Discussion Thread: Ethics in Public Administration Context? ?Read: Shafritz and Hyde: Chapters 1 4? ? ?Ethics in American Public Administration: A Res
Discussion Thread: Ethics in Public Administration — Context
Read: Shafritz and Hyde: Chapters 1 — 4
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Discussion_EthicsinPublicAdministrationContextAssignmentInstructions.docx
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Discussion-EthicsinPublicAdministration-ContextGradingRubric.pdf
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Bowman-ProfessionPublicAdministration-2001.pdf
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EthicsinAmericanPublicAdministrationAResponsetoaChangingReality.pdf
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ResponsibilityinPublicAdministrationEthics.pdf
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8THclassics-of-public-administration_compress.pdf
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ABiblical-CovenantalPerspectiveonOrganizationalBehaviorLeadership.pdf
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WorldviewAnalysisHumanitiesBracesfortheKidsandtheMeaningofLife.pdf
PADM 700
Discussion Ethics in Public Administration Context Assignment Instructions
You will take part in one (1) Discussion in which you will post a thread presenting your own opinion on the assigned topic, writing 450-500 words. Then, you will post replies of 200–250 words each to 2 classmates’ threads. Each reply must be unique and must integrate ideas (and citations) from the required reading. The original thread must incorporate ideas and citations from all of the required readings and presentations for that Module: Week. It must also address statecraft as part of a meaningful discussion of effective statesmanship and it must include citations from at least two additional scholarly sources.
Throughout the course, we try to integrate Biblical principles that apply to public administration, policy, and service. For example, the Book of James has applicable wisdom for each of us. In Chapter 1 James summarizes some critically important principles that apply to every role we have in public administration or other public service.
Apply: Discussion Thread Ethics in Public Administration.
Please answer the following questions, using the questions/headings below to help organize your responses and help readers track with you.
· Your Discussion Posting—Organize your posting around these questions with section headings:
1. Summarize your perspective and takeaways on the history and competing world views of ethics in public administration. Review the Esther assignment—include what you learn about worldviews from Haman and Mordecai (see below).
2. What r ole do you believe ethics have (or should have) in public administration?
3. Any Biblical principles re. ethics applicable to us as public administrators?
· Another way of looking at this is to ask if there is or should be a difference between one's personal ethics and one's business (public administration) ethical principles?
· Does the Bible give any direction about that question?
4. What, then, given the above, are the ethical principles that will guide and inform your life and work as a public administrato
Thread:
· 450-500 words
· Ideas and citations from all the required reading and presentations from the Module: Week
· Ideas and citations from two scholarly sources
In this course, Discussions play an exceptionally important role. Consider these threads and replies to be formal communications on the same level as those you would conduct with employers, clients, or colleagues in the professional, political, or academic world. As such, they must be free of grammatical errors, must be properly formatted in current APA style, and must consist of well-reasoned, contemplative, and substantive posts and replies, rather than mere ipse dixit. These threads and replies must be adequately supported by citations of the sources or support for your ideas as well as any quoted materials.
Open, courteous discussion will yield the greatest opportunities for growth in this class. Both responding to other students and responding to the instructor will count as 1 reply post. Remember that the art of communication is in many ways the lifeblood of effective political leadership. Everything you write—every paper, post, and email—creates or reinforces an impression of you. Begin to cultivate the communication skills of the statesman and stateswoman—the ability to logically and persuasively speak the truth with compassion and respect. Each response post must include new research and analysis, and must build upon the ideas communicated in the original post. Thus, they must go beyond merely restating and affirming what a classmate has said and instead bring in more depth, research and analysis. Accordingly, each response post must include citations from the required reading and presentations.
Responding to a classmate’s thread requires both the addition of new ideas and analysis. A particular point made by the classmate must be addressed and built upon by your analysis in order to move the conversation forward. Thus, the reply is a rigorous assignment that requires you to build upon the thread to develop deeper and more thorough discussion of the ideas introduced. As such, replies that merely affirm, restate or unprofessionally quarrel with the previous thread(s) and fail to make a valuable, substantive contribution to the discussion will receive appropriate point deductions.
