Module 7
Library Management and Promotion
Teacher’s Guide
Teacher’s Guide. – Edited by Andrew Large. Bangkok: UNESCO Bangkok, 2007. 1. Library Management. 2. Marketing. I. Large, Andrew, Editor. II. UNESCO Bangkok. III. Japanese Funds-in-Trust. IV. Title.
Disclaimer
The designations employed and the presentation of material throughout this publication do not imply the expression of any opinion whatsoever on the part of UNESCO or the Japanese Funds-in-Trust concerning the legal status of any country, territory, city or area, or of its authorities or concerning the delimitation of its frontiers or boundaries. The author is responsible for the choice and the presentation of the facts contained in this book and for the opinions expressed therein, which are not necessarily those of UNESCO or the Japanese Funds-in-Trust, and do not commit either organization. This publication was authored by Lourdes T. David in consultation with the Communication and Information Unit, UNESCO Bangkok.
Chief Editor: Caroline Haddad Editor: Andrew Large
Table of Contents
Page
General Guidelines ... 1
Introductory Note ... 1
Rationale ... 1
Content of the Training Programme ... 2
Prerequisites ... 3
Materials and Equipment ... 3
Teaching Tips ... 4 Evaluation ... 4 Typographical Conventions ... 5 Overview... 6 Learning Outcomes ... 6 Schedule ... 6 Module Outline ... 7 Grading Policy ... 7 List of Activities ... 8 Assessment ... 9 Reading/Reference List ... 10 Glossary ... 13 The Lessons ... 17
Lesson 1: Introduction to Library Management ... 17
Lesson 2: Introduction to Strategic Library Management ... 20
Lesson 3: Introduction to Marketing and Promotion ... 36
the following individuals for their contribution to Empowering Information Professionals: A Training Programme on Information and Communication Technology:
● Ms. Lourdes T. David, Director, Rizal Library, Ateneo de Manila University, the Philippines, has developed the module.
● Dr. Andrew Large, CN-Pratt-Grinstad Professor of Information Studies at McGill University, Montreal, Canada, has edited the module.
Empowering Information Professionals: A Training
Programme on Information and Communication
Technology
General Guidelines
Introductory Note
Library schools are now changing their curricula to produce graduates who are prepared for the changing service requirements that libraries offer. The majority of practitioners, however, graduated before the advent of the Information Age or studied in schools that did not teach information and communication technologies (ICTs) for various reasons. This group of practitioners is now finding itself unprepared for the new demands of the profession. “Empowering Information Professionals: A Training Programme on Information and Communication Technology” this identified need.
People working in libraries and information centres are the primary target group of this training programmes. It is intended to provide them with the knowledge and skills to deal with the application of ICTs to library and information services. It is also intended for use by teachers of students in library schools and by library and information centre personnel. The Package has been developed by the UNESCO Asia and Pacific Regional Office with funding from the Japanese Funds-in-Trust for Communication and Information. Rationale
In 1961, Marion Harper Jr. wrote, “To manage a business well is to manage its future; and to manage the future is to manage information.”1 Less than 25 years later, John
Naisbitt, in discussing ten megatrends that were happening in the US, said “None is more subtle, yet more explosive, I think than this first, the megashift from an industrial to an information society.”2 According to Naisbitt, “In 1950, only 17 percent of us worked in information jobs. Now more than 60 percent of us work with information as programmers, teachers, clerks, secretaries, accountants, stock brokers, managers, insurance people, bureaucrats, lawyers, bankers and technicians.”3 He groups librarians
among professional workers who “are almost all information workers…”
As society moves forward in using information to improve the quality of life, it is critical that the professionals in charge of creating, collecting, communicating, and consolidating 1 As cited in: Naisbitt, John. Megatrends: Ten New Directions Transforming Our Lives. New York, N.Y.: Warner
Books, 1982, p. 11. 2 Ibid, p. 14. 3 Ibid, p. 15.
information are knowledgeable and skilled in using technologies that make these activities more efficient. Librarians and other information professionals have a unique role in education and society. They are responsible for providing citizens with equal access to information and for preserving knowledge for the next generation. Traditional libraries will stand the test of time, but ICTs also have brought about a transition from analog to digital forms of information creation and delivery. Thus, the information age is also called the “digital age,” and the society is called an “information society” that is characterized by ICTs and information-literate individuals who demand fast and efficient 24 × 7 access to information.
Content of the Training Programme The Training Programme contains nine modules:
● Module 1 – Introduction to Information and Communication Technologies ● Module 2 – Introduction to Library Automation
● Module 3 – Information Seeking in an Electronic Environment
● Module 4 – Creation and Management of Databases Using CDS/ISIS ● Module 5 – The Internet as an Information Resource
● Module 6 – Web Page Concept and Design: Getting a Web Page Up and Running ● Module 7 – Library Management and Promotion
● Module 8 – Digital Libraries and Open Access
● Module 9 – Intellectual Property Rights in the Digital Age
All the modules have a Teacher’s Guide and a Student’s Text. The Teacher’s Guide should not be distributed to the students.
Teacher’s Guide
The Teacher’s Guide includes the following:
● General Guidelines
⇒ Introductory Note ⇒ Materials and Equipment
⇒ Rationale ⇒ Teaching Tips for Face-to-Face
⇒ Content of the Training Instruction
Programme ⇒ Evaluation
⇒ Prerequisites ⇒ Typographical Conventions
● Overview of Module
⇒ Learning Outcomes ⇒ List of Activities
⇒ Schedule ⇒ Assessment
⇒ Module Outline ⇒ Reading/Reference List
⇒ Grading Policy ⇒ Glossary
● Lessons
Prerequisites
● Module 1. The student must have a genuine interest in understanding the impact of new information technologies on the practice of Library and Information Science. ● Modules 2-9. The student must understand the content of Module 1.
Materials and Equipment
The teacher and the students must have the facilities and technical support required to carry out the course. They must have CD-ROM drives and online access to the Internet. The teacher must be knowledgeable and skilled in using computers, the Internet, CD-ROMs and a variety of software and other electronic resources. Copies of the core materials can be downloaded and printed if desired.
