University of MarylandCollege of Information Studies

Achieving Organizational Excellence

LBSC 631 ML 02

Fall 2019

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.

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-support@umd.edu. 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. It will also help you plan your work during the course, e.g., which weekly assignments to submit and which online discussions you want to join.

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.

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 bdearsty@umd.edu

Submitting assignments. Please submit all assignments using the assignments tool in ELMS. Please do not submit as an e-mail attachment. 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 7.

Online 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. 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 7.

Readings

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. Two 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. Used copies are fine.

G. Edward Evans and Camila A. Alire, Management Basics for Information Professionals. Chicago: Neal-Schuman, 2013. (Often, starting with the "Key Points to Remember" at the end of each chapter can be helpful.)

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

Articles. Articles are available online and can be accessed via the University Library's Database Finder. These databases may be particularly helpful: ArticleFirst, Academic Search Ultimate, Business Source Complete, Education Source, Google Scholar, JSTOR, Library and Information Science Source and PsycINFO.

The University Library has developed a site on Research Guides for Information Studies Students (https://lib.guides.umd.edu/information_studies) which may be useful.

Rachel Gammons is our contact at the Library. Please contact her if you have any questions: rgammons@umd.edu

If you have any other questions or problems, please contact the University Library. A good place to start is their "Contact Us" page (https://www.lib.umd.edu/about/contact-us)

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.

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. A few items are included in the "Files" section of the course website. Other items are available online by clicking on the URL provided in the syllabus.

Assignments

Two types of written 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.

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.

Please also read the assigned readings each week.

There are two types of weekly written assignments – 3 short written essays and 4 online discussions.

Three written essays (recommended 5-8 pages double spaced).

There are written assignments for most of the units, but please note that you need to submit only 3. 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 three 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.

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

Please submit in Word if possible. 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 three 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 three units that have discussions (Unit 2, 3 or 5). This ensures that everyone gets involved in the discussions early in the course.

For each of the four units you select, you need to post at least three time, following the requirements in the document Guidelines for Online Discussions on the course web site.

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

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

As noted above, I will e-mail you comments and a grade for each assignment. The ELMS Gradebook is not being used in this course.

2. Research paper on a management 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 libraries or related 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 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 work situation or 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 additional suggestions.

Please send me a research paper proposal by ELMS e-mail by September 14. 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 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 November 30. 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, the grade 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 26 - August 31

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

Readings: Please read:

American Library Association, The State of America's Libraries 2019 http://www.ala.org/news/state-americas-libraries-report-2019

And any of the following that are of interest

Aspen Institute, Rising to the Challenge: Re-envisioning Public Libraries. https://csreports.aspeninstitute.org/Dialogue-on-Public-Libraries/2014/report. There are several other items on this website that may be of interest: http://www.libraryvision.org

Association of College & Research Libraries, Environmental Scan 2019 . http://www.ala.org/acrl/sites/ala.org.acrl/files/content/publications/whitepapers/EnvironmentalScan2019.pdf

Iron Mountain, Seizing the Information Advantage. 2015. https://www.ironmountain.com/resources/whitepapers/s/seizing-the-information-advantage. (Please note: you will need to register with Iron Mountain to download this report.)

OCLC, University Futures, Library Futures: Aligning Library Strategies With Institutional Directions. 2018. (https://www.oclc.org/content/dam/research/publications/2018/oclcresearch-university-futures-library-futures-a4.pdf)

Pew Internet and American Life Project, The Information Needs of Citizens: Where Libraries Fit In. 2018. (http://www.pewinternet.org/2018/04/09/the-information-needs-of-citizens-where-libraries-fit-in/

Council on Library and Information Resources, A Splendid Torch: Learning and Teaching in Today's Academic Libraries. 2017. https://www.clir.org/pubs/reports/pub174

Forrester Research and ARMA International, The Next Frontier for RIM Pros. 2017. (https://cdn.ymaws.com/www.arma.org/resource/resmgr/files/WhoWeAre/SurveyReports/the_next_frontier_for_rim_pr.pdf)

Written assignment: None this week

Online discussion: None this week

Unit 2. Leadership and Management Responsibilities September 1-7

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

Readings: Please read:

Evans and Alire, Management Basics for Information Professionals, chs. 1 and 13

And any two of the following:

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

Maggie Farrell, "Leadership Reflections: Leadership Paradoxes," Journal of Library Administration 58 (February/March 2018), 166-173.

