PAD 5041 Course Description - Askew School of Public ...

PAD 5041 Course Description
"Public service ethics" provides conceptual tools to clarify moral experiences,
and analyzes individual decision making strategies and organizational
programs. Unlike some classes, the emphasis is not only on issues of "how to,"
but also on "why." As a result, the focus is on both the acquisition of
knowledge, as well as the appreciation of our ignorance and the expansion of
imagination. This course is not about right and wrong answers; it is about
going beyond intuitive reactions to human behavior toward considered,
analytical understanding.
The week of August 27, students should ensure that they:
-familiarize themselves with on-line courses by clicking on
http://learningforlife.fsu.edu/online/index.cfm,
Complete readings for Session One which commences September 4
-submit the completed Readiness Quiz to the Drop Box (click on
Student Tools) by Thursday, and
-attend a one-hour reception will be held Friday at 5:30, DeVoe Moore
Center, 150 Bellamy (those with unresolvable conflicts will have a
telephone or office conference with the instructor); in addition,
individual meetings will be scheduled with students early in the term.
The initial class session begins Tuesday morning, September 4; each session
thereafter runs Tuesday morning at 7:00 a.m. through Sunday, 6:00 p.m. The
professor is James S. Bowman (click on Course Homepage Instructor
Information).
Objectives
Upon completion, the student will be able to:
-appreciate why ethics is essential to leadership
-understand and apply moral development theory at the individual and
organizational levels of analysis
-differentiate between ethical problems and ethical dilemmas, and
design creative ways to deal with them
-develop abilities to use moral imagination and ethical reasoning
-employ an tripartite approach (the "ethics triangle") to address ethical
issues
-cultivate individual as well as organizational integrity
-analyze the ethical dimensions of contemporary issues
-create a plan to continue development of personal ethical capacity.
Any student difficulties in achieving these goals are likely to result from a lack
of study skills, time management, and self-discipline more than from a lack of
ability. That is, online learning places considerable demands to engage course
material independently; this places the responsibility on the learner--exactly
where it should be (!). This class, then, is a rigorous course in the finest sense
of the word--one of the joys of intellect is using it, and you will do so in each
weekly Session.
Required Texts
Johnson, C. (2012). Meeting the Ethical Challenges of Leadership. 4th edition.
Thousand Oaks, CA: Sage.

West, J. and Berman, E., eds.(2006).The Ethics Edge. 2nd edition.
Washington, DC: International City/County Management Association.
Alford, C. (2001). Whistleblowers. Ithaca, NY: Cornell University Press.
Course materials should be purchased immediately upon confirmation of
registration. Required texts can be obtained from a variety of online vendors
such as Amazon http://www.amazon.com. Texts may also be accessed
through many university libraries. Students who have not received their books
at least five days before the term are encouraged to cancel their orders and
place a rush order with another vendor. Do not attempt to commence the
course without the books in hand.
Communication Requirements
While this class is indeed flexible in one sense, it is nonetheless quite
demanding in another sense. It is a combination of individual study and
engagement with others in a structured learning environment. Students will
need to have reading assignments completed early each week in order to
participate effectively in discussion. Accordingly, everyone is expected to
balance their non-academic and academic obligations so as to maintain
substantive, consistent, and timely course participation throughout the term. It
is crucial that each class member be actively involved each week. This is not a
self-paced course.
To engage in discussion, click on the Groups key on the left side of the course
home page, and then on "Discussion Board" for the group you are assigned
to. Students are expected to initiate a minimum average of four independent,
substantive contributions and at least two substantive responses to other
students' contributions each week; there is no maximum on the number of
contributions. Weekly discussions are from early Tuesday morning through
Sunday at 6:00p.m. . From Sunday evening through Monday, an
optional Open Mike is available to anyone who wishes to discuss ethical issues
not directly covered that week (for personal matters contact the instructor).
Simply offer your thread and await responses.
To encourage coherence in the overall discussion participate at least:
once by Tuesday (extra credit for morning posts),
once by Wednesday
once by Thursday,
once by Friday, and
twice by Saturday or Sunday.
Participate frequently during the week in a pattern:
- respond to the discussion thread,
- comment on others' postings (include a salutation, "Dear Elvis,...),
- read replies to your messages,
- answer them indicating what has been gained from peer comments, and
- as often as not posts should end by posing a question.
Do not respond to all threads for the week at one time; instead permit the
discussion of each one to get well underway before reacting to the next
instructor thread.

