wctqee world council for total quality and excellence in
TRANSCRIPT
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8th SQC Master Trainers Laboratory
2018
Implementation and Promotion of Quality Circles in Education
for Continuous Improvement (Kaizen) in Academia
Prof. Dinesh P. Chapagain Advisor - World Council for Total Quality and Excellence in Education [WCTQEE]
Chief Patron, Quality Circles in Education for Students’ Personality Development [QUEST-Nepal]
September 2018
7th S
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QUEST – Nepal www.questnepal.org.np
WCTQEE
World Council for Total Quality and
Excellence in Education [WCTQEE]
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8th Students’ Quality Circles
Master Trainers Laboratory
Work Book, 2018
Owned by: Name: … … … … … … … … … … … … … … … … … … … … … … … …
Designation: … … … … … … … … … …. … … … … … … … … … … …
Educational Institute: … … … … … … … …. …. …. …. …. …. …. …. ….
Address: … … … … …. …. …. …. …. …. ….. ….. …… ….. ….. ….. ….. ….
Date: …. … ….. …. …. …. ….
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Resource Person and Facilitators
Prof. Dinesh P. Chapagain Founder President
Chief Patron, QUEST-Nepal
Advisor, WCTQEE
Mr. Nirajan Adhikari Immediate Past President, Chief Advisor
QUEST-Nepal Director General, WCTQEE
Mr. Rajkumar Maharjan President, QUEST-Nepal
Founder Principal, Mount View School, Bhaktapur
Mr. Subarna K. C. Senior Vice President, QUEST- Nepal
Vice Principal (Administrative/Activities), St. Xavier’s School, Godavari, Lalitpur
Signa Bahadur Lama
Secretary, QUEST- Nepal Principal, Co-Founder, Golden Gate
School, Bhaktapur
Mr. Rabi Shrestha
Senior SQC Master Trainer, QUEST Nepal Senior Teacher/Counselor, St. Xavier’s
School, Godavari Lalitpur
Mr. Lekhnath Sharma Pathak Senior SQC Master Trainer and former
Vice President, QUEST Nepal Lecturer, Central Department of Linguistics, Tribhuban University
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8th SQC MASTERLAB–‘18 Introduction
The concept and practice of Students’ Quality Circles (SQC) is steadily gaining popularity among academic institutions, especially in the secondary and higher secondary schools in Nepal. This trend may be due to six important activities carried out during the last one decade: (1) Prof. Dinesh P. Chapagain took training on Quality Control Circles (QCC) at APO
Japan by JUSSE experts on 1984, ‘86 and ’96 and practiced at industries in Nepal since then. He is one of the founders of World Council for Total Quality and Excellence in Education (WCTQEE) initiated by Mr. Jagdish Gandhi at CMS, Lucknow, India.
(2) One dozen teachers in three batches have been trained on Student Quality Control
Circle (SQCC) at ETDP, International quality academy, CMS Lucknow, India and
have been involved in training, practicing and facilitating SQCs in their respective schools;
(3) Hundreds of teachers from all over the country have been trained as SQC facilitators
by SQC master trainers in Nepal, and these facilitators have commitment to promote SQC not only at their schools but also to other schools accessible to them.
(4) Thousands of students, SQC facilitators and school principals have attended,
observed and presented their SQC case studies at international conventions on SQC held at Lucknow (India), Mauritius, Kentucky (USA), Dhaka (Bangladesh), Colombo (Srilanka), Istanabul (Turkey), London (United Kingdom) and Abbottabad, Pakistan since 1999.
(5) About ten thousand students have presented their SQC case studies at consecutive national conventions held at Kathmandu, Dharan, Rupandehi and Janakpur since 2005 and have motivated their colleagues and juniors.
(6) Thousands of students are studying SQC as formal curricular subject under Local
curriculum social behavior in class 6 to 8 since 2013. After observing this growth trend, SQC promoters in Nepal are now concerned for the quality of SQC application in educational institutions for students’ leadership personality development, and also to create sustainability of its outreach throughout Nepal as well as to other neighboring countries, too. It is high time to think about organizing a workshop among SQC facilitators in a laboratory setup to conduct research and studies on various aspects of SQC as a component of TQM, its effective approach, tools and techniques for implementation and reaping its potentials in academic institutions. The laboratory expects to upgrade the capabilities of SQC facilitators, who can act as the master trainers of SQC facilitators in future. One hundred forty two SQC facilitators have already participated in 6 master trainers laboratory since 2010 to learn, create and share the concept, approach and tools to review and update the application of SQC in academia.
Objectives of the Master Trainers Lab are: Review and update the existing SQC curriculums and pedagogies developed by the
previous Master Laboratories. To learn new knowledge on concepts, tools and techniques of SQC.
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After successful completion of the SQC Master Trainers Laboratory (SQC MasterLab) work as prescribed by QUEST-Nepal, a certificate of Master Trainer will be given by WCTQEE/QUEST-Nepal to all eligible participants. The laboratory consists of a meeting space equipped with learning and sharing logistics like white and green boards, thumb pins, pens, pencils, papers, sticky notes, card boards, graph papers, computers and projector with other stationeries. Moreover, it will have residential facilities where participants can discuss in groups even in leisure time and come to valuable outcomes. Lecture, experimental learning, hands-on exercise, discussion, and presentation methodology are applied for sharing and learning about
SQC as a part of TQM. The study or the laboratory work is conducted on a residential setup outside the main city (Godavari Ashram) for three days. Senior master trainers Mr. Nirajan Adhikari, Mr. Raj Kumar Maharjan, Mr. Subarna Raj K.C., Mr. Singa Lama, Mr. Rabi Shrestha and Mr. Lekhnath Sharma Pathak who have extensive training experience on producing SQC facilitators in Nepal have moderated in preparing this workbook and will facilitate in the 7th SQC Masterlab’18 during these three days. Master trainer Mr. Raj Kumar Maharjan, President QUEST-Nepal is coordinating for organizing this 7th Masterlab ’18. I like to sincerely acknowledge them for their voluntary contribution, which is creating value to our society.
Prof. Dinesh P. Chapagain
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8th SQC MASTERLAB-‘18
Laboratory Structure
Collaborative Exercise
Evolution of SQC, Practical Problems faced by facilitators, analysis,
introduction of SQC tools and practice.
Conceptual Background
Quality Discourse, Practice of Tools, Leading for Quality, Review of SQC
Facilitators Training Curriculum, Kano Principal Practice
Hands on Practices and review Quality Mindset, TQM, SQC
Evaluation, Curriculum & Text Book, Feedbacks, Conclusion and Future
Action Plan
Day 1
Day 2
Day 3
Discussion, experimental, participatory
learning, Meta Card
Lecture, experimental learning, and
video case exercise
Lecture, group exercise, Meta card analysis,
action plan
Evening
exercise
Evening
exercise
Evening
exercise
Orientation
Laboratory
Output
Review of
previous work
Review of
previous work
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General Guidelines to Lab Participants
1. The following is a list of laboratory guidelines: This workbook is personally yours. Please write down your name
on the front page (page 2). Please write down the date and time schedule as agreed upon by
all (page 6,7 & 8).
Switch off your mobile phone or put it in the silence mode during
the laboratory session.
Study work will start in the laboratory immediately after morning energizing program and breakfast, tea break will be of about 15
minutes and lunch break will be of one hour. Lunch will be
served in the dining hall.
Smoking is not allowed in the laboratory hall and dining hall.
2. Participants are encouraged: to share their experience, knowledge and skills with each other, to share freely an illustration and examples in the laboratory,
to participate sincerely in the experimental learning process,
to Practice hard to learn the tools and techniques,
to search for ways in which they can apply the principles and skills learned in the laboratory to further SQC facilitators training
programs,
to be skeptical- ask questions and don’t buy everything you
hear, and
to collaboratively make the laboratory a joyful learning environment.
3. Don’t: try to develop an extreme problem just to prove that others do
not have all the answers (Actually, all do not have),
close your mind by saying, “Well, this is all fine in theory, or in
your situation, but …), assume that all topics covered during the laboratory works are
relevant to all participants in all situations, and take extensive time to take notes- i.e., rely on this workbook.
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8th SQC MASTERLAB 2018
Laboratory Agenda and Schedule
Day 0:
Arrival, Tea & Registration and Room Allotment Housekeeping and Orientation/Introduction of the Laboratory
Expectations of Participants and Do & Don’t Back to Room
Day 1: Breakfast
Component I Evolution of
Students’ Quality Circles
Tea Break:
Component II Practical Problems faced by facilitators (Individual Feedback on sticky notes)
Lunch Break:
Component III Analysis of the feedback with Group formation
(Group work and presentation with Meta Cards, KJ Method)
Tea Break:
Component IV SQC Tools
After Dinner:
Practice on one SQC tool Feedback of Day 1
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Day 2: Breakfast Review of Day 1
Component V Quality Discourse
(SQC a subset of TQM in Education)
Tea Break:
Component VI Practice and Review
on SQC tools
Lunch Break:
Component VII Leading for Quality
and SQC
Tea Break:
Component VIII Facilitator Training Modality
and other Kaizen methods (Activity Record Book)
After Dinner:
Kano Principal Practice and presentation
Feedback of Day 2
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Day 3:
Breakfast Review of Day 2
Component IX Quality Mindset,
Total Quality Managemen
Tea Break:
Component X SQC Case Study Evaluation
SQC Curriculum and text book orientation Future Action Plan
Lunch Break:
Component XI Feedback, Reflection of the program
and Outcome of MTL
Certification Session
Departure
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Students’ Quality Circles (popularly known as SQC) evolved in Nepal
through learning and practicing extensively in educational institutes in
Nepal may be called as the third generation of Quality Control Circles
(popularly known as QCC) practiced throughout the world.
1st Generation: Early 1960’s, Japan
Dr. Edward Deming and Dr. Joseph Juran ignited Japanese Union of
Scientists and Engineers (JUSSE), and Dr. Kaoru Ishikawa conceptualized
and applied the world famous Quality Control Circles (QCC) for quality
and productivity improvement in industries.
2nd Generation: Early 1990s, India
Dr. Jagdish Gandhi imported QC Circle methods from Japan and initiated
and advocated through World Council for Total Quality and Excellence in
Education (WCTQEE) to apply it among students at schools as Student
Quality Control Circle (SQCC) as a part of TQM.
3rd Generation: Early 2000s, Nepal:
Prof. Dinesh P. Chapagain redefined quality circles for students as
Students’ Quality Circles (SQC) to make them good and smart person
with its unique SQC Approach, SQC purpose, SQC application, and SQC
tools & techniques.
SQC Approach Students at SQC adopt four-prong approach to fulfil the purpose of
enhancing the pro-social personality of its individual members. They keep
on their mind that they have to memorize and adhere to these all these four approaches each time they work for SQC problem solving activities.
The SQC team meets regularly, they identify and analyze these problems,
and they also solve their problems by themselves to complete a SQC
project. In the process of doing so, they need to continuously remember these four prong approaches at the back of their mind and take full
attention to these approaches, concurrently. The four-prong approach
may be understood by the following. SQC stands for “Personality first”.
Component I
Evolution of Students’ Quality Circles
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The model suggests that four approaches which must be adopted
concurrently keeping “Personality First” in the centre point of each activity
of SQC project are: Inner actualization
Collaborative advantage
Factual transparency
Continual improvement
Inner actualization Self motivation is a must for individual’s inner actualization. When student
is motivated and comes forward to join a SQC team of school for the first
time, the student must know that it is for himself or herself to develop his
or her personality during each step or tasks of the problem solving process and other tangible and intangible benefits that come out after the
completion of the project are just the by product of the process.
