This document can be split up in 3 main parts. The first part aims mainly to outline what is understood by “Process Management “, to be able to identify key processes and describe them and their related procedures. The second one is focused on indicators and its specific objectives are to introduce the different categories of indicators associated with the EFQM model, to outline both a direct and indirect indicator model, and to describe perception and performance indicators from LLL Centre. The last part gives the Conclusions and recommendations made by the members of the UNI-QM project.
UNI-QM has developed a methodology for the lifelong learning quality management system called UNI-QM Framework for Quality Management which embeds a learning process into a self-improving approach. UNI-QM has developed a unique pathway to excellence lifelong learning centres as well as a full overview of a set of resources that accompanies people on their journey and to provide a better understanding of the framework. These resources are:
Case studies to give the user a direct approach to the topic, contributing to concrete experience and observation and reflection.
Processes and indicators: that will help the users to form abstracts concepts and to directly test those processes in new situations.
Benchmarking tools: to promote observation and reflection among users.
UNI-QM has developed a methodology for the lifelong learning quality management system called UNI-QM Framework for Quality Management which embeds a learning process into a self-improving approach. UNI-QM has developed a unique pathway to excellence lifelong learning centres as well as a full overview of a set of resources that accompanies people on their journey and to provide a better understanding of the framework. These resources are:
Case studies to give the user a direct approach to the topic, contributing to concrete experience and observation and reflection.
Processes and indicators: that will help the users to form abstracts concepts and to directly test those processes in new situations.
Benchmarking tools: to promote observation and reflection among users.
Developing the skills of VET Practitioners - a real story
Presentation at VELG Conference 2015
Kerrie-Anne Sommerfeld (Rubric Training Solutions) and Claire Rasmussen (FedUni TAFE)
Gateway Qualifications - Changes to Entry level qualificationsRachel Irvine
Following a consultation with centres, we are updating our suite of Entry Level qualifications to further support the progression of learners with SEND.
Take a look at our webinar that prepares you for any changes and explains what we are doing and how we came to these decisions.
This webinar is open to anyone with a keen interest in Entry Level, no matter who you may be delivering with. Centres already approved to deliver Entry level qualifications with Gateway Qualifications are encouraged to attend to learn about changes you may need to prepare for – we’re on hand to help!
Establishing a Simulation Centre: Essentials and GuidelinesMCH-org-ua
Presentation of Sim Handbook by Agata Correia at the International conference on Simulation-based training in medicine (Kyiv, Ukraine, March 19-20, 2015)
http://motherandchild.org.ua/eng/SimConf-2015
Planning and Registration for Student SuccessSalesforce.org
Presentation from Salesforce.org Higher Ed Summit 2018 by: Dan Kellogg, Registrar.
The University of Wisconsin Flexible Option competency-based programs enable students to earn their degrees by demonstrating knowledge and concrete skills at their own pace. As part of the enrollment process, a student is assigned to an Academic Success Coach, and both will work together to develop an Academic Plan of Study (APS) that determines the number of competency-based projects in which the student will enroll over the span of three months to one year. The APS also serves as a foundation for the registration process for a 3-month subscription period within that year. Explore how the University of Wisconsin-Extension Registrar's Office works with Academic Success Coaches and their students using an extended Salesforce HEDA model, Opportunities, and Course Connections for the academic planning and registration process.
Watch a recording of this presentation: https://youtu.be/LDkoICKZ_5o
CentralScan is like a "toolbox" which main objective is to introduce a set of different tools that help to develop self evaluation, evaluation and external evaluation of current Process and Procedures of LifeLong Learning Centres.
QuickScan is a very useful tool for self-evaluation. It consists on a basic checklist based on the EFQM sub-criteria but customized to the Lifelong Learning sector. QuickScan easily goes over the different aspects that a Lifelong Learning Centre should contemplate. If any of those areas is not taken into account at your Centre, it can suggest the possibility of establishing an internal improvement project.
FullScan is born putting together the UNI-QM approach, the PDCA concepts and adding facts. So in this tool you can find a space where describe how you plan, do and check your action and what you learn over them. When you use the matrix for self assessment with facts, it is easy to find out in which of the previous areas you need to improve. This indication is the Added Value of this tool.
Developing the skills of VET Practitioners - a real story
Presentation at VELG Conference 2015
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Gateway Qualifications - Changes to Entry level qualificationsRachel Irvine
Following a consultation with centres, we are updating our suite of Entry Level qualifications to further support the progression of learners with SEND.
Take a look at our webinar that prepares you for any changes and explains what we are doing and how we came to these decisions.
