Seminar Syllabus

PA 741 Emerging Trends in the Public Service

Instructor: A. C. Hyde 835 Market Street - Suite 679

Contact - achyde@sfsu.edu or 415-902-3344

Class Schedule: PA 741 will meet on the following Saturdays from 0900 -16:00 (Instructor will remain until 17:00 or as needed for after class consultation)

January 28th, February 11th and 25th, March 11, April Í, 15th, 29th, and May 13 (reserve)

Office Hours - before scheduled week class sessions on Friday 3-4:30pm or by appointment

Overview

"The future is already here. It's just not evenly distributed yet"

-William Gibson

PA 741 is an emerging issues seminar designed to examine future trends in external environments and

to identify driving forces that are reshaping public policy choices, redesigning public and non-profit

management strategies, and launching new social "interventions" in government agencies and non­

profit organizations. The Course will bring an interdisciplinary perspective towards exploring

assessments and projections of future environments drawing from theory and research tenets within

public administration, urban planning, public policy, sustainable development, and design thinking,

among other fields. It will also focus on leadership and governance models, organizational design

constructs, management systems and service processes used in public and non-profit institutions and

partnerships.

The course will blend lecture, small group strategy working sessions, and discussions working from

different instructional and learning mediums (film, mapping, design, photography, and social media,

among others). In terms of course, requirements- there will be three assignments:

Two Group Research Briefs by the students based on edited PowerPoint presentations from

the group sessions-one addressing the future of technology and its impact on work and

organizations, a second on the future of governance in the context of globalization and

ecological change. (40%)

One Seminar Research Paper to allow the student to integrate course perspectives and explore

the application and impacts on some aspect of public service. (40%)

One Literature Review Essay based on two of the assigned readings responding to questions

provided by the Instructor (20%)

In terms of learning objectives-, the seminar will ask the student to analyze different themes and trends

in the following inter-related subject domains.

• Strategic Thinking/Envisioning the Future - How should public and non-profit

"administrationists" visualize and project the future, anticipate, and understand the impacts of

highly dynamic and complex environments where the speed of change from globalization,

technology, and marketization is out pacing institutional response?

• Organizational and Institutional Strategic Management - How should public and non-profit

"administrationists" challenge existing operation, functional and service production assumptions

about their purpose, position, resilience, and relations with their partners and publics?

• Urban and Ecological Dynamics - How should public and non-profit "administrationists

confront new realities of realigning public enterprises and services in response to needs for

renewable energy sources, resource conservation, green technologies, and designs for

integrated public services?

• Innovation Models and Creative Destruction - How should public and non-profit

"administrationists move beyond conventional "performance management" norms to new

models in service production innovation, capacity building, and governance?

• Design Science and Complexity - How can public and non-profit "administrationists analyze

and create new approaches and "artifacts" that address changing needs and demands for new

and different solutions to create better social outcomes and foster stewardship.

In addition, the briefing papers and essays addressing the course assigned readings will attempt to

extend and deepen the student's use of analytical perspective (both quantitative and qualitative)

through an interdisciplinary approach. Theory and design constructs from urban planning and

economics, sustainable development, architecture and design, information management and analytics

will be incorporated into traditional public policy, management and non-profit leadership conceptual

frameworks.

"Required Readings List"

Required (to be provided by the Instructor) - Social Physics Alex Pentland (2015) Penguin

Students will be required to read chapters 1-4 in this book and submit a short essay detailing their "proposal" for leading a work group using the constructs of Social Physics. Reading the remainder of the book is recommended, of course, but not required.

Selection List for the Literature Review Essay Requirement

Superforecasting: The Art and Science of Prediction 2015By Philip Fetlock & Dan Gardner Broadway Books (340 pp paperback)

Mega Change: Economic Disruption, Political Upheaval and Social Strife in the 21st Century 2016 By Darrel M. West The Brookings Institution Press (210 pp hardcover)

The Disruption Dilemma 2016By Joshua Gams MIT Press (166 pp hardcover)

New Perspectives on Public Services 2012By Christopher Pollitt Oxford University Press (247 pp cloth)

There will also be numerous assigned articles and research briefs pertaining to the class subjects.

Class Participation

This seminar places special demands on all students. The group discussions only work if advance work is

prepared carefully and submitted on schedule. Class work session products depend on the

development of multiple themes & inputs, constructive examination of ideas. All products/assignments

need to be completed on time to be submitted for comment and review. Group Briefs result in a

common grade to be shared by group members, meaning a high degree of trust and optimum

involvement are essential for solid results.

The Final individual seminar paper requires attention to the preparatory work, comments and external

reviews, as well as exploration of other sources. While the style sheets will detail specifics—class time

will be devoted to discussing seminar paper objectives, research strategies, and group comments.

