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

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Yahong Zhang, Robert Lee and Kaifeng Yang role and let the public deal more directly with the elected officials in the context of making ordinances and policy. * * * If there is an issue that, in my professional opinion, is in the best interest of the city, I will make a recommendation. Public managers diverge to an even greater degree on policy deliberation. Most managers see policy deliberation as a political process and thus are very hesitant to participate. The following reactions reflect their caution: If you go to the preparation stage, that’s where my participation is at its greatest level…When we move to deliberation stages, my role diminishes to answering questions when they may have them. I do not enter my opinion into policy decisions until they request a specific information point. I fully step away from the decision making. * * * We don’t disturb council to make final decisions. I would stay out of the dialogue during deliberation process. * * * During their council meetings, I don’t really participate to a great extent…But let me preface that by saying that unless I feel like they’re going to make a decision where we fall off the cliff, I tend to let them just go ahead and do what they see fit. Some managers would take a stronger stand in the stage of policy deliberation by guiding and facilitating the discussion to the direction of their recommendations. A manager frankly expresses: We as managers can’t sit back when we see something going on at a commission table that they (commissioners) may not see but that may have a dire ramification. We need to step up to the plate and be more assertive. 192 Journal of Public Affairs Education
Another echoes: Stories from Local Public Managers in Florida If I see them going to a direction that will create havoc then I think it is incumbent upon the manager to provide the information and steer them in a different direction. After providing the facts, I think it’s important to move back so the end product doesn’t create more problems than you were trying to solve. These managers perform like trustee administrators (Box, 1992) or policy directors (Morgan & Watson, 1992). Among the policy directors, two strategies are found to be popular for managers in leading the policy direction. First, they discuss the issue with each of the elected officials in one-on-one meetings, lobbying for their policy recommendations. Second, they request the council to postpone the voting so that they can try to collect more information and then come back to the elected officials for reconsideration and deliberation. In sum, although the interviewees are regarded as exerting moderate to strong influence in policy making, their actual participation in the policy process varies from the least extent, where managers merely provide information and policy alternatives upon the elected body’s request, to the highest extent, where managers actively join the discussion with elected officials with an attempt to direct policy outcomes toward what they believe the best for the community interest. Nevertheless, the managers in our interviews agree that once the council votes for a policy, they must effectively carry it out regardless of their personal opinions. This indicates that although local public managers often have to fill in the policy vacuum for their policy makers and even proactively lead policy making in a certain direction, they clearly follow the professional ethics and respect the elected body’s political authority. Knowledge and Skills for the Policy-Making Role As Lazenby (2010) suggests, “Another approach to gauging the critical knowledge and skills of local government managers is simply to ask their opinions on the subject” (p. 341). We asked the managers what they feel are the most important skills and knowledge to assist the elected body to make sound policy decisions. Table 1 summarizes the reported knowledge and skills, ranked by their frequencies. Notably, almost every interviewee indicates that communication skills are essential to their role in policy making. They also agree that both “people skills” and “the knowledge of basis” are important for managers to help their elected officials make sound policies. Journal of Public Affairs Education 193
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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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Are They Connected? Exploring Acade
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Exploring Academic and Social Netwo
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Journal of Public Affairs Education
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Information for Contributors The Jo
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