This webinar is open to anyone with a keen interest in Entry Level, no matter who you may be delivering with. Centres already approved to deliver Entry level qualifications with Gateway Qualifications are encouraged to attend to learn about changes you may need to prepare for – we’re on hand to help!
Establishing a Simulation Centre: Essentials and GuidelinesMCH-org-ua
Presentation of Sim Handbook by Agata Correia at the International conference on Simulation-based training in medicine (Kyiv, Ukraine, March 19-20, 2015)
http://motherandchild.org.ua/eng/SimConf-2015
Planning and Registration for Student SuccessSalesforce.org
Presentation from Salesforce.org Higher Ed Summit 2018 by: Dan Kellogg, Registrar.
The University of Wisconsin Flexible Option competency-based programs enable students to earn their degrees by demonstrating knowledge and concrete skills at their own pace. As part of the enrollment process, a student is assigned to an Academic Success Coach, and both will work together to develop an Academic Plan of Study (APS) that determines the number of competency-based projects in which the student will enroll over the span of three months to one year. The APS also serves as a foundation for the registration process for a 3-month subscription period within that year. Explore how the University of Wisconsin-Extension Registrar's Office works with Academic Success Coaches and their students using an extended Salesforce HEDA model, Opportunities, and Course Connections for the academic planning and registration process.
Watch a recording of this presentation: https://youtu.be/LDkoICKZ_5o
CentralScan is like a "toolbox" which main objective is to introduce a set of different tools that help to develop self evaluation, evaluation and external evaluation of current Process and Procedures of LifeLong Learning Centres.
QuickScan is a very useful tool for self-evaluation. It consists on a basic checklist based on the EFQM sub-criteria but customized to the Lifelong Learning sector. QuickScan easily goes over the different aspects that a Lifelong Learning Centre should contemplate. If any of those areas is not taken into account at your Centre, it can suggest the possibility of establishing an internal improvement project.
FullScan is born putting together the UNI-QM approach, the PDCA concepts and adding facts. So in this tool you can find a space where describe how you plan, do and check your action and what you learn over them. When you use the matrix for self assessment with facts, it is easy to find out in which of the previous areas you need to improve. This indication is the Added Value of this tool.
Study on negligence of quality assurance and proposing an effective framework...eSAT Journals
Abstract
Quality plays an integral part in the construction industry. Quality assurance is needed because of the involvement of negligence in a project which deduces the quality of the construction .In order to build customer confidence the quality of its work should be done according to the developed quality assurance program. This paper focuses on various negligence of quality assurance practices in the construction industry. The objective of the project is to analyze the various factors that affect quality and quality assurance and to provide an effective framework for the total quality management which helps to increase the quality performance of the construction industry. This project includes a set of questionnaires about quality, quality assurance and total quality management prepared and distributed to various companies and then analyzed. With the help of analyzed data’s a total quality management framework has been proposed to reduce the negligence of quality assurance in the construction industry.
Keywords: Quality, Quality Assurance, Total Quality Management and construction etc…
This is the schematic for the Total Quality Framework (TQF). The TQF offers researchers a best practices approach to the design, implementation, and reporting of qualitative research studies. The TQF is not prescriptive but rather a flexible guide for incorporating quality measures into qualitative research.
Diploma Supplements – Responsibilities, Processes, Practice at FAULEBPass Project
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LEBPASS Project - Work package 2
Developing the Lebanese Diploma Supplement Principles and Form (12 - 15 January 2020) in University of Cyprus, Nicosia
The University of Oxford recently piloted Lean as a structured, participative approach to change. Lean was chosen because its foci on customer value and reduction of waste matched the Academic Administration Division’s (AAD) requirement for a methodology which would engage staff and release resource capacity by reducing wasted effort. SUMS Consulting was asked to introduce Lean concepts to the Academic Administration Division at the University and to facilitate a number of Lean workshops focusing on processes related to student fees and funding. This presentation will bring together three perspectives on Lean. Firstly, the academic background to the methodology and how it has been used in other sectors. Secondly, the Oxford experience and how it has changed Oxford’s approach to change in its academic administration. Lastly, a wider sector experience of Lean and similar methodologies.
Tracking and Assessing Vocational QualificationsJohn Gordon
Presentation at e-vocational 2013 Birmingham. Discussion of the use of assessment and tracking in a vocational context. HND assessment at a distance. Global assessment.
Learning is essential part for every organizational growth and development. Every world-class institution realize that high quality learning process is what eventually set them apart from the average. Learning & Development are not a static activity, it always dynamically evolves, we therefore need a high-quality framework to catch up with this evolution of performance needs. 4-MAT System was developed by Dr. Bernice McCarthy as a transformative learning framework which engage the whole function of brain in learning and processing information.
