Seminar in Library Management
Topic: Change Management
Fall 2016 Syllabus
Canvas Information: Courses will be available beginning August 24th, 6am PT 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 on the first day that the class meets.
You will be enrolled into the Canvas site automatically.
Courses will be available beginning September 12th, 6 am PT for this intensive one unit class.
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.
Amy K. Garmer. (2016). Libraries in the Exponential Age: Moving from the Edge of Innovation to the Center of Community. Retrieved http://www.aspeninstitute.org/policy-work/dialogue-public-libraries. pp. 1-14.
Randall Englund, Creating the Project Office, (2003) pp. 58-69.
Amy K. Garmer. (2016). Libraries in the Exponential Age: Moving from the Edge of Innovation to the Center of Community. Retrieved http://www.aspeninstitute.org/policy-work/dialogue-public-libraries. pp. 15-28.
George, B., McLean, A., & Craig, N. Finding your true north: A personal guide,(2008) San Francisco: Jossey-Bass. pp. 20-22.
Amy K. Garmer. (2016). Libraries in the Exponential Age: Moving from the Edge of Innovation to the Center of Community. Retrieved http://www.aspeninstitute.org/policy-work/dialogue-public-libraries. pp. 29-37.
Randall Englund, Creating the Project Office, (2003) pp. 70-72.
Amy K. Garmer. (2016). Libraries in the Exponential Age: Moving from the Edge of Innovation to the Center of Community. Retrieved http://www.aspeninstitute.org/policy-work/dialogue-public-libraries. pp. 38-41.
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 Discussion: (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. CLO #1 CLO #4
Student Discussion: (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 below. Respond to other posts with your own thoughts on clarity, consistency and comprehension. CLO #1
Group Assignment: (10 points) Assess Change, read the following four selections and post a 2 page paper (or 2 minute video recording, or Voice Thread) summary, double spaced, on what you see is Organizational Change and how it impacts our workplaces. CLO #1, CLO#2
Unit Quiz: (5 points)
Working With Staff to Implement Change
Student Discussion: (1 point) Read The Speed of Trust, pp. 236-245 and discuss the differences in organizations. CLO #2
Student Assignment: (9 points) Interview a leader that has facilitated change. Submit results with assessment. Do not interview a project leader but where someone's major role is a change leader. CLO #3
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? CLO #1, CLO #2, CLO #3
Unit Quiz: (5 points)
Building Teams in the Midst of Ambiguity and Change
Student Assignment: (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? Have you ever needed to shift from one role to another to lead organizational change? How might you successfully shift from one role to another to lead organizational change? Submit your response in a double-spaced 1-page paper. CLO #2, CLO #3
Group Assignment: (10 Points) Utilize the SJSU SI digital library (Links to an external site.) to identify current change research effecting libraries, their customers, staff, operations, facilities, access, etc.. Please include research effecting how rural or economically challenged countries are dealing with meeting the demands of educating communities. Summarize your findings and provide analysis in your two page, double-spaced report. Also include results of your group discussing what is happening in your own library experiences. CLO #1, CLO #3, CLO #4
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. CLO #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?” CLO #3
Final Project: See below
Unit Quiz: (5 points)
Summary and Final Assignment
Final Group Assignment: (15 points) Using the reading by Amy K. Garmer. (2016). Libraries in the Exponential Age: Moving from the Edge of Innovation to the Center of Community. Retrieved http://www.aspeninstitute.org/policy-work/dialogue-public-libraries. pp. 1-44. You are the change agent responsible for bringing a staff team onboard with the concepts in this report to improve library services, operations, and community connection. Your team will be responsible in developing a roadmap on tackling the priorities for the library and most likely lead many of the projects that your team identifies. --Explain how your group would advise this change agent lead this effort in a nine page report. Include many of the tools explained in this course and how they can be applied using this Aspen report. Points given for creativity, insight regarding the Aspen report, and tools explained in the course.
- 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 discussions, and turn in course requirements by/before their due date. This instructor will favor and utilize Canvas or Voice Thread for weekly discussions, requested one-on-one meetups with the instructor, and group assignment discussions.
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.
INFO 200, INFO 204.
Course 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)
INFO 282 supports the following core competencies:
- B Describe and compare organizational settings in which information professionals practice.
- D Apply the fundamental principles of planning, management, marketing, and advocacy.
- M Demonstrate oral and written communication skills necessary for professional work including 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|
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 or Informatics) — 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 if you wish to stay in the program. 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).
Per University Policy S16-9, university-wide policy information relevant to all courses, such as academic integrity, accommodations, etc. will be available on Office of Graduate and Undergraduate Programs' Syllabus Information web page at: http://www.sjsu.edu/gup/syllabusinfo/. Make sure to visit this page, review and be familiar with these university policies and resources.
In order to request an accommodation in a class please contact the Accessible Education Center and register via the MyAEC portal.
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