Information Organizations and Management
Spring 2012 Greensheet
Work Phone: (805) 781-5785 Cell Phone: (805) 704-1625
Office Hours: Virtual Office hours are: 5pm to 6pm on Tuesday evenings using the telephone (individuals) or Elluminate software (groups). Face to face and telephone meetings by appointment. Come visit me in lovely San Luis Obispo! :-)
Textbooks and Readings
Mission of the School
The School of Library and Information Science (SLIS) at San José 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.
SLIS utilizes a content management system called Desire2Learn (D2L) for class communications, submitting assignmenets, and grade records. This course will be available for review on D2L on January 18, 2012 and the course begins on January 25, 2012. The first assignment is due by Friday, January 27, 2012! The course ends on Tuesday, May 15, 2012. You will be enrolled into D2L automatically.
Weekly class sessions run from Monday through Sunday of the following week. Assignments are generally due Friday evenings by midnight.
Identifying distinguishing characteristics, culture, and relationships of information organizations. Emphasizes the role and responsibilities of managers and leaders, orchestrating people in achieving organizational goals.
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 D2L, Blackboard Collaborate Web Conferencing, 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
- Compare management theories, principles, and practices;
- Apply analytical and strategic planning processes and skills;
- Identify the roles and activities of managers;
- Understand portfolios as a means of performance assessment;
- Experience and assess working in teams;
- Managing issues of diversity in the workplace;
- Prepare and post a resume and use the services of the SJSU Career Center;
- Review and use the professional and research literature of management.
LIBR 204 supports the following SLIS Core Competencies:
- apply the fundamental principles of planning, management and marketing/advocacy;
- demonstrate oral and written communication skills necessary for group work, collaborations and professional level presentations;
- evaluate programs and services on specified criteria.
More detail on each assignment will be provided in D2L.
Unit 1: Introduction and Résumé/Pre-class Survey
As this class is completely on-line and asynchronous (except for the single Blackboard Collaborate session), participation in discussion fora and timely submittal of assignments is essential for success in the course. While the required résumé can be submitted any time during the course, a brief biography will be submitted to the Discussion Forum and a student survey to my e-mail. (Student Learning Outcomes: Apply analytical and strategic planning processes and skills; Identify the roles and activities of managers; Managing issues of diversity in the workplace; Prepare and post a résumé and use the services of the SJSU Career Center)
Unit 2: "Changing Role of Libraries" essay
How have libraries functioned in the past? How will they do so in the future? Your opinions matter. (Student Learning Outcome: Apply analytical and strategic planning processes and skills)
Unit 3: "Do's and Dont's of Leading a Work Team" essay
Almost everything we do as human beings involves working in teams. It's harder than you think! Please describe a "high" and a "low" you have had in the workplace and what those experiences have taught you. (Student Learning Outcomes: Compare management theories, principles, and practices; Identify the roles and activities of managers; Review and use the professional and research literature of management)
Unit 4: New Service Proposal essay
A perennial conundrum in librarianship is how to adapt services to changing community needs. What should be added? Eliminated? Changed? This is the first phase of a strategic planning process that extends through Unit 7, the team project. (Student Learning Outcomes: Compare management theories, principles, and practices; Apply analytical and strategic planning processes and skills; Identify the roles and activities of managers; Review and use the professional and research literature of management)
Unit 5: New Service Proposal Plan, including Goals & Objectives
Have you ever worked on a strategic plan? Are you aware of the purpose of strategic planning? Do you know the jargon, such as the difference between a goal and an objective? After this planning process, I guarantee you will know a lot more than you did before. (Student Learning Outcomes: Apply analytical and strategic planning processes and skills; Identify the roles and activities of managers; Review and use the professional and research literature of management)
Unit 6: New Service Proposal Plan Budget Exercise: Allocate $100,000 to the Plan
Have you ever prepared a budget? Do you know how to tailor a budget to a plan? In the private sector, the plan typically drives the budget. In the public sector, the budget typically drives the plan. In this unit, you get to "dream," with $100k of "free money." (Student Learning Outcomes: Compare mangement theories, principles, and practices; Apply analytical and strategic planning processes and skills; Identify the roles and activities of managers; Review and use the professional and research literature of management)
Unit 7: TEAM PROJECT: Design two outreach projects to two target customer groups based upon two New Service Proposal Plans
Yes, this is the "dreaded" team project. Why will it be easier than you think? Several reasons: I will choose a good team leader. You will be working on draft plans already created by team members. I will work with you every step of the way. (Student Learning Outcomes: Compare mangement theories, principles, and practices; Apply analytical and strategic planning processes and skills; Identify the roles and activities of managers; Experience and assess working in teams; Review and use the professional and research literature of management)
Unit 8: Secret Shopper Exercise: Research a local library and critique it for customer service
