Description
TQM, demings philosphy, quality award template, six sigma approach. How does TQM translate to education. It links DMAIC with characteristics of education. It also lists points on how to transform educational institutions into learning organizations
Total Quality Management (TQM) in Engineering Education
• Quality is never an accident. It is always the result of intelligent effort. It is the will to produce a superior thing. -- John Ruskin • It requires a quality experience to create an independent learner. --Myron Tribus
Outline of the presentation
• Imperatives for quality • Various perspectives on TQM
– Deming?s philosophy – Quality Award template – Six sigma approach
• Implications • Action agenda • Concluding remarks
Imperatives ..
• World of accelerating multi-dimensional change • Shift to knowledge economy • World without border • Revolutions in Information & Communication Technology (ICT)
Engineering Education System MUST translate these challenges through a Quality response
Why get involved with TQM?
TQM is a philosophy and system for continuously improving the services and/or products offered to customers. • This is aided by developments in technology, especially Information technology (IT) • Competing self-financed and government institutes ?
What is the Philosophy of TQM?
• Tenet 1 : Customers are vital to the operation of the organization. Without customers, there is no business, and without business, there is no organization (Deming 1986). TQM calls for a restructuring of management methods to create that quality. Organizations to turn nearsighted, top-down management "on its head" by involving both customers and employees in decisions for continuous improvement
• Tenet 2 : Management needs to listen to nontraditional sources of information in order to institute quality,
People want to do quality work and that they would do it if managers would listen to them and create a workplace based on their ideas (Deming, 1986).
How does TQM translate to Education?
• Role of Students: Administrators need to involve students in their own education by training them to question the learning process, and once the students have questioned it, administrators need to seriously consider student proposals for change (Olson 1992). • Role of Teachers: TQM calls for changes in teachers' relationships with both students and administrators; teachers need to view engineering education through students' eyes, and they need to work with administrators as a team. This teamwork is largely the responsibility of administrators, who need to delegate some of their responsibility and power to teachers (Rhodes 1992). • Testing and Evaluation: Instead of using standardized tests and grades to measure students' progress, schools that embrace TQM often try to assess student progress regularly throughout years (Blankstein).
Purpose of Education
• Enable students to:
– Think logically, analytically, critically and laterally – Realize one?s potential for self-development – Acquire a discriminatory capability to appreciate and imbibe the emerging value sof our times – Contribute to development of society and nation at large
Pre-requisites for Quality
In order to be able to impart quality education , our education system has to have the following Quality Syllabus Quality Faculty Quality Teaching & Evaluation Quality Research Quality Infrastructure Quality Character
• • • • • •
Pre-requisites for Quality
Quality Syllabus
• Regular updating and upgradation • Balance of theoretical and empirical/experimental thrust • Credibility of content • Interdisciplinary orientation • Sensitivity to emerging scenario • Relevance
Quality Faculty
• Academic and Research eminence • Competence • Reflective character of teaching
Pre-requisites for Quality
Quality Teaching & Evaluation
• • • • • • • • Teacher-student ratio Modes of teaching Interactive and participatory character Innovative teaching methods Regularity of classes Use of student feedback Affectivity in student-teacher relationship Regular and continuous assessment Fair, Objective , and Transparent evaluation
Quality Research
• Evidence of breaking grounds • Peer recognition • Publications, Patents, Transfer of Technical know how • Generating a new paradigm shift • Awards and Recognitions
Pre-requisites for Quality
Quality Character • Value system (sensibilities, integrity etc.) • Doing relevant engineering ! • Education system as an instrument of change for improving quality of life Quality Infrastructure • Classrooms • Labs • Computers and networking • Library
Reported work
Holmes and McElwee [1995] Development of a so-called managerial ideology, has led to the inevitable adoption of an approach to HRM policy and practice which is functionalist. However, TQM in education may limit the productivity of individual.
Crawford and Shutler [1999]
Explains how TQM operates in the industrial context, comparison between the Crosby and Deming models, relevance of TQM philosophy in education, detailed analysis of how Crosby's model can be implemented in education, and finally a parallel analysis of how Deming's model may be implemented in education, together with a discussion of the major obstacles faced.
Quality needs to be viewed as „transformative? rather than perfection process, i.e. essentially as a transformation of the life-experience of the students, by enhancing or empowering them. An integrated approach is applied to identify the gaps existing in quality education and customer requirements in today?s modern education system. Focuses on specifying worthwhile learning goals and enabling students to achieve them Identifies problem areas for the selected engineering institution and reports the benefits of group project. It suggests the measures for improvement in quality of education with application of quality control and management. Explains how six-sigma and QFD approach can be implemented
Harvey [1994]
Sahney, et al. [2004]
Sparks(1996) Swift [1996]
Thakkar et al [2006]
TQM Perspective 1: Deming’s Philosophy..1..
