Link At: http://courseinfo.jjay.cuny.edu:8080/courses/PAD706.99_FA00/

E/Mail: patohara@email.jjay.cuny.edu, cc: patohara@bellatlantic.net

To study the relationship between the fundamental structures/processes of organization and the "pathologies" to which organizations are prone, with particular emphasis on public sector and non-profit organizations. To apply and sharpen our understanding of the nature and causes of organizational pathology by closely examining specific instances of organizational failure. To deepen the students understanding of how management policy an employee behavior can undermine the efficient, effective and lawful delivery of goods and services by public, non-profit and private organizations. To analyze organizational pathologies such as corruption, fraud, waste, abuse of power, secrecy, institutionalization, favoritism/nepotism, racism/sexism, and obstruction of oversight. To study and assess how leadership, oversight and structural reform can help renew organizations beset by critical and/or chronic failures of performance. To have every student demonstrate his/her understanding of the causes, symptoms, progression and treatment of organizational pathology in general and with respect to a specific organization.

We will be conducting this class in the CourseInfo on-line learning environment. Clicking on the course link http://courseinfo.jjay.cuny.edu:8080/courses/PAD706.99_FA00/ is the first step to getting to CourseInfo. A sign in box will jump up. Your "User ID" is your first initial, last initial (in CAPS) and last four digits of your social security number, for example, PO1111. Your "password" is your first initial, last initial (in CAPS) and the first five digits of your social security number, for example, PO22222. (The security-conscious may change their passwords later from within the CourseInfo system--the system administrators recommend your birth date as follows "mm/dd/yy"--for now just get started.) Any student enrolled in the course by August 28 will be "in the system" by September 5, 2000 at 5:00PM. Most students will be in the system before then but I will have to "hand enter" any student who, for one reason or another, did not get in the system on the original batch upload.

When you get into CourseInfo, announcements are in the right hand window and your navigation buttons are in the left hand window. Your navigation buttons are the principal means for getting to CourseInfo class activities, including the Virtual Chat classroom which you may use as early as September 5 (see immediately below).

We will use CourseInfo for all the activities of this class. You might wish, on your first trip in, to just peruse the announcements and roam around. Please do this as soon as possible to identify, and resolve, any problems with your connection. On Tuesday, September 5, 2000 at 6:20PM (eastern time), a two-hour class will be held. This session will cover the features of CourseInfo, give an introduction to the course, and assign term paper books. I will conduct this session from John Jay's library classroom (899 10th Avenue--JJC ID or sign-in required). In-person attendance at this session, if you can make it, is a good way to meet your fellow students.

Students who can't come in-person to class on 9/5 should log in by 7:00 PM to Virtual Chat on PAD 706's CourseInfo site http://courseinfo.jjay.cuny.edu:8080/courses/PAD706.99_FA00/ (see "Virtual Chat Classroom" below for log-in directions). At that time, both students on campus and students logged in electronically will get familiar with our virtual classroom. Students who can neither attend in-person or electronically, or who are having connection problems, must call me (212-237-8086) at any time before 5:00 PM, September 5. During that class (and the September 12 class) students with "cyber-connect" problems ONLY may call me at 212-237-8251. DO NOT call that number for any other reason, or at any other time, or before you have tried diligently to access the class.

William Bratton with Peter Knobler, Turnaround: How America’s Top Cop Reversed the Crime Epidemic. New York: Random House, 1998 http://www.amazon.com/exec/obidos/ASIN/0679452516/o/qid=966617971/sr=2-3/103-5646095-2698247

David Osborne and Peter Plastrik. Banishing Bureaucracy: The Five Strategies for Reinventing Government. New York: Plume, 1998 (Paperback). http://www.amazon.com/exec/obidos/ASIN/0452279801/qid=966617820/sr=1-2/103-5646095-2698247

Noel Tichey with Eli Cohen, The Leadership Engine: How Winning Companies Build Leaders at Every Level. New York: Harper Business, 1997 http://www.amazon.com/exec/obidos/ASIN/0887307930/o/qid=966618071/sr=2-1/103-5646095-2698247

The links for the required books are to Amazon.com, as are the links in the bibliography. The links are designed to allow students and prospective students to get a better idea about the reading material in the course. Students in the course may obtain their books wherever they please. These books are available in the John Jay Bookstore, as well as at other on-line retailers.

Important Note: On-line classes require that students be ACTIVE learners, rather than a passive lecture audience. Learning on-line is a partnership between teacher and students in which student to student interchanges play a major role. So all students must regularly engage with the course material through our Discussion Forums, where work is posted publicly. The on-line environment also allows us to benefit students with self-assessment and self-development tools, such the Leadership Workbook. Even this syllabus, despite the bulk, is student friendly. Cyber-classes must be laid out in detail. The whole course--every assignment--must be in place by day one. While students have the responsibility to stay on schedule, they also have the freedom to complete the work of this class as quickly as they like.

This class presents a cumulative learning experience and depends on continuous high-quality student involvement. Forum contributions are the key element in that involvement and represent the single most important element in determining your grade. Every student is required to respond in a timely manner to the various Forum questions with thoughtful replies anchored in the readings and/or specified web sites. In all Forums, each student is expected to read and consider what other students have written. Students may reply, briefly or at length, to others. In some Forums, one follow-up reply by each student is required. The quality of the class for all students depends on each student's best efforts in the Forums. A "Forum" grade will be given and will be "quality-checked," by the Mid-Term Assessment Questions.

The answers to the main FORUM questions are really essays. Essay answers provide, for each element of the question, (1) the relevant factual information, (2) an extended discussion in which the facts are explained more fully by reference to the student's reasoning and/or comparison to real world organizational situations. The correctness and clarity of your writing enhance the quality of your presentation. More information on constructing essay answers can be found at http://web.jjay.cuny.edu/~phara/EssayAnswerJJ.htm.

This question, which is Activity 13 in this syllabus, is both a mid-term assessment and a quality check on your Forum participation. As a mid-term assessment, you will receive a receive a letter grade on your answer to this question. As a quality check, your answer on this question will be compared to the overall quality of your contributions to the Forums. If your mid-term answer is of a much higher quality than your average Forum contributions, I must assume that you have been giving much less than your best efforts in the Forums that are a crucial part of our learning in this class. This will impact your overall Forum grade negatively.

