JSGS 882 STRATEGIC MANAGEMENT IN THE PUBLIC … · management in the public sector. We’ll...

JSGS 882 STRATEGIC MANAGEMENT IN THE PUBLIC SECTOR DRAFT SYLLABUS ‐ UNDER REVISION

UNIVERSITY OF SASKATCHEWAN CAMPUS

Instructor: Jus�n Longo

Phone: 306‐585‐4942 (office phone); 306‐450‐5345 (sms only please)

Email: jus�[email protected]

Video Mee�ngs: FaceTime: jus�[email protected] Google Hangout: jus�[email protected] Skype: jus�n_whitehallplc

Office Hours: email for availability

Office Loca�on: 110.9 ‐ 2 Research Drive, JSGS Main Office

Term: Winter 2016

Room: Prairie Room, JSGS @ University of Saskatchewan

Dates & Times: Feb 2 (5:00pm‐8:00pm), Feb 23‐26 (9:00am‐4:30pm), March 2 (5:00pm‐8:00pm)

Group Chat: Google Docs (group notes, class documents) Slack (group discussion) (sign in here with your @usask.ca email address) Twi�er: tag tweets with #JSGS882

CALENDAR DESCRIPTION

This course focuses on developing prac�cal knowledge and skills public sector managers require to effec�vely “get things done” through others. Management skills developed include self‐assessment/reflec�on, goal‐se�ng, teamwork/collabora�on, verbal/wri�en communica�on, influence/persuasion, conflict resolu�on, stress management, and crea�ve thinking.

LEARNING OBJECTIVES Following successful comple�on of this course, students should be able to: ● describe concepts and theories in strategic management as applied to the public sector, referring

to alterna�ve defini�ons and iden�fying conceptual disputes; ● describe the salient differences in how strategic management applies between the private sector

and public sector; ● extend theories of public sector strategic management to prac�cal problems and real‐world

situa�ons; ● Understand how strategic management approaches apply at the organiza�onal level, in rela�ons

between colleagues, and at the level of the individual;

Online Syllabus www.schoolofpublicpolicy.sk.ca

1

● Understand themselves be�er, and how that self‐awareness can translate into more effec�ve strategic management and be�er organiza�onal performance.

ATTRIBUTES OF JSGS GRADUATES 1. Management, Governance, and Leadership: Ability to inspire support for a vision or course of

ac�on and successfully direct the teams, processes, and changes required to accomplish it. 2. Communica�on and Social Skills: Ability to communicate effec�vely and build enduring,

trust‐based interpersonal, professional rela�onships. 3. Systems Thinking and Crea�ve Analysis: Ability to iden�fy key issues and problems, analyze them

systema�cally, and reach sound, innova�ve conclusions. 4. Public Policy and Community Engagement: Ability to understand how organiza�onal and public

policies are formulated, their impact on public policy and management and how to influence their development.

5. Con�nuous Evalua�on and Improvement: Commitment to on‐going evalua�on for con�nuous organiza�onal and personal improvement.

6. Policy Knowledge: Ability to analyze and contribute content to at least one applied policy field.

COURSE CONTENT AND APPROACH This course will provide students with an understanding of selected theories of strategic management as applied to the public sector and how those theories might translate into prac�cal skills and strategies for being effec�ve future leaders. While effec�ve strategic management is contextualized in the wider framework of external forces and the implemen�ng environment, of having a vision for dealing with an uncertain future and the strength to follow through on that vision, the core of our approach will be on the networks of people who you will need to work with to get things done. With that in mind, this course is centred on learning more about yourself, as a future public service leader, and how that self‐awareness can be the founda�on for being a be�er manager of the people you will work with and the processes you will be opera�ng in. Rather than an approach that emphasizes crea�ng a grand strategic vision that will succeed as a consequence of its own brilliance, our approach emphasizes how effec�ve strategic management is built day‐by‐day, through the con�nual efforts of the people in an organiza�on working together for common purpose. See the course framework for a visual on how the course is organized. This course lets you get as much out of it as you want to, and is flexible in allowing you to focus on those skills and a�ributes you are most interested in improving. You will have opportuni�es, through in‐class experien�al learning ac�vi�es and case studies, to ac�vely prac�ce the skills needed to effec�vely manage yourself and lead others. Evalua�on is based on ac�vi�es meant to provide you with opportuni�es to grow as a person and future public service leader.

