PA5190 (001) Leading Across Boundaries 2017August 24-26th (9-4:30, HHH 35)

2 Credits

Melissa M. Stone, ProfessorHumphrey School of Public Affairsstone039@umn.edu612-624-3844Room 242, Humphrey Center

Course Description

Increasingly, public problem solving and public service provision take place through mixed public-private arrangements including public-private partnerships and formal and informal collaborations among entities across sectors. These arrangements may design and deliver specific programs or attempt more broadly to solve complex public problems. Indeed, it is difficult to imagine successfully addressing global problems, such as human trafficking or terrorism, or state and local initiatives concerning the environment, social and health services, or transportation, without involving multiple actors from government, business, and nonprofit/civil society groups. Nevertheless, while these arrangements may be necessary or desirable, research evidence indicates that they are neither easy nor always effective.

“Leadership across boundaries” means bringing together diverse groups of people from formal and informal organizations to address these perplexing problems. The practice of these leaders is integrative; that is, they help integrate people, processes, structures, and resources in semi-permanent ways. They move back and forth across boundaries and build communication channels and linking pathways. For example, a human services professional who wants to transform her county’s approach to homelessness will need to understand how to bring together disparate groups—from business owners, to religious congregations, to government agencies, to nonprofits, to grassroots groups of homeless people—if she is to help her community develop system-wide solutions to homelessness. She will need to understand the ways that boundaries between these groups contribute to the problem and how to reshape these boundaries in ways that foster shared commitment to moving beyond the status quo. She will need to understand how to use her own formal and informal authority and resources as well as draw on the authority and resources of others. She will also need to design practices that stimulate leadership among many people and within the collectivity as a whole.

This course is an overview and examination of the increasingly mixed public, nonprofit and for-profit arrangements involved in tackling important public problems. In particular, the course examines the management challenges and strategies involved in the development and implementation of these cross-sector initiatives. As such, the course will not only provide students with conceptual frameworks to understand partnerships and collaborations but will discuss and investigate particular leadership competencies and important characteristics of successful partnership strategies. Therefore, the course provides a mix of concepts and tools to

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help analyze aspects of these multi-organizational arrangements, and opportunities to apply them to real cases and the students’ own experiences.

Learning Objectives

1. Deepen students’ abilities to provide leadership in cross-boundary settings and situations;

2. Increase students’ understanding of the contexts in which collaborations and partnerships develop in order to assess opportunities and constraints;

3. Enable students to analyze the specific components of collaborations and partnerships (and be able to communicate their analysis in written and oral forms) in order to strengthen their overall effectiveness; and

4. Develop a critical eye toward the use of collaborations as mechanisms for collective action and public problem-solving.

No Reading Material to Purchase for This Module – All Readings Will Be Posted on the Course Moodle Site

GradingAssignment #1: Reflection Memo on Mt. Everest simulation 25%Participation 25%Assignment #2: Final Memo or Essay 50%

PLEASE NOTE: Students must complete all assignments and participate in all of the class sessions in order to receive a grade for this course. Additionally, if a student receives a grade less than 78 on a written assignment, s/he has the option to re-write the assignment. I will re-grade it up to a maximum grade of 78.

Course Assignments [Please see end of Syllabus for full assignment instructions]

Assignment #1: Reflection Memo on Mt. Everest simulationDue Sunday, September 3rd at 11:59 PM

Upload to course Moodle site

OverviewThis assignment is based upon the in-class Mt. Everest Simulation. It asks you to reflect on your experience during and after the simulation in a 1 ½ page, single-spaced memo. The first part of the assignment asks you to assess the strengths and challenges your team confronted. The second part of the assignment asks you to come up with just a few recommendations for what you would do differently in a similar situation, based on your assessment above.

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You are expected to use concepts and ideas from assigned readings and class discussion to build and support your argument. I should be able to “see” these concepts directly reflected in the memo.

