Th e
Ele ct ron ic
Ha llwa y ®
Case Teaching Resources
FROM THE EVANS SCHOOL OF PUBLIC AFFAIRS
Box 353060 · Univer sit y o f Washingt on · Seat t le WA
98195 -3060
www.hallwa y.org
Sample Student Syllabus
Integrated Management Sequence
Table of Contents
Course Overview…………………………..…………………………..………………..2
Purpose of the Course…………………………………………………..……………….4
Course Methods…………………………………………………………..……………..5
Course Requirements Part One…………………..………………………..……………7
Course Outline/Syllabus Part One….……………………………………..……………9
Course Requirements Part Two………………..…………………………..………….14
Course Outline/Syllabus Part Two.…………………………………………..………..15
Course Requirements Part Three………………..……………………………..……...18
Course Outline/Syllabus Part Three……..……………………………………..……..19
General Journal Attachment……………….……………………………………..…....23
Performance Measures Journal Attachment ………….…………………………..…...24
Conflict Resolution Journal Attachment …………….……………………………......25
Class Participation Attachment………………………………………………………..26
Ways In Which Others Are Contributing to My Learning…………………………….28
MORETOOLS – A Framework For Analyzing Management Dilemmas….………..…30
The presentation of this curriculum was made possible through the efforts of Jonathan Brock, Associate Professor at the Daniel J.
Evans School of Public Affairs, to capture and share the collective approach to teaching management skills that he and current and
past colleagues developed over two decades time. With contributions from Stephen Page, Assistant Professor, J. Patrick Dobel,
Professor, and Marc Lindenberg, former Professor and Dean of the Daniel J. Evans School of Public Affairs at the University of
Washington, this curriculum has been compiled and assembled by Jonathan Brock, and Angela Day, candidate for a Master’s
Degree. The funds for this teaching resource were made possible by Dean Sandra Archibald, through a grant from the Dean’s
Special Curriculum Development Fund. Special thanks are due to Stephen Page for his encouragement and assistance and to
Mary Donovan, as well as many other practitioner and academic colleagues who have inspired this work.
The Electronic Hallway is administered by the University of Washington's Daniel J. Evans School of Public Affairs. This material
may not be altered or copied without written permission from The Electronic Hallway. For permission, email
hallhelp@u.washington.edu, or phone (206) 616-8777. Electronic Hallway members are granted copy permission for educational
purposes per the Member’s Agreement (www.hallway.org).
Copyright 2004 The Electronic Hallway
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University of Washington
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INTEGRATED MANAGEMENT SEQUENCE
Course Overview
The three-term course prepares public and nonprofit managers to be leaders of
public and not-for-profit institutions who can enhance the capability of these institutions to
provide services of value in the community. We will try to prepare you to perform the
expected tasks of leaders and also to provide imaginative leadership responses, and be
able to lead change.
The course seeks to present a realistic view of effective leadership in government and non-profit
organizations. The way those organizations work and interact has been transformed significantly in
the last decade. The range of issues and problems requiring action has increased, even as the
competition for resources has accelerated and as confidence in government has declined. The
pressures of globalization guarantee fresh challenges, with its attendant transformations of the
economy, politics, communications, social mobility and equality.
At the same time, the independent sector has risen in prominence and importance, both in the US
and around the world. Nonprofit institutions work to develop and sustain civil society, keep the
agenda of public concern alive and often supplement or deliver the basic services needed by a
social and just order. These institutions perform many of the advocacy functions in society.
Strong leadership is necessary at every level in order to keep up and particularly in order to make
a difference. This course will give you the overview of a serious leadership role and introduce you
to the needed skills. You may be surprised to find out how much you already know, and how much
there is yet to learn about effective leadership. The course presents an integrated view of a
leader’s job, and a set of complimentary concepts and frameworks. Each quarter builds upon the
other, as well as covering new topics about leadership.
By the time you finish this three-term course, and take the closely related
budgeting course, you should have a broad appreciation of the challenges and a set of tools to
help you accurately diagnose problems and opportunities in policy and management and better
handle the issues you will face. You should also be in position to make wise choices about the
elective courses you need in the masters degree program in order to round out and deepen your
skills.
The course will be taught through a series of case studies and complimentary readings. Your
learning will depend on your being able to commit the time and attention necessary to fully analyze
the cases, your willingness to consider and discuss your analysis, and being able to make practical
use of concepts in the readings. To support these objectives activity, you will be asked to provide
written assignments in the form of memos, journals reflecting your own possible application of the
materials, and occasional team exercises or presentations. Grading will rely primarily on the written
assignments, with a requirement for effective class participation
The course is a product of design and research work by at least half a dozen
academics and practitioners over the last several years and draws upon the most proven
knowledge available. One faculty member will oversee each term, but the team has and will be
working together to ensure continuity and consistency.
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A description of the first quarter’s requirements, and the readings and assignments for that quarter
are available below.
University of Washington
Daniel J. Evans School of Public Affairs
Integrated Management Sequence
PURPOSE OF THE COURSE
This first quarter of the Integrated Management Sequence will have you examine the
purpose and role of leadership, and the social and political context in which leaders and their
institutions must function as well as the structure and culture of organizations, and the basics of
developing a strategy for how you will lead and towards what you should lead.
Course Objectives
· Understand how effective leaders are able to make a difference.
· Understand degrees of choice in selecting your leadership role and strategy.
· Learn to think ahead and to integrate the factors that may affect your ability to
make progress.
· Understand major external and internal responsibilities that add up to good
leadership.
· Learn to apply major frameworks that can help you diagnose organizational
problems and exercise leadership on the basis of effective and careful judgment.
· Be able to identify and strengthen organizational culture to support the mission .
· Be able to see the leverage points for making change in or improving the results.
· Better understand the affect of politics and personalities on effectiveness.
· Understand how to develop a practical strategy based on analysis of the situation
and desired outcomes
· Learn to pursue managerial strategies and actions that are likely to improve an
organization and its services
· Using managerial frameworks, diagnose operational problems and develop
strategies for improving capacity and service delivery
· Analyze work flows, bottlenecks, staffing capacities, and implement technologies
that will further the mission
· Develop strategies for utilizing contractors and developing partnerships to create
synergies and efficiencies in public service delivery
· Learn how to develop effective performance and accountability measures that
produce desired results
· Understand how to become an effective change agent for policy issues that affect
agency capacity and mission
· Learn to utilize conflict resolution frameworks and techniques in order to build
consensus for policies and organizational change – a bridge between policy and
implementation
· Develop an understanding and integrate these threads of leadership into practical
strategies that can be used in your career to effectively create public value
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COURSE METHODS
Case Discussions
We will approach our study of leadership primarily through discussions of case studies
augmented by analytic and theoretical frameworks described in the readings and in class.
Discussion is the operative word, and preparation and participation by student and instructor will
be the most important ingredients to successful discussions.
Reflecting the complexity of public leadership, no one theory can explain all organizations in all
contexts and, no one set of insights will resolve the problems you will confront. To be successful,
you will have to apply and integrate available knowledge to the issues and problems you
encounter. Therefore, we will study of variety of approaches, each of which can serve as a
conceptual lens through which you can assess most managerial and leadership challenges. As
you gain more lenses to use, the terrain and nature of problems should become more clear and
detailed, enabling you to make better judgments about practical goals and actions. The
approaches we will present provide diagnostic tools to assess organizational problems and
opportunities, and will help you map a path to progress, and build a repertoire of tools for action.
This quarter, as with the entire sequence, is about deepening your capacity to make effective
judgments.
We have assembled a very strong set of material that we hope you enjoy studying and discussing,
and which we believe, taken as a whole, will add materially to your professional development.
