Information Organizations and Management
Spring 2009 Greensheet
Dr. Carol H. Sawyer
E-mail (I check e-mail frequently each day)
Office Hours: I will schedule, by appointment, a telephone conversation if our email correspondence needs that additional connection. Mornings are preferred, because I teach evenings at another university.
Textbooks and Readings
This course is conducted completely on line. Plan to access the course online site two or three times each week, and watch for frequent email messages from me.
Identifying distinguishing characteristics, culture and relationships of information organizations. Emphasizes theories examining the interaction between human beings and the organizations in which they work.
Course Prerequisites: Students will have the specified minimum hardware and software to participate fully in the course.
Assignments are designed to enhance these student learning outcomes:
- To develop personal managerial skills and a philosophy about management
- To compare management theories, principles and practices;
- To recognize the complexities of context, culture and collaboration in
- To apply analytical and strategic planning processes and skills;
- To review and use the professional and research literature of management;
- To identify the roles and activities of managers and the central roles they play in
promoting innovation in an organizational context;
- To examine issues related to managing staff and services in a diverse society;
- To learn about, experience and assess working in teams;
- To demonstrate good collaborative skills in working with classmates and
the instructor in this course to make it an effective and efficient learning
LIBR 204 supports the following SLIS 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.
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 Blackboard, 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
Due no later than 11:59 pm on Monday, February 2:
- WITHOUT reading about managerial theory or consulting any sources, write a single sentence defining organizational management and post your sentence to the designated discussion board. Draw from your own life experiences to complete the sentence: "Organizational management is . . .". Value what you already know from life experience! This first posting will earn 2 points.
- Begin reading Daniel Pink’s book. 3. Select one of the six "right brain" skill sets Pink identifies (empathy, meaning, design, story, symphony, or play) and create a two paragraph introduction of yourself, sharing how you have experienced this skill in your own professional life, and why you know it is significant for 21st century success. Use your own words; avoid plagiarism, always. Post this two-paragraph introduction to the designated discussion board.
- Read through your classmates’ postings and comment to at least two classmates later in the week of February 2. Comment in ways that begin to build our connection as learners moving into a new course. This discussion board can earn as many as 3 points. Overall, the class assignments total 100 points. Since no late assignments will receive credit (points), even these first “get acquainted” short assignments are important.
Threaded throughout the course we will be attentive to context, culture and collaboration as these are impacting and shaping 21st century organizational management theory and practice. Identify an information center or library with which you are familiar or with which you can connect during the course; some assignments will relate to your observations and interactions with that organizational setting.
After more than twenty years of university graduate teaching, I have learned that frequent short assignments with prompt feedback are most likely to result in student success. Therefore this course includes assignments almost every week, with the goal of frequent faculty feedback to support growth and skill development.
Here are my expectations of enrolling students. Scroll further down for a paragraph to learn my commitment to what you can expect from me.
Expectations of Students
An online assignment is due almost every week of the Spring 2009 regular session. Assignments are always due on Monday evening at 11:59 pm [late assignments will not receive credit (points)]. See the "rows & columns" schedule of readings and assignments below. Details on each week’s assignments and criteria for excellence to earn the possible points, are posted on the online course site, week by week.
A discussion board forum titled "Questions About This Course" is a location in which you can post any question you have after first reviewing the course details online. If you have a question or need clarification, almost certainly another student will have that same query. This approach will help me manage my email (!), and will provide a place where all students can see both the question and my answer.
Every online course requires discipline and regular attention. Students will need to access the course site several times each week for information and to post weekly assignments, as well as being attentive to frequent email messages and online-based announcements from faculty.
Because I am an adjunct professor for San José State University, no incomplete grade is possible in this course. All work must be submitted by the specified due date, using care to follow assignment guidelines, use of APA academic formatting when appropriate, and professionalism in the presentation of ideas.