Length and format: 1 ½ pages Single-spaced

Assignment #2: Final Memo or EssayDue Wednesday, September 6th at 11:59 pm

Upload to course Moodle site

OverviewYou have 3 alternatives for this final written assignment from which you will choose just one. You may either:

1. Write a management memo that analyzes a collaboration or partnership with which you are currently deeply involved;

2. Write a management memo that analyzes the “Corrente Viva” cas in the course packet (Class Sessions 9 and 10); or,

3. Write an essay that critiques the article, “Collective Impact,” based on course discussions and readings.

[Please note: if you took my section of PA5011, you have already written a memo on Corrente Viva and thus must choose one of the other two options]

Length and format 2 pages Single-spaced

General InformationStudent Conduct Code:The University seeks an environment that promotes academic achievement and integrity, that is protective of free inquiry, and that serves the educational mission of the University. Similarly, the University seeks a community that is free from violence, threats, and intimidation; that is respectful of the rights, opportunities, and welfare of students, faculty, staff, and guests of the University; and that does not threaten the physical or mental health or safety of members of the University community.As a student at the University you are expected adhere to Board of Regents Policy: Student Conduct Code. To review the Student Conduct Code, please see: http://regents.umn.edu/sites/default/files/policies/Student_Conduct_Code.pdf.Note that the conduct code specifically addresses disruptive classroom conduct, which means "engaging in behavior that substantially or repeatedly interrupts either the instructor's ability to

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teach or student learning. The classroom extends to any setting where a student is engaged in work toward academic credit or satisfaction of program-based requirements or related activities."

Scholastic Dishonesty:You are expected to do your own academic work and cite sources as necessary. Failing to do so is scholastic dishonesty. Scholastic dishonesty means plagiarizing; cheating on assignments or examinations; engaging in unauthorized collaboration on academic work; taking, acquiring, or using test materials without faculty permission; submitting false or incomplete records of academic achievement; acting alone or in cooperation with another to falsify records or to obtain dishonestly grades, honors, awards, or professional endorsement; altering, forging, or misusing a University academic record; or fabricating or falsifying data, research procedures, or data analysis. (Student Conduct Code: http://regents.umn.edu/sites/default/files/policies/Student_Conduct_Code.pdf) If it is determined that a student has cheated, he or she may be given an "F" or an "N" for the course, and may face additional sanctions from the University. For additional information, please see: http://policy.umn.edu/Policies/Education/Education/INSTRUCTORRESP.html.The Office for Student Conduct and Academic Integrity has compiled a useful list of Frequently Asked Questions pertaining to scholastic dishonesty: http://www1.umn.edu/oscai/integrity/student/index.html. If you have additional questions, please clarify with your instructor for the course. Your instructor can respond to your specific questions regarding what would constitute scholastic dishonesty in the context of a particular class-e.g., whether collaboration on assignments is permitted, requirements and methods for citing sources, if electronic aids are permitted or prohibited during an exam.

Makeup Work for Legitimate Absences:Students will not be penalized for absence during the semester due to unavoidable or legitimate circumstances. Such circumstances include verified illness, participation in intercollegiate athletic events, subpoenas, jury duty, military service, bereavement, and religious observances. Such circumstances do not include voting in local, state, or national elections. For complete information, please see: http://policy.umn.edu/Policies/Education/Education/MAKEUPWORK.html.

Grading and Transcripts:The University utilizes plus and minus grading on a 4.000 cumulative grade point scale in accordance with the following. For additional information, please refer to: http://policy.umn.edu/Policies/Education/Education/GRADINGTRANSCRIPTS.html

A Above 93

4.000 - Achievement is outstanding relative to the level necessary to meet course requirements

A- 90-92 3.667B+ 87-89 3.333B 83-86 3.000 - Achievement is significantly above the level necessary to meet course

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requirementsB- 80-82 2.667C+ 77-79 2.333C 73-76 2.000 - Achievement meets the course requirements in every respectC- 70-72 1.667D+ 67-69 1.333 – grades at or below 69 DO NOT RECEIVE course credit in the Graduate SchoolS Achievement is satisfactory, which is equivalent to a C- or better.

