SEAIETI Online Educational Administration Practices with TQM

Welcome to South East Asian Institute of Educational
Training Inc. (SEAIETI) Online International Training
Series.
International Training on Educational Administration Practices

Timothy Wooi
Add: 20C, Taman Bahagia, 06000,
Jitra, Kedah
Email: timothywooi2@gmail.com
H/p: +6019 4514007 (Malaysia)
Speaker’s Profile
• Principal Consultant for Lean & Kaizen Management.
Certified ‘Train the Trainer’ with 35 over years working
experience.
 International Educational Speaker for South East Asian
Institute of Educational Training Inc.(SEAIETI)
 An Innovative Engineer that trains MNC on Creativity &
Innovation for Continuous Improvement.
• Founder of Tim’s Waterfuel an alternative fuel
supplement using Water to add power to automobiles.
• Rode 24 Countries, 18,290km, 4 months 11 days, 6 3/4
hours from Malaysia to London on just a 125 cc.

Session1. Soft TQM
 Quality Assurance and managing
Organizational Change
 TQM and its Application in
School settings
Session2. Hard TQM
 Tools and Techniques for Total
Quality Management
 Steps in TQM Implementation
building the Dream School
Course Content
 Advanced Standards for Quality School Systems
 Introducing ISO 9001 International Quality Assurance and Lean Six Sigma

THEME:
Turning Great Teachers to Great Administrators with ‘TQM’

The ‘Soft’ Side of TQM resulted in the identification of nine (9) key
Principles found in Quality Management.
1) Total Employee Involvement
2) Continuous Improvement
3) Continuous Training
4) Teamwork
5) Empowerment
6) Top-management Commitment
and Support
7) Democratic Management Style
8) Customer/Citizen Satisfaction
9) Culture Change

Statistical Process Control;
ISO 9000 series;
 Pareto Analysis;
 Matrix Diagram;
 Histograms;
Tree Decision Diagram;
Critical Path Analysis;
Fishbone or Ishakawa Diagram.
Both are philosophy and sets of management guiding principles
for managing an organization.
2. “Hard” TQM Practices in Quality Management
Techniques, Tools and systems;

This program focus on Quality Assurance and managing
Organizational Change through Total Quality Management (TQM) and
its application in a School setting;
to provide and equip Participants with
a better understanding of TQM and its
practices.
to adopt TQM principles and practices
to ensure best Quality delivered to
customers.
to use quantitative methods to
continuously improve organization’s
processes, products and services.

Benefits
Participants will gain the followings at the completion of the program:
 to understand customer needs and to be part of the team in a
total organizational approach responsible for Quality and..
 to gain knowledge to use
quantitative methods to
continuously improve
organization’s processes,
products and services.

This course will adopt an instructor-led and facilitated e-learning
model, where the content of the course will be delivered through
elements and activities that are arranged into a chronological order
and where each participant is expected to perform the same tasks
and deliver the same outputs.
Methodology
The course is scheduled and led by a qualified instructor and/or
facilitator though an online learning platform. E-learning content
and open educational resources (OER) for individual study will be
integrated with instructor’s lectures, individual assignments, and
collaborative activities among participants.

E-learning content and (OER) for individual study will be integrated
with instructor’s lectures, individual assignments, and collaborative
activities among participants.
Learners, facilitators and instructors can use communication tools
such as emails, discussion forums, chats, polls, whiteboards,
application sharing, and audio and video conferencing to
communicate and work together.
At the end, participants are expected to submit a technology
integrated lesson plan to determine if they can properly integrate
technology in the teaching and learning process. Learning
activities for the course will be delivered by:

Methodology
Adapting traditional teaching styles to online classroom
environment using technology to deliver and to interact
with Test /Activities which includes;
 reflection
 case studies
 sharing of experience
 practical applications
These will form part of the assessment and will be given in a
soft copy together with a downloadable PPT slides and Video
of lectures.

Mode of Assessment
Submission of Participants’ test answers on reflection,
case studies and feedback on application of learning to
real work setting, followed by an Evaluation.
Purpose
To gage effectiveness
of Participant’s
understanding of
Topics delivered so
as to apply learning
at real workplace.

Reflection
1. What is TQM and its purpose?
2. What are the 9 Elements of Soft
TQM?
3. List down the Techniques, Tools
and systems in Hard TQM
4. What are the benefits of TQM in
Education?
Your Test Question for your Certificate of Participation

Sharing Experience
1. Study the (9) key Principles found
in Soft TQM of the Quality
Management. Identify 2 key
Principles that has the potential to
be implemented in your school and
share how you apply them.
2. What are the expected Results /
outcomes of this application?

Case Studies
1. Study the Hard TQM Practices in
Quality Management, and share how
you can use any of this tool to
‘Prepare a Lesson Plan’ for
Continuous Improvement?
2. Study the Techniques, Tools and
systems in Hard TQM and share how
you can apply it in your school setting?
Your Test Question for your Certificate of Participation

Application
1. Identify and area in your school
that you want to improve, use
Hard TQM Tools & Techniques to
improve it.
2. Share your thoughts/ outcomes of
this application.

