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MPSO Spring 2018 AM-STARK PAGE 1

MANAGING PUBLIC SERVICE ORGANIZATIONS (MPSO)

NYU Wagner CORE-GP 1020 SPRING 2018 AM SYLLABUS

Martha E. Stark, Esq. Clinical Professor of Practice Email: [email protected] Office: Puck Building, 3040C Phone: 212-992-8704 Office hours: Tuesday/Wednesday, 2:00 pm–5:00 pm or

by appointment

Section 001 Coursepack Link: http://cb.hbsp.harvard.edu/cbmp/access/74549620

Time: Every Tuesday, 6:45 pm to 9:30 pm; January 23rd through May 1st, but not Spring Break-March 13th

Location: NYU Global Center for Academic and Spiritual Life, 238 Thompson Street, Room 288

Teaching Course Assistant: Rebecca Augustin; Assistant Office hours: Mondays and Wednesdays, 5:00-6:00 and by

appointment Section 002 Coursepack Link:

http://cb.hbsp.harvard.edu/cbmp/access/72436927 Time: Every Wednesday, 9:30 am to 12:15 pm; January 24th

through May 2nd, but not Spring Break-March 14th Location: NYU Global Center for Academic and Spiritual Life,

238 Thompson Street, Room 288 Teaching Course Assistant: Eleni Manis Assistant Office hours: Thursdays, 10:00-12:00 COURSE DESCRIPTION The goal of Managing Public Service Organizations (MPSO) is to improve your managerial and leadership skills. You have likely already made significant individual contributions to your organizations. Within a few years of graduation, you will be called to manage a group or decide to start or lead an organization. MPSO is a core part of the Wagner curriculum because it is designed to enhance the technical, interpersonal, conceptual, and political skills all graduates need to run effective and efficient departments and organizations embedded in diverse communities and industries. In class, we will engage in a collective analysis of specific problems that leaders and managers face—diagnosing, debating, and selecting a strategy—to explore how organizations can meet and exceed their performance objectives so that they can best serve the people who need those services. COURSE MATERIAL

1. GENERAL INFORMATION NYU Classes http://newclasses.nyu.edu/: Is where you will find the course

syllabus, assignments, exercises, surveys, and slides.

http://cb.hbsp.harvard.edu/cbmp/access/74549620

http://cb.hbsp.harvard.edu/cbmp/access/72436927

http://newclasses.nyu.edu/


If you have not activated your NYU Net ID or have forgotten your password, you can activate or change your password at http://start.nyu.edu.

Some class announcements will also be distributed via e-mail. Thus, it is important that you actively use your NYU e-mail account, or have appropriate forwarding set up on NYU Home at: https://home.nyu.edu/.

2. REQUIRED BOOKS THIS BOOK MUST BE PURCHASED NEW!!!!!! Each book contains a unique

code. If you buy a used book, the code has already been used and you will not be able to take the assessment contained in the book. Rath, Tom, and Conchie, Barry, Strengths Based Leadership, Gallup Press, 2009. ISBN-10:1595620257; ISBN-13:978-1-59562-025-5. (Also available as an e-book and they will email you the code that you need to take the required assessment.) THIS BOOK MUST BE PURCHASED NEW!!!!!! (Hereafter referred to as “Strengths”)

Bolman, Lee G, and Deal, Terrence E. Reframing Organizations Artistry, Choice and Leadership, 6th Edition, Jossey-Bass, July 2017. ISBN-978-1-119-28182-5 (paperback); ISBN-10: 1-119-28181-4; ISBN-13: 978-1-119-28181-8 (cloth); (Also Available as an E-Book.) Hereafter referred to as Reframing.

3. COURSEPACK A link to the coursepack that you will need for the course is listed next to your class section on the first page of this syllabus. PLEASE ONLY PURCHASE THE COURSEPACK ASSOCIATED WITH THE SECTION THAT YOU ARE ENROLLED IN. IT WILL CREATE LOTS OF DIFFICULT TO RESOVE ISSUES IF YOU PURCHASE THE COURSEPACK FOR THE WRONG SECTION!!!!!!!!!!!!!!!!!!!!!! There are 18 articles/case studies/simulations including the access you will need to the Mount Everest simulation and related case studies. Total cost for the coursepack is a little less than $90.

4. OPTIONAL BOOKS Miller, Ken We Don’t Make Widgets, Overcoming the Myths that Keep

Government from Radically Improving, Governing Books, 2006. ISBN-10: 0872894800; ISBN-13: 978-08728948. (Available as an e-book.) Hereafter referred to as Widgets. OPTIONAL BUT VERY USEFUL!!!!!

Miller, Ken Extreme Government Makeover: Increasing Our Capacity to Do More Good, Governing Books, 2011. ISBN-10: 0983373302; ISBN-13: 978-0983373308. (Available as an e-book.) Hereafter referred to as Extreme. OPTIONAL BUT VERY USEFUL!!!!!

