Continual Quality Improvement (CQI) is the concept that there is always room for improvement. Within a company, CQI refers to the commitment to constantly improve operations, processes, and activities to meet customer requirements efficiently, consistently, and cost-effectively. To apply CQI within a learning environment, it is necessary to systematically review and monitor changes and progress to ensure learning outcomes are achieved, the curriculum remains current and relevant to industry, instructional delivery is effective, assessment methods are appropriate, and educational resources are sufficient and up-to-date. Data from assessments and surveys of students, alumni, employers, and other stakeholders should be analyzed to identify areas for improvement and close the feedback loop through revisions to instruction

1. Continual Quality Improvement (CQI)
“Simply put, it is the concept that there is always
room for improvement. Within a company, it is the
commitment to constantly improve operations,
processes and activities in order to meet customer
requirements in an efficient, consistent and cost
effective manner”
Industry Canada website at www.ic.gc.ca
How do we apply CQI within our learning environment?

2. BIDANG 9: PENAMBAHBAIKAN KUALITI
BERTERUSAN
Mempunyai 3 standard wajib dan 2 standard
dipertingkatkan
Perlu untuk penambahbaikan berterusan dan secara sistematik
menyemak dan memantau perubahan dan kemajuan untuk
memastikan:
hasilpembelajaran program dipenuhi
kurikulum terkini dan relevan kepada industri
penyampaian program berkesan
kaedah penilaian bersesuaian
sumber pendidkan mencukupi dan terkini
2

3. Principles of CQI
1.Focus on improving work processes and serving the external
customer.
2. Maximize "value-added work" and strive to eliminate "waste".
3. Base decisions upon data using simple graphing tools
(flowcharts, Pareto charts, etc.).
4. Improve work processes by consulting workers - "the job
experts".
5. Fix the process; don't place blame.
6. Be accountable at all levels - recognition for doing well or
counseled if needed.
7. Practice teamwork.

4. PDCA’ circle showing the overall OBE implementation strategy

5. Importance of CQI
CQI provides suitable actions in improving the quality of CLOs, PLOs, and PAIs
according to targeted KPI.
Provide critical information to the institutions and administrators on the
effectiveness of the design, delivery, assessment and direction of an
educational programmes.
Improvement based on feedback from the assessment will close the system
loops and the process will continue year after year.
Attainment of all outcomes (PAI, PLO and CLO) must be measured and utilised
as a gauge for its effectiveness.
Following the checking stage, the results are analyzed. Any shortcomings on the
level of attainment for the outcomes can be addressed and further
improvements can be revised in the ‘re-Planning’ stage.
The P-D-C-A (Plan-Do-Check-Act) cycle then continues until a sufficient level of
attainment is met for all outcomes. The overall P-D-C-A activities can be
summarized in the context of the CLO and PLO attainment,.

6. The three main stages in the
Teaching and Learning processes
Bloom’s
What TL activities do I Program Taxonomy I nstructor’s
adopt to achieve the Outcomes goals
intended LO? What do I want my
1 students to be able
Implementation 3 domains of educational
goals (cognitive, Lear ning
n ing Planning to do as a result of
stage psychomotor and Out com es stage my teaching?
affective)
2
I nstructional Classroom
technology Assessment
St udent s
uden t technique
Lectures Labs
I nst r uct ion Assessm ent
Can my students
do what I want 3
them to be able to
Active &
Cooperative
Problem-
based
do? Assessment stage Test Surveys
learning learning
Other Other
techniques Felder & Brent, JEE, Jan., 2003 measures
1
5/21/2008
6

7. CQI
What are you currently doing?
What works well?
What does not work well?
What are you planning for the future?
7

8. D DATA DATA DATA
at
a
Data D at a
A AT
D
da
TA
DA
ta
If you are not going to use data
DO NOT COLLECT IT
Only collect what you will use
BUT YOU WILL NEED
DATA for CQI

9. And the Data is…
Process Measurement:
Usually based on staff activities
Outcome Measurement:
Usually based on students activities
Choose the measurement that
will tell you if your
improvement process is
working

10. Outcome-Based Education - Evaluation
(Closing the Loops)
Assessment
Assessment
Assessment
Alumni
Analysis
Analysis
Analysis
Analysis
Analysis
Analysis
Missions
Visions Program Program Course
Aims Outcomes Outcomes
Stakeholders
Advisory committee CQI
CQI
CQI