● Teacher’s Guide ● Hands-on exercises ● Computer system
❍ Recommended:
⇒ CPU – Intel Celeron D336 or Intel Pentium 506 (2.66)LGA 775 or higher ⇒ Memory – 512 MB PC400 DDR
⇒ Hard Drive – WD 40GB 7200RPM
⇒ CD-ROM/DVD drive (52x CD-ROM combo drive or 52 DVD combo drive) ⇒ Monitor – 15-17″ CRT or LG EZ 17″ Flatron ⇒ Modem – 56 k or DSL or Cable ⇒ AVR – 500 w ⇒ Printer – Laser ❍ Minimum ⇒ Pentium IV Processor ⇒ 128 MB RAM
● Operating system software (Windows 98 with all the updates or Windows XP Service Pack2/XP Professional)
● Application software MS Office 2000
● Other applications (Acrobat Reader, Multimedia Flash Reader) ● Internet access
❍ If dial-up: modem card, telephone and Internet service provider.
❍ If DSL: integrated LAN card and Internet service provider.
❍ Internet cafes and other service centres.
● Communication Tools. Asynchronous communication by e-mail, discussion groups and synchronous communication such as chat tools and virtual conference will be used as needed and whenever possible. Video will not be used due to possible limitations in access capabilities of some students.
Teaching Tips for Face-to-Face Instruction of Modules
(Please note that Module 5 is delivered by online mode. Instructions for it are provided in the module.)
● Speak slowly and clearly to ensure that students can follow you – this is especially important if some or all of the students do not have English as their first language. ● Do not read your lecture notes verbatim. This is a sure way of losing your
students’ attention.
● Always show an interest in what you are teaching.
● The modules have been carefully planned, with exercises and discussions as well as lectures. Try to follow the schedule as set out in each module.
● Try to use examples as often as possible to explain concepts. If the examples are taken from the students’ own countries or regions, so much the better.
● Try to keep within the daily timetable recommended for the module – if you get behind in one lesson it may be difficult to make up time in a later lesson. Avoid extending the class beyond the time period allotted.
● Be prepared to use back-up materials if for any reason the computer will not function during a lesson.
● Try to answer all questions from students, but if you do not know the answer to a question, it is better to admit it than to try and bluff.
● Make sure that all equipment needed for a lesson is working properly before the lesson begins – things can often go wrong!
● Be ready to stay behind for a few minutes after each lesson to answer questions that students may have, but that they did not wish to ask in class.
Module Evaluation
At the end of a module, ask your students to evaluate it. The evaluation of the module by the students is meant to help you improve your teaching and should be seen in this light rather than as a criticism of yourself. Make use of it to do an even better job next time. The evaluation form is found after the last lesson of each module.
Typographical Conventions
The following conventions are used throughout the modules.
Course Guide
General introduction to the modules
Note
General note to the teacher and additional information
Tip
Teaching tips and supplemental materials
Activity
Activity for the students
Assessment
Questions/activities to measure learning End of General Guidelines
Module 7: Library Management and Promotion
Overview
This is the Teacher’s Guide for Module 7 of the training programme, Empowering Information Professionals: A Training Programme on Information and Communication Technology. Module 7 is about Library Management and Promotion.
Learning Outcomes
By the end of Module 7, the student should know about the management of libraries and the promotion of their services. Specifically, the student should:
1. Understand the functions of management 2. Appreciate the role of the library manager
3. Appreciate the common mission, vision and goals of the library 4. Appreciate the role of marketing and promotion in libraries Schedule
Module 7 is designed to be completed in three days (a total of 24 hours of study).
Day Lessons
Day 1 Lesson 1: Introduction to Library Management
Day 2 Lesson 2: Introduction to Strategic Library Management Day 3 Lesson 3: Introduction to Marketing and Promotion
Module Outline
Lesson 1: Introduction to Library Management Scope Objectives
● What is management? By the end of the lesson, students should: ● What is library management? ● Understand the functions of management ● What is the role of the library manager? ● Understand how the principles of
management are applied in a library setting
● Appreciate the role of the library manager
Lesson 2: Introduction to Strategic Library Management Scope Objectives
● What is strategic library management? By the end of the lesson, the student should: ● What are the steps in preparing ● Understand the meaning of strategic
a strategic development plan? library management
● What is the role of the library staff in ● Be able to identify and define the steps the preparation of a strategic in preparing a strategic development development plan? plan
● Appreciate the role of staff in preparing a strategic development plan
Lesson 3: Introduction to Marketing and Promotion Scope Objectives
● What is marketing? At the end of this lesson, students should: ● What are the elements of marketing? ● Understand marketing concepts and ● What is the role of promotion in principles
marketing? ● Acquire skills in marketing and promoting library services
Grading Policy
A score of 50 points is needed to pass Module 7. The breakdown of points for the assessment is as follows:
Lessons Points
Lesson 1: Introduction to Library Management 30 Lesson 2: Introduction to Strategic Library Management 30 Lesson 3: Introduction to Marketing and Promotion 35
List of Activities
Lesson 1
Activity 1.1
Group yourselves into the type of libraries that you represent. Talk about your library in terms of the collection size, staff size and qualifications, information services provided, library automation system and facilities.
Activity 1.2
Acess the site http://rizal.lib.admu.edu.ph/rlconflibmgt/HTML%20Files/ Presentation%20Papers.html to view papers about library management in the 21st century.
Lesson 2
Activity 2.1
Think of your library. What is the vision and mission of your library? Is the vision traditional or is it in step with developments in the information industry? Has the mission changed over the years?
Activity 2.2
State the goals and the specific objective you want to achieve as a library manager in accordance with the mission and vision of your library. If you want, you can also create your own vision. Access the site http://www. oshkoshpubliclibrary.org/libraryvision.html for a sample vision statement. Module 7 Lesson 1 Module 7 Lesson 1 Module 7 Lesson 2 Module 7 Lesson 2
Lesson 3
Activity 3.1
Look at the products/services in your library. Which ones are underutilized? Can a marketing strategy improve the use of the service?
Activity 3.2
1. What are the components of a marketing mix?
2. Write down some promotional activities that you think you can use in your library. Prepare a poster for each service in your library.
Assessment
Lesson 1
Assessment
1. What are the different functions of a library manager? 2. What are the concerns of a library manager?
Lesson 2
Assessment
Choose a service in your library. Prepare a management action plan for the objectives you stated in Activity 7.2.
Lesson 3
Assessment
Prepare a marketing plan for one section or service of your library. Module 7 Lesson 3 Module 7 Lesson 3 Module 7 Lesson 1 Module 7 Lesson 2 Module 7 Lesson 3
Reading/Reference List
1. Andrews, K. (1987) The Concept of Corporate Strategy. 3rd ed.
Homewood, IL: Richard D. Irwin.
2. Ansoff, H.I. (1957) Stategies for diversification. Harvard Business Review. September-October.
3. Ansoff, H.I. & Mcdonell, E. (1990) Implanting Strategic Management. 2nd ed. New York: Prentice-Hall.
4. Banun, S. (1998) Marketing information technology (IT) products and services through libraries: Malaysian experiences. 64th IFLA General
Conference, August 16-21, 1998. The Hague: IFLA.