• • • • • Create and maintain a constancy of purpose toward improvement Embrace the new philosophy Work to deemphasize percentage and the harmful effects of rating people. Cease dependence on testing to achieve quality. Work with the surrounding environment from which students come.
TQM Perspective 1: Deming’s Philosophy..2..
• Improve constantly and forever the system of student improvement and service Institute continuous training on the job Institute leadership. Drive out fear Break down barriers between departments.
• • • •
TQM Perspective 1: Deming’s Philosophy..3..
• • Eliminate slogans, exhortations, and targets for teachers Eliminate work standards on teachers and students Remove barriers that rob the students, teachers and management of their right to pride and joy of workmanship.. Put everybody to work to accomplish the transformation
•
•
Management by Measurement
• Feedback from the students. • Responsiveness of top management in implementing feedback • Number of times assistance provided by teacher in inter-disciplinary projects • % reduction in absenteeism Shift from Efficiency to Effectiveness through measurement
Remarks..
• Efficiency : May relate to Quality of institution • Effectiveness : may related to Quality of Education per se !
Prerequisites for quality work
There must be a warm, supportive learning environment Students should be encouraged to do only useful work Students should be facilitated to do the best they can do Students should be asked to evaluate their own work and improve it.
Quality work should always feel good and should never be destructive
TQM Perspective 2: Award Model
• Enables to assess TQM efforts on a variety of factors • Supports a template for improvement • Encourages Self-assessment, Peerassessment • Enables “Management-by-Measurement” • Acts as a platform for “Best Practices” and Benchmarking
Case study
UPTU Academic Excellence Award Model
developed by Prof Prem Vrat , Vice-Chancellor, UPTU
Item Enablers
Weightage (in %) 10 5 5 10
Top Management?s commitment to Quality & Academic Leadership Faculty Resources Development & Management Quality Policy & Strategy Academic Resources
Academic Processes
Results Faculty & Staff satisfaction Students satisfaction Impact on Society Academic Results Placement Results
10
10 10 5 25 10
UPTU Academic Excellence Award Model
Source: www.uptu.org
Faculty Resources Developmt & Faculty & Staff
Satisfaction 100 (10 %)
Mgt.
50 (5 %)
Top Mgmt Commitmt & Leadership
Quality Policy & Strategy
Academic Processes 100 (10 %)
Students
Satisfaction
Academic Results
250 (25 %)
100 (10 %)
50 (5 %)
100 (10 %)
Placement
Results
100 (10 %)
Academic Resources
100 (10 %)
Impact on Society 50 (5 %)
Enablers 400 points (40%)
Results 600 points (60%)
„How? of the Model ..1..
• A panel of eminent jury headed by an outstanding academician having experts in quality management from academics, industry and other NGO?s evaluates a institute panel analyses the self – assessment report of each aspiring institution and decides on a cut – off score based on self – assessment report to site visit the organizations short-listed. A five member team of assessors visits the site and arrives at a consensus score among the members of the team on each of the 10 factors and total score.
•
•
„How? of the Model ..2..
Identifies Strengths and Areas for Improvement on each of these 10 factors and on overall basis. This will be passed on to each of the site visited institutions to help them to develop and enhance their quality score in future.
– Team submits reports on each institutions and presents a comparative table of self – assessment scores and consensus scores after site – visit on each factor as well as total score. Team leader(s) presents major findings of the team for each site-visited institution before the jury on each factor identifying strengths and areas for improvements as well as scores.
–
– –
Jury deliberates on presentations made and firms up its opinion on the awards to be recommended to the vice-chancellor Vice -Chancellor finalizes the awards and Results announced through web, electronic and print media
SN
1. 2. 3. 4.
Sub factors
High 05
Very Good 04
Good 03
Satisfactory 02
Low 01
Recruitment process leading to excellence Financial compensation package/process Perks and performance incentives People development processencouragement to improve qualifications Work culture
5.
Faculty Development & Management (50)
6. 7.
Faculty & Staff performance appraisal process Networking with reputed academic institutionsencouragement & support Ambience in offices of faculty & staff Encouragement for industry interaction Skill-up gradation / conference Sponsorship and peer interaction
8. 9. 10.
Sl . N o. 1.
Sub factors
High 05
Very Good 04
Good 03
Satisfacto ry 02
Low 01
Quality policy on student admissions
2.
3.
