An Assignment on

TOTAL QUALITY MANAGEMENT IN BUSINESS EDUCATION

Prepared By:AMIT VADHER(GIA) (Roll No.29)

Submitted To:Dr.RAJESH BHAT

Department of Business Administration Faculty of Management, Bhavnagar University, Bhavnagar.

Introduction In todays global competition and economic liberalization, quality has become one of the important factors for achieving competitive advantage. A good quality product or service enables an organization to add and retain customers. Poor quality leads to discontented customers, so the costs of poor quality are not just those of immediate waste or rectification but also the loss of future sales. Technological innovations have diffused geographical boundaries resulting in more informed customers. The business environment has become increasingly complex and the marketplace has changed from local to global. Constant pressure is applied on the management to improve competitiveness by lowering operating cost and improving logistic. Customers are becoming increasingly aware of rising standards, having access to wide range of products and services to choose from. There is an ever-increasing demand for quality product and/or services and this global revolution had forced organizations to invest substantial resources in adopting and implementing total quality management strategies. History of quality management The roots of Total Quality Management can be traced to early 1920's production quality control ideas, and notably the concepts developed in Japan beginning in the late 1940's and 1950's, pioneered there by Americans Feigenbum, Juran and Deming. Juran did more than teach the Japanese about quality management. He was also arguably the first quality expert to emphasise that no quality management system works unless people are empowered and committed to take responsibility for quality - as an ongoing process - effectively for quality to become part of part of people's behaviour and attitudes - an ethos. The American gurus featured in the 1950's Japan: Joseph Juran, W Edwards Deming, and Armand Feigenbum; the Japanese quality gurus who developed and extended the early American quality ideas and models: Kaoru Ishikawa, Genichi Taguchi, and Shigeo Shingo; and the 1970-80's American Western gurus, notably Philip Crosby and Tom Peters, who further extended the Quality Management concepts after the Japanese successes...including the development and/or use of the Plan, Do, Check, Act (PDCA) cycle, Pareto analysis, cause and effect

diagrams, stratification, check-sheets, histograms, scatter-charts, process control charts, system design, parameter design, tolerance design Quality Improvement Teams (QIT), Just In Time (JIT), Management By Walking About (MBWA), etc.. Understanding Total Quality Management (TQM) Quality lies in the perception of the consumer. What is great for one may not be good enough for another. Many organisations found that the old definition of quality, the degree of conformance to a standard, was too narrow. Consequently, they used a new definition of quality in terms of customer focus Juran defined quality as fitness for use. Crosby (1979) defines quality as conformance to requirement Juran and Gryna (1980) define quality as fitness for use. Feigenbaum defined total quality as a continuous work processes, starting with customer requirements and ending with customers satisfaction [8]. According to Deming, quality is a continuous quality improvement process towards predictable degree of uniformity and dependability. TQM is a management philosophy that builds a customer-driven, learning organization dedicated to total customer satisfaction through continuous improvement in the effectiveness and efficiency of the organization and its processes

Total quality management or TQM is an integrative philosophy of management for continuously improving the quality of products and processes. [1] TQM describes two main notions: 1. Continuous improvement and 2. The tools and techniques/methods used.

The Concept of Continuous Improvement by TQM By Khurram Hashmi TQM is mainly concerned with continuous improvement in all work, from high level strategic planning and decision-making, to detailed execution of work elements on the shop floor. Continuous improvement must deal not only with improving results, but more importantly with improving capabilities to produce better results in the future. The five major areas of focus for capability improvement are demand generation, supply generation, technology, operations and people capability. There are three major mechanisms of prevention: 1. Preventing mistakes (defects) from occurring (Mistake proofing or Poka-Yoke). 2. Where mistakes cant be absolutely prevented, detecting them early to prevent them being passed down the value added chain (Inspection at source or by the next operation). 3. Where mistakes recur, stopping production until the process can be corrected, to prevent the production of more defects. (Stop in time). TQM is the foundation for activities, which include:

