MLD 602: Spring 2017 Performance Leadership: Producing Results

MLD 602: Spring 2018

Performance Leadership:Producing Results in Public and Nonprofit Agencies

Robert D. Behn Class in Belfer 400, Land HallTaubman 360 Monday-Wednesday, 10:15-12:00617-495-9874 Office Hours in Taubman [email protected] Wednesday, 1:30 - 4:00

“When they [the Prime Minister’s key advisors] spoke to me abouteducation policy, it was usually to press me for new and bolderideas. No harm in that, of course, but I used to say to them, “Whydon’t you also ask me whether we have implemented existing policyeffectively and whether it is making a real difference on theground?”

Sir Michael Barber1

Relevance (or what is this course all about anyway?)

All public and nonprofit executives face the challenge of producing results. But whatresults? What real result should they produce next? And how? How can the leaders of a publicor nonprofit agency improve significantly their organization’s performance? There are multiplechallenges:

� Choosing and producing results: How can public executives determine the resultsthat they will produce and develop effective strategies for delivering these results?

� Seizing and creating opportunities: How can public executives recognize or shapeevents and attitudes to foster the desire and capability to improve performance?

� Measuring performance: How can public executives measure their agency’sperformance and use such measures to learn how to improve results?

� Creating targets: How can public executives use specific performance targets —specific results to be achieved by specific dates — to mobilize people and resourcesto produce real results and ratchet up organizational performance?

1 Michael Barber, Instruction to Deliver: Fighting to Transform Britain’s Public Services (London: Methuen, 2008), pp. 44-45.

MLD 602 Syllabus 2018 -- Draft-2.wpd Monday, November 27, 2017

Syllabus for MLD 602, Spring 2018: Performance Leadership page 2 of 13

� Motivating individuals and energizing teams: How can public executives inspirepeople working in a variety of organizational arrangements, from bureaucracies tocollaboratives, to pursue public purposes creatively and energetically?

� Contracting for performance: How can public executives craft contracts to ensurethat for-profit and nonprofit vendors produce the intended results?

� Capitalizing on success: How can public executives use their successes in producingresults to create an environment for accomplishing even more?

Performance Leadership is not about designing better policies. It is not about creating formulaicperformance systems. It is not about copying a best-practice template. Instead, it is about howthe leaders of public and nonprofit agencies can work within their existing, legal, and policymandates to identify important purposes that inspire people to produce results citizens value.

The Start (or when does this course really get serious?)

Monday, January 22 at 10:15 a.m. The course will start with a concise five-wordquestion: “What should Miles Mahoney do?” Students who have not read the case for this class— and also given it serious thought — will not understand their colleagues’ analysis and debate. Moreover, they will miss the relevance of this discussion to the leadership challenge ofimproving the performance of public and nonprofit organizations.

Students who are seriously considering a career as a public executive and thus will soonface the task of producing results should also come to the shopping-day discussion, duringwhich the purpose, philosophy, and strategy for the course will be explained. Students whodecide not to return to campus until February should not take this course.

Motivation (or why might this course be useful?)

The managers of government and nonprofit agencies have always been responsible forproducing results. Over the last couple of decades, however, they have faced increasedpressures to improve their organizations’ performance. As (some) business firms demonstratedthat large (and presumably bureaucratic) organizations could ratchet up productivity,effectiveness, and customer service, citizens have come to expect improved performance fromthe public and nonprofit sectors. And as the technology for measuring performance becamewidely available, legislators, journalists, stakeholders, and citizens have pushed public andnonprofit executives to employ such practices.

These pressures have altered the world within which public and nonprofit executiveswork. Traditionally, they lived with the implicit assumption that they were somewhat, somehowresponsible for results. Presumably they would fulfill this responsibility by ensuring thateveryone in their organization follow all their standard operating procedures. Now, they facethe explicit expectation that they will demonstrate — frequently and with data — that they areproducing real, significant results.

The Instructor (or who is this Bob Behn character?)

