St. Catherine University Master of and Information Science Program

LIS7700G02: MANAGEMENT OF AND INFORMATION CENTERS Fall 2013 Wednesdays, 6:00 – 9:00 pm., Coeur de Catherine (CDC) 017

Syllabus date: August 18, 2013

Instructor: Peggy Johnson, Adjunct Professor Office Hours: I don’t have a campus office, but am willing to meet by appointment in person on campus, before class on Wednesday, or by phone. Phone: 651-298-0121 Email: [email protected] or [email protected] (either email address is better than phone to contact me)

COURSE This course is the introduction to basic management theories and their applications to libraries and information centers. It highlights important management issues concerning planning, organizing, coordinating, and leading an organization. Through readings, assignments, lectures and class activities, you will understand critical organizational issues and develop important management and leadership skills.

STUDENT LEARNING OUTCOMES The course addresses the following MLIS degree program Student Learning Outcomes through these assignments.

Learning Outcome Assignments 2. Demonstrate critical thinking by integrating Reading responses relevant models, theories, research and practices. Case Studies Information service design In class and online discussion 3. Demonstrate management, interpersonal and Information service design organizational skills. Speaker introductions 4. Demonstrate leadership and advocacy skills. Op Ed presentations Information service design 8. Promote and model the professional values of Reading responses ethical responsibility, intellectual freedom and Information service design universal access to information. 9. Demonstrate awareness of diverse groups and how Reading responses to serve them effectively. Information service design In class and online discussion

COURSE OBJECTIVES Students successfully completing this course will be able to: 1. Discuss and apply the theories, roles, functions, and activities of management in information organizations. 2. Demonstrate understanding of organizational goals, objectives, strategic plans, policies, practices, and procedures as they apply to the management of information organizations. 3. Demonstrate a familiarity with budgeting and allocation of human, material, and virtual resources. 4. Discuss the applications of human communication and organizational theory in the information workplace. 5. Learn and apply methods for measuring and evaluating library performance. 6. Develop solutions to library management problems by integrating theories and practice.

LEARNING STRATEGIES: Lecture, guest presentations, student presentations, reading and commentary responses, large and small group discussions, field observations.

REQUIRED TEXTS Moran, B., R.D. Stueart, and C.J. Morner (2013). Library and Information Center Management, 8th ed. Greenwood Village, CO: Libraries Unlimited.

Giesecke, J. and McNeil, B. (2010). Fundamentals of Library Supervision, 2nd ed. Chicago: American Library Association.

ASSIGNMENTS AND COURSE POLICIES

ASSIGNMENTS & GRADING

Weekly reading of the assigned chapter(s) in Moran et al. and Giesecke and McNeil, and the additional articles assigned each week on the syllabus are required. You are responsible for referring to the text and the additional readings in your reader response contributions to the online discussions hosted on the Desire to Learn (D2L) site. Participation in discussions—both in class and online—and referencing your reading are included in the class participation points. Students will alternate between reader response postings and follow-up commentary response postings.

Once you have completed readings for each week, you are required to post either Reading Responses (5 points) or Commentary Responses (5 points) to the appropriate week’s D2L discussion forum. Half the class will post Reading Responses no later than 6 PM on Sunday. These responses should include one to three paragraphs summarizing and showing the connections among the readings, one/two paragraphs expressing your personal reflection on the texts, and one or two questions posted for discussion. The other half of the class will post Commentary Responses no later than 6 PM Tuesday; these should include one to three paragraphs identifying and linking a reader response to your own reading of the text, one/two paragraph reflection on the reader response posting, and one paragraph in which you indicate “need to know more about” to continuing learning about the topic under discussion. Students with last names A-l should post reading responses on weeks 2, 4, 6, 8, 10, 12, 14 and post commentary responses on weeks 3, 5, 7, 9, 11, 13, with students with last names M-W doing the opposite.

In-class participation (10 points)

15 minute, prepared, oral op-ed type presentations on the topic of the week or speaker introduction (20 points) Weeks 2 through 14

Op-ed presentations: An op-ed (abbreviated from “opposite the editorial page”) is an article published in a newspaper that expresses the views of an author unaffiliated with the newspaper. The op-ed essay is a short essay intending to inform the public about an issue and to indicate some means for its resolution. Many op-ed essays tend to follow one basic structure: lead (around a news hook), thesis (statement of argument—either explicit or implied), argument based on evidence (such as statistics, news, reports from credible organizations, expert quotes, scholarship, history, firsthand experience), a “To Be Sure” paragraph (in which the author preempts potential critics by acknowledging any flaws in the argument, and addresses any obvious counterarguments), and the conclusion (often circling back to the author's lead). In this class, you will be presenting your informed opinions on an aspect of the topic of the week. Do not simply summarize the assigned chapter(s) or one or more of the readings – this is not a report. Provide a brief description of the issue and then thoughtfully present your view following the basic structure described above.

