Information Organizations and Management
Fall 2010 Greensheet
Textbooks and Readings
ANGEL Information: Students will be sent the PIN during the residency to enroll in the Angel site for the course. The course site opens August 8th, 2010.
Mission of the School
The School of Library and Information Science (SLIS) at San Jose State University educates professionals and develops leaders who organize, manage and enable the effective use of information and ideas in order to contribute to the well-being of our communities.
Identifying distinguishing characteristics, culture and relationships of information organizations. Emphasizes theories examining the interaction between human beings and the organizations in which they work.
Complete LIBR 203: Online Social Networking: Technology and Tools
This is a mandatory 1 unit course that introduces students to the various e-learning tools used in the SLIS program, including Angel, Elluminate and Second Life. This course must be completed by all new SLIS students within the first 4 weeks of their first semester. If you have questions about this course, e-mail Debbie Faires or Dale David.
For more information, see http://ischool.sjsu.edu/classes/coursedesc.htm
Student Learning Outcomes
- to increase your understanding of the nature and tasks of managers and leaders in information agencies;
- to develop your disposition for leadership, regardless of job title, in the work environment;
- to enhance your understanding and skills of group dynamics and processes;
- to promote your understanding of the theory, principles and practices of management in libraries;
- to develop your skills in the preparation and presentation of oral and written reports;
- to increase your self-evaluation skills, particularly with respect to the ability to be aware of what you are doing, critically and non-defensively.
Specific objectives for each content area will be provided.
To prepare professional librarians to work effectively within a larger organization and to provide leadership for community development.
This course will reflect three major facets of management and leadership as they affect the organization:
- internal factors, including the classic functions of managers of planning and decision-making, organizing, staffing, controlling and evaluating;
- external factors, such as the larger political context within which the library operates;
- personal factors, such as preferred communication, management and leadership styles, and their effect on individual and team performance.
LIBR 204 supports the following MLIS Core Competencies:
- apply the fundamental principles of planning, management and marketing/advocacy;
- design training programs based on appropriate learning principles and theories;
- demonstrate oral and written communication skills necessary for group work, collaborations and professional level presentations;
- evaluate programs and services on specified criteria.
This is a team-based course conducted as a project management exercise. It is totally integrated with LIBR 286 Interpersonal Communications and co-taught by Drs. Sheldon and Haycock. You will find that the syllabi, except for objectives and outcomes, are essentially identical.
The course is based on the following principles of learning:
- learning requires the active participation of the student;
- people learn in a variety of ways and at different rates;
- learning is both an individual and a group process.
Consequently, a variety of strategies are used and group and individual responsibility are incorporated.
This is also a problem-based course with assessment based on evidence.
The instructors are available for assistance, clarification and support.
You will engage in several types of learning activities:
- to increase your awareness and broaden your understanding of the principles and theories underlying leadership and management practices;
- to provide you with opportunities to develop the reflective practitioner stance of the professional;
- to enable you to examine, discuss and reflect upon theory and applications, as well as personal beliefs, for the leadership and management of information agencies and services;
- to encourage you to engage in focused experiences;
- to develop and hone presentation skills essential to professional and staff development.
At the end of this graduate course, you should have learned as much or more direct content from your colleagues as you did from the instructors who orchestrated the learning through course design and advising.
The assignments for this course are a series of problems.
- Project Management
You have been assigned to a management work team. The team will choose a name and select a team leader for the duration of the course. The team will establish a project management plan to address the course goals, objectives and assignments.
Not all objectives will be covered in class; the team will need to plan for completion of that component, whether left to individual or group effort. In addition, one team member will lead a seminar for the team on at least one topic in class; advanced readings will be assigned by the team member. Evidence of learning will be included in the portfolio assessment (see below).
The project (i.e., the course) work plan will include team ground rules, set meeting times and a plan of action with specific, measurable and timed objectives and who is responsible. The plan will reflect the elements of effective project management, e.g., defining the task(s), profiles of the project manager and work team, goals, deliverables, structures, schedules, budget, controls, documentation, review. You will use project management software of your choice for at least part of the plan. Each team member must sign off on the plan. The team may need to learn more about project management beyond the class presentation.