Students have told me that this is one of the most enjoyable units. You get to choose any library you want, plan and make a visit, and then see how that library fares. You will be surprised at how many factors and features promote, or hinder, good library service. (Student Learning Outcomes: Compare mangement theories, principles, and practices; Review and use the professional and research literature of management)
Unit 9: "Books and Bytes": Strengths and weaknesses of books, computer, and other technologies
Too often, these days, "technology" is meant to connote e-technology (i.e. computers/peripherals, search engines, and e-content). Well, a physical book is a technology. So is a hammer, or a chair, or a fence. This unit explores how libraries use, and should use, a variety of technologies to properly serve their customers. Almost always, technologies complement, and do not replace, each other. (Student Learning Outcomes: Compare management theories, principles, and practices; Identify the roles and activities of managers; Review and use the professional and research literature of management)
Unit 10: Customer Service Outcomes Research essay
Libraries should provide excellent customer service, right? Question: How do librarians measure excellent customer service? Answer: With great difficulty. Librarians' relationships with customers are all too often: brief, anonymous, and episodic at best. Library customers' comments are often obscured by the "halo effect." This unit explores ways to gather these data and put customer service in perspective in the larger context of keeping library services relevant and strong. (Student Learning Outcomes: Compare management theories, principles, and practices; Apply analytical and strategic planning processes and skills; Identify the roles and activities of managers; Review and use the professional and research literature of management)
Unit 11: "Difficult People/Staff Safety" essay
Libraries of all types face a perennial paradox: be welcoming to the widest possible array of customers while maintaining a family-friendly ambiance. "Wow, no problem!" In this unit, we'll get to know bullies, slackers, connivers, cowards, and more. For some of you, this will mean getting re-acquainted with these pernicious archetypes. (Student Learning Outcomes: Compare management theories, principles, and practices; Identify the roles and activities of managers; Experience and assess working in teams; Review and use the professional and research literature of management)
Unit 12: Live Blackboard Collaborate Web Conference
This unit is a lot of fun because it's the only time we'll all "meet together" in real time (synchronously vs. asynchronously). The topics we'll discuss are real, complex, and provide a rich learning environment about people's behavior in libraries, both staff and customers, supervisors and subordinates. (Student Learning Outcomes: Compare management theories, principles, and practices; Identify the roles and activities of managers; Experience and assess working in teams; Review and use the professional and research literature of management)
Unit 13: "New Ideas" essay, #1
Librarians sometimes get an undeserved reputation for being stodgy or unwilling to change. In turn, I would argue, that most librarians and libraries have been among the most adaptive and adaptable of professionals and professional organizations. From clay and stone tablets to the Cloud, librarians have been in the forefront of helping people cope with, and flourish in, change. Recent scholarship has shown librarians can use the wisdom of many disciplines to provide even better services. Consideration of psychological principles (in designing services and even physical spaces) is one among many "new ideas." (Student Learning Outcomes: Compare management theories, principles, and practices; Compare management theories, principles, and practices; Apply analytical and strategic planning processes and skills; Identify the roles and activities of managers; Managing issues of diversity in the workplace; Review and use the professional and research literature of management)
Unit 14: "New Ideas" essay, #2
This course presents a diverse set of topics from the point of view of a professional librarian with almost 30 years experience as a public library director. As such, you've gotten a lot of opinions from me. What is your opinion? What topic(s) stood out for you in this course? With what issues did you agree or disagree? Are there any ideas, theories, or principles which you will carry forward into your career? (Student Learning Outcomes: Compare management theories, principles, and practices; Apply analytical and strategic planning processes and skills; Identify the roles and activities of managers; Experience and assess working in teams; Managing issues of diversity in the workplace; Review and use the professional and research literature of management)
Unit 15: Class Participation/Library News Article (Due by March 23, 2012)
One of the "new ideas" we've discussed in the course is environmental scanning. Just as librarians and libraries are mirrors of human wisdom, so should these librarians be constantly aware of what is happening in the world outside libraries. Almost every event or trend has an impact on society and, thus, librarians should know about them and help their customers adapt accordingly. Choose an article or news item (from any medium) and explain why and how you think it relates to libraries and librarianship in the appropriate Discussion Forum. It's the last unit but it's due by the eighth week of the semester to allow others to comment timely.
If an instructor finds that a student's writing ability is unacceptable the instructor will require the student to sign up for online writing tutoring. The student will ask the tutor to confirm with the instructor that the student is attending sessions.
Students should avail themselves of the policy for uncompleted coursework on the School’s website under “Registration.”
