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University of Maryland College of Information Studies Achieving Organizational Excellence LBSC 631 ML 01 Fall 2017 Course Syllabus Dr. Bruce W. Dearstyne Introduction Welcome to LBSC 631, Achieving Organizational Excellence! This course is designed to provide an introduction to the principles, practices and techniques of leadership and management as they apply to information-based cultural institutions This course is offered entirely online via the University’s Enterprise Learning Management System (ELMS), asynchronously. There are no classroom meetings. ELMS is based on the Canvas electronic system. It is very user-friendly! Teaching and learning in ELMS will be a rich and rewarding experience. It gives us the ability for online discussions, described below. Before you begin, if you’re not familiar with ELMS, you might check the website of University of Maryland Office of Technology/Academic Support: https://www.it.umd.edu/academic_technology If you have problems with ELMS, please call 301-405-1400, Monday through Friday, 8:00 A.M. through 5:00 P.M. or e-mail: elms- [email protected] . If you have other questions or problems, please let me know.

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Page 1: iSchool · Web viewOnline discussion (September 20-23): Wickman and Boer describe five leadership practices in Chapter 6 of How to Be a Great Boss, which we read in Unit 2, and five

University of MarylandCollege of Information Studies

Achieving Organizational Excellence

LBSC 631 ML 01

Fall 2017

Course Syllabus

Dr. Bruce W. Dearstyne

Introduction

Welcome to LBSC 631, Achieving Organizational Excellence! This course is designed to provide an introduction to the principles, practices and techniques of leadership and management as they apply to information-based cultural institutions

This course is offered entirely online via the University’s Enterprise Learning Management System (ELMS), asynchronously. There are no classroom meetings. ELMS is based on the Canvas electronic system. It is very user-friendly! Teaching and learning in ELMS will be a rich and rewarding experience. It gives us the ability for online discussions, described below. Before you begin, if you’re not familiar with ELMS, you might check the website of University of Maryland Office of Technology/Academic Support: https://www.it.umd.edu/academic_technology

If you have problems with ELMS, please call 301-405-1400, Monday through Friday, 8:00 A.M. through 5:00 P.M. or e-mail: [email protected]. If you have other questions or problems, please let me know.

Please read the entire syllabus at the beginning of the course. It provides a roadmap for how the course is organized and how it will proceed.

Please also access the course web site and become familiar with the material under each heading.

Academic Integrity. The University of Maryland’s Code of Academic Integrity sets standards for academic integrity for all undergraduate and graduate students. The Code prohibits students from cheating on exams, plagiarizing, submitting fraudulent documents, forging signatures, submitting the same paper for credit in two courses without authorization, and buying papers. It is very important for you to be aware of the consequences of academic dishonesty. Instances of any suspected academic dishonesty will be reported and handled according to University policy and procedures. For more information on the Code, visit http://www.shc.umd.edu.

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Plagiarism is of particular concern in the networked digital environment. Students must write their essays and assignments in their own words. Whenever students take an idea or a passage of text directly from another author, they must acknowledge their source both by using quotation marks where appropriate and by proper referencing using footnotes or in-text citations. For further information about proper citation of sources, consult the UMD Libraries’ “Citation Guide” at http://lib.guides.umd.edu/citation

Deadlines. Please note that all assignments must be completed on time. If there are extenuating circumstances, such as illness or some other unexpected event, please contact me.

Contacting me. If you have any questions during the course, please contact me by clicking on my e-mail in the e-mail section on the course web site. For other questions, please e-mail me at [email protected]

Submitting assignments. Please submit all assignments using the assignments tool in ELMS. Please submit in Word if possible.

Getting started. We would like to get to know you! Please begin by writing a short mini-biography (one page or less) with information that you are willing to share with your colleagues in class, e.g., your name, current position, career goals, subject area interests, management issues and challenges that most interest you, and any other information you would like to include. This will help me and your colleagues in class get to know you. Please post to the Class Bio Forum by September 9.

Discussion Board Forums

I will use the Announcements tool and e-mail to disseminate information to the class, including information about the course schedule, syllabus or assignments.

We will use two online discussion forums in the course:

1. Weekly Discussion Forums. For most of the units, there is a weekly discussion topic related to the theme of the week. Please participate in four of these, your choice. These are discussed below.

2. Class Bio Forum. As noted above, please begin by writing a short mini-biography with information that you are willing to share with your colleagues in class. Please post by September 9.

Readings

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Please note that there is a good deal of choice in what you read for the course. You can select based on your interests, schedule and needs.

Books. Three books are required for the course. Copies are available at the bookstore or you may order via Amazon or in any other way you wish.