You can find out more than you want to know from the last page of this syllabus, fromhis HKS faculty page, and from the Web site of Bob Behn’s Performance Leadership Report.



Audience (or who might benefit from engaging and participating in this course?)

Performance Leadership is designed for individuals who will — next July — assumemajor, operational responsibilities for the leadership and management of a public or nonprofitagency. The course could prove helpful for students who plan to, sometime in their career, tolead and motivate the people who work within such an organization and to win the activecooperation of those outside of it. Nevertheless, the course is specifically targeted at studentswho will — in July 2018 — hold positions requiring them to exercise leadership to improve theresults produced by people several layers down in their organization’s formal hierarchy and bypeople working in collaboratives over which they have no direct authority.

Class Format (or how will I learn something from what happens in class?)

Because the knowledge about performance leadership is primarily tacit not explicit,neither its principles nor its subtleties can be communicated through formal lectures. Thus,most classes will be devoted to the collective analysis of a (perhaps not fully specified)performance challenge facing a specific public executive. The class will function as a staff ofanalytical advisors to this executive, seeking to help him or her produce improved results. AsKenneth Arrow has explained:

“Learning is the product of experience. Learning can only take place throughthe attempt to solve a problem and therefore only takes place during activity.”2

This will require the class to determine what results the executive should produce, to diagnosethe organization’s performance deficits, to select a specific performance target, and to developa leadership strategy for motivating people to help achieve that target.

From these experiences — from these discussions and debates, from these attempts tosolve a series of specific performance problems — the class will individually and collectivelydevelop their own tacit knowledge of performance leadership. Building on his or her existingmanagement repertoire, each student will do this by relating the circumstances of the case, thestrategies proposed, and the underlying principles to personal experiences and prior knowledge. In addition, however, the class will build its own collective knowledge — tacit knowledge thatthose who take part in these discussions will codify in their own words, images, and causalconnections; knowledge that will not be available to those who have not participated in ourdeliberations. To develop their own tacit knowledge — and to help the class develop itscollective tacit knowledge — every student will need to think. Indeed, each case has beenselected primarily to prod student thinking about the challenge of performance leadership.

Every individual in the class will be expected to contribute to the learning of every otherindividual. Every individual will be expected to offer analyses and ideas — not necessarily inevery class but nevertheless frequently. Every individual will be expected to listen attentively,critically, and respectfully to the ideas of others — and to respond to these ideas withcorroborating examples, conflicting analyses, and possible modifications. Every individual willbe expected to contribute to the deliberations at our large staff meetings as we attempt todevelop a leadership strategy that the manager could employ to produce specific results.

2 Kenneth J. Arrow, “The Economic Implications of Learning by Doing,” The Review of Economic Studies, 29( 3) 1962, p. 155.



Learning (or why won’t you give us the cookbook so we don’t have to think?)

Sorry: There is no performance-leadership cookbook. To exercise performanceleadership, public managers have to think. Improving performance is difficult, analytical work.

Humans love cookbooks. They make complicated problems simple. Indeed, they can bevery helpful when the required knowledge is explicit, works perfectly in a diversity of situations,and thus is easily codified. Anyone can successfully follow the instructions, one step at a time.

But managing any organization — leading any group of humans — is a complexundertaking. It requires tacit knowledge of how different circumstances affect the subtleties oforganizational behavior, political behavior, economic behavior — that is, human behavior. Often, it isn’t obvious what the problem is. So even if a public manager had a library full ofleadership cookbooks, he or she would not know which one(s) to open, let alone to which pages.

Instead, effective managers develop a broad and complex repertoire of leadershipprinciples. Then, in each new and unique situation, the manager will employ some combinationof these principles, adapting them to the demands of the organization’s resources, culture,environment, and challenges. All students possess a professional repertoire (although they maynot think of it as one) containing their ideas and theories about, for example, what motivatespeople. MLD 602 will give each student the opportunity to think critically about the principlesalready in his or her repertoire, to develop new ones, and to explore the specific circumstancesin which particular principles could be employed most effectively.