Class Schedule and Assignments Overview

Segment Due Dates* Part 1Individual Advance Work

Part 2In Class Group Discussions

Class Powerpoint Submission

Part 3Final Group/Individual Submission Dates

Briefing Paoer 1 Technology & Future of the Public/Social Workforce in CityX

Feb 8thth Feb 11th Work Session 1

Feb 25th Work Session 2 PPT Presentation

Group Submission -Mar 1st*

Book Panel Discussions and Submission of Book Essav

Select Book 1 Feb 25th

Submit Book 1 Essay March 8th

BOOK PANEL DISCUSSION March 11th

Select Book 2 March 11th

Submit Book 2* Essay By March 26th*

Briefing Paoer 2 Sustainability & Organizations in the "Social Sector"

Reading File Distributed March 30th

April 1st Work Session 1

April 15th Work Session 2 PPT Presentation

Group Submission

- April 19th *

Spring Break March 18nd -March 25th

Research Paoer Prospectus Due April 1st

Class Discussion ofPapersApril 29th

Final Seminar Paper Due May 13th

*Note final due dates may change depending upon class workload and other schedule factors- the style sheet sets the formal deadline

Class Schedule and Topics

Class Date/General Topic_____________________________________Jan 28th Class Session 1Seminar Introduction & LogisticsLearning ExpectationsClass Protocols & Requirements

Introduction to Thought Experiments

Lecture: Strategic Thinking, Qualitative Forecasting & the Future:A portfolio of methodologies:

❖ Futuring❖ Forecasting - Point vs. Range❖ Scenario Building❖ Simulation and Modeling❖ LTPA, ABP, usw...______________________________________

Lecture: Analyzing External Environments:From Simple Causality to Extreme Complexity Assessing Trends- Projecting Impacts- Validating Risk Quantitative vs. Qualitative Dimensions

Time Certain 3:15-4:00Planning for Work Group Research Briefs... Expectations & Organization Feb 11th Class Session 2

Thought Experiment A

Lecture - Technology, Complexity, and Service Design: From Schumpeter to Kano to Christensen and Back to Aristotle.......

The Future of Work & Service and Technological Change in the City(Group Project Work)

Class Session 3 Feb 25th

Thought Experiment В

Lecture: Models and Designs for Technology and Innovation in the New Modern Public Services: Envisioning and Understanding Change in the 10 Year Century

Afternoon Work Session on Brief I

Group PPT Presentations & Critique

Time Certain3:30-4:00 Advance Discussion for Book Panels_________________________________________________Class Session 4 March 14th

Thought Experiment С

AM Lecture: Analytics and Big Data: "Alternate Perspectives" on Strategy & Performance in Government and the Social Sector

PM Book Panel Discussions (1:00-3:00)

Superforecasting : The Art and Science of PredictionMega Change: Economic Disruption, Political Upheaval and Social Strife in the 21st Century The Disruption Dilemma

New Perspectives on Public Services

Class Session 4 April 1st

Thought Experiment D

Lecture Designing Sustainable OrganizationsThinking About Innovation, Resilience, Sustainability in Organizations Mapping The Future of Organizations and Climate Change

Group Discussions for Brief IISustainability & Organizations in the "Social Sector"

3:30-4:15 Time CertainDiscussion of Brief 2 Requirements & Expectations Class Session 6 April 15th

Thought Experiment E

Lecture Analyzing Sustainability and the Urban Condition Under GlobalismThinking About Change in Government, Collaborative Governance, Resilience and Contradiction Globalization and its Discontents-Cage Diagrams, Global Dynamics Models, Policy Diffusion Networks

Group Discussions for Brief IISustainability & Organizations in the "Social Sector"

Group PowerPoint Presentations

Time Certain 3:30-4:00Review of Seminar Paper Prospectus

Class Session 7 April 29th

Thought Experiment F

Lecture: Re-envisioning the FutureGovernment 2.0 World 3.0 Capitalism 4.0 Net 5.0 and beyond Whither Public Service(s)

2:00-4:00Time Certain: Student Progress Reports on Seminar Papers- Previews

May 13th Make-up Session (a.m.)

Submission of Final Papers________

Class Protocol for "Work & Discussion Sessions"

About 25% of our class time will be devoted to work and discussion sessions - in small groups of 3-4

students or less- that will utilize the flipped classroom model. (See tab attachment). For this model to

work effectively, students need to do advance work prior to the class session- find, read, and comment

on research materials, and produce some kind of product to summarize their work/discussion session.

The instructor will provide feedback- along with the other class members during the session.

The following table provides an outline for this flipped classroom process for 1st Half of Our Seminar1

ClassSessions

Subject Advance Work Session Objective & Product

Jan 28th Seminar Introduction N/AWork Group will be assembled Exchange contact information

Distribute "Research Readings"Strategy for February & Agenda for Feb 11th Session

"Chose City"Set Due Dates

Feb 11th Group Research Brief 1 1st Discussions

Review of Readings and Comments

Review of City Information

Individual Findings & Sense Making

Comments

"Findings"What we know What don't we know What we Need to Know Strategy for Feb 25th

* Boilerplate for PPt% *Outline for Brief

Agenda for Feb 25th Session

Feb 25th Group Research Brief 1

2nd Discussions PowerPoint Presentation

Additional Research Readings & Comments

*PowerPoint Boilerplate Pages

*Graphics for Brief?

* Final References Lists for Brief?