A sample is available on request; assessment criteria will be provided.
Team leaders will coordinate and facilitate the work of the team and be accountable for the team’s performance. An exit interview will be held with each team leader at the conclusion of the course to review overall achievement and each team member’s contributions and effectiveness.
The project management deliverable will be integrated with the same assignment in LIBR 286.
Due: Friday, August 13, 5 p.m. [20% of final grade]
- Team Presentations
Scenario: Your team has been asked to prepare a presentation for colleagues as part of a staff development program.
Your team presentation will focus on the major theories in the field, and an application of the theory utilizing group discussion and other appropriate activity. The key elements and approach to the topic should be cleared with the instructor at least two weeks prior to the presentation. The presentation will model the elements of effective presentations and adult learning presented in in the course. Each team member will take a leadership role in one presentation.
An assessment instrument will be provided. Each presentation will be assessed by the other team; in addition, individual contributions will be described and overall performance assessed in the team leader’s final project management assessment report. Your team will make a minimum of three team presentations in LIBR 204 and 286 combined. A schedule will be provided.
Due: From September 20 – November 15, 2010 [20% of final grade]
- Portfolio and Team/Peer Assessment
Scenario: Your organization is introducing a newer approach to performance appraisal. Rather than the standard checklist and subjective assessment by your supervisor, it is using portfolios for the first time.
You are responsible for demonstrating that the goals/objectives (knowledge, skills and aptitudes) outlined in this course outline have been met. Personal and professional growth, accomplishments, learnings and contributions are to be represented in ways that constitute “authentic” evidence. Examples of evidence might include, but are not limited to: completed course assignments, research papers, materials from individual and group projects, self-reflective essays, a short paper applying a concept to a work situation, self-assessment instruments, correspondence, taped presentations, involvement in associations and organizations, appropriate prior and current evaluations in other courses or projects, relevant experiences, considered observations, reports, publications. A simple summary of the course content and your opinion does not constitute integrated, reflective learning. This self assessment will be tied specifically to the course goals/objectives as outlined in this syllabus.
The portfolio will also include an expanded assessment of your work team’s performance during the course to demonstrate achievement of the objectives for working in teams. (No names are to be used in this specific section as you are describing team performance, which constitutes a collective responsibility.)
The team may need to learn more about portfolio assessment beyond these directions; this may form part of your project management plan.
A sample can be made available on request.
The portfolio assessment will include the requirements for the portfolio assessment assignment for LIBR 204. It may be submitted in print or electronic form. Alternately the team leader will prepare a detailed assessment of the implementation of the project plan and individual performance.
You will also submit a separate peer assessment for members of your team. Criteria should be developed by the team. A sample can be provided.
Due: December 09
(Peer Assessment: please note that the final grade includes the team assessments of another team’s presentations, and your individual assessment of each team member’s contributions to your, and your team’s growth, which will be included with this portfolio.)
Portfolio and Peer Assessments: 40% of final grade; it will also include your self analysis of your interpersonal skills, and plan for personal and career development.
- Leader Interviews
Using predetermined semi-structured questions, which will be adapted from the works of Bennis and Sheldon and provided to you, interview a minimum of two directors/chief executive officers of public libraries whom you consider to be exemplary leaders. Submit the transcripts with an analysis of any commonalities or emerging leadership themes to the instructor. A consent form will be provided.
Due: September 13 [10% of final grade]
- Weekly Discussions
You will be required to make a minimum of one contribution during each weekly discussion and a minimum of one comment on the contributions of your colleagues each week during the course. These latter comments must be analytical or evaluative as, for example, querying an opinion, requesting further evidence, or expanding on the content provided. Insofar as writing is “thinking made visible”, cheerleading comments such as “good job!” or “interesting idea!” represent limited analytical ability and are insufficient for graduate work. Correct grammar and spelling reflective of business writing is expected.
