The document discusses various topics related to quality management in educational institutions. It addresses management of change, total quality management, quality parameters for different sectors, and key concepts in developing and implementing quality management plans. These include defining the institution as a system, identifying sub-systems and their interrelationships, conducting SWOT analyses, developing visions and goals, prioritizing improvement areas, and establishing evaluation and monitoring mechanisms. Leadership styles such as autocratic, democratic, and laissez-faire are also summarized.

2. Management of Change
In institutional management, Management of
Change holds the key position all over the
world.
The head of the institution occupies important
position in initiation and managing the
process of change
Head of the institute are accountable for
organizational growth and decay

3. Total Quality Management (TQM)
TQM means quality in all aspects of
organization.
The quality needs to be redefined from the
narrow criteria of achievement of students in
examinations to a holistic approach to quality of
life in schools.
The system as a whole has to be taken care.
Quality is not incidental or accidental.
It is a planned and deliberate process.
It should be on a continual basis

4. Industrial Product
- Several Attributes that determine
quality:
Functionality, durability, repair-
ability, shape and size, design,
colour, uniqueness, cost, etc.
Quality depends upon perception
of the user or the customer

5. Service Sector:
- punctuality, time, cost,
courteousness, speed, accuracy etc.
- Quality depends upon client’s
perception
Education Sector

6. Parameters of Quality
Perceptual
Exceptional
Perfection
Value for money
Continuous improvement

7. Quality Management Issues
Absolute versus Relative Quality
Absolute Quality: Last words,
highest standards,
expensive,
uniqueness & prestigious,
very few people can afford
- Shaffers Pen & Rolls Royce Car
- Indian Institute of Technology in India

8. Relative Quality
- Several products, services or organizations are
compared at a given time
- Same organization over time
- be the best and stay there
- Best is absolute concept but the best among the
better ones gives the relativism
- for staying there need continuous move
- Comparing quality of a consumer product is a
reference to relative quality

9. TQM: Systems Thinking
Institution based management for
development
Each institution comprises several sub-
components
Inter-relationship and inter-dependence
Develop a holistic thinking
Look at the organization as a complete
organism (systems thinking)

10. Educational Institution as a System
Input – process – output Model
Sub-systems
Identify Sub-systems & understand their
inter-relationships & interdependence

11. Vision Mission & Goals;
Academics;
Personnel; finance;
Infrastructure;
 Linkage & Interface;
Student Services;
Rules & Regulations;
 Institution Building Process and
Managing People at work

12. Systems Thinking (contd.)
Sub-systems vary from one another but are
interdependent
- finance, infrastructure: concrete & measurable
- Vision, mission & goals: abstract in nature
- Academic activities, students services, managing
people at work: organizational process

13. Systems Thinking (contd.)
Academic Management:
- Admission
- Curriculum
- Instruction
- Co-curricular activities
- Student Assessment

14. Systems Thinking (contd.)
Instruction contains:
- Classroom teaching,
- home assignments for students,
- project work,
- Lab. Practical,
- field visits, and
- Others
School should be seen as total organism, not as
fragments of activities and structure

15. Planning for Implementation
An Essay on the School
- Documentation of the perception of a
teachers & staff about the school
- Enormous difference in perception
- share & cross check each others belief &
bring it into open

16. Planning for Implementation (Contd.)
Identification of areas of improvement
- list the areas of improvement
- specify a minimum number of improvement
areas
- compile and tabulate to find common &
divergent views
- discuss again to find out problem areas of
improvement in the school
- the exercise helps in diagnosing individual ans
collective shortfall and identifying common
areas of improvement

17. Planning for Implementation (Contd.)
Institutional assessment
- structured
- Qualitative and quantitative
- Pattern of growth can be diagnosed
- trend data assess changes and
development

18. Planning for Implementation (Contd.)
SWOT Analysis
- Tool for organizational diagnosis
- Useful for reflection
- Decision making
- Evaluation
- Whatever idea you wish to consider think
in terms of strength, weakness
opportunity & threat

19. Planning for Implementation (Contd.)
Vision, mission & goals
- build up a shared and acceptable
common vision, a mission and a set
of goals
- What would be your organization
after ten years
- After five years
- After three years

20. Planning for Implementation (Contd.)
Vision 10 5 years 3 years commen
years
Teacher Quality
Student Quality
Programes
Performance
Infrastructure
*
*
*

21. Planning for Implementation (Contd.)
Prioritization
- All the goals and improvement cannot be
achieved at the same time
- Prioritize the activities
- Pick one or two items at a time

22. Planning for Implementation (Contd.)
Resource assessment and allocation
- four types of resources:
1.financial,
2.human,
3.infrastructural and
4.time
- allocate against each activity these
resources

23. Planning for Implementation (Contd.)
Evaluation and Monitoring
- develop the mechanism of monitoring
activities at every step
- also mechanism of evaluation to assess
the success

24. Implementation
It implies conversion of each of
the planned item into action

25. Concepts in Leadership
1 Designated leadership
Ascribed leader
2 Autocratic
Democratic
Laissez Faire

26. Autocratic leader takes the decision and hands it
down to subordinates for implementation
Social setting is hierarchic & non- collegial
Democratic leader consults others on important
matters and takes collective decision
Laissez-Faire-leadership is indicated when things
are left to happen, often characterized by
- Absence of initiative
- Absence of intervention
- Absence of Intervention
- Absence of Monitoring

27. Leadership Styles
Telling Style:
High concern for task but low concern for for
relationship
Leader instructs to carry out the tasks
Specifies the time, method of carrying out the
tasks
Quality of the task output
Leader is prepared to stake relationship for
accomplishment of tasks
Hard-task master
Dictatorial style

28. Leadership Style (Contd.)
Selling Style
High Concern for task and high concern for
relationship
Leader ensures task accomplishnent with
predefined quality & time without staking
relationship
Salesman
This is an important style when the principal
introduces innovation (Delphi Technique)

29. Leadership Style (Contd.)
Participating Style
High concern for relationship but low concern
for task
Reverse of telling style
Leader stakes task accomplishment for
maintaining good relationship
“Mr.Nice man” or “Madam Nice”
Leader participate in the task accomplishment
When routine, monotonous but necessary
work have to be done for the organization

30. Leadership Style (Contd.)
Low concern for relationship & low concern for
task
When things are allowed to happen
Laissez-Faire Not taking any responsibility of
anything
Delegation is a purposeful decision

31. Situation Leadership & Style Preference
Style Preference
This style indicates the style of preference
Leader opts for one of the four styles
The most frequently chos

32. Style Flex
Style flex is indicated by the flexibility with
which one can change and adopt style as
required by a situation to be effective
Style Effectiveness
Choose right style according to the situation

33. Thank You