Description
A quality circle is a volunteer group composed of workers (or even students), usually under the leadership of their supervisor (or an elected team leader), who are trained to identify, analyze and solve work-related problems and present their solutions to management in order to improve the performance of the organization, and motivate and enrich the work of employees.
Case study
1
Quality Circle of Middlesex County College, Central Piedmont Community College, Lakeshore Technical Institute (LTI)
GENESIS OF QUALITY CIRCLES
After the Second World War Japanese economy was in the doldrums. Seeing this disastrous effect of war, Americans decided to help Japan in improving the quality standards of their products. General Douglas Mac Arthur who, at that time, was the commander of the occupational forces in Japan took up the task of imparting quality awareness among Japanese to help them improve their products and the reliability of manufacturing systems including men, machine and materials. Thus, by 1975, they were topping the world in quality and productivity. This astonishing and unique achievement in modern history became an eye – opener to the world. Industrialists and politicians from all over the world started visiting Japan to know how they have achieved such magical results in such a short span. The answer to this was painstaking and persevering efforts of the Japanese leaders and workers and the development and growth of the philosophy of small working groups. This resulted in the Quality Circle concept being accepted all over the world as a very effective technique to improve the total quality of work life. WHAT IS A QUALITY CIRCLE? A quality circle consists of a small group of people who perform the same jobs or tasks. This group meets voluntarily, on a regular basis, to discuss problems, seek solutions, and cooperate with management in the implementation of those solutions. Quality circles operate on the principle that employee participation in decision-making and problem solving improves the quality of work. Through the circle, members generate mutual respect and trust as they work on solutions to common, on-the-job problems. A review of the literature shows that quality circles have several defining characteristics (see References). First, participation in a quality circle is strictly voluntary. Second, members of the circles set their own rules and priorities and select the problems that are to be discussed. Third, decisions are made by consensus; open communication is encouraged and negative criticism is discouraged. Finally, quality circles utilize organized approaches to problem-solving, including brain-storming and cause-and-effect diagramming; persons who act as circle leaders need to be familiar with these and other participate management techniques. Ideally, then, members who are not personally committed to the process do not hamper quality circles; in addition, the organized approach to problem solving prevents quality circles from holding unproductive rap sessions.
CONCEPT The concept of Quality Circle is primarily based upon recognition of the value of the worker as a human being, as someone who willingly activises on his job, his wisdom, intelligence, experience, attitude and feelings. It is based upon the human resource management considered as one of the key factors in the improvement of product quality & productivity. Quality Circle concept has three major attributes: a. Quality Circle is a form of participation management. b. Quality Circle is a human resource development technique. c. Quality Circle is a problem solving technique. PHILOSOPHY OF QUALITY CIRCLES Quality Circles is a people – building philosophy, providing self -motivation and happiness in improving environment without any compulsion or monetary benefits. It represents a philosophy of managing people specially those at the grass root level as well as a clearly defined mechanism and methodology for translating this philosophy into practice and a required structure to make it a way of life. It is bound to succeed where people are respected and are involved in decisions, concerning their work life, and in environments where peoples’ capabilities are looked upon as assets to solve work-area problems. The Quality Circle philosophy calls for a progressive attitude on the part of the management and their willingness to make adjustments, if necessary, in their style and culture. If workers are prepared to contribute their ideas, the management must be willing to create a congenial environment to encourage them to do so. OBJECTIVE The objectives of Quality Circles are multi-faced. a) Change in Attitude. From “I don’t care” to “I do care” Continuous improvement in quality of work life through humanisation of work. b) Self Development Bring out ‘Hidden Potential’ of people People get to learn additional skills. c) Development of Team Spirit Individual Vs Team – “I could not do but we did it” Eliminate inter departmental conflicts.
d) Improved Organisational Culture Positive working environment. Total involvement of people at all levels. Higher motivational level. Participate Management process. LAUNCHING QUALITY CIRCLES The major prerequisite for initiating Quality Circles in any organisation is the total understanding of, as well as complete conviction and faith in the participative philosophy, on the part of the top and senior management. In the absence of a commitment from the Chief Executive to support the Quality Circle movement totally, it would be inadvisable to seriously attempt the starting of Quality Circles. The launching of Quality Circles involves the following steps: Expose middle level executives to the concept. Explain the concept to the employees and invite them to volunteer as members of Quality Circles. Nominate senior officers as facilitators. Form a steering committee. Arrange training of co-ordinators, facilitators in basics of Quality Circle approach, implementation, techniques and operation. Later facilitator may provide training to Circle leaders and Circle members. A meeting should be fixed preferably one hour a week for the Quality Circle to meet. Formally inaugurate the Quality Circle. Arrange the necessary facilities for the Quality Circle meeting and its operation. PROCESS OF OPERATION The operation of quality circles involves a set of sequential steps as under: 1 Problem identification: Identify a number of problems. 2 Problem selection : Decide the priority and select the problem to be taken up first. 3 Problem Analysis : Problem is clarified and analysed by basic problem solving methods. 4 Generate alternative solutions : Identify and evaluate causes and generate number of possible alternative solutions. 5 Select the most appropriate solution : Discuss and evaluate the alternative solutions by comparison in terms of investment and return from the investment. This enables to select the most appropriate solution.