Your name please…..,
&
Why are you here?
EDUCATIONAL ADMINISTRATION PRACTICES

There is a parable about the woodcutter and his blunt
axe. He was told to pause regularly to sharpen the
axe;
The woodcutter and his blunt axe
..it would help
him to cut more
wood in a better
way.

ʻCutting woodʼ is hard
work for young leaders
and looks different in
different places.
But he refused because he was too busy -
cutting the wood!

In the UK it involved mentoring disadvantaged young
people showing them that God can change all our
lives, for good.

In Ireland it means working with young people
who are caught in cycles of destructive behavior,
showing them that
God can redeem
any situation.

In the Philippines, it often involves teaching in rural
villages hit by calamities where resources are low, and
with damaged infrastructures.
Educators here sacrificed
all they have to serve
communities in practical
ways, to show the
importance of education
that can make a difference
to their life later on.

In all these situation, we need to take a moment to;
pause,
and
learn
how to
sharpen
our axe.

Now, replacing the axe with you, we need to take a
moment to;
pause, and
learn how to
sharpen our
Self to fit in the
next phase.

If you don’t take the time to sharpen your Self,
You’ll spend
your whole life
hacking away
at missed
opportunities.
-Blake Toth

begin with the end in
mind
clarify our goals,
refresh ourselves for
the next phase, and
 plan innovatively
well
In Sharpening our Self, we need to take
regular time of reflection to;

The Japanese transformed their economy and industry through a visionary
management technique called Total Quality Management (TQM) W. Edwards
Deming (2000).
TQM is a systematic approach to
education reform based on
Deming's work, not merely about
productivity and quality control; but
a broad vision on how organizations
should be changed.
Quality Assurance and Organizational Change

Quality plays a major role in today’s Organizational environment.
Understanding Customer needs
and monitoring process and
variation to safe guard Customer
from receiving a defect is key in
assuring Quality delivered to
Customers.
Superior Quality, reduced Cost and on-
time Delivery (QCD)

continuously improve
the organization’s
processes,
products and
services.”
TQM involves ALL employees in using quantitative methods
to……………..

TQM and its Application in School settings
The concepts formulated by TQM founder, W. Edwards Deming, have
been suggested as a basis for achieving excellence in Schools.
It is based on the assumption that
‘people want to do their best’ and
that it is management’s job to enable
them to do so by constantly
improving the system in which they
work.

School leaders are finding that TQM principles can provide
improvements in schools through mutual co-operation of everyone
to produce services and products which exceed the needs and
expectations of customers.
Deming's philosophy provides a framework
that can integrate many positive
developments in education, such as;
 term-teaching,
 site-based management,
 cooperative learning, and
 outcomes-based education.

TQM comprises two (2) major side of Quality Management, namely
1.‘Soft’ and 2.‘Hard’ side.
1.‘Soft’ side comprises 9 Principals
in Quality Management application
2.‘Hard’ side are Tools &
Techniques practiced in Total Quality
Management.

The ‘Soft’ Side of TQM resulted in the identification of nine (9) key
Principles found in Quality Management.
4) Teamwork
5) Empowerment
6) Top-management Commitment
and Support
9) Culture Change

covers:
Techniques, Tools and Systems;
 Statistical Process Control;
ISO 9000 series;
 Matrix Diagram;
 Histograms;
Both the ‘soft’ & ‘hard’ side of TQM are philosophy and sets of
management guiding principles for managing an organization.

What does the word ‘Quality’ means to you ?
Delighting .. 1st meet, then exceed and 3rd make you happy!

Meeting the required Standards of Satisfaction
In 21st Century, Quality is “Delighting the Customer by continuously meeting
and improving upon agreed specifications, also continuous innovation on
improvements”

Educators need to think of innovation as those actions that
significantly challenge key assumptions about schools and the way
they operate.
Innovation in Education

Innovation
• Innovation means first different,
then better. It is a fundamentally
different way of doing things with
better, and perhaps different,
outcomes.
• Both the 'different' and the 'better'
must be significant and
substantial.

“Innovation in education should be defined as making it easier
for teachers and students to do the things THEY want to do.
These are the innovations that succeed, scale and sustain.”
– Rob Abel, USA
Innovation in Education

Therefore, to innovate is to question the 'box' in which we operate and to innovate
outside of it as well as within.”

Think without the
Box
Take 5!
Relax &
Watch!

WHAT WOULD YOU CHOOSE
You are driving alone in your car on a wild, stormy
night, it's raining heavily, when suddenly you pass by a
bus stop, and you see three people waiting for a bus:
1. An old lady who looks as if she is about to die….
2. An old friend who once saved your life.
3. The perfect partner you have been dreaming about.
Which one would you choose to offer a ride to, knowing
very well that there could only be one passenger in your
car ? ………........ Think before you continue
reading……………….