Complete PowerPoint And Presentation

Capture Class Comments & Instructor's Review

Conversion Process to Complete Brief

Editing Process Final Proof Schedule

March llth No Work Group Sessions

Book Panel Discussions

Students Must Submit 1st Book Essays

1 Class will assess how well the protocol work for 1st brief., and make modifications for second Brief for April.

Flipping the ClassroomBy Cynthia J. Brame, CFT Assistant Director- Vanderbilt University>

“Flipping the classroom” has become something of a buzzword in the last several years, driven in part by high profile

publications in The New York Times (Fitzpatrick, 2012); The Chronicle of Higher Education (Berrett, 2012); and Science (Mazur,

2009); In essence, “flipping the classroom” means that students gain first exposure to new material outside of class, usually via

reading or lecture videos, and then use class time to do the harder work of assimilating that knowledge, perhaps through problem­

solving, discussion, or debates.

Creating

Evaluating

Analyzing

Applying

Understanding

Remembering

Bloom's Taxonomy (Revised)

In terms of Bloom’s revised taxonomy (2001 ), this means that students are doing the lower levels of cognitive work (gaining

knowledge and comprehension) outside of class, and focusing on the higher forms of cognitive work (application, analysis,

synthesis, and/or evaluation) in class, where they have the support of their peers and instructor. This model contrasts from the

traditional model in which “first exposure” occurs via lecture in class, with students assimilating knowledge through homework;

thus the temi “flipped classroom.”

For full text

Flipping the Classroom | Center for Teaching | Vanderbilt Universityhttps://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/

By CJ Brame -

By Cynthia J. Brame, CFT Assistant Director Printable Version Cite this guide: Brame ... “Flipping the classroom” has become something of a buzzword in the last...What is it? ■ Does it work? ■ Theoretical basis ■ Key Elements

First Assignment: Rethinking Group Work Using Social Physics Constructs2

"...many of the traditional ideas we have about ourselves and how society works are wrong. It is simply

not the brightest who have the best ideas. It is those who are best at harvesting ideas from others. It is

not only the most determined who drive change; it is those who most fully engage with like-minded

people. And it is not wealth or prestige that best motivates people; it is respect and help from peers"

-Alex Pentland

Much of the work “we” do in organizations (and even in universities) is done by groups. Whatever we call them (teams, work groups, study gangs, social networks, etc. even committees) individuals increasingly work with others to examine problems or situations and suggest ways of dealing with them and developing and implementing solutions. This doesn’t mean that there aren’t as many issues with group work as there are with individual efforts. But learning to work with others and developing effective strategies to optimize individual contributions is increasingly being seen as a “core” skill.

Alex Pentland’s recent work examines some of these strategies and methods for “social networks” and suggests that much of the way we go about setting up, motivating, and managing groups is “wrong”. Part of your first assignment is to read the three chapters from his book Social Physics- Chapter 2- Exploration, Chapter 3- Idea Flow, and Chapter 4 -Engagement to test his ideas and think over his arguments. Your instructor feels so strongly about the importance of “new thinking” about work group is operating (note this “verb” is quite different from the usual choice - functioning) more as social networks- that he is providing a copy of Social Physics for you.

In our seminar, you will each have to participate in two work groups for the purpose of solving a research problem, constructing a presentation with a “proposed solution”, listening to comments and critique, and submitting a final product- a research brief. The syllabus has a “schedule” of action items and periods that need to be met by your group- both individual and group tasks.Your group will have to set up its own schedule and assignments to cover these requirements.

However- how your group “manages” its research inquiries (exploration), how it decides what ideas it wants to promote (idea flow), and how it will craft its final solution (engagement) is a bigger issue.

To get your thinking started, you are to submit a short note (no more than 500 words3) with your ideas about how you would like to see your work group “operate”- using the ideas of Social Physics. Please submit this note to me by COB Friday Feb 3rd.

2 In a research context, the term construct refers to the characteristic or trait that is being evaluated. Constructs are classified as direct or indirect. Some examples of constructs are intelligence levels, measures of satisfaction, weight and height.3 And how long is 500 words? This assignment note is exactly 500 words.

Style sheet for PA 741 Spring 2017 Seminar Final Paper -The Future of

Envisioning the Future - Projecting Change - (Clocks in the Clouds)

???

New Management Idea or New

Design

Reprogramming

or Reinvention

Requirements for Seminar Paper(Length 10-15 pages Text with five pages for Appendices & references)

Total Maximum Length - 20 Pages

Paper counts 40% of your final Grade-

Prospectus due April 1st (via email)

Three pages minimum

First page proposes a title- explains the central idea of your paper, why you think it is highly relevant for

managers and professionals in the public and non-profit sectors and explains briefly how you intend to

research your subject. (I.e. what you most want to know?)

Second page lists 10 references (start up minimum) you have identified that will be part of your research

foundation.

Third page will provide an outline of your paper- with your expected subtitles, showing how you will

organize, analyze, discuss, and present conclusions.

RadicalInnovation

New Policy Initiative or

Experiment

Purpose of the Paper

• Paper should be provisionally entitled - "The Future of A in XYZ_________________________ " (Can be

either the public or non-profit sector or both).

• What X is —Paper should examine a potential or recently initiated organizational innovation,

new management design, or new policy experiment, etc.. and explain how this "future oriented

change" will address external environmental pressures & trends as well as issues with

institutional adaptation and effectiveness.