SQC students should understand that while they are identifying problems they are sharing their problems voluntarily with others without any
external pressure. The SQC students understand that while they are
collecting information for observing problems and causes they are utilizing
their individual’s personal relations and tactics to dig-out the hidden and
not-observed facts. The SQC students understand that while they are searching for causes, major causes and root causes of a problem they are
just voluntarily contributing critically and logically many ideas within the
group without showing any superiority and inferiority complexes within
the team members. The SQC students understand that while establishing countermeasures for the root causes to solve the problem the individual
Continual
Improvement
Collaborative
Advantage
Inner
Actualization
Factual
Transparency
SQC
“Personality First”
Four-prong approach of Students’ Quality Circle
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members voluntarily contribute themselves in implementing the action
plan themselves without taking helps or taking minimum help from external factors. These are all parts of inner actualization approach.
The SQC team members should look inwards individually and collectively in team members how much they benefit during each steps of problem
solving. All personality features like self confidence, self discipline,
individual creativity and rationality are voluntarily approaches for inner
realization. Students must approach each steps or tasks of the SQC project with inner realization on their mind. From the beginning of the
project like identifying the theme of the project, the SQC team must
concentrate on their own problem realized by themselves rather than
picking up some external themes pin pointed by others. The inner actualization approach must be followed by SQC.
Collaborative advantage Teamwork with a focused goal is a must for gaining collaborative
advantage. Each member student of SQC team must understand that if
worked in a group rather than individually can produce synergic effect in
any activities. However, each member of the team should follow some
codes of conduct and discipline set for the team to work. Actually a team of students having different ideas, skill and knowledge can produce good
results if all focused in some specific goal and strictly follow the code of
conduct. Brainstorming techniques with strict rules and stepwise
procedure is one methodology which can produce collaborative approach. Hence, brainstorming in a group must be adopted to bring all group
members in harmony in the midst of diversity.
SQC Students should understand that while identifying a specific theme of
the problem they should perform brainstorming several times in a team
with all members following strictly the rules of specific round robin
brainstorming technique. While observing the features, phenomena and
characteristics of the problem, all members must act together and
collectively prepare check sheets required to collect information on the
characteristics of the problem to identify the problem’s nature in details.
Data collection may be done individually but giving responsibility to all
members and the data compilation should be done collectively in a group
to avoid any human errors and confusion in interpretation of data among
the group members. To define the problem and set target for its solution
is, of course, the collaborative activity. All member students of the team
should jointly make necessary charts and graphs as required for the
specific problem solving steps in a large paper discussing collectively. It
should not be that one member prepare Pareto diagram, another prepare
Cause and Effect Diagram, and another prepare scatter diagram. No! This
is not at all the approach of SQC. Each member must freely give
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individual ideas without criticizing others for identifying causes of the
problem while conducting cause and effect analysis. Each member in a
team must be involved while defining countermeasures and preparing an
implementation plan. Again, the responsibility of implementing the
countermeasures may be given to individual members but the plan should
strictly be made with everyone participating for collective ownership on
the plan. Each member must be involved in each step of problem solving
process. Sometimes, it is mistaken that the Circle leader will make charts,
graphs and presentation media and prepare for presentation. No!
Remember SQC need to generate collaborative advantage.
Sometime people confuse the words like ‘cooperation’, ‘coordination’ and
‘collaboration’. SQC adheres to collaborative approach in each step of
problem solving process. Cooperation alone without having emotional
feelings but just jointly working together may not produce benefits as
expected by SQC. Coordination just following the rules and working for
stated responsibility alone may not produce the expected benefits.
Collaboration is generating ideas, developing love among each SQC
member and working jointly for solving problems using all three jewels:
“3H” of human being, i.e., hands, hearts and heads. All members of SQC
team must collaboratively work to generate and share the benefits with
all. It is not a competition psychology but collaboration psychology that
works in SQC. SQC demands collaboration from each member to become
good and smart. SQC does not give room to individual smartness for
work. Each member wins! SQC is a win-win approach.
Factual transparency
Collecting and giving decision with facts and figures is a must for making the SQC project transparent to everyone. Each member student of SQC
team must understand that he or she should never give judgment in any
SQC steps with just their intuition. Some smart student member of SQC
team may not hesitate to give his opinion or judgments just because he
or she thinks so or because he or she likes it like that. He or she should give his ideas with clear perspective having factual background. SQC does
give importance to facts and figures. Do facts and figures mean all data
and information in numerical values? No! It may be in terms of qualitative
values, like verbal data without numbers. Fictions and stories have no space in SQC projects. Hence, the SQC team must focus on gathering
information and use SQC tools to come out with conclusion in each step of
QC problem solving projects.
SQC Students should understand that from the very first stage of problem and theme identification, there is importance of discussions on facts.
First, SQC team discusses on the problem they are facing. During the
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brainstorming sessions, students should take the approach of real facts.
Each member should first internalize the real meaning of the topic they are discussing and give ideas depending on their experience, not on the
ideas they have learned or heard from somewhere. Of course the list of
problems gathered during the brainstorming process will not be in
numbers but in words. Ideas expressed orally or written are noted down and these ideas are also facts. SQC tries to solve a problem of students,
and it is expected that the team will brainstorm only on the topic in which
they have more experience. The observation tally sheet is one appropriate
tool to collect numerical data. Tally sheet generates real numerical data based on facts. While conducting analysis for identifying root cause of the
problem SQC team should choose relevant and basic visual SQC tools.
Each student of the SQC team should realize at this time of analysis that
the analyses should have strong scientific and factual basis and also should be understandable by all members of the team. That is one of the
reason that the quality circle approach is to use the visual aids like graphs
and chart as tools for analysis, discussion, transparency and which will be
easier to convince other audiences, too. After analyses of the problem,
while introducing the countermeasures, a well designed action plan should be made. This should include all 5W & 1H (Why, What, Where, When,
Who and How) while preparing the action plan. That means, the plan also
should be made factual and transparent. During the presentation of the
case also the team should take care that they try to convince others only with factual figures and visual diagrams. This approach is thus called
factual transparency, which each members of the SQC team and all SQC
teams should follow in each stage of the systematic problem solving
project.
SQC team uses SQC visual tools for their discussion session. The tools
are simple but have enough statistical bases. In other words, various
types of check sheets, graphs, charts, diagrams are used as SQC tools for
collecting data and analyzing causes of the problems. SQC team should
provide enough evidence for the validity, reliability, practicality and relevance of the collected data and analytical diagrams for transparency
to take ownership by each SQC member and also to convince other
audiences who listens to them.
Continual improvement
Solving students’ problem at schools or home slowly and progressively is
a must for making the SQC project sustainable and liked by all stakeholders- teachers, parents and other students. Each member
student of SQC team must understand that he or she cannot solve the
problem of educational institute in one semester. It may take long time,
and if one SQC team starts it, another may follow to eradicate the problems they have identified. The problem solving process is continuous,
however students should understand that some time has to be given for
standardizing and naturalizing the progress they have made during a
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planned period. Hence, SQC is for continual improvement of students’
problem.
SQC Students should understand that from the very first stage of problem
and theme identification, PDCA cycle approach should be taken up. After
first brainstorming session to identify the problem, the list should be
evaluated and should be made more specific and understandable to all.
Sometime, people are confused whether SQC project should apply the
approach of continuous improvement or continual improvement. Students
have break during their semesters, similarly SQC project also need a
break in its improvement to naturalize the improvement. A Japanese word- KAIZEN is very famous to conceptualize “continual improvement for
the betterment”. Mr. Masaaki Imai, the promoter of Kaizen said in an
interview with “Kaizen means ongoing improvement involving everybody,
without spending much money.” Problems can be solved innovatively at one shot. However, it may not be sustainable and one inventor or a team
can do it nicely with huge long term investment effect. But to make the
sustainable improvement in any sort of problem requires a team work, a
team formed by the beneficiaries, or with the ones who have full
experience on the problem. Quality Circle team solves the problem slowly and discretely with minimum amount of support and investment from
management. The SQC team is such team who is solving the problems of
students and needs minimum amount of support and investment from
school administration. KAIZEN approach is perfect for SQC project. Thus, students should take the approach of continual improvement and not the
continuous improvement on identifying, analyzing as well as solving
problem.
SQC team selects its own members’ problem which they feel at their school or at their home. The team should not try to solve others'
problems. It is because they neither have full information on others'
problem nor they can analyze accurately without collecting facts.
Moreover, they would not have their own experience on others' problem.
For example, at present there is a massive economic recession since last many years in the west. It is of course a big problem. Many students
know about it and if they try to solve it, do they have experience or can
they themselves solve it? They can only suggest others to solve. And,
SQC demands students to solve their own problems only by the team members themselves with minimum support from outsiders. Students
should not take up the problem to solve of which they cannot observe
themselves and collect factual information, which they cannot analyze
accurately and even worse is which they cannot solve. Students are advised not to take big problems occurring outside their own
environment. However, the university students may take a bigger
problems affecting education system, socio-cultural system, political
system, economic and management system within a boundary limit of
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their own educational institutes. School SQC team should take smaller
problem created mainly by themselves whose symptoms or phenomena are widely prevailing in their own schools.
Thus, the each SQC team member should be advised to adopt these four approaches concurrently while working for SQC project. The four
approaches taken together are:
1. Inner actualization,
2. Collaborative advantage, 3. Factual transparency, and
4. Continual improvement
Salient Features of 3 Generations of SQC No Features 1st Generation:
Quality Control
Circles (QCC)
2nd Generation:
Student Quality
Control Circle (SQCC)
3rd Generation:
Students’
Quality Circles
1 Initiated at Industries in Japan Educational
Institutions in India
Schools in Nepal
2 By Institution Japanese Union of
Scientists and
Engineers
City Montessori
School, Lucknow
QUSET-Nepal
3 Year 1962 1992 2006
4 Purpose To solve productivity
and quality problems
of products and
services and
workers’ self and
mutual development
To prepare total
quality people for total
quality management
To develop
students with
good and smart
citizens for the
nation.
5 Application Voluntary
participation by
workers
Voluntary participation
by students as
extracurricular
activities
Compulsory
participation by
all students as
curricular course
6 Techniques Identify, analyze
and solve problems
Identify, analyze and
solve problems
Identify, analyze
and solve
problems
7 Tools 7 basic QCC tools, 7
New Management
tools, Industrial
Engineering tools
7 basic QCC tools Basic SQC tools
8 Problems type Productivity and
quality problems
Students, educational
institutions, society
and national problems
Specific to the
students.
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Notes:
Component II
Practical Problems faced by facilitators
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Notes:
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Notes:
Component III
Analysis of the feedback with Group formation
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Notes:
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Notes:
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SQC Problems
Problems which the SQC team takes up as a theme for their SQC activities should fulfil the following three criteria:
* Problem should be self-identified: Each one of the SQC team
members must have enough experience on the theme of the problem.
In other words, they themselves must identify their own problems.
* Problem should be self-solvable: The problem should be a simple
one which the SQC team members can observe and analyze by
themselves. As well as the team should have confidence of reducing the problem to some extent by themselves without taking much help and
assistance from others.
* Problem should be quantifiable, measurable and presentable:
The symptom or phenomena of the problem should be in abundant at
schools which can be quantifiable and measured in numbers. If the
problems are psychological and behavioural, then also it is necessary to
quantify them in appropriate manner. Also when it is presented to school management, teachers and other students everyone in the
school should realize its magnitude and its impact to the personality
development of students.
SQC Tools
“House cannot be built without a hammer and nails.”
In general, SQC tools are visual tools and are used for discovering
problems, organizing information, generating ideas, analyzing causes,
taking action, effecting improvements, and establishing control
mechanism. The basic SQC tools used in SQC activities have the following
criteria:
Ease of construction: SQC teams use tools that does not require
difficult calculations or complicated drawings. Moreover, SQC tools can
be mastered in a few hours of study and practice.
Component IV
Students’ Quality Circles Tools
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Ease of understanding: SQC teams use those tools only which are
visual and immediately understandable. Capable of using in a group: SQC teams use only those tools that
can be used by everybody working together, or in a team.
