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• Select a strategy and design their organizations to attain their goals, and objectives outcomes, facilitate its implementation, and evaluation;
• Recruit, hire, motivate, coach, mentor, train and retain staff with the knowledge, skills and abilities that are necessary to meet organizational goals;
• Manage money—obtain appropriate resources, convince donors and/or public officials that the resources are necessary, and are used effectively, and account for all expenditures
• Use information technology.

Their leaders must find ways to manage it all, manage balance ? Or osme other word since "manage was just used) their own lives, work effectively with others and move forward despite the inevitable forces of entropy that threaten continuous chaos. This requires a realistic sense of self, grounded in one’s core values, as well as the ability to think creatively and work collaboratively.

The learning objectives for the quarter are to:

1. Gain an understanding and application of the cornerstones of administration, including organizational theory, budgeting, human resources, strategic planning, decision- making processes, and information technology. and how to apply them.
2. Develop an understanding of the distinctive elements of nonprofit organizations.
3. Sharpen our awareness of respresentativeness and diversity as central values in public administration.
4. Increase understanding of organizational behavior and enhance collaboration skills.
5. Continue to improveRefine skills at of critical thinking, writing, speaking across differences, listening to peers, and working in teams.
6. Develop proficiency with web-based communication tools.

Whyte, David. (1996). The Heart Aroused. New York: Doubleday (paperback).

Rosenbloom and Kravchuk (noted as R and K in the schedule on page 3).

Articles: to be assigned.

Web Crossing: Going High-Tech. We will be using web crossing this quarter to facilitate skill building and create a "real time source" out of class. We will use the last part of the first night of class to get everyone on the system and provide some training. We will beto ensure everyone is part of the site and comfortable with the technology.

We show up to all classes on time.

We are prepared, listen, and share our views.

What is said in this room, stays in this room.

We respect others.

We disagree with ideas, not people.

We do no harm as we engage in the learning process.

We are honest.

We do our best work.

We turn work in on time.

We actively and enthusiastically engage in learning.

We invest in ourselves.

We create a safe place.

We have fun.

1. Reflection papers. You will prepare short reflective papers each week These personal reflections are short papers (not more than 3 pages) to serve as cognitive maps for your intellectual journey. The intent of the reflection papers is to capture your thoughts about one or more ideas, facts, or issues presented that warrant seminar discussion. You will summarize these concepts and theories, and reflect upon their meaning in terms of your experience. The papers should demonstrate your mastery of course material and its application in your work life in a thoughtful, clear and well written narrative. Proper citations should be used. You will post your paper to web crossing. You will do three Reflection papers. Two of these have specific due dates. Post by Saturday night so others have a chance to read them. You will do a third one sometime in the last 3 weeks of course.

Learning Objective: Mmastery of material, writing skills, critical thinking and reflective practice.

2. Response postings. Y. There is a form of poetic writings where one author starts by writing a poem, the reader then writes a paragraph of reflection in poetic form responding to the poem, then writes their own poem and this circle goes on until they call it complete. We ask that you follow this format somewhat in your response to one of your peer’s Reflection paper. You will read at least six (6) of the Reflection papers and respond to one. Read your peer's reflection, then respond with a paragraph that is directly related to their topics, and next move forward with what the paper brings to mind for you personally. You will select a different peer each time for the response. You will do three response papers. Two of these have specific due dates. Post by midnight on Saturdays listed in class schedule. The third one should be done in response to a Reflection paper posted during the last 3 weeks of the course.

3. Teach to learn team. Students will self-select into teams of 4-5 students. We will do this during class. Each group will select an area of interest related to the management topics covered in this course. You might want to focus on issues related to life in organizations—power, organizational change, empowerment, training, mentoring, communication styles, and spirit. You might want to look more deeply at organizational culture or the idea of creating learning organizations. You might want to explore family friendly workplaces, rewards and recognition programs, diversity training, performance appraisals in a teamed environment, or the concept of self-managed teams. You might look at how people make decisions within organizations or how they engage citizens/customers/clients in feedback and/or decision making. You might want to look at performance budgeting, strategic planning, or e-government.

Your job is to develop a short (20 minutes) training program on this topic. You can use media, engage the class in an exercise, do a role-play, or whatever makes sense. Each member of the group must participate in the presentation. The group will turn in a training design (this is the plan for the training), that lays out exactly how the material will be presented, who will present what, and the start and stop times for each component of the training. It will also include a bibliography.

Teams will present between 2/17, 2/24, 3/2. There will be a sign-up sheet and 2-3 teams will present on each of those class sessions.

The process for working together is a key element of this assignment. Peer evaluations of each team member as well as assessment of the team performance will be conducted.

Learning Objective: Increase specific knowledge, experience in collaborative learning, and team process, and training or presentation skills?.

4. Administering a Public Policy. You will examine the administrative side of the policy you selected in the fall quarter. Pick an agency that is involved in implementing this policy (law) and describe its:

• Mission, vision and objectives
• Budget
• Organizational structure
• Staffing
• Management innovations (if any)
• Accomplishments (results)
• Challenges and/or lessons learned.
• Relationship to other organizations (either with other parts of government and/or with non-profit organizations)

Expectations and Evaluation:

The course is designed as an active/experiential learning community. Much of what will be learned in this program comes from what the guest speakers bring and the work we do together to weave this knowledge with the readings. Therefore, attendance and engagement are required.

Credit: Students will receive 4 graduate credits based upon satisfactory and on-time completion of all course requirements and assignments. The seminar faculty member of the team will make credit denial decisions. No partial credit will be awarded. Plagiarism, failing to complete one or more assignments, completing one or more assignments late (without having made special arrangements in advance of the due date) or two non-excused absences, may constitute automatic denial of credit.

Each student is expected to participate in the end of quarter evaluation conference with faculty. For the end of quarter conference, each student is expected to complete and bring to the conference a written self-evaluation – no conference will be conducted without the self-evaluation. Students are also expected to provide a written evaluation of their faculty member. These two evaluations are part of the requirements of the course and must be completed to obtain full credit. However, your evaluation of the faculty can be given to the program secretary.

 
 Students can expect the faculty member to be prepared for classes and seminars, to be available for office hours as posted and for scheduled meetings outside of office hours, to respond to telephone or email messages in a timely manner, and to provide timely feedback on assignments.

All students will receive a written evaluation of their academic performance by their faculty.

Both students and faculty agree to discuss any problems involving others in the learning community directly with the individuals involved, with the right to support from other program members during those discussions, if that seems helpful. For example, students must first discuss any problems involving a faculty member directly with the person in question; other faculty will refrain from discussing details of any such problem except in the above format.

Think about your best team experience. Write down:

What was the team?

What made it the best?

How did it feel to be part of that team?

In small groups, discuss your experiences and the factors that made it the best team.

On a flip chart, post the key characteristics that were common to all of your best experiences.

On a piece of paper, list what you will do to ensure that this team is a best experience for everyone.