (May 21) Group Presentations
Final Projects Due