• Where XYZ is - Paper is expected to have a geographic focus- (international, national,

regional/state, or even municipal or inter-sector). This provides some sense of scale.

• Paper should conclude with questions for future research that will help public and non-profit

"administrationists" determine issues involving inter-intra organizational/sector validity- i.e.

how can we assess whether the change/innovation/design being implemented will be effective

over time. (Will it last?). In addition, how can we determine whether the

change/innovation/design will be effective in other organizations/sector (will it work

elsewhere?)

• Paper should have at least 20 sources - with high currency (majority of sources should be no

more than five years old).

• While graphics and illustrations are not an absolute requirement- there do two pages of

references follow an expectation that the paper will have a "visual dimension" to it - rather than

a dozen pages of text?

Class Discussion of Papers on April 29th

Each student should be prepared to make a short 5 minute preview talk about their paper, tentative

conclusions for class discussion

Final Paper is due May 13th

Email questions always welcome - questions and responses may be posted on l-learn

PA 741 - Briefing Paper I - The Future of Work& Service in the City

(A 2025 Prospective)

"Something's happening here but you don't know what it is, do you Mr. Jones"?

Ballad of a Thin Man- Bob Dylan..Highway 61 Revisited (1965)

This first briefing paper begins with what is closest to us.. Work - and extends it into an urban

dimension- mainly how will technology shape services and work in city governments in the future?

Cusotmers, Client, and Captives

Contractors

Consumers

Co-workers

Individual

In the aftermath of the great recession of 2007-2009, attention is increasingly being drawn to how

"professional work" - in this case "knowledge work" - is shaping up for change in the public and non­

profit sectors. This goes beyond the old debates of the 20th century which revolved around place,

professionalism and privatization. The 21c debate is about the new designs for work as it is impacted by

technology, process and productivity innovation, new forms of collaboration and social innovation, and

shifting vocational constructs and ideals.

Purpose of the Brief

Your briefing paper should serve as an "exploration" of how work in governmental/non-profit

organization settings may change over the next decade. Two cities (Seattle & San Diego) have

been chosen as our focal points. Think of your paper/PowerPoint as a workforce planning

techno-forecast- How is the city's human resources alignment likely to change by 2025.

Essentially by addressing four parts:

1st Select the main occupational categories of the city- what's the shape of the current

workforce;

2nd discussing how technology innovations and trends will impact occupational and

professional categories (example- no more toll collectors) and service provision-

3rd providing a brief summary of the "top tech changes" that will be seen as forces of

"disruptive innovation"

4th making estimates of the scale of potential impact on workforce composition for the

city.

By the Numbers

1. The objective of the briefing paper is to assess current trends, future directions, and likely

impacts on "work and service provision in the public and non-profit sector due primarily to

technological change.

2. Your final paper/PowerPoint should discuss what factors (external driving forces- technology,

productivity, process innovation, etc) are significantly impacting work in whatever select

organization/profession/occupation/ or vocational "units' you designate from your city.

3. For advance work, you have been given a number of current articles on tech trends to enable

you to begin an informal environmental scan (you might want to consider folding some of these

pieces into a PESTE).

4. You will have two class discussion periods to work as a group with the consulting advice of the

instructor to prepare a PowerPoint that will address the four parts of the Brief (noted above) .

5. Your group will present your PowerPoint to the class for comment and critique on Feb 25.

6. The Briefing Paper- due March 2 is to be based on the group presentation or other individual

materials and should incorporate additional research.

Option II - Instead of submitting a formal briefing paper..submit a final powerpoint with note

pages highlighting slides... and adding to the powerpoint 2 slides with recommendations

Part I Advance Readings (to be completed by Feb 11th Class)

"What we can see just by looking around us..."

Each student is expected to review and examine several articles and reports provided by the instructor

and begin assembling some background information on their city.

The following is a short list of what has been provided so far:

*Disruptive Technologies: Advances That will transform life and the global economy 2013 McKinsey1 Work in Transition - MIT Technology Review Sept 2015 - N Byrnes

(all see Industry Guide of 16 other sources)10 Innovations That Could Change the World 2014 MIT Technology ReviewPaychecks, Paydays and the Online Platform Economy JP Morgan Chase Institute Feb 2016(part II)Tech Trends 2016 - Innovating in the Digital Era 2016 Deloitte Technology and People: The Great Job-Creating Machine 2014 Deloitte Al, Robotics, and the Future of Jobs 2015 (Aaaron Smith & Janna Anderson) PEW Digital by Default: A Guide to Transforming Government November 2016 McKinsey Where Machines could Replace Humans and where they can't (Yet) 2016 McKinsey Alternative Perspectives on Technology Policy... December 2016 The Brookings Institution Robots are Infiltrating the growth statistics April 2015 The Brookings Institution Workforce of Tomorrow December 2015 Local Government Research Collaborative & CSLGE *How will Technology Change Criminal Justice Jan 2016 Rand Review

(Other Books- Older Resources)

**2004 -The 21st Century at Work Lynn Karoly & Constantijn W. A. Panis The Rand Corporation See Chapter 3 “The Information Age and Beyond: The Reach of Technology (pp 79-124) www.rand.org (This book can be downloaded from the Rand website for individual use without charge)

*2004 - Thomas W Malone The Future of Work Harvard Business Review Press Malone had an article in the HBR and you can goggle other recent works and presentations following his project initiative at MIT - “Inventing the Organizations of the 21st Century”

2011 - Lynda Gratton The Shift: The future of work is already here Harper CollinsGratton - a professor at the London Business School - has written the inevitable self-help guide to current workforce dynamics - her subtitle is revealing “Have you made the crucial shifts for success?”