Quality policy on faculty recruitment process
Quality policy on faculty promotion/recognition process Student orientation Industry (employer) orientation
4. 5.
Quality Policy & Strategy (50)
6. 7. 8. 9. 10 .
Quality of physical ambience Quality improvement policy for faculty & staff Vision / Mission leading to quality Core values leading to quality of education Quality Management Systems-ISO etc in place
Academic Results : Directly on % of Average Gross Intellectual Attainment per student (250)
Exceptional 90-100% Outstanding 80-90% Excellent 70-80% Very Good 60-70% : : : : Satisfactory 40-50% Marginal 30-40% Low 20-30% Very Low 10-20% : : : :
Good 50-60%
:
Unacceptable : 0-10%
Placement Results : Directly on % of campus placement moderated by a factor given by “Average salary level / Industry average salary”(100)
Exceptional 90-100% Outstanding 80-90% Excellent 70-80% Very Good 60-70% Good 50-60%
: : : : :
Satisfactory 40-50% Marginal 30-40% Low 20-30% Very Low 10-20%
: : : :
Unacceptable : 0-10%
Distinctive features
• Objective appraisal by outsiders • Helps in documenting various processes • Correlation between enablers and results thus proving evidence for TQM success • Provides support for Accreditation and ISO 9000
Award Model – Self Assessment Process
Develop Commitment
Plan Self Assessment Cycle
Establish Model and Reporting System Communicate Plan Educate Staff
Review Progress
Conduct Self Assessment
Establish Action Plan
Implement Action Plan
Criteria
Leadership Policy & Strategy Faculty Resources Academic Resources Processes Faculty satisfaction Student Satisfaction Impact on Society Academic Results Placement Results
S 100 50 50 100 100 100 100 50 250 100
010
1120
2130
3140
4150
5160
6170
7180
8190
91100
Score comparison
B B B B B B B B B
Inst 1
Inst 2
B - Best
Enablers – Results Grid
Low Enablers High Results
High Enablers High Results
Results Low Enablers Low Results
High Enablers Low Results Enablers
Maturity levels
Level 5: Optimizing Level 4: Managed Level 3: Defined Level 2: Repeatable Level 1: Initial
Benefits of Award Model
• Winners share their knowledge • Process motivates employees • Process provides a well-designed quality system • Process requires obtaining data, thus builds objectivity and transparency in the system – Management-by-Measurement • Process provides feedback
TQM Perspective 3: Six Sigma Approach
• Notion of Six Sigma • DMAIC Approach
Six Sigma
• Six Sigma- a highly disciplined process approach focusing on developing and delivering near-perfect-quality products and services • A vision of quality which equates with only 3.4 defects per million opportunities for service transaction • Defects are function of importance one places on specific things. • Caused by : Lack of knowledge and lack of attention
Typical defects
• delays in evaluation and preparation of results • unbalanced structure of examination • behavior of the teacher within and outside the classroom; • teacher?s inability to understand student psychology and learning curve; • inefficient administrative processes leading to mistakes in student admission, registration, record keeping, collection of fees, generation of results etc. • inefficient laboratory management; • inadequate maintenance of building and infrastructure
"Statistical Thinking" Paradigm
– Everything is a process – All processes have inherent variability – Data is used to understand the variability and drive process improvement decisions
• As the roadmap for actualizing the statistical thinking paradigm, the key steps in the Six Sigma improvement framework are Define – Measure - Analyze - Improve Control
DMAIC
• Define: Define the project goals and customer (internal and external) deliverables • Measure: Measure the process to determine current performance • Analyze: Analyze and determine the root cause(s) of the defects • Improve: Improve the process by eliminating defects • Control: Control future process performance
Action Agenda
• How to implement • Concept of Learning Organization • Management of Change
Linking DMAIC with characteristics of education
E1
(Source : Thakkar(2006))
DEFINE phase captures “voice of customer (VOC)” and enables the institution to identify current needs of end customer or intermediate customers may be industry/society or students MEASURE-ANALYZE-IMPROVE phases enables the students and teachers to identify best practices for them with due understanding, testing and benchmarking IMPROVE and CONTROL phase refines the wrong habits/practices and controls to retain the new understanding in students till the end of course DEFINE phase identifies students’ needs and MEASUREANALYZE phases provides fact based evaluation of students’ capabilities which further recommends them the critical areas where improvements are needed DEFINE phase reviews the demands of futuristic customer like society, industry etc. and sets the appropriate measures for educational process during MEASURE phase and integrates it with expected outcomes
Open to new market requirements – industry/society demands Provides sufficient scope, flexibility and freedom of thinking to students and teachers/faculty Develops responsible and trustworthy citizens for society and nation Unbiased and justified evaluation of students’ capabilities Builds competence along with subject knowledge in students
S1
E2
S2
E3
S3
E4
S4
E5
S5
How to implement Quality Involvement
• Quality involves everyone Quality not just concern of AICTE /MHRD or College administration - involves everyone, including student, teacher, alumni, financial supporters • Continuous improvement System always looking for ways to improve processes to help quality • Stakeholders involvement :Every stakeholder has vital role to play in spotting improvement opportunities for quality and identifying quality problems
The best way to implement TQM?
