The Public Administration Workbook / Edition 4

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Overview

Providing hands-on exercises, this unique workbook engages students in the study of public administration and helps them gain a deeper understanding of the field through a wide range of practical applications. Connecting theory and practice, a brief theoretical introduction precedes each exercise, explaining why the technique is important and how it is anchored in public administration. A new website at www.awlonline.com/huddleston provides further resources for students and instructors.

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Product Details

  • ISBN-13: 9780801332685
  • Publisher: Longman
  • Publication date: 10/18/1999
  • Edition description: 4th Edition
  • Edition number: 4
  • Pages: 323
  • Product dimensions: 8.50 (w) x 10.90 (h) x 0.80 (d)

Read an Excerpt

PREFACE:

Preface

I wrote this book because I wanted to use it. After listening to my public administration students complain, year in and year out, about the mind-numbing dullness of their textbooks, I decided that there must be a better way to approach this material. Public administration is not, after all, an inherently dull subject. It just seems dull sometimes.

Public administration seems this way, I am convinced, because much of what is interesting about the field cannot be captured in prose alone. Simple written or spoken descriptions are inadequate. This is not true of all public administration topics, to be sure. As a discipline, we have done a good job writing provocatively, even in textbooks, about questions such as democracy and bureaucracy, and politics and administration. But position classification? TQM? Performance budgeting? it is hard for students to appreciate that these are (or can be) exciting topics, just by reading about them. But give students a chance to try these things out, and the world changes: The mist rises, eyes focus, and minds engage. The text suddenly becomes meaningful-even interesting-and worth thinking about.

This point needs careful elaboration, lest my intent be misconstrued. I view the exercises in this book as instruments and little more. Paradoxical as it may sound coming from one who has written a book of hands-on exercises, I am chary of teaching techniques. Or, to put the point less perversely, I try to avoid teaching techniques for their own sake. Frankly, I do not believe that it is ultimately very important for undergraduates to learn how to evaluate a job or construct a program budget. What isimportant is that their interest be piqued and that they be stimulated to think about fundamental problems in public administration. These exercises do that.

To provide maximum flexibility for instructors, most of the exercises in this book have been designed so that they can be done by students individually, as out-of-class assignments; only the leadership (Exercise 4), administrative law (Exercise 5), and collective bargaining (Exercise 11) exercises require an in-class group effort. My own experience very strongly suggests, however, that students get more from the exercises when they work on them in small groups during class. This approach also provides an added dash of realism, as students learn the delicate arts of compromise and cooperation, so essential to good public administrative practice. Whatever one's preferences, the accompanying Instructor's Manual provides detailed suggestions for using (and modifying) the exercises to fit a variety of course needs.

For those instructors who have used previous editions of The Public Administration Workbook, I should note that this fourth edition contains two entirely new exercises, one on organizational design (Exercise 2) and another on Total Quality Management (Exercise 3). To help make room for these new additions, one of the previous exercises-the rather complex and time-consuming politics of budgeting simulation-has been excised.

I am immensely grateful to the many people who have helped make this fourth edition of The Public Administration Workbook possible. These include not only the able staff of Longman and the various editors and reviewers they have engaged, but my colleagues in colleges and universities around the country who have adopted the book over the years, and who have taken the time to write to me with comments and suggestions. I am particularly thankful for the reviewers who provided feedback on the manuscript for this edition: Carol Botsch of University of South Carolina-Aiken; Craig Donovan of Kean University; Lynn H. Leverty of University of Florida; David C. Powell of Eastern Illinois University; Daniel M. Russell of Springfield College; and Daniel W. Williams of Baruch College. I am very glad indeed that you continue to find this book a useful tool to introduce your students to the endlessly fascinating world of public administration.

Mark W Huddleston

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Table of Contents

Preface.

About the Author.

Introduction.

I. PUBLIC MANAGEMENT.

What is Public Management?

