LIBR 282-04
LIBR 282-14
Seminar in Library Management
Topic: Leadership
Fall 2012 Greensheet

Dr. Carol H. Sawyer

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D2L Information: This course will be available beginning August 22, 2012. You will be enrolled into the site automatically.

Course Description

While exploring contemporary theories, principles, and practices of leadership, the course focuses upon understanding leader/follower relationships in the attainment of organizational and societal goals. Leadership styles are assessed, and effective leadership techniques explored. Attention is given to the contribution of followers to organizational goal attainment. This is a highly reflective course, grounded in discussion and interaction with faculty and classmates. The course will be characterized by high challenge, active participation, self-direction, and the encouragement of and respect for diverse viewpoints.

“Scholars tackle two kinds of subjects. Some, like dry-fly fishing and the iconography of sixteenth-century French poetry, can be plumbed to their depths. Others, like leadership, are so vast and complex that they can only be explored" (Bennis, Warren.  1996. The leader as storyteller.Harvard Business Review (Jan-Feb): 157).

* * *

In this course, our exploration into leadership will include gaining insight into ourselves, being attentive to a variety of current and classic leadership theories, focusing on current challenges of leadership and followership within organizations, and reflecting on the context and culture in which organizational leadership is practiced and developed.

We frequently hear the complaint that there is a need for more leaders, or more effective leaders. However, we believe, with the management consultant and theorist Peter Block, that ". . . we can and we must make our organizations more the kinds of places we want them to be . . ." That impact is most likely to occur with attention to our own individual and collective practice of leadership.

Course materials

FTN = Finding Your True North, a workbook (George, McLean & Craig, 2008)

HBR = HBR's 10 Must Reads on Leadership (Harvard Business Review, 2011)

An online assessment of each student's leadership practices is an essential course component, and must be purchased only after guidance from faculty.  The related analysis paper is consistently identified as the most valuable course component.  Details will be made available through D2L

Assignments and Course Calendar

Due Date Reading Assignment Discussion
Assignments are due on Fridays at 11:59 pm California time. Late postings do NOT receive credit/points. Assignment details are provided within D2L.  
August 24 Begin Bennis

This reading addresses learning outcome #1.
  Definition [5]. This assignment addresses learning outcome #5.
August 31     Exploratory interview [10]. This assisgnment addresses learning outcome #1.
Sept 7 FTN, chapters 1-3. This workbook and the related five journal assisgnments address learning outcomes  #1, #3, and #5. Bennis-related essay [10]. This assignment addresses learning outcome #2 and #5.  
Sept 14 Begin reading HBR. This reading addresses learning outcomes  #1, #2, and #3. First journal [8]. This assignment and the other four journal postings address learning outcomes  #1, #3, and #5.  
Sept 21 FTN, chapters 4-6 Scholar research

[15]. This assignment addresses learning outcomes  #1 and #2.
Sept 28 HBR reading completed Second journal [8]; LPI purchase and self inventory completed Interview questions posted

[5]. This assignment addresses learning outcome #2 and #3.
Oct 5 FTN, chapter 7; begin reading Chaleff. The reading in Chaleff's book addresses learning outcome #4. Third journal [8]; all observers entered into LPI Online  
Oct12 FTN, chapters 8-10 Second interview

[20]. This assignment addresses learning outcome #3.
Oct 19 Chaleff reading completed; FTN, chapters 11-12; review individual LPI Report Fourth journal [8] Initial followership discussion [10].  This assignment addresses learning outcome #4.
Oct 26   Final journal [8];  
Nov 2 LPI analysis paper

[25]. This assignment addresses learning outcomes #2 and #5.
Nov 9     Followership group project

[20].  This assignment addresses learning outcome #4.
Nov 16 Begin reading Whyte

This reading addresses learning outcomes  #1 and #5.
Individual group dynamics report

[10]. This assignment addresses learning outcome #4.
Nov 23 No assignments    
Nov 30 Whyte reading completed Whyte-related paper [15]

This assignment addresses learning outcomes  #1 and #5.
Dec 7   Personal essay [15]. This assignment addresses learning outcomes #2 and #5.  

Course Workload Expectations

Success in this course is based on the expectation that students will spend, for each unit of credit, a minimum of forty-five hours over the length of the course (normally 3 hours per unit per week with 1 of the hours used for lecture) for instruction or preparation/studying or course related activities including but not limited to internships, labs, clinical practica. Other course structures will have equivalent workload expectations as described in the syllabus.

Instructional time may include but is not limited to:
Working on posted modules or lessons prepared by the instructor; discussion forum interactions with the instructor and/or other students; making presentations and getting feedback from the instructor; attending office hours or other synchronous sessions with the instructor.

Student time outside of class:
In any seven-day period, a student is expected to be academically engaged through submitting an academic assignment; taking an exam or an interactive tutorial, or computer-assisted instruction; building websites, blogs, databases, social media presentations; attending a study group;contributing to an academic online discussion; writing papers; reading articles; conducting research; engaging in small group work.

Course Prerequisites

LIBR 200, LIBR 204

Student Learning Outcomes

Upon successful completion of the course, students will be able to:

  1. Describe the grant-seeking process.
  2. Conduct research to locate sources of grant funding, analyze grantmaker guidelines, and assess whether potential funding sources match an organization and a specific project.
  3. Describe funder perspectives and know how to communicate effectively with prospective grantmakers.
  4. Write persuasive material that clearly articulates purpose, responds to the needs of an audience, uses the appropriate voice and tone, and builds stakeholder support.
  5. Analyze an organization's grant-seeking practices, identify areas of potential improvement, and prioritize grant-seeking opportunities.
  6. Assess specific library needs and future service development, identifying appropriate projects for grant funding.
  7. Develop a competitive grant proposal, including budgets, implementation plans, and evaluation criteria.
  8. Discuss social information tools from an overarching and strategic perspective, and explain how they fit into competitive and other intelligence work.
  9. Use social tools for information collection and supplementing of traditional competitive intelligence tools.
  10. Use social tools from a competitive intelligence standpoint, and understand the specific implementations of these tools.
  11. Describe how competitive intelligence communities are using these tools for professional purposes.
  12. Demonstrate the ability to conduct competitive work using social tools.

Core Competencies (Program Learning Outcomes)

LIBR 282 supports the following core competencies:

  1. D Apply the fundamental principles of planning, management, marketing, and advocacy.
  2. E Design, query and evaluate information retrieval systems.
  3. H Demonstrate proficiency in identifying, using, and evaluating current and emerging information and communication technologies.
  4. I Use service concepts, principles, and techniques to connect individuals or groups with accurate, relevant, and appropriate information.
  5. N Evaluate programs and services based on measurable criteria.


Required Textbooks:

  • Whyte, D. (2002). Crossing the unknown sea: Work as a pilgrimage of identity. Riverhead Books. Available through Amazon: 1573229148arrow gif indicating link outside sjsu domain

Grading Scale

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
Below 67 F


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).

University Policies

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 More detailed information on a variety of related topics is available in the SJSU catalog at 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 Add/drop deadlines can be found on the current academic year calendars document on the Academic Calendars webpage at The Late Drop Policy is available at 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

Consent for Recording of Class and Public Sharing of Instructor Material

University Policy S12-7,, 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."

Academic integrity

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 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

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 requires that students with disabilities requesting accommodations must register with the Accessible Education Center (AEC) at to establish a record of their disability.

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