WEEKEND FORMAT: 21/22 OCT. 28; 4/5, 18/19 NOV.; 9/10 DEC.

INSTRUCTOR: ARCHIE TWITCHELL, D.P.A.

TELEPHONE: HOME: 06223 40897; OFFICE: 370-6762 FAX: 06221 315871; EMAIL: atwitche@ed.umuc.edu

CONSULTATION HOURS: AFTER CLASS OR BY APPOINTMENT

This course presents a model of strategic planning, examines the relationship to budgeting and to program evaluation in a conceptually integrated strategic change process. Considerable attention is paid to the strategic planning process with special emphasis on such critical issues as mission definition, assessment of the impact of forces in the environment, stakeholder analysis, definition of strategic issues, budgeting strategies and processes as well as the role of evaluation. Also addressed are such topics as how organizations make decisions and the role of values in decision making. Additionally, several skills which facilitate strategic planning are introduced and practiced.

At the conclusion of the course, the student should be able to apply the strategic planning process in the organizational environment. Critical thinking abilities should be enhanced.

The specific knowledge and skills acquired are:

1. Definition of a planning process which is both rational and consistent with the way people behave in organizations

2. How to identify and define strategic issues

3. How to plan strategic responses

4. How evaluate results

5. How to analyze, interpret and respond to case studies.

Bryson, John M.. Strategic Planning for Public and Non-Profit Organizations, revised ed. San Francisco: Jossey-Bass Publishers. 1995.

Weiss, Carol. Evaluation, 2nd ed. Upper Saddle River, N.J.: Prentice Hall, 1998.

A number of handouts will be used to supplement the texts.

Foremost among them are:

Governor's Office for Budget and Planning, "Planning for

'Texas Tomorrow'", Austin, 1992.

Ibid. "Detailed Budget Instructions ...."

"Budgeting and Financial Management", Denhardt, Public Management, 1995.

Charles Lindblom, "The Science of Muddling Through," Public Administration Review, (Spring, 1959) pp. 79-88.

Etizioni, "Mixed Scanning Revisited" pp. 217-230

Peter Peterson, "Will America Grow Up Before It Grows

Old" The Atlantic Monthly, May 1996.

Additional handouts will be forthcoming during the term.

The instructor will also place on reserve in the library the following books:

Allison, Graham T.. Essence of Decision. Glenview, Ill.: Scott, Foresman and Company. 1971.

Allison examines the Cuban missile crisis from three frameworks. By comparing and contrasting the three "conceptual lenses", Allison demonstrates how a particular emphasis magnifies and highlights as well as blurs and neglects aspects of a policy or program.

Bryson, John M.. Strategic Planning for Public and Non-Profit Organizations. San Francisco: Jossey-Bass Publishers. 1988.

This is the original edition in which Bryson offers his planning model.

Goggin, Malcolm L., et al, Implementation Theory and Practice. Harper and Collins. 1990.

Goggin et al are concerned with the implementation of Federal programs by state and local governments. From the analysis of three large and long term Federal programs Goggin et al develop a communications theory and model which highlights the essential ingredients of successful implementation.

Pressman, Jeffery and Aaron Wildavsky, Implementation. Berkeley, CA.: University of California Press, 1973.

An early classic which examines in detail the Economic Development Administration's program to promote employment in Oakland, Ca. and the difficulties encountered. Both theory and Practice are examined.

Rivlin, Alice M. Systematic Thinking for Social Action. Washington, D.C.: The Brookings Institute. 1971.

A small book which clearly sets forth the difficulty of making choices among valuable programs. For example, which program would you choose to fund: more medical care or more education?

On what basis do you choose?

Wholey, Joseph S., Mark A. Abramson, and Christopher Bellavita. Performance and Credibility. Lexington, MA.:Lexington Books. 1986.

Mr. Wholey is a proponent of the value of measuring organizational performance. A large number of interesting case studies are offered in support of this perspective.

