LIBR 282-10
Seminar in Library Mangement
Human Resources Management
(Executive MLIS)
Summer 2008 Greensheet
Dr. Ken Haycock, Professor
E-mail
Office Location: Clark Hall 417C
Office Phone: 408.924.2491
| Greensheet Links Textbooks and Readings Course Requirements |
Resources Blackboard Blackboard Tutorials SLIS eBookstore |
This course has a Blackboard site. Students are expected to enroll and participate in Blackboard for the entire term. The SLIS enrolls Executive program students for this particular course.
Course Description
An examination of the connections between theory and best practices in strategic human resources management and organizational effectiveness. Topics include building human capital, job analysis, compensation, labor relations and contracts, screening, change management, staff development, supervision, appraisal and succession management.
Course Prerequisites: LIBR 200; LIBR 204
Course Objectives
Student Learning Outcomes
At the completion of the course, students will be able to:
- analyze of the complexity of human resources issues in libraries, information organizations and the larger agencies in which they operate (assignments: strategic review, seminar leadership and contribution; research paper/case study);
- compare the options and opportunities for building high performing organizations through human capital (assignments: seminar contribution);
- apply research-based best practices to each component of the staffing and performance equation (assignments: seminar contribution; research paper/case study)
- use a range of models and approaches to solve human resources problems (assignments: seminar leadership and contribution);
- identify viable alternative solutions and actions and recognize the consequence of their implementation (assignments: seminar leadership and contribution; research paper/case study);
- articulate the need for congruence between and among organizational elements in order to affect individual and organizational performance (assignments: strategic review; seminar contribution, research paper/case study).
LIBR 282 supports the following SLIS Core Competencies:
- apply the fundamental principles of planning, management and marketing/advocacy;
- understand the system of standards and methods used to control and create information structures and apply basic principles involved in the organization and representation of knowledge;
- demonstrate oral and written communication skills necessary for group work, collaborations and professional level presentations.
In addition, this section supports the following SLIS Core Competencies:
- design training programs based on appropriate learning principles and theories;
- understand the nature of research, research methods and research findings; retrieve, evaluate, and synthesize scholarly and professional literature for informed decision-making by specific client groups;
- evaluate programs and services on specified criteria;
Textbooks and Readings
Required Texts and Readings
- Pfeffer, J. (1998). The human equation: Building profits by putting people first. Boston, MA: Harvard Business School Press.
Come prepared to discuss this text the first day.
Required readings will also be assigned to you prior to each class.
Recommended Texts and Readings
You are expected to read and review two general texts in strategic human resources management prior to the commencement of the first on-site class. These are examples only; please feel free to choose other titles:
- Ulrich, D. & Brockbank, W. (2005). The HR Value proposition. Boston: Harvard Business School Press.
- Armstrong, M. (2000). Strategic human resources management: A guide to action (2nd ed.) London: Kogan Page.
- Belcourt, M. & McBey, K. (2000). Strategic human resources planning. Scarborough, Ontario: Nelson Thompson.
You may choose any two titles but they must meet two criteria: an emphasis on human resources generally (not one element such as appraisal) and an emphasis on strategic management (not simply an overview or handbook).
Texts are available through the SLIS eBookstore.
Course Requirements
Format of the Course
The course is based on the following principles of learning:
- learning requires the active participation of the student;
- people learn in a variety of ways and at different rates;
- learning is both an individual and a group process.
Consequently, a variety of strategies are used and group and individual responsibility are incorporated.
You will engage in several types of learning activities:
- to increase your awareness and broaden your understanding of the principles and theories underlying strategic human resources management;
- to provide you with opportunities to develop the reflective practitioner stance of the professional;
- to enable you to examine, discuss and reflect upon theory and applications, as well as personal beliefs;
- to encourage you to engage in focused experiences;
- to develop and hone presentation skills essential to professional and staff development.
Assignments
- Strategic Human Resources Management Review
You are expected to read and review two general texts on strategic human resources management. You will post your 2,000 word review to the Blackboard site by June 30th. The review will be assessed based on synthesis of content, analysis of issues and written expression. The review is to be comparative and evaluative, not two separate reviews. - Graduate Research Seminar Content and Leadership
Each student will lead a seminar in a given content areas.
The student will work with the instructor to ensure that the key elements of the area will be covered. The student will assign required readings in advance of the seminar and prepare and lead the seminar discussion. This is a seminar, not a presentation alone. This is a graduate research seminar, not solely a sharing of personal experiences but more a contribution to the discussion of research and evidence from each class member’s readings.
A PowerPoint outline will be provided to the instructor by July 4th to ensure coverage of key points and a guided discussion, including the advanced readings to be assigned to the class; a meeting will be held with the instructor the day before the seminar to review content, criteria and proposed presentation. The PowerPoint will not be presented in full form, if at all, in class but may be used by the student leader as a guide. - Research Paper/Case Study
A research paper of approximately 5,000 words on one in-depth selected topic approved by the instructor will be submitted by the specified date. The paper will take the form of an article submitted to a specific and appropriate peer-reviewed journal in the field. Alternately, the student may prepare a case study comparing human resources management practices in his or her own organization with the research-based best practices presented in the class. Research citations are required in each case. - Seminar Participation
Each student will come to class having read the assigned readings and prepared to discuss the assigned topic. Assessment of participation will be determined by the extent and level of thoughtful questions, useful examples, and extensions from research studies you have read on your own. Feedback will be provided during the on-site session to students encountering mid-term difficulties.
