ALIA 2001 TAFE libraries conference
Giving Power Back to the People:
A Six Step Continuous Improvement Model
Authors
Helen Martyn
Manager, Library Services
The Bremer Institute of TAFE
PO Box 138, Booval
Qld. 4304
helen.martyn@dtir.qld.gov.au.nospam (remove the '.nospam' from address)
Helen has worked in academic libraries for over 20 years and is currently Manager, Library Services at the Bremer Institute of TAFE in Queensland. Helen has been an active member of the ALIA and has been a past president of the Queensland Library Technician's Section and Vice-President of the ALIA TAFE section in Queensland. She currently represents Queensland TAFE library staff on the National Working Group for TAFE Library Services and the Qld. C2 Steering Committee. Helen won the ALIA Dunn and Wilson Scholarship in 1993 and has presented a number of papers at ALIA conferences. Her areas of interest include the impact of technology on library staff roles, professional development as a change driver and continuous improvement strategies.
Margaret Schindler
Senior Librarian
University of Queensland Gatton Library
Gatton
Qld 4343
m.schindler@library.uq.edu.au.nospam
Margaret worked in pathology prior to becoming User Services Librarian at the Bremer Institute of TAFE in 1993. In March 2001, she joined The University of Queensland Gatton Library as a Senior Librarian. She is Liaison Librarian for the Schools of Natural and Rural Systems Management and Land and Food Sciences. Margaret is particularly interested in the challenges of developing the information literacy skills of external students.
Abstract
This paper will provide an overview of a project that used a six-step continuous improvement model to influence the future direction of library services at The Bremer Institute of TAFE.
All library staff members participated in a series of workshops guided by an independent facilitator. The opinions of all library stakeholders were sought and included in the process. The six-step process was one of self-discovery for the team. It provided them with a clear understanding of the status quo so that they were able to lay down the groundwork for a service that will exceed client expectations in the future.
The outcomes of the process was a library business plan that provided a framework for the library's people, its business systems, its future growth and its client services. The process itself was as important as the outcomes, in that it empowered the staff and their clientele to influence the future direction of the library services at The Bremer Institute.
This paper is about people. It is also about organisational change, continuous improvement processes, ownership, identity, partnerships, competition, politics, scarce resources, survival and empowerment…but most of all it is about people. Impetus for change can come from many directions in organisations and the Bremer Institute of TAFE is probably typical of most organisations. Factors such as an Institute restructure, new library management, the training reform agenda, online and flexible delivery and scarce resources are just a few of the change drivers that were impacting on the Library Services Unit. The six-step business improvement and problem solving model that is described was used as an agent of change in the Bremer libraries to move the library team from a static and disempowered culture to one of innovation and empowerment.
Change Dirivers
The Bremer Institute of TAFE undertook a major organisational restructure in 2000 and developed an Institute strategic plan to respond to the increasingly competitive vocational education and training environment. As a result of the Institute planning process it became obvious that the Bremer Library needed to develop a business plan to align its goals and objectives with the Institutes' strategic business focus. Up until 2000 the library had provided services in the traditional Technical and User Services areas. The library collections however were dated due to Institute wide funding constraints and internal priorities. In addition, very little investment had been made in staff training or in critical new technologies that were essential for the delivery of Library Services in the new competitive training environment. Library services were largely provided on a needs basis (reactive), resource backlogs were evident and staff had virtually no time for planning or development. In addition, Library Staff were operating in sub-standard workplace health and safety conditions and sharing essential computing equipment that restricted productivity and stifled innovation. Staff felt powerless to initiate change and initiatives were hampered by lack of time and resources and the never ending battle for competing Institute funding. It was clear that major change had to occur for library services to be of value to the Institute within a flexible and competitive training environment.
Change Objectives
Given the change drivers the library manager identified six key objectives that needed to be achieved to start to turn library services around:
- To improve client services and teaching partnerships
- To align the library with the Institute's strategic business objectives
- To create a team culture of continuous improvement
- To develop a highly skilled and flexible library team
- To improve working conditions
- To encourage innovation
The key priority for the Library services team was to improve client services and form closer partnerships with teaching staff within the Institute. To do this the library had to align itself very clearly with the Institute's strategic business objectives by developing its own business and operational plans. It was critical that these plans be clearly linked to the Institute goals and objectives and that library staff could understand their role in the broader organisational planning process.
The library planning process commenced with a one day library staff planning workshop. The results of that workshop provided the basis for a library strategic plan - it identified our current position, where we would like to be, some of the activities required to get there, our strengths, weaknesses, opportunities and threats. It highlighted the need for broader consultation with our clients and the lack of training opportunities for staff. Shortly after the workshop the Institute asked for volunteer teams to participate in an Institute continuous improvement project. The Library team jumped at the opportunity to have their planning process facilitated by an outside consultant. As a result, the team took part in a continuous improvement pilot project to progress the development of the library business plan. The continuous improvement training was based on a 6-step Business Improvement and Problem Solving Model developed by consultants from the Business Development Division of The Queensland Department of Employment and Training.
