six sigma in education: towards quality education

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www.sixsigmaineducation.com

Six Sigma In Education by Dheeraj Mehrotra

Implementing

Six Sigma In EducaSix Sigma In EducaSix Sigma In EducaSix Sigma In EducaSix Sigma In Educationtiontiontiontion

towards

TQM in Academics

DHEERAJ MEHROTRA

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PREFACE

Six Sigma in Education is an art of learning through a study of orientation to the customers’

the ultimate parents and the children studying at a college in particular. It is a the pride and

enhancement of the products to get recognition out of the Quality Environment of Learning

and Study Cult which replicates and laminates the success at large among the masses.

The inception of Six Sigma technique in Education is implemented as a novice inception

using the quality learning tools, brainstorming and benchmarking over all.

I am sure my work on implementation of the SIX SIGMA IN ACADEMICS would not only

spread the cause but shall also given a new dimension to the standard of education in

particular.

(Dheeraj Mehrotra) [email protected]

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LIST OF CONTENTS

Page No.

CHAPTER 1 : INTRODUCTION 5

CHAPTER 2 : WHY SIX SIGMA IN EDUCATION ? 18

CHAPTER 3 : IMPACT OF IT ON QUALITY EDUCATION 30

CHAPTER 4 : QUALITY CIRCLES APPROACH FOR TQM 40

CHAPTER 5 : TQM IN EDUCATIONAL INSTITUTIONS 51

CHAPTER 6 : PROBLEM SOLVING TECHNIQUES TO ATTAIN TOTAL

QUALITY 55

CHAPTER 7 : DEVELOPING STUDENT LEADERSHIP SKILLS

TOWARDS TOTAL QUALITY. 77

CHAPTER 8 :CONCLUSION 81

CHAPTER 9 : Pictures towards Quality Achievements,Thanks to His Excellence, Shri A.P.J. Abdul Kalam, Our President. 103

REFERENCES:

V I S I T


Towards Quality Learning For All.

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1. INTRODUCTION

“Implementing Six Sigma In Education towards TQM in Academics”

Quality, quality, quality. Ours is an age of quality. In the marching trend of the commercial

arena there lies an indispensability of the presence of this essence of acceptability of any

commodity. In the academic arena, with an information backed age, the teachers have gathered

a revolutionary phase of education system.

A Shift from Industry to Schools:

Moving the Theory from Industry to Education In adapting quality management, originally

developed for business enterprises, it is important to keep in mind certain differences between

education and business:

• The school is not a factory.

• The student is not a “product”.

• The education of the student is the product.

• Successful completion of the product requires the student to participate as a worker, co-

managing the learning process.

• Teaching and learning are two different processes. Teaching is more akin to management

than to detailed supervision of activities. Learning is more akin to research and development

(R&D) than it is to an assembly process. Attempts to organize R&D as though it were merely

an assembly of ideas to be managed in the style of an assembly line have been disastrous.

The same is true in education.

• In industry, quality management requires every manager of every process to identify a

customer. If a process has no output for which there is a customer, why do it?

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BEST PRACTICE SCHOOLSBEST PRACTICE SCHOOLS

• MAXIMISE USE OF TECHNOLOGY TO DRIVE INNOVATION

• CONTINOUSLY SEEK TO IMPROVE MANAGEMENT OF RESOURCES

• ENCOURAGE INPUT FROM TEACHERS, STUDENTS AND PARENTS

• SIMPLIFY INTERNAL SYSTEMS AND PROCESSESS WHEREEVER POSSIBLE

According to the Kothari Commission report, of all the factors which influence the quality of

education and its contribution to national development, the quality, competence and character

of teachers are undoubtedly the most significant.

BEST PRACTICE SCHOOLSBEST PRACTICE SCHOOLS

• DEVELOP SYSTEMS TO MEASURE PERFORMANCE IN

EACH OF THE KEY AREAS OF THE ORGANISATION’S

ACTIVITIES.

• BENCHMARK PERFORMANCE INTERNALLY AND

EXTERNALLY WITHIN AND OUTSIDE THEIR SECTOR

FOR IMPROVEMENT TOWARDS RESULTS.

• LEARN FROM THE PRACTICES ADOPTED BY OTHERS.

• TAKE APPROPRIATE AND TIMELY ACTION ON

RESULTS.

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Presently if the teachers realise their importance, their commitment to their profession will

increase. They should be aware of their role and responsibilities for their effective functioning.

Till past years it was more than of an instructor but now they are well graded as a nation-

builder. Secondly, the role of the teacher as an animator of development or catalyst of change

also envisages a prominent and high value role to the teacher.

WHAT IS THE PHILOSOPHY OF TQM?

Although no two businesses use TQM in exactly the same way, its theory rests on two basic

tenets. The first and most important is that customers are vital to the operation of the

organization. Without customers, there is no business, and without business, there is no

organization. Consequently, it should be the primary aim of any group to keep customers

satisfied by providing them with quality products (Deming 1986).

These ideas are not foreign to most organizations; what makes TQM unique is its call for a

restructuring of management methods to create that quality. TQM proponents urge

organizations to turn nearsighted, top-down management “on its head” by involving both

customers and employees in decisions. This second tenet, that management needs to listen

to nontraditional sources of information in order to institute quality, is based on the belief that

people want to do quality work and that they would do it if managers would listen to them and

create a workplace based on their ideas (Deming).

Managers, in the TQM view, need to become leaders who “not only work in the system but

also on the system” (Rocheleau 1991). A company will see continuous improvement in

products only when managers realize all systems consist of interdependent parts and work to

aim all those parts toward a vision of quality, proponents argue. This type of leadership is

needed to ensure that product quality improves “constantly and forever” and truly satisfies the

customers (Deming).

The marching trend of the economic stimulations in the global village; touched upon by the

web has an enormous approach of QUALITY. The glossy ads do predict of the fact in respect

to the available product, but alas, the customer, the king, has the sole freedom to judge the

necessity and the quality of the same. To share the indispensability of this concept there lies

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the execution of the Quality Control, as an everlasting strategy by the managers at all levels.

The control of the quality performs the vigil of right operations which are inherent in nature. In

a school where the motto of quality is education, the control of quality has a competitive edge

in terms of academic excellence enabling the all round development of the child. Along with,

the staff of an educational institution has to be well trained, developed and involved in quality

control activities.

Since the attainment of Quality depends not merely on tools and techniques but on the people,

the students and the teachers together striving for it, a novel idea has been developed by

Professor K. Ishikawa of Japan in the sixties. The whole idea was termed as Quality Circle

(QC) approach, under which the task performers at the grassroot level are given the privilege

of participating in progress and to have a say in the work they do. It may sound farfetched but

the studies have revealed that it is more-so over a true explanations that Quality Circle concepts

were first piloted at the Nippon Telegraph and Cable Company in 1962. With the effect of the

great success in this arena, today, there are around 2.5 million QCs involving more than 20

million members and extending into the services sector of Japan. As an everlasting strategical

individuality, the Quality Circle concept to upgrade the qualitative analysis has had a unique

acceptability in nearly all fields of commerce, in nearly all parts of the world, with the tide. The

QC concept as the result of the interaction between the American statistical method of quality

control and Japanese Organizational practices, is a people-building rather than a people-

using approach. It aims at making every worker a decision-maker concerning his or her own

work.

In the process of polishing the acceptance of any commodity, which may be a product on the

side of any company or producing results on the part of the educational institute, the QCs’

constitute a formal, institutionalized mechanism for productive and participative problem-

solving interaction among employees or the students. Small groups of workers engage in a

continuing co-operative study process to uncover and to solve work-related problems. Each

circle also acts as a surveillance mechanism which assists the organisation/ institution in

adapting to its environment and in monitoring opportunities. It scans the environment for

opportunities, does not wait to be activated by a problem, and does not stop its activities

when a problem has been found and solved. It follows that for greatest organizational benefit,

QCs’ should function continuously and be independent of the production process.

At the part of the upgrading, the QC is humanistic, straight and very useful for exploiting the

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latent potentials of our people. In academics, where ranking method based on examination

rules the most, where many students’ creative energies remain untapped and slowly mellows

down due to want of recognition, motivation and participation, the quality circle may open up

new avenues for the students to expose off their hidden talents.

Keeping the educational qualitative analysis in view, the education industry is witnessing

growing competition. Previously, this competition was limited by geography, but with the advent

of degree programs and specific courses being offered over the Internet by prestigious

organisations such as Harward, MIT and Stanford, Universities and Colleges now have to

deal with competition outside their local geography. To stay competitive, Universities are

looking at new methods of reaching more students outside their local geography, while

minimizing the cost structure for delivering this demand for education.

Another concern for Universities as well as primary or secondary schools, is providing current

technology as part of the learning experience, and the need to share resources to minimize

costs. Most primary and secondary schools use PCs in the classrooms as an adjunct to

standard class work. The need to train children to use PCs in today’s world is similar to that

of training children to use Calculators, 20 years back. Children coming out of secondary

school without PC Skills, will be at a severe disadvantage in the university and the job market,

under the category of excellence.

Along with, much to the acceptability, the interface between the teachers and students involve

the main components of quality in teaching, which include communication skills of the teacher,

qualification of the teacher, innovative methods of teaching, need based curriculum, adequate

training input for teachers and learner centered teaching.

Tuitions, a threat to quality, has been a grave concern over the years. Some teachers are

found not to take their work very seriously and make the challenge as a recruiting ground for

their clients outside. On my part the ideal situation would be the teachers to undertake tuition

work voluntarily without payment, as been practised by the City Montessori Chain of Schools,

at Lucknow. Here, the teachers undertake REMEDIAL classes for the weak students and are

honoured by an extra salary termed as NON TUITION ALLOWANCE by the management

with the cost that the teacher should not impart private tuitions.

More-so-over, the effectiveness of the teaching process depends on the quality of

communication between the teacher and the pupil. With many teachers teaching a large

group of students, the quality of communication is diluted and the teacher is forced to distribute

his/ her attention amongst all students. The Institution of Teacher-Guardians seeks a happy

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compromise between the ancient ideal and modern realities.

The Quality assurance in education can thus be termed as a burning issue for all academicians.

Every educationist, teacher and student feels the need of it and has definite perception of the

falling standards. Every one seems to feel the urge to contribute his/ her share in reviving

quality.

Teachers normally complain that they are not given a say in crucial matters deciding the

issues related to the system of education, that they are not given proper audience when they

want to ventilate their academic grievances.

Keeping in view the necessity, the evolution of Educational Technology has had emerged

with a wide promotional acceptance. Under the prospective of the data available through the

research papers, the association for educational communications and technology has

identified the five domains that of Design, Development, Utilization, Evaluation and

Management.

Under the essence of the Total Quality Management, the Quality Giant, Dr. Ishikawa has rightly

pointed out in one of his definitions of TQM, as “ Control of Management of Quality of all

services, business, human beings etc. and control of everything but this is from top

management, middle management to the bottom, QC circle leaders, members and non

members.” As a concept, the TQM (Total Quality Management), has had a remarking feature

for qualitative analysis of the organisation at regard of polishing the overall development of

the product.

Quality as an everlasting strategy has been the need of the day. What strategy has to be

applied in today’s educational arena is a thoughtful concern on the part of the management to

dwell into. For carrying on any work effectively, a plan is required and after preparing the plan

an act is to be decided. If such planning and selection of means or methods is not done, work

will take place in an unorganised and haphazard manner and the cumulative effect of it, will

not be beneficial to the concerned. For this, the awareness of the faculty, with different teaching

strategies which can be adopted in institutions or higher and the usage of those strategies

would contribute to a better teaching-learning process at all levels.

According to Anthony S. Jones, an educationist, “Teachers need to vary their teaching

strategies in different class room situations and many competently utilise only a few and

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many times only one. This severely limits the teachers over all effectiveness. When a teacher

relies upon a single approach on an instructional strategy, student boredom can easily create

learning or discipline problems. A teacher’s lack of knowledge and methodological fluidity is

indicative of a lack of knowledge and methodological fluidity is indicative of a lack of knowledge

of student’s needs, interests and individual learning conditions. It is in effect a very detrimental

form of professional ignorance.

Along with, the method of discussion can well be adopted to make the teaching more effective.

Under this method, the very class can be divided into groups and the very same can be

arranged on different aspects of a subject. After this the group leaders shall report to the

entire class and prepare the summary of the discussion in their groups. This is also possible

by simply floating the questions in the class for discussion at large. The debate method at this

juncture can be effectively used to highlight the opposite view points on any subject. With the

revolutionary usage of audiovisual devices, the students can also be asked to write papers

on a particular subject and after the presentation of papers, the discussion shall take place

on the respective subject. Under this method of imparting knowledge of literacy, the thinking,

writing and presentation skills of the students can be kindled. Now with the march of time and

tide, there has been a novel way of teaching through the framing of Quality Control Circles in

Academics. Under this the value based concept could be very rightly adapted for infusing a

spike of excellence, emotional development, humaneness and self discipline. The main

objective of QCC is to build the people of tomorrow. A family chatting around the fire place of

a weekend evening, or at the dinner table on a routine basis, discussing what happened

today and what needs to be done tomorrow, sums up the spirit of “QUALITY CIRCLES”. In the

family there is warmth, comfort and mutual concern. There is a sense of belonging and

collective pride. Along with, in the work arena, this has to come about, to be created as QC

aims at just that.

It is a good saying that, those who feel good, produce good results. All of us carve for some

freedom, some opportunity to put our latent potential to use and to receive recognition in

return. Quality Circles are not a panacea, not also a tool to solve all problems in an organisation.

They are a people-building measure and also a step towards great involvement. The ownership

of issues is of importance. The learning and synergy that emanates from effective team work

is an experience worth seeking. QCs’ choose their own projects from work related issues

and brainstorm to resolve the issues. The “Ownership” of the issue constituting the “project”

leads to much satisfaction subsequently.

All in all, quality circles need careful nurturing. It is a simple concept, easy to understand. But

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it also requires conviction. Conviction that people can contribute and in the process be creative,

given a chance. It demands patience and perseverance. In the present day situation of

liberalization and intense competition, when distancing could take place between the

individuals and their organisations, an effort like the quality circles needs to be encouraged

by one and all.

According to David Hutchins, who is responsible for bringing the concept of quality circles to

Europe and is ranked amongst the world leaders in its implementations. A “Quality Circle” is

defined as a “small group of work people who, under the leadership of their own foreman or

supervisor, are trained to identify, analyze and solve quality-related problems on a voluntary

basis and present their solutions to their managers.” In the field of academics, the quality

circles are framed among the students with a teacher as a facilitator and the circle framed

among the teachers is basically termed as a QUALITY IMPROVEMENT TEAM (QIT). Under

this in contrast to the norms of any company, the main objective is to create an institution in

which everyone becomes involved in working to make their organisation a better place to be,

to share equally in its success, to feel a part of the total community, to develop a sense of

pride and loyalty and to feel that their company/ institution is better for them being there.

Now since the Quality Control Circles movement has entered into the arena there has been

an extraordinary reflection of students’ case study presentations at national and International

Level conventions, in totality. The QC philosophy is a Japanese philosophy of participative

culture in any work arena. This novel aspect has come up to the view to enable the temples of

knowledge to have a competitive edge in terms of academic excellence, enable growth and

fame of the institutions, bring the parent’s satisfaction, delight and surprise by enabling the

overall development of the child in all spheres of life.

HOW DOES TQM CREATE AN ENVIRONMENT THAT PROMOTESQUALITY?

TQM is more than just a philosophy. In addition to proposing new theories about the workplace,

it advocates specific changes that managers need to make if they want to improve the system.

These changes are best described in Deming’s “14 Points,” which are condensed under the

four categories below:

* Customer Relationships: Customers can be either internal or external to an organization.

Just as a customer is the person buying a product in a store, an employee is the customer of

management. Managers need to realize that quality work will not be done unless they provide

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employees with quality products to work with (Blankstein 1992).

* Employee Empowerment: TQM starts at the top but should permeate the workplace; it fact,

it will fail without employee involvement. Since workers know more about their jobs than

management does, their input is vital to improving the system. It is a manager’s responsibility

to continually train employees in the methods of TQM, involve them in management decisions,

listen to their suggestions for system changes, and work to implement those changes

(Schmoker 1992).

* Continual Gathering and Use of Statistical Data: Most companies monitor the quality of

their products by doing mass inspections that determine how many low-quality items are

being produced, but Deming calls for monitoring of the production process by continually

gathering statistical data so that problems can be identified as they are happening instead of

when it is too late to solve them. When problems are identified, they should be the focus of

discussion, and the groups discussing them should rely on the data to institute change instead

of randomly assigning blame to individuals or departments (Deming).