Ease of presentation in mass: SQC tools are always visible and so
are easy and effective to present convincingly to the mass during the
sharing process.
The following 12 basic tools are recommended for students at SQC team
to apply for SQC projects. Appropriate tools may be used at various
stages of problem solving process by the circle, wherever necessary.
The SQC tool box consists of all 7 basic QCC tools with some refinement
as necessary for SQC, 2 from among 7 management tools and 3 from
selected behavioral scientific research tools. Tools are selected and
clustered to call as 12 SQC tools.
Refer "Guide to Students' Quality Circles" book, Page 73/74 of the 2nd
Edition
1. Check sheet/Tally sheet
They are specially designed forms that enable data to be collected
simply by putting checkmarks or tally marks.
Refined for SQC: If the data to be collected are behavioral or
psychological one, (which is found in most of students' problems), it
may be difficult to collect directly on checksheet. In this case, first the
problems are observed through questionnaire or schedules and then
transferred it into appropriate tally sheet.
Example:
Refer "Guide to Students' Quality Circles" book, Page 55 Fig 3.3 of the 2nd Edition
2. Graphs and Charts
They are diagrams drawn on graph paper or chart paper through
plotting data and showing temporal changes, statistical breakdowns
and relationships. Line and bar graphs are the basics on which many
other tools are developed. Pareto diagram, histogram, control chart
and scatter diagram are all specialized form of line and bar graphs.
Similarly, pie chart is the basic chart for any proportionate data
plotting. Radar chart is a special form of pie chart.
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Example:
Refer "Guide to Students' Quality Circles" book, Page 55/56 Fig 3.4, 3.5 and 3.6 of the
2nd Edition
3. Pareto Diagram
This diagram is one form of specialized bar and line graph combined
together.
Refined for SQC: As the types of problems students encountered
are behavioral and psychological, it is likely that students may not
find the Pareto's principle of 80/20 ratio on the graph. It will be
inappropriate to discuss the problem prioritization and selection of
few vital problems or causes based on this principle. However, the
Pareto diagram is a very strong tool and easy as well as convincing
tool to select problems and/or causes on the basis of descending
order bar graphs.
Example
Refer "Guide to Students' Quality Circles" book, Page 57 Fig 3.9 of the 2nd Edition
4. Cause and Effect Diagram
It is a fishbone shaped diagram on a chart paper for systematically
summarizing the relationships between characteristics of a problem
(the effect) and their causes.
Refined for SQC: As problems selected by students quality circles
are mostly found in school premises and the major origin source of
causes are found as Students, School management, Teacher, Parents
and others, It is better to start with these four sources in digging out
causes while brainstorming and framing cause and effect diagram.
One should avoid to discuss on the causes from sources like men,
machine, methods and materials as standardized in industrial QCC
circle.
Moreover, '5 Whys?' analysis may be added on this cause and effect
analysis while brainstorming. Then, it will be more structured and
comprehensive.
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Example:
Refer "Guide to Students' Quality Circles" book, Page 58 Fig 3.10 and 3.11 of the 2nd
Edition
5. Histogram
This is a specialized bar graph to determine the frequency
distribution of data or occurrences of events.
Example:
Refer "Guide to Students' Quality Circles" book, Page 59 Fig 3.14 of the 2nd Edition
6. Control Chart
This specialized line graph plotted on the time axis shows the trend
of occurrences of events, mainly the problems against some standard
statistically calculated upper and lower control limit.
Refined for SQC: The upper and lower limits of the problem
occurrences in students’ case will be either not possible or difficult to
compute. Hence simple run chart without control limits will be
enough to plot for regularly monitoring for SQC projects.
Example
Refer "Guide to Students' Quality Circles" book, Page 60 Fig 3.15 of the 2nd Edition
7. Scatter Diagram
It is a specialized form of graphs with scattered points without line or
bar on a graph paper.
Example
Refer "Guide to Students' Quality Circles" book, Page 62 Fig 3.17 of the 2nd Edition
8. Paired Ranking Diagram
Pair wise ranking is often used by social scientists, and increasingly
by community development workers, as a means of prioritizing or
ranking lists prepared bycommunities. Generally in a community
group or students’ circle, thosewith the loudest voices are often the
mostpowerful, tend to be heard and get their way.Furthermore, each
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person has a natural biastoward their own concerns and areas
ofinterest. It is therefore important that whencircles are making important decisionsabout any resource used like students’ time
involvement, this paired ranking for making thesedecisions and
prioritizing problem is used that gives all involved achance to have
their views heard.
Example
Refer "SQC Activity Record Book", Page 15
9. Radar Chart
Radar chart is also known as spider chart or star plot because it looks
like spider’s web or stars. Radar chart is a graphical method of
displaying multivariate data in the form of a two-dimensional chart of
three or more quantitative and qualitative variables represented on
axes starting from the same point, origin. The radar chart is a visual representation as a chart consists of a sequence of equi-angular
spokes, called radii, with each spoke representing one of the
variables. The data length of a spoke is proportional to the
magnitude of the variable for the data point relative to the maximum magnitude of the variable across all data points. A line is drawn
connecting the data values for each spoke. This gives the plot a star-
like appearance and the origin of one of the popular names for this
chart.
Example:
Refer Page 66
10. Activity Planning Matrix
Activity planning matrix is a tabular form chart drawn on a chart
paper to spell out all required parameters to perform any activity for
specific purpose. The required parameters are the objective (WHY?),
activities (WHAT?), places of implementation (WHERE?), the time
schedule (WHEN?), the responsible person (WHO?) and the methods
(HOW?). Sometimes it is also called 5 W 1 H chart. This is a
extended form of simple Gantt Chart.
Example
Refer "SQC Activity Record Book", Page 7
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11. Affinity Diagram
An Affinity Analysis and its output called Affinity Diagram is a tool
that syntheses large amounts of language data (ideas, opinions,
issues) and organizes them into sub-groupings and groupings based
on their natural relationships. It is a bottom up approach of first
gathering all data on any issues and then structuring them into few
understandable and working conclusions on these issues.
Example
Refer "Guide to Students' Quality Circles" book, Page 64 Fig 3.20 of the 2nd Edition
12. Tree diagram
The Tree Diagram also called Systematic diagram, tree analysis,
analytical tree or hierarchy diagram which helps to break down broad
categories of activities into finer and finer levels of detail. Developing
the tree diagram helps to move our thinking step by step from
generalities to specifics. It looks just like a tree branch starting from
one big branch to several sub branches hence is popularized with the
name of Tree Diagram.
Example
Refer "Guide to Students' Quality Circles" book, Page 68 Fig 3.23 of the 2nd Edition
QUESTIONS and ANSWERS
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12 Students’ Quality Circles (SQC) Tools: An Overview
SQC tools selected and refined from Basic QCC tools
1. Check sheet/Tally sheet If necessary to collect data on behavioral problems, first observe by
appropriate schedule. instrument and transform onto a check sheet.
2. Graphs and Charts Plot line graphs when data are in time dimensions.
Plot bar graphs when data are available on discrete base.
Plot Pie chart when data are available on proportionate or ratio.
3. Pareto diagram 80/20 principle need not to be checked for behavioral data
4. Cause and Effect diagram
Major sources of causes of any students’ related problems be taken as
(a) School management (b) Teachers (c) Parents (Students) and
others
5. Control chart Use Simple Run chart instead of Control chart calculating and plotting
upper and lower control limits, instead plot target point with reference
to the running data.
Other Basic QCC tools
6. Histogram
7. Scatter Diagram
SQC tools selected from Behavioral studies tools
8. Paired ranking diagram
9. Rader chart
10. Activity planning matrix
SQC tools selected from QCC management tools
11. Affinity diagram
12. Tree diagram
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SQC Tool Practice
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SQC Tool Practice
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Quality Concept
Exercise: Think of one product which is very familiar to familiar to you,
and which you use regularly and like to purchase, because you consider it
has a high quality compared to others that are available in the market.
Write down below (take 1 minute).
………………………………………………………………………………………………………………….
Why you consider that this has high quality? Are there any specific
reasons? Think individually. Enlist the reasons below (at least five, take
five minutes)
… …. … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …
… …. … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …
… …. … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …
… …. … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …
… …. … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …
… …. … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …
Formation of groups (4 to 7 members)
In each group, you discuss with each other and try to identify the
common reasons, or causes which can be considered as major
characteristics for a product to be of high quality. Write down about five
important common characteristics. (Discuss for about five minutes)
1 … …. … … … … … … … … … … … 2. … … … … … … … … … … … … … …
3… … … … … … …. … … … … … … 4. … … … … … … … … … … … … … …
5 … … … … … … … … … … … …. … … 6. … … … … … … … … … … … … …
7… … … … … … …. … … … … … … 8. … … … … … … … … … … … … … …
9 … … … … … … … … … … … …. … … 10 … … … … … … … … … … … … …
Component V
Quality Discourse (SQC: a subset of TQM in educational institute)
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Attributes of Quality
(Meta card exercise to list down the attributes of quality)
a. Functional
b. Cost / Price
c. Availability
d. …….
e. …….
f. …….
Myths on Quality
1. Quality can be improved through inspection
2. Quality means satisfying customers
3. Quality costs more
4. Quality is a universal and standard concept
5. Quality is a technical subject of study
Quality Definition
1. Merriam Webster’s Collegiate Dictionary (1994)
a. Peculiar and essential character
b. An inherent feature
c. A degree of excellence
d. Superiority in kind
e. A distinguishing attribute
f. (adj.) being of high quality
2. Few commercial definitions
(Products & services, post-industrial revolutions)
a. Conformance to Specification
b. Fitness for use
c. Value for money
d. Customers satisfaction
e. Totality of features and characteristics of a product or service
that bear on its ability to satisfy stated or implied needs
3. Can you provide some more definitions on QUALITY?
a. ..
b. …
c. …
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Quality Redefined
___________________________________________________________
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Notes:
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Notes:
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12 Students’ Quality Circles (SQC) Tools: An Overview
SQC tools selected and refined from Basic QCC tools
1. Check sheet/Tally sheet If necessary to collect data on behavioral problems, first observe by
appropriate schedule. instrument and transform onto a check sheet.
2. Graphs and Charts Plot line graphs when data are in time dimensions.
Plot bar graphs when data are available on discrete base. Plot Pie chart when data are available on proportionate or ratio.
3. Pareto diagram 80/20 principle need not to be checked for behavioral data
4. Cause and Effect diagram
Major sources of causes of any students’ related problems be taken as
(a) School management (b) Teachers (c) Parents (Students) and
others
5. Control chart Use Simple Run chart instead of Control chart calculating and plotting
upper and lower control limits, instead plot target point with reference
to the running data.
Other Basic QCC tools
6. Histogram
7. Scatter Diagram
SQC tools selected from Behavioral studies tools
8. Paired ranking diagram
9. Rader chart
10. Activity planning matrix
SQC tools selected from QCC management tools
11. Affinity diagram
12. Tree diagram
Component VI
Practice and Review on SQC tools
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SQC tools selected and refined from Basic QCC tools
1. Check sheet / Tally sheet
2. Graphs and Charts
3. Pareto diagram 4. Cause and Effect Diagram 5. Control chart
SQC tools selected from Basic QCC tools
6. Histogram
7. Scatter diagram
SQC tools selected from Behavioral studies tools
8. Paired ranking diagram
9. Radar chart
What it is? :
A radar chart graphically shows the size of the gaps among five to ten
organizational performance areas. The chart displays the important
categories of performance and makes visible concentrations of strengths and weaknesses.
When to use it? :
A radar chart shows how a team has evaluated a number of organizational performance areas. It is therefore essential that the initial
evaluation include varied perspectives to provide an overall realistic and useful picture of performance.
How to construct it? :
Create categories. Use headers from an affinity diagram or brainstorm
major categories of organizational performance to be plotted. A radar chart can normally include five to ten categories.