You could have
Pick up the old lady, because she is going to die, and
thus you should save her first
or
you could take the old friend because he once saved
your life, and this would be the perfect hence to pay
him back.
( However, you may never be able to find your
perfect mate again….)
This is a moral or ethical dilemma that was once
actually used as part of a job application. The
candidate who was hired (out of 200 applicants) had
no trouble coming up with his answer.

His answer:
"I would give the car keys to my Old friend
and let him take the lady to the hospital.
I would stay behind and wait for the bus with
the partner of my dreams."
============ ========= =========
========= ========= ========
Sometimes, we gain more if we are able to give
up our stubborn thought limitations. ..and begin
to
"Think Outside of the Box"!

TQM is a holistic approach to long-term success that views
continuous improvement in all aspects of an organization as
a process and not as a short-term goal.
It aims to radically transform
the organization
through progressive
changes in the attitudes,
practices, structures and
systems.
The Importance of Quality in Organization

CONTINOUS IMPROVEMENT = KAIZEN
IMPROVEMENT
WITHOUT ENDING
In Japanese,
KAI
Change
ZEN
Good
KAI ZEN=
Change for
better
The small, gradual, incremental changes applied over a
long period can be add up for a major impact on business
in the future.

TQM transcends the product quality approach, involves everyone in the
organization, and encompasses its every function in:
administration,
communications,
distribution,
manufacturing,
marketing,
planning,
training,
etc.

Customer Needs &
Expectation
Low Cost
High Quality
Availability
Organization Needs &
Expectation
Profit
Repeated Business
Growth
$ Cash !!
Value !!
Who wants what…
Customer Organization

Employee Involvement
Employee involvement can be defined as: The direct participation
of staff to help an organization fulfill its mission and meet its
objectives by:
 applying their own ideas
 expertise, and efforts
towards
 solving problems and
 making decisions.

1. “Soft” TQM Concepts in Quality Management covers:
TQM Concepts;
Total Employee Involvement;
Continuous Improvement;
Continuous Training;
Teamwork Empowerment;
Top-management Commitment
and Support;
Democratic Management Style;
Customer/Citizen Satisfaction;
Culture Change.

The “total” element of TQM
implies that every
organizational member is
involved in quality improvement
processes in the “distribution of
intelligence” for resolving
problems.
TQM, involves everyone in an organization.
Increase employees’ participation in the overall quality strategy
brings an increased flow of information and knowledge.

Organizational output goes with continually improved performances.
As a guide, a
‘Continuous
Improvement framework’
is used, not just holding
the status quo.
Quality improvement is Continuous, with emphasis on seeking
improvement opportunities.

The PDCA cycle, is a
four-step method for
control and continuous
improvement of
process and project.
The focus is on
planning,
prevention, and
anticipation.
PDCA (plan – do – check – act) was made popular by Dr. W.
Edwards Deming.

Step i) Plan
This is again divided into 3 steps
1st Identifying the problems
in the current process.
Find a countermeasure to solving
problems and not just finding the
solutions.
This avoids future recurrence - the primary goal of
Continuous Improvement.
PDCA Cycle steps for Continuous Improvement

2nd Determine the target
Understand the problem and the issues which occurred in the
process. This way, you will determine what are the improvement
points to focus on.
3rd Define the improvement
actions
These actions should be gradually
improved with changes at a pace
manageable and not everything
immediately.

Step ii) Do
After defining the improvement points, Make a plan to implement
them.
Questions to consider:
What steps should be done
to achieve the plan?
When to finish this plan?
Once the plan is established, implement it with a completion
time frame.

Step iii) Check
Evaluate & measure the effectiveness of the improvement
actions.
In this phase, the goal is to check whether the improvement
actions were implemented successfully as well as to evaluate
whether you have achieved the desired target.
Does the solution provide a
Countermeasure?
Analyze whether it could
be improved further in any
way.

Use metrics. Metrics are essential to successful organization
management.
Collect data and use them to
measure parameters such
as productivity, quality… etc.

Step iv) Act
When the improvement actions are implemented successfully
as well as the target is met, do the following-
Review the improvement activities
and take action on lessons learned.
Standardize the improvement point
in the management process.
Update the Quality documents as
well as the Standard Process
documents
Determine when and where to apply these changes in the
next project.

Later Deming modified PDCA to PDSA "Plan, Do, Study, Act"
(PDSA) so as to better describe the nature of → continuous
improvement.
PDSA Cycle steps for Continuous Improvement
Study: Evaluate the new
processes and compare
the results against the
expected results to
ascertain any differences.
Show how the quality of
goods can be
improved. >>>

Act: Analyze the differences to determine their cause. Each will
be part of either one or more of the P-D-S-A steps. Determine
where to apply changes that will include improvement.
When a pass through
these four steps does not
result in the need to
improve, refine the scope
to which PDSA is applied
until there is a plan that
involves improvement.

