MANAGING PUBLIC ORGANIZATIONS INDEX #: / 20:834:522:03

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1 MANAGING PUBLIC ORGANIZATIONS INDEX #: / 20:834:522:03 SCHOOL OF PUBLIC AFFAIRS AND ADMINISTRATION RUTGERS UNIVERSITY NEWARK FALL 2016: THURSDAYS 10:00 A.M. 12:40 P.M. LOCATION: BRADLEY 403 Stephanie Newbold, Ph.D. Office Location: 327-CPS Office Phone: stephanie.newbold@rutgers.edu Office Phone: Office Hours: Before & After Class; By Appointment COURSE DESCRIPTION: The purpose of this course is to introduce students to the theoretical and practical underpinnings associated with managing public sector organizations. Public organizations differ from private and nonprofit organizations because of their relationship to the state, its constitutional heritage, its democratic institutions, and its citizenry. The separation of powers system of American government has a profound impact on how public organizations serve the state and work to advance its constitutional tradition. Public agencies and civil servants are responsible to the executive, legislative, and judicial branches of government an observation that has led several scholars within the Constitutional School of American Public Administration to argue that U.S. public servants serve three masters. This environment can create tension within and among public organizations, particularly in terms of balancing democratic values like responsibility, responsiveness, and representativeness with economic values like economy, efficiency, and effectiveness. Although a significant portion of the literature you will read for this course could be applied easily to private and/or nonprofit organizations, we will primarily focus on how it relates to public sector agencies. Public organizations provide a wide range of essential services at all levels of government, including, but not limited to: public education, public health, human services, housing and urban development, energy and public infrastructure, the environment, homeland security, and transportation. It is, therefore, essential for students of public administration to understand how organizations function and are structured. More specifically, a comprehensive understanding of the literature that comprises the study of complex public organizations, organization behavior and change, and organization theory provides us with a greater knowledge base to evaluate the successes and failures of organizations. In addition, it enhances our understanding for finding ways to improve or enhance organizations in implementing their mission(s) successfully, in executing policy expectations that advance the goals of the organization, and in developing mechanisms that assist managers understand the difficulties affecting behavioral dynamics at all levels of an organization.

2 For this course, the state will serve as the unit of analysis, and we will be examining how democratic-constitutional norms and values shape the public organizations and institutions that govern the administrative state. COURSE GOALS AND LEARNING OUTCOMES By the end of this seminar, students will be able to achieve the following student learning outcomes: To be able to lead and manage in public governance (SLO A). To analyze, synthesize, think critically, solve problems, and make decisions (SLO B). Additionally, students will be able to underscore the following goals: Develop a historical and institutional understanding for the major theories and themes associated with the study and practice of organizations. Identify how public managers can apply various organization theories in practical terms. Recognize the distinguishing characteristics of public sector organizations. Improve writing quality, analytical thinking, and oral presentation skills. REQUIRED S Rainey, Hal G. (2014, 5 th ed.). Understanding and Managing Public Organizations. San Francisco: Jossey-Bass. (From this point on will be referred to as HGR). Riccucci, Norma M Managing Diversity in Public Sector Workforces. Boulder, CO: Westview. Shafritz, Jay M., J. Steven Ott, and Yong Suk Jang. (2011, 7 th ed.). Classics of Organization Theory. Belmont, CA: Thomson-Wadsworth. (From this point on will be referred to as S&O). Selected Journal Articles and Book Chapters at the Professor s Discretion. Optional Book Review Selection. 2

3 COURSE REQUIREMENTS & EXPECTATIONS Examinations: There will be two examinations for this course: a mid-term and a final. The mid-term will cover material up to that point in the course; the final will cover all subsequent material. Both exams will be take home essays, consisting of three questions each. Students will have one week from the time both exams are distributed to complete them. Group Presentation: Students will be divided into eight groups, each of which will be responsible for reading an important work that illustrates various examples of how public organizations and their leaders work to embody the norms and values of the state. On the first class, students will select their top choices. The professor will assign students to groups on Class II. Each group will be required to make an in-class presentation that highlights the intellectual significance of the work they reviewed and why it remains important for our collective understanding of public administration. Students may choose from the following options: Adams, Guy B. and Danny L. Balfour. Unmasking Administrative Evil, 3 rd edition. Armonk, NY: ME Sharpe. Epp, Charles R., Steven Maynard-Moody, and Donald Haider-Markel Pulled Over: How Police Stops Define Race and Citizenship. Chicago: University of Chicago Press. Gill, Stephen J Developing A Learning Culture in Nonprofit Organizations. Los Angeles, CA: Sage. Goodsell, Charles T Mission Mystique: Belief Systems in Public Agencies. Washington, DC: Congressional Quarterly Press. Light, Paul C The New Public Service. Washington, DC: Brookings Institution Press. Manna, Paul Collision Course: Federal Education Policy Meets State and Local Realities. Washington, DC: Congressional Quarterly. Radin, Beryl A Federal Management Reform in a World of Contradictions. Washington, DC: Georgetown University Press. Terry, Larry D Leadership of Public Bureaucracies: The Administrator as Conservator, 2 nd ed. Armonk, NY: M.E. Sharpe. 3

