PPD XXX - University of Southern California
School of Policy, Planning, and Development
Thursday and Friday June 10th and 11th Lewis Hall
Thursday and Friday July 8th and 9thh USC Campus, Los Angeles
9 AM to 5 PM class hours
Instructor: Dr. Richard Callahan Office: State Capital Center and Lewis Hall
Telephone: 916-803-7022 (cell phone) e-mail: rcallaha@usc.edu
Office hours: By appointment, as well as, before and after each class day and between sessions
Course Materials: Available at the USC Bookstore and on-line.
Course Description
In a variety of professional fields ranging from health care to planning to policy analysis to public administration, a shared characteristic is engagement across the public, private, and nonprofit sectors. This course builds your leadership skills and knowledge to design, negotiate, manage, navigate, and evaluate programs, policies, initiatives, and projects that have a cross-sectoral dimension.
An important focus of the USC School of Policy, Planning, and Development is recognition that the effective dialogue on various complex social problems and opportunities requires the combined strengths of the public, for profit, philanthropic, and nonprofit sectors. The course serves as part of a common core for most of the master degree programs in SPPD. The course offers opportunities for shared experiences among students from different degree programs.
This course focuses on governance as forms of interactions across public, nonprofit, and for-profit sectors, through leadership, that includes analyses and applications. Of particular interest are the varied mechanisms in play across sectors and placed-based approaches, not only in the United States, but also globally. The case discussions throughout are placed based examples.
As we meet and discuss the readings, and have in class case studies and simulations exercises, you will develop an increasing understanding of what initially may come across as ambiguous or unclear.
This experiential learning models the similar experience of professionals who develop actual inter-sectoral arrangements: the movement from ambiguity and uncertainty to shared understandings and then to agreement.
Please complete all readings for each module prior to the start of class times. In the intensive class seminar format the assigned readings are the foundation for all class discussion and activities. If you have questions on the readings, we will be able to discuss these in class.
The readings deliberately draw from a wide range of sources, across many disciplines and professional fields such as health, planning, community development, public administration, policy analysis, journalism, and international development. As you read the articles, please note the varied journals, research methods, and evidence in support for the findings, conclusions, and speculation. Please note that though an article may come from a political science or public administration journal, the content may draw upon the professional field of health care, planning, or environmental protection.
Your prior preparation will increase your contributions to group presentations on the articles and class discussions, as well as provide a way to compare your insights to those of your classmates.
Additional handouts and case studies, as well as guest lecturers, will be provided during the class. As with any graduate class, in response to questions and discussions, the class schedule may be modified.
Learning Objectives
1) Apply critical thinking through application of varied frames and models to developing options for addressing complex societal, community, and governance problems.
2) Increase your skills in leadership, design, management, and evaluation of cross-sectoral arrangements.
3) Connecting different mechanisms for inter-sectoral governance with varied outcomes and to get the deal done.
4) Develop skills for consensus building, negotiation, and leadership in cross sectoral contexts
5) Improved analytical and presentation skills to have impact with your written and verbal work.
6) An increased capacity to work through ambiguity, complex problem solving, and effective inquiry.
Course Requirements
1) Please read Appendix 1 for my expectations of your written assignments
2) Each student has one short writing assignment (not to exceed three pages, double-spaced analyzing a cross sectoral arrangement. Please see the Appendix 2 for required questions to answer. Due on day one of the first module.
3) Each student has a five page writing assignment applying at least five readings to a cross sectoral problem due at the start of the second module. Please apply four to eight of the readings. Please see the Appendix 2 for required questions to answer.
4) The quality of class discussion, with succinct and to the point discussion.
5) Team project: Each team project is an analysis of a real cross-sectoral governing arrangement. Each team will submit a written analysis of 8 to 10 pages and make a presentation of 20 minutes to the class on day 3 or day 4. The written analysis is due Monday, two weeks after the last class session. Please see the Appendix 2 for further details and for the required questions to answer.
6) Individual reflection paper of at least four pages due ten days after the completion of class.
7) All students are required to have e-mail capability.
Performance Evaluation
Inter-sectoral analysis writing assignment ( 3 pages) 20%
Inter-sectoral analysis and readings application writing assignment (5 pages) 20%
Succinct and to the point discussion in class on readings 10%
Team project (written analysis- 20% and class presentation-20%) 40%
Reflections paper 10%
Policy Regarding Disability Services and Programs
Any student requesting academic accommodations based on a disability is required to register with Disability Services and Programs (DSP) each semester. A letter of verification for approved accommodations can be obtained from DSP. Please be sure the letter is delivered to me as early in the semester as possible. DSP is located in STU 301 and is open early 8:30 a.m. – 5:00 p.m., Monday through Friday. The phone number for DSP is (213) 740-0776.
