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Managing Politics and the Policy Process PUBPOL 511-C
Autumn 2017
Wednesdays, 5:30 p.m. – 8:30 p.m.
Odegaard Undergraduate Library, Room 136
Professor: Ben Brunjes Teaching Assistant: Rebeca de Buen
brunjes@uw.edu rdebuen@uw.edu
Office Hours: Office Hours:
Tuesday, 1:30 p.m. – 2:30 p.m. TBD
Wednesday, 3:00 p.m. – 5:15 p.m. and by appointment
and by appointment
Course Description
Public policies are the result of a complex set of processes that seek to balance the competing
interests of many stakeholders. Successful participants in the policy process understand how
public values and divergent preferences can influence policy choices. In addition, they are
familiar with strategies that individuals and organizations can adopt to better lead and manage
the formulation, implementation, and evaluation of policies. In an era of scarce public resources
and antagonistic rhetoric surrounding public initiatives, public managers must be prepared to
approach the policy process with a firm grasp of strategy, leadership, management, politics, and
process.
This course introduces and explains management of the policy process in three steps. First,
students will learn about conceptual frameworks that are used to describe and explain the policy
process. Second, the course provides insight into the context of the policy process, including the
various stakeholders and diverse set of organizations involved. Finally, students will walk
through the policy process step-by-step to learn how to influence policymaking and
implementation. Throughout, the course will focus on the importance of public values, systemic
constraints, and increasing complexity. Students will learn to plan, design, and implement
organizational strategies, develop leadership and managerial skills, and improve their
communication and negotiation techniques.
Assignments are a mix of readings, discussion of case studies, and in-class exercises. Readings
introduce important concepts and the latest academic and practical knowledge of the policy
process. Case studies and in-class exercises allow students the opportunity to explore current
topics in public policy while applying analytic frameworks and lenses from the readings.
Discussion sections will delve more deeply into specific policy and management issues, allowing
students the chance to improve their communication and presentation skills in a low-stress
environment.
Course Objectives
This course will help you develop skills necessary to lead, manage, and communicate with
stakeholders and coworkers in the policy process. Specifically, this course will provide practical
skills and knowledge related to:
Assessing and responding to elements of the environment surrounding the formulation
and implementation of public policies
Developing and implementing organizational strategy, including vision, mission, goals,
objectives, and performance measures
Incorporating various types of diversity into the policy process and understanding the
promises and perils associated therein
Conducting negotiations and bargaining to reduce disagreement and manage conflict
between policy partners
Identifying stakeholders, assessing their preferences, and mapping the policy context
Working with political partners and understanding the interplay of public values and
public policy
Leading and managing policy initiatives from all levels of an organization
Communicating complex information verbally and in writing succinctly and effectively
Teaching Assistant and Discussion Sections
Our teaching assistant this quarter is Rebeca de Buen (rdebuen@uw.edu). Rebeca will facilitate
two discussion sections that will provide opportunities to explore concepts from Wednesday’s
class in greater detail. The “Course Schedule” section outlines the focus of each scheduled
section. Often, section will have a reading that will serve as the starting point for the discussion.
Other times, sections will be used for group work or learning activities. Rebeca is also available
as an additional point of contact for students in need of assistance or information pertaining to
the course. Participation in sections is mandatory, so please show up prepared and ready to
contribute.
Grading and Course Assignments
A student’s course grade will be determined as follows:
Assignment Contribution to Final Grade Due Date
Participation 20% Ongoing
Strategy Memo #1 25% 25 October
Strategy Memo #2 25% 22 November
Group Final Presentation 10% 29 Nov. and 6 Dec.