Commitment by senior management and all employees Meeting customer requirements Reducing development cycle times Just In Time/Demand Flow Manufacturing Improvement teams Reducing product and service costs Systems to facilitate improvement Line Management ownership Employee involvement and empowerment Recognition and celebration Challenging quantified goals and benchmarking Focus on processes / improvement plans Specific incorporation in strategic planning

Principles of TQM The key principles of TQM are as following:3 Management Commitment

Plan (drive, direct) Do (deploy, support, participate) Check (review) Act (recognize, communicate, revise)

Employee Empowerment

Training Suggestion scheme Measurement and recognition Excellence teams

Fact Based Decision Making

SPC (statistical process control) DOE, FMEA The 7 statistical tools TOPS (FORD 8D Team Oriented Problem Solving)

Continuous Improvement

Systematic measurement and focus on CONQ Excellence teams Cross-functional process management Attain, maintain, improve standards

Customer Focus

Supplier partnership Service relationship with internal customers Never compromise quality Customer driven standards

TQM implementation framework and blueprint Here is a framework and 'blueprint' for the implementation of a quality improvement or 'excellence' initiative. It includes the following elements:

TQM Processes Tools and techniques People and teamwork Quality management system Performance measurement EFQM Excellence Model Self-assessment

quality process improvement tools and techniques

The '5 Whys' - asking 'Why?' at least five times to uncover root cause of a problem. Flowcharts - boxes and arrows method of examining activities, potentially used in brainstorming, also found in business process modelling. Fishbone/Ishikawa Diagrams - fishbone-structured diagram for identifying cause/effect patterns, in which primary categories are generally pre-determined according to context. See fishbone diagram and usage examples for project management. Run Charts - a graph which plots data/change along a timeline. Pareto Charts - a line and bar graph displaying cause/effect ratios, especially biggest relative cause, based on Pareto theory. Histograms - a bar graph displaying data in simple categories which together account for a total. Checklists/Checksheets - pre-formatted lists for noting incidence, frequency, etc., according to known useful criteria Control/Shewhart Charts - a standard pattern of performance/time for a given process, often in Run Chart format, which acts as a template to check conformance and deviation. Scatter Diagram/Scatterplot - a graph which plots points (typically very many individual instances) according to two variables, which produces a useful visual indication of the relationship between the two variables. quality circles- In this context the word 'circle' refers to a team of people.Teams or small groups (the circles) meet to analyse, and review working practices with a view to making suggestions for improvement in their work and the systems.

SIX SIGMA in Education: FAD or Reality?? Dheeraj Mehrotra (MS, MPhil), National Awardee) Head, TQM in Education Department, City Montessori School & Degree College, Lucknow, INDIA It is good to agree and comment of the fact that the very business of education today is just thata business. It focuses more today on the bottom line and it is important to stay on the competitive edge for all of its customersfrom the students and their parents to the faculty, staff, and donors, as well. A quality improvement program can improve all areas of education.Six Sigma in education is a Quality Philosophy. Its a philosophy that talks about attainable short-term goals while striving for long term objective. Our mission to have a Total Quality Person (TQP) with a vision that Every Child is Potentially the Light of the World and a Pride of the Human Race

Here, lies Six Sigma: The culture of Six Sigma suggests a work environment andquality of work life where everyone in the company desires to achieve the SixSigma target, to increase customer satisfaction, to increase efficiency, to lower costs and to improve profitability. The customers tend to be the parents who pay the fees and want quality in return of the good result of their wards. PARENTS as no more as stake holder but a part of the organisation as we need to be dependent on them of feedback and change in the work culture atschools to give them more of satisfaction, delight and out of the most getting them Zapped !.