Speaker introduction: The ability to introduce a speaker effectively is an important skill. Introductions should engage the listeners, provide pertinent information, but not drone on too long. Tips for effective introductions can be found at: How to Introduce a Speaker: 16 Essential Tips for Success http://sixminutes.dlugan.com/how-to-introduce-a-speaker Guide on the Side—How to Introduce Speakers: Tips and Templates http://www.llrx.com/columns/guide8.htm How to Introduce a Speaker—The art of Giving (and Receiving) a Great Introduction http://publicwords.com/how-to-introduce-a-speaker-the-art-of-giving-and-receiving-a-great-introduc tion You are expected to contact the speaker (I will provide contact information) to gather information for the introduction and to prepare at least two questions based on the speaker’s presentation to start discussion after the presentation.

Sign-up sheets for op-ed presentations and speaker introductions available during first and second class session.

Assessing outreach services (paper worth 10 points); due Oct. 9. Kendrick defined an effective marketing plan as a plan that “will identify what drives users and build products and services around their needs; enable a highly differentiated service, not ‘one size fits all’; create value and inspiration to use the library; and do all this with as little cost as possible. It will provide a process to ensure maximum use of the public libraries by the public, attract non-users and develop loyalty behaviours in existing users, and will clearly influence attitudes towards the library—our ‘offer’ as the best, the winning offer (in terms of use of time) in the scramble for their attention.” (Terry Kendrick, Developing Strategic Marketing Plans That Really Work: A Toolkit for Public Libraries (London: Facet, 2006), 9.)

In this assignment, you will begin by conducting field research (through onsite visits to libraries, searching library websites, and/or interviewing ) and identify two or three examples of effective outreach services. In a paper of no more than 5 pages, you will describe each service and explain how you believe it is part of an effective marketing plan, referencing the aspects of plan as defined by Kendrick or drawing on your other readings on this topic. Do not use a library, special collection, or where you work.

Designing an information center, library, or archive (50 points: paper (30 points) and presentation (20 points); presentations during weeks 11, 12, 13, and 14. You will self identify your team of four students. Teams will select an existing service (do not choose and organization where you work) to review its website, interview its director, and observe staff, clients, and services. Based on the review of an existing service, readings, presentations, and discussions, each team will design a new organization and prepare documents required for managing effective and efficient information services provided by this new organization. These documents must include: mission statement; strategic plan, governance structure, organization chart, policies, position descriptions (one professional and one staff), and a plan for one program with budget to support this program.

Each team will begin by setting project goal, objectives, tasks, due dates and task assignments. Each team will log work activities. These data should be included in the report (#4 below).

Report and presentation: 1. Describe the information service mission and goal; governance; organizational structure in terms of the concepts introduced in Moran et al. and through lecture/reading. 2. Describe programs, staffing, and funding that meet the mission, goal, and strategic plan of the organization. 3. Describe the new program and supporting staffing and budget needed. 4. Provide a 6 to 8 page report written as an annual report. Deposit the report in the D2L drop box and give a paper copy to the instructor the evening of the presentation. Include the documents developed as appendices. You must include the sources (citations) you used for your project. 5. Prepare and delivery a 40 minute PowerPoint presentation. 6. Post your PowerPoint slides to the D2L drop box on the day following your presentation.

Note: Designing effective PowerPoint presentations is a skill. A few resources to help you are: BNET, “Powerful PowerPoint Presentations,” www.washoe.k12.nv.us/docs/pdf/Powerpoint_Tips.pdf Clark, D. R. “Making Presentations that Audiences Will Love,” www.nwlink.com/~donclark/hrd/templates/presentations.ppt Windingland, D. “4 Easy PowerPoint Principles for Visually Engaging Slides,” http://smalltalkbigresults.wordpress.com/2012/01/04/4-easy-powerpoint-principles-for-visually- engaging-slides

Sign-up sheets for teams/topics and presentation week during second and third class.

COURSE POLICIES

1. Regular and timely attendance is very important. Attendance means that (1) students are expected to arrive at class on time and stay for the duration of the class; and (2) students, whether present or not, are responsible for in-class content. First day attendance is required. Keeping up is very difficult without attending every class. Make every effort to be present and on time. If you need to miss a class, you should notify me in advance and you must keep current with discussion posts. The frequency with which you attend class as well as how you demonstrate your familiarity and mastery of the material are considered in your course evaluation.

2. Class participation is critical in your learning process. You are expected to complete the readings and to participate in class discussions and activities and team work.

3. All assignments are due on the specified dates. Absence from class is not an excuse for a late assignment. In the event of emergency that prevents you from submitting an assignment on the specified date, you should contact me and get my permission in advance. Without my permission, there will be a penalty for a late assignment (a 5% reduction in grade for each day late).

