Required ResourcesTextMills, G. E. (2014). Action research.docx

Required Resources
Text
Mills, G. E. (2014). Action research: A guide for the teacher
researcher (5th ed.). Boston, MA: Pearson Education, Inc.
Retrieved from https://content.ashford.edu
· Chapter 1: Understanding Action Research
· Chapter 3: Deciding on an Area of Focus
Sagor, R. (2000). Guiding school improvement with action
research. Retrieved from http://www.ebrary.com/corp
· This ebook is available in the Ashford Library ebrary. This
book discusses how action research can be applied in
classrooms and schools to transform learning and outcomes for
children.
· Chapter 5: Choosing the Right Research Questions and
Assessment Criteria
Article
Davis, K. (2015). Determining the impact of individual goal
setting aligned with standards on kindergarten students’ math
proficiency (Links to an external site.) [PDF file]. Journal of
Teacher Action Research. Retrieved from
http://www.practicalteacherresearch.com/uploads/5/6/2/4/56249
715/davis_47-62.pdf
· This published study serves as an example of designing and
implementing action research in an early childhood education
setting.
Rust, F., & Clark, C. (n.d.). How to do action research in your
classroom: Lessons from the teachers network leadership
institute (Links to an external site.) [PDF file]. Retrieved from
http://teachersnetwork.org/tnli/Action_Research_Booklet.pdf
· This guide to action research provides clear steps for
educators and professionals to get started with action research
through a practical approach.

Stremmel, A. J. (2007). The value of teacher research:
Nurturing professional and personal growth through inquiry.
Voices of PractitionersLinks to an external site. [PDF file].
Retrieved from
https://www.naeyc.org/sites/default/files/globally-
shared/downloads/PDFs/resources/pubs/Value%20of%20Teache
r%20Research.pdf
· This article discusses how action research can support
educators and leaders in early childhood education to grow and
develop both personally and professionally, while making a
positive difference in the education of young children.
Multimedia
Carr-Chellman, A. (2010, October). Ali Carr-Chellman: Gaming
to re-engage boys in learning (Links to an external site.) [Video
file]. Retrieved from
http://www.ted.com/talks/ali_carr_chellman_gaming_to_re_eng
age_boys_in_learning#t-74954
· In this Ted Talk, the Carr-Chellman (2010) discusses how to
engage boys in learning through games. This video is one of the
choices offered in the Introduction Forum.
Closed captioning and transcripts can be accessed here (Links to
an external site.).
Privacy Policy (Links to an external site.)
Cliatt-Wayman, L. (2015, May). Linda Cliatt-Wayman: How to
fix a broken school? Lead fearlessly, love hard (Links to an
external site.) [Video file]. Retrieved from
http://www.ted.com/talks/linda_cliatt_wayman_how_to_fix_a_b
roken_school_lead_fearlessly_love_hard?language=en
· In this video, the Cliatt-Wayman (2015) speaks from the
perspective of a school leader in facilitating and leading
change. This video is one of the choices offered in the
Introduction Forum.
an external site.).
Conscious Educating. (2009, November 7). Action research in

the classroom part 1 (Links to an external site.) [Video file].
Retrieved from
http://www.youtube.com/watch?v=MDVH0u4tUWo
· This first part of two videos is an excellent snapshot that
highlights the big picture of theory, benefits, and methodology
of Action Research in the classroom. This source provides
foundational information on action research to support the
discussions and assignments in the course.
Eggers, D. (2008, February). Dave Eggers: My wish: Once upon
a school (Links to an external site.) [Video file]. Retrieved from
http://www.ted.com/talks/dave_eggers_makes_his_ted_prize_wi
sh_once_upon_a_school?language=en
· In this TED Talk, Eggers (2008) discusses a framework for
actively and creatively engaging with public schools. This video
is one of the choices offered in the Introduction Forum.
an external site.).
Khan, S. (2011, March). Salman Khan: Let’s use video to
reinvent education [Video file]. Retrieved from
http://www.ted.com/talks/salman_khan_let_s_use_video_to_rein
vent_education?language=en
· In this Ted Talk, Khan (2011) discusses how he has used video
and asynchronous multimedia to transform education and
support student learning. This video is one of the choices
offered in the Introduction Forum.
an external site.).
Mitra, S. (2013, February). Sugata Mitra: Build a school in the
cloud [Video file]. Retrieved from
https://www.ted.com/talks/sugata_mitra_build_a_school_in_the
_cloud?language=en
· In this Ted Talk, Mitra (2013) discusses the future of learning
where children can explore and learn from each other. This

video is one of the choices offered in the Introduction Forum.
an external site.).
Robinson, K. (2006, February). Ken Robinson: How schools kill
creativity [Video file]. Retrieved from
http://www.ted.com/talks/ken_robinson_says_schools_kill_creat
ivity?language=en
· In this TED Talk, Robinson (2006) makes a case for nurturing
creativity in education. This video is one of the choices offered
in the Introduction Forum.
an external site.).
Sethi, K. (2009, November). Kiran Sethi: Kids, take charge
[Video file]. Retrieved from
https://www.ted.com/talks/kiran_bir_sethi_teaches_kids_to_take
_charge?language=en
· In this video, Sethi (2009) encourages educators to foster the
empowerment of children in taking charge of their own
education through real world context. This video is one of the
choices offered in the Introduction Forum.
an external site.).
Tezuka, T. (2014, September). Takaharu Tezuka: The best
kindergarten you’ve ever seen [Video File]. Retrieved from
http://www.ted.com/talks/takaharu_tezuka_the_best_kindergarte
n_you_ve_ever_seen?language=en#t-21002
· In this video, Tezuka (2014) discusses a kindergarten
experience designed differently than the typical kindergarten
classroom. This video is one of the choices offered in the
Introduction Forum.
an external site.).

Wagner, T. (2014, January) Tony Wagner: Reinventing
education for the 21st century [Video file]. Retrieved from
https://www.youtube.com/watch?v=54gzmxlPbsA
· In this video, Wagner (2014) discusses the need for change
and innovation in education to reinvent education in the 21st
Century. This video is one of the choices offered in the
Introduction Forum.
Web Pages
Journal of Teacher Action Research (Links to an external site.).
(http://www.practicalteacherresearch.com/)
· The Journal of Teacher Action (Links to an external
site.) Research is a peer-reviewed journal available online that
focuses on practical research implemented in Pre-K-12
classrooms. This journal is a good source for action research
articles to guide and inform the development of the action
research proposal.
TED (Links to an external site.). (https://www.ted.com/talks)
· TED is an organization committed to spreading good ideas
among the global community. This website houses a collection
of thousands of videos from the world’s most inspired thinkers
and innovators. This website can be used to locate alternative
videos for the Introduction forum of the course.
Recommended Resources
Article
Biddix, J. P. (n.d.). Writing research questions (Links to an
external site.). Research Rundowns. Retrieved from
http://researchrundowns.wordpress.com/intro/writing-research-
questions/
· This site reviews a collection of views and advice on
composing research questions from a problem statement. It
mostly reads as a list of tips and suggestions. This source can
support the development of research questions.
Dilucchio, C., Leaman, H., Eglinton, Y., & Watson, L. C.

(2014). Emerging questions: K-3 teachers’ reflections on action
research questions (Links to an external site.) [PDF file].
Voices of Practitioners, 9(1). Retrieved from
https://www.naeyc.org/files/naeyc/images/voices/14_DiLucchio
%20v9_1.pdf
· This NAEYC article discusses the power of meaningful,
contextually driven research questions for driving inquiry-based
practice. This article can inform the development of the action
research study.
Purdue Online Writing Lab. (2013). Choosing a topic (Links to
an external site.). Retrieved from
http://owl.english.purdue.edu/owl/resource/658/03/
· An excellent, credible, APA source for virtually every topic
covering solid writing practices.
Websites
Jing (Links to an external
site.) (http://www.techsmith.com/jing.html)
· Website for the web-based screen recording software that
allows for up to five minutes of narration for on screen content,
including a presentation, with a free account. Web-based
publishing of recordings is possible as well through the
associated screencast service with a free account. This source
can be used in specific discussions or assignments where there
is an option for creating an audio-visual presentation.
Accessibility Statement (Links to an external site.)Privacy
Policy (Links to an external site.)
National Association for the Education of Young
Children (Links to an external site.). (http://www.naeyc.org/)
· NAEYC is a professional organization that promotes high
quality learning for all children, birth through age eight, by
connecting practice, policy, and research. NAEYC provides
many professional resources related to best practice, policy, and
research in the field of early childhood education. The resources
available from this organization can support any of the course
discussions and/or assignments.