Page 2 of 2
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Criteria Ratings Points
Thread
Content
14 to >12.0 pts
Advanced
• Each question/prompt is answered thoroughly and logically. • Major points are stated clearly and effectively. • Clear, logical flow to post; stayed on topic.
12 to >11.0 pts
Proficient
• Each question/prompt is answered. • Major points are stated clearly and effectively for the most part. • Clear, logical and focused for the most part.
11 to >0.0 pts
Developing
• Not all facets of the prompt/questions are answered. • Lack of clarity, coherence, logic and focus in key areas.
0 pts
Not Present
14 pts
Thread
Research Engagement
12 to >10.0 pts
Advanced
• Ideas from all the required reading and presentations from the Module: Week and 2 scholarly sources are integrated. • Relates topic to Scripture/biblical principles where appropriate.
10 to >9.0 pts
Proficient
• Ideas from most the required reading and presentations from the Module: Week and 2 scholarly sources are integrated. • Scripture/biblical principles are included but unfocused at times.
9 to >0.0 pts
Developing
• Ideas from few of the required reading and presentations from the Module: Week and 2 scholarly sources are integrated. • Missing Biblical integration.
0 pts
Not Present
12 pts
Reply
Content
14 to >12.0 pts
Advanced
• 2 unique interaction posts with classmates • One reply posted to each of 2 classmates’ threads. • Moves the conversation forward with new ideas, research, and analysis. • Student’s response delivered in a thorough, thoughtful, and analytical manner with the student’s position clearly evident.
12 to >11.0 pts
Proficient
• At least 2 unique interaction posts with classmates • One reply posted to each of 2 classmates’ threads. • New ideas, research, and analysis are not always included. • Some commentary is repetitive from one reply to the next. • At times, reply posts do not seem to actually build upon classmate’s post.
11 to >0.0 pts
Developing
• Missing one or more reply posts. • Reply posts are redundant. • Little in the way of new ideas, research, and analysis are not always included.
0 pts
Not Present
14 pts
Discussion: Ethics in Public Administration – Context Grading Rubric | PADM700_C01_202440
Criteria Ratings Points
Reply
Research Engagement
9 to >8.0 pts
Advanced
• 2 unique interaction posts with classmates • One reply posted to each of 2 classmates’ threads. • Relates topic to Scripture/biblical principles where appropriate. • Contains abundant citations from required reading, presentations, and 2 scholarly sources.
8 to >7.0 pts
Proficient
• 2 unique interaction posts with classmates • One reply posted to each of 2 classmates’ threads. • Scripture/biblical principles are included but unfocused at times. • Contains some citations from reading, presentations, and scholarly sources.
7 to >0.0 pts
Developing
• Missing one or more reply posts. • Missing Biblical integration. • Limited citations from the required reading and presentations.
0 pts
Not Present
9 pts
Grammar, Spelling, & APA
15 to >13.0 pts
Advanced
Minimal to no errors in grammar, spelling, or APA.
13 to >12.0 pts
Proficient
Some errors in grammar, spelling, or APA.
12 to >0.0 pts
Developing
Numerous errors in grammar, spelling, or APA.
0 pts
Not Present
15 pts
Word Count 6 to >5.0 pts
Advanced
Appropriate word count: 450-500 words for thread; 200–250 words per reply.
5 to >4.0 pts
Proficient
100 words more or less than the required length.
4 to >0.0 pts
Developing
Over 100 words more or less than the required length.
0 pts
Not Present
6 pts
Total Points: 70
Discussion: Ethics in Public Administration – Context Grading Rubric | PADM700_C01_202440
,
The Profession of Public Administration: An Ethics Edge in Introductory Textbooks?