www.schoolofpublicpolicy.sk.ca Online Syllabus 2

COURSE AT‐A‐GLANCE

Session Date Topics Assignment

1 Feb 2 Course Overview; Frameworks and Concepts;

What is Strategic Management?

Self‐Reflec�on (due in class)

Quiz #1 (2%)

2 Feb 23 am Nego�a�ons and conflict resolu�on; Difficult

conversa�ons

Quiz #2 (2%)

3 Feb 23 pm Influence, persuasion, mo�va�on;

Performance management

Quiz #3 (2%)

4 Feb 24 am Teamwork and collabora�on Quiz #4 (2%)

5 Feb 24 pm Communica�on Quiz #5 (2%)

6 Feb 25 am Organiza�onal culture and change

management

Quiz #6 (2%)

7 Feb 25 pm The excep�onal organiza�on Quiz #7 (2%)

8 Feb 26 am Leadership Quiz #8 (2%)

9 Feb 26 pm Produc�vity and stress management Quiz #9 (2%)

10 Mar 2 Self assessment and personal reflec�on Quiz #10 (2%)

Self‐Reflec�on (10%)

COURSE MATERIALS

All readings are freely accessible through the UofSlibrary system. The book you select for assignment #1 may need to be purchased by you. However, there are many �tles that can be used for assignment #1 that can be accessed freely through the university library. There are four case studies that will be used during the course. The cost to download these cases is $16.50. To purchase these:

● Go to the Ivey Publishing website at www.iveycases.com ● Log in to your exis�ng account or click "Register" to create a new account and follow the

prompts to complete the registra�on. If registering, choose the "Student User" role. ● Click on this link: link to be provided ● Click "Add to Cart". ● You may choose to order in either print or digital format. To order the material in digital format,

check "digital download" and click "OK". ● Go to the Shopping Cart (located at the top of the page), click "Checkout", and complete the

checkout process. ● When payment has been processed successfully, an Order Confirma�on will be emailed to you

immediately and you will see the Order Confirma�on screen. ● If you ordered digital copies: Click "Download your Digital Items" or go to "My Orders" to access

the file. IMPORTANT: Access to downloadable files will expire 30 days from the order date, so be sure to save a copy on your computer.


COURSE OUTLINE ‐ DATES AND SESSIONS UNDER REVISION

Session 1 (Feb 2): Course Overview; Frameworks and Concepts We’ll introduce ourselves to each other, review the syllabus, and talk about our expecta�ons for the class. There will be a discussion of some of the core concepts that guide our approach to strategic management in the public sector. We’ll complete the first part of an assignment that will be concluded during the final session 12 weeks from tonight. Readings: none Assignments:

● Part one of assignment #1 (due in‐class; worth 10%, but not completed un�l the final class). ● Quiz #1 (2%) ‐ complete before 11:59 pm, Sunday September 11.

Session 2 (Sept 14): What is Strategic Management? A more in‐depth discussion about the concept of strategic management, with a focus on how it applies in the public sector and how it differs from the dominant literature on strategic management in the private sector. Readings: Mintzberg, H. (1994). The Fall and Rise of Strategic Planning. Harvard Business Review, 107‐114. link Porter, M.E. (2008). The five compe��ve forces that shape strategy. Harvard Business Review, 86 , 78‐93.

link Vining, A. R. (2011). Public agency external analysis using a modified “five forces” framework.

Interna�onal Public Management Journal , 14(1), 63‐105. link Case:

● FedDev Ontario ( link to course pack ) Assignments:

● Quiz #2 (2%) ‐ complete before 11:59 pm, Sunday September 18.

