PUBLIC MANAGEMENT

PA 5315/PSCI 5315
University of Texas at Dallas
Fall 2006

Professor:
Alicia Schortgen, Ph.D.
alicia.schortgen@swbell.net (preferred communication method)
Phone: (972) 883-5342
Office: WSTC 1.211
Office hours: Mondays & Wednesdays 5:30 p.m. to 6:30 p.m. or by appointment

Class Meeting:
Wednesday, 7:00 p.m. to 9:45 p.m.
GR 3.606

Course Description:
Public Management is a multi-faceted course designed to give graduate students in public affairs
an understanding of public management as a field of academic study and an area of professional
practice. Public administration involves the core activities of government that are performed, for
the most part, by highly trained professionals in specialized organizations at all three levels of
government- federal, state, and local. While it is impossible to cover all the material from the
academic discipline, this course will attempt to familiarize you with the various complexities of
public administration. All students of government need to recognize the tremendous importance
of public administration and administrators within the political system.

Course Objectives:
On completing this course, students will be able to:
• Recognize the fundamentals of public management as a field of academic study and as an
area of professional practice.
• Assess how the core activities of government are performed from the legal, managerial,
and political perspectives.

Required Texts:
1. David H. Rosenbloom and Robert S. Kravchuk, Public Administration: Understanding
Management, Politics, and Law in the Public Sector, 6th Edition (2004). ISBN
0072867957.
2. Richard S. Stillman, Public Administration Concepts and Cases, 8th Edition (2004).
ISBN 0618310452.

Recommended Reading:
1. Eugene Bardach. Getting Agencies to Work Together: The Practice and Theory of
Managerial Craftmanship. Brookings Institution Press. (1998). ISBN 0-8157-0797-5.
2. Mark H. Moore. Creating Public Value: Strategic Management in Government. Harvard
University Press (1997). ISBN 0674175581.
3. L. Douglas Kiel. Managing Chaos and Complexity in Government. Jossey-Bass
Publishers (1994). ISBN 0-7879-0023-0. Out of print.
 PA/PSCI 5315 Syllabus
Fall 2006
Requirements & Grading:
Wilson Reaction Paper 10%
Journal Articles (5 points each) 10%
First Exam 25%
Second Exam 25%
Case Briefs (5 total briefs) 20%
Class Participation 10%

Students are expected to attend class and to arrive punctually and prepared to contribute to
discussions. Active class participation is mandatory. Note that the quality, tone, and timeliness
of class comments are more important than their frequency and length. If you know in advance
you will not be able to attend class, please alert the professor via phone or email. More than two
unexcused absences will adversely affect your grade.

Students are responsible for ALL material presented in class. There will be material presented in
the classroom that cannot be found in the textbook or course readings. It is your responsibility to
get notes from students after an absence. The professor will not provide class notes to students.
Use the space below to collect information from a fellow student you may contact in the event
you must miss class.

Name Email Phone

The Case Method

To promote thinking about action, this course will primarily employ the case method. A case is
a narrative account of an actual or realistic problem that typically portrays public managers
confronted with the need to make a decision. Cases present information, but not analysis;
students are responsible for supplying the latter. Moreover, unlike problem sets or papers to
which students are usually accustomed, and which tend to be relatively solitary exercises, this
class will utilize in-class and small group discussion to develop solutions to the problems posed
in cases.

Extensions & Special Exceptions:

As a rule, no extensions are granted for written work. Unexcused late papers will be penalized
one full grade per day (including weekends). If you are in need of special consideration or
extension of deadlines you should address your situation with the professor in private (by email
or in person). Please do not ask for exceptions before, during, or after class.

Email Communication Policy

Email is an efficient and effective mode of communication, especially given the busy lives of
university students and faculty. Therefore it is recommended that students contact the professor
via email when appropriate. In certain instances, it will be necessary for students to use either
WebCT or their UTD email account to contact the professor. All graded assignments submitted
electronically (when permitted) must originate from an official UTD account. More information
regarding email communication may be found in the “University Disclaimer” section of the
syllabus.

