Seminar in Library Management
Topic: Change Management
Spring 2015 Greensheet
Canvas Information: Courses will be available beginning January 22nd, 12:01am PST unless you are taking an intensive or a one unit or two unit class that starts on a different day. In that case the class will open at 12:01am PST on the first day that the class meets.
You will be enrolled into the Canvas 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.
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.
Randall Englund, Creating the Project Office, (2003) pp. 58-69.
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. 70-72.
Guy Kawasaki, Enchantment: the art of changing hearts, minds, and actions, (2011) pp. 81-85 and pp. 104-109.
For assistance please contact our library liaison, Ann Agee:
Basic Overview and Visioning Change
Student Post: (5 points) Introduce yourself, your goals for taking the course, and state how comfortable you are with being a change agent. Include a quote on change and tell us why it inspires you. SLO #1 SLO #4
Group Assignment: (5 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 group’s 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 summary, double spaced, on what you see is Organizational Change and how it impacts our workplaces. SLO #1, SLO#2
Unit Quiz: (5 points)
Working With Staff to Implement Change
Student Discussion: (5 points) Read The Speed of Trust, pp. 236-245 and discuss the differences in organizations. SLO #2
Group Assignment: (10 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, SLO #2, SLO #3
Unit Quiz: (5 points)
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
Group Assignment: (5 points) Using Toolkit for Organizational Change, by Cawsey, T.F. (2007) pp. 7-10, and your group’s two previous assignments detail the roles you took and why using the four of these Managerial Roles. Did your roles change over the course of the interaction before the work was completed and the assignments turned in? How might they have shifted from one role to another to lead organizational change? SLO #2, SLO #3
Unit Quiz: (5 points)
Motivating Staff to Innovate
Student Discussion: (5 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 Assignment: (5 points) The chart, Influence Tactics, in Tools For Organizational Change, identifies a list of tactics commonly used in organizations when motivating change. Which have been used on you, and how successful were they, and why?” SLO #3
Group Assignment: (10 Points)Utilize the SJSU SLIS digital library to identify current change research effecting libraries. Summarize your findings and provide analysis in your two page report. SLO #1, SLO #3, SLO #4
Unit Quiz: (5 points)
Summary and Final Assignment
Final Group Assignment: (15 points) Choose one of the case studies below and explain how the Life Cycle: PLAN DO CHECK ACT (PDCA) tool would help the leader with the project proposal and team development around the Media Collection issue below. Submit your response in a 5 page report, double spaced. Points given for creative application and comparison of the PDCA tool and other tools learned in the course, as well as the analysis of possible outcomes. SLO #1 SLO #4
The media collection is dated and non responsive to the faculty and student needs. Many titles are no longer of value to the current course offerings. Many select titles are found online; and the digital collection is growing in size and popularity. The media funding for new acquisitions is not as healthy as you know it could be. One of the issues is that staff is still directed to buy tape format which diffuses the effectiveness of the media funding for digital or disc formats. You have a library team where three staff members disagree on how to move forward to solve this issue, and come up with a proposal that is due to administration in one month. Outline a strategy on how you would lead this team towards discussion, brainstorming, establishing priorities, and provide a proposal for administration.
Horace Library has just been given a small grant of $10,000 for media collection materials that must be used in the next four weeks. They must be in disc format according to the goals of the library's strategic plan. The current media collection is dated with 35% still in tape format. You have an intern that is transferring to digital format any titles that are non replaceable, although a lot is replaceable. How do you move away from tape technology and go strictly recorded disc technology along with online, downloadable format for the recorded books, DVDs, and music collections? How do you build that sense of urgency into your approach working with the stakeholders? You have a music librarian, reference librarian, and a digital services librarian among others to discuss changes with.
- Tentative course calendar including assignment due dates, quiz dates, date of final project are subject to change with fair notice.
- Percentage weight of grade given to each assignment is noted above.
- Extra credit options are unavailable.
- 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.
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.
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.
No Textbooks For This Course.
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|
- 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
Dropping and Adding
Consent for Recording of Class and Public Sharing of Instructor Material
- "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."
Campus Policy in Compliance with the American Disabilities Act
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