6 Prepare plan of action : Prepare plan of action for converting the solution into reality which includes the considerations “who, what, when, where, why and how” of solving problems. 7 Present solution to management circle members present solution to management fore approval. 8. Implementation of solution : The management evaluates the recommended solution. Then it is tested and if successful, implemented on a full scale. HOW ARE QUALITY CIRCLES UTILIZED? Quality circles in industry have been known to increase productivity, improve quality, boost employee morale, and serve as a human resource development tool; these same benefits may be accrued in education. In fact, quality circles in community colleges have been used to solve problems in administrative developments (Ladwig, 1983; Moretz, 1983), and in student support services (Ladwig, 1983; Cohen, 1983). Examples of quality circle applications at the community college are described below. CENTRAL PIEDMONT COMMUNITY COLLEGE. As part of a campus-wide effort to incorporate quality circles in college operations, Central Piedmont Community College (NC) established a quality circle at one of its off-campus learning centers. The circle, composed of the director and volunteer staff members, used brainstorming to develop a list of goals for the center, rank ordered those goals by priority on a decision grid, and drew cause-and-effect diagrams to determine why those goals aren’t always met. In the course of this analysis, the quality circle participants determined that a better telephone system was needed to help the center achieve its objectives. Circle members listed the ways in which the telephone system undermined the center’s effic iency, kept a log sheet for a month to document the occurrences and nature of those telephone problems, and developed recommendations for changes in telephone equipment and configuration. The quality circle not only solved the telephone problem, but also produced a net savings in staff time of about $100 per month. Moretz (1983) details the accomplishments of this quality circle and reviews the administrative procedures used by Central Piedmont Community College to implement quality circles in all aspects of campus management. MIDDLESEX COUNTY COLLEGE.
Middlesex County College (NJ) turned to quality circles in an attempt to improve the cost efficiency of Project COPS (Career Oriented Peer Services), a peer tutoring program that matches second-year tutors with high-risk, first-year students. Quality circles were deemed an inexpensive way to increase tutoring effectiveness and to help student tutors prepare for the world of employment. Two peer-tutor quality circles were established: one composed of peer-tutors from business-oriented disciplines, and one composed of peer tutors from the engineering program. The business-oriented circle focused on the overdependence of tutees on the peer tutoring staff; recommended solutions included a stronger emphasis on tutee note-taking, time management, attendance and other factors that are central to a student’s self-reliance. The engineering-oriented circle concentrated upon improving campus awareness of the peer tutoring center through utilization of faculty announcements, student clubs, faculty advisors, and other means. Cohen (1983) provides further information. LAKESHORE TECHNICAL INSTITUTE (LTI). The LTI Board of Education implemented a campus-wide quality circle project, because faculty, management, and support staff expressed a desire to improve work efficiency and to become more involved in campus decision-making processes. Two types of quality circles were implemented: management circles, composed of administrators, program supervisors, program coordinators and educational specialists, and nonmanagement circles, composed of faculty and support service staff. Each circle met to identify problems and to find solutions. Among other accomplishments, the management circles developed an idea/suggestion memo system, intramural sporting events for LTI staff, guidelines for recognizing staff service, and a “who’s who/what’s what” recognition program. The nonmanagement quality circles recommended the development of a computerized information system to assist faculty in record-keeping, work processing, and grading. Overall, the response to the quality circles project at LTI was favorable. Improvements in employee attitudes, the qualitof instructional and support services, and the work environment itself were seen as the result of the project. Ladwig (1983) provides an indepth analysis
HOW ARE QUALITY CIRCLES USED IN THE CLASSROOM? Although quality circles have their roots in industry, quality circles have a promise as a pedagogical tool that makes students responsible for their own learning and
increases class participation. Two such applications are described in the literature, one at Valley Forge Military Junior College (Murray) and the other at the Pennsylvania State University (Hirshfield). Murray (1983) describes a quality circle made up of 12 students in an American History survey course. These students studied the purpose and operation of quality circles and used the quality circle method to determine the type and frequency of written assignments, the content of lectures, and the testing methods to be used. The students took a serious interest in managing the class and, in fact, opted for rigorous assignments. Among other decisions, for example, the quality circle decided to reduce the time devoted to lectures, to increase the time available for discussion, to change the location of the class to facilitate discussions, and to use essay exams for grading. Murray feels that the students moved toward “a firmer, more scholarly approach”. In addition, class participation increased from about 30 to 75 percent. In a similar undertaking Hirshfield (1983) selected eight students from a large class in an East Asia history class to form a quality circle. Again, the decisions made by the quality circle members altered the course structure and content. Among other actions, the quality circle implemented the use of a daily outline, increased student participation in the selection of poetry and films used in the class, and urged the use of contemporary analysis to illustrate the use of course material to modern-day problems. After two years of experimenting with quality circles in the classroom, Hirshfield feels confident that they are a valuable academic tool; quality circles increase student familiarity with course material and provide students with valuable experience in decision making and problem solving. Both Hirshfield and Murray note that quality circles imbue students with a greater sense of purpose in the classroom and provide students with an enhanced sense of self-worth.