4. Writing is one of the most important skills in your graduate education. You are expected to understand the elements of good formal writing at the graduate level and should work hard to improve your writing skills. If you need some help with your writing, St. Catherine University provides writing assistance through the O’Neill Writing Center (room 21) in Coeur de Catherine building.

Equally important are public speaking and making formal presentations. Again, work to improve those skills.

5. You are responsible for checking your St. Kate’s email account and the announcement section of D2L for messages from me.

6. The St. Catherine University expects each of its students to uphold the Student Code of Conduct, which includes civility, respect for differences, and academic integrity and honesty. Major violations are cheating and plagiarism. Cheating includes copying others’ works, collaborating without authorization, and accessing others’ computer files without authorization. Plagiarism includes intentionally or unintentionally using someone else’s words, works, thoughts, or expression of ideas without giving proper credit. Please see the SCU Student handbook for the full statement of Academic Integrity or the SCU Academic Integrity Policy at http://minerva.stkate.edu/gradcatalog.nsf/web_retrieve/mgsn-7amlvf?OpenDocument.

ASSESSMENT

Grading Scale

A: 94-100%, Excellent A-: 90-93%, Good, Need some/few work B+: 87-89%, Need some work B: 83-86%, Need significant work B-: 80-82%, Poor C: 70-80%, Unacceptable for graduate work F: Below 70%, Fail

I will use the above scale in conjunction with grading on a curve method (grading your relative performance in comparison to your classmates’ performance). I generally use the above scale for assignments and a curve for your course grade.

Assignments will be evaluated on quality, thoughtfulness, and completeness. All work for this class must be original. Assignments should be edited for correct spelling, correct grammar, and clarity of thought. Any cited work must be given proper credit. Papers with unacceptable spelling, grammar, and punctuation will receive reduced marks. Work may not be resubmitted except in extraordinary circumstances.

In assessing assignments, I look for: Adherence to the assignment; Intelligent analysis; Do you considerably analyze the arguments you examine and seriously engage with alternative arguments? Are the ideas or arguments developed sufficiently? Evidence: Are you clear about what the evidence is on the topic under consideration? Are you clear about the breadth of applicability of the evidence you cite? Do you cover relevant literature sufficiently? Do you provide an assessment of evidence quality as appropriate? Application and understanding of course materials Originality of thought Coherent organization Clear expression Good communication skills Accurate citation style, spelling and grammar.

All assignments are expected to follow the following standards: No separate title page Your name, email address, assignment title, and date due in the upper left hand corner Page numbers in the upper right hand corner 1” margins 12 point Times New Roman or similarly readable font style Text should be double-spaced Uniform citations of works using APA citation style; see http://library.stkate.edu/pdf/citeAPA.pdf Adherence to assignment requirements.

If you have any questions about any assignment, please ask for clarification well before it is due. Revision is a critical part of the writing process and should be completed before the due date.

Special Needs Special needs can include, but are not limited to, factors influencing the learning process in and out of the classroom, such as mobility, physical, learning, and cognitive challenges. Students with special needs are invited to contact the Disability Services office so that accommodations can be provided. Please also inform me if you have special needs.

Desire2Learn This course has a D2L web site where course materials are posted. You are already registered for the course. You are required to check the site for announcements, post reader responses, and engage with class members and the instructor on this site.

COURSE OUTLINE AND SCHEDULE Note: 1. Schedule and readings are subject to change. 2. Guest presenters will be added as soon as possible and sign-up sheets to introduce speakers will be available at the first or second class sessions.

Week 1, Sept. 4 Topics: Course overview, requirements, and mechanics; introduction of yourself; and introduction to management and team work.

Prepare to introduce yourself. Read assignments, take notes, and be prepared to summarize, reflect, discuss, and raise additional questions. In class: Sign up for speaker introductions and op-ed presentations.

Read: Moran et al., Chapts. 1 & 17 Giesecke & McNeil, Chapts. 1 & 5

Baughman, M. (2008). Assessment of teams and teamwork in the University of Maryland Libraries. Portal: Libraries & The Academy, 8(3), 293-312.

Coutu, D., & Beschloss, M. (2009). Why teams don’t work. Harvard Business Review, 87(5), 98-105.

Gratton, L., & Erickson, T. J. (2007). 8 Ways to build collaborative teams. Harvard Business Review, 85(11), 100-109.

Hobson, C., Strupeck, D., & Szostek, J. (2010). A Behavioral roles approach to assessing and improving the team leadership capabilities of managers. International Journal of Management, 27 (1). 3-15.

Pentland, A. (2012). The new sciences of building great teams. Harvard Business Review 90(4), 60-70.