Prezi (Links to an external site.). (https://prezi.com/)
· Website for designing cloud-based, interactive, professional
presentations. This source can be used in specific discussions or
assignments where there is an option for creating a visual
presentation.
VoiceThread (Links to an external site.).
(http://voicethread.com)
· Voice thread is a digital tool used for communicating,
collaborating, and connecting through a cloud-based platform
that integrates both visual and auditory input. This source can
be used in specific discussions or assignments where there is an
option for creating an audio-visual presentation.
YouTube (Links to an external site.). (http://www.youtube.com)
· Website for the web-based video creation and distribution
service, which allows for webcam recordings, video uploads,
video editing, narration, and captioning options, and much more
for public, unlisted, and private videos. If you would like a
video to be viewable only by those who have a direct link,
select “unlisted” as the option for distributing your video. This
source can be used in specific discussions or assignments where
there is an option for creating a video.
Using a Screen Reader (Links to an external site.)Privacy Policy
ECE660- Action Research and Inquiry in EducationWeek 1:
Instructor GuidanceLearning Outcomes
This week students will:
1. Analyze the goals, origins, rationale, and value of action

research. (CLO 1)
2. Differentiate between traditional educational research and
action research. (CLO 1)
3. Generate a preliminary action research plan and area of
focus. (CLO 5)
“Research is creating new knowledge.” – Neil Armstrong
Overview
As educators you are constantly conducting research in your
classroom or programs. There are times when you are fully
aware that you are collecting data. You may not even realize
that any time you are collecting information, that information
can be analyzed and used to inform your decisions. Any
information you collect can be considered research if it is being
used to inform your teaching or your behaviors. This week you
will be first gaining an understanding of action research and the
many ways we see it happening in schools and programs. As
you work through the discussions and prepare for the
assignment this week, you are encouraged to reflect on your
own setting and the different ways that you may have collected
data that informed your instruction. This week you will also
begin thinking about an area that you would like to research
within your own setting. Many ideas may come to mind and it
might be helpful to first start out by brainstorming and writing
down everything that comes to mind. Throughout the
discussions you may gain some greater insight to help you
narrow your focus.
Weekly VocabularyQualitative research (Links to an external
site.) – collection data through open-ended, objective methods
Quantitative research (Links to an external site.) – systematic
process in which numerical data are collected and analyzed
Essential Learning
Discussion 2 Elaboration – Understanding Action Research
When we hear the word research we tend to think of scientists
in a lab with microscopes. Research can be found in any
industry and it does not necessarily mean that those conducting

research are dressed in white lab coats looking at things through
a magnifying lens. However, in research, we DO look at things
more closely. There is a difference between traditional
research and what we do in education that is known as action
research. Within education we seek to find alternative ways to
address situations, challenges, or problems that may arise in
teaching and learning. We become intrigued with how learning
happens and why. Anytime you look more closely for answers
behind what is taking place, you are, in some ways, taking on
the role of teacher researcher. “The goal of teachers to be
professional problem solvers committed to improving both their
own practice and student outcomes provides a powerful reason
to practice action research.” (Mills, 2014, p.22)
Diving into research may make you feel overwhelmed at first.
In the world of education, most everything you teach is based
on theory and/or research. You can trace everything that you do
back to research. As you begin to formulate your response for
this discussion, reflect on yourself as a learner and as a
teacher. What do you think the quality of your learning
experience would be if the teaching was not based on any
research? What if the instructor only taught you concepts based
on experiences? Now think about your role as an educator. If
you monitor student progress you may be conducting research
monthly, weekly, or even daily. What are the results you are
looking at? How do you use this information to improve
outcomes for your students, for your program, or for a school?
What type of research model do you use when you are
completing progress reports, report cards, or feedback to
families?
Research in education drives most of what we do. It determines
the methods we use for teaching, the material we teach, and how
respond to learners. Knowing all of this, how can it be used to
further contribute to the educational setting?
Discussion 2 Elaboration – Preliminary Area of Focus

One of the exciting parts of research is exploring a topic of
interest to you. When you choose your topic you will want to
really reflect on what the topic means for you. You really want
to be sure that you select a topic that you are highly interested
in and even passionate about. Spend some considerable time
reflecting on your work. Are there any burning questions you
have? Is there a practice that you have always felt could
improve within your setting or in the field of education?
Understand that you will be absorbed into the reading and
writing of your topic. This is why it is crucial that you have a
high level of interest in what you choose.
When you select your topic, determine if it presents a problem
or if it is a current situation that needs to be improved. It the
problem or situation large enough that changes being made
would improve or impact the field? Review the following
helpful criteria outlined in your Mills (2014) text to help you
narrow down your area of focus:
· The area of focus should involve teaching and learning and
should focus on your own practice.
· The area of focus is something within your locus of control.
· The area of focus is something you feel passionate about.
· The area of focus is something you would like to change or
improve.
Assignment – Action Research Area of Focus
“Research is formalized curiosity. It is poking and prying with a
purpose.” - Zora Neale Hurston
This section includes additional specific assistance for excelling
in the discussions for Week One beyond what is given with the
instructions for the assessments. If you have questions about
what is expected on any assessment for Week One, contact your
instructor using the “Ask Your Instructor” discussion before the
due date.
You will be taking your information shared in Discussion Two
and elaborating more for your assignment. As you prepare for
this assignment you will want to reflect on your topic. Mills
(2014) offers guidance on gaining insight into the situation you

want to change or improve by focusing on who, what, when,
where, and how (p.45). What is the problem or situation that
you want to address? What is the outcome you hope to achieve
through your research? Why is it meaningful to you? Why is it
important to investigate this topic? Who will potentially
benefit from the results? These questions will help you dive
deeper in formulating your research question. The research
question should align with your focus and must be answerable.
Research questions should be designed to discover facts or
establish relationships. What is it that you are hoping to
discover through your research?
Additional Resources
Articles
Biddix, J. P. (n.d.). Writing research questions (Links to an
external site.). Research Rundowns. Retrieved from
http://researchrundowns.wordpress.com/intro/writing-research-
questions/
Dilucchio, C., Leaman, H., Eglinton, Y., & Watson, L. C.
(2014). Emerging questions: K-3 teachers’ reflections on action
research questions (Links to an external site.) [PDF
file]. Voices of Practitioners, 9(1). Retrieved from
https://www.naeyc.org/files/naeyc/images/voices/14_DiLucchio
%20v9_1.pdf
Purdue Online Writing Lab. (2013). Choosing a topic (Links to
an external site.). Retrieved from
http://owl.english.purdue.edu/owl/resource/658/03/
Websites
Jing (http://www.techsmith.com/jing.html)
National Association for the Education of Young
Children (Links to an external site.). (http://www.naeyc.org/)
Prezi (Links to an external site.). (https://prezi.com/)
VoiceThread (Links to an external
site.). (http://voicethread.com)
YouTube. (http://www.youtube.com)
References
Mills, G. E. (2014). Action research: A guide for the teacher

researcher (5th ed.). Boston, MA: Pearson Education, Inc.
Sagor, R. (2000). Guiding school improvement with action
research. Retrieved from http://www.ebrary.com/corp
Images used under license from Thinkstock
BSBMGT516A
Facilitate
continuous
improvement
Document Name: BSBMGT516A Facilitate continuous
improvement_CAC_NH&A_LM_Ver 2.1.docx
Created Date: 27 Dec. 12
Document No: Version No: V 2.1 Last Modified Date: 27-Dec-
12
© John Bailey 2010 Page Sequence: Page 2 of 77
BSBMGT516A - Facilitate continuous improvement
Learner’s Guide
Author: John Bailey