Required Readings
1) Callahan, Richard, editor (2010). Course Reader: Spring, 2010, PPD 500. At USC Bookstore
2) Fisher, Roger, William Ury, and Bruce Patton (any edition) Getting to Yes. At any bookstore
3) Gladwell, Malcolm (2002). Tipping Point. At any bookstore
4) Readings downloaded from Blackboard or ordered from the IBM Center for the Business of Government
5) Materials that will be distributed during class.
Faculty Biography
Dr. Richard Callahan is Associate Dean and Director of State Capital and Leadership Programs for the University of Southern California, State Capital Center (Sacramento). Since 1998, he has directed in Sacramento the delivery of master of health administration (MHA) graduate degree program and master of public administration (MPA) program, with 35 classes annually, as well as directing in the past 10 years leadership training programs, designed and presented by USC, for nonprofit health executives, for newly elected local officials, county mental health executives, and legislative staff from across the United States. Since 2006, he has been co-director of the Executive Master of Leadership (EML) program.
In the past two years he has worked with and taught over 500 public and nonprofit sector executives in USC leadership programs. He also teaches practices and applied theory in working with the private and public sectors for graduate students in the master degree programs of health, planning, public administration, and public policy.
Professionally, he has six years of county government experience, serving as staff to Los Angeles County Supervisor Ed Edelman, for human services, children services, and infrastructure issues. In addition, he served five years as a township administrator. He has designed and implemented a range of new local government programs.
Dr. Callahan was the keynote speaker for the United States Air Force Academy’s 33rd Annual Faculty Awards Ceremony, May, 2009. He was named Professor of the Year for 2007 by the USC Graduate Policy and Administration Community Student Association and a finalist for this award in 2008 and 2009. He was selected as winner for the 2007 Networks and Public Management Syllabus Competition for the University of Pennsylvania Fels School of Government and Harvard Kennedy School. He Co-Chaired the Leadership Development Program Panels for the 2007 Third Transatlantic Conference.
As a volunteer, he lead reconstruction of housing and a community for the Heart of Camden (NJ) nonprofit, served on Board of Directors of Sacramento Healthcare Decisions and the American Congress of Health Care Executives, Sacramento Regent’s Advisory Board.
He is a member of the CEO Forums for Medstart, medical technology company start ups (Sacramento), serves on the Arden Little League Board of Directors, the Editorial Board of Public Administration Review; The National Association of Schools of Public Affairs and Administration (NASPAA) committee on Executive MPA programs; the Executive Council of the Sacramento Chapter of the American Society of Public Administration; and advises a master degree program in public administration at Universidad Anahauc de Xalapa, Mexico
He has a BA degree, with honors in political theory, from Georgetown University. He has a master degree and a doctorate in public administration from USC and attended Tenri University, Japan. His current funded research projects include the Bedrosian Center for research on collaboration and governance. Additional recent projects include:
Keynote Presentation on Leadership to the California State Office of Homeland Security.
Organizational development training for the LA County Department of Public Health, Division
of Emergency Preparedness.
Strategy training for the executives in the California State Department of Managed Health Care.
Class Schedule: Topics and Assigned Reading
Please complete all readings prior to start of class
Module 1
Day 1 – Session 1
Government to Governance: Wicked Problems and Governance
Mechanisms: markets, states, and organizations
Issues: institutions, wicked problems
Self Introductions
Small group exercise: Discussion and report out of expectations and overview of syllabus
Please re-read page one of this syllabus.
Donald F. Kettl (2006) “Is the Worst Yet to Come?” Annals of the American Academy of Political and Social Science. March, 2006. pp. 273- 287.
Florida, Richard, (2009). “How the Crash Will Reshape America”. The Atlantic. March. pp. 44- 56.
Faiola, A. (2009).“When Government is the boss, results can be mixed”. The Sacramento Bee. June 22. p.A14
Bacevich, Andrew (2009). “Give Up On Democracy In Afghanistan”. The Atlantic. July/August. p. 57.
Ansell, Chris, and Allison Gash (2008). “Collaborative Governance in Theory and Practice”. Journal of Public Administration Theory and Practice. pp. 543-571.
Paul Light (2003) “Fact Sheet on the New True Size of Government”
CLASS EXERCISE SIMULATION: Meta-4
Session 2
Leadership as Inquiry: Creating New Frames
Gawande, Atul (2007). “The Checklist”. The New Yorker. December 10. pp. 86-95.
Martin, Roger (2009). “Uncovering the Secrets of Success: Malcolm Gladwell”. Rothman Magazine.