Excellence in written work is expected for a graduate course; we will not have the advantage of nonverbal communication to support our understanding of one another. Therefore, it is essential to use care in preparing and posting all assignments, including discussion board postings. A writing rubric is posted and will be used to assess and grade the individual papers and study group assignments in the course. Please always use the proofreading features of Word to prepare even discussion board postings. This will help ensure that your work is of appropriately high quality for a graduate program.
A variety of assignments will provide an opportunity to demonstrate course mastery and the application of ideas to the world of practicing managers. There are a number of weeks when short discussion board postings and interaction with classmates are required. In addition, several times you will prepare research-based assignments to explore more deeply into the details and value of concepts in course readings. Over a five-week period (February 23 - March 23), each student will keep an individual personal journal (off line) to record experiences related to an important Harvard Business Review article on management. Brief summary postings will be built from these personal journals.
Organizational management is not "solo" work. A study group project will ensure experience in working with others to achieve a common goal/develop a product and provide for reflection on the nature of such collaboration.
The course will conclude with an individual philosophy of management essay due no later than May 11.
Overview of Course Calendar and Schedule:
|Assignments are due 11:59 pm on Monday of each week.||LIBR 204-30
|No late assignments will receive credit.|
|Week/Due Date||Required Reading||Assignment Due
|Discussion Board Posting Due
|January 22/26||Begin reading Daniel Pink's book|
|February 2||Complete reading Pink||Definition of management ; Pink's skill sets; select one |
|February 9||Pink's portfolio pages and related research
||Pink-related portfolio assignment ||POSDCORB discussion |
Two selected articles from Rotman Magazine
|Rotman articles discussed |
|February 23||Mintzberg and Gosling Harvard Business Review article||Personal journal posting  related to HBR article.|
|March 2||Wagner & Harter; introduction and last chapter||Personal journal posting |
|March 9||Wagner & Harter, chapters 1, 2 & 3||Personal journal posting |
|March 16||Wagner & Harter, chapters 4, 5, & 6; also Kelley article from Rotman Magazine||Personal journal posting ||"Organizational Persona" discussion  built from Kelley article|
|Week of March 23||San Jose State University takes this week as spring recess.||
We will pause as well! Reading only. No assignment due.
|March 30||Wagner & Harter, chapters 7, 8 & 9||Personal journal posting ; "Follow the footnote" assignment |
|April 6||Wagner & Harter, chapters 10, 11 & 12||Website identification and recommendation |
|April 13||"Big Questions" posted |
|April 20||Interview paper ||Culture-related discussion board |
||Research into group assignment is underway||Collaboration discussion board posting |
|May 4||Group assignment: addressing one Big Question ; related Group Dynamics short report |
|May 11||Philosophy of management paper |
|Details on all assignments will be posted online.|
Expectations of Faculty
As the faculty person for this course, I am committed to the success of every student, while holding all of us to high standards appropriate for a graduate program of study. I will be prepared each week, and I anticipate accessing the online course site at least three times weekly. I will comment on or grade assignments promptly with the goal of returning them to you within seven days of the due date, with feedback to help you continue to lift the quality of your work. By appointment, I can be available for a telephone call if that is needed in addition to any email communication; I am primarily available mornings for such a telephone conversation, as I teach other courses during the evenings. Beginning in April, I have several travel commitments that may slow my responses to you, but wherever I am, I know there will always be Internet access, so I won't be out of touch very long! I believe that together we are responsible for creating and sustaining a safe environment that facilitates learning, openness, personal growth, and mutual trust and respect. I am passionate and positive about teaching and learning, with a life mission to recognize and realize possibilities, and to facilitate that growth for others.
Textbooks and Readings
- Pink, D. H. (2006). A Whole New Mind: Why Right-Brainers Will Rule the Future. New York: Riverhead Trade. Available through Amazon: 1594481717.
- Wagner, R., & Harter, J. K. (2006). 12: The Elements of Great Managing. New York: Gallup Press. Available through Amazon: 159562998X.
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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