We will have VIRTUAL CLASS MEETINGS. The schedule of Virtual Class meetings will be developed in consultation with students, and will be posted as an on-line announcement. With the exception of our first session on September 5, where some students may join the on-campus session from cyberspace, all virtual class meetings will take place on the CUNY OnLine CourseInfo server--http://online.cuny.edu:8001/courses/PAD706_01_JJ_f00/. On the "CUNY OnLine" server, your "User ID" and "Password" will be the same as on the John Jay server. Please be patient when entering any "Virtual Chat" environment, the class/chat room takes time to load.

Some class sessions will be moderated by the instructor, some sessions will be student only. Every student is expected to contribute meaningfully to all sessions. Contributions should be based on the readings and assignments for the session, as well as work that has been posted to the Forums. Student "chat class" contributions should be reasoned and thoughtful, and respectful of others. Sessions on the CUNY server are archived, creating the ultimate class notes. Anyone in the class can review everything that was said. A class participation grade will be based on an assessment of each student's virtual chat activity. The John Jay server http://courseinfo.jjay.cuny.edu:8080/courses/PAD706.99_FA00/ has a virtual chat facility that does not archive. Students should feel free to use the John Jay server for course-related chats among themselves.

A term paper will be required. This paper shall consist of a clinical evaluation of the crises faced by a company and/or industry, as well as an analysis of the steps taken to avert and/or reverse the crisis. In addition, an "Executive Summary" of your term paper must be posted to the Executive Summary Forum. This Forum will allow everyone in the class to learn from the variety of organizational crisis studied. You will find more detail about what the term paper should cover in a separate section, Term Paper Framework.

Each student must base his or her paper on one of the "SECTION A" books from the bibliography. Because no student may select a book that another student has selected, the instructor will randomly rank students for the purpose of book selection. The ranking will be posted in the announcements that appear when you first open CourseInfo. While not every student will get his/her first choice book, the organization(s) in each book faced similar crises and/or debacles, and offer similar lessons to student analysts.

The book selection process works most effectively when all students select their books at the same time. This process will occur during our first in-person/virtual chat session on September 5. Late registrants and students who do not attend on September 5 will select from books remaining after that date. All selections must be complete by September 12. Each student should be able to apply situations from their books to discussion board topics and chat room classes by October 1. Students should have read the book in full by October 25, and should have completed most of their thinking and organizing for the term paper by that time. The term paper is due on or before December 1. No extensions will be given.

All students also must complete, over the course of the semester, the ON-LINE version of the Leadership Handbook in Tichy. The on-line handbook has been modified to better reflect the situations most John Jay students face. Handbook sections are to be completed and submitted part by part as specified in the syllabus. The handbook sections will be available through links in the "Assignments" area of CourseInfo. (Carefully read the "Important Note" at the first Leadership Workbook section--Activity 5 so that you might most safely submit your work.)

The instructor will provide both a consultative assessment and an effectiveness grade when a student's workbook is complete. The instructor's consultative assessment will address the organizational/personal situation described by the student and has no grading implications. The effectiveness grade will assess the care and thoroughness with which each student engages with the overall assignment.

NOTE: Every student starts this exercise with an effectiveness grade of "A." The goal of this exercise is for students to assess their organization and themselves in order to achieve greater personal and organizational effectiveness. The grade will be reduced only to the extent that a student's responses are superficial and skimpy, which indicates an engagement with the exercise that benefits neither the student nor his class mates.

FORUM ACTIVITY: 30% TERM PAPER: 20%

LEADERSHIP WORKBOOK: 20% MID-TERM ASSESSMENT: 15%

CHAT-CLASS PARTICIPATION: 15%

When I look at any student work, I am most interested the demonstration of, and improvement in, the ability to:

Complete all assignments and exams in by the class and/or date indicated in the syllabus.

LATE SUBMISSION POLICY: All late submissions are penalized as a matter of fairness to students who submit work on time. A student who submits an assignment after the scheduled class has had more time to prepare than students who did their work on time. The maximum term paper and mid-term assessment grade will be reduced 10 points once the due date is past, and will be assessed an additional 10 point reduction each week thereafter. Late Forum and workbook submissions will be similarly penalized. In addition, Forums will close and archive several weeks after the due date and no work may be submitted after that time. Students may submit work at any time prior to the due date and should do so if necessary. Late penalties can not be avoided, regardless of the cause of the lateness.

Every student must develop a term paper over the course of the semester. This term paper must analyze a specific organization and the management/policy crisis faced by that organization. The primary source for this paper must be a "company/policy crisis" book listed and starred (*) in Part A of the bibliography. Since the class will benefit most from hearing about the widest range of organizational crises and resolutions, no book may be chosen by more than one student (though particular organizations are the subject of more than one book).

General Description/Critical Situations: Every term paper must begin by describing the organization or industry the student has chosen to analyze. In general, this description should include the organization’s or industry’s history, the principal functions (goods or services provided), size (number of employees, geographic scope, industry position), and the situations (problems, successes) that are the primary focus of the book you have chosen for your paper.

Symptomatic Analysis: Assess the relative importance of each of the following factors in the decline of your organization. You must offer specific instances to buttress your assessment of each factor. The factors below are simply the most common underlying symptoms of organizational crisis. Given the wide range of books in the bibliography, many students in this class will be studying organizations beset by crises that have causes different from, or in addition to, those listed below. Do not confine yourself to the list below if your organization’s problems stem from other factors. You should identify these additional factors based on your grounding in organization theory, either by way of PAD 705, an equivalent class or a basic organization theory text. Forcing unrelated symptoms into the categories is a sure formula for a poor paper grade.

• Sudden changes in the organization’s demand environment (customer preferences/citizen expectations)
• Inappropriate organizational responses to changing customer/citizen demands
• Unrecognized/Ignored/Dismissed changes in the organizations competitive environment
• Failure of the organization to adjust as a whole to changes in its size and/or structure
• Failure to respond to/keep up with changes in technology
• Damaging performance by the chief executive of the organization
• Conflict or lack of dissent within the executive ranks
• An inward-looking, self-serving organizational culture
• Assessment of Corrective Actions Taken or Possible: For each crisis symptom that you identify, describe the corrective actions that the organization took and the effectiveness of those actions. If the organization did not act on one or more crisis symptoms, try to identify the circumstances underlying the inaction, and the results of that inaction. Where inaction prevailed or ineffective action took place, describe and justify actions you believe would have led the organization out of its crisis.

