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V502 PUBLIC MANAGEMENT
Fall 2017 Section 10768
Trent A. Engbers, PhD
Visiting Lecturer, Indiana University
Assistant Professor, University of Southern Indiana
812-465-1130 (office)
812-477-1432 (home)
zoom: tengbers
Email: [email protected]
Website: http://faculty.usi.edu/taengbers
COURSE DESCRIPTION
This survey course introduces the discipline and profession of public management, and
provides students with an understanding of the institutional, political, organizational, and
ethical context of public management. A better name for this course might be Public
Management in a Democratic Society. The course is designed to help the individual become
a more effective public manager by analyzing ways of reconciling and promoting
administrative and democratic values. It focuses on the roles and functions of managers in
public organizations. The course gives relatively equal emphasis to: (1) the institutions and
context within which public managers operate; and (2) the behaviors, skills, values, and
ethics associated with the manager's role. Students are expected to develop perspectives
about public management strategies and to acquire skills suitable for facilitating such
strategies. Students will have opportunities to apply theories and techniques discussed in the
class to problems and cases. All of the issues we discuss will expose you to essential
knowledge for managing in the 21st century and improve your ability to manage public
organizations.
COURSE OBJECTIVES
To provide students an understanding of public sector institutions and effective
management in the public sector.
To show how public institutions differ from, and relate to, private and nonprofit
institutions.
To increase students' awareness of their managerial styles and competencies and to
facilitate their development as ethical public managers.
To enhance managerial skills to communicate, negotiate, facilitate teams, manage
conflict and change, make decisions, and lead.
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TEXTS
The primary text for the class is: Rainey, Hal G. 2014. Understanding and Managing Public
Organizations (5th edition). San Francisco: Jossey-Bass. The 4th edition is also appropriate.
Hard and electronic copies of the text can be purchased from Amazon and other booksellers
An electronic version of the text
(http://site.ebrary.com.ezproxy.lib.indiana.edu/lib/iub/docDetail.action?docID=10344086)
can also be accessed from the IU Library when you are properly logged in to your IU
account.
I have also assigned readings that are available on Canvas under the Resources tab. These
readings are identified on the syllabus.
SELECTED UNIVERSITY POLICIES
Academic integrity. I take academic integrity very seriously. Academic dishonesty will be
reflected in a score of 0 for the assignment as a reflection of the quality of work. More
information on the code of conduct can be found at http://www.iu.edu/~code/.
SPEA Honor Code. The SPEA Honor Code can be found at:
https://spea.indiana.edu/doc/undergraduate/ugrd_student_honorcode.pdf.
Incompletes. The grade of Incomplete used on the final grade reports indicates that the work
is satisfactory as of the end of the semester but has not been completed. The grade of
Incomplete may be given only when the completed portion of a student’s work in the course
is of passing quality. A grade of Incomplete can be assigned upon a showing of such
hardship to a student as would render it unjust to hold the student to the time limits
previously fixed for the completion of his/her work.
(http://policies.iu.edu/policies/categories/academic-faculty-students/academic-student-
affairs/incompletes.shtml)
Late Withdrawal. Withdrawal after the automatic withdrawal period requires approval by the
instructor and relevant Program Director, and must be based on dire circumstances relating to
extended illness or equivalent distress (IU Enrollment and Student Academic Information
Bulletin). Requests to drop due to a failing grade will not be approved. You must be passing
the course at the time of withdrawal. Contact your advisor or the appropriate Program
Director if you want to petition for late withdrawal.]
Counseling and Psychological Services For information about services offered to students by
CAPS: http://healthcenter.indiana.edu/counseling/index.shtml.
Disability Services for Students For information about support services or accommodations
available to students with disabilities, and for the procedures to be followed by students and
instructors: http://studentaffairs.iub.edu/dss/.
Sexual Harassment. As your instructor, one of my responsibilities is to help create a safe
learning environment on our campus. Title IX and our own Sexual Misconduct policy
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prohibit sexual misconduct. If you have experienced sexual misconduct, or know someone
who has, the University can help.