Group Final Paper 20% TBD
Participation
Participation is expected and comprises a significant percentage of students’ final grade. Class
attendance alone does not constitute participation, which is determined by how active you are in
our in-class discussions and in your discussion section. Students are expected to actively engage
in the subject matter with the professor, teaching assistant, and other students in the class in a
number of ways, including discussions, debates, presentations, analysis of cases, and group
work. Included may be a few non-graded homework assignments which will be discussed with
the class as well as pop quizzes if needed. General failure to participate may result in the addition
of a midterm examination. Our teaching assistant, Rebeca, will be responsible for assessing your
participation in discussion section and providing significant input into the final calculation of this
grade for each student.
Though participating in class might not come naturally to everyone, the ability to publicly
communicate ones ideas are critical in a work setting. Thus, the professor and the teaching
assistant will expect regular contribution from all students. This does not mean that you should
speak for no reason at all. Rather, please have thoughtful contributions that link or analyze
concepts from the readings and group activities in interesting and insightful ways. Your ideas
need not be novel, but they should contribute to the ongoing dialogue of the class.
Expectations. While in class students are expected to behave in a professional manner.
Inappropriate behavior in classes will not be tolerated. Specifically, please arrive on time, be
respectful of your fellow students and instructor, and refrain from distracting activities such as
side conversations, updating social media, or misusing computers. Also, make sure that all
mobile phones are silenced or turned off, and are packed away during class. We will be
addressing some sensitive issues this semester. Some people may feel uncomfortable at times.
Try to be aware of how your actions affect others in the class. This does not mean that you
cannot voice your opinion – just do not attack others or behave in an overly aggressive or
disrespectful manner. Everyone comes to this class with their own set of values and pre-
conceptions, and these may or may not align with yours. Part of being a successful leader is the
ability to bridge ideological or value-based divides to either find common ground or shared
understanding.
Strategy Memos
In practice, government and nonprofit officials rarely write long papers, but instead must
summarize information quickly. Developing the ability to succinctly communicate complex
information is essential in government (and in the private sector). The memo is one way to
practice this form of writing. Good memos will maximize the meaning and utility of every
sentence and word. As a result, outlining may prove invaluable. Memos should generally follow
the memo writing template available on the Canvas page under Week 1’s section readings. Both
memos will task students to respond to a case. Responses should summarize the case, provide
some analysis, introduce policy options and a policy solution, address counter-arguments, and
provide some concluding remarks. Memos are to be no longer than two single-spaced pages,
using Times New Roman 12 pt. font and standard 1-inch margins. Specific instructions for each
memo will be provided when it is assigned. A grading rubric will be handed out with the prompts
so that students are cognizant of the assessment standards.
Group Presentation and Paper
Students will work in groups to research and write a paper about a current policy problem.
Groups and paper topics will be assigned on the first day of class. Students will help the
professor identify topics that they are interested in, and then submit a priority rating of the topics
selected. Using this priority rating, the professor and teaching assistant will assign groups.
Students generally get preferred topics, but this is not guaranteed. Once groups and topics are
determined, no trading of groups or topics is allowed.
Groups will research an area of public policy or management and write a paper that (a) describes
what the problem is, how it has been framed, and the current state of the literature surrounding
the problem, (b) identifies and analyzes the primary stakeholders in the policy problem, (c)
provides examples of how leadership, management, and strategy are currently being used to
manage the policy problem, and (d) proposes a few potential strategies for addressing the policy
problem over the coming months and years. Papers should be no fewer than 15 pages and no
more than 20 pages, excluding the bibliography and any appended figures, charts, or tables.
Abstracts, or brief descriptions of the research paper, are due on October 25th. These abstracts
should briefly address the four components of the paper described above, and are designed to
ensure that groups are working on papers throughout the quarter. Papers are due at the end of the
quarter, between the final class and our assigned final examination date and time. The exact date
and time for submission will be determined in class. Each group will also have the chance to
present their research to the rest of the class.
Assignments: Due Dates and Submission
Due dates for this course are firm. Papers are due at the start of class on the date listed on the
syllabus. No late papers will be accepted. Submission instructions will be provided by the
instructor at the time assignments are made.