Spring. pp. 63-66,
Leadership: Making a Difference
Fedarko, Kevin (2008). “No Bachchen Left Behind”. Outside. pp. 73-80
Christianson, Karen (2009). “Questions for Warren Bennis”. Rothman Magazine. Spring. pp. 71-73.
Parks, Yolanda (2009). “Children and Family First”. Casey Family Programs. Pp. 3-39. To be posted on
Blackboard.
PROJECT TEAM DISCUSSION: membership, research topics and roles for high performance teams
Day 2- Session 3
Contracting
Mechanisms: Contracts, public-private partnerships, service production, service delivery, networks
Issues: principal-agent, efficiency, end-users
James Ferris and Elizabeth Graddy (1998). “A Contractual Framework for the New Public Management Theory,” International Public Management Journal Vol. 1, no. 2, pp. 225-240.
Fisher, Sandra L., Michael E. Wasserman, and Paige P. Wolf (2006). “Effectively Managing Professional Services Contracts: 12 Best Practices”’ IBM Center for the Business of Government. To reduce the cost of the class reader, please visit the following web site and print out the report:
CASE DISCUSSION: Bowden, Mark (2009). “Flight Risk” The Atlantic. July/August. p. 21- 24.
CLASS EXERCISE: “Government/Nonprofit Contracting Exercise” (Instruction distributed in class)
Session 4
Networks
Naik, Gautam (2006). “Cincinnati Applies A Corporate Model to Saving Infants”. Wall Street Journal. Tuesday, June 20. p. 1.
Gladwell, Malcolm, (2002) Tipping Point. Pp. 3-99; 133-168; 261-280
PROJECT SELECTIONS: research topic and teams selected
Discussion of Presentations for Team projects:
Edward Tufte- on effective presentations
Peter Guber on effective narrative- hand out of Callahan’s notes
Steve Jobs on Presentations and
MODULE 2
Day 3— Session 5
Negotiation, Collaboration, and Conflict Resolution
Mechanisms: negotiations and collaborations
Fischer, Ury & Patton, Getting to Yes All
Gladewell, Malcolm (2006). “Here’s Why: A Sociologist Offers an Anatomy of Explanations”. The New Yorker. April 10, pp. 80- 82.
Regulatory and Market Approaches
Mechanisms: incentives, command-and-control, credits
Market-Based Arrangements
Easterbrook, Gregg, 2009. “Privatize the Seas”. The Atlantic. July/August. p. 58.
Boudreaux, Karol and Tyler Cowen. 2008. “The Micromagic of Microcredit”. Wilson Quarterly. Winter. Pp. 27- 32.
Mazmanian, Daniel A (2008). “Los Angeles’ Transition from Command-and Control to Market-Based Clean Air Policy Strategies and Implementation.” To be posted on Blackboard
Session 6
Group Health Community Foundation. (2002). “The Quest for Community Health: Lessons on Improving Health from Nine California Communities” California Wellness Foundation. pp. 1-24.
Tang, Ching-Ping, and Shui-Yan Tang (2001) “Negotiated Autonomy: Transforming Self-Governing Institutions for Local Common-Pool Resources in Two Tribal Villages in Taiwan,” Human Ecology Vol. 29, No. 1, pp. 49-67
CASE DISCUSSION: Rubin, Julia Sass, and Gregory Stankiesicz (2001). “The Los Angeles Community Development Bank: The Possible Pitfalls of Public Private Partnerships.” The Journal of Urban Affairs
Vol. 23, No. 2. pp. 133-153.
Team Project Presentations
Day 4—Session 7
Team Project Presentations
Civic Engagement
Mechanisms: participation, voice, collaboration, and transparency
Issue arenas: civic engagement, accountability
Lukensmeyer, Carolyn and Lars Hasselblad Torres (2006). “Public Deliberation: A Manager’s Guide to Citizen Engagement”. IBM Center for the Business of Government. To reduce the cost of the class reader please visit the following web site and print out the report:
CASE DISCUSSION: Sloane, David, LaVonna B. Lewis, et. al. (2003) “Improving the Nutritional Environment,” Journal of General Intern Medicine, Vol. 18: pp. 568-575.
Session 8
Where do we go from here? Leading Thru Thinking Differently. What’s next? Future Challenges
Watt, Stephan (2009). “Iconoclasts: Great Minds Think Different”. Rothman Magazine, Spring. pp. 58- 60.
Acknowledgements
This syllabus has been developed based on the work of faculty members: Professors Tang, Musso, Graddy, and Mazmanian, and the thoughtful suggestions of Professors Myers, Bostic, and LaVonna Lewis. My appreciation to
each of them.