ORGANISATIONAL STRUCTURE A Quality Circle has an appropriate organisational structure for its effective and efficient performance. It varies from industry to industry, organisation to organisation. But it is useful to have a basic framework as a model. The structure of a Quality Circle consists of the following elements. i. A steering committee: This is at the top of the structure. It is headed by a senior executive and includes representatives from the top management personnel and human resources development people. It establishes policy, plans and directs the program and meets usually once in a month. ii. Co-ordinator: He may be a Personnel or Administrative officer who co-ordinates and supervises the work of the facilitators and administers the programme. iii. Facilitator: He may be a senior supervisory officer. He co-ordiates the works of several quality circles through the Circle leaders. iv. Circle leader: Leaders may be from lowest level workers or Supervisors. A Circle leader organises and conducts Circle activities. Circle members : They may be staff workers. Without circle members the porgramme cannot exist. They are the lifeblood of quality circles. They should attend all meetings as far as possible, offer suggestions and ideas, participate actively in group process, take training seriously with a receptive attitude.The roles of Steering Committee, Co-0rdinator, Facilitator, Circle leader and Circle members are well defined. BENEFITS OF QUALITY CIRCLES It took more than two decades for the quality control concept to get acceptance in India, after its introduction in Japan. This may be due to the differences in the industrial context in the two countries. Japan needed it for its survival in a competitive market. India had a reasonably protected, sellers market, with consequent lethargy towards efforts to improve quality and productivity. However, with the policy of liberalisation of economy and privatisation of infrastructure development, contexts changed. The concept now needs to be looked upon as a necessity.
WHAT ARE SOME PROBLEMS ASSOCIATED WITH QUALITY CIRCLES? The number one reason for quality circle failure is inadequate training. A lack of understanding quality circle be reluctant to initiate circles, act upon circle suggestions or, eager for easy solutions, may implement quality circles too quickly. Circle members may be unsure of their purpose, reluctant to believe that technique may cause management to participation is truly voluntary or, may simply lose interest. As mentioned earlier, training in quality technique is necessary to keep the circle productive and to prevent gripe sessions. Furthermore circle implementation must be well thought out and introduced as an on-going process, and not oriented toward a single problem (Ladwig, 1983). Quality circles in academia face special problems. Many academics view education as an intangible, and so, not applicable to the productivity-boosting techniques employed by industry. Furthermore, educators tend to emphasize individual achievement and personal importance, which may run contrary to group participation. Highly educated circle members tend to become over philosophical about the purpose of the circle and may hamper circle progress. Finally, the academic schedule is not particularly conducive to quality circles; end of term rushes and vacation breaks tend to disturb circle momentum (Moretz, 1983). Though originally intended for industry, the quality circle clearly has uses in education. Community colleges seeking to improve employee and student morale through participative management techniques may well wish to learn more about the quality circle, its uses, and its effects People are the greatest assets of an organisation, because, through people all other resources are converted into utilities. However, management of ‘People Resources’ has always been a vexed problem ever since the beginning of organised human activities. Quality Circle is one of the employee participation methods. It implies the development of skills, capabilities, confidence and creativity of the people through cumulative process of education, training, work experience and participation. It also implies the creation of facilitative conditions and environment of work, which creates and sustains their motivation and commitment towards work excellence. Quality Circles have emerged as a mechanism to develop and utilize the tremendous potential of people for improvement in product quality and productivity.