Maggie Farrell, "Leadership Reflections: Extrovert and Introvert Leaders,"Journal of Library Administration, 57 (2017), 436-443

Simon P. Funge et al, "Dropped in Without a Parachute: Library Managers' Supervisory Experiences," Journal of Library Administration, 57 (October 2017), 723–741.

Diane Klare, "The Accidental Director: Critical Skills in Academic Library Leadership." Library Leadership and Management 31 (2017), 1-11.

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

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

James M. Matarazzo and Toby Pearlstein, "Leadership in Disruptive Times," IFLA Journal 42 (October 2016), 162-178.

Paul J.H. Schoemaker et al., "Strategic Leadership: The Essential Skills," Harvard Business Review 91 (January/February 2013), 154-165.

Gavin J. Woltjer, "You're a Library Director, Now What?," PNLA Quarterly 82 (2018), 19-25.

Written assignment (due Saturday, September 7, 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 1-7): 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 and Diversity September 8-14

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

Readings:

Please read:

Evans and Alire, Management Basics for Information Professionals, ch. 15

And any four of the following:

American Library Association, Strategic Planning for Diversity (http://www.ala.org/advocacy/diversity/workplace/diversityplanning)

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

Cathleen Clerkin, What Women Want - And Why You Want Women -- in the Workplace (2017) (https://www.ccl.org/wp-content/uploads/2017/07/WhatWomenWant.FINAL_.pdf)

Shelley Correll, "Creating a Level Playing Field" (video) StanfordVMWare Women's Leadership Innovation Lab. https://womensleadership.stanford.edu/level

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

Maggie Farrell, "Leadership and Social Justice," Journal of Library Administration 56 (August/September 2016), 722-730.

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

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

Sally Helgesen, "How Women Can Succeed By Rethinking Old Habits". Strategy+Business. Summer 2018. (https://www.strategy-business.com/article/How-Women-Can-Succeed-by-Rethinking-Old-Habits)

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

Hermenia Ibarra, "Building Effective Networks," (video). StanfordVMWare Women's Leadership Innovation Lab. https://womensleadership.stanford.edu/building-effective-networks

Sarah Larsen, "Diversity in Public Libraries: Strategies for Achieving a More Representative Workforce," Public Libraries 56 (May/June 2017), 32-36.

Kate Lechtenberg and Jeanne Phillips, "Speaking Up for Equity Takes Courage--But the Standards Have Your Back," Knowledge Quest 46 (May/June 2018), 56-63

Emmett Lombard, "Gender and Leadership in Academic Libraries," Journal of Academic Librarianship 44 (March 2018), 226-230.

Mark Winston, "Diversity: The Importance of Access to Information and Political Literacy," Journal of Information Ethics 23 (Spring 2014), 83-100.

Joan C. Williams, "What Works for Women at Work" (Video) Stanford VM Ware Women's Leadership Innovation Lab. (https://womensleadership.stanford.edu/whatworks)

Written assignment (due Saturday, September 14,midnight): Several of the articles in this unit 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 8-14): 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 15-21

Lecture notes: None this week

Readings:

Please read:

Evans and Alire, Management Basics for Information Professionals, ch. 2

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 Bieraugel, "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

Bruce W. Dearstyne, "Achieving Nimble RIM Programs Through Agile Methodology," Information Management Journal 52 (July/August 2018), 26-3l.

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

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

Ronald C. Jantz, "Creating the Innovative Library: Escaping the Iron Cage Through Innovative Management," New Review of Academic Librarianship 23 (October-December 2017), 323-328.