Workload and Expectations: Preparing for Case Discussions
The course will involve you in discussions, usually based on cases assigned, and expecting that
you are able to sensibly incorporate useful concepts from the readings and from previous class
discussions. Therefore, the central requirement for you to gain what you have come here for are:
to be well prepared for discussions, to listen and speak perceptively, to be thoughtful and
constructive in, to plan on full attendance, and to prepare your assignments, whether written or
reading, with care, in detail and on time. Also, plan to consider after each class what lessons you
learned and how those relate to prior sessions and to the work you do or expect to do.
We suggest, based on what previous students have told us:
· Your preparation should entail careful and critical reading of the materials and reflection
upon them prior to class, probably planning on three to five hours per class session. (This
includes time for related readings, consideration of issues, making notes and preparing an
outline on your analysis and recommendations, as described below. Much more time is
required when a written assignment is due or if there is an in-class exercise.)
· Plan to read the assigned case three times with some time between each reading
(probably
examining the conceptual readings in between. Reading the case three times quickly will
be far more effective than one slow read trying to absorb all the details at once.)
· Read the required/recommended readings, and any of the recommended readings that
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University of Washington
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interest you, and make notes on items that may help you with the case, or related lessons.
· As you read the case, particularly the second and third times, make notes about the
mission
and objectives, the key actors, problems, and opportunities, and, later, on strategic and
action recommendations. You will be provided a framework to use to assist you.
· Develop a two or three page outline that summarizes your analysis of the problems, and
how to handle the situation. You may be asked, without further notice, to turn in such
outlines in class, so please have your outline with you.
· Review the case (third read) and your notes about it the day before or day of class so that
you are confident and prepared for an effective discussion.
If everyone has done a thorough job in preparing the case and doing the readings, the level
and pace of our discussion will be far more sophisticated, and we will gain much greater
insight from each session. We invite and urge everyone to participate, recognizing that in a
large class, everyone may not be able to participate every time. (See attachment on
participation.)
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University of Washington
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COURSE REQUIREMENTS
Part One: Strategic Management and the Responsibilities of Leadership
To complete the assignments on time and prepare thoroughly for class, you will need to pay close
attention to the course outline below, plan carefully, and work ahead.
Reading: Three assigned texts are available for purchase at the University of Washington Book
Store. You will be using the texts in the other terms as well, so be sure to purchase them.
· Lee Bolman and Terry Deal, Reframing Organizations Second Edition (Jossey Bass, 1997)
· Mark Moore, Creating Public Value (Harvard, 1995)
I will distribute some additional material to you during the course of the term.
Additional required readings, marked with an asterisk (*) in the syllabus below, are available online
through the Odegaard Library electronic reserve collection. On the UW Library web site at
http://www.lib.washington.edu, click on “Course Reserves” and search for the class either under
Professor or Course number and title. Under that heading you will find “Electronic Readings” and
the readings will be listed by week. You can access the electronic reserve system from any
University of Washington computer, or there is a program at the University Bookstore that you
can purchase and install at home or on a laptop to allow automatic dial-up access to the system.
You may also be able to access it on line otherwise, depending upon the type of system to which
you have access. There are other ways to access the electronic reserves, so get in any way you
find convenient.
Assignment Deadlines and Grades: While the specific assignments will vary, these policies will
largely be in force for all of the IMS segments. Your grade for this class in the first term will be
based on a combination of two memos, a journal, and class participation. Each memo will be
worth 30% of your grade; the journal another 30% and participation 10%. Memos are due by
email or in hard copy by no later than the beginning of class on the due date. (Naturally, we
expect that you will be in attendance and on time on those days, as well as others.) We will
not accept late assignments, unless you and the instructor for the term make other
arrangements in writing and in advance. Any late assignment will, at a minimum, receive a
one-grade penalty, unless you and the instructor explicitly agree otherwise in writing and in
advance. For the fall term, I prefer that you turn in memos and journal assignments by e- mail, but
hard copy is fine. E- mail submissions will usually receive more rapid turnaround for feedback.
Whichever method you select, please be sure my e- mail account or I receive it prior to the start of
class. This course is not available for audit or credit/no credit status, and must be taken for a
grade.
Journals. As explained in more detail in the Journal Attachment, each of you will keep a Journal,
for each quarter, in which you reflect on your work experience in light of the issues we have
discussed in class and what you have seen in the readings. We will ask that you develop your
journal entries around three specific sections of the course—of your choosing, but to hand in the
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Journal at the end of the quarter. The Journal overall (3 entries) will count for 30% of your grade.
Memos. For the first quarter, there will be a practice memo and two Memos--all required, which
are noted and guidance provided in the syllabus. Each one is related to a case in the syllabus.
Memos are due by e- mail or in hard copy by the beginning of the class for which the case is
scheduled. Late memos will receive a penalty in the grading, or may not be accepted under some
circumstances. You are expected to be on time and attend the class wherein the memo is due in
order to get credit for the memo. If you are not on time or not in class, the memo grade will be
penalized as above. Each memo should be a cogent piece of analysis and writing, 4-6 pages long
in 12 point Times New Roman or equivalent type, with standard margins. The required practice
memo is due on October 15, which will be returned to you with feedback on the quality of the
analysis, and a practice grade, which will not count in your average, except that it can be counted
for one of the two graded memos if you achieve on the practice assignment a grade of 3.5 or
better. If you achieve this, you only have to turn in one other memo to complete the memo
requirement. If not, you have to turn in two. You have a choice for the remaining requirement
among three other opportunities that will count for a grade.
If you do more than the required two memos, the two best will count. Because there is a choice of
memos other than the practice, we hope that everyone will be able to fit the assignments into what
we know for all of you is a busy schedule. To maintain equity and avoid surprises and
disappointment, we want to remind you that any exceptions to the memo requirements, deadlines,
or expectations must be handled before the fact and in writing with the instructor.
Participation. Participation throughout this course is important for the reasons noted and in the
attachment on “Participation.” Therefore, we make it a point to observe the quality and
consistency of your involvement in class discussion, and these observations will count for 10% of
your grade. Suggestions and guidelines for participating in class and in the learning experience
are explained in more detail in the “Participation” attachment.
Attendance. The class meets once a week, and will normally cover one or two cases studies,
integrating related concepts and principles from the reading. Your learning depends, in addition to
your preparation, on class discussion and participation therein. Also, the lessons and principles
build from week to week. Therefore, the course plan assumes and requires your full attendance,
subject to the following: Recognizing that mid-career students will have periodic demands for out
of town travel, we ask that you begin now to plan for full attendance through the academic year.
If there is an unavoidable conflict, as can happen at your levels of responsibility, let the instructor
know as far in advance as possible in writing, and make arrangements, satisfactory to the
instructor, in writing to cover the work, which could include a written assignment or other way of
covering the material, at the instructor’s discretion. You will be responsible for obtaining from a
classmate any handout materials or class notes. The instructor will not normally be able to
provide those to you. Accumulated absences that, in the judgment of the instructor, unduly
interfere with your learning the material could result in failure, at the sole discretion of the
instructor. If at any time you feel that the quality of the class does not merit the level of
commitment we are asking, please see the instructor for a candid conversation about your
concerns and suggestions, or see the graduate program advisor. This course has evolved
significantly as a result of student feedback, so we welcome your reactions and suggestions.
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COURSE OUTLINE/SYLLABUS
Part One: Strategic Management and the Responsibilities of Leadership
Readings are from the assigned texts, except those marked with an asterisk (*), which are
available through Odegaard Library’s electronic reserve system. I may occasionally distribute
hard copy materials. Required readings are listed first, followed by recommended supplements, if
any. We’ve tried to slim down the required reading to things we think most in the class will find
relevant.