John T. Burke, The Neal-Schuman Library Technology Companion. 5th edition. Chicago: American Library Association, 2016

Bruce W. Dearstyne, Managing Records and Information Programs: Principles, Techniques and Tools. Lenexa, KS: ARMA International 2009. This book was written specifically for information professionals in information programs. (Just FYI -- I do not receive any royalties from this book.)

Gino Wickman and Rene' Boer, How To Be a Great Boss. Dallas: Ben Bella Books, 2016.

Articles. Articles are available online and can be accessed via the University Library's research port. You can select databases by author or article title. These databases may be particularly helpful: Quick Search, Article First, Academic Source Complete, Business Source Complete, Emerald, Google Scholar, JSTOR, and Library and Information Science Source.

Occasionally, an article may be unavailable because the publisher has put new restrictions on its access or for some other reason. In that case, the best approach usually is just to select some other article.

If you have any problems, contact the University Library (a good place to start is their Ask Us! page: http://www.lib.umd.edu/help.html), or let me know.

Some of these articles have long sections on research methodology near the beginning. Often you can skim this to save time, and concentrate on the findings and conclusions.

Other material. Other items are available online by clicking on the URL provided in the syllabus.

Assignments

There are two types of assignments are required: (1) weekly assignments; (2) a research paper.

Please note that there are no exams in this course.

1. Weekly Assignments.

Please read the lecture notes each week.

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There are lecture notes for most units. The notes are posted in the “Files” section of the course web site. The lecture notes provide interpretations and insights; summarize other experts; and supplement the readings. They also provide a partial basis for the weekly discussions or written assignments.

Please also read the assigned readings each week.

There are two types of weekly assignments – 4 short written essays and 4 online discussions.

Four written essays (5-8 pages double spaced).

There are written assignments for most of the units, but please note that you need to submit only 4. The essays should work in references to the unit’s readings and other course material as appropriate. But they should convey your analysis and reflections based on the readings and your own insights, observations and experience.

At least one of the four must be for one of the first three units that have essays (Unit 2, 3, or 4). This gives you a chance to submit an essay early in the course and gives me an early opportunity to get back to you with comments and a grade.

Unit 13, your choice of a topic, can be one of the four.

You may submit more if you wish, but you will be graded only on the first four you submit.

Please submit via the Assignments tool on the course website. Please do not send to me as e-mail attachments.

I will get back to you by e-mail with comments and a grade on each assignment.

These four essays are required and will count for one third of the course grade.

Four online discussions.

There are online discussions for most of the units but please note that you need to participate in only 4.

At least one of the 4 discussions must be one of the first two units that have discussions (Units 2 and 3). This ensures that everyone gets involved in the discussions early in the course.

For each of the units you select, you need to post at least three times–

*An original post the first day of the discussion (Wednesday). This ensures that everyone has an opportunity to get their ideas out the first day for everyone's consideration

* Another post which may be another original one or a response to someone else

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* A post that brings in an outside source that relates to the topic -- something beyond the sources in the syllabus

More are welcome if you wish but are not required.

You are welcome to participate in any discussion, beyond the four that will count in the grade, if you wish. When you post the first time on Wednesday, those posts will count in the grade. If you would like to participate but not have it count in the grade, please post for the first time on Thursday.

Please refer to the document Guidelines for Online Discussions on the course web site, which discusses this in detail.

I will get back to you by e-mail with comments and a grade for each unit.

Your participation in these four online discussions is required will count for one third of the course grade.

2. Research paper on a management or administration topic of interest to you

Please complete a research paper of approximately 15 - 20 pages (double spaced) on a topic of your choice.

It must relate to leadership, management, or administration of information programs and must be approved by me. It should be on a topic that interests you and it needs to be precise enough that you can carry out the research in the time available during the semester and handle it in a paper of this length. The paper may cover a topic that is related to your own work situation or career interests. For instance, you might want to do research on a particular information program management issue, a problem you are facing or expect to face, some aspect of management effectiveness, or some model practices or techniques. However, the paper cannot be a description or case study of your own program.

The paper must be adequately researched, based primarily on sources beyond those that we are using in the course, well organized, clearly written, carefully proofread, present a clear thesis or argument, include appropriate footnotes in proper form, and include a bibliography that notes sources consulted.

Suggestions for Research Papers in the “Files” section of the course web site provides some additional suggestions.

Please send me a research paper proposal by ELMS e-mail by September 16. The proposal can be short – a page or less should be enough -- and should address the following:

Your name Title of the topic A short description of it (a few sentences), including researchable questions

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Initial list of sources – titles of a few books, journals you expect to consult (you don’t need to cite specific articles for the proposal), web sites, etc. This does not need to be a long list; just enough so that it is clear that a critical mass of source material exists.)

A few sentences on why you are interested in this topic

If you would like to try out some possible ideas before submitting the proposal, please just send me an e-mail with the possibilities that you are considering at least a few days before that deadline. I’ll provide some reactions and suggestions.

