1. Modul ke: Fakultas Program Studi TQM: Main Concepts & Principle Employee involvement / empowerment Continous process improvement / Kaizen Zulfa Fitri Ikatrinasari, Dr. 04 Ekonomi dan Bisnis Manajemen

2. Giving people throughout the organization the power to make a difference contributes greatly to providing quality products and services to their customers. Empowerment is a natural extension of employee involvement. Empowerment represents a high degree of involvement in which employees make decisions themselves and are responsible for their outcomes. Introduction to Empowerment

3. For empowerment to occur, managers must undertake two major initiatives: Identify and change organizational conditions that make people powerless, and Increase people’s confidence that their efforts to accomplish something important will be successful. Empowerment embodies “vertical” teamwork between managerial and non-managerial personnel. Introduction to Empowerment

4. Only employees involved in the system day- to-day have an in-depth understanding of the current system. Giving employees responsibility for their own work has led to improvements in quality, productivity, motivation, customer service, speed of decision making, and morale. Employee involvement creates the organizational context need to support quality improvement processes. The Importance of Empowerment

5. Empowerment leads to greater levels of satisfaction among the workforce. Empowerment leads to greater levels of satisfaction among the workforce. Empowered employees give faster and friendlier service to their customers. Empowered employees give faster and friendlier service to their customers. Employee satisfaction strongly related to customer satisfaction. Employee satisfaction strongly related to customer satisfaction. Maintaining an enjoyable work environment frees people to concentrate solely on the needs of the clients. Maintaining an enjoyable work environment frees people to concentrate solely on the needs of the clients. The Importance of Empowerment

6. Empower sincerely and completely: Empower sincerely and completely: Empower for improvement value, not for public relations value. Empower for improvement value, not for public relations value. Semi-empowerment does not work. Semi-empowerment does not work. Set clear guidelines on responsibility and authority. Set clear guidelines on responsibility and authority. Managers need to be patient on results. Managers need to be patient on results. Principles of Empowerment

7. Establish mutual trust: Establish mutual trust: Trust must be backed up by actions. Trust must be backed up by actions. Managers must not take advantage from increased productivity by cutting the workforce. Managers must not take advantage from increased productivity by cutting the workforce. Provide employees with business information. Provide employees with business information. Principles of Empowerment

8. Ensure that employees are capable: Ensure that employees are capable: To operate in an empowered environment, employees need the technical and interpersonal skills. To operate in an empowered environment, employees need the technical and interpersonal skills. Ensure employee capability by selecting and training employees. Ensure employee capability by selecting and training employees. Principles of Empowerment

9. Do not ignore middle management. Do not ignore middle management. Roles for middle managers: Roles for middle managers: Maintain focus on the organization’s values. Maintain focus on the organization’s values. Manage solutions to system-level problems. Manage solutions to system-level problems. Act as teachers and coaches. Act as teachers and coaches. Principles of Empowerment

10. Change the reward system: Change the reward system: Intrinsic rewards. Intrinsic rewards. Extrinsic rewards, including, pay-for-skills and profit-sharing. Extrinsic rewards, including, pay-for-skills and profit-sharing. Principles of Empowerment

11. Semco: Semco: Cross-functional teams, setting their own work hours, strategies and salaries. Cross-functional teams, setting their own work hours, strategies and salaries. Cut back eleven levels of management to three. Cut back eleven levels of management to three. Information is widely shared. Information is widely shared. Empowerment in Action

12. Ritz-Carlton: Ritz-Carlton: “Ladies and gentlemen serving ladies and gentlemen.” “Ladies and gentlemen serving ladies and gentlemen.” Employees empowered to commit company funds when needed to satisfy customers. Employees empowered to commit company funds when needed to satisfy customers. Twice as much employee “complaints” as customer complaints. Twice as much employee “complaints” as customer complaints. Empowerment in Action

13. Job Characteristics Theory (JCT): Job Characteristics Theory (JCT): TQM increases skill variety and task identity, hence jobs become more meaningful. TQM increases skill variety and task identity, hence jobs become more meaningful. Empowering people will increase employees’ motivation. Empowering people will increase employees’ motivation. Empowerment and Theories of Motivation

14. Acquired Needs Theory: Acquired Needs Theory: People are motivated by work that fulfills their needs. People are motivated by work that fulfills their needs. TQ fulfills need of affiliation (in teamwork). TQ fulfills need of affiliation (in teamwork). Empowerment and Theories of Motivation

15. Goal Setting Theory: Goal Setting Theory: People who have clear goals will work quicker, perform better and are more motivated. People who have clear goals will work quicker, perform better and are more motivated. TQ highly goal related, eventhough TQ strives for continuous improvement. TQ highly goal related, eventhough TQ strives for continuous improvement. Empowerment and Theories of Motivation

16. Continous Improvement / Kaizen

17. BRAZOSPORT READING SCORES 82 98 70 97 64 92 9494 57 94 6060

18. Is based on Best Practices Provides for continuous monitoring of performance Addresses the achievement gap between all sub groups Supports Data-Driven Decision Making Why the 8–Step Continuous Improvement Model?

19. Step 1: (PLAN) Test Score Disaggregation Data –FCAT and additional academic data sources Identify strong and weak objective areas Prioritize skills needing improvement Analyze the data to monitor trends in each core subject area Utilize student scores to identify instructional groups Use as a goal setting document

20. By class, schools, feeder patterns Grade levels Proficiency in English Race Gender Quartiles Socioeconomic status Course-taking experience Teacher PD ESE, Bilingual, and Title I Disaggregating the Data

21. Classroom Assessment Classroom Assessment Large Scale Assessment Large Scale Assessment

22. Criterion-referenced assessments: 1. FCAT Sunshine State Standards Reading, Writing, Mathematics, and Science 2. District standards- based tests Reading, Writing, Mathematics, and Science Formative/Summative assessments 1. FCAT Norm- Referenced Tests (grades 3-10), and SAT-9 (grade 2) 2. Chapter and Unit Assessments Benchmark, Publisher authored, Accelerated Reader assessments Academic Data Sources

23. Grade distribution Retention rates Suspension Truancy Student feedback surveys School Climate Surveys Attendance records PD records Volunteer logs Parent Participation logs Homework logs Media Center records Non-academic data sources

24. Develop a school wide timeline that encompasses all tested benchmarks and that incorporates the M-DCPS Testing Calendar (scope & sequence) Create instructional calendar before the school year begins Emphasize weekly targets for instruction on an ongoing basis and communicate them to all stakeholders Step 2: Timeline (Calendar) Development Step 2: (PLAN) Timeline (Calendar) Development

25. Using the instructional focus calendar, deliver the targeted lessons Lesson Bank can be created by schools Instructional focus is mandatory; delivery of the content is Step 3: (DO) Instructional Focus

26. Step 4: (Study/Check) Assessment After skills have been taught:  Administer assessments (test frequently using brief, focused assessments)  Analyze data  Identify problems and/or errors  Identify and share strategies that are/are not working

27. Tutorial Tutorial Refocus abilities to learn the skill or benchmark Enrichment Maintain skills; continue to learn and sharpen skills Steps 5 and 6: (Act) Tutorials and Enrichment Assessment results determine whether or not a student is in need of additional review or enrichment

28. Formal reviews of skills Intensify focus before the FCAT Step 7: Maintenance

29. Ongoing, structured grade level, department, and team meetings Administrative team leads in monitoring school wide progress Step 8: Monitor (Study/Check)

30. Terima Kasih Zulfa Fitri Ikatrinasari, Dr.