Readings and Course Materials
Course readings include academic articles and book chapters, cases, and journal articles written
by some of leading scholars and practitioners in the field of public administration and policy. All
course materials are available on the Canvas website (http://canvas.uw.edu). There is no assigned
textbook for this course.
Please complete all readings prior to coming to class. While in class, it is wise to have access to
the readings, either in print or electronic form. Professor Brunjes may occasionally make
changes to the assigned readings or other course materials. Should this occur, you will be
notified in class and over email. A changed syllabus and the new reading(s) will be uploaded to
Canvas.
Readings are currently displayed in the “Files” folder on Canvas. Readings are separated into
three categories: required, supplemental, and section. Require readings are those readings which
you are expected to read prior to class each Wednesday. Section readings should be read before
going to discussion section with Rebeca. Supplemental readings are available for students who
wish to dig deeper into a particular topic. Occasionally they will be used in class, but there is no
expectation that students will have read them thoroughly.
Cases. We will read many cases throughout the course to allow students the opportunity to
discuss course topics in a practical, applied context. All case material will be posted to the course
Canvas site. Cases are intended to improve your ability to think about a complex scenario and
develop concise analyses of the situation. We will use both traditional and news-based cases in
this course. A typical teaching case tells a story about a problem or issue facing a leader, which
brings the reader to a point at which a decision must be made. News-based cases generally
establish a timeline of a relatively current event, identify a set of major players, and present a
few different perspectives on the issue at hand. Both types of cases may include some data that
can be useful for analysis, but this is not always present.
A good way to get to the heart of a case is to summarize the case in one sentence. Most good
teaching cases have no obvious right answers. Rather, there are many possible answers, each
with its advantages and disadvantages, and about which reasonable people may disagree. Case
discussions will generally focus on the actions or problems of leadership or management in the
case as they are caused or influenced by contextual (structural or institutional) factors. You may
be asked, “What would you do (and why)?” You may be asked to play the roles of actors in the
case, and there may be brief, spontaneous, in-class “role plays.”
Academic Integrity
Students are responsible for abiding by the University of Washington’s and the Evans School’s
academic conduct policies. All academic work must meet the standards contained in UW’s
Student Conduct Code (http://www.washington.edu/admin/rules/policies/WAC/478-
120TOC.html) and the Evans School’s Policy on Academic Integrity
(https://evans.uw.edu/sites/default/files/public/Evans%20School%20Policy%20on%20Academic
%20Integrity.pdf). Students are responsible for knowing, understanding, and adhering to these
policies before performing (and submitting) and academic work.
For this class, the biggest concerns are the following:
Using other people’s ideas: In academics, it is inevitable that students will often need to
rely on the ideas of other people. When using an idea that someone else had, regardless of
the source, acknowledge the originator of the idea in the appropriate fashion. This is
usually a citation in written work.
Using other people’s responses: Do not do this. Claiming someone else’s work as your
own is academic fraud. Do not search for other people’s responses to case studies. Do not
copy and paste portions of other people’s responses into your work. Doing so is (a)
against the academic honor code, (b) a poor use of your time and money spent on this
degree, and (c) disrespectful to professor, teaching assistant, and other students in our
class, all of whom will be working hard all semester to generate original ideas.
Collaborating on memos: All students will be responding to the same case and the same
prompt. As a result, it may be tempting to discuss the case with your peers. Do not do
this. Similarly, avoid the temptation to use document sharing platforms (Google Docs,
DropBox, etc.) to cut corners. Memos are individual projects, and should be undertaken
without input from others. This includes having other students read and edit your memo,
provide ideas about your policy options, talking through the case, and so on. Write your
memos by yourself, please. Wait until after you have submitted your memo, and we will
all discuss the assignment together in class.