Optional readings:

Giesecke & McNeil, Chapt. 14 “Managing Meetings”

Dubner, S. (2009, July 28). Read this if you hate meetings. Freakonomics. Retrieved from http://freakonomics.blogs.nytimes.com/2009/07/28/read-this-if-you-hate-meet

Moran, R. F., Jr. (2006). Meetings: The bane of the workplace: It doesn't have to be so. Library Administration & Management, 20(3), 135-9.

Week 2, Sept. 11 Topic: Management and Changing Landscapes

Read: Moran et al., Chapts. 2 & 3 Giesecke & McNeil, Chapt. 2

Fisher, W., & Rosenblum, L. (2008). Now what do I do? Some reflections on becoming a first-time director, Library Administration & Management, 22(1), 15-23.

Gayton, J. (2008). Academic libraries: “Social” or “communal?” the nature and future of academic libraries. Journal of Academic Librarianship, 34(1), 60-66. Hernon, P. (2011). Becoming a university director. Library & Information Science Research 33(4), 276-283.

Hernon, P., Powell, R., & Young, A. (2004). directors: What do they do? College & Research Libraries, 65(6), 538-563.

Kohl, D. (2010). Is Steve Jobs a role model for librarians? Journal of Academic Librarianship, 36(3), 191.

Kotter, J. P. (2001). What leaders really do. Harvard Business Review, 79(11), 85-96.

Sign up for op-ed presentations and speaker introductions.

Week 3 Sept. 18 Topic: Strategic Planning

Read: Moran et al., Chapt. 4 Giesecke & McNeil, Chapt. 10

Franklin, N. (2013). Strategic planning: Providing a benchmark. Information Outlook. 17(1), 10-12.

“How to develop a mission statement,” Drucker Foundation Self-Assessment Tool. Retrieved from http://www.hesselbeininstitute.org/tools/sat/mission.html

Germano, M.A., & Stretch-Stephenson, S.M. (2012). Strategic value planning for libraries. The Bottom Line: Managing Library Finances, 25(2), 71-88. [on course reserve in library]

Jankowska, M. A., et al. (2010). Sustainability challenge for academic libraries: Planning for the future. College & Research Libraries. 71(2). 160-70.

Sennyey, P., Ross, L., & Mills, C. (2009). Exploring the future of academic libraries: A definitional approach. Journal of Academic Librarianship, 35(3), 252-259.

Staley, D.J., Seaman, S., & Theodore-Shusta, E. (2012) Futuring, strategic planning and shared awareness: An Ohio University Libraries’ Case Study, Journal of Academic Librarianship, 38(1), 1-5.

Vårheim, A., Steinmo, S., & Ide, E. (2008). Do libraries matter?: Public libraries and the creation of social capital. Journal of Documentation. 64(6). 877-892.

Optional readings:

Howard, J. (2010, Oct. 19). 4 very different futures are imagined for research libraries. Chronicle of Higher Education. Retrieved from http://chronicle.com/article/4Very-Different-Futures-Are/125011/?sid=at&utm_source=at&utm_med ium=en See also: The ARL 2030 Scenarios: A User’s Guide for Research Libraries. Washington DC: Association of Research Libraries, 2010, chapter 2, which offers the scenarios. arl-2030-scenarios-users-guide.pdf

Week 4 Sept. 25 Topic: Project Planning Read: Giesecke & McNeil, Chapt. 16

German, L. (2009). No one plans to fail, they fail to plan: The importance of structured project planning. Technicalities, 29(3), 1, 7-9.

Howard, J. (2012, April 22). Debate at NY Public Library raises question: Can off-site storage work for researchers? Chronicle of Higher Education. Retrieved from http://chronicle.com/article/Debate-at-NY-Public-Library-/131615/

Johnson, P. (2008). Planning technical services policies and programs. In Intner, S.S., with Johnson, P. Fundamentals of Technical Services Management, (pp. 35-53). Chicago: American Library Association. [on course reserve in the library]

Pogrebin, R. (2012, Sept. 19). New York Public Library shifts plan for 5th Ave. building. New York Times. Retrieved from http://www.nytimes.com/2012/09/20/books/main-library-revises-storage-plan-for-research-books.ht ml?_r=0

Peltz, J. (2012, Aug. 4). NYPL renovation plan strikes a nerve with novelists, lawsuit delays construction,” Huffington Post. Retrieved from www.huffingtonpost.com/2013/08/01/nypl-renovation_n_3688693.html

Pogrebin, R. (2013, July 10). New York Public Library is sued over book plan. New York Times. Retrieved from http://artsbeat.blogs.nytimes.com/2013/07/10/new-york-public-library-is-sued-over-book-plan/?_r=0

Week 5 Oct. 2. Topic: Marketing

Read: Moran et al., Chapt. 6

Aggerbeck, V.R. (2012). Marketing through the ordinary and the extraordinary. AALL Spectrum, 16(9), 9-11.

Aharony, N. (2010). Librarians’ attitudes towards marketing library services. Journal of Librarianship & Information Science, 41(1), 39-50.

