College and Research Libraries DUANE E. WEBSTER The Management Review and Analysis Program: An Assisted Self-Study to Secure Constructive Change in the Management of Research Libraries The Management Review and Analysis Program (MRAP), designed, tested, and operated by the Association of Research Libraries' Office of University Library Management Studies (OMS), is an assisted self-study strategy intended for use by large academic and research li- braries. The program assists libraries in reviewing and analyzing their current management policies and practices, and provides guidelines for the application of contemporary principles of management for the improvement of library programs. INTRODUCTION IMPROVING THE OPERATION OF RESEARCH LIDRARIES is the major current challenge for academic and research libraries. These libraries must be responsive to changes in the environment of higher education if they are to remain the fo- cal point for the collection and ex- change of information in the academic community. Changes in the nature and objectives of higher education, the tech- nology of instruction and research, and the information needs of users present librarians with demands for diHerent and improved organizational perform- ance. In dealing with frequently competing Duane E. Webster is director, Office of University Library Management Studies, Association of Research Libraries. Suzanne Frankie and Jeffrey Gardner assisted in the preparation of this article. 114 I pressures and events, the managers of academic libraries need to prepare their libraries to deal with present conditions and to plan for future needs. Recent . examples of new organizational and management approaches developed to fulfill these needs include those of Co- lumbia, Cornell, UCLA, and the man- agement research and development ef- fort of the Association of Research Li- braries.1 OVERALL DESCRIPTION OF MRAP This paper describes a strategy for ef- fecting change in the management of research libraries. The Library Manage- ment Review and Analysis Program ( MRAP), designed by the Association of Research Libraries' Office of Uni- versity Library Management Studies (OMS), has undergone an extensive testing and development period involv- ing nine ARL member institutions. As a result, the program has been revised Management Review and Analysis Program I 115 to incorporate the experiences and per- spectives of the participating libraries. The revised program is{!~rently being applied by a group of five additional ARL libraries, and a o group is scheduled to begin the program in the fall of 197 4. The MRAP involves a systematic in- vestigation of the top management functions in a research library. The in- vestigation is coordinated by a represent- ative study team composed of six to nine library staff members. Although the study team accomplishes some of there- view and analysis, its major responsibili- ty is to coordinate the work of nine task forces, made up of other library staff members. Over a period of seven months, the study team and task forces study approaches, policies, and proce- dures in the areas of planning and con- trol, organizational development, and personnel with a view toward improving the effectiveness of the library in attain- ing its basic program objective-service to users. Each library which participates re- ceives an MRAP manual. 2 The manual serves both as an instructional aid for the study team and as a working tool for completing the analysis. Included in the manual are ( 1 ) a discussion of management principles, ( 2) step-by-step procedures for conducting the review and analysis, ( 3) a description of ex- pected results, ( 4) suggestions for de- veloping effective working groups, ( 5) schedules of work activity, and ( 6) an- alytical tables for use by library task forces in reviewing the several manage- ment areas. The analytical tables consist of principles of good management and related provocative questions, which can be used to focus and direct the actual analysis of current management activi- ties in the library. Even though the manual presents ex- tensive discussion, it can only serve as a starting point, providing general guidelines for the library. Local re- .... . quirements, opportunities, and con- straints necessitate the study team's go- ing beyond these guidelines and design- ing a work plan tailored to the specific needs of the library. The manual tries to anticipate problems, but successful use requires an alert, resourceful study team. Assistance is also provided at OMS training sessions scheduled once every month during the course of the pro- gram. Six or seven sessions are planned, which bring together the OMS staff and the study team chairpersons from the participating libraries. These sessions provide assistance to the library by an- swering questions that occur, such as the interpretation and application of the manual, the relevance of modem man- agement philosophy to library opera- tion, and the preparation of the library for the succeeding phases of the pro- gram. These sessions also deal with spe- cific issues and problems raised by the participants, such as the methodology of conducting the self-study or the management topics themselves. The pri- mary benefits of the training sessions, however, have