Experience of-teaching -quality-mgmt-2010

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Teaching quality to engineering students is a challenge. They have strong quantitative skills but may lack in soft skills . This presentation is an abridged version of the presentation I gave at ANQ congress in Delhi in 2010. Should we consider students as products of teaching-learning process or customers or co-producers in traversing the quality journey?

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Experience of-teaching -quality-mgmt-2010

  1. 1. Experiences of TeachingQuality in Higher TechnicalInstitutesDr S G DeshmukhDirectorABV- Indian Institute of Information Technology &Management , GwaliorANQ Congress, 20 Oct 2010
  2. 2. Outline of the presentation• Background• About TQM course at IIT Delhi• Features• Observations and Insights• Learnings and concluding remarks
  3. 3. Background to the course• Curriculum designed jointly by IIT Delhi,Industry associations and industry• Focus on applications of TQM• Emphasis on “Learning-by-doing”through the framework of Plan-Do-Check-Act (PDCA).• Offered as an elective for all disciplines at IIT Delhi• It is 3-0-2 course (meaning 3 lecture hours + 2 labhours per week) : In all 42 lecture hours + 28 labhours, total of 70 Hours)
  4. 4. Course DesignConcept ThroughCustomer satisfaction Regular feedback, change in behavior,acknowledgement from themTeam working andsyndicate exercises [Discussions in labs, a variety ofassignments, open-ended exercisesetc.Focus on softer aspects ofTQMBy sensitizing students about teamwork, leadership, group dynamics ,difficulties in implementing TQM etc.Continuous processevaluation andimprovementsFeedback, field level improvementsactually carried out
  5. 5. MEL420: Total Quality ManagementCourse GoalsTo enable students to• Appreciate importance of quality and its historicalevolution• Understand continual improvement, customersatisfaction, process improvement and totalorganizational involvement;• Understand both technical and philosophical issuessurrounding quality management;• Apply quantitative and qualitative tools andtechniques in appropriate ways to investigate andultimately resolve product or service qualityconcerns; and,• Evaluate use of TQM initiatives, tools, andtechniques
  6. 6. Pre-launching activities• CII, FICCI ,ASSOCHAM , NPC, BISinvolved• Visit to Europeanuniversities, Industry andother IITS• Brainstorming sessionsfor designing the coursecontents• Maruti, Escorts, Eicher,Nucleus Software,SAIL,BHEL etc. involved• Train-the-trainerprogramme for faculty• Resource material (Videofilms, cases, work sheets)donated by EU• Pilot testing & feedback
  7. 7. Methodologyof Teaching-Learning Process• Lecture sessions• Hands-on labsessions• Case studies• Video films• Computer simulations• Guest lectures fromindustry• Industry visits• Mini-projectsQuiz MinorTestsMajorTestMini-ProjectLab Book Reviewetc.5 % 25% 35% 15 % 15 % 5 %
  8. 8. TQM principles applied..Involvement of all Design of course contents involved faculty, and industryand feedback from alumni.Customer focus Student interest and excitement kept in view whilemaking the course contents interestingContinuousimprovementCourse contents, method of delivery, mode ofinteraction improved based on the feedback receivedform time to time from various stakeholders.Conventional use of blackboard and overheadprojection to multi-media and web based tools.Team working Lab content, mini-project and diary through team effort.Each team was given a name to reflect the characterand spirit of the team.Leadership Head of the institution actively involved getting supportfrom industry and industry associationsHead of the department and other staff supported formaking resources available
  9. 9. Innovations…• Stimulating assignments ( 7 QC tools, onbad designs, poka-yoke, QFD) and casestudies• Emphasis on syndicate exercises andOpen ended assignments• Project component helps to relate real lifeexperiences in and around• Technology enabledPoka yoke for : Registration process at IITD,Items such school bag, LCD projector
  10. 10. Outcomes of the learnings !• Mini-Projects– Paper by students wonaward (for example:Gold medal in IIIE )– Resulted in improvedprocedures forhospital, dept library,layout for sections– Improved morale !
  11. 11. Measurement of performanceRelated to Brief description EvidenceFaculty Number of papers published,case studies developed,Resource material (books/CDs)developedVarious case studies developed,Resource material in terms of ppt slidesHelp in Placementof studentsAssistance provided by thecourse in placementHelped to place at least 20 % of studentsdue to exposure to the courseNew companies came for campusplacementGrowth % growth in enrollment for thecourse, Number of self-financed students enrolled,increase in course coverageGrowth in enrollmentUtilization ofintellectNumber of ideas coming out ofmini-project which areimplemented in hostel, work –shop etc.Layout of postgraduate office changed, webbased registration process , streamlined thedepartmental library issue/receipt processetc.
