LIBR 282-12
Seminar in Library Management
Topic: Change Management
Fall 2014 Greensheet
R Barefoot
E-mail
Office Location: Online
Office Hours: Virtually, by appointment via email or Blackboard Collaborate optional Office Hours will be Tuesdays 6:30p-8:30p PST
Class Days/Time: Online, asynchronous
| Greensheet Links Textbooks SLOs Competencies Prerequisites |
Resources Canvas iSchool eBookstore |
Course Format
This course will be available beginning August 25, 2014 1:00a PST. You will be enrolled into the site automatically. This course will be offered completely online and students must have Internet connectivity and technology requirements, such as computer, special hardware devices or software apps that are used for other iSchool courses. Students must have these hardware and software configurations to participate in the classroom activities.
Faculty Web Page and MYSJSU Messaging
Course materials such as syllabus, handouts, notes, assignment instructions, etc. can be found in the Canvas learning management system course website.
Course Description
Application of management theory will be applied to specific problems. Readings and discussions of the development of effective strategies for planning and implementing organizational change will be shared.
Other Readings
| Unit 1 |
| Randall Englund, Creating the Project Office, (2003) pp. 58-69. Stanely A. Deetz, Sarah J. Tracy, and Jennifer Lyn Simpson, Leading Organizations through Transition: Communication and Cultural Change, (1999)pp. 60-61, and 67-68. Constance E. Helfat..[et al.] Dynamic Capabilities: Understanding strategic change in organizations, (2007) pp. 119-120 Cawsey, T.F., Toolkit for Organizational Change, (2007) pp. 1-21 |
| Unit 2 |
| George, B., McLean, A., & Craig, N. Finding your true north: A personal guide,(2008)San Francisco: Jossey-Bass. pp. 20-22. Randall Englund, Creating the Project Office,(2003) pp 75-80. Stephen M.R. Covey, The Speed of Trust, (2007)pp. 236-245 |
| Unit 3 |
| Randall Englund, Creating the Project Office, (2003) pp. 70-72 Cawsey, T.F., Toolkit for Organizational Change, (2007) pp. 7-10 |
| Unit 4: |
| Guy Kawasaki, Enchantment: the art of changing hearts, minds, and actions, (2011) pp. 81-85 and 104-109. Cawsey, T.F., Toolkit for Organizational Change, (2007) pp 53-83 |
| Unit 5: |
| David Carr and Henry Johansson, Best Practices in Reengineering: what works and what doesn’t in the reengineering process. pp36-46 Nice or Tough: which approach engages employees most? by Jack Zenger and Joseph Folkman, HBR Blog Network. 1-2 pp. Carter, Toni M., “Assessment and change leadership in an academic library department: a case study.” Reference Services Review; 2014, Vol. 42 Issue 1, p148-164, 17p Roger Conners and Tom Smith, Change the Culture, Change the Game: the breakthrough strategy for energizing your organization and creating accountability for results, (2011) pp. 4, 23. Randall Englund, Creating the Project Office, (2003) pg. 70-78 |
| Unit 6: |
| No readings |
| Unit 7: |
| Annette Moser-Wellman, Five Faces of Genius: Creative thinking styles to succeed at work, (2001) pp. 13-20, 132-137, 142-150, 157-159, 165-167. Spencer Johnson, M.D., Who Moved My Cheese? (2002) pp. 14-18, 38-49, 74-75. Simon Sinek, Leaders Eat Last: Why some teams pull together and others don’t,(2014) pp. 207-216 John P. Kotter, Our Iceberg Is Melting: Changing and Succeeding Under Any Conditions, (2005) pp. 55-73 |
Library Liaison
For assistance please contact our library liaison, Ann Agee:
http://ischool.sjsu.edu/people/faculty/king-library-liaison
Course Requirements and Assignments
SJSU classes are designed such that in order to be successful, it is expected that students will spend a minimum of forty-five hours for each unit of credit (normally three hours per unit per week), including preparing for class, participating in course activities, completing assignments, and so on. More details about student workload can be found in University Policy S12-3.
