PPG1007, Section I – Week 12

… agenda for PPG1007, section I, 4 April 2018

Class mission statement

Review, Recommendations, Preparing for Internship

1 – Outline of the meeting

2 – Reflections on last week’s session with Scotton, Graham, Mitchell and Thacker

  • The dynamic among the clients
  • What the clients need to know in the moment
  • Get to the conclusion early
  • Highlight the narrative
  • How much to assume the listener has read
  • Look directly at listener and speak naturally without reading
  • Have a summary
  • What each team learned and how it affected the final presentation
    • Team A
    • Team B
    • Team C
    • Team D

3 – Report on Monday’s teleconference on the Munk Amalgamation Student Initiative and a new Atlas entry: Learning from Failure!

4 – Was the class mission accomplished?

  • working together … CHECK √
  • impressive body of advice … CHECK √
  • maximize student learning … DISCUSS

5 – Looking back at the objectives set out in PPG1007, Section I – Week 1

6 – Round the table 60-second briefs on lessons learned regarding any of the following experimental elements in Section I:

  1. 3-paragraph email before first class on past experience and professional aspirations
  2. 10 required concepts each week for 12 weeks
  3. Pre-class quizzes
  4. Class formatted to resemble a committee (or project-brainstorming) meeting around one 17-person table
  5. Open computers encouraged in all classes
  6. Online class outlines that evolve up to class time and then remain available
  7. 60-second briefs required of all students in most classes
  8. Student assignments using live cases and real clients
  9. List of outside resource persons willing to take student calls
  10. Class mission statement
  11. Two required bilaterals with instructor
  12. Strong encouragement to seek help in assignments from anywhere – including classmates, designated resource persons, and other SPPG professors
  13. Rigid design templates for briefing notes and presentation decks
  14. Open access student products with assignments (and their author’s LinkedIn profiles) becoming publicly viewable as they are completed
  15. Dry-run presentation session with former SPPG students
  16. Not-for-marks, live-case-real-client, own-institution, assignment in final week

Concepts that might serve as aides memoire:

Problem-Based, Project-Based, and Team-Based Learning

Bardach’s Step One – Define the Problem

Identifying Strengths, Weaknesses, Opportunities, Threats (SWOT)

Issue Framing

Strategic Public Management

Trade-off

Opportunity Cost

Sunk Costs

VMOSA – Vision, Mission, Objectives, Strategies, and Action Plans

Creating a Team

Participative Leadership

Autocratic Leadership

Taking Responsibility

Learning from Failure

Not-Invented-Here (NIH) Syndrome

Hawthorne Effect

Gartner Hype Cycle

Consulting Stakeholders and Engaging Citizens

The Crucial Role of Communication

Storytelling

Competing Values in Governance and Institutions

Speaking Truth to Power

Writing a Briefing Note

Elevator Pitch

Knowing the Audience

7 – Discussion of lessons learned and suggestions for improvement in course design

BREAK FOLLOWED BY COURSE EVALUATION

8 – 15 minutes for Course Evaluation

Conducting Online Course Evaluations In-Class in Arts & Science Courses: Suggested Practice

The results of a pilot study at UofT indicate that giving students time in class to complete their online evaluations may enhance their engagement with the evaluation process and may encourage more students to participate. Interested instructors in Arts & Science courses are encouraged to adopt this practice. If you have time during the final weeks of the term, we recommend the following:

1. Choose a date during the A&S student evaluation window (March 26th – April 8th) to provide 10-15 minutes in class for students to complete their evaluations online.

2. Announce in advance that you will be providing class time to complete evaluations and that students should bring, if able, a smart phone, tablet or laptop to do so. Share this announcement in class, via email, through the Portal/Blackboard/course website, etc.

3. If possible, schedule this activity during the start of class to encourage students to spend the full allotted time on the evaluations.

4. Please be sure to leave the room while your students are completing their evaluations.

5. Designate a student volunteer who will notify the class when the time is up and come retrieve you to continue with your class.

9 – Looking back at some concepts we did not have time to discuss

10 – What, if anything, do we want to suggest to the Director on a Munk Amalgamation Student Initiative?

11 – Outline of Luncheon Meeting with the Director

12 – Presentation of selected concepts from Operating Skills for Internship

Orienting

Briefing and Minimizing Surprises

Deadlining

Becoming Self-aware

Developing Resilience

Having Fun

Managing Stress

Managing Time

Taking Responsibility

Power Laws, Pareto Distributions, and Performance

See also advice to graduating SPPG students at SPPG Practicum, 21 March 2018

13 – Presentation of supplementary concepts from Leadership

Haidt’s 6 Innate Moral Foundations Motivation Big Five Personality Traits

14 – Presentation of supplementary concepts from Operating Skills for Internship

Clearing Activating Ambition Finding Balance

15 – Next steps with course marking

16 – Ask me (instructor) anything

18 – Other business

19 – A visiting deputy’s five tips for surviving and thriving in a public organization

  • Be good
  • Be patient
  • Be curious
  • Be assertive
  • Be philosophical

20 – Thank you and good luck

Page created by: Ian Clark, last modified 4 April 2018.