Different approaches are Possible.:Soft - hard
Rhetoric - Concrete actions Total organization - Pilot project General - Specific Bottom up - Top down
In practice interaction between various approaches is needed
Excuses ! Excuses !
• We don’t have time • We don’t have manpower • Nobody listens to us • My head has different view • My subordinates are not educated • My peers are not cooperative • Time spent on covering syllabus only ! • Our problems are entirely different • This is not applicable to our college • This is typical Consultant's solution • We were NOT involved. • We are a very old institute • It is full of jargons ! • We DO NOT believe in total empowerment
Excuses! Excuses !
• We don’t have budget • We are different a organization • This is NOT our problem • Ours is a government aided college • We are procedure bound • • • • We are conservative We play safe Auditor is looking at us Creativity is not encouraged here • The environment has changed • Government policies don’t allow us
Our Quality Program isn?t working
• Lack of shared Mental model of quality in the organization • Lack of shared values and vision • Compliance rather than commitment • Steel-reinforced concrete silos ! • Non-systemic approach to implementation • Senior administrators with incomplete transformational leadership skills • Inability to learn collectively
Cause 1: Lack of shared mental model
• • • • •
Five mental models of Quality Status quo Quality control Customer service Process improvement Total quality
Cause 2: Lack of shared values/vision
• Outside world wants us to run our quality program • Everybody needs to talk quality • Service orientation • Process improvement
Cause 3: Compliance rather than commitment
• Get on the quality train • Performance measurement- on a variety of parameters • Team formation-for improvement in all quarters
Cause 4: Steel-reinforced silos
• Rather than a seamless organization, functional boundaries are sacrosanct ! • Electrical Engg Deptt NOT talking to Mechanical Deptt and vice-versa • Faculty-Staff relations • Engg vs Science vs Humanities vs Management?
Cause 5: Non-systematic approach to implementation
• Improvement in one area create chaos in other • ad-hocism • Social costs of change – or not change ? • Role of senior administrators
Cause 6: Inability to learn collectively
• • • • Perception Making meaning Turning meaning into effective action Lack of transformative and leadership skills
Remarks..
• TQM and five disciplines • TQM and concept of learning organization
Five Disciplines (Peter Senge)
• • • • • Personal mastery Mental models Shared vision Team learning Systems Thinking
When we try to bring about change in our societies, we are treated first with indifference, then with ridicule, then with abuse, and then with oppression. And finally, the greatest challenge is thrown at us. We are treated with respect. This is the most dangerous stage !
Essence of Learning Organization
• New skills and capabilities • New awareness and sensibilities • New attitudes and beliefs • Learning organization has continuous capacity to adapt and change • Engineering Institutes must develop this capacity
Action Agenda: Learning Organization...
• People feel they are doing something that matters-in them personally and to the larger world • Every individual in the organization is somehow stretching, growing or enhancing his/her capacity to create • People are more intelligent together than they are apart • Organization continually becomes more aware of its underlying knowledge base
Transforming Educational Institutions into Learning Organizations
• Develop a culture of shared vision (amongst students, teachers and staff) • Do not overemphasize competition, promote cooperation , faculty-staff to join together • Have a culture of pro-activeness and not of reactiveness • Faculty, students and administration think of all educational processes , activities, functions, and interactions with the environment as part of a system of inter-relationships
Concluding Remarks..
• The current state of TQM is perhaps best summed up by Schmoker:
– Some "has been written about [it]; – little of it has been absorbed, believed, and implemented in colleges or businesses." This might be explained by the fact that systematic change requires time, but it might also be an indication the quality movement is not achieving its vision.
• It is doubtful that interest in TQM will simply fade away, especially since TQM in education has received support from both business and government. In addition, national award programs for quality have incorporated their application processes to educators • With this type of interest and support, the educational quality movement likely to generate continuing interest. • TQM may not hold all the answers for an ailing educational system, but it does shed some new light on educational management.