Copyright
Text copyright © 2009 by John N Bailey.
Illustration, layout and design copyright © 2009 by John N
Bailey.
Under Australia’s Copyright Act 1968 (the Act), except for any
fair dealing
for the purposes of study, research, criticism or review, no part
of this book
may be reproduced, stored in a retrieval system, or transmitted
in any form
or by any means without prior written permission from John N
Bailey. All
inquiries should be directed in the first instance to the publisher
at the
address below.
Copying for Education Purposes
The Act allows a maximum of one chapter or 10% of this book,
whichever
is the greater, to be copied by an education institution for its
educational
purposes provided that that educational institution (or the body
that
administers it) has given a remuneration notice to JNB
Publications.
Disclaimer
All reasonable efforts have been made to ensure the quality and
accuracy

of this publication. JNB Publications assumes no responsibility
for any
errors or omissions and no warranties are made with regard to
this
publication. Neither JNB Publications nor any authorized
distributors shall
be held responsible for any direct, incidental or consequential
damages
resulting from the use of this publication.
Published in Australia by:
JNB Publications
PO Box, 268,
Macarthur Square NSW 2560
Australia.
12

BSBMGT516A - Facilitate continuous
improvement
Contents
Description:
...............................................................................................
................................................ 6
Introduction
...............................................................................................
............................................... 6
This Learning Guide covers:
...............................................................................................
....................... 6
Learning Program
...............................................................................................
...................................... 6
Additional Learning Support
...............................................................................................
...................... 7
Facilitation
...............................................................................................
................................................. 7
Flexible Learning
...............................................................................................
........................................ 8
Space
...............................................................................................
.......................................................... 8
Study Resources
...............................................................................................
......................................... 8
Time
...............................................................................................
........................................................... 8
Study Strategies

...............................................................................................
......................................... 9
Using this learning guide:
...............................................................................................
.......................... 9
THE ICON
KEY.......................................................................................
..................................................... 10
How to get the most out of your learning guide
..................................................................................... 11
PERFORMANCE CRITERIA
...............................................................................................
........................... 12
SKILLS AND KNOWLEDGE
...............................................................................................
........................... 13
Required knowledge
...............................................................................................
................................ 13
Required Skills
...............................................................................................
.......................................... 13
RANGE STATEMENT
...............................................................................................
................................... 14
EVIDENCE GUIDE
...............................................................................................
........................................ 16

1. LEAD CONTINUOUS IMPROVEMENT SYSTEMS AND
PROCESSES ........................................................... 17
Quality and continuous improvement
...............................................................................................
..... 17
Integration is the key
...............................................................................................
............................... 17
Continuous improvement requires the management of quality
............................................................. 18
The evolution of quality thinking and philosophies
................................................................................ 18
Table 1: Transitioning continuous quality improvement
(Derived from Francis 1991:12) ...................... 21
Table 2: Early quality 'gurus' compared
...............................................................................................
... 22
Table 3: Quality 'Gurus' Compared (continued)
...................................................................................... 23
Total Quality
Management............................................................................
......................................... 24
The search for quality
...............................................................................................
.............................. 25
Figure 4: Deming PDCA Cycle (based on Shewhart Model)
.................................................................... 25
Figure 5: Plan, Do, Check, Act Problem Solving Cycle for
Continuous Improvement .............................. 26
Continual Improvement
...............................................................................................
........................... 27
Table 6: The six quality principles
...............................................................................................
............ 27

Implementing continuous quality improvement
..................................................................................... 28
Improvement teams
...............................................................................................
................................. 30
Breaking Down the "Them" and "Us".
...............................................................................................
..... 30
Figure 7: Quality Triangle
...............................................................................................
........................ 30
Figure 8: Quality teams
...............................................................................................
............................ 32
Examples of team processes that focus on quality
................................................................................. 33
Just-in-Time - On time every time improvement
..................................................................................... 33
Figure 9: The Five Zeros of JIT
...............................................................................................
.................. 35
Improvement by reducing
complexity..............................................................................
....................... 35
Figure 10: The Original Process
...............................................................................................
................ 36

12
Figure 11: The Improvements Suggested by Staff
................................................................................... 36
Figure 12: The Improved (Re-engineered) Process
.................................................................................. 37
Removing variation - A precondition to continuous
improvement .......................................................... 37
Figure 13: Variation as a barrier to continuous improvement
................................................................ 38
Documenting non-conformance
...............................................................................................
............... 39
Figure 14: Editions Register
...............................................................................................
...................... 39
Figure 15: Page Amendments
...............................................................................................
.................. 40
Figure 16: Distribution Register
...............................................................................................
................ 40
Figure 17: Cross Referenced Index to Quality Criteria
............................................................................. 41
Figure 18: Procedures
Listing....................................................................................
............................... 41
...............................................................................................
............... 42
2. MONITOR AND ADJUST PERFORMANCE STRATEGIES
............................................................................ 43

Table 19: Six steps for quality analysis and improvement
....................................................................... 43
Figure 20: Six Step Continuous Improvement Cycle
................................................................................. 44
Measuring quality
...............................................................................................
.................................... 44
The costs of quality
...............................................................................................
................................... 45
Figure 21: Costs of quality
...............................................................................................
....................... 45
Measuring competitors and external quality - benchmarking for
quality improvement ........................ 48
Benchmarking
phases...................................................................... ...............
......................................... 50
Measuring process improvement - The seven tools of quality
................................................................ 51
Figure 22: Basic flowchart symbols
...............................................................................................
.......... 51
Figure 23: Flowchart for order receipt and inventory placement
process ............................................... 52
Figure 24: Depiction of defects in production using Pareto
diagram ...................................................... 52
Figure 25: Control chart
...............................................................................................
............................ 53
Figure 26: Histogram
...............................................................................................
................................ 53
Figure 27:Scatter diagram
...............................................................................................

........................ 54
Figure 28: Check sheets
...............................................................................................
............................ 54
Figure 29: Ishigawa's 'fish bone' or 'cause and effect' diagram
.............................................................. 55
Table 30: Using Measurement Tools for Quality Communication
........................................................... 55
3. MANAGE OPPORTUNITIES FOR FURTHER
IMPROVEMENT ....................................................................
56
QUALITY ASSURANCE AND QUALITY AUDITS
...............................................................................................
............. 56
Auditing and reporting quality
...............................................................................................
................. 56
Figure 31: Role of auditing quality in a continuous improvement
process .............................................. 57
Quality assurance versus quality audits
...............................................................................................
... 58
Table 32: Traditional Quality Assurance Checks versus Quality
Auditing................................................ 59
Installing an internal quality audit
...............................................................................................
........... 60
Completing the audit follow up processes
...............................................................................................
60
Figure 33: Quality audit scorecard
...............................................................................................
........... 62
Innovation

...............................................................................................
................................................ 63
Types of change solutions and their impact
............................................................................................
64
Figure 34: Matrix of change solutions
...............................................................................................
...... 64
Table 35: Alignment of change typologies to specific
managerial approaches ...................................... 65
Innovation
...............................................................................................
................................................ 66
Improvement
...............................................................................................
............................................ 66
Re-engineering
...............................................................................................
......................................... 67
Reinventing
...............................................................................................
............................................... 67
Re-engineering
...............................................................................................
......................................... 68
Figure 36: 7 principles for reengineering
...............................................................................................
.. 69
Dangers
...............................................................................................
.................................................... 71
Identifying when to re-engineer processes
..............................................................................................
72
Reading...................................................................................
................................................................. 72

To evolve or to reengineer?
...............................................................................................
...................... 74
The need for speed
...............................................................................................
................................... 74
Figure 37: S-curve of innovation in a service context
.............................................................................. 75
Figure 38: Reducing cycle time in traditional training and
development (Fred, 2002:81) ...................... 76
12
RESOURCE EVALUATION FORM
...............................................................................................
................. 77