Training, a key to manufacturing success, is essentially a way
of organizing and involving the whole organization; every
department, every activity, every single person at every level” to
be trained on new tools and methodology.
“ Quality training must be
continuous to meet the changes
in technology and changes
involving the environment in
which an organization operates,
its structure.

“Hard” TQM Practices in Quality Management focused on
Continuous Training which covers Techniques, tools and systems
like;
 Statistical Process Control;
 ISO 9000 series;
 Matrix Diagram;
 Histograms;
 Tree Decision Diagram;
 Critical Path Analysis;
 Fishbone or Ishakawa Diagram.

Definition:
Cooperative or coordinated effort on the part of a group of persons
working together as a team or in the interests of a common cause;
 to increase performance,
employee unity and
company culture.
Organizations that frequently develop
new ideas or products using a project-
based approach, assemble teams in
order to diffuse responsibility.
4) Teamwork

4) Teamwork
Teamwork, an important outcome and a condition for continuous
improvement are generally viewed as more powerful and effective
work entities than individuals.
Teams should include
employees from all the
hierarchical levels, layers, and
from all the departments of the
enterprise to make work more
flexibly and to develop mutual
trust among members.

Managers VS Leaders
Take 5!
Relax &
Watch!

Empowerment gives people the ability, confidence, and
commitment to take responsibility and ownership to:
 improve the process and
 initiate necessary steps to
satisfy customer requirements
within well-defined boundaries to
achieve organizational values
and goals.
5) Empowerment

Empowerment supports an organization's efforts by placing the
responsibility in the hands of those who know these processes
best,…
… to participate directly in
the organization's mission
or purpose.
Delegate: Entrust (a task or responsibility) to another person,
typically one who is less senior than oneself. "he delegates routine
tasks"
5) Empowerment

Top managers “have to take charge personally, lead the process,
provide direction, exercise forceful leadership, including dealing with
those employees who block improvement and maintain the impetus.
“Senior managers need to define the
quality objectives of the organization;
to provide direction and clarity and to
communicate these continually within
the organization”
6) Top-management Commitment and Support

6) Top-management Commitment & Support
High top management commitment have the ability to produce high
quality products, in contrast with those with low top management
support.

Importance of TQM management style is Open and Democratic /
Participative Style.
The fundamental TQM
management approaches is that
“it is more democratic and
participative”, which
involves “soliciting input from
empowered employees”

Democratic leadership
style always involves
participative decision-making.
It empowers employees to have
a strong hand in managing
organizations.
The democratic leadership style is based on mutual respect. It is
often combined with participatory leadership as it requires
collaboration between leaders and the people they guide.

Customer satisfaction, a frequently used marketing term is a
measure of how products and services supplied , meet or surpass
customer expectation.
Customer satisfaction is defined as
"the number of customers, or
percentage of total customers,
whose reported experience with a
firm, its products, or its services
exceeds
specified satisfaction goals”

A happy (or satisfied) customer
often doesn’t say anything or tells
just a few friends, but an unhappy
(or dissatisfied) customer tells
many more people to warn them.
“A happy customer tells a friend; an unhappy customer tells
the world”
The exact words (and number of people told) vary, but the adage
became popular in the mid-1980s, when the American Management
Association conducted a business study of the phenomenon.

Customer satisfaction is the driving force for an organization to
improve its performance to both customers: external (clients,
government regulatory bodies, the public) and internal (employees,
different departments)
Both external and internal
Customers have needs.
TQM stresses the
importance of satisfying
those needs.

A supportive organizational culture is the common denominator of
all the “soft” aspects of TQM. Quality culture binds together all of
aforementioned TQM concepts.
It nurtures high-trust social
relationship, and develops a
shared sense of membership
as well as a belief that
continuous improvement is for
the good of everyone within
the organization.
9) Culture Change

9) Culture Change
Change
… defined as making a
difference in something
compared to an earlier state,
transforming or converting
something, or simply becoming
different.
Culture
…. is a way of life of a group of people - the behaviors, beliefs,
values, and symbols that they accept, generally without thinking
about them, and that are passed along by communication and
imitation from one generation to the next.

Culture Change
…..modification of a society through innovation, invention, discovery,
or contact with other societies
9) Culture Change

Organizational culture affects and alters employees’ actions and
perceptions of all aspects of their work in order to include quality.
Culture acts as a force
for cohesion in
organizations and
therefore can support
or inhibit the process
of change towards
TQM application.
9) Culture Change

Respect your
Teacher
•Take 5!
End of session 1

Welcome to Session 2: Hard TQM on Educational
Administration Practices of (SEAIETI) Online
International Training Series.