Part II - Group Development and Presentation of a PowerPoint

During our class session discussions - breakout groups of 3-4 students will use articles, media

headlines, graphics, and other images as a starting point for projecting how the pace, scope, and scale

of technology, communication, information change "might" alter work and service processes in terms

of scale - process - productivity - and outcome.

Feb 11th

Essentially- each group will "rethink" how technology -use the MGI Disruptive Technologies

Presentation as a Model- will redesign the main work and occupational categories for a large

US City (Seattle or San Diego). Students will also discuss the "reading file" materials (Part 1) in

terms of assessing impacts of external environmental dynamics . While technology factors are

expected to be the prime driver for change- influences of process innovation, new forms of

collaboration, and shifting vocational ideals can and should be considered.

By the end of Session I (Feb 11th) each student discussion group will select up to 20

photos/illustrations for incorporation into "draft" 10 min slide show/un narrated presentation

that they will provide to the class at 3 pm.

The objective of both the advance reading and in-class group examination of different articles

and graphic images is to stimulate thinking on future designs .. essentially to anticipate how

technological, production and service process, and collaborative innovation will remake and

redefine public/non-profit work. .

Feb 25th

The Group will fold in the workforce specifics and background information on their respective

city and then prepare the techno-work forecasts for the final PowerPoint.

Total Presentation Time 30 Minutes

Part III Group Brief Requirements - Due March 1st

Total length of the briefing paper- no more than 10 pages within the following limits:

1 page - cover with illustration/graphic.3 pages of text (3 pages of text)1 page for Table for "Workforce 2025 Tech-Cast"4 pages of appendices for photos, graphics, charts, data tables, etc -to illustrate your brief 1 page for references at the end of your Brief- in a section called " Sources"

о Option II - A final powerpoint with note pages highlighting each slide... and adding to the

powerpoint 2 slides with recommendations - Not to exceed 20 slides.

Some Closing Thoughts on "The Big Question - Could it happen to us?"

"A historical chart of U.S. Manufacturing employment shows steady growth from the end of the

depression until the early 1980's, when the numbers drop a little. Then things stay largely flat until

about 1999. After that, the numbers simply collapse. In the 10 years ending in 2009, factories shed

workers so fast that they erase all the gains of the previous 70 years, roughly one out of every three

manufacturing job- about 6 million in total- disappeared. About as many people work in manufacturing

now as did at the end of the depression, even though the American population is twice as large today."

"Making it in America" Adam Davidson The Atlantic Jan/Feb 2012 p 58

So- could that happen to public sector and by extension - non-profit sector employment in this decade?

FIGURE 1

The decline in manufacturing jobs

Manufacturing employment in the United States, 1960-2010

Employment in millions, seasonally adjusted

20

18

16

14

12

10o i n ^ - o o o o < n t i - v o o o ̂ OŃ ON СЛ C\ “ ~ —

O r M ^ v O O O O f N T f............................................ c o o o c o o o o o o n o n o no n o n o n o s o n o s o s o n o n o n o n

Ό 0 0σ* onON ON

Q Q О Оо о о о( N ( N Μ ( N í n I N

Source: Bureau of Labor Statistics.

Even more significant- in terms of looking for areas for future job growth - this reduced "talent pool" of

manufacturing workersfwith major automation inputs) in terms of productivity- is producing a higher

amount of totals goods and products than the peak of the pre recession period.

Appendix A: Looking at our two city choices in perspective

Table 4 -Decile Sample of US Cities by Employees Per Capita (2012 Census)

City / Ranking

EPC-Employee Per Citizen

2012Population

CityWorkforce

Total

CityPayroll(000’s)

MeanSalary

Pet Police & Fire

San Francisco4 28 805,235 28,660 $2,564,000 $90,702 38%Seattle 56 608,660 10,702 $839,048 $81,488 30%Boston 65 617,594 9,390 $687,646 $74,347 28%Minneapolis 74 382,578 5,111 $310,851 $62,309 46%Orlando 85 238,300 2,799 $169,484 $60,697 59%Pittsburgh 94 305,704 3,251 $183,233 $57,387 45%Phoenix 103 1,445,632 13,924 $941,073 $68,685 43%Fort Worth 116 741,206 6,386 $384,495 $61,492 41%Boise 127 205,671 1,616 $88,901 $57,760 41%San Diego 137 1,307,402 9,501 $733,740 $78,759 49%

Las Vegas 225 583,756 2,594 $214,500 $88,113 38%

INSTRUCTORS NOTE

The question this section begins with is the conventional metric for ascertaining how many public workers are needed to serve citizens. This question does come up in the media and is even used by some governments in their budget documents to justify their workforce levels. When the 2012 census date was released, one media source (The Washington Examiner) took the 100 plus US cities with a population over 200,000, took out the school and special districts ’ workforce; and compared the difference, asking the question: why does San Francisco (the highest city) have 1 employee per 28 citizens while San Diego has 1 per 13 7 citizens? (Rosie, 2013).