The final version of the paper is due by December 9. Late papers are not acceptable unless there are extenuating circumstances. If there are, please contact me in advance.

The paper will count for one third of the grade.

Grading

As noted above, grades will be assigned as follows:

* Unit written assignments 1/3 of grade* Participating in weekly topic discussions 1/3* Research paper 1/3

Course Units

Unit 1. Challenges in Leading and Managing Information Programs August 28--September 2

Lecture notes: Challenges in Leading and Managing Information Programs (in the Files section on the course web site)

Readings: Please read: Dearstyne, Managing Records and Information Programs, Chs. 1 and 3

Wickman and Boer, How to Be a Great Boss, chs. 1,2

And please read any of the following that are of interest:

Aspen Institute, “Dialog on Public Libraries.” Please take a look at the "Stories" and "Insights" and the report Rising to the Challenge:Re-Envisioning Public Libraries. http://www.libraryvision.org

American Library Association, The State of America’s Libraries, 2017.

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http://www.ala.org/news/state-americas-libraries-report-2017

American Library Association, Libraries From Now On: Imagining the Future of Libraries. ALA Summit on the Future of Libraries- Report to ALA Membership. May 2014. http://connect.ala.org/node/223667

Association of College & Research Libraries, Environmental Scan, 2015. http://www.ala.org/acrl/sites/ala.org.acrl/files/content/publications/whitepapers/EnvironmentalScan15.pdf

Iron Mountain and PwC, Seizing the Information Advantage. 2015. http://www.ironmountain.com/Knowledge-Center/Reference-Library/View-by-Document-Type/Landing-Pages/P/PWC.aspx (Please note: you need to register with Iron Mountain to download this report.)

OCLC, Taking Our Pulse: The OCLC Research Survey of Special Collections and Archives (2010). http://www.oclc.org/content/dam/research/publications/library/2010/2010-11.pdf

Pew Internet and American Life Project, Libraries 2016 http://www.pewinternet.org/2016/09/09/libraries-2016

Written assignment: None this week

Online discussion: None this week

Unit 2. Leadership and Management Responsibilities September 3-9

Lecture notes: Leadership and Management Responsibilities (in the Files section on the course web site)

Readings: Please read:

Dearstyne, Managing Records and Information Programs, Ch. 2

Wickman and Boer, How to Be a Great Boss, chs. 5,6

Sally Helgesen, “Leading in 24/7: What is Required?,” Leader to Leader, Summer 2012, 38-41

And any two of the following:

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Beth Boatright, "Leading the Library (When You're Not in Charge),"College & Undergraduate Libraries, 22 (2015), 3-4, 343-357

Maggie Farrell, “A Leader’s Toolbelt,” Journal of Library Administration 55 (November/December 2015), 639-646.

Maggie Farrell, "Long Term Vision Creates Perspective," Journal of Library Administration 55 (Feb./March 2015), 121-130.

Izzy Gesell, "Facilitative Leadership," Journal for Quality and Participation 37 (January 2014), 25-34.

Ronald Heifetz et al, “Leadership in a (Permanent) Crisis,” Harvard Business Review 87 (July/August 2009), 62-69.

Binh P. Le, "Academic Library Leadership in the Digital Age," Library Management 36 (2015), 300-314.

Deanna Marcum, "Library Leadership for the Digital Age," Information Services and Use 36 (2016), 105-111.

George Mariz et al., “Leadership Skills for Archivists,” American Archivist 74 (Spring/Summer 2011), 102-122. (On the course web site in the “Files” section)

Michael D. Watkins, “How Managers Become Leaders,” Harvard Business Review 90 (June 2012), 65-72.

Written assignment (due Saturday, September 9, midnight): Please select one of the articles from the list above and write an analysis, indicating the article’s main thesis or contentions, the adequacy of its research, whether you found it convincing and why, how it extended or changed your perspectives, and issues if any that you thought it did not explore deeply enough.

Online discussion (September 6-9): Based on your readings in Units 1 and 2, and your own perspectives, what do you believe are the top leadership and management problems, challenges and opportunities that libraries and other information programs face, and why do you believe they are so important?

Unit 3. Gender, Cultural and Ethnic Diversity September 10-16

Lecture notes: Gender, Cultural and Ethnic Diversity (in the Files section on the course web site)

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Readings:

Please peruse:

Association of College and Research Libraries, Diversity Standards: Cultural Competency for Academic Libraries. 2012. http://www.ala.org/acrl/standards/diversity

Please read any five of the following:

Marie-Helene Budworth, “Becoming a Leader: The Challenge of Modesty for Women,” Journal of Management Development 29 (2010), 177-186

Cathleen Clerkin, What Women Want—And Why You Want Women—In the Workplace. Center for Creative Leadership 2017. https://www.ccl.org/wp-content/uploads/2017/07/WhatWomenWant.FINAL_.pdf

Alice H. Eagly and Linda L. Carli, “Women and the Labyrinth of Leadership,” Harvard Business Review 65 (September 2007), 63-71

Alice H. Eagly and Jean Lau Chin, “Diversity and Leadership in a Changing World,” American Psychologist 65 (April 2010), 216-224.