Standardize performance definitions. Have all evaluators agree to use
standardized definitions of both full performance and non-performance in
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each category so that ratings are performed consistently. Define the scoring range (e.g., 0 to 5 with 5 being full performance).
Rate each performance category. Each evaluator rates each category
individually, and the team then develops an average or consensus score for each category. Alternatively, the team as a whole may initially develop an average or consensus score for each category.
Construct the chart.
1. Draw a large circle and insert as many spokes or radii as there are performance categories.
2. Around the perimeter of the circle, label each spoke with the title of a performance category.
3. Subdivide each spoke into the number of increments established in the rating scale. Label the center of the circle where spokes join as 0 (no
performance) and place the highest rating number (full or exceptional
performance) at the end of the spoke at the outer ring. (You may want
to draw additional concentric circles linking equal values on each spoke.)
Plot the ratings. For each performance category, plot on the chart the
associated rating. Then connect the plotted points on all the spokes. Highlight the enclosed central shape as necessary for ease in viewing.
Interpret and use the results. The resulting radar chart will graphically
show areas of relative strength and relative weakness, as well as depicting general overall performance.
Radar/Spider Chart Example
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10. Activity planning matrix (5 W and 1 H)
11. Affinity Diagram
Description : This also called K-J method. The affinity diagram organizes
a large number of ideas into their natural relationships. This method taps
a team’s creativity and intuition. It was created in the 1960s by Japanese anthropologist Jiro Kawakita.
When to use it
Use it to bring order to fragmented and uncertain information and where there is no clear structure.
Use it when information is subjective and emotive, to gain consensus whilst avoiding verbal argument.
Use it when current opinions, typically about an existing system,
obscure potential new solutions.
How to understand it
It is not unusual when working on a project to find a chaotic situation where there are many individual pieces of information held by different
people, but no clear picture of the overall problem. The result is often
that there are a number of theories and significant disagreement about
which is right.
Affinity Diagrams bring order into such uncertain situations by organizing
the pieces of information into related groups and then describing the primary characteristic of each group with a 'header' or 'affinity' title. This
process can be repeated so that a hierarchy of groups is built up, as
illustrated.
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A key difference between the Affinity Diagram and other tools is that
it builds the hierarchy 'bottom-up', starting from the basic elements
and working up, as opposed to starting from the top header and working down.
Affinity Diagrams are most commonly built using the 'KJ' method
(named after Kawakita Jiro, its originator), which aims to stimulate
creative, 'right-brained' thought, rather than logical 'left-brained'
thought, by banning discussion during the building of the diagram. The concept of left- and right-brained thinking comes from Nobel-
prize winning work that identified how the left hemisphere of the brain
is used more for logical, verbal activity, whilst the right hemisphere is
used more for creative, non-verbal activity. By deliberately not using left-brained speech, the KJ method encourages the creative right
brain to become more active. This silent activity also has the benefit
of avoiding discussions that could become heated or otherwise drift
away from the real problem at hand. The result of building an Affinity Diagram should be a problem that is
better understood, particularly in the way the individual elements of it
fit together into related groups.
Affinity Diagrams are often most useful when they break the problem
into fairly small groups which have creative headers. Large groups of elements (typically five to ten or more), particularly with predictable
headers such as 'Finance' can indicate that the elements were
classified using a logical existing system, rather than by creative
affinity grouping. A good affinity group may have elements that at first sight do not
seem to fit well together and have an unusual header, but which when
considered with an open mind is understood and throws new light on
the problem.
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How to do it
1. Form a team of between four and seven people to work on the problem. The ideal group has a good understanding of the problem,
works well together and has complementary, rather than
supplementary, knowledge. They also have a tendency to think
creatively about problems.
2. Define the task in such a way such that the problem is clear, but there
is scope for creative thought around it. For example, use 'Design
attractive rainwear for 13 to 15 year old girls' rather than 'children's
mackintoshes'. In the meeting, display this prominently.
3. Collect data about the problem, for example using Brainstorming, Nominal Group Technique or Surveys. Where data is verbal, such as
from interviews and observations, record the actual words spoken.
4. Transfer the data onto 3" x 5" cards (one item per card), making sure
that what is written is understandable as an individual item. This can be helped by using a complete sentence, and by avoiding abstract
terminology. For example, 'Bright colors get you noticed' rather than
'luminous'. If a mixture of subjective and objective data is used,
differentiate them for later reference, for example with an asterisk.
5. Shuffle the cards (to remove any patterns that may influence their
placement in step 6) and spread them out in a 'parking area' so that
they can all be seen. There should be enough space in front of the
parking and organization area for the team to freely move.
6. Silently, the group reads the cards and moves them one by one from the parking area into the organization area, placing together those
that seem to be most closely related, as illustrated .
Use feeling and impression to group cards rather than conventional
classifications, such as common keywords and clichés (this is
particularly important if you are trying to shed new light on an old problem). Aim for small groups of cards; four or less is good, up to
about ten is acceptable.
Cards may be moved between groups, which can result in people
moving cards back and forth in silent debate until one person
capitulates. If they persist, the leader or facilitator may have to assist.
This stage ends when the movement of cards ceases. There may be a
few cards left in the parking area which do not fit into any groups.
7. Discuss each group, aiming to identify the common characteristics of
the group. This may result in cards being moved to or from other groups. Create a header card to summarize the spirit of the group,
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either by selecting an appropriate card from within the group or by
writing a new one.
Put the header cards at the top of each group, either at the top of a column (as illustrated in Fig. 4) or physically on top of the group with
the other cards attached below it. Mark the header cards, for example
with a bold border, to distinguish them from other cards. If the header
card is to be moved away from its group, a numbering system can be
used to enable it to be put back later.
8. Repeat the process, building up a multi-level tree made up of groups which contain other groups and individual cards. To do this, treat any
existing group as a single card, titled as the header card.
If there are a number of small groups, then clip the group cards under
the header card and return them to the parking area before repeating
from step 6 until there is only one composite group left.
If there are a few, larger groups, it may be easier to leave them in
place and identify any grouping of these by discussion.
9. The cards and groups may then be documented in a single diagram
for communication, discussion, etc.
Practical variations
Use adhesive memo notes, instead of cards. These stay where they
are put, and can be used to sort the notes vertically, on a whiteboard or flipchart. A disadvantage with these is that they are not as durable as card.
Use different style conventions for showing groups. For example, with group headers not in boxes and groups in rounded boxes
If cards are used, stop them from moving by attaching them to the
organization area, either with reusable adhesive pads or by using a pin board.
Do it quickly, to ensure that only feelings and intuition are used to sort
cards.
Do it slowly and carefully, thinking of the real meaning of each card.
Create one group at a time, selecting only cards from the parking area that fit together in the current group.
Where there is disagreement (typified by silent moving of cards back
and forth), allow people to create a duplicate card, so two or more
groups can simultaneously contain the same card. Mark the duplicate
cards to indicate their status. This effectively causes an overlap between groups (which may be shown as such on the final diagram).
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Allow group members to write new cards during the KJ session, possibly starting with no cards at all.
If the resultant diagram has many lines close to one another, then groups may be highlighted by the use of color or line weight.
Use flipchart paper for the organization area, and draw vertical lines to
create four columns per sheet. Use one column for each group. This makes it easier to sort cards within a limited space. It also prompts for groups to be split if they get too big to fit in one column.
Keep it simple with only one level of sort (so there is no hierarchy of headers.
When the diagram is complete, add arrows between items and groups
to show significant relationships. This is useful where the structure of
the problem is mostly hierarchical, but has some interrelationships, and usually illustrates it better than a Relations Diagram.
12. Tree Diagram
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Leadership traits and characters
You just think about one leader, active leader – organizational, community or political, national or global, historical or present …
What are the traits, characters or personality of the leader whom you
have identified which may be the cause of his or her becoming a leader? List down few of them;
…. ….. ….. ….. ….. ….. … ….. ……. ……. ……. …… ……. …..
…. ….. ….. ….. ….. ….. … ….. ……. ……. ……. …… ……. …..
…. ….. ….. ….. ….. ….. … ….. ……. ……. ……. …… ……. …..
…. ….. ….. ….. ….. ….. … ….. ……. ……. ……. …… ……. …..
…. ….. ….. ….. ….. ….. … ….. ……. ……. ……. …… ……. …..
…. ….. ….. ….. ….. ….. … ….. ……. ……. ……. …… ……. …..
…. ….. ….. ….. ….. ….. … ….. ……. ……. ……. …… ……. …..
…. ….. ….. ….. ….. ….. … ….. ……. ……. ……. …… ……. …..
…. ….. ….. ….. ….. ….. … ….. ……. ……. ……. …… ……. …..
…. ….. ….. ….. ….. ….. … ….. ……. ……. ……. …… ……. …..
Leadership traits and characters (Research Finding):
General
1. Self Confidence
2. Honesty, Integrity and Credibility
3. Dominance 4. Extraversion
5. Assertiveness
6. Emotional stability
7. Self awareness and self objectivity 8. Sense of humor
9. Enthusiasm
10. High Tolerance for frustration 11. Warmth
Component VII
Leading for Quality and SQC
Page | 50
Task Related
1. Initiative
2. Sensitivity to others and empathy
3. Flexibility and adaptability 4. Internal locus of control
5. Courage 6. Resiliency
Source: Andrew J. DuBrin in the book “Leadership: research findings, Practice and Skills”
Compare these traits with the traits of the leader you have identified. Discuss in your group.
Leadership skills
Please check the following lists of leadership skills. Discuss
among yourself and check whether you have these skills.
Integrity
How deep are your convictions on the things you believe in? What do you
believe in SO MUCH about your work that you will stand up to anyone
about it? How much are you willing to compromise your important beliefs? To what extent do your behavior and the choices you make align with
your guiding values and principles?
Vision/strategy
Can you see, do you see where your department, team, and organization
are going? How often do you talk about the ways in which what you are
doing in your area are related to the overall mission? Do you think and speak inspiringly about what the organization is doing and about the
future of the organization?
Communication
How much and how willingly do you speak out and keep information flowing? Conversely, can you keep confidential information private? How
often can and do you listen more than you speak in conversations with
your employees? How would you assess your communication skills with
each of your employees? How do you handle “bad news” when you
receive it?
Relationships What is the level of trust and respectful feelings you have with each of
your employees? With each of your peers? How easy or difficult is it for
you to initiate new relationships? Deepen existing relationships?
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Persuasion
How persuasive and influential are you? Under what circumstances can you persuade others to your point of view? To what extent do people
value your opinion and follow your lead?
Adaptability
To what degree can you relinquish rigidity? Control? When is it easy and
when difficult for you to embrace change? How do you react when things don’t go as planned?
Teamwork
To what extent do you value working cooperatively as part of a group?
How do you promote teamwork among those you lead? In what ways do
you work collaboratively with your peers? How do you handle team
conflict?
Coaching and Development How do you feel about developing others around you? How do you
encourage, nurture, and build the capacity of those you lead? How easy
or hard is it for you to set your needs aside and share control with others?
Can/do you delegate well?
Decision-making
How comfortable are you with having to make the “final decision” on things? Do you have any tendency to decide too quickly without due
consideration or, conversely, to gather data, analyze and ponder
endlessly and be unable to decide? In what areas do you struggle with
making firm decisions and standing up for what you believe?
Planning
How easy is it for you to put together plans for activities and projects, including contingency plans (what will happen IF…)? How easily are you
able to focus your attention and stick to your plan, yet without being rigid
about it? How do you decide when to push ahead or, instead, to modify
your plan?
Leadership styles
Autocratic Leadership
Autocratic leadership is an extreme form of transactional leadership,
where a leader exerts high levels of power over his or her employees or
team members. People within the team are given few opportunities for making suggestions, even if these would be in the team's or
organization’s interest.
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Transactional Leadership
This style of leadership starts with the premise that team members agree to obey their leader totally when they take a job on: the “transaction” is
(usually) that the organization pays the team members, in return for their
effort and compliance. As such, the leader has the right to “punish” team
members if their work doesn’t meet the pre-determined standard.
