University of Utah
Political Science 536
Public Human Resource Administration
4 quarter credits.
OFFICE AND PHONE: OSH 212J, 84112; 801-585-7985 E-MAIL: email@example.com
This is considered an important option because many MPA students find themselves working in public agencies during their career. These agencies are created for the public good, but many times public managers have had no direct experience with the disadvantaged and underprivileged of our society. Such direct experience with individuals in need can only enhance one's public management experience, and enrich one's judgment while performing in responsible positions of public trust.
7. Knowledge from the course will help students in their service experience. This course addresses, among other things, the inherent dilemma between the dynamics of public organizations and the needs of individuals. In the human resources management course class we deal with the critical question of Who do we want to govern us? What characteristics do we want from individuals who represent the government, and governing activities, to the public? One characteristic is to have the ability and the willingness to be a voice for the marginal and voiceless individuals of our society. This is a hallmark of true public service--to act in the interest of all.
8. The in-class discussions will enable all class members to gain from the experiences of those who do the service-learning option, as well as enable students engaged in service learning to share with each other.
General Approach.- Political Science 536 provides an overview of public human resource management (HRM) policy and practice in the United States. Public HRM has been experiencing rapid change for more than 20 years. Many current issues were virtually unknown in the 1960s. In the process of addressing issues, we will consider underlying values, assumptions, and critical arguments, thus providing preparation for issues which may become dominant in the future, but which may be only dimly apparent now.
This course also considers the behavior of individuals within the context of public organizational settings. Particular emphasis is placed on the organizational and hierarchical context of human behavior. Heavy emphasis is placed on the issues and debates of the field.
Political Science 536 has been designated as a service learning course at the University, as designated by the Lowell L. Bennion Community Service Center. Students have the opportunity and the option of engaging in community service as part of their course requirements. This is considered an important option because many MPA students find themselves working in public agencies during their career. These agencies are created for the public good, but many times public managers have had no direct experience with the disadvantaged and underprivileged of our society. Such direct experience with individuals in need can only enhance one's public management experience, and enrich one's judgment while performing in responsible positions of public trust. Participation in this is entirely optional.
Ban, Carolyn and Norma N. Riccucci, eds. Public Personnel Management.- Current Concerns-Future Challenges. New York: Longman Publishing Company. 1991.
Hays, Steven W. and Richard C. Kearney, eds. Public Personnel Administration: Problems and Prospects. 3rd edition. Englewood Cliffs, New Jersey: Prentice-Hall. 1995.
Johnson, VVilliam B. and Arnold H. Packer. Workforce 2000: Work and Workers for the 21st Century. Indianapolis: Hudson Institute. 1987/
FORMAT.- Lectures, discussions, debates, individual and group exercises, and cases.
Evaluation in this course will be based on the quality of the papers and other written assignments, as well as on the quality of debates and other in-class participation. Evaluation of written work includes attention to basic grammar, spelling, and the University's standard of academic integrity. Please word-process and double-space all papers.
SPECIAL NOTE: This debate essay should include sections a, b, c, and d above. Like the previous paper, the conclusion should reflect YOUR position--not necessarily the position you take in the debate. However, you may use the research generated by your team, and any additional research. Be sure and indicate the contributions of other team members to your research. In addition, this essay should include 2 page addition: e. An assessment of your group process. What did each person contribute? How do you feel about the group's ability to function as a team? What hurdles, if any, did the group need to overcome?
3. COURSE JOURNAL: Each student will keep a course journal. Entries are submitted each Thursday that the class meets. Each entry should include a reflective response to the following questions:
SERVICE-LEARNING OPTION: Students engaged in the service learning option will be exempted from the midterm exam and required to do the following:
EVALUATION OF STUDENT PERFORMANCE: Course grades will be computed as follows:
Debate Essay #1: 15% Debate Essay #2: 20% Midterm Exam/service-learning option: 20% Course Journal: 20% Final Examination: 20% Class Participation: 5%
READING AND ASSIGNMENT SCHEDULE
September 26: First night of class
October 3: The Setting: Hays and Kearney, Section One JOURNAL ENTRY #1 due
October 10: Ban and Riccucci, Sections IV and V JOURNAL ENTRY#2 due
October 17: Johnson and Packer, Executive Summary and Chapter 1 JOURNAL ENTRY #3 due
October 24: The Techniques: Hays and Kearney, Section Two
JOURNAL ENTRY #4 due
Debate Essay #1 Due
October 31: Ban and Riccucci, Sections I and 11 JOURNAL ENTRY #5 due
November 7: The Issues: Hays and Kearney, Section Three EXCEPT
Kearney article, p. 177, and Holzer
article, p. 190.
JOURNAL ENTRY #6 due
November 14: Ban and Riccucci, Section III; Johnson and Packer,
JOURNAL ENTRY #7 due
In-Class Debate, Round One
November 21: Ban and Riccucci, Sections VI and VII; Kearney in Hays
and Kearney, pp. 177-189; Holzer in
Hays and Kearney, pp. 190-201.
JOURNAL ENTRY #8 due
November 28: THANKSGIVING. NO CLASS
December 5: The Future, Hays and Kearney, Section Four; Johnson and
Chapters 2 and 4
JOURNAL ENTRY #9 due
Debate Essay #2 Due
FINAL ROUND OF THE DEBATE
December 12: FINAL EXAM
In accordance with the Americans with Disabilities Act (Public Law 101-336), 1 wish to offer any qualified student, with a disability, the opportunity to meet with me privately to discuss receiving reasonable accommodations. Such accommodations will be afforded based on the specific disability and as agreed in writing. This statement in no way asks that students identify themselves as having disabilities; however, a request for reasonable accommodation can be granted only when a student makes I her or his disability known.
I sincerely trust and expect that academic dishonesty will not be an issue in this course. Unfortunately it has become a very serious problem on many campuses, and it is not limited to undergraduate students. The purpose of the following statement is to prevent any misunderstandings about what constitutes academic dishonesty and what will be done if such actions are encountered.
Academic honesty is expected. An act of academic dishonesty will result in a course grade of E and a recommendation of additional disciplinary action.
Date: Tue, 19 Nov 1996 15:19:37 MST From: Renee Buchanan [RBUCHAN@ssb2.saff.utah.edu]