The document discusses various topics related to quality management in educational institutions. It addresses management of change, total quality management, quality parameters for different sectors, and key concepts in developing and implementing quality management plans. These include defining the institution as a system, identifying sub-systems and their interrelationships, conducting SWOT analyses, developing visions and goals, prioritizing improvement areas, and establishing evaluation and monitoring mechanisms. Leadership styles such as autocratic, democratic, and laissez-faire are also summarized.
2. Management of Change
In institutional management, Management of
Change holds the key position all over the
world.
The head of the institution occupies important
position in initiation and managing the
process of change
Head of the institute are accountable for
organizational growth and decay
3. Total Quality Management (TQM)
TQM means quality in all aspects of
organization.
The quality needs to be redefined from the
narrow criteria of achievement of students in
examinations to a holistic approach to quality of
life in schools.
The system as a whole has to be taken care.
Quality is not incidental or accidental.
It is a planned and deliberate process.
It should be on a continual basis
4. Industrial Product
- Several Attributes that determine
quality:
Functionality, durability, repair-
ability, shape and size, design,
colour, uniqueness, cost, etc.
Quality depends upon perception
of the user or the customer
5. Service Sector:
- punctuality, time, cost,
courteousness, speed, accuracy etc.
- Quality depends upon client’s
perception
Education Sector
7. Quality Management Issues
Absolute versus Relative Quality
Absolute Quality: Last words,
highest standards,
expensive,
uniqueness & prestigious,
very few people can afford
- Shaffers Pen & Rolls Royce Car
- Indian Institute of Technology in India
8. Relative Quality
- Several products, services or organizations are
compared at a given time
- Same organization over time
- be the best and stay there
- Best is absolute concept but the best among the
better ones gives the relativism
- for staying there need continuous move
- Comparing quality of a consumer product is a
reference to relative quality
9. TQM: Systems Thinking
Institution based management for
development
Each institution comprises several sub-
components
Inter-relationship and inter-dependence
Develop a holistic thinking
Look at the organization as a complete
organism (systems thinking)
10. Educational Institution as a System
Input – process – output Model
Sub-systems
Identify Sub-systems & understand their
inter-relationships & interdependence
11. Vision Mission & Goals;
Academics;
Personnel; finance;
Infrastructure;
Linkage & Interface;
Student Services;
Rules & Regulations;
Institution Building Process and
Managing People at work
12. Systems Thinking (contd.)
Sub-systems vary from one another but are
interdependent
- finance, infrastructure: concrete & measurable
- Vision, mission & goals: abstract in nature
- Academic activities, students services, managing
people at work: organizational process
14. Systems Thinking (contd.)
Instruction contains:
- Classroom teaching,
- home assignments for students,
- project work,
- Lab. Practical,
- field visits, and
- Others
School should be seen as total organism, not as
fragments of activities and structure
15. Planning for Implementation
An Essay on the School
- Documentation of the perception of a
teachers & staff about the school
- Enormous difference in perception
- share & cross check each others belief &
bring it into open
16. Planning for Implementation (Contd.)
Identification of areas of improvement
- list the areas of improvement
- specify a minimum number of improvement
areas
- compile and tabulate to find common &
divergent views
- discuss again to find out problem areas of
improvement in the school
- the exercise helps in diagnosing individual ans
collective shortfall and identifying common
areas of improvement
17. Planning for Implementation (Contd.)
Institutional assessment
- structured
- Qualitative and quantitative
- Pattern of growth can be diagnosed
- trend data assess changes and
development
18. Planning for Implementation (Contd.)
SWOT Analysis
- Tool for organizational diagnosis
- Useful for reflection
- Decision making
- Evaluation
- Whatever idea you wish to consider think
in terms of strength, weakness
opportunity & threat
19. Planning for Implementation (Contd.)
Vision, mission & goals
- build up a shared and acceptable
common vision, a mission and a set
of goals
- What would be your organization
after ten years
- After five years
- After three years
20. Planning for Implementation (Contd.)
Vision 10 5 years 3 years commen
years
Teacher Quality
Student Quality
Programes
Performance
Infrastructure
*
*
*
21. Planning for Implementation (Contd.)
Prioritization
- All the goals and improvement cannot be
achieved at the same time
- Prioritize the activities
- Pick one or two items at a time
22. Planning for Implementation (Contd.)
Resource assessment and allocation
- four types of resources:
1.financial,
2.human,
3.infrastructural and
4.time
- allocate against each activity these
resources
23. Planning for Implementation (Contd.)
Evaluation and Monitoring
- develop the mechanism of monitoring
activities at every step
- also mechanism of evaluation to assess
the success
25. Concepts in Leadership
1 Designated leadership
Ascribed leader
2 Autocratic
Democratic
Laissez Faire
26. Autocratic leader takes the decision and hands it
down to subordinates for implementation
Social setting is hierarchic & non- collegial
Democratic leader consults others on important
matters and takes collective decision
Laissez-Faire-leadership is indicated when things
are left to happen, often characterized by
- Absence of initiative
- Absence of intervention
- Absence of Intervention
- Absence of Monitoring
27. Leadership Styles
Telling Style:
High concern for task but low concern for for
relationship
Leader instructs to carry out the tasks
Specifies the time, method of carrying out the
tasks
Quality of the task output
Leader is prepared to stake relationship for
accomplishment of tasks
Hard-task master
Dictatorial style
28. Leadership Style (Contd.)
Selling Style
High Concern for task and high concern for
relationship
Leader ensures task accomplishnent with
predefined quality & time without staking
relationship
Salesman
This is an important style when the principal
introduces innovation (Delphi Technique)
29. Leadership Style (Contd.)
Participating Style
High concern for relationship but low concern
for task
Reverse of telling style
Leader stakes task accomplishment for
maintaining good relationship
“Mr.Nice man” or “Madam Nice”
Leader participate in the task accomplishment
When routine, monotonous but necessary
work have to be done for the organization
30. Leadership Style (Contd.)
Low concern for relationship & low concern for
task
When things are allowed to happen
Laissez-Faire Not taking any responsibility of
anything
Delegation is a purposeful decision
31. Situation Leadership & Style Preference
Style Preference
This style indicates the style of preference
Leader opts for one of the four styles
The most frequently chos
32. Style Flex
Style flex is indicated by the flexibility with
which one can change and adopt style as
required by a situation to be effective
Style Effectiveness
Choose right style according to the situation