Academic Accommodations
At the Evans School, we are committed to ensuring access to classes, course material, and
learning opportunities for students with disabilities. If you would like to request academic
accommodations due to a disability, please contact Disability Resources for Students at
http://www.washington.edu/admin/dso/. If you have a letter from the office of Disability
Resources for Students indicating you have a disability that requires academic accommodations,
please present the letter to me so we can discuss the accommodations you might need for this
class.
Course Schedule
Week 1– Sept. 27th Course Introduction: Policy Process and Institutions
Required Readings Course syllabus
Excerpts on U.S political culture: Declaration of Independence,
U.S. Constitution, and Alexis De Tocqueville
Other Readings About America: How the United States is Governed, Braddock
Communications, 2004
Case * * N/A * *
Key Topics &
Questions Course organization, deadlines, and expectations
Introduction to memo writing
Overview of the case-based learning process
Awareness of American political values and inherent conflicts
In-class Activities Instructor and student introductions
Assignment of groups and group paper topics
Section Focus Review of U.S. policy processes and memo writing
Section Reading Kennedy School of Government Case Program. 1986. “Learning
by the Case Method.”
Memo writing guidelines, University of Michigan
Week 2– Oct. 4th Frameworks: Leadership, Management, and Ethics
Required Readings Fletcher, B.R & Cooke, A. L. (2012). Self-awareness and
leadership success, in The Trusted Leader: Building
Relationships that Make Government Work, Sage CQ Press, 53-
81.
Dobel, J. P. (1990). Integrity in the Public Service. Public
administration review, 50(3), 354-366.
Reed, G. E. (2014). Expressing loyal dissent: Moral
considerations from literature on followership. Public Integrity,
17(1), 5-18.
Other Readings Bowman, J. S. (1990). Ethics in government: A national survey
of public administrators. Public administration review, 345-353.
Dobel, J. (1998). Political Prudence and the Ethics of
Leadership. Public Administration Review, 58(1), 74-81.
Case Unite the Right, Charlottesville, VA, 2017
Key Topics &
Questions What does it mean to act ethically in the public service?
What steps can you take to become a good leader? What can you
do to become an ethical leader? How connected are the two?
What is followership? What is its role in leadership and ethics?
How important are (a) rules and (b) discretion
In-class Activities Reflection exercise
Discussion of individual leadership development
Section Focus Transformational Leadership
Section Reading Bass, B. M. (1990). From transactional to transformational
leadership: Learning to share the vision. Organizational
dynamics, 18(3), 19-31.
Week 3– Oct. 11th Frameworks: Leadership and Policy Processes
Required Readings Newell, T. (2012). Values based leadership for a democratic
society, in The Trusted Leader: Building Relationships that
Make Government Work, Sage CQ Press, 1-52.
Gordon, T., Linney, A., Naranjo-Rivera, K., and Rawlings, M.
(2012). The diversity opportunity, in The Trusted Leader:
Building Relationships that Make Government Work, Sage CQ
Press, 201-238.
Zaleznik, A. (1977). Managers and leaders: Are they different?
In “On Leadership.” Harvard Business School Press, pp. 61-83.
Skim: Charih, M., Bourgault, J., Maltais, D., and Rouillard, L.,
(2006). The management competencies of senior managers: a
look at some OECD countries, in Excellence and Leadership in
the Public Sector: The Role of Education and Training. UN, 44-
61.
Other Readings Van Wart, M. (2003). “Public Sector Leadership Theory: An
Assessment,” Public Administration Review, 63(2), 214-228.
Case Deferred Action for Childhood Arrivals (DACA)
Key Topics &
Questions Connect public values with leadership and the policy process
Understand how political culture affects public sector leaders
Review frameworks for classifying and assessing leaders
Understand some of the challenges and opportunities of diversity
in public administration
In-class Activities Discuss management vs. leadership
Identify how leadership matters in the policy process
Section Focus Leading a Diverse Workforce
Section Reading Eagly and Chin. (2010). “Diversity and Leadership in a
Changing World,” American Psychologist, 65(3), 216 – 224.