12
BSBMGT516A - Facilitate
continuous improvement
Description:
This unit describes the performance outcomes, skills and
knowledge
required to lead and manage continuous improvement systems
and
processes. Particular emphasis is on the development of systems
and the
analysis of information to monitor and adjust performance
strategies, and
to manage opportunities for further improvements. No licensing,
legislative,
regulatory or certification requirements apply to this unit at the
time of
endorsement.
Employability skills:
This unit contains employability skills.
Application of unit:
This unit applies to managers who take an active role in
managing the

continuous improvement process in order to achieve the
organisation's
objectives. Particularly where managers are closely associated
with the
creation and delivery of products and services, they play an
important part
in influencing the ongoing development and betterment of the
organisation.
At this level, work will normally be carried out within complex
and diverse
methods and procedures which require the exercise of
considerable
discretion and judgement, using a range of problem solving and
decision
making strategies.
Introduction
As a worker, a trainee or a future worker you want to enjoy
your work
and become known as a valuable team member. This unit of
competency will help you acquire the knowledge and skills to
work
effectively as an individual and in groups. It will give you the
basis to
contribute to the goals of the organization which employs you.
It is essential that you begin your training by becoming familiar
with the
industry standards to which organizations must conform.
This unit of competency introduces you to some of the key
issues and
responsibilities of workers and organizations in this area. The
unit also

provides you with opportunities to develop the competencies
necessary
for employees to operate as team members.
This Learning Guide covers:
rovement
Learning Program
12
As you progress through this unit you will develop skills in
locating and
understanding an organizations policies and procedures. You
will build
up a sound knowledge of the industry standards within which
organizations must operate. You should also become more
aware of
the effect that your own skills in dealing with people has on
your

success, or otherwise, in the workplace.
Knowledge of your skills and capabilities will help you make
informed
choices about your further study and career options.
Additional Learning Support
To obtain additional support you may:
of your
learning institution. You may find books, journals, videos and
other
materials which provide extra information for topics in this
unit.
about
government departments and other organizations, services and
programs.
Opportunity
Commission, and Commissioner of Workplace Agreements.
Union
organizations, and public relations and information services
provided
by various government departments. Many of these services are
listed in the telephone directory.
ouncil office. Many councils
have a
community development or welfare officer as well as an
information
and referral service.

facsimile.
Facilitation
Your training organization will provide you with a flexible
learning
facilitator. Your facilitator will play an active role in
supporting your
learning, will make regular contact with you and if you have
face to face
access, should arrange to see you at least once. After you have
enrolled your facilitator will contact you by telephone or letter
as soon as
possible to let you know:
Here are some of the things your facilitator can do to make your
study
easier.
or term
in which you are enrolled, including any deadlines for
assessments.
services.

tasks
you need to complete.
12
conferencing or
video conferencing, your facilitator can use these for specific
topics
or discussion sessions.
and
resources of interest to you.
studies.
Flexible Learning
Studying to become a competent worker and learning about
current
issues in this area, is an interesting and exciting thing to do.

You will
establish relationships with other candidates, fellow workers
and clients.
You will also learn about your own ideas, attitudes and values.
You will
also have fun – most of the time.
At other times, study can seem overwhelming and impossibly
demanding, particularly when you have an assignment to do and
you
aren’t sure how to tackle it…..and your family and friends want
you to
spend time with them……and a movie you want to watch is on
television….and…. Sometimes being a candidate can be hard.
Here are some ideas to help you through the hard times. To
study
effectively, you need space, resources and time.
Space
Try to set up a place at home or at work where:
seating and
a flat surface for writing.
If it is impossible for you to set up a study space, perhaps you
could use
your local library. You will not be able to store your study
materials
there, but you will have quiet, a desk and chair, and easy access

to the
other facilities.
Study Resources
The most basic resources you will need are:
together
or a
computer and printer)
Do not forget that other people can be valuable study resources.
Your
fellow workers, work supervisor, other candidates, your flexible
learning
facilitator, your local librarian, and workers in this area can
also help
you.
Time

12
It is important to plan your study time. Work out a time that
suits you and
plan around it. Most people find that studying in short,
concentrated
blocks of time (an hour or two) at regular intervals (daily, every
second
day, once a week) is more effective than trying to cram a lot of
learning
into a whole day. You need time to “digest” the information in
one
section before you move on to the next, and everyone needs
regular
breaks from study to avoid overload. Be realistic in allocating
time for
study. Look at what is required for the unit and look at your
other
commitments.
Make up a study timetable and stick to it. Build in “deadlines”
and set
yourself goals for completing study tasks. Allow time for
reading and
completing activities. Remember that it is the quality of the
time you
spend studying rather than the quantity that is important.

Study Strategies
Different people have different learning ‘styles’. Some people
learn best
by listening or repeating things out loud. Some learn best by
doing,
some by reading and making notes. Assess your own learning
style,
and try to identify any barriers to learning which might affect
you. Are
you easily distracted? Are you afraid you will fail? Are you
taking study
too seriously? Not seriously enough? Do you have supportive
friends
and family? Here are some ideas for effective study strategies.
Make notes. This often helps you to remember new or
unfamiliar
information. Do not worry about spelling or neatness, as long
as you
can read your own notes. Keep your notes with the rest of your
study
materials and add to them as you go. Use pictures and diagrams
if this
helps.
Underline key words when you are reading the materials in this
learning
guide. (Do not underline things in other people’s books). This
also
helps you to remember important points.
Talk to other people (fellow workers, fellow candidates, friends,
family,
your facilitator) about what you are learning. As well as
helping you to

clarify and understand new ideas, talking also gives you a
chance to find
out extra information and to get fresh ideas and different points
of view.
Using this learning guide:
A learning guide is just that, a guide to help you learn. A
learning guide
is not a text book. Your learning guide will
competency
for this unit
skills
information
about topics for this unit.
12
The Icon Key

Key Points
Explains the actions taken by a competent person.
Example
Illustrates the concept or competency by providing examples.
Chart
Provides images that represent data symbolically. They are
used to present complex information and numerical data in a
simple, compact format.
Intended Outcomes or Objectives
Statements of intended outcomes or objectives are descriptions
of the work that will be done.
Assessment
Strategies with which information will be collected in order to
validate each intended outcome or objective.

12
How to get the most out of your learning guide
1. Read through the information in the learning guide
carefully. Make
sure you understand the material.
Some sections are quite long and cover complex ideas and
information.
If you come across anything you do not understand:
Resources
supervisor,
fellow workers, fellow candidates)
to your
own experience and to what you already know.
Ask yourself questions as you go: For example “Have I seen
this

happening anywhere?” “Could this apply to me?” “What
if….?” This
will help you to make sense of new material and to build on
your existing
knowledge.
2. Talk to people about your study.
Talking is a great way to reinforce what you are learning.
3. Make notes.
4. Additional research, reading and note taking.
If you are using the additional references and resources
suggested in
the learning guide to take your knowledge a step further, there
are a few
simple things to keep in mind to make this kind of research
easier.
Always make a note of the author’s name, the title of the book
or article,
the edition, when it was published, where it was published, and
the
name of the publisher. If you are taking notes about specific
ideas or
information, you will need to put the page number as well. This
is called
the reference information. You will need this for some
assessment
tasks and it will help you to find the book again if needed.
Keep your notes short and to the point. Relate your notes to the
material in your learning guide. Put things into your own
words. This

will give you a better understanding of the material.
Start off with a question you want answered when you are
exploring
additional resource materials. This will structure your reading
and save
you time.
12
BSBMGT516A - Facilitate continuous improvement
Element Performance Criteria
1. Lead continuous improvement systems and processes
1.1
Develop strategies to ensure that team members are actively
encouraged and supported to participate in decision making
processes, and to assume responsibility and exercise initiative

as
appropriate
1.2
Establish systems to ensure that the organisation’s continuous
improvement processes are communicated to all stakeholders
1.3
Develop effective mentoring and coaching processes to ensure
that individuals and teams are able to implement and support
the
organisation’s continuous improvement processes
2. Monitor and adjust performance strategies
2.1
Develop strategies to ensure that systems and processes are
used to monitor operational progress and to identify ways in
which
planning and operations could be improved
2.2
Adjust and communicate strategies to all stakeholders according
to organisational procedures
3. Manage opportunities for further improvement
3.1
Establish processes to ensure that team members are informed
of
outcomes of continuous improvement efforts
3.2
Ensure processes include documentation of work team

performance to aid the identification of further opportunities for
improvement
3.3
Consider areas identified for further improvement when
undertaking future planning
12
Skills and Knowledge
Required knowledge
Required Skills

for achieving work
outcomes
improvement, and to coach
and mentor staff.
12
Range Statement
The range statement relates to the unit of competency as a
whole. It allows for
different work environments and situations that may affect
performance. Bold
italicised wording, if used in the performance criteria, is
detailed below. Essential
operating conditions that may be present with training and
assessment (depending
on the work situation, needs of the candidate, accessibility of
the item, and local
industry and regional contexts) may also be included.

