PPPM 448/548: Collaborative Planning and Management
Dr. Richard Margerum, Professor
rdm@uoregon.edu
541-346-2526
134 Hendricks Hall (Inside ISE Office)
Class time:
Office Hours:
Classroom:
CRN:
Mon/Wed 12:00 to 1:20
Mon/Wed 1:30 to 2:30 (or by appt.)
146 HEDCO
448 (25089)
548 (25099)
Introduction
Welcome to Collaborative Planning and Management! Collaboration is one of the most important new concepts in
planning, public policy, environmental studies, and management. The principles of collaboration are now widely
embraced in the public, nonprofit and private sectors.
This class addresses collaboration in a range of settings, but I tend to focus on environmental and natural resource
examples. Collaborative approaches assume that many modern environmental problems are complex, multijurisdictional, dynamic and dispersed. They require a wide range of expertise to understand the problem, and an
even wider range of stakeholder and public support to develop a solution and implement it. I have included the
terms “planning and management” in this class to emphasize that it is not just about producing a plan, but also
translating the plan into actions “on the ground.” The class is organized around three books that I think capture
some key elements of collaboration.
Aims and Outcomes
The aim of this class is to examine both the theory and practice of collaboration. We will explore these issues
using the literature, research findings, case studies, and your research and contributions. I have designed the class
to cover the issues that I believe are important to understanding and working in collaborative settings. By the end
of the semester my goals are that you will:
 Understand the principles of collaboration along with the criticisms and weaknesses
 Develop an understanding of criteria for evaluating the effectiveness of collaboration
 Develop personal skills that you can use in collaborative settings
Format and Contract
I run this class to produce maximum discussion and interaction. There is a heavy reading load with this class, and
I will expect that you will come to class prepared to discuss the readings. I will provide short “talks” to introduce
concepts and answer questions, and then we will dive into discussions, exercises, role-playing and other
interactive scenarios. Remember what you get out of this class depends in large part what you put into it.
It is important that we create an atmosphere conducive to learning. Therefore, while I encourage debate and
discussion, you should be respectful of others, and maintain a professional tone at all times. Language or action
that is abusive or discriminatory will not be tolerated and is against University policies. Plagiarism, cheating, and
other conduct contrary to University policies will not be tolerated (see policies at the end of this syllabus).
Readings
Books: There are three required books for this class, each of which contribute some key elements. Because one of
the books is my own and I get revenue from the sale of these books, I will be sharing the equivalent revenue I
would get from this class in the form of class treats/snacks (I don’t actually know how much I get from each book
sale, but it’s not much!). There will also be supplemental readings posted on Blackboard.
Layzer, Judith A. Natural Experiments : Ecosystem-Based Management and the Environment, American and Comparative
Environmental Policy. Cambridge, Mass.: MIT Press, 2008.
Margerum, Richard D. Beyond Consensus: Improving Collaborative Planning and Management. Boston, MA: MIT Press, 2011.
Susskind, Lawrence, and Jeffrey L. Cruikshank. Breaking Robert's Rules : The New Way to Run Your Meeting, Build Consensus, and
Get Results. Oxford ; New York: Oxford University Press, 2006.
Assessment (subject to change)
The assessment is designed to be challenging and interesting; see the syllabus for due dates. Please read the
assignment descriptions carefully—they contain important criteria that will affect your grade.
Undergraduate Students
Case Study Paper
Mini-Essays (3x10%)
Final Exam
Participation (discussion; exercises; blog)
Total
Graduate Students
Case Study Paper
Mini-Essays (3x7%)
Final Exam
Research Paper
Participation (discussion; exercises; blog)
Total
25%
30%
30%
15%
100%
20%
21%
20%
22%
15%
100%
Mini-Essays (3)
These mini-essays are meant to be thinking pieces. The purpose is for you to use the readings to explore some
difficult and complex dilemmas faced in collaborative planning. For each essay, you will be given a question that
relates to the readings for one of the class sessions. You will have to answer the question in 1 page only.