Sexual Harassment"Sexual harassment" means unwelcome sexual advances, requests for sexual favors, and/or other verbal or physical conduct of a sexual nature. Such conduct has the purpose or effect of unreasonably interfering with an individual's work or academic performance or creating an intimidating, hostile, or offensive working or academic environment in any University activity or program. Such behavior is not acceptable in the University setting. For additional information, please consult Board of Regents Policy: http://regents.umn.edu/sites/default/files/policies/SexHarassment.pdf

Equity, Diversity, Equal Opportunity, and Affirmative Action:The University will provide equal access to and opportunity in its programs and facilities, without regard to race, color, creed, religion, national origin, gender, age, marital status, disability, public assistance status, veteran status, sexual orientation, gender identity, or gender expression. For more information, please consult Board of Regents Policy: http://regents.umn.edu/sites/default/files/policies/Equity_Diversity_EO_AA.pdf.

Disability Accommodations:The University is committed to providing quality education to all students regardless of ability. Determining appropriate disability accommodations is a collaborative process. You as a student must register with Disability Services and provide documentation of your disability. The course instructor must provide information regarding a course's content, methods, and essential components. The combination of this information will be used by Disability Services to determine appropriate accommodations for a particular student in a particular course. For more information, please reference Disability Services: http://ds.umn.edu/student-services.html.

Mental Health and Stress Management:As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance and may reduce your ability to participate in daily activities. University of Minnesota services are available to assist you. You can learn more about the broad range of confidential mental health services available on campus via the Student Mental Health Website: http://www.mentalhealth.umn.edu.

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Academic Freedom and Responsibility: for courses that do not involve students in researchAcademic freedom is a cornerstone of the University. Within the scope and content of the course as defined by the instructor, it includes the freedom to discuss relevant matters in the classroom. Along with this freedom comes responsibility. Students are encouraged to develop the capacity for critical judgment and to engage in a sustained and independent search for truth. Students are free to take reasoned exception to the views offered in any course of study and to reserve judgment about matters of opinion, but they are responsible for learning the content of any course of study for which they are enrolled.Reports of concerns about academic freedom are taken seriously, and there are individuals and offices available for help. Contact the instructor, your adviser, the associate dean of the college, or the Vice Provost for Faculty and Academic Affairs in the Office of the Provost. [Customize with names and contact information as appropriate for the course/college/campus.] Language adapted from the American Association of University Professors "Joint Statement on Rights and Freedoms of Students".

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Class Sessions

Thursday, August 24th

9:00 a.m. Session 1: Introductions and Course Overview

Reading Huxham, Chris and Siv Vangen. Managing to Collaborate: The Theory and

Practice of Collaborative Advantage, Chapter 1. “Collaborative Advantage: What? Why? How? And Why Not?” Routledge (2005) 3–13. ISBN-10: 0415339200

Hardy C. and N. Phillips. 1998. “Strategies of engagement: Lessons from the critical examination of collaboration and conflict in an IO domain.” Organization Science 9(2): 217-230.

Study Questions1. What pressures and incentives have you experienced in your work to partner

and collaborate with others to get your work done?

2. What is your assessment of these experiences in terms of furthering the overall goals of your work? Your organization’s goals? Providing innovative solutions?

15 Minute Break 10:30 a.m. Session 2: What Does “Leading Across Boundaries” Mean?

Re-defining boundaries The concept of collective leadership

Video I-35W Bridge Collapse

Guest: Kathy Quick, Associate Professor, Humphrey School

Reading Quick, Kathryn S. 2015. “Locating and Building Collective Leadership and

Impact” Leadership, DOI: 10.1177/1742715015605348 lea.sagepub.com. Optional: Quick, Kathryn S. and Martha S. Feldman. “Boundaries as

Junctures: Collaborative Boundary Work for Building Efficient Resilience,”

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Journal of Public Administration Research and Theory (January 28, 2014). DOI: 10.1093/jopart/mut085

Study Questions1. What are the most important boundaries you encounter in your work? Are

they imposed boundaries? Ones that have formed from the way the work is done? Have you ever tried to create new boundaries or modify existing ones that act as constraints?