  12. 12. Measurement of performance..Feedback from studentsOn Methodology..Sn Item Score withMaximumOf 51 Organization, clarity andpresentation offundamental concepts4.162 Instructor’s attitude towardsteaching4.563 Experiments provided newinsights4.344 Overall laboratory experience 4.015 Overall quality of teaching 4.36On ConceptsSn Concept Score1 Motivation 4.402 5-S & House Keeping 4.233 Internal/External customers 4.234 QC tools 4.205 PDCA 4.106 SQC 4.087 Definition of Quality 4.058 Group Dynamics & Leadership 4.039 TPM 3.9010Difference between QC, QA,TQM 3.80
  13. 13. Teaching/learning• Student interaction with faculty and otherstudents is an essential characteristic andis facilitated in a variety of ways, includingemail, e-groups.• Feedback to students on assignments andquestions is constructive and provided in atimely manner.Quality is about systemic change.Motivate students to act as change catalysts
  14. 14. Observations..• Definition of "customer" is a buyer of a product or service.The student certainly fits this definition of the world"customer".• Student is buying course and has certain expectations suchas : Relevant course content, fairness, access, expertise,and a reasonable learning situation. External customers(such as in a typical manufacturing situation) have thefreedom to choose their supplier. This is not true for internalcustomers in education. They are stuck. They must use theirgiven service provider, because it is their only option.• This lack of competition frequently may breed contempt forinternal customers. Students rarely know what they need.• This also means certain “commercial transaction” for which afaculty may not be mentally prepared.• Defining quality under such circumstances becomes adifficult and challenging task, which may lead to theperception that the student is not the customer, but is theproduct. Students are both the customer and co-producer.
  15. 15. Students as a customers?• Since student pay education costs; heshould be treated in the same way asany other purchaser of goods orservices• Students do not know whatcombination of skills / knowledge willbest equip them for the world of work;they may not appreciate theimportance of a subject until they arein employment• Students seek the easiest options andcourses with soft assessments;conversely they may punishacademically demanding staff throughcritical feedback• Lectures are expected to entertainrather than involving participation• Students do not pay the full cost of theireducation and they are not “purchasing” aqualification per se• Students adopt a consumerist perspectiveand expect good grades, irrespective ofthe amount of effort they have invested orthe quality of work produced• Students transfer responsibility on toteachers rather than taking responsibilityfor their own learning. This results in areluctance to conduct independent studyand greater demands for all material to beprovided for students to learn as ifeducation can be simply passivelyconsumed
  16. 16. Insights..• Student does not only consume the finalproduct (therefore, are customers), butalso participate in its production(therefore, is co-producer or employee).• The student may not be the product. Thereal product is the learning of the studentsand the consequent change in behavior.• Learning as a team effort betweenteacher and the student.• Jointly, they produce a product that islearning of the student. Both parties areresponsible participants in that process.
  17. 17. Insights gained..• Total quality is about systemic change.The "lead actor" in TQM is the process ofsystemic change itself.• The teaching process - proactive learningmethodology rather than reactiveteaching-based methodology.• Principles of autonomous teams andempowerment most useful to theclassroom situation.
  18. 18. Effective TQM implementation inclass requires• Commitment demonstrated by examples notgimmicks or slogans and teacher acting asfacilitator rather than controller.• Information Technology as an enabler• Satisfaction of students as the first priority• Problem-solving approach through synergisticteamwork and emphasis on process approach
  19. 19. Concluding remarks..• Engineering students can be sensitized to ‘soft’courses• Outcome may not necessarily be a ‘grade’ to beearned but many other intangible rewards (suchas going through the process, relating industryexperiences with academics, keeping touch withfaculty and enhancing quality of instructions).• Technology as an enabler for classmanagement• Translation of experiences to other courses aswell
  20. 20. Thanks due to…• Prof V S Raju• Prof Prem Vrat• Prof Arun Kanda• Prof D K Banwet– Dr Arshinder Kaur– Dr Vipul Jain– Dr Jitesh Thakkar– Mr Apratul Shukla– Mr M K Bhatnagar, andETSC Staffand YOU forpatient hearing You may contact me on :sgdeshmukh2003@yahoo.co.in

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