Bureaucratic Leadership
Bureaucratic leaders work “by the book”, ensuring that their staff follow procedures exactly. This is a very appropriate style for work involving
serious safety risks (such as working with machinery, with toxic
substances or at heights) or where large sums of money are involved
(such as cash-handling).
Charismatic Leadership
A charismatic leadership style can appear similar to a transformational
leadership style, in that the leader injects huge doses of enthusiasm into his or her team, and is very energetic in driving others forward. However,
charismatic leaders can tend to believe more in themselves than in their
teams.
Democratic Leadership or Participative Leadership
Although a democratic leader will make the final decision, he or she
invites other members of the team to contribute to the decision-making process. This not only increases job satisfaction by involving employees or
team members in what’s going on, but it also helps to develop people’s
skills. Employees and team members feel in control of their own destiny,
and so are motivated to work hard by more than just a financial reward.
Laissez-Faire Leadership
This French phrase means “leave it be” and is used to describe a leader
who leaves his or her colleagues to get on with their work. It can be effective if the leader monitors what is being achieved and communicates
this back to his or her team regularly. Most often, laissez-faire leadership
works for teams in which the individuals are very experienced and skilled
self-starters. Unfortunately, it can also refer to situations where managers
are not exerting sufficient control.
Task-Oriented Leadership
A highly task-oriented leader focuses only on getting the job done, and
can be quite autocratic. He or she will actively define the work and the roles required, put structures in place, plan, organize and monitor.
However, as task-oriented leaders spare little thought for the well-being
of their teams, this approach can suffer many of the flaws of autocratic
leadership, with difficulties in motivating and retaining staff.
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People-Oriented Leadership or Relations-Oriented Leadership
This style of leadership is the opposite of task-oriented leadership: the leader is totally focused on organizing, supporting and developing the
people in the leader’s team. A participative style, it tends to lead to good
teamwork and creative collaboration. However, taken to extremes, it can
lead to failure to achieve the team's goals.
Servant Leadership
This term, coined by Robert Greenleaf in the 1970s, describes a leader
who is often not formally recognized as such. When someone, at any level within an organization, leads simply by virtue of meeting the needs of his
or her team, he or she is described as a “servant leader”. In many ways,
servant leadership is a form of democratic leadership, as the whole team
tends to be involved in decision-making.
Transformational Leadership
A person with this leadership style is a true leader who inspires his or her team with a shared vision of the future. Transformational leaders are
highly visible, and spend a lot of time communicating. They don’t
necessarily lead from the front, as they tend to delegate responsibility
amongst their teams. While their enthusiasm is often infectious, they can
need to be supported by “detail people”.
Situational Leadership
While the Transformation Leadership approach is often a highly effective style to use in business, there is no one “right” way to lead or manage
that suits all situations. To choose the most effective approach for you,
you must consider:
The skill levels and experience of the members of your team. The work involved (routine or new and creative).
The organizational environment (stable or radically changing,
conservative or adventurous). You own preferred or natural style.
A good leader will find him or herself switching instinctively between
styles according to the people and work they are dealing with. This is
often referred to as “situational leadership”.
Watch the video: Goal Discuss in the group.
Self assess your Leadership Skill Inventory using the following instrument.
Directions This questionnaire contains statements about leadership style beliefs. Next to each statement, circle the number that represents how strongly you feel about the statement by using the following scoring system: o Almost Always True - 5
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o Frequently True - 4 o Occasionally True - 3 o Seldom True - 2 o Almost Never True - 1
Be honest about your choices as there are no right or wrong answers - it is only for your own self-assessment.
1. I always retain the final decision making authority within my department or team.
5 4 3 2 1
2. I always try to include one or more employees in determining what to do and how to do it. However, I maintain the final decision making authority.
5 4 3 2 1
3. I and my employees always vote whenever a major decision has to be made.
5 4 3 2 1
4. I do not consider suggestions made by my employees as I do not have the time for them.
5 4 3 2 1
5. I ask for employee ideas and input on upcoming plans and projects.
5 4 3 2 1
6. For a major decision to pass in my department, it must have the approval of each individual or the majority.
5 4 3 2 1
7. I tell my employees what has to be done and how to do it.
5 4 3 2 1
8. When things go wrong and I need to create a strategy to keep a project or process running on schedule, I call a meeting to get my employee's advice.
5 4 3 2 1
9.
To get information out, I send it by email, memos, or voice mail; very rarely is a meeting called. My employees are then expected to act upon the
information.
5 4 3 2 1
10. When someone makes a mistake, I tell them not to ever do that again and make a note of it.
5 4 3 2 1
11. I want to create an environment where the employees take ownership of the project. I allow
them to participate in the decision making process.
5 4 3 2 1
12. I allow my employees to determine what needs to be done and how to do it.
5 4 3 2 1
13. New hires are not allowed to make any decisions unless it is approved by me first.
5 4 3 2 1
14. I ask employees for their vision of where they see their jobs going and then use their vision where appropriate.
5 4 3 2 1
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15. My workers know more about their jobs than me, so I allow them to carry out the decisions to do their job.
5 4 3 2 1
16. When something goes wrong, I tell my employees that a procedure is not working correctly and I establish a new one.
5 4 3 2 1
17. I allow my employees to set priorities with my guidance.
5 4 3 2 1
18. I delegate tasks in order to implement a new procedure or process.
5 4 3 2 1
19. I closely monitor my employees to ensure they are performing correctly.
5 4 3 2 1
20. When there are differences in role expectations, I
work with them to resolve the differences. 5 4 3 2 1
21. Each individual is responsible for defining their job. 5 4 3 2 1
22. I like the power that my leadership position holds over subordinates.
5 4 3 2 1
23. I like to use my leadership power to help subordinates grow.
5 4 3 2 1
24. I like to share my leadership power with my subordinates.
5 4 3 2 1
25. Employees must be directed or threatened with
punishment in order to get them to achieve the organizational objectives.
5 4 3 2 1
26. Employees will exercise self-direction if they are committed to the objectives.
5 4 3 2 1
27. Employees have the right to determine their own
organizational objectives. 5 4 3 2 1
28. Employees seek mainly security. 5 4 3 2 1
29. Employees know how to use creativity and ingenuity to solve organizational problems.
5 4 3 2 1
30. My employees can lead themselves just as well as I can.
5 4 3 2 1
In the fill-in lines below, mark the score of each item on the questionnaire. For example,
if you scored item one with a 3 (Occasionally), then enter a 3 next to Item One. When
you have entered all the scores for each question, total each of the three columns.
Page | 56
Item Score Item Score Item Score
1 ______ 2 ______ 3 ______
4 ______ 5 ______ 6 ______
7 ______ 8 ______ 9 ______
10 ______ 11 ______ 12 ______
13 ______ 14 ______ 15 ______
16 ______ 17 ______ 18 ______
19 ______ 20 ______ 21 ______
22 ______ 23 ______ 24 ______
25 ______ 26 ______ 27 ______
28 ______ 29 ______ 30 ______
TOTAL _______ TOTAL ________ TOTAL ________
Authoritarian Style
Participative Style
Delegative Style
(autocratic) (democratic) (free reign)
This questionnaire is to help you assess what leadership style you normally operate out
of. The lowest score possible for any stage is 10 (Almost never) while the highest score
possible for any stage is 50 (Almost always).
The highest of the three scores indicates what style of leadership you normally use. If
your highest score is 40 or more, it is a strong indicator of your normal style.
The lowest of the three scores is an indicator of the style you least use. If your lowest
score is 20 or less, it is a strong indicator that you normally do not operate out of this
mode.
If two of the scores are close to the same, you might be going through a transition
phase, either personally or at work, except if you score high in both the participative and
the delegative then you are probably a delegative leader.
If there is only a small difference between the three scores, then this indicates that you
have no clear perception of the mode you operate out of, or you are a new leader and
are trying to feel out the correct style for yourself.
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Types of Motivation
(1) Achievement Motivation It is the drive to pursue and attain goals. An individual with achievement motivation wishes to achieve objectives and advance up on the ladder of
success. Here, accomplishment is important for its own shake and not for
the rewards that accompany it. It is similar to ‘Kaizen’ approach of
Japanese Management.
(2) Affiliation Motivation It is a drive to relate to people on a social basis. Persons with affiliation
motivation perform work better when they are complimented for their
favorable attitudes and co-operation.
(3) Competence Motivation It is the drive to be good at something, allowing the individual to perform
high quality work. Competence motivated people seek job mastery, take
pride in developing and using their problem-solving skills and strive to be
creative when confronted with obstacles. They learn from their experience.
(4) Power Motivation It is the drive to influence people and change situations. Power motivated
people wish to create an impact on their organization and are willing to
take risks to do so.
(5) Attitude Motivation Attitude motivation is how people think and feel. It is their self
confidence, their belief in themselves, their attitude to life. It is how they
feel about the future and how they react to the past.
(6) Incentive Motivation It is where a person or a team reaps a reward from an activity. It is “You
do this and you get that”, attitude. It is the types of awards and prizes
that drive people to work a little harder.
(7) Fear Motivation Fear motivation coercions a person to act against will. It is instantaneous
and gets the job done quickly. It is helpful in the short run.
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Maslow’s Motivation Theory
Consider this diagram and identify where you are and where your students are.
Discuss in your group.
McGregor’s Motivation Theory X and Theory Y
Theory X Assumptions:
People inherently dislike work
People must be coerced or controlled to do work to achieve
objectives
People prefer to be directed
Theory Y Assumptions:
People view work as being as natural as play and rest
People will exercise self-direction and -control towards achieving
objectives they are committed to
People learn to accept and seek responsibility
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Ouchi’s Motivation Theory Z:
Much like McGregor's theories, William Ouchi's Theory Z makes certain
assumptions about workers. Some of the assumptions about workers
under this theory include the notion that workers tend to want to build co-
operative and intimate working relationships with those that they work for
and with, as well as the people that work for them. Also, Theory Z
workers have a high need to be supported by the company, and highly
value a working environment in which such things as family, cultures and
traditions, and social institutions are regarded as equally important as the
work itself. These types of workers have a very well developed sense of
order, discipline, moral obligation to work hard, and a sense of cohesion
with their fellow workers. Finally, Theory Z workers, it is assumed, can be
trusted to do their jobs to their utmost ability, so long as management
can be trusted to support them and look out for their well being.
The whole–person paradigm
Source: Stephen R. Covey, The 8th Habit: From Effectiveness to Greatness, Franklin Covey, 2004
A person, he lives with his body, he loves with his hearts and he
learn with his minds. However a successful person, when he uses
all his body, hearts and mind as well as his soul or spirit then he leaves a legacy. He is called the Total Quality Person (TQP).
Spirit
Mind
Body Heart
To Leave a
Legacy
To Learn
To Live To Love
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Watch video: Leaving a legacy. Discuss for few minutes…
Total Quality People
A quality product is not a matter of chance but a product of careful
designing, processing and servicing. The quality people also do not
become by chance. They are the result of constant grooming. Total
quality person is one with astute commitments, positive outlook,
leadership abilities and the strong desire to excel.
It is the responsibility of the education system to develop an individual
into a total quality person. The society will comprise of total quality
people when all educational institutions understand the meaning of a right
education system and implement it with correct approach and
methodology.
Total Quality People (TQP) is people with personality attributes of
smartness and goodness. They are smart and competitive based on their
knowledge and skills. They possess excellent capability to understand the
nature, their scientific relationships with the human beings, plants and
animals and the universe. They exude creativity and innovative thoughts
to enhance the life quality of the people living in this world. Total Quality
People epitomizes goodness and harmonizes all living and non-living
things with spiritual and emotional feelings. They have a mindset of
cooperation, for
working together in the
society and improving
continuously for the
betterment of all
Thus, when it comes to
personality building of
students it must be
based on making them
smart and good. The
modern day
educational institutes,
in general, are found to
focus on developing the
smart attributes of the
students.
