California State University, San Bernardino

College of Business and Public Administration

Department of Public Administration
PA 664: Management of Public Organizations
Online Course, Spring 2015 (Issued April 5, 2015)
Instructor:
Telephone:
Email:
Office:

David L. Baker, Ph.D.

909-537-7594
dbaker@csusb.edu (Best way to reach me.)
Jack Brown Hall, JB-549

Download any material you require for MPA comprehensive exam preparation by the
end of the quarter. The Blackboard website for this course will no longer be active as of
July 15, 2015.
Required Books
Denhardt, R. B., Denhardt, J. V., & Aristigueta, M. P. (2013). Managing human behavior
in public & nonprofit organizations (3rd ed.). Thousand Oaks, CA: Sage
Publications. ISBN: 978-1-4129-9165-0 [Only the 3rd ed. is acceptable.]
[Referred to as D, D, & A in Attachment A.]
McNabb, D. E. (2009). The new face of government: How public managers are forging
a
new approach to governance. Boca Raton, FL: CRC Press. ISBN: 978-1-42009387-2. [Referred to as McNabb in Attachment A.]
A vibrant, full service bookstore supports the campus. You are encouraged to purchase
your books there. Your patronage ensures its future availability for the University
community.
General Article for Class
Baker, D. L., & Fahey, D. F. (2007). Guiding exemplary staff work development. The
Public Manager, 36 (2), 51-54.
Ethics Articles (Student choice of two articles)
Dubnick, M. J. (2003). Accountability and ethics: Reconsidering the relationships.
International Journal of Organization Theory and Behavior, 6(3), 405-441.
Feldheim, M. A., & Johnson, G. (2004). Normative education: Putting the public
servant in public service. Global Virtue Ethics Review, 5(3), 7-29.

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Hanbury, G. L. (2004). A pracademics perspective of ethics and honor: Imperatives

for public service in the 21st century! Public Organization Review, 4(3), 187204.
Kernaghan, K. (2003). Integrating values into public service: The values statement
as centerpiece. Public Administration Review, 63(6), 711-719.
Limerick, B. (2003). Womens voices on developing an ethical public service.
Gender in Management, 18(8), 398-405.
Public Interest Articles (Student choice of two articles)
Denhardt, R. B., & Denhardt, J. V. (2000). The new public service: Serving rather than
steering. Public Administration Review, 60(6), 549-559.
King, C. S., Feltey, K. M., & Susel, B. O. (1998). The question of participation:
Toward authentic public participation in public administration. Public
Administration Review, 58(4), 317-326.
Lewis, C. W. (2006). In pursuit of the public interest. Public Administration Review,
66(5), 694-701.
Schubert, G. A., Jr. (1957). The public interest in administrative decision-making:
Theorem, theosophy, or theory? American Political Science Review, 51(2), 346368.
Staats, E. B. (1988). Public service and the public interest. Public Administration
Review, 48(2), 601-605.
Codes of Ethics
American Society of Public Administration Code of Ethics: Accessible through
Blackboard.
International City/County Managers Association Code of Ethics: Accessible through
Blackboard.
No.

Assessment Measures

Schedule

Points

Group discussion participation

Weeks 1, 2, 4-7, 9 & 10

(Practice Week 1, no points)

70 (17.5%)

Personality profile measure

Week 2 (4/21, 6:00 p.m.)

Quizzes

Weeks 1-7, 9, & 10 (Final)

(Practice Week 1, no points)
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5 (1.25%)
280 (70%)

Market Mechanisms Essays

Week 3 (4/28, 6:00 p.m.)

15 (3.75%

Public Interest & Ethics Essay

Week 8 (6/2, 6:00 p.m.)