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

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 21, midnight): In this unit, Bierarguel, Blank, Dearstyne, Mathews, and Furr/Dyer in particular explore methodologies for changing program services, extending the program into new areas, and changing its character and services. Please identify what you regard as the most viable strategies and indicate why you feel they are the most viable.

Online discussion: None this week.

Unit 5. High Performance Organizations Sept. 22-28

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

Readings:

Please read

Evans and Alire, Management Basics for Information Professionals, ch. 9

And 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.

Cyril Bouquet et al., "Bring Your Breakthrough Ideas to Life," Harvard Business Review 96 (December 2018), 102-113

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

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

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

Paul J.H. Schoemaker et al.,"Innovation, Dynamic Capabilities, and Leadership," California Management Review 61 (October 2018), 15-42.

Written assignment (Due Saturday, September 28, midnight): Your choice of a topic. It can be anything related to the management of library and related programs, but must be different from the other written assignments and your research paper. It needs to be based on appropriate sources beyond those in the syllabus. Approximately 5-8 pages, similar to the length of the other written assignments. You do not need my approval beforehand.

Online discussion (September 22-28) : 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?

Unit 6. Issues in Personnel Management Sept. 29-October 5

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

Readings:

Evans and Alire, Management Basics for Information Professionals, ch. 16.

And any three of the following:

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

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

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

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

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)

Written assignment: None this week

Online discussion (September 29-October 5). Management expert Bruce Tulgan (http://rainmakerthinking.com/blog) in his book It's OK to Be the Boss and other writings contends that there is too much "undermanagement" -- managers setting general expectations but stepping back and deferring to employees to figure out how to get things done. Management expert Gary Hamel (http://www.garyhamel.com) leans in the opposite direction, arguing that the main problem these days is too much bureaucracy, red tape, overly-close supervision, second-guessing, etc. More information is available on their respective websites. Which one seems closer to being valid, and why? Or if they both seem off the mark, why is that so? What are the implications for library management?

Unit 7. Managing Program Personnel October 6 - 12

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

Readings:

Evans and Alire, Management Basics for Information Professionals, chs. 12 and 14

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), 33-37.

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

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

Written assignment (due Saturday, October 12, 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 13-19

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

Readings:

Evans and Alire, Management Basics for Information Professionals, chs. 7,8.

Bruce W. Dearstyne, "Effective Decision Making," in Managing Records and Information Programs, Ch.10 (In the Files section of the course website).

And any two of the following:

Warren Bennis et al, “Creating a Transparent Culture,” Leader-to-Leader 50 (Fall 2008) , 21-27.

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

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

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 13-19): 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 20-26

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:

Evans and Alire, Management Basics for Information Professionals, ch. 4

Bruce W. Dearstyne, "Strategic Planning and Program Development," Chapter 4 of Managing Records and Information Programs (in the Files section on the course website)

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.

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

Robert Fox and Bruce Keisling, "Build Your Program By Building Your Team: Inclusively Transforming Services, Staffing and Spaces," Journal of Library Administration 56 (July 2016), 526-539.

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 (2017), 1-18.

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 (Due Saturday, October 26, midnight). One of the outstanding features of strategic plans should be strategies. Based on your reflective reading of the sources, your review of the plans at the end of this unit's lecture notes, and any other plans that you identify as a good model, please indicate how you would define the term/concept strategy and identify and discuss the most important strategies that are set forth in these plans.

Online discussion (October 20-26): Please discuss the best approaches to the process of strategic planning for a library or related 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?

Unit 10. Information Technology in a Program Setting October 27-November 2

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. 1-11,16,17.

Written assignment (due Saturday, November 2, 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. Libraries and Social Media November 3-9

Lecture notes: None this week.

Readings: Please read any four of the following:

American Library Association, "Social Media Guidelines for Public and Academic Libraries," 2018. http://www.ala.org/advocacy/intfreedom/socialmediaguidelines

H. Frank Cervone, "Evaluating Social Media Presence," Digital Library Perspectives. 33 (2017), 2-7.

Michael A. Crumpton and Philip B. White, (2016) "Connecting Real Learning with Social Media ROI", The Bottom Line, 29 (2016), 2-11.