5. Berry, L.L. & Parasuraman, A. (1991) Marketing Services: Competing through Quality. New York: The Free Press.
6. Calabrese, A. (1998) Marketing action planning: the untold story. 64th IFLA General Conference, August 16-21, 1998. The Hague: IFLA.
7. Carpenter, B. (1998) Your attention, Please! Marketing today’s libraries: we’ve got to tell everyone that we are going digital! Computers in libraries 18(8): 62-66.
8. Chandler, A.D. (1962) Strategy and Structure. Cambridge, MASS: MIT Press.
9. Chirak, H. (1997) Marketing CD-ROM and other electronic library services. Computers in libraries, 17(6): 73-76.
10. Claravall, N.J. (2005) Managing Libraries and Information Centers in the Philippine Setting. La Trinidad, Benguet: Benguet State University. 11. Cole, G.A. (1997) Strategic Management: Theory and Practice. 2nd ed.
London: Letts Educational.
12. De Pelsmacker, P. et. al. (2004) Marketing Communication: a European Perspective. 2nd ed. Harlow: Prentice-Hall.
13. Drucker, P.F. (1954) The Practice of Management. New York: Harper and Row.
14. Drucker, P.F. (1994) Management: Tasks, Responsibilities, Practices. New York: Harper and Row.
15. Fitzsimmons, J.A. & Fitzsimmons, M. (2004) Service Management: Operations, Strategy and Information Technology. Boston, MA: Irwin. 16. Gerryts, E.D. (1994) Organizational transformation. Libraries and
Publishers: Proceedings of the IATUL Seminar, Sheffield, UK, July 4-8, 1994.
17. Giles, S. & Weatherbee, L. (1999) Creating client profiles in a big medical library. MLS: Marketing Library Services 13(1): 1-3.
18. Gorchels, L.M. (1995) Trends in marketing library services, marketing of library and information services. Library Trends, 43(3): 494-509. 19. Gorman, G.E. & Clayton, P. (1997) Qualitative Research for the
Information Professional. London: Library Association Publishing. 20. Gronroos, C. (2000) Service Management and Marketing: A Customer
Relationship Management Approach. 2nd ed. Chichester: John Wiley.
21. Helton, R. & Esrock, S. (1998) Positioning and marketing academic libraries to students. Marketing Library Services, 12(3) April/May. (Available at http://www.infotoday.com/mls/apr98/howto.htm).
22. Hofer, C. W. & Schendel, D. (1986) Strategy Formulation: Analytical Concepts. West Publishing.
23. Hoffman, D.K. & Bateson, J.E.G. (2001) Essentials of Services Marketing: Concepts, Strategies and Cases. 2nd ed. South-Western
College.
24. Johnston, R. & Clark, G. (2005) Service Operations Management: Improving Service Delivery. 2nd ed. Harlow: Prentice-Hall.
25. Junow, S. & Webster, D.E. (1991) Building new features for research libraries. Journal of Library Administration, 14(2): 7.
26. Kassel, A. (1999) How to write a marketing plan. MLS: Marketing Library Services 13(5).
27. Kotler, P. (1991) Marketing Management: Analysis, Planning, Implementation and Control, 7th ed. Englewoods Cliffs, NJ:
Prentice-Hall.
28. Kotler, P. & Armstrong, G. (1993) Marketing: An Introduction. 3rd. ed.
Englewood Cliffs, NJ: Prentice-Hall International.
29. Line, M.B., ed. (1990) Academic Library Management. London: Library Association.
30. Lovelock, C. & Wright, L. (2002) Principles of Service Marketing and Management. 2nd ed. Upper Saddle River, NJ: Prentice-Hall.
31. McCarthy, E.J. (1960) Basic Marketing: A Managerial Approach. Homewood, IL: Irwin.
32. Massie, J.L. (1987) Essentials of Management. 4th ed. Englewood Cliffs,
NJ: Prentice-Hall.
33. Miller, K. (1996) How to put together an effective brochure. MLS: Marketing Library Services, 10(7): 3-4.
34. Mintzberg, H. & Quinn, J.B. (1991) The Strategy Process: Concepts Contexts, Cases. 2nd ed. Englewood Cliffs, NJ: Prentice-Hall International.
35. Pearce, J.H. & Robinson, R.B. (1989) Management. New York: Random House.
36. Plunkett, W.R. & Attner, R.F. (1985) Introduction to Mangement. 2nd ed. Boston, MA: PWS-Kent Pub.
37. Putman, A. (1990) Marketing your Services: A Step-by-step Guide for Small Businesses and Professionals. New York: John Wiley.
38. Renborg, G. (1997) Marketing library services: how it all began. 63rd IFLA General Conference proceedings, August 31 – September 5,
1997. The Hague: IFLA, 1997.
39. Rochford, C. (1996) Handbook for Strategic Planning. Airedale Group. (Available at http://www.airdale.com).
40. Schoderbeck, P.P. (1990) Management Systems. Homewood, IL: BPI/ Irwin.
41. Slater, M., ed. (1990) Research Methods in Library and Information Studies. London: Library Association.
42. Steiner, G.S. (1979) Strategic Management. New York: The Free Press. 43. Taylor, B. & Sparkes, J.R. (1979) Corporate Strategy and Planning.
London: Heineman.
44. Thompson, A. & Strickland, A.J. (1995) Strategic Management: Concepts and Cases. 9th ed. Homewood, IL: Richard D. Irwin.
45. University of Memphis (1999) Information Technology Strategic Plan, FY 99-00. (Draft 5/18/99) (Available at http://www.umemphis)
46. Varey, R.J. (2002) Marketing Communication: Principles and Practice. London: Routledge.
47. Ward, S. (1997) Starting and Managing Fee-based Services in Academic Libraries. Kidlington: JAI Press.
48. Webber, S. (1998) Marketing Library and Information Services (Available at http://www.dis.strath.ac.uk).
49. Wee, J. (2003) Marketing and Promotion of Library Services. Topical Brief (Available at http://www.consal.org.sg/resource/brief/default.asp?). 50. Weinstein, L.M. & Annavarjula, M. (2001) Marketing Management:
Glossary
1. Analytical Skill – The ability to separate the whole into its component parts in order to assess the situation or condition. It requires skill in thinking and reasoning.
2. Communication – Advertising and other promotional activities to make the product known in the market.
3. Conceptual Skill – The ability to see the big picture and the inter-relationships of the parts to the whole. It requires in-depth knowledge of the mission, vision and goals of the organization.