Diagnosis: After identifying the pathologies present in your organization(s), you must categorize the condition of your organization in terms of one or more of the following diseases: Institutionalization, Oversight Failure, Structural Failure, Cultural Deviance, Organizational Sclerosis. We will talk more about each condition as the class progresses--particularly when we discuss the Allegheny Hospital and LA and Philadelphia police cases. Use the definitions below to make your diagnoses in those cases, as well as with respect to your term paper organization.

Institutionalization--A condition characterized by a high degree of control by managers and workers over the policies of the organization. The managers and professionals ("We are the experts!") and/or the workers ("The rules say we don't do that!) put self-protective policies ahead of policies that serve the customers of the organization. A high degree of organizational regulation is characteristic of this condition and protects insiders while fending off outsiders. The organization consequently is either out of touch with and/or largely invulnerable to, and frequently disdainful of, the clientele being served.

Oversight Failure--A condition characterized, at its most extreme, by organizational immunity from oversight. Oversight mechanisms may "self-neutralize" because of their make-up, as is the case with politically appointed boards that oversee many city school systems (including New York's). Oversight may also fail because the top management of the organization is very powerful, either through long tenure or strong charter. Those responsible for overseeing the organization often owe their posts and/or benefits to the CEO or agency head. With oversight failure, leadership has free rein, for good and bad, which tends towards self-glorifying and self-indulgent leadership. As entrenched, unmonitored leadership becomes the organization's only compass, the potential for tragic misdirection skyrockets.

Structural Failure--A condition characterized by fundamental defects in organizational structure and/or processes. Such organizations often exhibit divided authority, warring camps of employees, and communications failures, among other dysfunctions. When things go awry, finger-pointing and power-plays take precedence over long-term problem-solving. Without structural reform, mini-disasters tend to accumulate into catastrophes.

Cultural Deviance--A condition characterized by organizational segments that deviate significantly from behavioral and/or performance norms of the overall organization. These segments march to the beat of their own drum. These units or divisions may be characterized by high complaint volume and a concentration of problem employees, but may also contain very high performers who are willing to cut any corner and break any rule in order to excel. Culturally deviant organizational elements tend to bunker, building walls between themselves and the rest of the organization and creating an isolation in which incipient disaster can fester.

Organo-sclerosis--A condition characterized by widespread complacency in the organization. Core policies tend to go unquestioned by both management and the workers. The organization's franchise is seen as perpetual and unchanging. Belonging to the organization is akin to being in a club, every member is a good member unless he or she criticizes the organization. Mutual deference between members means that no one probes deeply into what others are doing. Lulled into false security and lackadaisical toward both strategy and task, such organizations are extremely vulnerable to environmental change.

NOTE: Immediately get your book. Reading your case study book as we proceed will facilitate your analysis, and keep you ahead of the game. Clear parallels exist between the organizational dynamics underscored by our class-wide readings, and the dynamics present in the organizations that each individual will study. After November 1, each student, either voluntarily or when called upon, should be able to help draw these parallels for the class as part of their class participation responsibilities.

The class begins with in-person (Library classroom) or cyber-connect attendance at 6:20 PM on September 5, 2000. To get to class by either route, see "Getting Started in CourseInfo" at the beginning of the syllabus. Cyber-connect students should roam around in CourseInfo before logging into "Virtual Chat" (<--takes a minute or two, be patient) at 7:00 PM. Those of us in the Library classroom will also be roaming around until that time.

Assignment: From the CourseInfo start page, click on Student Tools, then on Edit Your Homepage. The Homepage is a very simple thing to create, and is designed to let everyone else in the class know something about you. Every student must create a home page within the CourseInfo environment by September 15. Having an informative CourseInfo home page up and running on time is an element in the chat class participation grade.

Every student must go to http://www.post-gazette.com/aherf/

I will conduct this class from the Library Classroom at 6:20 PM on September 12, 2000. The preferred method of student attendance is through cyber-space at http://online.cuny.edu:8001/courses/PAD706_01_JJ_f00/. (Note: This is the CUNY On-Line Course-Info Site, NOT our main site which we used for the virtual chat class last week. Sign on the Virtual Chat Classroom as directed above.) Late registrants may attend in-person at the Library Classroom, as may other students who prefer a face-to-face refresher before venturing into total "cyber-attendance," which will be the case for all future classes.

The principal focus of this class will be the Allegheny collapse and your analyses of that collapse. Each student should come to class prepared to talk about the symptoms he/she has identified and the diagnoses that he/she has made in the original posting to the discussion board.

LEADERSHIP "FORUM" QUESTION: Assess the role of leadership in the failure of Allegheny. Did the leaders help the organization, hurt the organization or were the leaders helpless in the face of circumstances? Explain your answer. Were specific Allegheny leaders pivotal, one way or the other? Who were those leaders and how did they make a difference? How do the Allegheny leaders compare with leaders presented as exemplars by Tichy in Chapters 2 and 3? (Answers due by September 17th. This Forum on Allegheny Leadership will archive on October 10th.)

The class will have a divided meeting this week. Half the students will attend on Sunday evening, September 17th from 6:20 to 8:20 PM. Half the students will attend on Tuesday evening, September 19th from 6:20 to 8:20 PM. Several classes will be split in this way, so students should e-mail me their preferences (Sundays, Tuesdays or Either) before September 10th. I will try to create equal groups based on these preferences. Distribution to the Sunday or Tuesday cohort will be made by September 12, 2000 and posted as an on-line announcement.

NOTE: The Discussion Thread on Allegheny's Collapse will be archived on October 10th. Only answers and replies posted by that time will receive credit.

COMPLETE and SUBMIT: The On-line Leadership Workbook, Part--The Beginning. (Due by Sunday, September 24, 2000. To complete, click on the "Assignments" button, then on the "Take Quiz" button beneath the specified Workbook part. The on-line version corresponds roughly to the material on pp. 195-211 of Tichy.)

Important Note: Every student is strongly advised to copy each workbook part into a Microsoft Word file BEFORE completing the part on-line. (Don't worry about the messy formatting.) Complete the "essay" parts in the Word file and then, when you are ready to complete the workbook section "on-line," copy (ctrl-c) and paste (ctrl-v) your essays to the appropriate answer boxes in the on-line assignment. You can complete the multiple choice answers directly on-line, but check off your answers in the Word file first just in case. The problem is that CourseInfo erases your work in the assignment area if you get booted, or if you log off with the exercise half done. With a Word file draft, you will avoid the frustration of lost work. In addition, if the system really gives us difficulty, I will accept the messily formatted Word files in place of the on-line submission in the Assignments area.