5. SUBSCRIPTIONS Subscribe for free to Bob Behn’s Management Reports at the following website

and address: http://thebehnreport.hks.harvard.edu/subscribe. Bob’s monthly one-pagers are insightful and useful as we think about public sector management; and I promised Bob I would increase his readership and that’s why you need to subscribe!

http://start.nyu.edu/

https://home.nyu.edu/

http://thebehnreport.hks.harvard.edu/subscribe


We will be reading several Bob Behn articles during the semester that I will post on NYU Classes. The articles are also available at the following link http://thebehnreport.hks.harvard.edu/archive. Hereafter referred to as Behn.

6. OTHER INFORMATION Electronics (computers, tablets, phones): I am up in the air about this. There is a

lot of recent research that suggests the use of computers during a lecture is not good for learning. However, I realize that you may have different thoughts. Regardless of what we decide as a class, you will need access to a computer or tablet during the Mount Everest simulation.

Check out this New York Times article regarding the use of laptops: https://www.nytimes.com/2017/11/22/business/laptops-not-during-lecture-or-meeting.html?_r=0 . I am interested in your thoughts.

Please refuse to be content to be confused—ASK QUESTIONS if you have them! There will be a significant amount of team work. Put aside any skepticism you

might have about teams and please be open to working in and with team members.

Please try to have a sense of humor and keep an open mind! Flexibility within a framework. Some things will undoubtedly change during the

semester. Do not be surprised if they do.

STATEMENT OF ACADEMIC INTEGRITY As members of the NYU Wagner community, we are all expected to adhere to high standards of intellectual and academic integrity. Please read: https://www.nyu.edu/about/policies-guidelines-compliance/policies-and-guidelines/academic-integrity-for-students-at-nyu.html .

STUDENTS WITH DISABILITIES New York University is committed to providing equal educational opportunity and participation for students with disabilities. It is the University’s policy that no qualified student with a disability be excluded from participating in any University program or activity, denied the benefits of any University program or activity, or otherwise subjected to discrimination with regard to any University program or activity.

The Henry and Lucy Moses Center for Students with Disabilities (CSD) determines qualified disability status and assists students in obtaining appropriate accommodations and services. CSD operates according to an Independent Living Philosophy and strives in its policies and practices to empower each student to become as independent as possible. Services are designed to encourage independence, backed by a strong system of supports.

Any student who needs a reasonable accommodation based on a qualified disability is required to register with the CSD for assistance. Please see CSD’s website at the

http://thebehnreport.hks.harvard.edu/archive

https://www.nyu.edu/about/policies-guidelines-compliance/policies-and-guidelines/academic-integrity-for-students-at-nyu.html

https://www.nyu.edu/about/policies-guidelines-compliance/policies-and-guidelines/academic-integrity-for-students-at-nyu.html


following link: https://www.nyu.edu/students/communities-and-groups/students-with-disabilities.html .

RELIGIOUS HOLIDAYS As a matter of long-standing University policy, members of any religious group may, without penalty, absent themselves from classes when required in compliance with their religious obligations. Please see the university policy at the following link: https://www.nyu.edu/about/policies-guidelines-compliance/policies-and-guidelines/university-calendar-policy-on-religious-holidays.html DISCLAIMER Flexibility Please--This bears repeating. While I have made every attempt to

provide a syllabus that is complete and accurate, circumstances and events may make it necessary for me to modify the syllabus during the semester. I appreciate your willingness to be flexible about that possibility.

Management—Having worked in government at the federal and local levels, the nonprofit, and the for-profit sectors, I believe the skills we need to learn and hone to more effectively manage are universal. While there are certainly challenges in every kind of entity, management skills are the same whether we are talking about government, hospitals, nonprofit, or for-profit entities. I of course know that there are differences. Trying to address intractable problems with limited resources in the skeptical anti-government public eye is exhausting. Focusing on purpose, not just profit, is especially difficult in motivating people and seeing to it that companies don’t focus on short-term profit over long-term service in the for-profit sector. The nonprofit sector is as varied as any sector and also faces significant challenges. During the course of the semester we will read cases from all sectors. I encourage you to keep an open mind and please do not hesitate to raise questions when you think we should highlight important distinctions. I am sure that we come from varied backgrounds and can offer our perspective based on our experiences and perceptions. I look forward to it.

LEARNING OBJECTIVES AND SKILL DEVELOPMENT The course combines conceptual and experiential approaches and is divided into eight sections: (1) setting goals, (2) knowing thyself, (3) designing, aligning, and structuring organizations—the structural frame, (4) interpersonal dynamics and motivation—the human resource frame, (5) team process and effectiveness, (6) power, influence, and negotiation—the political frame, (7) understanding culture—the symbolic frame, and (8) bringing it all together, congruence, ratcheting up performance, and frame analysis, ethics, managing and measuring performance and leading change.