‘Hard’ TQM practices has now become the major business
strategy in current management and has currently been taken
up by Organizations around the globe.
A quantitative research with data
from all countries to study
relationship of Organizational
performances with TQM revealed
that ‘Hard’ TQM has positive relation
with Organizational performance.
Tools and Techniques for Total Quality Management

Tools and Techniques for Total Quality Management
Statistical Process Control;
ISO 9000 series;
 Matrix Diagram;
 Histograms;
Both are philosophy and sets of management guiding principles
for managing an organization.
Techniques, Tools and systems;

Steps in TQM Implementation building the Dream School
The framework for
transforming schools
using Deming’s 14
principles follows.
Deming’s 14 TQM Principles Applied to Schools
Deming's 14 principles assumed that people want to do their
best and that is management’s job to enable them to do so
by constantly improving the system in which they work.

1. Create constancy of purpose for improvement of product and service.
2. Adopt the new philosophy
3. Cease dependence on inspection to achieve quality.
4. End the practice of awarding business on the basis of price alone.
5. Improve constantly and forever every activity in the organization,
to improve quality and productivity.
6. Institute training on the job.
7. Institute leadership.
8. Drive out fear.
9. Break down barriers among staff areas
10. Eliminate slogans, exhortations, and targets that demand zero defects
and new levels of productivity.
11. Eliminate numerical quotas for the staff and goals for management.
12. Remove barriers that rob people of pride in their work. Remove the
barriers that rob people in leadership of their right to pride in their work.
13. Institute a vigorous program of education and retraining for everyone
14. Put everyone in the organization to work to accomplish the transformation
Steps in TQM Implementation building the Dream School

1. Create constancy of purpose for improvement of product
and service.
Customer needs must be the
focus in establishing educational
aims. The aims of the system
must be to improve the quality of
education for all students.
For schools, the purpose of the system must be clear and shared
by all stakeholders – school board members, administrators,
teachers, support staff, parents, community, and students.

This implementation requires a rethinking of the school's mission
and priorities, with everyone in agreement. Individual differences
among students are addressed.
2. Adopt the new philosophy
Existing methods, materials, and
environments may be replaced by
new teaching and learning
strategies where success of every
student is the goal.
Ultimately, what is required is a total transformation of the system
of education as we know it.

Examples of Prevention;―Head Start, Follow Through, These
intervention strategies can help students avoid learning problems
later.
3. Cease dependence on inspection to achieve quality.
Product inspection is getting abandoned. It always costs more to
fix a problem than to prevent one.
Reliance on remediation
can be avoided if proper
intervention occurs during
instruction.

Schools need to move
toward a single supplier for
any one time and develop
long-term relationships of
loyalty and trust with that
supplier.
4. End the practice of awarding business on the basis of
price alone.
The lowest bid is rarely the most cost-efficient.

5. Improve constantly and forever every activity in the
organization, to improve quality and productivity.
The focus of improvement efforts in education, is on teaching
and learning processes.
The best strategies must be
attempted, evaluated, and refined as
needed.
And, consistent with learning style
theories and multiple intelligences,
and accelerated schools.

A universal standards of
achievement for all students
before permitting them to move
to the next level is required,
and
to find ways to make them all
successful in school.
Educators must redesign the system to provide for a broad range
of people – handicapped, at-risk, special needs students – and
find ways to make them all successful in school.

2.Training in the use of
new assessment strategies
(Popham, 2010a, b).
3.Training in the new management system. -Providing continuous
professional development for all school administrators, teachers,
and support staff.
6. Institute training on the job.
Training for educators is needed in three areas.
1.Training in the new teaching and learning processes that are
developed.

The primary task of leadership
is to narrow the amount of
variation within the system,
bringing everyone toward the
goal of perfection.
This means bringing everyone toward the goal of learning for all,
removing achievement gaps for all population groups – a
movement toward excellence and equity.
7. Institute leadership.
Improvement of a stable system comes from altering the system
itself, and this is primarily the management job.

My Teacher shamed
me
•Take 5!

The only way out was by
playing professional ball or
hustling.
We never talked about school
as the ticket to a future.
As a child, I wasn’t taught the importance of an education, let alone
how to use an adjective. I lived in the projects, and it smelled
of despair.
My Teacher Shamed Me When I Couldn't Read. 30 Years Later, I
Ran into Him at a Bar

My mama signed on the
dotted line to make sure I
got the lunch as I needed it.
I was in classrooms, but I
wasn’t there to learn how to
write or read or even speak.
School, for me, wasn’t about classwork. I was given 25 cents and
a free lunch ticket five times a week.

Being unable to verbally formulate what it was I was feeling inside
kept me angry.
I was in a classroom, full of
-for the 1st part -mentally
challenged students, but I
wasn’t better than them.
Teachers handed out
worksheets I couldn’t
comprehend.

When it came time for me to read, I wanted to hide; I was ready
to vomit almost all the time.
I cried constantly — not
literally; my tears fell inside
me.
I was 13 years old, but I
already hated being who I
was.

I had an English teacher, Mr. Creech, who was part of my
nightmare. He knew. He knew I was assigned to only two regular
classes a day and that the one class I attended.
The majority of the day was full
of mentally challenged
students. He knew I couldn’t
read, and he found it necessary
to expose my secret.