The Leadership Workbook is about assessing and developing YOUR skills, as well as about assessing the leadership development situation in your organization. This assessment will be expanded through peer-to-peer discussion, rather than a formal question and answer session on the discussion board. Accordingly, students will meet in self-moderated "chat classroom" groups (two to four groups will be created) on Sunday evening, September 24th from 6:20 to 8:20 PM or on Tuesday evening, September 26th from 6:20 to 8:20 PM. I will not participate in these sessions but may check in briefly. I will review each group's discussion archive and comment where appropriate. Any student can review any archive.

Each group will discuss the following issues. (1) How, in general, do leaders in my/our organization(s) get to the top? (2) Does this path to the top produce effective leaders? Why or why not? (2) What are MY prospects for leadership training in this organization? What are the prospects of my peers? (3) What can the organization do to choose and develop better leaders?

Each student should make sure to report how his/her organization fares on the three items. Each group should make sure to come up with a census, if differences exist, or a consensus, if similarities exist between students' experiences. Some group discussion should address the reason for these similarities and/or differences. Remember: These sessions will be archived.

ACTIVITY 6-- THE GENESIS OF LEADERSHIP

Complete and submit: Leadership Workbook--Part II (Due by Sunday, October 1, 2000. To complete, click on the "Assignments" button, then on the "Take Quiz" button beneath the specified Workbook part. The on-line version corresponds roughly to the material on pp. 212-219 of Tichy. Remember to draft your answers in a Word file first--see note after first workbook assignment.)

LEADERSHIP GENESIS "FORUM" QUESTION: What learning experiences from William Bratton's background as a youth growing up on Boston's South Side, as a teenager, as a member of the military, and as an rookie police officer do you think most helped shape the type of leader Bratton became? Why? (Post this answer by Sunday, October 1, 2000; This Forum will close and archive on Sunday, October 15, 2000.)

FOLLOW-UP REPLIES: No follow-up replies are required. Students may of course reply to each other, or to me, anyway.

Class meeting: The class will have a divided meeting this week. Sunday group students will attend on Sunday evening, October 1, from 6:20 to 8:20 PM. Tuesday group students will attend on Tuesday evening, October 3, from 6:20 to 8:20 PM. All sessions are on the CUNY On-Line server http://online.cuny.edu:8001/courses/PAD706_01_JJ_f00/.

The materials at the "principal source" link below relate to the Rampart Division police scandal in Los Angeles. The link is to one of the first Los Angeles Times stories to appear on this scandal last fall. Read that story. Then use the links on the left hand side of the page to explore all the other stories in order to get an in-depth understanding of what went on, and what current investigations/prosecutions are uncovering. The situation you will read about is NOT a "Los Angeles" story nor a "bad police department" story. The comparable 30th Precinct scandal in the NYPD came to light just six years ago (see Bratton, 249-252), as did a similar police department scandal four years ago in West New York, right across the river from John Jay

Principal source: http://www.latimes.com/news/state/updates/lat_corrupt991022.htm

A West New York footnote: http://www.usatoday.com/news/states/nsnj1.htm

Every student must read the Los Angeles Times Ramparts series in its entirety, and then answer the question below. Every student must answer the "Ramparts" question by posting an answer (which you do by "replying" to my posted question) to the Discussion Board by October 9. (This Forum will close and archive on October 23, 2000.)

Note on Class Meeting, Week of October 9. We will have no cyber-class meeting this week. Instead students should concentrate on completing their FOCUS answers to both police case studies this week--activities 7 and 8. These cases are closely related to the Bratton book reading and Focus question due on October 16th--Activity # 9.

The materials at the "principal source" link below relate to the fifteen years of systematic suppression of sex crime data by the Philadelphia Police Department, as well as other management and crime prevention issues. Follow mostly the links to stories that deal with the systematic manipulation of rape and other crime statistics, and the curative steps taken by Commissioner Timoney. Your goal is to get an in-depth understanding of what went on, and what has been done to reform the situation.

Principal source: http://www.philly.com/packages/crime/default.asp

Additional sources: http://web.philly.com/content/inquirer/2000/06/21/front_page/PRAPE21.htm?template=/crime/articleTemplate.htm

http://www.philly.com/packages/crime/html/031900rapedown.asp

http://www.philly.com/packages/crime/html/040199.asp<---A Prof. O'Hara favorite, what diagnosis would you apply.

Every student must read the Philadelphia Inquirer series, concentrating on the many stories/links about crime statistics, and then answer the question below. Every student must answer the "Sex Crimes Statistics" question by posting an answer (which you do by "replying" to my posted question) to the Discussion Board by October 13. (This Forum will close and archive on October 30.)

NOTE: Develop your answer in full before posting. Post before reviewing other discussion board answers. These questions are designed so that EACH of us, including me, can apply his/her best thinking in working towards a model of organizational failure. To do this, anyone's initial posting on any issue must not be influenced by what others have said. (As people reply to each other, we will have plenty of opportunity to agree or disagree, and develop out thinking further.)

FOLLOW-UP Philadelphia Postings: Every student is expected to read and think about what the other students in the class have written in response to the PRINCIPAL question. Then, each student must post a reply to the Discussion Board, either as a follow-up reply to the Principal Question or as a specific reply or follow-up on what another student has written.

 

 

ACTIVITY 9--INSIDER ANALYSIS OF DYSFUNCTIONAL ORGANIZATIONS

Read: Pages 51-114 of Turnaround, Tichy, Chapters 5 and 6

When William Bratton began his career as a police officer in Boston in the 1970’s, what cultural, political and technical shortcomings did he recognize in the Boston Police Department. How did these shortcomings translate into an environment that kept the rank and file of the Boston Police Department from doing a more effective job? What policies and actions did Bratton pursue in order to overcome these barriers and create a more productive working environment? What ideas and values (vis a vis Tichy’s discussions in Chapters 5 and 6) can you identify in Patrolman, Sergeant and then Lieutenant Bratton from the 1970’s that made him an effective leader of the men and women on the line?

NOTE: Develop your answer fully before posting. Post before reviewing other discussion board answers. These questions are designed so that EACH of us, including me, can apply his/her best thinking in working towards a model of organizational failure. To do this, anyone's initial posting on any issue must not be influenced by what others have said. (As people reply to each other, we will have plenty of opportunity to agree or disagree, and develop out thinking further.)