DEFINE: This phase involves the definition of the project/assignment, using process map, application area, desired improvement, likely benefits, etc. The importance lies in having the chance of a high successful delivery of better quality and saving costs in totality. In the context of academic strata, the failures include identifying and defining the problem. Projects may include real life problems such as distractions in the classroom, for example. MEASURE: This phase involves the analysis of the process to determine its present state and the future, as obtained. Data collection is the main emphasis of this phase. ANALYSE: This phase involves the data analysis for identification of parts of process which affect the quality of the problem. IMPROVE: This phase adds to the process to find a permanent solution to the problem. This may involve better forecasting, better scheduling, better procedures or equipment, specifying teaching techniques, work environment for the teachers, and school campus quality life. CONTROL: This phase involves the process of closing the problem by putting in the right procedures and management statistics. This if well treated as an industry is bound to get profit in bringing out Quality Results of Wonderful and Campus Envy students with a heavy demand for them. Taking an issue of HOW TO AVOID DISTRACTIONS IN THE CLASSROOM ? would sum up as a good though novice idea to start the inception and manipulation of eradication of problems within a school. Six Sigma works herewith the inception of Six Sigma Capsule of Solving Techniques. How it wouldfunction in education would have a defined and rather a redefined definition as: GREEN BELTS: These represent the Six Sigma parishioners, with a thorough grounding of the approach. The teachers and instructors of the students act as these designators.

BLACK BELTS: These represent the Six Sigma experts with a thorough grounding in the approach, in addition to the ability to lead the projects (which is anadditional skill over the Green Belts). A subgroup of the teachers and instructors act in this role. MASTER BLACK BELTS: These represent people who spend their time focused on Six Sigma, assist leadership for projection and consultation. The Administratio Officer or the Vice-Principal act in this role. CHAMPIONS or LEADERS: They are the senior managers who ensure thatresources are available for training and projects and also conduct reviews. The Principal acts in this role, in collaboration of the management or school board.Let us all analyse the fact: WHERE THE VISION IS ONE YEAR CULTIVATE FLOWERS WHERE THE VISION IS TEN YEARS CULTIVATE TREES WHERE THE VISION IS ETERNITY CULTIVATE PEOPLE Now we flourish with implementing the TQM culture of Total Quality Management with activation of tools in learning and the practicing of making the Brainstorming and Data Collection techniques andparticularly having the GROUP LEARNING methodology has been the need of thehour.

Developing a Holistic Model for Quality in Higher Education Mr G.Srikanthan, Research Fellow Prof. John Dalrymple, Director Centre for Management Quality Research, Business Faculty, RMIT University, GPO Box 2476v, Melbourne 3001, Australia Models emphasising quality management in teaching and learning: At a theoretical level, from time to time, there have been a number of attempts at a re-examination of the fundamental educational processes and a number of new models have been proposed for educational quality management in universities. While it would be a major effort to fully analyse all the significant publications in the area, some of the wellarticulated models proposed in the recent literature are briefly described below. Their organisational implications for universities will

be examined subsequently. 2.1 Transformative Model: Harvey and Knight (1996,) present transformation as the most appropriate learning-oriented approach to quality. The emphasis is on enhancing participants, adding value to their capability and ultimately empowering them.There is a clear focus on student experience. Transformative learning requires a transparent process, which is integrated, contributing to a rich and relevant Total Student Experience. Transparency means openness about the aims, processes and method of attainment of learning by the student. Integration means that such experiences are linked together into a cohesive whole (ch. 2.2 An Engagement Model of Program Quality: Haworth and Conrad (1997) developed an Engagement Theory of program quality The theory maintains that in high quality programs the principal stakeholders academics, students and administrators invest in five separate clusters of program attributes, each of which contributes to enriching the learning experiences for students. Cluster 1: Diverse and Engaged Participants: Faculty (academics), Students and Leaders. Cluster 2: Participatory cultures: Shared program direction, Community of learners, and Risk taking environments. Cluster 3: Interactive Teaching and learning: Critical dialogue, Integrative Learning, Mentoring, Cooperative Peer learning and Out of Class activities. Cluster 4: Connected Program Requirements Planned Breadth and Depth of Coursework, Professional Residency, and Tangible Product. Cluster 5: Adequate Resources 2.3 University of Learning Model:

EXAMPLE OF IIBM IIBM | The Institute IIBM Institute of Business Management (IIBM) is a leader in providing distance learning quality education to its students. IIBM provides various certification courses that are industry endorsed and support the candidates to develop and grow in their careers. The studies of IIBM have been appreciated and recognized by the trade and business communities for its quality, updated syllabi and scientific methodology of instruction. IIBM | Member of AIMA IIBM is a part of Shri Tirupati Balaji Education Foundation Trust. Shri Tirupati Balaji Education Foundation has been approved by Council of AIMA as an Institutional Member of AIMA (All India Management Association) from 1st April' 2010. AIMA undertakes a host of management related activities such as Distance Management Education, Management Development Programmes, Special Conferences and Research

IIBM | Associate Member of FICCI IIBM is a associate member of FICCI (Federation of Indian Chambers of Commerce and Industry) has been approved by the Executive Committee at its meeting held in New Delhi on 22nd July, 2010. FICCI has 79 Joint Business Councils with all the major trading partners of India which facilitate bilateral trade and investment.

IIBM | Member of CII IIBM has been approved Institutional Member of CII (Confederation of Indian Industry) by the Regional Council during its meeting held on 30.07.10. CII is the apex industry association,

works to create and sustain an environment conducive to the growth of Industry in India.

IIBM | Accredited by EQAC IIBM is approved & accredited by Education Quality Accreditation Commission (EQAC). The Education Quality Accreditation Commission identifies and accredits education institutions worldwide under the authority of the European Union & the United States of America.

IIBM | ISO 9001:2008 Certified / ISO 14001:2004 Certified IIBM is an ISO 9001:2008 certified Institute assessed by International Certification Registra Ltd., Korea since May 2008. IIBM has been assessed by International Certification Registrar Ltd., in respect of their Environment Management Systems and found to comply with ISO 14001:2004.

IIBM | Awarded HOT Brand IIBM has been accredited as a centre of excellence in the field of distance learning management education and has been awarded Hot Brand Certification in the year 2008. The unique Study Methodology & Curriculum is appreciated by the learners. IIBM enables their students to get the highly acclaimed standards education and keep on enhancing their education curriculum for developing effective manage

IIBM | Member of FIEOIIBM is a registered member of Federation of Indian Export Organizations (FIEO), New Delhi set up by Ministry of Commerce, Government of India since January 2010

FACILITIES:-

Reduced Duration DBA - 6 Month 3 Month EPGDBM - 1 6 Month Year PGDBM - 2 1 Year Year EMBA 1 6 Month Year MBA - 1 Year 6 Month MBA - 2 Year 1 Year Course Name

Course Fast Track Charges 2,000 5,000 6,000 5,000 5,000 6,000

IIBM | Subject Transfer System Subject Transfer System is a system that allows the candidate to opt another Program from IIBM and for those earlier studied subjects gets exempted. The basic objective of Subject Transfer System is to encourage students to continue learning during their Career span. IIBM offers number of Programs for gaining more knowledge to the learner. IIBM | Career Prospects The Institute of Business Management Studies coach students in all relevant branches and also for launching one's own business ventures. The studies of the institute have won universal acclaim by the acceptance of the alumni in the upper echoes of management in various prominent business and industrial. IIBM | The Faculty Eminent Academicians, Senior Executive and Industrialists are engaged to assist the dissemination of the knowledge for the benefit of the students.

IIBM | Dispatch of Study Materials The Institute will start dispatching study materials semester-wise within 25 days after the enrollment of the students. Students who are in arrears of the payment will not be eligible to get the study materials in time.Any student who does not receive the study material must contact the Institute at the earliest. IIBM Placement Facility In the present scenario of globalization new avenues of employment in India and abroad bound to open up at a rapid pace for the benefit of the job seekers and the economy as a whole specially in the field of management. The institution has strong associations with many leading national and international companies. The candidate who wishes to seek the assistance of IIBM's placement facility may approach the institute after completion of the study for further details.

TQM in Education By Ronald Fitzgerald

Why get involved with TQM? The potential benefits of TQM in a school, district or college are very clear: 1. TQM can help a school or college provide better service to its primary customers--students and employers. 2. The continuous improvement focus of TQM is a fundamental way of fulfilling the accountability requirements common to educational reform. 3. Operating a no-fear TQM system with a focus on continuous growth and improvement offers more excitement and challenge to students and teachers than a "good-enough" learning environment can provide.