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 PA/PSCI 5315 Syllabus
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Scholastic Dishonesty Policy:
Cheating in any form will simply not be tolerated. Suspicions of academic dishonesty will be
investigated and pursued to the fullest extent of the university’s policy. More information
regarding academic integrity may be found in the “University Disclaimer” section of the
syllabus.

Disabilities and Accommodations:

If you have a condition that requires accommodation in this course, please speak with the
professor after class or during the first week of office hours. Any necessary or appropriate
accommodations will be made provided timely notice and that the arrangement is consistent with
recommendations from Disability Services, when applicable. Disability Services may be
reached at (972) 883-2098. The syllabus and other course materials can be made available in
alternative formats. More information regarding disability services may be found in the
“University Disclaimer” section of the syllabus.

Disclaimer:
The course syllabus may be amended at any time by the professor. If necessary, the updated
syllabus will be posted on WebCT and its changes discussed in class.

SYLLABUS: CLASS AGENDAS & READINGS

August 23 Introduction, Course Overview & Objectives

August 30 The Roots of Public Management

Rosenbloom & Kravchuk Chapter 1
Stillman Readings 1.1 (Wilson) & 1.2 (Stillman)
Stillman Case Study 7 - In-Class Review (The Decision to Go to War with Iraq)
Wilson Reflection Paper Due

September 6 The Political Environment

Rosenbloom & Kravchuk Chapter 2
Stillman Reading 4 (Long)
Case Brief Due: Stillman Case Study 4 (The Columbia Accident)

September 13 Intergovernmental Relations

Rosenbloom and Kravchuk Chapter 3
Stillman Case Study 5 – In-Class Review (Wichita Confronts Contamination)

September 20 The Structure of the State

Rosenbloom and Kravchuk Chapter 4
Stillman, Reading 2 (Weber) and Reading 6 (Mayo);
Stillman In-Class Case Studies 10 (Lessons of ValuJet 592)
Case Brief Due: Stillman Case Study 2 (How Kristin Died)

September 27 Public Personnel

Rosenbloom and Kravchuk Chapter 5
Stillman, Reading 11 (Wise);
Case Brief Due: Stillman Case Study 6 (American Ground: Unbuilding the
World Trade Center)

October 4 Exam 1

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October 11 Budgeting
Rosenbloom and Kravchuk Chapter 6
Stillman, Reading 12 (Rubin);
Case Brief Due: Case Study 12 (Wisconsin Budget Deficit)

October 18 Decision Making

Rosenbloom and Kravchuk Chapter 7
Stillman Case Study 8 – In-Class Review (MOVE Disaster)

October 25 Policy Analysis and Implementation

Rosenbloom and Kravchuk Chapter 8

November 1 Regulatory Administration

Rosenbloom and Kravchuk Chapter 9
Case Brief Due: Stillman Case Study 1 (Blast in Centralia No. 5: A Mine
Disaster No One Stopped)

November 8 Public Administration & The Public

Rosenbloom and Kravchuk Chapters 10 & 11
Stillman Case Study 15 – In-Class Review (The Human Genome Project)

November 15 The Softer Side of Public Administration

The Future of Public Administration
Exam Review & Course Wrap-Up
Rosenbloom and Kravchuk, Chapters 12 & 13
Complete Article Presentations
Second Journal Article Due

November 22 No Class Meeting

Thanksgiving Holiday

MONDAY
December 4 Second Exam
7:00 p.m.

Wednesday.
December 6 Fall Semester Grades Due

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 PA/PSCI 5315 Syllabus
Fall 2006
COURSE COMPONENTS

Journal Articles
Students are required to read and analyze two peer-reviewed journal articles. Each journal
article analysis paper should be approximately 500 words (two pages). First, students will
choose an article from the list provided in this syllabus. Students will present the chosen article
on the designated date, and the written analysis is due the same day. Second, students will find a
peer-reviewed article from a journal such as Public Administration Review, Public Performance
and Management Review, or Review of Public Personnel Administration that applies to one or
several of the topics discussed in class. Both articles should be sent to the professor in .pdf
format to distribute to the class. When presenting an in-class article, students must email the
electronic file to the professor no later than 4:00 p.m. the day before class (Tuesday afternoon).

