TQM Handbook. Acknowledgement

Transcription

1 TQM Handbook Acknoedgement This book is a product of coective thinking and contributions of a arge number of peope ed by Dr. G. Parameshara, Hon be Minister for Higher Education, Karnataka. In fact the hoe TQM movement in Karnataka as steered by him ith a definiteness of purpose, to make Karnataka a ord cass educationa capita of India. We are gratefu to the Government for giving us this opportunity to aunch the TQM movement in Karnataka. Severa peope researched and sourced the best of materia and information from reevant books and journas to put together this book. This effort as ed by Shri Kamaakar Haambi, presenty orking as Private Secretary to the Hon be Minister for Primary and Secondary Education, Government of Karnataka and supported by Dr. Siddaingasamy, Coordinator for TQM, Office of the Commissioner of Coegiate Education, Dr. Jayaraj, Director, Coege Deveopment Counci, Gubarga University, Dr. Meena Chandavarkar, Principa, Shri S.R.N. Arts and Commerce Coege, Bagakot, Shri Morabada Maikarjuna, Lecturer, Government First Grade Coege, Hunsur and Sri Shabir Md. Mustafa Principa, Government First Grade Coege,Srirangapattana. We aso acknoedge the contributions of Shri K. N. Shenoy, Ex- Chairman of CII, Shri N. Srinivasan, Deputy Director Genera, CII and Shri C. P. Rangachar, Ex-Chairman, CII, Southern Region, in shaping this book. We aso recognize the contributions 1

2 of Shri K. Dinesh, Founder Director, Infosys and Shri Sanjay Purohit, Senior Manager, Quaity Head, Infosys, ho fine-tuned our initia document The Roadmap for TQM (14th August, 2002), hich as the starting point for the TQM initiative in Karnataka. Our TQM initiatives oud not have seen the ight of day but for the constant support and encouragement provided by CLHRD, Coege for Leadership and Human Resource Deveopment, an affiiated coege of Mangaore University, hich has provided vauabe inputs in preparing this book. We acknoedge the services of Dr. Sharada Jayagovind, SSL, Maharani s Science Coege, Bangaore, for proof checking and giving a fina shape to the presentation. We remain gratefu to Mr. Shaiesh, ecturer, SDM Coege, Ujire for sketching the caricatures. We ecome feedback in the form of suggestions, additiona inputs and opinions to enabe us to further improve the approach and content of TQM in education. (Dr. Latha Piai) Adviser NAAC (Lukose Vaatharai) Commissioner for Coegiate Education 2

3 TQM Handbook If you are panning for ONE year, gro rice If you are panning for TEN years, gro trees If you are panning for HUNDRED years, EDUCATE your chidren - Confucius A sma body of determined spirits fixed by unquenchabe faith in their mission can ater the course of history. - M. K. Gandhi Education is the basis of a groth. The quaity of human capita in the state, that is the physica and menta capabiities of the popuation, i determine its future progress. Education not ony improves the faciities and skis of peope but aso dramaticay contributes to their physica e being. - Human Deveopment in Karnataka

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5 TQM Handbook PART ONE Introduction 5

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7 TQM Handbook CONTENTS Part One Introduction 01. Contents Preface Overvie Educationa Leadership 21 Part To Tota Quaity 05. What is TQM? Eements of TQM Team Work for Quaity Toos and Techniques for Quaity Improvement Barriers to Overcome 53 Part Three The TQM Road Map 10. Important Eements in Initiating TQM Impementing TQM Resource Deveopment 77 Part Four The Handbook 13. Institutiona Arrangements Memorandum of Understanding The District Task Force Composition of Task Force Roes and Responsibiities Accounting and Reporting Monitoring and Evauations 119 Annexures 01. Performance Linked Funding of UGC Sef Evauation of Teachers Student Appraisa of Teacher 136 7

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9 TQM Handbook GGGGGGGGGGGG TQM is not a project. It is the estabishment of systems that assure a continuous improvement. GGGGGGGGGGGG Preface Students are our beacons of hope. Teachers train them to be eaders of tomorro. If e are to benefit from the huge investment that e have made in education, our teachers must be enabed and motivated to commit themseves, personay and professionay, to the a-round deveopment of students for efficiency and effectiveness in providing quaity education. Quaity assurance in education assumes a ot of importance in this context. We have to initiate severa interventions in the ream of Tota Quaity Management (TQM) in Higher Education toards continuous improvements, in tune ith the roadmap of progress envisaged under Karnataka Eduvision To achieve this vision, it is imperative to have an institutiona arrangement to usher in quaity education. Thus, the starting point for a series of project interventions, hich are important and urgent, oud be to create an environment for continuous improvement and change and thereafter to introduce TQM in education. The initiative for creation of an institutiona deivery mechanism, namey, TQM in Education has been taken up by the Department of Coegiate Education at a time hen the educationa scenario at the tertiary eve is undergoing seeping changes the ord over - in terms of curricuum, content, methodoogy, deivery, evauation systems and the imparting of skis. 9

10 More specificay the State of Karnataka needs to overcome the ack of onership, commitment and motivation among a stakehoders at a eves in the education sector. Besides it has become mandatory to obtain NAAC (Nationa Assessment and Accreditation Counci) Certification to avai certain benefits under UGC (University Grants Commission). The main purpose of the assessment and accreditation exercise of NAAC is improvement and enhancement of quaity by means of sef-reguation, peer revie and sef-imposed integrity in a spheres of activity. Hoever, no amount of improvement in materia resources can bring about quaity in education uness the attitude and mindsets are changed. A ukearm approach at the Unit (Coege) eve can cause irreparabe damage to the task of nation buiding at a time hen the hoe ord has come under one common economic ord order. Hence, the initiative taken for a TQM movement in Higher Education in Karnataka ith the support of NAAC. TQM is the Compete Food ith principes, methods, ork habits, systems, toos and techniques, a integrated harmoniousy. It is a hoe ne ord. Yet, hen e understand TQM, e are ikey to say: But this is a common sense. This is because e can intuitivey see that it is simpe, yet poerfu. We have to keep in mind perhaps, that simpe though the principes sound, they represent paradigm shifts, sometimes of 80 degrees. TQM propounds a radicay different ay of orking. When e begin TQM, there are some questions that e ask ourseves. What is the purpose of our organization? What is our accountabiity to our stakehoders? What resuts do e seek? What are the measures needed to be initiated? In untransformed coeges, such questions are not easy to anser. Nevertheess, e must ask them. Unike in the current systems that e have deveoped, hich continue to produce poor resuts year after year, in TQM our effort is toards continuous improvement. Therefore, it is 10

11 critica under TQM to bring our probems to the surface rather than seep them under the carpet. But hie doing so, e do it as a part of re-engineering, ithout pointing an accusing finger at any one. This is because acrimony and prejudice not ony hinder soutions but aso prevent coective or universa responsibiity and onership in addressing probems and issues. Thus, if e ant to do aay ith our probems the functioning of our ork pace must aso change. We have to understand that if e continue to ork in the same ay the resuts oud not be different either. When TQM is impemented, the hierarchy among coeagues, the environment, the cuture and the ambience of the organization i undergo a change. Ne questions get asked. For exampe, are our activities creating vaue for the students? From the outset, e must be open to major changes. This point may be ost easiy in the initia stages of introduction of TQM hen focus is on housekeeping or in improving the processes to reduce errors and compaints. If e think that ith sma improvements aone e can aign our institution to its centra purposes, our TQM impementation oud be perfunctory and e must expect ony trivia resuts. In preparing the TQM movement for higher education in Karnataka, e ere driven by the fact that the end products of education are not hat they are desired to be. Most graduates are not empoyabe - knoedge aone is no guarantee of skis, attitude and vaues. We are aare of the fact that knoedge, marks and certificates are not indicators of the quaity of individuas. Yet, institutions do not have a roadmap for conforming to quaity standards despite being aare that traditiona systems of education do not meet the needs of the students. This need is the abiity to think and the abiity to earn to use the avaiabe resource to compete the given task efficienty. Hoever, these have not been focused upon, as priorities of managements are extremey narro. They are more concerned ith the pass percentage and reputation of the institution than 11

12 ith ushering in quaitative changes. Student groups are uninterested because they have no proper guidance. Teachers are unabe to satisfy student needs other than the teacher centric teaching, because specific skis for teaching have not been deveoped by them. Yet, there is no systematic training, deveopment and project intervention for coege teachers. Even so, one need not ose heart. It is not impossibe to foster change because most coege teachers as e as institutions are interested in professiona deveopment. The teacher is both motivated and trainabe. We are sure that authority exercised ith persuasion can guarantee quaity and the Department of Coegiate Education is an appropriate authority to persuade teachers to take up the project. An opportunity knocks at our door. Every one ho participates in our TQM movement i benefit a great dea through persona enrichment too. Let us seize this moment and commit ourseves to ork together and buid a quaity educationa system in Karnataka and a better India, no matter hat the difficuties are. In riting this handbook, e have tried to keep in mind the needs of the busy reader hose main concern is to get access to some of the fundamenta issues of TQM in higher education, ithout having to ork through a ot of theory and jargon. We have panned the book so that the reader can go directy to the topic of immediate interest. Hoever, to get the best use from this handbook, e suggest that the reader Get the essence of TQM by reading the entire book. Seect an idea or guideines from the handbook visà-vis one s mission and vision for the institution, cass or facuty. Carefuy think through the impications of using the idea or guideine ith one s stakehoders, incuding students, teachers and managements in order to adapt the idea to the situation. 12