been the sharing of prob- lems and the exploration of approaches to resolving these problems. The sessions do not provide solutions for the study team, only options. The chairperson and study team must resolve their prob- lems in light of local requirements. Our experience with these sessions demon- strates that perspectives and ideas can be usefully shared in this fashion. In order to secure a better under- standing of the program, some discus- sion of how it actually works is needed. The following is based on the experi- ence of the OMS and is intended to provide an overall perspective on the operation of the program. ENTERING THE PRoGRAM Deciding to participate in a critical self-analysis such as the Management Review and Analysis Program is not an 116/ College & Research Libraries • March 1974 easy decision for any library. The first step for a participant is to secure library top management support and leadership for the program application. For an or- ganization such as a research library to make fundamental changes in its man- agement practices, this support must be purposive, active, and future-oriented. Libraries, like other organizations, ex- hibit stages of growth. Our experience with MRAP as an instrument for assist- ing that growth illustrates that it can be employed at several different stages of organizational development. In some in- stances, MRAP participants have had newly appointed library directors. The key point, however, is top management's desire for continuing self-analysis and renewal. To date, the library director in each participating library has provided the impetus for joining in the MRAP. Beyond top management support and leadership, certain incentives for par- ticipating in the program should be strong to ensure its completion. Incen- tives noted by past participants include significant changes in the university en- vironment, which call for reassessment of library programs; desire to involve staff more effectively in the resolution of basic issues facing the library; inter- est in conbibuting to the management training and education of librarians; and a need to order the library's priori- ties in regard to operating problems. As the reasons for participation will vary from library to library, every institution must honestly examine its own incen- tives, to determine if they are adequate and appropriate. The decision to participate should be made only after discussion with the uni- versity's administrative officials, whose understanding and support are essential for a truly effective program. This sup- port is based on the expectation that completion of the MRAP will strength- en the role of the librar y in th e uni- versity. Equally important, however, is the fact that the deeision to participate can come only if the library's staff is inter- ested and cooperative. This program presents an opportunity for staff to in- fluence the nature and operation of their working environment, and to gain an understanding of the challenges of managing libraries. There must be a de- sire on the part of the library staff to learn, to change, and to conbibute; we have not found this quality to be rare. It is now commonplace for a library staff to expect that their efforts will make substantial contributions to their library's high performance. The pro- gram allows the staff to direct this atti- tude toward constructive action which produces visible results. Initially, however, many staff mem- bers react to the program with several doubts: Will it fit us into a mold? Will we be manipulated to arrive at certain conclusions? D espite the program being viewed as a potential danger, we have found that all participants have applied the program differently with varying re- sults. All have found that the general approaches recommended in the manual require local interpretation and applica- tion. On the other hand, because some in- ternal problems are long-existing and seem inevitable, many staff members have questioned what difference this program will make in their libraries. Our ·experience indicates that the pro- gram does not produce miraculous cures . What it does achieve, however, is the development of staff understanding of the range of concerns facing the li- brary and, within a conceptual frame- work, it provides the mechanism for making a formal assessment of the rela- tive importance of the issues. It also proposes short- and long-term actions to deal with problems. The program does provide the opportunity for staff to in- fluence what issues are examined, how they are examined, and what recommen- dations are proposed for their solution. Management Review and Analysis Program I 117 The initial step following the deci- sion to participate is the selection of a chairperson to lead the study team. Ideally, this individual should be an ad- ministrator who works well with the li- brary director, and who is adept at working with staff in small groups. The role of ·this person in the program is crucial since he/ she establishes leader- ship styles, acts as a conduit between the institution and the OMS, advises the di- rector, and promotes team responsibility for the accomplishment of program goals. The selection of the study team comes next and is equally important. As it is