Each article analysis paper should address, at a minimum, the following questions.
1) What is overarching theme of the article?
2) How does it apply to the other course readings on a similar topic? How?
3) Do you feel as though the research is antiquated or in need of updating? Why or
why not?
4) How does the article impact public management and administrative practices?

Reaction Paper
Students are required to write a two to three (2-3) page reaction paper to Woodrow Wilson’s The
Study of Administration. The essay is Reading 1.1 in the Stillman text. The reaction paper
should include the following.
1) An overview of Wilson’s argument.
2) Explanation of the Politics-Administration Dichotomy.
3) Applied reaction to Wilson’s argument. Is a dichotomy possible? What are the
advantages and disadvantages to a strict separation of politics and administration?

Case Briefs
Students are required to complete five (5) Case Brief Memos throughout the semester. Each
memo should be three to five (3-5) pages in length. In addition to helping students synthesize
ideas about public management, this exercise is designed to develop students’ writing skills. All
memoranda prepared for this class must follow the standard format outlined below (Appendix I).
Each student will be required to have a writing conference with the professor regarding their
memo writing. Students must plan their writing conference prior to completing their third memo
(before September 27); in other words, meetings may take place after submitting either one or
two memos. Each conference will last approximately 30 minutes, and a sign-up sheet will be
available during class on August 30.

Examinations
There will be two non-cumulative exams in this class. The first exam is scheduled to take place
in class on October 4. The second exam is scheduled for this class’s final exam day, Monday,
December 4 at 7:00 p.m. The material from the class readings, cases, and discussions will be
covered on the exams. Exams will contain essay and short answer questions. The professor will
provide blue books for students. Exams must be written in ink.

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 PA/PSCI 5315 Syllabus
Fall 2006

Aesthetic Requirements & Citations

Citations must be used where appropriate, but there is no specified method of citation for
assignments. Use whichever is preferred for your area of study (i.e. APA Style, Chicago Manual
of Style, Turabian), but students must be consistent in their style. Endnotes or parenthetical
citations must include the necessary information to give credit to authors. Students should only
use footnotes for further explanation of a topic in the paper; footnotes should not be used for
reference citations.

All written assignments should follow the following aesthetic guidelines.

One-inch margins on all sides

12 point font size
Times New Roman or comparable sized font style
Double spacing
Left justification (right justification is optional)
Numbered pages
Cover page including, at a minimum, student name, ID number, assignment title, and date
Last name in the upper right corner of every page (use header function)
One blank sheet of paper at the end of the assignment
Stapled (no paper clips or other creative paper-connecting mechanisms)

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 PA/PSCI 5315 Syllabus
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ARTICLE ASSIGNMENTS

August 30, 2006

1. Terry, Larry D. Administrative leadership, neo-managerialism, and the public management movement.
Public Administration Review, May/Jun98, Vol. 58 Issue 3, p194, 7p.

2. Borins, Sandford. Loose Cannons and Rule Breakers, or Enterprising leaders? Some Evidence About
Innovative Public Managers. Public Administration Review, Nov2000, Vol. 60 Issue 6, p498,
10p, 6 charts.

September 6, 2006
3. Lynn Jr., Laurence E. The Myth of the Bureaucratic Paradigm: What Traditional Public
Administration Really Stood For. Public Administration Review, Mar/Apr2001, Vol. 61 Issue 2,
p144, 17p.

4. Rosenbloom, David H. Retrofitting the Administrative State to the Constitution: Congress and the
Judiciary's Twentieth-Century Progress. Public Administration Review, Jan2000, Vol. 60 Issue 1,
p39, 8p.

September 13, 2006

5. Wise, Charles R. The Supreme Court's New Constitutional Federalism: Implications for Public
Administration. Public Administration Review, May/Jun2001, Vol. 61 Issue 3, p343, 16p.