You are also required to respond to comments made on your work and postings as appropriate (for example, when a question is asked of you or a source requested).
Due: Throughout course [10% of final grade]
Tentative Course Calendar
This course is integrated with LIBR 286 Interpersonal Communications, also co-taught by Dr. Haycock (KH) and Dr. Sheldon (BES).
There will be two self-managed teams.
Overview of Exec. MLIS Program
Introduction to the Week
Types of Work Environments
Group Dinner Networking
|2||Self Awareness as a Cornerstone for Leadership
MBTI and Strengths Finder
|3||Discussion of Self Awareness Group Lunch||08/09||Monday||12-2pm||BES|
Working in Teams
|5||Dr. Sandy Hirsh, Director, SLIS
Project Management Plan Due Friday, August 13, 5pm
|Lunch in Teams
on your own
|Project Management Planning||08/10||Tuesday||2-5pm||Teams|
|7||Project Management Planning
Issues of Content
Issues of Team Dynamics
on your own
Expectations for team and individual presentations
Individual and/or team consultations by request
|Project Management Planning||08/12||Thursday||8:30am-12pm||Teams|
on your own
Individual and/or team by request
|11||Portfolios as Evidence||08/13||Friday||8:30-10am||BES|
|12||Personal Development Plans||08/13||Friday||10:30am-12pm||BES|
on your own
|Project Management Planning Plans Due 5pm||08/13||Friday||2-5pm||Teams|
|13||Rob Boyd, AUL
Santa Clara University
Management vs. Leadership
|Jane Light, Director, San Jose Public Library
Working in Teams Virtually
|Team Leader Interviews||08/14||Saturday||3:30pm--||KH/BES|
|16||Welcome to Round II||09/07||Tuesday||Elluminate
|19||Organizational Culture||09/27||Monday||Team 2|
|21||Change Management||10/11||Monday||Team 1|
|22||Conflict Management||10/18||Monday||Team 2|
|24||HR: Pre-Employment||11/01||Monday||Team 1|
|25||HR: Post-Employment||11/08||Monday||Team 2|
|27||Advocacy and Influence||11/22||Monday||Team 2|
|28||Trends and Issues||11/29||Monday||Elluminate
|Project Management||August 13, 5pm||20%|
|Team Presentations||September 20-November 15||20%|
|Portfolio and Team/Peer Assessments; Development Plan||December 9||40%|
|Leader Interviews||September 13||10%|
Other Relevant Information
Regular presence is expected of students in all their classes (including presentations, electronic discussions, etc.). Please be present and on time for any synchronous class or inform the instructor in advance, as you would any supervisor in a workplace; as there is no final examination, lack of presence from two or more weekly discussions may make it difficult for you to succeed.
Evaluation is based on assignments; peer and instructor evaluations are included.
Evaluation is an ongoing process. All completed work will be assessed for evaluative feedback. An important part of this process is the strengthening of your own self-evaluation skills—learning the process of critical, non-defensive scrutiny of your own performance. It is anticipated that students will devote the equivalent of a minimum of twelve hours per week for the fifteen-week term on average to this course; that is a total of 180 hours.
Should the course requirements or grading practices appear unclear or inconsistent, it is your right and responsibility to seek clarification from the instructor.
Other Course Policies:
As this is an executive management track, reasonable behaviors of managers are expected:
- please be present and on time for class or inform the instructor in advance; as there is no final examination, absence from two or more classes may result in failure;
- submit assignments on time according to instructions; written assignments will not be accepted after the stated deadline without prior approval, and may be subject to a grade penalty;
- contribute positively and productively to the professional growth of others in classes, team meetings, seminars and peer assessments;
- complete readings and assignments to increase understanding of leadership and management issues;
- complete assigned tasks with demonstrated understanding of process, competence in products and the ability to analyze objectively and critically one's performance;
- submit assignments using word processing software.