Session 3 (Sept 21): Nego�a�ons and conflict resolu�on Nego�a�on is a process by which two or more par�es engage in a discussion and a�empt to influence each other, with an eye towards reaching an agreed‐upon outcome. Nego�a�on can be used for conflict preven�on and for conflict resolu�on, for reaching an agreement and for resolving disagreements. Nego�a�on can be as important as global peace agreements or as mundane as where to go for lunch.


“Successful” nego�a�ng is not only about being tough, but also involves cogni�ve strategizing and planning, as well as being aware of the emo�onal aspects inherent in human interac�ons. Readings: Marcus, L. J., Dorn, B. C., & McNulty, E. J. (2012). The walk in the woods: A step‐by‐step method for

facilita�ng interest‐based nego�a�on and conflict resolu�on. Nego�a�on Journal , 28(3), 337‐349. link

Opresnik, M. O. (2014). The hidden rules of successful nego�a�on and communica�on : Ge�ng to yes (1;2014; ed.). Dordrecht: Springer Interna�onal Publishing. doi:10.1007/978‐3‐319‐06194‐8 link ‐

● Read pp. 1‐11 (more if you want) Assignments:

● Quiz #3 (2%) ‐ complete before 11:59 pm, Sunday September 25.

Session 4 (Sept 28): Difficult conversa�ons

This week, we’ll focus on a bestselling book that has widely influenced how people communicate and navigate conflicts. If you get anything from this class, buy and read this book. Readings: Pa�erson, K., Grenny, J., McMillan, R., & Switzler, A. (2012;). Crucial conversa�ons: Tools for talking when

stakes are high (2nd ed.). New York: McGraw‐Hill Publishing. Link Assignments:

● Quiz #4 (2%) ‐ complete before 11:59 pm, Sunday October 2.

Session 5 (Oct 5): Influence, persuasion, mo�va�on

How do you get someone to do what you want them to do? Pay them, and promise to pay them more if they do be�er? Why do you do the things you do? Do you work more on things that will get you a higher grade? What lies beneath our mo�va�on? And what about those millennials ‐ are they really harder to mo�vate? Readings: Atkinson, M. M., Fulton, M., & Kim, B. (2014). Why do governments use pay for performance?

Contras�ng theories and interview evidence. Canadian Public Administra�on , 57(3), 436‐458. link

Latham, G. P. (2004). The mo�va�onal benefits of goal‐se�ng. Academy of Management Execu�ve,

18 (4), 126‐129. Link


Thompson, C., & Gregory, J. B. (2012). Managing Millennials: A framework for improving a�rac�on, mo�va�on, and reten�on. The Psychologist‐Manager Journal , 15(4), 237‐246. Link

Assignments:


Session 6 (Oct 12): Performance management

Performance management is a systema�c process by which an organiza�on involves its employees in the pursuit of improved organiza�onal effec�veness towards accomplishment the organiza�on’s mission and goals. It includes planning work and se�ng expecta�ons, con�nually monitoring performance, developing the capacity to perform, periodically evalua�ng performance, and rewarding performance. Readings: Hvidman, U., & Andersen, S. (2013). Impact of performance management in public and private

organiza�ons. Journal of Public Administra�on Research and Theory, 24, 35‐58. link Moss, S. E. & Sanchez, J. I. (2004). Are your employees avoiding you? Managerial strategies for closing

the feedback gap. Academy of Management Execu�ve, 18 (1), 32‐44. link Poister, Theodore H. The Future of Strategic Planning in the Public Sector: Linking Strategic Management

and Performance, Public Administra�on Review , December 2010, Special Issue, pp. 5246‐5254. Link

Case:

● Gap Inc.: Refashioning Performance Management ( link to course pack ) Assignments:


Session 7 (Oct 19): Teamwork and collabora�on

How do groups get things done? The tradi�onal model is to bring people into an organiza�on, and then add a management layer on top to coordinate their ac�vity. Recently, a new model has emerged: collabora�on, an interac�ve process involving mul�ple par�es working together using shared rules, norms, and structures, to act or decide on issues or co‐create a common understanding, output, or outcome. But some�mes, teams fail to perform. What’s a manager to do? Readings: Kohn, S. (2015). 9 powerful prac�ces of really great teams . Pompton Plains, N.J: Career Press. Link

● Read Chapter 1. Skim Chapters 2‐10.