Week 1 – Understanding and Affecting Centers of Power: Gaining and Using Influence
· Case: The Job Corps (HBS 9-375-152)
· J. Patrick Dobel, “A Note on Mapping Managerial Environments: Understanding Who Can
Influence Your Success”
Study Guidance
Among other things, we will be learning this week about a concept referred to as the “authorizing
environment,” which is described in some detail in the reading. Please examine this document,
which we will refer to in more detail as the course goes on.
Please read the two cases carefully and consider the following for each:
1. In what ways do you think that the manager in this case was effective? Ineffective?
2. What did he do that added value to the service and capacity of the Job Corps?
3. Did he miss any important aspects of his responsibilities?
4. What should he do now?
5. What do you learn about management responsibilities from examining this case?
We will also go over the highlights of course requirements and coverage.
Week 2 – Tools for Gaining Influence and Authority: Engendering the Confidence of
Others
 Case: Elizabeth Best (A)
· John Kotter, “Power, Dependence and Effective Management,” Harvard Business Review
(especially pp.127-136)
· John Kotter, “Managing Your Boss,” Harvard Business Review
· Moore, Chapter 1
· J. Patrick Dobel, “A Note on Mapping Managerial Environments: Understanding Who Can
Influence Your Success” (review)
· See “MORETOOLS - Framework for Analyzing Management Dilemmas” (attached to the
syllabus)
OPTIONAL WORKSHOP-- We will briefly discuss the upcoming written assignment to give you
some thoughts about how to approach it successfully, and consider an analytic framework to help
you do so. Students in the past have found these workshops useful, so if you can attend, we
recommend it.
Study Guidance
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University of Washington
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We will examine Elizabeth Best in her new job, and try to identify a strategy by which she can
make a difference, and, as Moore suggests, “add public value” to the work of the agency. As you
consider Ms. Best’s situation, please consider the following:
1. What does she bring to the situation?
2. How might she break through some of the barriers?
3. What might be a strategy for playing an effective role in the agency?
4. What authority does she have or have serious potential to obtain?
5. What did we learn from observing Bill Kelly that might be relevant to considering Best’s
predicament?
Elizabeth Best is in a particularly difficult circumstance, so you will want to analyze the situation
carefully. We suggest for this and other cases, that you form informal study groups to discuss the
cases several days before the class meets.
Week 3 – Selecting a Managerial Role and Strategy Appropriate to the Position and
Circumstance
*** Practice Memo due in class Tuesday, October 14***
· Case: Managing Cutbacks at the Department of Social and Health Services (A) and (B)
· Case: Puget Sound Water Quality Authority (A)
· J. Patrick Dobel, “A Note on Mapping Managerial Environments: Understanding Who Can
Influence Your Success”
· Mark Moore, Creating Public Value, Chapter 2
Study Guidance
Compare the ways in which each of the these two managers approached their job, and assess
how effectively each of them shaped their role around the circumstances. Among other things,
consider how effectively they each understood and responded to the maps of their environment, to
their respective organizational capacities, how they balanced internal and external
responsibilities, and what contributions they made to the immediate service goals of their
organizations and to the capacity of the organizations to add value in the future. What was
similar and what was different about the way in which they approached their responsibilities?
How effectively did they each respond to the circumstances they faced? Use the “Framework for
Analyzing Management Dilemmas”, which is attached to the syllabus to help you assess their
circumstances and effectiveness.
Memo Guidance
Write a 4-6-page letter to Kathy Fletcher evaluating her situation and suggesting to her the next
steps she should take. Keep in mind her mission and purposes, and her authorizing environment
as you evaluate the situation as you identify next steps. Be sure to specify the goals and strategy
you think she should have.
If you get a grade of 3.5 or better on this assignment you may substitute it for one of the
two required memo assignments in the fall quarter. If your grade is below 3.5, you will
have to then turn in the two additional memos. Everyone will receive personal written
feedback on this practice assignment. There are three opportunities later in the syllabus
to turn in your remaining two required memos.
Week 4 – Effective Internal Communication and Decision Forums for Delivering Effective
Service
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University of Washington
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· Case: Improving Decisions and Customer Service in the King County Library System
(A)
· David Mechanic, “Sources of Power of Lower Participants in Complex Organizations”
· ALSO RECOMMENDED
· Bolman and Deal, Reframing Organizations, pp. 35-38, 70-73, 81-97
Study Guidance
Use the readings to help you understand some of the forces that often affect behavior in
organizations.
1. Think about, from the perspective of the Library’s director, the most important barriers to
providing good service delivery and meeting the strategic goals of the “Year 2000 Plan.”
2. What are some of the important cultural factors affecting what he can and should do? How
will these cultural factors affect what can be done and the means to bring about change?
3. What tools does he have in the situation that might be used to bring about change, once he
decides what to do?
Week 5– External Communication: The Impact of the Media on Effective Management and
Policy
· Case: HSA Meets the Press
· Cohen, Eimicke: “Dealing with the Media, Legislative Bodies and Interest Groups” in the Effective
Public Manager
Study Guidance
Use the supplemental reading to determine Chase’s responsibility as a public manager to inform
the public about health issues.
1. Consider his responsibility to his boss, Mayor Lindsay, other authorizers like the Budget of the
Budget, staff within the administration, and the public.
2. Was Chase effective in developing relationships with reporters? What are their interests?
3. What did he do well or poorly? Overall, how effective were press relations under Chase’s
leadership?
OPTIONAL WORKSHOP- We will have another workshop on writing memos in anticipation of next
week’s assignment.
Week 6 – Crafting Internal Culture in Response to a Crisis: Examining Incentives, Values,
and Internal Communication Structures
**Memo Opportunity**
· Case: Express Maintenance (A)
· Chester Barnard, "Informal Organizations and Their Relations to Formal Organizations"
· Eugene Bardach and Robert Kagan, “The Good Inspector” in Going by the Book: the problem
of regulatory unreasonableness
· Anthony Downs, Inside Bureaucracy, Chapters 7, 10 and 12
· ALSO RECOMMENDED
· Bolman and Deal, Reframing Organizations, Chapters 12 & 14
· Mark Moore, Creating Public Value, Chapter 3 (skim)
Study Guidance
Once again, take the manager’s perspective, and consider the most important aspects of the
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University of Washington
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problem he is facing and how he might best proceed.
1. Using Moore’s strategic triangle framework, in combination with other analytic tools, to
assess carefully the extent of this problem?
2. Try to catalogue the most important issues, and provide Jiles with advice on what he should be
trying to achieve and address.
3. Suggest to Jiles some key actions against each of the primary issues you have identified, and;
4. Place those actions into a unified plan that can put these actions into play.
Memo Guidance
Assess the situation facing Jiles as the case ends relative to his most important purposes and
objectives and his desires to make a value added difference to the agency. Suggest a responsive
and practical strategy, and major early action steps he should follow.
Week 7– Building the Future: A Strategic Look at a Struggling Non-Profit
**Memo Opportunity**
· Case: “East Coast Orchestra”
· Michael Porter, “A Framework for Competitive Analysis”
(skim)
· ALSO RECOMMENDED
· Sharon Oster, “Structural Analysis of a Nonprofit Industry” in from Strategic Management
for Nonprofits, 1995)
Study Guidance
For this and the next class, we will be looking at aspects of strategic planning in the non-profit
and public sectors. We will this week examine a case focused on the board of a well regarded, but
struggling, non-profit and see what advice we can provide for altering their fortunes and impact.
Using the Moore framework, the Kotter framework and other concepts from the course that you
find helpful, what would you advise the president of the board of trustees on how to improve the
fortunes and value of the East Coast Orchestra. What are the outcomes they should seek, what
strategy should be adopted, what are its major components and their potential impact, and what
are some key steps over the next year that would help move that strategy into place?