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Benefits of SQC
Self confidence
Students develop confidence in their knowledge, action and capability to
deliver positive results even in difficult situations. This happens when a group of students in SQC solves their problem by themselves and not
depending on others.
Self-discipline
Students instill self-discipline. When students in SQC start to identify and
solve their own problems rather than always cuing on other’s problems, they become self aware and develop a mindset of honesty and
commitment.
Interpersonal and public relations
Students develop the confidence in interpersonal and public relations. In the process of problem observation and implementation of the action plan
to solve the problem, the students have to meet and interact with a
number of other people besides their own team members.
Empathy
Students develop an attitude of empathy towards other human being and
colleagues. During discussions and brainstorming, Circle members always
listen to others and give due importance to the views and opinions of
others.
Social responsibility
Students develop a feeling of social responsibility. At the time of
identifying problems, the SQC members personally start exploring the
problem keeping in sight the community’s sensitivities and well being.
Time management skills
Students develop the skills of managing time. SQC members have limited
time to work. In one hour of each week, some ideas, analyses or
conclusion have to be drawn.
Scientific and analytical skills
Students develop scientific, logical and analytic skills. SQC activities
involve a lot of data collection on the features of the problems and
phenomena, observation, analyzing the causes and root causes.
Communication skills
Students develop excellent communication skills and confidence in
expressing their views and listening to others. Students having difficulty
in expressing their opinions in front of others develop confidence in
communicating and sharing their views and opinions during brainstorming
sessions.
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SQC Promotion in Nepal
You are part of SQC promotional activity in Nepal. QUEST-Nepal was established in 2005 and is promoting the subject for overall development of our students,
through training, organizing conventions, participating in international conventions at different parts of the globe.
Read the Reading material for the Convention Resolutions in this book.
Please discuss among your group members and come out with some more activities we can perform to promote SQC in the nation.
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Note down the linkage between leadership and motivational theories and Students’ Quality Circles:
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Reading Material
Total Quality Management Applied to Schools
Fred C. Lunenburg
Sam Houston State University
ABSTRACT
The concepts formulated by Total Quality Management (TQM) founder, W. Edwards Deming, have been suggested as a basis for achieving excellence in schools. It is an
opportunity to conceptualize a systematic change for schools. In this article, I discuss the framework for transforming schools using Deming’s 14 TQM principles.
Total Quality Management
The Japanese transformed their economy and industry through a visionary management
technique called total quality management (TQM). School leaders are finding that TQM principles can provide the formula for improving America's schools.
TQM is a systematic approach to education reform based on the philosophy of W. Edwards Deming (2000). Deming's work is not merely about productivity and quality control; it is a broad vision on the nature of organizations and how organizations should be changed.
When educators look at TQM principles, they assume that the model applies only to profit-making organizations. Actually, TQM applies as well to corporations, service organizations, universities, and elementary and secondary schools.
Indeed, the concepts formulated by TQM founder, W. Edwards Deming, have proved so powerful that educators want to apply TQM to schools. Deming's philosophy provides a framework that can integrate many positive developments in education, such as term-
teaching, site-based management, cooperative learning, and outcomes-based education.
The problem is that words like learning and curriculum are not found in Deming’s 14 principles. Some of Deming’s terminology needs to be translated to schools as well. For example, superintendents and principals can be considered management. Teachers are employers or managers of students. Students are employees, and the knowledge they acquire is the product. Parents and society are the customers. With these translations
made, we can see many applications to schools.
Deming’s 14 TQM Principles Applied to Schools
Deming's 14 principles are based on the assumption that people want to do their best and that it is management’s job to enable them to do so by constantly improving the system in which they work. The framework for transforming schools using Deming’s 14 principles follows.
1. Create constancy of purpose for improvement of product and service.
For schools, the purpose of the system must be clear and shared by all stakeholders – school board members, administrators, teachers, support staff, parents, community, and students. Customer needs must be the focus in establishing educational aims. The aims of the system must be to improve the quality of education for all students.
2. Adopt the new philosophy.
Implementation of Deming's second principle requires a rethinking of the school's mission and priorities, with everyone in agreement on them. Existing methods, materials, and environments may be replaced by new teaching and learning strategies where success of every student is the goal. Individual differences among students are
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addressed. Ultimately, what may be required is a total transformation of the American system of education as we know it.
3. Cease dependence on inspection to achieve quality.
The field of education has recently entered an era that many American corporations have abandoned: inspection at the end of the line (Bonstingl, 2001). In industry this was called ―product inspection.‖ According to Deming, it always costs more to fix a problem
than to prevent one. Reliance on remediation can be avoided if proper intervention occurs during instruction Examples of preventive approaches in schools include Robert Slavin's (2009) ―success for all schools,‖ James Comer’s (2000, 2006) ―school
development program,‖ Henry Levin's (1986) ―accelerated schools,‖ Joyce Epstein's
(2010) ―parent involvement strategies,‖ Cara Shores’ ―RTI process,‖ and the more
traditional, long-standing intervention approaches: Head Start, Follow Through, preschool programs, and other remedial interventions. These intervention strategies can help students avoid learning problems later.
4. End the practice of awarding business on the basis of price alone.
The lowest bid is rarely the most cost-efficient. Schools need to move toward a single supplier for any one time and develop long-term relationships of loyalty and trust with that supplier.
5. Improve constantly and forever every activity in the organization, to improve quality and productivity.
The focus of improvement efforts in education, under Deming’s approach, is on teaching and learning processes. Based on the latest research findings, the best strategies must be attempted, evaluated, and refined as needed. And, consistent with learning style theories (Dunn & Dunn, 1992; Dunn, Dunn, & Perrin, 1994), Howard Gardner’s (1994) multiple intelligences, and Henry Levin’s accelerated schools for at-risk students, educators must redesign the system to provide for a broad range of people – handicapped, learning disabled, at-risk, special needs students – and find ways to make
them all successful in school. This means requiring universal standards of achievement for all students before permitting them to move to the next level. Such provisions are stipulated in the No Child Left Behind Act of 2001.
6. Institute training on the job.
Training for educators is needed in three areas. First, there must be training in the new teaching and learning processes that are developed. Second, training must be provided in the use of new assessment strategies (Popham, 2010a, b). Third, there must be training in the principles of the new management system. For schools, this means providing continuous professional development activities for all school administrators, teachers, and support staff.
7. Institute leadership.
Deming’s seventh principle resembles Peter Senge’s (2006) systems thinking. According to both Senge and Deming, improvement of a stable system comes from altering the system itself, and this is primarily the job of management and not those who work within the system. Deming asserts that the primary task of leadership is to narrow the amount of variation within the system, bringing everyone toward the goal of perfection. In schools this means bringing everyone toward the goal of learning for all. It means removing achievement gaps for all population groups – a movement toward excellence and equity. Numerous books have been devoted to this pursuit recently such as Linda Darling-Hammond’s (2010) The Flat World and Education, Tyrone Howard’s (2011) Why Race and Culture Matter in Schools: Closing the Achievement Gap, Rod Paige’s (2011) The Black-White Achievement Gap: Why Closing the Gap is the Greatest Civil Rights Issue of Our Time, and Alan Blankenstein’s (2010) Failure is not an Option: Six Principles for Making Student Success the ONLY Option.
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8. Drive out fear.
A basic assumption of TQM is that people want to do their best. The focus of improvement efforts then must be on the processes and on the outcomes, not on trying
to blame individuals for failures. If quality is absent, the fault is in the system, says Deming. It is management’s job to enable people to do their best by constantly improving the system in which they work. Fear creates an insurmountable barrier to improvement of any system. In schools, faculty and staff are often afraid to point out problems, because they fear they may be blamed. School leaders at all level need to communicate that staff suggestions are valued and rewarded.
9. Break down barriers among staff areas.
Deming’s ninth principle is somewhat related to the first principle: Create constancy of purpose for improvement of product and service. In the classroom, this principle applies to interdisciplinary instruction, team teaching, writing across the curriculum, and transfer of learning. Collaboration needs to exist among members of the learning organization so that total quality can be maximized. In schools, total quality means promoting learning for all. It is the essence of initiating and maintaining a professional learning community (DuFour & Eaker, 1998; DuFour, DuFour, & Eaker, 2008).
10. Eliminate slogans, exhortations, and targets that demand zero defects and new levels of productivity.
Implicit in most slogans, exhortations, and targets is the supposition that staff could do better if they tried harder. This offends rather than inspires the team. It creates
adversarial relationships because the many causes of low quality and low productivity in schools are due to the system and not the staff. The system itself may need to be changed. I am not in total agreement with Deming’s fourteenth principle. Deming’s assertion may be true for business organizations, but educators tend to use a lot of slogans as a general practice. Typical slogans used by educators are ―Keep the main thing, the main thing.‖ This slogan refers to keeping students the focus of all discussions.
Another slogan that most teachers adopt is ―All children can learn.‖ Slogans, such as
these serve as targets in school organizations.
11. Eliminate numerical quotas for the staff and goals for management.
There are many practices in education that constrain our ability to tap intrinsic motivation and falsely assume the benefits of extrinsic rewards. They include rigorous and systematic teacher evaluation systems, merit pay, management by objectives,
grades, and quantitative goals and quotas. These Deming refers to as forces of destruction. Such approaches are counterproductive for several reasons: setting goals leads to marginal performance; merit pay destroys teamwork; and appraisal of individual performance nourishes fear and increases variability in desired performance.
12. Remove barriers that rob people of pride in their work.
Most people want to do a good job. Effective communication and the elimination of "de-motivators" — such as lack of involvement, poor information, the annual or merit rating, and supervisors who don't care — are critical.
13. Institute a vigorous program of education and retraining for everyone.
The principal and staff must be retrained in new methods of school based management, including group dynamics, consensus building, and collaborative styles of decision making. All stakeholders on the school's team must realize that improvements in student achievement will create higher levels of responsibility, not less responsibility.
14. Put everyone in the organization to work to accomplish the transformation.
The school board and superintendent must have a clear plan of action to carry out the quality mission. The quality mission must be internalized by all members of the school
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organization (school board members, administrators, teachers, support staff, students, parents, community). The transformation is everybody's job (Deming, 1988, pp. 23-24).
Conclusion
The concepts formulated by TQM founder, W. Edwards Deming, have been suggested as a basis for achieving excellence in schools. It is based on the assumption that people want to do their best and that it is management’s job to enable them to do so by constantly improving the system in which they work. It requires teamwork, training, and extensive collection and analysis of data. It is an opportunity to conceptualize a systematic change for school districts.
References
Blankstein, A. M. (2010). Failure is not an option: Six principles for making student success the ONLY option. Thousand Oaks, CA: Corwin Press.
Bonstingl, J. J. (2001). Schools of quality (3rd ed.). Thousand Oaks, CA: Corwin.
Comer, J. P. (2000). Child by child: The Comer process for change in education. New York, NY: Teachers College Press.
Comer, J. P. (2006). Leave no child behind: Preparing today’s youth for tomorrow’s world. New Haven, CT: Yale University Press.
Darling-Hammond, L. (2010). The flat world: How America’s commitment to equity will
determine our future. New York, NY: Teachers College Press.
Deming, W. E. (1988). Out of the crisis. Cambridge, MA: MIT Press. SCHOOLING
Deming, W. E. (2000). Out of the crisis (rev. ed.). Cambridge, MA: MIT Press.
DuFour, R., & Eaker, R. (1998). Professional learning communities at work: Best practices for enhancing student achievement. Bloomington, IN: Solution Tree.
DuFour, R., DuFour, R., & Eaker, R. (2008). Revisiting professional learning communities at work: New insights for improving schools. Bloomington, IN: Solution Tree.
