A Coggle Diagram about KSA _ Week by Week
, Week 5
, Week 9
, Week 7
, Week 6
, Week 4
, Week 2
, Week 1
, Week 8
, Themes: Defining the Public, and Public Administrators.
, Themes: Leadership and components of leadership As well as the challenges leaders face in serving the public.
, Themes: Between the two books, Loesch and Rev. Kyodo, the contrasts we discussed were very present for me throughout the duration of the course. Contrasting themes such as; pain vs. love, insider vs. outsider, binary vs. complex, which were illustrated through the very different ideologies each author has as well as the social, political, governmental systems in place and how they impact individuals or whole groups of people. This set a foundation for me to consciously consider as I moved further through lessons.
, Themes: Practicing being the public administrator we want to be. This laid the objective for the course and the information I was going to learn. Due to my lack of experience, this is an opportunity to practice doing the work, taking the time to learn and explore as the administrator I want to be.
, Themes: Ideologies of administration and public service; that contrast between the past, present and future.
, Theme: The dynamics of identity, group think and how these play a role in our response, behavior, processing of knowledge, lens for which we view and understand.
and Themes: Critically Analyzing and Evaluating the Reasoning of an argument or theory.
, Public Administration
(From guest speaker of public administrator Panelists
, A code of conduct
, Ethical Values for Public Service (Johnson)
Rule of Law
, Know how to tell your story
and The ability to evaluate reasoning and analyze logic
), The Bureacracy
, 2 Lenses
, Organizational Culture
, Partnerships between government and private sector
and "Normal"- Asumes a high degree of stability in their environments, but this complex is canging too fast to be confined within 1 code of rules and regulation
), Valuable Experiences
, Shared Learning
, Reading Nation to Nation and having an entire class to discuss a variety of themes; such as, cultural assimilation, oppression, inclusion and exclusion, language and the structure of governance using the constitution. and the impacts interpretation has on law and policy. My lack of experience and education for this information, including the paradigms or theories by which my own knowledge was gained. This new knowledge extended deep into my own ideologies, educational history and cultural affiliations. From that lesson forward, I consciously consider- what about tribes? What about the 'non popular' or under-represented groups, in administrative decisions.
, The group project was a valuable experience and opportunity, spending personal and academic time with two other students from different walks of life afforded me the opportunity to connect with these colleagues. Working closely with other students allowed me to witness others struggle, persevere, and process the information using their own unique filters given their own ideologies and epistemology. which eased my assessment of my own learning experience, skills and setbacks.
and The first two readings, Flyover States and Radical Dharma, were really valuable reads. I gained an understanding for how diverse and absolutely complicated it is to please a diverse public, as well a the complexities in striving to do so. However I appreciated gaining insight for the viewpoints of these authors- who represent much larger groups of people. It is important to be informed and especially to understand how opinions, viewpoints, political affiliations and preferences arrived as they do. Taking the lesson further, throughout the quarter, knowledge overwhelmed and complicated my evaluation of my own truths and opinions, but I've come to learn, this is just the reality of knowledge and information, having the awareness of theory to paradigm constructs- allows me to make the most informed form of action.
), From Public Administration to Doing Democratic Administration
, TRIBAL GOVERNMENT
, Treaties reinforce Sovereignty
, Precedent Setting Cases: Johnson v. M'Intosh(1823) - Discovery Doctrine
Worcester v. Georgia (1832)-Guaranteed aborition, Marshall overtuned earlier decision
Mitchel v. U.S. (1841)
Martin v. Lessee of Wadell()
Marshall Trilogy (1823-1832)
Indian Self-Determination and Educational Assistance Act of 1975
*Lone Wolf v. Hitchcock (1903)
and Transformative Government Acts:red_flag:
1934 Indian Reorganization Act
Civilization Schools for Indians
, The Power of Introverts Ted talk
and Operate in 3 Settings:
1. Forum- Leaders create and communicate the meanings that underlie their choices
- Arena- Where key contenders form and implement policies
3.Court- Place for conflict management, where leaders secure ongoing conformance to policy decisions and adjust practices to fit changing conditions
Know when to resist, when to yield, and when to negotiate
), LOCAL GOVERNMENT
(Mayor- Council Form:
Counsels role is legislation, Mayor is chief admin officer---- Large City style
, Council- Manager Form:
Elected council and board enacts laws and budgets, hires a manager who is nonpartisan----Medium City Style
, Commission Form:
Has an elected commission tat both legislates and administers a Mayor without admin. powers
and ), FEDERAL GOVERNMENT
(Precedent Setting Cases:!!:
, The Constitution is at the top of the federal hierarchical chart
and Operate under a 'Merit System'
), STATE GOVERNMENT
(Environmental Scan- Scanning the world around you
, Undertand and be familiar of Structure
), Public Private Collaboration
, The Public
and Who is the public?
), DOING DEMOCRATIC ADMINISTRATION
, EMOTIONAL INTELLIGENCE
and PUBLIC SERVICE DELIVERY NETWORKS