FOLLOW-UP Postings: Every student is expected to read and think about what the other students in the class have written in response to the PRINCIPAL question. Each student should also think carefully about their responses to Parts III and IV or the Leadership Workbook. Your follow-up posting MUST be done by Friday, October 20nd and has to suggest a topic for the peer-to-peer discussion to take place on October 22th and October 24th. This allows each student group to have an idea of what the members want to talk about before their chat class discussion starts.

 

Class meeting: The class will meet on Tuesday evening, October 17th from 6:20 to 8:20 PM. Log on the CUNY On-Line server http://online.cuny.edu:8001/courses/PAD706_01_JJ_f00/.

 

 

ACTIVITY 10--YOUR IDEAS AND VALUES FOR IMPROVING YOUR WORK

 

Complete and Submit: Leadership Workbook--Part III and Part IV (Due by Sunday, October 22, 2000. To complete, click on the "Assignments" button, then on the "Take Quiz" button beneath the specified Workbook part. The on-line version corresponds roughly to the material on pp. 219-235 of Tichy. Remember to draft your answers in a Word file first--see note after first workbook assignment.)

Peer-to Peer Meetings: The Leadership Workbook assignment is about your assessment of the ideas and values that could mobilize your organization, and how your personal ideas and values could further that mobilization. As with the first segment of the Leadership Workbook, we will build upon your assessments through peer-to-peer discussion. Accordingly, students will meet in self-moderated "chat classroom" groups (two to four groups will be created) on Sunday evening, October 22nd from 6:20 to 8:20 PM or on Tuesday evening, October 24th from 6:20 to 8:20 PM. The topics specified in the student "replies" to last week's forum should be discussed. I will not participate in these sessions but may check in briefly. I will review each group's discussion archive and comment where appropriate. Any student can review any archive.

Every student must read Bratton and Tichy and then answer the FORUM question below by posting an answer (which you do by "replying" to my posted question) to the Discussion Board by October 29th. (This Forum will be closed and archived on Sunday, November 12.) (Note: Beneath the Forum Question is a "Faculty Question," your answer to this question must be e-mailed to the instructor by October 30th.)

FORUM QUESTION: What were the organizational problems that Bratton faced as he took over command of the (1) Boston Transit Police, (2) the Metropolitan police and (3) the New York City Transit Police? What are the larger categories (for example, poor morale) to which the specific problems you have identified belong? What steps did Bratton take to address these "categorical" problems? How do the strategies Bratton employed measure up to recommendations of Tichy relative to operating mechanisms that cut through the practices and behaviors that cause organizations to chronically underperform? How did Bratton instill, in the organizations he led, a sense of urgency, inspiring mission, teamwork and the other factors that Tichy believes are crucial to positive organizational change?

FACULTY QUESTION: E-MAIL ANSWER DIRECTLY TO PROFESSOR O'HARA

Did your term paper organization succeed in positive organizational change by taking the approaches that Bratton took in Boston and New York? If so, why? If not, why not?

NOTE: This question presumes that you have, as required, read your case study book and have substantially completed the thinking and organizing for your term paper.

Class meeting: The class will meet on Tuesday evening, October 31st from 6:20 to 8:20 PM. Log on the CUNY On-Line server http://online.cuny.edu:8001/courses/PAD706_01_JJ_f00/

Read: Tichy, Chapter 8

Complete and Submit: Leadership Workbook Parts V and VI (Due by Sunday, November 5, 2000. To complete, click on the "Assignments" button, then on the "Take Quiz" button beneath the specified Workbook part. The on-line version corresponds roughly to the material on pp. 235-268 of Tichy. Remember to draft your answers in a Word file first--see note after first workbook assignment.)

Mid-term Assessment Question: (Submit answer to Professor O'Hara via e-mail--patohara@bellatlantic.net--by Thursday, November 9. No "class" will convene this week.)

Assessment Question # 1: Tichy puts great emphasis on how "edgy" decisions about both policy and personnel can turn an organization around. Identify at least three policy decisions and two personnel decisions that Bratton made in the New York City Police Department that you believe demonstrated "edge." Why do you believe that each of these decisions was a "tough call?" What benefit do you think accrued to the New York Police Department as a result of each of these six decisions by Bratton?

Assessment Question # 2: CORRUPTION FORUM QUESTION: The 30th precinct scandal involving numerous officers in narcotics offenses did come to a head on Bratton's watch. Do you think that Bratton's overall leadership ability and his specific approach to the "Dirty 30" scandal and corruption in general can impact even on renegade sub-cultures nested deep within an organization? Explain why you think so, or why you don't, making sure to relate Bratton's ability to motivate police officers to the concepts that are in Chapters 7 and 8 of Osborne.

IMPORTANT NOTE: These questions are both a mid-term assessment and a quality check on your Forum participation. As a mid-term assessment, each student will receive a score of 0-100 on this question. As a quality check, each student's answers will be compared to the overall quality of his/her contributions to the Forums. Mid-term answers of a much higher quality than the student's average Forum contributions indicates the student has given much less than his/her best efforts in the Forums, which will impact the overall Forum grade.

Every student must read Bratton and Tichy and then answer the following FORUM question by posting an answer (which you do by "replying" to my posted question) to the Discussion Board by November 12th. (This Forum will be closed and archived on November 26.)

FORUM ON MAKING SUCCESS LAST: Do you think Bratton's positive transformation of the NYPD was partially undone by City Hall's harassment of the commissioner, and by the way the transition to a new police commissioner was managed when Bratton departed? Explain why you think as you do. Organizational pathologies also occur in private organizations, says L. Jones, the pseudonymous founding CEO of a major US corporation (document to be posted). Identify at least five management practices of his successors that Jones criticizes. How did these practices undo the focused, lean, motivated and successful organization Jones had created? What can be done to sustain positive change in an organization upon an effective leader's departure?

Class meeting: The class will have a divided meeting this week. Sunday group students will attend on Sunday evening, November 12, from 6:20 to 8:20 PM. Tuesday group students will attend on Tuesday evening, November 14, from 6:20 to 8:20 PM. All sessions are on the CUNY On-Line server http://online.cuny.edu:8001/courses/PAD706_01_JJ_f00/.

Complete and Submit: Leadership Workbook Parts VII and Part the Last (due Sunday, November 19, 2000). To complete, click on the "Assignments" button, then on the "Take Quiz" button beneath the specified Workbook part. The on-line version corresponds roughly to the material on pp. 269-299 of Tichy. (Remember to draft your answers in a Word file first--see note after first workbook assignment.)