If you are seeking help and would like to speak to someone confidentially, you can make an
appointment with:
i. The Sexual Assault Crisis Service (SACS) at 812-855-8900
ii. Counseling and Psychological Services (CAPS) at 812-855-5711
iii. Confidential Victim Advocates (CVA) at 812-856-2469
iv. IU Health Center at 812-855-4011
For more information about available resources:
http://stopsexualviolence.iu.edu/help/index.html. It is also important to know that federal
regulations and University policy require me to promptly convey any information about
potential sexual misconduct known to me to our campus’ Deputy Title IX Coordinator or
IU’s Title IX Coordinator. In that event, they will work with a small number of others on
campus to ensure that appropriate measures are taken and resources are made available to the
student who may have been harmed. Protecting a student’s privacy is of utmost concern, and
all involved will only share information with those that need to know to ensure the
University can respond and assist. I encourage you to visit
http://stopsexualviolence.iu.edu/help/index.html to learn more.
CLASS FORMAT
This is a web-based course. Most of our interaction will be via the internet. Our internet
exchanges will, for the most part, be asynchronous (that is, not at concurrent times). This
characteristic of how the course will be delivered has advantages and disadvantages. Among
the advantages are that the format gives you a good deal of flexibility about when you log in
and contribute. It also gives you time to prepare thoroughly and reflect about the issues raised
in the readings, cases, and exercises. The electronic format for our interchanges also provides
an opportunity for everyone to contribute without the constraints of limited time for in-class
discussion and differences in verbal skills.
One of the disadvantages of the format is that we will not enjoy the same level of intimacy
that can be achieved in a seminar format. Feedback among participants will not be as quick
or, perhaps, as rich. My hope, however, is that each of you will carry on your interchanges
with me and your peers recognizing the need for care and completeness in your
communications and the virtues of good humor. Our communications can (and I hope will)
be augmented by phone, Skype/zoom, and other forms of two-way communication if these
alternatives seems more appropriate in a given situation.
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I also am planning on hosting optional synchronous meetings to discuss the course and
readings. The day will vary in order to maximize the opportunities for interaction for
individuals with different schedules. They are scheduled for:
August 21, 8:00 PM EST
September 14, 8:00 PM EST
October 18, 7:00 PM EST
November 16, 7:00 PM EST
December 6, 7:00 PM EST
They will begin at the appointed time and will last until all questions have been answered. Of
course, if you would like to meet with me outside of these times, please let me know. I am
anxious to be available to you.
My philosophy of teaching is quite simple and I do not see a need to change it because of the
format for this course. I believe that students learn best by actively participating in the
teaching-learning process. Since this is a graduate course, I consider each of you to be
experienced professionals in a position to be a valuable resource to each other. You can learn
as much from your classmates as you can from me (in fact, the format may magnify the
importance of this view). You will be asked to participate in numerous cases, discussions,
and exercises.
Part of the learning in this course is cognitive, that is, factual in nature, but much of the
learning is not cognitive. It involves experiences, affect, skills, and self-awareness. This
learning intersects with concepts such as personal mastery and mental models, discussed in
Peter Senge's The Fifth Discipline, but it is broader. I encourage you to prepare yourself for,
and to be open to, the variety of ways you can learn from this course.
Most of our interactions will occur in the context of Canvas, a software system that provides
a comprehensive set of tools for the creation, management, and viewing of sophisticated
world wide web-based teaching and learning environments.
EXPECTATIONS
Although this course is offered in a distance learning format, it does not alter our basic
responsibilities to one another. It is your responsibility to do the following:
Be prepared to contribute each week to the online discussions
Complete assignments on time
Participate in class discussion
Inform me of any problem or situation that may be interfering with your learning or
performance in the course
Provide feedback on the strengths and weaknesses of the course in a professional
manner
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It is my responsibility to do the following:
Provide activities designed to accomplish course objectives
Assist in providing an atmosphere conducive to learning
Grade and return assignments in a timely fashion and appraise students of their
progress on a regular basis
Respond to student concerns
ASSIGNMENTS AND GRADING
Cases are a key element of your course responsibility. Case work will involve online
discussion forums as well as three written case analyses prepared by you individually. The
purposes of this component of your grade are to: (1) expose you to real situations where
particular public management issues must be addressed; (2) provide an opportunity for you to
offer rich and thoughtful insights and recommendations; and (3) demonstrate the value of
thinking analytically about a management problem.
Written Case Analyses. The written case analyses will assess a specific situation and
identify the public management issues raised by the case study. Analysis means that you
draw out pertinent issues from the case. It does not mean you rehash the facts of the case. It
certainly may be necessary to use the facts of the case to illustrate or support your analysis,
but your written report should assume that the reader of the report is familiar with the case.