| Unit 1: August 25-September 7 | Basic Overview and Visioning Student Post: (5 points) Introduce yourself, your goals for taking the course, and how comfortable you are with being a change agent. SLO #1 Student Post: (3 points) Post a quote on change and tell us why it inspires you. (Note: some may be used in future weekly highlights) SLO #4 Student Post: (3 points) Using the reading on how to craft a message of change in Leading Organizations Through Transitions, pp. 67-68, choose a recent situation on the news or in your organization where meaning was contested. What were the key elements necessary for the listeners to understand? Create an improved message using descriptive word images that better describe the message and ensure clarity, consistency, and comprehension. Post online. Respond to other posts with your own thoughts on clarity, consistency and comprehension. SLO #1 SLO#3, SLO#4 Student Assignment: (10 points) Read the following four selections and post a one page paper (or 2 minute video recording) summary, double spaced, on what you see is Organizational Change and how it impacts our workplaces. SLO #1, SLO#2, SLO#5
Unit Quiz: (5 points) |
| Unit 2: September 8-21 | Working With Staff Student Discussion: (5 points) Read The Speed of Trust, pp. 236-245 and discuss the differences in organizations. SLO #2 Student Assignment: (5 points) Read Finding Your True North: A personal guide pp. 20-22 and answer posted questions. SLO #2 Student Assignment: (5 points) Read Case Study on SSP and explain how the Life Cycle: PLAN DO CHECK ACT (PDCA) tool would help you with the project proposal and team development around this issue? Post your response in a one page paper, double spaced, or in a 2 minute video? SLO #1 Student Assignment: (5 points) Read Media Collection Case Study and submit your analysis.Explain how the Life Cycle: PLAN DO CHECK ACT (PDCA) tool would help you with the project proposal and team development around the Media Collection issue below? Submit your response in a one page report, double spaced, or a 2 minute video.SLO #1 Student Discussion: (5 points) Discuss the importance of communication a change initiative. Give an example when a library communicated it well or poorly. SLO #5 Unit Quiz: (5 points) |
| Unit 3: September 22-October 5 | Building Teams in the Midst of Ambiguity and Change Student Assignment: (10 points) Interview a leader that has facilitated change. Submit results with assessment.SLO # 3 Student Assignment: (5 points) Assess the challenge in The Media Collection Transition case study and post your 2 minute video or one page, double spaced, response on how you would facilitate the first meeting. SLO #2, SLO #3 Student Discussion: (5 points) Discuss uses of understanding and developing team dynamics using the four animal types explained in this Unit. SLO#2, SLO#3, SLO#4 Student Discussion: (5 points) Using Toolkit for Organizational Change, by Cawsey, T.F. (2007) pp. 7-10. Have you acted in any four of these Managerial Roles? Did you have to shift from one role to another to lead organizational change? Explain in 50 words or less. SLO #2 Student Discussion: (3 points) Often we find ourselves using self-help books that we have read for business or pleasure to apply to situations in the workplace or in the home. Are there books that you have read to improve your personal life that you have used at work as well? What did you learn from them? Share in the discussion. SLO#1, SLO#3 Unit Quiz: (5 points) |
| Unit 4: October 6-19 | Motivating Staff to Innovate Student Post: (3 points) Read Enchantment: the art of changing hearts, minds, and actions, pp. 104-109. Did you find anything that improved your understanding of organizational change? Post your answer online. SLO #4 Student Post: (3 points) What if anything was surprising in the reading,“Assessment and change leadership in an academic library department: a case study.” (2014) By Toni Carter, Reference Services Review, Pp 148-164, 17p? SLO #5 Student Discussion: (5 points) The chart, Influence Tactics, in Tools For Organizational Change, identify tactics to use when motivating change. Which have been used on you, and how successful were they, and why?” SLO #5 Unit Quiz: (5 points) |
| Unit 5: October 20-November 2 | Managing Cultural Change Student Post: (3 points) What if anything was surprising in the reading,“Assessment and change leadership in an academic library department: a case study.” (2014) By Toni Carter, Reference Services Review, Pp 148-164, 17p? SLO #5 Student Discussion: (3 points) In the reading Nice or Tough: which approach engages employees most? 1-2 pp. did you change your assumptions on how to interact when implementing change? SLO #5 Student Assignment: (5 points) Describe a similar situation where you felt frustrated as the facilitator in a meeting and how you took steps to solve it. Did it work or not? Why? What have you learned about yourself since then? SLO #4 Student Discussion: (3 points) Can leadership be taught? Are great leaders only Born? Which skills do you find are essential in your organizational experiences today? Discuss online how you tap into the skills you need to be a great leader. SLO #4 Student Assignment: (10 points) In the book, Creating the Project Office from Unit 1, pg. 70-72 describe how a manager at HP saw and facilitated needed change when it seemed against all odds that she would succeed. SLO #5 Student Assignment: (10 points) Do you consider your current organization to have a culture of learning and continuous improvement? What are the learning enhancing elements of its culture and the learning inhibitors? SLO #1 Student Assignment: (10 points) Using the Best Practices in Reengineering, Figure 2-6 "Components of change management plan" outline a Change Management Plan for the merging of two libraries on campus where some job loss may occur. Also, explain how you and your team would draw up and provide a communication structure to the library system during the transition process. Respond using a one page report, double spaced. SLO #1, SLO #2, SLO #3, SLO #4, SLO #5, SLO #6 Unit Quiz: (5 points) |
