Career / Growth / Reading and Teamwork That Will Lead to Synergy in Quality of a Library

Quality ISO 9001

In today’s competitive environment, academic libraries must stay ahead of other information service providers to maintain their relevance and ensure their survival. They need to be highly aware of their users’ needs and preferences, and must work with a high level of efficiency and effectiveness. Moreover, anticipating future trends in information services and management is crucial to their success.

To achieve this, prioritising quality should be a key part of their strategic objectives. However, it may not be necessary for a library to fully adopt a comprehensive Quality Management System or seek certification immediately. A more manageable first step could involve introducing a complaint management system or focusing on analysing and improving specific key operational processes. By taking these initial steps, libraries can begin enhancing their service quality and user satisfaction without the need for a full-scale system overhaul.

The library had a period of nine months to implement a Quality Management System (QMS) and prepare the necessary documentation for the Quality Manual. To oversee this, the library director appointed a Quality Management Coordinator who took charge of the process. Additionally, a Quality Management Group was formed, consisting of four members from the library staff. Membership in this group was open to all staff members, regardless of their department or job role, with the only requirement being a minimum one-year commitment to the group.

The group meets every two months to discuss work processes and user complaints, serving as a permanent committee within the library. To ensure readiness for external audits related to certification, the library conducted an internal audit, aided by an expert from the university hospital's Quality Management department.
The library had already been involved in quality-related projects before this process, such as developing an e-learning platform and establishing "Medi-Treff," a medical training centre for the University of Hamburg’s Medical Faculty, now located in the Medical Library. However, the introduction of the Quality Manual was a new aspect, requiring every project and work process to be meticulously detailed, including data flow diagrams. Additionally, an annual Quality Development Plan was introduced, outlining the library’s quality goals for the coming years.

After nine months of preparation, the Medical Library, as part of the University Medical Center Hamburg-Eppendorf, achieved certification. The key to this success was transformational leadership, which played a crucial role in driving the Total Quality Management (TQM) process. This leadership approach required team leaders and the Quality Management Coordinator to build trust, be transparent, and show genuine interest in the work of their colleagues.

Team leaders were encouraged to model the new processes by first adopting them themselves and then guiding their teams to follow. They needed to believe in the benefits of the changes and inspire confidence in their team members. Transformational leadership was essential for fostering high performance, intellectual stimulation, and acceptance of group goals. 

According to research by Podsakoff, MacKenzie, Moorman, and Fetter (1990), successful leaders in this context focus on

1. Identifying and articulating a clear vision,

1. Providing an appropriate model for others to follow,

1. Encouraging group cohesion around shared goals,

1. Setting high-performance expectations,

1. Stimulating intellectual engagement and innovation.

In conclusion, transformational leaders can effectively manage quality improvement processes by leading with conviction and openness, encouraging their teams to embrace new workflows that enhance overall service quality.

Literacy in Workplace

Workplace literacy focuses on teaching essential skills such as reading, writing, and mathematics, with an emphasis on applying these skills to key areas like communication, teamwork, and problem-solving (Lloyd, 1999). However, the actual extent of the skills gap in the workplace is debatable. Sticht (1998) argued that while work environments are evolving and new demands are placed on workers, data suggest that the majority of jobs (around 75%) still require only low to moderate literacy skills. Despite this, a survey by the American Management Association (AMA) found that more than one-third of employers felt that many job applicants lacked the necessary literacy skills to meet job requirements (Grimsley, 1999).

Social interaction is another factor complicating workplace literacy. The social context in which literacy skills are used can influence their difficulty. For instance, workers often clarify instructions or written materials by asking colleagues or supervisors rather than reading them (Crandall, 1981). However, as more businesses adopt isolated electronic workstations and global operations, workers may be required to read and write more frequently. This situation mirrors the experience of deaf workers, who often face limited opportunities for informal exchanges to clarify tasks and rely more heavily on written communication (Rach, 2000). Similarly, workers in remote or digital environments will need stronger literacy skills to manage complex written communications.
Moreover, changes in management structures, such as the implementation of self-directed teams in factory environments, are increasing literacy demands on workers who previously did not face these challenges (Moore, 1999).