APPENDIX 1
Rich Callahan’s Writing Expectations, Suggestions, and Guidelines
1) Start with the most important. In the case of this memo the most important suggestion is to practice: Leron Lee’s advice on hitting the baseball: “Swing to find your swing”.
2) Add clarity not clutter. Please avoid assertions, generalizations, or opinions; please provide evidence. Save clutter and assertions for the cable TV news shows.
3) Analyze and explain, avoid summarizing.
4) Respond to the questions ASKED; make sure you answer all the questions.
5) Use authoritative sources- who you can believe- who have CREDIBILITY because they have looked at the issue and bring evidence in support- e.g. Joseph Campbell on mythology, not George Lucas, who was a brilliant student of Campbell- but go to the source; Isao Okano on judo, not Rich Callahan.
6) When faced with page limits- cover the most important well.
7) Avoid generalizations, particularly “government agencies are…” there are many government agencies; to paraphrase a saying at Harvard Divinity School: to know one public organization, is to know none of the rest.
8) When possible find quantitative information that supports your analysis or narrative.
9) Explain the mechanisms: the moving parts.
DETAILS
10) Professionally minor mistakes reduce your credibility: the reader reasons if you can’t take care of the small things, like editing, how can they trust the recommendations or analysis.
11) Include page numbers, on each page- always.
12) Have reasonable margins, do not right justify, do double space, 12 point font.
13) In the memo list citations as author last name, page number, for example (Collins, p. 23)- if more than one citation from the same author-, last name, year, page number, e.g. (Bennis, 2009, p. 24).
14) List the full citation in the bibliography.
15) Title page- do simply and elegantly.
16) Italicize book titles and magazine titles.
17) Length- when there is a page limit, responsibly fill all the space. Send the message that you have much to say; blank spaces or large spaces between sections or paragraphs sends a message to me, as the reader, that you don’t have much to say.
SUPPORT
18) Read Style Toward Clarity and Grace first 65 pages and apply.
19) Read Musso, Myrtle, and Biller on writing a memo and apply.
20) Read the first 40 pages or so of Craft of Research and apply.
PRACTICE
21) Leron Lee’s advice on hitting the baseball: “Swing to find your swing”
22) Have some else read and comment- then re-write. See the Wings for Wheels, for the value of rewriting in Bruce Springsteen’s video on the making of the Born to Run, minutes 17:54; 44:40 and 49:06.
23) Follow USC Coach Pete Carroll’s principles: practice, learn, enjoy and get rid of fear.
24) Read great writers: Chet Newland, George Orwell, David Halberstam, Malcom Gladwell, Tom Ricks, Kurt Vonnegut, Elinor Ostrom and Chet Newland again.
Appendix 2
Memos
and
Team Project Paper
Use this format for both of your individual memos (3 pages--double spaced and 5 pages double spaced) and the team project paper (8 to 10 pages-- double spaced)
Each paper is an analysis of a real cross-sectoral collaborative governance arrangement.
1. Select an actual arrangement that includes at least two of the following three sectors: public, nonprofit, or for-profit, organizations working together to address a specific public policy problem or collective action opportunity.
2. Explain how you found this project. Finding a specific cross-sectoral challenge as an actual arrangement to study may take some time, so you should begin looking early. For the team a selection will be made in class in the first module.
3. Analyze the arrangement and apply concepts from the course readings in answering the following questions. Please respond to EACH one and ALL of these five categories as separate headers in your individual memo, and your team paper and team presentation.
• Context: What is the specific policy problem or opportunity being addressed by the arrangement?
• Motivation: What are the drivers to form this cross-sectoral arrangement ? Be specific as to the motivation for each sector, each organization, stakeholders and what are the drivers for performance.
• Structure: What is arrangement (e.g., public-private partnership, contractual, market-based, networks)? What are the reporting relationships, roles, funding sources, budget amount, and oversight?
• Assessment: Do you view the arrangement as a success or a failure? Please assess:
1. The effectiveness of the mechanisms developed, e.g. contracts;
2. The process for developing the arrangement;
3. The measures for outcomes or outputs. Please apply QUANTITATIVE metrics;
4. Is your assessment shared by the participants? Its clients? Why or why not?
• Lessons: What have you learned that enhances understanding of the effectiveness of cross-sectoral arrangements in solving collective problems and/or accomplishing constructive goals.
4. For the team project, please present the analysis to the class using a Power point or Apple Keynote presentation format. The presentation should last no longer than 20 minutes, with an additional 10 minutes to address questions.
5. Provide a written report of the analysis to the instructor.
For the team project, the presentation and the written report each will be graded separately. All members of the team will receive the same grade.
Acknowledgement: A special thanks to Professor Yan Tang for developing the original version of this appendix.
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