the· responsibility of the study team to operate and monitor the entire analy- sis and to provide a synthesis of guide- lines for implementation of recommen- dations, a small representative group of the library's best people is needed. The manual suggests that the team be six to nine members, and that it represent many perspectives to ensure credibility with the staff. The following roles are frequently represented: a library administrator, other than the director a librarian without administrative re- sponsibilities a library user, possibly a faculty mem- ber with management expertise a support staff member a library staff member from outside the main library The manual also suggests that the pro- cedures for selection should be careful- ly considered and explained to the staff. Selection criteria should be established that will ensure a representative team of competent, committed staff deter- mined to achieve improved library per- formance. CoNDUCTING THE REvrnw AND ANALYSIS Once support for the MRAP is se- cured, the study team selected, its chair- person designated, and university ad- ministration interest aroused, the library initiates its review and analysis. There are seven phases in the MRAP; each lasts ap- proximately one month. Within the seven phases, three distinct groupings of work can be identified. (See Figure 1.) Phases I to III are concerned with organizational preparation, overall review of library needs and goals, and team building; Phases IV, V, and VI involve analyzing specific management functions with the . aid of ta·sk forces; and Phase VII is the integration of the study team and task force results, the design of a plan for implementation, and preparation of a draft report of the program for the li- brary director. · ORGANIZATIONAL PREPARATION A major activity of the first three phases is the preparation of the organi- · zation for the study. This process begins with staff discussions of what, how, and why such a project is envisioned, the examination of MRAP working docu- ments, and a discussion of the expecta- tions of all involved parties. Initial data-gathering efforts are also begun. The study team examines major trends in higher education, identifies university responses to these trends, and assesses possible implications for the li- brary. The team also evaluates present mechanisms employed by the library to keep abreast of important technologi- cal, educational, and professional trends that may reasonably be expected to have an influence on the library over the next several years. These may be factors out- side the control of the library; for ex- ample, the rapidly rising costs of peri- odicals, or the changing interpretation · of copyright. Although beyond staff control, these factors will affect operat- ing and budgeting decisions, and must be studied and understood by the li- brary staff and the director. Major data-gathering efforts accom- · plished in the early stages of the pro- gram include a staff-wide inventory of PHASE I STARTING THE i\IANAGEME T STUDY secures support; decides to participate; and PHASE U ENVIRONMENTAL ANALYSIS assesses implications; and PHASE Ill UEVIEWAND ANALYSIS OF UNIVERSITY AND LIBRARY OBJECTIVES ARL Training Session ARL Training Session ARL Training Session #1 #2 #3 PHASE IV PLANNING AND CONTROL PHASE V ORGANIZATIONAL DEVELOPMENT PHASE VI PERSONNEL AND GENERAL MANAGEMENT TASK FORCES organized to review and analyze management practices in planning, policies, budgets, and management information systems ARL Training Session #4 Fig. I TASK F ORCES organized to review and analyze management practices in or- ganization, leadership and supervision, and staff development ARL Training Session #5 TASK F ORCE organized to review and analyze man- agement practices in per- sonnel administration and general management ARL Training Session #6 Management Review and Analysis Progr am PHASE Vli PLAN OF ACTIO 1 ........ ........ 00 ---Cl £. ~ (JQ (.';) G- ~ (.';) ~ (.';) ~ c:5 ~ integrates r results of & Task ~ '"'t ~· ~ ~ ~ ""t (") ~ 1--.i co '""-\ H:::.. Management Review and Analysis Program f 119 needs and concerns, and the identifica- tion of events or developments that are currently influencing library programs and operations. The resulting list of needs, concerns, and developments are categorized where possible within the nine management topics to be exam- ined. These listings are distributed to the staff and are used as a basis for the study team's - charge to the respective task forces. Another major task of the first three phases is an examination and codifica- tion of broad, continuing library objec- tives. An example of this type of ob- jective might be "to provide assistance to users in effectively utilizing library re- sources." These general statements- maybe eight or nine-help to focus on the fundamental programs of the li- brary and provide direction to the study team as it completes the remainder of the review and analysis. In addition, the study team goes beyond a consideration of- these broad overall objectives and examines the formulation and use of more specific goal statements for units within the library organization. Development of an effective, work- oriented s·tudy team is also part of the initial efforts in the program. The MRAP devotes