Strategies may refer to:
s
intranet and email communication systems, to
facilitate input into workplace decisions
-term or short-term plans factoring in opportunities
for team input
members to participate in decision making
Systems may refer to:
-based communication devices
Continuous
improvement
processes may include:
individual performance

processes, services and products
to systematically review and improve the quality of its
products, services and procedures
stakeholders
Stakeholders may
include:
ness or government contacts
Operational progress
may refer to:
indicators

12
Documentation of work
team performance may
include:
ns
12
Evidence Guide
The evidence guide provides advice on assessment and must be
read in conjunction with
the performance criteria, required skills and knowledge, range
statement and the
Assessment Guidelines for the Training Package.

Critical aspects for
assessment and
evidence required to
demonstrate
competency in this unit
Evidence of the following is essential:
e
work outcomes or organisational functioning
service
Context of and specific
resources for
assessment
Assessment must ensure:
iate documentation and resources
normally used in the workplace.
Method of assessment
A range of assessment methods should be used to assess
practical skills and knowledge. The following examples are
appropriate for this unit:
ses to case studies and scenarios

of evidence and third party workplace reports of on-
the-job performance by the candidate
or written questioning to assess knowledge of
quality systems
members are actively encouraged and supported to
participate in decision making processes, and to
assume responsibility and exercise initiative
communicated to all stakeholders
performance.
Guidance information
for assessment
Holistic assessment with other units relevant to the industry
sector, workplace and job role is recommended, for example:

12
1. Lead continuous improvement
systems and processes
1.1
Develop strategies to ensure that team members are actively
encouraged and supported to participate in decision making
processes, and to assume responsibility and exercise
initiative as appropriate
1.2
Establish systems to ensure that the organisation’s
continuous improvement processes are communicated to all
stakeholders
1.3
Develop effective mentoring and coaching processes to
ensure that individuals and teams are able to implement and
support the organisation’s continuous improvement
processes
Quality and continuous improvement
The world of quality and continuous improvement are filled
with
acronyms. There are acronyms that represent fields of both
academic
and professional endeavour that attempt to formalise approaches

to
quality and improvement. Acronyms that represent such diverse
approaches as:
TQM - Total quality management
TQC - Total Quality Control
CQI - Continuous quality improvement
CQM - Continuous quality management
And so on.
This learner’s guide will visit the foundation concepts in quality
through a
study of TQM. It will then extend this study to examine
continuous
improvement. Along the way other aspects and fields of
endeavour will
be introduced and studied to construct a large mosaic that has
come to
represent different approaches to the management of quality and
continuous improvement in organisations
As we will come to examine, the implementation of continuous
improvement requires integration of quality processes and
systems
across all facets of an organisation. This requires a significant
shift in
management thinking and practices.
Integration is the key
Stand-alone measures in specific business functions such as
process

quality improvement, internal customer service regimes or
quality
information management will not achieve long-term results.
Quality and
continuous improvement initiatives must be integrated and form
part of
the overall corporate strategy.
12
Continuous improvement requires the management of quality
Quality Management is an important ingredient within
continuous
improvement. It was the early platform that gave genesis to
many quality
theories and especially the focus on continuous improvement.
Early
approaches such as TQM were aimed at achieving this 'tie in'.
TQM was
founded on three elements:
on
the pursuit of quality

not
on assumptions
organisation
to be on the same track and this can only occur if leaders
communicate this in an effective manner.
There are many quality experts who advocate different methods
for
achieving quality and continuous improvement in an
organisation.
However, there are several themes which are consistent:
thinking, not actions to
be
conducted in isolation.
strategy
and then broken down into specific goals.
-wide participation is essential.
st reflect the desire for
participation.
can be
identified and corrective action taken.
ty can

be
accurately assessed.
The evolution of quality thinking and philosophies
During World War II, the United States had employed a young
statistician, W. Edwards Deming, in the manufacture of military
equipment. Deming applied statistical control to the
manufacture of US
military equipment thereby eliminating waste and increasing
productivity.
At the end of the war Deming's statistical control methods were
dismissed in favour of a wave of industrial growth and renewed
industrial optimism. The fact the US piloted and then lost
Deming's
principles of statistical control of manufacturing was to its
ultimate
disadvantage. Following World War II, the US provided
economic aid to
Japan in the form of industrial advice. In the early 1950's the
US sent
Deming to Japan recognising his ability to improve
manufacturing but
seeing no further advantage in a peace time context. Deming's
statistical
control had a seemingly incomprehensible vision - to build
quality control
into production before a commodity was manufactured. Put
simply,
Deming defied the paradigm that governed mass production in
the
West. (Deming, 1986)

12
Deming's system of building quality control into an item before
it was
manufactured thus provided the Japanese with an opportunity
for
market gain which the US and the industrial West failed to see.
Deming's methodology for pre-production quality control had
three
essential components. First, he maintained that 80 percent of all
product
faults were routine and could be eliminated by standardising
input.
Second, the process of production could be broken into
component
parts and improved continuously. Third, the re-orientation of
the
workforce to accept responsibility for quality standards and
continuous
process improvement would take a generation, which is about
thirty
years. Deming's notion of quality is not about high quality or
low quality.
It is about a product performing to the standard to which it is
designed -
first time, every time.

Deming's eighty-twenty rule (eighty percent of impediments in
manufacturing are routine, twenty percent are special causes
which
require a process focus but can still be eliminated) implies that
items
manufactured to quality standards do not require routine
checking
(resulting in cost reduction), do not require returns and repairs
(resulting
in cost reduction) and do reinforce consumer confidence in
brand
(resulting in increased profit). The increase in profit as the
volume of
consumer purchase increases leads in turn to the ability of the
manufacturer to lower the unit cost. This in turn makes the
product more
competitive on the market - consumers retain confidence in the
reliability
of the product and are attracted to purchase more (or change
from other
brand allegiance) based on the lower unit price.
Once quality management systems were implemented, Deming
believed, process improvement would continue to reduce the
cost of
production. (Deming, 1982:12) The aim of the Deming method
was to
find improvements continuously so that the cost of goods was
reduced,
making them more affordable, at the same time as their
reliability was
increased by building in the quality. When Motorola US adopted
the
quality improvement method in the 1980s, they became the top
cellular
phone telecommunications company in the world and the largest

selling
manufacturer of mobile phones in Japan! This was a result of a
deliberate action by the President of Motorola, John Garvin, to
send his
executives to Japan to learn how quality improvement could
beat the
Japanese. So successful is quality improvement for Motorola
that Garvin
established the Motorola University dedicated to teaching
quality
methodologies. The concept of process improvement is best
summed
up by Garvin who states that Motorola has shifted from the
industrial
philosophy of "If it ain't broke, don't fix it!" to the quality
improvement
concept of "If it ain't broke, you haven't looked hard enough!"
implying
there is always a better way of doing something. There is no end
to the
continuous quality improvement process because human values
(consumer priorities) change continuously, thereby creating the
demand
for new products.
Measuring the performance of machines is easy, but measuring
people,
in the industrial mindset, smacks of management supervision in
which
unsatisfactory performance usually leads to dismissal. In order
to
eradicate this connotation, leaders in Japanese quality
businesses
introduced a non-dismissal policy in which redundancy in the
job could
be no reason for dismissal. Then there was the difficulty of

introducing
the radical shift from human control to human empowerment on
which
12
quality improvement is predicated. To an industrial workforce,
the notion
of individual responsibility without supervision is almost
absurd, but the
quality method required this and more - the contribution of each
worker
to suggest ways to improve their processes of operation.
Essentially this
requires a commitment to change continuously - a notion
contrary to the
uniformity of labour established in the industrial west (and
reinforced by
industrial awards in Australia). Workers operate in teams with
managers
as members and together decide how they can improve their
work.
Initially, workers were neither interested nor forthcoming with
suggestions, while managers were intent on dominating and
controlling.