Quality Quotes…
“ Watch their feet , not their lips”
“ If you always do what you always did, you’ll always get what you always got”
doc_691780027.pptx
TQM, demings philosphy, quality award template, six sigma approach. How does TQM translate to education. It links DMAIC with characteristics of education. It also lists points on how to transform educational institutions into learning organizations
Total Quality Management (TQM) in Engineering Education
• Quality is never an accident. It is always the result of intelligent effort. It is the will to produce a superior thing. -- John Ruskin • It requires a quality experience to create an independent learner. --Myron Tribus
Outline of the presentation
• Imperatives for quality • Various perspectives on TQM
– Deming?s philosophy – Quality Award template – Six sigma approach
• Implications • Action agenda • Concluding remarks
Imperatives ..
• World of accelerating multi-dimensional change • Shift to knowledge economy • World without border • Revolutions in Information & Communication Technology (ICT)
Engineering Education System MUST translate these challenges through a Quality response
Why get involved with TQM?
TQM is a philosophy and system for continuously improving the services and/or products offered to customers. • This is aided by developments in technology, especially Information technology (IT) • Competing self-financed and government institutes ?
What is the Philosophy of TQM?
• Tenet 1 : Customers are vital to the operation of the organization. Without customers, there is no business, and without business, there is no organization (Deming 1986). TQM calls for a restructuring of management methods to create that quality. Organizations to turn nearsighted, top-down management "on its head" by involving both customers and employees in decisions for continuous improvement
• Tenet 2 : Management needs to listen to nontraditional sources of information in order to institute quality,
People want to do quality work and that they would do it if managers would listen to them and create a workplace based on their ideas (Deming, 1986).
How does TQM translate to Education?
• Role of Students: Administrators need to involve students in their own education by training them to question the learning process, and once the students have questioned it, administrators need to seriously consider student proposals for change (Olson 1992). • Role of Teachers: TQM calls for changes in teachers' relationships with both students and administrators; teachers need to view engineering education through students' eyes, and they need to work with administrators as a team. This teamwork is largely the responsibility of administrators, who need to delegate some of their responsibility and power to teachers (Rhodes 1992). • Testing and Evaluation: Instead of using standardized tests and grades to measure students' progress, schools that embrace TQM often try to assess student progress regularly throughout years (Blankstein).
Purpose of Education
• Enable students to:
– Think logically, analytically, critically and laterally – Realize one?s potential for self-development – Acquire a discriminatory capability to appreciate and imbibe the emerging value sof our times – Contribute to development of society and nation at large
Pre-requisites for Quality
In order to be able to impart quality education , our education system has to have the following Quality Syllabus Quality Faculty Quality Teaching & Evaluation Quality Research Quality Infrastructure Quality Character
• • • • • •
Pre-requisites for Quality
Quality Syllabus
• Regular updating and upgradation • Balance of theoretical and empirical/experimental thrust • Credibility of content • Interdisciplinary orientation • Sensitivity to emerging scenario • Relevance
Quality Faculty
• Academic and Research eminence • Competence • Reflective character of teaching
Pre-requisites for Quality
Quality Teaching & Evaluation
• • • • • • • • Teacher-student ratio Modes of teaching Interactive and participatory character Innovative teaching methods Regularity of classes Use of student feedback Affectivity in student-teacher relationship Regular and continuous assessment Fair, Objective , and Transparent evaluation
Quality Research
• Evidence of breaking grounds • Peer recognition • Publications, Patents, Transfer of Technical know how • Generating a new paradigm shift • Awards and Recognitions
Pre-requisites for Quality
Quality Character • Value system (sensibilities, integrity etc.) • Doing relevant engineering ! • Education system as an instrument of change for improving quality of life Quality Infrastructure • Classrooms • Labs • Computers and networking • Library
Reported work
Holmes and McElwee [1995] Development of a so-called managerial ideology, has led to the inevitable adoption of an approach to HRM policy and practice which is functionalist. However, TQM in education may limit the productivity of individual.
Crawford and Shutler [1999]
Explains how TQM operates in the industrial context, comparison between the Crosby and Deming models, relevance of TQM philosophy in education, detailed analysis of how Crosby's model can be implemented in education, and finally a parallel analysis of how Deming's model may be implemented in education, together with a discussion of the major obstacles faced.
Quality needs to be viewed as „transformative? rather than perfection process, i.e. essentially as a transformation of the life-experience of the students, by enhancing or empowering them. An integrated approach is applied to identify the gaps existing in quality education and customer requirements in today?s modern education system. Focuses on specifying worthwhile learning goals and enabling students to achieve them Identifies problem areas for the selected engineering institution and reports the benefits of group project. It suggests the measures for improvement in quality of education with application of quality control and management. Explains how six-sigma and QFD approach can be implemented
Harvey [1994]
Sahney, et al. [2004]
Sparks(1996) Swift [1996]
Thakkar et al [2006]
TQM Perspective 1: Deming’s Philosophy..1..