13 TQM Handbook The guideines need not be adhered to rigidy or uncriticay. A judicious seection of paradigms is hat is needed. Write out a pan of ho one i actuay use the idea or guideines and impement it according to one s pan. It is necessary that the Faciitator of this Tota Quaity Management project revies the chances of success of the idea and pans ith students, teachers and other reevant stakehoders and re-pan and re-introduce themes based on refections and revies. We ish to state that herever he or his is used in this text, it aso refers to she, her or hers respectivey. 13

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15 03 Overvie TQM Handbook GGGGGGGGGGGG TQM is not a singe individua s initiative. It is a coective effort toards acheivements. GGGGGGGGGGGG 01. Higher Education in the modern sense as introduced in India in Since then our degree education system has been going around in circes podding the same beaten track. The ony change that it has undergone is in its size. Over the ast tenty five years e find an approximatey fifteen fod increase in the number of students, teachers and coeges and in the expenditure incurred. It is true that hen a pubic activity ike education goes through a phase of rapid expansion quaity tends to get negected. In fact, there has been an amost tota systemic negect of quaity in coege education. A great dea has been ritten about the prevaiing shortcomings and defects of our system. The Traditiona Cassroom Covering the syabus 15

16 02. The buit-in faiures of the present system have been knon for a ong time. A fe exampes of these are the rigid curricuum and the ack of reevance of the present degree courses and their insensitivity to both the needs of the students and the requirements of the present day society; the far from satisfactory teaching-earning situation in our coeges; an examination system that requires and reards ony rote earning from students; and the genera air of disinterestedness that characterizes the student popuation. To understand this situation it is necessary that e identify the causes. Of the many causative factors there are to that stand out as the most important: Assessment Systems hich Test Rote Learning (a) (b) A the academic activities in coeges have been sought to be reguated by the affiiating universities through the curricuum and examinations. Consequenty, there has been no attempt at quaity enhancement or quaity assurance invoving innovative practices and going beyond the curricuum. The Department of Coegiate Education, hich is the biggest stakehoder in the State incurring an 16

17 Affiiation to Universities expenditure of neary rupees five hundred crores a year, unti recenty, confined itsef to the reguation of coeges through administrative contros, under the assumption that academic matters did not come under its purvie. Department of Coegiate Education - Ony a Funding Authority and Administrator. 17

18 03. Hoever, under the impact of iberaization and gobaization there is no aspect of pubic ife hich has remained untouched. Simpy stated, the quaity of ife is both a nationa and an internationa concern today. In this endeavor, it has no become imperative that e take determined and decisive steps to revie higher education so that e are abe to educate and train students to be enightened and responsibe citizens, ho have the attributes of the ork force required for the tenty first century, ho have knoedge, ho are muti-skied and ho can think and act, contributing significanty to the continuous improvement of the quaity of ife. 04. In Karnataka there is no an air of renea and regeneration in higher education, argey due to the initiatives emanating from the Karnataka Eduvision The Commissionerate of Coegiate Education (CCE) hich is entrusted ith the responsibiity of promoting and reguating coegiate education in the state has no embarked upon this project of ushering ]exceence in higher education. After extensive deiberations invoving experts in higher education as e as Quaity and HRD Management experts from the corporate sector, the CCE has evoved a poicy frameork hich is no knon as Roadmap for TQM for Higher Education in Karnataka. TQM is an approach, hich has orked onders in the corporate sector the ord over. A simpe definition states that TQM aims at producing remarkabe and continuousy improving resuts for a the stakehoders through an approach that is at once scientific and humanistic, and invoves everyone in the process. It is cear that this approach is ideay suited to our purpose. 05. The Roadmap for TQM and HRD ceary shos the preeminent roe of the - NATIONAL ASSESMENT and ACCREDITATION COUNCIL (NAAC) in this project. NAAC is the specified authority estabished by the UGC for enabing quaity assurance in higher education in the country. The institutiona arrangements for this project 18

19 entai the invovement of a the stakehoders from the state eve to the district eve and finay the unit eve hich is the coege. 06. The groth of higher education institutions in the nineties has been phenomena in Karnataka. Beteen and , the number of degree coeges increased from 749 to 932 and is more than 1400 at present. Most of this increase as in the private sef-financing sector. The number of Government coeges aso increased substantiay, though not in the same proportion. Because of the freeze imposed by the Government, there has been no increase in the number of private aided institutions. 07. Karnataka can take pride in achieving a rapid expansion of institutiona faciities for higher education. But in the goba knoedge society, the rea benchmark of progress in higher education ies in its comparabiity ith nationa and internationa standards. Is the system of higher education in Karnataka comparabe ith goba standards? Can it ithstand goba competition in terms of the nature of programmes offered and the quaity of the output produced? Seen from this ange, Karnataka is at the crossroads in shaping its higher education system. Options are imited both in terms of the nature of changes demanded of the system and the time frame for impementing the changes. The traditiona approach of ad hoc and incrementa reforms i not do. The state has to make a big eap ith a programme of tota restructuring of the system to bring it on par ith internationa formats and standards. It is difficut to present a the detais of action to be initiated for achieving a radica transformation of the system in a time bound fashion, based on the observations emerging from the sub sector study of higher education in Karnataka (Eduvision 2002) and other avaiabe empirica data. But a movement for TQM in higher education is one of the critica components in this direction. 19

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21 04 Educationa Leadership 01. Leadership is an essentia ingredient in TQM. Tota quaity shoud be a passion and ay of ife for those institutions ho strive for TQM. Exceence in eadership is required to achieve TQM in tertiary education. An exceent eader needs the fooing perspectives: A eader must communicate the institution s vaues to the staff, students and other members of the community. A eader shoud encourage innovation among staff and be prepared for faiures. A eader shoud create a sense of famiy among staff, students, parents and teachers. A eader shoud have a hoistic perspective of the entire institution, its rhythm, passion, integrity and enthusiasm. 02. The eader in an institution undertaking TQM shoud have the fooing objectives: GGGGGGGGGGGG TQM is not rehabiitation. It is a ay of iving that the entire team accepts. GGGGGGGGGGGG To have a vision of tota quaity for the institution. 21

22 The Leader - Communicating the Vision and the Quaity Message To have a cear commitment to the quaity improvement process. To communicate the quaity message to staff, teachers, parents, students, community. To ensure that the customer s needs are of primary concern to the institution, its poicies and practices. To ensure that there are adequate channes for the voices of customers. To avoid pointing fingers and apportioning bame, especiay ithout the support of adequate anaysis of the probem. To ead innovations ithin the institutions. To ensure that institutiona structures ceary define responsibiities and provide the maximum deegation compatibe ith accountabiity. To ead staff deveopment activities. To be committed to remove artificia barriers, hether they arise from management poicies 22

23 or cuture of the organization. TQM Handbook To buid effective teams. To deveop appropriate mechanisms for monitoring and evauation of success. 03. A key aspect of the eadership roe in education is to empoer staff members, both teaching and non-teaching, and to improve the earning outcome of the students. In a quaity based approach, the coege eadership shoud rey on the empoerment of teachers and others, ho are invoved in the teaching/earning process. A good and committed eader ho is entrusted ith TQM shoud take the fooing steps to empoer the staff: Invove teachers and a the staff in probem soving activities. Consut rather than instruct. Share as much information as possibe to hep foster commitment. Enquire about the systems and procedures, hich are preventing the staff from deivering quaity to the students, parents and co-orkers. TQM - Deivering Quaity to Partner 23

24 Confict Management - A necessary Ski Understand that the desire for meaningfu improvement of teachers is not compatibe ith a top don approach. Rejuvenate professiona groth by shifting responsibiity and contro of professiona deveopment directy to the teachers and other staff. Deveop skis in confict resoution, probem soving and negotiations among staff. The objective is to create an attitude herein the staff members earn to dispay greater toerance and appreciation of confict. Be hepfu ithout having to provide a ansers and ithout being condescending. Organize training programmes and orkshops on themes such as team buiding, process management, customer service, communication and eadership. 24

25 Become a mode himsef by personay exhibiting desired characteristics and aso spending quaity time in istening to teachers, students and parents. Interact more ike a coach, ess ike a boss. Provide autonomy and ao risk taking hie being fair and compassionate. Engage in the deicate baancing act of ensuring quaity to students, parents and the community as a hoe. 25

