Tools for Quality Management in Education

1. Chapter 10
Tools
Socio-Educational Project
Collaborative work 1
Cintia Cuzme

2. Introduction
 ‘Educators should learn to use and interpret the basic
strategies that are most frequently applied to quality
improvement.’ Stanley J Spanbauer, A Quality System for
Education
 It is important the regular use of this tools to experienced
their power as means of identifying and creatively solving
problems.
 Most are simple and some are already in regular use.

3. Brainstorming
 Brainstorming, developed by Alex Osborn in
the late 1940s
 Brainstorming is a method for generating a
large number of creative ideas in a short
period of time.
 It taps into the creativity of a team and
allows team members to generate ideas and
issues quickly.
 A successful brainstorm allows staff to be
inventive and free from restriction.
 It needs to be used together with other
tools, such as affinity networks or the
construction of Ishikawa diagrams

4. Affinity networks
 Used when there is the need to group a large number of ideas, opinions or issues
and to categorize them.
 It helps make order out of chaos and stops a team drowning in a sea of ideas.
 Uses of creative rather than logical processes.
 Want to organize ideas captured from brainstorming to group related information
 Also generate ideas that can be linked to form organized patterns of thought
about a problem.

6. Fishbone or Ishikawa diagrams
 The Ishikawa cause-and-effect or fishbone or Ishikawa diagram is a good tool to
help us to move to lower levels of abstraction in solving problems.
 Often workers spend too much time focusing improvement efforts on the
problems rather than on the causes.
 Is a visual list drawn up in a structured fashion. It illustrates the various causes
affecting a process by sorting out and relating the causes to each other.
 For each effect there will be a number of causes and it is usual to group these in a
number of major categories.

8. Force-field analysis
 Force Field Analysis is that situations are maintained by an equilibrium between
forces that drive change and others that resist change.
 The tool is useful for making decisions by analyzing the forces for and against a
change, and for communicating the reasoning behind your decision.
 It is important to remember that some of the resisting forces may be outside the
institution’s control.
 Effort should be spent on the areas it is possible to influence.

10. Process charting
 Ensure that the institution knows who
its customers are, identifying the
resources required to service them.
 Used to Determines which step add
value and which don’t in a effort to
simplify the work.
 Also determine whether the work
really need to be done in the first
place
Process
Customer
Chart
Supliers

11. Flowcharts
 Flow charts are simple diagrams that map out a process so that it can easily be
communicated to a team.
 Identify the steps in the process
 They record the necessary sequence of stages, decisions and activities required
 For an educational establishment, charting its procedures for ISO9000, flowcharting
provides a simple and useful means of describing its procedures.
 It highlights areas for improvement.

13. Pareto analysis
 Pareto charts are used to identify and
prioritize problems to be solved.
 Vilfredo Pareto, 1800, Italian economist
noted “80% of wealth was held by 20% of
population” 80/20 rule 80 per cent of
problems arise from 20 per cent of
processes.
 The concept is to priorities and address the
issues.
 Are simply special forms of vertical bar
charts that assist in the solving of quality
problems.
 Effort should be put into the areas that
cause the most difficulty.

14. Career-path mapping
 An important exercise for an institution
is to establish the learner’s career-path
and to identify against each milestone
the quality characteristics and quality
standards that should be in place.
 Note that many of the problems are
likely to occur when the student passes
from one stage to the next.
 Charting a student’s career helps to
identify the milestones or the potential
barriers which they will have to
negotiate during their time at school.

15. Quality function deployment
 Work to determine what you need to
accomplish to satisfy or even delight
your customers.
 To use this method it is important
to ensure that there is a continual
flow of information going through
the product design life cycle from
initial concept, to detailed design, to
manufacture, and through to the
product going to the market.

16. Resources
 Sallis,E.,(2002),Total Quality Management in Education,London, UK,Kogan PageLtd
 https://i.pinimg.com/originals/2b/1a/f9/2b1af94748e2a10949f78c984ce76b22.jpg
 https://arabiangazette.com/wp-content/uploads/2016/09/brainstorming-techniques.jpg
 http://cdn.iopscience.com/images/1367-2630/9/6/172/Full/nj235486fig8.jpg
 http://static1.creately.com/blog/wp-content/uploads/2011/04/Ishikawa-diagram-structure1.png
 https://www.mindtools.com/media/Diagrams/Figure2_Forcefield_Analysis_v3.png
 https://image.slidesharecdn.com/7toolsofquality-170413194627/95/quality-tools-and-techniques-
7-tools-of-quality-43-638.jpg?cb=1492112881
 https://www.projectsmart.co.uk/img/pareto-diagram.png
 https://vietnamwcm.files.wordpress.com/2008/08/qfd.gif?w=449&h=393