isu case study presentation

Case Method Developing, Writing, and Teaching

Columbia School of International and Public Affairs The Executive Master of Public Policy and Administration

Presentation byRichard Greenwald, C.U. Adjunct Professor

June 15-16, 2012Ilia State University, Tbilisi, Georgia

AgendaFriday, June 15, 2012

Time Topic

10:00 – 11:00 Introductions To The Case Study Method

11:00 – 11:15 Break

11:15 – 12:30 Introductions To The Case Study Method Continued

12:30 – 13:30 Lunch

13:30 – 14:30 Overview of U.S. Government, NGOs , and Prisoner Reentry

14:30 – 15:30 Case One: Newark Prisoner Reentry

15:30 – 15:45 Break

15:45 – 16:15 Student Memo Writing• Purpose• Effective Outline

16:15 - 17:00 Teaching Case Studies – Facilitating Discussions• Managing a conversation • Developing a teaching note

Saturday, June 16, 2012

Time Topic

10:00 – 11:15

Review of Performance Management and Evaluation

11:15 – 11:30 Break

11:30 – 12:30

Case 2 TWC – An Approach to Performance Improvement

12:30 – 13:30 Lunch

13:30 – 14:30

Case 3 California Global Warming Solutions – Cost Benefit Analysis and Evaluation in Implementing Local Legislation

14:30 – 14:45

14:45 – 17:00 Group WorkPrisoner ReentryProject EvaluationEnvironment Or Infrastructure

Break into groups and begin to outline Georgian-‐based case studies to be written and developed by ISU faculty.

Agenda

Introduction To The Case Study Method & Experiential Learning

What is the purpose of a case study?

• Understand a theory or theme

• Assess a situation

• Apply a solution

• Help people remember

• Stimulate new ideas

• Encourage independent thought

• Take on leadership role

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Purpose

• Professional education and trainingo Businesso Public Administrationo Public Planning

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What is a teaching case study?

• “A detailed examination of singular circumstance within an organization”

• Story about something real in which a decision by a leader must be made

• “Something real” brought to the classroom with all the externals such as various pressures and considerations to make decisions

• Opportunity for students to experiment on real world scenarios

• A device for a facilitated discussion

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• Designed for students who are becoming practitioners

• A real world story that allows students to practice critical thinking skills and decision making

• Is discussion based• Does not necessarily have a right answer

• A description of a management situation or management story

• Case history of symptoms• Diagnosis of a problem• Set up for discussion of recommended

actionso Actions that may second guess what the

protagonist in the story did

• Meeting the objective for your students ofo Conveying knowledgeo Improving mastery of theories and applications of

theory, governance, leadership, cost-benefit analysis

o Improving critical analysis

o Approaching teaching through o Stimulating new ideaso Encouraging creativity and independent thoughto Demonstrated leadership and personal

responsibility

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• Students need to learn to be leaders who can think critically , create convincing arguments, and effective decisions

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Why use case studies

• Experiential Learningo Students learn for themselves by struggling with

the issues that the leaders in the stories faceo Students deeply examine a scenario, use related

assigned readings, and write a paper• The discussions help students gain knowledge

about a subject• Use conceptual or analytical techniques• Good habit of asking “why” through analysis• Think about leaders’ perspectives

What case is NOT

• Not a lecture• Not just the teacher sharing information• Not memorization• Not one correct answer• Teaching is not the sole center of attention,

but more of a facilitator

Case Pros and Cons

Pros Cons

Anchored in Experience – learning “sticks”

There are no right answers which can frustrate learners

Learner Based The student owns the learning process

The learning can be powerful and intimate

It is harder work than other means of learning

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Elements of a good case

• It is interesting• Buried rewards of discovery• Connects to a wider theory or theme in the course• Analytical challenge• It is clearly presented• Carefully included exhibits• Teaching Notes

• Answer what the student will be expected to do with the case

Determining the purpose and your topic/thesis/theory

• Is there a topic you are discussing in class like leadership, governance, cost/benefit analysis you want to test in the real world?

• Is there a policy issue you want to illustrate?

• Are you highlighting the decision making process?

