School of Planning, Policy, and Development

Course Syllabus

University of Southern California School of Planning, Policy, and Development Intersectoral Leadership SPPD 500 (2 units) Spring 2015

Instructor: Scott Ochoa [email protected]

Course Schedule: Monday evenings, 6-7:50 P.M. January 12, 2015 – April 27, 2015

Class Location: VKC 154

Course Description

In complex systems, meaningful progress is not achieved in a vacuum; a diverse set of stakeholders must be effectively engaged.

An important focus of the School of Policy, Planning, and Development (SPPD) is its recognition that solutions for many complex problems and situations require an appreciation for the unique strengths and challenges of the public, for-profit and non-profit sectors. Resolving conflicts, assessing threats and leveraging opportunities among organizations, individuals, and/or systems demand that leaders think strategically and communicate effectively.

In bringing together five unique disciplines from among the SPPD program, this course will develop your ability to think critically and creatively in a diverse set of circumstances; it will further your appreciation of institutional arrangements and cross-sectional relationships; and it will hone your skills and abilities to communicate and negotiate effectively with other stakeholders despite the presence of seemingly dissimilar interests.

Successful policy development, execution and evaluation are predicated on a leader’s ability to correctly analyze, consider and respond to challenges and opportunities. Increasingly in public management, however, implementing good public policy is predicated on a leader’s ability to communicate, mobilize, develop momentum, and anticipate outcomes. This course will provide you with tools and skills to integrate frameworks, and ably navigate complex decision-making and consensus-building processes. Course Learning Objectives & Outcomes

By the end of our fourteen-week class, students will:

 Develop leadership skills in the area of negotiation and alternative dispute resolution.

 Consider and understand the value orientation of different sectors, and implications for strategic partnerships among them.

 Develop skills in stakeholder analysis to best inform strategic leadership and communicate findings and observations.

 Assess the roles of different sectors in public management and policy, and learn how to develop strategic partnerships among them.

Student Requirements & Readings

Students shall be required to be prepared, in advance, for classroom discussions and exercises. Students shall be required to read required materials, understand them, and apply concepts to their work product (oral and written). Students are responsible for advising me of problems or difficulties in digesting and applying such concepts. At its core, this class is about analyzing information, identifying shared interests, and overcoming obstacles; thus, successful completion of coursework – by asking questions, seeking feedback, anticipating situations – is reflective the students’ mastery of the course’s learning objectives.

Students shall be responsible for reading the following materials, consistent with the class schedule below. Additional reading materials will be distributed in class throughout term.

 Texts

o Jim Collins (2001). Good to Great, Why Some Companies Make the Leap and Others Don’t

o Jim Collins (2005). Good to Great and the Social Sectors.

o Fisher, Roger, William Ury, and Bruce Patton (1991). Getting to Yes, 2nd Edition.

o Thompson (2004). Verbal Judo.

o Bossidy & Charan (2002) Execution, the Discipline of Getting Things Done.

o Supplemental readings and cases will be posted on Blackboard and/or distributed in class.

2  Suggested Readings

o Bolman & Deal (1991). Reframing Organizations.

o Goodwin (2005). Team of Rivals, The Political Genius of Abraham Lincoln.

o Logan, King & Fischer-Wright (2005). Tribal Leadership – Leveraging Natural Groups to Build a Thriving Organization.

Instructor’s Commitment

As the course instructor, I am responsible for facilitating a rigorous, interesting, and engaging classroom environment; for providing the class with ample opportunities to engage both me and one another; for ensuring that I am accessible to any student that needs additional information and context regarding course materials; and for ensuring challenging and thoughtful course material as well as an objective evaluation system.

Our class environment will be split between short lectures and introductions of material, small and large group discussions, and team presentations. Learning, professionalism and mutual respect will be the hallmarks of our work together.

Class Schedule

Monday, January 12th Leadership in Complex Systems READING: Good to Great and the Social Sectors, Execution, the Discipline of Getting Things Done (pgs 57- 84 & 109-137), Reframing Organizations (pgs 422-435)

Monday, January 19th MLK DAY – NO CLASS

Monday, January 26th Leadership in Complex Systems (cont’d) IN-CLASS EXERCISE “A”

Monday, February 2nd Leadership Among Different Sectors & Developing Strategic Partnerships READING: Governing the Hollow State (H. Brinton Milward & Keith G. Provan), Do Networks Really Work? A Framework for Evaluating Public-Sector Organizational Networks (H. Brinton Milward & Keith G. Provan)

**Team Written Assignment Selection**

Monday, February 9th Stakeholder Analysis READING: How to do (or not to do) A Stakeholder Analysis (Zsuzsa Varvasovszky & Ruairi Brugha), Varieties of Participation in Complex Governance (Achton

3 Fung), User Involvement in Research and Evaluation: Liberation or Regulation? (Peter Beresford) WRITTEN ASSIGNMENT #1 DUE – “Adding Development Density in Downtown Glendale”

