Link At: http://lavinia.cis.cuny.edu:8001/courses/PAD706_spring/

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 and 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.

David Osborne and Peter Plastrik. Banishing Bureaucracy: The Five Strategies for Reinventing Government. New York: Plume, 1998 (Paperback).

William Bratton with Peter Knobler, Turnaround: How America’s Top Cop Reversed the Crime Epidemic. New York: Random House, 1998

Noel Tichey with Eli Cohen, The Leadership Engine: How Winning Companies Build Leaders at Every Level. New York: Harper Business, 1997

This class presents a cumulative learning experience. Each class depends on student participation. Effective student participation requires that assignments be completed before class. Students will benefit from addressing the weekly questions on-line, as well as participating in on-line discussion threads initiated by the instructor or other students. Students are expected to contribute to classroom discussions moderated by the instructor. Students are also expected to participate with questions and clarifications during formal presentations made by students in the last five weeks of class. Classroom contributions require regular attendance, and grading penalties will be assessed for missing formal presentations or for missing three or more classes.

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. The method of assigning a topic to each student is discussed below. This paper shall also provide the basis for the student’s formal classroom presentation during Weeks 11-15 of the class. With the exception of Week 15 presenters, whose papers are due in Week 14, papers are due in the week in which the student’s presentation (as determined by lottery) is scheduled. The scheduled presentation date is when the paper is due even if circumstances delay the actual presentation. To avoid late submission penalties, a paper must be submitted by the date specified on the lot drawn by each student at the start of the class. (See also "Term Paper" on next page.)

Each student shall be responsible for taking and passing a closed book, essay exam in Week 10’s class. This essay exam, comprised of 5 questions, will cover all material covered in Weeks 1-9. A list of 10 or more "candidate questions" will be distributed the week before the examination.

All students also must complete, over the course of the semester, the ON-LINE version of the leadership handbook found on pages 197 to 299 of Tichy's Leadership Engine. This workbook parallels the first ten chapters which we will discuss over the first nine weeks of the course. Students are expected to draft the workbook part by part in conjunction with their chapter readings as specified in the syllabus. Students will be able to draft and revise answers until Week 12, at which point the workbook must be completed in final form. Late submissions will be penalized.

Each student will be assessed on his/her ability to:

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 or takes an exam after the scheduled class has had more time to prepare than students who did their work on time. Accordingly, any late paper submission or examination will be reduced a letter grade per week. Students who foresee absences on due dates must arrange earlier exam or submission dates with the instructor. In emergency absences, use alternative delivery modes (fax, e-mail, hand delivery) to avoid penalties for late submissions. Penalties can not be avoided for missed exams or presentations, regardless of the cause of your absence.

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 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). Students present for the first class will choose books that week based on their lottery position determined in Week One. Other students will choose from the remaining books, also by lot. The completed paper is due when the student’s presentation is scheduled, except Week 15 presenters (Paper Due Week 14).

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.

Pathological 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 causes of organizational crisis. Given the wide range of books in the bibliography, students in this class will be studying organizations beset by crises with different causes than those below. Do not confine yourself to the list below if your organization’s problems stem from other factors. Forcing a diagnosis based on the factors below when the organization’s crisis is clearly due to other reasons is a sure formula for a poor paper and presentation grade.

Assessment of Corrective Actions Taken or Possible: For each crisis cause 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 causes, or acted and failed, identify the actions that you believe would have effectively addressed each unsolved aspect of the crisis faced by the organization. Justify your action choices, explaining carefully why each action would have contributed to the organization’s successful resolution of the crisis.

NOTE: Immediately get the book you have chosen. Give the book a quick read by Week 4, when every student will be expected to be able, if called upon, to talk in class about the crisis faced by their organization. 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. Each student, either voluntarily or when called upon, should be able to help draw these parallels for the class as part of their classroom participation responsibilities.

In Weeks 11 to 15, each student will have to make a presentation about their organization or industry to the class using Powerpoint or other presentation sofware. The order of presentation will be the same as the order of book selection determined by the lottery in the first week’s class. Please note that a penalty of 25% of the presentation grade will be imposed on students who do not, for any reason other then classroom management factors determined by the instructor, make their presentation in the order assigned. A change in your presentation date DOES NOT change your term paper due date.