30 (7.5%)

Total

400 (100%)

Group Discussion Participation

Each student will be assigned to a discussion group by the instructor. Group discussion
questions are designed to extend and to advance consideration of module material.
They provide an avenue for interactive contact with other students while assessing
comprehension. This allows each student to contribute to the class as they affiliate with
class members.
Group discussion comments will be one of two types: (1) substantive comment, and (2)
responsive comment. Substantive comment refers to a well-constructed, thoughtful,
independent comment of one full paragraph, or more. Beyond qualitative elements, a
C grade level comment should consist of a minimum of 125 words. A responsive
comment is a well constructed thoughtful, independent but shorter comment to the
substantive comment of another student or the instructor. Beyond qualitative elements,
a C grade level comment should consist of a minimum of 40 words. Word counts
exclude any quoted material. Please see the discussion grading rubric for more details.
Icebreaker Responsibilities
The group discussion clock starts at 6:00 p.m., Wednesday, April 8, 2015. On weeks
with discussions, a student will be assigned from your group randomly to serve as the
Icebreaker. Icebreakers take the lead to kick-start the discussion with a posting as
early as possible each discussion week. When it is your turn, please make an extra
effort to post your comments early. Icebreakers must post all of their substantive
comments no later than Fridays at 11:00 p.m. (e.g., Icebreaker substantive comments
for Module 1 must be posted by Friday, April 10, at 11:00 p.m.). Icebreakers also must
post their first responsive comment as soon as possible and no later than Sunday, 11:00
p.m. (e.g., the first responsive comment by an Icebreaker for Module 1 must be posted
by Sunday, April 12, at 11:00 p.m.). Icebreakers must post all remaining responsive
comments by Tuesday, 6:00 p.m. (e.g., the remaining responsive comments by an
Icebreaker for Module 1 must be posted by Tuesday, April 14, 6:00 p.m.). Icebreakers
will be graded down two full letter grades for a discussion session if they fail to make
any of their postings timely.
Group Discussion Members Responsibilities
Group discussion questions will be activated on Wednesdays, at 6:00 p.m.
(commencing April 8), of each week where discussion questions appear. Group
members are encouraged to post their substantive comments as early in the week as
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possible (even before the Icebreaker, if possible). However, all of your substantive
comments must be posted no later than Saturday, at 11:00 p.m. (e.g., all group
members substantive comments for Module 1 must be posted no later than Saturday,
April 11, at 11:00 p.m.). Group members have until Sundays, at 11:00 p.m. to post their
first responsive comment (e.g., all group members first responsive comment must be
posted no later than Sunday, April 12, at 11:00 p.m.). Group members have until
Tuesdays of each week at 6:00 p.m. to post your remaining responsive comment(s)
(e.g., all responsive comments after the first response comment for Module 1 must be
posted no later than Tuesday, April 14, at 6:00 p.m.).
Postings by Icebreakers and group members after Tuesday, at 6:00 p.m., of a given
discussion week are not graded and earn zero points. You should not wait until the last
few hours to post your responsive comments. To assist you to follow the normal group
discussion rhythm visually, Table 2 is provided for your convenience.

Table 2: Normal Group Discussion Rhythm Visual Summary

Initiator
Icebreaker
Group Members
Key:

Wed.

Thurs.

Fri.
Sub.

Sat.
Sub

Sun. Mon.
1st Res
1st Res

Tues.
Rem
Rem

Sub
= All substantive comments, 11:00 p.m.
st
1 Res = First responsive comment, 11:00 p.m.
Rem = Remaining responsive comments, 6:00 p.m.

Instructions: 1. Discussion window opens Wednesdays, 6:00 p.m.

2. All Icebreaker substantive comments due Fridays, 11:00 p.m.
3. All other student substantive comments due Saturdays, 11:00 p.m.
4. Icebreaker first responsive comment due Sundays, 11:00 p.m.
5. All group member first responsive comments due Sundays, 11:00 p.m.
6. All remaining responsive comments due Tuesdays, 6:00 p.m.
Assignments
submitted in American Psychological Association (APA) format. I have installed a link to
Personality Profile Exercise
This assignment is detailed in Attachment B and in Blackboard.
Market Mechanisms Essay
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This assignment is detailed in Attachment C and in Blackboard.