4. Controlling – A management function concerned with establishing standards of excellence or performance that the organization must observe. It involves monitoring.
5. Convenience – Refers to the location of the service. With the proliferation of information technologies, library users prefer a service that can be obtained remotely.
6. Cost – The price is actually the cost of the service to the user. The provision of service must meet the demand for it.
7. Customer – The user. A “user needs analysis” must be conducted to identify the needs and wants of a user.
8. Demands – Human wants that are backed by buying power or resources. 9. Diagnostic Skill – The ability to investigate the cause or nature of a condition, situation or problem. It requires identification of problems and their possible causes.
10. Directing – A management function concerned with providing direction to the members of the organization to achieve their objectives. It involves communicating.
11. Effectiveness – Refers to the degree of achievement of organizational goals.
12. Efficiency – The ratio of the amount of resources used relative to the achievement of the goal.
13. Exchange – The act of obtaining a desired product or service by offering something in return.
14. Goal – The general and ultimate ends toward which the services of an organization are aimed. Goals answer the question, “Where are we going?” Goals are focused statements of intent. They cover the organization’s functions, products, services, equipment, software, etc. that are critical to success.
15. Human Skill – The ability to interact and communicate with personnel and other people.
16. Management – Plunkett and Attner (1985) define management as “the process of setting and achieving goals through the execution of five basic management functions that utilize human, financial, and material resources.” Pearce and Robinson (1989) likewise define management as “the process of optimizing human, material and financial contributions for the achievement of organizational goals.” 17. Market Segmentation – The breaking down of potential customers
into groups with shared characteristics to provide a product and service tailored for their needs.
18. Market Research – The systematic gathering, recording and analysis of data about problems relating to the marketing of goods and services. The data is gathered from existing and potential markets in the form of a survey or interview. In the library, it was formerly referred to as “user studies.” The technique includes community profiling, surveys, focus groups, etc.
19. Marketing Mix – Variables that the company blends to produce the desired response in the target market. It consists of either the four P’s (product, price, place, promotion) or the four C’s (customer, cost, convenience, communication). In addition, to either classification can be added two more P’s, namely people and process.
20. Marketing – “The management process responsible for identifying, anticipating and satisfying consumers’ requirements profitably” (Chartered Institute of Marketing). Kotler and Armstrong (1993) define it as “a social and managerial process by which individuals and groups obtain what they need and want through creating and exchanging products and value with others.”
21. Marketing Analysis or Audit – Managing the marketing effort begins with an analysis of the internal and external organizational situation. It is a process that stabilizes where an organization is and why. 22. Marketing Management – The analysis, planning, implementation,
and control of programmes designed to create, build, and maintain beneficial exchanges with target buyers for the purpose of achieving organizational objectives.
23. Marketing Management Process – The process of analyzing marketing opportunities, selecting target markets, developing the marketing mix, and managing the marketing effort. Its goals are to maximize consumption, maximize consumer satisfaction, maximize choice and maximize life quality.
24. Marketing Plan – The marketing plan contains an executive summary, a table of contents, a description of the current market situation, threats and opportunities, objectives and issues, marketing strategies, action programmes, budget, and controls.
25. Markets – The processes by which individuals and groups obtain what they need and want by creating and exchanging products and value with others.
26. Mission – The specific and well-defined roles on which the organization elects to concentrate its efforts. The mission answers the question, “What are we doing?”
27. Need – Recognized deprivation. There are two ways of responding to it. One is by satisfying the need, the other is by reducing the need. 28. Objectives – The short-term and specific aims of different library sub-systems. They are also called targets. They are usually part of annual plans and are used for purposes of budgeting. Objectives are linked to day-to-day operations and are measured in terms of output and efficiency.
29. Organizing – A management function concerned with putting together resources that will achieve the goals of the organization.
30. PEST analysis – A method of evaluating the current situation. It measures the political, economic, social and tecnological conditions faced by the library.
31. People – The users of the service and the people behind the service. The needs, wants, and demands of people must be considered in the marketing mix.
32. Place – The location where the service is provided. The service may be provided in the library or it may be requested online or by phone and the material sent to the home of the library user or to his computer. 33. Planning – A management function that maps out the courses of action that the organization will take. According to Massie (1987), “Planning is the process by which a manager looks to the future and discovers alternative courses of action.”
34. Policy – A guide for making decisions. It provides guides for getting there. It is an understanding between members of a group that makes the actions of each member of the group in a given set of circumstances more predictable to other members.
35. Price – Pricing strategy. Fee-based or not? The service may be for free or for a fee. For example, inter-library loans may be provided free of charge by some libraries, but may be charged to the borrowing library or to the user in others.
36. Process – The manner in which the service is provided.
37. Product – Anything that can be offered to satisfy a need or want. It can be a service. According to Webber (1995), “Information scientists are often providing services (e.g. advice or searches, rather than physically distinct products.” In the library, this is equated to service.
38. Promotion – Advertising and personal selling to make the product known to the target market are examples of promotional activities. Libraries normally do not market or promote their services aggressively. In current practice, more and more libraries have started to advertise their services to make them known to the public.
39. SWOT Analysis – A method of evaluating the situation. It measures strengths, weaknesses, opportunities and threats to the organization. 40. Staffing – A management function concerned with recruitment,
retention, and training of personnel.
41. Strategic Management or Planning – Steiner (1979) defines it as “designing a desired future and identifying ways to bring it about.” Kotler and Armstrong (1993) defines strategic planning as “the process of developing and maintaining a strategic fit between the organization’s goals and capabilities and its changing marketing opportunities.” 42. Strategy – Chandler (1962) defines strategy as “the determination of
the basic long-term goals and objectives of an enterprise, and the adoption of courses of action and the allocation of resources necessary for carrying out those goals.” It is the common thread of thought for facing risks and uncertainty, seizing the opportunities presented by the environment, and using the distinctive competencies of the organization’s resources. Strategy answers the questions, “In what direction are we headed?” and “What routes have we selected?” 43. Technical Skill – The ability to use the tools of the organization.
These tools include processes, techniques, and technology.
44. Transactions – The trade of values between two parties. It is the unit of measurement for marketing.
45. Vision – A description of the library five or so years from now. It provides the library with direction and a dream of what it wants to be. 46. Wants – Human needs that are shaped by experience, culture, peer
Module 7: Library Management and Promotion
Lesson 1: Introduction to Library Management
Introduction
Management is a term used to cover the activities and responsibilities of managers in organizations. It is concerned with making decisions and getting things done. Plunkett and Attner (1985) define management as “the process of setting and achieving goals through the execution of five basic management functions that utilize human, financial, and material resources.” Pearce and Robinson (1989) likewise define management as “the process of optimizing human, material and financial contributions for the achievement of organizational goals.” According to these authors, the five functions of managers are planning, organizing, staffing, directing, and controlling. Other authors also include reporting and budgeting as managerial functions.