Susan Eisner, “Leadership: Gender and Executive Style,” SAM Advanced Management Journal 78 (Winter 2013), 26-41

Asha N. Gipson et al, "Women and Leadership: Selection, Development, Leadership Style, and Performance, " Journal of Applied Behavioral Science, 53 (2017), 32-65

Julie Gilbert, "Heroes and Holidays: The Status of Diversity Initiatives at Liberal Arts College Libraries," College & Research Libraries 77 (July 2016), 520-535

Jolie O. Graybill, “Millennials Among the Professional Workforce in Academic Libraries: Their Perspective on Leadership,” Journal of Academic Librarianship 40 (January 2014), 10-15

Samantha Hastings, “If Diversity is a Natural State, Why Don’t Our Libraries Mirror the Populations They Serve?,” Library Quarterly 85 2015), 133-138

Patricia A. Keitz, "Best Practices for Managing Organizational Diversity," Journal of Academic Librarianship 34 (March 2008), 101-120

Herminia Ibarra et al., “Women Rising: The Unseen Barriers,” Harvard Business Review 91 (September 2013), 61-66.

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Paul T. Jaeger et al, “The Virtuous Cycle Revisited,” Library Quarterly 85 (2015), 150-171

Jason Martin, "Transformational and Transactional Leadership: An Exploration of Gender, Experience, and Institution Type," Libraries and the Academy 15 (April 2015), 331-351.

Christina Neigel, "LIS Leadership and Leadership Education: A Matter of Gender." Journal of Library Administration 55 (October 2015), 521-534

Michelle K. Ryan et al, "Getting on Top of the Glass Cliff," Leadership Quarterly 27 (June 2016), 446-455.

Teresa Schoch, “Turning the Ship Around With a Four Generational Crew,” Information Management (July-August 2012), 25-29

Sara D. Smith and Quinn Galbraith, “Motivating Millennials: Improving Practices in Recruiting, Retaining, and Motivating Younger Library Staff,” Journal of Academic Librarianship 38 (May 2012), 135-144.

Jeanine S. Stewart et al, "Managing Millennials: Embracing Generational Differences," Business Horizons 60 (January 2017), 45-54.

R. Roosevelt Thomas, “Diversity Management: An Essential Craft for Leaders,” Leader-To-Leader 41 (2006), 1-5. http://www.hesselbeininstitute.org/knowledgecenter/journal.aspx?ArticleID=94

Eleanor Wilson, "Diversity, Culture and the Glass Ceiling," Journal of Cultural Diversity 21 (Fall 2014), 83-89.

Written assignment (due Saturday, September 16, midnight): Several of the articles focus on women’s leadership roles. What are the main issues or challenges in this area, and what needs to be done to address them?

Online discussion (September 13-16): How would you define diversity? Why is it so important for libraries? What are the best ways to promote and manage diversity?

Unit 4. Managing Organizational Complexity September 17-23

Lecture notes: None this week

Readings:

Please read:

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Wickman and Boer, How to Be a Great Boss, ch. 7

Julie Evener, "Innovation in the Library: How to Engage Employees, Cultivate Creativity, and Create Buy-In for New Ideas." College & Undergraduate Libraries 22 (July/Dec. 2015), 296-311.

And any three of the following:

Mark Bierarguel, "Managing Library Innovation Using the Lean Startup Method," Library Management 36 (2014), 351-361.

Steve Blank, “Why the Lean Start-Up Changes Everything,” Harvard Business Review 91 (May 2013), 65-70,72

Tim Brown and Roger Martin, "Design for Action: How to Use Design Thinking to Make Great Things Actually Happen," Harvard Business Review 93 (September 2015), 57-64.

Maria Carpenter, “Cheerleader, Opportunity Seeker, and Master Strategist: ARL Directors as Entrepreneurial Leaders,” College and Research Libraries 73 (January 2012), 11-32

Jon E. Cawthorne, “Leading From the Middle of the Organization: An Examination of Shared Leadership in Academic Libraries,” Journal of Academic Librarianship, 36 (March 2010), 151-157.

Nathan Furr and Jeffrey H. Dyer, “Leading Your Team Into the Unknown,” Harvard Business Review 92 (December 2014), 82-88.

