Seminar in Library Management/Leadership
Fall 2009 Greensheet
Dr. Ken Haycock
Phone: 408.924.2491; Cell provided to current students.
Office location: Clark Hall 417C.
Office Hours: E-mail, Virtually, by appointment.
|Greensheet Links |
Textbooks and Readings
Angel information: Students will be enrolled in the course by the instructor. The course site opens August 20, 2004.
An examination of the connections between theory and best practices in leadership development and leader effectiveness. Topics include the research bases for theories of leadership, leadership styles, self-awareness, visioning, influencing, enabling other to act, team development, governance as leadership, and developing self-confidence.
Course Prerequisites: LIBR 200, 204 required. LIBR 286 recommended.
Student Learning Outcomes
At the completion of the course, students will be able to:
- analyze the range and complexity of leadership theories and styles (assignments: required readings; weekly discussions; personal leadership development plan);
- apply research-based best practices to significant areas of leadership responsibility (assignments: required readings; weekly discussions; synthesis of literature);
- assess the extent of implementation of best practices by exemplary library leaders (assignments: required readings; weekly discussions; case interviews);
- develop a personal growth plan for continued leadership development (assignments: required readings; weekly discussions; personal leadership development plan).
LIBR 282 supports the following MLIS Core Competencies:
- apply the fundamental principles of planning, management and marketing/advocacy;
- understand the nature of research, research methods and research findings; retrieve, evaluate and synthesize scholarly and professional literature for informed decision-making by specific client groups;
- demonstrate oral and written communication skills necessary for group work, collaborations and professional level presentations.
The course is based on the following principles of learning:
- learning requires the active participation of the student;
- people learn in a variety of ways and at different rates;
- learning is both an individual and a group process.
Consequently, a variety of strategies are used and group and individual responsibility are incorporated.
- Read two of the three required texts in each of the first two weeks of the class. Post to the discussion board your three salient leadership points to remember from each, your three areas that need further investigation and development, and how you will do this, and any areas that you believe were not substantiated by evidence. Please add comment on at least one other student’s posting. Give careful attention to the proviso on student comments noted below. (Chemers due by August 30; Kouzes and Posner due by September 6; initial comments due by September 13: 10% of Grade)
- Read one recommended title from each of the two required areas (Leadership and Library Leadership). Negotiate a different text for each member of the cohort, to the extent possible. Post to the discussion board a six-page single spaced abstract comprising a four-page summary of the content (an abstract means that one need not consult the work to get the main points), a one-page practical application of the theory and concepts outlined and your one page assessment of the work. Read each summary provided by your colleagues and provide a comment on each. (General leadership title due September 13; Library leadership title due by September 20; initial comments due by September 27: 20% of Grade)
- Prepare a personal leadership development plan. Your assessment of your strengths and areas for development will draw on the Myers-Briggs Type Indicator, StrengthsFinder, prior performance appraisals and other assessment tools. Be sure to complete and incorporate the required text Learning to lead; A workbook on becoming a leader by Bennis and Goldsmith. Your resulting action plan will include a career path and a minimum of three action areas with specific, measurable, action-oriented, relevant and timed objectives. Note that this is a significant portion of the course grade so this must be substantive, reflective and based in course material. The plan will be reviewed and graded by an arms-length specialist, Dr. Brooke Sheldon, who will advise you on the process. (There is a scheduled Elluminate session for September 26, 10-12 Pacific time.) It will not be seen by other students or by the instructor, unless specifically requested by the student (you may also appeal your grade to the instructor). This is to allow you to be forthright and honest and develop something genuinely useful to you. (Due November 15: 25% of Grade)
- You have been requested to prepare a 15-page synthesis of the business literature and research in a key area of leadership as background reading for a leadership development course by municipal managers. Each member of the cohort should choose a different topic and have it approved by the instructor; examples include: self-awareness; management vs. leadership; relationship building; self-confidence; change management; coaching; influencing; leadership development; risk-taking; strategic thinking; servant leadership; governance as leadership; leadership styles; teams; visioning. Negotiate and inform the instructor by September 27. As you undertake your research post relevant ideas from your readings during the week discussions. You will also post a one-page summary of the main points for discussion at the end of the course. A second member of the cohort will review your final paper prior to submission. Each of you will receive the same grade (constituting 15% of the final grade for the author and 5% of the grade for the second reader). (Due December 06: 20% of Grade)
- Using predetermined semi-structured questions, which will be adapted from Bennis and Sheldon and provided to you, interview a minimum of two directors/chief executive officers of public libraries whom you consider to be exemplary leaders. Submit the transcripts with an analysis of any commonalities or emerging leadership themes to the instructor. (Due: December 13: 15% of Grade)
You will be required to make a minimum of one contribution during each weekly discussion and a minimum of one comment on the contributions of your colleagues each week during the course. These latter comments must be analytical or evaluative as, for example, querying an opinion, requesting further evidence, or expanding on the content provided. Insofar as writing is “thinking made visible”, cheerleading comments such as “good job!” or “interesting idea!” represent limited analytical ability and are insufficient for graduate work.