4 Class Attendance & Participation: Students are expected to attend class on-time and participate in discussions. This is a graduate seminar, therefore, students should complete all assigned readings prior to the start of class. If you cannot attend class or will be late, please inform the instructor as soon as possible. Excessive tardiness and absences will affect your grade negatively. Extensions and Special Exceptions for Assigned Work: Students are expected to submit work on time. Unless prior arrangements are made with the instructor, late work will not be accepted. Writing Expectations: All written work submitted for this course must be typed and double-spaced. I expect correct English, grammar, spelling, and punctuation. Papers that do not meet this expectation will be penalized; the worse the grammatical infraction(s) the more steep the penalty. Graphs, charts, bullets, etc. should not be used for any of the assignments submitted for this course. Students should write only in complete sentences. Students may use either the APA or Chicago Manual of Style for citing references. If students are having difficulty with writing and/or organizing their written work, they are encouraged to visit the SPAA Writing Center for tutoring and assistance. Student Support: If you experience any difficulty with this course, academic, professional, or personal, please do not hesitate to consult with me so that we can discuss how we can go forward and meet the goals set forth in this seminar. Support for Students with Disabilities: We welcome students with disabilities into all of our educational programs. In order to receive consideration for reasonable accommodations, a student with a disability must contact the appropriate disability services office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation: If the documentation supports your request for reasonable accommodations, RU-Newark s campus s disability services office will provide you with a Letter of Accommodations. Please share this letter with the professor and discuss the accommodations with me as early in your courses as possible. To begin this process, please complete the Registration form on the ODS web site at: For more information please contact Kate Torres at or in the Office of Disability Services in the Paul Robeson Campus Center, on the 2 nd Floor or by contacting odsnewark@rutgers.edu. 4

5 Academic Integrity: The University s Honor Code is in effect at all times. For more information, please visit: General Disclaimers: (1) The professor can amend the course syllabus at any time. If necessary, the professor will announce and discuss these changes in class. (2) Tape recorders are not permitted. GRADING The evaluation for this course is based on the following percentages: Mid-Term Exam 25% Final Exam 25% Group Presentation 25% Class Participation 25% Final grades will be assigned according to the following scale: A = B+ = B = C+ = C = F = 69 or below 5

6 COURSE CALENDAR Class 1 September 6 WELCOME TO THIS COURSE -Review of Syllabus and Course Expectations -Introduction to the Study of Organizations Class 2 September 13 CLASSICAL FOUNDATIONS OF ORGANIZATION THEORY Introduction & Chapter 1: Classical Organization Theory: Sections 2, 5, 6, 7, 8 Ch. 2: Understanding the Study of Organizations to Include the following sections: *A Historical Review *The Systems Metaphor *Classical Approaches to Understanding Organizations *Frederick Taylor and Scientific Management *Max Weber: Bureaucracy as an Ideal Construct *The Administrative Management School: Principles of Administration -Newbold, Stephanie Teaching Organization Theory From a Constitutional Perspective: A New Twist on an Old Flame. Journal of Public Affairs Education 14:3, (On Blackboard) -Book Review Groups Announced Class 3 September 20 NEO-CLASSICAL PERSPECTIVES OF ORGANIZATION THEORY Chapter 2: Neoclassical Organization Theory: Sections 9, 10, 11, 12, 13 Ch. 2: Understanding the Study of Organizations to include the following sections: *Reactions, Critiques, and New Developments *Chester Barnard and Herbert Simon: The Inducements-Contributions Equilibrium and the 6

7 Limits of Rationality Class 4 September 27 HUMAN RESOURCE THEORY I Chapters 3: Human Resource Theory, Sections 14, 15 Chapter 2: Understanding the Study of Organizations to include the following sections: *Social Psychology, Group Dynamics, and Human Relationships *The Hawthorne Studies: The Discovery of Human Behavior in the Workplace *The Human Relations School *Open-Systems Approaches and Contingency Theory * The Quiet Controversy over the Distinctiveness of Public Organizations and Management in Organization Theory Chapter 11: Leadership, Managerial Roles, and Organizational Culture -Barnard, Chester I Informal Organizations and Their Relation to Formal Organizations. From The Functions of the Executive. Cambridge, MA: Harvard University Press. (On Blackboard) Class 5 October 4 HUMAN RESOURCE THEORY II Chapter 3: Human Resource Theory, Sections 16, 17, 18 Chapter 9: Understanding People in Public Organizations: Values and Motives Chapter 10: Understanding People in Public Organizations: Theories of Work Motivation and Work-Related Attitudes Chapter 12: Teamwork: Understanding Communication and Conflict in and Among Groups 7