| Unit 6: November 3-16 | Implementing Change Student Post: (5 points) Using one of the five approaches to creating a heightened state of awareness for the need to change in a library, please post a personal current example of what you have seen in the library industry. Explain how it was delivered to the staff and if it was effective or not. SLO #1 Student Discussion: (5 points) Using Customer-centered reengineering: remapping for total customer value pp. 78-85, discuss how the seven C's would facilitate a smoother transition in your current library/organization that's dealing with a change. SLO #6 Student Assignment: (10 points) The Urban Libraries Council webpage for Organizational Change and Strategic Management has awarded top innovators for 2013 and eight have received honorable mention. One is missing. Yours! In the same format write up your own project on any library innovation either real or imagined using the same format: Innovation Summary, Problem Statement, Innovation, and Progress. Use what you have learned so far in the course to explain process and goal setting. SLO #6 Unit Quiz: (5 points) |
| Unit 7: November 17-30 | Develop a Personal Growth Plan Student Discussion: (3 points) Take online creativity test and participate in discussion of what you learned. What other assessments have you taken that help reveal your strengths and challenges? SLO #7 Student Discussion: (3 points) What inspires you to want to lead organizational change and why? SLO #7 Student Assignment: (5 points) Read at least one of the highlighted titles. From any combination of the readings in this course, submit a personal growth plan that outlines where your strengths are and how you plan to apply them in your change leadership. Also, address how you plan to minimize your challenges. (extra credit available for each different title read and reported on after the required first) SLO #7 Unit Quiz: (5 points) |
| Unit 8: December 1-10 | Summary and Final Final Assignment: (17 points) Explain in a video how you will be prepared for this meeting scenario outlined in Unit 8 and include: What you hope to learn from the meeting. What are the driving goals you want to accomplish? Which questions will you ask them? What may be the different possible outcomes that may occur and how will you be prepared for them? Post your meeting agenda/outline you would use for the meeting discussion as well. SLO #1, SLO #4, SLO #5, SLO #6 Final Quiz: (28 points) |
- Tentative course calendar including assignment due dates, quiz dates, date of final project are subject to change with fair notice.
Grading Policy
- Percentage weight of grade given to each assignment is noted above.
- Extra credit options are available in Unit 7 as noted above.
- All assignments must be submitted by 11:59PM (PST) on the day the assignment is due. Late assignments will be reduced by 20% of point value per day late. Please contact Instructor, Ruth Barefoot, if a medical or a family/personal emergency prevents you from submitting an assignment on time. Student participation will be assessed per occurrence where dialog has been requested on discussions, posts and assignments. Attendance and participation is required throughout the course.
Classroom Protocol
There are no synchronous classroom experiences scheduled this seminar. However, all students will be expected to participate, support an atmosphere of collegial respect, be prompt when arriving for any scheduled office hour consult, and turn in course requirements by/before their due date.
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:
- Define organizational change and describe how it affects library organizations today.
- Explain implementation challenges experienced by exemplary leaders in business or libraries.
- Analyze the range and complexity of change leadership styles.
- Apply research-based best practices to significant areas of change leadership responsibility.
- Develop a plan for implementing a specific change in the workplace.
- Create a personal growth plan for continued change leadership development.
Core Competencies (Program Learning Outcomes)
LIBR 282 supports the following core competencies:
- B Describe and compare the organizational settings in which library and information professionals practice.
- D Apply the fundamental principles of planning, management, marketing, and advocacy.
- M Demonstrate oral and written communication skills necessary for professional collaboration and presentations.
Textbooks
Recommended Textbooks:
- George, B., McLean, A., & Craig, N. (2008). Finding your true north: A personal guide. Jossey-Bass. Available through Amazon: 0470261366
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 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."
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 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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