Edie Hedlin, “Meeting Leadership Challenges: Lessons from Experience,” in Bruce W. Dearstyne, ed., Leading and Managing Archives and Records Programs (New York: Neal-Schuman, 2008), 163-181. (In the Files section of the course web site.)

John Huber, "The Fifth Paradox: Library Management’s ToughestChallenge," Public Library Quarterly, 35 (October/December 2016), 282-290.

Brian Mathews, “Think Like a Startup: A White Paper to Inspire Library Entrepreneurialism,” 2012. (In the Files section on the course website)

Tara E. Murray, "The Forecast for Special Libraries," Journal of Library Administration 56 (Feb/March 2016), 188-198.

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Paul J.H. Schoemaker and Steven Krupp, “The Power of Asking Pivotal Questions,” Sloan Management Review 56 (Winter 2015), 39-47.

Written assignment (due Saturday, September 23, midnight): In this unit, Bierarguel, Blank, and Mathews advocate continual, but incremental, change, more or less following “lean startup” methodology. Please summarize the methodology and discuss whether you agree or disagree with what they are advocating, and why.

Online discussion (September 20-23): Wickman and Boer describe five leadership practices in Chapter 6 of How to Be a Great Boss, which we read in Unit 2, and five management practices in Chapter 7, which we read this week. They seem clear and straightforward. But several of the readings this week suggest that organizations are complex, balancing short and long term considerations may be a challenge, complicated and unexpected issues often arise, unanticipated opportunities may appear, and there may be dilemmas to deal with. Given these factors, are Wickman and Boer's 5 leadership practices and 5 management practices up to the challenge? Why or why not? If not, what else is needed, and why?

Unit 5. High Performance Organizations September 24-30

Lecture notes: High Performance Organizations (in the Files section of the course web site)

Readings:

Please read any four of the following:

Teresa Amabile and Mukti Khaire, “Creativity and the Role of the Leader,” Harvard Business Review 86 (October 2008), 100-109.

Teresa Amabile and Steven J. Kramer, “The Power of Small Wins,” Harvard Business Review 89 (May 2011), 71-80.

Marilyn Darling, Charles Parry, and Joseph Moore, “Learning in the Thick of It,” Harvard Business Review 83 (July – August, 2005), 84-92.

Maggie Farrell, "Leading from the Middle." Journal of Library Administration 54 (November 2014), 691-699.

David A. Garvin et al, “Is Yours a Learning Organization?” Harvard Business Review 86 (March 2008), 109-116.

Francesca Gino and Bradley Staats, “Why Organizations Don’t Learn,” Harvard Business Review 11 (November 2015), 110-118

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Daniel Goleman and Richard Boyatzis, “Social Intelligence and the Biology of Leadership,” Harvard Business Review 86 (September 2008), 74-81

Jay J. Jamrog et al, “High Performance Organizations: Finding the Elements of Excellence,” People & Strategy 31 (2008), 29-38.

Robert S. Kaplan, “Strategic Performance Measurement and Management in Nonprofit Organizations,” Nonprofit Management and Leadership 11 (Spring 2001), 353-370.

Jon R. Katzenbach et al., “Cultural Change That Sticks: Start With What’s Already Working,” Harvard Business Review 90 (July/August 2012), 110-117.

James W. Marcum, “Engagement: A Leadership Imperative,” Journal of the Library Administration and Management Section 9 (Spring 2013), 19-27.

Sarah C. Michalak, "This Changes Everything: Transforming the Academic Library," Journal of Library Administration 52 (August 2012), 411-423

Written assignment (Due Saturday, September 30, midnight): The topic this week is high performance organizations -- ones that are particularly strong and effective, deliver outstanding services, are agile and resilient, marked by creativity and innovation, and change with the times. What are the most important approaches that a program director can use to promote high performance library programs?

Online discussion: None this week.

Unit 6. Issues in Personnel Management October 1-7

Lecture notes: Issues in Personnel Management (in the Files section of the course web site)

Readings:

Dearstyne, Managing Records and Information Programs, Ch. 5.

Wickman and Boer, How to Be a Great Boss, chs. 3,4

And any two of the following:

Teresa Amabile and Steven Kramer, “How Leaders Kill Meaning at Work,” McKinsey Quarterly 1 (2012), 124-131.

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Teresa Amabile et al., “IDEO’s Culture of Helping,” Harvard Business Review 92 (January-February 2014), 55-61

Amy Edmondson, “Teamwork on the Fly,” Harvard Business Review 90 (April 2012), 72-80.

Claudio Fernández-Aráoz, “21st Century Talent Scouting,” Harvard Business Review 92 (June 2014), 46-56.

Linda A. Hill et al., “Collective Genius,” Harvard Business Review 92 (June 2014), 95-102.