Product:
Grading:
Essay of 1 page: name at the top, single-spaced, one inch margins, minimum font size 11pt.
Mini-essays are due at the beginning of class on the dates indicated on the syllabus
Late essays will not be accepted, except in special circumstances
Your argument is important—avoid shotgun lists and focus on developing 1-2 key points
Use the readings–I want to see that you have absorbed and thought about the readings, so my
grading will emphasize your ability to correctly reference, compare and apply the readings
Cite your source (e.g., Layzer 2008), but you do not need a reference list for class readings
Case Study Assignment
The purpose of the case study paper is for each of you to explore an example of collaboration in practice so you
can see the range of settings, applications, and approaches. The structure for the case study paper is somewhat
strict. The goal is to have a common structure that will allow us to compare and contrast the cases. Each of you
will turn in a paper copy, and I may ask for electronic copies to share with the class for cases that are particularly
interesting. The paper should be 8-10 pages in length (double spaced, 11 pt font or larger; can add extra pages for
photos and diagrams). The paper should address the following issues
 Define Collaboration (2-3 pages): Use the literature to summarize collaboration and its principles
2


Case Description (4-5 pages)—Provide an overview of the case study, with such information as:
o Name: Name of the group
o Location: description of location, including maps if available
o Participants: who is involved, what are the rules for becoming involved (if available)
o Government: what is their relation to government, legislation, regulations
o Purpose: what is their focus
o Funding: how are they funded
o Plan: do they have a plan, strategy or other document
o Accomplishments: what have they achieved, implemented
o Notes and observations: other notes about the group and how it operates
Case Discussion (2-3 pages)—Based on the limited information that you have, how is the collaborative
similar to or different from the definitions in the literature?
Early in the term I will ask you to think about the kind of case study you would like to explore. I will then give
you some suggestions of where to find case study information. The best papers are usually based on a case for
which there is plenty of information available. There are a lot of case study write-ups in the journal literature,
which you can find through some of the library article databases.
Graduate Student Research Paper:
The topic analysis paper allows you to delve into a topic of interest in some depth. The paper is a chance for you
to explore some of the concepts and principles related to collaboration. The topic should be focused—so you have
an opportunity to explore the issues in depth. In particular, I would like to you explore literature from other areas
and fields that will extend your understanding beyond what we are covering in class.
I am not concerned about the exact number of pages that you hand in, but for reference sake, it should be around
10-15 pages (double spaced, 11 pt font or larger). I will provide you with additional handouts that explain the
goals of this paper and the criteria I will evaluate this paper. The paper should address the following issues:
 Explain what the concept means (or is interpreted to mean) and how it is defined
 Synthesize the findings from the literature
 Compare and contrast the views of different authors
Final Exam:
A final exam will cover all content in the course and will be take place during exam week. It will be a short
answer and essay exam.
Class Participation:
Attendance, participation in class discussion, in-class presentations, participation in exercises and debates. At the
end of the semester you will be asked to provide a self-assessment of your own work. Students are expected to
have obtained, read, and retained the readings for each week and to come to class prepared to discuss their content
and implications.
3
PPPM 643: Term Schedule (subject to change)
# Date
1A Mon Jan 9
1B WED Jan 11
Topic
Introduction to the Class and Interviews
What is Collaboration
Definition and Principles
DISCUSSION: Definitions of Collaboration
2A MON Jan 16
No Class
Martin Luther King Holiday
Why has collaboration emerged?
DISCUSSION: Epochs and Themes
BLOG CONTRIBUTION DUE
Why principles underlie collaboration?