You are required to respond to these comments on your work as appropriate (for example, when a question is asked).
Subject to change with fair notice.
|0||08/24||First Day of Term: Preparation/Readings||Assignment #1 (Chemers) Due 8/30.|
|1||08/31||Theories of Leadership||Assignment #1 (Kouzes) Due 9/6.|
|2||09/07||Theories of Leadership Applied||Assignment #2 (Leadership) Due 9/13. |
Respond to Assignment #1 Posting by 9/13.
|3||09/14||Theories of Leadership Applied to Libraries||Assignment #2 (Library Leadership) Due 9/20.|
|4||09/21||Exemplary Leadership|| |
Respond to Posed Questions.
|5||09/28||Challenging the Process||Respond to Posed Questions/Discussion.|
|6||10/05||Inspiring A Shared Vision||Respond to Posed Questions/Discussion.|
|7||10/12||Relationship Building/Influencing||Lecture. |
Respond to Posed Questions/Discussion.
|8||10/19||Enabling Other to Act||Respond to Posed Questions/Discussion.|
|9||10/26||Modeling the Way||Respond to Posed Questions/Discussion.|
|10||11/02||Encouraging the Heart||Respond to Posed Questions/Discussion.|
|11||11/09||Leadership Development I||Lecture. |
Respond to Posed Questions/Discussion.
Assignment #3 Due to Dr. Sheldon by 11/15.
|12||11/16||Governance as Leadership||Lecture. |
Respond to Posed Questions/Discussion.
|13||11/23||Leadership Development II: Personal Action Plans||Respond to Posed Questions Derived from Assignment #3/ Discussion. |
Assignment #4 One Page Summary Posted by 11/29.
|14||11/30||Summary and Conclusions||Respond to Posed Questions/Discussion. |
Respond to Assignment #4 one-page summaries by 12/06.
Assignment #4 Due by 12/06.
|12/08||Last Day of Classes||Complete Responses to Postings by 12/11. |
Assignment #5 Due by 12/13.
- Weekly Discussions/Quality of Postings/Presence: Throughout the Course (10%)
- Assignment 1. Summary of Required Texts: Completed by September 13 (10%)
- Assignment 2. Summary of Recommended Texts: Completed by September 27 (20%)
- Assignment 3. Personal Development Plan: Completed by November 15 (25%)
- Assignment 4. Synthesis of Research: Completed by December 06 (20%)
- Assignment 5. Interviews with Leaders: Completed by December 13 (15%)
Each assignment is required by the due date. Late assignments will not be accepted without prior approval as successive work and participation is contingent on their completion.
Written & Spoken English Requirement
Written and spoken work will meet standards for graduate level performance or may result in a lower mark if it is, in the opinion of the instructor, deficient in English.
