This document discusses several quality improvement tools: brainstorming, affinity networks, Ishikawa diagrams, force-field analysis, process charting, flowcharts, Pareto analysis, career-path mapping, and quality function deployment. It provides brief descriptions of each tool, explaining how they are used to identify problems, organize ideas, determine causes and priorities, map processes, and ensure customer satisfaction. The overall purpose is to introduce a variety of strategies that can be applied to quality improvement efforts in educational settings.

1. Chapter 10
Tools
Socio-Educational Project
Collaborative work 1
Cintia Cuzme

2. Introduction
 ‘Educators should learn to use and interpret the basic
strategies that are most frequently applied to quality
improvement.’ Stanley J Spanbauer, A Quality System for
Education
 It is important the regular use of this tools to experienced
their power as means of identifying and creatively solving
problems.
 Most are simple and some are already in regular use.

3. Brainstorming
 Brainstorming, developed by Alex Osborn in
the late 1940s
 Brainstorming is a method for generating a
large number of creative ideas in a short
period of time.
 It taps into the creativity of a team and
allows team members to generate ideas and
issues quickly.
 A successful brainstorm allows staff to be
inventive and free from restriction.
 It needs to be used together with other
tools, such as affinity networks or the
construction of Ishikawa diagrams

4. Affinity networks
 Used when there is the need to group a large number of ideas, opinions or issues
and to categorize them.
 It helps make order out of chaos and stops a team drowning in a sea of ideas.
 Uses of creative rather than logical processes.
 Want to organize ideas captured from brainstorming to group related information
 Also generate ideas that can be linked to form organized patterns of thought
about a problem.

6. Fishbone or Ishikawa diagrams
 The Ishikawa cause-and-effect or fishbone or Ishikawa diagram is a good tool to
help us to move to lower levels of abstraction in solving problems.
 Often workers spend too much time focusing improvement efforts on the
problems rather than on the causes.
 Is a visual list drawn up in a structured fashion. It illustrates the various causes
affecting a process by sorting out and relating the causes to each other.
 For each effect there will be a number of causes and it is usual to group these in a
number of major categories.

8. Force-field analysis
 Force Field Analysis is that situations are maintained by an equilibrium between
forces that drive change and others that resist change.
 The tool is useful for making decisions by analyzing the forces for and against a
change, and for communicating the reasoning behind your decision.
 It is important to remember that some of the resisting forces may be outside the
institution’s control.
 Effort should be spent on the areas it is possible to influence.

10. Process charting
 Ensure that the institution knows who
its customers are, identifying the
resources required to service them.
 Used to Determines which step add
value and which don’t in a effort to
simplify the work.
 Also determine whether the work
really need to be done in the first
place
Process
Customer
Chart
Supliers

11. Flowcharts
 Flow charts are simple diagrams that map out a process so that it can easily be
communicated to a team.
 Identify the steps in the process
 They record the necessary sequence of stages, decisions and activities required
 For an educational establishment, charting its procedures for ISO9000, flowcharting
provides a simple and useful means of describing its procedures.
 It highlights areas for improvement.

13. Pareto analysis
 Pareto charts are used to identify and
prioritize problems to be solved.
 Vilfredo Pareto, 1800, Italian economist
noted “80% of wealth was held by 20% of
population” 80/20 rule 80 per cent of
problems arise from 20 per cent of
processes.
 The concept is to priorities and address the
issues.
 Are simply special forms of vertical bar
charts that assist in the solving of quality
problems.
 Effort should be put into the areas that
cause the most difficulty.

14. Career-path mapping
 An important exercise for an institution
is to establish the learner’s career-path
and to identify against each milestone
the quality characteristics and quality
standards that should be in place.
 Note that many of the problems are
likely to occur when the student passes
from one stage to the next.
 Charting a student’s career helps to
identify the milestones or the potential
barriers which they will have to
negotiate during their time at school.

15. Quality function deployment
 Work to determine what you need to
accomplish to satisfy or even delight
your customers.
 To use this method it is important
to ensure that there is a continual
flow of information going through
the product design life cycle from
initial concept, to detailed design, to
manufacture, and through to the
product going to the market.

16. Resources
 Sallis,E.,(2002),Total Quality Management in Education,London, UK,Kogan PageLtd
 https://i.pinimg.com/originals/2b/1a/f9/2b1af94748e2a10949f78c984ce76b22.jpg
 https://arabiangazette.com/wp-content/uploads/2016/09/brainstorming-techniques.jpg
 http://cdn.iopscience.com/images/1367-2630/9/6/172/Full/nj235486fig8.jpg
 http://static1.creately.com/blog/wp-content/uploads/2011/04/Ishikawa-diagram-structure1.png
 https://www.mindtools.com/media/Diagrams/Figure2_Forcefield_Analysis_v3.png
 https://image.slidesharecdn.com/7toolsofquality-170413194627/95/quality-tools-and-techniques-
7-tools-of-quality-43-638.jpg?cb=1492112881
 https://www.projectsmart.co.uk/img/pareto-diagram.png
 https://vietnamwcm.files.wordpress.com/2008/08/qfd.gif?w=449&h=393