EXERCISE: The Prisoner’s Dilemma
2B WED Jan 18
3A MON Jan 23
3B WED Jan 25
4A MON Jan 30
4B WED Feb 1
5A MON Feb 6
5B WED Feb 8
6A MON Feb 13
6B WED Feb 15
7A MON Feb 20
7B WED Feb 22
8A MON Feb 27
8B WED Feb 29
9A MON Mar 5
9B WED Mar 7
10A MON Mar 12
10B WED Mar 14
FINALS
Reading
No readings yet…
Margerum: Chapter 1
McCloskey, M. (May 13, 1996). The skeptic: collaboration
has its limits. High Country News, Article from on-line
archive: http://www.hcn.org.
Layzer: Chapters 1-2
Susskind and Cruikshank: Chapter 1-2
Mini Essay #1
A typology of collaboration
DISCUSSION: Classifying cases
BLOG CONTRIBUTION DUE
Convening
Margerum: Chapter 2
Layzer: Chapters: 4-6
Margerum: Chapter 3
Susskind and Cruikshank: Chapter 3
Susskind and Cruikshank: Steps 1-2
Coordination and Facilitation Roles
Susskind and Cruikshank: Chapter 4-5
ROLE PLAYING: The Facilitator
Susskind and Cruikshank: Steps 3
Case Study Paper Due
Innes, J. E. (1998). Information in communicative planning.
Tim Hicks, Director, Program in Conflict and
Journal of the American Planning Assoc, 64(1), 52-63.
Dispute Resolution
Johnson, D. W., & Johnson, F. P. (2000). Chapter 4:
Communication concepts and challenges
“Communication Within Groups.” Pp. 141-175 In Joining
Together: Group theory and group skills (Seventh ed.).
Boston: Allyn and Bacon. 641pp.
Building Consensus
Susskind and Cruikshank: Chapter 6-7
EXERCISE: Distributive v. Integrative Bargaining Susskind and Cruikshank: Steps 4-5
Viper Falcon Role Analysis Due
Margerum: Chapter 4
Consensus and Group Communication
ROLE PLAYING: Viper Falcon Scenario
Consensus Debriefing and Agreements
Susskind and Cruikshank: Chapter 6-7
Margerum: Chapter 5
Mini Essay #2 Due
Margerum: Chapter 6
Social Networks
Layzer: Chapter 5
Sustaining Collaboratives
Margerum: Chapter 7
Layzer: Chapter 3
Blog Discussion Due
Margerum: Chapter 8
Organizational Networks
Network Issues in Practice
Layzer: Chapter 7-8
Guest Lecture TBA
Blog Discussion Due
Margerum: Chapter 9
Policy Networks and Their Limitations
Layzer: Chapter 9
Mini Essay #3 Due
Margerum: Chapter 10
Reviewing and Discussing Networks
Blog Discussion Due
Layzer: Chapter 10
Limits of Collaboration
Grad Student Paper Due
Margerum: Chapter 11
Synthesis
Take Home Exam
Due 10:15 Monday, March 19
4
Classroom Environment
In order to create a classroom in which students are comfortable expressing their opinions and perspectives, I ask
that students please approach the readings and others’ contributions with both an open mind and a willingness to
question one’s own assumptions and biases. Students are expected to behave in a professional manner at all times.
 Students should treat each other and the instructor with the professional courtesy and respect.
 All communications relating to this course and all work turned in for this course should reflect
professional standards in tone, presentation, formatting, and spelling.
 The classroom is a place of focused learning. This requires that students arrive on time, stay until the
breaks or the end of class.
Course Workload
A general rule of thumb for the expected workload for an upper division undergraduate class or graduate level
class is approximately 3-4 hours/week per credit hour. Thus, a four credit course will require approximately 12-16
hours of effort per week. Our class meets for three hours each week, so students should expect to spend an
additional 9 to 13 hours per week studying for this course.