He would turn to me: “Anthony,” he’d say, “why don’t you read
the next paragraph?” I didn’t even know what a paragraph was.
I would try to read what was in
front of me. Valiantly. But the
mere sound of my voice incited
instantaneous laughter.
It was a lack of craving for an
education.

For years I dwelled inside the walls of my inadequacies,
attempting to dismantle them brick by brick.
Knowing my own failure,
though, made me reluctant
to fix it;
I hated the thought of
reading because I knew I
couldn’t do it.

It was a cycle I couldn’t break out of. How did this happen?
It was the school and the
teachers who didn’t
encourage me, but it was also
my parents who never told me
to focus on my education, and
it was me for giving up.

I was 41 years old when I flew back to Texas to visit friends and
family. On my way from the airport, my best friend suggested we
have a drink at a nearby bar.
As my friend and I sat at the
bar, I saw someone across the
smoke-filled room.
It was Mr. Creech, leaning over
to buy himself a drink.

I rushed over and reached into my pocket to pay for him. “Do I
know you?” he asked. “Yes, sir, you do know me,” I answered.
“My name is Anthony Hamilton,
and I was in your fourth-period
class.
”The look on his face told me
that he remembered the boy
he’d once shamed.

“I’m so glad I had a chance to see you,” I said, “Mr. Creech, I
have great news to share.” I told him. I had learned to read.
But that wasn’t all.
I had become a
published author, a
Motivational and
Inspirational Speaker.

I told him I wanted him to do me a favor. He asked what it was.
The experts say that what once
disabled me has a name:
dyslexia.
I can tell you it was something
else as well. It was a lack of
craving for an education. That’s
far from my life today.
“The next time you get another Anthony Hamilton in your
classroom, please teach him how to read.”

My belly now hungers for the verbs and the adjectives, the synonyms
and the paragraphs.
I write to be the author of my life and
for Faith in another sort of Author of
my life.
If it were not for my Father in Heaven,
I would possess no expression.
And I write to give back.

I write because of the boy in the community college classroom
here, who read my book, for the teacher who put my book on the
syllabus,
and for the people who have
read me and tell me,
humbling me, that they
found some kind of meaning
in what I have put down in
words.

ANTHONY HAMILTON
…a writer who lives in
Hayward, California.
He is the author of several
books, including The
Autobiography of Strong
Child and Shattered Lives.

If quality is absent, the fault
is in the system. It is
management’s job to enable
people to do their best by
constantly improving system
in which they work.
8. Drive out Fear
People generally want to do their best. The focus of improvement
efforts then must be on the processes and on the outcomes, not
on trying to blame individuals for failures.

School leaders at all level
need to communicate that
staff suggestions are valued
and rewarded.
8. Drive out Fear
Fear creates an insurmountable barrier to improvement of any
system. In schools, faculty and staff are often afraid to point out
problems, because they fear they may be blamed.

Collaboration needs to exist
among members of the
learning organization so that
total quality can be maximized.
In schools, total quality means
promoting learning for all.
9. Break down barriers among staff areas
Related to the first principle: In the classroom, this principle
applies to interdisciplinary instruction, team teaching, writing
across the curriculum, and transfer of learning.

It creates adversarial
relationships because the
many causes of low quality
and low productivity in
schools are due to the
system and not the staff.
10. Eliminate slogans, exhortations, and targets that demand
zero defects and new levels of productivity.
Implicit in most slogans, exhortations, and targets is the supposition
that staff could do better if they tried harder. This offends rather
than inspires the team.

This slogan refers to keeping
students the focus of all
discussions. Another slogan is
-All children can learn.
Slogans, such as these serve as
targets in school organizations.
The system itself may need to be changed. Educators tend to use
a lot of slogans as a general practice. Typical slogans; -Keep the
main thing, the main thing.

They include rigorous and
systematic
 teacher evaluation systems,
 merit pay,
 management by objectives,
 grades, and quantitative goals
and quotas.
11. Eliminate numerical quotas for the staff and goals for
management.
There are many practices in education that constrain our ability to
tap intrinsic motivation and falsely assume the benefits of extrinsic
rewards.
Deming’s 14 TQM Principles ApTplied to Schools

setting goals leads to marginal
performance;
merit pay destroys teamwork; and
 appraisal of individual
performance nourishes fear and
increases variability in desired
performance.
These, Deming refers to as forces of destruction. Such
approaches are counter-productive for several reasons:

12. Remove barriers that rob people of pride in their work.
Remove the barriers that rob people in leadership of their
right to pride in their work.
Most people want to do a good job. Effective communication
and the elimination of "de-motivators“ such as;
lack of involvement,
 poor information,
 the annual or merit rating, and
 supervisors who don't care -are
critical.

