Instructor: Dr. Jeff Ashley
Class Time: Th 6:00-8:30
Office: Coleman 2335
Phone: 581-8418
e-mail: cfjsa@eiu.edu
Course Description
PLS 5543 is designed
to integrate administrative theory and practice in a manner which will
allow students to better understand and operate within an organizational
setting. Theory will be stressed in the course so that students might
better recognize why organizations function the way they do, why certain
administrators behave the way they do, and why various activities are performed
on a somewhat regular basis. Organizational structures, administrative
processes, and managerial techniques are subject to change. By understanding
the theory behind various structures/processes/techniques, one is often
better able to adapt to changes as they emerge.
PLS 5543 will also
focus on the practice of administration. While theory allows one
to understand why techniques are present, it is equally important to know
how the techniques/tasks/tools are used. PLS 5543 is about reading,
analyzing, critiquing, and discussing theories while also attempting to
simulate doing. Thus, the course is intended to facilitate learning
at different levels - - practical and theoretical. The basic assumption
behind this integration is that theory and practice are complimentary,
not contradictory.
Course Objectives
The objectives of PLS 5543 are to:
1) provide an understanding of the unique nature of public organizations,
and the role that leadership (formal and informal) plays in making an organization
function;
2) gain a greater appreciation for the various views on what management
is and what functions managers perform -- including the assessment of performance
within the organization;
3) increase awareness of the different motivational factors at work
in an organization that an administrator may depend on from time to time;
4) introduce students to public policy design and implementation theory
within intergovernmental settings and illustrate how multiple jurisdictions
can impact implementation;
5) increase analytical and oral skills through the dissection and discussion
of reading materials on the above.
Attendance Policy
Attend! Much of what we get out of both courses comes from
discussion and brainstorming. Therefore, not showing up regularly
would be a mistake.
Reading Materials
Jay Shafritz and Albert Hyde, Classics of Public Administration,
4th ed., 1997.
Laurence J. O’Toole, Jr., ed., American Intergovernmental Relations,
3rd ed., 2000.
Richard C. Kearney and Evan M. Berman, eds., Public Sector Performance,
1999.
**other readings as assigned (on reserve in the library)
Office Hours
Normal office hours are: MF 3:00-4:00 and Th 4:00-6:00.
Other hours are available during the week by appointment. My office
phone is: 581-8418. If you wish to reach me via Email, which is the
preferred way to contact me, my e-mail address is: cfjsa@eiu.edu.
Evaluation
The eight primary requirements are as follows:
1) Mid term exam worth 100 points
2) “Think pieces” (4 @ 30 points each)
worth a total of 120 points*
these will be 3-4 page summaries and analyses of assigned readings to be
assigned throughout the semester (specifics to be handed out separately).
3) 2 Book reviews worth 30 points each
for a total of 60 points*
Each student will do a comparative book review on an administrative topic
of their choice. Copies of the review will be distributed to all
members of the class and the review will be presented
during the seminar session. (Please clear books with me beforehand
so that we do not have duplication).
4) Attendance and active, informed participation
is worth 25 points.
(Keeping up with the reading and being an active member of the course is
of particular importance because, if it seems too many people are being
“free-riders,” I reserve the right to add a final exam
to the requirements).
5) Discussion leading is (this is part
of the participation grade)
students will take turns acting as facilitators in group discussion over
assigned readings. Try to come up with some thought provoking observations
or something which will encourage active
discussion. Try to avoid detailed questionnaires and summaries of
the reading.
6) Case study (see additional assignment
parameters) worth 20 points*
7) Group project ... individually graded
(see additional assignment parameters) worth 75 points*
8) Annotated bibliography
In order to receive credit for the course, each student must turn in an
annotated bibliography of the PA reading list developed for the comprehensive
exams. This will not be graded but the work
must be done at least satisfactorily in order for a student to pass.
This is a major undertaking, but should prove to be more beneficial than
a traditional research paper when it comes time for you
to take your exams!
*from past experience, the key to success appears to be writing assignments early enough to allow for some reflection and proofreading. Most people have had the bulk of their points deducted for grammatical and typographical errors. Please do yourselves a favor and pay attention to detail.
Grading
Grades for both courses will be assigned according to the following
scale:
“A” = 91-100%
“B” = 81-90%
“C” = 71-80%
“D” = 61-70%
“F” = 60% and below
COURSE OUTLINE and ASSIGNED READINGS (to be read prior
to week assigned)
Week one (1/7)
introduction to the course and review of expectations
Week two (1/14)_____________________________
Development of the Discipline
Read: topical contents one and two (not Appleby) in Classics
of PA
Marini chapter on reserve – “Public Administration”
Week three (1/21)____________________________
Bureaucracy and Early Org Theory
Read: topical contents three and four (leave out Bennis, Katz
& Kahn)
Long article – “Power and Administration”
THINK PIECE #1 DUE
Week four (1/28)
Attend Lecture by Robert Watson and write a 2-3 page summary/critique
Week five (2/4)______________________________
Public versus Private Management
Read: Garvey chapter – “What’s Private? What’s Public?...”
Frederickson Chapter – “PA as Governance”
Sclar Chapter – “Public vs. Private Production”
Cohen PAR article – “A Strategic Framework for Devolving...”
Pieces in Classics by Appleby, Allison, Moe
THINK PIECE #2 DUE
Week six (2/11)______________________________
Accountability
Read: Garvey chapter – “Democratic Accountability.....”