6. Henderson Jr., Lenneal J. Brown v. Board of Education at 50: The Multiple Legacies for Policy and
Administration. Public Administration Review, May/Jun2004, Vol. 64 Issue 3, p270, 5p.

September 20, 2006

7. Kaufman, Herbert. Major Players: Bureaucracies In American Government. Public Administration
Review, Jan2001, Vol. 61 Issue 1, p18, 25p, 1 chart.

8. Bohte, John. School Bureaucracy and Student Performance at the Local Level. Public Administration
Review, Jan2001, Vol. 61 Issue 1, p92, 8p.

September 22, 2005

9. Selden, Sally Coleman; Ingraham, Patricia Wallace; Jacobson, Willow. Human Resource Practices in
State Government: Findings from a National Survey. Public Administration Review, Sep2001,
Vol. 61 Issue 5, p598, 10p, 3 graphs.

10. Thielemann, Gregory S.; Stewart Jr., Joseph. A demand-side perspective on the importance of
representing bureaucracy: AIDS, Ethnicity, Gender and Sexual Orientation. Public
Administration Review, Mar/Apr96, Vol. 56 Issue 2, p168, 6p, 2 charts.

October 6, 2005
11. Grizzle, Gloria A.; Pettijohn, Carole D. Implementing Performance-Based Program Budgeting: A
System-Dynamics Perspective. Public Administration Review, Jan2002, Vol. 62 Issue 1, p51,
12p, 3 graphs.

12. Coe, Charles K.; Wiesel, Deborah Lamm. Police Budgeting: Winning Strategies. Public
Administration Review, Nov2001, Vol. 61 Issue 6, p718, 10p, 9 charts.

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 PA/PSCI 5315 Syllabus
Fall 2006
October 13, 2005
13. Irvin, Renée A.; Stansbury, John. Citizen Participation in Decision Making: Is It Worth the Effort?
Public Administration Review, Jan2004, Vol. 64 Issue 1, p55, 11p.

14. Weissert, Carol S.; Goggin, Malcolm L. Nonincremental Policy Change: Lessons from Michigan's
Medicaid Managed Care Initiative. Public Administration Review, Mar2002, Vol. 62 Issue 2,
p206, 11p.

October 20, 2005

15. Walters, Lawrence C. Putting More Public in Policy Analysis. Public Administration Review,
Jul2000, Vol. 60 Issue 4, p349, 11p.

16. Behn, Robert D. Why Measure Performance? Different Purposes Require Different Measures.
Public Administration Review, Sep2003, Vol. 63 Issue 5, p586, 21p.

October 27, 2005

17. Potoski, Matthew; Prakash, Aseem. The Regulation Dilemma: Cooperation and Conflict in
Environmental Governance. Public Administration Review, Mar2004, Vol. 64 Issue 2, p152,
12p,

18. May, Peter J. Regulation and Compliance Motivations: Examining Different Approaches. Public
Administration Review, Jan2005, Vol. 65 Issue 1, p31, 14p, 4 charts.

November 3, 2005
19. Terry, Larry D. Public Administration and the Theater Metaphor: The Public Administrator as
Villain, Hero, and Innocent Victim. Public Administration Review, Jan/Feb97, Vol. 57 Issue 1,
p53.

20. Berman, Evan M. Dealing with cynical citizens. Public Administration Review, Mar/Apr97, Vol.
57 Issue 2, p105, 8p, 7 charts.

November 10, 2005

21. Spicer, Michael W.; Terry, Larry D. Legitimacy, history, and logic: Public administration and the
constitution. Public Administration Review, May/Jun93, Vol. 53 Issue 3, p239.

22. Teaster, Pamela B. When the State Takes Over a Life: The Public Guardian as Public Administrator.
Public Administration Review, Jul2003, Vol. 63 Issue 4, p396, 9p.

23. Adams, Brian. Public Meetings and the Democratic Process. Public Administration Review,
Jan2004, Vol. 64 Issue 1, p43, 12p.