Memo Guidance
Using the frameworks you have been given this term, along with common sense, and any other
frameworks you think relevant, write a memo to the board chair analyzing the situation and
recommending a strategy that will revive the Orchestra. (If you choose this case for a memo, you
may not do the Schall case as a memo, since you won’t receive the feedback in time.)
Week 8– Leadership in Setting Organizational Direction; Seeing the Long Term and
Focusing on Making a Difference
** Memo Opportunity**
· Case: Ellen Schall and the Department of Juvenile Justice
· Mark Moore, Creating Public Value Chapter 3 (Review)
· Robert Behn, “Management by Groping Along,”
· Robert Behn, “What Right to Public Managers Have to Lead?”
Study Guidance
We will examine a case about a newly appointed commissioner to a troubled juvenile justice
agency and try to help her develop a value-added strategy. Helping the leader in this situation
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will require you to reach back through the course looking at both internal and external factors,
and using Moore’s and Fenn’s (Mapping) frameworks, as well as readings from the organizational
literature we have examined. This will be an opportunity to test your judgment as it has developed
over the
term.
Memo Guidance
Write a memo to Schall, describing clearly the critical problems and possibilities in the
situation, and recommend for her a strategic approach to making progress at DJJ. Identify a set
of programmatic and operational goals that you believe are achievable in 3-5 years and describe
some important steps she must t take to put that in motion. Be sure and pay attention to and use
the
Framework that we have been using in class, or some other framework that gets you similarly
precise and comprehensive results. You don’t have to refer explicitly to the frameworks, but your
understanding and use of them should be evident from the presentation. (If you choose this case
for a memo, you cannot also count a memo on East Coast Orchestra.)
Week 9 - Strategic Planning and Delivering Valued Services
**Memo Opportunity**
· Case: The Meredith Center
· Sharon Oster, “Structural Analysis of a Non-Profit Industry” in Strategic Management
for Nonprofit Organizations: Theories and Cases
· Steven Cohen and William Emicke, “Shaping Organizational Goals and Strategies” in the
Effective Public Manager
Study Guidance
Use the additional readings to help you determine if the Meredith Center has effectively
determined a core competency and strategy for serving clients.
1. Is TMC providing the services needed according to the demographic data provided in the
case?
2. What can you determine about TMC’s strategy by examining the Statement of Revenue and
Expense?
3. Is TMC fully utilizing its resources to add value to the visually impaired public?
Memo Guidance
Write a 4-6 page memo to Jim King recommending a strategy for the future operations of The
Meredith Center. Use the “Framework for Analyzing Management Dilemmas” or any other
applicable frameworks to help you analyze the current problems and challenges facing the center.
Determine and prescribe a comprehensive strategy that King might take, both tactical and
programmatic, in order to provide needed and desired services to visually impaired and blind
people. Keep in mind that Mr. King may not be familiar with the specific frameworks or
terminology used in the management sequence. Although your memo need not specifically refer to
these frameworks or mirror the categories provided in them, your recommendations should reflect
the careful analysis and effective strategy yielded by their considerations.
Week 10 – Summary and Review Session
***Remember: Journal due December 13 by 5:00PM***
Study Guidance
Please review your notes on the course and consider the lessons you have learned that you would
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University of Washington
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like to carry forward in your career. We’ll ask everyone to contribute to a review of the key
principles learned and any changes in your thinking and perspective that has occurred. You
should also use the time for further development of your journals. Some of the class discussion
will be useful for putting finishing touches on your journal.
*** Journal due December 13 by 5:00PM via e- mail (jbrock@u.washington.edu) or in
Parrington mailbox of Professor Brock***.
COURSE REQUIREMENTS
Part Two: Effective Service Delivery, Operations and Culture
This quarter you will write three journal entries and two exercises. The three journal entries in
combination count for 50% of your grade. Each exercise counts 20% of the grade. Class
participation counts 10%. Each assignment must be submitted via hard copy at the beginning
of class the day it is due, unless you and I make other arrangements in advance. Any late
assignment will receive a grade penalty, unless our prior arrangement establishes
otherwise.
Please put a date and page numbers on all your work.
You will write two Exercises this quarter. The topics are assigned. The first appears at the end of
this syllabus; the second will be distributed in class. Each exercise should be concise and clearly
formatted. The exercises are due on:
Exercise 1 — January 25 — 20%
Exercise 2 — March 1 — 20%
As in the Fall Quarter, each student will keep a Journal, though the specifics of the assignment
are slightly different than in the fall, as explained at the end of this syllabus. You will hand in the
journal twice this quarter:
Journal Entry 1 – February 1 – 10%
Journal Entries 2-3 – March 11 – 40%
As in the Fall quarter, Class Participation entails contributing to both class and small-group
discussions, arranging study groups, offering individual feedback and support to your colleagues
and the faculty in class and by e- mail, and other efforts to understand and communicate ideas.
Class Participation – Weekly – 10%
One book is a required purchase and will be available at the University Bookstore.
· Harry Hatry, Performance Measurement: Getting Results (Urban Institute, 1999).
After IMS – I, you should also already have two books that include required reading:
· Lee Bolman and Terrence Deal, Reframing Organizations: Artistry, Choice and
Leadership Second Edition, Jossey Bass, 1997.
· Mark Moore, Creating Public Value: Strategic Management in Government, Harvard, 1995.
In addition, the following Kennedy School of Government (KSG) cases are required and will be
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available in a packet for purchase at the University Bookstore:
· Mikhukhu People of South Africa (KSG C17-95-1291)
· DSS, La Alianza Hispana, & Child Protection (A) (KSG C16-94-1265.0)
· The Ladder and the Scale: Project Match (KSG 1076)
· The NYPD Takes on Crime in New York City (A and B) (KSG CR16-00-1557.3 and
CR16-00-1558.3)
All other required readings and cases are available through the UW Library’s electronic reserve
My standards concerning class preparation, participation, mutual respect, and learning are the
same as those outlined in the Fall syllabus. I expect you to take the time and consideration to do
the reading, prepare for class, contribute to discussions, work constructively with your colleagues
and the faculty, and turn in quality written work that reflects careful thought.
COURSE OUTLINE/SYLLABUS
Part Two: Effective Service Delivery, Operations and Culture
Week 11 - Focusing Performance by Setting Direction and Goals
· Case: Mikhukhu People of South Africa
· J. Collins and J. Porras, “Building Your Company’s Vision,” HBR, 9/96.
· Bob Topor, “Ten Criteria for Mission Statement Evaluation,” Marketing Higher
Education.
· Harry Hatry, Performance Measurement, Chapters 1,2,4,5 (focus on 2 & 4; skim 1 & 5)
Study Guidance
1. How should the organization determine a new focus and mission statement?
2. How can the skill set of the current leadership be applied to a new mission or focus? Will new
or different leadership be needed?
3. What is the organization’s core competency?
4. What changes are needed to pursue a different mission?
Week 12 - Strategic Repositioning: Rethinking Products and Mission
· Case: Permit Processing on Mercer Island (A)
· John Hagel & Marc Singer, “Unbundling the Corporation,” HBR, 3/99 (review)
· J. Kotter, Leading Change: Why Transformation Efforts Fail,” HBR, 3/95.
· M. Hammer, “The Process of Change,” from Hammer, Beyond Reengineering (1996)
· Arn Howitt, “Engaging Frontline Employees in Organizational Renewal,” KSG Paper
(1997)
 ALSO RECOMMENDED
 Mark Moore, Creating Public Value, Chapters. 7-8
 Bolman and Deal, Reframing Organizations, pp. 8-17
Study Guidance
1. What is the mandate of the agency?
2. How will success be measured?
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3. What are the key blockages or constraints to fixing the service delivery problems at the
agency?