There are several levels of management, namely top level, middle level, and first line. The scope of managerial functions depends on the level of the manager in the organization. The president or the chief executive officer are considered top-level management. Division chiefs and unit heads are in middle management. Supervisors and department heads are first line managers.
Managerial Functions
1. Planning maps out the courses of action that the organization will take. It provides direction for the organization.
2. Organizing is concerned with putting together resources that will achieve the goals of the organization in accordance with the plan. It is concerned with getting tasks done.
3. Staffing is concerned with recruitment, retention, and training of personnel. 4. Directing is concerned with providing direction to the members of the organization
to achieve their objectives. It involves communicating.
5. Controlling is concerned with establishing standards of excellence or performance that the organization must observe. It involves monitoring.
Managerial Skills
A manager must possess the following skills:
1. Technical skill – the ability to use the tools of the organization. These tools include processes, techniques, and technology.
2. Human skill – the ability to interact and communicate with personnel and other people.
3. Conceptual skill – the ability to see the big picture and the interrelationships of the parts to the whole. It requires in-depth knowledge of the mission, vision and goals of the organization.
4. Diagnostic skill – the ability to investigate the cause or nature of a condition, situation or problem. It requires identification of problems and their possible causes.
5. Analytical skill – the ability to separate the whole into its component parts in order to assess the situation or condition. It requires skill in thinking and reasoning.
Performance Measures
A manager is evaluated in terms of the effectiveness and efficiency by which he achieves the goals of the organization. Effectiveness refers to the degree of achievement of organizational goals. Efficiency is the ratio of the amount of resources used relative to the achievement of the goal. Thus, a manager may be effective but inefficient. The task of the manager is to ensure that goals are achieved at the least possible cost to the organization.
Management Theories
There are many different schools of thought or theories about management. This module will not discuss them.
Library Management
A library is an organization. Its mission is to provide equitable access to information for its clients. It is made up of a collection of information materials (books, journals, AV, online materials), a place to house the collection (building, room or the Internet), services (reference, circulation, cataloguing, etc.), and staff to collect, organize and provide access to the collection.
Types of Libraries
There are several types of libraries. Each has its own set of clients with varying reasons for using the library. Despite these differences, however, all libraries have a common mission, that is, to provide equal access to information to the community that it serves. The types of libraries classified according to the nature of its community are academic, school, public and special.
1. Academic libraries are those that provide information support to colleges and universities to enable these institutions to achieve their three pronged functions: teaching, research and community outreach.
2. School libraries are those that provide information support to primary (elementary) and secondary (high) school students, faculty, staff and administrators.
3. Public libraries are those that provide information to the general public for their life-long learning and leisure reading.
4. Special libraries are those that provide information to users in their own organization in support of their specific needs.
In all of these different types of libraries, good management is important. Library managers are concerned with providing the right information to their client at the time it is needed. The manager must be able to provide clients with:
1. A collection that meets the needs of the community;
2. Knowledgeable and skilled staff who are customer oriented;
3. Information services that provide for fast access to information from within or outside the library; and
4. A place that is conducive to learning and with facilities that enable the community to access information.
In addition, the library manager must look for sources of funds, market the services provided by the library and evaluate or assess the performance of the library.
Lesson 1
Activity 1.1
Group yourselves into the type of libraries that you represent. Talk about your library in terms of the collection size, staff size and qualifications, information services provided, library automation system and facilities.
Activity 1.2
Acess the site http://rizal.lib.admu.edu.ph/rlconflibmgt/HTML%20Files/ Presentation%20Papers.html to view papers about library management in the 21st century.
Assessment
1. What are the different functions of a library manager? 2. What are the concerns of a library manager?
End of Module 7 Lesson 1 Module 7 Lesson 1 Module 7 Lesson 1 Module 7 Lesson 1
Lesson 2: Introduction to Strategic Library Management
Introduction
All libraries must look into the future to be able to develop long-term strategies to meet user needs. With technological developments affecting the information industry, libraries must plan to be ready for change in the coming decade. No one strategy is best for all libraries. Each one must look into its own environment and resources. Each must look into its own strengths, weaknesses, opportunities and threats, as well as into its own mission, vision and goals. This unit deals with the steps in preparing a strategic plan.
What is Planning?
Planning involves preparing for the future. According to Massie (1987),
“Planning is the process by which a manager looks to the future and discovers alternative courses of action.”
He proposes the following model for planning: 1. Set primary and intermediate goals 2. Search for opportunities
3. Formulate plans 4. Set targets
5. Follow-up the plan
According to Taylor and Sparkes (1977),
“Planning is an analytical process that involves an assessment of the future, the determination of desired objectives in the context of that future, the development of alternative courses of action to reach such objectives and the selection of a course, or courses of action from among those alternatives.” In the library setting, planning often does not take place. Librarians are more concerned with current operations. Many library managers look to past successes or intuition to make decisions. Failure to achieve success is blamed on lack of funds, lack of institutional support and other reasons instead of lack of planning.
Librarians on the whole are too occupied with day-to-day activities, thereby lacking the time to really think out a development plan for the library. Planning is a time-consuming activity and often has to be put aside because of the many tasks librarians are occupied with on a daily basis. Due to developments in technology and in the information industry, however, librarians have begun to look at planning to be able to cope with the wants and demands of users that have been brought about by information technology
trends. A good plan is the basis for administration to provide adequate resources to the library. The planning process forces all units of the library to conduct a self-analysis and set goals. There are two categories of planning – the strategic plan, which is long range, and the operational plan, which is short range. Operational plans are task-oriented and designed to provide solutions to specific problems.
Because of the shift from print to digital information, the ease of use and the usefulness of the Internet as an information resource, and the high level of information technology knowledge and skill of users of information, libraries must fight for their existence by offering service strategies that meet user needs and demands. Libraries must prepare strategic plans.
What is a Strategy?
Chandler (1962) defines strategy as,
“the determination of the basic long-term goals and objectives of an enterprise, and the adoption of courses of action and the allocation of resources necessary for carrying out those goals.”
Similarly, Andrews (1987) defines strategy as,
“the unity, coherence and internal consistency of a company’s strategic decisions that position a company in its environment and give the firm its identity, its power to mobilize its strengths, and its likelihood of success in the marketplace.”