Author(s): James S. Bowman, Evan M. Berman and Jonathan P. West
Source: Public Administration Review , Mar. – Apr., 2001, Vol. 61, No. 2 (Mar. – Apr., 2001), pp. 194-205
Published by: Wiley on behalf of the American Society for Public Administration
Stable URL: https://www.jstor.org/stable/977453
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James S. Bowman Florida State University
Evan M. Berman University of Central Florida
Jonathan P. West
University of Miami
The Profession of Public Administration:
An Ethics Edge in Introductory Textbooks?
Given the substantial interest in public service ethics, this study examines its foundations as re- flected in paradigmatic textbooks-a unit of analysis that informs both theory and practice in the
field. The interpretative framework employed evaluates the context (the amount and placement of the topic, the use of graphics, and sources cited) as well as the content (conceptualization of management ethics and inclusion of implementation issues) of ethics found in the publications. A limited definition of a professional-one in possession of largely technical skills- is reflected in the textbooks. The implications of the findings are explored.
The ethics boom ignited by Watergate has echoed
throughout the corridors of government and the halls of
academe for more than a generation after the Nixon presi-
dency. Rather than dissipating through the years, the ech-
oes seem to intensify. In the practice of public affairs, the
result has been sensational revelations, numerous investi-
gations, new laws, and chastened officials and agencies.
Within the study of public administration, national ethics conferences have been convened, course offerings have
been expanded, and a growing literature has been created
(Bowman and Menzel 1998). Quite clearly, moral consid-
erations are of fundamental importance to the quality of
democracy and its administration-the soul of modem
public administration (Frederickson 1996).
Given the considerable interest in the topic, this study examines the attention introductory public administration
textbooks devote to it. These volumes define the proper area and focus of a discipline, its paradigm and essential ele-
ments (Kuhn 1970); they also likely affect how ethics is
presented in the classroom (if it is).' Since standards of prac-
tice are inherent in professional life, such self portraits re- veal the nature of the commitment made to excellence in
both technical competence and moral character. Indeed, the distinguishing characteristic or edge of a professional (Berman et al. 1998) is not merely the possession of exper-
tise, but also a dedication to ethical practice. How this com-
194 Public Administration Review * March/April 2001, Vol. 61, No. 2
mitment is fulfilled, especially in light of recent evidence
demonstrating the value of ethics training and education (for
example, Bruce 1998; Menzel 1997), has important impli-
cations for the profession and the public it serves.
James S. Bowman is a professor of public administration at the Askew School of Public Administration and Policy, Florida State University. His primary area is human resource management. Noted for his work in ethics and qual- ity management, he has also done research in environmental administra- tion. He is editor in chief of Public Integrity, a journal sponsored by the American Society for Public Administration, the International City/County Management Association, the Council on Governmental Ethics Law, and the Council on State Governments. He is coauthor of Human Resource Manage- ment in the Public Service: Paradoxes, Processes, and Problems with Evan Berman, Jonathan West, and Montgomery Van Wart (Sage, 2001). Email: [email protected].
Evan M. Berman is an associate professor in the Department of Public Ad- ministration at the University of Central Florida (Orlando). He is active in the American Society for Public Administration and is the 1998-2000 chair of the Section of Personnel and Labor Relations. He serves on the editorial boards of Public Administration Review and the Review of Public Personnel Admin- istration. His most recent books include Human Resource Management in the Public Service (Sage, 2001), The Ethics Edge (International City/County ManagementAssociation, 1998), andPublic Sector Performance (Westview, 1999). Email: [email protected].
Jonathan P. West is a professor and chair of the Department of Political Science and director of the graduate public administration program in the School of Business Administration at the University of Miami. His research interests include human resource management, productivity, local govern- ment, and ethics. His most recent books are Quality Management Today (1 995) and The Ethics Edge (1 998), both published by ICMA, and Ameri- can Politics and the Environment with Glen Sussman and Byron Daynes (Longman, in press). He is the managing editor of Public Integrity. Email: [email protected].