Specific Objectives by Topic
Introduction to Management and Leadership
- know the instructors and the course organization and expectations;
- have had answered any initial concerns and questions regarding course content, schedules and assignments;
- have met with your work team regarding course planning.
Management Theory (enhanced with LIBR 286)
- know the major schools of management thought;
- understand the organizational governance and structure of different types of information agencies;
Working in Teams (enhanced with LIBR 286)
- know the stages of development of work teams;
- recognize the behaviors that enhance or impair team performance;
- understand how to improve your own team performance and the team’s performance overall;
- be able to apply ,  and  above in your in-depth analysis of your team’s performance.
- know the elements of project planning;
- understand the benefits and difficulties in project management;
- have experience using project management software.
- understand the components of effective presentations;
- know specific strategies for improving presentations;
- understand the basics of using presentation software in making effective presentations;
- feel more comfortable about making presentations.
Management/Leadership Styles (enhanced with LIBR 286)
- understand the different components of personality type and temperament;
- recognize and acknowledge the strengths and potential pitfalls for management and for leadership of your preferred style;
- be cognizant of the potential implications of type and temperament on work team performance;
- understand the possible uses and abuses of type theory in the workplace.
- be able to recognize possible gender differences in leadership and why these may appear;
- recognize the importance of, and strategies for, managing your boss;
Note: We will learn about the Myers–Briggs Type Indicator in this class and its application to leadership styles and performance. Participation is voluntary and an alternative available. Inform the instructor if you prefer an alternative self-assessment.
Planning: Mission, Goals and Objectives, Evaluation
- know the relationship among mission, goals and objectives;
- recognize the critical role of planning in organizational development;
- be able to apply basic evaluation techniques to operations and services.
- understand the components of corporate culture;
- recognize the effect of corporate culture on organizational development and personal effectiveness.
Managing Human Resources (enhanced with LIBR 286)
- know the basic elements of staffing: recruitment; selection; compensation; training; appraisal;
- understand the elements of effective motivation and supervision of staff;
- understand the nature and elements of authentic assessment, how to gather evidence of performance, and development and presentation of professional portfolios, and how these can be applied in a graduate course or professional setting.
Résumés and Interviews
- understand the importance and design of the cover letter;
- know the different types of résumés and when each is appropriate;
- recognize the steps necessary to prepare adequately and appropriately for interviews;
- be able to apply these processes to hiring practices as a manager.
- know the relationship between employee competence and commitment and appropriate supervisory behaviors;
- understand the legal responsibilities for hiring, accommodation, discipline and dismissal.
Managing Conflict (enhanced with LIBR 286)
- know a variety of strategies to manage and resolve conflict;
- appreciate the importance of consensus-building and assertiveness.
Managing Change (enhanced with LIBR 286)
- understand the components of the change process;
- recognizes the phases of the change process;
- be able to apply change theory to the organizational environment.
- know different types of budgets and their characteristics;
- recognize the importance of budgeting as a planning and control tool;
- be able to apply financial planning principles to projects and services.
Marketing and Advocacy
- understand the importance of marketing in enabling the information agency to fulfill its mission;
- be able to distinguish marketing from advertising, public relations and promotion;
- understand the relationship of product, place, promotion, price, people and politics in marketing;
- recognize marketing as a customer-based, user-oriented tool;
- recognize the importance of advocacy and partnerships in the political process.
- Buckingham, M., & Clifton, D. (2001). Now Discover Your Strengths. New York: The Pree Press. Available through Amazon: 0743201140.
- Evans, G. E., & Ward, P. L. (2007). Management Basics for Information Professionals (2nd ed.). New York: Neal-Schuman. Available through Amazon: 1555705863.