TRAINING Appropriate training for different sections of employees needs to be imparted. Without a proper understanding of the real concept of Quality Circles, both the workers and management might look at this philosophy with suspicion. Each group should know beforehand the commitments and implications involved as well as the benefit that can be obtained from Quality Circles. Such training comprises of : Brief orientation programme for top management. Programme for middle level executives. Training of facilitators. Training for Circle leaders and members. BASIC PROBLEM SOLVING TECHNIQUES The following techniques are most commonly used to analyse and solve work related problems. 1 Brain storming 2 Pareto Diagrams 3 Cause & Effect Analysis 4 Data Collection 5 Data Analysis The tools used for data analysis are : 1 Tables 2 Bar Charts 3 Histograms 4 Circle graphs 5 Line graphs 6 Scattergrams 7 Control Charts
The Quality Circles also are expected to develop internal leadership, reinforce worker morale and motivation, and encourage a strong sense of teamwork in an organisation. A variety of benefits have been attributed to Quality Circles, including higher quality, improved productivity, greater upward flow of information, broader improved worker attitudes, job enrichment, and greater teamwork. Problem quality circles often suffer from unrealistic expectations for fast results, lock of management commitment and support, resistance by middle management, resentment by non participants, inadequate training, lack of clear objectives and failure to get solutions implemented. APPLICABILITY IN GOVERNMENT ORGANISATIONS The Public Works Department of Government of Maharashtra is responsible for the construction and maintenance of about 2.00 lakhs km. of road net work in the state and a large number of Government-owned buildings spread all over the state. The road net work caters for national level traffic to the rural area traffic. The climatic and geographical features also vary from place to place in the state. The ultimate customer of the Department is the common man and it is not generally easy to satisfy the ultimate needs of this user to the fullest extent merely by taking decision at the top management level. The sub-ordinate officers and staff working in the field and who are well-acquainted with the day-to –day problems in their work areas, are the best judges to decide upon the line of action. The top management in Maharashtra P.W.D. realized this need of the time and introduced the concept of Quality Circle as employee participation method in the organisation. The concept of Quality Circle was launched in the Public Works Department of Govt. of Maharashtra on 18-11-1997. In a span of about a year 17 Quality Circles have been formed in Mumbai Region wherein 22 problems have been solved so far. 48 Quality Circles have been formed in Pune Region wherein, 8 problems have been solved. Nashik Region of the P.W.D. has formed 9 Quality Circles and solutions to 3 problems have been found out . Aurangabad Region has formed 21 Quality Circles and solved 7 problems. Nagpur Regions have formed 47 Quality Circles and have found out solution to 57 problems, so far. The results of a short period of one year are found to be very encouraging so far and many of these Circles have already come up with solutions to the various work related problems as evidenced from the last two state level conventions held at Mumbai and Aurangabad respectively. The presentations by the various Quality Circles at these conventions bear testimony to the fact that the concept of Quality Circle has been received with much enthusiasm at the grass root level. These presentations also provide concrete evidence fulfilling the expected benefits of the Quality Circle . Taking inspirations from these conventions, more staff of the Department have
come forward to form Quality Circles , emphasising the fact that Quality Circles have come to stay in the Department. Some of the problems solved by the Quality Circles in P.W.D. of Maharashtra are as follows: 1 Eliminating delay in issuing observation memos after inspection of site. 2 Preventing accidents on highways. 3 Reducing electricity bill in office. 4 Avoiding duplication of work. 5 Removal of encroachment from Govt. land. 6 Speeding up pot-hole filling on roads during monsoon. 7 Upkeeping of service records of employees. 8 Maintaining Govt. offices clean. 9 Stream-lining reservation system of Govt. rest houses. 10 Improvement in maintenance of Govt. Hospital at Solapur. Some of the problems and the solutions thereof are explained briefly below: 1 Delay in issue of observation memos: The Public Works Department of Maharashtra is divided into six regions each headed by a Chief Engineer. Each regional Chief Engineer is assisted by a Superintending Engineer, Vigilance & Quality Circle who with the help of two Executive Engineer and about 6 Deputy Engineers carries out inspection of the ongoing projects. The samples of the construction material being used on project are collected and independently tested in the Regional Testing Laboratories to ascertain the level of acceptance. The findings of the inspections are communicated to the field engineers in the form of ‘observation memo’. It is contemplated that the Execution Engineer in charge of the project ensures immediate compliance of the remarks raised in the observation memo and carries out corrective measures in the ongoing project as well as preventive measures for the future works. However, very often the observation memos are issued after much delay defeating the very purpose of the observation memo. This problem was identified by the ‘OMKAR’ Quality
Circle formed in the office of Superintending Engineer, Vigilance & Quality Control Circle, Navi Mumbai. The members used various tools and methodology, identified the various root causes that led to this problem and finally solved the problem with requisite foolproofing. By solving this problem, it became possible to improve the quality of work in the field which ultimately brightened the image of the Department. The formation of Quality Circle also benefited employees by providing. a) A systematic style of education that helped them grow. b) Freedom to modify their work habits. c) Opportunity to use their brain for development of the Department; and d) Opportunity to work as a team. e) The employees were also motivated to improve work culture, self improvement recognition and creativity in work. ii) Preventing accidents on highways: It was observed that the accident rate on Sion-Panvel Highway passing through New Mumbai had gone up sharply. The Circle members collected the data from the respective police stations and identified the important causes of accidents by using Pareto Analysis. They segregated the causes under Man, Machine, Material & Method . The Circle members found out solutions to the problem such as closing of central verge at all locations except junction, frequent lane marking, installation of Caution boards, Providing lay-byes for buses etc. The data collection of accidents for a period three months after implementation of solutions near Shirvane and Turbhe revealed that the cause of accident had been eliminated and no more accidents occurred at those locations had been eliminated and no more accidents accoured at those locations again. This way the Circle members ensured the effectiveness of the solution implemented. They made presentation to their steering committee for obtaining sanction to other solutions involving more funds.
CONCLUSION Quality Circles are not limited to manufacturing firms only. They are applicable for variety of organisations where there is scope for group based solution of work related problems. Quality Circles are relevant for factories, firms, schools, hospitals, universities, research institutes, banks, government offices etc. The P.W.D. of Maharashtra has set an example for the Government organisations marching on the path of Quality Improvement.
doc_756620074.docx
A quality circle is a volunteer group composed of workers (or even students), usually under the leadership of their supervisor (or an elected team leader), who are trained to identify, analyze and solve work-related problems and present their solutions to management in order to improve the performance of the organization, and motivate and enrich the work of employees.