4. To whom is the agency most accountable? For what?
Week 13 - Aligning Capacity with Demand
· Case: The Overcrowded Clinic
· Albrecht, pp. 30-43 & Chapter 4 in Service, Service, Service (review)
· Steve Rosenthal, Managing Government Operations, Chapters 3-4
 ALSO RECOMMENDED
 Marshall & Abernathy, Operations Management, pp. 1-19
Study Guidance
1. If you were a customer/client of the Clinic in this case, what are some of the key “moments of
truth” (Albrecht) you would experience when you visited the Clinic seeking assistance with
birth control? What kinds of impressions about the Clinic would you take away from your
visit?
2. Following Rosenthal (or Abernathy & Marshall), how would you calculate the actual and
potential demand for the Clinic’s services? What are some possible sources of the data you
would need to gather?
3. What are the key issues to consider in calculating the Clinic’s capacity to supply services?
4. What recommendations would you suggest to Dr. Martinez to address the Clinic’s customer
service problems?
Week 14 - Reengineering Work Processes
**Journal Entry One is Due**
· Case: Registry of Motor Vehicles: Watertown Branch
· Michael Hammer, “Reengineering Work: Don’t Automate, Obliterate,” HBR (7/90)
· Rosenthal, Managing Government Operations, Chapters 3-4 (review)
· John Hagel & Marc Singer, “Unbundling the Corporation,” HBR, 3/99 (skim)
 ALSO RECOMMENDED
 David Maister, “The Psychology of Waiting Lines” HBS Note (1984)
Study Guidance
1. What is the output of the Watertown branch office as perceived by the customer? The staff?
The legislature? Other state agencies?
2. Is the Watertown branch a pleasant place to be served? To work? To manage?
3. Is the Watertown branch efficiently managed at present? Is there adequate capacity?
4. Are the limited resources deployed effectively? Is the management information system
adequate?
Week 15 - Providing Effective Services to Citizens through Improved Technology
· Case: Technology in the Washington State Parks System
· Dawes, et al., “Four Realities of IT Innovation in Government”
· Mark Moore, Chapter 6 in Creating Public Value
· M. Bensaou, Michael Earl, “The Right Mind Set for Managing Information Technology”
 ALSO RECOMMENDED
 Dawes, et al., “Crossing the threshold for Government Service on the World
Wide Web”
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Study Guidance
1. How effectively does the agency’s choice for IT implementation serve the mission?
2. Does if follow from and support the core program objectives? Does it change or detract
from them?
3. How well does it mesh with the agency’s existing IT capabilities?
4. What impact will the agency’s choices about the IT project have on staff morale and
capabilities? On customers’ perceptions of the agency’s service delivery capacity? On
authorizers’ support? On overall strategy?
Week 16 - Motivating People and Teams
· Case: Hannen and Welch
· Case: Job Enrichment in the Bureau of Workmen’s Compensation (A)
· Bolman and Deal, Reframing Organizations, Chapters 5, 7, 8
 ALSO RECOMMENDED
 Bolman and Deal, Reframing Organizations, Ch. 10
Study Guidance
1. Based on your own experience with superiors, subordinates, and colleagues in the work place,
how would you assess Karen Hannen’s performance managing the people in her office?
Explain your assessment.
2. What is at the root of Robert Welch’s unhappiness in his job?
3. Drawing on Bolman and Deal, what options does Hannen have for handling the Welch
situation? Which one would you pursue if you were her? Why?
Week 17 - Improving Performance through Labor-Management Partnerships
· Case: Los Angeles Bureau of Sanitation (A & B)
 Case: Labor Management Cooperation at the Los Angeles Bureau of Sanitation (A &
B)
 Going Public: The Role of Labor Management Relations in Developing Quality Government
Services, edited by Jonathan Brock an David Lipsky, Champaign, Ill.: Industrial Relations
Research Association, c2003.
 Introduction by Jonathan Brock and David Lipsky
 Chapter Three “Restructuring Labor Management Relations to Improve Government
Services” by Stephen Goldsmith
 Chapter Four “The Role and Responsibility of Union Leaders for Effective Service
Delivery” by Robert Tobias
 Chapter Five “Enhancing Labor Management Cooperation: New Competencies for
New Times” by Sonia Ospina and Allon Yaroni
 Lee Bolman, Terrence Deal, Chapter 6 in Reframing Organizations
 United States. Secretary of Labor's Task Force on Excellence in State and Local
Government through Labor-Management Cooperation, Jonathan Brock, Chapter 1 in
Working together for public service : report of the U.S. Secretary of Labor's Task Force on
Excellence in State and Local Government Through Labor-Management Cooperation,
Washington, D.C. : U.S. Dept. of Labor : U.S. G.P.O., Supt. of Docs., distributor, 1996.,
Study Guidance
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1. What are the most important operational challenges affecting the LA Sanitation Bureau’s
performance at the beginning of the A case?
2. What are some of the root causes behind each of those challenges?
3. As the case unfolds, what strategic actions enable management and labor to work together to
make changes that foster improvements in performance?
4. Drawing on the Brock readings, how would you assess their efforts to-date? Why or
Week 18 - Building Constructive Contracting Relations
· Case: DSS, La Alianza Hispana, & Child Protection (A)
· * Don Kettl, Sharing Power, Brookings, 1993, pp. 13 – 17
· * Steve Kelman, “Next Steps in Procurement Reform,” Government Executive (8/98)
· * R. Behn and P. Kant, “Strategies for Avoiding the Pitfalls of Performance Contracting,”
Public Productivity and Management Review 22:4 (June 1999)
 ALSO RECOMMENDED
 S. Wagner and R. Boutellier, “Capabilities for Managing a Portfolio of
Supplier Relationships,” Business Horizons (2002)
Study Guidance
1. Why has DSS been contracting out child protection work to La Alianza Hispana? (What are
the considerations that went into that decision?)
2. How well is DSS functioning as a “smart buyer,” in Kettl’s terms?
3. In light of Kelman’s piece and Behn and Kant’s article, how might DSS think about
restructuring its contracts for child protective services?
4. If you managed La Alianza, what provisions would you ask for in a contract if DSS
approached you about renewing your contract?
Week 19 - The Politics of Accountability and Performance Measurement
· Case: The Ladder and the Scale: Commitment and Accountability at Project Match
· Harry Hatry, Performance Measurement, Chapters 5-7
 S.R. Smith & M. Lipsky, Nonprofits for Hire, Chapters 8 & 9 (pp. 172-205)
Study Guidance
1. What is the conflict about? What is the appropriate relationship between the nonprofit and
public sectors? Are there inherent conflicts? If so, why?
2. To whom are Jeannette Tamayo and Toby Herr each accountable? To what extent are they
interdependent upon one another?
3. What is Jeanette Tamayo trying to accomplish? Why?
4. What is Toby Herr trying to accomplish? Why?
5. How would your organization change if 100% of funding depended upon performance
outcomes?