* Create an Environment that Promotes Unity and Change: People need to feel comfortable

discussing problems and suggesting solutions. Managers need to work at breaking down

barriers between departments so that interactive discussion can take place. Fear must be

eliminated. Also, managers are urged to do away with slogans, quotas, goals, and objectives

since they encourage competition between workers and put the focus on individual results

rather than process (Deming).

HOW DOES TQM TRANSLATE TO EDUCATION?

Considerable effort has gone into translating ideas generated by TQM to education, and

adaptations of Deming’s fourteen points pepper recent educational journals. Most of the

points, such as the dissolving of barriers between departments, are essentially the same in

education as they are in the business world. Some TQM advocates, however, call for changes

in education that may seem radical to educators.

* The Role of Students: TQM recognizes students as both customers and employees of the

educational system. Administrators need to involve students in their own education by training

them to question the learning process, and once the students have questioned it,

administrators need to seriously consider student proposals for change (Olson 1992b).

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* The Role of Teachers: TQM calls for changes in teachers’ relationships with both students

and administrators; teachers need to view education through students’ eyes, and they need

to work with administrators as a team. This teamwork is largely the responsibility of

administrators, who need to delegate some of their responsibility and power to teachers

(Rhodes 1992).

* Testing and Evaluation: Instead of using standardized tests and grades to measure students’

progress, schools that embrace TQM often try to assess student progress regularly throughout

the school year. By doing so, they avoid bringing problems to students’ attention at the end of

the year, when it is too late to do anything about them. The same sort of process is used to

evaluate teachers and administrators as well; instead of basing teacher evaluation on one

classroom visit, teachers are evaluated throughout the year (Blankstein).

WHAT ARE THE ESSENTIAL ELEMENTS OF TQM IN EDUCATION?

In a TQM school or college, improvement teams and individuals are constantly working on

improving service to customers. The concept of a service being “good enough” is considered

inadequate. The following are the required expertise towards TQM in schools:

1. Awareness and Commitment for Everyone

The linguistic, kinesthetic, visual, and/or mathematical talents of a student will not be developed

to their fullest potential unless EVERY member of a teaching-learning partnership promotes

the highest possible quality at each step in the development process. A transformation from

“good-enough” or traditional education (where marks or grades of “A” and “B” are good enough

even if they do not represent best work) should begin with everyone being made aware of the

potential and the elements of TQM. An excellent way to begin is with a total staff meeting with

parents and school board members participating. The meeting can provide:

o A dynamic overview of TQM elements and potential by one or more presenters who

have experienced both and

o A clear commitment from the school board, superintendent, and principal that they will

fully support TQM efforts and that they do not expect (to use the language of W. Edwards

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Deming) “instant pudding” results.

2. A Clear Mission

Managing continuous movement toward progressively higher quality standards depends on

defining those standards. If a TQM steering committee is formed in a school (See element

#10a.), it should determine the answer to this question—Does the school have a clear,

customer-focused mission statement and a functioning process for divisions and/or

departments translating this statement into exit outcomes for graduates? If the answer is

“no”, that problem must be addressed with local, state, national, and employer standards.

These standards should emphasize developing students’ abilities to solve real-life problems

rather than just memorizing subject matter. The latter does not represent quality for either

students or employers.

3. A Systems Planning Approach

Traditional education has become excessively compartmentalized. Teacher X provides an

English course; science teacher Y might focus heavily on a student’s knowledge of scientific

principles without paying much attention to developing that student’s ability to use English

principles in writing a technical report. Subconsciously, the student begins to view English as

a “course” instead of as skills to be USED. If higher levels of student competence are to be

developed, there must be higher levels of system-wide and cross-department PLANNING for

instructional improvement in schools and colleges. Lack of system planning is a serious

obstruction to higher quality in student learning. Compare this school-wide reading

development plan in a middle school with what you know about many narrower traditional

remedial reading programs.

4. Teaming Replacing Hierarchy

The hierarchical organizations of yesterday are still dominant in too many businesses and

schools. Such organizations tend to promote individual effort “good enough” to satisfy a

supervisor who sometimes knows less about how to achieve quality than those he/she

supervises.

5. Enablement AND Empowerment Replacing Fear

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Traditional do-it-to-them evaluation systems by themselves generate fear and lack of initiative.

Staff members focus on doing whatever is enough to keep the boss happy. However, if volunteer

members of empowered improvement teams are given opportunities to become experts

and/or to use experts, that enablement generates excitement and dedication.

6. Focus on Mastery Learning

In traditional classrooms, teachers often follow this sequence:

1 Plan—————————> 2 Teach———————————> 3 Test

The normal curve that usually results stands as testimony to the fact that many students fail to

learn at the highest possible level in this system. The TQM alternative is:

1 Plan—> 2 Teach (DO)—> 3 Check**—> 4 Revised Teaching (ACT)—> 5 Test**

In the “check” step, formative (not-for-grade) testing is used to determine which learning some

students have missed. Then non-mastered material is retaught in some different way or style.

If advisable, the checking and revised teaching can be repeated more than once. Meanwhile

students who have mastered the material move to enrichment learning or assist with instruction

of those who have not achieved mastery. This system of mastery learning can result in much

more complete learning for most students, in effect, a positive movement of the “normal”

curve. This improvement in learning is a basic purpose of TQM in the classroom.

8. Development of Student TQM Skills

In addition to using TQM to improve learning in general, every school district should specifically

equip its students to understand and use TQM. This is a basic part of schools contributing to

readiness for work in the global economy. Whether a school staff decides to integrate learning

TQM into existing courses or to provide it as a separate course, it is important that students

DO and not just study about TQM.

9. A Humanistic and a Brain Compatible Focus in the Learning Environment

Dr. William Glasser has provided one of the best translations of TQM principles into suggestions

for a very productive learning environment. Every educator can profit from reading his book:

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The Quality School Teacher, by William Glasser, M.D. (1993)

Harper-Collins Publishers, Inc.

10 East 53rd St.; New York, NY 10022

It provides information on six conditions for quality schoolwork:

a. There must be a warm, supportive learning environment.

b. Students should be asked to do only useful work.

c. Students should be asked to do the best they can do.

d. Students should be asked to evaluate their own work and improve it.

e. Quality work should always feel good.

f. Quality work should never be destructive.

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2. WHY SIX SIGMA IN EDUCATION ?

An Introduction Integrated with TQM

THE CONCEPT:

The marching trend of the new economic order has generated a new capsule of SIX SIGMA

as a unified approach to process excellence. The tests reveal that it has transformed some of

the most successful companies in the world like Motorola, GE etc. It is activated as an

approach to aiming at the target by changing the culture of a company, involving everyone in

the company, not just the Black Belts and Green Belts. The concept of SIX SIGMA is to identify

the problem in a process, set up project with the processes, evaluate the process and work

through the project in order to improve the process in totality. In the words of JACK WELCH,

Chairman of GE, the SIX SIGMA, is “The only programme I’ve ever seen where customers

win, employees are engaged in and satisfied by, shareholders are (rewarded), Everybody

who touches it wins.” In education it pertains of improving quality of matter taught, the character

generated of the pupils in certain and the quality of study and school life. With the revolutionary

usage of audiovisuals devices, like projectors, video conferencing, etc., the students can

also be asked to write papers on a particular subject and after the presentation of papers, the

discussion shall take place on the respective subject. Under this method of imparting

knowledge of literacy with quality, the thinking, writing and presentation skills of the students

can be kindled. Not only this, the existing method of QUALITY IMPROVEMENT through SQCC

(Students Quality Control Circles) have had the value based concept as a simile for the Six

Sigma standards. It infuses a spike of excellence, emotional development, humaneness and

self discipline.

ORIGINS OF SIX SIGMA:

The concept of SIX SIGMA originated in the 1980’ as MOTOROLA in response of the threat

of Japanese counterpart got excited of the zero defects. Further the concept broomed to

Allied Signal and General Electric (GE), as a result it became a news in 1996, that GE had

made over $1Billion of cost savings. In academics it is still in infancy. It is dependent on the

management gurus for implementation.

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TARGET & TECHNIQUES OF SIX SIGMA:

The SIX SIGMA tends to raise customer satisfaction by reducing the number of defective

from a process to 3.4 defective per million. The progress towards the target is measured by

the sigma rating. If it can not be measured it is bound to have a raise instead. Again in

academics, it standardises the enhancement of the result by percent increase. The defects

here symbolises the failures or the third divisioners.

WHAT & WHY OF SIX SIGMA ?

Six Sigma applies a systematic methodology for improving organizations’ processes, based

on rigorous data gathering and analysis. The approach focuses on helping organizations

produce products and services better, faster, and smarter by improving the capability of

processes to meet customer requirements. Six Sigma identifies and eliminates costs that

add no value to customers. Unlike simple cost-cutting programs, however, Six Sigma delivers

cost cuts while retaining or improving value to the customer.

Six Sigma is a highly disciplined process that helps an organization focus on developing and

delivering near perfect products and services. The methodology is based on established

statistical process control techniques and data analysis methods. It features systematic

training of all personnel involved in the activity or process targeted by the program.

The Greek letter d (sigma) is a mathematical symbol that represents a measure of variation:

the distribution around the mean of any process or procedure. The term “Six Sigma”

mathematically defines an optimum measurement of quality: 3.4 defects per million events. If

an organization can reduce its product’s average deviation, then less of it will be faulty and

cost savings result. In other words, do it right by progressively monitoring and eliminating

mistakes.

Understanding what the customer considers “critical to quality” is a cornerstone of any

successful Six Sigma initiative. The link between Six Sigma and business process thinking

often determines the span and depth of performance improvements. Both incremental

business process improvement and Six Sigma are intended to develop focused solutions to

eliminate root causes of business performance problems without radically changing existing

processes or organizational structure.

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CULTURE OF SIX SIGMA:

The work environment or the quality of work life suggests the culture with permeates a company

in the desire of all staff to achieve that target, to increase customer satisfaction, to increase

efficiency, lower costs and improve profitability. This culture provides an important and

continuing focus to management. The quality of SIX SIGMA penetrates applying to all of a

company’s business, whether ‘defective’ means an out-of-specific time coming off a production

line, the amount of ‘re-work’ in a batch of a product, a document with a misprint, or an overlong

delivery time. Now, the implementation in the educational arena requires the significance of

the teaching fraternity as the employees or the workforce in general. The customers tend to

be the parents who pay the fees and want quality in return of the good result of their wards.

APPLICATION OF SIX SIGMA IN EDUCATIONAL INSTITUTIONS:

The following are some of the common processes in the educational institutions which can

be significantly improved by applying the Six Sigma methodology:

* academic achievement

* the process of college admission

* teaching and academic programs

* study program and process

* institutional effectiveness

* student learning performance

* evaluation of the instructional delivery

* the accreditation process.

The implementation or application starts with the recognition of a problem, and the defining

of a project to cure or alleviate that problem. The dependence of any standard of academic

or production is totally dependent on the following format for DMAIC.

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The project is undertaken by a team using DMAIC, meaning DEFINE, MEASURE, ANALYSE,

IMPROVE and CONTROL. These are defined well as:

DEFINE : The definition of the project/ assignment, using process map, application area,

desired improvement, likely benefits etc. The importance lies of having the chance of a high

successful delivery of better quality and saving costs in totality. Here in context of academic

strata, the failures include the definition of the problem in as an identity. The others may

include projects like real life problems pertaining to “DISTRACTIONS IN THE CLASS ROOM”

for example.

MEASURE: This involves the analyses of the process to determine its present state and the

future, as obtained. The data collection is a well suited frame for this.

ANALYSE: This involves the data analysis for identification of parts of process which affect

the quality of the problem.

IMPROVE: This adds to the process to find a permanent solution to the problem. This may

involve better forecasting, better scheduling, better procedures or better equipment, specifying,

teaching techniques, work environment for the teachers and school campus quality life.

CONTROL: Involves the process of closing the problem by putting in the right procedures and

management statistics.

21



SIX SIGMA PROFESSIONALS:

Six Sigma Organization

Executives

Champions Provide direction & resources

Master Black Belts Teach and Mentor Black Belts Lead Business Unit Projects

Black Belts Lead Multi-Functional Projects Mentor and Coach Green Belts

Green Belts Guide Day-to-Day Functional Projects

Sustain the Gains

COMMITMENTS RESULTS

AS IN ACADEMIC INSTITUTIONS (AS UNDER)

BLACK BELTS:

They represent the Six Sigma experts with a thorough grounding with the ability to lead the

projects, an upper hand over Green Belts. The incharges of Senior School include in this

gentry. In industries, the project leader is called a Black Belt (BB). All BB candidates should

have a history of accomplishment. A BB assignment typically lasts for two years during which

the BB leads from eight to twelve projects, each lasting approximately one quarter (large

projects are broken down into segments of approximately one quarter). The projects will

likely come from different business areas, thereby giving the BB a broader view of the

business. Reporting on the projects and documenting their impact are important aspects of

the BB experience. They enhance the fast-track aspects of the BB experience.

GREEN BELTS:

These represent the Six Sigma Practitioners, with a thorough grounding of the approach.

22



The Incharges of the Junior School, Primary School activate as these designators. The project

team members are called Green Belts (GBs), and they do not spend all their time on projects.

GBs receive training similar to that of BBs, but for less time. They typically get their training to

participate in an important project for their business. Six Sigma project participants, such as

BBs and GBs, tend to be agents of change who thrive in the new business climate of constant

change. They are open to new ideas and are used to rigorously evaluate new ideas.

MASTER BLACK BELTS:

These represent people who spend their time on SixSigma, assist leadership for projection

and consultation. The Adiministration Officer or the Vice-Principal act this position. Master

Black Belts (MBBs) are resources for the project teams. MBBs are often experienced BBs

who have worked on many projects. They generally have knowledge of advanced tools,

business and leadership training, and teaching experience. A primary MBB’s responsibility

is training and mentoring new BBs in the organization.

CHAMPIONS or LEADERS:

They are the senior managers who ensure that resources are available for training and projects

and also conduct reviews. The Principal activate this goal, in collaboration of the management.

IMPLEMENTATION OF SIX SIGMA

With the outcome of the implementation of this novel concept, researchers have found that

successful deployment of Six Sigma involves focusing on a small number of high-leverage

items. The following are the steps needed for the successful implementation of this concept:

1. The success improvement must start from the senior level of leadership. This is done by

providing training of the principles and the tools needed for the purpose. Simultaneously, the

steps are taken to “soft-wire” the organization and to cultivate an environment for innovation

and creativity, at totality. The generation of Quality Improvement Teams at the level of Principals

and other members of the management.

2. The module is developed for establishing close communication with customers, employees

23



and suppliers. This involves developing rigorous methods of obtaining and evaluating customer,

employee and supplier input. The teachers act as these database for reporting and conduct

of study.

3. The assessing is made of training as an indispensability. The remedial basic skills

education is also provided to ensure that adequate levels of literacy and numeracy are

processed by all employees/ teachers.

4. A standardised framework for continuous improvement is developed with a system of

indicators for monitoring progress and success.

5. The six sigma projects are conducted by individual employees and teams lead by Green

Belts and assisted by Black Belts.

With the above mode of conduct of implementation of the SIX SIGMA, the research proves

that firms that successfully implement Six Sigma perform better in virtually every business

category, including return on sales, return on Investment, employment growth and share price

increase to the level of production within an organisation. With the above as an essential tool

of productivity and enhancement of quality, as an everlasting strategy has been the need of

the day. What strategy has to be applied in today’s educational arena is a thoughtful concern

on the part of the management to dwell into. The above management technique is a proved

methodology of success by one and all and pertains to KAIZEN or the continuous improvement

philosophy.

24



IMPLEMENTATION OF SIX SIGMA:

How to get it started:

First, identify the organization’s key business processes that deliver value directly to the

customer and stakeholder. Most educational institutions have between five and eight core

customer and/or mission-critical business processes. These processes include college

admissions, academic achievement, faculty and staff development, and academic process

management and improvement planning. Map these processes at a midlevel and measure

the current process results. Detailed process flows, like those you’d find at the work-instruction

level, aren’t necessary here. Instead, outline the major handoffs between functional

organizations of the business. Next, identify the most important issues or “disconnects”

between the customer and the school/educational institution’s perspective, and involve the

leadership team in prioritizing them.

Next, decide on the required scope of improvement and whether to perform process

improvement or process redesign. Process improvement usually fixes a segment of a larger

process, whereas process redesign involves building a new process to replace an old one.

Initially, small to medium-sized schools/colleges should begin by performing process

25



improvement using basic Six Sigma methodology and then measure the results and quantify

the savings.

Although these steps appear straight-forward, they’re far from effortless. In fact, the following

are just some of the elements needed for success:

* Visible top management commitment

* Keen sense of urgency

* Clear definition of customer/stakeholder requirements

* Shared understanding of core processes and key customers/stakeholders

* Honesty in measuring current performance

* Discipline in prioritizing the critical few improvement projects

* Communicating success stories and proving that the approach works

* Rewarding and recognizing the performers

* Institutionalizing the approach.