• • • • • Create and maintain a constancy of purpose toward improvement Embrace the new philosophy Work to deemphasize percentage and the harmful effects of rating people. Cease dependence on testing to achieve quality. Work with the surrounding environment from which students come.
TQM Perspective 1: Deming’s Philosophy..2..
• Improve constantly and forever the system of student improvement and service Institute continuous training on the job Institute leadership. Drive out fear Break down barriers between departments.
• • • •
TQM Perspective 1: Deming’s Philosophy..3..
• • Eliminate slogans, exhortations, and targets for teachers Eliminate work standards on teachers and students Remove barriers that rob the students, teachers and management of their right to pride and joy of workmanship.. Put everybody to work to accomplish the transformation
•
•
Management by Measurement
• Feedback from the students. • Responsiveness of top management in implementing feedback • Number of times assistance provided by teacher in inter-disciplinary projects • % reduction in absenteeism Shift from Efficiency to Effectiveness through measurement
Remarks..
• Efficiency : May relate to Quality of institution • Effectiveness : may related to Quality of Education per se !
Prerequisites for quality work
There must be a warm, supportive learning environment Students should be encouraged to do only useful work Students should be facilitated to do the best they can do Students should be asked to evaluate their own work and improve it.
Quality work should always feel good and should never be destructive
TQM Perspective 2: Award Model
• Enables to assess TQM efforts on a variety of factors • Supports a template for improvement • Encourages Self-assessment, Peerassessment • Enables “Management-by-Measurement” • Acts as a platform for “Best Practices” and Benchmarking
Case study
UPTU Academic Excellence Award Model
developed by Prof Prem Vrat , Vice-Chancellor, UPTU
Item Enablers
Weightage (in %) 10 5 5 10
Top Management?s commitment to Quality & Academic Leadership Faculty Resources Development & Management Quality Policy & Strategy Academic Resources
Academic Processes
Results Faculty & Staff satisfaction Students satisfaction Impact on Society Academic Results Placement Results
10
10 10 5 25 10
UPTU Academic Excellence Award Model
Source: www.uptu.org
Faculty Resources Developmt & Faculty & Staff
Satisfaction 100 (10 %)
Mgt.
50 (5 %)
Top Mgmt Commitmt & Leadership
Quality Policy & Strategy
Academic Processes 100 (10 %)
Students
Satisfaction
Academic Results
250 (25 %)
100 (10 %)
50 (5 %)
100 (10 %)
Placement
Results
100 (10 %)
Academic Resources
100 (10 %)
Impact on Society 50 (5 %)
Enablers 400 points (40%)
Results 600 points (60%)
„How? of the Model ..1..
• A panel of eminent jury headed by an outstanding academician having experts in quality management from academics, industry and other NGO?s evaluates a institute panel analyses the self – assessment report of each aspiring institution and decides on a cut – off score based on self – assessment report to site visit the organizations short-listed. A five member team of assessors visits the site and arrives at a consensus score among the members of the team on each of the 10 factors and total score.
•
•
„How? of the Model ..2..
Identifies Strengths and Areas for Improvement on each of these 10 factors and on overall basis. This will be passed on to each of the site visited institutions to help them to develop and enhance their quality score in future.
– Team submits reports on each institutions and presents a comparative table of self – assessment scores and consensus scores after site – visit on each factor as well as total score. Team leader(s) presents major findings of the team for each site-visited institution before the jury on each factor identifying strengths and areas for improvements as well as scores.
–
– –
Jury deliberates on presentations made and firms up its opinion on the awards to be recommended to the vice-chancellor Vice -Chancellor finalizes the awards and Results announced through web, electronic and print media
SN
1. 2. 3. 4.
Sub factors
High 05
Very Good 04
Good 03
Satisfactory 02
Low 01
Recruitment process leading to excellence Financial compensation package/process Perks and performance incentives People development processencouragement to improve qualifications Work culture
5.
Faculty Development & Management (50)
6. 7.
Faculty & Staff performance appraisal process Networking with reputed academic institutionsencouragement & support Ambience in offices of faculty & staff Encouragement for industry interaction Skill-up gradation / conference Sponsorship and peer interaction
8. 9. 10.
Sl . N o. 1.
Sub factors
High 05
Very Good 04
Good 03
Satisfacto ry 02
Low 01
Quality policy on student admissions
2.
3.