24. Johnson, Loch K. Congressional Supervision of America's Secret Agencies: The Experience and
Legacy of the Church Committee. Public Administration Review, Jan2004, Vol. 64 Issue 1, p3,
12p.

November 17, 2005

25. Boin, Arjen; Hart, Paul 't. Public Leadership in Times of Crisis: Mission Impossible? Public
Administration Review, Sep2003, Vol. 63 Issue 5, p544.

26. Lewis, Carol W. The Clash between Security and Liberty in the U.S. Response to Terror. Public
Administration Review, Jan2005, Vol. 65 Issue 1, p18, 13p, 9 charts.

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 PA/PSCI 5315 Syllabus
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ADDITIONAL UNIVERSITY DISCLAIMERS

Student Conduct & Discipline

The University of Texas System and The University of Texas at Dallas have rules and regulations for the orderly
and efficient conduct of their business. It is the responsibility of each student and each student organization to be
knowledgeable about the rules and regulations which govern student conduct and activities. General information on
student conduct and discipline is contained in the UTD publication, A to Z Guide, which is provided to all registered
students each academic year.

The University of Texas at Dallas administers student discipline within the procedures of recognized and established
due process. Procedures are defined and described in the Rules and Regulations, Board of Regents, The University
of Texas System, Part 1, Chapter VI, Section 3, and in Title V, Rules on Student Services and Activities of the
university’s Handbook of Operating Procedures. Copies of these rules and regulations are available to students in
the Office of the Dean of Students, where staff members are available to assist students in interpreting the rules and
regulations (SU 1.602, 972/883-6391).

A student at the university neither loses the rights nor escapes the responsibilities of citizenship. He or she is
expected to obey federal, state, and local laws as well as the Regents’ Rules, university regulations, and
administrative rules. Students are subject to discipline for violating the standards of conduct whether such conduct
takes place on or off campus, or whether civil or criminal penalties are also imposed for such conduct.

Academic Integrity
The faculty expects from its students a high level of responsibility and academic honesty. Because the value of an
academic degree depends upon the absolute integrity of the work done by the student for that degree, it is imperative
that a student demonstrate a high standard of individual honor in his or her scholastic work.

Scholastic dishonesty includes, but is not limited to, statements, acts or omissions related to applications for
enrollment or the award of a degree, and/or the submission as one’s own work or material that is not one’s own. As
a general rule, scholastic dishonesty involves one of the following acts: cheating, plagiarism, collusion and/or
falsifying academic records. Students suspected of academic dishonesty are subject to disciplinary proceedings.

Plagiarism, especially from the web, from portions of papers for other classes, and from any other source is
unacceptable and will be dealt with under the university’s policy on plagiarism (see general catalog for details).
This course will use the resources of turnitin.com, which searches the web for possible plagiarism and is over 90%
effective.

Email Use
The University of Texas at Dallas recognizes the value and efficiency of communication between faculty/staff and
students through electronic mail. At the same time, email raises some issues concerning security and the identity of
each individual in an email exchange. The university encourages all official student email correspondence be sent
only to a student’s U.T. Dallas email address and that faculty and staff consider email from students official only if
it originates from a UTD student account. This allows the university to maintain a high degree of confidence in the
identity of all individual corresponding and the security of the transmitted information. UTD furnishes each student
with a free email account that is to be used in all communication with university personnel. The Department of
Information Resources at U.T. Dallas provides a method for students to have their U.T. Dallas mail forwarded to
other accounts.

Withdrawal from Class

The administration of this institution has set deadlines for withdrawal of any college-level courses. These dates and
times are published in that semester's course catalog. Administration procedures must be followed. It is the student's
responsibility to handle withdrawal requirements from any class. In other words, I cannot drop or withdraw any
student. You must do the proper paperwork to ensure that you will not receive a final grade of "F" in a course if you
choose not to attend the class once you are enrolled.

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 PA/PSCI 5315 Syllabus
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Student Grievance Procedures
Procedures for student grievances are found in Title V, Rules on Student Services and Activities, of the university’s
Handbook of Operating Procedures.