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27 PART TWO Tota Quaity 27

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29 01. What is Quaity? 05 What is TQM? TQM Handbook GGGGGGGGGGGG TQM is not a remedia procedure for better products. It is a march toards exceence and perfection. GGGGGGGGGGGG Quaity is generay defined as conformance to requirements. It is aso conformance to a standard that is required. Hoever, many consider that quaity need not just be conformance to requirements but shoud be an assurance of being the best in the ord of that type. In addition, it shoud aso keep a constancy of purpose. 02. What is Tota Quaity? Tota quaity refers not ony to the product but aso to the ay the product is made as e as presented to the customer. Tota quaity asks for customer orientation, process orientation, peope management and eadership. A these are continuous processes. 03. What is TQM? TQM is a peope driven process. It invoves changes in peope s attitudes primariy. In addition, it deas ith process orientation and continuous improvement of the 29

30 process. It strives for empoerment and autonomy of the peope invoved in using processes of production. It asks peope to continuousy ook for ne ays to adapt to the changing environment. It is a continuous improvement pan, ith an effort to bring out the best for the stakehoders as e as for the institution. 04. Misconceptions about TQM It is not an imposition from top donards. It is not done through inspections. It can ork ony hen stakehoders understand the importance of guaranteeing quaity and improving continuousy. Uness the institution and the stakehoders have a keen desire and a constancy of purpose, TQM cannot be introduced. TQM is not about orking according to some one ese's agenda, it shoud be oned by the institution and the members shoud fee for the cause and act for it. TQM - Not Through Inspection 05. Continuous Learning If TQM is to have reevance in education, it needs to address the quaity of the earner s experience. Learners are a different and adapt to the earning process in a stye 30

31 suited to their individua needs and interests. An educationa institution ith TQM must evove strategies for individuaisation and differentiation in earning as the earner is the primary customer. Thus educationa institutions and teachers have an obigation to make earners aare of the variety of student centered earning methods. Simiary, the earning oop is one of periodic refection, introspection, innovation and improvements. 06. The Quaity Eement Continuous Learning Process. Quaity contro formery meant end of the ine inspection. But tota quaity does not mean this. An advocate of tota quaity is not satisfied ith the improvement or increase in the top management quaity ony or in any other singe eve. TQM is an improvement in a eves of functioning. Tota quaity management can guarantee not ony greater amount of production or improved service but aso the conformance to specific standards ithout fai. 31

32 07. Tota Quaity Managers They beieve in a earning organization. They ant peope not ony to earn but aso to internaize the earning. Statistica contro of quaity is very important to them. They beieve that ork ethic is an important part of any organization s groth process. They don t beieve that there is a substitute for ork ethic, hich shoud become a part of every individua. 08. Tota Quaity Management in Education If TQM has been reevant for the industry in the second haf of the tentieth century, it is reevant in the fied of education in the tenty first century. Peope interested in education have to take on the eadership of appying TQM concepts and toos for a continuous improvement pan for educationa institutions. Such peope are those ho are endoed ith a commitment to education and a passion for ork associated ith such commitment. They can guarantee tota quaity in education. 09. TQM and Dr. Edard Deming Dr. Deming as recruited by the Supreme Commander for Aied Poers to hep prepare for the 1957 Japanese census. Though an American, he did not coset himsef ith American companies that sprang up in postar Japan. Associating himsef ith Japanese scientists and engineers, numbering at that time feer than a dozen, he proceeded to improve the conditions of Japanese industry. Deming conducted severa seminars for severa groups of peope. On his instructions, more than tenty thousand engineers ere trained in rudimentary statistica methods ithin the next ten years. Among various interventions that he made, there as one for a camera company hich as producing 200 cameras per month, hich increased its production to 400 per month. It had some additiona faciities too, ith no increase in orkers or hours, as he said, Simpy better contro of quaity. 32

33 10. TQM and the Toast maker s Story A toast maker started a ayside shop to se toasts. He used a toaster to make fifty toasts in a coupe of hours in the evening, a of hich got sod. He regretted having to disappoint customers ho asked for more. So, he bought one more toaster and hired an assistant. Whie a the fifty toasts that the toast maker made ere of good quaity, his assistant coud make ony forty five, ith the remaining five getting burnt. Yet, to cope ith the increasing demand more assistants had to be appointed. Hoever, though the saes increased, most of the assistants oud burn five to ten toasts on an average everyday. So, he appointed an inspector ho coud monitor five of them. From the ayside shop, he moved on to a factory, ith severa units of assistants as e as inspectors. He found the need for a supervisor for every five or six units. Sti, some of the toasts continued to get burnt. The Toast maker - Empoering the Grassroots Worker As the factory gre, ith greater amount of production and more number of toast makers and more number of inspectors as e as supervisors, he appointed a manager to ook after the supervisors, thereafter a genera manager and utimatey, a Managing Director. Yet, at the ground 33

34 eve as the number of toasts being sod increased, the number of toasts getting burnt aso increased. As he as making profits he consoed himsef by convincing himsef that burning toasts as a part of toast making. A Tota Quaity Manager oud not accept this. Instead of appointing an inspector he oud ask the toast makers to find out hy they burnt five toasts hen they coud make forty five good ones. They oud have to improve quaity and they oud have to discover it for themseves. The tota quaity manager oud aso be iing to share a part of the profits hen the number of toasts sod oud equa the number of toasts made. Leadership ith an orientation of the processes and orientation toards the customer through management of the peope (that becomes a continuous process) certainy guarantees tota quaity. 34

35 GGGGGGGGGGGG TQM is not a traditiona approach. It is unorthodox and innovative. GGGGGGGGGGGG 01. Customer Focus 06 Eements of TQM It is important to focus on the customer, both interna and externa i.e., the empoyees and the users of the end product - the students. In TQM parance, the customer is the next process and not just a person ho pays for the product or service. This concept heps to strengthen the co-operation ithin the organisation, eiminate interna competition and drives aay fear. 02. Empoyee invovement Peope at a eves make up an organisation and their fu invovement enabes their abiities to be used for an institution's benefit. 03. Continuous Improvement There is a beginning to the process of TQM, but there is no end. Checking, rechecking, vauation, revauation, engineering and re-engineering are essentia to ensure continuous improvement. 35

36 Continuous Quaity Improvement Processes 04. Universa Responsibiity A TQM eader has to earn that inspection is not a means to achieve quaity. One eiminates the need for inspection by buiding quaity into the product in the first pace. TQM heps us to recognize the fact that it is e ourseves ho are responsibe for quaity ork, not someone ese ho i check it after it is done. 05. A Sustained Management Commitment to Quaity An organisation's performance and cuture i utimatey refect its senior management's vaues. If an organisation is serious about impementing TQM, the commitment to do so has to start at the top, and the organisation's senior management has to be unavering in its commitment to quaity. 06. Addressing Deficiencies TQM is a management phiosophy that seeks to prevent poor quaity in products and services, rather than simpy to detect and sort out defects. "An ounce of prevention is orth a pound of cure". 36

37 07. Quaity Measurement "If you do not kno here you are going, you i probaby end up somehere" is a saying particuary reevant to TQM. The quaity measurement aspect of TQM asks the question: here are e and here are e going? A basic TQM concept is that quaity is a measurabe commodity, and in order to improve, e need to kno here e are (or stated differenty, hat the current quaity eves are), and e need to have some idea of here e are going (or hat quaity eves e aspire to reach). 08. Benchmarking Quaity Measurement Benchmarking consists of identifying other organisations that perform e and incorporating their isdom into one's organisation. This TQM phiosophy consists of defining the competitors' best features from both interna and customer perspectives, and then adapting the best practices of these organisations to one's functioning. 37

38 9. Vaue Improvement The essence of vaue improvement is the abiity to meet or exceed customer expectations hie eiminating unnecessary expenditure. Removing unnecessary costs hie simutaneousy satisfying customer expectations and requirements can ony serve to increase customer satisfaction (after a, the customer is receiving the same eve of quaity for a oer cost). Simpy cutting costs, hoever, i not improve vaue if the focus does not remain on satisfying customer requirements and expectations. 10. Training Training is basic to the TQM process. Severa concepts and technoogies are inherent to TQM. In order to use these concepts and technoogies effectivey, peope have to be trained. Yet another saying comes to mind: "If you think training is expensive try ignorance." Staff Training - A TQM Basic Process 38

39 GGGGGGGGGGGG TQM is not just deveoping quaity. It is an assurance of continuous improvement of quaity. GGGGGGGGGGGG 07 Teamork for Quaity 01. TQM through Teamork Teamork is an essentia component of the impementation of TQM, for it buids trust, improves communication and deveops independence. Institutions hich become invoved in TQM discover the benefits of having effective teams. We are aare of the fact that, in most institutions, appication of teamork has often been imited to management reated functions. TQM teamork shoud incude both academic and support staff and has to be used in a ide range of decision making and probem soving situations. The divisions beteen teaching and support staff and those in other hierarchica grades have often prevented the necessary extension of teamork and these barriers need to be broken don. TQM teams are not just there to administer various projects or activities. They can aso be used to achieve specific goas. TQM teams shoud become the engines of quaity improvement. 39