Quality policy on faculty recruitment process
Quality policy on faculty promotion/recognition process Student orientation Industry (employer) orientation
4. 5.
Quality Policy & Strategy (50)
6. 7. 8. 9. 10 .
Quality of physical ambience Quality improvement policy for faculty & staff Vision / Mission leading to quality Core values leading to quality of education Quality Management Systems-ISO etc in place
Academic Results : Directly on % of Average Gross Intellectual Attainment per student (250)
Exceptional 90-100% Outstanding 80-90% Excellent 70-80% Very Good 60-70% : : : : Satisfactory 40-50% Marginal 30-40% Low 20-30% Very Low 10-20% : : : :
Good 50-60%
:
Unacceptable : 0-10%
Placement Results : Directly on % of campus placement moderated by a factor given by “Average salary level / Industry average salary”(100)
Exceptional 90-100% Outstanding 80-90% Excellent 70-80% Very Good 60-70% Good 50-60%
: : : : :
Satisfactory 40-50% Marginal 30-40% Low 20-30% Very Low 10-20%
: : : :
Unacceptable : 0-10%
Distinctive features
• Objective appraisal by outsiders • Helps in documenting various processes • Correlation between enablers and results thus proving evidence for TQM success • Provides support for Accreditation and ISO 9000
Award Model – Self Assessment Process
Develop Commitment
Plan Self Assessment Cycle
Establish Model and Reporting System Communicate Plan Educate Staff
Review Progress
Conduct Self Assessment
Establish Action Plan
Implement Action Plan
Criteria
Leadership Policy & Strategy Faculty Resources Academic Resources Processes Faculty satisfaction Student Satisfaction Impact on Society Academic Results Placement Results
S 100 50 50 100 100 100 100 50 250 100
010
1120
2130
3140
4150
5160
6170
7180
8190
91100
Score comparison
B B B B B B B B B
Inst 1
Inst 2
B - Best
Enablers – Results Grid
Low Enablers High Results
High Enablers High Results
Results Low Enablers Low Results
High Enablers Low Results Enablers
Maturity levels
Level 5: Optimizing Level 4: Managed Level 3: Defined Level 2: Repeatable Level 1: Initial
Benefits of Award Model
• Winners share their knowledge • Process motivates employees • Process provides a well-designed quality system • Process requires obtaining data, thus builds objectivity and transparency in the system – Management-by-Measurement • Process provides feedback
TQM Perspective 3: Six Sigma Approach
• Notion of Six Sigma • DMAIC Approach
Six Sigma
• Six Sigma- a highly disciplined process approach focusing on developing and delivering near-perfect-quality products and services • A vision of quality which equates with only 3.4 defects per million opportunities for service transaction • Defects are function of importance one places on specific things. • Caused by : Lack of knowledge and lack of attention
Typical defects
• delays in evaluation and preparation of results • unbalanced structure of examination • behavior of the teacher within and outside the classroom; • teacher?s inability to understand student psychology and learning curve; • inefficient administrative processes leading to mistakes in student admission, registration, record keeping, collection of fees, generation of results etc. • inefficient laboratory management; • inadequate maintenance of building and infrastructure
"Statistical Thinking" Paradigm
– Everything is a process – All processes have inherent variability – Data is used to understand the variability and drive process improvement decisions
• As the roadmap for actualizing the statistical thinking paradigm, the key steps in the Six Sigma improvement framework are Define – Measure - Analyze - Improve Control
DMAIC
• Define: Define the project goals and customer (internal and external) deliverables • Measure: Measure the process to determine current performance • Analyze: Analyze and determine the root cause(s) of the defects • Improve: Improve the process by eliminating defects • Control: Control future process performance
Action Agenda
• How to implement • Concept of Learning Organization • Management of Change
Linking DMAIC with characteristics of education
E1
(Source : Thakkar(2006))
DEFINE phase captures “voice of customer (VOC)” and enables the institution to identify current needs of end customer or intermediate customers may be industry/society or students MEASURE-ANALYZE-IMPROVE phases enables the students and teachers to identify best practices for them with due understanding, testing and benchmarking IMPROVE and CONTROL phase refines the wrong habits/practices and controls to retain the new understanding in students till the end of course DEFINE phase identifies students’ needs and MEASUREANALYZE phases provides fact based evaluation of students’ capabilities which further recommends them the critical areas where improvements are needed DEFINE phase reviews the demands of futuristic customer like society, industry etc. and sets the appropriate measures for educational process during MEASURE phase and integrates it with expected outcomes
Open to new market requirements – industry/society demands Provides sufficient scope, flexibility and freedom of thinking to students and teachers/faculty Develops responsible and trustworthy citizens for society and nation Unbiased and justified evaluation of students’ capabilities Builds competence along with subject knowledge in students
S1
E2
S2
E3
S3
E4
S4
E5
S5
How to implement Quality Involvement
• Quality involves everyone Quality not just concern of AICTE /MHRD or College administration - involves everyone, including student, teacher, alumni, financial supporters • Continuous improvement System always looking for ways to improve processes to help quality • Stakeholders involvement :Every stakeholder has vital role to play in spotting improvement opportunities for quality and identifying quality problems
The best way to implement TQM?