Assignments (or what kind of formal tasks will I need to complete?)

Students will work in teams of three to analyze the situation faced by the manager in thenext day’s case and to create a strategy to enhance the performance of the manager’sorganization. For six of these cases, each team will prepare a clear, concise memo (one to threepages) that describes the team’s performance strategy and that marshals facts, principles, andanalyses to clarify how and why this strategy will produce what kind of improved results.

For the “final exam,” students will be given a performance problem faced by a publicexecutive (again, as described in a case). Each student will draw on the core concepts of thecourse to design a detailed (two-page) memo advocating a specific strategy that this executivecan use to ratchet up performance. This final case will be distributed at the end of the lastclass: noon on Wednesday, April 25. The memo is due at 10:00 a.m. on Monday, April 30.

Teams (or how will I continue learning during the other 165½ hours in the week?)

For the first three memos, each student will work on a team with two other students. Then, for the last three memos, each student will work on a team with two different students.

Students will benefit greatly from the analysis, discussion, and debate within their three-member team. Each student will have two opportunities to act as team leader; to draft, revise,and refine the team’s thinking in a concise memo; and to practice the art of persuasion. Students will discover that much of their learning will take place during these team meetings.

Consequently, students will be asked to evaluate their four colleagues on twodimensions: (1) how much effort each colleague put into the teams’ deliberations and memos;(2) how much each colleague contributed to the learning of the other team members.



The first set of teams will be created after Class 4 on Wednesday, January 31 and postedby midnight. Therefore, at noon on this day, students must commit to take the course. This isa professional course, and your professional commitment to your colleagues is one of yourprofessional responsibilities. After the teams are created, no student will be admitted to thecourse, and no student will be permitted to drop the course.

Prerequisites (or what should I have done before the first day of class?)

This course has no formal prerequisite — in terms of either previous (or concurrent)courses or professional experience. Nevertheless, MLD 602 students should have taken at leastone other course in strategic management or organizational behavior. It is even more essential,however, that they have thought seriously about the leadership challenge of changing thebehavior of people within public and nonprofit agencies in ways that improve performance.

To benefit from MLD 602, students need a sophisticated familiarity with the complexbehavior of organizations and of the people within them. To contribute to the learning of theircolleagues, students need experience with the vagaries of such behavior combined with thepersonal discipline in analyzing (if only for their own edification) the causes of such apparentlyinexplicable behavior. To develop the tacit knowledge of performance leadership, students needpractice in thinking seriously about what changes in systems, or routines, or incentives, orculture, or expectations might affect the behavior of humans within complex organizations.

Many students will have had some experience — even considerable experience — asmanagers within public, nonprofit, or for-profit organizations. This experience will be extremelyvaluable as their team and the class analyze how people will respond to various performancestrategies. Students with such experience will be better able to predict the behavior of peoplewho work within an organization, of people who work for collaborating organizations (such aspartners or contractors), and of journalists, citizens, and legislators. Thus, these students willbe better able to design strategies that reflect a sophisticated appreciation of human andorganizational behavior.

Not all students — not even all students with significant experience in large organizations— have developed a subtle appreciation of the complexities of organizational behavior. Theymay have worked in several organizations and have been puzzled by their enigmatic operations,yet have never attempted to analyze why an organization is effective or dysfunctional, let alonesought to figure out why an individual is behaving in an apparently inexplicable way. Suchstudents might benefit more from a course in organizational behavior.

For MLD 602, the real, operational prerequisite is a sophisticated appreciation andanalytical understanding of the subtleties of organizational and human behavior.

Requirements (or what will I have to do every day?)

Read, think, analyze, decide, write, discuss, debate, rethink, rewrite, and (maybe even)redecide. Before each class, students will need to both read the assigned case and think aboutthe assignment questions. Also, before class they will (both individually and in teams) need toanalyze the case and decide upon a performance strategy for the manager to pursue. For someof the classes, each student team will need to write a detailed memorandum to the manager,outlining a very specific performance strategy. Then, during class, students will need to discussand debate the various analyses and proposals offered by their colleagues. Moreover, based on



this discussion and debate, students will need to rethink their own analyses and decisions,rewrite their draft memos, and, perhaps, redecide what the manager should do.