What are the essential elements of TQM in education? In a TQM school or college, improvement teams and individuals are constantly working on improving service to customers. The concept of a service being "good enough" is considered inadequate. 1. Awareness and Commitment for Everyone. 2. A Clear Mission. 3. A Systems Planning Approach. 4. Teaming Replacing Hierarchy. 5. Enabling AND Empowerment Replacing Fear. 6. Focus on Mastery Learning. In traditional classrooms, teachers often follow this sequence: 1 Plan------------> 2 Teach----------------> 3 Test. The normal curve that usually results stands as testimony to the fact that many students fail to learn at the highest possible level in this system. The TQM alternative is: 1 Plan-> 2 Teach (DO) --> 3 Check**--> 4 Revised Teaching (ACT) --> 5 Test** In the "check" step, formative (not-for-grade) testing is used to determine which learning some students have missed. 7. Management by Measurement. This management by data rather than by opinion allows objective pursuit of the two basic purposes of TQM in education: Improved learning,Improved cost effectiveness. 8. Development of Student TQM Skills. These are relevant to student activities -- (1) THINKING TOOLS FOR KIDS; (2) FUTURE FORCE: KIDS THAT WANT TO, CAN, AND DO!; (3) a CONTINUOUS IMPROVEMENT SERIES 9. A Humanistic and a Brain Compatible Focus. In the Learning Environment Dr. William Glasser has provided one of the best translations of TQM principles into suggestions for a very productive learning environment. Every educator can profit from reading his book: The Quality School Teacher, by William Glasser, M.D. (1998) Harper Paperbacks. Working with people is much more complex than

manufacturing widgets. Dr. Glasser offers an excellent blueprint for TQM in classrooms in the context of deep sensitivity to human relationships. Also,one of the most productive areas in which a school task improvement team can work is in helping all staff members use the model more brain-friendly techniques in teaching. 10. A Transformation Plan. Under element #1, an awareness presentation was recommended as the first step in considering transformation from traditional to TQM operation. Two other basic actions are recommended here: a. Form a TQM steering committee that-(1) Develops a plan for supporting the staff in TQM implementation and (2) Builds a positive connection between that committee and the traditional supervisors. in b. Use advice from consultants and/or from schools that have succeeded at TQM transformation

CONCLUSION In all fields, especially education quality has an important matter. Total Quality Management as a necessary element always has a direct influence on the human improvement. It can be also led to high commitment and sprit in work environment. According to the study majority of secondary school teachers have exhibited Average level of TQM in education. However, the percentage of teachers with Above Average level of TQM is more than that of teachers with Below Average level of TQM. Usually the common observation is that, females teachers are more sincere and committed to their work. Always give importance to the quality as such female teachers in the present also study have better perception than male teachers about TQM in education. However, it can be suggested that, measures should be taken to see that, male teachers also have better perception of TQM and all the activities of the school to promote quality education. It is better for all the teachers of the institutions to be exposed to more quality in education which in turn would influence the perception of teaching. Teachers should be encouraged towards positive aspect of TQM and to take active participation to render quality education.

REFRENCES: Total Quality Management in the Business School: The Faculty Viewpoint Journal article by Frederic J. Hebert, Scott A. Dellana, Kenneth E. Bass; SAM Advanced Management Journal, Vol. 60, 1995 TQM in Education, By Ronald Fitzgerald The Concept of Continuous Improvement by TQM By Khurram Hashmi SIX SIGMA in Education: FAD or Reality?? Dheeraj Mehrotra (MS, MPhil), National Awardee) Head, TQM in Education Department, City Montessori School & Degree College, Lucknow, INDIA Developing a Holistic Model for Quality in Higher Education Mr G.Srikanthan, Research Fellow Prof. John Dalrymple, Director Centre for Management Quality Research, Business Faculty, RMIT University, GPO Box 2476v, Melbourne 3001, Australia

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