The case analysis report is an opportunity to apply your knowledge of public management to
the specific situation. These cases should be used to integrate all content covered in the
class up that the due date.
There are three case analyses that require a written paper:
1. “The Blast in Centralia No. 5: A Mine Disaster No One Stopped,” due on Sunday,
September 24
2. “Improving Services to Missouri’s Children and Reforming the System” due on
Sunday, November 5
3. “Meeting for a Need: Jerry Abramson and Citywork in Louisville, Kentucky,” due
on Sunday, November 26
Participation. Participation is very important in this class and accounts for forty-five
percent (45%) of your grade. Your participation grade will depend upon the quantity and
quality of your contributions to discussion forums, a course blog, and chat room. Most of the
Canvas discussion forums will be organized around the case for a given week (e.g., Weeks 1
& 2). This means it will be important for you to login to Canvas early in the week (probably
Monday) to make your initial contribution to the discussion. It will be necessary for you to
return to the discussion at mid-week and probably again before the discussion ends to review
what others have contributed and follow-up with additional contributions. You can find
more information about norms and guidelines about online participation in Canvas.
Leading a case discussion. You will be required to lead discussion of one case
during the semester. Sign up for the case discussion you wish to lead in the class spreadsheet.
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Cases will be allocated on a first-come, first-served basis. It is likely that many of you will
be paired with another student(s) in leading the discussion. Do not sign up to share
discussion leadership responsibility for a case, however, until at least one person has opted
for each of the assigned cases. You can sign up at: Group Leader Sign Up
Leading a case discussion will consist of several tasks. The first is to create the questions
that will be posted to the forum to initiate discussion of the case. Please send these to me
prior to the week that you will be leading the discussion. You will also have responsibility
for offering input during the week to stimulate a constructive and energetic discussion about
the issues raised by the case. This task will be much like what you do each week in the case
discussions, but you will have the extra responsibility to keep the discussion on track,
connect disparate contributions, and provide perspective for your peers. Another task is to
provide a concluding post at the end of the week that offers conclusions regarding the case
and the reading(s) that precedes it, and how knowledge from the case contributes to our
skills as public managers. Your grade will be determined by the extent to which your
questions and leadership result in a robust discussion of the readings and issues for the week
and your concluding post helps synthesize the discussion.
Book briefing. One of your tasks during the semester is for you to read and brief
your peers about one of the books from the Public Manager’s Bookshelf (see the end of the
syllabus). A discussion forum will be established on which you can post your briefings about
the book. You should sign up for the book you wish to read in the book sign-up. Books will
be allocated on a first-come, first-served basis; only one student per book.
As you read the book you choose, consider how it relates to your experience and to the
readings, cases, and discussions you have encountered in this course. When you post about
the book, look at it through the lens of your area of expertise as this will make your
experience more useful and authentic. How might the information in the book change the
way you approach your work? Does the book ring true based on your experience? How does
the author’s outlook align (or not) with other readings in the course?
As you read the book you have chosen, contribute at least 2 or 3 posts along the way. This
will help you gather your thoughts and share questions and impressions with your classmates
as you are reading. Help your classmates by reading and commenting on their preliminary
posts. You can sharpen each other’s focus, suggest other viewpoints, clarify information, and
bring a community’s worth of insight into each other’s understanding. Your final, summative
post should be around 1000 words and will be enriched by the discussions you have around
your preliminary posts.
Final Exam. A final exam will be administered during December 12-15. The exams will
require you to synthesize and analytically reflect upon the course readings, discussions, and
casework. All questions on the exams will be essay questions. Each student will select a day
during exam week when he or she can sit for the exam. I will email the exam to you and you
will need to return it to me within 24 hours after you receive it.
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The weighing of the course elements for the semester grade is as follows:
Written case analyses 30% (10% each)
Final Exam 25%
Participation 45%, distributed as follows:
Briefings about a book from the Public Manager’s Bookshelf, posted to the book-
briefing forum (10% of the course grade)
Discussion forum contributions (30% of the course grade)
Leading discussion of one of the cases assigned for discussion (5% of the course
grade)
The semester grade will be determined as follows:
A 100-93% A- 92.9%-90% B+ 89.9%-88%
B 87.9%-83% B- 82.9%-80% C+ 79.9%-78%
C 77.9%-73% C- 72.9%-70%
All assignments are due by the end of the day (U.S. Central time zone) on the date that the
assignment is due. Late work will be downgraded one full letter grade for each day it is late
and will not be accepted more than 48 hours after the due date. I will consider making
individual exceptions to this policy, but only if an exception is requested in advance, is
legitimate, and can be documented.