MLD 602 meets Mondays and Wednesdays 10:15 to 12:00. The class does not start at10:30, or 10:20, or even 10:16. It starts at 10:15. At this time, students have the professionalresponsibility to be in their seats, prepared to contribute to an analysis of the day’s case.

Grading (or on what will I be evaluated?)

A student’s grade for the course will be based on six components:

(1) Contribution to Class Discussion & Learning3 25 percent(2) Six Team Memos 35 percent(3) Team Member Evaluations 5 percent(4) Final Memo 30 percent(5) Professionalism 5 percent

Each memo is to be a professional document and will be graded as such. The grade will bebased on the quality of the analyses, insights, ideas, strategies, and recommendations, and onthe clarity and logic of their presentation. Indeed, it is impossible to separate the presentationfrom the substance. A disorganized memo conveys only confusion and thus, by definition,contains no substance (regardless of whatever ideas the writer believed were dancing aroundinside his or her head). Consequently, each student has the obligation to present his or herthinking — both on paper and during discussion — concisely, coherently, and convincingly.

Course Materials (or where do I get all of the stuff I have to read and think about?)

The multiple cases and other readings will be available frequently through Canvas. During the semester, additional materials will also be distributed in class. Please bring to classa paper copy of the day’s case; we often need to refer to details and specifics.

Annoyances (or what won’t I like about this course?)

Some students may find three aspects of this course to be aggravating (or eveninfuriating). These are: thinking, writing, and teams.

Thinking is required in this course. You will not be given in a first lecture (let alone infive first lectures) the performance-leadership framework, which you can then mechanically

3 This is not about racking up class-participation points. Instead, please think of our casediscussions as opportunity to practice the skill of influencing the strategy choices of a publicexecutive and his or her leadership team: This means thinking analytically about what theorganization is trying to accomplish and how it can do so. It means explaining your strategicapproach clearly and succinctly so that it meshes with the organization’s purpose, its resourcesand capabilities, and its political environment. It also means thinking strategically about whenyou should introduce your strategy and how you explain it. It means taking seriously the ideasof others — describing how some ideas mesh with your suggestions and why you disagree withsome other approaches. This requires serious, thoughtful engagement with the leadershipteam’s discussion rather than offering a collection cryptic comments.



employ in all future assignments. For, unfortunately, the knowledge about improving theperformance of organizations is primarily tacit. Consequently, we will struggle together todevelop our collective tacit knowledge about what performance strategies might prove effectivein what circumstances. We will do this by thinking through what can be learned from a seriesof public-management teaching cases (as well as from theoretical readings). This thinking iswork. It requires the ability to adapt the subtleties of our tacit knowledge to new circumstances.

In fact, this is the real test of what you learned in this course: Can you — as a publicmanager in July — actually think through how to adapt the concepts of performance leadershipto improve performance and produce results in your organization. As Howard Gardner of theHarvard Graduate School of Education has argued:

An individual understands a concept, skill, theory, or domain of knowledge tothe extent that he or she can apply it appropriately in a new situation.4

Writing is another requirement of this course. You will be asked not only to think butalso to commit your thinking to paper. Unfortunately, you will not have unlimited space. Manypublic officials — including many of the people for whom you will work come July andthroughout your career — are intolerant of long, convoluted memos. They expect to learn allof the core ideas, recommendations, arguments, and rebuttals in a page or two. Thus, all MLD602 memos will have a strict page limit. Working within that constraint, you will, nevertheless,be asked to write an analytical, coherent, concise, convincing case for your performance-leadership strategy. Writing such a memo is work.