This process had to be eradicated via a structural methodology.
Rules
were made to elicit suggestions and eventually responsibility
from the
workforce for their actions and support and coaching from
managers to
enhance worker responsibility.
Subsequent theorists have developed variations of Deming's
Total
Quality Management. Misaaki Imai (1986) crystallised a
Japanese
variation known as Kaizen (ie. gradual, unending improvement)
which
Toyota implemented to become the world's leading car
manufacturer.
This was achieved in a slow growing world economy using Just
in Time
Production, Autonomous Defect Control, a flexible workforce
and
creative thinking. Most recently, Karl Albrecht (1988) has
promoted a
service variation called Total Quality Service which focuses on
meeting
customer expectation via a quality methodology. All quality
improvement
methodologies are premised on standards and measures, flexible
work
structures, continuous improvement (involving rapid, constant
change
which the British theorist Tom Peters refers to as "Thriving on
Chaos"
(1990)), and creative thinking (involving autonomy,
responsibility and
problem solving). These factors underpinning quality
philosophies are

the anathema of western industrialism. It was the quality
improvement
methodology, devised by an American, Deming, which
significantly
shifted the industrial advantage of the western nations to the
Japanese.
For it was the quality system which allowed the Japanese to
maximise
their greatest natural strength, their manpower (Halberstam,
1986).
12
Table 1: Transitioning continuous quality improvement
(Derived from
Francis 1991:12)
Manufacturing and Operations Management
management

Role of the workforce
measures for individual/ team
activities
Knowledge valued
Process quality and decisions based on data
- when, where, what
uence of actions
based on need to know

-centred
through workplace feedback
Management control
-centred
ct control
objectives/outcomes
Continuous improvement
-centred
to team focused on customer
outcomes

Regardless of the quality improvement theorist, the above
transformation in the general principles of management must be
addressed.
12
Quality in recent times has been seen to be an important
component in
any organisation's attempt to achieve international
competitiveness.
Fundamentally quality management systems attempt to minimise
the
amount of variation from established process standards when
products
or services are produced. This has required a significant shift in
management practices.
Table 2: Early quality 'gurus' compared
Factors Deming (1982,
1986)

Juran (1988) Crosby (1979)
Role of Top
Management
Leadership
participation
Varied Stress Zero
defects
Scope All activities Product Product
Program Motivation Long-term
competitive
position
Decrease cost of
quality
Decrease costs
Program Goal Improve
competitive
position
Short-term profits,
quality of life
Short-term profits
Management Style Participatory Varied Authoritarian
Use of Incentives Nil Varied Individual
recognition

Quality Goal Zero Defects Minimise cost of
quality
Zero defects
Definition of Quality Uniformity about a
correct target
Fitness for use Conformance to
specifications
Project Selection Pareto error
analysis
Cost analysis Cost analysis
How to Measure
Improvement
Direct
Measurement
Cost of quality
data
COQ data & direct
measurement
Role of Quality
Control Department
Initially high
eventually low
Extremely high Moderate

Role of Workers Maintenance &
Improvement
Limited Limited
Cost of Quality
emphasis
Low Very high Moderate
Statistical Analysis High use by all For lower
management
Mixed
12
Table 3: Quality 'Gurus' Compared (continued)
Factors Taguchi (1986) Ishikawa (1985) Shingo (1986)
Role of Top
Management

Leadership
participation
Participate at all
levels
Leadership
Scope Initially process All activities All activities
Program Motivation Process & Product
insensitive to
variation
Competitive niche
- Respect for
humanity
Long-term
Competitive
position
Program Goal Continual
Improvement to
target
Continual,
incremental
improvement
"pokayoke" fail
safe prevention of
variation
Management Style Participatory Participatory Participatory

Use of Incentives Team recognition Team recognition Does
vary
Quality Goal Quality through
design
Avoid waste and
Zero Defects
Zero Quality
Control - Just in
Time
Definition of Quality Variation incurs a
cost
Participation by
everyone (in
teams)
No variation
leaves plant or
recurs
Project Selection Cost analysis Begins with
customer
Cost analysis
How to Measure
Improvement
Direct measures Use of 7 Tools 100% Inspection
Role of Quality

Control Department
Low but off-line
testing used
Reduced by
Quality Circles
Low
Role of Workers Identify variation
from target
Great role at all
stages
Stop plant if error
detected
Cost of Quality
emphasis
Low Traded off in short
term against
participation
Low
Statistical Analysis High High - SPC by all For lower
managers

12
Total Quality Management
TQM can be applied to any organisation, whether large or small,
public
or private, profit or non-profit, or manufacturing or service
oriented.
Because early practitioners of TQM emphasised the role of
management in 80 per cent of all errors and defects related to
systems
and processes established by management (Crosby, 1979; Juran,
1988), the emphasis is placed on leadership for a total quality
management solution. This requires a systems level solution
that spans
all employees, processes and instills a culture of quality.
Dr W Edwards Deming is widely acknowledged as a founder of
the
quality management movement. He suggests:
“Quality does not necessarily mean high quality. It means a
predictable
degree of uniformity and dependability at low cost with a
quality suited to
the market. Quality provides important customer benefits while

increasing productivity. As quality goes up so does
productivity, as
productivity goes up so costs come down “(1986).
Why does quality management mean to organisations? Let's
examine
organisational statements on quality and continuous
improvement. We
have sorted them in a time chronology to give a sense as to how
such
statements have evolved.
“Quality is defined as conformance to customer needs through
conceiving, designing, manufacturing and marketing products
and
services with superior performance and reliability” (Kodak
Australia,
1993)
“Quality focuses on impediment removal in processes to effect
new and
better ways to produce goods and services “(Clive Graham in
Bowles &
Graham, 1993:2).
“Quality is the degree of variation around a correctly defined
target”
(BHP Steel, 1994)
“Meeting the requirements of our customers, both internal and
external,
for defect-free products and services. No level of defect is
acceptable”
(IBM Worldwide 1992-95).
“Excellence as determined by customers” (Government agency,

1999)
We recognise each employee and operation contributes to the
quality of
our products and the satisfaction of our customers. (Tubing
manufacturer, 2003)
R.J. Schonberger stated that the words most often used in
corporate
statements would seem to define TQM as:
... a set of concepts and tools for getting all employees focused
on
continuous improvement, in the eyes of the customer - the next
process
as well as the final consumer. It requires collection of data, and
employs
multi-functional teams, brainstorming, the "seven basic tools",
advanced
experimental methods, and broadly based reward and
recognition
(1992:17).
TQM was the most prominent quality management system in the
1990s
and concentrates on preventing defects in the production
process. This
has caused the focus for management to alter from screening of

12
defective products after the completion of the production
process to the
implementation of preventative measures to ensure defects do
not
occur.
The tools used have been based upon the statistical
measurement of
product variation and this is assisted by the management of a
culture of
quality and through employee involvement in developing
strategies for
improvement.
TQM is still seen as a way of integrating the control of quality
into the
production process so that everyone is responsible for the
quality of
goods or services produced. However, the heart of quality
control is now
more likely to be the search for continuous improvement, that
is,
incremental change to bring about an improvement in the
processes
used. The major focus is on the reduction in variability. As our
study will
show, this builds upon and extends beyond the initial focus of
the TQM
approach.

As we progress through this unit of study we will investigate
the
foundations established by TQM and its evolution onto
continuous
improvement approaches to quality and management. With all
quality
systems, nevertheless, competitive advantage rests on the
reputation of
the product or organisation and this is best measured by the
ability of
the goods or services to satisfy customer expectations.
The search for quality
In 1954 W Edwards Deming shifted quality checks on
manufactured
items from post-production to quality control of pre-production.
Deming
became a leading 'guru' on quality. He and later colleagues
placed a lot
of emphasis on decision making at both the individual level and
the
corporate level being systematic. One such decision making or
quality
implementation model is the Plan, Do, Check, and Act cycle.
Figure 4: Deming PDCA Cycle (based on Shewhart Model)

12
The above model for decision making reflects the emphasis on
continually seeking to improve current processes and how we
serve our
customers. Deming suggested quality improvement resided in
fourteen
actions (Deming's Fourteen Points):
1. There should be a consistent message about quality
throughout the
enterprise
2. The new age of quality requires a commitment continuously
to
improve
3. Focus on the process and work to reduce variations
4. Build partnerships with suppliers
5. Use the P-D-C-A Cycle
6. Make everyone responsible for their own work
7. Change management from chasing (control) to support and
coaching people