40 Team Work - The TQM Team 02. Team Functions Quaity improvement is hard ork, and this is best approached ith the support of others. The teams may have the fooing functions: Being accountabe for quaity of earning. Being a vehice for monitoring, evauating and improving quaity. Acting as a conduit of information to the management on the changes necessary for improvisation. Teamork, hoever, does not happen automaticay. Being part of a team is not a natura human function, it is earned. Training in teamork is necessary. The members of the team shoud earn to ork together. Teams are made up of individuas ith different personaities, ideas, strengths, eaknesses, and eves of enthusiasm. Teams 40

41 need nurturing and monitoring if they are to function e and give their best. Their contribution has to be recognised and supported. 03. Stages of team formation Forming Storming Norming Performing Forming Stage At this stage, peope are not made into a team. It is just a coection of individuas. There is a range of emotions associated ith this stage, from excitement, optimism, pride, and anticipation to fear, suspicion and anxiety. At this stage the team may be easiy distracted and can start deaing ith matters outside its purvie. Some of the members may be ony concerned ith stamping their identity on the group, than orking on the task. But these are norma, necessary and essentia processes hich any team may go through. The team eader shoud give directions and impart sufficient knoedge to the team members to enabe the team to function effectivey. Storming Stage Some teams never form, they directy proceed to the next stage knon as Storming. This is a most uncomfortabe period. In this stage members of the team reaise the scae of the 41

42 04. Effective Teams TQM Handbook tasks ahead and start reacting negativey to the chaenges. Some of them may try to ay don persona agendas. Interpersona hostiities may arise. It is a period hen members begin to understand each other. Humour and patience are important quaities for team eaders at this stage. Norming Stage At this stage, the team decides and deveops its method of orking. The team estabishes its on rues or norms and sorts out the roes of the members. If the rues are e defined and understood by the team members, there is a good chance of the team performing e. Performing Stage This is the fourth stage in the process of group formation. By this time members have orked out their differences and are pretty e aare of their tasks and have merged together into a mature team. This is the stage of performance. Effective teams shoud keep the fooing points in mind to successfuy compete their tasks: The team needs to have the roes of its members ceary defined. The team needs cear purposes and goas. The team needs basic resources to operate. The team needs to kno its accountabiity and 42

43 imits of its authority. The team needs a pan to ork. The team needs a set of rues to ork. The team needs to use appropriate toos to tacke probems and to arrive at soutions. The team needs to deveop beneficia team behaviour. The team shoud have contro over the process. 05. Behaviour and Skis Beneficia team behaviour is the key to a team s success. These demand skis. They incude the abiity to: Initiate discussions Seek information. Suggest procedures for reaching goas. Carify or eaborate on ideas Summarize different ideas Act as gatekeepers: Direct conversationa traffic, avoid simuations, dea ith dominating speakers, eicit information, prevent conversation from digressing Compromise and be creative in resoving differences Try to ease tensions in the group 43

44 Get the group to agree on standards. Refer to documentation and data Praise and correct others ith equa fairness, accept both praise and compaints ith equanimity. 44

45 08 Toos and Techniques for Quaity Improvement Toos and Techniques GGGGGGGGGGGG TQM is not achieved through inspectors and supervisors. It is achieved through experimenters and innovators. GGGGGGGGGGGG Quaity contro toos and techniques are the means of identifying and creativey soving probems. One of the poerfu aspects of TQM is the bringing together of a range of usefu toos. Hoever, the poer of the toos can ony be experienced by reguar use. Fooing are seven quaity contro toos (7 QC) usuay mentioned in any guide of toos for continuous improvement and effective panning. TQM - The Toos 45

46 01. Checksheet The function of a checksheet is to present information in an efficient, graphica format. This may be accompished ith a simpe isting of items. Hoever, the utiity of the checksheet may be significanty enhanced, in some instances, by incorporating a depiction of the system under anaysis in a simpe item-ise form, hich has to be referred to from time to time. 02. Pareto Chart Pareto charts are extremey usefu because they can be used to identify those factors that have the greatest cumuative effect on the system, and thus screen out the ess significant factors in an anaysis. Ideay, this aos the user to focus attention on a fe important factors in a process. They are created by potting the cumuative frequencies of the reative frequency data (event count data), in descending order. When this is done, the most essentia factors for the anaysis are graphicay apparent, and in an ordery format. 03. Fochart Focharts are pictoria representations of a process. By breaking the process don into its constituent steps, focharts can be usefu in 46

47 identifying here errors are ikey to be found in the system. 04. Cause and Effect Diagram This diagram, aso caed an Ishikaa diagram (or fish bone diagram), is used to associate mutipe possibe causes ith a singe effect. Thus, given a particuar effect, the diagram is constructed to identify and organize possibe causes for it. The primary branch represents the effect (the quaity characteristic that is intended to be improved and controed) and is typicay abeed on the right side of the diagram. Each major branch of the diagram corresponds to a major cause (or cass of causes) that directy reates to the effect. Minor branches correspond to more detaied causa factors. This type of diagram is usefu in any anaysis, as it iustrates the reationship beteen cause and effect in a rationa manner. 05. Histogram Histograms provide a simpe, graphica vie of accumuated data, incuding its dispersion and centra tendency. In addition to the ease ith hich they can be constructed, histograms provide the easiest ay to evauate the distribution of data. 47

48 06. Scatter Diagram Scatter diagrams are graphica toos that attempt to depict the infuence that one variabe has on another. A common diagram of this type usuay dispays points representing the observed vaue of one variabe corresponding to the vaue of another variabe. 07. Contro Chart The contro chart is the fundamenta too of statistica process contro, as it indicates the range of variabiity that is buit into a system (knon as common cause variation). Thus, it heps to determine hether or not a process is operating consistenty or if a specia cause has occurred to change the process mean or variance. The bounds of the contro chart are marked by upper and oer contro imits that are cacuated by appying statistica formuas to data from the process. Data points that fa outside these bounds represent variations due to specia causes, hich can typicay be found and eiminated. On the other hand, improvements in common cause variation require fundamenta changes in the process. Additiona Quaity Contro Toos There are severa other quaity contro toos hich have been used by severa institutions and organizations. The fooing 48

49 are the ne seven Quaity Contro toos. 1. Affinity Diagrams 2. Reations Diagrams 3. Tree Diagrams 4. Matrix Diagrams 5. Arro Diagrams 6. Process Decision Program Charts 7. Matrix Data Anaysis Other Supportive Toos Some of these have become standardized in their definitions though they don't come under the 7 QC toos. These are particuary usefu for educationa institutions. 01. Brain Storming Brainstorming is a simpe and idea TQM too. It taps the creativity of a team and aos team members to generate ideas and issues quicky. The team using brainstorming shoud foo certain simpe techniques. It is necessary to be cear hat the brainstorming is about. Someone has to be nominated to rite the ideas ceary in a manner visibe to a. He or she shoud ist a the ideas as they are presented ithout any reservations expressed by other members or the idea getting criticized. Members may even buid on previous ideas. Once the ist is ready the team has to go through the ist 49

50 through a discussion to seect the most vauabe and acceptabe idea. It is here that the team eader's ski is needed. 02. Career Path Mapping A vauabe exercise for an institution is to estabish the students' career path and to identify each miestone and quaity characteristics and set it against quaity standards that shoud be in pace. It is based on the idea that there are to opposing forces to change. One force is for providing the change, hie the other is opposing it or insisting on the continuance. The document prepared becomes a usefu too. 03. Benchmarking A benchmark is a standard against hich the product or performance can be measured. Every product or performance conforming to the set standards assures quaity. Every member of every team i be invoving in activities associated ith the end product or its performance to reach the standards set by the benchmark. The benchmark utimatey becomes a goa toards hich the management and the empoyees i be coectivey orking. Bench Marking 50

51 04. Quaity Circes There may be many peope doing the same type of ork. They can join together and consut each other for improvement in both the quaity of the product and the quaity of processes. This can ead to ne discoveries and quaity assurances. Quaity circes, once formed, can function through reguar meetings and estabish ne methods of functioning. Quaity Circes 05. Strategic Panning Quaity does not just happen. It must be panned for. Quaity needs to be approached systematicay using rigorous strategic panning techniques. Strategic panning is one of the major panks of TQM. Institutions shoud have a cear ong-term vision. A strong vision is one of the most important success factors for any institution. Strategic panning supports ong-term priorities and it enabes institutiona change to be tacked in a rationa manner. Strategic panning aso is a continuous process. 51