Case study
1
Quality Circle of Middlesex County College, Central Piedmont Community College, Lakeshore Technical Institute (LTI)
GENESIS OF QUALITY CIRCLES
After the Second World War Japanese economy was in the doldrums. Seeing this disastrous effect of war, Americans decided to help Japan in improving the quality standards of their products. General Douglas Mac Arthur who, at that time, was the commander of the occupational forces in Japan took up the task of imparting quality awareness among Japanese to help them improve their products and the reliability of manufacturing systems including men, machine and materials. Thus, by 1975, they were topping the world in quality and productivity. This astonishing and unique achievement in modern history became an eye – opener to the world. Industrialists and politicians from all over the world started visiting Japan to know how they have achieved such magical results in such a short span. The answer to this was painstaking and persevering efforts of the Japanese leaders and workers and the development and growth of the philosophy of small working groups. This resulted in the Quality Circle concept being accepted all over the world as a very effective technique to improve the total quality of work life. WHAT IS A QUALITY CIRCLE? A quality circle consists of a small group of people who perform the same jobs or tasks. This group meets voluntarily, on a regular basis, to discuss problems, seek solutions, and cooperate with management in the implementation of those solutions. Quality circles operate on the principle that employee participation in decision-making and problem solving improves the quality of work. Through the circle, members generate mutual respect and trust as they work on solutions to common, on-the-job problems. A review of the literature shows that quality circles have several defining characteristics (see References). First, participation in a quality circle is strictly voluntary. Second, members of the circles set their own rules and priorities and select the problems that are to be discussed. Third, decisions are made by consensus; open communication is encouraged and negative criticism is discouraged. Finally, quality circles utilize organized approaches to problem-solving, including brain-storming and cause-and-effect diagramming; persons who act as circle leaders need to be familiar with these and other participate management techniques. Ideally, then, members who are not personally committed to the process do not hamper quality circles; in addition, the organized approach to problem solving prevents quality circles from holding unproductive rap sessions.
CONCEPT The concept of Quality Circle is primarily based upon recognition of the value of the worker as a human being, as someone who willingly activises on his job, his wisdom, intelligence, experience, attitude and feelings. It is based upon the human resource management considered as one of the key factors in the improvement of product quality & productivity. Quality Circle concept has three major attributes: a. Quality Circle is a form of participation management. b. Quality Circle is a human resource development technique. c. Quality Circle is a problem solving technique. PHILOSOPHY OF QUALITY CIRCLES Quality Circles is a people – building philosophy, providing self -motivation and happiness in improving environment without any compulsion or monetary benefits. It represents a philosophy of managing people specially those at the grass root level as well as a clearly defined mechanism and methodology for translating this philosophy into practice and a required structure to make it a way of life. It is bound to succeed where people are respected and are involved in decisions, concerning their work life, and in environments where peoples’ capabilities are looked upon as assets to solve work-area problems. The Quality Circle philosophy calls for a progressive attitude on the part of the management and their willingness to make adjustments, if necessary, in their style and culture. If workers are prepared to contribute their ideas, the management must be willing to create a congenial environment to encourage them to do so. OBJECTIVE The objectives of Quality Circles are multi-faced. a) Change in Attitude. From “I don’t care” to “I do care” Continuous improvement in quality of work life through humanisation of work. b) Self Development Bring out ‘Hidden Potential’ of people People get to learn additional skills. c) Development of Team Spirit Individual Vs Team – “I could not do but we did it” Eliminate inter departmental conflicts.
d) Improved Organisational Culture Positive working environment. Total involvement of people at all levels. Higher motivational level. Participate Management process. LAUNCHING QUALITY CIRCLES The major prerequisite for initiating Quality Circles in any organisation is the total understanding of, as well as complete conviction and faith in the participative philosophy, on the part of the top and senior management. In the absence of a commitment from the Chief Executive to support the Quality Circle movement totally, it would be inadvisable to seriously attempt the starting of Quality Circles. The launching of Quality Circles involves the following steps: Expose middle level executives to the concept. Explain the concept to the employees and invite them to volunteer as members of Quality Circles. Nominate senior officers as facilitators. Form a steering committee. Arrange training of co-ordinators, facilitators in basics of Quality Circle approach, implementation, techniques and operation. Later facilitator may provide training to Circle leaders and Circle members. A meeting should be fixed preferably one hour a week for the Quality Circle to meet. Formally inaugurate the Quality Circle. Arrange the necessary facilities for the Quality Circle meeting and its operation. PROCESS OF OPERATION The operation of quality circles involves a set of sequential steps as under: 1 Problem identification: Identify a number of problems. 2 Problem selection : Decide the priority and select the problem to be taken up first. 3 Problem Analysis : Problem is clarified and analysed by basic problem solving methods. 4 Generate alternative solutions : Identify and evaluate causes and generate number of possible alternative solutions. 5 Select the most appropriate solution : Discuss and evaluate the alternative solutions by comparison in terms of investment and return from the investment. This enables to select the most appropriate solution.