Developing a partner(s) funder and organization willing to be the subject of a case

• Organizations agree to cooperate because o Insight into their own organization o Want to participate in educating leaderso Outside excited researchers and students

can stimulate new ideas into their own organizations

Determining a timeline of research, writing, editing and the costs of developing a case

• Be realistic• Prepare to go back several times to the

organization to clarify assumptions• Engage an editor• Get a good set of outside people to

comment on the case; including the organizations highlighted

• Edit again• Get feedback from students as you teach

the case for the first time

Initial questions • What are you trying to accomplish in terms of

fitting into the course?• Who is the audience?• What ancillary materials will you develop?• What decisions need to be made by the

protagonist?• How much data is useful to move the story

along?• How long will the case be?• What is the controversy; the context in which

a decision needs to be made?

Ethics of telling a true story

• If you embellish, be upfront about it (don’t embellish though)

• Be clear with your host organization about what your goals are for the case

• Footnote and document your resources

Acquiring useful supplemental appendix info. (e.g. budgets or organizational policies)

• Samples include;• Organizational charts• Financials• Speeches• Meeting minutes• Organizational policies

Getting feedback

• Check Facts with lead organization

• Test to ensure the flow of the narrative is logical and all the data is in

Acknowledging sources

• End Notes

• Thank You Upfront

Commitment

• It could take 200 hrs getting the facts, interviewing the right people, checking your work

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Overview of U.S. Government, NGOs , and Prisoner Reentry

Government System in the United States - Federal

State and County

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Local City/Municipal

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Federal Income

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Source of Income

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Nonprofit Sector

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Size of the U.S. Nonprofit Sector

• 1.8 million nonprofit organizations

• 1.4 billion dollars in revenue and 3 trillion in assets in 2007

• 5.3 - 9% GDP

• 10.9 million employees

• 8.3 % total paid employment in U.S.

1950-2011Growth in Nonprofit Sector

1940 12,500

2000 1,000,000

2011 1,800,000

Year Number of NFP

Salamon on Nonprofits

“It has been said that the quality of a nation can be seen in the way it

treats its least advantaged citizens. But it can also be seen in the way it treats its most valued

institutions.”

Lester M. Salamon

State of Nonprofit America, 2002

“A set of organizations that is privately constituted but serves some public purpose, such as the advancement of health, education, scientific progress or the free expression of ideas.”

Lester M. Salamon

Private Nonprofit Sector

• Organizations

• Private

• Self Governing

• Voluntary

• Of Public Benefit

• Non-profit-distributing

Six Defining Characteristics

• Market Failure

• Contract Failure

• Government Failure

• Pluralism/Freedom

• Solidarity

Why do we have a nonprofit sector?

• Member Serving (400,000)

• Public Serving (1,200,000)

Types of Nonprofit Organizations

• Great Society expansion of government role in social welfare: o Medicareo Medicaido Head Starto Community Action Agencieso Discretionary Programs

Creation of Modern Nonprofit Sector

• Creation of new nonprofit organizations

• Proliferation of resources

• Partnership with government in delivery system

• Nonprofit sector “fills gaps”

• Heavy government regulation

• Limited professional management expertise in nonprofit organizations

Great Society Implications for Nonprofit Sector

Philanthropy

“Graduated” Level of Engagement

Prisoner Reentry in Georgia

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Facts about Corrections – U.S.

• 2.3. million adults behind bars (24,000 in Georgia)o 1-100 adultso 1-31 (7.3M) are in the criminal justice systemo 1-106 w; 1-36 h; 1-15b (1-9b 20-34)

o 10 million in jail

• 90% released eventually

• 60% recidivism

• Costs – $50B to states6/15-16/2012

48Pew Center on States: One in 100:Behind Bars in America 2008

750/100,000

#4 Georgia 401/100,000

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Introduction to Prisoner Reentry

• President Bush Raises the Profile 2007

• Common Ground on both sides of the political aisle

• Welfare was about women; reentry about men

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Corrections

• 1st about keeping people safe

• Reentry is not necessarily Corrections, but some prep work goes on behind walls such as;o Drug treatmento Preparing for the outsideo Handing off information to NGOs

and local agencies

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Reentry Is…

• What happens after Jails and Prisons

• Federal, State, Local institutions

• Local matter (jobs, housing, crime, families)