52 06. Continuous Learning Processes TQM asks for continuous earning processes. An institution has to be a continuous earner to improve the quaity of the product or its performance. Peope ho have cosed mindsets i not be abe to contribute to any earning hereas a continuous earner continues to discover ne methods of earning. TQ Managers have to identify peope, to start ith, ho are iing to earn ne things toards innovations or experimentation. Of course, a earning i have to contribute to customer satisfaction. 07. Evauation Processes Quaity performance is possibe ony hen every experiment or innovation done is evauated. Evauations themseves cannot be of one type. Aso, evauations are necessary at every eve of performance and every stage of improvement. Systematic evauations have to be buit into any process of improvement. Compiing grades avaiabe in various areas and comparing them aso have to be done to discover areas of improvement. 52

53 09 Barriers to Overcome TQM Handbook There are severa factors that may stand against a movement for Tota Quaity Management. It is not possibe to ensure an environment in hich a sections of the organization hoeheartedy agree to TQM in principe. There can be individua differences of opinion as e as coective opposition to a tota quaity approach. There are seemingy justifiabe reasons for resistance henever innovations are introduced. This need not make the project eader fee disheartened. It ony indicates that greater amount of ork needs to be done. 01. Vision and Mission of Top Management GGGGGGGGGGGG TQM is not an inventory of materia resources. It is concerned ith human resource. GGGGGGGGGGGG Sheer ack of vision and mission of an institution or an organization can become the greatest barrier for any TQM movement. The orkforce has joined the institution for empoyment and its members i continue to ork as ong as they are directed to ork. They oud be satisfied as ong as the job specifications are achieved. Uness the top management has a vision and it takes such vision to the orkforce, the members i not be abe to share the vision. There may be severa missions hich can be successfuy conducted by the orkforce. It is possibe that the eadership of the management has not thought about sharing its vision ith the orkforce. 53

54 A TQM movement shoud primariy get its vision ceared. This is the responsibiity of the top management. The institutiona vision has to be put in cear terms so that every member of the orkforce is abe to understand it. It may be necessary that the mission statement itsef is made ith the hep of the members of the orkforce so that it becomes their on product. Once they have accepted the vision, they may be ed to the necessary missions to achieve the vision. It is aso possibe that every member of each team i visuaize the resut of each one's or each team's missions. Undoubtedy, this oud ask for using toos ike strategic panning or brainstorming. 02. Compacency and Satisfaction A arge number of staff serving in different sections of the orkforce may be satisfied ith hatever ork they had been doing. Sometimes it so happens that customers do not compain against mediocrity. They are seemingy satisfied. In the absence of chaenges from customers the orkforce is ikey to repeatedy perform in the same manner. This oud resut in compacency and an uniingness to change. This attitude oud mosty come from the senior members of the orkforce. Success of TQM i depend on the ong-term devotion of the senior members of any stream of the orkforce. Strategic panning to convince them oud be an important part of environment buiding for Tota Quaity Management. Once convinced they oud back it and buttress it. Most often these peope oud ike the TQM project to be achieved but i be uniing to do extra ork. Aso, most of them even after being convinced oud ike to return to the traditiona methods and forget about the innovations and experiments. 54

55 03. Voume of Work A orkforce ho had been performing ith a particuar design i be uniing to compy if asked to perform more. TQM oud definitey demand more ork from the orkforce. It i ask for preparation of statistica documents. There i be a need for systematic evauations. A these put together oud amount to penty of ork for each member of the orkforce. Therefore, TQ Managers have to design and define ork in such a manner that the members of various teams are not burdened ith the sheer voume of the ork itsef. TQ Managers i have to invove everyone in such a manner that they do not fee pressurized to ork but are iing to ork vountariy. Every resut has to be highighted and the team's success and the contribution of its members necessariy acknoedged. The increase in the quantum of ork shoud be seen by everyone as a need for successfu production or performance. This is possibe ony hen probem soving techniques are used. Therefore TQM cannot be an order from the top to ork more; it has to be a decision by every stream of the orkforce. As participatory approaches become more common, the orkforce i understand the need for different types of ork to be done. Voume of Work to be designed and defined 55

56 04. Resource Crunch One of the probems that a TQ movement may face is ack of adequate resources - materia as e as human. Financia resources may not be avaiabe at the right time. Hoever, a committed group of orkers ed by an equay committed top management is bound to come up ith innovative ideas and improvise. More importanty, the human resource avaiabe may not need financia support to become more poerfu and capabe. 05. Midde Management Poer Midde managers are the reguators of day to day activities and as such their support to a movement is very important for success. Uness the midde managers are convinced, they are unikey to support the cause of quaity. Aso, they may not be famiiar ith the needs of other stakehoders and therefore they may not see the need for quaitative changes. The TQ managers, therefore shoud take the midde managers into confidence right at the beginning. They shoud be made the advocates of severa aspects of tota quaity management. They shoud be given adequate knoedge about the quaity movement, so much so that they i become the piars around hich most in the team can ork. 06. Fear of Empoerment Most managers of teams i be cautious about the empoerment of the oer eve orkforce. They may not be iing to accept the idea of peope subordinate to them taking decisions. They may have been used to passing orders and the prospect of their juniors becoming independent may not be acceptabe to them. If they ere peope ith a very high sense of vaues of hierarchy, they 56

57 oud ike to preserve them. Any activity that may possiby reduce their poer i not be acceptabe to them. Promoters of TQM movement have to assure every empoyee that each person has a specific job to do. Team buiding has to take pace in such a ay that everyone understands the importance of each member of the team. Experiences have to be offered to such empoyees to make them reaize that their position has not eroded just because others have been assigned tasks previousy assigned to them. There is nothing to repace experientia earning. 07. Skeptics and Cynics Skepticism and cynicism are characteristic factors of a orkforce that has been successfu in competing needed tasks. They become suspicious of any experiment or innovation that is mooted by the top management. They have a tendency to disbeieve anything that is going to change the existing patterns of ork. They oud see a TQ Movement as an intervention hich is bound to fai. It is necessary that any quaity assurance has to take into consideration the need to guarantee success stories in the beginning. The activities taken up shoud be such that they are bound to be successfu and therefore skeptics and cynics oud see a different pattern. More importanty, the movement shoud be ed by members of the staff ho are acceptabe to the rest. A TQ Manager s success is in identifying such members of the staff ho i be acceptabe to the others. Seection of initiators of TQ movement, therefore, is crucia. 08. Accountabiity and Transparency Members of any orkforce are generay accountabe ony to their on definitions of their jobs. For most anything beyond that is unacceptabe. The accountabiity and transparency of such peope are imited to the imited performances that they oud have been doing. Therefore, 57

58 they i not be iing to take on more, hich they have to account for. They i aso be uniing to start ne systems hich i ask them to be more transparent. Participation of such members of the orkforce in TQM teams i have a spread effect that is passed on from the initiators. Therefore, initiators have to be ceary trained and deveoped so that they i be abe to convince any member of the orkforce ho i be uniing to become accountabe and transparent. Repeated discussions on these to vaues are ikey to make such empoyees beieve in the ne pattern of ork. Accountabiity and Transparency in Functioning 58

59 PART THREE The TQM Roadmap 59

60 60 TQM Handbook

61 10 Important Eements in Initiating TQM 01. SWOT Anaysis SWOT anaysis has become a common too of strategic panning in organizations. SWOT is an acronym, hich stands for Strengths, Weaknesses, Opportunities and Threats. It is the most effective means of ocating an organization s potentia in order to decide on promotions, repacements or rehabiitation. SWOT anaysis is an effective ay of identifying strengths and eaknesses hich can ead to an examination of the avaiabe opportunities and possibe threats. The SWOT too can automaticay ead to usefu changes in the structure or functioning of an organization. 02. Strengths GGGGGGGGGGGG TQM is not about product perfection aone. It is about customer satisfaction as an objective in itsef. GGGGGGGGGGGG To identify strengths an anayst has to anser a fe questions and ist the ansers. What are the positive aspects of the systems, methods, techniques, services and products of the institution? When does the institution do e? What makes the institution different from other simiar institutions? What is the netorth of the institution 61

62 as e as its peope? What sort of support is avaiabe from customers or even the genera pubic? What type of financia investment is responsibe for maintaining the institution? 03. Weaknesses To identify eaknesses an anayst has to anser a fe other questions and ist the ansers. What are the areas of ork hich coud be improved? What is not orking effectivey? Why is it not orking effectivey? Which are the jobs that are bady done? Which are the offices that are not orking to standard? What actions are to be avoided? What is responsibe for o productivity? Which process is responsibe for inferior quaity production or performance? 04. Opportunities To identify opportunities an anayst has to ask some other questions and ist the ansers. What are the chances of improvement? Which are the paces here one coud se the products? What action can assure better quaity of the product? What ne technoogy i guarantee quaity? What poicy i hep increase production? What are the ne trends in the area of ork? What area of the organization needs improvement for producing better? 05. Threats To identify threats an anayst has to ask different questions and ist the ansers. What are the obstaces on the ay to success? Who are the competitors in the fied? Are the standards set too ambitious? Are there peope ho are not competent? Has the approach become obsoete? Is the demand esser? Is there any vaue addition in the services or products? Is the gap beteen investment for product and proceeds of saes getting reduced? Are the products performing bady in their paces of choice? Are there egitimate compaints from customers? 62