Peer-to Peer Meetings will be held to discuss your completed personal/organizational assessments. Accordingly, students will meet in self-moderated "chat classroom" groups (two to four groups will be created) on Sunday evening, November 19th from 6:20 to 8:20 PM or on Tuesday evening, November 21st from 6:20 to 8:20 PM. I will not participate in these sessions but may check in briefly. I will review each group's discussion archive and comment where appropriate. Any student can review any archive.

Your TERM PAPER is due on Friday, December 1. Deliver your paper as a Word file attachment to an E-Mail or through the CourseInfo Drop Box by that date to avoid penalties. From this point forward in the class, you will be expected, either voluntarily or when asked, to apply the analyses in Osborne to the circumstances that afflicted your case study organization(s).

We have so far considered organizational ills from the perspective of internal medicine: Something is wrong inside the organization and, if fixed, the organization will get better. Banishing Bureaucracy doesn't ignore "inside fixes," and endorses many. However, the book's basic premise is that you must change the environment surrounding public bureaucracy in order to make meaningful, lasting operational improvements.

For this week's chat class, every student should read Osborne, Chapters 1-3, very carefully. No Forum is posted on this material (some will be finishing up your term papers, I suspect). However, the "chat class" held on Tuesday, November 28th at 6:20 (may be split Sunday 11/26 and Tuesday) will consider Osborne's basic premise. Each student should come ready to agree or disagree with that basic premise, and to do so with reference to specific assertions made in Chapters 1-3. Keep your thinking and discussion focused on the premise, not on secondary issues (such as the difficulty of modifying political control over agencies, or getting unions to cooperate more). That environmental change might be difficult does not at all negate the premise that changing what surrounds the organization would most profoundly change the organization for the better.

Every student should post the executive summary from his/her term paper to the Executive Summary Forum by December 3. Every student should read all posted executive summaries in preparation for Activity 19 in which will be a discussion of student term paper findings.

FOCUS QUESTION:

Do Osborne’s definitions of customers, compliers and stakeholders help better define for you the groups to which public organizations must attend? Why, or why not? Speculate what would happen to your organization if "Customer Quality Assurance," "Customer Quality Service Standards," and "Tools for Competitive Choice" were applied fully? Speculate what would happen if these techniques were fully applied to your case study organization, OR to the NYC Board of Education OR to the NYPD.

Peer-to Peer Meetings will be held to "BRAINSTORM" (see definition below) the potential of aggressively applying consumer empowerment policies in each student's work organization and in public organizations generally. Accordingly, students will meet in self-moderated "chat classroom" groups (two to four groups will be created) on Sunday evening, December 3 from 6:20 to 8:20 PM and/or on Tuesday evening, December 5 from 6:20 to 8:20 PM. I will not participate in these sessions but may check in briefly. I will review each group's discussion archive and comment where appropriate. Any student can review any archive.

Brainstorming means generating, developing and exploring many ideas to the fullest. Brainstorming is designed to build up as large an inventory of problem solutions as possible. Therefore, verbal roadblocks such as "That's impossible" or "The lunatics would run the asylum" are forbidden in brainstorming sessions. Brainstorming should be fun (e.g., "Putting teacher evaluations on-line would empower student-consumers!" said one student last year). But the ultimate goal here is quite serious--the invisible/disdained/neglected customer syndrome is one of the most damaging bureaupathologies.

Students are expected to come to this session having read the posted executive summaries of their classmates' term papers. Each student should be ready to discuss his/her case study and answer question that others may have. The idea of the questioning is not to put others on the spot but to find out more about interesting cases (planes crashed, space stations on fire, fist-fighting executives, etc.). The session should be a relaxed exercise in information sharing.

Class meeting: The class will have a divided meeting this week. Sunday group students will attend on Sunday evening, December 10, from 6:20 to 8:20 PM. Tuesday group students will attend on Tuesday evening, December 12, from 6:20 to 8:20 PM. All sessions are on the CUNY On-Line server http://online.cuny.edu:8001/courses/PAD706_01_JJ_f00/.

In the time and hour that otherwise would have been devoted to a final exam (Tuesday, December 19 at 6:20-8:20) an in-person session will be held at my office, Room 3501 North, and in the adjoining reception area. The idea is for everyone to meet each other, to give their evaluation of the class, and to bring closure to the class. I will have my computer logged on to the Virtual Classroom so that anyone who needs to wave good-bye long-distance can. Holiday refreshments are a possibility and I will run the session to overlap the prior and following classes so that any students with physical classes in the 6:20 hour can drop in.

Basic information about all books can be obtained by clicking on the "http" locator, if you are viewing this syllabus on the internet. You can also type the URL in the locator on your Netscape or Explorer browser if you are viewing this hard copy, though going to the Amazon.com, or any other on-line bookseller site and typing in the book title will be easier. REMEMBER: You will be expected to talk about your book as early as Week 4, so you must choose a book during the first week’s class and obtain that book by Week 2.

** Double-starred books are best sought through CUNY or city library system since you cannot purchase the book through commercial sources (i.e., a bookstore or internet bookseller) in a sufficiently timely manner to meet the requirements for this course. Most books in the bibliography should be available in the CUNY library and John Jay's library should house most of the books that concern criminal justice agencies.

Some books below do not have "links." Either they are last minute additions to the list, or a link was not available. The lack of a link for a book does not mean that links do not exist. Using the search engine at Amazon.com or other Internet bookseller and the CUNY library on-line system, students should be able to track down any book below.

William Roth and William Nixon. The Power to Destroy (re: IRS). Atlantic Monthly Press, 1999. http://www.amazon.com/exec/obidos/ASIN/0871137488/qid=967214503/sr=1-3/102-5551230-7180125

Lou Cannon. Official Negligence: How Rodney King and the Riots Changed Los Angeles and the LAPD. Westview, 1999. http://www.amazon.com/exec/obidos/ASIN/0813337259/o/qid=967212728/sr=8-1/ref=aps_sr_b_1_3/102-5551230-7180125

William J. Burgess. Piercing the Shields of Justice: Inside the ATF. Brusnwick Publishing, 1996 http://www.amazon.com/exec/obidos/ASIN/1556181566/qid=916891225/sr=1-3/002-5090961-6362828 **

Dick J. Reavis. The Ashes of Waco: An Investigation. Syracuse University Press, 1998. http://www.amazon.com/exec/obidos/ASIN/0815605021/qid=916892032/sr=1-1/002-5090961-6362828

Peter Maas. Marie: A True Story. (about prisons, pardons and corruption) Check Library.