• Addressing issues facing ex-offenders…banned from jobs, debt, period out of the labor market

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Authority

Some of the biggest hurdles that cities and states face are just defining what reentry is, and in what agency it belongs, and who has authority

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Implementation of a strategy

• Less a policy discussion about what legislatively should be done

• More about best practices and implementation efforts

• Implementation is the hardest thing for public leaders to do – particularly across governments

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Effective re-entry programs the US

http://www.nationalreentryresourcecenter.org

• Quick engagement; work; community corrections; day reporting center; work releaseo Baltimore, Jacksonville, Newarko CEO, America Works, Goodwill, Ready, Willing and

Ableo Ready4Worko Delancy Street

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Jobs• Most U.S. reentry efforts pay more

rhetorical respect to jobs, but emphasizing placement and retention still seems to lag behind knocking out all other barriers first

• The corollary of this is performance measurement that hold vendors accountable for the right things in a reasonable way

• … and concurrently holds governments to track what is spent on reentry

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Policies• Changing maximum stays

• Diversion programs in lieu of prison

• Tax Credits & bonding for businesses who hire

• Housing, substance abuse, employment

• Child support forgiveness and enforcement

• State laws mandating behind the walls reentry programming

• Second Chance Act

• Closing prison – diverting funds to communities

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Funding• Govt.

o Federal DOJ & Faith Based Initiativeso State Correctionso DOL - Workforce

• Foundations

• Most public leaders are looking for revenue neutral solutions in the here and now– ones that don’t predicate savings after some future date when recidivism has gone down

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Did those programs have statistically significant impact on decreasing recidivism rate?

• Define Recidivism

• MDRC Study of CEO – Lowered recidivism

• Urban Institute study of Maryland work release programs

• Manhattan Institute – Montgomery County, MD incentives program

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Lessons learned throughout planning and implementation of re-entry related

policies• Clarify Expectations

• Set up communication systems among all agencies and players

• Provide info mgt system

• Share information among agencies

• Track results

• Allow incentives and punishments to work together (housing, child support, etc.)

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Winning over a skeptical public

• What choice do have morally and in general?o In the U.S. 90% of offenders come homeo 65% re-offend

Costly Dangerous Hurts Communities and families

o Incarceration is expensive 50 billion a year

o Takes people out of the labor market

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Newark Prisoner Reentry Case

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Newark Prisoner Reentry• Case Synopsis

o Mayor Booker’s goals in the context of the Newark’s history on this issue; his need to leverage support; and what he was trying to accomplish

o Ingrid Johnson’s challenges

o Newark’s “theory of change”

Show MI Video

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Newark Prisoner Reentry

• Case Objectives: o Illustrate how a municipality takes on an

imposing issue like prisoner reentry

o Challenge you to assess one leader’s approach

o Encourage critical thinking about the use of performance management and outcome based contracting with vendors

• What is the context for the case?o Who are the main

characters?o What is the policy issue?o What is the management

issue?o What decision(s) need to

be made?

http://www.manhattan-institute.org/video/?c=NPRI

•What should be Ingrid Johnson’s strategy?

•What exactly should she try to accomplish?

•How should they define success? How will they be able to prove success?

•Who are the relevant skakeholders and how does that impact Johnson ?

•Key challenges?

•What are Johnson’s assets & what authority does she have?

Newark Prisoner Reentry – Follow up

By December 31, 2010, the Newark Prisoner Reentry Initiative, had placed 781 people in jobs. Under the NPRI, five nonprofit agencies that provided case management, mentoring and job placement services, were required to meet certain performance outcomes. During the two years of their contracts, the NPRI reported, these five agencies produced the following results: ❖ An enrollment of 1360 participants.The enrollment benchmark was 1340. The NPRI achieved 101% of this target. ❖ A recidivism rate of 7% percent.This benchmark was 22%. The NPRI exceeded this target. ❖ A total placement of 781 people in permanent jobs with an averagehourly wage of $9.30 per hour.This benchmark was 804 job placements (or 60% of the participant target) with an average hourly wage of $9.00 per hour. The NPRI agencies achieved nearly 97% of this job-placement benchmark and exceeded the hourly-wage requirement. ❖ A 71% job retention rate.This component of the contract focused on job retention for six months, and the benchmark was 70%. Thus the NPRI achieved this target.