Other writers separate objectives and targets from strategy. For them, strategies are means to an end. For our purposes however, we will define strategy as a process and we will consider it as equal to the term strategic management.
What is Strategic Management?
Formerly known as “strategic planning,” the concept has been replaced by “strategic management” because it is concerned not only with procedures, but also with vision, mission, goals and strategic directions. It is both goal-setting and providing a means of achieving them.
Steiner (1979) defines it as,
“designing a desired future and identifying ways to bring it about.” Kotler and Armstrong (1993) define strategic planning as,
“the process of developing and maintaining a strategic fit between the organization’s goals and capabilities and its changing marketing opportunities.”
They also identify four steps in strategic planning: 1. Defining the company mission
2. Setting company objectives and goals 3. Designing the business portfolio
4. Planning marketing and other functional strategies
Although the above steps apply mainly to business enterprises, they may be adapted to the library environment. For example, a library exists for a purpose. An academic library exists to provide information support to the instructional, extension and research functions of the university that it serves. It provides information support to the students, faculty, employees and administration officials of the education institution of which it is a part. Based on this mission, one of its goals could be to provide greater access to information. In line with this goal, the objective could be to acquire more information materials in electronic format. Another objective could be to provide access to the Internet. In order to decide which of the different library functions or sub-systems should be given more support or should be given priority, the library must prepare a business portfolio, e.g. a description of its present set-up, strengths, weaknesses, opportunities for every strategic functional unit (circulation, reference, reserve, etc.). The result of this activity will enable the library to identify strategies to achieve the objectives and market the service.
Drucker (1974), on the other hand, defines strategic planning as,
“the continuous process of making entrepreneurial (or risk-taking) decisions systematically and with the greatest knowledge of their future consequences; systematically organizing the efforts needed to carry out these decisions; and measuring the results of these decisions against the expectation through organized, systematic feedback.”
Cole (1997) defines strategic management as a
“process, directed by top management to determine the fundamental aims or goals of the organization, and ensure a range of decisions which will allow for the achievement of those aims or goals in the long term, whilst providing for adaptive responses in the short term.”
This definition implies that customer expectation is a key factor in strategic planning. It emphasizes the need for an organizational vision to enable the library to visualize what it will become in the future, and the consequences of decisions made toward this future. Finally, it introduces the concept of learning from the outcomes of the plan. The feedback loop enables the library to redirect its plan as needed.
In 1987, Massie stated that “prospective managers will find that their duties directly involve four components of strategic management: goals, mission, strategies, and policies of the organization...”
1. Goals of the organization – the general and ultimate ends toward which they are aimed. Goals answer the question, “Where are we going?”
2. Mission of the organization – the specific and well-defined roles on which the organization elects to concentrate its efforts. Mission answers the question, “What are we doing?”
3. Strategy of the organization – the common threads of thought for facing risks and uncertainty, seizing the opportunities presented by the environment, and using the distinctive competencies of the resources of the organization. Strategy answers, “In what direction are we headed?” and “What routes have we selected?” 4. Nature of policy decisions – policy is a guide for making decisions. It provides guides for getting there. It is an understanding by members of a group that makes the actions of each member of the group in a given set of circumstances more predictable to other members.
What are the Tasks of Strategic Management?
Thompson and Strickland (1990) list five tasks of strategic management:
1. Developing a vision and mission. Libraries are primary sources of information. In an academic community, they are primary information centres for students, faculty and the staff of the college or university. In the performance of their mission, libraries develop collections, organize collections for access, provide access to other information resources, teach users library skills, recruit and train staff with skills necessary for the libraries to function, and offer facilities and services that foster research and learning. A library’s mission is its reason for existing.
2. Setting goals and objectives. Objectives are specific activities that the organization would like to achieve within a given period, usually in a year’s time. Goals are long-term targets that are formulated in line with the organization’s vision. Objectives are short-term, achievable targets.
3. Crafting a strategy. A strategy is made up of approaches designed to achieve the goals and the objectives. It includes an action plan, people responsible, a time frame and resources available.
4. Implementing strategy. The task which will test the correctness of the decisions made.
5. Evaluating performance. Periodic evaluation of performance will enable management to redirect its plan in response to changes in the environment. The need for redirection could be brought about by technology changes, policy changes, etc.
Common to all of these definitions and tasks is the need for a thorough environmental scan to be able to prepare a vision for the future and the strategy to achieve that future.
What are the Components of a Mission Statement?
The mission statement describes the nature of the library, the services it offers and the users it serves. It is always complementary to the mission of the mother unit. For example, if the library is in an academic setting, the mission of the library will be to provide information resources and services in an environment that fosters learning and open inquiry. Specifically, its mission is to develop collections that support the teaching, research and extension functions of the academic community and to develop services that will provide convenient access to information in an environment that is conducive to research and learning.
It is critical that all the members of the library staff are aware of and can identify with the mission of the library. If they cannot identify with the mission of the institution that they work for, it will be very difficult for them to develop a culture of service to the library user. There are many examples of mission statements on the Internet and in books. Refer to the list of suggested readings for the bibliographic details.
Libraries should avoid making their mission statement either too broad or too narrow. It must be specific and realizable. Otherwise management will not be guided by the mission in making decisions. A library’s mission changes with time to enable it to adapt to a changing environment. A mission statement answers the fundamental questions: ‘Why do we exist? What is our purpose for being here? The whole purpose of a mission statement is that it should set out a measure of an organization’s reason for existence and should stand the test of time. The following examples clearly define the business of the organization and its purpose.
Example 1. The Mission of the ABC Library
The overall purpose of the ABC Library is to support the teaching, research and extension service functions of ABC University by providing the faculty, students, staff and administrators with access to the information that they need.
Example 2. The Mission of the National Library of Medicine
To assist the advancement of the medical and related sciences, and to aid the dissemination and exchange of scientific and other information to the progress of medicine and to the public health (American Library Law, 5th ed., 1983).
What is a Vision Statement?
A vision is a description of the library five or so years from now. It provides the library with direction and a dream of what it wants to be. Junow and Webster in 1991 aptly stated the importance of a visionary staff. According to them,
“What academic and research libraries will need most as they face an unknowable future is staff who can dream, who have a vision of what they want their libraries to be, and who believe they can and should try to create that future…Knowing where you want to go,…you can exploit today’s opportunities to build a better tomorrow.”
To be able to formulate a vision of your future library, you must first determine the trends in library practice and then you must evaluate them in terms of your mission. For example, if you are in a public library setting, you must look at standards for public libraries and at the values of a public library service. The environmental scan will indicate a level of service that your particular type of library must try to achieve. If you are below the standard, then you will need to fill in the gap. The vision statement answers the question, “Where do we want to be in five years?” It is stated in the present tense.