The total number of points for the course is 400.
|Number||Assignment||% of Points|
|1||Introduction and Résumé
|2||“Changing Role of Libraries” essay||5|
|3||“Dos and Don’ts of Leading a Work Team” essay||2.5|
|4||New Service Proposal essay||5|
|5||New Service Proposal Plan, including Goals & Objectives||5|
|6||New Service Proposal Plan Budget exercise: allocate $100k to the Plan||5|
|7||TEAM PROJECT: Design two outreach projects to two target customer groups based upon two New Service Proposal Plans||20|
|8||Secret Shopper Exercise: Research a local library and critique it for customer service||5|
|9||“Books and Bytes”: Strengths & weaknesses of books, computer, and other technologies||10|
|10||Customer Service Outcomes Research essay||5|
|11||“Difficult People/Staff Safety” essay||10|
|12||Live Elluminate Session||10|
|13||“New Ideas” essay #1||
“New Ideas” essay #2
|15||Class Participation/Library News Article Submittal (Due by March 23. 2012!)||2.5|
The first formal week of this online class will begin Wednesday, January 25, 2012. I’d like you to submit your own self-introduction/résumé and complete the class survey by Friday, January 27, 2012. Send your self-introduction to the Discussion Board and the Class Survey to my e-mail: firstname.lastname@example.org. One synchronous Elluminate session will be scheduled during the semester, with the day and time set once I become acquainted with your schedules and time zones. The tentative date for this Elluminate session is Monday, April 23, 2012, 7pm PST.
The general topics to be covered in the lectures (created with PowerPoint and my voiceover on Elluminate and loaded onto D2L) will include:
- A brief history of libraries, especially public libraries in recent times
- Leadership vs. Management: Working in Teams and with Others
- Working with Peers and Subordinate Staff
- Working with Stakeholder Groups: Customers, Support Groups, and Governing Bodies
- Budgeting and Fiscal Issues
- Strategic & Tactical Planning
- Building Design, Maintenance, Remodel, & Repair
- Collection Technologies (Books, Audiovisual, Electronic, etc.)
- Outreach: Marketing, Publicity, Advertising, Selling
- Employee performance evaluation and discipline
- Working with difficult people (staff & customers) as it affects staff morale and safety
- New Ideas/Trends in Library Service
Assignment Due Dates
Assignment due dates are found in the D2L Assignment dropbox. All assignments are due by midnight of the due date. All coursework to be completed by Monday, May 14, 2012.
Late or Missed Assignments
Penalty for late or missed work – Automatic 5% deduction
Students are advised that it is their responsibility to maintain an overall Grade Point Average (GPA) of 3.0.
- Students who complete the assignments, use the class D2L site, participate in the Blackboard Collaborate session, in group discussions, and in the team project will receive the B provided the quality of written work meets the standard of scholarly work for the University. Above standard work is defined as clearly displaying one or more of the following criteria:
- Originality in the approach to the assignment
- Greater depth of analysis than expected
- Critical evaluation of readings by comparing them to other authors, sources, or your own experience
- Clear, concise explanation of the issues in an assignment
Penalties are also assessed in the following situations:
- Errors in spelling, grammar, and syntax will be subject to a grade penalty
- Evidence of plagiarism will result in a grade of F for the course.
Other Relevant Information
Participation in online assignments and discussion (individual and group, written and verbal) is crucial. Reading/viewing/listening to required materials and discussions will enhance your ability to participate in these discussions. Check the D2L class site regularly for updates. Important Note: Unit 15 (the last unit in the course) is meant to be a Discussion Forum activity...you are encouraged to submit this assignment any time up to Friday, March 23, 2012, since one of the objectives is to get feedback from classmates and myself before the end of the semester.
I bring to this class over forty years in librarianship and twenty-nine as a public library director. However, I am a relative newbie at online teaching and know that online work (vs. face-to-face classroom work) can be more difficult. I want each and every one of you to succeed in this class and in your chosen profession. Thus, I will minimize readings and group work. In your responses to others’ work, please be courteous and complete, but concise. If an issue is something only I can answer or help you with, please copy only me with that correspondence. E-mail histories and discussions will be limited to 3-4 responses. The preferred method of submitting assignment essays will be via Angel Courseware. If that method occasionally becomes a problem, essays can be submitted as e-mail attachments.
All students must:
- Have the minimal home computing environment as described at http://ischool.sjsu.edu/communication/homecomputing.htm
- After being enrolled, complete and e-mail to me the student survey. Submit your brief autobiography to the Discussion Forum by the end of the first week of class.
- Submit all assignments electronically. The following scheme is required for the submittal of assignment essays: [Course Number]…[Student’s Last Name]…[Assignment Number]. Example, if the student’s last name is Smith, use 204_Smith_assignment1.doc. Failure to utilize this format may result in point deductions.
Textbooks and Readings
- 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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