6 Prepare plan of action : Prepare plan of action for converting the solution into reality which includes the considerations “who, what, when, where, why and how” of solving problems. 7 Present solution to management circle members present solution to management fore approval. 8. Implementation of solution : The management evaluates the recommended solution. Then it is tested and if successful, implemented on a full scale. HOW ARE QUALITY CIRCLES UTILIZED? Quality circles in industry have been known to increase productivity, improve quality, boost employee morale, and serve as a human resource development tool; these same benefits may be accrued in education. In fact, quality circles in community colleges have been used to solve problems in administrative developments (Ladwig, 1983; Moretz, 1983), and in student support services (Ladwig, 1983; Cohen, 1983). Examples of quality circle applications at the community college are described below. CENTRAL PIEDMONT COMMUNITY COLLEGE. As part of a campus-wide effort to incorporate quality circles in college operations, Central Piedmont Community College (NC) established a quality circle at one of its off-campus learning centers. The circle, composed of the director and volunteer staff members, used brainstorming to develop a list of goals for the center, rank ordered those goals by priority on a decision grid, and drew cause-and-effect diagrams to determine why those goals aren’t always met. In the course of this analysis, the quality circle participants determined that a better telephone system was needed to help the center achieve its objectives. Circle members listed the ways in which the telephone system undermined the center’s effic iency, kept a log sheet for a month to document the occurrences and nature of those telephone problems, and developed recommendations for changes in telephone equipment and configuration. The quality circle not only solved the telephone problem, but also produced a net savings in staff time of about $100 per month. Moretz (1983) details the accomplishments of this quality circle and reviews the administrative procedures used by Central Piedmont Community College to implement quality circles in all aspects of campus management. MIDDLESEX COUNTY COLLEGE.
Middlesex County College (NJ) turned to quality circles in an attempt to improve the cost efficiency of Project COPS (Career Oriented Peer Services), a peer tutoring program that matches second-year tutors with high-risk, first-year students. Quality circles were deemed an inexpensive way to increase tutoring effectiveness and to help student tutors prepare for the world of employment. Two peer-tutor quality circles were established: one composed of peer-tutors from business-oriented disciplines, and one composed of peer tutors from the engineering program. The business-oriented circle focused on the overdependence of tutees on the peer tutoring staff; recommended solutions included a stronger emphasis on tutee note-taking, time management, attendance and other factors that are central to a student’s self-reliance. The engineering-oriented circle concentrated upon improving campus awareness of the peer tutoring center through utilization of faculty announcements, student clubs, faculty advisors, and other means. Cohen (1983) provides further information. LAKESHORE TECHNICAL INSTITUTE (LTI). The LTI Board of Education implemented a campus-wide quality circle project, because faculty, management, and support staff expressed a desire to improve work efficiency and to become more involved in campus decision-making processes. Two types of quality circles were implemented: management circles, composed of administrators, program supervisors, program coordinators and educational specialists, and nonmanagement circles, composed of faculty and support service staff. Each circle met to identify problems and to find solutions. Among other accomplishments, the management circles developed an idea/suggestion memo system, intramural sporting events for LTI staff, guidelines for recognizing staff service, and a “who’s who/what’s what” recognition program. The nonmanagement quality circles recommended the development of a computerized information system to assist faculty in record-keeping, work processing, and grading. Overall, the response to the quality circles project at LTI was favorable. Improvements in employee attitudes, the qualitof instructional and support services, and the work environment itself were seen as the result of the project. Ladwig (1983) provides an indepth analysis
HOW ARE QUALITY CIRCLES USED IN THE CLASSROOM? Although quality circles have their roots in industry, quality circles have a promise as a pedagogical tool that makes students responsible for their own learning and
increases class participation. Two such applications are described in the literature, one at Valley Forge Military Junior College (Murray) and the other at the Pennsylvania State University (Hirshfield). Murray (1983) describes a quality circle made up of 12 students in an American History survey course. These students studied the purpose and operation of quality circles and used the quality circle method to determine the type and frequency of written assignments, the content of lectures, and the testing methods to be used. The students took a serious interest in managing the class and, in fact, opted for rigorous assignments. Among other decisions, for example, the quality circle decided to reduce the time devoted to lectures, to increase the time available for discussion, to change the location of the class to facilitate discussions, and to use essay exams for grading. Murray feels that the students moved toward “a firmer, more scholarly approach”. In addition, class participation increased from about 30 to 75 percent. In a similar undertaking Hirshfield (1983) selected eight students from a large class in an East Asia history class to form a quality circle. Again, the decisions made by the quality circle members altered the course structure and content. Among other actions, the quality circle implemented the use of a daily outline, increased student participation in the selection of poetry and films used in the class, and urged the use of contemporary analysis to illustrate the use of course material to modern-day problems. After two years of experimenting with quality circles in the classroom, Hirshfield feels confident that they are a valuable academic tool; quality circles increase student familiarity with course material and provide students with valuable experience in decision making and problem solving. Both Hirshfield and Murray note that quality circles imbue students with a greater sense of purpose in the classroom and provide students with an enhanced sense of self-worth.