The submissions must be a genuine contribution to the topic under study and
reflect the quality of discourse characteristic of a seminar. Primary emphasis is
on the quality of participation; it is important that comments build on previous
remarks and make explicit reference to the readings so that learning is
cumulative and theory directed.
Commonly accepted norms of "netiquette" include:
- indicating the purpose of the message and, for long messages, providing a
brief overview statement identifying the main topics to be discussed
- using paragraphs when writing messages (to make comments readily
accessible, avoid excessively long paragraphs by dividing contributions into
easily-read paragraphs of about three or four sentences each)
- avoiding slang or abusive language (e.g., uppercase type is the equivalent of
shouting).
Key is communication that includes:
- open mindedness
- regular monitoring, updating, and status reporting
- prompt acknowledgment of, and substantive response to, messages
- availability for telephone conversations.
In a nutshell, task behavior (initiating, information seeking, clarifying,
summarizing) and maintenance behavior (encouraging, harmonizing,
compromising) should take precedence over self-serving behavior (blocking,
deserting, aggressive criticism, boasting, "social loafing"). No one ever
regretted doing his or her best.
Empirical studies demonstrate that discussions are most effective when they
are reader friendly (connections are made to previous messages and the new
message has a clear objective) and contain positive attitudes (complete the
work in an upbeat manner, as even one person with a negative attitude in an
on-line environment can undermine trust).
To summarize, you are committing yourself to at least 4-6 hours per week of
preparation for the Board and approximately 3 hours per week in contributions
on the Board (it is prudent to schedule blocs of time in advance for
participation). Since this is roughly the equivalent of preparing for and attending
an on-campus undergraduate course, do not be surprised if the time involved
goes beyond this minimal estimate for this class. Because it depends upon
lively discussions from week to week, students unable to participate on a
regular basis are expected to drop the course early in the term.
Course Assignments & Performance Expectations
Ethics is based on the actions of people. Accordingly, it cannot be achieved
unless all in the organization practice it at a personal level; such a commitment
is both a privilege and an obligation. Success ultimately depends upon what we
know, what we do, and what we become as a result. As Aristotle saw, we
cannot expect to attain excellence without studying and mastering the art of
achievement. As a manager or future manager, you cannot delegate that
responsibility: you must show the way by example.
Accordingly, ethical management is not only an academic subject to be
studied, but also a way to improve your own activities. Personal effectiveness
can be enhanced by activities such as:
-keeping up with the readings,

-responding promptly to classmates,
-meeting and exceeding assignment standards, and
-devoting sufficient effort to ensure success.
In short, ethics as practiced by the individual is the foundation upon which class
quality is built. That is, anything worth doing is worth doing well.
Note that neither the mere completion of various requirements nor the time
spent on them determines the granting of credit. Simple familiarity with the
material is not to be mistaken for either understanding or mastery.
The following assignments will determine the final grade by the percentage
indicated:
-Class Participation and Personal Checklist/Journal Assignment: 20%
-Midterm Examination: 25%
-Term Paper: 30%
-Final Examination: 25%
Note: Completion of the checklist/journal assignment provides a rich source of
material for Board discussions and examinations; indeed, satisfactory
completion of those dimensions of the course depends to a considerable
extent upon that assignment.
- Extra Credit: discretionary weighting for student benefit for Tuesday
morning Board Participation, Enrichment Exercises, and other opportunities
available throughout the course. Be advised that it is important to fully
complete required assignments rather than to devote time to extra assignments
at their expense.
1. Class Participation and Personal Checklist/Journal (see Session One
assignment and "Communication Requirements" section above). Unless
otherwise indicated, one- to four-paragraph answers to questions posed at the
end of each session should be drafted in preparation for class discussion. For
both the board discussions and the personal checklist/journal assignments (as
well as other written work), heed William Faulkner's view that "I never know
what I think about something until I have read what I've written about it." The
checklist/journal, as a personal individualized assignment, is completed on the
"honor system" for one's self reflection and learning; it is not submitted to the
instructor except for possible extra credit.
2. Work-Related Case Study Term Paper. Building on your journal or other
experiences, identify an ethically challenging situation (one with no clear right
or wrong solution) directly from your work as an employee (or student).
The paper should be a management case you are personally familiar with at
work (or school), not a broad public policy issue (e.g., a dilemma faced in your
work at a blood supply agency would be appropriate, but a general discussion
on blood quality policy would not). This assignment, then, is a problem-solving
exercise in self-discovery; students must have intimate, first-hand knowledge of
the case circumstances.
The management issue selected may have important policy implications, but
the objective is to analyze ways to deal with the situation utilizing the "ethics
triangle" (re: Session Nine). Employ interview data, organizational documents,
professional literature, and academic sources to substantiate the analysis.