Standards for different types of libraries exist. Some are international, while others are national in scope because the international standards have been trimmed down to take into consideration the availability of operational funds in the country that is earmarked for the development and maintenance of the library. Due to the rapid development of the Internet and the digital information industry, standards have changed radically. A few years ago, libraries were busy acquiring materials, and doing original cataloging; today, librarians are still busy acquiring materials, but these materials are now acquired upon request by the library user and more often for a fee. In addition, the acquired material is not kept by the library, but given to the user. Acquisition of materials is now limited to the development of a core collection. Many libraries have adopted the policy of acquiring materials when they are requested to ensure that they will be used rather than acquiring materials just in case they will be needed. Many of these materials acquired on request are not stored by the library and, hence, they are no longer processed. In view of these policy changes, libraries now develop services that will enhance access to information resources. Present day standards emphasize access over holdings. In academic libraries, the Association of College and Research Libraries (ACRL) standard (1997) no longer provides a quantitative measure of the size of the collection, but emphasizes access.
Hand in hand with a vision is a philosophy, policy statement or a set of values that the library should use as a guide to achieving their vision. Policies are statements or ground rules that guide the library in the performance of its duties. Policies represent a code of conduct for the employees. They encompass the personal integrity of the staff and their behavior as well as the thrust of the library. This is a set of rules for Library ABC:
1. Equal opportunities for staff 2. Reduction in noise levels
3. Good human relations 4. Good communication 5. Energy conservation 6. Dedication to service
7. The library is a learning organization
The value system will provide a sound foundation for change. Professor Egbert D. Gerryts of the Academic Information Service, University of Pretoria, in 1994 stated that the value system of its institution has five components:
1. Respect for the individual. It is believed that everyone is able and willing to make a unique contribution. An appropriate organizational climate and culture should facilitate and stimulate this value.
2. Client is king. A proactive endeavour to ensure that the highest level of client acceptance and satisfaction is kept alive. This is accomplished by partnerships with clients and client groups to find solutions to barriers, irritations and problems. 3. Striving after success. The organization should be characterized by an endeavour towards new ideas and better approaches in search of unique and excellent solutions. It is accepted that well-directed creativity and innovation carry high value. Experimentation is encouraged and mistakes are recognized, accepted and rectified within a continuous learning process.
4. Integrity as a mode of life. There should be an urge to establish credibility beyond any doubt; inter alia by operating at the highest level of integrity and ethical conduct.
5. Spontaneous teamwork. A common vision should be pursued by mutual support and acceptance of co-responsibility. This means a sensitivity for the involvement and participation of every member of the staff in promoting the successful fulfilment of a particular assignment in a complex environment. Below are examples of vision statements.
Example. The ABC Library Vision Statement
The ABC Library is an electronic library with a fully integrated library system with the following modules: cataloging, acquisitions, circulation, serials management, and OPAC. The reference sub-system is equipped with computers that are used to access electronic information materials such as abstracts and indexes, dictionaries and encyclopedias, and full-text documents either directly on CD-ROMs, diskettes and hard disks or remotely from online databases and the Internet.
The library is manned by professional and support staff who are knowledgeable and skilled in the use of information technologies and who are guided by a set of values to ensure that the library user is provided with the highest level of service.
In the achievement of this vision, the library is guided by the following principles: ● Our first priority is to support the mission of the ABC University.
● Our library users are our partners in information collection, organization, and access.
● Success is achieved through teamwork. Every member of the staff has always something useful to contribute towards the success of the organization. ● Continued success is assured through commitments to provide the users
with satisfactory service.
● The ABC University is a learning organization where mistakes are recognized and accepted so that proper actions can be taken to rectify mistakes and learn from the experience.
Activity 2.1
Think of your library. What is the vision and mission of your library? Is the vision traditional or is it in step with developments in the information industry? Has the mission changed over the years?
What are Goals?
Goals are focused statements of intent. They cover the organization’s functions, products, services, equipment, software, etc. that are critical to success. They are promulgated every three to five years, depending on the time frame of the plan. Some examples of goals are:
1. To be recognized as the leading academic library in the country and to maintain standards of excellence that will distinguish us from other academic libraries. 2. To offer a wide range of services and information formats, including e-mail,
Internet, CD-ROMs, document delivery services, user education, etc.
3. To provide training opportunities for the staff, promote the development of the profession and the creativity of the staff in designing systems, web pages, conducting research, etc.
4. To secure financial viability through the establishment of a library trust fund. What are Objectives?
Objectives are the short-term and specific aims of the different library sub-systems. They are also called targets. They are usually part of annual plans and are used for purposes of budgeting. Objectives are linked to day-to-day operations and are measured in terms of output and efficiency. Long-term goals are more concerned with effectiveness.
Module 7 Lesson 2
In setting objectives, a list of critera must be followed. According to Cole (1997), these criteria may be summarized as follows:
1. Objectives should further the purpose and strategic aims of the organization. 2. They should also conform to the organization’s values and policies.
3. Objectives should be realistic.
4. Their achievement (or otherwise) should also be measureable (in terms of time, quantity, quality, cost or a relevant ratio).
5. Objectives should preferably be set by agreement, so that those responsible for carrying them out have some “ownership” of them.
6. Objectives should set clear and challenging targets for individuals.
7. Objectives should be open to adaptation in the light of changing circumstances, especially where these are unforeseen.
8. Groups of objectives set for individuals, or groups, should not be in conflict with each other, but should serve a common purpose and direction.
Some examples of objectives are:
1. Increase the number of Internet stations from two to five by the end of the year. 2. Increase the number of CD-ROM stations from five to eight by June 2000. 3. Increase the number of Pentiums from five to ten by June 2000.
4. Increase the staff complement by means of student assistants and graduate assistants by the second semester of the school year 2007-2008.
5. Reduce waiting time for application for IDs by the start of the school year.
6. Launch a promotional campaign for products and services by the first semester of the coming school year.
7. Launch a marketing campaign for donations to a trust fund as soon as possible.
What is a Strategy?
Strategies are procedures or patterns of action that are designed to achieve the goals and the objectives of the library. Before a strategy can be crafted, there is a need to assess the internal and external environments of the library. The internal environmental scan answers the question, “What is happening to the library now?” The external environmental scan answers the question, “What is happening in library practice around the country and the world, and what is likely to happen in the future? Strategies are formulated at the management/institutional level and at the department level since they are decisions for long-term changes that are being planned for the library. The functional levels are more concerned with short-term solutions. Strategy formulations are strategic choices in the overall planning process. An institutional strategy usually covers a three-to five-year period.