Suzanne M. Johnson Vickberg and Kim Christfort, "Pioneers, Drivers, Integrators and Guardians," Harvard Business Review 95 (March/April 2017), 50-56

Lisa Martin, "Leading and Motivating Peer Teams," Library Leadership and Management 30/1 (2015) https://journals.tdl.org/llm/index.php/llm/issue/view/374

Suzanne Sears, "Mentoring to Grow Library Leaders," Journal of Library Administration 54 (February 2014), 127-134.

Written assignment: None this week

Online discussion (October 4-7). This week's notes and readings and the previous material in the course seem to emphasize the need for managers to be insightful, responsive, aware, considerate, supportive, get results through influence, etc.

Bruce Tulgan, in It's OK to Be the Boss (2007) takes a different tack. He says there is too much "undermanagement," basically "empowering" employees and then more or less leaving them alone. He thinks that approach can go too far and basically abrogates management's responsibility. The manager's responsibility is to get results, and employees want and expect to be supervised quite closely. Employees want managers to spell out expectations, tell employees how to get things done ("tell people what to do and how to do it," he advises), monitor and measure performance constantly, correct failure quickly, and reward success even more quickly (he emphasizes rewarding employees who do the most and best work). Does Tulgan have a point, or is he off base, and whichever position you take, why?

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Unit 7. Managing Program Personnel October 8-14

Lecture Notes: Managing Program Personnel (in the Files section of the course website)

Readings:

Dearstyne, Managing Records and Information Programs, chs. 6,7

Wickman and Boer, How to Be a Great Boss, chs. 8. 9, 10

And any two of the following:

Amy Wilkins Jordan, “All Stressed Out But Does Anyone Notice? Stressors Affecting Public Libraries, Journal of Library Administration 54 (May 2014), 291-307.

Jon R. Katzenbach and Douglas K. Smith, “The Discipline of Teams,” Harvard Business Review 71 (March/April 1993), 111-120.

Guy Kawasaki, “Ten Steps to Enchanting Your Employees,” Leader to Leader 65 (Summer 2012) http://www.hesselbeininstitute.org/knowledgecenter/journal.aspx?ArticleID=923

Alex Pentland, “The New Science of Building Great Teams,” Harvard Business Review 90 (April 2012),61-70

Suzanne Sears, "Mentoring to Grow Libraries," Journal of Library Administration 54 (February 2014), 127-134.

Written assignment (due Saturday, October 14, midnight). Drawing on the readings for Units 6 and 7, as well as earlier units and your own analysis, what are the most effective ways to foster and support employee engagement and productivity?

Online discussion: None this week

Unit 8. Work Processes and Communication October 15-21

Lecture notes: Work Processes and Communication (in the Files section of the course web site)

Readings:

Dearstyne, Managing Records and Information Programs, Chs. 8, 9, 10

And any two of the following:

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Warren Bennis et al, “Creating a Transparent Culture,” Leader-to-Leader 50 (Fall 2008)

Andrew Campbell et al, “Why Good Leaders Make Bad Decisions,” Harvard Business Review 87 (January 2009), 60-66.

Jay A. Conger, “The Necessary Art of Persuasion,” Harvard Business Review 76 (May/June 1998), 84-95

Patricia J. Guinan et al, “Jumpstarting the Use of Social Technologies in Your Organization,” Business Horizons 57 (May 2014), 337-347

Quy Huy and Andrew Shipilov, “The Key to Social Media Success Within Organizations,” Sloan Management Review 54 (Fall 2012), 73-81

John Hamm, “The Five Messages Leaders Must Manage,” Harvard Business Review 79 (May 2006), 114-123

Lawrence G. Hrebiniak, “Obstacles to Effective Strategy Implementation,” Organizational Dynamics 35 (2006), 12-31

Liana Razmerita et al., “Social Media in Organizations: Leveraging Personal and Collective Knowledge Processes,” Journal of Organizational Computing and Electronic Commerce 24 (2014), 74-93.

Jack B. Soll et al., "Outsmart Your Own Biases," Harvard Business Review 93 (May 2015), 64-71

Cass R. Sunstein and Reid Hastie, “Making Dumb Groups Smarter,” Harvard Business Review 92 (December 2014), 89-98

Written assignment: None this week

Online discussion (October 15-21): Managers of library and information programs often have to make critical decisions that affect the future of their programs, sometimes with incomplete or inconclusive information and under pressure of time. Please discuss any or all of the following: why decision-making is such an important skill, reasons why it may be inadequate or ineffective, and the best approaches for a manager to take to ensure effective, sound decisions. Examples would be particularly welcome.