Student work will be graded on three criteria: (1) Analytical: the thoroughness and quality of
your analysis and recommendations, including your grasp of the issues involved; (2) Use of
course material: the extent to which you applied course material to the situation and
demonstrated your understanding of the material; and (3) Stylistic: the quality of your written
or oral presentation, including the care you have taken to edit for grammar and spelling in
your papers.
The following will help you understand how this translates into a specific letter grade:
Grades of A+/A/A-: A grade in the “A” range indicates you have performed above average
for graduate work. The organization of your writing or presentation is effective and easy to
follow, and spelling and grammar are correct. Beyond that, your analysis is of above average
quality, as is your comprehension of the material and the solutions that you recommend.
Your analysis reflects an in-depth and thorough understanding of the management issues,
theory, and research. Your conclusions are original and/or well-defended. You have either
been especially thorough in your use of the course readings, or you have gone beyond the
assigned readings to seek out and incorporate additional reading material. Your engagement
of these authors’ insights in your paper and class discussions demonstrates that you have read
and understood them.
Grades of B+/B/B-: Acceptable but not outstanding graduate work will be assigned a grade
in the “B” range. To receive this grade on papers, the organization of your writing must be
easy to follow, spelling and grammar mostly correct, and writing style effective. Your paper
meets all of the guidelines regarding content. Your analysis distinguishes between fact and
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opinion, avoids excessive rehash of facts, and reflects a good understanding of the material.
In most instances, your writing will reflect a good understanding of the management issues.
Your solutions will be based on public management theory and research rather than your
opinion, and follow logically from your analysis and evaluation.
Grades of C and D: Grades in the “C” and “D” range fall below graduate work proficiency.
Such a grade will be assigned if a paper meets some but not all of the expectations described
above, or if it has poor grammar, did not address the issues at hand, or is sketchy or
superficial, reflecting only your opinion without support. These grades may also signify that
I saw little understanding of the management issues in your write-up, and a minimal or
superficial application of course readings and discussions.
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CLASS SCHEDULE AND ASSIGNMENTS Week Date Topic Readings Class Assignments Individual
Assignments
Week 1 August 21-27 Introduction to
Public
Management
Syllabus
FAQs About Online
Participation along with
advice for discussion
boards and group leading
Rainey, Chapter 1, "The
Challenge of Effective
Public Organization and
Management"
Rainey, Chapter 2,
"Understanding the Study
of Organizations: A
Historical Review"
Kettl, "What is Public
Administration?"
Students will make a short post to
Introductions Discussion Forum with
information about their professional
and personal story.
Students will select and sign up for
a book from the Public Manager's
Bookshelf.
Students will select and sign up for
a case for which they propose to lead
the discussion when the case is
scheduled on the syllabus.
Case Study Discussion: The
Administrative State: Enforcement of
Speeding Laws and Police Discretion.
Questions will be posted to The
Administrative State: Enforcement of
Speeding Laws and Police Discretion
Discussion Forum for student
reflection, comment and exchanges
during week 1.
The case discussion
leader for
Grandtown's New
Public Library Case
must submit
discussion questions
to the instructor.
21-Aug Optional
Synchronous
Meeting
Week 2 August 28-
September 3
Institutional
Environments of
the Public
Manager
Rainey, Chapter 3, What
Makes Public
Organizations Distinctive
Rainey, Chapter 4,
Analyzing the
Environment of Public
Organizations
Case Study Discussion: Grandtown's
New Public Library; Students should
consider making a preliminary blog
post about the book they have chosen
from the Public Manager's Bookshelf.
The case discussion
leader for Columbia
Accident must submit
discussion questions
to the instructor.