Readings will introduce key concepts and useful ways of thinking about common situations in complex organizations. Case studies, exercises, and in-class discussions provide opportunities to apply theories, concepts, and research findings to situations so that you can hone your managerial and leadership skills. The written assignments require you to consolidate your insight and practice your analytical and

https://www.nyu.edu/students/communities-and-groups/students-with-disabilities.html

https://www.nyu.edu/students/communities-and-groups/students-with-disabilities.html

https://www.nyu.edu/about/policies-guidelines-compliance/policies-and-guidelines/university-calendar-policy-on-religious-holidays.html

https://www.nyu.edu/about/policies-guidelines-compliance/policies-and-guidelines/university-calendar-policy-on-religious-holidays.html


communication skills. The competencies, learning objectives, and skillsets are more fully described at the end of the syllabus and throughout the lessons.

CLASS TEAMS You will be assigned to a team early in the semester. You will work together with the team that you have been assigned the entire semester. You will have lots of opportunities to discuss and debate issues including the cases, readings, and exercises. You are expected to do all of the assigned readings on your own before class.

ASSESSMENT AND GRADING POLICY Individual assessments (62.5 percent of grade)

ASSESSMENT % of Grade 1. CONTRIBUTION TO DISCUSSION & LEARNING 12.5% 2. ASSESSMENTS (STRENGTHS, MBTI, KIDNEY ETC.) 10.0% 3. PROFESSIONALISM & ATTENDANCE 5.0% 4. BUILDING EXERCISE DEBRIEF 5.0% 5. Mount Everest Individual Results 5.0% 6. FINAL SELF REFLECTION ASSIGNMENT 5.0% 7. FINAL EXAMINATION 20.0%

Team Assessments (37.5 percent of grade)

8. TEAM LAUNCH DOCUMENT 2.0% 9. MOUNT EVEREST TEAM RESULTS 5.0% 10. EVEREST REFLECTION/DEBRIEF MEMO 5.0% 11. NETWORKING SIMULATION 2.0% 12. NEGOTIATION SIMULATION & EXERCISE 3.5% 13. ANALYTICAL MEMO ASSIGNMENT 10.0% 14. CONGRUENCE/BEHN/FRAME ASSIGNMENT 10.0%

INDIVIDUAL ASSESSMENTS 1. Contribution to discussion and learning. Managerial and leadership

practices are critical for organizational success, but they are nuanced and need to be applied thoughtfully with an eye to power, culture, and organizational alignment. Each of us brings different and relevant experiences to the classroom, so we will be learning from each other, challenging our assumptions and trying to understand the assumptions that drive our colleagues’ behavior. During the discussions and exercises, you will be called on to analyze the situation at hand and share recommendations. The only way to conduct a sharp analysis and contribute insightful comments is to read the text and articles carefully and complete the exercises, reflecting on how they inform situations you have experienced. For the most part, mandatory readings have been kept to a minimum with the expectation that they will all be done. To manage the readings from the Reframing textbook, I suggest you read the first chapter for every frame and skim the two chapters that follow. Optional readings can be provided for those who want to dive deeper into topics.


2. Assessments and Exercises—during the semester you will be asked to complete several assessments including, but not limited to: Strengths-Based Leadership, Frame Leadership Orientations, Myers-Briggs, and Conflict Style; and participate in several exercises including Goals & Purpose, Selling Snow Plows to Hawaiians, Kidney, and/or BARNGA.

3. Professionalism and Attendance are calculated based on attendance, lateness, and number of course assignments (i.e., assessments, exercises, written work) completed on time. If you will be absent or delayed (e.g., train delays, family emergencies), please email me.

4. Building Exercise Debrief. You will participate in a team building exercise. Following the exercise, you will be required to complete a written assignment debriefing the exercise and applying concepts about structure in organizations.

5. Mount Everest individual results. You will be participating in a simulated climb of Mount Everest. You will be assigned one of five roles and depending on the number of students in our class, some students may serve as an observer. As an individual team member, you will have a set of goals. Your grade will be based on your individual results compared to other individuals in the class with the same role. If you are an observer, your grade will be based on the overall grade for the team you are observing.

6. Final Self Reflection and Class Participation Assignment. Towards the end of the semester, you will be asked to reflect on what you have learned during the semester about yourself and management. In addition, you will be responsible for assessing your classmates’ participation as well as your own using a more detailed rubric that will be provided. However, generally, an A will be given to students who participate regularly without being called upon and integrates contributions from peers; B will be given to students who participate occasionally without being called upon; C will be given to students who rarely participate or regularly make unhelpful contributions and who denigrates contributions from peers.

7. Final Exam. The final exam will cover topics from the readings, course discussions, and your team work. If you do all the readings, engage in class discussions, and reflect on the material we covered, you will be prepared.

