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Article about inserting the TQM approach in the education sector
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3/28/2015 ApplyingTotalQualityManagementInAcademics
http://www.isixsigma.com/methodology/totalqualitymanagementtqm/applyingtotalqualitymanagementacademics/ 1/2
ApplyingTotalQualityManagementInAcademicsDheerajMehrotra 1
TheconceptofTotalQualityManagement(TQM)wasdevelopedbyanAmerican,W.EdwardsDeming,afterWorldWarIIforimprovingtheproductionqualityofgoodsandservices.TheconceptwasnottakenseriouslybyAmericansuntiltheJapanese,whoadopteditin1950toresurrecttheirpostwarbusinessandindustry,usedittodominateworldmarketsby1980.BythenmostU.S.manufacturershadfinallyacceptedthatthenineteenthcenturyassemblylinefactorymodelwasoutdatedforthemodernglobaleconomicmarkets.
TheconceptofTQMisapplicabletoacademics.ManyeducatorsbelievethattheDemingsconceptofTQMprovidesguidingprinciplesforneedededucationalreform.Inhisarticle,TheQualityRevolutioninEducation,JohnJayBonstingloutlinestheTQMprincipleshebelievesaremostsalienttoeducationreform.HecallsthemtheFourPillarsofTotalQualityManagement.
Principle#1:SynergisticRelationshipsAccordingtothisprinciple,anorganizationmustfocus,firstandforemost,onitssuppliersandcustomers.InaTQMorganization,everyoneisbothacustomerandsupplierthisconfusingconceptemphasizesthesystematicnatureoftheworkinwhichallareinvolved.Inotherwords,teamworkandcollaborationareessential.Traditionally,educationhasbeenpronetoindividualanddepartmentalisolation.However,accordingtoBonstingl,thisoutdatedpracticenolongerservesus:WhenIclosetheclassroomdoor,thosekidsaremine!isanotiontoonarrowtosurviveinaworldinwhichteamworkandcollaborationresultinhighqualitybenefitsforthegreatestnumberofpeople.TheveryapplicationofthefirstpillarofTQMtoeducationemphasizesthesynergisticrelationshipbetweenthesuppliersandcustomers.Theconceptofsynergysuggeststhatperformanceandproductionisenhancedbypoolingthetalentandexperienceofindividuals.
Inaclassroom,teacherstudentteamsaretheequivalentofindustrysfrontlineworkers.Theproductoftheirsuccessfulworktogetheristhedevelopmentofthestudentscapabilities,interests,andcharacter.Inonesense,thestudentistheteacherscustomer,astherecipientofeducationalservicesprovidedforthestudentsgrowthandimprovement.Viewedinthisway,theteacherandtheschoolaresuppliersofeffectivelearningtools,environments,andsystemstothestudent,whoistheschoolsprimarycustomer.Theschoolisresponsibleforprovidingforthelongtermeducationalwelfareofstudentsbyteachingthemhowtolearnandcommunicateinhighqualityways,howtoaccessqualityintheirownworkandinthatofothers,andhowtoinvestintheirownlifelongandlifewidelearningprocessesbymaximizingopportunitiesforgrowthineveryaspectofdailylife.Inanothersense,thestudentisalsoaworker,whoseproductisessentiallyhisorherowncontinuousimprovementandpersonalgrowth.
Principle#2:ContinuousImprovementandSelfEvaluationThesecondpillarofTQMappliedtoeducationisthetotaldedicationtocontinuousimprovement,personallyandcollectively.WithinaTotalQualityschoolsetting,administratorsworkcollaborativelywiththeircustomers:teachers.GonearethevestigesofScientificmanagementwhosewatchwordswerecompliance,controlandcommand.Thefoundationsforthissystemwerefear,intimidation,andanadversarialapproachtoproblemsolving.Todayitisinourbestinteresttoencourageeveryonespotentialbydedicatingourselvestothecontinualimprovementofourownabilitiesandthoseofthepeoplewithwhomweworkandlive.TotalQualityis,essentially,awinwinapproachwhichworkstoeveryonesultimateadvantage.
AccordingtoDeming,nohumanbeingshouldeverevaluateanotherhumanbeing.Therefore,TQMemphasizesselfevaluationaspartofacontinuousimprovementprocess.Inaddition,thisprinciplealsolaminatestothefocusingonstudentsstrengths,individuallearningstyles,anddifferenttypesofintelligences.
Principle#3:ASystemofOngoingProcessThethirdpillarofTQMasappliedinacademicsistherecognitionoftheorganizationasasystemandtheworkdonewithintheorganizationmustbeseenasanongoingprocess.Theprimaryimplicationofthisprincipleisthatindividualstudentsandteachersarelesstoblameforfailurethanthesysteminwhichtheywork.Qualityspeakstoworkingonthesystem,whichmustbeexaminedtoidentifyandeliminatetheflawedprocessesthatallowitsparticipantstofail.Sincesystemsaremadeupofprocesses,theimprovementsmadeinthequalityofthoseprocesseslargelydeterminethequalityoftheresultingproduct.Inthenewparadigmoflearning,continualimprovementoflearningprocessesbasedonlearningoutcomesreplacestheoutdatedteachandtestmode.
Principle#4:LeadershipThefourthTQMprincipleappliedtoeducationisthatthesuccessofTQMistheresponsibilityoftopmanagement.Theschoolteachersmustestablishthecontextinwhichstudentscanbestachievetheirpotentialthroughthecontinuousimprovementthatresultsfromteachersandstudentsworkingtogether.Teacherswhoemphasizecontentarealiteracyandprinciplecenteredteachingprovidetheleadership,framework,andtoolsnecessaryforcontinuousimprovementinthelearningprocess.
Accordingtothepracticalevidences,theTQMprincipleshelptheschoolsinfollowingclauses:
(a)Redefinetherole,purposeandresponsibilitiesofschools.
3/28/2015 ApplyingTotalQualityManagementInAcademics
http://www.isixsigma.com/methodology/totalqualitymanagementtqm/applyingtotalqualitymanagementacademics/ 2/2
(b)Improveschoolsasawayoflife.(c)Plancomprehensiveleadershiptrainingforeducatorsatalllevels.(d)Createstaffdevelopmentthataddressestheattitudesandbeliefsofschoolstaff.(e)Useresearchandpracticebasedinformationtoguidebothpolicyandpractice.(f)Designcomprehensivechilddevelopmentinitiativesthatcutacrossavarietyofagenciesandinstitutions.
Inordertoachievetheaboveasopportunitiestotheacademicscenario,inadditiontopatience,participatorymanagementamongwelltrainedandeducatedpartnersiscrucialtothesuccessofTQMineducationeveryoneinvolvedmustunderstandandbelieveinprinciples.SomepersonnelwhoarecommittedtotheprinciplescanfacilitatesuccesswithTQM.Theirvisionandskillsinleadership,management,interpersonalcommunication,problemsolvingandcreativecooperationareimportantqualitiesforsuccessfulimplementationofTQM.
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GoodItisgoodforacademicimprovements
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