How to gather the right evidence to demonstrate the business value of learningDr. Regis P. Chasse, MBA
For many years, we could proudly report the cost of learning (cost per learning hour, the ratio of L&D professionals per 1000-employee, or how many people our high-priority programs reached); however, it was very difficult to demonstrate the actual value of learning to the business.
After years of focused efforts, we now use a pragmatic and cost-effective approach to measure the business impact of learning. This document covers:
• The pillars of our effectiveness evaluation framework
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• Developing a pragmatic measurement approach for a learning program: challenges to expect and goals to set
Quality frameworks for e-learning (SIEAD 2018, Brazil)Jon Rosewell
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Guidelines for processes_and_indicators
1. european universities quality management tools for lifelong learning
Process, Procedures and Indicators in LLL Management
Guidelines for survivors
A step by step approach to excellence
2. Tools inside the PDCA, tools to initiate JOURNEY
Tools
for
CHECK
Tools
for
LEARN/
ACT
Tools for
PLAN
Tools
for DO
+400 // + 500
+ 200 // + 300
FULL SCAN
CENTRAL SCAN
Quick Scan
6 Sigma
Benchmarking
LLL QM Model
Process & Indicators
(GUIDELINES)
Case Studies / Best
practices
Networking
Seminars
International
Conference
Boston
Consulting G
SWOT
3. Objectives of the Guidelines…
• Steps to define PROCESS
– From MISION and VISION
– To CUSTOMERS and SERVICES
• From SERVICES to PROCESS
– PROCEDURES identification
– PROCEDURES definition – algorithmisation
• INDICATORS
– Perception
– Activity
– Thoughput
• Process, Procedures and Indicators
• LLL Centre of the Universidad Politécnica de VALENCIA
– Process MAP
– Example of Procedures
– Some LLL indicators
4. Mision and Vision ….
• MISION
– … the reasons why the Centre was created …
– possibilities?
• Offer educational services to the Society
• Give educational services to former students by using
teaching staff from anywhere
• Offer educational services to academic staff from the actual
University
• Give educational services to any professional with
international teaching staff
• “which is the ultimate aim of the Centre?”
5. Mision and Vision ….
• VISION
– … Where do we want to be in ten years? …
– possibilities?
• Scope?
– National
– International
– Regional
• Purpose ?
– Control // Quality // Innovation // Social needs //
• Focuss ?
– On teachers, on participants, on e.learning …
6. Manage to achieve that the UPValencia
will be an national & international
institutional reference offering high
quality CE
Vision
To help (dinamice) the University in
order to offer innovative and high
quality CE that collaborate to
develop our social environment
Mission
WHERE and HOW: Mision and Vision, CFP-Universidad Politécnica de VALENCIA
7. CUSTOMER
• Identifying customers and their needs
• Who are the CUSTOMERS
• What are their requirement/SERVICES in response
PROCESS
• Purpose of each PROCESS
• WHAT is done
• HOW is it done
• WHO is responsible
PROCEDURES
• Identifying relationships with other processes and detailing PROCEDURES
• Relational diagram & algorithmisation
• Associated procedures, those responsible for actions
Indicators
• Associating Indicators and standards
• indicators, acceptable values, target values and standards
After VISION and MISION … now WHAT?
8. Customers….
• Those who get benefits from the Centre activity
– Individuals or other Units
– Internal & external
• Externals (examples)
– Former students == professionals
– Professionals “working by the own”
– Professionals in SME
– Professionals in Big enterprises
– Teachers of other Universities
– Human Resources Managers
– General Managers of SME
– ……
9. Customers, SERVICES ….
• COURSE PARTICIPANTS could expect …
– Information about courses offered
– Course enrolment
– Payment for their participation
– Classroom Service
– Teaching
– Documentation Services
– Certificates for courses received
10. Customers, SERVICES and PROCESS
TYPE OF
CUSTOMER
SERVICES EXPECTED PROCESSES
COURSE
PARTICIPANTS
Information about courses
offered
Course enrolment
Payment for their participation
CE OFFERED
Classroom Service
Documentation Services
Certificates for courses received
LOGISTICS
11. Process and Procedures….
• Process
– a series of sequential activities +
– executed by the staff +
– that transforms a series of inputs (resources, capital and/or information)
– into the desired results (products and/or services),
– giving the customers added value".
• Kind of Process
Key processes, those that give SATISFACTION to the Centre’s CUSTOMERS. Those that
directly serve the MISSION definition.
