1. Learning Outcomes Students are able to:
Differentiate the difference between quality control and quality assurance
Apply the concept of Total Quality Management in educational management
Relate the basic concepts of ISO 9001 certification to educational management
Realize the importance of PDCA

2. Continuous Improvement in School Management

3. Quotable Quotes
Solving problems is not the answer to causing quality. The solution is understanding and continuously improving the processes that give rise to problems.
And yet like mushrooms in a warm, dark, moist place, tomorrow brings a whole new crop of problems.
(Seymour, D. T., 1983)

4. Words from W. Edwards Deming
Demming stated that "... if you stress quality, profits will take care of themselves. But if you stress profits, quality will not take care of itself.“
Rework, scrap, and unnecessary complexity add costs to and lower the quality of a product or service.

5. Definitions
 Quality
Ability of a set of inherent characteristics of a product, process or system to fulfill requirements of customers and other interested parties
 Quality control is a set of activities intended to ensure that quality requirements are actually being met. Quality control is one part of quality management.
 Quality assurance
Part of the quality management focused on providing confidence that requirements will be fulfilled

6. Corrective action (immediate and long term)
Action taken to eliminate the cause of a detected nonconformity or other undesirable situations
Preventive action
Action taken to eliminate the cause of potential nonconformity or other potentially undesirable situations
Audit
Systematic, independent, and documented process for obtaining evidence and evaluating it objectively to determine to which criteria are fulfilled

7. Quality Management System (processes, people, and documentation)
System to establish quality policy and quality objectives and to achieve these objectives

8. TQM Process Map  TQM requires a new process thinking mindset
 Everything we do is part of the process
 Our focus shifts:
- from managing outcomes to managing and improving processes
- from what to do to how to do the processes better

9. Quality performance expands to include how well
Quality performance expands to include how well each part of the process works and the relationship of each part to the process
Process improvement focuses on continuously achieving the greatest potential benefit for our customers

10. SEA Quality Management Map

11. David Butler TQM Process
Key Principles of Quality
 Principle 1: Quality is defined as any product or service that satisfies customer specifications.
 Principle 2: The work standard is defect free
This includes products or services provided to others (outputs to customers) or received from others (inputs from suppliers).

12. Principle 3: Quality is measured by the price of non quality (PONQ).
PONQ is what it costs Your Company in time, money or opportunity when things are not being done the best way.

13. Deming’s 14 Points
Create consistency of purpose toward improvement of the product and services so as to become competitive and stay in the business
Adopt the new philosophy (Avoid delay, mistake, defective material, and defective workmanship)
Cease dependence on mass inspection (Require statistical evidence that quality is built in)
Improve the quality of incoming materials (Depend on meaningful measures of quality, along with price)
Constantly improve the system of production and services
Institute modern methods of training and education for all
Institute modern methods of supervision

14. Drive out fear by encouraging effective two-way communication (to enable everybody to be part of the change)
Break down barriers
Eliminate the use of slogans (Eliminate work standards that prescribe numerical quotas for the workforce, demanding zero defects and new level of productivity without providing methods)
Institute leadership
Management by objectives
Encourage self improvement for everyone
Top management commitment

15. The Quality Process Framework
There are five components forming the Quality Process framework.
Quality Council: A group of senior managers appointed to plan, administer, facilitate and monitor the entire Quality Process.
Awareness Function: A variety of ongoing communications, activities and events arranged by a Coordinator exposing all employees to the Quality Process.

16. Education Function: A series of Quality training programs directed by a Coordinator ensuring everyone understands the tools of problem elimination.
Measurement Function: A set of standardized charts created by a Coordinator and utilized by Individuals or teams to objectively measure Quality Process progress.
Problem Elimination Function: A formalized problem identification and resolution method developed by a Coordinator and used by all employees to permanently eradicate defects.

17. A systematic approach to the problem-solving process (Shewhart, W. A)
 Plan
      It could be a retention plan or a dormitory security plan
      It is an area that needs improvement
 Do
It involves translating the plan into action
 Check
This is the data gathering step
       It helps us to compare the ‘do’ against the ‘plan’

18. Act
Begin formalizing those things that were successful and to make changes to the ‘plan’ (in those areas where our expectations were not met)

19. TQM Process Control Plan
Process includes the tasks to develop and administer assessments to report technical proficiency and to award Certificates of Technical Achievement
Process Control includes the steps to achieve the process.
Benchmark Analysis are the observable evidence that was accepted as proof that the process has been followed.

20. Root-Cause Analysis After the process has been completed and evaluated, Root-Cause Analysis can be used to examine those elements that have not met the Benchmark Analysis.
Corrective Action the plan to achieve the Benchmarks as required of the process based upon the results of Root-Cause Analysis.
Continuous Improvement includes any changes to Process, Process Control, or the Key Characteristics determined necessary through Root-Cause Analysis.