Week 20 - Designing Measures and Reviewing Performance
· Case: The NYPD Takes on Crime in New York City (A & B)
· Harry Hatry, Performance Measurement, Chapters 8-11
· R. Behn, “The List,” The Behn Report (October 2003)
· R. Kaplan and D. Norton, “The Balanced Scorecard,” HBR, Jan-Feb 1992
 ALSO RECOMMENDED
 C. Letts, W. Ryan, A. Grossman, “Benchmarking”
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Study Guidance
1. Overall, would you say that Compstat was a success? Why or why not?
2. Did the outputs measured by Compstat promote the desired outcomes? Why or why not?
3. What other improvements did Brattton make that aided the Compstat effort?
Friday, MARCH 11:
***Final JOURNAL entries 2 & 3 due in my mailbox (Parrington 208) by 4:00 pm***
COURSE REQUIREMENTS
Part Three: Affecting Policy
Similar to the Fall quarter, you will be expected to submit two memos. Several memo
opportunities are available, and if you choose to submit more than two, the best two grades will
count. You will also be expected to turn in a journal related to a conflict you have encountered in
your current or past work experience. Journal guidance can be found below in the in the course
outline. Grading will be as follows;
Memos – 30% each
Conflict Resolution Journal – 30%
Class Participation – Weekly – 10%
As in the Fall quarter, Class Participation entails contributing to both class and small-group
discussions, arranging study groups, offering individual feedback and support to your colleagues
and the faculty in class and by e- mail, and other efforts to understand and communicate ideas.
After IMS – I, you should also already have two books that include required reading:
· Lee Bolman and Terrence Deal, Reframing Organizations: Artistry, Choice and
Leadership Second Edition, Jossey Bass, 1997.
· Mark Moore, Creating Public Value: Strategic Management in Government, Harvard, 1995.
One additional book is a required purchase and will be available at the University Bookstore.
Roger Fisher and William Ury, Getting to Yes, (2nd edition 1991)
The Harvard case, “Managing Environmental Risk – the Case of Asarco” is available at the
University Bookstore. All other required readings and cases are available through the UW
Library’s electronic reserve system.
My standards concerning class preparation, participation, mutual respect, and learning are the
same as those outlined in the Fall syllabus. I expect you to take the time and consideration to do
the reading, prepare for class, contribute to discussions, work constructively with your colleagues
and the faculty, and turn in quality written work that reflects careful thought.
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COURSE OUTLINE/SYLLABUS
Part Three: Affecting Policy
Week 21 - Gaining Legislative Support: the View from An Agency
**Memo Opportunity**
· Case: WA State Department of Licensing (A)
· Smith and Lipsky, “The Politics of the Contracting Regime,” in Nonprofits for Hire
· Terry Moe, “Politics of Bureaucratic Structure”
Study guidance
If you were Fred Stevens, how would you decide the major issues? Why would you decide them
that way? Use the MORETOOLS framework, the Moore framework, or some other
comprehensive structure to analyze his situation and make a recommendation on how he should
decide the issues.
1. How would you assess the overall internal capacity at the Department of Licensing, in terms
of technical skills, staff motivation and commitment, and Stephens’ leadership abilities?
2. What are the strengths and weaknesses of the RFP in the Appendix of the case, given the
Department’s aims for the project? How would you assess the Department’s decision to
contract with PSSG in light of our recent discussion of contracting?
3. What do you think of the Department’s choice of services to offer via the internet, in light of
our recent discussion about mission-driven uses of information technology?
4. What are the obstacles to moving the Department’s proposal forward? What do these
obstacles suggest about the connections between the strategic management tools from IMS-I
and the operational tools from IMS-II?
Memo Guidance
Compose a 4-6 page memo to Fred Stephens that analyzes the problems he is facing, in terms of
actors who might thwart his objectives, risks to the web based plan proposed by his agency, and
the risks of implementation. Use any applicable framework as a basis for your analysis, and
recommend a logical strategy for the short and long term.
Week 22 - Working with the Legislature: the View from the Legislature
**Memo Opportunity**
Case: Legislative Hearings in Orsan, Orewash (A)
· B. Vanderkolk, “Building Bridges”
· Phil Heymann, The Politics of Public Management, Chapters 8, 9
Study Guidance
If you were Santos, how would you handle this situation and why? What would be your next steps,
and how do the two connect? Since the case presents an immediate problem for Santos, be sure
to
consider his objectives in the immediate term (at the meting) as well as his mid to longer term
objectives.
Memo Guidance
Compose a memo to Sam Santos advising as to what his short and long term objectives should
be,
and a strategy for achieving them. In so doing, consider the outcomes desired at the hearing, with
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regard to his relationships with Council members and the Mayor, and the PISD staff . Use any
applicable framework as a basis for analysis about each actor, the risks inherent in the situation,
and Santos’ obligations. Based on your analysis, recommend a strategy for meeting these
obligations and achieving the desired outcomes.
Week 23 – Working with the Legislature: Recognizing, Setting and Acting on Managerial
Priorities
**Memo Opportunity**
· * Case: “The Politics of Urban Growth Boundaries in St. Claire County” (A)
· Steven Cohen and William Emicke, “Dealing with the Media, Legislative Bodies and Interest
Groups” in Effective Public Manager
· J. Patrick Dobel, “Integrity in Office” in Public Integrity
 ALSO RECOMMENDED
 Gordon Chase and Elizabeth Reveal, excerpt from “Managers, Bosses and Chiefs” in How
to Manage in the Public Sector
Study Guidance
If you were the manager in this case, facing the pressures from her boss, the commitments of and
by her staff and the views of the community groups they worked with, how would you handle this
situation? How will you reconcile the views of your boss, those of your staff as well as your own,
and those of significant voices in the community.
Memo Guidance
Use the “Framework for Analyzing Management Dilemmas” as a basis for composing a memo to
Gwen Lewis. As the manager in this case, consider the professional, ethical, managerial and
leadership aspects of the case and consider also the obligations she has under a separation of
powers system of governance to both provide advice and administrative capability to the best of
her ability.
Conflict Resolution
The following two weeks will introduce you to a framework for conflict resolution. During this
two week module, consider a scenario from you current or prior work experience and submit a
journal in Week 26 using the Conflict Resolution Journal Attachment.
Week 24 – Alternatives and Supplements to Traditional Regulatory Practices: The Use of
Conflict Resolution Principles
· Role Play: Operation Wilderness
· Fisher & Ury, Getting to Yes
Week 25 - The Use of Conflict Resolution Principles, continued
· Case: Woodstove New Source Performance Standard
· Fisher & Ury, Getting to Yes
· Gerald Cormick, Building Consensus for a Sustainable Future – Introduction
Week 26 – Strategic Partnerships: Joining forces to further the mission
**Conflict Resolution Journal Due**
· Case: Snohomish County Housing Authority
· Eugene Bardach, Getting Agencies to Work Together, Chapters 1,4 and 8
· Arn Howitt, “Managing Federalism’
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· Stephen Page, “Entrepreneurial Strategies to Manage Interagency Collaboration”
 ALSO RECOMMENDED
 Eugene Bardach, “Developmental Dynamics: Interagency Collaboration as
an Emergent Dynamic”
Study guidance
1. What does the "operating system" for the housing-social services collaborative in the case
look like?
2. What strategies have Steve Holt and his colleagues used to foster momentum for their
collaborative efforts?
3. What intergovernmental strategies should they undertake at the end of the "A" case in light of
the new changes in federal policy?
Memo Guidance
Write a memo to Steve Holt advising him about a strategy for responding to the changes in federal
regulations with regard to Section 8 Housing vouchers. Pay particular attention to his agency’s
mandate, responsibilities to clients and partners, and risks. Use any applicable framework as a
basis for your analysis, and draw upon your conclusions to recommend a strategy for the
Snohomish County Housing Authority.
Week 27 – Balancing Regulatory Responsibilities and Methods
· Case: Eyes and Falls – Regulating the Deciduous Fruit Tree Industry
· Malcolm Sparrow, “Sweet Reason’
· Mark Moore, Creating Public Value, Chapter 3
Study Guidance
1. If you were in Monty Paradis’ position, how would you move forward in your mandated effort
to improve the injury rate for fruit tree workers?
2. Will it be possible or necessary to gain the cooperation of the farmers?
3. What other regulatory options should be used to fulfill the mission of protecting farm workers
from injury?
