PADM6100
PUBLIC ORGANIZATION THEORY & BEHAVIOR
SPRING 2015 SYLLABUS
ALLGOOD HALL, Room E260, Wednesdays 6:00-8:45pm
Dr. Randall Miller
E-mail: rdmiller@aug.edu
Phone: 667-4424
Office: Allgood Hall, Room E308
Office Hours: TR 2:30-3:30pm
W 5-6:00pm
(or by appointment)
Introduction: This course introduces students to prominent organization theories
applicable to the public sector. As a result, many broad aspects of public and nonprofit
administration will be covered emphasizing the influence of organization structure and
culture on the effectiveness of public organizations. Basic administrative skills essential
to public service, as well as an orientation to the political environment inherent to
government service, will be included in the course instruction.
Learning Outcomes: The overall objective for this course is to help the student become
a “reflective practitioner” of public administration. A reflective practitioner is able to
connect the theory (what we know about what works best) with concrete situations in the
work place, with the aim of improving the quality of decision-making in the public and
nonprofit sectors. Therefore, at the end of this course, students will be able to:
 Explain, discuss, and apply clearly and accurately the key concepts and central
theories, and demonstrate expertise appropriate to the discipline
 Formulate and express important/essential questions and issues related to the
discipline with clarity and accuracy, and appropriate depth and breadth
 Identify, collect, analyze, evaluate, and present relevant information to understand
essential questions and issues and to advance knowledge in the discipline
 Understand the major approaches to organization theory with an emphasis on
practical applications of public organization management
 Comprehend the major differences and similarities between different public
organization theories.
 Explain and apply leadership styles, motivation techniques, and methods of
organizational change to public sector organizations.
Learning Outcomes: This course is designed to assist you in mastering specific
competencies identified by our accrediting body, the Network of Schools of
Public Policy, Affairs, and Administration and specific learning outcomes we
have identified as being essential to your success. This course addresses:
NASPAA Competency
Student Learning Outcome
To lead and manage in public Compare and contrast a given pair of
governance
leadership theories
Teaching Methodology: This course uses a variety of teaching methods to achieve
course objectives. These methods include lecture, class discussion, guest speakers,
group/team participation, workbook and other assigned exercises, and exams. The
syllabus serves as a tentative learning guideline and may be adjusted or modified during
the semester to improve the learning experience.
Required Texts:


Organization Theory and Public Management, Jonathan R. Tompkins
Organizational Behavior, 15th edition, Robbins & Judge
Evaluation:
1. Team Building Presentation: Each student will present a team building activity
to the class that is participative in nature. The presentation will require a one page
handout for the class. It must last a minimum of 20-30 minutes and include an
activity for students to participate in as team members. Further details will be
presented and discussed in class. Late assignments will not be accepted for
credit.
2. Exams: There will be three exams, on the dates shown in the timeline included
with this syllabus. Exam questions will be multiple choice and short answer. The
exams are structured to test your knowledge of the objectives set for that block of
instruction. Make-up exams will be given only when you have discussed the
issue with me prior to the normally scheduled exam.
3. Case Study: Each student will work with one other student to present a case study
of a public/nonprofit organization in the Augusta area. Two managers from
different levels in the organization will be interviewed for the study. The
assignment will include a short paper (minimum 4-5 pages) and a 10-15 minute
Power Point presentation describing the organization in detail. A one page
summary handout for the other class members and instructor is mandatory
at the beginning of the presentation. Further details will be presented and
discussed in class. Late assignments will not be accepted for credit.
4. Class Discussion: Active, meaningful participation in class discussion is expected
in this class. One of the greatest benefits of on-campus learning is the sharing of
experiences, problems, challenges, and solutions. For this reason, students will be
expected to have read the assigned readings by their assigned dates. The more
you contribute to the discussion, the better the class will be.
Grading Summary:
Team Building Presentation
Exam #1
Exams #2
Exam #3
Team Case Study
Paper
Presentation
Online Cultural Competency
Total
100 points
100 points
300 points
200 points
100 points
100 points
200 points
100 points
1000 points
Grading Scale:
A
B
C
D
F
=
=
=
=
=
900 - 1,000
800 - 899
700 - 799
600 – 699
Below 600
points
points
points
points
points
Class Policies:
Class Preparation: Students are expected to arrive in class having read all the
assigned material. The best learning experiences occur when both the students and the
instructor explore ideas together and share what is learned from the readings and our
collective experience. This type of learning occurs, however, only when students arrive
fully prepared.