Public Interest and Ethics Essay
This assignment is detailed in Attachment D and in Blackboard.
Online Notes for PA 664
These notes are in Attachment E. They are designed to support your success in online
coursework generally and in PA 664 specifically.

Quizzes
Once installed, quizzes may be started anytime between April 8, at 6:00 p.m. and their
respective due dates. However, each quiz must be completed no later than two hours
after its respective module. For example, Quiz M1 may be taken as early as April 8, at
6:00 p.m. when it becomes active. It must be completed by April 14, at 8:00 p.m. as
specified on Attachment A.
Each quiz has seven questions worth five points each for a total of 35 points. You will
have 15 minutes to answer the seven questions, or just over two minutes a question. Be
sure to review the Online Notes for PA 664 for specific instructions regarding taking
online quizzes. You must follow those instructions since you only have one opportunity
to take each quiz.
Module 3: April 22-April 28
Module 3 Introduction
Changing role of government
Outsourcing, public-private partnerships, and vouchers
Competitive sourcing
Readings and assignments:
Gansler, pp. 6-42, & 48-55
Blndal, pp. 5-31
Gansler & Lucyshyn, pp. 6-34
Attachment C: Market Mechanisms Essays (due 6:00 p.m., 4/28)
Quiz M3 (due 8:00 p.m., 4/28) [No Group Discussion M3]
Module 4: April 29-May 5
Module 4 Introduction
Patterns of change and how public managers shape and direct change
Leadership
Readings and assignments:
McNabb, Chapters 5 & 6 (pp. 69-102)
D, D, & A, Chapter 7 (pp. 189-231)
Group Discussion M4 (due 6:00 p.m., 5/5)
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Quiz M4 (due 8:00 p.m., 5/5)

Module 5: May 6-May 12
Module 5 Introduction
Communicating effectively
Implementing alternative sourcing strategies
Readings and assignments:
D, D, & A, Chapter 9 (pp. 271-311)
Gansler & Lucyshyn, pp. 5-13
Group Discussion M5 (due 6:00 p.m., 5/12)
Quiz M5 (due 8:00 p.m., 5/12)
Module 6: May 13-19
Module 6 Introduction
Technology system changes
Decision-making
Exemplary staff work
Readings and assignments:
McNabb, Chapter 7 (pp. 103-134)
D, D, & A, Chapter 5 (pp. 123-155)
Baker & Fahey article, Blackboard
Group Discussion M6 (due 6:00, 5/19)
Quiz M6 (due 8:00 p.m., 5/19)
Module 7: May 20-26
Module 7 Introduction
Human capital changes
Changing work processes, delivery, and delivery structure
Organizational change
Readings and assignments:
McNabb, Chapters 9-12 (pp. 135-155 & 157-205)
D, D, & A, Chapter 12 (pp. 381-421)
Group Discussion M7 (due 6:00 p.m., 5/26)
Quiz M7 (due 8:00 p.m., 5/26)
Module 8: May 27-June 2
Module 8 Introduction
Public interest and ethics
Readings and assignments:
Student choice of articles and Codes of Ethics identified in Attachment D
Public Interest and Ethics Essay (due 6/2, 6:00 p.m.)
[No Group Discussion M8 and no Quiz M8]
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Module 9: June 3-June 9

Module 9 Introduction
Market-based sourcinglessons learned
Entrepreneurial government
Ending monopoly service provisions
Designing competitive bidding
Readings and Assignments:
Laurent, pp. 16-32
Callahan, pp. 5-15 & 24-29
Cawley & Whitford, pp.4-9
Group Discussion M9 (due 6:00 p.m., 6/9)
Quiz M9 (due 8:00 p.m., 6/9)
Module 10: June 10-16
Module 10 Introduction
Knowledge management
Power & organizational politics
Managing conflict
Readings and assignments:
McNabb, Chapter 13 (pp. 207-218)
D, D, & A, Chapters 8 & 11 (pp. 237-267 & 353-375)
Group Discussion M10 (due 6:00 p.m., 6/16)
Final Exam: June 17
Assignment:
Final Quiz (over Module 10 only, due 8:00 p.m., 6/17)