Monday, February 16th PRESIDENTS’ DAY – NO CLASS

Monday, February 23rd Value Orientation among Different Sectors READING: Social Capital in the Creation of Human Capital (James S. Coleman), A View From the City: Local Government Perspectives on Neighborhood-Based Governance in Community-Building Initiatives (Robert J. Chaskin & Ali Abunimah)

Monday, March 2nd Negotiating Solutions READING: Getting to Yes, Verbal Judo

Monday, March 9th Negotiating Solutions (cont’d) IN-CLASS EXERCISE “B”

Monday, March 16th SPRING RECESS – NO CLASS

Monday, March 23rd Negotiating Solutions (cont’d) IN-CLASS EXERCISE “C”, Mammoth Motors New Paint Shop (case)

Monday, March 30th Complexities of Strategic Partnerships READING: Neither Market Nor Hierarchy (Walter W. Powell), Tribal Leadership (pgs 3-38)

Monday, April 6th Complexities of Strategic Partnerships (cont’d) WRITTEN ASSIGNMENT #2 DUE – “Mapping a Network Policy Issue”

Monday, April 13th Informing Strategic Leadership READING: Good to Great (pgs 65-89 & 120-143), Execution, the Discipline of Getting Things Done (pgs 207- 225 & 226-269), Team of Rivals, The Political Genius of Abraham Lincoln (pgs 377-408 & 425-443) IN-CLASS EXERCISE “D”

Monday April 20th TEAM WRITTEN ASSIGMENT & FINAL PRESENTATION DUE

Monday, April 27th Leadership in the Fishbowl – Tying it all Together

4 IN-CLASS EXERCISE “E”

Performance Evaluation

Students’ grades will be based on the following criteria:

 In-Class Exercise “A” (January 26th) 5%  Written Assignment #1 (February 9th) 10%  In-Class Exercise “B” (March 9th) 5%  In-Class Exercise “C” (March 23rd) 5%  Written Assignment #2 (April 6th) 10%  In-Class Exercise “D” (April 13th) 5%  Team Written Assignment (April 20th) 25%  Team Presentation (April 20th) 20%  Class Participation (Succinct, informed, respectful) 15%  In-Class Exercise “E” (April 27th) 5%

All written work, except the Team Written Assignment, shall be no more than three (3) pages, single-spaced, twelve-point Roman or Arial font, with no more than 1-inch margins – inclusive of charts, graphs and/or tables. Failure to adhere to this standard will impact your paper’s grade. All written assignments must be submitted as hardcopy, in class on the due date.

In-Class Exercise “A” is a short writing assignment. In-Class Exercise “B” is a negotiation role- play case. In-Class Exercise “C” is a comprehensive negotiation role play case. In-Class Exercise “D” is a brief, impromptu presentation using PowerPoint or Prezi (logistical needs regarding laptops and a projector will be addressed during our first class session). In-Class Exercise “E” is a short reflection paper/exercise.

The Team Written Assignment is a team research and analysis effort, and shall not exceed twelve (12) pages, inclusive of charts, graphs and/or tables. Team Written Assignment Topics must be selected by February 2nd.

The Team Presentation will be a 15-20 minute PowerPoint presentation (depending on the number of students) of the Team Written Assignment. Grades on all Team Exercises – both presentations and written work – shall be shared equally by all members of the team.

Additional Considerations

 Academic Integrity & Plagiarism

The University maintains a strict policy on academic integrity, which will be upheld in this course. Students should familiarize themselves the University’s recommended sanctions. Information regarding the University’s policy may be located at http://www.usc.edu/dept/ARR/curriculum/curriculum_handbook/index.html.

5 Additionally, no student may submit work – whether in part or in total – as part of the Team Written Assignment that they have previously submitted as Written Assignment #1 or Written Assignment #2.

 Academic Accommodations

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, and must be submitted to me as soon as possible. DSP is located in STU 301 and is open between 8:30 AM – 5 PM, Monday through Friday. The phone number for DSP is (213) 740-0776.

 Late and/or Missing Assignments

Late written assignments will be graded down 10% for every week they are late. All written assignments must be submitted. A passing grade will not be provided to any student who has not submitted all written assignments.

You must be present to receive credit for In-Class Exercises. If you have an excused absence on the day of an In-Class Exercise, you may be eligible for partial on a to-be-determined basis.

 Class Participation

Class participation is a great gauge of your preparedness and interest. Being present is important! Unexcused absences result in a “0” for that class’s participation; excused absences yield partial credit. Attendance and participation will help you maximize your grade.

In-Class Exercises demand your enthusiastic participation. Failure by a student to engage in In-Class Exercises will result in a lower grade for participation, regardless of your attendance.

Further, developing your leadership skills demands that you engage and constructively communicate with others. At this stage of your academic career, reluctance to engage deprives classmates of your insights, and communicates a lack of confidence in your thinking and preparedness. Failure by a student to meaningfully engage in team exercises (i.e., failing to complete his or her fair share of work, as evidenced by their degree of mastery of the course material and/or participation in the presentation) may result in that student being held out of a team. This student will then be a team of one. Do not be this student.

 Extra Credit

Extra credit is incorporated into this curriculum as In-Class Exercise “E”. I may allow other opportunities for extra credit as the semester wears on.