considerable time to de- fining the ingredients for team build- ing; -Assistance is provided in helping the individual study team determine those basic activities required for effec- tive internal group operation and intra- group relationships. For example, this assistance considers the nature of work- ing in groups; means of assessing team performance; strategies of communicat- ing with the several elements of the staff; and potential problems of group processes such as personality differences, resistance to criticism, unwillingness to share information, and conflict resolu- tion~ Experience with the MRAP pro- cess results in the study team's develop- ing a confidence in ·their capability to perform a review and analysis. At the conclusion of Phase III, the midpoint of the study, tangible results include a broad statement of library mission and objectives, a team of highly motivated staff engaged in a goal-orient- ed self-study process, and statements of short- and long-range concerns of the library departments. These can be used for discussion purposes as the program proceeds. The first three phases are quite different from subsequent work; they are aimed at establishing the scope and credibility of the study, developing team skills and understanding, and iden- tifying the major areas of concern. ANALYTICAL PHAsES Phase IV begins the second half of the program, which is comprised of a series of three analytical phases during which there is an investigation of spe- cific functions of library management. The study team at this point assumes the role of coordinator, establishing and directing ·the work of the nine task forces. Each task force is chaired by a member of the study team, and includes four or five library staff members select- ed on the basis of interest, skills, and willingness to work on the project. The four task forces in Phase IV study li- brary management practices relating to planning, budgeting, policy formula- tion, and management information sys- tems. Each task force has four major re- sponsibilities. First, the task force de- termines the scope of the management area under review and gathers the neces- sary data. Data gathering varies by top- ic, but generally includes securing rele- vant documents, interviewing staff, con- ducting surveys, and simply observing current activities. The second task is to describe objectively the current prac- tices of the library in a management area. For example, the policy task force is expected to describe what major poli- cies exist, how they are formulated, and 120 I College & Research Libraries • March 1974 how they are communicated and ap- plied. The third task is to analyze and evalu- ate current management practice. It is here that the analytical tables men- tioned earlier are employed. In the area of library policies, for example, the analytical tables present management principles that should be considered by the task force, i.e., "Policies should be consistent with library objectives and serve as guidelines for decision making and action." The tables then suggest an array of questions that can be used in evaluating the success of the library in approaching the principle, e.g., are poli- cies developed on the basis of stated ob- jectives or in response to problems? What categories of decisions are made without policy guidelines? Do estab- lished policies permit exercise of indi- vidual judgment? The intent of this task is to complete an overall assessment of how well management principles are currently being applied to library opera- tions. The evaluation should produce some sense of the strengths and weak- nesses of existing practices. Although the primary intent of the program is to review and to analyze current manage- ment practices, suggestions for further intensive study and specific actions will be recommended. These results are doc- umente~ and presented in a written task force report (the fourth responsibility) which is reviewed by the study team, re- vised if necessary, and used by the study team in the preparation of its final re- port. Throughout Phase IV, the efforts of the four task forces are monitored by the study team, which provides guid- ance and coordination. Phase V utilizes the same task force strategy in examining the areas of li- brary organization, leadership and su- pervision, and staff development. Where- as Phase IV examined the systems that operate to guide and monitor library ac- tivities, Phase V examines how the li- brary staff is organized, motivated, and directed in these activities. Issues of or- ganizational structure, purpose and ef- fect of hierarchy, the negative influ- ences of bureaucracy, and delineation of effective organizational units are cov- ered. In completing this phase, some li- braries have exercised the option of em- ploying the ·Likert Profile of Organiza- tional Characteristics. This question- naire is used to measure scientifically staff perceptions concerning issues such as decision making, goal setting, com- munication, supervisor I subordinate re~ lationships, and working climate. Al- though the Likert Profile has proven useful in providing some information on staff perceptions, the difficulties in using the survey results have prompted the OMS to design alternative methods for securing