Slides presentation of the School Management Class of Datin Rosnani Jusoh, Senior Lecturer, UPM

1. CONTINUOUS
IMPROVEMENT IN
SCHOOL
MANAGEMENT

2. Learning Outcomes
• Student are able to:
• Differentiate the difference between quality
control and quality assurance
• Apply the concept of Total Quality
Management in educational management
• Relate the basic concepts of ISO 9001
certification to educational management
• Realize the importance of PDCA
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3. Quotable Quotes
• Solving problems is not the answer to causing
quality. The solution is understanding and
continuously improving the processes that
give rise to problems.
• If you stress quality, profits will take care of
themselves. But if you stress profits, quality
will not take care of itself (W. Edwards
Demming)
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4. Definitions
• Quality
• Ability of a set of inherent characteristic of a product,
process or system to fulfill requirement of customers
and other interested parties
• Quality control
– is a set of activities intended to ensure that quality
requirement are actually being met. Quality control is one
part of quality management,
• Quality assurance
– Part of quality management focused on providing
confidence that requirements will be fulfilled
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5. Corrective action (immediate and long term)
• Action taken to eliminate the cause of a detected
nonconformity or other undesirable situations
Preventive action
• Action taken to eliminate the cause of potential
nonconformity or other potentially undesirable
situasions
Audit
• Systematic, independent and documented process
for obtaining and evaluating it objectively to
determine to which criteria are fulfilled
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6. • Quality Management System (processes,
people, and documentation)
• System to establish quality policy and quality
objectives and to achieve these objectives
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7. TQM Process Map
• TQM requires a new process thinking mindset
• Everything we do is part of the process
• Our focus shifts:
– From managing outcomes to managing and
improving processes
– From what to do to how to do the processes
better
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8. • Quality performance expands to include how
well each part of the process works and the
relationship of each part to the process
• Process improvement foucses on continuously
achieving the greates potential benefit for our
customer
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9. SAE Total Quality Management Process Map
9
2
Indentify & Document
Key Customers
3
Identify & Document
Customers’ Key
Needs Based on Data
5
Document
Opportunities for
Process
Improvement
6
Develop &
Document Action
Plans
7
Implement, Monitor &
Recycle
1
Select Critical Few
Missions/Goals/
Strategic Issues
4
Identify & Document
Performance
Measure & Key
Processes