4. What overall strategy would you take for resolving the problem of eye injuries and falls from
ladders?
Week 28 - Implementing Policies through Regulation: the Challenges and Possibilities
· Case: Managing Environmental Risk: The Case of Asarco
· Peter J. May. 2002. “Social Regulation,” Chapter 5in Lester M. Salamon, ed. The Tools
of Government, A Guide to the New Governance
· John T. Dunlop, “The Limits of Legal Compulsion”
Study Guidance
1. What did Bill Ruckelshaus do that was unique to regulation?
2. Can he balance the mandate of the EPA with the interests of citizens, Asarco, the State, and
advocacy groups?
3. What is his primary responsibility?
4. If you were Bill Ruckelshaus, what kind of regulatory limit would you set with regard to
Asarco and arsenic emissions?
Week 29 – Finding Root Cause: Using Leadership Principles in the Midst of Upheaval
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**Memo Opportunity**
· Case: Donald Rumsfeld and Prisoner Abuse at Abu Ghraib
· Mark Moore, Creating Public Value, Chapter 4
Study Guidance
Consider the strategic leadership dimensions of this case - the short and long term objectives and
suggest a strategy based on your analysis. Consider the operational questions and what actions
would be necessary to preclude further occurrences, and to restore confidence that has been
damaged; think about the authorizing environment, which is larger and more complex than most
we have dealt with and consider how to affect policies that you think require attention or revision.
Consider the media and legislative relations with Congress and, where applicable, be conscious of
coalitions and alliances that might be important, and how to build or rebuild them.
Memo Guidance
Write this from the standpoint of a senior advisor to Rumsfeld who would be able to write a blunt,
confidential memo that Rumsfeld would take seriously. Recognize that Rumsfeld is busy and
besieged and will need a clearly reasoned and concise memo. You should develop a sound
analysis of the underlying problems using Moore’s Strategic Triangle, the “Framework for
Analyzing Management Dilemmas” or any other applicable frameworks to formulate your
analysis and strategy, although you may follow a memo format that is practical for your audience
– someone who is not familiar with these specific frameworks.
Whether or not you think he should resign, this is not the focus of your task. The situation still
must be addressed, whether Rumsfeld is in the chair or not. While there are political
considerations, this task calls for dispassionate analysis focused on the objectives surrounding the
treatment of prisoners and its implications for Rumsfeld’s broader objectives and his ability to
effectively forward the mandate of the Department of Defense. As a professional and a respected
senior adviser to past presidents of both parties, and to previous defense secretaries and
secretaries of state, you will quickly examine in your own mind, and then set aside, any personal
political or ideological leanings and use the skills you learned way back in graduate school to
assess the situation and determine what strategy and actions really would add value.
Week 30 – Final Summary and Review
General Journal Attachment
This Journal is an alternative to tests and papers to encourage you to engage
class content in a deeper ongoing manner. The Journal's success depends upon your
willingness to stay on top of the readings and class discussions and to reflect upon and
critically evaluate them. It requires a commitment to write regularly about the issues
raised in the course and apply them to your organizational life and experience.
The Journal should focus upon your own view of public leadership and
management, as informed by this term of the Integrated Management Sequence. You
should be writing to yourself, but must write clearly, analytically, and you should integrate
experience and theory.
Content
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We will ask you to make three journal entries during the fall quarter, and to refine them
and turn them in at the end of the course. You may submit one or more for early
feedback preparatory for handing them in for formal review. The journal will be an
important record for you and you will want to both build on earlier insights, and notice
your own progress and sophistication as the year progresses. You should begin the fall
entries early in the term, and revise and complete them in time to turn at the end of the
quarter.
Each entry should apply the content of the class and readings to your own
experience in organizations or reflections on ways you would decide or act differently.
Each entry should be at least three pages in length, but written in a concise and analytic
manner. Observations and description are not sufficient. Each entry should apply the
insights of the readings and class discussion from the week or weeks you are choosing to
your own organizational experience or projected responsibilities. Footnotes are not
necessary. Useful application of the concepts is. Be specific and address real issues
you have seen or experienced in your organization or another in which you have
worked. Using the frameworks and thought processes of the course, propose steps that
you would take if you were the leader to rectify the issues you analyze. Use the journal as
a chance to take on the role as an active manager. Consider it this way: "If I were the
person who had to act, what would I do?"
You may choose any four of the class sessions or sections about which to make journal
entries. Ask the instructor if you are unsure how to approach this, and take advantage of
the opportunity to turn in a draft for review during the term.
The Journal will be evaluated on the basis of:
(a) apparent command of the readings and understanding of the concepts discussed in
class;
(b) ability to cull ideas from readings and class that help provide insight into situations
you have observed or are experiencing
(c) quality of your application of the ideas to the real issues you are observing
(d) quality of the diagnosis and solutions which you suggest
(e) apparent learning and insight, and growth you demonstrate
Performance Measures Journal Attachment
Think of a project that you are currently working on or have worked on in the past that
would benefit from a rigorous system to measure performance. Answer each of the
following questions in a coherent memo of less than 2000 words that you would be willing
to give to your boss.
1. Describe the project, its purpose and why it would benefit from performance
measurement.
2. Write a mission statement for the project. (Review Hatry, page 37 – be sure to
include the concepts of “to” and “by.”)
3. Describe the work group that you would select to help you develop appropriate
measures for this project.
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4. Describe the audience or customers (internal or external) that your project serves.
5. Do an “outcome-sequence” chart (Hatry pp 49-52) to describe the logic steps in
your project.
6. Now add indicators to the outcome sequence chart as in Hatry pp 61-63.
7. Identify your data sources:
a. What data will you need to measure the project’s performance?
b. What data are already available and where will you get them from?
c. What additional data do you need to collect and where will you get them
from?
8. Do a balanced scorecard as in Kaplan to be certain that you have considered
appropriate balanced measures of financial, customer, business, and learning
aspects of the project.
Conflict Resolution Journal Attachment
This journal assignment provides you the opportunity to apply the conflict
resolution exercises and readings you have done, to a situation you are currently
experiencing, or have recently experienced in your career. For this journal, you will
examine one scenario only, in a 6 to 8 page, single spaced, paper. The Journal's success
depends upon your willingness to stay on top of the readings, class discussions , and
exercises and to reflect upon and critically evaluate them. You should be writing to
yourself, but must write clearly, analytically, and you should integrate experience and
theory.
Content
Your journal should begin by analyzing a conflict - identifying the main parties
involved in the conflict and the divergence of positions. Seek to identify their underlying
interests, their relative power or BATNA in the situation. Part of this consideration might
include a discussion of the stakes for each side, and ways of potentially changing the
BATNA configuration. You will then be in a position to speculate where interests might
overlap, and a zone of agreement might be found.
Tying this all together involves bringing the players together, as Jerry Cormick
would say, in the right place, with the right people, the right context, and in the right
forum. Here you could consider the purpose for meeting using a Statement of Purpose,
and examining what you intend to accomplish. For example, are you looking for closure,
or just discussion?
Discuss some ground rules such as meeting agendas and deadlines. The ten
principles outlined in Cormick’s reading may also be helpful in your discussion of how you
might work to find a sustainable solution to the conflict. The most important thing to
consider is what elements must be in place to achieve a sustainable solution. Thus, it is
not necessary to prescribe an exact outcome, or speculate as to what agreement might
ultimately arise from the negotiation or consensus process. Rather, consider the
potential overlaps in interest and BATNA’s and describe what you are hoping to achieve
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through this process, and what elements must be present for a solution to be sustainable.
