TOWARDS EXCELLENCE IN PUBLIC SECTOR PERFORMANCE: THE MPA APPROACH

1. TOWARDS EXCELLENCE IN PUBLIC SECTOR PERFORMANCE:THE MPA APPROACH Meredith A. Newman Professor and Chair Department of Public Administration Florida International University and President-Elect, American Society for Public Administration Marilyn Rubin Professor and MPA Director John Jay College City University of New York

2. Introduction “Politicians, organization leaders, management thinkers and public management practitioners regard the public sector’s performance as a major concern of all governments. This is mainly due to the fact that it plays an effective role in bolstering the efforts towards the achievement of sustainable economic and administrative development, the formation of distinguished public and private sectors, as well as the improvement of the quality and delivery of government services.” (Dr. Abdulrahman Bin Abdullah Al-Shakawy)

3. Role of the MPA • This paper contributes to our understanding of these issues by exploring the role of the MPA degree in strengthening the capacity to deliver quality governmental services • In the process, it identifies new skills (affective competencies) that are essential to effective public service delivery • Premise: that graduates of MPA programs serve to enhance the professionalism and performance of the public service

4. Outline • How the MPA degree in the U.S. has evolved over time • The accreditation process for MPA programs in the U.S. • MPA programs outside the U.S. • International organizations promoting excellence in public administration education/training

5. Evolution of MPAs • 1906 - New York Bureau of Municipal Research • 1912 – Training School for Public Service - Maxwell School of Syracuse University • 1920s/1930s – Number of PA programs increases steadily • New Deal and World War II – Expansion of government • 1950s – Movement toward adopting a generic study of management • Post 1950s – Proliferation of MPA programs

6. Accreditation Process in U.S. • NASPAA accreditation – a “human process” • NASPAA Standards – 1970s, 1990s, and 2009 • From inputs; inputs + mission; to values, mission + outcomes • Common curriculum components • Emergence of emotive skills • Person-to-person interactions between citizens and the state require both technical (cognitive) knowledge and higher-order emotive skills • Affective component and a service-orientation (“People First”)

7. Cross-Cutting Skills • Demonstrate self-knowledge • Evidence sensitivity and responsiveness • Demonstrate flexibility – adapts behavior • Negotiate, facilitate • Relate to all kinds of people and develop rapport that leads to effective relationships • Work productively in teams

8. MPA Programs Outside the U.S. • Improving public sector performance by professionalizing public service explains the growth of MPAs worldwide • Europe – EAPAA; UK • Asia – NAPSIPAG; China • Latin America – INPAE • Middle East

9. International Infrastructure for Promoting Public Service Education • IIAS – IASIA, EGPA • Standards of Excellence – need for new (people) skills • Attention to human processes illuminates the nature of affective skills • ASPA, IPA, IPAA, EROPA, IIPA • Overview underscores the value placed in PA education/training for the promotion of a professionalized public sector

10. Conclusion • MPA programs are a key resource in advancing sustainable human, economic and administrative development • Emerging recognition of the centrality of affective (emotive) skills • Number of institutions offering the MPA is growing in most regions of the world • Collectively, these programs contribute to nations’ efforts to provide for a highly professionalized workforce in the pursuit of strengthening the public service