You will also be expected to assess a colleague’s seminar against established criteria.
At the end of this graduate course, you should have learned as much or more direct content from your readings and colleagues as you did from the instructor who orchestrated the learning through course design, advising and evaluative feedback.
Course Calendar
All subject to change with fair notice.
| Class | Topic | July | Day, Time | Lead |
| 1 | Introduction/Strategic HR Management | 07/07 | Monday, 9-12 | KH |
| 2 | Human Capital and Performance | 07/07 | Monday, 2-5 | KH |
| 3 | Position Profiles and Job Analysis | 07/08 | Tuesday, 9-12 | CC |
| 4 | Salary and Compensation | 07/08 | Tuesday, 2-5 | TC |
| 5 | Labor Relations and Contracts | 07/09 | Wednesday, 9-12 | JC |
| 6 | Selection Processes and Performance Predictors | 07/09 | Wednesday, 2-5 | KD |
| 7 | Managing Transitions and Change | 07/10 | Thursday, 9-12 | JD |
| 8 | Staff Development and Training | 07/10 | Thursday, 2-5 | JD |
| 9 | Models of Supervision and Communication | 07/11 | Friday, 9-12 | JO |
| 10 | Performance Appraisal | 07/11 | Friday, 2-5 | JR |
| 11 | Succession Management | 07/12 | Saturday, 9-12 | JS |
| 13 | Current Trends and Issues | 07/12 | Saturday, 2-5 | DW |
| 14 | Celebration Dinner/Guest Speaker | 07/12 | Saturday, 7-10 | KH |
Grading Scale
The standard SJSU SLIS Grading Scale is utilized for all SLIS courses:
| 97-100 | A |
| 94-96 | A- |
| 91-93 | B+ |
| 88-90 | B |
| 85-87 | B- |
| 82-84 | C+ |
| 79-81 | C |
| 76-78 | C- |
| 73-75 | D+ |
| 70-72 | D |
| 67-69 | D- |
| Below 67 | F |
In order to provide consistent guidelines for assessment for graduate level work in the School, these terms are applied to letter grades:
- C represents Adequate work; a grade of "C" counts for credit for the course;
- B represents Good work; a grade of "B" clearly meets the standards for graduate level work;
- A represents Exceptional work; a grade of "A" will be assigned for outstanding work only.
Students are advised that it is their responsibility to maintain a Grade Point Average (GPA) of 3.0.
Grading
| Assignment | Due Date | Weighting |
| Strategic (Book) Review | June 30 | 20% |
| Seminar Content and Leadership | July 7-12 | 30% |
| Research Paper/Case Study | August 01 | 30% |
| Seminar Contribution | Throughout course | 20% |
Late Assignments
Each assignment is required by the due date. Late assignments will not be accepted as successive work and participation is contingent on their completion.
Written & Spoken English Requirement
Written and spoken work will meet standards for graduate level performance or may result in a lower mark if it is, in the opinion of the instructor, deficient in English.
Other Relevant Information
- Attendance
Regular attendance is expected of students in all their classes (including lectures, seminars, electronic discussions, etc.). Please be present and on time for class or inform the instructor in advance (cell 408.207.8123), as you would any supervisor in a workplace; as there is no final examination, absence from two or more classes may make it difficult for you to succeed. - Evaluation
Evaluation is based on assignments; peer and instructor evaluations are included.
Evaluation is an ongoing process. All completed work will be assessed for evaluative feedback. An important part of this process is the strengthening of your own self-evaluation skills—learning the process of critical, non-defensive scrutiny of your own performance. It is anticipated that students will devote the equivalent of a minimum of twelve hours per week for the fifteen week term on average to this course; that is a total of 180 hours.
Should the course requirements or grading practices appear unclear or inconsistent, it is your right and responsibility to seek clarification from the instructor. - Other
The class for this course is a "laptop-free" zone.
We will be a small group in a small board room. Your full attention is required.
Academic Integrity
Your own commitment to learning, as evidenced by your enrollment at San José State University, and the University's Academic Integrity Policy requires you to be honest in all your academic course work. Faculty members are required to report all infractions to the Office of Student Conduct and Ethical Development. The policy on academic integrity can be found at http://sa.sjsu.edu/student_conduct.
Reasonable Accommodation of Disabilities
If you need course adaptations or accommodations because of a disability,
please e-mail me as soon as possible. Presidential Directive 97-03 requires
that students with disabilities register with the Disability Resource Center
(DRC) to establish record of their disability.
No matter where students reside, they should contact the SJSU DRC to register. The DRC Web site: http://www.drc.sjsu.edu/
One Washington Square - San José, California USA, 95192-0029
Phone: 408-924-2490
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