A Rising Example on Implementation of Six Sigma In Education:

Teachers, according to Hodges (who is one), are great at solutions. Often before they have

even identified the problem, they have a solution – or two or three solutions. So, Hodges

began every meting with teachers by asking these questions:

* What’s the problem?

(“Often, I’d get two or three problems they had thought were only one.”)

* How do you know?

* What are some of the root causes?

* What treatment can we apply?

* What are the results likely to be?

26



After many repetitions of this process, the teachers began to see the value of identifying the

problem before tackling how to fix it, Hodges said. One story in particular illustrated how

understanding a complaint requires an understanding of the real problem:

Many of the teachers frequently complained among themselves about the poor air quality in

the classrooms. Poor air quality led to increased absences, more asthma attacks and labels

of “sick building syndrome.” The problem was examined carefully using a Six Sigma approach.

An environmental specialist was involved, and data was gathered and analyzed by a team

consisting of a teacher and a custodian. What they found surprised everyone. Some of the

teachers kept animals in their classrooms, with no protocol for caring for them or cleaning the

cages or other husbandry issues. Some teachers, for lack of appropriate space, had placed

books, papers and other materials on top of ventilators, thereby blocking effective air circulation

in those rooms.

Once the factors were identified and analyzed, curative measures could be discussed, chosen

and implemented. The result of the Six Sigma project was clean air. Plus, the teachers were

thrilled that their grievances had been listened to, and that a solution had been found. To top

it off, the school district was honored with an indoor air quality award.

The belief of the above says that it is a great success. In addition:

With careful use of the methodology, the teachers analyzed every aspect of the problem, and

began to see that it was quantifiable. The result was to pilot one textbook through the ninth

and tenth grade levels (and advanced eighth grade) in all schools in the district. At the end of

that period, with all students literally “on the same page,” they would be able to test on a

particular core of knowledge. Test results would be quantifiable, and there would be the added

benefit of a cost savings. With all the schools buying the same textbooks, a larger discount

could be negotiated.

27



VOC – Voice of the STUD ENT

VOC VOC –– Voice of the Voice of the STUD ENTSTUD ENT

Every Six Sigma project should Every Six Sigma project should satisfy the STUDENTsatisfy the STUDENT’’S needs and S needs and

requirements.requirements.

Six Sigma for the Future

Hodges is full of ideas for new projects and issues that he has long wanted to explore, both

on the business side and the educational side. Among these are:

* Using a web-based system (which already exists) to assess what the students

actually know.

* Employing an internet resource to order textbooks, so that one person, and not

four, can order books for the coming school year, and then check the distribution of

those books as they are shipped to the various schools.

* Finding out why teachers are hired to perform one function, and end up doing

something entirely different. This happens quite frequently, Hedges noted.

A workable on-line system for applications for teaching positions is one of Hodges’ pet projects.

The district had one, “but no one used it,” he said. A new system is now under development.

It is being designed with data gathered from analyzing and testing the old system which had

multiple deficiencies. The concept – to eliminate some of the paperwork in job applications –

was admirable. “But there was no customer satisfaction in the program,” Hodges said. The

old on-line system was difficult to use, cumbersome and tended to quit on users before they

28



had finished the application.

Implementation of Implementation of Six Sigma Six Sigma

Which process is causing you and your PARENTS the most amount of pain? Look for the low hanging fruit.

What’s wrong with the process? Why is this process not meeting your STUDENT’S requirements? No solutions at this point.

The best thing about Six Sigma in the schools, according to Hodges, is that, with help from

his colleagues, he has been able to effect change in areas that everyone agreed needed

serious overhauling. Six Sigma is now so integral to how things are done in this school system

that Hedges teaches it in his classes. “I teach students to follow the same methodology I’ve

had their teachers use.”

IN A NUTSHELLIN A NUTSHELL

6 Sigma is a Quality Philosophy. It's a philosophy that talks about attainable

short-term goals while striving for long term objective.

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3. IMPACT OF IT ON QUALITY EDUCATION

The marching trend of the computing arena has marked a revolutionary stroke to the developing

educational arena. With computers making a headway in every walk of life with increasing

software expertise, the very base of our social infrastructure, the schools have had a good

pace of advancement. The computer education has introduced an interesting phase among

the students. The result of the SAARC contest by the Indian teams in the past years of schools

has proved that it is more-so-over a true explanation.

Tomorrow is not far away to them when there will be more intelligent use of computers. It is

certainly through this mini desk top tool that the students can be best empowered for creativity

of operations for better prospects and overall development at all levels. These machines are

certainly going to prove as the indispensable substitute to pencils, papers and books.

There is a novel nomenclature of Edutainment, the latest buzzword of the day, as the

conglomeration of education and entertainment, with each element playing a significant role.

With the series of operation research over it, with the development of various software of

educational nature have provided a boon to both the learners and the deeply involved

educators. For the learners, there is an impressing attraction towards the educational CDs,

and has become a fun filled experience. Along with, the educators, the teachers are getting

aided with this tool and has made teaching easier and interesting. To provide an access to

the pre-primary lots, the software has been termed as ‘Totware’, to surprise. They are designed

specifically to promote a quality workstation for the teachers and budding tablets of prosperity,

the students. They are edutainment programs aimed totally at the needs and abilities of children

as young as two years of age. They are even given pace to use underactivity, bright colours,

music and sound effects keeping little children interested while introducing them to basic

concepts. The products in this category address a wide range of skills and concepts. These

programs are mainly supportive of exploration and experimentation. India has a proud image

before her academic gentry inclusive of trainers at large. The software developers in the

country have also not been blind to the needs of the tiny tots. The smart march towards the

year 2001 series has had an alarmingly interesting modules of teaching aids through

multimedia and virtual reality. The stunning example to cite is of an exciting computer class in

Bombay. As you step in, you find a classroom of tiny tots peering at colourful graphics on

computer monitors. Fruits such as bananas or pineapples appear on the screen in various

configurations. The children count the number of fruits and then punch the figure on the keyboard.

30



If they get the number of fruits and then punch the figure on the keyboard. If they get the

number of fruits right, they are rewarded with a teddy bear on the screen. This novel way of

powerful animations and video, fascinating fagots, and exciting activities provide hours of

interactive learning.

With this, the student workforce is bound to come up with unique excellence like writing stories

on the computers, print out their own books and learn to use spread sheets and similar

programs in math projects.

Accordingly, the quality upgradation of the institute can be shaped well of universal acceptance

through the networking of computers in the classrooms through Internet or any other

international network which would delimit the walls of the classrooms by extending the reach

of its occupants to other distant countries. It is being made possible to even access to the

libraries of the different universities all around the globe. Far-fetchingly, some districts in

America have installed voice mail system that allows parents to call in the head of their kids

or to hear the day’s homework assignments or any other relevant information.

With this journey of excellence in academic arena, the next unique operation under way is of

accessing on to schools through computers sitting right at home. This is sure to make even a

bed ridden child attend the class. Also through this, to the level best, all the children would use

the school’s electronic resources for help with home work or for independent studies. Like

many other path breaking efforts these limited bids in education technology too have

considerable following skeptics. According to them the software wizardry applied to schools

will rectify the creation of haves and have NOTs’. It is going to build up a huge information

gap, with well financed schools at the one end and those in remote cities on the other. But

with the march of time this gap is going to be filled up through developments. We as educators

are to execute our expertise in this direction to promote the essence of “QUALITY IN

ACADEMICS”, for overall excellence in the schools all over.

The succeeding image is certainly going to produce in the mass revolt from the teachers, as

with the aid of the intelligent machine, the computers, as they may fear of being probable

jobless. But this has again the optimistic view and approach as it is quite clear that computers

are ‘His Master’s Slave’ and can never operate on their own. With the march of time and tide,

the arena of the Information Technology has had an indispensable role in nearly all spheres of

life. To quote the factual concern, the following proves the same.

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The Year : 2020 AD.

The Location: ABCD Medical College Lab.

The Session: Heart Surgery.

The Participants: MBBS students and the Instructor.

And, with all this what are they suppose to do?

The instructor is due to operate on the heart of a person who, in reality, does not exist. But the

students and the instructor can well “see” and “feel” and the Instructor can as well explain

about the minute of the cells possible, with all the activities being carried out in a typical heart

surgery. In fact, the concept is of ‘VR’ the virtual reality, in action.

Secondly, the year 2021 AD.

The Location: A Castle in GOA, India.

The Scenario: Tobo, a primary school kid, with his home PC. What is he there for? Well, he is

seeing a real time display of the great wall of China in order to prepare for a school seminar

on the great wonders of the world. And, how is this made possible? Tobo, is hooked on to a

world wide communication network made up of home computers, mainframes, super

computers with huge database, telecom lines, earth stations, satellites and cameras, all in

sync to meet to Tobo’s specific queries.

Now, with the buzzing virtual connectivity through the net, there is a global opening of new

vistas in the commercial world. It has created a powerful ripple in the ocean of information

world, to allow everybody to share the information for sustainable developments across the

globe. It is also a facilitation for all the connected to develop their own website for anybody to

access around the globe.

All this has become simple and even possible for a common man without a sound knowledge

of computers - one once awful device. Accordingly, the technology has extended human

capabilities, which is fundamental to the successful usage of technology. As per Kearsley’s

theory of qualitative productivity, “Increased productivity is a function of human abilities

32



extended through the soft and the hard components of technology.”

INCREASED PRODUCTIVITY =

Human Abilities

+

Soft Technology

+

Hard Technology

i.e. any component on the right becoming zero results in zero productivity. Moreover, any

mismatch between any of the three components will lead to disaster. But, to the high order

grading, the appropriate technology, reduces training time, minimizes training resources,

lowers dropout rates improves proficiency in performance and increases satisfaction at all

levels. The way this very technology in the form of computers, known as Information Technology,

introduced a very important technology, introduced a very important instructional capability

as INTERCONNECTIVITY.

Today, in the traditional educational arena, the teacher performs different functions like planning,

evaluating and locating appropriate instructional resources, developing complementing

instructional resources, handling administration, laisoning with students/ parents/ administration

and teach as well. In addition the teachers do have to take care of slow learners changes in

syllabi, discipline and adhering to the overall development of the child.

A new concept featuring CAPES, i.e. the Computer Aided Paperless Examination System

has also been developed by the NIC (National Informatics Centre), Govt. of India, to regularise

and facilitate the examination system of the country. It is fool proof of any leakage and traditional

corruption. On the other hand, on the part of the teachers, the computer with well designed

software, has several strengths that make it an effective instructional tool. This computer

aided instruction is made possible by developing in accordance with the internal process of

33



learning. These internal processes are alertness, expectancy, retrieval, selective perfection

and perception, semantic encoding, retrieval and response, reinforcement, cues and

generalisation. The more of these that are included, the greater is the degree of confidence

in the performance. Alongwith, the learner characteristics such as interest, reading rate, prior

experience and knowledge and job interests have been successfully used by designers to

zero in an appropriate instructional strategies. The interaction encourages participation, allows

for remedial measures and increases value added learning time. The learning should exercise

appropriate control in terms of convenience, preference, review, exit and sound tests. The

regular review of the computer aided instruction material is essential to improve on

presentation format and upgrade to ensure curricular and programme adequacies.

The University of tomorrow will certainly be serving in the information society, this irrefutable

fact has important implications for the strategies each institution should adopt as it enters

into the next century due to the significant impact the information society will have on higher

education in general and each University in particular. It is important that each University take

full cognizance of the changes in the information society and face one of the most complex of

all campus planning operations pertaining to acquisition, distribution and management of

computing and related technologies. Hence each institution must make its plans and develop

its strategies to be proactive with respect to the environment context and must not lag behind

society in general and other educational institutions in particular.

The big concern of the survival and success of an institution depends on the extend to which

it looks to the future, identifies the opportunities in the turbulent world around it and adapts its

special competencies to those opportunities. In general terms, strategy is the fundamental

means an institution employs to achieve a match with its environment, or, alternatively, a

pattern in a stream of actions or decisions which relates an organisation to its environment.

As we move forward, the role of that information services assumes on campus will surely

expand to accommodate the burgeoning technology that is finding increasing use in Higher

Education. Its role will not only be to provide the traditional academic and administrative

computer services, but to develop standards for networking computer acquisition, data

interchange, video transmission and whatever other areas are included under his or her control.

Attendant to this activity will be the development of organizational structures and enabling

policies that will allow the nation to better utilise the technology to satisfy the academic goals

at a large. With the accelerating phase of the advent of Information Technology there is an

emergence of a new social order. This has made the need for computer literacy among the

masses indispensable. Rapid progress in the area of electronics and space technology have

34



contributed substantially to this phenomena.

A digital computer is an electronic machine and a very powerful tool in information processing.

The computer can well store, retrieve, analyse and synthesize data or raw information received

from various sources to produce meaningful information necessary in making decisions and

solving problems. It has become easy to obtain information about our bank and insurance

accounts, train and airline reservations through computerised systems. Several special effects

are created in electronic music and watch television programmes. Computerised zerox

machines, washing machines, digital watches and the like are familiar to nearly all of us. We

are also aware of all of the factories in which computer controlled robots perform various

mechanical operations and space programmes which are heavily dependent on the new

technologies. These are just a few examples of the kind of changes which have offered in our

society in recent years and the rate of change is only going to rise in the years to come. To

match the new realities of today’s sophisticated technology, there is a pressing need to develop

new skills to make the most of the new technology that is available to us. The costs of introducing

and using these new techniques, providing the necessary equipment, and training people in

their use have to be set against the old methods of operation and the social consequences of

making the changes. The children in our schools were born in this era of change. They cannot

see anything strange in these novel approaches. The curriculum for all pupils in schools will

have to place emphasis on technological change and its implications. Such a curriculum

should ensure that all students are able to use technology to communicate effectively with

and through the computer as well as appreciate its role.

The information revolution of the twentieth century which has been brought about by advances

in the computer technology has created an information society in which a majority of the

labour force is expected to hold information-related jobs. Ignorance about computers will

rather render people functionally illiterate as does ignorance of reading, writing and arithmetic.

This means that our society will depend heavily on information technology in many areas of

work and personal life. Hence, the new task of our schools is to familiarise pupils with

applications of computers. A computer literate has an aid to problem solving in a variety of

disciplines. This familiarity essentially involves an understanding of the use of facilities such

as word processing, screen reading and the effective usage of files and data. It also demands

a limited comprehension of keyboard skills.

Under this, keeping with the marching pace towards the promotion of literacy, the idea of

providing knowledge about computers in schools was put into practise in the country through

35



a pilot project called CLASS, (Computer Literacy and Studies in Schools) in 1984, by the

Government of India as a joint venture of the Ministry Of Human Resource Development and

the Department of Electronics.

The interactive nature of computer based learning and the facility to individualise the learning

experience, the needs of the learner are the two most important aspects of computer assisted

learning. The capacity of the computer functions somewhat like a traditional teacher through

the use of a suitable educational software. In this mode, the computer can be used to teach

the learner through tutorials, drill and practice, games, simulations or a combination of any of

these strategies. Besides the computer can be programmed in such a way that tutorial lessons

can be given to the pupils. With this, students will be able to learn at their own performance

independent of the teacher.

Using quality educational software packages, good learning environment can be created in

schools. As such, it is necessary for all citizens to understand what computers are capable of.

Students should be aware of the many uses of computers, such as their use in teaching-

learning, information storage and retrieval. Any country’s social and economic well-being

depends entirely on how well equipped its people are for a literacy-intensive technology in

order to promote overall quality oriented academic excellence. If computers can assist us in

the teaching process then there is a good reason to welcome their appearance. Hence, it is

absolutely essential for all those involved in education to become computer literate.

With the irritation of leakage of question papers of academic arena, there appears a tough

tasks to exist for the academicians. Accordingly, there appears to be a great phobia of the

mass designing of the question papers of N sets manually.

The advent of the intelligent machine has led to the specific indispensable importance of

computers in this regard. The question paper setting assumes prime importance of computers

in this regard. The question paper setting assumes prime importance in the present education

system. Keeping this concept in regard, there has been a recent development in order to

pace the usage of computers, through the concepts of CAPES and QUEPS.

CAPES, the Computer aided paperless examination system, offers firing of the multiple

questions on the terminal to the candidate on a particular subject, with the questions having

been already fed into the machine by the authority concerned for the conduct of the examination.

This system allows no cheating as the probability of flashing out a similar question to a set of

36



two candidates is one in every hundred. Here the candidate is not at all required to have any

working knowledge of computers, simply he/ she has to press the right alternative key on the

keypad. With this, there is no need of the office/ stationary/ Invigilators etc. The usage of this

system has revealed great success by the concerned authorities. The results are much more

reliable and speedy as compared with the traditional type of examination.

