Institute of Government
Tennessee State University
Course Number: PA 627
Title: Seminar In Public Sector Leadership
Course Credit: Three Credits
Instructor: Rodney E. Stanley, Ph.D.
Office: Avon Williams Campus, Suite F-13
Email: firstname.lastname@example.org or
Phone: (615) 963 – 7249: W
Office Hours: Tuesday 12:00 – 5:00
Thursday 12:00 – 5:00
Course Description: This course is structured in survey format in order to inform the public administration student about leadership theories and practices pertinent to public organizations in America. The purpose of this course is to familiarize the student with a theoretical base for understanding the leadership enigma in public agencies throughout America. Furthermore, this course will attempt to instruct the student on how to apply leadership theories to the practice of public administration. Students will be expected to display their knowledge of leadership in public organizations through various class discussions, presentations, papers, and examinations.
Course Objectives: At the end of this course the student will be able to:
1) Establish a theoretical foundation about the development and perpetual sustainability of effective leaders in public organizations.
2) Bring to the attention of the student current and future trends that are emerging in the field of leadership in an effort to assist in preparing the student for future management opportunities in public and non-profit organizations.
3) Create analytical reasoning skills applicable to solving problems in public and non-profit organizations.
Topical Outline: Leadership Theories and Practices from the following theories:
· Classical Organization Theory
· Neoclassical Organization Theory
· Modern Structural Organization Theory
· Open & Closed Systems Theory
· Power and Politics, Resource Dependency, & Population Ecology Theory
· Organizational Culture, Conflict, Chaos and Contingency Theory
· Human Relations School of thought
· Individual Behavioral and Motivation
· Leadership and Power
· Organizational Change and Development
· 360 Degree Feedback
· Emotional Intelligence
· Leadership Styles
· Leadership Traits
Teaching Strategies: Lecture, class discussion, critical appraisal, individual presentations, annotated bibliography or organizational design, midterm and final exam.
Goleman, Daniel, Richard Boyatzis, Annie McKee. 2002. Primal Leadership: Realizing The Power Of Emotional Intelligence. Boston: Harvard Business School Press. ISBN: 1-57851-486-x.
Maxwell, John C. 2002. Developing the Leader Within You. Nashville: Thomas Nelson Publishing. ISBN: 0-8407-6744-7.
Rusaw, Carol A. 2001. Leading Public Organizations: An Interactive Approach. Fort Worth: Harcourt College Publishers. ISBN: 0-15-508462-3.
Final Exam 100 points
Group Project/360 Degree Feedback 200 points
Class Presentation (Book Chapter) 100 points
Grading Scale: Final Grades will be premised on cumulative points as follows:
A = 500- 450; B = 449 - 390; C = 389 - 320; D = 319 - 260; F = below 260.
Individual Grading Scale: A = 100 – 90; B = 89 – 80; C = 79 – 70; D = 69 – 60; F = below 60.
Each student will be required to complete a final exam. The exam will be take home and the student will have one week too complete the exam. The student will be required to answer questions about public administration leadership for the take home exam.
Each student will participate in a group project during the semester. Groups of 4-5 students will be formed to work on creating a 360 Degree Feedback evaluation instrument that can be used for developing the individual leader in the organization and the organization as a whole. During the last class period each group will present their evaluation instrument to the class for class evaluation. In addition, each student will grade every participant in the group as to their contribution to the development of the evaluation instrument. In other words, each student will post a grade for each group participant. Finally, the instructor will provide a grade to the group as a whole based on the usefulness of the 360 Degree feedback evaluation instrument. Individual participation will not be part of the group’s grade. Therefore, the grading scheme used for the group participation project will be in three parts, 1) Individual group participation (50 points evaluated by group); and 2) Group project grade (50 points evaluated by class); 3) Instructor’s evaluation of Group (100 points). The instructor will provide the class with the necessary evaluation instruments for class and individual evaluations.
All papers should use the following technical format: Times New Roman, 12 point font, 1” margins from left to right and top to bottom, and double space each line in the paper. Furthermore, number all the pages in your paper. However, if direct quotes used in the paper are the equivalent of three lines or more, single space and separate them from the main text. Late projects will automatically be reduced one letter grade for each day they are late (not class period or week). If the papers are more than three days late they will not be accepted, period!