this information. Phase VI follows naturally from the previous two phases and deals with per- sonnel and general management. "Per- sonnel" involves the recruitment, selec- tion, placement, review, promotion, compensation, and termination of staff. "General management" refers to the ways in which library staff members are directed and work together to achieve the library's objectives; it refers to the integration and coordination of efforts and to the communication system that operates up, down, and across the organi- zation. DEVISING A PLAN OF ACTION At the conclusion of these analytical phases, a substantially different series of challenges faces the study team. The re- sults of the review and analysis have to be carefully examined with a view to- ward developing an on-going change strategy and recommendations for new and revised management policies and practices. The seventh and final phase encompasses the revision and integra- tion of task force analyses into a draft of the Management Analysis Report (see Figure 2 for illustrative outline of these reports), which will . be used for Management Review and Analysis Program I 121 Fig. 2 Suggested Outline for Management Analysis Report TITLE TABLE OF CONTENTS DIRECTOR's PREFACE INTRODUCTION AND SUMMARY -Nature and methodology of self-study -Major areas of concern for future consideration -Summary of key recommendations CHAPTER ONE: DESCRIPTION OF THE LlliRARY IN ITS INSTITUTIONAL SETTING -History of the development of the university and the library -The university today -The library today CHAPTER TWO: THE MISSION, OBJECTIVES AND GOALS OF THE LlliRARY -The relationship of library to university objectives -The objectives of the library -Performance goals of the library CHAPTER THREE: THE LlliRARY' S PLANNING EFFORT -Description of present planning -Analysis and evaluation of planning practices -Short- and long-term recommendations CHAPTER FOUR: THE FORMULATION AND USE OF POLICIES -Description of the present situation -Analysis and evaluation -Short- and long-term recommendations CHAPTER FIVE: LlliRARY BUDGETING SYSTEMS -Description of the present system -Analysis and evaluation -Short- and long-term recommendations CHAPTER SIX: THE LlliRARY's MANAGEMENT INFORMATION SYSTEMS -Description of the present situation -Analysis and evaluation -Short- and long-term recommendations CHAPTER SEVEN: LlliRARY ORGANIZATION PRACTICES -Description of the present organization patterns -Analysis and evaluation -Recommendations for the short and long term CHAPTER EIGHT: THE LEADERSHIP AND SUPERVISION PRACTICES OF THE LIBRARY -Description of present supervisory practices -Analysis and evaluation -Recommendations for the short and long term CHAPTER NINE: THE LffiRARY's PROGRAM FOR STAFF DEVELOPMENT -Description of present training and development practices -Analysis and evaluation -Recommendations for the short and long term 122 I College & Research Libraries • March 1974 Fig. 2-Continued CHAPTER TEN: PERSONNEL ADMINISTRATION IN THE LffiRARY -Description of present personnel practices -Analysis and evaluation -Recommendations for the short and long term CHAPTER ELEVEN: THE LffiRARY's PROGRAM FOR GENERAL MANAGEMENT -Description of present general management practices -Analysis and evaluation -Recommendations for the short and long term CHAPTER TWELVE: CONCLUSIONS AND PLAN OF ACTION -A strategy for implementing recommendations -A mechanism to assure continued review APPENDICES -Material necessary for describing project methodology -Descriptive documentation discussion and review purposes with the staff and library administration. This report is the primary tool for communi- cating the results and the recommenda- tions of this effort. Ensuring an effective report is a difficult but crucial challenge for every study team. During the several phases, the building blocks for this re- port have been developed. The study team, in this report, works to secure a focus of issues and clarity of emphasis and intent. This often is achieved by identifying broad themes as a means of integrating the variety of recommenda- tions, securing understanding of the priority concerns facing the library, and providing a framework for implemen- tation over subsequent months. These themes provide a focus for specillc rec- ommendations of the task forces. Some examples include the role of the library in the university, development and utili- zation of human resources, and clarinca- tion and formalization of the libraris decision-making process. Other themes have reflected on the need for changes relating to staff participation, function- al reorganization, communication pro- cesses, or supervisory training. In the :6.nal phase, the study team con- siders alternative implementation strate- gies and constructs a broad recommend- ed plan of action. Although implemen- tation is guided by the library admini- stration, the study team contributes ad- vice for scheduling of actions, assign- ment of specinc responsibilities, creat- ing a review process, and establishment of a monitoring and coordinating agen- cy. Most libraries, as they move toward this culmination of MRAP, engage in extensive staff discussions of the report. REsULTS SouGHT BY PROGRAM PARTICIPANTS In addition to the Management Analysis Report, a number