All stakeholders on the school's
team must realize that
improvements in student
achievement will create higher
levels of responsibility, not less
responsibility.
13. Institute a vigorous program of education and retraining
for everyone
The principal and staff must be retrained in new methods of
school based management (SBM), including group dynamics,
consensus building, and collaborative styles of decision making.

school board members,
administrators,
 teachers,
support staff,
 students,
parents,
 community
14. Put everyone in the organization to work to accomplish
the transformation
The school board and superintendent must have a clear plan of
action to carry out the quality mission. The quality mission must be
internalized by all members of the school organization;
The transformation is everybody's job (Deming, 1988).

EDUCATIONAL ADMINISTRATION PRACTICES
The new Advanced Standards
for Quality Schools Systems
provide the foundation for the
accreditation process, and also
for driving effective practices in
support of student learning.
There must be a ‘Standard’ to support an education process on
how schools should operate to promote a culture of continuous
learning that engages leaders, staff and students.

The 5 Standards outlined are;
Standard 1: Purpose and Direction
Standard 2: Governance and Leadership
Standard 3: Teaching and Assessing for Learning
Standard 4: Resources and Support Systems
Standard 5: Using Results for Continuous
Improvement
These Standards support an education process that is truly visionary;
characterizing how schools should operate to promote a culture of
continuous learning that is fluid – engaging leaders, staff and students.
Advanced Standards for Quality School Systems

The system maintains and communicates at all levels of the
organization a purpose and direction for continuous improvement
that;
commit to high expectations
for learning as well as
shared values and beliefs
about teaching and
learning.

Indicator 1.1 The system engages in a systematic, inclusive, and
comprehensive process to review, revise, and communicate a system-wide
purpose for student success.
Indicator 1.2 The system ensures that each school engages in a systematic,
inclusive, and comprehensive process to review, revise, and communicate a
school purpose for student success.
Indicator 1.3 The school leadership and staff at all levels of the system commit
to a culture that is based on shared values and beliefs about teaching and
learning and supports challenging, equitable educational programs and learning
experiences for all students that include achievement of learning, thinking, and
life skills.
Indicator 1.4 Leadership at all levels of the system implement a continuous
improvement process that provides clear direction for improving conditions that
support student learning.
Indicators for Quality School Standards

The system operates under governance and leadership that
promote and support student performance and system
effectiveness.

Indicator 2.1 The governing body establishes policies and supports practices
that ensure effective administration of the system and its schools.
Indicator 2.2 The governing body operates responsibly and functions
effectively.
Indicator 2.3 The governing body ensures that the leadership at all levels has
the autonomy to meet goals for achievement and instruction and to manage
day-to-day operations effectively.
Indicator 2.4 Leadership and staff at all levels of the system foster a culture
consistent with the system’s purpose and direction.
Indicator 2.5 Leadership engages stakeholders effectively in support of the
system’s purpose and direction.
Indicator 2.6 Leadership and staff supervision and evaluation processes result
in improved professional practice in all areas of the system and improved
student success.

The system's curriculum, instructional design and assessment
practices guide and ensure teacher effectiveness and student
learning across all grades and courses.
The ball is never considered thrown, until the other party has
caught it!

Indicator 3.1 The system’s curriculum provides equitable and challenging
learning experiences that ensure all students have sufficient opportunities to
develop learning, thinking, and life skills that lead to success at the next
level.
Indicator 3.2 Curriculum, instruction, and assessment throughout the
system are monitored and adjusted systematically in response to data from
multiple assessments of student learning and an examination of professional
practice.
Indicator 3.3 Teachers throughout the district engage students in their
learning through instructional strategies that ensure achievement of learning
expectations.

Indicator 3.4 System and school leaders monitor and support the
improvement of instructional practices of teachers to ensure student
success.
Indicator 3.5 The system operates as a collaborative learning organization
through structures that support improved instruction and student learning at
all levels.
Indicator 3.6 Teachers implement the system’s instructional process in
support of student learning.
Indicator 3.7 Mentoring, coaching, and induction programs support
instructional improvement consistent with the system’s values and beliefs
about teaching and learning.

The system has resources and provides services in all schools that
support its purpose and direction to ensure success for all students.

Indicator 4.1 The system engages in a systematic process to recruit,
employ, and retain a sufficient number of qualified professional and
support staff to fulfill their roles and responsibilities and support the
purpose and direction of the system, individual schools, and educational
programs.
Indicator 4.2 Instructional time, material resources, and fiscal resources
are sufficient to support the purpose and direction of the system, individual
schools, educational programs, and system operations.
Indicator 4.3 The system maintains facilities, services, and equipment to
provide a safe, clean, and healthy environment for all students and staff.
Indicator 4.4 The system demonstrates strategic resource management
that includes long-range planning in support of the purpose and direction
of the system.

Indicator 4.5 The system provides, coordinates, and evaluates the
effectiveness of information resources and related personnel to support
educational programs throughout the system.
Indicator 4.6 The system provides a technology infrastructure and
equipment to support the system’s teaching, learning, and operational
needs.
effectiveness of support systems to meet the physical, social, and
emotional needs of the student population being served.
effectiveness of services that support the counseling, assessment,
referral, educational, and career planning needs of all students.