In attempting to resolve any student grievance regarding grades, evaluations, or other fulfillments of academic
responsibility, it is the obligation of the student first to make a serious effort to resolve the matter with the instructor,
supervisor, administrator, or committee with whom the grievance originates (hereafter called “the respondent”).
Individual faculty members retain primary responsibility for assigning grades and evaluations. If the matter cannot
be resolved at that level, the grievance must be submitted in writing to the respondent with a copy of the
respondent’s School Dean. If the matter is not resolved by the written response provided by the respondent, the
student may submit a written appeal to the School Dean. If the grievance is not resolved by the School Dean’s
decision, the student may make a written appeal to the Dean of Graduate or Undergraduate Education, and the deal
will appoint and convene an Academic Appeals Panel. The decision of the Academic Appeals Panel is final. The
results of the academic appeals process will be distributed to all involved parties.

Copies of these rules and regulations are available to students in the Office of the Dean of Students, where staff
members are available to assist students in interpreting the rules and regulations.

Incomplete Grade Policy

As per university policy, incomplete grades will be granted only for work unavoidably missed at the semester’s end
and only if 70% of the course work has been completed. An incomplete grade must be resolved within eight (8)
weeks from the first day of the subsequent long semester. If the required work to complete the course and to remove
the incomplete grade is not submitted by the specified deadline, the incomplete grade is changed automatically to a
grade of F.

Disability Services
The goal of Disability Services is to provide students with disabilities educational opportunities equal to those of
their non-disabled peers. Disability Services is located in room 1.610 in the Student Union. Office hours are
Monday and Thursday, 8:30 a.m. to 6:30 p.m.; Tuesday and Wednesday, 8:30 a.m. to 7:30 p.m.; and Friday, 8:30
a.m. to 5:30 p.m.

The contact information for the Office of Disability Services is:

The University of Texas at Dallas, SU 22
PO Box 830688
Richardson, Texas 75083-0688
(972) 883-2098 (voice or TTY)

Essentially, the law requires that colleges and universities make those reasonable adjustments necessary to eliminate
discrimination on the basis of disability. For example, it may be necessary to remove classroom prohibitions against
tape recorders or animals (in the case of dog guides) for students who are blind. Occasionally an assignment
requirement may be substituted (for example, a research paper versus an oral presentation for a student who is
hearing impaired). Classes enrolled students with mobility impairments may have to be rescheduled in accessible
facilities. The college or university may need to provide special services such as registration, note-taking, or
mobility assistance.

It is the student’s responsibility to notify his or her professors of the need for such an accommodation. Disability
Services provides students with letters to present to faculty members to verify that the student has a disability and
needs accommodations. Individuals requiring special accommodation should contact the professor after class or
during office hours.

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Religious Holy Days
The University of Texas at Dallas will excuse a student from class or other required activities for the travel to and
observance of a religious holy day for a religion whose places of worship are exempt from property tax under
Section 11.20, Tax Code, Texas Code Annotated.

The student is encouraged to notify the instructor or activity sponsor as soon as possible regarding the absence,
preferably in advance of the assignment. The student, so excused, will be allowed to take the exam or complete the
assignment within a reasonable time after the absence: a period equal to the length of the absence, up to a maximum
of one week. A student who notifies the instructor and completes any missed exam or assignment may not be
penalized for the absence. A student who fails to complete the exam or assignment within the prescribed period may
receive a failing grade for that exam or assignment.

If a student or an instructor disagrees about the nature of the absence [i.e., for the purpose of observing a religious
holy day] or if there is similar disagreement about whether the student has been given a reasonable time to complete
any missed assignments or examinations, either the student or the instructor may request a ruling from the chief
executive officer of the institution, or his or her designee. The chief executive officer or designee must take into
account the legislative intent of TEC 51.911(b), and the student and instructor will abide by the decision of the chief
executive officer or designee.