Unit 9. Planning October 22-28

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Lecture notes: Planning (please note that several plans are referenced at the end of the notes; in the Files section of the course web site)

Readings:

Dearstyne, Managing Records and Information Programs, Ch. 4

And any three of the following:

William Buck, "Providing Help in Hard Times: A Blueprint For Successful Planning," Journal of Library Administration 56 (Feb/March 2016), 199-208

Anne Marie Casey,. "Grassroots Strategic Planning: Involving Library Staff from the Beginning." Journal of Library Administration 55 (May/June 2015), 329-340

H. Frank Cervone, “Improving Strategic Planning By Adapting Agile Methods to the Planning Process,” Journal of Library Administration 54 (February 2014), 155-168.

Clayton M. Christensen, “Making Strategy: Learning By Doing,” Harvard Business Review, 75/6 (November/December 1997), 141-156.

Robert S. Kaplan and David Norton, “Mastering the Management System,” Harvard Business Review 86 (January 2008), 63-77.

Michael R. Mabe, "Strategic Planning: 'Magic Rule' or Sleight of Hand?," Library Leadership and Management 31/4 (2017). https://journals.tdl.org/llm/index.php/llm

Gary L. Neilson et al., “The Secrets to Successful Strategy Execution,” Harvard Business Review 86 (June 2008), 61-70.

Laura Saunders,. "Academic Libraries' Strategic Plans: Top Trends and Under-Recognized Areas." Journal of Academic Librarianship 41 (May 2015), 285-291.

Written Assignment: None this week.

Online discussion (October 25-28): Please discuss the best approaches to strategic planning for an information program?. Some questions that you might address: What is an effective plan? What factors do you need to address? How should staff be involved? If you’ve been part of a strategic planning effort, what went right; what went wrong? What are the best approaches for executing the plan?

In your third post, instead of bringing in an outside source, please critique any of the plans cited in the notes for this week or any other library, information, or cultural organization plan that you wish, but please identify and include URL if possible.

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Unit 10. Information Technology in a Program Setting October 29-November 4

Lecture notes: Information Technology in a Program Setting (in the Files section of the course web site)

Reading:

John T. Burke, The Neal-Schuman Library Technology Companion. Chs. 1-18.

Written assignment (due Saturday, November 4, midnight): How do you define information technology, and why do you define it that way? Why is information technology so important to libraries? What are the factors that make managing information technology in libraries and other programs so challenging and, as a manager, how would you deal with them?

Online discussion: None this week

Unit 11. Managing Financial Resources November 5-11

Lecture notes: Managing financial resources (in the Files section of the course web site)

Readings:Dearstyne, Managing Records and Information Programs, Ch. 11

And any three of the following:

Jennifer Weil Arns and Evelyn H. Daniel. “Cutback Management in US Public Libraries: Deliberations, Decision Spaces, and Reflections,” Advances in Librarianship 34 (2011), 37-58

Bruce W. Dearstyne, “Facing the Economic Storm: Navigating RIM Programs Through Hard Times,” Information Management 43 (March/April 2009), 24-26, 28-30.

Charles I. Guarria, “The Recession, Budgets, Expectations and Realities,” The Bottom Line: Managing Library Finances 24 (2011), 200-217.

Robert P. Holley, “Library Planning and Budgeting: A Few Underappreciated Principles,” Journal of Library Administration 54 (November 2014), 720-729

Betsy Kelly, “Applying Return on Investment (ROI) in Libraries,” Journal of Library Administration 52 (September – December 2012), 656-671

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Mott Linn, “Cost-Benefit Analysis: Examples,” Bottom Line: Managing Library Finances 24 (February 2011), 68-72

Lynda James-Gilboe, “Raising the Library Profile to Fight Budget Challenges,” Serials Librarian 59 (October-December 2010), 360-369.

Charles Lowry, “Year 2 of the ‘Great Recession’: Surviving the Present by Building the Future,” Journal of Library Administration 51 (January 2011), 37-53.

Charles Lowry, “ARL Library Budgets After the Great Recession, 2011-2013,” Research Library Issues. 2013. http://publications.arl.org/rli282/2 (Please note: click on the down arrow to the left of the first page to access this document.)

Carla J. Stoffle and Cheryl Cuillier, “From Surviving to Thriving,” Journal of Library Administration 51 (January 2011), 130-154.

Written Assignment: None this week.

Online discussion (November 8-11): Libraries and other information programs face considerable budget and resource challenges in these difficult economic times. Please discuss any or all of the following about how you would approach these challenges as a manager of such a program:

Developing a budget that is economical but also provides adequate services and builds for the future.

Identifying ways to economize, e.g., increasing efficiency, making more use of technology, volunteers, other strategies.

Defending your program’s budgets against reductions but, if reductions are imposed, scaling back in a way that protects program priorities and staff.

Keeping up staff morale in difficult budgetary times.

Any other strategies you would like to introduce for how to develop a budget for libraries and related information programs.

