WINTER 2012 - National Association of Schools of Public Affairs and ...

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Yahong Zhang, Robert Lee and Kaifeng Yang (c) to analyze, synthesize, think critically, solve problems, and make decisions; (d) to articulate and apply a public service perspective; and (e) to communicate and interact productively with a diverse and changing workforce and citizenry. The new accreditation standards reveal that NASPAA has shifted its emphasis from specific knowledge and skills to more general competencies in a complicated environment; it has also realized the policy-making responsibilities for public administrators. Of course, the NASPAA accreditation standards serve for career managers in general, not for local government managers per se. Denhardt (2001) suggests that all career administrators need three types of personal development—cognitive knowledge, interpersonal skills, and intrapersonal skills; but each type of development has different contents/ requirements as administrators move from technical to managerial and institutional positions. As such, he proposes that each MPA program should contextually identify its students and then provide different types of students with different combinations of theory- and practice-focused training. According to Denhardt, city managers would need greater knowledge of organizational environments and the process of policy development, as well as more skills in negotiating or brokering across organizational boundaries. Koven, Goetz, and Brennan (2008), through analyzing 46 of the top 50 MPA programs identified by U.S. News & World Report in 2006, find that the leading core courses were “organizational concepts and institutions” and “policy evaluation” (both courses were required by 87% of all programs), “budgeting and finance” (85%), “public administration” (74%), “ethics and leadership” (59%), and “politics and legal institutions” (52%). Lazenby (2010) examines 42 MPA programs with a concentration in local government. He finds that these MPA programs provide good coverage of competencies associated with administration, legal/institutional system, and technical/analytical skills. However, they are less likely to provide trainings of “soft skills,” the competencies associated with ethics, interpersonal communications, human relations, leadership, group processes, and community building. Nevertheless, since formal graduate education is only one component of preparing an individual for a senior management role in local government. . . . Given a finite number of hours available in a 2-year professional degree program, it makes sense to focus this time on the kinds of competencies that lend themselves well to “book learning.” (Lazenby, 2010, p. 351) Lazenby also suggests that courses on policy analysis and analytical skills are less important than those on managing public organizations, and thus they should be eliminated from the curriculum in MPA programs with a concentration in local government. 188 Journal of Public Affairs Education
Stories from Local Public Managers in Florida METHODOLOGY To understand local managers’ firsthand experience in policy making, we conducted interviews with city and county managers in Florida. Florida is an excellent research site because of its great institutional, political, and demographical variations among local governments, which epitomize the nationwide conditions to a high degree. In particular, typically three forms of government are adopted by the 411 incorporated cities (including towns and villages) in Florida: council-manager, mayor-council, and commission; and three forms are adopted by the 67 counties: county manager, county executive, and county chair–administrator. We selected and invited 30 managers (28 city managers and 2 county managers) for the interviews through multiple methods: Seven of them were viewed by their mayors as exerting very strong influence on local policy making, according to the 2006 Florida Mayor Survey conducted by one of the authors; 15 of them were evaluated by other city/county managers as having strong or relatively strong policy-making influence in local government; and 8 of them were evaluated by other city/county managers as having a moderate level of policy-making influence. All these interviewees are seasoned public managers with more than 10 years of experience in local government. In addition, they are from different forms of government and different geographic parts of Florida with varying population sizes, ranging from 7,600 to 140,000. All the 30 managers accepted our invitation to participate in the research. A questionnaire with six open-ended questions was designed and sent to these county and city managers before a one-on-one phone or e-mail interview in August 2008 through March 2009: 1. Regarding the local government managers’ role in legislative policy making, to what extent should they participate in the policymaking process and why? 2. To what extent do you actually participate in legislative policy making with your elected officials, both in the preparation stage and the actual deliberation and decision making stage? 3. When you started participating in local government legislative policy making as a local government manager, what education or experience helped prepare you for this new role? 4. Have you experienced any difficulty or frustration in the process? Do you have any examples of those experiences that you can share? Journal of Public Affairs Education 189
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JPAE VOLUME 18 NUMBER 1 JOURNAL OF
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Journal of Public Affairs Education
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FROM THE EDITOR In the symposium in
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NASPAA Presidential Address Annual
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Leading by Example: Modeling Global
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FROM THE GUEST EDITOR FROM THE GUES
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FROM THE GUEST EDITOR A SYMPOSIUM I
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on other fronts, certainly it can h
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Picasso, P. (1937). Guernica. Pictu
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A View from the 50th Street Gate on
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Reflections of a Working-Class Acad
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Reflections of a Working Class Acad
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Reflections of a Working Class Acad
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Class Rooms Kenneth Oldfield Univer
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Class Rooms although I did, but not
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Class Rooms GRADUATE SCHOOL I was u
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Class Rooms the odds this appointee
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Class Rooms The Great Leveler, too
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Class Rooms of higher learning and
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ook (Oldfield & Johnson, 2009). The
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Didactic Changes Class Rooms Pedago
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Admittedly, it will be difficult to
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hooks, b. (2000). Where we stand: C
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Shaw, G. B. (1928). The intelligent
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What’s a Girl Like You Doing in a
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What’s a Girl Like You For exampl
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What’s a Girl Like You and operat
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What’s a Girl Like You captured t
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What’s a Girl Like You full-blown
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What’s a Girl Like You inside). I
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What’s a Girl Like You and collea
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What’s a Girl Like You toward ser
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Blue-Collar Teaching in a White-Col
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Blue-Collar Teaching Half of my fam
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Blue-Collar Teaching from physics.
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Blue-Collar Teaching lifelong dream
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Blue-Collar Teaching Before him, in
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Blue-Collar Teaching One may argue
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Blue-Collar Teaching graduation in
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Blue-Collar Teaching advantages oth
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Carrizales, T. (2010). Exploring cu
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Oldfield, K. (2010). Socioeconomic
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Moving Forward by Looking Back Gary
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Moving Forward My father married my
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Moving Forward became apparent that
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Moving Forward to Duane, because he
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Moving Forward by this contaminant.
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Moving Forward quite by chance to b
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Moving Forward Federalist 51 detail
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Moving Forward their profession, in
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Moving Forward as the study shows,
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REFERENCES Ashwander v. Tennessee V
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Techniques in Teaching Statistics:
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Many researchers have explored the
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LITERATURE REVIEW Techniques in Tea
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Techniques in Teaching Statistics b
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Techniques in Teaching Statistics T
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Techniques in Teaching Statistics l
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Techniques in Teaching Statistics i
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Table 1. Downloads of Papers at Sel
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Figure 2. Expanded Model of Researc
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Techniques in Teaching Statistics o
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Figure 3. Expanded Model of Researc
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Techniques in Teaching Statistics L
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Techniques in Teaching Statistics o
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Felbinger, C. L., Holzer, M., & Whi
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Snee, R. D. (1993). What’s missin
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Review of Moral Controversies in Am
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application of those foundations to
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Journal of Public Affairs Education
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Information for Contributors The Jo
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