8 Class 6 October 11 DISTINCTIVE CHARACTERISTICS OF PUBLIC ORGANIZATIONS Chapter 3: What Makes Public Organizations Distinctive Chapter 4: Analyzing the Environment of Public Organizations -Wamsley, Gary et al. The Blacksburg Manifesto. (On Blackboard) -Rohr, John A. A Constitutional Theory of Public Administration. (On Blackboard) -Green, Richard T., Lawrence F. Keller, and Gary L. Wamsley Reconstituting A Profession for American Public Administration. Public Administration Review. 53:6, pp Class 7 October 18 HOW THE STATE S CULTURE IMPACTS AN ORGANIZATION S CULTURE Chapter 7: Theories of Organizational Culture and Change, Sections 34, 35 Chapter 6: Organizational Goals and Effectiveness Chapter 14: Advancing Effective Management in the Public Sector to include the Following Sections: *The Reinventing Government Movement *The National Performance Review *The President s Management Agenda *The Human Capital Movement *Managing Major Initiatives and Priorities: Privatization and Contracting Out *Managing Privatization *Privatization Pitfalls and Ironies -Gore, Al Creating a Government that Works Better and Costs Less: Report on the National Performance Review. On Blackboard. 8

9 -Pfiffner, James P The First MBA President: George W. Bush as Public Administrator. Public Administration Review. 67:1, pp MID-TERM EXAM DISTRIBUTED Class 8 October 25 POWER & POLITICS Chapter 6: Power and Politics in Organization Theory, Sections 28, 30, 32, 33 -Kaufman, Herbert Administrative Decentralization and Political Power. Public Administration Review. 29:1, pp Cooper, Phillip J The Duty to Take Care: President Obama, Public Administration, and the Capacity to Govern. Public Administration Review. 71:1, pp Newbold, S.P Jeopardizing the Rule of Law: The Impact of Sequestration on the Administration of Justice. American Review of Public Administration full.pdf -MID-TERM EXAM DUE AT START OF CLASS Class 9 November 1 HOW THE SUPREME COURT SHAPES THE MANAGEMENT OF PUBLIC ORGANIZATIONS -Riccucci: Chapter 1: Workforce Diversity & the 21 st Century Chapter 2: Affirmative Action & EEO Chapter 3: Initial Steps in Preparing For Diversity Chapter 4: Race, Ethnicity, & Diversity Management -Grutter v. Bollinger, 539 U.S. 306 (2003) -Gratz v. Bollinger, 539 U.S. 244 (2003) -Fisher v. University of Texas at Austin et al., 579 U.S. (2016) 9

10 Class 10 November 8 ORGANIZATIONAL LEADERSHIP, INNOVATION, & CHANGE: THE PURSUIT OF DEMOCRATIC GOVERNANCE Chapter 8: Theories of Organizations and Environments, Section 39 -Denhardt, Robert B. and Janet Vinzant Denhardt The New Public Service: Serving Rather than Steering. Public Administration Review. 60:6, Mumford, Michael D. et al Leadership Skills For A Changing World: Solving Complex Social Problems. Leadership Quarterly. 11:1, Terry, Larry D Administrative Leadership, Neo-Managerialism, and the Public Management Movement. Public Administration Review. 58:3, Class 11 November 15 CHANGING CONSTITUTIONAL LAW CHANGES HOW PUBLIC ORGANIZATIONS ARE MANAGED: THE FIGHT FOR SAME SEX RIGHTS & MARRIAGE EQUALITY -Riccucci: Chapter 8: Diversity and Sexual Orientation -Lawrence v. Texas, 539 U.S. 538 (2003) -United States v. Windsor, 570 U.S. (2013) -Hollingsworth et al. v. Perry, et al., 570 U.S. (2013) Class 12 November 22 Group Presentations Class 13 November 29 Group Presentations Class 14 December 14 Group Presentations Final Exam Distributed 10

RUTGERS UNIVERSITY, CAMPUS AT NEWARK SCHOOL OF PUBLIC AFFAIRS AND ADMINISTRATION

RUTGERS UNIVERSITY, CAMPUS AT NEWARK SCHOOL OF PUBLIC AFFAIRS AND ADMINISTRATION Leadership, Equity and Diversity 26:834:618 Norma M. Riccucci riccucci@rutgers.edu CPS 337 973.353.5504 Course Description