Class Participation: Active, meaningful participation in class discussion is
expected in this class. As stated earlier, one of the greatest benefits of on-campus learning
is the sharing of experiences, problems, challenges and solutions. The more you
contribute to the discussion, the better the class will be. Proper classroom decorum is
the standard in higher education and includes respecting the rights and sensitivities
of others by allowing them to speak without interruption or distraction, and by
exercising courtesy toward others. Disruptive or disrespectful students will be
removed from the course at the instructor’s discretion. Additionally, all students
are required to take notes during class. Cheating of any form will result in removal
from the course with a grade of “WF”, and the cheating will be listed with the
appropriate administrative office.
Attendance: Because this is a graduate class, and relies heavily on scholarly
discussion, attendance is considered essential to successful completion of the course.
Make-up exams will only be given under extreme conditions—if you must miss an exam
date, please discuss it with me in advance.
Each student is allowed one absence from class at his/her discretion and without
notifying the instructor as long as it does not conflict with a presentation, exam, or
assignment due date. Absences beyond two classes will be considered excessive. Should
a student miss more than two classes, that student will receive a failing grade for the
course.
Please avoid late arrivals or early departures; they disrupt the class. I will
exercise my option to take attendance at the beginning or end of the period, so it is
possible you could be counted absent if you arrive late or leave early. It is your
responsibility to make sure I know you are present and sign the class roster. You must be
present for more than half of the class to receive credit for attending. If you arrive or
leave at the mid-point break, you will not receive credit for attending that class.
Cell phones/pagers: Turn all cell phones and pagers off before coming into
the classroom, unless you have discussed the matter with me in advance.
ADA Compliance: If any student with a disability wishes to make that fact
known to me, please do so at the beginning of the semester. Procedures regarding
accommodations for persons with disabilities are outlined in the ASU bulletin, page 44.
Contacting me: Please feel free to contact me whenever you run into difficulty
with the course material, or just need advice. My office phone and e-mail are listed at the
beginning of the syllabus, along with my office hours. Office hours are periods where it
is guaranteed you can meet with me in person—just drop in. If those hours are not
convenient, contact me so we can set up an appointment.
TENTATIVE CLASS SCHEDULE WITH ASIGNMENT DUE DATES
January 7
Intro to Class, Team Building Exercise
Lesson 1 - Introduction & Chapters 1, 2, 3, 16 Tompkins Book
Exam #1 review
January 14
Exam #1
Lesson 2 - Max Weber & Bureaucracy, Chapter 4 Tompkins Book
Lesson 3 - Classical School of Thought, Chapters 5, 6, Tompkins Book
Team Building Exercise
January 21
Lesson 4 – Pre-Human Relations School, Chapters 7, Tompkins Book
Lesson 5 – Human Relations Theory, Chapter 8 Tompkins Book
Performance Evaluation – Performance Mgmt. & Performance Appraisal
Team Building Exercise
January 28
Lessons 6, 7, 8 – Human Resources Theory, Closed and Open Systems
Theories, Chapter 9, 10, 11, 13 Tompkins Book
Team Building Exercise
February 4
Lesson 9, 10, & The Alliance of Political and Economic Systems– TQM,
NPA, DA, Org. Culture/Leadership, NPM, Postmodernism, Govt. by
Networks, Chapters 12, 14 Tompkins Book
Team Building Exercise, Exam #2 Review
February 11 EXAM #2
Team Building Exercise
March 3
MIDTERM - last day to drop the
class with a “W”
February 18
Lesson 11, 12, 13 – Group Behavior, Groups & Teams, Communications
Chapters 9, 10, 11 Robbins & Judge Book
Team Building Exercise
February 25
Lesson 14, 15 - Leadership, Power & Politics, 1st Impressions,
Chapter 12, 14 Robbins & Judge Book
Team Building Exercise
Case Study Presentation
March 4
Lesson 16, 17 – Building Self-Esteem, Personality & Attitudes
Chapter 4 Robbins & Judge Book
Team Building Exercise
Case Study Presentation
March 11
Lesson 18, 19 – Organizational Culture, Characteristics of Public
Organizations, Chapters 16, 17 - Robbins & Judge Book
Team Building Exercise
Case Study Presentation
March 18
Lesson 20 - Org. Behavior, Chapter 1, Robbins & Judge Book
Attitudes & Job Satisfaction, Chapter 3, Robbins & Judge Book
Team Building Exercise
Case Study Presentation
March 25
Lesson 21 - Motivation Theory, Chapters 7, 8, Robbins & Judge Book
Team Building Exercise
Team Building Exercise
Case Study Presentations
April 1
Lesson 22 - Strategic Mgmt., Org Change, Conflict Mgmt.