Attachment B
Personality Profile Exercise
As we approach the subjects of teamwork, diversity, and communications, the
Personality Profile Exercise supplies you with an avenue to know thyself a little more
deeply. The admonition to know thyself is considered an aphorism (a succinct
comment expressing a general opinion or truth) handed down an eon ago. In public
administration, knowing yourself and being reflective about your own behavior is
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essential to realizing your potential and having positive relationship with others
(Denhardt, Denhardt, and Aristigueta, 2013, p. 19).
The 16 Personalities exercise is an individual exercise designed to support selfawareness and empathy toward others. Please go to the MentiSource Solutions Limited
website (URL: http://www.16personalities.com/) and take the free personality test. There
is no requirement to invest in a Premium Profile obtainable by fee.
Using the Word template provided in Module 2 (M2: April 15-April 21), please copy and
paste in the Conclusion statement at the end of the free personality test. Then, using
the provided template, write a 400-500 word statement regarding what you learned
about yourself. Please comment on your view of the relative accuracy of the profile.
Further, indicate how this self-knowledge could help you in your career. Some may find
no value in the exercise. In this instance, please develop a 400-500 word statement
explaining why you feel that is the case. To facilitate data capture of required
information, only use the Personality Profile Exercise Word template located in M 2.
You may flexibly use this template adjusting to the minimum and maximum parameters
of the assignment. However, the summary must be typed (single spaced in 12 point font
only). Do not insert extra lines between paragraphs.
Your completed exercise must be uploaded through the M2 portal via the Assignment
function of Blackboard. A training video on how to submit assignments is accessible
through the Blackboard website menu for this course. The exercise is due April 21, no
later than 6:00 p.m. The report has a value of 5 points, 1.25%, of the course grade.
Denhardt, R. B., Denhardt, J. V., & Aristigueta, M. P. (2013). Managing human behavior
in public and nonprofit organizations (3rd ed.), Los Angeles, CA: Sage
Publications, Inc.

Attachment C
Market Mechanisms Essays
Composing your Market Mechanisms Essays (MME) is an individual assignment.
You need to read all of the assigned reading for the M3: April 22-28 class and compose
essay responses to the questions below. Your responses must be in your own words
with in-text references as appropriate and a reference list at the end of the essays.
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References must be in APA style. Essays are due via the Assignment function, no later
than 6:00 p.m., April 28. A training video on how to submit assignments is accessible
through the Blackboard website menu for this course. No late essays will be accepted.
Please ensure your name is on your paper and the questions are responded to in the
order given. Essays are to be typed, double-spaced, with one-inch margins (left, right,
top, bottom), and 12-point type. Use standard indented paragraphs and do not insert
extra lines between paragraphs. The combined essays are to be no shorter that three
full pages and no longer than four full pages for full credit consideration.
1. Blndal discusses outsourcing, public-private partnerships, and vouchers. Explain
each market mechanism. Evaluate and discuss what you see as three key issues with
one of the three mechanisms.
2. Drawing upon the reports by (a) Gansler, and (b) Gansler and Lucyshyn, explain what
is competitive sourcing. What do you feel is the most important personnel issue that
affects competitive sourcing and why? What do you see as the most critical
recommendation regarding competitive sourcing and why?
The MMEs have a value of 15 points, or 3.75%, of the total course grade. They will be
graded on (1) comprehensiveness, accuracy, and critical thinking, and (2) writing
mechanics. Grading reference points follow:
A- = 13.5
B- = 12.0
C- = 10.5
D- = 9.0