63 The fooing is a sampe SWOT anaysis of an educationa institution. Strengths Enthusiastic management team Exceent examination resuts Strong departments Strong parenta support Good staff morae Good support from the Government. Weaknesses Od buidings in poor condition. High average age of staff Inadequate budget Lack of paygrounds Inadequate sports faciities Inadequate ibrary No feeder schoos Opportunities Merger ith oca institutions ith an exceent infrastructure but mediocre reputation. Deveop reputation in sports. The excitement of estabishing a ne institution. The opportunity to enarge staff expertise in order to increase the range of activities. Wiingness of the facuty to undergo training and deveopment. Possibiity of hep from od students. Threats Loss of identity, strengths and reputation. Risk of osing experienced teachers ho may take up eary retirement or move to other institutions. The ethos of another institution, in case of a merger, may change existing cuture. Large numbers that may make handing uniedy. Unforeseen changes in ork ethics due to cross cutura behaviour. Pressure for admissions from ocas. 63

64 06. Anaysis Once a matrix is ready the anaysts i have to divide the matrix into externa and interna. They i aso identify issues after hich action pans i be dran up to ensure that something is done about every issue. Brainstorming sessions may be needed. A Quaity Contro Toos become usefu once the SWOT anaysis is ready. The SWOT anaysis has to be revieed from time to time to examine hether anything has changed. This i aso hep in measuring achievements. 07. Vaues and Principes A SWOT anaysis automaticay eads toards a carification of vaues and principes of an organization or institution. Once these are carified the vision i become cearer. The vision i have to be taken to a the peope invoved, for their understanding as e as approva. An accepted vision demands severa missions to be fufied. Quaity contro toos i have to be used to promote and monitor activities of the organization. Hoever, it is empoering the peope to function better that is going to hep in the use of quaity contro toos. The TQM Roadmap 64

65 08. The 5 Ss Any organization or institution hich initiates a TQM movement has to go through the 5 Ss. S No. 1 - Sorting SWOT anaysis oud have brought up penty of matter. There is a need to segregate the necessary from the unnecessary. There must be a process for removing dead ood and nurturing processes or departments that sho promise. S No. 2 - Systematizing Setting up systems is not enough. Right systems have to be in the right paces. Everything has a pace and everything shoud be in its pace. Systems become habits and then they become a part of reguar functioning. S No. 3 - Sanitizing Hoever accuratey any system may ork, it needs spring ceaning from time to time. Systems have to be continuousy checked for their effectiveness and successes. A sort of housekeeping has to be done so that the house remains cean. S No. 4 - Standardizing Each institution or organization has to set its on process checks, systems and standards for improvement. This process of deveopment from an existing standard to a higher standard has to have its on parameters for checking improvements. Each time a standard is fixed systems have to be deveoped and impemented to reach it. 65

66 S No. 5 - Sef-Discipine If or hen the first four are taken care of in impementation, the competion of TQM tasks becomes a habit and there is no need for anyone ese to pressurise peope or groups to do hat they are expected to do. This becomes a discipine or habit, hich is embedded in the sef, hich continues to be productive. 09. Top Management Initiative It is the responsibiity of the top management of any organization or institution to take the initiative or recognize a demand for an initiative for tota quaity management. In consutation ith the senior officers the top management shoud either do a SWOT anaysis or hire a consutant to do a SWOT anaysis. Once a core team consisting of the most efficient members of the staff is ready, they shoud be given the task of environment buiding. Discussions have to take pace at every eve right upto the ast cass of empoyees, both as separate units and as cross sections. TQM means participation of a invoved. 10. Vision Statement The institution or organization i have to make a vision statement. It is better to make a vision statement by invoving a the stakehoders. The vision statement has to be ratified by every person ho i join the TQM movement. Once the vision statement is ready, severa missions have to be defined. Each mission may have severa streams of tasks. Once the tasks are described, methodoogy and techniques of impementation have to be identified and action pans dran up. 66

67 11. Decision Making and Probem Soving TQM Handbook TQM invoves penty of decision making and probem soving. For achieving both of these satisfactoriy, identification and descriptions of tasks is the base. There i be a need for macro and micro eve panning to map decisions and soutions. Impementing these tasks oud necessariy ask for checking and verifying. Further, they may have to be standardized and care taken for assuring the upkeep of such standards. Prioritization of probems and fixing teams to ork on them i be necessary. A these can happen ony hen a basic understanding of definitions of TQM is avaiabe to a invoved in the movement. Coective Decision Making and Probem Soving 12. Long Term Action Pans As the TQ movement gathers strength, it is indeed necessary to estabish ong term pans. Though TQM asks the invoved parties to brainstorm ideas, to fix standards, to deveop competencies, to estabish systems or to identify processes, it i be orthhie to make use of the advice of experts or buid on the experience of other institutions ho oud have conducted simiar activities. 67

68 13. Vaues and Principes Identified and decared vaues of the institution that are converted to principes to become beacons of operations i hep the vision and its missions. They express the aspirations and desires of the institution. They infuence the empoyees to be driven by such decared vaues and to check from time to time hether these decared vaues have become the principes that govern their everyday actions. 14. Goa Setting The vision and mission, ceary understood by everyone i ask for setting short term and ong term goas. As each task gets described, the goas aso i have to be set and made cear to the doers of the task. A transformation of vision and mission into achievabe goas heps an institution become transparent to its on empoyees and associated stakehoders. 15. Team Buiding Cear vision, achievabe mission and set goas i naturay ead to buiding teams. Teams have to be buit so that described tasks can be performed through desired methodoogies and designed techniques. There i not ony be teams for specific tasks or for a particuar area of deveopment but aso cross-functiona teams for genera purposes. 16. Continuous Learning Teams have to continue to ork for quaity contro. This is possibe ony hen they become continuous earning teams. Innovations and experiments i ead every member of the team to earn ne things. Hoever successfu a team is, the members have to understand that 68

69 there is no end to earning. Successes themseves shoud assure better quaity. This is possibe ony hen there is continuous earning. 17. Critica Success Factors (CSF) Critica success factors are indicators of hat must be achieved if an institution is not ony to satisfy its customers but aso move ahead on the paths of its vision statements. There coud be interna critica success factors as e as externa critica success factors. An accessibe admission system, propery functioning teams, improved examination pass rates, earner deveopment of ethica vaues, improvement in teaching-earning strategies and invovement of majority of staff in activities are exampes of interna CSFs. Greater customer satisfaction, increased participation of disadvantaged groups, greater community participation and care and stronger reationship ith industry and commerce are exampes of externa CSFs. 69

70 70 TQM Handbook

71 11 Impementing TQM TQM Handbook GGGGGGGGGGGG TQM is not a simpe earning. It is a system of measuring one s on performance ith regard to the procaimed mission. GGGGGGGGGGGG In any institution a TQM movement has to be initiated and impemented by the top management. Nevertheess, it is possibe that the initiative can come from the midde or the oest rung too. Yet uness the top management fees the need for quaity improvement, impementing TQM oud be difficut. Thus, TQM can begin ony hen the necessity of quaity in education is fet by one and a. The impementation of TQM in educationa institutions i begin by first identifying the reasons for change. This exercise may be initiated through brain storming among key functionaries. In this exercise a sincere effort shoud be made to identify core probems and issues and to bring to surface, deficiencies and inadequacies. Once it is decided to introduce TQM, then an environment buiding exercise shoud be fooed through orkshops and seminars to create aareness about quaity issues and to open up the communication channes. TQM panning teams headed by the Principa of the coege or Head of the Institution (Management) or his nominee shoud be constituted. The panning team i provide guidance and eadership to the TQM movement. 71

72 Deveopment of vision and mission statements as e as strategic action pan coud be taken up through orkshops. The assistance of trained faciitators may be taken to organize the orkshops. Based on the frameork of the mission statements and the strategic objectives evoved from the vision statement, specific Core Teams/Improvement Teams may be identified to address the issues. Simutaneousy, fo charts of the core processes hich require change may be dran up. Thereafter attempts must be made to deveop norms and standards for key processes. Specia training and skis in TQM toos and techniques may be imparted to the members of the panning team as e as the Core Teams/ Improvement Teams in the change process. The stakehoders too may be imparted training to appreciate the importance of data driven decision making and systematic probem soving processes. For every theme or activity identified under TQM, the Core Team/Improvement Team or taskforce i be primariy responsibe. The said teams must identify strategies and techniques for addressing the theme/issue. The improvement team must fix dates and the time for team meetings. The teams shoud be encouraged to compete their task in a time bound manner. It oud be usefu for the Improvement Team to benchmark important processes ith simiar organizations. The Improvement Teams must document the status of the processes before and after initiating TQM - Base Line Study, Mid term assessment and continuous monitoring and assessment. This i enabe the institution to measure tangibe resuts. 72