2. What do you think of the concept of “collective leadership?” Have you experienced it? Under what conditions? Quick provides some examples of how Grand Rapids moved from pluralistic leadership to collective leadership – what other means might be available to develop collective leadership capacity?

3. The video will offer us many examples of types of boundaries and leadership. What can we learn from this response to an emergency and a crisis that is more generally applicable to situations where “leading across boundaries’ is necessary?

12:00 p.m. Lunch

1:00 p.m. Session 3 & 4: Experiencing Collaboration

Simulation Leadership and Team Simulation: Mount Everest V2 NOTE: Must bring a laptop computer to take part in this simulation. By

Tuesday of this week, you should have checked to make sure you your equipment has the correct system and software requirements to participate in the simulation.

Watch the short video on the simulation site to orient yourself in advance to the different roles, stages, and components of the simulation

Please see Overview Document sent to you prior to the course for specific instructions about both the systems check and the short video.

Reading Edmondson, Amy C., Michael A. Roberto, and Michael D. Watkins. “A

Dynamic Model of Top Management Team Effectiveness: Managing Unstructured Task Streams,” The Leadership Quarterly 14, Elsevier Science Inc. (2003) 297–325. doi: 10.1016/S1048-9843(03)00021-3

Eisenhardt, Kathleen M., Jean L. Kahwajy, and L.J. Bourgeois III. “How Management Teams Can Have a Good Fight,” Harvard Business Review, Harvard Business School Publishing (July–August, 1997) 77–85. Reprint 97402

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Study Questions1. In your opinion, what are the most important issues for successful team

effectiveness?

2. Do you agree that disagreements/conflict can produce better outcomes in team situations? Why or why not? Is this related to psychological safety?

3. How do you facilitate cognitive (task) conflict without creating affective (interpersonal) conflict?

15 minute break

3:45 p.m. De-brief simulation

4:30 p.m. Adjourn

Friday, August 25th

9:00 a.m. Review of Previous Day/Continue de-brief of simulation

10:00 a.m. Session 5: Analyzing the “Context” of Contracting and Partnerships Enabling and constraining forces in the environment Windows of collaborative opportunity Interests and interdependence

Case Study Eichers Penkert, Catherine, Nicholas Dobbins, and Jodi Sandfort.

“Kujichagulia: Actively Building a Public-Nonprofit-Community Partnership” (A), Ed. Khris Dodson, E-PARC, Program on the Analysis and Resolution of Conflicts, Maxwell School of Syracuse University (2008).

Reading Emerson, Kirk, Tina Nabatchi, and Stephen Balogh. “An Integrative

Framework for Collaborative Governance,” Journal of Public Administration Research and Theory, Vol. 22, Iss. 1 (May, 2011) 1–29. DOI: 10.1093/jopart/mur011. Especially focus on pp. 1-10.

Logsden, Jeanne. 1991. “Interests and Interdependence in the Formation of Social Problem-Solving Collaborations.” Journal of Applied Behavioral Science, Vol. 27(1): 23-37.

Study Questions

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1. What are the major enabling and constraining forces in the environment that have influenced Kujichagulia so far? Use the readings to think about these questions.

2. What should Brady sustain and what should she change in her management approach and the organizational arrangements?

15 Minute Break

11:15 a.m. Session 6: Context con’t

Case Kujichagulia (B) to be handed out and read in class

12:00 p.m. Lunch

1:00 p.m. Session 7: Process Design in Collaborations Identifying and designing critical processes The crucial roles of power and of trust

Case “Kujichagulia (A) and (B) continued.