ORGANISATIONAL STRUCTURE A Quality Circle has an appropriate organisational structure for its effective and efficient performance. It varies from industry to industry, organisation to organisation. But it is useful to have a basic framework as a model. The structure of a Quality Circle consists of the following elements. i. A steering committee: This is at the top of the structure. It is headed by a senior executive and includes representatives from the top management personnel and human resources development people. It establishes policy, plans and directs the program and meets usually once in a month. ii. Co-ordinator: He may be a Personnel or Administrative officer who co-ordinates and supervises the work of the facilitators and administers the programme. iii. Facilitator: He may be a senior supervisory officer. He co-ordiates the works of several quality circles through the Circle leaders. iv. Circle leader: Leaders may be from lowest level workers or Supervisors. A Circle leader organises and conducts Circle activities. Circle members : They may be staff workers. Without circle members the porgramme cannot exist. They are the lifeblood of quality circles. They should attend all meetings as far as possible, offer suggestions and ideas, participate actively in group process, take training seriously with a receptive attitude.The roles of Steering Committee, Co-0rdinator, Facilitator, Circle leader and Circle members are well defined. BENEFITS OF QUALITY CIRCLES It took more than two decades for the quality control concept to get acceptance in India, after its introduction in Japan. This may be due to the differences in the industrial context in the two countries. Japan needed it for its survival in a competitive market. India had a reasonably protected, sellers market, with consequent lethargy towards efforts to improve quality and productivity. However, with the policy of liberalisation of economy and privatisation of infrastructure development, contexts changed. The concept now needs to be looked upon as a necessity.
WHAT ARE SOME PROBLEMS ASSOCIATED WITH QUALITY CIRCLES? The number one reason for quality circle failure is inadequate training. A lack of understanding quality circle be reluctant to initiate circles, act upon circle suggestions or, eager for easy solutions, may implement quality circles too quickly. Circle members may be unsure of their purpose, reluctant to believe that technique may cause management to participation is truly voluntary or, may simply lose interest. As mentioned earlier, training in quality technique is necessary to keep the circle productive and to prevent gripe sessions. Furthermore circle implementation must be well thought out and introduced as an on-going process, and not oriented toward a single problem (Ladwig, 1983). Quality circles in academia face special problems. Many academics view education as an intangible, and so, not applicable to the productivity-boosting techniques employed by industry. Furthermore, educators tend to emphasize individual achievement and personal importance, which may run contrary to group participation. Highly educated circle members tend to become over philosophical about the purpose of the circle and may hamper circle progress. Finally, the academic schedule is not particularly conducive to quality circles; end of term rushes and vacation breaks tend to disturb circle momentum (Moretz, 1983). Though originally intended for industry, the quality circle clearly has uses in education. Community colleges seeking to improve employee and student morale through participative management techniques may well wish to learn more about the quality circle, its uses, and its effects People are the greatest assets of an organisation, because, through people all other resources are converted into utilities. However, management of ‘People Resources’ has always been a vexed problem ever since the beginning of organised human activities. Quality Circle is one of the employee participation methods. It implies the development of skills, capabilities, confidence and creativity of the people through cumulative process of education, training, work experience and participation. It also implies the creation of facilitative conditions and environment of work, which creates and sustains their motivation and commitment towards work excellence. Quality Circles have emerged as a mechanism to develop and utilize the tremendous potential of people for improvement in product quality and productivity.