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It should be noted that no formal standards exist for the
scope or content of ethics in public administration educa-
tion; the National Association of Schools of Public Affairs,
Policy, and Administration (1992) requires only that the
curriculum "enhance the student's values, knowledge, and
skills to act ethically and effectively" (3). Nevertheless,
textbooks discuss the topic, and it is therefore sensible to
ask what might and should be included.
The data reported here should be of interest to the en-
tire profession: those involved in standard setting and ac-
creditation (who could require reconsideration of this
essential subject), practicing managers (who sometimes
wonder about the efficacy of academic treatises, espe-
cially on ethics), book authors and their publishers (who
might need to review ethics coverage in their volumes),
and students and instructors (who may wish to check the
adequacy of the textbook they use). The investigation
begins with the identification of essential dimensions
comprising public service ethics. The conceptual frame-
work used in the research is then presented, followed by
the findings from the study, and concludes with a discus-
sion of the implications of the data.
Pillars of Ethics As Callender (1998) observes, "The sense of public ser-
vice, a strong emphasis on ethical behavior, a well-devel-
oped group identity, and well established professional bod- ies that support the ideals of public service all provide part
of the professional identity of the public service practitio-
ner" (1767). Clearly, those who aspire to such status need to buttress their mastery of specialized learning and mana-
gerial skills with ethical sensitivities and a commitment to public service. Given the central place of ethics in profes- sionalism, it is important to briefly canvass its role in cur-
rent public administration theory and practice. A body of literature has developed that goes beyond
values to be upheld and includes insights into ways ethics
can be understood and encouraged in oneself and others.
Specifically, there are four pillars of ethics: (1) value aware- ness; (2) reasoning skills; (3) the role of law; and (4) orga- nizational implementation (modified from Ozar 1998; West et al. 1998).
A near-consensus exists about the values that underpin public life: responsiveness, fairness, economy, integrity, and competence. While authors vary, virtually all believe that these values constitute administrative responsibility. Such norms are thought to promote citizen service and democracy as well as to avoid corruption that causes wide- spread distrust in government (Bell 1997; Cooper 1991; Lewis 1991).
A critical practical question is, how are officials to in-
corporate these values into individual actions and organi-
zational decision making? The second pillar, ethical rea-
soning, can be illuminated using Kohlberg's stages of moral development. Stewart and Sprinthall (1993) find that ad-
ministrators (regardless of rank, age, gender, or race) are
more likely to achieve a high level of moral reasoning when
they are familiar with ethical problems and their context. Accordingly, helping managers frame issues and improve
policy making is the focus of an increasing number of eth-
ics workshops (International City/County Management
Association 1999). While, in the past, such training often
narrowly concentrated on certain values, adherence to le-
gal standards, and avoidance of wrongdoing, today's ef-
forts promote value-centered decision-making processes.
These workshops include scenarios, role-plays, and
group activities that provide in-depth information about
cases and simulate the workplace (Killilea, Pasquerella,
and Vocino 1998; Nelson and Van Hook 1998). Typically,
decision making involves a three-step process of fact gath-
ering, analysis, and problem resolution. Managers are sen-
sitized to ethical warning signs (such as, "no one will ever
know" or "everybody does it") and understanding conse-
quences of actions (Does the proposed action violate an ethical code? My personal values? Those of the commu- nity? Does it harm someone else? Would I be comfortable
explaining it on television?) Third, managers are expected to comply with ethics laws
covering financial disclosure, post-employment, private gain from public office, preferential treatment, impartial- ity, and public trust. Little is known about the effective- ness of these statutes, but what is known suggests that the laws, and the ethics commissions that investigate viola-
tions, are insufficient to ensure exemplary behavior (Dobel 1993; Smith 1999; Williams 1996, 1999). Legal compli- ance is not adequate to avoid wrongful conduct, and fos- tering proper behavior requires ongoing initiatives relevant to daily management (Menzel 1999).