This presentation will be assessed on the degree to which each student:

• Boils down the key elements of the organizational/industry crisis into frames/handouts that succinctly describe the material being presented,
• Successfully communicates the material to the class through clear speech, effective eye contact, and gestures and body language that effectively underscore key points,
• Coordinates the visual and verbal aspects of the presentation by making timely references to the Powerpoint displays and handouts.

NOTE: Students should practice this presentation in advance, especially the flow of presentation frames in relation to the overall presentation. Figuring things out for the first time in front of the class is a sure way to get stuck and flustered while faced with an impatient and restless audience.

For this class you should read, Chapters 1- 3 of Osborne, with particular emphasis on "The Five C’s", "The Typology of Government Organizations," and the "Hierarchy of Leverage." Throughout the class we will be using these frameworks to both diagnose and remedy the organizational problems that we encounter, starting with the bulleted list of "organizational decline" factors on page 3 of this syllabus. So understand these frameworks clearly and use the case studies in these chapters as aids to your understanding, not as cases you must master.

Every student must go to http://health.phillynews.com/packages/allegheny/

Draft your preliminary responses to Sections 5 and 6 of the Leadership Engine Handbook

William Bratton began his career as a police officer in Boston in the 1970’s. What kinds of cultural, political and technical barriers did he recognize in the Boston Police Department of that era? Based on your readings and analysis so far in this class, what kinds of policies and perspectives kept the rank and file of the Boston Police Department from doing a more effective job? 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? How do the innovations Bratton implemented compare to the prescriptions of Osborne? What factors hindered the rank and file in your "term paper" organization from doing a better job?

 

Draft your preliminary responses to Sections 7 of the Leadership Engine Handbook

What were the organizational problems that Bratton faced as he took over command of the (1) Boston Transit Police and (2) the Metropolitan police? What steps did he take to address these 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 organization he led, a sense of urgency, inspiring mission, teamwork and the other factors that Tichy believes are crucial to positive organizational change? Did your term paper organization succeed in positive organizational change by taking such steps? If so, why? If not, why not?

Draft your preliminary responses to Sections 8 of the Leadership Engine Handbook

In taking over the New York City Transit Police and then the New York City Police Department what steps did Bratton take that, in your opinion, demonstrated "edge" in the sense that Tichy uses that term? How did your "term paper" organization suffer from the failure to make "edgy" decisions in a timely manner? What kind of steps were ultimately taken, or should have been taken, to get your "term paper" organization back on track? Assess Jack Welch’s four factor matrix for keeping or dismissing managers. Is this something that has been or should be implemented in your work organization? In your "term paper" organization?

What are the "fundamental questions" that Osborne believes must be asked about any government activity? What are the "tools to clean the decks" identified by Osborne? What approaches does Osborne propose in order to "improve the aim" of policy makers? Would any of these questions, tools or approaches have spared your term paper organization from its problems? Could they be applied now to your "term paper" organization? Your work organization?

How does Osborne’s definitions of customers, compliers and stakeholders help public organizations better define and serve their customers? What are Osborne’s approaches to "Customer Quality Assurance," "Customer Quality Service Standards," and "Tools for Competitive Choice"? How did your "term paper organization" match up with these approaches before its crisis? After? How does your work organizations measure up to these approaches today? What approaches did William Bratton take in the New York City Transit Authority that made the customers more important determinants of policy?

Assess Osborne’s proposition that "programs lose far more to inefficient procedures than to fraud and dishonesty." How does the five step control strategy address organizational inefficiency? Assess, one by one, the tools for organizational empowerment (221) and the tools for employee empowerment (226) in terms of how effective they are likely to be in (a) private organizations and (b) public organizations. Is it possible for government agency executives to "find the way, show the way, pave the way, and get out of the way"? Why or why not? Did William Bratton manage to do this with Compstat? With other policies? Explain your answers.

Osborne writes (257-258) that government agencies are political creatures, hierarchical in practice and thinking, bureaucratic and monopolistic. This creates employees who shun responsibility, fear making mistakes, accept mediocrity and resist change. What does Osborne identify as the root causes of this structural-behavioral syndrome? Do you agree with Osborne? Why or why not? Evaluate Osborne’s tools for changing habits (270), touching hearts (273) and winning minds (276). How do these tools compare with the practices Tichy recommends for the "tranformational leader"?

Draft your preliminary responses to Sections 9-12 of the Leadership Engine Handbook

What, according to William Bratton, caused his departure from command of the New York City Police Department? As a student of public administration and as a resident of the New York City metro area, what is your assessment of how the New York City Police Department has fared since 1995 in terms of "edge" leadership, the morale of the troops, and customer responsiveness. Explain the basis for your assessment.

