Public Policy and Administration
PPA
240B
As of January 25, 2005. We may amend this together. Changes will be posted on WebCT.
Spring 2005
Monday
Tahoe Hall 1027
Mary K. Kirlin Office: Tahoe Hall 3033
278-4209
(o)
Office hours: Mon
480-0525 (h) (
email: kirlinm@csus.edu
Introduction and course objectives
"Public management" covers many concepts – management of public systems, understanding of democratic institutions, and the individual tools needed to be effective in these complex public systems. Although the focus is on public sector organizations, we will discuss not-for-profit and private organizations; most organizations have similar problems although their underlying rationale for existence may be quite different. Key concepts are explored with an eye towards practical application of lessons learned. The role of the manager is examined with particular focus on tools managers use to adapt and flourish in the complex political and bureaucratic environments found in the public and not-for-profits sectors. The course is designed as an applications course, allowing students to practice what they have been learning in their graduate studies.
This course is the second course in the management course sequence. It covers a large amount of material with the expectation that students will be exposed to the information and learn more on their own. As graduate students, you are learning skills and tools, as much as facts or “rules”. The more you learn, the more you realize how many things you don’t know. That should be the case here.
This class is also about getting out of your “box”, that perspective which has shaped your learning so far and often narrows the way you view the world. Good managers seldom know the answers to everything, but they know instinctively how to ask questions that will give them new and different perspectives on problems. I will push you quite hard to understand your own "box". As long as you are learning and exploring you will be doing well. If you are looking for the right answer, you will discover there rarely is one. If your pencil is poised waiting for the one item that will guarantee an A, you are wasting your time. Relax, open up your mind and be ready to be daring. School is a unique opportunity to challenge yourself, to test out ideas, and to learn.
Given the above, the following are the specific learning objectives for this course:
The course is taught in a seminar style. That is, students are expected to come to class prepared to participate in conversations about the materials they have read. I will rarely lecture for an entire evening; this is hard on you and on me. Rather, I will facilitate conversations and exercises designed to further learning. If you have not done the reading, you will not be able to participate. Consistent lack of participation will result in a reduced class participation grade.
Students are expected to attend class regularly, participate, and turn in assignments in a complete and professional manner. Complete and professional means proofread, well written, appropriately cited, and on time. Especially poorly written papers may be returned to be re-done at the discretion of the instructor. Excessive absences will be reflected in your grade.
No late work will be accepted. I understand that many students are working full-time and attending classes at night. I will accommodate work "issues" as much as possible but expect you to complete your assignments on time. If you must miss class when an assignment is due, you may drop it off at my office or e-mail it to me prior to class. If you email it, it is your responsibility to insure that I have received it and that it is retrievable. You may do this by phoning me or requesting a confirming email from me. I am most likely to receive it in Microsoft Word Format.
Leadership paper 20%
Organizational culture paper 20%
Team case study (final project) 40%
Final assessment of case studies 10%
Class participation 10%
(Attendance and active
participation in conversations contribute to this grade.)
Total 100%
Papers
Paper 1:
There are many skills that facilitate effective leadership. Different contexts call for different styles of leadership. Identify a leader of a public or non-profit organization that is of a reasonable size (we’ll define reasonable in class). Analyze the leadership skills and/or qualities of this leader. Please note that this is not an opportunity to tell me how wonderful someone is. This should be a thoughtful analysis of the leadership skills the leader possesses. It is also perfectly appropriate to discuss the skills they do not possess and how this affects their leadership effort. In the second part of this paper discuss how this particular style of leadership fits with the type of organization he or she is running and its current leadership needs. Information from the class sessions on both leadership and goal setting/strategic planning should be used for this paper (hint hint).
You
are not expected to interview the leader in person, in fact it is discouraged. I also discourage using your own organization
since you already have a set of beliefs about the person and the organization. Due at
the beginning of class
Paper 2 :
Pick
a public or non-profit organization that you have some familiarity with, but preferably
not one that you are either in love with or hostile about.
Using the techniques we have learned in class, explain both the positive
and potentially harmful aspects of the organizations culture as best you understand
it. What is important here is less that
you get it “right” but that you explain what cues and signals are leading you
to believe the culture is as you say. Further, the discussion of the implications of
this type of culture for the organization will be important. In other words, how do you know what the culture
is and why does it matter. Due at the beginning of class
Paper 3:
Assessment of case studies, details
will follow on this paper. It will be due
on
Important
note regarding formatting papers:
All papers are to be typed, double spaced, paginated, and fall within the page limits specified. Please put a cover page on each assignment containing your name, your email, and the assignment title. Do not use more than 12 point or less than 10 point type. (No squished margins either!) Correct punctuation, spelling and citations are expected. Many different styles of citation are acceptable (except legal) but whatever you use make sure you are consistent. If you are unsure, consult a style guide.
The first two papers should be analytical in nature, using the theories and concepts from class to illuminate a particular situation. The final case study paper will be more reflective, but we will discuss this further. Written presentation is very important. You will often be called upon to communicate your thoughts and recommendations clearly and concisely in work environments. Please take this opportunity to practice and perfect this technique!
Team
Organization Case Study
Teams of approximately 3-4 (depending upon class size) will complete a case study to be presented at the end of the semester. You may form your own teams. This project requires you to consider not only the content of an assignment but the process. That is, I will give you minimal written guidance regarding how to do the assignment, it will be up to you to sort out what information to obtain, how to structure your research, and what is important to include in your final paper. Having said that, below are some more specific guidelines.