The class is expected to be prepared to:

1.Discuss required readings

2.Prepare and present discussions of assigned cases and exercises

3.Make a presentation of your strategic planning project

4. Write and discuss a term paper.

Lectures on subjects such as strategic planning, budgeting and program evaluation as well as decision theory and the role of values as necessary:

Creation of teams to prepare a strategic plan

Group exercises designed to explore the meaning of importance issues in planning

Group projects

Grades for the course will be based on four performance criteria:

1. Attendance/participation 10%

2. Midterm examination 30%

3. Final examination 30%

4. Project 30%

A 90-100

B 80-89

C 70-79

F 69 & under

Mid-term - Sunday Nov. 5, 2000

The mid-term examination is designed to address your knowledge of the strategic planning process. The exam is composed of three parts:

Part 1: Ten definitions, answer 10, value = 25%

Part 2: Five short answer questions: answer 5, value = 25%

Part 3: Four essay questions, answer 2, value = 50%

Final Examination - Sunday Dec. 10, 2000

The final examination is designed to address your knowledge of budgeting, program evaluation and how well you have integrated them with strategic planning. The exam will be composed of three parts:

Part 1: Budgeting - two essay questions answer one. value = 33%

Part 2: Evaluation - two essay questions, answer one, value = 33%

Part 3: Integration - two essay questions, answer one, value = 33%

Federal law requires each executive agency to prepare a strategic plan. Your task is to acquire and evaluate the strategic plan of an agency you have selected. I shall prepare a more detailed description of the tasks involved and discuss it with you during the first weekend.

The course is divided into four parts:

Part 1: Strategic Planning

Part 2: Budgeting

Part 3: Program Evaluation

Part 4: Integration

Strategic Planning will be addressed in the first two weekends during which all of the Bryson book is assigned. I recommend reading the Bryson text through completely and then rereading the chapters as assigned. The text describes what appears to be a simple strategic planning process. However, Bryson understands that the reaction of people to the process makes strategic planning complex and difficult to implement. He has integrated organizational behavior concepts into the planning process. We'll attempt to probe the reading for its full meaning.

WEEKEND 1: Introduction to Planning, Budgeting and Evaluation

Reading: Bryson text

Handouts:

Charles Lindblom, "The Science of Muddling Through,"

Public Administration Review, (Spring, 1959) pp. 79-88.

Etizioni, "Mixed Scanning Revisited" pp. 217-230

Wildavsky on political rationality

TOPICS:

Welcome

Introductions

Requirements: presentations, tests and papers

Handouts

The strategic planning process

Decision theory

Agreements, stakeholders, mandates and missions, SWOT analysis

WEEKEND 2: Exploration of the elements of the model

Reading: The Bryson text

TOPICS: Strategic issues and strategies

Implementation

Assessment

Review

Midterm

WEEKEND 3: Budgeting and its relationship to strategic planning

Reading:

Bryson ch 9

Texas' "Planning for 'Texas Tomorrow'"

Citizens Guide to the Federal Budget

Topics:

Federal budgeting and its relationship to S-P

Texas' strategic planning and its relationship budgeting

Capital budgeting

WEEKEND 4: Evaluation

Reading: Weiss chs 1-4, 8,10 & 14

Topics:

Planning the evaluation

Types of evaluation

Integration of S-P and evaluation

Integration of S-P and evaluation

Presentations

Final exam

An "A" paper (90 & above) possesses the following characteristics:

The topic is substantive

Solid evidence of research effort

Critical thinking is evident

English is error free.

A "B" paper possesses the following characteristics:

The topic is addresses a topic relevant to strategic planning

Solid evidence of research effort

Critical thing is present but not with clarity

English errors (fewer than 5) are present.

A "C" paper possesses the following characteristics:

Topic does not address a public policy issue

Numerous errors of English

An "F" paper possesses the following characteristics:

Not footnoted

Plagiarism

Submitted after the end of the term w/o permission

**********

Solid research is determined by the quantity and quality of the bibliography and footnotes. Critical thinking is displayed, for example, when criteria by which an evaluation may be conducted are developed. Excellent English is free from verb tense, spelling and capitalization errors. The introduction, body and conclusions make a coherent whole and the organization is logical.