Week 4– Oct. 18th Frameworks: Organizational Strategy and Leadership
Required Readings Bryson, J. M., & Roering, W. D. (1987). Applying private-sector
strategic planning in the public sector. Journal of the American
Planning Association, 53(1), 9-22.
Fernandez, S., & Rainey, H. G. (2006). Managing successful
organizational change in the public sector. Public Administration
Review, 66(2), 168-176.
Poister, T. H. (2010). The future of strategic planning in the
public sector: Linking strategic management and performance.
Public Administration Review, 70(s1), s246-s254.
Other Readings Poister, T. H., & Streib, G. (2005). Elements of strategic
planning and management in municipal government: Status after
two decades. Public Administration Review, 65(1), 45-56.
Nutt, P. C., & Backoff, R. W. (1993). Transforming public
organizations with strategic management and strategic
leadership. Journal of management, 19(2), 299-347.
Case Expanding Seattle’s Public Transit
Key Topics &
Questions Understand strategic planning and strategic management
Link the challenges of strategic management to organizational
management and organizational change
Discover how the policy process influences planning and
management initiatives
In-class Activities Develop vision, mission, goals, and rudimentary performance
measures for organizations
Section Focus Public vs. Private Organizations – Are They Different?
Section Reading Rainey, H. G., & Bozeman, B. (2000). Comparing public and
private organizations: Empirical research and the power of the a
priori. Journal of public administration research and theory,
10(2), 447-470.
Week 5– Oct. 25th Environment: The Context of the Policy Process
Required Readings Crosby, B. C., Stone, M.M. & Bryson, J. M. (2015). Governance
in an Era of Partnerships, in The Handbook of Public
Administration, eds. Perry, J. and Christensen, R., 38-54
Denhardt, R. B., & Denhardt, J. V. (2000). The new public
service: Serving rather than steering. Public Administration
Review, 60(6), 549-559.
Milward, H. B., & Provan, K. G. (2000). Governing the hollow
state. Journal of Public Administration Research and Theory,
10(2), 359-380.
Other Readings Herranz, J. (2008). The multisectoral trilemma of network
management. Journal of Public Administration Research and
Theory, 18(1), 1-31.
Koontz, T. M., & Thomas, C. W. (2006). What do we know and
need to know about the environmental outcomes of collaborative
management?. Public Administration Review, 66(s1), 111-121.
O'Toole Jr, L. J. (1997). Treating networks seriously: Practical
and research-based agendas in public administration. Public
administration review, 45-52.
Rainey, H. G. (2009). Understanding and managing public
organizations. John Wiley & Sons. Chapter 4: Analyzing the
Environment of Public Organizations, 86-108.
Case The Opioid “Epidemic”
Key Topics &
Questions Understanding external influences on policymaking
Identifying priorities and constraints of policy partners
Complexity and its implications
In-class Activities Discuss how complexity affects public values
** Group Final Paper Abstracts Due **
Assign Strategy Memo #1
Section Focus Collaborating for Emergency Preparedness
Section Readings Agranoff, R. (2006). Inside collaborative networks: Ten lessons
for public managers. Public Administration Review, 66(s1), 56-
65.
Dobel, J. P. (2010). Mission integrity in disaster management.
Public Administration Review, 70(s1), 182-184.
Lester, W., Disaster Response 2020 + “The Really Big One” in
the New Yorker Magazine
Week 6– Nov. 1st Environment: Identifying and Working with Stakeholders
Required Readings Dobel and Day, A Note on Mapping: Understanding Who Can
Influence Your Success, UW Electronic Hallway
Long, N. E. (1949). Power and administration. Public
Administration Review, 9(4), 257-264.
Aberbach, J. D., & Christensen, T. (2005). Citizens and
consumers: An NPM dilemma. Public management review, 7(2),
225-246
Other Readings Adams, B. (2004). Public meetings and the democratic process.