Salas, E., Sims, D. E., & Burke, C. S. (2005). Is there a “Big Five” in teamwork? Small group research , 36(5),

555‐599. link

Thompson, Ann Marie, James L. Perry and Theodore K. Miller. 2008. “Conceptualizing and Measuring

Collabora�on.” Journal of Public Administra�on Research and Theory 19(1): 23‐56. link

Assignments:


Session 8 (Oct 26): Communica�on

Workplace communica�on is the process of exchanging informa�on, both verbal and non‐verbal, within

an organiza�on, with the goals of suppor�ng organiza�onal objec�ves, increasing produc�vity, sharing

knowledge, and addressing conflicts. Effec�ve communica�on means synthesizing complicated concepts,

minimizing mis‐statements and misinterpreta�on, and suppor�ng decision makers.

Readings:

Gurzick, D., & White, K. F. (2013). Online Personal Networks of Knowledge Workers in

Computer‐Supported Collabora�ve Learning. In Computer‐Supported Collabora�ve Learning at

the Workplace (pp. 225‐239). Springer US. link

Longo, J. (2007). Communica�on in the Policy Process. eBriefings.ca White Paper #07‐08‐002. Victoria,

BC. link

Case:

● Skills For Tomorrow: A Management Team in Crisis ( link to course pack )

Assignments:

● Assignment #1 (25%) ‐ all parts complete before 11:59 pm, Sunday October 30.

Session 9 (Nov 2): Organiza�onal culture and change management

Organiza�onal culture is the collec�on of beliefs, assump�ons, values, and norms that are predominant

or shared by members of an organiza�on. Organiza�ons can also have different subcultures, which can

conflict with each other. As culture can affect organiza�onal development, produc�vity, cohesion, and

effec�veness, understanding the organiza�onal culture is crucial. And when a�emp�ng to change an

organiza�onal culture, that culture can both help and derail your change efforts.

Readings:

Chatman, J. A. & Cha, S. E. (2003). Leading by leveraging culture. California Management Review, 45 (4),

20‐34. link


Ko�er, J. P. (2007). Leading change: Why transforma�on efforts fail. Harvard Business Review , 85 (1), 96‐103. link

Ostroff, F. (2006). Change management in government. Harvard Business Review, 84, 141‐150. link Strebel, P. (1996). Why do employees resist change? Harvard Business Review, 74 (3), 86‐92. link Case:

● City in Crisis: Michael Taylor ( link to course pack ) Assignments:

● Quiz #8 (2%) ‐ complete before 11:59 pm, Sunday November 6.

Session 10 (Nov 9): The excep�onal organiza�on

Buzzwords such as innova�on, crea�vity, and mindfulness urge us to create organiza�onal se�ngs, and provide leadership, to create excep�onal organiza�ons. Are these reasonable expecta�ons? Or should we see them as ambi�ous targets that can guide us towards crea�ng be�er workplaces for us and our colleagues. Readings: Day, A., Kelloway, E. K., & Hurrell, J. J. (2014). Workplace well‐being: How to build psychologically healthy

workplaces . GB: Wiley‐Blackwell. Link ● Read chapter 1: “Building a Founda�on for Psychologically Healthy Workplaces and Well‐Being”,

by Arla Day and Krista D. Randell link Mar�ns, E. C., & Terblanche, F. (2003). Building organisa�onal culture that s�mulates crea�vity and

innova�on. European journal of innova�on management , 6(1), 64‐74. Link Aviles, P. R., & Dent, E. B. (2015). The role of mindfulness in leading organiza�onal transforma�on: A

systema�c review. Journal of Applied Management and Entrepreneurship , 20(3), 31. Link Assignments:

