PUBLIC MANAGEMENT

PA 5315/PSCI 5315
University of Texas at Dallas
Fall 2008

Professor:
Karen Jarrell, Ph.D.
karenl@utdallas.edu (preferred communication method)
Phone: (972) 883-2708
Office: MC 1.406
Office hours: Thursday 5:00 p.m. to 6:30 p.m. or by appointment

Class Meeting:
Thursday - 7:00 p.m. to 9:45 p.m.
WSTC 1.302

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 students 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, 8th Edition (2004). ISBN
0073403892.
2. Richard S. Stillman, Public Administration Concepts and Cases, 8th Edition (2008).
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 2008
Basic Course Expectations
Timely, Consistent Attendance - Attendance is very important since the class meets only once
per week. If you know you will not be able to attend, please alert the professor in advance via
email or telephone. More than two absences will affect your final grade.

Active Participation - This course is a seminar and depends on your active participation in class.
That means that you have to read the assignments carefully and come prepared to share your
opinions and insights with other class members. Thus, active class participation is mandatory.
Note that the quality, tone, and timeliness of class comments are more important than their
frequency and length.

Read, Read, Read – then Write, Proofread, Write, Proofread, Write Proofread, Write, and then
DO IT ALL OVER AGAIN - 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

Course Grading:
Wilson Reaction Paper 10%
Journal Articles (5 points each) 10%
First Exam 25%
Final Exam 25%
Case Briefs (5 total briefs) 20%
Class Participation 10%

Extensions & Special Exceptions:

As a rule, an extension for written work is not permissible. Thus, unexcused late papers will be
penalized one full grade per day (including weekends). Note: unless otherwise specified, submit
all class assignments in hard copy during class meetings. Students must obtain prior permission
to submit course assignments via email. 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, students should 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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Scholastic Dishonesty Policy:
Cheating, in any form, is not tolerated. Suspicions of academic dishonesty will be investigated
and pursued fully within the university’s academic dishonesty policy. More information
regarding academic integrity is 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. If applicable, and with proper
notification, any necessary or appropriate accommodations consistent with recommendations
from Disability Services will be made. Students may contact Disability Services at (972) 883-
2098. The syllabus and some course materials are available in alternative formats. More
information regarding disability services may be found in the “University Disclaimer” section of
the syllabus.

The Case Method

To promote thinking about action (and action research), 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. Most weeks the professor will assign at least one case study from the
Stillman book for in-depth analysis and discussion.

SYLLABUS: CLASS AGENDAS & READINGS

August 21 Introduction, Course Overview, & Objectives

August 28 The Roots of Public Management

Rosenbloom & Kravchuk Chapter 1
Stillman Reading 1.2 (Stillman)
In Class Review: Stillman Case Study 1 - (Blast in Centralia No. 5)

September 4 The Roots of Public Management

The Constitution & Federalist Papers 10 & 51
Stillman Reading 1.1 (Wilson)
Wilson Reflection Paper Due

September 11 The Political Environment

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

September 18 Intergovernmental Relations

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

September 25 The Structure of the State

Rosenbloom and Kravchuk Chapter 4
Stillman, Reading 2 (Weber) and Reading 6 (Mayo);
Case Brief Due: Stillman Case Study 10 (Lessons of ValuJet 592)

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October 2 Public Personnel
Rosenbloom and Kravchuk Chapter 5
Stillman, Reading 11 (Wise)
GROUP PRESENTATION:
• Stillman Case Study 6 - In-class Review (American Ground: Unbuilding the
World Trade Center)
• Stillman Case Study 11 – In-class Review (Who Brought Bernadine Healy
Down?)

October 9 Budgeting
Rosenbloom and Kravchuk Chapter 6
Stillman, Reading 12 (Rubin);
Stillman Case Study 12 – In-class Review (Wisconsin Budget Deficit)

October 16 Decision Making

Rosenbloom and Kravchuk Chapter 7
Stillman, Reading 8 (Lindblom)
Case Brief Due: Stillman Case Study 8 (MOVE Disaster)

October 23 EXAM #1

October 30 Policy Analyses and Implementation

Rosenbloom and Kravchuk Chapter 8
GROUP PRESENTATION:
• Stillman Case Study 7 - In-class review (The Decision to Go to War with
Iraq)
• Stillman Case Study 9 - In-class review (The Shootings at Columbine High
School: The Law Enforcement Response)

November 6 Regulatory Administration

Rosenbloom and Kravchuk Chapter 9
Stillman Case Study 16 – In-class Review (The Case of the Butterfly Ballot)