8. Drive out fear that quality somehow penalises employees
9. Remove barriers (physical partitions) that limit a total
(holistic)
enterprise
10. Management has the power to make change
11. Measure
12. Remove barriers that prevent employees having pride in
their work
13. Train
14. Create a quality culture and realise quality is a long-term
philosophy
Figure 5: Plan, Do, Check, Act Problem Solving Cycle for
Continuous
Improvement

12
Continual Improvement
Continual Improvement is not about working harder, nor
necessarily
smarter, it is about continually improving those things we do
that
achieve better OUTCOMES for customers.
Success in business today is measured by a company's ability to
achieve a competitive advantage over other organisations in the
marketplace. Further, this marketplace has expanded for most
companies to encompass global competition. Operating in this
global
marketplace has also become more difficult as trade barriers are
reduced and new technology alters the factors determining
competitiveness.
In the past, performance in business was measured by the ability
of a
specific organisation to provide its specialised product or
service at a
competitive rate; that is at a competitive price where service
was
measured by the availability of the product. Customers today
have a
greater access than in the past and are not restricted by
geographical
boundaries. This has meant that the focus for production has
shifted
from volume and cost of production to the ability to build
processes that

can continually satisfy individual customer's needs and
expectations.
Table 6: The six quality principles
1. Our Customer Comes First Customer satisfaction is our major
concern. We focus on the needs and expectations of our
customers.
2. We Lead NOT Control We communicate a vision of how to
work to
attain the enterprise goals and we are committed to these.
3. We Are Partners Management and employees work in teams
and
discuss options and improvements in honest, open, two-way
communication to involve and empower people to assume
responsibility for their work.
4. We Measure Our Performance All decisions are based on
facts
NOT opinion. Measures enable us to identify impediments
accurately and thereby make informed decisions to improve.
5. We Focus on Process We examine the relationship between
internal supplier and customer in order to improve the process
by
which we achieve results.
6. We Continuously Improve There is no such thing as the
"status
quo" because we are continuously improving. We add-value,
benchmark and follow "Best Practice".

12
Traditionally, achieving a competitive advantage for an
organisation
meant the most efficient use of resources in the production of
goods or
services. This has seen the use of scientific management
principles in
the analysis of the way resources were used, e.g. businesses
endeavoured to find the most efficient way of serving the most
customers in the shortest period of time. Accounting principles
that were
used focused on unit prices and attempted to reduce these.
There was a
focus on each of the steps used in the production process, and it
was
seen that if each step could be made efficient then this would
bring
about an efficient production process. Quality management
systems
have shifted the focus from the processes used to focus on the
outcomes that need to be achieved. The shift in our banking
example is
from serving the most customers, to meeting customer
requirements

from the service or product provided.
Quality systems therefore place an emphasis on the end users of
products and services and relate the ability of the processes
used in
production to meet the expectations of the customer or end user.
In early attempts to improve quality certain measures and tools
were
used such as quality assurance. These tools and measures have
led to
a focus and an improvement in the outputs of organisations.
Further, the
development of a focus on quality has led to the development of
quality
programs that engender a whole management system. This is
because
the development of quality is seen as a holistic process that
involves the
interaction of all the steps in the production of goods and
services to
achieve a quality result.
Implementing continuous quality improvement
A number of common phases that underpin the implementation
of
quality management systems can be identified. They include the
following:
A. Diagnosis and Preparation
To gather data on where the organisation is now so that:

rees there is a real problem/opportunity
to be
tackled
the size
of the problem/opportunity
achieved
B. Commitment and Planning
the
vision
implementation plan.
12

C. Implementation
cal improvement plans and the promotion and
monitoring of these through the Quality Council
Quality
Improvement Process
ent Cascade
D. Audit and Preparation
improvement
implementation
ment
that
may have an impact on the following year's implementation
plan.

12
Improvement teams
Making quality work means breaking down the "Them" and
"Us"
syndrome between management and employees that has arisen
because of the Top-Down method of Taylorist bureaucracy
(divisive)
which resulted in the adversarial approach to industrial
relations. In a
quality enterprise focus, both managers and employees are "Us".
"We"
are sustained by the enterprise and the enterprise sustains "Us".
The
enterprise is a living organism. The organisation is the lifeblood
without
which neither managers nor employees can survive.
Breaking Down the "Them" and "Us".
The Strategy - A Quality organisation will have a Total Quality
strategy
that is a plan to make changes to the way we work in order to
make
customers satisfied and therefore to generate more business.
The People - The organisation will be staffed by customer-
oriented front-
line people who are backed by supporting staff and managers
who all

focus on the customer output.
The Systems - Systems of work will be designed for the
convenience of
the customer NOT the convenience of managers or for staff.
Systems
will say to the customer "All our work processes are designed to
meet
your needs!"
Figure 7: Quality Triangle
Because quality is now our number one driving force we must
work as
"Us" rather than as rivals. This means we have to build a
partnership
between managers and employees. This necessitates a
fundamental
shift in the perceptions of both groups. The economic
imperatives that
are currently forcing organisations and those who work in them
either to
12

do things differently or to perish require us to open our minds
to the
possibility of a partnership between managers and employees.
As has been seen, teamwork, decision-making and participation
are vital
to the success of an organisation in today's competitive
environment.
Within TQM the main dimensions of focus during
implementation can be
distilled down to:
powerment
Implementing quality requires that ALL people in the
organisation to
know what the goal is and take responsibility for achieving it.
Fundamental to the achievement of this is that leaders in the

organisation communicate with and involve people in the
decision
making process.
Quality Circles, as advocated by many of the gurus, need to be
set up
and implemented by teams. However, these 'Quality Teams'
need to
have the following characteristics:
1. They must be focused on specific quality standards - zero
defects,
six sigma etc as defined by the senior management.
2. They must be cross functional and focus on quality not tasks
derived
through the organisational structure.
3. They must have a clear communication line to decision
makers high
in the organisation - preferably the Chief Executive Officer.
4. They must have permission to 'get outside the box'.
Quality Improvement Teams can have a variety of functions
including:
g needs

(resources,
training, etc.)
target
attainment
In addition to 'Quality Teams' all individuals must feel that they
can
participate in the pursuit of quality.
12
Figure 8: Quality teams
Teams should be value adding by being:
Strategically Oriented

Organisationally Competent
Impact and Outcome Focused
rmance
Standards
Data Driven
- (Modified from Jac Fitz-Enz, 1991)
Teams should own quality improvement. Therefore, teams must
be able
to identify and resolve barriers to improvement. Teams should
have the
authority to identify concerns and the power to initiate
responses. There
also should be an ownership statement that reflects the process
level
quality the team members 'own'. A team leader should be able to
express a direct interest in the operations of members working
towards

a process outcome and be able to use data to assist team
activities.
In a larger organisation, or one undertaking a rapid
transformation of
process, management may sit on Quality Management Councils
or
Guidance Teams that are drawn from representatives of Project
Teams.
When an artist creates a piece of art its intrinsic value is
derived from
the unique talents and combination of circumstances that
enables the
12
individual to complete the piece. In many ways the concept of
quality
improvement is about harnessing the unique talents and
competitive
advantages an organisation possesses in its individual
employees
through designing processes and teams that can bring to bear
everyone's capabilities when transforming inputs into outputs

that satisfy
customers.
Examples of team processes that focus on quality
General Electric
GE creates 'internal discomfort' through a process called 'work
out'.
Groups of employees meet to discuss opportunities for
improvement
and make concrete proposals. Senior Management are not
allowed to
participate in the discussions but must make on the spot
decisions
regarding implementation ('Built to Last', p188).
Boeing
Boeing undergoes a planning process called 'eyes of the enemy'
where
they encourage employees to develop a strategy as if they were
competing companies. They consider what aspects of Boeing
they
would exploit. Other teams then determine how to overcome
these
weaknesses and make improvements ('Built to Last, p.188).
Just-in-Time - On time every time improvement

Just in Time (JIT) has as a core concept the reduction of
inventory to
reduce the material investment in inventory at any given point
in time
and this can be seen to be very different to the way inventory
systems
were planned in the past. Simply stated Just In Time relies
upon:
Producing the minimum number of units in the smallest possible
quantities at the latest possible time therefore reducing the need
for
inventory (Hay, 1988, pp vi ).
In the past the identification that organisational performance
has been
affected by fluctuations in factors external to them has led to an
attempt
to control the level of uncertainty experienced through the
accumulation
of raw materials and resources. The term that has been used to
describe traditional inventory management is the holding of
insurance
stocks. In this case materials provide a backup in case of
uncertainty or
to facilitate the protection and maintenance of production
systems. In
such cases financial and operational plans centred on economies
of
scale. Good examples of this process can be seen in the
manufacture of
motor vehicles in the United States where the manufacturing
process
was defined in relation to the optimum capacity of units in

relation to the
production methods and organisational structures that were in
place.
12
The big U.S. car producers Chrysler, General Motors Holden
and the
Ford motor company were characterised by large unwieldy
centralised
structures, with costly systems of protection including factors
as:
market
etc.
se systems measured performance by cost per unit
What was wrong with this method and what were the underlying
assumptions that supported it?