6-Step Business Improvement and Problem Solving Model
The diagram in Appendix I, outlines the model and a few important points need to be made before we provide particular details of the process at Bremer.
Step 1 - Initiate the Improvement Project
This is a most important step in the process - deciding that there is a need for improvement and making the decision and commitment to run with it. The sponsor ensures that the project is given authority at a management level while the team leader oversees the project to ensure that the team continues in the desired direction.
Step 2 - Agree on the Purpose and Scope
The scope of the project must be agreed upon by all parties. There is absolutely no benefit in trying to over-achieve and all expectations and targets must be realistic. Terms of reference are set down and action planning commences.
Step 3 - Analyse the Current Situation
Collection of data on current practice is the foundation for the process. The project is unable to proceed if the team is not aware of the status quo and typically a survey of some kind is carried out during this phase. Action planning and efficient task allocation are critical.
Step 4 - Develop Improvement Solution
From the survey, areas of improvement are identified and possible improvement strategies put forward. Prioritisation is almost always necessary.
Benchmarking processes with key indicators are set down to enable efficient monitoring of the group's progress and these indicators must be agreed to by all parties.
Step 5 - Implement and Monitor
Implementation proceeds once all participants are comfortable with the plan. Progress is monitored using the key indicators. It is crucial that the group acts on the results of the monitoring process. This will invariably lead to modifications and adjustments with an evolution occurring as the team discovers what works and what does not.
Step 6 - Review and Standardise
Further review and the documentation of the new plan constitute the final step. At this point, the process has returned to the beginning of the cycle. The process can be applied to suit any planning process to ensure that the group is able to strategically adapt to the changing environment in which it operates.
Practical Application of the 6-Step Model at the Bremer Institute of TAFE Library
I must say that not every team member was totally committed to the process at the outset. It represented more change in an already change-weary organization and this was a big hurdle. The first meeting was critical in overcoming this apprehension. The facilitator, Vincent Granahan from TAFE Queensland's Business Development Unit , set only one rule - open discussion at all times. This ensured that each team member said exactly what they thought. They were able to be frank, honest and open about their concerns and expectations without fear of ridicule or prejudice. Tony Walsh, Director of Corporate Services at Bremer Institute was our extremely supportive sponsor in this open environment.
It was decided that there would be six meetings, held at fortnightly intervals. All permanent staff would attend and a new team leader would be nominated at each meeting so that the experience was shared. The team leader would be responsible for guiding the group through the process, ensuring that all tasks were completed over the ensuing two weeks and that the achievements were documented and presented at the next meeting.
Clear, concise Terms of Reference were established. These were documented under the headings:
- Project purpose - To improve the overall standard of client service at the Bremer Library
- Main objectives - To enhance client information literacy skills, to support and develop the skill levels of all library staff through professional development, to develop a strategic framework for the Library, to promote and market the role and function of the Library
- Constraints on the project - The lack of suitable reports for budget planning and the fact that staffing resources were unable to meet the business requirements. These factors that were out of the control of the group.
- Measures of success - The development of a strategic Business Plan for the Library and the provision and maintenance of a practical management information system based on service standards.
The group then proceeded to identify the key library stakeholders and these are represented in the figure below.
A survey of these stakeholders was seen as the logical progression and each team member was allocated a particular group from which to collect data. The survey was a subjective one with a single question in each of four categories - resources, customer service, staffing and library facilities. The question was 'What comments, issues or problems would you like to pass on to the Library staff?'
Survey forms were distributed at the circulation desk at all campuses. They were also sent to every staff member, both teaching and non-teaching, by the Liaison Librarians. Unisys staff were included as well. The forms were handed out to students in the canteen area over several days to canvass opinion of those who did not regularly visit the Library. A random selection of associate borrowers received mail-outs.
The survey tasks, the responsibilities of each team member and the time frames for completion were set down in the Action Plan for the following two weeks. This initial meeting had accomplished the first two steps of the theoretical model.
The response rate for our survey was approximately 4%, a fairly average figure for this type of questionnaire, in the limited time frame. The rate was roughly constant for all groups. The one exception was the student group surveyed outside the Library. Very few forms were received and when library staff approached students directly, almost 80% said that they did not have cause to use the Library at all. This was a very disturbing figure and this group was noted as a priority improvement area.