Gall, D. (2012) like a rock star: Using your personal brand to promote your services and reach distant users. Journal of Library Administration, 52(6/7), 549-558.

Martin, C.M. (2012). One-minute video: Marketing your library to faculty. Reference Services Review, 40(4), 589-600.

O’Clair, K. (2012). Sell what they’re buying. College & Research Libraries News, 73(4), 200-201.

Potter, N. (2012). Marketing your library. American Libraries. 43(11/12): 50-52.

Public library marketing: Methods and best practices. Library Journal Marketing Survey 2012. Retrieved from https://s3.amazonaws.com/WebVault/PublicLibraryMarketingRpt2013.pdf

Robinson, C. K. (2012). Peter Drucker on marketing: Application and implications for libraries. The Bottom Line: Managing Library Finances, 25(1), 4-12. [on course reserve in the library]

Week 6 Oct. 9 NO CLASS Paper (Assessing outreach services) due

Week 7, Oct. 16 Topic: Organizational Culture and Organization Models

Read: Moran et al., Chapts. 7, 8, & 9

Association of College and Research Libraries. Standards for faculty status for college and university librarians, Approved by ACRL and ALA, June 2007; revised October 2011. Retrieved from http://www.ala.org/ala/mgrps/divs/acrl/standards/standardsfaculty.cfm

Bolin. M. K. (2008). Librarian status at US research universities: Extending the typology. Journal of Academic Librarianship, 34(5), 416-424.

Budd, J. M. (2012). “Governance” in his The Changing Academic Library: Operations, Culture, Environments (2nd ed.) (pp. 71-102). Chicago: Association for College and Research Libraries. [on course reserve in library]

Coker, C., VanDuinkerken W., & Bales, S. (2010). Seeking full citizenship: A defense of tenure faculty status for librarians. College & Research Libraries, 71(5), 406-420.

Higa, M. L., Bunnett, B., & Maina, B. (2005). Redesigning a library's organizational structure, College & Research Libraries, 66(1): 41-58.

Hoggan, D. B. (2003). Faculty status for librarians in higher education. portal: Libraries and the Academy, 3(3), 431-45.

Jantz, R.C. (2012). A framework for studying organizational innovation in research libraries. College & Research Libraries, 73(6): 525-541.

Katzenbach, J., Steffen, I., & Kronley, C. (2012). Cultural change that sticks. Harvard Business Review 90(7/8), 110-117.

Kurt, L., et al (2010). The power of play: Fostering creativity and innovation in libraries. Journal of Library Innovation, 1(1), 8-23.

Maloney, K., et. al. (2010). Future leaders' views on organizational culture. College & Research Libraries, 71(4), 322-45.

Quinlan, C., & McHarg, H. (2012). The emerging library: Structure, culture, and lessons learned from the dissolution of a combined libraries-IT organization. Journal of Library Administration 52(2), 147-161.

Shepstone. C., & Currie, L. (2008). Transforming the academic library: Creating an organizational culture that fosters staff success. Journal of Academic Librarianship, 34(4), 358-368.

Optional readings:

Beugelsdijk, S., Koen, C., & Noorderhaven, N. (2009). A dyadic approach to the impact of differences in organizational culture on relationship performance. Industrial Marketing Management. 38(3). 312-323.

Cain, M. (2003). The two cultures?: Librarians and technologists. Journal of Academic Librarianship, 29(3), 177-181.

Cronin, B. (2001). The mother of all myths. Library Journal, 126(3), 144.

Fennewald, J. (2008). Research productivity among librarians: Factors leading to publications at Penn State. College & Research Libraries, 69(2), 104-116.

Flaspohler, M. R. (2009). Librarian sabbatical leaves: Do we need to get out more? Journal of Academic Librarianship, 35(2), 152-161.

Ignatius, A. (2006, February 20). In search of the real Google. Time, 167(8), 36-49. Retrieved from http://www.time.com/time/magazine/article/0,9171,1158961,00.html.

Julien, H., & Pecoskie, J. (2009). Librarians' experiences of the teaching role: Grounded in campus relationships. Library and Information Science Research, 31(3), 149-154.

Moran, B. (2005). Continuity and change: The integration of oxford university's libraries. Library Quarterly. 75(3). 262-294.

Wyss, P. A. (2010). Library school faculty member perceptions regarding faculty status for academic librarians. College & Research Libraries, 71(4), 375-388.

Week 8: Oct. 23 Topic: Human Resources: Hiring and Orientation

Read: Moran et al., Chapt. 10 Giesecke & McNeil, Chapts. 6, 7, 8, & 9

Alire, C. A. (2001). Diversity and leadership. Journal of Library Administration, 32(3/4), 99-114.

