NEW YORK UNIVERSITY
ROBERT F. WAGNER GRADUATE SCHOOL OF PUBLIC SERVICE
P11.3116 (003) Capstone: Advanced Project in PNP Management I
Fall 2010
Instructor: Sean Harvey Day/Hour: Monday 6:45-8:25 p.m.
Phone: 212-695-9520 Location: Room B07, Paulette Goddard Hall
E-mail:
COURSE SUMMARY AND OBJECTIVES
Capstone is learning in action. Part of Wagner’s core curriculum, it provides students with both a critical learning experience and an opportunity to perform a public service. Over the course of an academic year, students work in teams – either to address challenges, solve problems and identify opportunities for a client organization or to conduct research on a pressing social question. Students will design the approach, conduct the data collection and analysis, and present findings, both orally and in writing, to the client.
In architecture, the capstone is the crowning piece of an arch, the center stone that holds the arch together, giving it shape and strength. Wagner’s Capstone program plays a similar role by building on students’ previous coursework and expertise, while also enhancing student learning on policy and management issues, key team process skills, and research skills. Capstone requires students to interweave their learning in all these areas, and to do so in real time, in an unpredictable, complex real world environment. Although each student will be assigned to a team, the class will work as a learning community dedicated to the success of all the projects.
We have identified an array of potential projects. Students will be assigned to a project team based on a number of factors including student preference and expertise as well as team size. Teams are usually comprised of 3-5 students who bring a mix of skills and experience and have expressed an interest in the project. To the degree possible, students will get their first or second choice of project.
LEARNING OBJECTIVES
Capstone integrates and enhances learning in several arenas: a content or issue area, process skills including project, client and team management, and research methods for gathering, analyzing and reporting data. Learning objectives are:
A. CONTENT
Students should:
· understand the policy context for their project;
· be familiar with specialized vocabularies required to perform the project successfully;
· be aware of critical research related to their content area;
· be capable of positioning and evaluating their project within its broader policy context.
B. PROCESS
Overall, students should demonstrate a capacity for flexibility and resilience, as shown by adapting to changing and complex circumstances, balancing competing demands and accepting uncertainty and lack of clarity when necessary.
1. Project Management
Students should demonstrate the ability to:
· assess the client organization and its environment;
· frame and refine the problem presented by the client;
· develop a work agreement with the client for the project;
· develop a project work plan with timelines and deliverables;
· monitor progress against the work agreement and workplan;
· revise the workplan as necessary;
· develop supported and realistic recommendations.
2. Client Management
Students should demonstrate the ability to:
· develop and sustain their relationship with the client;
· negotiate a project work plan with timelines and deliverables;
· maintain regular and productive contact with the client;
· solicit and integrate feedback on progress against the contract and modify as necessary;
· deliver final product to client’s satisfaction.
3. Team Management
Students should demonstrate the ability to:
· understand team formation and development;
· understand the importance of interpersonal dynamics and team norms;
· create and periodically review their team charter;
· develop clear role descriptions for team members;
· create a productive team culture;
· manage team assignments and accountability;
· advocate points of view and negotiate differences of opinion;
· solicit and offer feedback;
· appreciate and learn from cultural differences;
· create a productive relationship with the instructor.
C. RESEARCH
Students should demonstrate the ability to:
· identify appropriate quantitative and/or qualitative data gathering and analysis methods for their particular project;
· follow established sampling procedures to create appropriate samples for their particular project;
· carry out data collection methods appropriate for their particular project, potentially including surveys and questionnaires, individual interviews, focus groups, and access to already existing datasets;
· situate their findings in the broader related literature;
· draw conclusions based on their findings;
· effectively communicate their work effectively both orally and in writing.
COURSE REQUIREMENTS
I have identified an array of potential projects. Potential clients will present their projects to you in the first three weeks of class. Please note that I will ask for your preferences, but I will create the teams based not only on your preferences, but on your previous coursework, work and life experiences, other expertise and team size. Teams are comprised of 3 – 5 students.
The class will involve presentations from the instructors and guest speakers, class discussion and team meetings. Course requirements include:
o enrollment in both fall and spring semesters;
o attendance and participation in class activities and team meetings;
o completion of assignments on time;
o participation in field work;
o participation in meetings with clients;
o participation in preparation and presentation of findings;
o creating a productive and supportive team culture
o meeting regularly with class instructor
EVALUATION CRITERIA
Final grades are assigned at the end of the second semester by the instructors. Students are graded on the products they deliver to their clients, meeting deadlines, teamwork, ongoing communication with the instructor, class participation and evidence of progressive learning compared to course objectives throughout the process. The course has a series of milestones that will serve as interim work products.
COURSE MILESTONES
There are a consistent set of milestones (activities and products) that are required of students. Some suggested time frames for selected milestones are found in parenthesis, though actual timing during the course of the year may vary depending on the specific situation of each team and client.
These milestones include:
· Individual learning goals and preference/information forms (September)
· “Entry conference” with client and faculty to explain the process of the course, establish relationship, assess the client organization, and gain data to clarify the presenting problem or issue and client’s vision of a successful project (October);
· Summary by team of first meeting with client and clear statement of the problem (October);
· Meeting(s) with client to finalize work agreement and work plan (November);
· Final, signed client-team work agreement and detailed team workplan (November);
· Development of team norms/team charter (November);
· End of first semester self, team/peer, and course evaluations; discussion of team process and progress (December);
· Outline of final project report (February);
· Oral presentation of final report to class/faculty for feedback before presentation to client (March/April);
· Final report to faculty and client and presentation to client (March/April);
· End-of-semester reflection positioning project in larger issue context (end April);
· End of course self, team/peer and course evaluations (end April);
· Presentation for Capstone Expo (May).