Strategies may be directed toward product/service development, financial targets, staff training and recruitment, or marketing of services to improve usage. The targets must be achievable. In general, libraries must choose only a few strategic choices at a time in order to ensure success, and work within a range of options. For example, regarding the use of technology in libraries, the libraries may opt either to be very creative in the use of new technology or too cautious. They may also adopt a strategy that emphasizes high quality service or just adequate service quality. On the whole, the strategy must fit the objectives. (See Figure 1).
According to Hofer and Schendel (1986),
“strategy is a pattern of present and planned resource deployments and environmental interactions that indicates how the organization will achieve its objectives.”
It is the means to achieve objectives. The strategy can be made up of four components: 1. Scope (or domain). This refers to the extent of the organization’s interaction with its environment. In the library, this refers to the interaction of the library with its staff, students, faculty.
2. Resource deployment. This refers to the utilization of the library’s resources (financial, human, infrastructure, etc.)
3. Competitive advantage. This pertains to its position within the institution or with other institutions as a result of the manner it which it interacts with its environment and makes use of its resources.
4. Synergy. The total effect of the strategic decisions made on the company.
Figure 1. Theoretical framework for a library strategic management cycle
Environmental Scan (SWOT/PEST analysis)
• Internal • External
Library Mission Library Vision
Review Results User Response
Goals and Objectives ' •' Efficient service ' •' Effective service Implement Strategies ' •' Staff training ' •' Product/Service ' •' Financial ' •' Market User Needs Analysis
According to Hofer and Schendel (1986), there are three levels of strategy: corporate, business and functional. At the corporate level, the priorities are the institutional mission, the overall goals and objectives, survival and effectiveness. At the business level, the priorities are successful competition, profit, efficiency and effectiveness. At the functional level, the priorities are product/service-market development, efficient use of resources and budget targets.
On the other hand, Thompson and Strickland (1990) group strategy levels into four: corporate, business, functional and operating. The focus at the corporate level is on building a portfolio of business units, finding synergies among the units, converting them into competitive advantages and allocating resources among them. In the library setting, the corporate level builds a description of the mission, of the different sub-systems or subgroups (acquisitions, cataloging, circulation, reference, systems management, administration, etc.), allocates resources among them and builds synergy among the groups. The focus of the business level is on addressing the institutional issues and problems and devising appropriate responses to the changing environment. In a library, the business units are the technical unit, systems unit and reader services unit. At the functional level, the focus is on service; while at the operating level, the focus is on making provisions in attaining functional level objectives.
A Theoretical Model of Strategy
According to Igor Ansoff (1965), strategic decisions are to be distinguished from administrative (structural) decisions and operating decisions (tactical). Strategic decisions focus on product-market decisions, the second focus on organizational and infrastructural decisions and the third on budgeting, scheduling and controlling decisions. Figure 2 is an adapation of the Ansoff model for a library setting.
Figure 2. Product/service growth strategies
New products/service Market penetration
e.g. Advertise existing products/service to
existing users
Product/service development e.g. Offer new products/ service to existing users Market development
e.g. Advertise existing products/service
to new users
Diversification e.g. Offer new products/
service to new users Present
products/service
Present markets
Activity 2.2
State the goals and the specific objective you want to achieve as a library manager in accordance with the mission and vision of your library. If you want, you can also create your own vision. Access the site http:// www.oshkoshpubliclibrary.org/libraryvision.html for a sample vision statement.
Implementing the Strategy: The Strategic Planning Cycle
In implementing the strategy, the key decisions that need to be made and the resources that must be provided are mapped out. This involves establishing mechanisms to facilitate decision-making. These mechanisms include SWOT and PEST analysis. It also involves the provision of human and other resources, as well as the implementation of decisions and evaluation of results of the strategy so as to make wise changes when the need for change arises.
Strategic management lies in the realm of top management and the business units. Functional and operational levels of management normally do tactical planning. In most cases, the steps are similar, but tactical plans are short-term plans and directed at improving efficiency. Strategic plans are directed at improving effectiveness and at ensuring survival.
The procedures in the Handbook for Strategic Planning: Airedale Group (Rochford, 1999) will be used in detailing the steps in a strategic plan. The handbook defines strategic planning as:
“the continuous process of systematically evaluating the nature of the business, defining its long-term objectives, identifying quantifiable goals, developing strategies to reach these objectives and goals and allocating resources to carry out these strategies.”
It further states that strategic planning begins by addressing the following three questions: ● Where are we today?
● Where are we going? ● How do we get there? Procedures in Planning
Situational analysis. The situational analysis enables the business unit to identify the overall competitive strategy for the unit. In the case of the library, the business units are the sub-systems, readers’ services, technical services and computing services.
Module 7 Lesson 2
To be able to formulate a competitive strategy, the sub-system must identify its present strategy, compare it with the environment and decide what to do with its strategy. It must make a strategic choice relative to its internal and external environments that will provide the best opportunities for growth and the least threats. Applicable to the library situation are the following barriers to change: capital requirements, government or institutional policy, expected opposition from various groups including the library staff, priorities of the institution, and lack of knowledge and skill in the new strategy. The situational analysis involves assessing the environment.
Understanding the internal and external environments is crucial to decision-making. One strategy for analyzing the environment is SWOT analysis. Where S stands for Strength, W for Weakness, O for Opportunities and T for Threats. Another strategy is PEST analysis. The acronym stands for the Political, Economic, Social and Technological environment.
The environmental factors that must be considered in the SWOT and PEST analysis are:
● the users (existing and potential)
● the other libraries (opportunities for networking, trends and issues) ● the information industry (trends and issues)
● the suppliers of library materials (their competitive advantage)
● the administrators (support provided, attitude, knowledge about new trends in library practice)
● the employees (existing and potential)
● the technological environment (existing and future technologies and their applications)
● the government (the national information infrastructure and the thrusts of government)
● other sources of funds (the local government, project funds, donors), the pressure groups (faculty, alumni, students), other factors
Implementation is a combination of strategic (long-term) and tactical (short-term) concerns. Strategic concerns include identification of where the organization is, its competitive strategy, devising controls for its monitoring, financial controls and allocating resources. They are focused on effectiveness. Tactical concerns include the identification of user needs and meeting them; the identification of employee needs and providing motivation; and service quality issues. They are focused on efficiency. The end of strategic management is change. Thompson and Strickland (1990) suggest that implementation is largely administrative. It is basically ensuring that resources are allocated wherever necessary as part of the plan.