The Table above is an attempt to explain the variance found with the use of the workforce per capita metric as well updates it by cross-referencing the city ’s current budget. The 100 plus cities were ranked by ‘EPC’’- number of employees per citizen ”- and one city chosen at random from each of the 11 deciles. As mentioned, all school district and special district workforce were removed along so as to show the workforce, although there were still several exceptions noted in the table... Using the 2012 census data- the table shows how the EPC calculation, city population, annual city payroll, and mean salary. An additional variable is introduced- addressing the question- how much of the city workforce is dedicated to public safety- police and fire.

4 City-County Consolidated

Sun n ary of Position Charges by Department

1*1 IBI Ccl Ipį-įAb iBÏ + icl

Department 2016 Endorsed Total2D16 Baseline

Changes*2016 Adopted Changes 2016 Adopted Total

City Budget: OfFce 33 2 35

Civil Service Commissions 3 ■ 3

Community Police Commission 4 - 4

Department of Education and Early Learning 55 4 № 54

Department of Information Technology 201 - 7 206

Department of Neighborhoods 41 1 5 47

Department of Construction and Inspections 416 6 <»} 391

Department of Paries and Recreation 1,012 <?) m 1.006

Employees1 Retirement System 20 - 20

Ethics and Elections Commission 6 ■ 6

Finance and Administrative Services 632 - 19 651

Human Services Department 339 w 5 343

Law Department 177 - 3 160

Legislative Department SS - 1 69

Neighbornood Matching Subfund S - 6

Office for Civil Rights 33 - 3 36

Office of Arts and Cultural Affairs 33 - P) 3D

Office of Economic Development 26 - 3 31

Office of Hearing Examiner 5 - 5

Office of Housing 45 P) 3 45

Office of Immigrant and Refugee Affairs S - 2 10

Office of Intergovernmental Relations 12 - (i) 11

Office of Planning and Community Development - 46 46

Office of Sustainability and Environment 21 - 2 23

Office of the City Aud itor 10 - 10

Office of the Mayor 36 - 9 45

Seattle Center 260 - 26D

Seattle City Light 1,666 - 7 1,S75

Seattle Department of Human Resources 146 4 1 151

Seattle Department of Transportation 797 - 47 S44

Seattle Fire Department 1,1.64 1 4 1,169

Seattle Municipal Court 226 - Í4 225

Seattle Police Deaartment 2,032 3 12 2,047

Seattle Public Utilities 1,445 - 22 1,467

Total Budgeted Positions 11,226 15 156 11,397

Seattle Firefighters' Pension Fund** 4 - 4

Seattle Police Reliefând Pension ¡Fund"'* 3 ■ 3

Seattle Public Library,+ 667 - P> 664

Total Citywide Positions llr900 15 153 12,066

* Bdveh « Changes incJude р*я position modifications ø*u*d in Oty Courte! ûrtft-ыпс** («fteave ianoary JûlS ihrouiř Autfuvt 2ûl5b TNs яму ata include drøtruriet etinided baseirte usar·«** iû ли iţi at е iWunòod, rturv! positions and su rivetti r«| positions. This пму abo include corrections to the 201Й Endorsed tsjdijet

·· Per sonreí teures are tor informational pcrpoves cWy The librarVs position lia is established by the Lfcr ary Board Of Trustees, and positions tor the Potce arid Freftøiter Pension funds are vet by their respective board menters.

City or Seattle - 2.016 Adopted Budget: -736-

Table 1 b«*oä reflects lhe cíia^ge* w\ Futt-ime Eouvaknt (FTE.) pos»kons*i fre General Fund tom tre Fiscal Year 2016 Artx>led Budgel by department Deecnplicns of these Фа где* n postions mmedialeły toftûw.

Table 1: General Fynd FTE Changes by Department

Oty Attorney ISS sa 361.10 S 52

Oty Audi Of 2200 22.00 - IlCity Clerk 4 S 32 46 32 1.00

Dty Compliceer 64,75 87.51 2 76

Oly Treasurer 109.73 111.38 1.65

Commuriicak)ns 3216 33.50 1.34

Conci Adnwiistaton 1612 16.37 Û25

COiXCri Ošíruj t 1000 10.00 -

Coleri Distncl 2 10.00 10.00 -

Cox ci Dudrvj 3 10.00 10.00 ■Comei Distncl 4 10.00 10.00 -

Coirci District 5 10.00 10.00 - Į

Coixci OStfKj 6 10,00 10,00 -

Coirci District 7 10.00 10.00 - ICoirci Ostne! S 1000 10.00 ■ jCûircd District 9 1000 10.00 -