Association of College and Research Libraries. (2012). Diversity standards: Cultural competency for academic libraries. Retrieved from http://www.ala.org/acrl/standards/diversity

McKay, R. (2006). Inspired hiring: Tools for success in interviewing and hiring library staff. Library Administration & Management, 20(3), 128-30.

Nord, L. (2011). How to hire delightful employees: Role-play has a role. Public Libraries, 50(4), 40-43.

Oder, N. (2009). MLIS: Hire ground? Library Journal, 134(10), 44-46.

Puente, M.A. (2010). Developing a vital workforce. Research Library Issues: A Bimonthly Report from ARL, CNI, and SPARC, 272, 1-6. Retrieved from http://publications.arl.org/rli272/2

Tewell, E.C. (2012). Employment Opportunities for new academic librarians: Assessing the Availability of entry level jobs. portal: Libraries and the Academy 12(4), 407-423.

Towey, C. (2004). Considering attitude and values in hiring public Librarians, Public Libraries, 43(5), 260-261.

Optional Readings:

Bolger, D. F., & Smith, E. T. (2006). Faculty status and rank at liberal arts colleges: An investigation into the correlation among faculty status, professional rights and responsibilities, and overall institutional quality. College & Research Libraries, 67(3), 217-29.

Choi, Y., & Rasmussen, E. (2009). What qualifications and skills are important for digital librarian positions in academic libraries? A job advertisement analysis. Journal of Academic Librarianship, 35(5), 457-467.

Partridge, H., et al. (2010). The contemporary librarian: Skills, knowledge, and attributes required in a world of emerging technologies. Library and Information Science Research, 32(4), 265-271.

Week 9: Oct. 30 Topic: Human Resources: Performance Appraisal and Performance Management

Read: Moran et al., Chapts. 11 & 12 Giesecke & McNeil, Chapts. 11 & 15

Bartolomé, F., & Weeks, J. (2007). Find the gold in toxic feedback. Harvard Business Review, 85(4), 24-26

Pfeffer, J. (2009). The trouble with performance reviews. Business Week. Retrieved from http://www.businessweek.com/managing/content/jun2009/ca20090630_570973.htm

Reh, F. J. (2009). Dealing with difficult employees. About.com Management. Retrieved from http://management.about.com/od/employeemotivation/a/DifficultEE0605.htm

Ritchie, S., & O’Malley, A. (2009). The Role of emotional labor in performance appraisal: Are supervisors getting into the act? Academy of Management Proceedings, 1-6.

Schraeder, M., & Simpson, J. (2006), How similarity and liking affect performance appraisals. Journal for Quality & Participation, 29(1), 34-40.

Silverman, S. B., Pogson, C. E., & Cober, A. B. (2005). When employees at work don't get it: A model for enhancing individual employee change in response to performance feedback. Academy of Management Executive. 19(2), 135-147.

Skinner, J. & Green, R. (2010, June). Making the grade: The elements of an effective performance appraisal. Retrieved from http://ala-apa.org/newsletter/2010/06/08/hr-practice/

Wesley, T. L. & Campbell, N. F. (2010). Professional librarian performance review: A redesign model. Library Leadership & Management, 24(1), 12-17.

Optional Readings:

Boyd, M. (2005). Juanita’s paintings: A manager’s personal ethics and performance reviews. Library Administration and Management 19(1), 31-35.

Kalleberg, A. L. (2008). The mismatched worker: when people don’t fit their jobs. Academy of Management Perspectives, 22(1), 24-40. .

Krattenmaker, T. (2009). Appraising employee performance in a downsized environment. Harvard Management Update, 14(5), 3-5.

Manzoni, J.F., & Barsoux, J.L. (1998). The set-up-to-fail syndrome. Harvard Business Review, 76(2), 101-113.

Williams, J. F. (2001). Leadership evaluation and assessment. Journal of Library Administration, 32(3/4), 153-176.

Week 10: Nov. 6 Topic: Facilities

Read: Moran et al., Chapt. 5 Giesecke & McNeil, Chapt. 13

Bell, M., Strunk, S. (2011). Ten timely tips for a successful renovation or construction project. ILA Reporter, 29(1). Retrieved from http://www.ila.org/pdf/0111pg18-21.pdf

Hobbs, K., Klare, D. (2010) User driven design: using ethnographic techniques to plan student study space. Technical Services Quarterly, 27(4), 347-464.

Holdlerman, S. (2012) Be prepared: Writing a practical disaster manual. Library Leadership and Management 26(2), 1-6.

Rosenblum, L. (2010). How to thrive by design in tough times: A low-cost library makeover can turn newbie visitors into hardcore patrons. American Libraries 41(1/2), 40-43.

Szuwalski, Eura. (2013). Your usable library: Creating an accessible space in the real and virtual world. ALKI 30(2). Retrieved from www.wla.org/assets/Alki/alki%20july%2013%20final.pdf.

