U3D1 – Organized Anarchy

Lesson expectations:

1.     Understand the policy change cycle.

2.     Understand what is meant by policy entrepreneur.

3.     Analyze the role of policy entrepreneurship in the cycle of public policy development.

4.     Apply a process for defining a public problem.

Resource Reading:

Crosby and Bryson – Chapter 5, “Policy Entrepreneurship and the Common Good” pages 156–194.

The authors of the text refer to the policy process as “organized anarchy.” After reading their explanation of that description, discuss examples of how leaders interject themselves into the process in ways that either bring order or expand the confusion. Be sure to apply at least one leadership theory in support of your analysis.

·       Analyzes course concepts, theories, or materials correctly, using examples or supporting evidence.

·       Collaborates with fellow learners, relating the discussion to relevant course concepts and extending the dialogue.

·       Applies relevant professional, personal, or other real-world experiences to extend the dialogue.

·       Validates position with applicable knowledge.

U3D1 – Organized Anarchy

Lesson expectations:

1.     Understand the policy change cycle.

2.     Understand what is meant by policy entrepreneur.

3.     Analyze the role of policy entrepreneurship in the cycle of public policy development.

4.     Apply a process for defining a public problem.

Resource Reading:

Crosby and Bryson – Chapter 5, “Policy Entrepreneurship and the Common Good” pages 156–194.

The authors of the text refer to the policy process as “organized anarchy.” After reading their explanation of that description, discuss examples of how leaders interject themselves into the process in ways that either bring order or expand the confusion. Be sure to apply at least one leadership theory in support of your analysis.

·       Analyzes course concepts, theories, or materials correctly, using examples or supporting evidence.

·       Collaborates with fellow learners, relating the discussion to relevant course concepts and extending the dialogue.

·       Applies relevant professional, personal, or other real-world experiences to extend the dialogue.

·       Validates position with applicable knowledge.