Data & Analytics

Culture

We will
help the
Communication
University
achieve
its goals We will
Of be easy
to use

Our Services Our Partners

We will
invest in
our people.
They are Collections
the key to Information We will
our success put the
Management user at
Centres of the
centre

Customer Experience
We shape the
education and

Co-creation
research

RMIT Entities

Community
RMIT 2020 experience, Spaces

Portfolios
Students
Colleges
EP

Vendors
Schools
transforming Strategic

Alumni
Digital

‘Ready for

First

OVC
Strategic how students
Life and and staff Partnering
Direction
Work discover, access,
use and create
knowledge
Our services Business Learning
and
Reporting our impact and value

collections We take
will be our
institutionally
and culturally
Expertise Library to
our users
fit for
purpose
Research Teaching

Our We will be a
solutions nexus for
will be
sustainable,
Evidence-based inspiration,
learning and
scalable collaboration
and
replicable We will
offer a Service Level Agreement/Operational
global
experience Level Agreement

Library Strategy and Governance

Operational Excellence
Continuous Improvement/feedback loop
Major Changes Definition From To
Digital First The provision of digital and digitised collections and information • Students needing resources, advice or services currently have • A clearly articulated digital strategy around digital, print
where possible ,to enable us to have a broader reach and add to seek these face to face or via the website and preservation
greater value • Digital first model for providing resources enables us to
deliver a truly global service to all our customers no matter
where they are in the world.
• Resources are digitally surfaced at the point of need.
• Making decisions on digital vs physical resources on a cost-
per-use basis (evidence based decisions)

Digital support and advisory services accessible at the time of • Predominantly face to face service delivery model which at • Services designed and delivered to maximise access and
need present only enables us to connect with a small subset of inclusion
people that need support. • Designing for digital first, then adding value through face-
to-face connections
• E-preferred approach to accessing information and advice
• Will enable us to provide 24/7 accessibility where it is
practical to do so.
• Translating the value in f2f interactions and bringing these
into the digital world
• Building strategic and targeted face to face delivery for
specific cohorts who need specialised learning support.

Centres of Expertise Organising our work into Centres of Expertise allows us to build • A service orientation which can be reactive, one directional • Strategically partnering with key stakeholders allows us to
agile, cross functional teams that provide leadership and and focussed on individual relationships collaboratively define and develop the products that will
capability to our strategic partners. add the greatest value
• A mode of working that focusses on us being ‘One Library’
and where we contribute across projects and service
delivery as and where needed

‘One Library’ Creating an identity as being part of the bigger organisation • Siloed way of working – focussing on specific tasks, activities • We see ourselves and our work as part of a bigger picture,
(Library) with a clear line of sight to the strategic direction of the and customers which is not always aligned with other activities clearly aligned to customer need and the strategic goals of
University. both inside and external to the library. the University.
• People mainly identify with the immediate team they are in • A ‘One Library’ approach will enable us all to be able to
rather than the organisation. talk broadly about the services and approach that the
Library offers our customers and connect them to the right
place if they have specific needs.
• An organisation where “like” services and expertise are
integrated to deliver a cohesive service/approach to
students and staff

Service Catalogue Our products and services are defined and able to be • Our customers saying they don’t really know what we offer • We have a service catalogue so people know the depth
communicated and breadth of what we offer, Service Level and
Operational Level Agreements to ensure there is clarity
around how we want to work together.
• We actively promote / communicate our services to our
customers in a way that meets their needs and makes it
easy for them to access.

Evidence based decisions Asking the right questions to get information that really informs • Our business and service decisions are not currently based on • Collecting data to enable us to tell a story to our
our business direction. the effective capture and use of data to ensure we identify and stakeholders about what we do and why.
Collecting and using quality data to inform our direction, prioritise products and services that will provide the best value • Collecting and using data to make evidence based
priorities and decisions. to our customers decisions about our services and modes of delivery.

Governance and effective business Building organisational maturity through clearly identified • The governance approach for the Library is unclear, resulting • Putting into place effective business and governance
practices governance and business practices in a more ad hoc or personality driven approach to decision systems to enable us to build our maturity and
making. effectiveness as an organisation and to report to the
University on our value and impact.
Major Changes Definition From To

Future fit leadership and Shaping expectations and building capability about leadership • Our current model reinforces a siloed approach and is more • To successfully reposition our Library as an agile, strategic
management practices and management practices to ensure have the right hierarchical than agile. and collaborative partner, we need our leaders and
environment to deliver on the service model we have aspired to managers to provide a positive, enabling environment for
our staff to transition into a new way of working both
within the Library and with our stakeholders and students.
• We need to ensure that the work is done and decisions
are made at the most appropriate level to be responsive
and effective.

Ensuring we have capability to deliver Our future state approach will require us to build confidence • Capabilities reflect the hybrid nature of our collections and • Building capabilities in new and emerging areas of service
on future focus and competence in areas that have not been required services, with many roles still focused on capabilities that and resource delivery including digital fluency, production
previously. Given external factors, such as changes to support face-to-face customer service delivery and the of digital learning objects
technology, some of these skill sets will require us to continually management of physical collections and others focused on • Strategic partnership and relationship building
adapt and evolve to meet expectations of our customers and digital collections and services.
deliver on our promises. • Having systems and platforms that are fit for purpose
• We have made some progress in fostering cross-unit
capabilities and experience to facilitate new ways of working. • A culture that is capable of adapting and evolving to meet
the changing external environment and our customer
needs and expectations

Stakeholder Relationships Developing strategic relationships with key stakeholders to co- • Some stakeholder relationships are formalised using models • Providing our expertise as members of strategic teams to
create products and experiences that add value and are such as the Key Business Partner model, while other are develop learning products and processes that may be
targeted to address our customers needs focused on individualised relationships with academics and rolled out in Colleges and Schools.
Ensuring we have the right relationships in place at the right students. • Less visibility of the Library brand as our products become
level to enable us to support the work and strategic direction of • Individualised relationships are often low level and vulnerable embedded in CANVAS and other learning and research
the University. to staff turnover in key roles. portals
Our stakeholders are widespread across RMIT and include: • Increased need for analytics and collection of data to
• Students demonstrate the value Library adds to the academics and
students
• RMIT Alumni
• Production of specialist advice and services to address the
• Office of the Vice-Chancellor - stakeholder relationship changing needs of researchers and students
with Chancellery
• Partnership with RMIT Studios, L&T Academy and others
• Schools and Colleges – with key stakeholders including the in the production of digital learning objects that are
College Academic Development Groups/Scholarship of inclusive and accessible globally
Learning and Teaching staff, the Deputy PVCs Research &
Innovation and the Deputy PVCs Learning and Teaching • Shift to Service Level Agreements and Operational Level
Agreements to identify need and drive performance
• Education Portfolio – all work groups including Ngarara
Willim, Centre, RMIT Studios, Learning and Teaching
Academy and RMIT Connect and Student Life.
• Research and Innovation Portfolio – with key stakeholders
including the Research Office and the School of Graduate
Research
• Global Development Portfolio
• Finance and Governance Portfolio – with key stakeholders
including Legal Services, Audit and Compliance, and
Financial Services
• Operations Portfolio – with key stakeholders including
Property Services, ITS, Human Resources, University
Communications, Procurement, and the EPMO
• RMIT Entities, with RMIT Vietnam as a major stakeholder
• Vendors and suppliers.