Support processes, the purpose of which is to support one or more key processes, including
those related to logistics
Strategic processes, which guide and direct all processes, by setting out the strategy of the
Centre. Decisions regarding these are the sole responsibility of the Centre Management.
12. Process and Procedures….
• Process == ∑ activities
– The activities == Procedures
– executed by the staff
PROCESSES PROCEDURES/ SERVICES EXPECTED
COURSES OFFERED
Information about courses offered
Short-term
Long-term
Enrolment
Short-term
Long-term
Payment for their participation
13. Procedures …. PROCESS Name : COURSES OFFERED
• PROCEDURE Name: ENROLMENT
• Description
– Giving support in course enrolment, offering information to potential customers and
offering an INTERNET based enrolment system
• CUSTOMERS
– Any professional interested in the continuous education offered by the University
• PERIODS
– 1 month to enrol when the course has been opened. Enrolment ends three days before
the start of the course
• APPLICATION CHANNELS
– Enrolment at the university // INTERNET enrolment
• SERVICE COMMUNICATION
– Sending the RECEIPT to participant. Notice of acceptance with payment confirmed
• SERVICE TIMETABLE
– Enrolment at the university: Mon-Fri 9.30 - 14.30 // Tu and Th 16.30 - 18.30
– Internet 24/7/365
15. Process , Procedures and INDICATORS
• Indicators
– numerical representations that display both the amount of activity
taking place at a Centre and the effectiveness of the services
supplied, the relative effectiveness of the services and the
effectiveness perceived by customers.
• Kind of Indicators
Activity, volume (key results)
Perception, asking customers and/or stakeholders
Performance, relative to …
16. INDICATORS: examples
UPV Lifelong Learning Centre Indicators
CRITERION 6.- CUSTOMER SATISFACTION
Perception
Measures
Results
Performance
Indicators
Results
Overall satisfaction of
organizers with LLC
services
The results obtained
remain above the
objectives set,
achieving a
satisfaction level of 7.5
out of 10 (corresponds
to approaches 1a 2d
and 4e).
Number of Lifelong
learning customers
Results show
sustained growth of
more than 7% a year.
Comparing this result
with the growth
obtained by the UPV,
the number of
participants in lifelong
learning is growing
while the number of 1st
and 2nd stage
participants is falling
(corresponds to
approaches 2d, 4e and
5d).
17. INDICATORS: examples
UPV Lifelong Learning Centre Indicators
CRITERION 7.- STAFF SATISFACTION
Perception
Measures
Results
Performance
Indicators
Results
Overall
Satisfaction of
LLC staff
Overall Satisfaction of
LLC staff is more than
7 out of 10.
Staff according to
source of
expenditure
Shows continuous growth in university
investment in staff allocated to lifelong learning.
Staff satisfaction
with training
opportunities
With respect to the
staff satisfaction level
in this area, results do
not meet the objective
set of obtaining a
mark of more than 7
out of 10.
No. of Training
hours per
employee
The objective set for this indicator has been
satisfied in the last few years, the number of
training hours having increased to 50 hours per
person in the working timetable, this increase
being included in the UPV Annual Training
Plan.
18. INDICATORS: examples
UPV Lifelong Learning Centre Indicators
CRITERION 9.- Key RESULTS
Key RESULTS &
Indicators
Results
Income from Lifelong
Learning
Income obtained from Lifelong Learning has been reflected each year in
the UPV budget since 1993
Number of Lifelong Learning
Courses
The results of this indicators show a continuous 5% annual increase in the
number of Lifelong Learning courses offered with respect to other Spanish
universities. Last 2009 UPV offered more than 2.200 CE courses. UPV Is
at this moment the European University with more LLL offered.
Lifelong Learning participants
According to objectives, the last 15 years a progressive increase of 10%
has been fulfilled.
19. Conclusions and Recomendations….
Identify process and procedures/services.
Learn to identify customer satisfaction requirements.
Classify Centre activities on critical (those process that generates customer
satisfaction), support (those needed to develop the critical activities but doesn’t
generate direct customer satisfaction) and the strategical ones, those that only the
director is able to conduct and decide personally.
Allow easy responsibilities and task assignment.
Remove unnecessary or mistaken actions that do not provide any added value to the
services given by the Centre.
Identify process resources consumption and their relations with the process outcomes.
Define a structure of indicators based on process and procedures systematic
deployment that makes it possible to follow how effective and efficient the Centre is.
Detect opportunities for systematic improvement.
“ … to know where to go is needed to know where you are … ”