Standard 5: Using Results for Continuous Improvement
The system implements a comprehensive assessment that
generates a range of data about student learning and system
effectiveness and uses the results to guide continuous improvement.

Standard 5: Using Results for Continuous Improvement
Indicator 5.1 The system establishes and maintains a clearly defined and
comprehensive student assessment system.
Indicator 5.2 Professional and support staff continuously collect, analyze and
apply learning from a range of data sources, including comparison and trend data
about student learning, instruction, program evaluation, and organizational
conditions that support learning.
Indicator 5.3 Throughout the system professional and support staff are trained in
the interpretation and use of data.
Indicator 5.4 The system engages in a continuous process to determine
verifiable improvement in student learning, including readiness for and success at
the next level.
Indicator 5.5 System and school leaders monitor and communicate
comprehensive information about student learning, school performance, and the
achievement of system and school improvement goals to stakeholders.

ISO 9000 is a series of five international standards developed in
1987 by the International Organization for Standardization (ISO),
in Geneva, Switzerland.
Introducing ISO 9001 and Lean Six Sigma

The standards describe the need for an effective quality system for
an organization to comply with its own quality system.
It defines minimum
requirements that directly
influence product quality
and customer satisfaction
without suggesting tools
for analysis, prioritization,
and evaluation.

Introducing ISO 9001 International Quality Assurance and Lean
Six Sigma
ISO 9001 is a Quality Assurance model in design, development,
production, installation and services suitable for all organizations to
improve management processes to compete locally and/or globally
The process encompasses the entire organization and requires
senior management buy-in, it is not just a function of the Quality
Department.

Introducing ISO 9001 International Quality Assurance and Lean
Six Sigma
ISO 9001 Certification
provides your organization the foundation to better customer
satisfaction, staff motivation and continual improvement.

Lean is a systematic method for Waste Minimization ("Muda")
within an organization without sacrificing productivity. It is a
methodology that identifies and eliminate Waste.
Specifically, Lean focuses
on eliminating all non-value-
added activities (Waste)
from processes to expose
the Value added work.

Lean projects focus on reducing and eliminating Waste.
Waste is anything a final customer would not want to pay for.
1. Defective Production,
2. Overproduction,
3. Waiting,
4. Non-used Employee
Talent (the 8th form)
5.Transportation,
6. Inventory,
7. Motion, and
8. Excessive (Over
Processing)
The 8 most common forms of waste
"DOWNTIME"

Value in Education can be defined as the knowledge that
students can use in their future work and personal life.
 value to career and
 value to personal interest.
The ultimate value that students look for can be divided into
two parts:
The value that students can receive
from the college again depends
primarily on two factors.

1. What students learn, (depends on the courses structured by
the college, and the details of knowledge under each courses)
2. How students learn.
Both of these factors depend on the college, the college is
responsible for structuring programs to provide the student in-
depth focused in areas and transferring the knowledge to
students in the most effective and efficient ways.

Six Sigma is a methodology for process improvement by
Motorola in the mid-1980s and fine-tuned by Allied Signal and
General Electric in the 1990s..
Six Sigma aims to reduce
variation through statistical
methods that lower
process defect rates to less
than 3.4 defects per
million.

It combines
Lean Manufacturing and
Six Sigma to eliminate the eight
kinds of waste (muda):
Lean Six Sigma is a methodology that relies on a collaborative
team effort to improve performance by systematically removing
waste and reducing variation thus both adding value.

Goal, Focus & Sampling Tools of Lean & Six Sigma

One of the major differences between both systems is that ISO 9000
is a shell of requirements without any tools,
whereas Lean Six Sigma
is a methodology
systematically removing
waste and using tools to
reduce variation.

ISO 9000 and Lean Six Sigma can be highly complementary.
The two concepts can be driven by project leaders to deliver the
best results.
.
Connecting these procedures
and tools to an Organization
provides a robust Quality
Management system that
systematically remove waste
and defects by reducing
process variation.

•Take 5!
Let us Reflect
what we have
learned.

Sum up what you have learned from this
Online Seminar on Educational
Administration Practices and submit
your Assessment Output to the
Organizer.
Assessment Output Questions.

Reflection
1. What is TQM and its purpose?
2. What are the 9 Elements of Soft
TQM?
3. List down the Techniques, Tools
and systems in Hard TQM
4. What are the benefits of TQM in
Education?
Your Outputs required for your Certificate of Participation

Case Studies
1. Study the Hard TQM Practices in
Quality Management, and share how
you can use any of this tool to
‘Prepare a Lesson Plan’ for
Continuous Improvement?
2. Study the Techniques, Tools and
systems in Hard TQM and share how
you can apply it in your school setting?

SEAIETI Online Educational Administration Practices with TQM

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