The Journal will be evaluated on the basis of:
(a) apparent command of the readings and understanding of the concepts discussed in
class;
(b) ability to cull ideas from readings and class exercises that help provide insight into
situations you have observed or are experiencing
(f) quality of your application of the ideas to the real issues you are observing
(g) quality of the diagnosis and solutions which you suggest
(h) apparent learning and insight, and growth you demonstrate
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Participation Attachment
Developing Discussion Skills
Effective managers in all organizations have to participate in and speak in groups where
they must listen effectively and provide useful input after integrating information from their
own preparation and from the progress of the group. In addition to the classroom
environment we are trying to create, we are trying also to provide you with a forum for
practicing these skills.
Participating in class involves contributing during our full group discussions; it also
encompasses sound preparation and timely attendance, active involvement in small
group exercises and role-plays, and other interactions with those in the class that help
them and you learn.
Your class participation grade will depend primarily on the quality of your contributions
and how it helps the class advance. It will also depend on the extent to which you
develop and improve your skills over the course of the quarter. Class participation will
comprise 10% of your grade.
Participation Tips
1. Prepare thoroughly for each class by reading the assigned literature and the
cases and preparing an outline with your analysis and recommendations.
2. Put your hand up and speak when you think you have something to add. You’ll be
surprised how often someone else will contribute something that you were
considering, but didn’t say.
3. No one is expected to have a comprehensive answer that “cracks” the case. The
cumulative affect of well-considered thoughts is what we are trying to build. You need
only play a part.
4. Show respect for your colleagues’ opinions when you speak, even if you don’t agree.
If you wish to disagree, remember that civil, constructive disagreement can help to
refine alternatives and push the discussion in new directions.
5. Don’t be tempted to save something clever or insightful and simply say it when you
can get in. Rather, be aware of the topic, pace, and focus of the discussion, and
address points that are relevant at that time. If you wish to suggest that a different
topic would be important to discuss and want us to move to that, be sure to identify
that is what you are doing and why.
6. If you have trouble figuring out how to participate, you might consider some of the
following ways to get started. Take advantage of more general questions that often
come up at the beginning of case discussions, or volunteer for specific tasks like
“report back” for your group after small group exercises, or to summarize principles or
lessons when such items are requested. After some practice, you’ll be more
comfortable with less specific issues.
Note that there are many other ways to contribute to the learning of others, for
example, by participating in study groups, by providing feedback on drafts of memos and
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University of Washington
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journals before they are turned in, and by other comments and encouragement you
provide outside of class. All of these activities are important to learning, and I will ask you
and the rest of the class who has helped each other’s learning as part of evaluating
participation.
If you find participation difficult or troublesome, please contact me so we can
discuss ways to help you get the most out of the class.
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University of Washington
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Ways in Which Others are Contributing to My Learning
Please turn this in on the last day of class or with your journal assignment. Keep track
during the term of whose contributions are helpful to you. You may turn it in by e-mail.
In order to process your participation grade, this document is required. Thank you for
taking the time. Please review the document so that you can identify ways in which your
and other’s participation can be maximally helpful.
NAME: _____________________________________
Please name the individuals in the class who have contributed most to your learning.
Please describe what you have gained by their contributions, the nature of their
contribution and provide some illustrative examples. Please be specific about what you
learned from their comments and how they contributed to that learning.
You may cite people who have helped you in any of the following settings or ways:
In the classroom:
Comments in case discussions
Outside of class:
Helpful input when preparing for class
Helpful input when preparing written assignments
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University of Washington
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Any in or out of class exercises
Instructive discussion about their work experience, or helping you learn from your work experience.
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University of Washington
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MORETOOLS
A Framework for Analyzing Management Dilemmas
Mission and Purpose
· Mission and purpose is customarily an official statement, legislation, or charter.
· The mission also be a product of folklore or tradition, and may be open to significant interpretation.
Understand the formal as well as informal expectations.
· As a result of analyzing the capacity and authorizing environment, you may find that expectations
or conditions require re-evaluation or adjustment to the stated mission.
Objectives of the Manager
· Short Term
o Related to issues in the current situation or dilemma
o Consider what is needed to successfully emerge from a crisis
o Consider what is needed to make further progress
o Set the stage for longer term objectives and success
· Long Term
o Consider what lies beyond the current dynamic situation
o May be affected by the current scenario, but have a longer time horizon
o Usually related to future success and programmatic accomplishments
o Address what is needed for the organization to fulfill its mission in a way that adds public
value
Risks and Problems
· What are the most important problems in the situation that could materially interfere with your
objectives (be careful not to make a laundry list of other issues and problems that are not related to
the immediate situation or goal).
· Include items that have led to the problem
· What are the risks to the agency or program’s ability to deliver on its obligations?
· As the agency leader, what are the risks to your credibility, reputation and leadership ability now
and in the future?
· What will happen or be negatively affected relative to mission and objectives if the leader does not
take action to resolve the current situation?
· What other risks seem likely or probable through the actions of others or outside events?
· Categorize and prioritize the problems and risks that most need attention.
External and Internal Actors (The Authorizing Environment)
· Who is affected that might react or initiate action?
· Who can help?
· Who can interfere?
· What are their motives and interests, and how might you affect or meet them?
· What degree of power or influence do they have, and how might they exercise it in this situation?
· What degree of influence, if any, can you exert on their perceptions or actions?
Tools and Constraints
· Resource constraints
· Internal regulations or requirements
· Labor contract provisions
· Commercial contract provisions
· Relationships or other issues
· Past history or image of the agency
· Potential tools in existing formal systems within the agency
· Informal channels and systems
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· How staff or outside agencies perform their duties
· Skills, experience and relationships you as a leader bring to the agency
· Ability to effect change within your zone of influence or control
Opportunities
· Potential improvements in service delivery
· Changes in accountability, incentives, or work flows
· Improved fiscal management
· New alliances
· New or additional pressure on key people to cooperate or act
· Opportunities to demonstrate your credibility, skill and commitment as a leader
· Implications for positive precedent setting
· Opportunities to build working relationships, confidence, or skills of internal staff
· Ability to add value by acting entrepreneurially to expand or improve services offered
Outcomes and Elements of a Stable Solution
· Not the steps toward, but the outcomes of, expected resolution
· Refer to Objectives and Opportunities, as well as Tools and Constraints previously considered to
formulate 5-10 key aspects of a successful outcome
· Resolves the current problem in a realistic and stable way
· Move the agency towards the current objectives of the manager
· Advances and supports the mission of the agency or program
· Will not generate opposition that will destabilize the new strategy or decision, and will not create
new problems to manage
· Adds to agency capacity and abilities to perform in the future
· Recognizes the opportunities and opposition in the situation
· Makes practical use of available tools; overcomes or works within constraints
· Can be implemented in the available time frame
Legacy
· Consider any other aspects or elements related to solving the problem that might also lay the
groundwork for leaving a mission based legacy
· Aspects of a long term legacy might include, but is not limited to the following:
o Contributing to the development of future leaders
o Improvements in how customers are served
o Better relationships with other agencies or authorizers that might improve results
o Creating new or more stable funding sources, or improving the long term image of the
agency
Strategies and Related Action for Obtaining Desired Outcomes
· Based on the Outcomes and Elements, develop a plan that would likely lead those outcomes
· Recognize the constraints and problems that pertain, and utilize available tools
· Try to establish an approach that efficiently addresses several of the targets, thereby minimizing the
number of needed steps
· Try to limit your actions to the amount and depth that can be handled in the time frame, and
consider the order in which actions have to take place
· Step back and assess whether you will be able to gain the resources and support necessary, and
allow for adjustments as the plan unfolds
© Jon Brock 2000, 2003, 2004
Thank you for taking the class. We will do our best to make it relevant and valuable to your
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University of Washington
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career development. Please let the instructor know if there is anything that can usefully be done to
enhance your experience in the course and it’s relevance to your work.