Défit Management 19 00 21.00 zooDevetopmeri Series 7000 70.00 -

Econome D«e*apment 51.35 56.00 465

Ея v ran men td Services 137.55 157.11 1956

Bhacs ComnrrSÄXi SOO 5.00 -

Fsiancid Management 3200 32.00 -

Fse-Rescue 1,17621 1.220.53 44 32

Humar Resources 2084 25.50 466

Iri tast ruet xe/Pu bfcc Works SOO 5.00 * 1Internai Operations 1.50 1.50 -

Library 46121 475.86 1265

NevcJitxxTiood Services SSO 6 50 1 00

□fice of Hometard Sec im y 1640 18.05 1.65

Oíice ot Ге Ató start COO 11 00 12 00 1 00

O ice ot Ге Chief FnanciaJ Oficer 200 2.00 * I□tice ot Г e Chief Oper a V’g Otfcer 5.35 5 35 -

□fice of tie IBA 10.00 10.00 -

□fice of Гe Mayor 29.00 29 50 050

Part. ä Recreation 860.13 899.78 3965

Urform ar c e 8 Arak kes 11 00 15 00 400

f-V Ы- “ 67 99 71.00 101

Ränning 67 08 65.07 (201)

'·'· e 263201 2644 01 1200

Pub4c Works * Contracts 20.00 21.00 1.00

Rjbfcc Works * Gen er d Sevices 151 00 174.00 2100

RjrctBsng S Corttacterj 59,96 59 96 - 1Red Estate Assets 3100 34.00 1.00

Trans pol a kon & Storm Waler 560.74 62S79 4505

Total Gen «ral Fund FTE Changea 7299 M 7,530.69 23121

Cry or San Diego Fiscal Year 20it Adopted Budget

19 I P a g e

Briefíirç Poper #9 - The future of Sustainable Organizations

Reading File Available March 29th

Intro Class Discussion - April 1st

Advance Due-April 12th

Group Presentation April 15th

Final Paper Due - April 21st

"If we want things to stay as they are, things are going to have to change"The Leopard, by Giuseppe Tornasi Di Lampedusa

This briefing paper is designed to address the complex set of issues surrounding climate change, ecological degradation, and other environmental forces that are affecting nations, communities, economies, publics—and their governments around the globe. While there are many definitions about what sustainability entails (far exceeding current consensus about what it means, much less agreement on what should be done) - public and non-profit sector organizations have largely accepted that they should be actively engaged in sustainability management and development.

This is especially so in California. In 2006 the state of California passed legislation (AB 32) followed by Governor Schwarzenegger's issuance of an executive order committing the state to reducing greenhouse gas emissions (GHG) to 1990 levels by 2020 (basically a 30% reduction in GHG) and an additional 80% reduction below 1990 levels by 2050. California, six other western states and four Canadian Provinces also created the Western Climate Initiative that pledged in 2007 a 15% reduction in CO2 emissions over the next 3 years and a 30% reduction by 2020. In 2015, Governor Brown pushed up California's effort to reduce greenhouse gas emissions in an executive order requiring the state to cut the pollutants to 40% below 1990 levels by the year 2030. At the local level- the City/County of San Francisco adopted its own climate adaptation plan in 2004 committing the city to reducing greenhouse gas emissions by 20% below 1990 levels by 2012. San Jose and Oakland also have developed their own climate sustainability plans with similar targets and measurements. More than 100 California cities and counties have signed the U.S. Conference of Mayors Climate Protection Agreement pledging similar reductions.

Flow these political mandates are translated into action - or in this case viable policy and management

strategies for making real progress in implementing sustainability while managing "vital capitals" is a

more complicated issue. Compounding the problem of making such investment and resource

conservation strategies decisions is the concern that whatever actions that are taken to put "Public

Administration at Zero5"- accelerating environmental trends are far outpacing potential institutional

plans for change.

5 An arcane reference to the architectural standard that the design goal for buildings and communities is zero net emissions and zero new waste.

This briefing paper will focus on strategies for creating sustainable organizations. While the briefing

paper must address external environmental and intersector factors in some depth, the reference point

is a local government agency or department. In short - you are developing a Environmental

Sustainability Strategy that would move your agency towards "Zero PA".

Your choice of agency is subject to a few caveats:

• It should be a local government or nonprofit agency that actually provides public services and

operates out of physical space. (It should not be an entire government jurisdiction-- you can't

do an entire municipality, county, village or town). You could choose BART or an authority or

special purpose district as long as it has some distinct function or purpose. Likewise you could

select a school district or a non-profit organization.

• Scale is an issue - it should be an organization with at least 250 employees and an annual

operating budget of at least $25 million.

• Finally, you should not select an environmental agency or regulatory agency or some other

similar entity whose primary function is environment management. Yes- they have internal

sustainability issues, but the larger purpose of this brief is to examine how your agency fulfills

its mission and embeds sustainability into its operations and its relations with its public, partners

and suppliers, peers and counterparts.

So part of your organizational reference model that will be about governance - not just institutional

government. It might be useful to see your strategy as first addressing the Center (X - the agency and

its employees) and second how this strategy addresses and engages participants & stakeholders.