21. The book ‘Kaizen’ by Masaaki Imai
Kaizen is a Japanese work for continuous improvement
According to Massaki Imai, kaizen strategy is the single most important concept in Japanese management – the key to Japanese competitive success
Kaizen means ongoing improvement involving everyone – top management, managers, and workers
Quality is not meeting standards or quotas; it is the natural outcome of process-oriented way of thinking that becomes deeply ingrained in the culture of the organization

22. Changes to ISO 9001:2000 (Version 1994 – 2000)
The main reason for the revision according to ISO is to give users the opportunity to add value to their activities and to improve their performance continually by focusing on the major processes within the organization
 The process based approach:
Plan, Do, Check, Act structure of the standards
 More clarity in areas such as facilities, work environment and improvement
 Resources section, especially people
 Greater emphasis and involvement of top management

23. Four Standards in the New Series
ISO 9000: Fundamentals and vocabulary
ISO 9001: Requirements
ISO 9004: Guidelines for performance improvements
ISO 19011: Management system auditing

24. Quality Management Systems: Requirements
1. Scope
Boundary of the system
Eg. In university setting: undergraduate/Graduate, teaching and learning, research or extension
2. Normative reference
Refer to ISO , Quality Management System – Fundamental and vocabulary
3. Terms and definitions
Supplier Organization Customer
Customer
Direct e.g. Students
Indirect e.g. MOE, other agencies

25. 4. Quality Management System
The three main elements:
Process: Core and secondary processes (how they are linked, how resources are provided)
People
Document
Version 2000 process-based approach
Version 1994 document based approach
4.1 Process-based approach (business mapping)

26. 4.2 Document requirements
4.2.1 Quality objectives and policies
Quality manual
Documented procedures
Documents needed for planning, operation and control of its processes
Records

27. 4.2.2
Quality manual
4.2.3 Control of documents
4.2.3 Control of records
Difference of documents and records
Documents records
Quality policy Evidence to show that a procedure has been
Procedures carried out e.g. check list
Work instructions
Lecture notes
Guide books

28. 5. Management responsibility
5.1 Management commitment
5.2 Customer focus
Direct: students
Indirect: MOE, industries, other agencies, professional bodies
Ways of showing: dialogues, meetings, involvement as committee, attachment, tracer studies and etc
5.3 Quality policy

29. 5.4 Planning
ISO committee, quality objectives, customer charter
5.5 Responsibility, authority and communication
5.5.1 Responsibility and authority
Organizational chart: Level of authority
Management representative
5.2.3 Internal communication

30. 5.6 Management review
5.6.2 Review input (need to have before the auditing process, once a year)
5.6.3 Review output
6. Resource Management
6.1 Provision of resources: Money, human, material, machinery, and methodologies
6.2 Human resources
6.2.1 Recruitment
6.2.2 Training

31. Work safety and harmony
6.3 Infrastructure
6.4 Work environment
Work safety and harmony
7. Product Realization (Realization of teaching and learning programs)
7.1 Planning of product realization (Head of Department and lecturers to give input)
Quality framework:
Activity Monitoring Approval Record Program

32. 7.2 Customer-related processes
7.2.1 Determination of requirements related to the product) Customers’ requirements, student selection
7.2.2 Review of requirements related to the product
Course registration
7.2.3 Customer communication
Notice board, meetings, academic advisory system etc.

33. 7.3 Design and Development
Program development (Example)
7.3.1 Design and development planning (Need identification of the program)
7.3.2 Design and development input (Preparation of program framework)
7.3.3 Design and development output
Draft of the program
7.3.4 and Design and development review and Design and development verification (Review by Departmental level until the board of governors)
7.3.6 Design and development validation (by MOE)
7.3.7 Design and development changes

34. 7.4 Purchasing
7.4.1 Purchasing process
Requests for purchasing, assess and reassessment of suppliers
7.4.2 Purchasing information
(Example local order, specification/proposal)
7.4.3 Verification of purchased product
7.5 Production and service provision
7.5.1 Control of production and service provision
Availability of infor describing the product e.g. Academic guide book, work instructions, master list of equipments, monitoring and measurement (including lecturers performance), release, delivery and post-delivery activities (Administration of students grades)

35. 7.5.2 Validation of processes for production and service provision
7.5.3 Identification and traceability
E.g. program code, course code, CGPA, Schedule
7.5.4 Customer property
Students assignments and thesis
7.5.5 Preservation of product
Control of exam questions, how grades reach the students
7.5.6 Control of monitoring and measuring devices
Calibrate of equipments used in teaching and learning

36. 8. Measurement, analysis and improvement
8.1 Have improvements initiatives, use certain statistical tools
8.2 Monitoring and measurement
8.2.1 Customer satisfaction (teaching evaluation)
8.2.2 Internal audit
8.2.3 Monitoring and measurement of processes
(use of customer charter)
8.2.4 Monitoring and measurement of product (Grades to students)

37. 8.3 Control of nonconforming products
Nonconforming services (NCR) can be traced from complaints by students, during the auditing process, daily execution of processes)
8.4 Analysis of data
Four types of data:
Customer feedback
Conformance to product requirement (customer charter)
Academic data e.g. passing/failure rate
Performance of suppliers

38. 8.5 Improvement
8.5.1 Continual improvement
8.5.2 Corrective actions
Analyze the problems and take actions against them
8.5.3 Preventive actions