We can see that management relapse and the development of new pathologies is not the exclusive preserve of public organizations by reading the paper by L. Jones, which is the psuedonym used by the founding CEO of a major US private corporation. Identify at least five management practices of his successors that Jones criticizes. Do you agree with Jones criticisms? Explain why, or why not. Compare the specific practices Jones sees as pathological for the company to specific practices that Osborne sees as pathological for public organizations. Are the practices, which you should list, the same or different? If different, is their a more general category of pathology that would include the damaging public sector practice and the damaging private sector practices.

Finally, in completing the draft of the Leadership Engine Handbook, formulate a few rules for yourself that you believe will help you identify, address and overcome the situations that can keep an organization from even coming near to fulfilling its potential.

This examination covers all assigned material to date. The questions will be based on the questions appearing in this syllabus. A "question pool" handout in class 9 will include approximately ten questions that are candidates for the in-class examination. All questions in the question pool will have an equal probability of being the basis for the five exam questions. The instructor will not reduce the question candidate pool for any reason.

The best way to prepare for the exam (and to maximize your class participation grade) is to fully engage with the questions in this syllabus week by week. The exam questions will be "essay questions" which require an answer in essay form. Essay answers provide (1) the relevant factual information, (2) an extended discussion in which the facts are explained more fully by reference and/or application to real world organizational situations. In addition to the substantive content of your responses, the correctness and clarity of your writing will count towards your grade. More information on constructing essay answers can be found at http://web.jjay.cuny.edu/~phara/EssayAnswerJJ.htm.

The principal endeavor of these weeks will be individual presentations of each student’s organizational analysis. This analysis must be of the organization or set of organizations that are the topic of the book chosen by the student at the start of this class. The analysis must be based principally on the book chosen by the student but must also be supported by internet sources, as well as by at least two other library sources dealing with the same organization and/or crisis. The presentation should run twenty minutes, including five minutes for questions.

This presentation will be assessed on the degree to which each student:

• Boils down the key elements of the organizational/industry crisis into frames/handouts that succinctly describe the material being presented within the time allotted.
• Successfully communicates the material to the class through clear speech, effective eye contact, and gestures and body language that effectively underscore key points,
• Coordinates the visual and verbal aspects of the presentation by making timely references to the Powerpoint displays and class handouts (required).
• Utilizes overhead projectors, Powerpoint internet links, and other AV aids to create an impact on the audience

All handbooks should be completed by Friday, May 5. Because this exercise involves the student’s personal exploration of his/her aptitude, attitudes and plans for future leadership roles, the grade for this exercise begins as a presumptive "A". That grade can only be reduced by (1) late submissions, (2) sloppy, unclear presentation, (3) a failure to fully engage with the questions and exercises required by the handbook

All term papers are due in the class in which the student’s presentation is due, except that Week 15 presenters must hand in their paper in Week 14. Any paper handed in subsequently will be penalized regardless of the reason for the late delivery. The penalty is, at minimum, a full letter grade deducted from what you otherwise would have received on the paper. The longer the paper remains unsubmitted the more likely that additional grading penalties will be imposed.

Timely paper preparation and submission is important to effective learning in this class. Preparing your paper as the semester goes along will better prepare you for weekly classes. Having your paper completed before your presentation will add to the quality of your presentation. Also, my rapid feedback on your completed term paper is important to the learning process in this class and cannot be guaranteed for papers handed in after Week 14’s class.

In-Class Exam: 30%, Case-study Paper: 25%, Presentation: 20%, Handbook Exercise: 15%, Participation: 10%

Basic information about all books can be obtained by clicking on the "http" locator if you are viewing this syllabus on the internet or by typing in the locator on your Netscape or Explorer browser. Since all of these links are to Amazon.com, you might go directly to that site and simply type the book or author into their search engine. That will be easier than typing in all the numbers, slashes and letters below. 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.

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. Even if links do not exist, the "A" list books below are good candidates for your term paper. 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.

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

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

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

William Roth and William Nixon. The Power to Destroy (re: IRS). Atlantic Monthly Press, 1999

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

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

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

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

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

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. (AC)

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

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

James B. Stewart. Den of Thieves. Touchstone, 1992. http://www.amazon.com/exec/obidos/ASIN/067179227X/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 **

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 **

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

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

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 **

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 **

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

Group B--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.