Public Administration Review, 64(1), 43-54.
King, C. S., Feltey, K. M., & Susel, B. O. N. (1998). The
question of participation: Toward authentic public participation
in public administration. Public Administration Review, 317-326.
Case Case from Memo 1
Key Topics &
Questions Finding and engaging possible partners
Creating shared public value
Strategies for communicating with diverse stakeholders
Understanding how public participation affects accountability
In-class Activities Discuss how to effectively identify, map, and engage
disenfranchised stakeholders (+ problems therein)
**Strategy Memo #1 Due**
Section Focus Accountability and Public Participation
Section Reading Nabatchi, T., Becker, J. A., and Leighninger, M. (2015). Using
public participation to enhance citizen voice and promote
accountability, in The Handbook of Public Administration, eds.
Perry, J. and Christensen, R., 137-152.
Week 7– Nov. 8th Process: Agenda Setting, Framing, and Policy Adoption
Required Readings Birkland, T. A. (2014). Agenda setting, power, and interest
groups, in An Introduction to the Policy Process: Theories,
Concepts and Models of Public Policy Making, Routledge. 168-
201.
Wolfe, M., Jones, B. D., & Baumgartner, F. R. (2013). A failure
to communicate: Agenda setting in media and policy studies.
Political Communication, 30(2), 175-192.
Other Readings Bratton, K. A. (2002). The Effect of Legislative Diversity on
Agenda Setting Evidence from Six State Legislatures. American
Politics Research, 30(2), 115-142.
Devitt, J. (2002). Framing gender on the campaign trail: Female
gubernatorial candidates and the press. Journalism & Mass
Communication Quarterly, 79(2), 445-463.
Lee, B., Kim, J., & Scheufele, D. A. (2015). Agenda Setting in
the Internet Age: The Reciprocity Between Online Searches and
Issue Salience. International Journal of Public Opinion
Research, edv026.
Ott, B. L., & Aoki, E. (2002). The politics of negotiating public
tragedy: Media framing of the Matthew Shepard murder.
Rhetoric & Public Affairs, 5(3), 483-505.
Park, S. Y., Holody, K. J., & Zhang, X. (2012). Race in Media
Coverage of School Shootings A Parallel Application of Framing
Theory and Attribute Agenda Setting. Journalism & Mass
Communication Quarterly, 89(3), 475-494.
Nisbet, M. C., Brossard, D., & Kroepsch, A. (2003). Framing
science: The stem cell controversy in an age of press/politics.
Harvard International Journal of Press/Politics, 8(2), 36-70.
Case Excerpts from the USDOJ Report on the Baltimore Police
Department
Gladwell, M. (2005). Excerpts from Blink: The Power of
Thinking without Thinking, 2005. New York: Little Brown.
Key Topics &
Questions Defining policy problems
Garnering attention for policies
Identifying alternative options for policy approaches
Understand the role of framing in policymaking
In-class Activities Discuss how policies are conceptualized and adopted
Analyze frames associated with police violence and racism
Section Focus ** NO SECTION THIS WEEK **
Week 8– Nov. 15th Process: Policy Implementation
Required Readings Hupe, P., & Hill, M. (2007). Street‐Level bureaucracy and public
accountability. Public administration, 85(2), 279-299.
Kettl, D. F. (2015). Implementation, in Politics of the
Administrative Process, Sage CQ Press, 332-360.
Matland, R. E. (1995). Synthesizing the implementation
literature: The ambiguity-conflict model of policy
implementation. Journal of Public Administration Research and
Theory, 5(2), 145-174.
Shambaugh IV, G. E., & Weinstein Jr, P. J. (2016). The Art of
Policymaking: Tools, Techniques and Processes in the Modern
Executive Branch. Chapter 8, Policy Implementation Tools. CQ
Press.
Other Readings May, P. J., & Winter, S. C. (2009). Politicians, managers, and
street-level bureaucrats: Influences on policy implementation.