Swannwald, W.W. (2007). Designing libraries for customers. Library Administration and Management, 21(3), 131-138.

Supplemental Readings:

Association of College and Research Libraries and Library Leadership and Management Association. Academic library building design: Resources for planning. Retrieved from http://wikis.ala.org/acrl/index.php/ACRL/LLAMA_Guide_for_Architects_and_Librarians

Week 11: Nov. 13 Topic: Fiscal Responsibilities and Library Development

Read: Moran et al., Chapts. 19 & 20 Giesecke & McNeil Chapt. 12

Berry, J. N. (2002, May 1). Editorial – Don’t let government off the hook: Libraries are still, and should be, dependent on taxes. Library Journal, 127(8), 8.

Dewey, B. I. (2006). Fund-raising for large public university libraries: margin for excellence. Library Administration & Management, 20(1), 5-11.

Hickey, K. D. (2001). Financial resources and what leaders should know. Journal of Library Administration, 32(3/4), 85-97.

Hughes, S. (2010). On the offensive. Library Journal, 135(5), 21.

Hall, S. (2013).The Power of planning: Fundraising beyond book sales presents innovative fundraising strategies for public libraries. Public Libraries, 52(3), 16-18.

Hopper, Lyn. (2013). Planning to thrive: Sustainable public libraries. Public Libraries 52(3), 26-28.

Price, L. (2012). How to ask me for money. Public Libraries, 51 (6), 17-19.

Priestly, B. (2008). An argument on why the city should contribute to the library budget in a means similar to corporate funding of R&D. Library Administration & Management, 22(3), 125-129.

Regazzi, J. (2012). Comparing academic library spending with public libraries, public K-12 schools, higher education public institutions, and public hospitals between 1998-2008. Journal of Academic Librarianship 38(4), 205-216.

Rodger, E. J. (2009). Public libraries: Necessities or amenities? American Libraries. 40(8/9), 46-8.

Rooks, D. C. (2007). Fund raising: Random ramblings: Seek professional help. Journal of Academic Librarianship, 33(2), 292-293.

Optional Readings:

Johnson, C. (2010). Do public libraries contribute to social capital?: A preliminary investigation into the relationship. Library and Information Science Research. 32(2). 147-155.

Week 12: Nov. 20 Topic: Organizational communication; Conflict management

Read: Moran et al., Chapt. 16 Giesecke & McNeil Chapt. 3

Effective organizational communication: A competitive advantage (2008). HR Magazine, 53(12), 1-9.

An exploration of the working relationship between systems/IT and reference/information services staff in an academic library setting (2007). Reference & User Services Quarterly, 46(4), 37-48.

Conger, J.A. (1998) The necessary art of persuasion. Harvard Business Review 56(3), 84-95.

Desivilya, H. S., & Yagil, D. (2005). The role of emotions in conflict management: The case of work teams. The International Journal of Conflict Management, 16(1), 55-69.

Detert, J., Burris, E., & Harrison, D. (2010). Debunking for myths about employee silence. Harvard Business Review, 88(6), 26.

Groysberg, B., & Slind, M. (2012). Leadership is a conversation. Harvard Business Review 90(6), 76-84.

O'Toole, J., & Bennis, W. (2009). What’s needed next: A culture of candor. Harvard Business Review, 87(6). 54-61.

**Nov. 27**Thanksgiving Break—no class

Week 13: Dec. 4 Topic: Evaluation

Read: Moran et al., Chapt. 18

Association of College & Research Libraries. (Oct. 2011). Standards for libraries in higher education. Retrieved from http://www.ala.org/ala/mgrps/divs/acrl/standards/standardslibraries

Bielavitz, T. (2010). The balanced scorecard: A systemic model for evaluation and assessment of learning outcomes?. Evidence Based Library & Information Practice, 5(2), 35-46.

Johnson, C. (2012). How do public libraries create social capital? An analysis of interactions between library staff and patrons. Library and Information Science Research 34(1), 52-62.

Lewin, H.S., & Passonneau, S.N. (2012). An analysis of academic research libraries assessment data: A look at professional models and benchmarking data. Journal of Academic Librarianship 38(2), 85-93.

Saunders, E. S. (2007). The LibQual+ Phenomenon: Who Judges Quality? Reference & User Services Quarterly. 47(1). 21-24.

Taylor, M., & Heath, F. (2012). Assessment and continuous planning: The key to transformation at the University of Texas Libraries. Journal of Library Administration, 52(5), 424-435.

Vakkari, P., & Serola, S. (2012). Perceived outcomes of public libraries. Library and Information Science Research, 34(1), 37-44.

Optional Readings:

Garibay, C. et al. (2010). Evaluation of a by means of quality function deployment (QFD) and the Kano model. Journal of Academic Librarianship, 36(2), 125-32.