Ilka Datig, "Revitalizing Library Websites and Social Media with Content Strategy," Journal of Electronic Resources Librarianship 30 (April/June 2018), 63-69.

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

Heather Howard et al, "American Libraries on Social Media: Finding Students the Information They Want," Information Technology and Libraries, 37 (March 2018), 8-18.

Quy Huy and Andrew Shipilov, "The Key to Social Media Success Within Organizations," Sloan Management Review 54 (Fall 2012), 73-81.(https://sloanreview.mit.edu/files/2012/09/735298261f.pdf)

David Lee King, "Landscape of Social Media for Libraries," Library Technology Reports, 51 (January 2015), 10-15.

Jennifer Joe Wright, "Assessment of Social Media in Libraries: Guidelines for Administrators," Journal of Library Administration 55 (November/December 2015), 667-680.

Scott H.W. Young and Doralyn Rossman, "Building Library Community Through Social Media," Information Technology & Libraries 34 (March 2015), 20-37.

Written assignment (due Saturday, November 9, midnight): What are the most important approaches that library directors should use in planning, managing, and assessing the effectiveness of, social media?

Online discussion : None this week

Unit 12. Managing Financial Resources November 10-16

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

Readings:Evans and Alire, Management Basics for Information Professionals, ch. 17.

American Library Association, "Budget in the Crosshairs? Navigating a Challenging Budget Year" (http://www.ala.org/advocacy/navigating-challenging-budget-year-budget-crosshairs)

And any two of the following:

Douglas Crane, "Efficient Librarianship: A New Path for the Profession," Public Libraries 56 (November/December 2017), 29-34..

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

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

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.

Brent S. Roberts and Cheryl L. Hoover, "Waging a Successful Library Funding Campaign: a Case Study," Library Management, 35 (2014), 164-174

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

Luther Cottrell Terrance,"Strategic Budgeting Instead of Strategic Planning," The Bottom Line, 27 (2014), 49-53

Written Assignment: None this week.

Online discussion (November 10-16): Libraries and other information programs often face budget and resource challenges in challenging economic times. Please discuss any or all of the following:

How to develop 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.

Crafting budget presentations to make the strongest case for your budget request

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

Unit 13. Marketing and Advocacy November 17-23

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

Readings:

Please read the following:

American Library Association, A Power Guide for Successful Advocacy. 2013 (http://www.ala.org/united/sites/ala.org.united/files/content/powerguide/united-power-guide.pdf)

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

Evans and Alire, Management Basics for Information Professionals, Chapter 11.

Paul T. Jaeger et al., "Waking Up to Advocacy in a New Political Reality for Libraries," Library Quarterly 87 (2017), 350-368.

Please read or peruse any of the following that may be of interest:

American Library Association, Media Relations Handbook for Libraries (http://www.ala.org/advocacy/advleg/publicawareness/campaign%40yourlibrary/prtools/handbook)

American Library Association, United for Libraries. Materials on the web site beyond the Power Guide. (http://www.ala.org/united/powerguide)

American Library Association, Libraries Transform -- Why Libraries are Transforming (http://www.ilovelibraries.org/librariestransform)

Association of College and Research Libraries, Academic Library Impact: Improving Practice and Essential Areas to Research. 2017. (http://www.ala.org/acrl/sites/ala.org.acrl/files/content/publications/whitepapers/academiclib.pdf

Association of College and Research Libraries, Libraries Transform Toolkit (http://acrl.libguides.com/transform/introduction)

Written Assignment: None this week.

Online discussion (November 17-23): What are the best strategies for advocating for information programs, and what are the best themes or messages to emphasize?

November 24-30. Thanksgiving Break. Enjoy!

Unit 14. The Future of Libraries December 1-7

Lecture notes: None this week

Please take a look at the following:

ALA's Center for the Future of Libraries -- The Library of the Future, particularly the Trends. http://www.ala.org/tools/future

Written assignment: None this week

Online discussion (December 1-7). Looking back to the issues in Unit 1, the intervening 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?

8/8/2019