The standard SJSU School of Information Grading Scale is utilized for all iSchool courses:
|97 to 100||A|
|94 to 96||A minus|
|91 to 93||B plus|
|88 to 90||B|
|85 to 87||B minus|
|82 to 84||C plus|
|79 to 81||C|
|76 to 78||C minus|
|73 to 75||D plus|
|70 to 72||D|
|67 to 69||D minus|
In order to provide consistent guidelines for assessment for graduate level work in the School, these terms are applied to letter grades:
- C represents Adequate work; a grade of "C" counts for credit for the course;
- B represents Good work; a grade of "B" clearly meets the standards for graduate level work;
For core courses in the MLIS program (not MARA) — INFO 200, INFO 202, INFO 204 — the iSchool requires that students earn a B in the course. If the grade is less than B (B- or lower) after the first attempt you will be placed on administrative probation. You must repeat the class the following semester. If -on the second attempt- you do not pass the class with a grade of B or better (not B- but B) you will be disqualified.
- A represents Exceptional work; a grade of "A" will be assigned for outstanding work only.
Students are advised that it is their responsibility to maintain a 3.0 Grade Point Average (GPA).
General Expectations, Rights and Responsibilities of the Student
As members of the academic community, students accept both the rights and responsibilities incumbent upon all members of the institution. Students are encouraged to familiarize themselves with SJSU's policies and practices pertaining to the procedures to follow if and when questions or concerns about a class arises. See University Policy S90-5 at http://www.sjsu.edu/senate/docs/S90-5.pdf. More detailed information on a variety of related topics is available in the SJSU catalog at http://info.sjsu.edu/web-dbgen/catalog/departments/LIS.html. In general, it is recommended that students begin by seeking clarification or discussing concerns with their instructor. If such conversation is not possible, or if it does not serve to address the issue, it is recommended that the student contact the Department Chair as a next step.
Dropping and Adding
Students are responsible for understanding the policies and procedures about add/drop, grade forgiveness, etc. Refer to the current semester's Catalog Policies section at http://info.sjsu.edu/static/catalog/policies.html. Add/drop deadlines can be found on the current academic year calendars document on the Academic Calendars webpage at http://www.sjsu.edu/provost/services/academic_calendars/. The Late Drop Policy is available at http://www.sjsu.edu/aars/policies/latedrops/policy/. Students should be aware of the current deadlines and penalties for dropping classes.
Information about the latest changes and news is available at the Advising Hub at http://www.sjsu.edu/advising/.
Consent for Recording of Class and Public Sharing of Instructor Material
University Policy S12-7, http://www.sjsu.edu/senate/docs/S12-7.pdf, requires students to obtain instructor's permission to record the course and the following items to be included in the syllabus:
- "Common courtesy and professional behavior dictate that you notify someone when you are recording him/her. You must obtain the instructor's permission to make audio or video recordings in this class. Such permission allows the recordings to be used for your private, study purposes only. The recordings are the intellectual property of the instructor; you have not been given any rights to reproduce or distribute the material."
- It is suggested that the syllabus include the instructor's process for granting permission, whether in writing or orally and whether for the whole semester or on a class by class basis.
- In classes where active participation of students or guests may be on the recording, permission of those students or guests should be obtained as well.
- "Course material developed by the instructor is the intellectual property of the instructor and cannot be shared publicly without his/her approval. You may not publicly share or upload instructor generated material for this course such as exam questions, lecture notes, or homework solutions without instructor consent."
Your commitment, as a student, to learning is evidenced by your enrollment at San Jose State University. The University Academic Integrity Policy F15-7 at http://www.sjsu.edu/senate/docs/F15-7.pdf requires you to be honest in all your academic course work. Faculty members are required to report all infractions to the office of Student Conduct and Ethical Development. The Student Conduct and Ethical Development website is available at http://www.sjsu.edu/studentconduct/.
Campus Policy in Compliance with the American Disabilities Act
If you need course adaptations or accommodations because of a disability, or if you need to make special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Presidential Directive 97-03 at http://www.sjsu.edu/president/docs/directives/PD_1997-03.pdf requires that students with disabilities requesting accommodations must register with the Accessible Education Center (AEC) at http://www.sjsu.edu/aec to establish a record of their disability.
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