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Student Memo Writing

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Case Memo Purpose

• Practicing direct precise communication

• Maximum use of limited space

• Quickly drawing the readers attention to the most essential ideas

• Expresses those ideas clearly

Case Memo Purpose

• Students should read it to get a sense of the outline; who the main actors are; what is the important decision to be made

• They should re-read it looking for what is said, implied, and is missing

• Decide on a course of action and find evidence in the case and class readings to support it

• Develop a plan to implement the course of action

Case Memo Considerations• Who are the decision makers & other key characters?

• What is his or her objective?

• What are the key issues and how to they affect the decision?

• What is the environment in which the decision needs to be made?

• What are the possible courses of action a leader can make and what are the consequences of those actions?

• What is plausible?

• How will others react?

Effective Case Memo Outline

• What does your audience know? – usually there is a student assignment that asks the student to act like a staff person to the key decision maker

• Define the subject upfront about exactly what you are writing about

• Explain why you are writing the memo – what is the action you are seeking to encourage

Effective Case Memo Outline• Header – Subject of the memo, date, to and from

• State the purpose in the opening sentences; what are the main points of your memo; and why you are writing it?

• Quick introduction and background for context

• Short clear sentences; no passive voice

• Clean Inviting appearance

Teaching Case Studies – Facilitating Discussions

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Managing a Conversation• Case method is about the discussion

• The teacher puts the group on the right path, motivates the students

• The discussion flows from the facts of the case, the details - to some insights on what happened – to some conclusions about what should be done moving forward

• Teachers are to moderate students discussion so that as a whole group you examine the problem

• Summarize the progress of the conversation as you move forward

Managing a Conversation

• Determine what are the major issues which the case is intended to illustrate

• How does it relate in context to the other work you are doing this semester with your class

• How will you record the discussion

• Keep a list of the traps in the case and ensure they get raised

Developing a Teaching Note

• A plan for using the case• Case summary• Statement of Learning Objectives• Assignment Questions• Decision discussion• Maybe a blackboard plan outlining role plays,

exercises, time allotment for each major discussion focus

• Teachers need to become experts at the facts of the case

• Anticipate what questions you want answered and what questions might arise from students

• Have a plan on how you want the conversation to flow

• Students prepare for class byo Understanding who makes the key

decisionso Determining what the key decisions will

beo The environment or context for decisions

that need to be made o And to what end – what is the key

objectives that need to be meto Drawing a conclusion in class or in a

memorandum6/15-16/2012

Managing a Conversation• The teacher may give an introductory

lecture on a theme

• The teacher will have facilitated and recorded the discussion’s direction - a trail of blackboard evidence

• The teacher will illuminate critical case conflicts if necessary or play “devil’s advocate”

• The class case discussion will end up being upbeat, participatory, and satisfying

• Students will be forced to think about their own answers

• Repetitive exposure to ambiguous issues in a case help prepare students for real world ambiguities

• The class case discussion will end up being upbeat, participatory, and satisfying

Review of Performance Management and Evaluation

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Question Zero• What is your organization trying to accomplish?

• What are your strategies for making this happen and how are your tracking the implementation of those strategies? o What do you know about the feasibility of your

offering…is there a marketplace for it?o How do you take on work; how do you say NO

to work that is not profitable or does not fit in etc.

o What are your capabilities for doing this?

Core Considerations to Support Your Brand

• How does your Performance Measurement AND Management support what is distinct about your organization?

• Are you proving your authenticity?

• How are you demonstrating it?

• Are you consistent (not in your indicators necessarily, but in your outcomes and impact)?

Proving What You Are Good At• How will your organization know if you are

making progress; what goals are you tracking? • How will you measure your success? Define

your terms.

• What agreements have you made & what mechanisms do you have in place to track data?

• Manage the process & communicate

You can’t manage what you can’t measure – Peter Drucker

“You can’t manage what you can’t message” – (maybe Deming?)