● No assignment this week

Session 11 (Nov 16): Leadership

Leadership is the ability to influence people towards a goal, and support individuals to contribute to that goal. Studying leadership is part of a process of preparing to become a leader in your organiza�on and community. This is not something that you will learn in one session of this class, or even in an en�re class . Becoming and being a leader is a con�nual process of self‐development, prac�ce, and growth. Readings:


Borins, S. (2002). Leadership and innova�on in the public sector. Leadership & Organiza�on Development Journal , 23(8), 467‐476. link

Goleman, D. (2014). What makes a leader: Why emo�onal intelligence ma�ers. Florence, MA: More

Than Sound. Link

● Read Introduc�on , What makes a leader? and Postscript

Assignments:


Session 12 (Nov 23): Produc�vity and stress management If you want to help your organiza�on be the best it can be, you need to start with making yourself be the

best possible version of you.

Readings:

Thomas, M.N. (2012). Personal produc�vity secrets: Do what you never thought possible with your �me and a�en�on.. and regain control of your life. US: Wiley. Link

● Read Chapter 1 and Chapter 2

Clayton, M. (2011). Brilliant stress management . Pren�ce Hall. link ● Read Introduc�on , What stress is and is not , and Manage stress at work

Assignments:


Session 13 (Nov 30): Self assessment and personal reflec�on We end where we started ‐ by looking inward to assess our strengths and weaknesses as leaders and

how we can be�er support those around us to make our organiza�ons be�er.

Readings:

Drucker, P. F. (2005). Managing oneself. Harvard Business Review , 77(2), 100‐109. link Nesbit, P. L. (2012). The role of self‐reflec�on, emo�onal management of feedback, and self‐regula�on

processes in self‐directed leadership development. Human Resource Development Review , 11(2), 203‐226. link

Assignments:

● Self‐reflec�on (10%) ‐ completed in‐class


EVALUATION ‐ DATES UNDER REVISION

Assignment #1: Book Review and Social Media

Engagement (all parts due October 26)

25%

Assignment #2: Independent Project (final possible date

for submission December 21)

25%

Daily Quizzes (10 @ 2%) 20%

Daily Web Safari (10 @ 1%) 10%

Par�cipa�on 10%

Self‐Reflec�on 10%

Total 100%

Assignment 1 ‐ Book Review and Social Media Engagement (25%) You will find and review a popular press book related to the course content. You can select from the

suggested list here , or find one on your own. The criteria for selec�ng a book is that it is:

● related to the course content

● published by a reputable press, and

● not something you have read before.

There are four parts to this assignment (everything must be complete by October 26).

1. Tweet (suggested deadline ‐ by September 30): Send at least three tweets with the hashtag

#jsgs882 to get your audience interested in the upcoming review you will post (e.g., Currently reviewing @realDonaldTrump ’s “Art of the Deal” for #jsgs882 :“I believe in the power of nega�ve thinking”. #thatexplainsalot ) ( 3% )

2. Review, Post, and Tweet (suggested deadline ‐ by October 12): Cri�cally evaluate a book (based

on the criteria above), and write an approximately 500 word review that gives the reader a

concise summary of the book, a cri�cal assessment, and suggested guidance to the reader (see

guides such as this one for more detail on how to write a book review). Post it to your public

blog, and tweet the link with #jsgs882. ( 15% = 2% (grammar and spelling) + 2% (forma�ng,

including blog design) + 4% (summary) + 4% (cri�cal assessment) + 2% (guidance) +1% (tweet))

3. Comment (either in the blog, or via Twi�er) on two of your colleague’s posts (suggested deadline

‐ by October 19): Reac�on to the review, connec�on to course content, connec�on to your

review, etc. ( 4% ) 4. Report on engagement (deadline ‐ October 26): submit a brief report on how people interacted

with your tweets and blog post. You can use metrics from your blog pla�orm or Twi�er, or reflect

on what you learned from using Twi�er and your blog to disseminate your review. ( 3% ).