TRAINING Appropriate training for different sections of employees needs to be imparted. Without a proper understanding of the real concept of Quality Circles, both the workers and management might look at this philosophy with suspicion. Each group should know beforehand the commitments and implications involved as well as the benefit that can be obtained from Quality Circles. Such training comprises of : Brief orientation programme for top management. Programme for middle level executives. Training of facilitators. Training for Circle leaders and members. BASIC PROBLEM SOLVING TECHNIQUES The following techniques are most commonly used to analyse and solve work related problems. 1 Brain storming 2 Pareto Diagrams 3 Cause & Effect Analysis 4 Data Collection 5 Data Analysis The tools used for data analysis are : 1 Tables 2 Bar Charts 3 Histograms 4 Circle graphs 5 Line graphs 6 Scattergrams 7 Control Charts
The Quality Circles also are expected to develop internal leadership, reinforce worker morale and motivation, and encourage a strong sense of teamwork in an organisation. A variety of benefits have been attributed to Quality Circles, including higher quality, improved productivity, greater upward flow of information, broader improved worker attitudes, job enrichment, and greater teamwork. Problem quality circles often suffer from unrealistic expectations for fast results, lock of management commitment and support, resistance by middle management, resentment by non participants, inadequate training, lack of clear objectives and failure to get solutions implemented. APPLICABILITY IN GOVERNMENT ORGANISATIONS The Public Works Department of Government of Maharashtra is responsible for the construction and maintenance of about 2.00 lakhs km. of road net work in the state and a large number of Government-owned buildings spread all over the state. The road net work caters for national level traffic to the rural area traffic. The climatic and geographical features also vary from place to place in the state. The ultimate customer of the Department is the common man and it is not generally easy to satisfy the ultimate needs of this user to the fullest extent merely by taking decision at the top management level. The sub-ordinate officers and staff working in the field and who are well-acquainted with the day-to –day problems in their work areas, are the best judges to decide upon the line of action. The top management in Maharashtra P.W.D. realized this need of the time and introduced the concept of Quality Circle as employee participation method in the organisation. The concept of Quality Circle was launched in the Public Works Department of Govt. of Maharashtra on 18-11-1997. In a span of about a year 17 Quality Circles have been formed in Mumbai Region wherein 22 problems have been solved so far. 48 Quality Circles have been formed in Pune Region wherein, 8 problems have been solved. Nashik Region of the P.W.D. has formed 9 Quality Circles and solutions to 3 problems have been found out . Aurangabad Region has formed 21 Quality Circles and solved 7 problems. Nagpur Regions have formed 47 Quality Circles and have found out solution to 57 problems, so far. The results of a short period of one year are found to be very encouraging so far and many of these Circles have already come up with solutions to the various work related problems as evidenced from the last two state level conventions held at Mumbai and Aurangabad respectively. The presentations by the various Quality Circles at these conventions bear testimony to the fact that the concept of Quality Circle has been received with much enthusiasm at the grass root level. These presentations also provide concrete evidence fulfilling the expected benefits of the Quality Circle . Taking inspirations from these conventions, more staff of the Department have
come forward to form Quality Circles , emphasising the fact that Quality Circles have come to stay in the Department. Some of the problems solved by the Quality Circles in P.W.D. of Maharashtra are as follows: 1 Eliminating delay in issuing observation memos after inspection of site. 2 Preventing accidents on highways. 3 Reducing electricity bill in office. 4 Avoiding duplication of work. 5 Removal of encroachment from Govt. land. 6 Speeding up pot-hole filling on roads during monsoon. 7 Upkeeping of service records of employees. 8 Maintaining Govt. offices clean. 9 Stream-lining reservation system of Govt. rest houses. 10 Improvement in maintenance of Govt. Hospital at Solapur. Some of the problems and the solutions thereof are explained briefly below: 1 Delay in issue of observation memos: The Public Works Department of Maharashtra is divided into six regions each headed by a Chief Engineer. Each regional Chief Engineer is assisted by a Superintending Engineer, Vigilance & Quality Circle who with the help of two Executive Engineer and about 6 Deputy Engineers carries out inspection of the ongoing projects. The samples of the construction material being used on project are collected and independently tested in the Regional Testing Laboratories to ascertain the level of acceptance. The findings of the inspections are communicated to the field engineers in the form of ‘observation memo’. It is contemplated that the Execution Engineer in charge of the project ensures immediate compliance of the remarks raised in the observation memo and carries out corrective measures in the ongoing project as well as preventive measures for the future works. However, very often the observation memos are issued after much delay defeating the very purpose of the observation memo. This problem was identified by the ‘OMKAR’ Quality
Circle formed in the office of Superintending Engineer, Vigilance & Quality Control Circle, Navi Mumbai. The members used various tools and methodology, identified the various root causes that led to this problem and finally solved the problem with requisite foolproofing. By solving this problem, it became possible to improve the quality of work in the field which ultimately brightened the image of the Department. The formation of Quality Circle also benefited employees by providing. a) A systematic style of education that helped them grow. b) Freedom to modify their work habits. c) Opportunity to use their brain for development of the Department; and d) Opportunity to work as a team. e) The employees were also motivated to improve work culture, self improvement recognition and creativity in work. ii) Preventing accidents on highways: It was observed that the accident rate on Sion-Panvel Highway passing through New Mumbai had gone up sharply. The Circle members collected the data from the respective police stations and identified the important causes of accidents by using Pareto Analysis. They segregated the causes under Man, Machine, Material & Method . The Circle members found out solutions to the problem such as closing of central verge at all locations except junction, frequent lane marking, installation of Caution boards, Providing lay-byes for buses etc. The data collection of accidents for a period three months after implementation of solutions near Shirvane and Turbhe revealed that the cause of accident had been eliminated and no more accidents occurred at those locations had been eliminated and no more accidents accoured at those locations again. This way the Circle members ensured the effectiveness of the solution implemented. They made presentation to their steering committee for obtaining sanction to other solutions involving more funds.
CONCLUSION Quality Circles are not limited to manufacturing firms only. They are applicable for variety of organisations where there is scope for group based solution of work related problems. Quality Circles are relevant for factories, firms, schools, hospitals, universities, research institutes, banks, government offices etc. The P.W.D. of Maharashtra has set an example for the Government organisations marching on the path of Quality Improvement.
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