Reading Emerson, Kirk, Tina Nabatchi, and Stephen Balogh. 2011. “An Integrative

Framework for Collaborative Governance,” Journal of Public Administration Research and Theory, Vol. 22 (1): 1–29. DOI: 10.1093/jopart/mur011. Finish rest of article.

Purdy, Jill. 2012. “A framework for assessing power in collaborative governance processes.” Public Administration Review. Vol. 22(3): 409-417.

Study Questions1. What were issues with the collaborative processes that faced Kujichagulia?

What were process strengths? Challenges? 2. How would you assess power in Kujichalgulia and did it shift over time?

15 Minute Break

2:45 p.m. Session 8: Guest Speaker

4:30 p.m. Adjourn

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Saturday, August 26th

9:00 a.m. Review of Day 1 and Day 2

9:15 a.m. Session 9: The Architecture of Collaborations Structural options The governance challenge

Case Rosa Maria Fischer (2005) “Corrente Viva: ‘United we stand, divided we fall”

in the challenge to sustainability.” Social Enterprise Knowledge Network, SKE-062/Harvard Business School.

Reading Provan, Keith G. and Patrick Kenis. “Modes of Network Governance:

Structure, Management, and Effectiveness,” Journal of Public Administration Research and Theory, Vol. 18, No. 2 (2008) 229–252. doi: 10.1093/jopart/mum015

Study Questions1. Can Corrente Viva be kept alive without the direct intervention of Nucleo

Maturi and Jos Schoenmaker? Without the financial support that ensured its start-up?

2. How can Corrente Viva be re-designed to enhance actual mobilization and involvement of all of its member civil society organizations?

3. If it cannot maintain the network configurations, what may be alternatives? If the network is maintained, what challenges will it have to overcome in terms of management and governance of its work?

15 Minute Break

10:45 a.m. Session 10: Outcomes and Accountabilities Accountable to whom? For what? How should we think about outcomes in the context of collaborative work?

How are outcomes different in a collaborative context vs. a single organization? Are they different?

Case “Corrente Viva” continued

Reading

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Agranoff, Robert. Managing Within Networks, Chapter 8 “Do Networks Perform? Adding Value and Accounting for Costs,” Georgetown University Press (2007) 155–187. ISBN 1589011546

Study Questions1. How should Corrente Viva think about outcomes that they would want the

network held accountable for? 2. How should it think about holding members accountable to each other?

12:00 p.m. Lunch

1:00 p.m. Session 11: Student Panel on Collaboration

10 minute break

2:15 – 3:45 Session 12. Critiquing Collaborations and the Special Case of the Collective Impact Model

Readings: Re-read the Hardy and Phillips article from Session #1. Kania, J., & Kramer, M. (2011). Collective Impact. Stanford Social Innovation

Review, 9(1), 36-41. T. Wolff, M. Minkler, S. Wolfe, B. Berkowitz, L. Bowen, F. Dunn Butterfoss, B.

Christens, V. Francisco, A. Himmelman, and K. Lee. 2017. “Collaborating for equity and justice: Moving beyond Collective Impact.” Nonprofit Quarterly, January 9, 2017. [https://nonprofitquarterly.org/2017/01/09/collaborating-equity-justice-moving-beyond-collective-impact/#

Modified World Café Discussion

Study Questions:1. Think about the Collective Impact model. Which aspects seem to make

sense and which aspects concern you? Can the model be broadly applied across all kinds of collaborations or only certain types? Why?

2. Where is power in this model? Can it be incorporated explicitly? 3. More generally, is “collaboration” overrated? When should it be used

and when should it be avoided?

