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