Unit 12. Marketing and Advocacy November 12-18

Lecture notes: Marketing and Advocacy (in the Files section on the course web site)

Readings:

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Please read any three of the following articles:

Association of College and Research Libraries. Academic Library Contributions to Student Success. 2015. http://www.ala.org/acrl/sites/ala.org.acrl/files/content/issues/value/contributions_report.pdf

Stephen Abram and Jamal Cromity, “Collaboration: The Strategic Core of 21 st

Century Library Strategies,” New Review of Information Networking 18 (2013), 40-50.

Carol Lee Anderson, “Moving the Library Agenda Forward: Librarians Collaborating With the Chief Library Administrator to Cultivate Campus Constituencies,” Journal of Library Administration, 51 (February – March 2011), 179-188

Lewis Bellardo, “Observations on Thirty Years of Advocacy,” in Larry Hackman, ed., Many Happy Returns (Chicago: SAA, 2011), 86-106 (in the Files section on the course web site.)

Kerry Cole et al, “Marketing the Library in a Digital World, ” Serials Librarian 58 (January – June 2010), 182-187.

Ivan Gaetz, “Collaborative Librarianship: New Light on a Brilliant Concept,” Collaborative Librarianship (2009), 1-12.

Carol Ann Germain, “A Brand New Way of Looking at Library Marketing,” Public Services Quarterly 4 (2008), 73-78.

Joan Giesecke, “The Value of Partnerships: Building New Partnerships for Success,” Journal of Library Administration 52 (January 2012), 36-52.

Barbara Haws, “Advocating Within the Institution: Twenty-five Years for the New York Philharmonic Archives,” in Larry Hackman ed., Many Happy Returns (Chicago: SAA, 2011), 186-199 (in the Files section of the course web site)

Philip Mooney, “Stranger in a Strange Land: The Archivist and the Corporation,” in Bruce Dearstyne ed., Leading and Managing Archives and Records Programs (New York: Neal-Schuman, 2008), 183-203 (in the Files section of the course web site)

William Saffady, “Making the Business Case for Records Management,” Information Management 45 (January/February 2011), 38-41.

Please read any of the following examples that are of interest:

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American Library Association, Media Relations Handbook for Libraries (Undated). http://www.ala.org/advocacy/advleg/publicawareness/campaign@yourlibrary/prtools/handbook

Materials on ALA Office for Library Advocacy page. http://www.ala.org/offices/ola

ALA, “United for Libraries.” http://www.ala.org/united. The Power Guide for Successful Advocacy is particularly useful.

Association of College and Research Libraries, The Value of Academic Libraries: A Comprehensive Research Review and Report. 2010. http://www.ala.org/ala/mgrps/divs/acrl/issues/value/val_report.pdf

Association of College and Research Libraries, The Value of Academic Libraries Toolkit. http://www.acrl.org/ala/mgrps/divs/acrl/issues/value/valueofacademiclibrariestoolkit.cfm

Society of American Archivists, American Archives Month, 2016 http://www2.archivists.org/initiatives/american-archives-month-the-power-of-collaboration/american-archives-month-2016

Written assignment (due Saturday, November 18, midnight): Strong library and information programs require a good deal of cooperation, support, and partnering from within their parent institutions and from the communities they serve. This is particularly true in an era of the growing importance of the Web, electronic connections, social networking technologies, and mobile devices. What are the best strategies for a program manager to use to build and sustain these connections?

Online discussion (November 15-18): What are the best strategies for advocating for information programs, and what are the best themes or messages to emphasize?

November 19-25. Thanksgiving vacation. Enjoy!

Unit 13. Your Choice of a Topic Nov.26-December 2

Reading: None this week.

Written assignment (due Saturday, December 2, midnight).Please select any topic related to leadership or management of libraries or related information programs. It needs to be something

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different from your research paper. It can be similar to, but also needs to be different from, the previous written assignments in the course.. The paper needs to be based on sufficient research in substantial sources, beyond the readings that we have already covered in the course. It should be approximately 5-8 pages, about the same length as the other assignments in the course.

Most important, it should be something that is of interest to you. The topic does not need my approval.

Online discussion: None this week

Unit 14. The Future of Libraries Dec. 3-9

Please peruse the materials on the website of the ALA's Center for the Future of Libraries http://www.ala.org/transforminglibraries/future, particularly the Trends and the Blog

Written assignment: None this week

Online discussion (Dec. 6-9). Basing your posts on the materials in the Center for the Future of Libraries, previous course units, and your own perceptions and insights as they have evolved over the course, please address any of the following:

*As future leaders of libraries, does the future look promising or not-so-promising, and why?

*What are the main opportunities and the main challenges facing libraries in the future?

*What are the most important leadership and management skills that will be needed, and why? How, if at all, is this list different from the discussion back in Unit 2, as a result of what we have covered in the course?

8/7/2017