Assignment 2 ‐ Independent Project (25%) This assignment lets you explore in greater depth one of the course topics that is of interest to you.

This is your chance to take a public sector strategic management problem and and inves�gate,

develop, and present an assessment, analysis, response, plan, or solu�on that addresses it. The

format can be a model, visualiza�on, poster, paper, app (mobile or computer applica�on), website,

video documentary or presenta�on, series of workshops or conferences, a new organiza�on, event,

public mee�ng, cabinet submission, game, prototype product, etc. Marks will be allocated based on

how well you are able to iden�fy the key issues ( 4% ), your ability to link these issues with the theory and material discussed in class ( 4% ), the crea�vity of your idea ( 4% ), how persuasive your analysis and recommenda�ons are ( 4% ), and your presenta�on (including spelling and grammar) of the

concept ( 4% ). Failure to achieve an ambi�ous target because of circumstances beyond your control

will have no bearing on your grade. There will be two opportuni�es (tenta�vely on October 19 and

November 23) to present your ideas to your colleagues during class. These will not be graded, but

they are valuable opportuni�es to receive feedback on your idea.

Quizzes (20%): Ten quizzes, each worth 2%, will be completed online at the end of most sessions

(deadlines are noted in the course outline). These will test concepts from the readings and

discussion in class. The quizzes will be completed using the URCourses pla�orm.

Web Safari ( 10% ): On ten of the 13 weeks of the class (your choice), find a news ar�cle, blog post, video, or other item on the Internet that relates to the course content for that week or the prior

week. The link must be inserted into the group discussion notes by midnight prior to the class (e.g.,

by 11:59 pm on Tuesday September 6 for the class star�ng at 5:30 on Wednesday September 7). The

link and a brief descrip�on must be tweeted before the same deadline using the hashtag #jsgs882.

Par�cipa�on (10%): All students are expected to par�cipate in seminar discussions, share their

ideas, and engage in conversa�ons with the goal of clarifying or advancing the course content. In

addi�on to par�cipa�ng during class, this includes adding content, observa�ons, ques�ons and

resources to the shared document space used throughout the seminar (these can always be found

using the URL protocol “h�p://bit.ly/JSGS882Board MMM DD 2016 ”, e.g., h�p://bit.ly/JSGS882BoardSEP072016 ). You can also par�cipate on Twi�er using the hashtag

#JSGS882. Your grade will be based on both the quan�ty and quality of your contribu�ons.

Self‐Reflec�on (10%) : During the final class on November 30, you will have an opportunity to reflect

on your performance and growth during the previous 12 weeks. You will assign yourself a grade out

of 10%, ar�cula�ng why you deserve that grade.


JSGS GRADE DESCRIPTORS

85+ excellent: A superior performance with consistent strong evidence of ● a comprehensive, incisive grasp of the subject ma�er; ● an ability to make insigh�ul cri�cal evalua�on of the material given; ● an excep�onal capacity for original, crea�ve and/or logical thinking; ● an excellent ability to organize, to analyze, to synthesize, to integrate ideas, and to express

thoughts fluently; ● an excellent ability to apply theories to real‐world problems and intersect with related

disciplines. 80‐85 Very Good: An excellent performance with strong evidence of

● a comprehensive grasp of the subject ma�er; ● an ability to make sound cri�cal evalua�on of the material given; ● a very good capacity for original, crea�ve and/or logical thinking; ● an excellent ability to organize, to analyze, to synthesize, to integrate ideas, and to express

thoughts fluently; ● a strong ability to apply theories to real‐world problems and intersect with related disciplines.

75‐80 Good: A good performance with evidence of

● a substan�al knowledge of the subject ma�er; ● a good understanding of the relevant issues and a good familiarity with the relevant literature

and techniques; ● some capacity for original, crea�ve and/or logical thinking; ● a good ability to organize, to analyze and to examine the subject material in a cri�cal and

construc�ve manner. ● Some ability to apply theories to real‐world problems and intersect with related disciplines.