On the other hand, the recent development in this regard is the QUEPS, which is a prototype

knowledge based system, for question paper setting. This system also aims at modelling the

human expertise, which is perishable, is affected by fatigue and prejudices and lacks ability

to duplicate with ease. Perhaps, in the domain of question paper setting, deep knowledge

may be available in the form of question bank containing different types of questions framed

on a particular subject where they are made available in the form of units featuring essays,

short type questions and the objective questions. The QUEPS and CAPES offer the usage

of objective questions in terms of framing and designing items for testing.

The questions are stored in a dynamic database, where each question is stored as a predicate

containing unit number, question number and the corresponding attribute list. The attributes

are stored as elements of a list. List handling predicates are used while comparing the

attributes as also while updating the lists of each question given out once. This is in accordance

with the view that questions are never stored in the memory but are addressed or referred

only through question numbers.

It may sound farfetched but the tests have revealed that it is more or less the true explanation

that these systems offer plenty of scope for expansion in terms of the expertise contained in

it, as also using more sophisticated mechanism to incorporate advanced concepts such as

machine learning. Also in this domain the level of complexity of the system has risen up to the

advanced levels of testing.

A point which come to ponder over the introduction of this HI-TECH concept in the field of

academics, is of the limitation of its’ being to the objective system only. This again becomes

tiresome for the subjective brand of system where every level of the answer is ranked in a

different manner independent of any particular answer, which can be fed into the machine.

The quality in this direction is highlighted with the quick declaration of results, regularization

of sessions and all in all bringing out overall satisfaction of the students and the parents. This

further brings the profitable aspect of the organisation in long run as more and more fame is

37



gathered for the same and the rush of admissions produce more revenue monetarily bringing

boon the education industry at large.

The capacity of any institution entirely depends upon the efficiency of the office staff working

in within. Keeping this view in regard, it is one of the concerns of the management to give

prime importance at times. In any organisation, the quality of work undertaken entirely depends

upon the speedy conduct with the strong guiding motivation of the BOSS. But unfortunately,

this has lagged far behind due to the increasing level of work load over the years to be

conducted through the old tools like carbon, pencil, ruler and the hard key typewriters.

Now, with the march of time, the very business environment has changed faster than ever

before. The increased competition among organisations has led to the reappraisal of accepted

business practices for higher efficiency. The attempts are being made to meet the competitive

threat by reducing cost by rationalizing production, shedding labour and restructuring business.

These are complemented with investment in technology to improve productivity. But the huge

bulk of commercial documents generated by companies in the trading cycle still remain locked

in slow, antiquated paperbound processes.

Documents produced by one computer are printed and posted, only to be entered into the

recipient’s computer - a time consuming, error prone and costly experience of exercise,

estimated between 4% AND 7% of the value of the goods traded.

In a complex web of trading relationship in which each organisation is a customer of another,

we can see what paper work all too easily becomes a barrier to the trade it was designed to

support. Under the novel scheme of hi-tech system within an organisation of academic nature,

for example, a small local area network within the office, the principal’s room, different other

subjected related departments if required, are linked through connected computers having

an access of each other universally. This certainly reduces the circular work from one desk to

the other. Accordingly, there is a paperless workplace having a direct line from one computer

system to the computers of all the probable customers and suppliers. With this, every transaction

could be electronic, sales returns could be analyzed and fed into ordering process, orders

could be raised to reflect both demand and the known stock process, orders could be raised

to reflect both demand and the known stock available in any commodity related business

environment. Similarly, under the economic activity pertaining to the services as the product,

like Banks and educational institutions, the on-line result display on the terminals, interactive

teaching etc. are the promotional qualitative services which can be adopted through this

38



machine, belonging to information technology. Apart from this, the official work load of sending

of instruction etc., could be sent to the distributors in tandem with the order to ensure fast

delivery. Carriage by road, rail, sea or air could be booked simultaneously. Customer clearance

and documentation could be available in advance of the goods arriving, thus avoiding hold

ups. Even payment instructions could be issued to banks to ensure prompt payment without

the mountain of paper work involved in the present day business transaction. This very

transmissions of information to the trading partners computers for processing is known as

Electronic Data Interchange (EDI). It replaces conventional paper documents with formatted

and standardized business documents, transmitted as electronic transmission of business

data from computer to computer, of independent organisations, using an agreed standard to

structure the transaction, which is accomplished without human intervention.

According to the principle of EDI, a ‘sending computer’, usually located at a customer’s

premises, uses telecommunications technology to transfer orders data instantly to the receiving

computer, usually located at the supplier’s distribution centre. The received order data is

then manipulated and formatted to match the order entry files in the order data base of the

supplier. Next, the information is transferred into other database, with the generation of any

appropriate error messages and/ or exceptions reports. This technology can be very rightly

applied to the transmittal of any business forms, including invoices and purchases orders.

The ‘sending computer’ stores and follows up on it. The ‘receiving’ computer automatically

transfers the data to the ware house, the factory, the accounting and billing departments and

the shipping departments. Similarly, in the institutional base, the orders of the different books

and deputed stationeries are accordingly ordered and assured of the deliveries. The electronic

data interchange is vastly implemented in the trucking, marine shopping and air cargo

industries in developed countries. Implementation need not be expensive. All that a small

organisation needs to have is a personal computer, a modem and telephone line and the

necessary software. The day is not far off, when this very technology would create the concept

of Total Quality Management (TQM), applicable to nearly all small scale business arenas as

well.

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4. QUALITY CIRCLES APPROACH OF TQM

Gone are the days when there used to be the preference for ‘Made in Japan’. Now, with the

high level of company wide competitions, there is a certain outlet of a fight for quality to

survive in the market. The multinational tie-ups have resulted in survival of the best but to have

a continuous stand over it, there is an indispensable toast for kaizen philosophy in the field of

production.

What ever may be the workstation, whether it is industry oriented or institution oriented, the

main object which lets the ball rolling is the quality of the outcome product in totality.

There is certainly a nose to Japanese technology even today at large in-spite of the tragic

devastation of her by atom bomb not long ago. To match the fact, the fundamental thesis on

which all Japanese Management techniques are based is the management of Human

Resources. Under this the Quality Circle has become a subject of considerable interest in

light of India’s massive Human Resource. This can be very well utilized to the country’s

advantage for best expected results. The human resource management is the key factor in

the improvement of not only product quality and productivity but in also improving the concept

and purpose of living, of an human identity.

Quality Circle was started by Americans but perfected by Japanese. It has really become

effective on linking with productivity Improvement programers. In order to understand the

philosophy and actual concept of QC and its contribution to increasing productivity, it is first

necessary to peep into the Japanese philosophy towards life. The western employee is not

happy, not satisfied in-spite of very high monetary benefits. On the other hand Japanese

employees have a very high degree of motivation in-spite of comparatively lower monetary

benefits as compared with the western countries.

The very purpose of Quality Circle starts with:

force at the grass root level do not know how to read and write, up to the upmost level of

literacy at times. In this regard QC bases its solution after obtaining accurate data collection

which leaves no scope for ‘I know, I know’. QC is panacea in removing bottlenecks. It brings

in a feeling of comradeship among workers, staff and management. QC improves the quality

40



of service to customers. Every colleague serves another colleague as his client.

QC is synonymous with productivity and excellence. In academics, the concept of QC is an

accelerating force of motivation and overall development of the child acting as an earnest

employee of the institution with liberty of choosing a problem and expressing its pros and

cons through the cause and effect diagram and finally implementing it in the same environment

for the other mates and also for the management to set up an example for future. This way, the

elements that affect quality also automatically affect excellence of productivity. The success

in this direction is the fruit cause of the efforts of the ‘participative culture’, prevailing within

the organisation due to the existence of Quality Circles within them. As the success depicts a

VIP child of two ordinary parents, of Quality and Productivity, the following medicines of

prosperity lay foundation to a healthy nature of acceptance at large to the extent of universal

acceptability.

⇒ Education and training

⇒ Team Work/ participative culture

⇒ Competitiveness for excellence

⇒ Standardization in work

⇒ Procedure

⇒ Accurate factory layout/ workstation

⇒ Human Resources and workstation

⇒ Development

⇒ Motivation

⇒ State of Art Technology

⇒ Bubbling with ideas

⇒ A joint mass movement

⇒ Fearlessness

⇒ Non apologetic cultural change

⇒ General Common language

⇒ Setting of novel standards

⇒ Reduction of costs

⇒ Reduction of repetitive operations

⇒ Ignorance of conflicts

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⇒ Prevailing of peace of mind

⇒ TQM (Total Quality Management)

⇒ Perfection of Job

⇒ Building of Confidence

⇒ Delegation of authority not quality

⇒ Well Housekeeping

⇒ Justice and Equality

According to Dr. Ishikawa, the father of Quality Control Circles, a manager should never say

‘I am busy’, it is well equivalent to digging ones own grave, as he should say this on the cost

of his organisation and his own future. Now, pertaining to the present pace to the 21st century,

quality should become a household name and should exist in our hearts and minds. Without

this creation of ‘Total Commitment’ to quality, every thing else is simply window dressing, but

a reality.

Any organisation which pertains to the KAIZEN philosophy of “Continuous Improvement”,

holds the credit of existence in this highly competitive economic world of today. Not apart

from this is the formation of “Quality Circles” which depicts an existence of participative culture

within the workstation of concerned organisation. With this, the jovial atmosphere with true

appraisal and motivation by the managers at all levels help to promote overall excellence in

the field of productivity and quality. This solely affects the attainment of total quality which

depicts the competitive strategy. It in totality involves everything an organisation does, in the

eyes of its customers, in order to not only bring their satisfaction but delight. The recent

revolutionary phase of customer satisfaction is termed as “customer’s surprise” to attain the

level of “Total Quality Management”.

Comparably to the educational arena, the norms of the attainment of TQM differs minutely

with reference to the evidences. As far as the personal management or the human resource

development aspect is concerned, it has a similar approach in this direction. In a way the

same theory is highly affective in implementation in this regard.

Involvement of all the work-force through the framing of the quality circles (QCs), for the

betterment and prosperity within the organisation is the indication of the participative culture.

The failure at times, due to the wrong decision making on the side of the management or lack

of proper motivation, communication etc., may crop up due to the misunderstanding. At this

juncture, the presence of Quality Circles as a vital part of Total Quality is indispensable. The

42



management theory marks full credit to the philosophy of TQM, for total involvement of

executives, managers and the managed.

Keeping in view of the failures to achieve significant progress through achieving the gaol,

there has to be a shift to a changed strategy of adopting Total Quality Management integrated

with Quality Control Circle at large. For this march of attainment to TQM, is to develop, design,

produce and service a quality product of utmost economic usage and satisfactory to the

customers. To have this every individual within the company must participate in the promotional

activities of Quality Control, right from the grass root level employee to the top management.

In Schools, when there is an existence of an education industry, there has to have a flow of

TQM as a philosophy. This can well imbibe a healthy spirit of overall excellence. Quality Circle,

which is the vital ingredient of Total Quality, aims to develop humanware rather than developing

the product. It is basically a man making tool and aids well in the Human Resource Development

cell of any organisation.

This man making tool when applied to schools marks the right implementation as of an

accepted concept to a nourishing age. At this tender age, the tablets of quality are sure to

nourish as a fertilizer to the blossoming environment of qualitative nation builders of tomorrow.

This is sure to acknowledge the wants and needs of the students and of course the parents of

their optimum demand of a “Good and Smart” tag in their wards.

We as teachers have no option but to adopt this philosophy as a religion and propagate the

effectiveness through the chain of excellence and productivity.

Borrowing the Total Quality concept of “Japan”, we have to also undertake other things of

three Ks’ featuring KODO, KAGNE and KAIZEN, meaning continuous thinking, continuous

acting and continuous improvement for us and our students to avail “KUDOS” in their

excellence. The notion of the student as the school’s primary customer provides an important

guiding principle for many of today’s school reforms. In many schools, this principle can be

seen in the philosophy that “We teach students, not content.” This philosophy represents a

major paradigm shift from process to product. When efforts to improve learning focused on

rigid instructional processes and materials, the resulting emphasis was on “covering material.”

Many hoped that if teachers followed the approved process to the letter, students’ learning

would improve. Hence, the Quality Circles in academics tend to promise as a pedagogical

tool that makes students responsible for their own learning and increases class participation.

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The Scenario:

A class is a lighthouse of society and so the future of any individual. One may have received

the computer-generated scores for the two courses that had just been over. The wards have

scored over performance on a scale from 1 for poor to 5 for excellent, and one is delighted to

see that for one course being rated is 4, well above average for the school concerned.

Kudos, Great! Now, to no surprise one matches the rating for the other course: 3, well below

the average. Oh-no!, sorry, comes the response.

In pursuit of quality, the search of excellence, one may turn to the students’ written remarks on

the 4 graded course, hoping to learn the secret of one’s success. The satisfying, aiding hints

are hinted, but only hints. The teacher take the credit, it was the quality class content, the

latest teaching tools made the effect, etc. etc. “Great lecturer,” says one. “Really held my

attention,” comments another. One may even ask to see the students’ comments received by

a colleague who had scored 4.9 and last year and had even won a teaching prize. Not really

much help here, either. The comments are memorable: “Mr. Manish is good and intelligent,

there was no reason why he would have not got this success,” gushes one, but not the stuff of

a learning curve, would laminate as the fact behind the success.

Maybe the students’ comments for the 3.2 score based course, one may think, would prove

more substantive since they would surely have caught their errors. One may even think of

taking something from the bad news, which counts to be a serious misestimate. The main

effect of such comments would be ”this is one of the worst courses I’ve ever taken” is to ruin

the whole day, even the week and even years to come. And you’ve learned nothing constructive

of as an intelligent asset.

The history suggest of a unique concept devised in Japan in early years. The companies

there evolved a device for learning what’s troubling line workers, and what they would do to

improve production. And as a result the nomenclature defined it as a quality circle, which fills

in the blanks left by the numerical ratings of production and success. The device also sends

a signal that an individual and the firm as a whole encourage continuous improvement, the

signature of a “learning organization, as a premier requisite of any organisation”.

With the march of time and tide, many American companies adopted this practice as well. A

recent survey of U.S. Firms reveals that nearly half have instituted quality circles, and more

than a quarter use them with at least half of their employees. Quality circles and their first

44



cousins focus groups and 360-degree feedback exercises (in which an individual receives

detailed assessments from subordinates, peers, and bosses) are now widely used in the

private sector, but their university inroads have been modest.

Not only at the industrial arena, but the academics have yielded results out of the framing of

the quality circles as the integral part of the school curriculum. The students quality circles

normally known as the SQCs’ have had tremendous success in maturing academic standards

in all fronts of clearing competitions, removing and solving their day to day problems, like

“How to avoid tooth decay”, “Papa says, be happy, how to be happy?”, “Distractions in the

class room”, etc. (Source: Journal, ICSQCC’97, CMS, Lucknow, India).

Implementation of Quality Circles in Academics sounds to be a very easy task, with emphasis

on the following modules as a practice.

On the first day of the course, describe the purpose of the quality circle (to acquire continuous

feedback for improving the course now and redesigning it for next year) and ask for three

volunteers.

Assure to meet every other week throughout the term.

The time burden is modest: the discussions are limited to 30 minutes, and they usually follow

a class meeting so travel time is minimal.

The quality circle, its purpose, and the meeting schedule are also described in the syllabus.

When the quality circle first meets, It is required to note that giving and getting feedback are

learned skills on both sides, and that the members would have to self-consciously work to get

it right. If the students make the Facilitator, the teacher, feel defensive, it is required not to get

their message in record.

It is also required to make an announcement that the student volunteers to the entire class at

the next meeting, suggesting that complaints can be safely channeled through them. QC

members often take the initiative to sound out their classmates before and after class.

As a pre-preparation, the members should have even e-mailed/ intimated all of their fellow

students just before a QC meeting to take complete stock.

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At the meet, it is also required to provide the quality circle members with an excerpt of the

course syllabus covering the past two weeks. Which topics, readings, and cases, to ask,

worked, and which didn’t and why? Some topics are not well connected with the thrust of the

course, one may access. Some modules appear too old and too boring. On the flip side,

some may work extremely well, clearly “keepers” for the following year.

In all this as a practice, there may one conclude of some annoying tendencies, which may vex

the class. Among the answers received may feature as failure to call on students in the corners

of the classroom, the occasional mistake of repeating oneself, insufficient clarity on the main

points of a topic presented, and failure to summarize the day’s key lessons. The constructive

criticisms are the stuff of a learning curve that the numerical ratings and written comments

had never before provided.

As a part of the next modeling step, the hardest step, is to have the quality circle members

report briefly to the entire class at the next course meeting. This requires that the facilitator

teacher should stand at the front of the room while his mistakes are publicly described. Not

only this, the strengths also come out in the QC discussion, but the tests and practical

experiences reveal that it is more so over a true explaination that the students are often

reluctant to offer much overt praise in front of the entire class for fear of classmate censure.