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PUBLIC ADMINISTRATION WEBSITES

General Information
www.fedworld.gov- This web site was created to facilitate the dissemination of information to
the public on the federal government. The site provides access to a wide variety of databases,
and allows the viewer to search, locate, order, and acquire a wide range of government and
business information.

www.fic.info.gov- This site provides telephone service for locating federal government
information, provides a list of toll-free FIC phone numbers and answers to many of the most
commonly asked questions about federal services.

www.thomas.loc.gov- This web site provides information on Congress and the legislative
process.

Newspapers/Journals
www.policy.com- Policy.com is an online newspaper that provides up-to-date information on
current public policy issues.

www.aspanet.org/publications/par/index2.html- This site will list articles published in PAR, the

leading journal in public administration.

www.pamij.com- The homepage of the online Journal of Public Administration and

Management.

www.familiesusa.org- Consumer voice for health care, offering articles and reports on health
care, politics, reform, Medicare and Medicaid, and other health care issues for women, senior
citizens, and lower-income people.

www.library.vcu.edu/guides/pubadm.htlm1#dict- This site lists a number of books, research

guides, and encyclopedias on the topic of public administration.

www.aspanet.org- The is the home page of the American Society for Public Administration, the
oldest and most formidable professional organization dedicated to the study of public
administration.

www.napawash.org- The National Academy of Public Administration is an independent,

nonpartisan organization charted by Congress to help federal, state, and local government
improve their effectiveness, efficiency, and accountability.

www.icma.org- This is the homepage of the International City-County Management Association,

the professional organization of the local government professional managers in the USA and
numerous other countries.

www.urban.org- The homepage for the Urban Institute, a nonpartisan economic and social policy
research organization.

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 PA/PSCI 5315 Syllabus
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www.andromeda.rutgers.edu/~ncpp/ncpp.html- The home page of the National Center for
Public Productivity focuses on performance evaluation and best practices in the public sector.

Government Agencies
www.dol.gov- Department of Labor

www.usdoj.gov- Department of Justice

www.ed.gov- Department of Education

www.hhs.gov- Department of Health and Human Services

www.hud.gov- Department of Housing and Urban Development

www.treas.gov- Department of Treasury

www.state.gov- Department of State

www.defenselink.mil- Department of Defense

www.commerce.gov- Department of Commerce

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APPENDIX I – MEMORANDUM STANDARD FORMAT

TO:
FROM: [your real name, the name of your role for the case]
DATE:

SUBJECT: [a short, clear statement of the topic of the memo]

1. The Problem/Issues for Decision

This part of the memo should frame the issues evident in the case. In preparing this portion,
think about the most important things that need to be accomplished. Phrase the issues to include
a goal or specific potential achievement. Issue statements typically contain some desired
outcome. Use complete sentences. Avoid issues that can be answered with “yes” or “no.”

2. Necessary History or Background Information

This section should also include an analysis of the environmental factors that produce or
contribute to the problem or constrain the resolution.

3.Available Alternatives & Recommended Action

Recommendations must be active and specific. “Further study” or “appoint a committee” are not
acceptable recommendations. You should provide at least two recommendations in this section.

4. Reasons for the Recommendation

This section should state, as succinctly and in as compelling a logic as possible, the reasons for
each recommendation. The reasons should describe the connection between the reason for the
recommendation and how it resolves the issue(s) set forth in the first section. Reasons should
describe how the recommended action will achieve desired objectives or consequences. The
reasons for any particular recommendation are usually stated in a paragraph, not a sentence.
This may, but need not always, discuss reasons for rejecting alternative decisions. The basic
purpose of this section is to provide appropriate rationale for managerial decisions.

Avoid the line of reasoning that results in “because it’s important.” In general, avoid passive
voice and use short sentences. The best memos will be well integrated with 1) the issues
articulating what needs to be achieved, 2) clear recommendations that advance the goal, and 3)
the reasons why the recommendations provided follow the appropriate path to resolution.

5. Lessons for Public Administrators

This section should fall under a separate heading and incorporate an application of concepts from
the course readings.

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