At our second meeting, results were tabulated according to the group surveyed with each response and its frequency being noted. Happily, positive comments far outweighed the negatives. The negative responses were then re-tabulated so that the team could prioritise the importance of acting upon each. The Terms of Reference for the Project provided guidance as to the boundaries of our project and assisted in our decision-making.
The action plan at the end of this meeting included a list of immediate fixes - a tidying up process that would eliminate the small issues that were easily remedied. This included the provision of more directional and promotional signage, attention to audio-visual equipment and a new staff roster system to cope with busy periods.
Once this was complete, our next two meetings were able to concentrate on the use of Pareto analysis to tackle the big problems. Pareto is based on the 80:20 principle - 80% of causes produce 20% of the effect - or in simple terms, if you fix up if the big problems, the rest often take care of themselves.
The critical issues from our survey were combined with staff ideas and opinions in an intense brainstorming session. Having the team in a totally relaxed environment, unencumbered by the baggage of everyday workplace events, was the key to the success of this session. No, we did not go to the Whitsunday Islands but we were guided through a series of relaxation exercises conducted by the facilitator. This enabled each team member to become focused on the task at hand.
We identified four critical areas for improvement - our people, our business systems, our business growth and our client services. In a vigorous whiteboard exercise, the team listed strategies that would enable improvement in each of these four areas. These were formally tabulated and returned to the group by the next meeting date.
A re-evaluation of the strategies followed. Most were seen as effective and readily achievable whilst others were identified as being unrealistic and either removed from the list or modified. This was the basis of our Business Plan.
The development of appropriate performance indicators followed. Areas of responsibility were set down and realistic time frames developed by the team. After the addition of background and explanatory material, the Library Business Plan for the period 2001 to 2006 came into effect in July of this year. Its existence is proof that the theoretical model we used can be readily applied to produce practical and workable outcomes.
The Challenges
There are many challenges that confront a team when undertaking significant change. Some of those challenges are predictable while others hit you from left field and leave you scrambling for solutions. Some of the major challenges we faced, and in some instances still face, were:
- Resistance to change
- Commitment
- Self-retrospection
- Time management
- Lack of recognition
- Limited resources
From a managers' perspective the most challenging are the people challenges. The process required honesty, honesty in the team and in yourself. Self-retrospection can be painful and has to be handled delicately and with sensitivity and I believe this was probably one of the most difficult things the team had to face. The consultants input was paramount in this part of the process and their value immeasurable. Resistance to change and lack of commitment can also jeopardise the whole change process. It is therefore critical to completely involve staff in the process, take small steps so that achievements can be seen and celebrated. Each small success empowers and encourages staff to continue. Incorporate the sixth step of the Model into every step, plans have to be continually adjusted, monitored and reviewed. Don't wait until the end to publish and celebrate - tell everyone what you are doing - your successes become a great marketing tool for Library Services.
The Outcomes
The Library Business and Operational Plan is the most tangible outcome of our project. The 5 year business plan lists objectives that are clearly linked to the Institute Objectives and in turn our Corporate Services Directorate objectives. The accompanying two year operational plan sets out the strategies and performance indicators to progress the achievement of the 5 year plan. A Gantt Chart has been developed to track performance and is updated monthly at regular staff meetings. The use of a Gantt Chart allows staff to see what they have achieved and gives the team a clear understanding of activities and timeframes. The plan also highlights the importance we place on our staff and makes a commitment to ensure that they have the skills required to deliver a quality library service. The Business plan also provided library staff with the basis for completing individual staff development plans and enabled training needs to be clearly identified. The plan has also provided justification for budget submissions, for example, a project to eliminate a long standing cataloguing backlog has been approved.
The plan also identified a number of strategies that encouraged partnerships with teaching staff. For example, the development of faculty subject resources on the library Web site and the opportunity for librarians to participation in a Learnscope project that is assisting teachers to make the transition to online delivery. A librarian has also been given the responsibility of managing the Institute Webboard. These small steps have already opened up dialogue and removed perceived barriers between Education and Training Services and Library Services.
Client services are gradually being reviewed and improved and client consultation is critical in this process. The evaluation step in the process has yet to be completed but library staff are represented on the Institute client feedback committee and focus groups are planned for feedback on the services provided through the Web site. Staff facilities and working conditions have been significantly improved and all library staff now have a personal computer on their desk. A new lending desk has also been approved based on a business case to address workplace health and safety issues and disability access.
In conclusion, the six step business improvement and problem solving model provided management with a framework tool for the library's people, its business systems, its future growth and its client services. The model assisted the transition of the library team through a process that demanded self-retrospection, improved working conditions and client services, developed individual skills and encouraged the team to be flexible and innovative. Above all the model has provided the library team with a practical technique for sustainable continuous improvement that has indeed given the power back to the people.
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