Harer, J. B., & Cole, B. R. (2005). The Importance of the stakeholder in performance measurement: Critical processes and performance measures for assessing and improving academic library services and programs. College & Research Libraries, 66(2), 149-70.

Nitecki, D., & Hernon, P. (2000). Measuring service quality at Yale University’s libraries. Journal of Academic Librarianship, 26(4): 259-273.

Sutton, L., Bazirjian, R., & Zerwas, S. (2009). Library service perceptions: A study of two universities. College & Research Libraries, 70(5), 474-95.

Week 14: Dec. 11 Topic: Motivation; Ethics

Read: Moran et al., Chapts. 13, 15 Giesecke & McNeil, Chapt. 4

Barsh, A., & Lisewski, A. (2008). Library managers and ethical leadership: A survey of current from the perspective of business ethics. Journal of Library Administration, 47(3), 27-67.

Gentile, M. C. (2010), Keeping your colleagues honest. Harvard Business Review, 88(3), 114-117.

Landes, L. (2006). Getting the best out of people in the workplace. Journal for Quality & Participation, 29(4), 27-29.

Motivation in today's workplace: The link to performance (2010).HR Magazine, 55(7). 1-9.

Nicholson, N. (2003), How to motivate your problem people. Harvard Business Review, 81(1), 57-65.

Nohria, N., Groysberg, B., & Lee, L. (2008). Employee motivation: A powerful new model. Harvard Business Review, 86(7/8), 78-84.

Smith, S. & Galbraith, Q. (2012). Motivating millennials: Improving practices in recruiting, retaining and motivating. Journal of Academic Librarianship 38(3), 135-144.

Optional Readings:

German, L. (2011). Making it real: The challenges and responsibilities of being an “acting head.” Technicalities, 31(1), 1, 6-7.

Johnson, R., Chang, C., & Yang, L. (2010). Commitment and motivation at work: The relevance of employee identity and regulatory focus. Academy of Management Review, 35(2), 226-245.

LaGuardi, C. (2012). Library managers and administrators, part 1: Who would be a middle manager? LibraryJournal. Retrieved from http://lj.libraryjournal.com/2012/10/opinion/not-dead-yet/library-managers-and-administrators-part-1 -who-would-be-a-middle-manager-not-dead-yet AND Library managers and administrators, part 2: Library administration: Straight, no chaser. LibraryJournal. Retrieved from http://lj.libraryjournal.com/2012/10/opinion/not-dead-yet/library-managers-and-administrators-part-2 -library-administration-straight-no-chaser-not-dead-yet

Thomas, T., Schermerhorn Jr., J. R., & Dienhart, J. W. (2004). Strategic leadership of ethical behavior in business. Academy of Management Executive, 18(2), 56-66.

Week 15: Dec. 18 Topic: Management and Leadership; Course Wrap-up and Evaluation

Read: Moran et al., Chapts. 14 & 21

Abbasi, S.M., Hollman, K.W., & Hayes, R.D. (2008). Bad bosses and how not to be one. Information Management Journal, 42(1), 52-56.

Allner, I. (2008). Managerial leadership in academic libraries: Roadblocks to success. Library Administration & Management, 22(2), 69-78.

Cawthorne, J. (2010). Leading from the middle of the organization: An examination of shared leadership in academic libraries. Journal of Academic Librarianship, 36(2), 151-157.

German, L. (2013). Demonstrating attributes of leadership. Technicalities 33(2): 1, 6-7. [if not yet available via the full text Library Literature, use copy on course reserves in the library]

Goleman, D., & Boyatzis, R. (2008). Social intelligence and the biology of leadership. Harvard Business Review, 86(9), 74-81.

Watkins, M. (2012). How managers become leaders. Harvard Business Review, 90(6), 64-72.

Zaleznik, A. (2004). Managers and leaders: Are they different? Harvard Business Review, 82(1), 74-81.

Option Readings:

Amabile, T. M., & Khaire, M. (2008). Creativity and the role of the leader. Harvard Business Review, 86(10), 100-109. Drucker, P. (2005). Managing oneself. Harvard Business Review, 83(1),100-109.

Giesecke & McNeil, chapt. 17

Jones, G. (2008). How the best of the best get better and better. Harvard Business Review, 86(6), 123-127.

Martin, R. (2007). How successful leaders think. Harvard Business Review, 85(6), 60-67.

McGowan, J.J. (2007). Swimming with the sharks: Perspectives on professional risk taking. Journal of the Association. 95(1), 104-113.

Morriss, A., Ely, R.G., & Frei, F.X. (2011). Harvard Business Review, 891/2), 160-163.

Neilsen, E.H., & Gypen, J. (1989).The subordinate’s predicaments. Harvard Business Review 57(5), 133-140.

Ready, D.A., Conger, J.A., & Hill, L.A. (2010) Are you a high potential? Harvard Business Review, 88(6), 78-84.