After the QC members have finished their report, which only requires 2 or 3 minutes, the

facilitator tends to offer his own assessment and report what changes as per the self

assessment in making or not making in response to their suggestions.

This sums up the story of a conduct of a Quality Circle and its practice.

Participants or the group members of the concerned course are the blossoming tablets of

the future managers or individuals of professional approach, and hence this has to have the

conduct of this tool of quality an indispensables approach towards any teaching environment.

Confirming that effective information sharing is a learned skill, during all the problem solving

approaches in order to make the best use of the time, the course syllabus and the tools

inclusive of the multimedia libraries, on-line Internet technologies and available resources for

expertise generation among the takers of the course in the most exploited manner ever

possible. The facilitators may have exited from several quality circle meetings with them

thinking they had found little wrong with the course.

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In a nutshell, the capsules of the manipulation and conduct of the operation in regard to the

Quality Circle practice has the following formats to laminate:

Three volunteers are requested on the first class day.

Pre-schedule frequent but short meetings in the syllabus (every other week for 30 minutes).

Announce QC members to the class once the QC is formed and before each QC meeting.

Ask QC members to canvass students for feedback before QC meeting (e-mail is useful

here).

Present copies of the syllabus or excerpts from it to QC members at the start of meetings.

Review how to give and receive feedback at the first meeting.

Focus discussion on:

classroom ecology, course readings, problematic students, cases & exercises, evaluation &

grading, course topics, your communication, course assignments, clarity of instructions,

classroom culture, your movement, exams and projects.

At the next course meeting, QC members and the facilitator make brief reports on feedback

& actions.

Supplement QC meetings with frequent informal discussions or canvassing of QC members.

Use the final QC meeting to review the course & syllabus to revise for next year.

Finally access the outcome of the circle operations as a part of the result. Make the presentation

before the management i.e. the principal or the incharge teacher for implementation of the

steps derived by the circle research & study, for the eradication of the specified problem. If

the topic of study pertains to the course expertise, the same may be applicable to the next

batch of study for the same module.

Looking at the set standards of any organisation, the quest for quality is an everlasting strategy.

Quoting the lines of CERVANTES, through commitment,

⇒ To dream the impossible dream

⇒ To fight the unbeatable foe

⇒ To bear with the unbearable sorrow

⇒ To run where the brave dare not go

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⇒ To fight the unrightable wrong

⇒ To love, pure and chaste, from afar

⇒ To try when your arms are too weary

⇒ To reach the unreachable star

⇒ This is my quest...............

There has been some great progress in the field of producing results within any organisation.

Commitment involving the sense of ownership quality among the workforce has been the root

cause of the high competitive environment of the war for TQM among the similar organisations

of today. The sense of commitment can well be dwelled into the minds of the humanware by

reflecting into them the sense of willingness through motivation, training and inspiration by

the management. There has to be a strong dedication towards the job to be executed not for

the sake of duty but responsibility.

In the educational arena, the commitment on the side of the teachers plays an important role

as it brings in totality the better result and not only for the betterment of the students and the

community but also fame to the organization at large. Comparably, to the highlightning fact of

the education industry of the present scenario, there has had a rough weather of satisfaction

of the parents, the ultimate customers, due to the existing ‘TUITION Mafias’ of the schools.

Unfortunately, this sorry figure has been the alarming issue for producing quality, in the march

towards TQM in academic cell. The teachers, under this category, don’t take interest in their

job of conduct, during the class hours and are often interested in minting money by teaching

in coaching institutes. The parents of this felled lot, have no option but to get their wards

admitted into these so called coaching (scorching) classes, in order to benefit their wards as

their ultimate duty. This sorry figure has been practised by over a majority of the Government

schools, producing a blow to the philosophy of quality in academics. This even leads to the

ridiculous aspect of this philosophy. But we as teachers have a bound responsibility to produce

a revolutionary phase of change in the academic arena which would develop a strong cell of

commitment towards the teachers of these affected lot, in order to bring laurels to the society.

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Gone are the days when “Education” was considered as a ‘Social Work’ for the masses, and

literacy a gift to the mankind. Today is the age of professionalism. Here we treat the students

as a product and a customer, which has an expectation of total students as a product and a

customer, which has an expectation of total satisfaction through the school, the once known

temple of learning. It is highly debative of the fact that education is an industry, as the majority

of us support being against the same. But when we see the real phase of its existence to our

surprise, there is certainly an acceptable fact to this saying. After the declaration of this an

industry, the experts have come across to implement the concept of quality management in

this arena, through the implementation of quality circles, and much to the surprise, it has had

a wide acceptance world wide. It is through this basic concept, the students are given the

liberty to come up with their problems, find probable solutions and produce the same before

the management for implementation. All in all, the management theory in this direction,

practically involves the promotion of the sense of belongingness, without which, the work

force consider it normal to rapaciously grab whatever they can lay their hands on with ease,

without keeping the interest of the company they are working for. Under the streams of personal

management, which covers the promotional activities of the employees towards profitability,

an organisation can be truly effective if the employees feel satisfied, are continuously developed

in skills, knowledge and behavior, show commitment to the objectives of the institution/

organisation and are ever willing to rapidly change the way things are done as soon as they

realize that the utility of something is over. The sound applicability of the flow of inspiration

through the department heads and the tablets of motivation out of every success from the

side of the management, representing the top manager, is the main result oriented capsule in

this direction. Conviction and commitment are the two root causes or any organisation to

progress with the aid of total work culture of the employees and it results applicable for Total

Quality. Through the framing of the quality circles, there is a certain involvement of the pertaining

participative culture, with commitment, conviction and ownership among the employees with

a step towards the attainment of TQM. This small group activity is certainly a big activity,

yielding big results for a big growth of the organisation. It is also worthwhile to remember of

the fact that the due recognition to a workman at the appropriate time will give him the

satisfaction of deriving the benefit of participation in QCs. It helps to promote this concept

within the organisation and sets up an example for others to show off their hidden talents and

interest for the organisation. Surely, but in a slow pace, this set up is bound to render happiness

on the part of the worker and results in auguring well for the organisation at large in the long

run.

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The sense of ego is the act of retardation of success in any organisation, among the masses

in relation. It is the duty of the manager/ principal to ensure the sense of harmony and unity

among the roll of workforce and the employees, best communication skill and conduct of

meetings as a regular module on the site. The sense of discipline plays an active participation

with the promotion of complete involvement of the employees in the operation of conduct. To

avail total quality, the principals must rely in totality of the abilities of the QC activities in order

to bring out the potentials of the people involved and develop a happy and lively work

environment where every individual is committed to the objectives of the institution.

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5. TQM IN EDUCATIONAL INSTITUTIONS

Total Quality Management (TQM), is a novel approach to the improvement of product and the

service quality in order to increase the customer’s satisfaction by the renovation of the existing

management principles. This is a concept of overall excellence being derived from people,

through creativity, flexibility, teamwork, participation and ownership quality among them. The

wide spectrum of the acceptance of this philosophy has shown remarkable improvement in

the organisations with their increased rate of productivity and quality of excellence. Accordingly,

it has gathered importance as a philosophy of getting things RIGHT and subsequently it has

to be accepted by all the business houses as a religion to follow.

In the field of education which is having the stamp of an industry there has to be an

indispensable inclusion of this philosophy for the overall growth and excellence of children in

totality. It not only involves polishing the quality of the students but also covers the participative

culture of the employees working in the institution, as teachers, office staff etc. The quest for

the continuous improvement is the core of this theory as there is no end to the limit of progress.

As an organisation, the management is equally responsible for developing the human

resources, in the school. Once the institution is set, the task of the management is to add the

manpower through suitable deployment. After this, it is the duty of the manager to make the

most of them in the most efficient manner, by utilizing their talents and capabilities tactfully.

This is basically brought out by setting the basic requirements of the students, the ultimate

customers and the parents. Alongwith, the job satisfaction through the redesign of work enables

the employees of the organisation to get away with the monotonous operation. With the advent

of the new technology like that of information technology, for example, the work environment

has become more interesting and encouraging.

These aspects ultimately bring about the surrounding of the probable attainment of the total

quality management, reflecting the novel standard of the organisation among the competitors.

Highlighting the fact of the institution to promote the qualitative aspect, it is the duty rather the

responsibility of the same to provide customers with defect-free goods and services, with a

proper after sales support at times. To refer to the theory of “Customer being the king and the

right judge of the job”, there is a strong force of liking which makes the product to his

requirement. For a school to reflect TQM, the students should not only reflect the image of

academic excellence but also stand high in the other fields of the needs of the parents. The

51



teachers have to have the sense of ownership and decision making interest for the organisation

in support of the management. Similarly there has to be a continuous training of the people by

the management in quality management, with the promotion towards teamwork and

commitment. The tests have revealed of the fact that around an excess over the majority of

the TQM activities do not get success after implementation due to the lack of leadership. The

delegation of the authority to lead by the manager/ principal has to be done after the right

thinking of the decision making capabilities of the probable leader. A right selection of the

leader is the fractional attainment of TQM. In this regard the right implementation of the human

resource policies play a crucial role as the leaders are not born but made.

No organisation can attain TQM without the setting up the goal to attain. In this regard, the

MISSION and the VISION play an activate role as a catalyst for Total Quality. Without the

VISION and the MISSION an organisation is similar to the arrowing in the dark as no one

knows what to achieve and what is being achieved for.

Another aspect which lies to be dwelled upon while going for TQM, is of not to promote the

liberty to make individual decisions without consent as to create changes. The limitations are

required to be set in this direction with a clear co-ordination with the management. The teams

which are engaged in TQM have to be periodically monitored and briefed up at times. It can

be a waste of time and money if they are not given timely guidance and regular followup. The

support from the side of the top management has to be there as a regular schedule of

methodology of this journey towards excellence.

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According to the set standards of the TQM philosophy, the following shifts are required to be

executed at times for the further improvement of product and service quality in order to increase

the customer’s satisfaction:

⇒ A move from the ultimate product orientation to the process orientation, with a

more emphasis on the process involved like humanware as the prime resource for

the production/ service of any economic activity at large.

⇒ A step towards continuous improvement of the process involved rather than stagment

to the available ultimate progress achieved.

⇒ A switch over from the existing available hi-tech resources involved to the more

involved and committed workforce through result oriented training for the attainment

of better quality organisation wide transformation.

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⇒ With the movement of managers to think and plan, there has to be a change under

which they are required to guide and substitute the other responsibilities of thinking

and planning to the workers who as well implement the same in their field of operation

for the result oriented stream of excellence.

⇒ With the old management strategy of winning and loosing, there has to be an advent

of a win-win strategy which has an alarming feature of a proven concept of TQM in

any organisation.

⇒ With the lone objective of achieving profit as the main outcome, there has to be a

major shift in the emphasis on quality leading to profits.

⇒ And finally, under the category of involvement and responsibility, in the ultimate

shift towards the attainment of Total Quality, everyone from the top management to

the grass root level has to be a sure success for attainment towards TQM with the

proper initiation of process orientation, customer orientation and the orientation of

the workers who are involved thereby. With the application of right tools and methods

and refining of product development process, reliability & quality process and

business planning process the concept has had a company wide customer

satisfaction.

PAMS, the well nomenclated acronym for principles, actions, measures and strokes finally

pertain to the move towards the journey of total quality. The ‘p’ for principles represent the

guiding set of rules and objectives the institution is heading for. The planned mission of the

institution depicts the planning of the principles keeping in view the strong devotion of the

employees. Secondly, the ‘A’ for actions represent the code and conduct of the workforce

under the strong leadership headed by the management. With a small group activity, the

involvement of the members in a group is accessed periodically for a well result orientation

implementation to achieve overall excellence. The ‘M’ for measures regulate all the operations

that are checked within the organisation for a result oriented decision making activity by the

leaders. They basically contribute the main items which have a long and important stay in the

institution for the betterment. And finally, the ‘S’ for strokes pertain to force of motivation,

inspiration and encouragement in the form of rewards and promotions.

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6. PROBLEM SOLVING TECHNIQUES TO ATTAIN TOTAL QUALITY

To analyse any problem is easier than to solve as it requires a wide spectrum of research and

development through data analysis and reasoning. To gather the stroke of momentum towards

attainment of total quality the solving of such a problem has to undergo large amount of statistics

involving calculations as well. And hence, this technique of problem solving is also referred to

as statistical quality control (SQC).

For any organisation to flourish with the logo of total quality management towards excellence,

the SQC or the problem solving techniques utter prime importance at large. Accordingly,

about 95% of the problems within an organisation can be solved by the usage of these tools.

The result oriented categories in this direction which applicably sum up are divided into

categories as:

Deming Wheel - This is a rough standard under which Dr. Deming explains a four layout for

any organisation to have a proper control over quality. With the age, this got developed as a

Deming Wheel. With an explanative view, it is basically a PDCA cycle for effective controlling

and minimisation of the problems within an organisation.

PLAN - DO - CHECK - ACT

THE PDCA Cycle:

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DO

• Implement solution/s

CHECK

• Evaluate results

• Standardize solution/s

• Take follow-up action

• Review team’s progress

• Select Theme

• Current situation analysis

ACTION PLAN

The PDCA Cycle

• Set target • Analyze problem• Determine solution/s

To further improve upon the said implementation, Dr. K.Ishikawa, the father of Quality Control,

developed a new approach assisting the PDCA cycle as :

PLAN:

(a). Pondering over the objectives and targets.

(b). Methods of achieving the objectives.

DO:

(a). Execute education and training.

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(b). Conduct the outcome/ result.

CHECK:

(a). Check the outcome/ result.

ACT:

(a). Undergo Action.

Once the action has been taken, it is the duty of the manager to validify the strength of the

processes or the action. The result so obtained has to be analysed for final implementation

for excellence if applicable.

he Plan-Do-Check-Action cycle is a systematic approach to making improvements and solvingwork place problems.

It as an approach used by work teams to:

• agree on a topic for analysis,• identify the main cause/s,• determine possible solutions through consensus,• recommend and implement the solution/s,• track the benefits to the team and for the organization,• formalize the new work method/s so that they are part of the work procedures

The cycle also allows the team to continuous challenge the improved procedures to makefurther improvements in the future. This is the meaning of continuous improvement.

When the team uses the PDCA cycle it is working on a project. The PDCA cycle will not beuseful when the team already knows the solutions to problem or situation. It is possible tosolve problems in this way because the causes are easily determined. In this case the teamshould submit such improvements through the suggestions system.

For a wide implementation and quest for excellence, the three sub categories are evolved for

statistical operations featuring elementary statistical methods, intermediate statistical methods

and advanced statistical methods.

The elementary statistical tools have fetched a lot of importance as the seven indispensable

tools for any organisation to flourish to the zenith of excellence. They feature as:

57



Þ CHECK SHEET

Þ STRATIFICATION

Þ GRAPH AND CHART CONTROL

Þ PARETO DIAGRAM

Þ CAUSE AND EFFECT DIAGRAM

Þ HISTOGRAM

Þ SCATTER DIAGRAM

With the implementation of the above as OLD SEVEN tools of SQC (Students’ Quality Circles),

the experts have contributed three new additions modifying the existing version and have

finally come up with GRAPHS and CHART CONTROL as two separate identities and

exercised two new standard tools viz.

Þ FLOW DIAGRAM

Þ CONTROL CHARTING

The novel and updated list of elementary statistical tools have come up as:

Þ FLOW DIAGRAM

Þ BRAIN STORMING

Þ DATA COLLECTION

Þ GRAPHS

Þ STRATIFICATION

Þ CAUSE AND EFFECT DIAGRAM

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Þ SCATTER DIAGRAM

Þ HISTOGRAM

Þ CONTROL CHART

To sum them up as to bring on finger tips the flow can be referred as:

F : Flowchart

B : Brainstorming

D : Data Collection

G : Graphs

S : Stratification

P : Pareto Diagram

C : Cause & Effect Diagram

S : Scatter Diagram

H : Histogram

C : Control Chart

1. FLOWCHART or THE FLOW DIAGRAM:

It is a graphical or a pictorial representation of a problem or a process. It depicts a clear

picture of what is being involved within a said process of execution. It is the reflection of all the

59



involved with clear description and explanation. It facilitates planning and decision making

over the potential problems availing through the process involved. It is through this tool that all

the members of the circle understand the problem in order to solve the same. Unless or until

the problem is clear, tit is stupidity to conduct other operations in detail. A well conducted

study of the Flowchart conducts the task for designing the strategy with the data available,

estimating the total cost involved, explaination of the present process and due changes as

per the decision made, planning and making available, the required guiding of abilities to

develop and maintain a competent workforce in such a manner as to accomplish with

maximum efficiency and economy the functions and objectives of the organisation.