Efficiency is Doing things Right: Effectiveness is doing the Right

Things

Clarifying Expectations

• Everyone’s role in collecting information• Train the team• Narrow focus on the right data• Integrity of data

• Evaluating data• Scorecards with terms that makes

• Using results to make decisions6/15-16/2012

And Remember…• Get Work Done Through People

• Measurement AND Management

• Numbers represent something (people…parts of your mission)

• Measure, make changes, measure again

• Be Courageous6/15-16/2012

Activities

• What the program does with the inputs to fulfill its mission• Case management services • Child care services • Technical assistance workshops • Feed and shelter homeless families • Mentoring programs for young people

Outcome Measurement

“The regular, systematic tracking of the extent to which program participants experience the benefits or changes intended.”

Outcome MeasurementTheoretical Framework

Inputs Activities Outputs

Outcomes: Initial Intermediate Long-term

Inputs

• Resources dedicated to or consumed by a program

• Staff• Facilities• Equipment and supplies

Activities

• What the program does with the inputs to fulfill its mission• Case management services • Child care services • Technical assistance workshops • Feed and shelter homeless families • Mentoring programs for young people

Outputs

• The direct product of program activities.

• Number of children served in the day care program

• Number of training workshops provided • Number of families receiving food and shelter

Outcomes

• Benefits for participants during and after program activities

• New knowledge • Increased skills • Changed attitudes or values

Outcomes

• Scorecards

• Indicators toward goals performance

• Indicators toward budget

• Balanced

• How all of it connected

Essential Elements of a Good Performance Mgt. System

1. Allocate resources based on strategic plan

2. Benchmark to set standards3. Establish key indicators4. Set quarterly targets5. Create reporting and accountability

system6. Communicate results 7. Modify targets based on performance

Essential Elements of a Good Performance Mgt.

• System Performance helps everyone understand their role

• An explicit target with feedback …

• You can’t just say you work hard

• Shows the outside world you are accomplishing the goals your org. was established to accomplish

Evaluation• Fit Mission

• TWC tried to prove a model for Policy Makers to use (i.e. Gov)

• MDRC made it natl.• DPW committed then the new leadership

didn’t • Legacy TWC does not use it

Workforce Development

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Workforce in the U.S.

• Focuses on people who are unemployed, dislocated, youth, welfare

• Two Core Strategieso Place-Based…focusing on neighborhoodso Sector-Based…focusing on industries

• Job placement, training, education, or a combination

Approach

• Training in NFP programs and community colleges

• Addressing employment barriers

• Supporting employers

• Leveraging incentives for workers and employers

Implementation

• Federal Department of Labor

• State Department of Labor

• Local Workforce Investment Boardso Intermediarieso Providers

Funding

• U.S. spent about 17 billion last year (spending is down after the stimulus) on Welfare, and more when you factor in other funding for supportive services for TANF recipients who work such as childcare and transportation

Scope• $3-7 K per slot

• Performance Based contracts

• 1,800 One Stop Centers (self directed and staff assisted job search)

• Business Tax Credits and Training Dollars

Problems

• There is no open systematic way to account for and rank social and supportive services vendors in communities

• Lack of innovation and competition

• Transparency

• Accountability

Welfare Policies – U.S.A Work Based System

• Welfare Reform• In 1996, President Clinton signed into law

the Personal Responsibility and Work Opportunity Reconciliation Act (PRWORA)

• Temporary Assistance for Needy Families (TANF)• Welfare reform placed a five-year (60

month) lifetime limit on TANF that applies to all adults and heads of household

• After receiving TANF for 24 months, individuals are required to work at least 20 hours per week to continue receiving benefits6/15-16/2012

Welfare Profile of so called “Hard to Serve”

• All have received public assistance for 2 years

• All have failed at least three other programs

• Significant Barriers• Criminal Backgrounds, Mental Health Issues, Substance

Abuse Issues, Domestic Violence, Poor Work History, Poor Academic Skills

• Average participant• Single Mother• 3 Children• 5th grade reading and math levels (range 1st to 12th grade)• May have up to 6 months in transitional employment