November 13 Public Administration & The Public

Rosenbloom and Kravchuk Chapters 10 & 11
GROUP PRESENTATION
• Case Brief Due: Stillman Case Study 15 (The Human Genome Project)
• Case Brief Due: Stillman Case Study 13 (They Had a Plan)

November 20 The Softer Side of Public Administration

Rosenbloom and Kravchuk Chapters 12, & 13
GROUP PRESENTATION
• Stillman Case Study 2– In-Class Review (How Kristin Died)
• Stillman Case Study 16– In-Class Review (Reinventing School Lunch:
Transforming a School Policy into a Nutrition Policy)

November 27 HOLIDAY

December 4 The Future of Public Administration/ Exam Review & Course Wrap-Up
Stillman Reading 3 (Gaus)
Stillman Case Study 3 – In-class Review (Dr. Helene Gayle and the AIDS Epidemic)

December 11 THURSDAY - Final Exam Available at 9:00 a.m. on WebCT

December 15 MONDAY - Final Exams Due by 9:00 a.m. (Submit via WebCT Email

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 PA/PSCI 5315 Syllabus
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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. 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. Students must summarize the main points of the journal article
and be prepared to present their report to the class. When presenting an in-class article, students
must post the electronic file (.pdf) to WebCT no later than 4:00 p.m. the day before class
(Tuesday afternoon). Email the second student-selected article to the professor and attach a hard
copy to the article assessment.

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?
3) Do you feel as though the research is antiquated or in need of updating?
Why or why not?
4) How does the article affect or influence public management and administrative
practices?

Wilson 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) An explanation of the Politics-Administration Dichotomy
3) An applied reaction to Wilson’s argument
a. Is a dichotomy possible?
b. 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 develops 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. Students must plan their
writing conference prior to completing their third memo; 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.

Examinations
There will be two non-cumulative exams in this class. The professor will post all exams through
Web CT with specific deadlines for submission. Please Note: All exams are solitary efforts,
completed by the student without the assistance of others. The professor will file academic
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dishonesty charges against any student(s) for any attempt(s) at cheating. The professor will test
primarily from materials contained in class readings, cases, and discussions. Exams will contain
multiple choice, essay, and short answer questions.

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. Do not use footnotes for reference
citations.

All written assignments must follow the following aesthetic guidelines.

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

General 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.

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 PA/PSCI 5315 Syllabus
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ARTICLE ASSIGNMENTS

August 28, 2008

The Roots of Public Management
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 4, 2008
The Roots of Public Management

A good opportunity to find some foundational articles.

I need at least two students to volunteer to do articles!

September 11, 2008

The Political Environment
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. Meier, Kenneth J. and Laurence J. O’Toole, Jr. Political Control Versus Bureaucratic Values: Reframing the
Debate. Public Administration Review. Mar2006, Vol. 66 Issue 2, p. 177.

September 18, 2008

Intergovernmental Relations
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 25, 2008

The Structure of the State
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.

October 2, 2008
Public Personnel
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. Coggburn, Jerrell D. The Benefits of Human Resource Centralization: Insights from a Survey of Human
Resource Directors in a Decentralized State. Public Administration Review, July2005, Vol. 65 Issue 4, p.
424, 12 p.
October 9, 2008
Budgeting
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. Ebdon, Carol and Aimee L. Franklin. Citizen Participation in Budgeting Theory. Public Administration
Review. May2006, Vol. 66 Issue 3. p. 437.

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October 16, 2008

Decision Making
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 30, 2008

Policy Analysis & Implementation
15. Weitzman, Beth C., Diana Silver, and Caitlyn Brazill. Efforts to Improve Public Policy and Programs through
Data Practice: Experiences in 15 Distressed American Cities. Public Administration Review. May2006.
Vol. 66 Issue 3. p. 386.

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

November 6, 2008
Regulatory Administration
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 13, 2008

Public Administration & The Public
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.

21. Baker, William H., Addams, H. Lon, and Davis, Brian. Critical Factors for Enhancing Municipal Public
Hearings. Public Administration Review. July2005, Vol. 65 Issue 4, p. 490.

November 20, 2008

The Softer Side of Public Administration
22. 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.

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.

December 4, 2008
The Future of Public Administration
25. Goodsell, Charles T. A New Vision for Public Administration. Public Administration Review. July2006, Vol
66 Issue 4. p.623.

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.
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

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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.
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.

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.treas.gov- Department of Treasury
www.usdoj.gov- Department of Justice
www.state.gov- Department of State
www.ed.gov- Department of Education
www.defenselink.mil- Department of Defense
www.hhs.gov- Department of Health & Human Services
www.commerce.gov- Department of Commerce
www.hud.gov- Department of Housing & Urban
Development

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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/Implications 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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