Grading Criteria for Take Home Exam:
1) Analysis: A sufficient number of ethics and values concepts are used to analyze the situation discussed in the paper;
2) References: A variety of pertinent and timely references were sought and obtained in preparing the paper;
3) Organization: The main points are stated clearly and arranged in a logical sequence;
4) Coherence: The development of ideas, arguments and discussion shows consistency and logical connection;
5) Clarity: The ideas, arguments and discussion shows consistency and logical connection;
6) Conciseness: The language is direct and to the point, using sufficient space to say exactly what is intended and be readily understood by the reader;
7) Grammar: The written is in standard American English, with proper sentence structure, syntax, punctuation and spelling;
8) Drafting: The writing shows evidence of being drafted and revised before submission of the final copy.
Each student will be required to assist in the presentation of the reading material at least once, and maybe twice in the semester (depending on the size of the class). Groups of two to four individuals will be assigned to present the basic arguments of the literature assigned for that week and facilitate discussions regarding the literature. Your presentations will be critiqued on how thorough you present the material, how well you project to the class, the amount of class discussion that results from your presentation (in other words try to be controversial it makes for better discussions), and the amount of time you use in your presentations (please try not to exceed 60 minutes in your presentations). The class usually finds it helpful if you distribute an outline of your material before you begin your presentation, however this is not required.
Grading Criteria for Presentations:
1) Organization – There is a structured format in which the student displays throughout the presentation.
2) Planning – There is evidence of rehearsing and the presentation flows well and is properly paced according to time.
3) Visual Aids – Adequate use of visual aids to assist in explanations during the presentation.
4) Speaker Enthusiasm – Displayed adequate knowledge of the subject, and exhibited sufficient self-confidence during the presentation.
5) Voice Projection – Good articulation, proper delivery rate, no distracting gestures (e.g., chewing gum, too many “uhs”, etc).
Students are expected to be present in order to participate in class discussions. For every absence the instructor will deduct 10 points from the students participation and attendance grade. Excessive absences will lead to a substantial lowering of a student’s grade. General criteria used to assess class participation include:
1) Content Mastery: Students must display an understanding of facts, concepts, and theories presented in the assigned readings and lectures. This ability is the basis for all higher-level skills and must be made evident by classroom comments and/or response to questions.
2) Communication Skills: Students must be able to inform others in an intelligent manner what she/he knows. Ideas must be communicated clearly and persuasively. Communication skills include listening to others and understanding what they have said, responding appropriately, asking questions in a clear manner, avoiding rambling discourses or class domination, using proper vocabulary pertinent to the discussion, building on the ideas of others, etc.
3) Synthesis/Integration: Students must illuminate the connections between the material under consideration and other bodies of knowledge. For example, one could take several ideas from the reading or class discussions and combine them to produce a new perspective on an issue, or one could take outside materials and combine them to create new insights. Students who probe the interdisciplinary roots of the theories presented or who are able to view the author or the materials from several viewpoints demonstrate this skill.
4) Creativity: Students must demonstrate that they have mastered the basic material and have gone on to produce their own insights. A simple repetition of ideas from the articles will not suffice, nor will simply commenting on what others have said. Students must go beyond the obvious by bringing their own beliefs and imagination to bear. Creativity may be displayed by showing further implications of the material, by applying it to a new field, or by finding new ways of articulating the materials, which produce significant insights.
5) Valuing: Students should be able to identify the value inherent in the material studied. The underlying assumptions of the author should be identified. Furthermore, students should be able to articulate their own positions by reference to basic underlying values. Students must not simply feel something is wrong or incorrect; they must be able to state why, based on some hierarchy of values. In either accepting or rejecting a position, the operative values must become explicit.
6) General Enthusiasm and Interest in the Class: This can be shown by regularity of attendance and thoughtful insights given throughout the semester in class discussions.
Additional readings will be assigned throughout the semester to accompany chapters in the required texts for this class. The instructor will provide these additional articles to the students approximately one week before the readings are due in class.
Note: Following explicit directions are an important aspect of graduate school training. Therefore, it is important that the student follow the stated guidelines in this syllabus, throughout the course of this class, because failure to do so will result in point reductions. Furthermore, it will probably be to your best interest to submit papers to me before the due date (at least two weeks), so I can make suggestions on how you might want to change your work in order to receive a higher grade.
Accommodations for Students with Disabilities: Any students who feel the need for academic accommodations due to a recognized disability by the TSU Handbook, will be given such adjustments only after the student goes through the proper channels at the university to receive such accommodations. The TSU Handbook is a good place to start if you are unaware of the “proper procedures.”
*** Note this syllabus is subject to change at the discretion of the instructor.
Rusaw, Chapters 1-6
The whole book
Maxwell, Chapters 1 – 10
The whole book
Group Presentations of 360-Degree Evaluation Instrument