TEAM ASSESSMENTS 8. Team Launch Document. Your team will be asked to complete a team launch

document wherein you describe how you plan to work together. You will use the document throughout the course of the semester to determine whether you are abiding by the aspirational goals that you set forth for the team.

9. Mount Everest team results. Your team will receive a score for the simulated climb of Mount Everest. Your team score will be based on your team results compared to other teams in the class.

10. Mount Everest Reflection/Debrief Memo. Your team will be required to complete a written assignment following the simulated climb of Mount Everest


that will require you to review case studies and articles and reflect on the lessons you learned during the climb.

11. Networking Simulation. You will participate in a simulation that will help highlight the need to develop networks.

12. Negotiation Simulation and Exercise. Through an exercise and simulation, you will master the art of negotiation.

13. Analytical Case Study memo. Here is information about the case study for the analytical memo. Additional information about the assignment will be posted on NYU Classes. Case: McGinn, K. L., Kutchma, B., & Hammer, C. B. (2012). Carolina for Kibera. Harvard Business School Case 9-913-701. In course pack. Target: Assume you are a consultant hired by Rye Barcott to assess the

situation and provide guidance. Please address your memo to Barcott. Here’s the suggested Memo format: Open with a brief one-paragraph summary

o What is the context, key issue(s), and your recommendation? Background: Diagnosis

o Why is this group/department/organization facing these issues? Identify root causes.

Recommendations / next steps o What are your specific recommendations? Rationale? Alternatives?

How should your recommendations be implemented? What are the priorities?

MEMO Your purpose in writing the memo and any written assignment in the course is to analyze and reflect on a problem or activity and/or to provide information and make recommendations to people who must make decisions about key strategic issues. Pedagogically, this assignment will provide you with the opportunity to develop your writing, analysis, and communication skills. It will also give you the ability to apply course principles and practices.

For the memos, please include a cover page with the names of everyone who contributed to the memo and the role they played in the memo. If a group member did not contribute, do not include that person’s name and s/he will not receive credit for the assignment. Everyone whose name does appear on the assignment will receive the same grade.

The memos should be 3-5 pages (not including the cover page), single spaced, 1-inch margins, and 11-point Garamond or Times New ROMAN font—this format is required of all written assignments, unless otherwise indicated. List references or figures, if necessary, on a concluding page. Format, grammar, punctuation, and spelling all matter. Please use paragraph headings. Explain your reasoning clearly, succinctly, and convincingly to your target audience. When you present your recommendations, make sure they are realistic and take the individuals, context, timing, and other variables in the case into account. A strong memo always considers the most compelling alternative explanations or recommendations, as


well as criticisms of your ideas, and makes an argument for why your choices are the best option in this situation.

14. Congruence Model/Frame analysis/Ratchet Up Performance. You will be assigned a case study that will form the basis of your congruence model/frame analysis/Ratchet Up Performance. As a team, you will be asked to consider a series of questions and submit a no more than 6-8-page memo.

You should think about some of the items below but the actual questions to be addressed will be described when the case study is posted. Target: Address an appropriate target in the organization and make it

compelling/persuasive. State a revised and refined gap statement. Provide enough context, history, and organizational description to explain

your gap, root cause analysis, and recommendations. Articulate what the organization’s goal(s) should be to address the gap. Describe the gap based on the four frames, including an analysis of which

frame(s) would be the best ones to utilize to address the gap. Explain the root causes, why they are important, and why you focused on

these (instead of something else), and what you learned from mapping them to the congruence model (e.g., alignment problem between Critical Tasks and Capabilities: Do the skills, abilities and motives of the employees fit with the task requirements?)

Propose an action plan. Explain how it addresses the gap and root causes, why these are the best steps (instead of others), and how would these be carried out (e.g., order, timing).


NYU Student Resources within Wagner and the broader NYU community.

Anyone in the class who has a disability that may require some modification in seating, testing, or class requirements, please see Professor Stark as soon as possible and be sure that any paperwork from the Moses Center is provided.

NYU Wellness Exchange: http://www.nyu.edu/life/safety-health-wellness/wellness-exchange.html Student Health Center: http://www.nyu.edu/students/health-and-wellness/student-health-center.html Wagner Advisement: http://wagner.nyu.edu/students/services/advisement NYU Writing Center (if the Wagner options are not working for you): http://ewp.cas.nyu.edu/object/writing.center Graduate Student Resource Center: http://www.nyu.edu/students/communities-and-groups/graduate-students/graduat e-life.html Global Spiritual Life:

http://www.nyu.edu/students/communities-and-groups/student-diversity/spiritual-l ife.html MindfulNYU: http://www.nyu.edu/students/communities-and-groups/student-diversity/spi ritual-life/mindfulness.html Center for Multicultural Education and Programs: http://www.nyu.edu/students/communities-and-groups/student-diversity/multicultu ral-education-and-programs.html LGTBQ Center: http://www.nyu.edu/students/communities-and-groups/student-diversity/lesbian-g ay-bisexual-transgender-and-queer-student-center.html


NYU Wagner – MPSO

January 23, 2018 January 24, 2018

Class 1

Please prepare the surveys, exercises, readings, and cases (in the order presented in the syllabus) before each class and bring any notes to class

for use during discussion.