Different approaches are Possible.:Soft - hard
Rhetoric - Concrete actions Total organization - Pilot project General - Specific Bottom up - Top down
In practice interaction between various approaches is needed
Excuses ! Excuses !
• We don’t have time • We don’t have manpower • Nobody listens to us • My head has different view • My subordinates are not educated • My peers are not cooperative • Time spent on covering syllabus only ! • Our problems are entirely different • This is not applicable to our college • This is typical Consultant's solution • We were NOT involved. • We are a very old institute • It is full of jargons ! • We DO NOT believe in total empowerment
Excuses! Excuses !
• We don’t have budget • We are different a organization • This is NOT our problem • Ours is a government aided college • We are procedure bound • • • • We are conservative We play safe Auditor is looking at us Creativity is not encouraged here • The environment has changed • Government policies don’t allow us
Our Quality Program isn?t working
• Lack of shared Mental model of quality in the organization • Lack of shared values and vision • Compliance rather than commitment • Steel-reinforced concrete silos ! • Non-systemic approach to implementation • Senior administrators with incomplete transformational leadership skills • Inability to learn collectively
Cause 1: Lack of shared mental model
• • • • •
Five mental models of Quality Status quo Quality control Customer service Process improvement Total quality
Cause 2: Lack of shared values/vision
• Outside world wants us to run our quality program • Everybody needs to talk quality • Service orientation • Process improvement
Cause 3: Compliance rather than commitment
• Get on the quality train • Performance measurement- on a variety of parameters • Team formation-for improvement in all quarters
Cause 4: Steel-reinforced silos
• Rather than a seamless organization, functional boundaries are sacrosanct ! • Electrical Engg Deptt NOT talking to Mechanical Deptt and vice-versa • Faculty-Staff relations • Engg vs Science vs Humanities vs Management?
Cause 5: Non-systematic approach to implementation
• Improvement in one area create chaos in other • ad-hocism • Social costs of change – or not change ? • Role of senior administrators
Cause 6: Inability to learn collectively
• • • • Perception Making meaning Turning meaning into effective action Lack of transformative and leadership skills
Remarks..
• TQM and five disciplines • TQM and concept of learning organization
Five Disciplines (Peter Senge)
• • • • • Personal mastery Mental models Shared vision Team learning Systems Thinking
When we try to bring about change in our societies, we are treated first with indifference, then with ridicule, then with abuse, and then with oppression. And finally, the greatest challenge is thrown at us. We are treated with respect. This is the most dangerous stage !
Essence of Learning Organization
• New skills and capabilities • New awareness and sensibilities • New attitudes and beliefs • Learning organization has continuous capacity to adapt and change • Engineering Institutes must develop this capacity
Action Agenda: Learning Organization...
• People feel they are doing something that matters-in them personally and to the larger world • Every individual in the organization is somehow stretching, growing or enhancing his/her capacity to create • People are more intelligent together than they are apart • Organization continually becomes more aware of its underlying knowledge base
Transforming Educational Institutions into Learning Organizations
• Develop a culture of shared vision (amongst students, teachers and staff) • Do not overemphasize competition, promote cooperation , faculty-staff to join together • Have a culture of pro-activeness and not of reactiveness • Faculty, students and administration think of all educational processes , activities, functions, and interactions with the environment as part of a system of inter-relationships
Concluding Remarks..
• The current state of TQM is perhaps best summed up by Schmoker:
– Some "has been written about [it]; – little of it has been absorbed, believed, and implemented in colleges or businesses." This might be explained by the fact that systematic change requires time, but it might also be an indication the quality movement is not achieving its vision.
• It is doubtful that interest in TQM will simply fade away, especially since TQM in education has received support from both business and government. In addition, national award programs for quality have incorporated their application processes to educators • With this type of interest and support, the educational quality movement likely to generate continuing interest. • TQM may not hold all the answers for an ailing educational system, but it does shed some new light on educational management.
Quality Quotes…
“ Watch their feet , not their lips”
“ If you always do what you always did, you’ll always get what you always got”
doc_691780027.pptx