There was an assumption that there has been an identification of
the
most efficient way of producing products. This assumption is
true up to a
point there has been an identification of the most efficient way
of
producing resources given the organisation processes and the
organisational structures that exist. However, stockpiles cost
money to
buy and hold. When sales dropped and volumes of production
decreased the efficient production processes were weighed
down by
inefficient capacity plans and inventory management. The
resulting
lesson was - large scale manufacturing firms that focuses on
efficient
large scale batch production and centralised administration
needed new
management solutions to control batch production and match
capacity
to utilisation to effect more economical production. Yet press
announcements and stories still confirm these changes take time
and
cannot cover all contingencies.
The figure below indicates the five factors JIT seeks to
eliminate to
achieve zero variance from target. This basis then serves as a
'launching point' for continuous improvement exercises. This
strategy
was employed by Japanese companies competing with larger US
forms.
By controlling the five factors to a zero variance (i.e. planned
targets
equalled achieved targets) 'efficiency' was achieved as well as

quality
outputs.
With the increase in the pace of change and the change in
organisational structure the inventory management system of
developing a buffer to uncertainty that is 'insurance stocks' has
given
way to an inventory management system that focuses on
adaptability
and efficient small batch production.
12
Figure 9: The Five Zeros of JIT

The second type of stock accumulation that causes problems is
queuing
stocks; that is the buildup of stock during the production
process caused
by bottlenecks. Two major causes of bottlenecks in the
production
process can be due to the complexity of the processes being
carried out
or through different levels of capacity throughout the process.
Improvement by reducing complexity
Delivery of precise standards of service and quality without
variation is
not enhanced while processes have unnecessary complexity .
Two
major impediments to quality that are most often a result of
excessive
complexity are:
k, human error, poor
cycle time)
Examine the scenario outlined below. The medical imaging
centre of a
pathology business handles claims in a process that is too
complex. The
staff who had experience with the process (one of whom had
actually
been a customer of the process as well) were asked to make it

simpler
and reduce the number of complaints from customers over
delays.
12
Figure 10: The Original Process
Figure 11: The Improvements Suggested by Staff
Those completing the task undertook to eliminate complexity.
They had
to address how best to 'design out' activities that were the 'root
cause' of
complaints. This revolved around addressing how the forms

were
processed and transmitted to each staff member in the service
chain.
Once the most effective process was identified the team then
sought the
technology and tools required to achieve the desired process. In
this
case it required the purchase of an electronic scanner. The
claims were
scanned and the individual completing the scan was then able to
save
the file onto the main server accessible by both the processing
and
administration areas. These claims had to be processed within a
given
time frame by the medical processing area otherwise a reminder
signal
was sent by the computer to the operator.
12

Figure 12: The Improved (Re-engineered) Process
Improvement through reduction in complexity requires
cooperation
between people who have an interest in working to benefit
internal
customers while ultimately delivering better outcomes to the
end-user of
their combined efforts.
Removing variation - A precondition to continuous
improvement
The major barrier to achieving quality and thence continuous
improvement is variation from agreed targets. The quality
system may
be implemented but progress forward is uncertain due to a lack
of
process control. Variation may be simply defined as the
undesired
deviation from specifications that result in error and a
diminished ability
to attain improved customer satisfaction. Variation is usually
grouped
into two forms:
Chance Variation - this is basically random in nature and has to
be
managed by designing systems to prevent it, but it is virtually
impossible
to remove.

Assignable Variation - this is non-random in nature and as such
can
be identified, removed or at least reduced.
The forms of variation respectively parallel the two
fundamental causes:
Common Causes - such as variations inherent in the process that
are
basically chance or random and can only be eliminated through
improving the process design, tools or skills.
Special Causes - such as variations caused by identifiable or
assignable causes (seasonal, time or place, etc) that can be
managed
through actions at the process level.
The process is under a quality regime, however, the process is
continuous subject to variations that cause uncertain
conformance to
desired targets. The management of variation is one point where
many
contemporary approaches to quality improvement diverge from
past
TQM approaches. Under TQM the focus was more often upon a
team
seeking to pull a process under quality control. In some regimes
Total
Quality Control (TQC), the focus on process measurement and
control,

12
and later the evolution to Continuous Quality Management, in
fact
supplanted TQM.
Figure 13: Variation as a barrier to continuous improvement
The sense of continuous quality improvement and the Japanese
school
of thought called "Kaizen" extended the TQM approach by
suggesting
teams could not address quality improvement until the
organisation
introduced improvement policies and procedures which
addressed
major causes of variation (Imai, 1986). Such strategies to
improve on a
continuous basis meant locking in improvements across
business
processes and throughout the supply chain (from suppliers to
distributors and customers). Using the image already introduced
earlier
in the study guide the figure above depicts how the process may
have a

target and be introducing process improvement (in this case the
PDCA
cycle), but variation can impact the actual improvement
process. The
aim of an organisation seeking to implement quality must be to
remove
such variation.
To remove variation it is not sufficient just to have quality
teams address
improvement at a process level. Variation must be addressed
through
integrated effort of all staff, and especially through the planning
and
management systems adopted and implemented by the
organisation.
The causes of variation must be removed before the error rate in
one
process can move to very high levels of quality.
One of the quality 'schools of thought' that predominated in the
late
1980s through the 1990s was one promoting Statistical Process
Control
(SPC). As we will see in the later section on the seven core
quality
measurement tools, SPC argued in favour of establishing a
target for an
'acceptable quality level' and then developing measurement
systems,
tools and reporting mechanisms to ensure there existed no
deviation
away from target (Variance). It also provided the means to
identify
where critical variables were consistently impacting quality
control and

had to be removed. Such schools of thought also led to specific
approaches to quality such as the Sigma approach where the aim
was
to achieve zero variation from target (100% compliance) and
bring
12
processes under control by moving them into a Sigma 3 control
limit (ie.
99.7% attainment of target at all times).
Managing variation ensures service and products are delivered
to what
is termed 'conformance'. Conformance is the delivery of product
and
service to specification. It is dependent on control of variation
in:

Quality improvement system reports and documents
Below are some examples of document control forms within a
Quality
Management Manual/ System. Such reports and how the data is
collected will vary across different quality management systems
and the
quality regime.
Figure 14: Editions Register
Document No. ..........
Date
Authorised
Document
Name
Prepared By
Authorised
(Signature)

12
Figure 15: Page Amendments
Document No. .......... Page No. ..........
Quality System Manual Edition
Section Reference/Title Amendments A B C D E
Figure 16: Distribution Register

Personnel issued with a Quality System Manual
Document Type
..............................................................................
Edition
No.
Organisation Name/Address of
Holder
Pages Transmittal
Acceptance
Received

12
Figure 17: Cross Referenced Index to Quality Criteria
Quality System Elements
Sect'n Heading/Item
in this Manual
Clause
No.
Corresponding
Quality Criteria
Comments
Figure 18: Procedures Listing
Procedure Listing

Sect'n
Quality System Element
Heading
Clause
No.
Related Procedures in the
Procedures Manual
Procedure
No.

12
Put simply the aim of any quality audit system is to identify
non-
conformance with required specifications and fix causes of the
identified
problem. There are four critical steps to the control and removal
of non-
conforming products, processes or services:
1. Identification
2. Documentation
3. Evaluation
4. Removal or segregation
To address these issues a rational, lock-step set of actions can
be
documented to map and control non-conformance. These follow
the
broad list of headings set out below.
1. Corrective and Preventative Action
2. Non-conformance
3. . Document what the non-conformance is with regard to the

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