Holzer, & NPR pieces in Classics
“Big Questions for PA” – Special section of March/April
2001 PAR (read all six contributions)
Week seven (2/18)____________________________
Ethics
Read: topical contents eleven in classics
Garvey chapter – “Introduction to the Ethics of Public
Roles”
Other readings to be announced
THINK PIECE #3 DUE
Week eight (2/25)
No class – I will be at the MIG simulation in Springfield
(I suggest you use the time for your group project)
Week nine (3/4)
MID TERM EXAM
Week ten (3/11) SPRING BREAK
Week eleven (3/18)___________________________
Measuring Performance
Read: Part One in Public Sector Performance
Week twelve (3/25)___________________________
Measuring Performance
Read: Part Two in Public Sector Performance
Week thirteen (4/1)___________________________
Measuring Performance
Read: Part Three in Public Sector Performance
Holzer PAR Article
THINK PIECE #4 DUE
Week fourteen (4/8)
No class – I will be at a conference
(Use the time to put any finishing touches on your projects)
Week fifteen (4/15)___________________________
Implementation and IGR
Read: Intergovernmental Relations Parts 1-2 (pp. 1-190)
Pressman & Wildavsky piece in Classics – “Implementation”
GROUP PROJECTS DUE
Week sixteen (4/22)___________________________
Implementation and IGR
Read: Intergovernmental Relations Parts 4, 5 and conclusion
ANNOTATED BIBLIOGRAPHIES DUE
Week seventeen -- FINALS WEEK
CASE STUDIES DUE
**Please note that this syllabus is subject to change at the instructor’s
discretion!
Additional Assignment Parameters
Program Plan
Each group will develop a program using the generic outline covered
in class. The program will include a basic needs assessment, program
goals, program objectives, and intervention strategies (what activities,
units of service will you provide?). Each level of the plan will
be accompanied by justification for what you propose to do – interviews,
literature, etc. The completed class project will also include a
timeline for program implementation, a description of anticipated obstacles
to successful implementation, and a list of ten potential funding sources
(with a description of why each source might fund the program). While
this may seem like an overwhelming task, it is a group project and we will
all work together. The key will be for your team to determine the
best way to proceed and to get the job done in the short period of time
allowed.
The assignment will be assessed (graded) as follows:
1) the finished product – each
section will hand in one completed program plan which will be evaluated
on its degree of completeness, clarity, and professional presentation.
2) each individual will keep a
log of their contributions to the project. How have you spent your
time, and how did your efforts add to the whole? We do not want any
free-riders here!
Case Study
Each student will write a short 3-4 page case study. Each
case will describe a work situation which requires some role-playing and
problem solving. Simply set up a scenario that demands attention
and then list three questions for action/discussion at the end. For
guidance, one might look at T. Zane Reeve’s Cases in Public Human Resource
Management or Robert Watson’s Public Administration: Cases in Managerial
Role Playing.
Think Pieces
#1 - compare and contrast the works by Wilson, White, Taylor, Long
and Simon. How might these works seem to comprise two separate “camps”
in the study of public administration? What are the camps, and who
fits where? Include in your discussion the basic arguments made by
each and, more importantly, the assumptions which drive their arguments
(what must they assume about the world and administration in order to make
the arguments they do).
#2 - discuss the primary differences between public and private management (citing relevant sources). Which is generally seen to be harder? Finally, in your opinion (and from the reading), are efficiency and accountability complimentary or contradictory concepts? Why? Why are they of particular importance for public administrators?
#3 - What is “ethical” administration? Discuss why the concept of ethics is difficult to define and how certain “ethics” are better than others for human resource motivation. Finally, is “ethical” treatment of human resources, aimed at increasing production, a manipulation of the human mind? Is such a manipulation of employees, by definition, “ethical?”
#4 - Discuss the thought behind the increasing obsession with performance
measurement (Citing relevant sources). Where are we now? When
viewing the current focus on performance, efficiency, and accountability,
does it appear that we are regressing? In other words, are there
any parallels between current literature and the writing of people such
as Woodrow Wilson, F.W. Taylor, Luther Gulick, etc.? Is this (in
your opinion) positive or negative? Why?
University Policies
Learning Disabilities/Physical Challenges Policy
Students with disabilities who require special accommodation are encouraged
to meet with the instructor during the first week of class. For further
assistance or information, please contact the EIU Office of Disability
Services at 581-6583.
Student Assistance
The purpose of both the EIU Counseling Center and the EIU Learning
Assistance Center is to help you obtain maximum educational benefit from
your time here. The support offered enables students to obtain help
for both academic and personal problems. The Learning Assistance
Center (581-6696) can help with individual tutoring for academic needs.
The Counseling Center (581-3413) has a staff available to assist you with
any personal problems which might arise. College can be a very stressful
experience, and I would encourage anyone to take advantage of these services
when they feel the need.
Academic Integrity
The university takes an extremely serious view of violations
of academic integrity. As members of the academic community, EIU’s
administration, faculty, staff, and students are dedicated to promoting
an atmosphere of honesty and are committed to maintaining the academic
integrity essential to the educational process. Inherent in this
commitment is the belief that academic dishonesty in all forms violates
the basic principles of integrity and impedes learning.
It is the responsibility of individual faculty members to identify
instances of academic dishonesty and recommend penalties to the department
chair or college dean in keeping with the severity of the violation.
At a minimum, academic dishonesty will result in a failing grade for this
course.