10 minute break

3:55 – 4:30 Course wrap-up and evaluations

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CLASS ASSIGNMENT INSTRUCTIONS

Assignment #1: Reflection Memo on Mt. Everest Simulation

Due Sunday, September 3rd at 11:59 PMUpload to course Moodle site1 ½ pages, single-spaced

InstructionsThis assignment is based upon the in-class Mt. Everest Simulation. It asks you to reflect on your experience during and after the simulation in a 1 ½ page, single-spaced memo. The first part of the assignment asks you to assess the strengths and challenges your team confronted. The second part of the assignment asks you to come up with just a few recommendations for what you would do differently in a similar situation, based on your assessment above.

Please write a memo to me that first provides an analysis of strengths and challenges your team experienced during the simulation. Include in this analysis some attention to how leadership was or was not exercised during the simulation. Overall, use specific examples from the simulation to strengthen your assessment. Based on this analysis/assessment, develop several (3-5) recommendations for what you might do differently as a member or leader of a work team.

You are expected to use concepts and ideas from assigned readings and class discussion to build and support your argument. I should be able to “see” these concepts directly reflected in the memo.

Grading criteria are as follows:1. Analysis of strengths and weaknesses including providing specific examples from the

simulation (30 points).2. Use of course concepts in memo (30 points)3. Quality of recommendations, including their fit with the analysis and specificity (20

points)4. Professional presentation, including the overall logic of memo, organization and

presentation of memo, quality of writing (20 points).

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Assignment #2: Final Memo or Essay

Due Wednesday, September 6th at 11:59 pmUpload to course Moodle site2 pages, single-spaced

InstructionsYou have 3 alternatives for this final written assignment from which you will choose just one. You may either:

1. Write a management memo that analyzes a collaboration or partnership with which you are currently deeply involved;

2. Write a management memo that analyzes the “Corrente Viva” cas in the course packet (Class Sessions 9 and 10) and provides recommendations for its future; or,

3. Write an essay that critiques the article, “Collective Impact,” based on course discussions and readings.

[Please note: if you took my section of PA5011, you have already written a memo on Corrente Viva and thus must choose one of the other two options]

Options 1 and 2. If you write a case management memo (option 1 or 2), it must address the strengths and challenges of the collaboration/contracting relationship and provide recommendations for change or lessons learned.

Option 1: Before you begin the assessment of a collaboration with which you are involved, please provide a description of its purpose, brief history, major stakeholders, and your role. This description does NOT count toward the overall 2-page limit. Then begin your memo with an assessment of its strengths and weaknesses and the most significant issues it needs to address. Use examples to highlight your analysis. Follow this with specific recommendations for future action that fit with your analysis.

Option 2: Over the past few years, Corrente Viva has struggled to maintain an “effective” network for all members and is facing a funding crisis. Its administrator, Jos Schoenmaker, has proposed that Corrente Viva design a more formal structure that would be more effective and more appealing to funders. Schoenmaker has listened to member concerns about formalization and is unsure how to proceed. He has asked YOU to advise him by: a) providing him with an analysis of strengths and challenges of the current CV network approach; and, b) crafting elements of a more specific governance system that is sensitive to the concerns of CV members while potentially solving some of the problems with the current network design.

For both of these options, the identified issues and recommendations should integrate across class sessions and must clearly draw on course concepts and readings. It is not necessary to

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draw on all of the reading materials. You should cite a specific author and/or title when using a concept or tool from any of the reading materials.

The memo will follow standard memo format but may also incorporate visual diagrams or tables to communicate key points professionally. The memo may include relevant class application tools as technical appendices: these will be attachments beyond the memo page length.

Option 3. If you choose to write an essay on the Collective Impact model of collaboration, it should include what you consider to be the most significant strengths and limitations of the model based on class discussions, readings, and your own experiences with collaborations and partnerships. Then, suggest some specific ways the Collective Impact model could be improved, based on your assessment. Provide examples to back-up your assessment and recommendations and reference course material and discussions directly.

For all options: they will be graded using the same criteria as Assignment #1: analytic content, application of course concepts and reference to reading materials, clarity of recommendations or lessons learned (given its analysis), and professional presentation.

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