Program Expectations

• Vary, but a program may require and pay for:o Enrollment (100% enrollment)o Placement (65% of enrollment)o Retention (70% of those

placed)

Profile of Recipient in 2007

• Average Client (in PA) with three children receives $403 per month in public assistance or $4,836 per year. ($14,508 over three years)

• U.S. Census Bureau: approximately 46.2 million (15.1%, or 1/6th) of Americans are living in absolute poverty in 2011

• Poverty line for a family of 4 is $22,050

Unemployment Insurance

• Unemployment benefits are made by the state

• Involuntarily unemployed and who are able and willing to accept suitable employment

• Employers pay a tax

• Calculation based on time worked and is about 50% of wages for six months

Case 2 TWC – An Approach to Performance Improvement

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employment (paid and short-term)+ real work+ skill development+ supportive services (including tax credits

= anti-poverty strategy

TWC- http://www.fathom.com/mediaindex/vod/business/122607/index.htm

• Transitional Work Corporation CEO Richard Greenwald, his staff, and clients explain how TWC is in the business of helping people on public assistance get and keep jobs.

• The transitional job is like a paid internship at a government, city, or non-profit agency.

• The next step after six months is permanent employment. TWC has a 96 percent rate of hire.

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TWC• Who are the protagonists of the case?

• What is the policy issue

• What is the management issue

• What did you think about the way TWC addressed the management issue

• What was at stake?

• How could you measure success?

TWC• Environment

o Welfare reformo Critics and Supporters of TWC

o Who were the actors

o Issue – performance improvement through TQM (teams, employees as experts, communication, amnesty, measurement, continuous improvement)

o Greenwald management style

• Retreats – their purpose

• Decisionso Change performance outcomeso Costs and benefits of Reorganizationo Should he provide more services in-houseo How will they demonstrate improvement

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Case 3 California Global Warming Solutions – Cost Benefit Analysis and Evaluation in Implementing Local Legislation

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California

• There is not consensus about global warming

• Was it wise to pass AB 32?

• Climate Change is a public good

• Market based emissions controls o Standards vs. Cap and Trade, pros and conso Carbon taxes

What is Happening in Georgia

• How serious is the global warming taken as a problem?

• What are the costs?

• Who are the leaders?

• What should be the goals for industries and citizens?

• What is the infrastructure in Govt/NGO to get things done?

End/Break for those staying for the afternoon session

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Georgia Case Study Outlines

• Tbilisi Infrastructure Case• Project Evaluation; Should local government provide

certain pubic goods; Cost benefit analysis (Should Tbilisi build new roads, tunnels and bridges?)

• Environmental Policy Case • Environmental Policies of local governments; New projects

in Tbilisi: cutting down old trees, planting new ones

• Prisoner Re-Entry Policy Case • Prisoner Reentry Policies in Georgia; Probation programs

and its challenges

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Break Out Groups

• Break into teams around the three Tbilisi/Georgia Cases (Infrastructure, Environmental, & Prisoner Re-entry)

Case Writing Process• Developing leads

• Site Visits

• Determine what needs to go into the case including Exhibits

• Review what is known

• Outline • Goals and Purpose of the case; • Key Questions;

• Timeline with Responsibilities

Case Writing Process• Determining what you want to accomplish

with your students

• Make sure you have some substantive competence with the material

• You pick a story that is interesting

• Poses a problem that does not necessarily have a right answer

• Clear about the actors and their authority

• Generate enough information for a good analysis

Case Writing Process• Prepare a prospectus; a proposal

o Subject o Audienceo Teaching purpose/objectiveo The storyo Setting – where, when, whyo Key actors and decision makerso Issues they faceo Constraints and opportunitieso Decisions and actionso Sources of information and datao Research plan

Case Writing Process -Initial questions

• What are you trying to accomplish in terms of fitting into the course?

• Who is the audience?• What ancillary materials will you develop?• What decisions need to be made by the

protagonist?• How much data is useful to move the story

along?• How long will the case be?• What is the controversy; the context in which

a decision needs to be made?