A descriptive paper discussing a broad subject area and/or a variety of issues,
typical of an undergraduate term paper, does not fulfill the requirement.
Likewise, an essay that emphasizes topics unique to the private sector with no
implications for non-profit or governmental agencies is also inappropriate. A
situation involving interpersonal or family matters, as opposed to a public
management issues, also does not meet the goal of the assignment.
The thoroughly documented study should: (a) succinctly define the situation in
the case (1p.), (b) briefly examine the background of the case (2pp.), (c)
emphasize the use of the ethics triangle (Session Nine) to analyze the dilemma
(most of the paper), and (d) make a recommendation (1-2pp.). Steps to
completion are:
a one-paragraph statement (that includes a working title and subtitle, a
purpose sentence (similar to c. just above), and a short specification of
the case ("avoid extra work by doing it right the first time"; ensure that
it is a difficult situation with no easy answer) is due during Session
Five-Six,
an outline of the paper, including a working bibliography (include
citations to organizational documents and a separate list of potential
interviewees) and using the attached form
in Session Nine Assignment section, is due at the end of that Session,
and
the final 14-15 page, double-spaced paper (plus outline with the
instructor's outline comments and completed assignment checklist
found in an attachment to Session 13) is due at the end of that
Session. Ensure that your name appears on the attachments, and that
the paper is paginated; do not include a table of contents or abstract.
For all submissions, if feedback is not received within 48 hours, then assume a
transmission problem and resend the message. Note that preliminary work is
evaluated, but not graded.
Late papers, or those without the items specified above, lose one letter grade.
The final submission should include the instructor's comments on the initial
outline with the paper; it is not necessary to submit a copy of the revised
outline. Click on Course Materials on the Homepage for information on Word
Grammar Function.
3. Midterm and Final Examinations. These "open book" tests (Sessions 7
and 14 respectively) consist of approximately three or four long-essay
questions (e.g., each answer, unless otherwise indicated, should be about 7-8
paragraphs; there may be several short essays as well). They will be
weighted 40 percent on class discussions, 60 percent on readings (note,
however, that most discussions are based on the readings).
Each answer must be: (a) coherent (contain an introduction, text, and
conclusion), (b) documented (make specific references to course information),
and (c) critical (do not merely repeat and describe the material). Examples of
examination topic areas include professionalism, individual decisionmaking
approaches, organizational ethics strategies, and a personal ethical capacity
plan (re: Johnson, chapter two).
These tests are an effective learning device--provided that all readings are
completed prior to the examination; if this is not possible, then please do not
take the course. It is not feasible (nor desirable) to attempt to complete the

examinations without proper preparation (i.e., most items are integrative,
"thought" questions; they cannot be "looked up and copied down").
The tests, stated differently, reflect the type of challenges faced by
professionals: those that require the synthesis and application of knowledge
and skills to challenging situations. Approximately five days will be available to
complete each examination.
4. Enrichment Exercises. There are a number enrichment, "extra-credit"
activities in the discussion threads (as well as short assignments) and earlyweek
Board participation opportunities. Successful completion will increase
one's grade by one-half a letter grade.
In summary, examine each Session's folder in Course Documents for
discussion assignments as well as for details on the assignments shown below.
Each of the items shown should be emailed to the instructor; they are due no
later than 11:59 p.m., Pacific Time, on the dates indicated.
Session 5: Term Paper Initial Statement Sunday, October 7
Session 7: Midterm Examination Friday, October 19
Session 9: Term Paper outline (use template as directed) Sunday, Nov. 4.
Session 13: Term Paper (include ancillaries as directed) Sunday. Dec. 9
Session 14: Finish Final Examination Friday, December 14.
Feedback Policy: Every effort will be made to respond to student work within 48
hours. Be sure to check Announcements for any special circumstances
affecting this policy. Do not hesitate to contact the instructor as needed.
The philosophy underlying this evaluation system is "excellence as merit"--i.e.,
everyone competes against quality standards (that is, everyone can win, like in
an orchestra). The alternative is "excellence as superiority"--i.e., people
compete against one another (that is, few win and many lose, like in most
sports competitions) is not used in this class.
Grading, Academic Honesty, Accessibility and Course Evaluation
Policies
Grading Policy: see above; also, consult FSU website.
Academic Honesty, Accessibility and Course Evaluation Policies: click on
Course Materials.
Consult the FSU Honor Code found in the Course Library, near the bottom of
the list.
Procedures for Work Submission, Absences, and Late Policy
Submission. Each assignment in the Course Documents folders describes
how to submit work.
Absences. Students are expected to schedule their personal and professional
obligations so as to maintain continuous participation in the course. Rare
circumstances, however, may present difficulties. For a pre-planned absence
(which should be kept to a minimum), make arrangements in advance for

Discussion Board participation and submission of assignments. For an
emergency absence (severe health or weather problems), notify the instructor
as soon as possible to make appropriate arrangements. Also see "Class
Participation and Persronal Checklist/Journal" section above.
Late Work. In general, "plan your work, work your plan" so as to fulfill course
obligations. Late work cannot be accepted for Discussion Board and
Enrichment assignments. Deadline extensions for examinations or the term
paper will not be considered except for highly unusual, documented
circumstances provided prior to due dates.
If an assignment is submitted late, and no prior arrangement has been made,
then it will lose one letter grade. Assignments over two days late cannot be
accepted without consultation and documentation.
Incompletes are given at the discretion of the instructor. If granted, students
should have successfully completed most of the course and should then
contact the instructor before the last week of the class with documentation in
hand. They are to be prepared to take responsibility to fulfill the remaining
assignments, as determined by the instructor, in a timely manner.
Every effort will be made to be fair and equitable to all concerned; no one will
be provided with an advantage over other students as a result of the above
policies.