1. The Administrative Memo.

2. Designing Organizations.

3. Managing Organizations: Techniques for Total Quality Management (TQM).

4. Leadership and Administration.

5. Administrative Law.

6. Administrative Ethics.

II. PUBLIC PERSONNEL ADMINISTRATION.

What is Public Personnel Administration?

Rank-in-Job Versus Rank-in-Person.

Why Rank-in-Job?

7. Job Analysis and the Job Description.

8. Performance Evaluation.

9. Recruitment and Selection.

10. Job Evaluation.

11. Collective Bargaining.

III. PUBLIC BUDGETING.

What is a Budget? Why do we Budget? How do we Budget?

12. Line-Item Budgeting.

13. Performance Budgeting.

14. Program Budgeting.

15. Zero-Based Budgeting.

IV. DECISION MAKING AND POLICY ANALYSIS.

Administrators and the Policy Process.

16. Rational Decision Making.

17. Policy Implementation.

18. Policy Evaluation.

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Preface

PREFACE:

Preface

I wrote this book because I wanted to use it. After listening to my public administration students complain, year in and year out, about the mind-numbing dullness of their textbooks, I decided that there must be a better way to approach this material. Public administration is not, after all, an inherently dull subject. It just seems dull sometimes.

Public administration seems this way, I am convinced, because much of what is interesting about the field cannot be captured in prose alone. Simple written or spoken descriptions are inadequate. This is not true of all public administration topics, to be sure. As a discipline, we have done a good job writing provocatively, even in textbooks, about questions such as democracy and bureaucracy, and politics and administration. But position classification? TQM? Performance budgeting? it is hard for students to appreciate that these are (or can be) exciting topics, just by reading about them. But give students a chance to try these things out, and the world changes: The mist rises, eyes focus, and minds engage. The text suddenly becomes meaningful-even interesting-and worth thinking about.

This point needs careful elaboration, lest my intent be misconstrued. I view the exercises in this book as instruments and little more. Paradoxical as it may sound coming from one who has written a book of hands-on exercises, I am chary of teaching techniques. Or, to put the point less perversely, I try to avoid teaching techniques for their own sake. Frankly, I do not believe that it is ultimately very important for undergraduates to learn how to evaluate a job or construct a program budget. Whatisimportant is that their interest be piqued and that they be stimulated to think about fundamental problems in public administration. These exercises do that.

To provide maximum flexibility for instructors, most of the exercises in this book have been designed so that they can be done by students individually, as out-of-class assignments; only the leadership (Exercise 4), administrative law (Exercise 5), and collective bargaining (Exercise 11) exercises require an in-class group effort. My own experience very strongly suggests, however, that students get more from the exercises when they work on them in small groups during class. This approach also provides an added dash of realism, as students learn the delicate arts of compromise and cooperation, so essential to good public administrative practice. Whatever one's preferences, the accompanying Instructor's Manual provides detailed suggestions for using (and modifying) the exercises to fit a variety of course needs.

For those instructors who have used previous editions of The Public Administration Workbook, I should note that this fourth edition contains two entirely new exercises, one on organizational design (Exercise 2) and another on Total Quality Management (Exercise 3). To help make room for these new additions, one of the previous exercises-the rather complex and time-consuming politics of budgeting simulation-has been excised.

I am immensely grateful to the many people who have helped make this fourth edition of The Public Administration Workbook possible. These include not only the able staff of Longman and the various editors and reviewers they have engaged, but my colleagues in colleges and universities around the country who have adopted the book over the years, and who have taken the time to write to me with comments and suggestions. I am particularly thankful for the reviewers who provided feedback on the manuscript for this edition: Carol Botsch of University of South Carolina-Aiken; Craig Donovan of Kean University; Lynn H. Leverty of University of Florida; David C. Powell of Eastern Illinois University; Daniel M. Russell of Springfield College; and Daniel W. Williams of Baruch College. I am very glad indeed that you continue to find this book a useful tool to introduce your students to the endlessly fascinating world of public administration.

Mark W Huddleston

Read More Show Less

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