2. BRAINSTORMING:

A brainstorming session is an effort by a improvement team to list as many ideas and viewsregarding a topic or subject. It can be used to list the “gaps”.

It can also be used when the team wants to list the experiences of the members regarding thework situation or identifying possible countermeasures.

It is crucial for a team to obtain the ideas and views from everyone who may affected by thelikely change to the situation.

There is a need to also get others outside the team to contribute their views. This ensuresthat the topic is thoroughly examined.

It is an art to conduct the floating of new ideas out of a group of members of the same

environment. It is the best judged tool for innovation of ideas for the identification of any

problem and also facilitates in yielding solutions pertaining to the said problems as a group

activity.

With the march of high competitive standard in the quest for quality, this tool of Brainstorming

has had its pace as an accelerating one of importance for solving quality problems.

This is the omnipresent tool and can well be used as a ‘ready’ tool at various sessions of

problem solving process. Any time, any problem or any concern which involves decision

making can well be shared as a group activity and the leader can shoot out the problem

before others to get ideas through Brainstorming. This can be conducted in three ways as

Unstructured, Slip Method and Structured Method.. Under the unstructured mode of conduct

of this tool, there is no boundation of the presentation of ideas, it comes up randomly before

60



the leader and is jotted for future reference. Secondly, the slip method allows anonymity as

the member is allowed to freely expose of his concern without any fear of the management.

This way the feel free and confident in exposing and floating down their ideas and problems

which they would never come up with if allowed to speak out in public. And finally, the structured

method is all in all a sophisticated mode of conduct of the whole process of Brainstorming.

Under this operation, a sequential process of allowing all the members individually in turns is

applied. If a member is not prepared he/ she can pass and speak out on the next turn and the

process carries on and on till all the members say ‘pass’ to it as to have satisfaction over all

the ideas so generated as optimum. During the process of Brainstorming, the leader has to

undertake an activative responsibility of not to criticise the ideas, and should not allow the

members to explain the ideas.

Modes of brainstorming

The most common mode of brainstorming is the face to face mode.

Face to face

The persons involved come together for a meeting. The rules for brainstorming are used togenerate the ideas from everyone. The following roles are assigned :

a. Leaderb. Recording memberc. Time keeperd. Resource persone. Secretary

Other modes

Sometimes it may not be possible to meet the members for a brainstorming session. The

team may use any one of the following modes to achieve the same result required for

brainstorming.

• Memos A memo with the required information is circulated to all affected. The

ideas and views are listed by each person and passed on to the next.

• Notice boards A flip-chart-size paper is put up on a stand or notice board. The

61



participating persons respond to the requirements indicated at the top of the paper. Ideas

and views are written down on the chart.

• Telephone, Facsimiles, Email The persons involved could pass the ideas and

views by phone, on a formatted facsimile or via email. The ideas and views are sent to a

central point for collation.

• Interviews The affected persons are asked for ideas and views. A central point

for collation is assigned.

Rules for brainstorming

1. Announce an exact definition of the topic to be brainstormed.

2. Write the topic or subject boldly on the board or flip chart.

3. Obtain ideas and views from each person turn by turn.

4. Tell one idea or view per person per turn.

5. Say “PASS” when there is no idea or view from a person.

6. Stop any criticism or challenge to the ideas or views.

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7. Go for as many ideas and views.

8. Insist on ideas and views that are observable from experience.

9. Accept combination of similar ideas or views.

10. Remain focused on the topic or subject.

11. Time the session to keep to the time.

12. Evaluate ideas and views only at the end of the brainstorm.

3. DATA COLLECTION:

Under this category, a lot of research work is involved. It contributes collection of all the facts,

figures and assumptions to be undertaken in figures for the statistical manipulation of the

problem. If facilitates in decision making and sound conduct of operations.

In the QC arena, the collection of data is entirely applicable to the problem solving than decision

making. In the field of education industry, this rectifies the periodic study of concerns denoting

absenteeism, academic standard and teachers’ evaluation.

The team needs to examine the nature of the problem or area of improvement selected in

terms of how often it occurs, the amount of time it takes or its impact on the overall work

performed by the work group. This means that the team needs to gather data and information.

Data may be collected in many ways. They are:

· Past records - by studying previous occurrences, information from files, log

63



books, job cards etc.

· Observations - by using check sheets.

· Inspections - by troubleshooting, checking the present condition etc.

· Check lists - by first listing do’s and don’ts or “go” and “no go” items. This is

followed by making observations and marking off the items accordingly as they

are observed.

· Sampling - by selecting a grouping that represents the situation that is being

studied. This method is used when the size of the occurrence is large and time

does not permit the collection of all the data.

Methods Graphs Pareto Check Histogram Stratification Scatter C & EActivities & Charts Sheets

Select theme *

Present situation *

Problem analysis * *

Data collection *

Set target *

Implementation *

Results achieved *

Standardization *

Application of the methods and techniques

4. CHECKSHEET:

64



Check sheet is a form designed for recording observations. It is a means for collectingcontinuous or discrete data. The form is made user friendly so that observations can bepromptly recorded, as and when they occur.

A check sheet can be in the form of columns and rows. Check sheets may also take otherforms such as the defect location check sheet. Shown below are the different types of checksheets.

1. Check sheet to record damage parts. This is discrete data.

Shortage items

DateNov 4Nov 3 Nov 6Nov 5 Total

23

27

56

42

27

17

17

20944 42 62 61

Duster

Charts

Chalks

Tables

Chairs

Fans not working

Others

Total

Shortage items

DateNov 4Nov 3 Nov 6Nov 5 Total

23

27

56

42

27

17

17

20944 42 62 61

Duster

Charts

Chalks

Tables

Chairs

Fans not working

Others

Total

Check sheet for Discrete Data

Preparing a check sheet

Step one

Identify the observations that are required. Make sure that the factors listed describe theproblem or issue that is examined and is relevant.

Step two

Decide on the time frame required for recording the observations. Choose a time framethat realistically represents the frequency of occurrences. All the members are involved incollecting the data.

Step three

65



Design the form for recording the observations. Members should be able to collect dataeasily. Label the columns and rows.

• The time frame is always indicated in the horizontal column at the top.

• The factors are listed in the vertical columns on the right side.

• The columns to accumulate the total should also be included.

Step four

Begin the recording of occurrences. Each member should record the occurrences on theirown.

Step five

Gather all the check sheets from the members and collate the observations. Draw up thefinal check sheet that shows the totals for each factor.

Step six

Analyze the results and draw the conclusion.

Now that the data is collected, the team should decide on how the data should be analyzedand presented. The graph or chart can best represent the data.

4. GRAPHS:

Graphs and charts are pictorial representations of data. Large amount of data is summarizedand helps in analyzing the nature of the problem or the issue under study.

Under this the discrete data is presented by using the line and bar graphs and pie charts. Infact, your unit or department may already have the software to help you draw up graphs in

your work systems.

This tool of the control of quality represents numerical values as a visual. Through this, at a

glance approach is examined for the study of the situation. The basic idea of this tool sum up

as to provide an explaination to others, comparing with the past and the present and analysing

the results.

There are two major categories of graphs as the general purpose and the special purpose.

66



Under the general purpose graphs, the constituents are:

* Line Graph

* Pie Chart

* Bar Graph

* Pictorial Graph

And under the special purpose category, the graphs include:

* Pyramid Graph

* Float Graph

* Belt Graph

* Compound Graph

* Strata Graph/ Area Graph

* Radar Graph

* Gantt Graph

* Zee Graph

It is basically on the nature of the problem to manipulate the selection of the type of graph to

be used for solving the problem. The decision for the same does not entirely depend upon

the leader but is a group decision out of brainstorming.

Examples:

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BAR CHART - Showing stratification of occurrences

It is used to show and compare the breakdown of the data.

The comparison helps to visually highlight the major or more critical factors.

20

30

45

27

38

46

85

34

45

20

31

43

0

10

20

30

40

50

60

70

80

90

Error A Error B Error C Error D

Counter 1

Counter 2

Counter 3

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STACKED GRAPH - Showing stratification of expenditures

Used to show sectionalized data. It is useful when factors are further divided within themselves.

These bars help us to compare the occurrences and visually highlight the major factors. In

this case we can also visually identify the relative strengths of the sections within and between

each factor.

500

200100

300

200

150

150

100

300

450

350

50

0

200

400

600

800

1000

1200

A B C D

Department

DO

LL

AR

S

Fuel

Ammunition

Expendables

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PIE CHART - Showing portions or share

Used to show portions and the relative strength of each portion when compared with thewhole. It is best used when data is presented in percentages.

20%

60%

10%

10%

5. STRATIFICATION

This is the tool to categorise the available data into groups. The further classification in this

direction makes an easy gathering of the solution to the problem. It facilitates testing theories

for study and comparison over the other classified groups and sensing of the most important

one is done accordingly.

6. PARETO DIAGRAM

This is an art to identify the most preferable problem out of the many.

The Pareto diagram is a graph that shows discrete or quantitative data. This graph is used

to rank the occurrences in descending order of occurrence. Based on the Pareto 80-20

principle the graph identifies the vital few or main occurrences.

It is important to remember that the Pareto diagram is only useful when there are many

occurrences and the vital ones are not easily identifiable. As a guide, there should be at least

70



4-5 occurrences.

The Pareto diagram is a useful method to prioritize the issues or causes that affect a problem,

theme or subject under study. It can be used to define the problem under the heading “grasping

the present the situation”. It can also be used to identify the vital few causes after a cause and

effect analysis.

Pareto analysis on Rejects

0

1

2

3

4

5

6

7

8

9

1 0

1 1

1 2 3 O t h e r s

5

2

1

3

x

x

x

(Thousand) 100

%

80%

Causes

Pareto analysis on Rejects

0

1

2

3

4

5

6

7

8

9

1 0

1 1

1 2 3 O t h e r s

5

2

1

3

x

x

x

(Thousand) 100

%

80%

Causes

0

1

2

3

4

5

6

7

8

9

1 0

1 1

1 2 3 O t h e r s

5

2

1

3

x

x

x

(Thousand) 100

%

80%

Causes

Through this the arrangement of data is made according to the priority of their importance

over others. i.e. from “Trivial Many” to “Vital Few”. The QCs get benefitted out of this tool in

order to make decisions while solving problems of interest. The decision making in this

direction is totally based on the facts which are reflected through the diagram. This as structure

is a combination of a bar and a curve, where the bar represents the data as per the tally sheet

and the curve denotes the cumulative value. The further identification of the contributing factors

which contribute over 50% i.e. the majority, are made to be represented as vital few and are

given preference for tackling.

71



7. CAUSE & EFFECT DIAGRAM

It is also referred to as Fish-Bone or Inshikawa Diagram. It is quite explanatory in its own and

provides an overall idea of the possible causes of a chosen problem. For any concern the

four main causes through which the whole story is built are MAN, MACHINE, METHOD and

MATERIAL, as because any cause of improvement involves the four M’s categorically. This

tool functions to find out the relationship and through this the study is conducted to execute

the measure to solve the problem.

As a structure, the effect is put in a box with different causes connected to the straight line

joining the effect similar to a structure of a fish bone. Apart from 4 Ms’, the ENVIRONMENT,

TOOLS, EQUIPMENTS and OPERATOR, conduct the contribution of the basic causes for

any specific problem. To make the understanding more simple, each cause is further divided

to present the further causes.

Points to remember when preparing the Ishikawa diagram

• The steps for preparing the diagram are closely followed.

• The brainstorming technique is used to identify the observable experiences andfacts related to subject examined.

• The causes do not imply any blame, criticism, complaint or a solution.

• The words used help all the team members to understand the experience orobservation. It is important to be specific.

• The team brainstorm causes arising form their own actions and not just others.

• The work flow chart is a useful means for identifying the causes.

• All causes are identified by asking “why” and answered by “because”. The “why -because” relationship is used to confirm the cause and effect relationship.

72



Example

CAUSES EFFECT

1. ># time taken to ..........

2. Broken parts in ..........

3. ># late approval for ..........

Example

CAUSES EFFECT

1. ># time taken to ..........

2. Broken parts in ..........

3. ># late approval for ..........

The Brainstorming once again brings facilitation under this category for listing out the causes,

sub-causes and further sub-causes for resolving the whole issue. The final interpretation of

the root cause pertains to lively brainstorming over the floor among members, potential

members and even the facilitator at times is required. A hasty decision in the selection of the

prime cause among others, at times causes confusion. There has to be a proper R&D over

the same as the whole case study involving this step as well, has to be well explained and

queried before the management for implementation.

8. SCATTER DIAGRAM

This pertains to the evaluation of relationship between the variables related to the study of the

problem. The causes and the effects relate to the strength but of what nature is examined by

this diagram. A correlation is obtained between the variables signifying positive nature,

negative nature and zero correlation. This is calculated by statistical formula by applying the

plotted data values recorded truly over the actual existing conditions of the organisation.The scatter diagram is a correlation chart. The X and Y axis of the graph correlate two factorswith each other. Let us use an example.

A team analyzed the causes to the problem “Time taken to issue items to employees”. Thecauses identified were:

• Errors on request forms - measured in terms of frequency of errors

73



• Number of items requested - quantity of items requested

• Number of servicemen queuing at one time - number of people present.

Each of these causes are measured differently. A common graph does not help the teamhere.

Therefore a scatter diagram is prepared for each cause. The dots on the graph record thenumber of observations.

The dots form a pattern that help the team to draw a conclusion.

Time taken to issue items

(mins)20

15

10

5

10 128642 Errors

Diagram A

Time taken to issue items

(mins)20

15

10

5

10 128642 Errors

Diagram A

All the scatter diagrams show a positive correlation i.e. all the three causes contribute to thetime taken to issue items to servicemen. However, in the case of scatter diagram C, the dotsare closer to each other in a tighter formation compared to the rest. This shows that thenumber of employees queuing at one time is the main cause. The team therefore decides totackle this cause.

Preparing the scatter diagram

Step one

Identify the number of causes that are to be examined.

Step two

Plot a X and Y axis. On the Y axis show the problem, theme or subject under study. On the Xaxis place any one of the causes. Use separate graphs for each of the other causes.

Step three

Scale the X and Y axes from the lowest to the highest frequency.

74



Step four

Record the observations by correlating the cause against the factor on the Y axis which is theproblem under study.

Step five

Observe the pattern formed by the dots. Also consider the spread of the dots. A positivecorrelation exists when the dots increase and rise diagonally from the left to right.

9. HISTOGRAM

This tool is a simple graphic image used to show the variation of process oriented factors

according to the comparable variable. The frequency distribution is analysed and plotted

signifying the variation.

The histogram is also known as a frequency chart. It identifies variances in the measurements.The arrangements of the bars show the distribution of the frequency. The pattern that emergeshelps to define the problem, theme or subject under study. The histogram is used to show theoverall occurrence of a measured value such as time, dimensions, degree or the range offrequency within a particular occurrence.

The depiction of mean indicates ideology of decision making for problem solving. This is

rightly used to reflect the following features:

* Relative Variation

* Controlling Capacity

* Probable Improvement over the existing stage through further decision making.

Example Segment:

60% of sections take >4 hours to prepare for field exercise

75



1

10

7

23

6

2

11

0

10

20

0.5 1.5 2.5 3.5 4.5 5.5 6.5 7.5 8.5Hours

Sections

Limit line N = 40

1

10

7

23

6

2

11

0

10

20

0.5 1.5 2.5 3.5 4.5 5.5 6.5 7.5 8.5Hours

Sections

1

10

7

23

6

2

11

0

10

20

0.5 1.5 2.5 3.5 4.5 5.5 6.5 7.5 8.5Hours

Sections

Limit line N = 40

10. CONTROL CHART

This tool is used for on-line control of problem solving. The process involved as a direct

inclination of depicting the central line marked as the controlling line with a target

representation. The upper and the lower lines signify the upper control limit and the lower

control limit respectively. The periodic measurement of quality is plotted accordingly for the

general assessment of the process.

The selection of the tool out of the set of 10 is dependent on the nature of the problem to be

solved. It is not at all necessary for a circle to make use of all the ten SQC tools available.

Generally, in concern of the nature of the problem to be solved, the conduct of Brainstorming

is the only subsequent alternative for selecting the type of problem solving techniques for the

circle in operation.

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7 : DEVELOPING STUDENT

LEADERSHIP SKILLS TOWARDS TOTAL QUALITY

The Quality of an educational environment is witnessed with the harnessing efforts of the

staff, students and the collaborative parents at large. The leadership of all counts towards the

perfection in practice for all the levels of learning and teaching. As a matter of fact, Today’s

youth are living with an explosion of technological advances especially in the areo fo the

Internet, mobile applications and the multi-player gaming. This increases the need for proper

supervision and mentoring as they may be overwhelmed by the sheer overlaod of activities

and information.