Introduction to Managing Public Service Organizations

Activity Description Due Date

Reading None Assessment Exercise(s)

Leadership Orientation Self-Assessment Survey: http://fs25.formsite.com/josseybass/form29/index.html

Strengths-Based Leadership Questionnaire (from

Strengths-Based Leadership book)

1/22 1/23

In Class Introductions—Getting to Know You Syllabus Discussion

Activity Start with Purpose

http://fs25.formsite.com/josseybass/form29/index.html


NYU Wagner – MPSO

January 30, 2018 January 31, 2018

Class 2

Purpose, Goals, Know Thyself & Reframing

Activity Description Due Date

Reading(s) • Behn, R., Always Start with Purpose-December 2010 (NYU Classes)

• Denhardt Chapter, Knowing and Managing Yourself, (NYU Classes)

• Reframing, Introduction, Chapter 1 • Description of Your Strengths in Strengths Based

Leadership and available on (NYU Classes) Goal Setting Readings • The Beginner’s Guide to Goal Setting, (NYU Classes) • Leadership IQ: The Science of Goal Setting, (NYU Classes) Fun Reading(s) • Behn, R., The Meaning in Government Work, February

2013; Picking Measures is Leadership’s Job, February 2011; The Responsibility to Craft Purposes, February 2007; and Stretch Targets, December 2011. (Online or NYU Classes)

Before Class

Assessment Exercise(s)

Complete Myers-Briggs Type Indicators Questionnaire (Assessment posted on NYU Classes)

1/29 1/30

In Class Lecture (Purpose, Goals, Know Thyself, Reframing)

In Class Activity

Selling Snow Plows to Hawaiians

Learning Objective Supporting Skillset Lead and manage individuals, teams, and organizations

a. Assess and understand your strengths and weaknesses as a manager and employee

b. Examine your own behavior and beliefs about leadership and managerial behavior, and contrast, debate, and integrate these ideas with the theories and observations of others.

c. Understand importance of goal setting, learn goal setting tools.

Understand the importance of goal setting and articulating purpose

a. BHAG, HARD, SMART goal setting techniques


NYU Wagner – MPSO

February 6, 2018 February 7, 2018

Class 3

Team Launch and Structure

Activity Description Due Date Reading(s) • Reframing, Simple Ideas, Chapter 2; and Getting

Organized, Chapter 3. • Myers-Briggs Descriptions and Information • Haas, M., and Mortenson, M., The Secrets of Great

Teamwork, HBR Article. (Course pack) Fun Reading(s) • Gabarro, J. J., & Kotter, J.P. (2005). Managing Your Boss.

Harvard Business Revies, 83(1). (Course pack) • Manzoni, J. F., & Barsoux, J. L., (1998). The set-up-to-

fail syndrome. Harvard Business Review, 76(2), 101-113. (NYU Classes)

• Behn, Beware the Dysfunctional Org Chart, March 2008; Managerial Perception Gap, October 2006. (Online or NYU Classes)

Before Class


Complete and bring to class completed Team Launch Document, Step 1

2/6 2/7

In Class Lecture (Simple Ideas, Ambiguity, The City Story, Introduction to Structural Frame)

In Class Activity

Team Building Exercise

Learning Objective Supporting Skillset a.


NYU Wagner – MPSO


Valentine’s Day Class 4

Structure continued, Introduction to Motivation

Activity Description Due Date Reading(s) • Reframing, Structure & Restructuring, Chapter 4;

and Organizing Groups & Teams, Chapter 5. • Organizational Design: Fashion or Fit? Course pack Fun Readings • Leonard, D., & Straus, S. (1997). Putting your company’s

whole brain to work. Harvard Business Review, 75(4), 110-122. (NYU Classes)

• Behn, Esteem Opportunities, May 2004; The Elusive Team Chemistry, April 2014; Stovepipe Bureaucracies Live, February 2006. (Online or NYU Classes)

Before Class


Submit Building Debrief Assignment on NYU Classes before class

2/13 2/14

In Class Lecture (Building Debrief, Structural Dilemmas, High-Performing Teams, Intro to Human Resource Frame)

In Class Activity

Motivation video



NYU Wagner – MPSO


Class 5

Motivation, Human Resource Frame

Activity Description Due Date Reading(s) • Reframing, People & Organizations, Chapter 6;

Improving Human Resource Management, Chapter 7; Interpersonal & Group Dynamics, Chapter 8