Dunn, R., & Dunn, K. (1992). Teaching students through their individual learning styles:
Practical approaches for grades 3-12 (2 vols.). Needham Heights, MA: Allyn & Bacon.
Dunn, R., Dunn, K., & Perrin, J. (1994). Teaching young children through their individual learning styles: Practical approaches for grades K-2. Needham Heights, MA: Allyn & Bacon.
Epstein, J. L. (2010). School, family, and community partnerships: Preparing educators and improving schools (2nd ed.). Boulder, CO: Westview Press.
Gardner, H. (1993). Frames of mind: The theory of multiple intelligences. New York, NY:
Basic Books.
Howard, T. G. (2011). Why race and culture matter in schools: Closing the achievement gap in America’s classrooms. New York, NY: Teachers College Press.
Levin, H. M. (1987). Accelerated schools for at-risk students (CPRHE research Report RR-010). New Brunswick, NJ: Rutgers University, Center for Policy Research in Education.
Paige, R. (2011). The black-white achievement gap: Why closing it is the greatest civil rights issue of our time. New York, NY: Amacom.
Popham, W. J. (2010a). Educational assessment: What school leaders need to understand. Thousand Oaks, CA: Corwin Press.
Popham, W. J. (2010b). Classroom assessment: What teachers need to know. Upper Saddle River, NJ: Prentice Hall.
Senge, P. (2006). The fifth discipline: The art and practice of the learning organization (rev. ed.). New York, NY: Doubleday.
Shores, C. (2009). A comprehensive RTI model: Integrating behavioral and academic
interventions. Thousand Oaks, CA: Corwin Press.
Slavin, R. E., & Madden, N. A. (2009). 2 million children: Success for all. Thousand Oaks, CA: Corwin.
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Notes:
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Notes:
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Philosophy Facilitators are major driving forces to implement Students' Quality Circle (SQC) as one of the extra/co-curricular/curricular activities in educational
institutions. They are responsible to implement the approach of SQC to
prepare socially responsible citizen, develop open minded students and
thereby, prepare Total Quality Person (TQP).
Long Term Goal The training aims to prepare competent Students’ Quality Circles
facilitators (SQC Facilitators) who will be equipped with concepts on quality, leadership/motivation, and Quality Circle (QC) approaches, tools
and techniques who will be capable enough to implement SQC in
educational institutions to produce total quality person in the nation as
well as in other parts of the world.
Objectives The major objectives of the SQC facilitators training are:
to develop SQC facilitators in all 75 districts by 2025;
to motivate and transform the mindset of the facilitators towards modern quality concept and students’ personality development;
to familiarize the facilitators with the concept of TQM, TQP, QC and
SQC;
to equip the facilitators with various QC Tools- basic, advanced and other innovative problem solving tools; and
Training Contents (Framework/Structure of the course)
1. Introduction of SQC: Attitude and behavour, Brief history, purpose,
definition, basics, implementation methodology, national and international movement, model SQC case study presentation.
2. Basic QC Tools: Basics of QC tools, Line, bar graphs, pie charts, check
sheets, scatter diagram, histogram, control chart, Pareto diagram,
cause and effect diagram. 3. QC approaches: Team Work, Plan-Do-Check- Action(PDCA), Kaizen,
Systematic problem solving, implementation of basic tools in case
study, brainstorming rules and procedures.
4. Hypothetical QC case study: Group formation, practice and presentation, Evaluation.
5. Orientation on SQC Curriculum and Text book
6. Review Certification and wrap up
Component VIII
Review of SQC Facilitators Training Curriculum
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Training Methodology
SQC facilitators Training comprises of about 30% lecture and 70%
practice.
• Practice contains,
Ice breaking games
Experimental learning games for team building (5 legged race,
etc.);
Skills development through learning by doing (Brainstorming, QC
tools application and case study presentation)
• Lecture contains,
Lecture by SQC master trainers
Model case study presentations /video presentations.
Duration: 3 Days (9:00 A.M. – 5:00 P.M.)/
24 hours at least 2 hours per day
First Day
Session I : Attitude and behavour, Introduction of SQC
Session II : Introduction of SQC, continued, Promotion Video
Session III : Basics of QC Tools, Basic QC tools-Graphs and Charts
Session IV : Basic QC tools- Check sheets
Second Day
Session I : Basic QC tools- Scatter diagram, Histogram, Control
chart
Session II : Basic QC tools- Pareto diagram, Cause and effect
diagram
Session III : QC approaches
Session IV : Brainstorming rules and procedures
Third Day
Session I : Hypothetical case study practice: Group formation &
practice
Session II : Hypothetical case study practice: continued
Session III : Case study presentation
Session IV : Review, wrap-up and Certificate Distribution
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Materials Needed
• References:
Guide Book to SQC
Reference books
Training manual
• Handout and feedback sheets:
SQC facilitators workbook
Training Schedule
Pre and post training evaluation form
Feedback Sheet
• Stationeries:
Chart paper
Note books
Graph papers
Board marker / chalk
Board (white/black)
Sketch pens
Measuring scale
Pencil
Eraser
Masking Tapes
Banners, etc.
• Infrastructure and logistics:
Training hall
Tables and chairs
Computer
LCD Projector
Promotional Video
Model case study presentation
Logistics for games (will be required as per games)
• Participation certificates
• Refreshments
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Notes:
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Notes:
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Notes:
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Kano Principle Practice
Page | 78
Evolution of Quality Principles
Quality is a journey not Destination……………..
Quality isDynamic and Constantly Changing Concept
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Quality
Stone age … Historic age Industrial age Postwar period New Millennium
Copyright 2010: Prof. Dinesh P. Chapagain
Quality Gurus
Mr. Wilfried F. Pareto (1848 ~ 1923)
The father of Pareto principle, Mr. Pareto was an Italian engineer,
sociologist, economist, political scientist and philosopher who developed
the famous 80-20 principle of economic wealth distribution. This principle
was used by Dr. Juran in quality for prioritizing the quality problems.
quality
Component IX
Quality Mindset & Total Quality Management
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Mr. Alex F. Osborn, USA (1888 ~ 1966)
The father of brainstorming, Mr. Osborn was an advertizing executive,
writer and creative theorist in USA. He developed the theory first in 1950
that everyone has creative ability and his creativity can further developed
by brainstorming. Brainstorming is one of the fundamental approach
taken up by quality improvement teams.
Dr. Walter A. Shewart, USA (1891 ~ 1967)
The father of statistical control chart, Dr. Shrewart was an engineer in
Bell Telephone Industries in USA. He developed the theory that no two
products can be produced identically same and there will be some
variation which one should try to minimize to make a high quality
product. The control chart first developed 1931 helps to identify
statistically the variation in the quality parameters. He also developed the
PDSA cycle which was used by Dr. Deming for quality calling it as PDCA
cycle, or Deming cycle.
Dr. William E. Deming, USA (1900 ~ 93)
The father of modern quality management system, Dr. Deming was a
statistician at USA who taught Japanese engineers and scientists on
statistical quality control in first time in 1951 and helped to improve the
Japanese economy enhancing the quality, productivity and
competitiveness of Japanese companies after the Second World War. His
14-point principle is a breakthrough in the modern quality management.
Deming’s 14 point principles
1. Create constancy of purpose for continual improvement of products and service
2. Adopt the new philosophy created in Japan ((respective countries)
3. Cease dependence on mass inspection build quality into the product
4. End lowest tender contract: require meaningful quality along with price
5. Improve constantly and forever every process for planning, production and
service
6. Institute modern methods of training on the job for all, including management
7. Adopt and institute leadership aimed at helping people do a better job
8. Drive out fear and encourage effective two-way communication
9. Break down barriers between departments and staff areas
10. Eliminate exhortations for the workforce they only create adversarial
relationships
11. Eliminate quotas and numerical targets substitute aid and helpful leadership
12. Remove barriers to pride of workmanship including annual appraisals and
management by objectives
13. Encourage education and self improvement for everyone
14. Define top management permanent commitment to ever improving quality and
productivity and their obligation to implement all these principles
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Dr. Joseph M. Juran, USA (1904 ~ 2008)
The father of companywide quality management system, Dr. Juran is
from USA lived with vigour and energy for more than a century to tell the
world that quality is not a technical subject rather it is a human system
where management are more responsible for improving quality of the
product and services. He borrowed the tools of 80-20 principle of the
famous Italian economist Mr. Pareto to use for prioritizing the quality
problems.
Dr. Kaoru Ishikawa, Japan (1915 ~ 1989)
The father of Quality Control Circle, Dr. Ishikawa was a professor of Tokyo
University used cause and effect diagram in 1953. His theory for quality
improvement emphasizes on empowering workers through education and
motivation and he developed the quality control circles for this purpose
first time in 1962.
Mr. Philip Crosby, USA (1926 ~ 2001)
The father of “Quality is free” concept, Mr. Crosby was a consultant in
USA. His theory of “do it right for the first time”, “prevention not appraisal
of quality” and “zero-defect production” is widely acclaimed by the
economic world.
Dr. Noriaki Kano, Japan (1944 ~ ….)
The father of attractive quality, Dr. Noriaki Kano from Japan used the
Herzberg’s theory of hygiene to develop four different types of quality
features in any product or services. The attractive, must-be-quality, linear
and indifference quality types help to address differently for cost effective
quality management and improving performance excellence.
Total Quality Management- philosophy
Total Quality Management, (Total Quality Control) is continuously developed and practiced in Japan and is being currently practiced by
world class companies in many countries to improve quality, productivity
and competitiveness, and for performance excellence.
Conceptualization of TQM is-
Promoting Organization with a Tightly Knit Group of People having Shared Purpose and Philosophy
Page | 81
In short, TQM is defined as a:
* Scientific
* Systematic
* Company-wide activity
In which a company is devoted to customers through its products and services.
Experimental learning:
Team Building – Five legged race, 4 minutes for each group
[Form groups of five people, decide one leader and four co-
workers in each group. Define one goal to the group
members, say, walking some fifty meters distance and bring a glass full of water. In each group, Ask leader to tie alternate
legs of four people of his group to make them as one human
being with four heads, eight hands and five legs. Also ask
leader to define and explain the task procedures to them and motivate them to achieve the goal. Measure the efficiency of
the work of each group. At the end, discuss the feelings and learning from the exercise]
Questions for addressing the game:
1. Did you feel uncomfortable to cooperate for such an odd job of tying
your legs with others? 2. How you felt while coordinating your legs with other legs which are
tied together? 3. Did you enjoy after achieving the goal?
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Common Goal of an organization in TQM environment is:
To achieve the quality that the customers need most economically
Common Language or mindset of people in TQM organization
is:
Put quality first
Next process is my customer Work with facts
Give importance to the process
Prioritize actions
Prevent recurrences Go to the source
Respect humanity
Common Approach of quality improvement in TQM organization
is:
The PDCA (Plan-Do-Check-Act) wheel Team work
Continuous improvement
Customer Focused
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Total Quality Management in Academia
How does TQM differ from Traditional Quality Assurance Programmes in Education?
Quality Element Traditional Education
System TQM in Education
1. The definition of
quality is Result oriented Child oriented
2. Decisions are based on
Short term goals Balancing short term and long term goals
3. Emphasis is on Reasons for failure Prevention for failure
4. Errors are
understood to
result from
Special causes (people
making mistakes)
Common causes
(ineffective system)
5. Responsibility
for quality belongs to
School management,
inspectors and supervisors
Everyone, i.e., school
management,
teachers, students and
parents
6. Organizational culture tends
towards
Figure pointing, blame findings and punishing
risk takers
Continuous improvement and
reward to achievers
7. People’s role
changes from
Simple learning of
subjects
Multi-dimensional
development
8. Executives / Incharge
changes from
Performance based on
stuffing the brains
Developing / training the mind and its
abilities
9. Organizational
Structures of schools
Hierarchical,
bureaucratic and static
Flat, integrated and
fluid
10. Problem solving by
Those in authority, top of the pyramid only
Teams, all levels of
staff and even
students
Read the reading material no 1 given at the end of this workbook.