of support- ing products result from the effort. There is a statement of broad, overall objectives for the library; a description of management practices in areas such as staff development, planning, and per- sonnel; and inventories of items such as policies in force, existing manage- ment forms , and current reporting pro- cedures. Although these specinc products are important, staff development of a pos- ture for self-appraisal may well be the key benent. Getting the staff to say, 'What is it that we are doing right/ wrong and how can we improve our- . Management Review and Analysis Program I 123 selves?" is a valuable accomplishment if it is done in an open, supportive en- vironment. In addition to being a review mech- anism, the program instructs library staffs about the nature of library man- agement, and the constraints which their administrators face. The program also results in valuable experience in the an- alytical group problem-solving process, which can be employed to engage new problems and opportunities. Realistically defining outcomes of the program is dependent upon the immedi- ate situation and needs of the library. However, all participants should experi- ence the following generalized out- comes: stimulation of the exchange of ideas; an increased How of communica- tion; increased staff awareness and par- ticipation; and finally, the creation of an environment for change. In many li- brary settings, a small group of consul- tants might quickly come up with good answers to problems, but those answers are of limited value if the staff does not think they are right. IMPLICATIONs FOR THE LmRARY When considering outcomes, one must also consider the implications of engag- ing in such a dynamic and intensive ef- fort. The program will influence the management decision-making processes of the library, fully leading toward an open, candid, and constructive organiza- tion. Furthermore, there will be an in- creased awareness and interest by the staff in library operations. They will know, want, and expect more. This in- formed and active staff becomes a posi- tive asset if the program is to secure im- portant changes in relationships, the ex- ercise of power, the management of programs, and the process of decision making. Conversely, engaging in such a program can be a liability if the study is completed and nothing comes out of it. In fact, the study should never be "'completed," but should evolve into a viable on-going process of self-analysis and problem solving. During the operation of MRAP, we have seen considerable enthusiasm for the program both in terms of concept and results. It is useful, however, to note some of the limitations of this ap- proach. First, it is not a panacea for ev- ery institutional problem. Much of the program's success depends on how effec- tive a library is in interpreting the pro- gram and applying it to local needs. Second, as with any "packaged" ap- proach, the MRAP is a general tool. It is not designed to meet the specific plan- ning needs of a library. It is not an ex- tensive organizational or staffing analy- sis. It is a guide that an institution can use in developing its own analyses. In addition, there are significant, although mostly indirect, cost requirements. Dur- ing the testing efforts, there has been no fee for participating in the program, but the participants have incurred some travel costs and clerical support costs. However, the most important expendi- ture for the libraries has been staff time. On the basis of time records kept by participants in the second application of MRAP, staff time invested in the program averaged 200 man-hours per month. Given its limitations, this program represents a concrete and action-orient- ed approach specifically designed for academic and research libraries. Li- braries that have completed the program are convinced of its value and consider the results worth the investment.3 THE PRoGRAM's VALUE SYSTEM In describing the MRAP, this exami- nation has focused on the distinctive nature of the self-study methodology, the group processes of problem identi- fication and solution, and the nine man- agement topics under review. Perhaps the most important element of the MRAP is the set of values and philoso- phy it advocates. Given their operation- 1241 College & Research Libraries • March 1974 al complexity and recent developments in higher education, research libraries need to explore methods to secure con- structive change in their management and organization. The Management Re- view and Analysis Program is a tool for this purpose. To do this, the program advances a philosophy that suggests: there is value in having institutions address their management concerns in their own way, assisted by a con- ceptual framework and a directed methodology; there is a need for libraries to devel- op analytic and management skills within their own staff; by developing the management capa- bility of the staff, there will be an improved environment for profes- sional contributions in the future; libraries will profit by assessing their strengths and weaknesses; improvement of an individual li- brary's management practices can be facilitated through a coopera- tive venture with other libraries, ex- changing experience and perspec- tives