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Week 3 September 4-10 The Political
Environment of
Public
Organizations
Rainey, Chapter 5, The
Impact of Political Power
and Public Policy
Norton Long, "Power
and Administration"
Khademian and Sharif -
Developing Effective
Relationships with
Legislators - Handbook 9
Watch Columbia Videos
Case Study Discussion: The Columbia
Accident. Students are requested to
reflect, comment and exchange
perspectives in response to the
questions.; Students should consider
making a preliminary blog post about
the book they have chosen from the
Public Manager's Bookshelf. Respond
to some classmates Bookshelf
postings
The case discussion
leader for Blast in
Centralia No. 5 must
submit discussion
questions to the
instructor.
Week 4 September 11-
17
Ethics and Public
Values
Waldo, "Public
Administration Ethics: A
Prologue to a Preface"
Henry, "Toward a
Bureaucratic Ethic"
Ireni-Saban Understanding
the Obligation of Codes of
Ethics - Handbook 33
Case Study Discussion: The Blast in
Centralia No. 5: A Mine Disaster No
One Stopped. Students are requested
to reflect, comment and exchange
perspectives in response to the
questions.; Written Case Analysis due
next week;
Students should consider making a
preliminary blog post about the book
they have chosen from the Public
Manager's Bookshelf. Respond to
some classmates Bookshelf postings
The case discussion
leader for State-Stat:
Performance
Management in
Maryland State
Government must
submit discussion
questions to the
instructor.
14-Sep Optional
Synchronous
Meeting
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Week 5 September 18-
24
Managing
Performance
Rainey, Chapter 6,
Organizational Goals and
Effectiveness
Joyce, "The Obama
Administration and PBB:
Building on the Legacy of
Federal Performance-
Informed Budgeting?"
Written Case Analysis : The Blast in
Centralia No. 5: A Mine Disaster No
One Stopped. Students will prepare a
memo in response to the questions in
the assignment under the Assignment
tab. Turn in you memo to the written
case analysis #1 assignment via the
Assignment tab in Canvas by
September 24 at 11:59 PM. Case
Study Discussion: State-Stat:
Performance Management in
Maryland State Government.
Students are asked to reflect,
comment and exchange perspectives
in response to the questions. ;
Students should consider making a
preliminary blog post about the book
they have chosen from the Public
Manager's Bookshelf. Respond to
some classmates Bookshelf postings
The case discussion
leader for Ellen
Schall and the
Department of
Juvenile Justice must
submit discussion
questions to the
instructor.
Week 6 September 25-
October 1
Strategic
Management
Rainey, Chapter 7,
Formulating and
Achieving Purpose: Power,
Strategy, and Decision
Making
Bryson and Roering,
"Strategic Planning
Options for the Public
Sector"
Case Study Discussion: Ellen Schall
and the Department of Juvenile
Justice. Students are asked to reflect,
comment and exchange perspectives
in response to the questions; Students
should consider making a preliminary
blog post about the book they have
chosen from the Public Manager's
Bookshelf. Respond to some
classmates Bookshelf postings
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Week 7 October 2-8 Conflict
Management and
Negotiation
Blomgren Amsler
Negotiation for Public
Good Handbook 28
Videos: .
Dealing with Obstacles
and Complicating Factors
Setting the Stage for
Productive Negotiations
Dealing with Difficult
Tactics
No case is scheduled for discussion
this week to give you time to finish up
you managers bookshet assignments.
Final Blog posting should be
submitted by October 8 at 11:59 PM
The case discussion
leader for
Reinventing School
Lunch—
Transforming a Food
Policy into a
Nutrition Policy must
submit discussion
questions to the
instructor.
Week 8 October 9-15 Decision Making
and Policy
Rainey, Chapter 8,
Organizational Structure,
Design, Technology, and
Information Technology
Eoyang and Spencer,
"Designing Effective
Programs"
Lindblom, "The Science
of Muddling Through"
Case Study Discussion: Reinventing
School Lunch: Transforming a Food
Policy into a Nutrition
Policy. Students are asked to reflect,
comment and exchange perspectives
in response to the questions.;
The case discussion
leader for Changing a
Hospital's Culture
must submit
discussion questions
to the instructor.
18-Oct Optional
Synchronous
Meeting
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Week 9 October 16-22 Organizational
change
Rainey, Chapter 13,
Managing Organizational
Change and Development
Fernandez and Rainey,
"Managing Successful
Organizational Change in
the Public Sector"
de Vries and Balazs,
"Transforming the Mind-
Set of the Organization: A
Clinical Perspective"
Case Study Discussion: Changing a
Hospital's Culture. Students are asked
to reflect, comment, and exchange
perspectives in response to the
questions;
The case discussion
leader for
Improvement
Services for
Missouri's Children
must submit
discussion questions
to the instructor.