The article is “Total Quality Management Applied to Schools” by
Fred C. Lunenburg of Sam Houston State University.
Discuss among your group members and identify the issues relevant to schools at Nepal- Challenges to apply!
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Notes:
Page | 85
Notes:
Page | 86
CASE STUDY EVALUATION FORM
HOW TO USE THE EVALUATION FORM
This form contains different categories, plus room for you to add
additional categories, if appropriate. Each category is followed by a five-
point rating scale and space for you to provide specific recommendations
for improvement.
Rate the Presenter from one to five in each category, using the guide
given below. Then, add your recommendations for improvement.
NOTE: Don’t attempt to make recommendations for every category.
Simply select those categories in which improvement is both warranted
and possible. Ask yourself, “In which category or categories can this
presenter make the greatest amount of overall improvement in his or her
next case study?” Also select those categories in which the presenter
scored highest, and recognize the presenter’s strengths.
RATING GUIDE
Use this guide when assigning numerical ratings to the categories on the
evaluation form:
Component X
Evaluation, SQC Curriculum & Text book
Future Action Plan
Page | 87
Evaluation Sheet for SQC Case Study
Name of the Circle …………………………………………………………………………
Topic Taken by the circle ……………………………………………………………..….
Name and Address of Institution ………………………………………………………..…
How the topic was selected by the circle?
Given by the school [0]
Chosen by the leader of circle
[2]
By subjectively voting by each circle
members [4]
By objectively measuring the importance
[8]
How the circle has set the target for improvement in the problem?
No! not set at the beginning
[0]
Yes! But in
qualitative terms which cannot be
measured [2]
Yes! In quantitative
terms but without observing the present
and ideal status [4]
Yes! In quantitative terms by observing the present status and ideal status
[8]
How the circle has planned the problem solving activities?
Circle initiated the
problem solving activities without
planning [0]
Circle has used but
has not planned in paper before starting
activities [2]
Circle has prepared a
schedule for the 7 steps of problem
solving sequence and
worked accordingly [4]
Circle has used 5 W & 1
H framework for planning the problem solving
activities and worked
accordingly [8]
How root causes of the problem selected in the topic were analyzed by the circle?
By intuition and judgment
[0]
By using brainstorming and choosing the most
appropriate cause by consensus
[2]
By using some quantitative basic
statistical tools and
cause and effect diagram
[4]
By observing and re-observing the problems
and causes through using
appropriate quantitative and qualitative tools
[8]
How the countermeasures were implemented to solve the problem?
Circle provided a list
of recommendations to the school
administration and
fellow students to act
[0]
Circle prepared a list
of recommendation and asked the fellow
students to follow
the instructions for solving the problem
selected
[2]
Circle together with
other friends and school administration
implemented the
countermeasures together to solve the
problem
[4]
Circle developed
appropriate plan and implemented it without
any, or minimum support
from the school administration
[8]
How the results were checked after implementation?
By observing only once immediately after the problem
solving exercise is over
[0]
By observing the before and after
exercise status of the problem
[2]
By checking quantitatively the
problem status and
evaluating it against its previous status
[4]
By monitoring the problem status regularly by the circle members
with statistical tool and evaluating it with the set
target
[8]
How the exercise is standardized to make use by the school in future?
The exercise is taken only as one of
the case studies of students
[0]
The case study is prepared to present
in the school
seminars and conventions
[2]
The circle has presented the case
study exercise results
to all students and teachers in the school
[4]
Circle has prescribed to keep the
countermeasures as a
code of conduct of the school apply to all
students
[8]
How was the presentation environment of the circle members?
By the leader reading only the text
[0]
By all members in
turn, sometime looking at text not knowing exactly
what they have done and what they
wanted to
communicate
[2]
By all members with confidence what they are communicating
but monotonous and not really interesting
for others to
concentrate on
[4]
By all members in an
interesting and convincing way with full confidence
[8]
Total Score: ………….
Special Remarks from the Commentator: …………………………………………………………...............
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Name of the Commentator: . ....................................... Signature of the Commentator: .........................
Page | 88
SQC Curriculum & textbook of SQC
Background
National Curriculum Framework (NCF) under Curriculum Development
Center, Ministry of Education, Nepal envisions education as, " the
fundamental right of all people, an investment for economic, social and
political advancement, a tool for empowerment of disadvantaged group, a
route to the spiritual, moral, social, cultural, physical and mental
development of individuals, a foundation for the culture of peace, and an
avenue for developing lifelong learning society". The NCF quotes the
UNESCO document, Learning: The Treasure Within known as Delors
Report (1996) and the vision it has given for twenty-first century
education based upon the following four principles of learning: 'learning to
know'., 'learning to do', ' learning to be' and 'learning to live together'.
The Local Curriculum on Student's Quality Circle (SQC) under Social
Behavior is an elective subject which has been offered for basic level
education (Grade VI-VIII) in accordance with the recommendations of
National Curriculum Framework, 2006. This subject aims to develop
student’ basic foundation of knowledge and skills, educating them social
behavior at the local as well as national levels. The subject also
contributes to encourage changes in their behavior and life style.
Basically, the subject aims to teach the students appropriate skills,
allowing them to develop practical knowledge as well as healthy attitudes
concerning the lives of individuals and of the society at large. Different
aspects of SQC will contribute to the development of positive perceptions
of national needs, social values and respects that helps students to make
intelligent decisions.
SQC, is a new terminology coined in 1999 for the first time in the history
of education as an innovative teaching learning methodology for the
twenty first century. It aims to impart education for holistic development
of young students, as SQC is an integrated course with multidisciplinary
approach and if imparted to young students, it enables them to be
successful learners, confident individuals, responsible citizens and
effective contributors to the society. SQC has been in practices as an
informal co-curricular educational activity in various schools in Nepal since
1999, and has resulted excellent performances by SQC graduates.
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SQC addresses "Life skills approach to education”, a concern of NCF. It
prepares students to become team players, manage time, develop
communicative skills, acquire systematic and scientific approach to
problem solving, be empathetic to fellow beings, learn to work under
difficult situations in a scientific manner and contribute to the overall well
being of all the individuals and the society.
SQC curriculum consists of theoretical and practical knowledge of Social
Behavior that is essential for students. It is expected that after the
completion of this course, students will be able to decide wisely when
faced with choices that affect holistic development of young adolescents.
Competencies that can be developed from the SQC curriculum
1. Understand and develop positive attitude
2. Develop team leadership and collaborative behavior
3. Understand the concept and practicing of continuous improvement
4. Develop creative thinking and inquiring attitude
5. Understand the nature, scope and benefits of SQC
6. Understand the process of systematic problem solving and decision
making
7. Learn, understand and practice qualitative visual QC tools
8. Learn, understand and practice quantitative visual QC tools
9. Understand and practice the planning and monitoring process
10. Develop problem solving skills and social responsiveness
11. Get the hands on knowledge of basic ICT tools and communication
skills
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Some important facts regarding SQC Curriculum and textbook
1. SQC curriculum was developed by QUEST- Nepal in technical
collaboration with Curriculum Development Centre (CDC) n 2013.
2. SQC was implemented as the curricular activity at Mount View E. B.
High School, Bhaktapur for the first time in the world on 10th May
2013
3. Eleven schools from Kathmandu, Bhaktapur, Rupaddehi and Palpa
have implemented SQC curriculum in class VI from this year.
4. QUEST Nepal published a textbook of SQC for class Six this year.
Contents of the SQC textbook, class VI
Unit I - Attitude
Unit II- Team Building
Unit III - Continuous Improvement
Unit IV - Brainstorming
Unit V- Introduction to SQC
Unit VI- Systematic Problem Solving
Unit VII- SQC Qualitative Tools
Unit VIII- Quantitative Tools
Unit IX- Planning and Evaluation
Unit X- Identify the problem
Unit XI- Analyze the Problem
Unit XII- Solve and Standardize the problem
Unit XIII - Communicating Skills
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Frequently Asked Questions:
By this time, In Nepal, more than 7000 students, one way or other have
practiced SQC projects, completed and participated in national and
international conventions on SQC. To facilitate these students, more than
sixty master trainers have already been produced by QUEST-Nepal and
more than five hundred teachers have taken training on SQC concepts,
approaches and tools.
The following Frequently Asked Questions (FAQs) are identified during a
dialogue process among 16 SQC Master Trainers on July 9th, 2011 at
Grand Hotel Kathmandu. Several questions were compiled by master
trainers and Affinity analysis was done to cluster these questions and
identify 20 FAQs. I hope these answers will be useful to SQC practitioners
– teachers and students, both.
This is an open session for your discussions. With your knowledge
and experience can you answer these questions, one by one?
FAQs……
1. Are there any relationships between Students’ Quality Circle (SQC),
Total Quality Management (TQM) and Appreciative Inquiry (AI)?
2. How to distinguish the terminologies like quality of a product, quality
of a service and quality of a human being?
3. Have students participated in SQC projects been really turned out as
total quality person?
4. Can we utilize the outputs of SQC projects practically in real life?
5. How all students in a classroom can be motivated to participate in
SQC projects?
6. Is it necessary that SQC projects are introduced to all students in a
school?
7. How to introduce SQC as a co-curricular activity in all schools of
Nepal?
8. How much theoretical knowledge should be given to students to work
on SQC projects?
9. How to provide updated knowledge on SQC to students?
Page | 92
10. How can we monitor that the problems identified, analyzed and solved
by students through SQC projects are permanently disappeared?
11. How the results of SQC projects are monitored in Control chart?
12. How to set control limits for monitoring the status of the problems
solved by students through SQC projects?
13. How to minimize and simplify the application of QC tools in SQC
projects?
14. What is the stepwise procedure of problem solving in SQC project?
15. How to select the right tools and techniques at appropriate problem
solving process of SQC project?
16. How to distinguish causes, major causes and root causes of a
problem?
17. Where to use Pareto analysis- in problem prioritization or cause
prioritization?
18. What is the significance of cumulative frequency line in Pareto
diagram?
19. How we use Pareto analysis for unrelated problems?
20. What is the significance of Scatter diagram and how to use it in SQC
projects?
Do you have some other special queries on SQC to add?
____________________________________________________
____________________________________________________
____________________________________________________
Please read the reading material “Frequently Asked Questions on
Students’ Quality Circles” published in the Convention handbook
of the National Convention on SQC at Abottabad, Pakistan in 2011.
This is given in the last section of this workbook.
Page | 93
Future Action Plan:
Commitment from Individual Master Trainers………………….
Page | 94
xx
Conclusion and Future Action Plan
Reflection of the Program: (Session wise)
Component XI
Feedback and Reflection of the program
Page | 95
Certification, AOB
Page | 96
References
1. Guide to Student’ Quality Circles, Dinesh P. Chapagain, QUEST-Nepal, Lalitpur, 2013
2. Introduction to Quality Control, Kauro Ishikawa, 3 A Corporation, Tokyo, 1991
3. Statistical Methods for Quality Improvement, Hitoshi Kume, 3 A Corporation, Tokyo, 1995
4. The Seven New QC Tools, Yoshinobu Nayatami et all, 3 – A Corporation, Tokyo 1994
5. Fundamentals of QC Circles, Edited by QC Circle Headwuarters, JUSE, 2008
6. How to Operate QC Circle Activities, Edited by QC Circle Headquarters, JUSE, 2008
7. The QC Problem Solving Approach, Ktsuys Hosotani, 3 A Corporations, Japan, 1992
8. Hoshin Kanri, David Hutchins, Gower Publishing Company, UK, 2008
9. The New Age Leadership, Syed Ali, Maple Creek Media, 2017
10. The 8th Habit: From Effectiveness to Greatness, Steven Covey
11. Various articles, research papers presented at International and
national conferences and conventions are available at the “Preparing Quality Mindset: page on website:www.dineshchapagain.com.np.