Teams are also a required component of this course. Indeed, teams are a requiredcomponent of professional life. No matter what world you choose for your career — no matterthe kinds of organizations, the kinds of societal cultures, the kinds of political environments,and the kinds of governance structures — you will spend most of your professional life workingin teams. Still, Kennedy School students hate teams. They hate the idea that they will get thesame grade for a team memo as will the other members of their team. They hate the idea thatthey will be graded by their colleagues on their effort and on their contribution to the learningof others. And they hate the logistical challenge of arranging team meetings, the inevitabledebates over incompatible strategies, and the passionate conflicts over which specific words tobe used in a team memo. Nevertheless, some students recognize that the Kennedy School isa low-cost environment in which to experiment and practice with different approaches forleading teams.

Sorry: All three of these annoyances — thinking, writing, and teams — will plague youfor the rest of your professional life.

The Good News (or why should I concentrate on my learning and not worry about the grade?)

Come July, no one will care about what grade you received on your second memo. Noone will even care what grade your earned in the course. They will believe that your KennedySchool degree means that you fulfilled the course requirements more than adequately.

They will, however, be a little unsure about whether you can translate your success inthe classroom into success as a manager and leader. They will worry that you might be unable

4 Howard Gardner, The Disciplined Mind: What All Students Should Understand, (New York: Simon & Schuster, 1999), p. 119.



to apply the principles and concepts of performance leadership in an organization that actuallyhas to produce real results.

MLD 602 is designed to help you do precisely this — to not only help you develop yourtacit knowledge of performance leadership, but also to help you develop your ability to apply thisknowledge in new circumstances. If you focus on this task, you will be prepared, come July,to help a public or nonprofit organization produce real results.

Assignments (or what cases will I have to worry about for each class?)

Class 1 Monday, January 22Park PlazaWhat should Miles Mahoney do about his policy conflict with the Governor?

Class 2 Wednesday January 24Park Plaza (continued)

No class Friday, January 26“Who Are You? Three Introductory Writing Tasks” is due at noon.

Class 3 Monday, January 29Learning to Adapt the Tacit Knowledge of Performance LeadershipWhat will I learn in this course — and how?

Class 4 Wednesday, January 31 ( Commitment Day; Teams Created )CompStatWhat are the underlying, causal mechanisms of Compstat that can help the New York

City Police Department improve its performance?At 12:00, students who wish to take MLD 602 need to commit to fullparticipation, including all team memos, by filling out the CourseCommitment Form. Team assignments will be posted by midnight.

Class 5 Monday, February 5Adapting CompStatCould the CompStat strategy be applied elsewhere in government; if so, how?

Class 6 Wednesday, February 7 (Team Memo Due)Lead PoisoningWhat should Gordon Chase do about New York City’s lead-poisoning problem?

Class 7 Monday, February 12Lead Poisoning (continued)

Class 8 Wednesday, February 14Baines ElectronicsWhat should Paul Jefferson do about the new performance-pay plan?

Monday, February19. No Class [ President’s Day ]

Class 9 Wednesday, February 21 (Team Memo Due)Division of Water ResourcesWhom should Roberta Dickson recommend for the merit raise?



Class 10 Monday, February 26Performance Management at AlcoaWhat are the specific components of Paul O’Neill’s performance strategy?

Class 11 Wednesday, February 28Homestead Air Force BaseWhat should Colonel Gorton do to achieve his sortie goal?

Class 12 Monday, March 5Homestead Air Force Base (continued)

Class 13 Wednesday, March 7One Approach to Performance LeadershipWhat principles about performance leadership have we developed so far, and how

might they be adapted to produce results in other circumstances?

Spring Break

Class 14 Monday, March 19Measuring Performance in Australia’s Job Network How can a public manager improve upon the promising results of a new job referral

and placement program (while countering the troubling ones)?

Class 15 Wednesday, March 21Measuring Performance in Australia’s Job Network (continued)

Class 16 Monday, March 26Oklahoma MilestonesWhat principles of performance contracting can we learn from the strategy employed

by the Oklahoma Department of Rehabilitative Services?

Class 17 Wednesday, March 28 (Team Memo Due)Assignment CollectionsWhat should Nancy Hempstead do to improve the performance of her Assignment

Collections Unit?