Attachment D
Public Interest and Ethics Essay
You need to select and to read (1) two articles on the public interest, and (2) two articles
on ethics from the following list, as well as (3) review one of the Codes of Ethics
identified.
Ethics Articles (Student choice of two articles)
E1: Dubnick, M. J. (2003). Accountability and ethics: Reconsidering the relationships.
International Journal of Organization Theory and Behavior, 6(3), 405-441.
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E2: Feldheim, M. A., & Johnson, G. (2004). Normative education: Putting the public
servant in public service. Global Virtue Ethics Review, 5(3), 7-29.
E3: Hanbury, G. L. (2004). A pracademics perspective of ethics and honor:
Imperatives for public service in the 21st century! Public Organization Review,
4(3), 187-204.
E4: Kernaghan, K. (2003). Integrating values into public service: The values statement
as centerpiece. Public Administration Review, 63(6), 711-719.
E5: Limerick, B. (2003). Womens voices on developing an ethical public service.
Gender in Management, 18(8), 398-405.
Public Interest Articles (Student choice of two articles)
PI: Denhardt, R. B., & Denhardt, J. V. (2000). The new public service: Serving rather
than steering. Public Administration Review, 60(6), 549-559.
P2: King, C. S., Feltey, K. M., & Susel, B. O. (1998). The question of participation:
Toward authentic public participation in public administration. Public
Administration Review, 58(4), 317-326.
P3: Lewis, C. W. (2006). In pursuit of the public interest. Public Administration Review,
66(5), 694-701.
P4: Schubert, G. A., Jr. (1957). The public interest in administrative decision-making:
theorem, theosophy, or theory? American Political Science Review, 51(2), 346368.
P5: Staats, E. B. (1988). Public service and the public interest. Public Administration
Review, 48(2), 601-605.

Codes of Ethics URLs:

C1: American Society of Public Administration Code of Ethics (Available on Blackboard)
C2: International City/County Managers Association Code of Ethics (Available on
Blackboard)
Your essay must be in your own words with in-text references as appropriate and a
reference list at the end of the essay. References must be in APA style. Essays are due
via the Assignment function, no later than 6:00 p.m., June 2. A training video on how to
submit assignments is accessible through the Blackboard website menu for this course.
No late essays will be accepted.
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After reading your selected articles, compose an essay that addresses the following:
1. Describe and discuss the conceptions of the public interest and ethics from the
articles read and one of the codes of ethics posted.
2. Provide your composite understanding of the public interest and ethics.
3. Using these conceptions, convey how you see the public interest and ethics relating
to the management of a public agency with which you are familiar.
Please ensure your name is on your essay and identify which articles and the code you
chose to discuss in brackets next to your name (e.g., David Baker [E1, E4, P3, P5, &
C1]). Essays are to be typed, double-spaced, with one-inch margins (left, right, top,
bottom), and 12-point type. Use standard indented paragraphs and do not insert extra
lines between paragraphs. Essays are to be no shorter that three full pages and no
longer than four full pages for full credit consideration. They must be submitted via the
Assignment function of Blackboard.
Grading
Essays have a value of 30 points, or 7.5%, of the total course grade. They will be
graded on (1) comprehensiveness, accuracy, and critical thinking, (2) writing
mechanics. Grading reference points follow:
A- = 27
B- = 24
C- = 21
D- = 18

Attachment E
6. Do not use the Save Answer button to the right of the point value. For example,
on the right hand side of the multiple choice questions there is a box that indicates the
point value and next to it is a Save Answer button. Do not click on that button.
7. Do not use the Save All Answers button at the bottom of each quiz.
8. Do not refresh the browser page while in a quiz.
9. Do not close the browser window.
10. Do not click the browsers back button.
11. Do not take a screen shot, attempt to print a portion of a quiz, or open a second
Blackboard screen.
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