Over the years the students’ scenario has changed with the witnessing of the importance of

Students’ Activities as the ultimate learning methodology today. The students are empowered

towards better learning, decision making and ultimately made to be disciplined through self

disciplined modules and leadership skills. It is mandatory for all to have and imbibe the

Leadership skills to make them a better and Total Quality Person in future. In order to practice

Group Leadership Skills the following are the essentials for practice at schools:

* Classroom Environment: We can help our students by establishing a supportive, relaxed

and respectful learning environment. Be warm and welcoming. Do not raise your voice when

they ask for clarification.

* Physical arrangement of the room: As soem of our class sites, it is not our prerogative

to change the arrangement of the room. It is also helpful to leave some open space in the

room where students can stand up for oral exercises.

* Encourage Student Participation and interaction: Encourage students to express their

opinions and to ask questions not only to you, but to who ever they feel like getting a clarification

77



as well.

* Eye Contact: Eye contact is a polite way to communicate that speaks a person’s honesty.

If it is difficult for a student to make direct eye contact, he/ she can look at the other person’s

eyebrows.

* Pacing Lessons: Watch your students’ faces, and check for comprehension. Do the

students need more explanation? More time to practice? Pacing is also important in asking/

answering questions.

* Group Rules and Respect: Cultivate a spirit of cooperations and respect within the

group. Help participants to understand that everyone in the group is a student and that everyone

is also a teacher.

* Dealing with dominators: If a particular student tends to dominate the conversation- or to

anser all of the teachers’ questions- teh leader can give other students an opportunity to

speak by using the student’s name to interrupt them.

* Encouraging Shy Participants: If a student is not participating encourage him/ her in the

same way, by using the student’s name.

Good leaders always seem to be able to “get things done”. Ever wonder how they do that?

The skill they have most likely mastered is the skill of prioritizing. Out of moment, it counts at

large that the Leadership Values are crucial life-skills for students because they enable

students to be able to manage their career-progressions and financial independence when

they mature. The accessibility of updated information is not a problem, however, there must

be aleadership quotient for a student to make a decision and act on this information. This is

the ultimate towards Quality in Education, Worklife and upliftment of the society in a big way.

Though “Quality” should have been Natural, as yet it is not. The anti-quality pollution and

78



redundancy in operations has set in too deep that the “Quality Thought” has to be induced by

a conscientious effort. Who does it? The onus is on mothers, teachers, families and friends

and Quality Gurus. Since Mother is the first and most potent teacher or the Quality Guru, the

onus falls back on mother with a greater thrust. If mothers have inculcated the Quality Culture,

the growth process witll be as sound as any good inoculation would do.

As a matter of fact, the implementation of TQM in an organizationnecessitates wholehearted

efforts towards quality improvement, quality development and quality maintenance to satisfy

customers. Productivity needs to be increased by improvement in quality in all our activities

and working together to eliminate errors and prevent wastages. Some of the basic

requirements fro successful implementation of TQM in an organization are as follows:

a. Management Commitment and Teachers’ Participation: This is one of the responsible

features of Quality Culture within a school. This is the very basic need towards TQM with the

commitment of management to achieve total quality. The organisation should have a clear

objective and mission that should be clearly spelt out in the Quality Policy of the school. Here

the concept and implementation of TEI, i.e. the Total Employee Involvement is equally important.

One way to achieve this target of TEI is through installing Quality Circles (QCs) and Quality

Improvement Teams (QITs) in the school.

b. Training and Communication: Together with success lies the importance of training. A Clear

understanding of the TQM is the second most important requirement for its success. The

need of implementing TQM in the organization should be properly spelt out. Until employees

feel a need, it will be very difficult to get them involved and take initiative in this direction. In

fact, TQM starts with training and awareness of employees in this subject. Continuously

upgragind the skills of the staff is the key to the good results of the philosophy of TQM.

c. Parents/ Teachers relationship: As a matter of fact, all the activities in a quality organization

should be towards Parents satisfaction. If fact, the external customer, the parents who buys a

79



product in the form of educating his ward, is considered the best designer of a product. It is

his requirements, which are to be, understood, designed and manufactured by the

organisation. Attitude of “Parents’ First” is a real must for a school to succeed in its march

towards quality and the bottom lines of all its decisions must be looked into the prospective of

“Parents’ Happiness”.

Helga Drummond in his book “The TQM Movement” had said “it is dangerous to rely solely

upon repeat business because customers can always go away by competitions from other

firms”. The writer also stated that “ a stable clientele is a shrinking clientele and the customers

who bought the product are important but what about the others who went elsewhere. Therefore,

the most important customer is the one who did not buy your product”. Can this be applied in

education today? Yes, with one reason of involving the parents as the ultimate customers,

Indeed!.

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8. CONCLUSION

One ought to be proud of the fact that no single aspect of our future has been debated more

hotly than education. Our hope for the next century is that education finally will make the

individual’s dream a reality for every member of our society regardless of race, economic

background, gender or religions affiliation. There is no question that the technological

developments during the last several years are creating more educational opportunities for

our citizens -- or at least for some of them. Educators from pre-schools toddlers through

college have embraced the new technology, and most believe it will provide an increase in

learning opportunities for students. Inspite of the fact that school corporations and colleges

have spent tremendous sums of money on technology, many are still left behind. Spending

more and more money to support technology, that too, affectionately referred to by educators

as the toilet that keeps on flushing, may be achieving the intended purposes for some, but is

it really achieving the intended purposes for all. Or for that matter, is technology, in fact, helping

more students than was the case previously.

As per the website of the Government of India, Department of Education there is a right belief

that, There is no exact definition of what constitutes quality in school education. However,

there is a general perception that students’ performance in terminal public examinations

conducted by the Autonomous Boards make a school “good” or “very good”. In contrast to

such perception, conventional researchers in quality and school effectiveness have stressed

on the identifiable inputs that would go into improving the quality in schools. Such inputs

would include infrastructure linked with the curriculum transactions, teaching and learning

processes, teachers’ qualifications and experiences and their training. Against this, a new

model, also known as the ‘contextual modes’, is developing at the international level which

takes into account the context, ‘which means a school’s linkage with the community, its intake,

that is students seeking admissions in it, and autonomy given to its teachers to chalk up their

plan and strategy in organizational as also in respect of curriculum and pedagogy’. The spirit

of this model has been well captured in the National Policy on Education as modified in

1992, which says, ‘To promote equality, it will be necessary to provide for equal opportunity

81



to all not only in access, but also in success’. Assuming a direct co-relationship between

‘success’ and quality, one can argue that the national policy sees no conflict between quality

and equity, and it conforms to the international trend, which advocates, ‘The successful schools

in the post industrial era will be ones that achieve excellence and equity simultaneously

indeed one that recognizes equity as the way to excellence.’

It further says that, Any quality improvement programme in schools has to keep these

perspectives in the background. Private schools, which largely accommodate the upper middle

class students in urban areas, are becoming models of ‘effective schools’ and government

schools are increasingly being perceived as a failing system. This trend has to be arrested

by a carefully designed strategic policy and programmatic interventions that could include a

marriage between quality and equity, bringing diversity in student population, extending common

school system policy to private schools and better cooperation and networking with different

systems of schooling for sharing resources and expertise so that there is a systemic quality

improvement in schools. In order to make the scheme flexible and responsive to the needs

for improvement in quality of school education, which has multiple dimensions, it is proposed

to provide a small lump sum amount each year to implement new programmes and initiatives

which are not covered by the preceding paras. It could be for any activity which has great

bearing on the improvement of quality in school education.

As a matter of fact, in context to the increase in the standard of education, one must defer to

the clause of Quality Life rather than Quality at Work. If one experiences Quality at live, it is

obvious of the fact that it ought to fetch the Quality at Work as well. Those who demand our

schools’ improvement would be well advised to pay significant attention to the social issues

that have played such a critical role in the decline of our students’ performance. If we wish to

improve the performance of our Schools, we must first improve the quality of life for our youth.

Also in addition, while the schools need to be reformed and teacher education does need to

be improved and our students need to be held to higher standards; criticism of the public

schools is frequently inaccurate, unfair and divisive. The real criticism should be of our lack of

commitment to support education at all levels. To the fact, known to all, education has always

been politicized, and there will always be those who will use the schools and colleges to

advance their own political fortunes. Unfortunately, the criticism of our schools never adequately

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answers the question. If there has to have improvement, its educational-attainment level, which

will require initially improving elementary and secondary student performance, we must

develop a genuine commitment to education. While many political figures will advance the

notion that they have such a commitment, there is little to indicate they have backed it up with

progressive policy and funding initiatives that will solve our educational problems.

Furthermore, in virtually every school or college, reform efforts are dramatically raising

expectations for students, and consequently, for teachers. In response to these reform

initiatives, educators are being asked to master new skills and responsibilities and to change

their practice. Also to meet new expectations, teachers need to deepen their content knowledge

and lean new methods of teaching. They need more time to work with colleagues, to critically

examine the new standards being proposed, and to revise curriculum. They need opportunities

to develop, master and reflect on new approaches to working with children. All of these activities

fall under the general heading of professional development. Also in persuasion, historically,

state policy makers have paid little attention to the form, content or quality of professional

development. If today’s teachers are to be adequately prepared to meet the new challenges

they are facing, this laissez-faire approach to professional development must come to an

end. The needs are too urgent and resources too scarce to simply continue or expand today’s

inefficient and ineffectual arrangements.

The concept of Total Quality Management (TQM) activates to a large extend in academics.

The concept of TQM was developed by an American, W. Edwards Deming, after World War

II for improving the production quality of goods and services. The concept was not taken

seriously by Americans until the Japanese, who adopted it in 1950 to resurrect their postwar

business and industry, used it to dominate world markets by 1980. By then most U.S.

manufacturers had finally accepted that the nineteenth - century assembly line factory model

was outdated for the modern global economic markets.

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DEMING’S 14 Points on TQM:

1. Create constancy of purpose: Develop a mission statement as your corporate purpose or

aim. For example, the mission statement for a university might be, ‘To develop the skills,

attitudes, and motivation in our students so they will become responsible citizens and be

capable of making positive contributions to society.’ The mission statement for a college of

engineering might be, ‘To develop the skills, attitudes, and motivation in our students so they

will perform in a technically competent, socially

responsible, and ethical manner as engineers entrusted with the safety and comfort of their

clients.’ Developing a mission statement is not a trivial task; it requires a real understanding

of just why the organization exists. The mission statement is also hierarchical; the department’s

mission depends on the college’s mission, which depends on the University’s mission, and

so on. Once the mission statement is developed, everyone (not just the faculty and

administration, but everyone employed by the University) must know how they contribute to

the mission. The analysis suggested

here is to assess the value added by a process. If a process or a position does not add

value, that is, does not contribute to the mission, it should be eliminated.

2. Adopt a new philosophy

Insist on quality in everythingÐclassroom instruction, bookstore service, campus policing,

restroom cleaning, interactions with the legislature Ðeverything. To achieve this quality, an

atmosphere of cooperation as opposed to competition must be instilled. This is particularly

true in the classroom; management must ensure that the processes put in force encourage

cooperation at every levelstudent to student and faculty to student.

Do away with the ‘us versus them’ attitude. Instead ask questions like, ‘What can we, the

faculty and staff, do to make the learning experience in this classroom better?’ or ‘What can

we, the teacher and the students, do to ensure every student has the best opportunity to learn

this material?’ It is a completely different approach than most of us experienced in school as

students.

3. Cease dependence on mass inspection

Focus on the product or service process. Don’t depend on audits, tests, or inspections to

build quality. Inspections will only keep bad products from hitting the market, but there are

84



large costs incurred with each bad piece. The analogy in education is that the failed student

is scrap that must be either reworked (take the course again or get extra

tutoring) or discarded. We need to develop processes in which there is less testing but more

focus on progress in learning. For example, ask yourself why you are giving a particular test.

If the answer is to evaluate your students, then ask yourself if you need

this extra piece of evaluative information. There is evidence that we test far more than is

needed to evaluate our students [7]. On the administrative side of the university, are there too

many checks and balances? Can a process be changed to make inspections

unnecessary or at least to reduce the need for inspections? Statistical process control can

be an important tool in developing processes that do not require much inspection.

4. End the practice of conducting business on cost alone

The lowest bid usually does not result in the lowest life-cycle cost. In all our processes, we

need to focus on long-term costs and benefits. That may mean that the trendy new course not

be offered if it means the failure of a course with more long-term value. Awarding the printing

contract to an offcampus vendor may have lower first cost, but the

inability to get adequate turn-around time or poorer quality may make the overall cost of that

decision very high. University professors often complain about the poor job the high schools

are doing in preparing students for college. The longterm costs of supplying educated people

to society may be less if some of the resources of the university were spent on improving high

and junior high schools.

5. Constantly improve processes

Are your customers (the students and their future employers) more satisfied than they were

last semester? Are the faculty members happier? Are the secretaries happier? Are the

suppliers of the University happier? If the answer to a question is no, find out why and fix the

situation immediately. If the answer is yes, determine what it was in the process that made it

so. In any case, analyze the process to determine what changes can be made to make it

better. Incremental improvements must be made every semester. This is essentially the Kaizen

philosophyÐencourage innovation, but insist upon incremental improvements, especially after

the innovation . The phrase, ‘if it’s not broke, don’t fix it,’ does not apply. To help decide where

to look for things to improve, use course grades, student performance on ‘anchor’ problems,

student critiques, faculty and staff organizational climate surveys, inputs to suggestion boxes,

summaries of c omplaints, etc. Carefully designed questions on anonymous surveys can be

85



very valuable, but talking directly to the customer is still the best way to find out what the

barriers are. There is a side benefit to talking directly to the students about their problems-

they appreciate it and make the ‘us versus them’

attitude much less likely.

6. Institute training

Everyone needs to know their job. The faculty is certainly well educated in their disciplines but

maybe not in the art of teaching. Faculty development programs help teachers know their

jobs. Word processing classes help secretaries do their job better. Money spent on faculty

and staff training has long-term payback. In addition, you should teach TQM to everyoneÐfaculty,

staff, and especially students. The more everyone knows about the management principles

used on a daily basis, the easier it is for everyone to buy into the

idea.

7. Institute leadership

Emphasize leadership instead of management. Everyone at the university has a leadership

role of some sort. Each person in a supervisory role (including the faculty) should try to be a

coach and R. C. Winn and R. S. Green 26 teacher, not a judge and overseer. As put by

Senge, the leader should be a designer, a creator of an environment [6]. Effective leaders will

search for barriers to communication and productivity and remove them. A poorly lit classroom

can have a significant effect on student performance. A teacher who is an effective leader will

see to it that the lighting problems are fixed. A teacher who will adjust the due date on a

project based on special student situations, will probably increase the learning of his students.

8. Drive out fear

In the academic setting, fear is often a big factor in student and faculty performance. For

students, any steps that can be taken to reduce the fear involved in taking a test will pay large

benefits in student performance and attitude. Allowing for a make-up exam, points for reworking

missed problems on an exam, and dropping a low grade are examples of little things that can

be done to reduce student fear. Teachers must balance their roles as

educators versus evaluators. When asked, most professors will readily say that their job is to

educate their students; however, the amount of time they spend on evaluation tends to

contradict this view. On the faculty and staff side, fear can also play an important role. If a high

86



price must be paid for failure, few people will be willing to risk experimenting with a promising

new innovation, thus keeping a process improvement out of the system. If a teacher would

like to try an innovative teaching technique, the effort should be applauded

even if it is a failure. Certainly something of value will have come from the experiment.

Researchers must have the opportunity to fail without the fear of demotion or lack of promotion

opportunity. Fear is a powerful emotion and can have very negative effects on the performance

of an organization.

9. Break down barriers

Encourage cooperation, not competition. Encourage the forming of cross-function teams to

address problems and process improvements. A team made up of faculty, staff, and students

(perhaps from more than one department) will have a broader perspective in addressing

issues than a more narrowly composed committee. When addressing a problem in the

registration process, address it with a team consisting of representatives from every involved

organizationÐfaculty, advisors, students, registrar, computer services, etc. A solution devised

by only one organization will usually have a negative impact on some other organizations.

Bringing everyone in on the decision process will usually result in a better solution, and certainly

one that is easier to accept.

10. Avoid obsession with goals and slogans

Just telling someone to do good is meaningless without the means to achieve that goal.

Management must improve the processes so that the goals can be achieved. Stating that

80% is the minimum acceptable score on an exam will not by itself achieve that goal. Stating

that goal and then providing excellent instruction, arranging for study teams, giving extra help

where needed, etc., will give the students a much better chance for success.