Fourth, beyond training aimed at individuals are pro-
grams to nurture ethics across the organization. Some sug- gest that a key to creating an ethical climate is moral lead- ership (Berman, West, and Cava 1994; Cooper and Wright, 1992; Moore and Sparrow 1990). Brower (1999), for ex- ample, paraphrases Shakespeare, all men are but players on stage, to explain how managers model and employees learn behavior. Other studies (Brumback 1991; Menzel and Carson 1999) suggest that leadership is most effective in conjunction with efforts such as incorporating ethical con- cern into the personnel systems (from selection through training to evaluation), adopting an ethics code, and re- quiring compliance with pertinent laws. At present, the challenge is to persuade organizations that they can im- pact ethical behavior and that this can be done through a multifaceted approach. This is made easier by empirical
research revealing a positive relationship between ethics
The Profession of Public Administration: An Ethics Edge in Introductory Textbooks? 195
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and performance (Berman, West, and Cava 1994; Bruce
1994; Burke and Black 1990; Menzel 1992, 1993, 1995, 1996a, 1996b, 1999). There is also evidence that this be-
havior affects responsible risk taking and community per- ceptions of organizations, although the nexus between
employee behavior and community trust is difficult to
firmly establish (Berman and West 1997, 1998).
In short, the tenets of public service ethics include value
awareness, reasoning skills, law, and implementation strat-
egies. These foundational elements are adapted and ap-
plied below to inform the conceptual framework used in
this inquiry.
The Study Included here are 12 elementary public administration
textbooks from 1995-99 (see appendix).2 As noted, these
works are an appropriate barometer because they certify
the significance of ethics in the profession. The next sec-
tion reports raw data on the context of the ethics material
in the publications: the amount and placement of the topic,
key values and laws, the use of graphics, and sources
cited.3 The five-part interpretive framework below evalu-
ates the content of ethics coverage found in the texts. The
first three categories focus on the components of ethics
in public administration-why it is significant, what it
is, and how it is presented-and speak to the value aware-
ness and reasoning skills components of the foundational
elements previously discussed. The last two rubrics
specify how the books conceptualized the management
of ethics in public agencies, and concerns found in carry- ing out ethics programs; these dimensions pertain to the
role of law and organizational implementation aspects of
the foundational elements.
(1) The stated (or implied) importance of the topic
(the nature of the justification for inclusion in
the textbook).
(2) The definition of ethics (the presence of a clear
explanation of the term).
(3) The descriptive or normative style of the dis-
cussion (the objective or subjective quality of the narrative).
(4) The use of a legal compliance or individual/or-
ganizational development approach (conformity to imposed standards to penalize misconduct or
participatory creation of standards to enable re- sponsible behavior) in providing decision-mak-
ing guidance.
(5) The presentation of implementation techniques and issues (an analysis of ways ethical norms
and practices are transmitted, and the desirabil-
ity as well as feasibility of so doing).
196 Public Administration Review a March/April 2001, Vol. 61, No. 2
While the taxonomy facilitates the task at hand, it is cer-
tainly not definitive; the five classifications are, however, reasonable and useful for exploratory purposes. We inde-
pendently evaluated the textbooks; ambiguous cases were
discussed and resolved. Since the purpose is to provide an
overview of the general treatment of ethics, individual text-
books are not evaluated separately. However, examples from
the database are used to illustrate the inquiry.
Findings
Context
By definition, an introductory textbook (with an aver-
age length of 500 pages) typically presents parameters of
the profession by devoting chapters to a broad scope of
public administration topics-the political environment,
history of the field, organization theory, human resource
management, planning-implementation-evaluation, bud-
geting and finance, policy decision making, and so forth.
The ethics chapter(s), not necessarily so designated (see
appendix), is placed at or near the end of six of the books,
close to the beginning in three, and in both locations in
one. It constitutes an average of 6 percent (332 of 5478
pages) of the 10 textbooks that have separate ethics chap-
ters. In addition, many of the publications (including two
that
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