for mutual benefit; and there is a danger of resting on past accomplishments; thus, this pro- gram is intended to lead to contin- uing evaluation and assessment. In addition to this broad set of val- ues, the analytical tables present a .series of management principles which are of- fered as guides to good library admin- istrative practice. For example, the per- sonnel section lists the following prin- ciples: The library personnel administrative functions should be organized to facilitate their accomplishment. The library personnel program should be administered with clearly stated policies and procedures which are understood and accepted by the staff. Positions should be described, classi- fied, and compensated for accord- ing to job content, required quali- fications, and nature of responsi- bility. There should be a formal, periodic review of the performance of each staff member. Staff relations should be an integral part of the library's personnel pro- gram. Available skills and capabilities among the staff should be identified and efficiently utilized. By dealing with these management values, the study team can examine the explicit philosophy of the program and evaluate its application to their opera- tion. They can then accept, reject, or apply as they see fit; the key event is the review and analysis of their operation within this context. By making the pro- gram's value system explicit, the OMS attempts to reduce the potential for an incorrect application of the program. CoNCLUSION The development effort required for the preparation of the Management Re- view and Analysis Program has been a major focus of the current activities of the OMS. Although the program is unique, the OMS has drawn extensively on the experience and materials gener- ated from the Columbia study as well as from various other projects which the OMS has engaged in over the past three years. Certainly, a key factor in the success- ful evolvement of the program was the pilot test and development effort accom- plished at Purdue, Iowa State, and Ten- nessee, and the subsequent test of a re- vised program at six libraries ( Univer- sity of Washington, Rutgers, Boston University, Case Western Reserve, Uni- versity of Connecticut, and the Smith- sonian). These institutions volunteered for the difficult task of applying a set of study guidelines to their own re- quirements while simultaneously con- tributing advice for the improvement of the program. , Management Review and Analysis Program I 125 A third group began in the fall of 1973 (Washington State University; Li- brary of Congress, Division of the Blind and Physically Handicapped; University of Rochester; University of Maryland; and University of Missouri). Following this group, we expect to oper- ate the training sessions annually for ARL members. Also under considera- tion is a proposal to adapt the program to the needs of smaller institutions; this would aim at creating a program to ser- vice the needs of four-year universities and colleges. The OMS, through this program, is trying to help individual libraries assess and develop their management capabil- ity. The program does not advocate a particular style of management or pre- sent a set of universal solutions. Instead, it provides tools to the library so that it can better understand its own manage- ment approach and begin to build for future needs. OMS experience suggests that there are certain conditions that facilitate constructive change. First, the motives for wanting change must be stated hon- estly and be generally understood and accepted by all involved. Second, the method used must be appropriate to the stage of development and special needs of the library. The third ingredient is the commitment to act. Change can and will happen] but, in order for libraries to influence this stream of events, inter- vention is required. The MRAP is a tool for those determined to act. REFERENCES 1. Booz, Allen & Hamilton, Inc., Organization and Staffing of the Libraries of Columbia Uni- versity: A Case Study ( Westport, Connecti- cut: Redgrave Information Resources Corp., 1973); William E. McGrath, Development of a Long-Range Strategic Plan for a Uni- versity Library (Ithaca: Cornell University Libraries, 1973); The Ad Hoc Library Net- work Evaluation Committee, The UCLA Li- brary Administrative Network: An Evalua- tion Study (Los Angeles: University of Cali- fornia at Los Angeles Libraries, 1971); Duane E. Webster, "An Organizational Pro- file," Information 5:237-38 (July/ August 1973). 2. Duane E. Webster, assisted by Suzanne Frankie, Library Management Review and Analysis Program: A Handbook for Guiding Change and Improvement in Research Library Management (Washington, D.C.: Office of University Library Management Studies, As- sociation of Research Libraries, 1973). This manual is available to program participants only; a brochure describing the program is available from the ARL University Library Management Studies Office, 1527 New Hampshire Ave., NW, Washington, DC 20036. 3. "Coping with Change: The Challenge for Research Libraries," Minutes of the Eighty- Second Meeting of the Association of Re- search Libraries, May 11-12, 1973, New Orleans, Louisiana (Washington, D.C.: As- sociation of Research Libraries, 1973 ), p.41-80.