Maribeth Vander Weele. Reclaiming Our Schools: The Struggle for Chicago School Reform. Loyola University Press, 1994**

Charles W. Bowser. Let the Bunker Burn : The Final Battle With Move. Camino Press, 1989. http://www.amazon.com/exec/obidos/ASIN/0940159082/qid=916892536/sr=1-2/002-5090961-6362828 (Check CUNY Library)

Paul Carroll. Big Blues: The Unmaking of IBM. Crown, 1994. http://www.amazon.com/exec/obidos/ASIN/0517882213/o/qid=916892887/sr=2-2/002-5090961-6362828

Lawrence Schiller. Perfect Murder, Perfect Town: The Uncensored Story of the JonBenet Murder and the Grand Jury's Search for the Final Truth. Harper Paperbacks, 1999 http://www.amazon.com/exec/obidos/ASIN/0061096962/qid=967215629/sr=1-3/102-5551230-7180125

Daniel Quinn Mills, G. Bruce Friesen. Broken Promises: An Unconventional View of What Went Wrong at IBM. Harvard Business School, 1996. http://www.amazon.com/exec/obidos/ASIN/0875846548/ref=sim_books/002-5090961-6362828

Ken Auletta. Greed and Glory on Wall Street: The Fall of the House of Lehman. Warner Books, 1987 http://www.amazon.com/exec/obidos/ASIN/0446384062/qid=916893128/sr=1-10/002-5090961-6362828 **

Diane Vaughan. The Challenger Launch Decision : Risky Technology, Culture, and Deviance at NASA. University of Chicago Press, 1997. http://www.amazon.com/exec/obidos/ASIN/0226851761/o/qid=916894193/sr=2-1/002-5090961-6362828

Bryan Burrough. Dragonfly: NASA and the Crisis Aboard the Mir. Harper-Collins, 1998. http://www.amazon.com/exec/obidos/ASIN/0887307833/o/qid=916895093/sr=2-1/002-5090961-6362828

Randy Shilts. And the Band Played On: Politics, People and the AIDS Epidemic. St. Martin, 2000 http://www.amazon.com/exec/obidos/ASIN/0312241356/qid=967216436/sr=1-1/102-5551230-7180125

Bryan Burrough. Vendetta : American Express and the Smearing of Edmond Safra. http://www.amazon.com/exec/obidos/ASIN/0060167599/qid=935778486/sr=1-1/002-5047019-2484207 **

James B. Stewart. Blind Eye : How the Medical Establishment Let a Doctor Get Away With Murder. Simon and Schuster, 1999. http://www.amazon.com/exec/obidos/ASIN/0684865637/o/qid=967215388/sr=2-1/102-5551230-7180125

Mary Schiavo, Sabra Chartrand. Flying Blind, Flying Safe: The Former Inspector General of the U.S. Department of Transportation Tells You Everything You Need to Know to Travel Safe. Avon, 1998. http://www.amazon.com/exec/obidos/ASIN/038079330X/o/qid=916894524/sr=2-1/002-5090961-6362828

Stephen A. Fredrick, S. A. Frederick. Unheeded Warning: The Inside Story of American Eagle Flight 4184. 1996. http://www.amazon.com/exec/obidos/ts/book-similarities/0070219516/ref=sim_m_books/002-5090961-6362828

Paul Eddy, et.al. Destination Disaster. Time Books, 1974 (DC-10 Aircraft: A Model of How to Build a Crash-Ready Aircraft Fast in the Race for Profit) CUNY Library

Bryan Burrough, John Helyar. Barbarians at the Gate: The Fall of RJR Nabisco. Harper-Collins, 1991. http://www.amazon.com/exec/obidos/ASIN/0060920386/qid=916896027/sr=1-2/002-5090961-6362828

Connie Bruck. The Predators’ Ball: The Inside Story of Drexel Burnham and the Rise of the Junk Bond Raiders. Penguin, 1989. http://www.amazon.com/exec/obidos/ASIN/0140120904/ref=sim_books/002-5090961-6362828

Kevin Goldman. Conflicting Accounts: How Corporate Greed and Mismanagement Led to the Crash of Saatchi and Saatchi, the Worlds Largest Ad Agency. Simon and Schuster, 1997. http://www.amazon.com/exec/obidos/ASIN/0684815710/qid=916899307/sr=1-1/002-5090961-6362828

Dan Kurzman: A Killing Wind: Inside Union Carbide and the Bhopal Catastrophe. http://www.amazon.com/exec/obidos/ASIN/0070356874/qid=917500671/sr=1-14/002-5090961-6362828 **

Joseph Vranich. Derailed: What Went Wrong and What to Do About America’s Passenger Trains. St. Martins, 1997. http://www.amazon.com/exec/obidos/ASIN/031217182X/qid%3D917501007/002-5090961-6362828

James Adams. Sellout: Aldrich Ames and the Corruption of the CIA. Viking, 1995. http://www.amazon.com/exec/obidos/ASIN/0670862363/qid=917501231/sr=1-1/002-5090961-6362828 **

Judith Reitman. Bad Blood: Crisis in the American Red Cross. Kensington, 1996. http://www.amazon.com/exec/obidos/ASIN/1575661152/qid=916899728/sr=1-4/002-5090961-6362828

Cartha 'Deke' Deloach. Hoover's FBI : The Inside Story by Hoover's Trusted Lieutenant. Regnery, 1997

Ronald Kessler, Paul McCarthy (Editors). The FBI/Inside the World’s Most Powerful Law Enforcement Agency. Pocket Books, 1994. http://www.amazon.com/exec/obidos/ASIN/067178658X/qid=916890888/sr=1-14/002-5090961-6362828

David Wise. Nightmover: How Aldrich Ames Sold the CIA to the KGB for $4.6 Million. http://www.amazon.com/exec/obidos/ASIN/0060171987/qid=917501231/sr=1-2/002-5090961-6362828 **

David C. Nice. Amtrak: The History and Politics of a National Railroad. Lynne Rienner, 1998. http://www.amazon.com/exec/obidos/ASIN/1555877346/qid=917501098/sr=1-1/002-5090961-6362828

Paul Shrivastava. Bhopal: Anatomy of a Crisis. Chapman, 1992. http://www.amazon.com/exec/obidos/ASIN/1853961922/qid=917500671/sr=1-3/002-5090961-6362828 **