11. Course Learning Outcomes (CLO)
Assessments
• Test, Quizzes, Final Exam
(C) Examples
• Lab/field work Reports (C, • x % - Grade C and above (C)
A),
• 100 % - Submit assignment on
• Lab/field work (P,C, A), time (SS)
• Presentations (P, A), • x % - Quality of presentation (SS)
• Assignments (C, A) • x % - achievement in every SS
• Project, PBL, POPBL domain
(P,C, A)
CQI

12. KPI for CLO
COURSE LEARNING OUTCOME - KEY PERFORMANCE INDICATOR (KPI)
PROGRAMME: DIPLOMA IN ELECTRICAL ENGINEERING
COURSE NAME: ELECTRICAL TECHNOLOGY
COURSE LEARNING OUTCOME (CLO)
DELIVERY METHOD ASSESSMENT METHOD KEY PERFORMANCE INDICATOR (KPI) TARGET (%)
Explain correctly the units associated with basic electrical quantities,
CLO 1 concepts of electric circuit, cells as the unit source of DC energy and Lecture/ Discussion Quiz, Test
the general features of batteries.
Students are able to apply and describe the
90
topic given. % achieving grade C and above
Demonstrate an understanding of DC network analysis techniques on
CLO 2 resistive networks. PBL Quiz, Test
Assignment are clear, correct and well
Describe the fundamentals of capacitive and inductive in DC network 85
CLO 3 correctly SF/CC Test, Final Exam presented. Assignment >65%.
100
% submit assignment.
Explain properly the principles of the magnetic circuit, Essay Question/Final Report are clear, correct and well presented.
CLO 4 electromagnetism and electromagnetic induction. Project Work
Exam Report >65 %
90
Conduct confidently experiments in a team and produce report within a Lab/Workshop Practical Work, Report are clear, correct and well presented.
CLO 5 stipulated time frame. Demonstration Practical Test, Rubric Report >65 %. Students work cooperatively .
90
>60 % - Attainment in Generic Skills 100
>50% - Attainment for CLO's & PLO's 100
100% student achieve 80% - attendance 100
<30% difference between continous assessment (CE) and final exam (FE) 90

13. Programme Learning Outcomes (PLO)
Assessments
• Exit Survey
Examples
• External Examiner
• x % - Employed
Reports
• Quality of FER by External
• Soft Skill Survey
Examiner
• OBE Survey
• x – SS Status
• Fundamental of
• x – OBE Status
Engineering Exam
• x % - Knowledge Analysis
CQI
Outcame Based Education

14. KPI for PLO
PROGRAMME LEARNING OUTCOME (PLO) ANALYSIS
PROGRAMME: DIPLOMA IN ELECTRICAL ENGINEERING
At the end of the programme, graduates should be able to:
No. PROGRAMME LEARNING OUTCOMES (PLO) KEY PERFORMANCE INDICATOR (KPI) Target
ASSESSMENT METHOD/TOOL
Apply knowledge of mathematics, science and engineering Percentage of students obtained 3.3 CPA in Direct Assessment (Quiz, Test,Project,
1 fundamentals to well defined electrical and electronic engineering Common Core Subject and Disipline Core 50% etc) & Indirect Assessment (Report from
procedures and practices; Subject Industrial Advisor, etc)
Demonstrate practical skills which includes the ability to troubleshoot,
2 repair and do maintenance work for electrical and electronics equipment
with specialization in the area of control;
Demonstrate awareness and consideration for societal, health,
3 safety, legal and cultural issues and the consequent responsibilities,
taking into account the need for sustainable development;
Communicate effectively with the engineering community and the society at
4
large;
Function individually or in teams, effectively, with a capability to be a
5
leader;
Demonstrate an understanding of professional ethics,
6 responsibilities and norms of electrical and electronic engineering
practices;
Apply creative and critical thinking in solving problem related to assigned
7
tasks;
8 Recognise the need for entrepreneurship;
Recognise the need for professional development and engage in
9
independent acquisition of new knowledge and skill.