Writing Lab
This is a writing intensive course. If you struggle with writing, I strongly encourage you to use the services of the
Writing Lab. Upper-division and gradate student tutors are available on a drop-in basis or by appoint, but it is
better to schedule an appointment to find a good match. (You must come to the writing lab to schedule your
appointment.) 9:00am – 5:00pm, Monday – Friday, 72 PLC (Prince Lucien Campbell).
Documented Disabilities
Students who have a documented disability and anticipate needing accommodations in this course should make
arrangements to see me as soon as possible. They should also request a letter to me verifying the disability. The
University of Oregon is working to create inclusive learning environments. Please notify me if aspects of the
instruction or course design result in barriers to your participation. You may also want to contact Disability
Services: 164 Oregon Hall, 346-1155 or disabsrv@uoregon.edu
Email
I will try to respond to all email within 48 hours of receiving them; except during weekends. In some cases, I may
answer an email question in class or post my response to the entire class so that everyone hears the answer.
However, I receive 40-50 emails per day and it is difficult to keep up, so I ask that you make sure that you have
reviewed Blackboard and the syllabus prior to sending a question.
Late Assignment Policy
If you are unable to make it to class on the day an assignment is due, you may mail, email, or fax your assignment
to me prior to the class time and date that assignment is due. Unless specified, I require a hard copy for grading.
Late assignments receive only partial credit.
Missed Class Policy
If you miss a class, please arrange to get class notes from a classmate. Instructor lecture notes are not available.
Missing classes may affect your participation grade, except in the case of illness or other excused absence.
Incomplete Policy
Students are expected to behave in a professional manner and to turn in all materials at the designated time. In
accordance with university regulations, an incomplete will only be given when “the quality of work is satisfactory
but a minor yet essential requirement of the course has not been completed for reasons acceptable to the
instructor.”
5
Academic Misconduct
You are expected at all times to do your own work. Copying content from other students and submitting it as
your own work is grounds for failing the class. The University Student Conduct Code (available at
conduct.uoregon.edu) defines academic misconduct. Students are prohibited from committing or attempting to
commit any act that constitutes academic misconduct. By way of example, students should not give or receive (or
attempt to give or receive) unauthorized help on assignments or examinations without express permission from
the instructor.
Plagiarism
Students should properly acknowledge and document all sources of information (e.g. quotations, paraphrases,
ideas) and use only the sources and resources authorized by the instructor. If there is any question about whether
an act constitutes academic misconduct, it is the students’ obligation to clarify the question with the instructor
before committing or attempting to commit the act. Additional information about a common form of academic
misconduct, plagiarism, is available at: www.libweb.uoregon.edu/guides/plagiarism/students.
Examples of Case Studies
The following are some potential case studies and sources of case studies
 Oregon Watershed Councils (see Oregon Watershed Enhancement Board website)
 Henry’s Fork Watershed Council (see Weber 2003: Bringing Society Back In)
 McKenzie River Watershed Council (see: http://www.snre.umich.edu/ecomgt/cases/map.htm)
 Coalition for the Upper South Platte (see: http://www.snre.umich.edu/ecomgt/cases/map.htm)
 Grand Ronde Watershed Council (may be some published cases)
 Regional (and/or Provincial) Interagency Executive Committee (part of NW Forest Plan)
 Elk Collaborative (http://www.rlch.org/collaboration-stories)
 Kiowa National Grassland (http://www.rlch.org/collaboration-stories)
 Gifford Pinchot (http://www.rlch.org/collaboration-stories)
 Lakeview Stewardship (http://www.rlch.org/collaboration-stories and Marcus Kaufman)
 Uncompahgre Plateau Partnership (http://www.rlch.org/collaboration-stories)
 SE NM Working Group (http://www.rlch.org/collaboration-stories)
 NW Colorado Stewardship (http://www.rlch.org/collaboration-stories)
Other sites (more oriented toward consensus building cases; less focus on implementation):
o Consensus Building Institute http://cbuilding.org/cases
o National Policy Consensus Center: http://www.policyconsensus.org/casestudies/index.html
6