Journal of Public Administration Research and Theory, 19(3),
453-476.
Riccucci, N. M. (2005). Street-level bureaucrats and intrastate
variation in the implementation of temporary assistance for
needy families policies. Journal of Public Administration
Research and Theory, 15(1), 89-111.
O'Toole, L. J. (2000). Research on policy implementation:
Assessment and prospects. Journal of Public Administration
Research and Theory, 10(2), 263-288.
O'Toole Jr, L. J., & Montjoy, R. S. (1984). Interorganizational
policy implementation: A theoretical perspective. Public
Administration Review, 491-503.
Sabatier, P. A. (1986). Top-down and bottom-up approaches to
implementation research: a critical analysis and suggested
synthesis. Journal of Public Policy, 6(01), 21-48.
Case Homelessness services in Seattle
Key Topics &
Questions Define and situate policy implementation in the policy process
Understand the complexity of policy implementation across
levels of government and sectors
Learn why implementation can be difficult
Connect public values to policy implementation
Understand different approaches to policy implementation
In-class Activities Discuss street-level bureaucracy and its challenges
Identify implementation structures and their use
Assign Strategy Memo #2
Section Focus Equity in the Policy Process
Section Reading Excerpts from Stone, D. (2002). Policy paradox: The art of
political decision making, revised edition. London and New
York, NY: WW Norton and Company.
Week 9– Nov. 22nd No Class - Thanksgiving
Assignment **Strategy Memo 2 due**
Week 10– Nov. 29th Process: Decision-Making and Conflict Resolution
Required Readings Amsler, L.B. (2015) Negotiating for the public good, in The
Handbook of Public Administration, eds. Perry, J. and
Christensen, R., 508-527.
Carpenter, S. L., & Kennedy, W. J. (1988). Managing Public
Disputes: A Practical Guide to Handling Conflict and Reaching
Agreements. San Francisco, CA: Jossey-Bass. Chapters 2-3, 18-
51.
Other Readings Jones, B. D. (2003). Bounded rationality and political science:
Lessons from public administration and public policy. Journal of
Public Administration Research and Theory, 13(4), 395-
412.Aristigueta, M.P. and Denhardt, R.B. (2015). Developing
intrapersonal skills, in The Handbook of Public Administration,
eds. Perry, J. and Christensen, R., 564-576
Carpenter, S. L., & Kennedy, W. J. (1988). Managing Public
Disputes: A Practical Guide to Handling Conflict and Reaching
Agreements. San Francisco, CA: Jossey-Bass.
Garnett, J.L.. (2015). Communicating effectively, in The
Handbook of Public Administration, eds. Perry, J. and
Christensen, R., 546-563.
Case Contrasting Demands: Farmers and Wolves
Key Topics &
Questions Review frameworks of policy decision-making
Working across differences in issues, positions, and interests
Learn strategies for avoiding, managing, and/or overcoming
conflict
Conflict communication
In-class Activities Discuss how public values affect public conflicts
**Begin in-class research presentations**
Section Focus Negotiation
Section Readings Gallo, A. (2012). How to Negotiate Your Next Salary, Harvard
Business Review, https://hbr.org/2012/04/how-to-negotiate-
your-next-sal
Week 11– Dec. 6th Group Presentations and Course Conclusion
Required Videos “How to Avoid Death by PowerPoint”
https://www.youtube.com/watch?v=bOrHxRB3JrQ
“Giving Presentations Worth Listening To”
https://www.youtube.com/watch?v=NUXkThfQx6A
“Presentation Good/Bad Examples”
https://www.youtube.com/watch?v=S5c1susCPAE
Case N/A
Key Topics &
Questions Present your research to the class
Provide feedback to your classmates on their work
Summarize and conclude course
In-class Activities ** Group Presentations **
Section Focus ** NO SECTION THIS WEEK **
Final– TBD Group Papers Due
Recommended