Other Relevant Information
Regular presence is expected of students in all their classes (including presentations, electronic discussions, etc.). Please be present and on time for any synchronous class or inform the instructor in advance, as you would any supervisor in a workplace; as there is no final examination, lack of presence from two or more weekly discussions may make it difficult for you to succeed.
Evaluation is based on assignments; peer and instructor evaluations are included.
Evaluation is an ongoing process. All completed work will be assessed for evaluative feedback. An important part of this process is the strengthening of your own self-evaluation skills—learning the process of critical, non-defensive scrutiny of your own performance. It is anticipated that students will devote the equivalent of a minimum of twelve hours per week for the fifteen-week term on average to this course; that is a total of 180 hours.
Should the course requirements or grading practices appear unclear or inconsistent, it is your right and responsibility to seek clarification from the instructor.
Textbooks and Readings
- Bennis, W. & Goldsmith, J. (2003). Learning to lead: A workbook on becoming a leader (3rd ed.). New York: Basic Books. Available through Amazon: 0738209058.
- Chemers, M. M. (1997). An Integrative Theory of Leadership. Mahwah, NJ: Lawrence Erlbaum Associates. Available through Amazon: 0805826793.
- Kouzes, J. M. & Posner, B. Z. (2007). The Leadership Challenge (4th ed.). San Francisco: Jossey-Bass. Available through Amazon: 0787984914.
- Bennis, W. (2009). On becoming a leader (4th ed.). Reading, MA: Addison-Wesley. Available through Amazon: 0465014089.
- Buckingham, M. (2005). The one thing you need to knowÂ… about great managing, great leading, and sustained individual success. New York: Free Press. Available through Amazon: 0743261658.
- Cannella, A., Hambrick, D. C. & Finkelstein, S. (2008). Strategic leadership: Theory and research on executives, top management teams, and boards. Oxford, UK: Oxford University Press. Available through Amazon: 0195162072.
- DePree, M. (1992). Leadership jazz. New York: Dell. Available through Amazon: 0385420188.
- Evans, G. E. & Ward, P. L. (2007). Leadership basics for librarians and information professionals. Lanham, MD: Scarecrow Press. Available through Amazon: 0810852292.
- Gardner, J. (1993). On leadership. New York: Free Press. Available through Amazon: 0029113121.
- Goleman, D., Boyatzis, R. & McKee, A. (2002). Primal leadership: Realizing the power of emotional intelligence. Cambridge, MA: Harvard Business School Press. Available through Amazon: 157851486X.
- Harvard Business School Press. (1998). Harvard Business Review on leadership. Cambridge, MA: Harvard Business School Press. Available through Amazon: 0875848834.
- Hernon, P., Powell, R. R. & Young, A. P. (2003). The next library leadership: Attributes of academic and public library directors. Westport, CN: Libraries Unlimited. Available through Amazon: 1563089920.
- Maxwell, J. (1993). Developing the leader within you. Nashville, TN: Nelson. Available through Amazon: 0785281126.
- Mech, T. F. & McCabe, G. B. (Eds.) (1998). Leadership and academic librarians. Westport, CN: Greenwood. Available through Amazon: 0300060734.
- Owen, H. (1994). In search of leaders. Chichester, UK: Wiley. Available through Amazon: 0471491977.
- Pearman, R. (1998). Hardwired leadership: Unleashing the power of personality to become a new millennium leader. Mountain View, CA: Davies-Black. Available through Amazon: 0891061169.
- Rath, T. & Conchie, B. (2009). Strengths-based leadership: Great leaders, teams, and why people follow. New York: Gallup Press. Available through Amazon: 1595620257.
- Sheldon, B. E. (1991). Leaders in libraries: Styles and strategies for success. Chicago: American Library Association. Available through Amazon: 0838905633.
- Winston, M. (Ed.) (2001). Leadership in the Library and Information Science professions: Theory and practice. New York: Haworth. Available through Amazon: 0789014157.
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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