Case Writing Process• Research

o Secondary sources like published reports, media, academic research, background documents like financials, board information

o Primary sources – interviews of key actors and experts

o Personal observationso Facts, charts, maps, timelines

Case Writing Process• Research

o Be inquisitive with the actorso Develop your characters and

settingo What are people sayingo Attitudes and body languageo Side remarks

o Get multiple perspectives

Case Writing Process• Standard Components of a case

studyo Opening Paragraph dramatically

stating the case issue or problem, the time, decision focus

o Background and context of the firm, the actors, the industry

o Case Storyo Conclusion – generates tension,

sets up the decision point, suggests options and considerations6/15-16/2012

Case Writing Process• Answer the following in your description

o Clearly identify who the decision maker iso What is that person’s role? why do they

have to act? What action must be taken and when?

o Clarify the timeline of the caseo Describe the setting – where, when, whyo The key problems and issues need to be

revealed – you can nuance o Be organized…logical outline in the story;

subheadings, numbered points, clear transitions, with supported appendices of graphs and charts

Case Writing Process• Fact Checking and Editing

o Ensure facts are correcto Attribute quotes

ResourcesAuthor Document PublisherWilliam Eimicke and Steve Cohen

The Transitional Work Corporation: Managing For Better Outcomes. Part 1: Reorganization as a Strategy for Performance Improvement

Part 2: Implementation Issues

Fathom. WWW.Fathom.comMay 2002.

Harvard University (courtesy of Robert D. Behn

Prisoner Reentry in Newark Harvard Kennedy School of Government , April 10, 2011

Jose A. Gomez-Ibanez The California Global Warming Solutions Act (AB 32) Harvard Kennedy School of Government: Case Number 1944.0 , 2011

Robert D. Behn PerformanceStat is a Leadership Strategy Not a Model or a System: Or Why MimicStat Cant’ Really Work

Harvard Kennedy School of Government

A Paper Prepared for The Association for Public Policy Analysis and Management, November 5, 2011

Robert D. Behn Why the Cops – And NYPD in Particular – Have it Easy Harvard Kennedy School of Government, March 2, 2012

John Boehrer Writing Effective Memos The Electronic Hallway, University of Washington’s Daniel J. Evans School of Public Affairs, 2003

C. Roland Christensen Questions for Class Discussions Center for Teaching and Learning

Harvard Business School, 2008

John Boehrer How to Teach a Case The Electronic Hallway, University of Washington’s Daniel J. Evans School of Public Affairs, 1996

ResourcesJonathan Brock MoreTools- A Framework for Analyzing Management

DilemmasThe Electronic Hallway, University of Washington’s Daniel J. Evans School of Public Affairs, 2004

William Rotch Casewriting University of Virginia, Darden Graduate Business School, Case Number UV0541, 1989

Jose A. Gomez-Ibanez Learning by the Case Method Harvard Kennedy School of Government: Case Number N15-86-1136.0, 1986

Laurence E. Lynn, Jr. Welcome to the Case Method! The Electronic Hallway, University of Washington’s Daniel J. Evans School of Public Affairs, 1996

Thomas V. Bonoma Learning by the Case Method in Marketing Harvard Business School, Case Number 9-590-008, July 13, 1989

Mary C. Gentile Twenty-Five Questions to Ask as You Begin to Develop a New Case Study

Harvard Business School, Case Number 9-391-042, August 13, 1990

Case Study Outline EWMI G-PAC

Memo Writing Guideline EMPA Program Columbia University

Stanford University Newsletter on Teaching

Teaching with Case Studies, Speaking of Teaching Winter 1994, Vol. 5, No. 2

6/15-16/2012

Thank You

• Professor Bill Eimicke, Columbia University, for input toward this presentation, and for his contribution to the section on performance management in particular

• Professor Arvid Lukauskas, Columbia University, for his organization of and support of this session

• Professor Bob Behn, Harvard University, for copies of and permission to use the Newark Prisoner Reentry case study, his suggested guiding case questions, as well as copies of his performance management pieces

6/15-16/2012

Contact

6/15-16/2012

Richard Greenwaldc/o Columbia UniversitySchool of International and Public AffairsPicker Center for Executive Education420 West 118th Street, Room 400New York NY 10027

Phone 212-851-0289Email: rcg5@columbia.edu

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