70‐75 Sa�sfactory : A generally sa�sfactory and intellectually adequate performance with evidence of

● an acceptable basic grasp of the subject material; ● a fair understanding of the relevant issues; ● a general familiarity with the relevant literature and techniques; ● an ability to develop solu�ons to moderately difficult problems related to the subject material; ● a moderate ability to examine the material in a cri�cal and analy�cal manner.

0‐49 Unacceptable Performance

N.B.: The average of a JSGS course should normally fall in the range of 78‐80 but it may vary with circumstances.


LATE ASSIGNMENTS Assignments that are handed in past the due date will not be assessed.

TECHNOLOGY USE This course uses technology intensively for group discussions, common pla�orm note‐taking, simula�on ac�vi�es and searching for supplemental material. Students are encouraged to have a laptop in class at all �mes. Dedicated “lids‐down” moments will occur where appropriate. There are many arguments against using laptops so intensively ‐ if at all ‐ in seminar se�ngs (see this ar�cle , for example). These arguments centre on the distrac�ons that accompany Internet‐connected devices in class, and the barrier that laptop screens place between people having real discussions IRL. These arguments are important, and I’ve been persuaded in the past that we should limit device use in seminars. But I now promote a fully‐enabled seminar se�ng based on a number of principles and expecta�ons: ● Principle 1: You are adult learners, and should be given the freedom to control your learning

environment. I do draw the line at baseball caps tho (especially when worn backwards). Touques are okay, if worn ironically.

● Principle 2: The ability to explore tangents that you are interested in, look up referenced material and bookmark it, or find supplemental informa�on and bring it back into the seminar discussion enriches the experience for all of us.

● Expecta�on 1: Internet services that are mainly a distrac�on from the ideas in the seminar ‐ email, and most social media ‐ should be avoided (if you are able to do that) or disabled (if you can’t help yourself ‐ I suggest installing Self Control for Macs or search for alterna�ves here or here .). Not only are these distrac�ons bad for you , they are like second‐hand smoke to your fellow seminar par�cipants. If you are caught playing Pokemon GO, you will be required to waste every last one of your Pokeballs.

● Expecta�on 2: Phones should be in airplane mode unless you have an urgent need to be reachable. If you are expec�ng an urgent call, please let me know before class starts.

STUDENTS WITH SPECIAL NEEDS Students in this course who, because of a disability, may have a need for accommoda�ons are encouraged to discuss this need with the instructor and to contact the Coordinator of Special Needs Services at (306) 585‐4631. TO BE REPLACED WITH UofS INFORMATION

STUDENTS EXPERIENCING STRESS I take student stress seriously. I would hope that your first response would be to talk to me. Other resources are available however. Students in this course who are experiencing stress can seek assistance from the University of Regina Counselling Services. For more informa�on, please visit this website: h�p://www.uregina.ca/student/counselling/contact.html , or call (306) 585‐4491 between


8:30 a.m. to 4:30 p.m. Saskatchewan �me Monday to Friday. TO BE REPLACED WITH UofS INFORMATION

OTHER UofR SUPPORT FOR STUDENTS ● Student Success Centre TO BE REPLACED WITH UofS INFORMATION ● Aboriginal Student Centre TO BE REPLACED WITH UofS INFORMATION ● Centre for Student Accessibility TO BE REPLACED WITH UofS INFORMATION

ACADEMIC INTEGRITY AND CONDUCT Ensuring that you understand and follow the principles of academic integrity and conduct as laid out by the University (available at h�p://www.uregina.ca/gradstudies/grad‐calendar/policy‐univ.html ) is vital to your success in graduate school. Ensuring that your work is your own and reflects both your own ideas and those of others incorporated in your work is important: ensuring that you acknowledge the ideas, words, and phrases of others that you use is a vital part of the scholarly endeavour. If you have any ques�ons at all about academic integrity in general or about specific issues, contact your course instructor to discuss your ques�ons. TO BE REPLACED WITH UofS INFORMATION


JSGS 882 STRATEGIC MANAGEMENT IN THE PUBLIC … · management in the public sector. We’ll...

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