73 The TQM initiatives must aso entai - Improving communication ith the facuty, staff and students and among facuty. Focusing on training of key functionaries, incuding students, if need be. Improving capacity utiization. Improving interna channeing of resources. Preparing ong-term pan based on the mission and vision statement. Making periodic surveys of stakehoders to measure satisfaction eves. Instituting reard and recognition systems. Training of stakehoders in the use of TQM toos and techniques. Deveoping habit of continuous improvement and probem soving processes. Encouraging earning oop, namey, refection, introspection, verifying ground experience against set goas and refining of goas and processes. Deveoping job charts and standards of performance for the members of staff. Deveoping performance indicators and measurement for key process. Evoving continuous and periodica sharing meetings and training programmes. Deveoping standards for physica infrastructure and house keeping and institute systems of maintenance. Deveoping EMIS for decision making, impementation and monitoring of a programmes. 73

74 Other aspects of TQM impementation: TQM Handbook Baseine study and periodic assessment. Deveopment of assessors - interna and externa examiners. More cohesive support services. Initiatives to reduce astage. Professiona deveopment programmes for facuty and staff. Estabishment of pubic grievances redressa mechanism and its effective monitoring. Transparency in administration and sef-discosure scheme ith regard to cash fo and payouts. Introduction of the concept of universa responsibiity. In-house Nesetter. Dispay of Kaizen Board to sho continuous improvement efforts. Institutiona arrangement for quaity assurance ithin the department and at the coege eve. Creation of human resource deveopers among teaching and non-teaching staff. Seection of coaborators for buiding TQM improvement teams. Nurturing exceence in teaching. Nurturing active earning. Maintaining infrastructure and responsive atmosphere. 74

75 Incucating high mora vaues. Achieving good resuts. Innovative teaching methodoogy. Commitment and invovement of students, facuty and community. 75

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77 GGGGGGGGGGGG Quaity products and quaity service begin ith quaity thinking. GGGGGGGGGGGG 12 Resource Deveopment TQM is successfu ony hen resource deveopment becomes a ay of ife in an institution. There is materia resource deveopment and human resource deveopment. The atter is more important as it can ead to the former. 01. Human Resource Capita An institution s important asset is its human resource capita. Very often the top management is considered the institutiona resource asset. In truth, hen a TQ movement is appied one understands that every individua invoved in the institution or organization is a part of the human resource capita. Identification, deveopment, mobiization and management of human resource are mandatory for quaity assurance. 77

78 02. Capacity Buiding A arge number of peope have the capacity to do much more ork than hat they normay do. They may not understand the need to do more or they may not be in the habit of doing more. Both ask for interventions to get a change in the attitude. Capacity buiding therefore, is essentia to make peope beieve that they can achieve set goas. Capacity buiding assures empoyees that they are capabe of achieving set goas. It aso heps in the understanding of vision and mission as e as vaues and principes. Capacity Buiding - An Empoerment Process 03. Competence and Potentia Every institution's potentia depends on the competence of its peope. Competence is a combination of carified concepts and deveoped skis associated. Both need interventions by experts ho can guide the empoyees of 78

79 each stream of activity through empoerment programmes. Attitudina changes incuding iingness to ork more are possibe ony hen an individua beieves in hersef or himsef, especiay in her or his capacity and competence to perform a described task. This aso has to be a continuous process. Each time a ne or greater quaity has to be assured there is a need to make the peope invoved more competent. 04. Commitment and Passion Whie arge number of peope are committed to their professions and beieve in quaity improvement, their desire to improve may not be converted into possibe successes. This is because they don't have a definiteness of purpose and passion for ork. Whie a vaue ike commitment is to be very highy respected, its resuts may not be satisfactory uness it is associated ith a passion for the ork. TQ Managers i have to motivate peope to deveop a passion for ork so that their commitment is productive. 05. Areas of Human Resource Deveopment A individuas invoved ith education need an enhancement of their on human resource effectiveness. Some may need deveopment of their persona and some others need a deveopment of the interpersona side of their personaities. They need to deveop their manageria skis to function effectivey ith others, eading to successes. Their organizationa skis need deveopment so that they oud be abe to organize themseves as e as organize others and the environment. 79

80 06. Strategies, Methods and Techniques Each institution has to design its on strategies for human resource deveopment. Once the areas are identified training programmes have to be organized for the entire institution so that a function ith simiar attitudes. In some cases individuas may have to be deputed for training to externa centres to improve their efficiency. Assessment centres may have to be set up at the institution itsef to measure the eves of efficiency of different streams of the orkforce. Likeise, different methods and techniques may have to be used to empoer peope to become more efficient and effective. 07. Vaue Infuence and Principe-centredness The vaues that are enshrined in the vision statement and the principes that are practiced at the institution shoud be refected through the quaity dispayed by the empoyees of the institution. This can happen ony hen the TQ managers conduct vaue carifications through programmes ike orkshops, seminars, symposia, conferences, conventions and other methods of interpersona exchange of ideas, concepts or theories to make everyone resourcefu. They aso have to be continuous processes instead of onetime activities. These activities have to have as their aim the projection of principe centredness by a concerned. 08. Materia Resources Deveopment Equay important is to ork for materia resources deveopment. Infrastructura faciities have to be improved and these i be possibe hen resourcefu peope pan together. Different stakehoders i have to be invoved so that oca funds are made avaiabe for materia resources deveopment. It i aso be necessary to do this for identifying possibe untraditiona fund fo. 80

81 09. Inteectua Property and Capita The netorth of any institution increases hen its inteectua property is made into a coective capita. TQ Managers have to do everything possibe so that the inteectua property of every member of the staff and other stakehoders is avaiabe for the institution and becomes the inteectua capita of the institution. Materia resources can ony assist the use of the inteectua capita of an institution. It is the inteectua capita that is the base for a quaity assurances offered by an institution. Inteectua Property -A Coective Capita 81

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83 PART FOUR The Handbook 83

84 84 TQM Handbook

85 GGGGGGGGGGGGGGGG Management is about change and maintaining a high rate of change. The engine of change is dissatisfaction ith the present... and peope s conscious and unconscious acceptance of the need for change. GGGGGGGGGGGGGGGGG 13 Institutiona Arrangements A state eve Advisory Body (SLAB) on TQM for Higher Education has been estabished, comprising eminent resource persons dran from different streams of society. One of the Directors in the Department of Coegiate Education as nominated for training in TQM and HRD to ead a core team of State Leve Resource Persons instrumenta in impementing TQM and NAAC accreditation processes. The Commissioner, Department of Coegiate Education, as per the recommendations of the SLAB, made the nomination and the Nationa Assessment and Accreditation Counci met the expenses for the training. The State Leve Consutative Meeting as hed, comprising an assorted group of eaders; Principas, Office bearers of staff associations, seected teachers, Management representatives and Members of Management and Industry forums, for a feedback on the proposed TQM and Quaity Assurance movement. The Department of Coegiate Education nominated thirty professors (not necessariy Principas) - one from each 85

86 district, to undergo faciitator training in TQM and HRD. The trainees from different government coeges and seected private-aided coeges of the district ere provided training and NAAC met the expenses of the exercise. To senior professors - iing to spare time as Master Resource Persons (MRP) [Dean of Student Wefare and Director of CDC] from each of the six Universities, ere nominated by the respective Vice - Chanceors at the request of the CCE, for training in TQM and HRD aong ith 30 other seected trainees. The expenses of the training of the to nominees from the varsities ere borne by the respective varsities. A State Leve Resource Group has been formed, hich serves as the first tier of the TQM/HRD Resource Group. A fe of the MRPs ere drafted to the State Leve Advisory Body of hich the Director is the Ex-officio Coordinator. Lead Coeges: 18 DTF have been constituted among the 27 Districts, hich had the faciitators to coordinate the Task Force activities. The Lead Coeges have been seected ith specific criteria. They are: Ø Ø Ø Ø Ø Ø Ø The abiity to pay a cataytic roe to promote the Quaity Movement. Quaity and standing in society. Eminent in every ay so as to provide eadership. Abiity to mobiise funds and attract sponsorship. Abiity to absorb sundry expenses to conduct District Lead/ Tauk eve training programmes. Sufficient infrastructure and avaiabiity of accommodation to host DTF activities. Wiingness on the part of the coege to make avaiabe its auditorium and other accommodation. 86