Class 18 Monday, April 2Assignment Collections (continued)

Class 19 Wednesday, April 4Agency for Child DevelopmentWhat should Lew Frankford do about the 23% cut in his agency’s budget?

Class 20 Monday, April 9 (Team Memo Due)Energy AssistanceWhat should Janice Samms do to improve the performance of the Massachusetts Low

Income Energy Assistance Program?

Class 21 Wednesday, April 11Energy Assistance (continued)

Class 22 Monday, April 16 (Team Memo Due)The Illinois Department of Children and Family Services



What should Jess McDonald do about the ongoing growth in the foster-care caseload?

Class 23 Wednesday, April 18The Illinois Department of Children and Family Services (continued)

Class 24 Monday, April 23The Illinois Department of Children and Family Services (concluded)

Class 25 Wednesday, April 25Review of the Key Principles of Performance LeadershipWhat was I able to learn in this course that I will use in July?

Final Exam: Wednesday, April 25 through Monday, April 30

The final exam is an individual memo to a public executive — a task that is similar to thesix team memos that you will have written during the semester. The case for this final memowill be distributed at the end of the final class — noon on Wednesday, April 25. It is due at10:00 a.m. on Monday, April 30.

Academic Honesty (or what are this course’s rules for all memos?)

In preparing all of your MLD 602 memos — both team memos and individual memos — you may consult your class notes and class handouts. When, however, your team begins towrite up your ideas and strategy, you should use strictly your own words.

Moreover, these memos are not research projects. The task for each memo is to apply theconcepts of performance leadership that we have discussed in class to the challenge faced bythe public manager as described in the case. You are expected to develop your own, analytical,creative approach to the manager’s performance problem based strictly on the informationprovided in the case. No outside information about the manager in the case or the situationthat the manager faces is required. Indeed, no such outside information from any source ispermitted.

If you have any questions about a memo, you should ask them at the beginning of theclass prior to which the memo is due. To ensure that all students and all teams receive exactlythe same information, I will answer all questions then. After this question period, however, Iwill not answer any questions. This ensures that no team gets an advantage from an answer(or even from an eyebrow movement) that others do not hear (or see).

When you turn in your team memo, you will attach the version of the Kennedy School’s“Affidavit of Authenticity” that is appropriate for MLD 602 memos. The team leader the memois responsible for ensuring that all members of the team sign it — before 10:15.



Some Friendly Advice: How to Get Off to a Good Start

This class gets very serious very fast:

� The shopping-day presentation lays out the purpose and audience for the course.

� The first class is a discussion of a case (Park Plaza). This class starts with a simplequestion: “What should Miles Mahoney do?” Students who have not read the casewill have a very difficult time following the discussion, contributing to thediscussion, or learning from the discussion.

� The second class is a discussion of a second part of this case.

� The first written assignment (“Who Are You?”) is due at noon on the first Friday ofthe semester: January 26. (Please follow the instructions.)

� After the fourth class, the teams for the first three memos will be created. Thus,on this day, students will need to commit to taking the course. No one ispermitted to add or drop the course after this day.

� This is because by the end of the fourth class we will have already begun to createour individual and collective tacit knowledge of performance leadership.

� Then, drawing on this knowledge, the first team memo is due at the beginning ofthe sixth class (which is nearly a quarter of the way through the semester).

Thus, students who seek to benefit from this course — who wish to develop their owntacit knowledge of performance leadership — should attend the shopping day-presentation and then participate fully in class discussion from the very beginning of thevery first class.

Professional Norms (or what kind of behavior is expected in class?)

The Kennedy School’s Seven OfficialRULES OF CLASSROOM CONDUCT

1. Be on time. Class starts at 10 minutes after the hour or half hour. At that time, youshould be in your seat and ready to start class.

2. Bring your name card. It helps faculty members and fellow students learn yournames.

3. Do not engage in side conversations. They are extremely distracting to facultymembers and to your fellow students. If you have a question, please raise your handand ask it. If you don’t want to ask during class, ask the TF, one of the CAs, or yourprofessor after class.