Some predictions suggest that the economy may eventually resemble an hourglass, with a large number of low- and high-skilled jobs, but few in the middle. If this occurs, the literacy demands may apply more to higher-skilled jobs, while lower-skilled workers may remain in deskilled, low-opportunity positions. However, it is expected that the economy will adapt, potentially leading to fewer deskilled jobs than anticipated.

Synergies ISO

In today's business world, almost every organisation uses Information Systems (IS) to manage their business processes and meet the data needs of their stakeholders. Many organisations are also adopting Quality Management Systems (QMS), such as TQM (Total Quality Management) or ISO 9000 standards, to ensure their services or products consistently meet quality expectations and to identify areas for improvement.

However, our research found that many organisations are not fully benefiting from having both IS and QMS in place. This issue is not just due to lagging practices but also because of gaps in the existing knowledge base. While some studies show that integrating IS and QMS can offer significant advantages (as highlighted by Sánchez-Rodríguez & Martínez-Lorente, 2011), only 20% of the research explores how these systems can work together effectively. Even fewer studies provide clear guidance on how to design and operate these systems in a way that maximises their potential synergies.

Building on this gap in the literature and our understanding of both IS and QMS, we have extended Forza’s (1995) foundational framework to suggest directions for further research. Despite following rigorous methods for our literature review, our work has limitations. These include: (1) the constraints of the databases and search terms used, (2) a focus solely on TQM and ISO 9000-based quality management approaches, and (3) the limited insights provided by existing studies on how IS can support QMS.

The transition to ISO 9001:2015 presents a chance to improve the integration of quality principles into business processes and IT. A shared approach to IS and QMS would involve: 

(1) managers from both IS and QMS understanding each other’s roles and working together to improve organisational performance, (2) aligning IS and QMS plans, (3) ensuring coherent and practical documentation, (4) involving both IS and QMS managers in IT sourcing decisions, (5) training staff on QMS principles alongside technical skills, (6) collaboration between IS and QMS experts on software and data quality, and (7) addressing both technical and human aspects in improvement efforts.

Future research could develop methods to better integrate IS and QMS, while also expanding the review to include other quality management frameworks, such as AS 9100 in aerospace, or complementary areas like environmental, safety, and social responsibility concerns.

How This Will Lead to Teamwork

The purpose of this paper is to explore the practice of teamwork in a real-world setting where there is even less evidence of effective teamwork, such as in a hotel restaurant. Previous studies (e.g. Ingram and Desombre, 1999; Rees, 1999) have indicated that teamwork is not highly prevalent in certain industries, like call centres, and this study aims to assess whether teamwork in the hotel and catering sector offers any benefits. Despite the World Tourism Organization acknowledging tourism, particularly hotels and catering, as the largest industry globally, there is limited research on work organization, especially teamwork, in this area (Salanova et al., 2005).

This paper uses Thompson and Wallace’s (1996) Team Dimensions Model (TDM) to analyze data collected through an ethnographic approach to understand if teamwork in this context has value as a human resource practice or provides job satisfaction for employees. The research also argues for more studies on teamwork in service settings beyond call centres and points out that current teamwork models often overlook the critical role of customer service. By integrating customer service into the analysis, this study reveals that teamwork in the hospitality industry creates a paradox for employees. Although teamwork is presented as a core value, the work environment often remains individualistic and somewhat hostile. Even the concept of softer teamwork, as suggested by Batt (1999) and Van den Broek et al. (2004) for the service sector, is largely absent in this setting.

The Team Dimensions Model (TDM), introduced by Thompson and Wallace (1996), is a framework designed to assess and understand how teamwork functions within organizations. It focuses on several key dimensions that influence the effectiveness of teams. The model highlights the interplay between team roles, structures, and processes, helping to identify areas where teamwork can be improved or optimized.