Week 10 October 23-29 Collaborative
Public Networks:
Intergovernmental
Relations and
Intersectoral
Netowrks
McGuire, "Collaborative
Public Management:
Assessing What We Know
and How We Know It"
Agranoff, "Leveraging
Networks: A Guide for
Public Managers Working
Across Organizations"
Case Study Discussion: Improving
Services for Missouri's Children.
Students are requested to reflect,
comment and exchange perspectives
in response to the questions.; Written
Case Analysis due next week
The case discussion
leader for The Case
of Joe the Jerk must
submit discussion
questions to the
instructor.
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Week 11 October 30-
November 5
Motivation
Rainey, Chapter 9,
Understanding People in
Public Organizations:
Values and Motives
Rainey, Chapter 10,
Understanding People in
Public Organizations:
Theories of Work
Motivation and Work-
Related Attitudes
Perry, Mesch, and
Paarlberg, "Motivating
Employees in a New
Governance Era: The
Performance Paradigm
Revisited" Llorens
Compensation Public
Sector Employees -
Handbook 26
Written Case Analysis : Improving
Services for Missouri's Children.
Students will prepare a memo in
response to the questions in the
assignment under the Assignment tab.
Turn in you memo to the written case
analysis #1 assignment via the
Assignment tab in Canvas by
November 5 at 11:59 PM; Case Study
Discussion: The Case of Joe the Jerk
(or, the Very Capable Jerk). Students
are asked to reflect, comment, and
exchange perspectives in response to
the questions.
The case discussion
leader for Who
Brought Bernadine
Healy Down? must
submit discussion
questions to the
instructor.
Week 12 November 6-12 Leadership Rainey, Chapter 11,
Leadership, Managerial
Roles, and Organizational
Culture
Video: Students should
view Admiral Thad Allen:
Changing Government
Requires Flexible,
Learning Leaders
Case Study Discussion: Who Brought
Bernadine Healy Down? Students are
asked to reflect, comment, and
exchange perspectives in response to
the questions.
The case discussion
leader for Meeting a
Need--Jerry
Abramson and
Citywork in
Louisville, Kentucky
must submit
discussion questions
to instructor.
16-Nov Optional
Synchronous
Meeting
15
Week 13 November 13-
19
Managing Groups
and Work Teams
Rainey, Chapter 12,
Teamwork: Understanding
Communication and
Conflict in and Among
Groups
Levi, "Understanding
the Basic Team Processes"
Discussion: Meeting a Need--Jerry
Abramson and Citywork in
Louisville, Kentucky. Students are
asked to reflect, comment, and
exchange perspectives in response to
the questions.
Week 14 November 20-
26
Thanksgiving No readings. Thanksgiving Written Case Analysis : Improving
Services for Missouri's Children.
Students will prepare a memo in
response to the questions in the
assignment under the Assignment tab.
Turn in you memo to the written case
analysis #1 assignment via the
Assignment tab in Canvas by
November 26 at 11:59 PM;
The Reading
Discussion Leaders
will submit questions
to the instructor
Week 15 November 27-
December 3
Innovation and
Creativeity
Denhardt, Denhardt, and
Aristigueta, "Fostering
Creativity"
Discussion Forum: This forum will
start at the beginning of the week, but
will not involve a case study. Please
discuss the readings broadly
The Reading
Discussion Leaders
will submit questions
to the instructor
6-Dec Optional
Synchronous
Meeting
Week 16 December 4-10 Managerial
Effectiveness
Rainey, Chapter 14,
Advancing Effective
Management in the Public
Sector
Denhardt, Denhardt, and
Aristigueta, "Managing
Behavior in the Public
Interest"
Discussion Forum: This forum will
start at the beginning of the week, but
will not involve a case study. Please
discuss the readings broadly
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Week 17 December 9-12 Final Exam Week A final exam will be administered
during exam week You will
choose to take the exam on either
December 9th, 10th, 11th or 12th.
The exams will require you to
synthesize and analytically reflect
upon the course readings,
discussions, and casework. All
questions on the exams will be
essay questions. Each student will
select a day during exam week
when he or she can sit for the
exam. You will download the
exam and must upload it the
completed exam within 24 hours