Figure ABC COUNTERPARTSFederal Government State Government

SUPPLIERS

Contractors Corporate Entities

XLocal Government Agency or

Non-Profit

PUBLICSCustomers/Clients/Captives

Interest & Civic Groups Citizens Media

Employees

PARTNERS/PEERS

Regional Authorities County Governments

Special Districts

As before - students are to submit some advance work. In this case - for the organization selected- an

organization chart, some mission and budget information, and some "maps" and images -(using Google

earth or your own photography) to accompany some preliminary research on a definition of

sustainability.

The Final Briefing Paper- due on April 21st - will be based on the group presentation provided on April

15th or other individual materials and should incorporate additional research. All members of the team

will receive the same grade for the Brief, provided they participate fully in the development of the Brief

Brief Requirements

Total length of the paper- no more than 15 pages with the following suggested allocations:

о 1 page - cover with photo/graphic,

о 6 pages of text

о 1 page intro to Appendices & 5 pages of appendices for photos, graphics, charts, data tables, etc - supporting information.

о 2 pages for references

Final Paper must be submitted via e-mail (as a pdf) to Instructor by Friday April 21st.

Requirements for Advance (Due April 12*)

To be discussed on April 1st Class

1) Current Organization Chart (one page)- "Organization Photo"

2) Current List of Core customers, partners and suppliers, peers and counterparts. (Some type of

submission of Figure ABC)

3) Organization Geography Map (Showing location & boundaries of its service areas of functions)

4) Current Mission statement and statement about roles & responsibilities

5) Budget basics (Annual Operating Budget Categories & Workforce Numbers)

6) Does the City/County/Parent Organization have a САР/Sustainability Plan with Metrics -Provide

summary of main goals and link to Plan)

7) At least three Google earth/map photos/images of the organization's site (i.e. where its main or

a major "office" is and what it look like) and possible clues as to its image of sustainability

8) Definition: 1 definition of sustainability (with cite)

9) Perspective: 3 current (no earlier than 2013) articles or short report on sustainability as a pdf -

Items 1-8 should all be inserted into a PowerPoint. The three articles or short reports should be submitted as pdf. All these items will be posted on l-learn prior to our April 15th Class

April 15th Class Discussions and Presentation

11-12 Review of the Instructors Comments on the Advance Materials

1:00-2:30 Group Work Sessions to Assemble Final PowerPoint

Each Group will compile a 20 slide maximum PowerPoint presentation that follows the briefing outline

for a 30 minute power point presentation that they will make to the class at 2:30. The instructor will

critique each presentation with the assistance of the class.

The objective of the advance submissions and the in-class group examination of different organizations

through mapping & other imagery, discussion and follow-on presentation is to stimulate thinking on the

trends, dynamics, and challenges confronting public and non-profit organizations on sustainability and

environmental stewardship. If public sector agencies and non-governmental organizations are to

assume leadership roles in helping society better learn and manage its impacts on our environment and

limit environmental risk to the planet, they must embed sustainable performance systems in their own

operations, their organizational culture, and most importantly their interactions with the public, peers,

partners, and counterparts.

Clearly there are no right or wrong answers -especially when the longer term consequences and risks

are so complex (and uncertain). But, again, we begin with the present tense in flux and the

understanding that the external environmental dynamics demand change—if organizations are to

address how they will use human and physical capital, energy resources, and conserve natural resources

to embody sustainability and to provide public value. Zero PA is not a destination - it is a substation on

the route towards social responsible and civic responsibility.

And of course - time is a factor., or as the strategy adage goes-

"If everything seems under control, then we're not going fast enough."

Questions

Outline of the Final Briefing Paper

Your paper may be organized as you deem appropriate. However-here are seven questions that you

should address—meaning your "answers" (or perhaps a better word "explanations") will be

incorporated into the paper's framework per below:

1. Why—why is "sustainability" important to this organization? This means defining sustainability,

and discussing the significance of other climate action plans taken by counterparts and peers

and goals set.

2. Why Now? Using some form of Driving Forces Assessment - is there a compelling case for how

climate change, energy and natural resources usage, demographics, and other external

ecological and environmental factors are affecting your locality and your organization and by

extension their economies to become more sustainable yet still be competitive. [Note -this

question is a good place to include mapping and other visuals that illustrate institutional

response or strategies to problem forces]

3. What goals will be set by your strategy? Does a strategy like "Zero PA" - or whatever you

recommend-- differ from a strategic plan? What are the priorities?

4. Who will be affected by your agency strategy and the goals you are setting. How does your

agency affect your public, peers, partners, and counterparts. How does your strategy affect

your own employees?

5. Will Big Change Happen? - Is it likely that there will be significant changes in the way your

organization operates and more importantly in its organizational culture?

6. How soon and how much? How will your strategy measure change/progress - What metrics (outcome measurement) need to be put in place to assess whether your strategy is producing results- and is changing internal behaviors and operational processes—and affecting your customers, your contractors, your peers and partners?

7. What if you fail? (What are the risks and consequences of Failure)? Your brief need only pose

2-3 Questions for the future - Thinking projectively- can you identify key questions for the

future that all public and non-profit "administrationists should be thinking about in order to

anticipate, project, and understand the potential impacts of climate change, ecological

imperilment, and other emerging forms of environmental risk on institutions and society.

"The thing about strategy is .. that it's ok to fail, as long as you fail quickly!"ACH - September 2000