• D’Aunno, T. & Gilmartin, M. (2012). Motivating People. In Burns, L., Bradley, E. & Weiner, B (Eds). Shortell and Kaluzny Health Management: Organization Design and Behavior, 6th edition, chapter 4. Delmar Cengage Learning. (NYU Classes)

• Phillips, K. W. (2014). How diversity works. Scientific American, 311(4), 42-47. (NYU Classes)

• Herzberg, Frederick, One More Time: How do you Motivate Employees. (NYU Classes)

Before Class


Complete Conflict Survey on NYU Classes 2/20-Noon 2/21-11:55

In Class Lecture (Motivation, Human Resource Frame) In Class Activity

Case Study-Lee Coker-Will be provided 1. What is the performance gap (the motivating problem) in

the Lee Coker case? What caused it? 2. How did Ed and Lee’s assumptions and behaviors

contribute to the performance gap? 3. What should Lee do next? What should Ed have done and

when should he have done it?

Please come to class prepared to discuss your perspective.



NYU Wagner – MPSO

February 27 and March 6, 2018 February 28 and March 7, 2018

Class 6 and Class 7

Team Processes and Effectiveness—Climb Mount Everest For this session, you will need access to a laptop computer, or ipad. If you don’t

own a computer or ipad, you can borrow one from the library for this class.

Activity Description Due Date Reading(s) Pre-Climb

• Read information about your assigned role in the Everest Simulation; and watch “how to play” video.

• Polzer, J. (2009). Leading teams note. Harvard Business School Note 9-410-051. (Course pack)

• Detert, J.R. & Burris, E.R. (2016). Can your employees really speak freely? Harvard Business Review, 94(1), 80-87. (NYU Classes)

• Eisenhardt, K. M., Kahwajy, J. L., & Bourgeois, L. J. (1997). How management teams can have a good fight. Harvard Business Review, 75(4), 77-85. (NYU Classes)

Post-Climb • Roberto, M.A. & Carioggia, G.M. (2003). Mount Everest—

1996. Harvard Business School Case 9-303-061. Course pack.

• Useem, M., The Leadership Lessons of Mount Everest; Harvard Business Review (2011). (Course pack)

• Roberto, M. A., Lessons from Everest, the Intersection of Cognitive Bias, Psychological Safety and System Complexity, (2002). (Course pack)

• Behn, The Elusive Team Chemistry, April 2014; Friendly Competition, November 2003 (Online and NYU Classes)

Before Class

After Class


None

Mount Everest Debrief Assignment-Posted after exercise on NYU Classes

2/27; 2/28

3/6; 3/7

In Class Lecture (Team Results, Team Issues, High-Performance Teams)

In Class Activity

• Simulated Climb of Mount Everest—you must purchase access to the simulation. (Course pack)

2/27; 2/28

Learning Objective Supporting Skillset Build and coach teams; teamwork

a. Manage team/group processes, relationships, and responsibilities

b. Understand how teams can make decisions more effectively

c. Use frameworks for evaluating team effectiveness d. Understand the basics of teaming


NYU Wagner – MPSO NO CLASS—SPRING BREAK!!!!!

March 13, 2018 March 14, 2018


NYU Wagner – MPSO

March 20, 2018 March 21, 2018

Class 8

Power and Influence

Activity Description Due Date Reading(s) • Reframing, Power, Conflict, & Coalition, Chapter 9;

and The Manager as Politician, Chapter 10 • McGinn, K.L. & Long Lingo, E. (2001). Power and

influence: Achieving your objectives in organizations. Harvard Business School Note 9-801-425. (NYU Classes)

• Ibarra, Herminia, 5 Misconceptions About Networking, HBR Web Article. Course Pack

• Power Mapping articles and tools

Before Class


• Read Case Study, Reverend Jeffrey Brown: Cops, Kids and Ministers. (Course Pack)

1. What are the root causes of the crisis? 2. What is Reverend Brown trying to accomplish? 3. Map out Reverend Brown’s sources of power. How did his power

allow him to achieve success to date? How will his exiting power sources help or hinder his achievement of his future objectives?

4. What influence tactics do they use? How do they use them?

In Class Lecture, Simulation, Group Case Discussion In Class Activity

Leveraging Networks Simulation

Learning Objective Supporting Skillset Use your power for good a. Identify and learn to use your sources of power

b. Map the power structure in your team, organization, and/or coalition

c. Power mapping


NYU Wagner – MPSO

March 27, 2018 March 28, 2018

Class 9

Negotiation

Activity Description Due Date Reading(s) • Neale, M. (2004). Are You Giving Away the Store?

Strategies for Savvy Negotiation. Stanford Social Innovation Review, 2(3), 33-39.

• Bazerman, M. H., Baron, J., & Shonk, K. (2001). Their Gain is Our Loss. In “You Can’t Enlarge the Pie”: Six Barriers to Effective Government, pp. 44-65. Cambridge, MA: Basic Books.