Chapters 19 Robbins & Judge Book
Case Study Presentations
April 6-10
Spring Break-No Class
April 15
The Myers-Briggs Indicator, p. 107-108, 127 Robbins & Judge Book
Finish Course Material
Exam #3 Review
April 22
EXAM #3 (If course material is finished)
RUBRIC
Civic Engagement Case-Study Paper
STUDENTS________________________________________________________________
Organization
Possible
20 points
Quality of
Information
Possible
40 points
Mechanics
Possible
40 points
Information is
organized coherently,
presenting a
well-reasoned format
that concludes with an
appropriate summary
of the case study.
20 points
Information presents a
coherent argument and
concludes with an
adequate summary of
the case study.
15 points
Information presents an
argument, but needs
additional work on
building an argument
leading to an acceptable
summary of the case
study.
10 points
Information is
disorganized, does not
provide an argument
that leads to an
acceptable summary of
the case study.
0 points
Information clearly
relates to the case
study under
consideration. It
demonstrates thorough
familiarity with
multiple strategies for
providing the reader
with information and
includes supporting
detail.
40 points
Information clearly
Information clearly
relates to the problem relates to the case study
under consideration. It under consideration. It
demonstrates some
demonstrates some
familiarity with
familiarity with the
strategies for providing strategies for providing
the reader with
the reader with
information and
information, but it needs
includes supporting
additional supporting
detail.
detail.
30 points
20 points
No grammatical,
spelling, or
punctuation errors.
Sentences use
Standard English.
Paragraphs are well
structured, and
sections of the paper
progress logically to a
well-supported
conclusion
40 points
Almost no
A few grammatical,
Many grammatical,
grammatical, spelling, spelling, or punctuation spelling, or punctuation
or punctuation errors. errors. Some sentences errors. Sentences
Sentences use Standard include non-Standard
include non-Standard
English. Most
English usage. Some
English usage.
paragraphs are
paragraphs are not
Paragraphs include
structured to carry the well-structured and do unrelated details and do
argument forward
not carry the argument to not carry a coherent
logically to the
the conclusion. The
argument to the
conclusion. The
conclusion is marginally conclusion. The
conclusion is generally supported by the rest of conclusion is not
supported by the rest the paper.
supported by the rest of
of the paper.
20 points
the paper.
30 points
0 points
Information does not
clearly relate to the case
study under
consideration. It
demonstrates an
unfamiliarity with the
strategies common to
providing the reader
with information and
lacks supporting detail.
0 points
STUDENTS_____________________________________________________________
RUBRIC
Civic Engagement Case-Study Presentation
(Possible 100 points)
Presentation Content (50 points)
Does the presentation comprehensively cover the subject in an orderly and structured manner?
Is the presentation thorough and balanced?
Does the presentation meet the time requirements?
Presentation Skill (30 points)
Does the presenter demonstrate good speaking skills (good eye contact, relaxed presence, professional appearance, little or no
problem with distracting, nervous habits)
Are the visual aids used helpful and supportive?
Adequate PowerPoint Presentation?
Handout for all students?
Discussion (20 points)
Does the presenter keep the presentation on track?
Does the discussion encourage the participation of all students?
Does the presenter ensure the session ends with a coherent learning conclusion?
TEAM BUILDING Presentation/Discussion Rubric (Possible 100 points)
Presentation Content (20 points)
Is the presentation a valid team building activity?
Does the presentation meet time requirements?
Presentation Skill (50 points)
Does the presenter demonstrate good speaking skills (good eye contact, relaxed presence, professional
appearance, little or no problem with distracting, nervous habits)
Are the visual, audio, or other aids helpful and supportive?
Discussion (30 points)
Does the discussion leader keep the presentation/discussion on track?
Does the discussion leader encourage the participation of all students?
Does the discussion leader ensure the session ends with appropriate learning principles?