The Project:
You are to pretend that you are newly anointed as the head of this organization, or, that you have been retained as organization consultants to provide a report to the top management on the organization. Assume that someone is trying to get their hands around what is/has been happening in their organization. In the paper and presentation you should provide sufficient background to help your audience understand relevant background on the organization. You will then present your findings about what is going on in the organization, what is working, what isn’t. These may be in the form of observations and/or recommendations.
The Process:
Each paper and presentation will be unique because each organization is unique. What is critical information to one group will be irrelevant to another. You may (and should) use any of the tools we have used in this class, or others that you have picked up along the way. The purpose is to learn how to learn about an organization. I suggest that students start with the syllabus as a way to think about what they know about organizations. Then, collect as much information as you can. Much of this will be from primary printed sources (budgets, strategic plans, organization charts etc.). For this assignment, I ask that you limit your personal contact with the organization, in other words, do not presume that an interview with an employee will be the source of all answers. You may certainly make contact to request information such as budgets, plans etc.. Once you collect information you will ask “So what?” “What does this mean?” As you go about the process of learning about the organization, you may find out information about the organization that is not in your final paper because it is not helpful or relevant. That’s okay, the paper is analytical, not a research dump J.
A note about content: this is a class about management and organizations, not about policy. Thus, your paper should deal with issues relative to management of the organization. Interesting policy issues are relevant only to the extent that they will impact the organization’s processes. We’ll talk more about this distinction in class.
We will develop a timeline for a draft and the final presentation to the class is scheduled. How you spend your time is up to the group. Getting started is almost always the hardest part of this project, sorting out what you will look for and how you will get the information can be daunting. While you are grumbling about the assignment (and me J) please remember this is a critical part of the learning. Most of the analysis will be done as the group comes together to share what they have found and collectively reflect on the whole. This project does not work well when you simply decide the component parts and divide them up.
Each team will have 20 minutes for their final presentation and must turn in a written “report style” version of the presentation (18-25 pages).
You will be asked to form teams early and I will spend time with each group, evaluating your progress. A significantly final draft will be due shortly before presentations begin, we will negotiate the date as it approaches. The final presentation must include all team members and may use whatever graphics and technology you find useful. (Most students use powerpoint.)
Students will grade each member of their team on participation, and the remainder of the class will be graded on their participation in the presentation. In other words, sitting on your duff is not acceptable, as a team member or as an audience member!
The books are available in the bookstore or may be purchased through Amazon or another on line provider. Electronic readings have links provided in the syllabus available on webct or the PPA Department website www.csus.edu/mppa . Access to these may require a University library connection, either from campus or through your home computer that has been set up for remote access to campus. Please bring the appropriate readings to class (including the hard copies of electronic material) we will often use them in exercises. You will notice the a few class sessions are not as well defined. Since this is a new course, I have left some flexibility in the second portion so I can make more informed choices about the best use of our time.
Required texts:
Langewiesche,
William (2003) American Ground: Unbuilding the World Trade Center North Point
Press,
Rainey,
Hal (2003) 3rd Edition. Understanding & Managing Public Organizations Jossey-Bass,
PPA 240B
Spring 2004
|
Week | Date | Topics and Assigned | Assignments Due |
| 1 | Jan 24 | Introductions
and overview Policies, politics, organizations Diagnosis versus intervention strategies, what is the difference? Standing what you know on end What is your toolkit? | |
| 2 | Jan 31 | Organizational
context – A Review of Organizational Theory and Bureaucracies Rainey,
Chapters 1-4 and 8; (this should be review) Weick,
Karl, (1996) "Drop
your Tools: An Allegory for Organizational Studies”, Administrative Science Quarterly” | Bring in your working toolkit |
| 3 | Feb 7 | Managing organizations – goal setting and strategic planning (remembering Mark Moore) Rainey
Chapter 6 Review
the CSUS Strategic Plan
document | |
| 4 | Feb 14 | Leadership Rainey Chapter 11,
pgs 289-307; Articles
about President Gonzalez: | |
| 5 | Feb 21 | Organizational
Culture Columbia Accident Investigation Board Skim the report, read the executive summary and Chapters 6 and 7 NASA Report on Organizational Culture Pages 1- 41. Skim the remainder | Paper on leadership due |
| 6 | Feb 28 | Applying
what we’re Learning American Ground: Unbuilding the World Trade (all) | |
|
Week | Date | Topics and Assigned | Assignments Due |
| 7 | March 7 | Putting the pieces together: The California Performance Review Legislative
Analysts Office: Initial
Assessment of the California Performance Review 9/11 Commission Report: Review the Executive Summary and Chapters 11-13 | |
| 8 | March 14 | Creating
templates for assessing organizations | Organizational culture paper due Bring your working toolkit to class |
| 9 | March 21 | NO CLASS – Spring Break J | |
| 10 | March 28 | Power
in organizations Rainey Chapter 5 and 7 | |
| 11 | April 4 | In class we will review coalignment theory (no reading for this) | Draft case studies due (we will negotiate the exact date) |
| 12 | April 11 | Policy analysis versus policy implementation: Different Needs, Different Skills | |
| 13 | April 18 | Engaging citizens, what role for public managers? The Season of our Voter Discontent summary pages 1-14 | |
| 14 | April 25 | Case study presentations | |
| 15 | May 2 | Case study presentations | |
| 16 | May 9 | Final papers due, assessments of case studies, wrap up | Final paper |