• Malhotra, D., & Bazerman, M. H. (2008). Confronting lies and deception. Negotiation genius: How to overcome obstacles and achieve brilliant results at the bargaining table and beyond (pp.196-218). Bantam. Will be made available.

Before Class


• Review Negotiation case posted on NYU Classes

In Class Lecture, Simulation, In Class Activity In Class Activity

The Negotiator’s Dilemma Simulation

Learning Objective Supporting Skillset

How to Create Value a. Understand the basics of negotiation b. Learn how to create value for yourself and others c. Gain comfort and confidence in approaching and

engaging in a negotiation


NYU Wagner – MPSO

April 3, 2018 April 4, 2018

Class 10

Persuasion, Decision making, Ethics

Activity Description Due Date Reading(s) • Cialdini, R. B. (2003). The Power of Persuasion.

Stanford Social Innovation Review, 1(2), 18-27. (NYU Classes)

• Kahneman, D., Lovallo, D., & Sibony, O. (2011). Before you make that big decision. Harvard Business Review, 89(6), 50-60. (NYU Classes)

• Banaji, M., Bazerman, M. H., & Chugh, D. (2003). How (un)ethical are you? Harvard Business Review, 81(12), 56-64. (NYU Classes)

• Dovidio, J. F., & Gaertner, S. L. (2005). Color blind or just plain blind. The Nonprofit Quarterly, 12(4). Online: https://nonprofitquarterly.org/2005/06/21/color-blind-or-just-plain-blind-the-pernicious-nature-of-contemporary-racism/

Before Class


• Review the Kidney case description posted on NYU Classes and submit your rankings on NYU Classes

4/3-Noon 4/3-11:59 pm

In Class Lecture, In Class Activity In Class Activity

Kidney Case

Learning Objective Supporting Skillset How to make effective and moral decisions

a. Improve your decision-making skills b. Consider the role of ethics and how it is different from

good intentions c. Learn about influence in written and verbal

communication Design and lead effective meetings

a. Conduct effective meetings and facilitate group/team discussions

https://nonprofitquarterly.org/2005/06/21/color-blind-or-just-plain-blind-the-pernicious-nature-of-contemporary-racism/




NYU Wagner – MPSO

April 10, 2018 April 11, 2018

Class 11

Organizational Culture

Activity Description Due Date Reading(s) • Reframing, Organizational Symbols & Culture, Chapter

12; Culture in Action, Chapter 13; Organization as Theater, Chapter 14

• Christensen, C.M., and Shu, K., What is an Organization’s Culture. (Course pack)

• Thomas, D. A., & Ely, R. J. (1996). Making differences matter. Harvard Business Review, 74(5), 79-90. (Course pack)

• Dobbin, F., & Kalev, A. (2016). Why Diversity Programs Fail and what works better. Harvard Business Review, 94(7-8), 52-60. (NYU Classes)

• Schein, E. H. (2010). Organizational culture defined. The three levels of culture. Organizational culture and leadership: A dynamic View. 4th Ed. San Francisco: Jossey-Bass Inc. (NYU Classes)

Before Class


• Before class, complete two (2) or the implicit association tests at the following website: https://implicit.harvard.edu/implicit/selectatest.html

• Reflect on your organization’s culture. Your family’s culture. What are the artifacts, values, and assumptions that define your organization’s culture? These are not the things that senior managers tell you; rather, these are the things that really exist in your organization. In your experience, what is rewarded in your organization?

Please come prepared to discuss the results of your implicit association tests and culture with your team.

In Class Lecture-Culture, Bias, Meetings In Class Activity

BARNGA

NOTE: Team Assignment, Karolina for Kibera posted and due on, or before April 23, 2018 at 11:59 p.m.

Learning Objective Supporting Skillset Culture and bias a. Identify, analyze, and use organizational culture

b. Understand the impact of organizational culture on an organization’s ability to benefit from diversity

https://implicit.harvard.edu/implicit/selectatest.html


NYU Wagner – MPSO

April 17, 2018 April 18, 2018

Class 12

Bringing it All Together, Congruence Model, Ratchet Up Performance

Activity Description Due Date Reading(s) • Reframing, Integrating Frames, Chapter 15; Reframing

in Action, Chapter 16 • Tushman M. L. & O’Reilly, C. A. (2002). Managerial

Problem Solving: A Congruence Approach. Ch 4. Winning through innovation: A practical guide to leading organizational change and renewal. Boston, MA: Harvard Business School Press. (Course pack)

• Behn, 11 Ways to Ratchet Up Performance. (NYU Classes)

Before Class


• NONE •

In Class Lecture, Discussion, Activity In Class Activity

Cindy Marshall

Learning Objective Supporting Skillset To navigate in a complex and diverse world as leaders, and employees

a.

a.

NOTE: Final Team and Final Individual Assignment, posted and due on, or before the day after the last class for your section at 11:59 p.m.