GRADING
Students will earn two credits for the fall semester and two for the spring semester of Capstone. It is the custom in Capstone to report end of first semester grades as IP to reflect the “work in progress” nature of the year long project.
Grading Criteria: Students will be graded on both the products they deliver to their clients and evidence of progressive learning throughout the course, based on the Learning Objectives.
Fifty percent (50%) of grade is based on work products identified in the milestones as well as any interim deliverables to the client or assigned by the faculty member.
Fifty percent (50%) of grade is based on evidence of the individual student’s learning during the course through participation in the team’s work and class activities; his/her ability to act on peer and faculty feedback; individual and team preparation for and preparation at client meetings; end of semester faculty, peer, and self evaluations; and the demonstrated ability to build an effective team while maintaining a collaborative relationship with the instructor and client.
TEXTBOOK AND OTHER READINGS
There is one textbook for the class:
Flawless Consulting, Second Edition
By Peter Block
ISBN: 0-7879-4803-9
Cost: $40.00 approximately
All other readings will be provided on Blackboard.
CLASS SCHEDULE – FALL SEMESTER
The list of weeks and topics that follows is preliminary and subject to change. The intent is to use class time in a way that enables teams to produce the highest quality projects on a timely basis and achieve the learning objectives of the course. There will be more class based presentations and discussions early on in the course as well as time for team meetings and consultation with other classmates and faculty during class time. The first part of the second semester will allow for greater time for team working sessions. Students should expect to meet weekly as a class or team unless otherwise indicated here or agreed in class.
Session I: Introductions and Project Presentations (9/13/10)
Review the syllabus and clarify course organization and expectations. A list of projects will be presented and project presentations will be provided by organizations.
Session II: Project Presentations (9/20/10)
Project presentations will be provided by organizations.
Assignment: Team selection begins: Fill out Student Information and Preference From and attach with Bio. This document will be completed at the conclusion of session III project presentations on 9/27.
Teams will be posted on Blackboard by midnight on September 30th.
§ Schedule one get-together that is purely about getting to know each other. See handout for sample questions and topics to address.
§ Schedule and conduct initial client meeting during the period from October 6 – 22. I must be present at the meeting (I will give you my availability).
§ Bring in background information on your client for team and class discussion.
Read: Block, Preface to first edition (pp. xxi – xxiv), chapter 19, and then chapters 1, 2, and 3.
Session III: Project Presentations (9/27/10)
Project presentations will be provided by organizations. Selection of preferred projects will be made. Next steps will be discussed.
Session IV: Discussion of Team Charter and Preparation for Client Meeting (10/4/10)
We will discuss next steps, including writing the team charter and preparation for first client meeting and Block assigned chapters. Questions to consider for first meeting: What do you need to learn from this meeting? How can you help your client give you that information?
Read: Block, Chapters 4, 5, and 6.
No classes are scheduled on October 11 due to Columbus Day.
Session V: Work in Teams (10/18/10)
We will discuss ethics-related issues in Capstone, common data collection methods and the elements of a successful client-team work agreement and an (internal) workplan. You will have the opportunity to work in your teams to begin to develop your team charter and prepare for your initial client meeting. The team charter is due on by midnight on 11/2/10. Please send to your instructor electronically. Plan to conduct initial client meeting by 10/22/10. Note that the room is always available for your use on Monday evenings.
Read: Block, Chapter 19.
Session VI: Report on Initial Client Meeting (10/25/10)
Each team will present findings from their initial client meeting. Assignment: teams will submit a 2-page memo summarizing their findings from their assessment meeting, including a clear statement of the problem. We will discuss Block chapters. Teams will work together to finalize their draft working agreement and work plan for the client. Once completed and agreed to this will constitute the contract for the project. We will discuss Block chapters.
Read: Block, Chapters 8, 9, 10 and 11.
Session VII and VIII. Work in Teams (11/1/10 and 11/8/10)
No formal class meeting but room will be available for team meetings.
Assignment: Team Charter should be submitted electronically by 11:59pm on 11/1/10. Schedule and meet with client organization to present and negotiate agreement and work plan. Meetings should be completed no later than 11/8/10. Final working agreements and work plan should be prepared by 11/15/10.
Session IX: Individual Meetings with Instructor (11/15/10)
Each team will present the results of their meeting with the client to their instructor. Also more information about data gathering methods; we will focus on the tools you intend to use, but could include; interviewing, surveys, observation, literature review and focus groups.
Session X, XI, and XII: Working in Teams (11/22/10, 11/29/10, and 12/6/10)
No formal class meeting. You should begin work on your project.
Session XIII: Team Building (12/13/10)
We will revisit team charters and discuss how well they have served each team. Revisions will be made if necessary. We will talk about strategies to manage the most common problems that arise within teams and identify any special needs that teams may have. We will also revisit team roles. A formal, written team assessment and first peer evaluation will also be completed. We will review the Spring Schedule.
ADDITIONAL IMPORTANT INFORMATION
Each team has a $500 annual operating budget for their project expenses. In addition, we will offer supplemental travel funding for airfare/train travel for students who must travel outside of NYC for project research.
The second semester class schedule will be structured to allow for regular scheduled check-ins and consultation among teams and between teams and faculty on progress in meeting project objectives and milestones. We will also have instructional presentations to meet needs we identify to address problems or for skill building. The main emphasis is on time spent working with teams and final products, and we can be flexible about the need for formal class meeting times as the semester progresses. For planning purposes a specific schedule will be provided by December 13.
Final report drafts are due to the instructors no later than March 21, 2011. Final presentations with clients should be scheduled between April 11 and April 29, 2011.
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