4. Eat responsibly. Try to minimize the impact on others.

5. Leave during class for emergencies only. If you have to leave during class, pleasetry to minimize the disruption. If you must arrive late or leave early for a particularclass, please let your professor know in advance.



6. Use your laptop for course-related purposes only.* Please be sensitive to notdistract others while using your laptop.

7. Turn your cell phone off. If there is an extraordinary reason why you must keepyour phone on (e.g., you are awaiting critical medical news) please silence yourphone and let your professor know in advance that you may receive a call. Leaveclass to conduct your conversation.

* Laptops in Class (or why do class notes taken on a laptop contain no useful ideas?)

You are permitted to use your laptop in MLD 602. But, if you do so, you need to put yournotes for the week’s two classes on the door of Taubman 360 before noon every Friday.

For most people, using a laptop to take notes will be neither efficient nor effective. Theobjective would be to capture the key concepts and core principles of performance leadership— the tacit knowledge that the class is developing. For this purpose, writing down basic factsof the case, what another student says, or what is written on the blackboard may not be helpful. A week or even a day later, the writer will be unable to decipher the significance of these notes: Why was this fact relevant for understanding how to produce results? How did what waswritten on the blackboard capture a core performance concept? In what ways did what someone(including the instructor) said reveal an important leadership principal?

Here’s a much better learning strategy: Immediately after class, go to the library, hidein a corner, and pound on your laptop for ten minutes, producing a mental data-dump of whatyou thought were the big ideas and key concepts analyzed during class plus the circumstancesin which the operational specifics of these ideas and concepts could be adapted to help createan effective performance strategy in a very different kind of public or nonprofit organization.

My experience reading the laptop notes that students delivered on Fridays reveals thatthe platitudes pounded into the laptop during class will neither help a student write a good finalmemo nor help this future manager develop effective performance-leadership strategies.



Class Schedule for MLD 602, Spring 2018Performance Leadership: Producing Results in Public Agencies

Monday Wednesday

Jan 22Class 1

Park Plaza Jan 24Class 2

Park Plaza (continued)

Due Friday: “Who Are You?”

Jan 29Class 3

Adapting the Tacit Knowledge ofPerformance Leadership

Jan 31Class 4

CompStat (Commitment Day;Teams Created)

Feb 5Class 5

Adapting CompStat Feb 7Class 6

Lead Poisoning (TM)

Feb 12Class 7

Lead Poisoning (continued) Feb 14Class 8

Baines Electronics

Feb 19No Class

President’s Day Feb 21Class 9

Division of Water Resources(TM)

Feb 26Class 10

Performance Management atAlcoa

Feb 28Class 11

Homestead Air Force Base (TM)

Mar 5Class 12

Homestead Air Force Base(continued)

Mar 7Class 13

One Approach to PerformanceLeadership

Spring Break

Mar 19Class 14

Measuring Performance inAustralia’s Job Network

Mar 21Class 15

Measuring Perf. in Australia’sJob Network (cont.)

Mar 26Class 16

Oklahoma Milestones Mar 28Class 17

Assignment Collections (TM)

Apr 2Class 18

Assignment Collections (continued)

Apr 4Class 19

Agency for Child Development

Apr 9Class 20

Energy Assistance (TM) Apr 11Class 21

Energy Assistance (continued)

Apr 16Class 22

Illinois Dept. of Children andFamily Services (TM)

Apr 18Class 23

Illinois Dept. of Children andFamily Services (continued)

Apr 23Class 24

Illinois Dept. of Children andFamily Services (concluded)

Apr 25Class 25

Review of the Key Principles ofPerformance Leadership

Final Memo. A designed, two-page memo is due at 10:00 a.m. on Monday, April 30.

?TM” On these six days, a team memo is due at 1:15.

In addition, on Friday, January 26, you need to answer the “Who Are You?” question bycompleting three, short writing tasks.


Documents

MLD 602: Spring 2017 Performance Leadership: Producing Results