James B. Stewart. Den of Thieves. Touchstone, 1992. http://www.amazon.com/exec/obidos/ASIN/067179227X/ref=sim_books/002-5090961-6362828

Paul Stiles. Riding the Bull; My Year Inside the Madness at Merrill Lynch. Time Books, 1998

Howard E. McCurdy. Inside NASA: High Technology and Organizational Change in the U.S. Space Program. John Hopkins University Press, 1994. http://www.amazon.com/exec/obidos/ASIN/0801849756/qid=916895093/sr=1-10/002-5090961-6362828

David Burnham. Above the Law : Secret Deals, Political Fixes and Other Misadventures of the U.S. Department of Justice. (Library only)

David B. Kopel, Paul H. Blackman. No More Wacos: What’s Wrong With Federal Law Enforcement and How to Fix It. Prometheus, 1997. http://www.amazon.com/exec/obidos/ASIN/1573921254/qid=916892032/sr=1-2/002-5090961-6362828

Nick Mangieri. Broken Badge: The Silencing of a Federal Agent. Integrity Publishing, 1998

Richard A. Green. Agents of Deceit: The True Story of Life Inside the IRS. MassMarket, 1998

"C" List--General Bibliography (The following books are not candidates for the term paper. The books below are general studies relating to the subject matter of this course, or are industry-wide studies that are not amenable to the analyses required for the term paper and presentation. A few books below relate to specific cases but are not written in a way to sustain an "A" list placement. However, some of these books below may supplement your understanding of the case study book you have selected from group A.)

Richard O. Jacobs, John N. Nash. Crash Landing : Surviving a Business Crisis. Glen Bridge, 1991. http://www.amazon.com/exec/obidos/ASIN/0944435122/qid=916899728/sr=1-7/002-5090961-6362828

Carol Moore. Davidian Massacre : Disturbing Questions About Waco Which Must Be Answered. Legacy, 1996. http://www.amazon.com/exec/obidos/ASIN/1880692228/qid=916892032/sr=1-3/002-5090961-6362828 **

Ken Auletta. Three Blind Mice: How the TV Networks Lost Their Way. Vintage, 1992. http://www.amazon.com/exec/obidos/ASIN/0679741356/qid=916893128/sr=1-5/002-5090961-6362828 ** (This is an industry-wide treatment, and may pose more difficulties.)

Thomas Petzinger, Thomas Petzinger Jr. Hard Landing: The Epic Contest for Power and Profits. Times Books, 1997. http://www.amazon.com/exec/obidos/ASIN/0812928350/ref=sim_books/002-5090961-6362828 #

Matthew Lynn. Birds of Prey: Boeing Vs. Airbus: A Battle for the Skies. Four Walls, 1997. http://www.amazon.com/exec/obidos/ASIN/156858086X/qid=917025528/sr=1-2/002-5090961-6362828

Robert L. Helmreich and Ashleigh C. Merritt. Culture at Work in Aviation and Medicine: National, Organizational and Professional Influences. Johns Hopkins Press, 1998 http://www.amazon.com/exec/obidos/ASIN/0291398537/qid=949432404/sr=1-14/002-6492800-8703451 Expensive, find this one in the library

Wayne Anderson, David Swenson, Daniel Clay. Stress Management for Law Enforcement Officers. Prentice Hall, 1995. http://www.amazon.com/exec/obidos/ASIN/0131469452/qid=916896951/sr=1-11/002-5090961-6362828

Robert D. Sherer. Fear-the Corporate ‘F’ Word: How to Drive Out the Fear That Kills Productivity and Profits. Criterion House, 1997. http://www.amazon.com/exec/obidos/ASIN/1884162037/qid=916898630/sr=1-10/002-5090961-6362828

Saundra K. Schneider. Flirting With Disaster: Public Management in Crisis Situations. Sharpe, 1995. http://www.amazon.com/exec/obidos/ASIN/156324571X/qid=916899728/sr=1-31/002-5090961-6362828

William C. Mitchell, Randy T. Simmons. Beyond Politics: Markets, Welfare, and the Failure of Bureaucracy. Westview, 1994. http://www.amazon.com/exec/obidos/ASIN/0813322081/qid=916898272/sr=1-8/002-5090961-6362828

James Q. Wilson. Bureaucracy: What Government Agencies Do and Why They Do It. Basic Books, 1991. http://www.amazon.com/exec/obidos/ASIN/0465007856/qid=916898272/sr=1-13/002-5090961-6362828

Robert Maidment. Robert’s Rules of Disorder: A Guide to Mismanagement. Pelican, 1987. http://www.amazon.com/exec/obidos/ASIN/0882891111/qid=916899307/sr=1-5/002-5090961-6362828

Steve Albrecht. Crisis Management for Corporate Self-Defense: How to Protect Your Organization in a Crisis... How to Stop a Crisis Before It Starts. Amacom, 1996. http://www.amazon.com/exec/obidos/ASIN/0814402658/ref=sim_books/002-5090961-6362828

Stephen R. Rayner. Team Traps: Survival Stories and Lessons from Team Disasters, Near-Misses, Mishaps, and Other Near-Death Experiences. Wiley, 1996. http://www.amazon.com/exec/obidos/ASIN/0471132853/qid=916893984/sr=1-15/002-5090961-6362828

James R. Lucas. Balance of Power. Amacom, 1998. http://www.amazon.com/exec/obidos/ASIN/081440393X/qid=916898928/sr=1-21/002-5090961-6362828

Elizabeth Reuss-Ianni. Two Cultures of Policing: Street Cops and Management Cops. Transaction, 1993. http://www.amazon.com/exec/obidos/ASIN/1560006544/qid=916897262/sr=1-74/002-5090961-6362828 #

Seymour Bernard Sarason. Political Leadership and Educational Failure. Jossey-Bass, 1998. http://www.amazon.com/exec/obidos/ASIN/0787940615/qid=916898630/sr=1-5/002-5090961-6362828 #

Alan Bonsteel, Carlos A. Bonilla. A Choice for Our Children : Curing the Crisis in America’s Schools. Institute for Contemporary Studies, 1997. http://www.amazon.com/exec/obidos/ASIN/1558154965/qid=916900674/sr=1-1/002-5090961-6362828 #

Diane Ravitch, Joseph P. Viteritti (Editors). New Schools for a New Century: The Redesign of Urban Education. Yale, 1999. http://www.amazon.com/exec/obidos/ASIN/0300078749/qid=917501961/sr=1-14/002-5090961-6362828 ** May not yet be in print.