NYU Wagner – MPSO

April 24, 2018 April 25, 2018

Class 13

Reframing Leadership & Reframing Change

Activity Description Due Date Reading(s) • Reframing, Leadership, Chapter 17; Change, Chapter

18; Ethics, Chapter 19 • Kotter, J. (2007) Leading Change: Why Transformation

Efforts Fail. Harvard Business Review, January, pp. 9-103. (NYU Classes)

• Tushman, M. L., O’Reilly, C. A. (2002) Implementing strategic change. Ch. 8 Winning through innovation: A practical guide to leading organizational change and renewal. Boston, MA: Harvard Business School Press. (NYU Classes)

Before Class


NYU Wagner – MPSO May 1, 2018 May 2, 2018

Class 14

Group Discussion/Heuristics/Final Exam Review

Activity Description Due Date Reading(s) • Reframing, Epilogue-Artistry, Choice, and Leadership

• Behn, Learn from Dissimilar Situations, April 2006; Managerial Competence, October 2005.

Before Class

The MPSO final for our class section will be a take home exam and will be posted after our last class. You must submit the exam through NYU

Classes or by e-mail on, or before, 11:59 p.m. on Sunday, May 13, 2018.


Competencies, Learning Objectives, and Skillsets

There are six competencies, 20 learning objectives and several skillsets that I hope you will develop during the course that are described below:

Competency Learning Objectives Supporting Skillset 1. To manage

governance for the public good across organizations

a) Align organizational and institutional policies and practices with mission, strategy, culture, and broader policy objectives

b) Adapt governance to changing economic, demographic, technological, environmental, and political conditions, utilizing social innovation methods where appropriate.

c) Understand the roles of political actors and institutions and the contexts within which they operate, as well as how these elements affect decisions and policy outcomes

i. Identify, analyze, and address underlying problems and opportunities

ii. Recognize and analyze complex relationships

iii. Reframe the way you approach people and situations

2. To gather, assess, and use evidence for effective and equitable problem-solving and decision-making in organizational contexts

a) Deploy conceptual frameworks to break down problems into constituent elements and to develop solutions

i. Identify, understand, and use different types of diversity

ii. Explore how to create, participate in, and coach diverse teams

iii. Develop skills to address the challenges and opportunities of diversity

3. To articulate and apply public service goals and values, including justice, diversity, integrity, and transparency, and efficiency, in decision-making and governance of organizations

a) Understand the importance of goal setting and articulating purpose

b) Identify key stakeholders and interest groups, and conduct power analyses

c) Understand ethical principles and value systems and engage in ethical decision-making

i. BHAG, HARD, SMART goal setting techniques

ii. Power mapping iii. Networking skills iv. Kidney exercise analysis


Competency Learning Objectives Supporting Skillset 4. Use effective

communications, tailored to reach a wide variety of audiences and stakeholder

a) Prepare succinct, well-argued, and well-organized written materials and verbal presentations with appropriately incorporated tables, graphs, and other visuals

b) Know how and when to use changing forms of communication and associated technologies

c) Design and lead effective meetings

d) Manage relationships—collaborative and competitive—across public, for-profit, and nonprofit sectors

i. Recognize the importance of clear communication with stakeholders

ii. Prepare effective, clear, organized written reports and presentations

iii. Conduct effective meetings and facilitate group/team discussions

iv. Develop and understand networks

5. To navigate in a complex and diverse world as leaders, and employees

a) Understand key frameworks, concepts, history, and definitions associated with diversity, equity, and inclusion

b) Cultivate awareness of the impact of individual and group demographics and identities on one’s own and others’ attitudes and behaviors, as well as the impact of each of these on privilege and marginalization

c) Translate this awareness into appropriate organizational, institutional, and societal policies and practices

d) Develop strategies for recruiting diverse staff and leaders for public service organizations

e) Work with diverse colleagues and communities to integrate multiple perspectives, approaches, and types of expertise

f) Incorporate knowledge of global issues, trends, and perspectives

i. Congruence model ii. Frame analysis and

assessment iii. Ratcheting up performance

tool iv. Job design v. Motivation theory vi. Strengths based analysis vii. Leadership domains viii. Understanding bias


Competency Learning Objectives Supporting Skillset 6. To develop

individual and collective leadership approaches and skills that advance organizational, objectives

a) Position one’s own public service interests within a larger public service landscape

b) Reflect on and modify one’s own ways of thinking and acting in the world

c) Lead projects, programs, and people, and manage resources in ways that adapt to changing social, economic, demographic, technological, and political conditions

d) Use bargaining and negotiating tactics to achieve organizational, institutional, environmental, and policy objectives

e) Build and sustain professional networks

i. Assess your individual strengths, leadership domains, and Myers Briggs Type Indicators and understand those of your colleagues

ii. Negotiation iii. Networking

managing public service organizations · pdf file · 2018-02-26some things will...

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