10. David Butler TQM Process
Key Principles of Quality
• Princple 1 : Quality is defined as any product or service
that satisfies customer specifications
• Principle 2 : The work standard is defect free
– This include products or services provided to others (output
to customers) or received from others (inputs from
suppliers)
• Principle 3 : Quality is measured by the price of non
quality (PONQ)
– PONQ is what it costs your company in time, money or
opportunity when things are not being done the best way.
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11. Deming’s 14 Points
• Create consistency of purpose toward improvement of the
product and services so as to become competitive and stay
in the business adopt the new philosophy (Avoid delay,
mistake, defective material and defective workmanship)
• Ceace dependence on mass inspection (Require statistical
evidence that quality is built in)
• Improve the quality of incoming materials (Depend on
meaningful measure of quality, along with the price)
• Constantly improve the system of production and services
• Institute modern methods of training and education for all
• Institute modern methods of supervision
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12. • Drive out fear by encouraging effective two-way
communication (to enable everybody to be part of the
change)
• Break down barriers
• Eliminate the use of slogans (Eliminate work standards
that prescribe numerical quotas for the workforce,
demanding zero defects and new level of productivity
without providing methods)
• Institute leadership
• Management by objectives
• Encourages self improvement for everyone
• Top management commitment
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13. The Quality Process Framework
There are five components forming the Quality
Process framework.
• Quality Counci : A group of senior managers
appointed to plan, administer, facilitate and
monitor the entire Quality Process
• Awareness Function: A function of ongoing
communication, activities and events
arranged by a coordinator exposing all
employess to the Quality Process.
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14. • Education Function: A series of Quality training
programs directed by a Coordinator ensuring
everyone understands the tools of problem
elimination.
• Measurement Function: A set of standardized charts
created by a Coordinator and utilized by individuals
or teams to objectively measure Quality Process
progress
• Problem Elimination Function: A formalized problem
identification and resolution method developed by a
Coordinatio and used by all employees to
permanently eradicate defects
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15. Systematic approach to the problem-
solving process (Shewart, W.A)
• Plan
– It could be a retention plan or a dormitory security plan
– It is an area that needs improvement
• Do
– It involves translating the plan into action
• Check
– This is the data gathering step
– It helps us to compare the ‘do’ against the ‘plan’
• Act
– Begin formalizing those things that were successful and to make
changes to the ‘plan’ (in those areas where our expectations were
not met)
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16. TQM Process Control Plan
Process
• Includes the tasks to develop and administer
assessments to report tehcnical proficiency and to
award Certificates of Technical Achievement
Process Control
• Includes the steps to achieve the process
Benchmark Analysis
• Are the observable evidence that was accepted as
proof that the process has been followed
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17. Root-Cause Analysis
• After the process has been completed and evaluated,
Root-Cause Analysis can be used to examine those
elements that have not met the Benchmark Analysis
Corrective Action
• The plan to achieve the benchmarks as required of
the process based upon the results of Root-Cause
Analysis
Continuous Improvement
• Includes any changes to Process, Process Control, or
the Key Characteristic determined necessary through
Root-Cause Analysis
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18. The book ‘Kaizen’ by Masaaki Imai
• Kaizen is a Japanese work for continuous development
• According to Massaki Imai, Kaizen strategy is the single
most important concept in Japanese management-the
key to Japanese competitive success
• Kaizen means ongoing improvement involving
everyone-top management, managers, and workers
• Quality is not meeting standards or quotas; it is the
natural outcome of process-oriented way of thinking
that becomes deeply ingrained in the culture of the
organization
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19. Quality Management System Requirements
1.Scope
– Boundary of the systme
– E.g: In university setting: undergraduate/Graduate, teaching and
learning, research or extension
2. Normative reference
– Refer to ISO 9000-2000, Quality Management System-
Fundamental and vocabulary
3. Terms and definitions
– Supplier Organization Customer
– Customer
– Direct e.g students
– Indirect eg. MOE, other agencies
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20. Changes to ISO 9001:2000
(Version 1994-200)
• The main reason for the revision according to ISO is to give
users the opportunity to add values to their activities and
to improve their performance continually by focusing on
the major processes within the organization
• the process based approach:
• Plan, Do, Check, Act structure of the standards
• More clarity in areas such as facilities, work environment
and improvement
• Resources section, especially people
• Greater emphasis and involvement of top management
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21. Four Standards in the New Series
• ISO 9000: Fundamentals and vocabulary
• ISO 9001: Requirements
• ISO 9004: Guidelines for performance
improvements
• ISO 19011: Management system auditing
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22. 4. Quality Management System
The three main elements:
i. Process: Core and secondary processes (how
they are linked, how resources are provided)
ii. People
iii. Document
• Version 2000 process-based approach
• Version 1995
• 4.1 Process-based approach (business mappimg)
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23. 4.2 Document requirements
• 4.2.1 quality objectives and policies
– Quality manual
– Documented procedures
– Documents needed for planning, operation and
control of its processes
– Records
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24. • 4.2.2 Quality manual
• 4.2.3 Control of documents
• Control of records
• Difference of documents and records
-Documents -Guide books
-Quality policy -Evidence to show that a
-Procesdures procedures has been
-Work instruction carried out e.g check list
-Lecture notes
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25. 5. Management responsibility
5.1 Management commitment
5.2 Customer focus
– Direct : students
– Indirect: MOE, industries, other agencies,
professional bodies
– Ways of showing: dialogues, meetings,
involvement as committee, attachment, tracer
studies and etc
5.3 Quality policy
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26. 5.4 Planning
• ISO committee quality objectives, customer
charter
5.5 Responsibility, authority and communication
5.5.1 Responsibility and authority
– Organizational chart : Level of authority
5.5.2 Management representative
5.2.3 Internal communication
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27. 5.6 Management review
5.6.2 Review input (need to have before the
auditing process, once a year)
5.6.3 Review output
6. Resource Management
6.1 Provision of resources: Money, human,
material, machinery and methodologies
6.2 Human resources
6.2.1 Recruitment
6.2.2 Training
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28. 6.3 Infrastructure
6.4 Work environmeny
work safety and harmony
7. Product Realization (Realization of teaching
and learning programs)
7.1 Planning of product realization (Head of
Department and lecturers to give input)
Quality framework:
Activity Monitoring Approval Record Program
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29. 7.2 Customer-related processes
7.2.1 Determination of requirements related to
the product Customers’ requirements, student
selectiom
7.2.2 Review of requirements related to the
product
• Course registration
7.2.3 Customer communication
Notice board, meetings, academic advisory
system etc.
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30. 7.3 Design and Development
• Program development (Example)
7.3.1 Design and development planning (Need
identification of the program)
7.3.2 design and development input (Preparation of
program framework)
7.3.3 Design and development output
7.3.4 and 7.3.5 Design and development review and
Design and development verification (Review by
Departmental level until the board of governors)
7.3.6 Design and development validation (by MOE)
7.3.7 Design and development changes
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31. 7.4 Purchasing
7.4.1 Purchasing process
– Requests for purchasing, assess and reassessment suppliers
7.4.2 Purchasing information
– (Example local order, specification/proposal)
7.4.3 Verification of purchased product
7.5 Production and servise provision
7.5.1 Control of production and service provision
– Availability of infor describing the product e.g Academic
guide book, work instructions, master list of equipments,
monitoring and measurement (including lecturers
performance), release, delivery and post-delivery activities
(Administration of students grades)
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32. 7.5.2 Validation of processes for production and service
provision
7.5.3 Identification and traceability
– E.g program code, course code, CGPA, Schedule
7.5.4 Customer property
– Students assignments and thesis
7.5.5 Preservation of product
– Control of exam questions, how grades reach the students
7.5.6 Control of monitoring and measuring devices
– Calibrate of equipment used in teaching and learning
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33. 8. Measurement, analysis and improvement
8.1 Have improvements initiatives, use certain
statistical tools
8.2 Monitoring and measurement
8.2.1 Customer satisfaction (teaching
evaluation)
8.2.2 Internal audit
8.2.3 Monitoring and measurement of
processess (use of customer charter)
8.2.4 Monitoring and measurement of product
(Grades to students)
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34. 8.3 Control of nonconforming products
– Nonconforming services (NCR) can be traced from
complaints by students, during the auditing
process, daily execution of process)
8.4 Analysis of data
– Four types of data:
– Customer feedback
– Conformance to product requirement (customer
charter)
– Academic data e.g passing/failure rate
– Performance of suppliers
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35. 8.5 Improvement
8.5.1 continual improvement
8.5.2 corrective actions
– Analyze the problems and take actions against
them
8.5.3 Preventive actions
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36. TERIMA KASIH / THANK YOU
www.upm.edu.my