15. Program Educational Objectives(PEO)
Examples:
Assessment:
• x % - Ir/Ar/Sr.
• Tracers Study
• x - Papers ?
• Discussion with
stakeholders • x - Journals ?
• Reports, media • x % - Contractors
• Alumni Survey • x % - Consultants
• Employer survey • x % - Project Manager
CQI
Outcame Based Education

16. KPI for PAI
PROGRAMME AIMS (PAI) ANALYSIS
PROGRAMME: DIPLOMA IN ELECTRICAL ENGINEERING
The Department of Electrical Engineering shall produce graduates who are able to:
No PROGRAMME AIMS (PAI) KEY PERFORMANCE INDICATOR (KPI) Target ASSESSMENT METHOD/TOOL
Tracer Study, Discussion with
Have knowledge, skills and attitude that will allow them to make tangible
1 Percentage of graduates promoted 15% stakeholders, Reports, Media, Alumni
contributions and meet new technical challenges.
Survey, Employer Survey
Possess entrepreneurial skills and practice good work ethics and be able to Percentage of the graduates involved in own
2 15%
promote good morality and behavior. business
Percentage of the graduates further their
studies 30%
3 Continuously enhance their knowledge and skills.
Percentage of the graduates working in foreign 20%
countries
Percentage of graduates comply to societal
4 Communicate and interact responsibly. 100%
norm
Contribute effectively as a team member. They will also be adaptable to Percentage of graduates comply to societal
5 100%
new changes at the work place. norm

17. MEASUREMENTS OF OUTCOMES
ATTAINMENT AND ACTION FOR CQI
Industrial Training Survey
1.A survey is carried out on the employer to gauge the students’
performance. The survey looks into how the employers rate the
students in terms of the fulfilment of attributes that are related to
the PLO
2.From these results, attributes in which the students are lacking
can be identified and the corrective measures can be devise.
3.This information is then used to improve the teaching methods
and curriculum content in the next semester

18. Industrial Advisory Panel (IAP)
Industrial collaboration between the HLP and industry is vital. The
collaborative work that comes in the form of curriculum review,
technical visits, industrial training placement, final year student
projects and invited lectures from industries, an Industrial
Advisory Panel (IAP) has been formed which meets once per
semester to discuss on various issues regarding the programmes.
The IAP consists of members representing various industries,
research institutes and universities. Inputs from the IAP members
are discussed and implemented at the College/Department level
to ensure that the quality of the programme is constantly
improved.

19. Latar Belakang Kajian
Alumni Panel
The Alumni Panel can directly pinpoint the shortcomings in the programme
content and advise the department on the current needs of the industry at the
same time. The IAP also serves the same role, but from an outsider point of
view. The inputs from both the Alumni Panel and the IAP are the keys in
ensuring that the content of the programme is up to date and conform to the
job market’s needs.

20. Student Self-Survey
At various stages throughout the semester, the students are requested to
carry out a self-survey on the level of their understanding of the CLO.
Results from such surveys can be used to gauge the lecturer’s teaching
effectiveness on a particular course.
In addition, at the end of each course, the students are also asked to rate
the lecturers in terms of overall teaching effectiveness such as
communication skills, confidence level and appearance.
These results form a CQI basis for the delivery skills of the lecturers and
also the course syllabus.

21. Analysis on Student Performance Through Formal
Assessments

22. CADANGAN
Item utk peperiksaan (CA & FE) perlu diperincikan mengikut CLO, disimpan
dan dianalisis untuk:
– melihat pencapaian CLO dan PLO.
– dianalisis bagi mengenalpasti aras kesukaran item dan mengkaji item
yang bermasalah.
Pensyarah perlu diberi input bagaimana menggunakan instrumen-instrumen
dalam kurikulum untuk mencerap hasil pembelajaran
Pensyarah perlu memberi maklumbalas terhadap elemen-elemen yang tidak
bertepatan dengan kursus masing-masing untuk penambahbaikan (CQI)
kepada kurikulum, instruksional dan pentaksiran
Pensyarah/Jabatan perlu membangunkan instumen yang fleksibel dan
bersesuian dengan kursus masing-masing.
Lembaran markah ISO tidak lagi relevan dan tidak dapat digunakan untuk
mengukur pencapian CLO dan PLO. Lembaran markah ISO perlu diubah
mengikut kehendak pentaksiran berasaskan OBE.
Pensyarah mesti menghantar laporan analisis CLO dan PLO setiap semester
kepada Ketua Program

23. Group Task

24. Sekian Terima Kasih
Dari Kami……..