11. Eliminate numerical quotas

It is often said that numbers are the crutches of poor supervision. On the assembly line, this

principle is easy to see; in the academic setting, it is not as obvious but just as true. If there

are quotas established for ‘x’ number of papers per year or ‘y’ number of majors enrolled,

quality will decrease. The number one priority should be quality. Only after the process is

designed so that quality is assured should the questions of quantity be addressed.

87



12. Remove barriers to pride of workmanship

Pride is a strong motivator. In the academic setting, pride certainly flows from personal and

group achievements, but there is also a good deal of pride in the institution as well. Often this

institutional pride is a result of having survived the program, but it can also stem from having

had a part in the development of that program. If the students are included in some of the

decisionmaking processes, they will develop a strong pride of ownership that can have a

significant impact on their attitudes. A step as simple as talking to student representatives

about their concerns can change an antagonistic faculty/student relationship

into a cooperative one. Using some of the elements of cooperative learning also empowers

the students by sharing some of the teaching role with the faculty. A secretary who is allowed

to choose how the work is to be done and has a voice in some of the administrative decisions

that affect secretarial work will be a much more productive and happy worker. Barriers between

departments and colleges should be dismantled; each professor can learn a lot by studying

the operation of another department.

13. Organization-wide involvement

Everyone in the institution must be included in the education process and be aware of and

concerned for their immediate ‘customer’. Lab technicians who sit in on the courses that they

support will have a much better idea of how their work contributes to the mission. Secretaries

who learn about new techniques and technologies for use in the office are much more likely to

suggest improvements to the processes they are exposed to. Professors

should audit courses in other departments, particularly those courses that are prerequisites

for their own courses. Faculty members who learn about TQM are much more likely to endorse

the concept and to suggest new ways to implement TQM in their jobs. One cannot predict just

what Applying Total Quality Management to the Educational Process piece of knowledge will

spark the idea that will lead to a significant process improvement.

14. Define management’s responsibilities to make it happen Management, at every level

but particularly at the very top, must take and show pride in adopting the TQM philosophy. The

meaning of each of the 14 points as related to the mission must be clear to all involved. This

is not a trivial process; a good deal of time must be spent in analyzing the various processes

and discussing how the 14 points relate to those processes. The time spent in this effort

forms the foundation for all of the TQM implementation.

88



APPLICATION OF THE 14 POINTS

The above 14 points are very general. When TQM is successfully applied, it is a result of a

careful study of each point and a clear determination of how each applies to the situation at

hand. No two applications of TQM will be the same. The form that a particular implementation

takes is dependent on many factors such as the size of the institution, whether the institution

is private or public, and the strengths of the people involved, but the most important variables

are the maturity of the students and the involvement of the employer. Careful consideration of

all aspects of the educational system will help determine just how the TQM implementation

will ultimately look.

The principles of TQM can also be applied to high school, middle school, and elementary

school educational processes as well as to training situations. The principle differences in

the implementation of TQM will be the result of the relative weight assigned to each of the

customers at the different levels of education. The weighting that is applied is primarily the

result of the maturity of the students, but there are other considerations as well. For example,

in elementary schools the most important customers, listed in order of importance, are the

parents of the students, the students themselves, and the middle school to which the students

are headed. As the maturity of the students increases, the students replace the parents as

the most important customer. In a training situation, the most important customer is the

organization that needs the individuals trained. Regardless who your primary customer

is, it is essential that the students be included in the list of customers.

89



90



Figure 1 shows a qualitative assessment of the relative importance of various customers in

different educational environments. Please keep in mind that only a few of the potential

customers have been presented, but students must be considered in each case.

It is come out of the belief of many educators that the Deming’s concept of TQM provides

guiding principles for needed educational reform. In his article, “The Quality Revolution in

Education,” John Jay Bonstingl outlines the TQM principles he believes are most salient to

education reform.

He calls them the “Four Pillars of Total Quality Management.”

Principle #1: Synergistic Relationships

According to this principle, an organisation must focus, first and foremost, on its suppliers

and customers. In a TQM organisation, everyone is both a customer and supplier; this confusing

concept emphasises “the systematic nature of the work in which all are involved”. In other

words, teamwork and collaboration are essential. Traditionally, education has been prone to

individual and departmental isolation. However, according to Bonstingl, this outdated practice

no longer serves us: “When I close the classroom door, those kids are mine!” is a notion too

narrow to survive in a world in which teamwork and collaboration result in high-quality benefits

for the greatest number of people. The very application of the first pillar of TQM to education

91



emphasises the synergistic relationship between the “suppliers” and “customers”. The concept

of Synergy suggests that performance and production is enhanced by pooling the talent and

experience of individuals.

In a classroom, teacher-student teams are the equivalent of industry’s front-line workers. The

product of their successful work together is the development of the student’s capabilities,

interests, and character. In one sense, the student is the teacher’s customer, as the recipient

of educational services provided for the student’s growth and improvement. Viewed in this

way, the teacher and the school are suppliers of effective learning tools, environments, and

systems to the student, who is the school’s primary customer. The school is responsible for

providing for the long-term educational welfare of students by teaching them how to learn and

communicate in high-quality ways, how to access quality in their own work and in that of

others, and how to invest in their own lifelong and life-wide learning processes by maximizing

opportunities for growth in every aspect of daily life. In another sense, the student is also a

worker, whose product is essentially his or her own continuous improvement and personal

growth.

Principle #2: Continuous Improvement and Self Evaluation

The second pillar of TQM applied to education is the total dedication to continuous

improvement, personally and collectively. Within a Total Quality school setting, administrators

work collaboratively with their customers: teachers. Gone are the vestiges of “Scientific

management”... whose watchwords were compliance, control and command. The foundations

for this system were fear, intimidation, and an adversial approach to problem-solving. Today

it is in our best interest to encourage everyone’s potential by dedicating ourselves to the

continual improvement of our own abilities and those of the people with whom we work and

live. Total Quality is, essentially, a win-win approach which works to everyone’s ultimate

advantage.

According to Deming, no human being should ever evaluate another human being. Therefore,

TQM emphasizes self-evaluation as part of a continuous improvement process. In addition,

this principle also laminates to the focusing on students’ strengths, individual learning styles,

and different types of intelligences.

Principle #3: A System of Ongoing Process

92



The third pillar of TQM as applied in academics is the recognition of the organisation as a

system and the work done within the organisation must be seen as an ongoing processes.

The primary implication of this principle is that individual students and teachers are less to

blame for failure than the system in which they work. Quality speaks to working on the system,

which must be examined to identify and eliminate the flawed processes that allow its

participants to fail. Since systems are made up of processes, the improvements made in the

quality of those processes largely determine the quality of the resulting product. In the new

paradigm of learning, continual improvement of learning processes based on learning

outcomes replaces the outdated “teach and test” mode.

Principle #4: Leadership

The fourth TQM principle applied to education is that the success of TQM is the responsibility

of top management. The school teachers must establish the context in which students can

best achieve their potential through the continuous improvement that results from teachers

and students working together. Teachers who emphasize content area literacy and principle-

centered teaching provide the leadership, framework, and tools necessary for continuous

improvement in the learning process.

According to the practical evidences, the TQM principles help the schools in following clauses:

(a). Redefine the role, purpose and responsibilities of schools.

(b). Improve schools as a “way of life.”

(c). Plan comprehensive leadership training for educators at all levels.

(d). Create staff development that addresses the attitudes and beliefs of school staff.

(e). Use research and practice-based information to guide both policy and practice.

(f). Design comprehensive child-development initiatives that cut across a variety of agencies

and institutions.

In order to achieve the above as opportunities to the academic scenario, in addition to

patience, participatory management among well-trained and educated partners is crucial to

93



the success of TQM in education; everyone involved must understand and believe in principles.

Some personnel who are committed to the principles can facilitate success with TQM. Their

vision and skills in leadership, management, interpersonal communication, problem solving

and creative cooperation are important qualities for successful implementation of TQM.

A keystone in the Deming Philosophy is the continuous improvement of all processes. It is not

important to identify, at any one moment, the best process someone else has developed.

Rather, the enterprise and its managers should learn to develop the habit of continuous

improvement. Any theory of management which seeks the best process for delivering a service,

and then organizes itself to keep that process constant with time is suspect. Although today

there is much attention paid to “bench marking”, that obsession should be understood as a

crutch for managers who do not know how to make their organizations obsessive about

improvement. The justification given by most managers, for their focus on “bench marking,” is

that it supplies a motivation for the workforce. “See how well they are doing it? We ought to

be able to do at least as well!” An obsession with bench marking relieves the managers from

having to lead the way in improvement and of having to inspire

creativity in the workforce. If boards of directors understood their jobs, they would appoint as

CEO’s only those who have demonstrated their ability to lead people in the processes of

improvement. School boards who understand quality would look first at candidates for

Superintendent by asking for strong evidence of leadership coupled with good managerial

skills. William Glasser, an educationist, summarizes the key ingredients to quality in education.

First, treat people well by motivating them to do a good job without coercion. Second, teach

people to evaluate their own work. Third, establish a warm, caring environment by eliminating

fear, punishment, and threats. Fourth, make the learning useful, and more importantly, ensure

that the learning is perceived as useful to the students. Looking with an eagle’s eye to the

above capsules of Quality framework in academics, moreover at any organisation, there can

be an improvement of worklife to the individual, paving way to the TQM and TQP (Total Quality

People) in totality.

Quality Circles in Schools - A Narration:

Quality cannot be achieved accidentally. It requires intelligent and international effort. The key

to rapid strides on the parth of success and progress in 21st century is going to be self-

reliance, self-discipline and exploiting synergy of teamwork. For schools to foster and sustain

quality educational standards, to keep pace with the globalization and to implement information

technology, they will have to be dynamic, creative and collaborative hubs of energetic activity.

94



These in turn will help to have total quality management in educational institutions. Total quality

management brings about a radical change in culture and the way an institution functions. It is

easy to infer that a continued qualitative growth is possible only if tis stakeholders earnestly

want it and pursue it.

What is Quality for Human Beings?

Quality is excellence. It is emotional development. It is character building. It is cooperative

living.

What is Quality for a School?

It is how a child is received, welcomed, cared for, supported, trained, educated, and prepared

to meet the challenges of life. QUality means quality of work, service, education and curriculum.

Total Quality achievement is education is based on many aspects such as schooling

process, collaborative school management etc.

The Schooling process comprises of defining and taking following steps:

* Objectives of the school : Schools function in different geographical, economic and

social areas and thus objectives of one school definitely will vary from that of the other school.

A school may want to specialize in developing good sports persons yet another may develop

good research talent and yet some school may decide to produce best board results. Each

one in its own right has its objectives firmly defined.

* School Climate: It is characterized by the definition of discipline, expectations from the

students and staff, freedom enjoyed by the students and staff in setting their standards.

* Methodology of Teaching: Though all schools profess to have designed methodologies

which adhere to the lates developments in pedagogies, each one of them will have to keep in

sight the desired objectives of the parents, quality of the students and the level of technological

advances possible for the school to maintain the technology available for the students to use

outside the school.

* Management and administration: School administration must facilitate achievements of

95



the school. The management of the school concerns itself with the growth and development

of the people. The ideologies and philosophies of the management and capability and flexibility

of the managers will determine the extent to which a school can take plunge into improving its

standards.

* Collaborative School Management: No matter what objectives are and what school

management is, if a school is to remain dynamic and wishes to prepare indivisuals fit to take

on the reins of the nation tomorrow, each school will have to have collaborative school

management.

Collaborative School Management Requires:

New Vision of School Leadership: The Principal is the school leader. He/ She develops

sense of educational purpose in the staff and students. He/ She is responsible for formulating

broad policies and ensures that they are implemented. He/ She brings individual skills together

to obtain best progress. He/ She should provide opportunity to the staff for participation in the

continuous development of the school and its students should meet parents’ expectation for

quality. While doing all this, he/ she remains the facilitator rather than the dictator.

Shared Visions and Goals: Visions and goals are overall sense of direction in which the

school should head. The mission and gaol statements must be jointly written down. The

brainstorming sessions enable to jointly arrive at the vision an institution must look for. If all

stakeholders are well aware of the goals the path to excellence is smooth.

Less Hierarchical Distance: The Principal should be approachable to the staff and students;

similarly the teachers should be easily approachable to students. This eases the

communication and speeds the decision-making.

To sustanin and foster the collaborative school management quality circles must be

developed. As we know,

COMING TOGETHER IS BEGINNING,

STAYING TOGETHER IS SUCCESS,

WORKING TOGETHER IS PROGRESS.

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RESOURCES

(Acknowledgement)

Blankstein, Alan M. “Lessons from Enlightened Corporations.” EDUCATIONAL LEADERSHIP

49, 6 (March 1992): 71-75. EA 526 563.

Deming, W. Edwards. OUT OF THE CRISIS. Cambridge, Massachusetts: Massachusetts

Institute of Technology, 1986. 507 pages.

Fuchsberg, Gilbert. “Quality Programs Show Shoddy Results.” WALL STREET JOURNAL

(May 14, 1992): B1, B9.

Olson, Lynn. “Quality-Management Movement Spurs Interest in New Awards for Education.”

EDUCATION WEEK 11, 26 (March 18, 1992a): 8.

........ “Schools Get Swept Up in Current of Business’ ‘Quality’ Movement.” EDUCATION WEEK

11, 25 (March 11, 1992b): 1, 24-27.

Rhodes, Lewis A. “On the Road to Quality.” EDUCATIONAL LEADERSHIP 49, 6 (March

1992): 76-80. EA 526 564.

Rocheleau, Larrae. “Mt. Edgecumbe’s Venture in Quality: How One Superintendent Learned

the Difference between Managing and Leading.” SCHOOL ADMINISTRATOR 48, 9

(November 1991): 14-16, 18. EJ 434 405.

Using Six Sigma to Solve Issues in Public School System.htm: www.isixsigma.com

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Informing Science Institute ::: Main Page

Namdar Mogharreban MRK Krishna Rao Satyadhyan Chickerur Mariana Hentea Sanjay Goel

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About Six 6 Sigma

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Applying Total Quality Management In Academics

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Total Quality Management In Education

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software quality assurance testing - an introduction

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Educationworldonline.net

Dheeraj Mehrotra City Montessori School, Lucknow. Anti-ragging appeal. We are actively

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. . . e d u c a t i o n w o r l d o n l i n e . n e t / e d u w o r l d / a r t i c l e .

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Transactional Best Practices

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Total Quality Management (TQM)

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Study A young, rapidly expanding company in the financial services

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Quality Management Education and Training Web Listings Information ...

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IS 2002 Informing Science Conference Program Committee

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National Teacher’s Science Congress

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Sector-D, LDA Colony, Kanpur Road Lucknow, 226 012, (UP ), UP ...ncstc-network.org/

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[PDF] QUALITY GUIDE TO THE NON-FORMAL AND INFORMAL LEARNING PROCESSES

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what is total quality control - a starting point for valuable insights

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Opinion

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Juvio

Quality Learning: Developing a more informed vision by Dheeraj Dheeraj Mehrotra

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quality control classes - insights you need

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quality improvement processes - the know-how you need

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http://www.education.nic.in/ Revised Scheme of Quality Improvement in Schools.htm/

Department of Education, Government of India.

TQM in Education, The Theory and How To Put It to Work, Myron Tribus, Exergy, Inc.,Hayward, CA

Quality Circles in Schools, by Mrs. Priyadarshini Kelkar, Source: Souvenir, VCCQCC-2005

Quality World, July 2006. Page 36, Implementation of Quality Management System.

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CHAPTER 9

Pictures towards Quality Achievements, Thanks to His Excellence, Shri A.P.J. Abdul

Kalam, Our President.

Dheeraj Mehrotra, teacher from City Montessori School, Lucknow, receiving theaward from President.

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Dheeraj Mehrotra as one of the TCS: Education WorldAwardee- 2006

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Dheeraj Mehrotra with PRIME MINISTER of India after being awarded theNATIONAL TEACHER AWARD.

Eat IT, Think IT, Walk with IT and Talk of IT

Quality education is the need of the hour and with the result, at the same timethe boards of education and learning must develop a plan to help schools,teachers and parents educate children about safe, responsible use of theInternet. For example, encourage schools and families to place computersin rooms that are shared (such as family rooms, dining rooms, offices orlibraries), where children can use the Internet with others around them. Andteach children never to share personal information (name, address, telephone,or credit card number) online. This may go a long way in making this a success.The day-to-day activities at the school and the home education will provide ahealthy liking for the computer and this is required to foster appropriate useof the Internet among preschoolers and other young children.

They say that “Computers, software, CDs and Smart Toys should always beconsidered a supplement to the other, more concrete learning activities likecompleting puzzles, building with Lego and blocks, reading books, creatingart projects and playing on the playground…”, is obvious by our observationsand research, out of the present day scenario.

(Dheeraj Mehrotra)http://dheerajmehrotra.tripod.com

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V i s i t


TowardsQuality

LearningFor All.

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