Here are the main components of the Team Dimensions Model:

1. Team Roles: The TDM examines the different roles that members of a team take on. Each role contributes to the overall functioning of the team, and these roles are often categorized based on the specific contributions they make, such as leadership, coordination, or specialized expertise.

2. Team Structures: This dimension looks at how teams are structured within an organization. It considers factors like hierarchy, communication pathways, and the division of tasks. A well-structured team will have clearly defined roles and responsibilities, which help prevent overlap or confusion in tasks.

3. Team Processes: The model also focuses on the processes that teams follow to achieve their goals. These include decision-making procedures, problem-solving approaches, and communication methods. Effective processes ensure that teams work efficiently and that any challenges are addressed collaboratively.

4. Collaboration and Interaction: 

TDM emphasizes the importance of collaboration and how well team members interact with each other. This includes looking at how team members communicate, share ideas, and resolve conflicts. Healthy interaction is key to team success.

5. Customer or Client Interaction: In the context of service sectors (such as hospitality or tourism), TDM suggests that customer service is a critical element of teamwork. How teams interact with clients or customers can affect the overall performance and satisfaction levels within a team.

By analyzing these dimensions, organizations can better understand how their teams function and where improvements can be made. The TDM is particularly useful in identifying whether teams are truly working together or if they are simply a collection of individuals working in isolation. It is a valuable tool for improving teamwork in both service and non-service industries.

Main Focus

In my opinion, reading is essential in creating synergy and teamwork within a library to provide excellent service. When you’re assigned a task, for instance, managing a department, the first step is to thoroughly read and understand the job scope. This allows you to identify any skills you need to develop, such as full-stack development, to perform effectively in your role.
The library’s main focus is on its target users—students and visitors. It’s our responsibility to treat them well by delivering the best service, aligned with the quality standards that reflect our performance. When every worker understands their role and responsibilities, they can execute their tasks smoothly, ensuring the organisation meets its Key Performance Indicators (KPIs) in terms of quality.

Reading is not just about gaining technical skills, but also about personal and professional growth. Even in Islam, the importance of reading is highlighted in the first revelation to Prophet Muhammad (pbuh), where it says, “Read in the name of your Lord Who created, created man from a clot. Read, and your Lord is the Most Generous, Who taught by the pen, taught man what he did not know” (Surah Al-Alaq, 96:1-5). This reinforces the idea that knowledge and learning are fundamental to success in any role, including serving in a library.

In conclusion, through reading and continuous learning, library staff can better understand their tasks and develop the necessary skills to meet the organisation’s goals. It leads to better teamwork and, ultimately, provides the users with high-quality service.

ٱقْرَأْ بِٱسْمِ رَبِّكَ ٱلَّذِى خَلَقَ ١ خَلَقَ ٱلْإِنسَـٰنَ مِنْ عَلَقٍ ٢

References

1. DÜREN, Petra. Total Quality Management in Academic Libraries – Best Practices. Qualitative and Quantitative Methods in Libraries, [S.l.], v. 1, n. 1, p. 43-50, may 2017. ISSN 2241-1925. Available at: <http://www.qqml.net/index.php/qqml/article/view/42>.

2. Smith, M. C., Mikulecky, L., Kibby, M. W., Dreher, M. J., & Dole, J. A. (2000). RRQ Snippet: What Will Be the Demands of Literacy in the Workplace in the Next Millennium? Reading Research Quarterly, 35(3), 378–383. http://www.jstor.org/stable/748223

3. Richards, J., Chillas, S. and Marks, A. (2012), "“Every man for himself”: Teamwork and customer service in the hospitality industry", Employee Relations, Vol. 34 No. 3, pp. 235-254. https://doi.org/10.1108/01425451211217680

4. Barata, J., & Cunha, P. R. (2015). Synergies between quality management and information systems: a literature review and map for further research. Total Quality Management & Business Excellence, 28(3–4), 282–295. https://doi.org/10.1080/14783363.2015.1080117