87 Ø Abiity and iingness to reach out to other institutions as support for quaity improvement. The ead coege oud enjoy the priviege of such a status for a period of three years ony and i be entited for a re-nomination for a further period. One professor from each of the ead coeges seected from each district in the state as drafted for training as a faciitator cum HR coordinator. The State Leve Advisory Body oud be vested ith the decision making poer ith regard to a the TQM and NAAC activities and on behaf of the State, it i monitor the functions of the DLTF/ead coeges. The State Resource Group assists the SLAB in the matters of TQM. The Regiona Joint Director in cose coordination ith the district eve TQM task force, identified 175 coeges as the tauk eve ead coeges from among the Government/ Private aided coeges as per the requirement, and the coeges ere identified, keeping in vie the avaiabe infrastructure and space. The tauk eve ead coeges must be iing to raise funds for the training programmes to be set up at respective centres. The training expenses of the tauk eve faciitators oud be borne by the tauk ead coege from here the teachers of the rank of seection grade have been drafted for such training. The district eve training programmes i be in a cascading mode through the DTF and its MRPs. Such e-made institutiona arrangements constitute the base for professiona deveopment programmes for the individua staff and institutions. The professiona deveopment programmes oud constitute programmes for manageria and organisationa capacity buiding and coege deveopment programmes. Formation of consortia: The district task force beieves that every coege has a comparative individua abiity/ 87

88 competitive advantage in terms of one or the other innate abiities or performance indicators/parameters. Therefore, in respect of that specific eement the coege oud be the ead coege for other coeges. For exampe, a coege, hich has expertise in academic counseing and mentorship, is expected to provide eadership to other coeges and extend its strength to other coeges. A consortium of coeges ith different strengths oud be a strong body ith common concerns and shared vision. The strength of each coege is the strength of the other coeges as a combined force and vice versa. Netorking : One of the pivots on hich the TQM is taken forard as a movement in the districts is to institutionaise the mechanism of netorking for evoving: v v v v v v Shared vision Shared concern Exchange of best practices Appreciation of idey shared probems in totaity Deveopment of a unique body of earning To empoer the constituent members Coordinators: The district eve task force coordinators i spearhead the quaity movement. Aong ith the state eve MRPs, the trained faciitators of ead coeges at the district eve may be considered for the position of the coordinator at the district eve. The faciitators/ coordinators: v v v Sha act as fountain head of resource and guidance Sha hep the task force in organising a of its activities for promoting TQM - HRD Sha hep the DTF in organising orkshops/ seminars, etc. 88

89 v v v v Assist DTF in identifying the tauk ead coege Assist DTF in preparing the action pan, caender of events, monitoring, reporting and documentation. Assist the DTF in assessment/accreditation, etc. Hep DTF in maintaining the office, i.e., DTF secretariat. Treasurer: The treasurer i be responsibe for the maintenance of a accounts of the DLTF. He sha: v v v v Effectivey manage the financia transactions of the DLTF and pass the bis based on the mandate given by the DTF/Patron/Working President. Carefuy monitor the fund fo and its utiisation. Maintain books of accounts, issue receipts and get the accounts periodicay audited. Maintain prudence and transparency in a financia transactions. The Deputy Commissioner of each district is the Chief Patron of the DTF and oud be assisted by a Working President ho oud be from the academia. The district task force is composed of about ten members from various streams of society. They incude academicians, industriaists, NGO representatives, socia orkers and peope of repute from the district. Reguar performance appraisas oud be made of the activities and quaity of the programmes conducted by the task force at the district/tauk/coege eves for continuous improvement. 89

90 90 TQM Handbook

91 GGGGGGGGGGGGGGG Quaity standards are contigeous... spread them thorugh the organisation. GGGGGGGGGGGGGGG 14 Memorandum of Understanding Signed beteen the Department of Coegiate Education and NAAC A. The NAAC and CCE sha jointy constitute a State Leve Apex Body (SLAB) headed by an eminent TQM Resource person and comprising Director, NAAC + three other NAAC nominees, Vice chanceors of three universities; Registrars of other three universities; CCE + one other nominee of the department; Director I.I.I.T, Deputy Director Genera, Confideration of Indian Industries (CII), Six Resource Persons from the Industries, incuding one ady Resource person, UGC Regiona Director, Bangaore, Regiona Director, AICTE, Deputy Secretary-I, Education Department etc. Director of Coegiate Education Wi be the Member-Secretary of the Apex body. The roe of the apex governing body i be to provide poicy frameork, direction, coordination and eadership for disseminating TQM in a the institution eading upto NAAC accreditation in the ong term. B. Co-ordination and faciitation to achieve NAAC Accreditation as set out in G.O.No. ED 168 URC 2002, Dated In terms of: 1. State eve co-ordination committee [SLCC.] 2. Working group of SLCC 3. Quaity Assurance ce of SLCC 91

92 4. Constitute 6 Regiona Committees of SLCC at Bangaore, Mysore, Mangaore, Dharad,Gubarga, and Shimoga 1. Working Group Since the Apex Governing Body of TQM and SLCC may meet not more than three times a year, a orking group i be constituted comprising of about eight peope incuding to NAAC representatives to carryout the dayto-day supervision and faciitation of the above action pan/ programmes at the district and institutiona eves. The Apex Governing Body, SLCC and the Working Group coud have a common set of three to four coordinators to carry forard the Action Pan and to harmoniousy faciitate the events and the activities on the day-to-day basis. One out of the said four coordinators of the Apex Governing Body-cum-Working group oud be from the stream of NAAC and the other three from the CCE. The Third eve of Institutiona arrangements i be the constitution of the District Leve Task Force (DLTF), hich i have the District Commissioner-cum- District Magistrate as the Chief Patron and one eminent academician as its Working President. Hoever, for arge metropoitan cities such as Bangaore, Mysore and Begaum, there coud be more than one Task Force in a district to give direction and supervision in terms of impementing the objectives and tasks of TQM and NAAC Accreditation. The expected outcome of the above institutiona arrangements borne out of this MOU oud be as foos: 1. To enabe institutions to take up quaity assurance activities for achieving nationay acceptabe quaity standards. 92

93 2. To faciitate Coeges to improve their academic performance and a round deveopment of the coeges. 3. To faciitate Institutions to seek NAAC accreditation. 4. To motivate teachers, students, managements and other stakehoders to strive for continuous improvement of the institution. 5. To faciitate imparting of knoedge ith skis, aptitude and vaues in graduates so as make them empoyabe and usefu and responsibe citizens. 6. To faciitate systemic changes and project interventions for the deveopment of institutions and teachers, by making the stakehoders reaise that continuous improvement deveopment is every ones responsibiity. 7. To impart motivation and training to the teachers 8. To enhance onership and commitment at a eves. Process 1. The NAAC and Department of Coegiate Education oud nominate about 30 Resource Persons / Professors, Ordinariy one from each district to undergo Faciitators Training in TQM and HRD. They shoud beong to different Government coeges and different Private Aided Coeges of the District. The seected Professors need not be the Principas of the coeges. The office of the NAAC i pay the expenses for training for the 30 Faciitators. 2. From among the group of Faciitators incuding those aready trained as Faciitators ho have undergone training as Master Resource Persons or Faciitators, a State Leve Resource Group oud be formed. They i constitute the Ist Tier of TQM/ HRD Resource Group for the State. 93

94 3. The State Leve Advisory Body [SLAB] on TQM assisted by the State Resource Group [SRG] i take decisions reating to the activities for the State and i monitor the functioning of the District Leve Task Force/activities of the Lead Coeges. 4. The District eve Lead Coege must be abe to provide space and faciitation and if need be raise funds toards administrative expenses to conduct District eve/tauk eve training programmes and shoud consider it an honour to be seected as the Lead Coege. The respective coege from here teachers/non-teachers have been nominated to undergo Faciitators Training, sha pay the training expenses of the seected MRPs. The Lead coeges i be District Lead Coeges for a period of three years ony. 5. The NAAC/CCE i identify a Lead Coege from each District. In exceptiona cases there coud be more than one District eve Lead Coege. 6. Coeges i be identified in a phased manner, by the to parties,as far as possibe, at the Tauk eve so as to assume the roe of a Tauk eve Lead Coege, from among/private aided or Government coege as the case may be. They may be identified by the Regiona Director under the guidance of the District Leve TQM Task Force. These coeges shoud have spare space and infra-structure to become the Tauk Lead Coeges. The Tauk Leve Lead Coege shoud be iing to raise resources for setting the Training Programmes for the coeges ithin its fod. Training expenses of Tauk eve Faciitators as far as possibe sha be borne by the respective Tauk Lead Coeges from here the resource persons / ecturers have been nominated. The training expenses shabe borne by respective coeges out of the Library funds in respect of Government Coeges and other funds in the case of aided Coeges. 94

95 7. There sha be performance appraisas conducted in terms of the activities and quaity of the programmes conducted at the district, tauk and coege eves To bring about, a ne outook in TEACHERS, to ook upon education as an enduring system through hich transformationa changes can be brought about in the individua as e as society To bring about a quaitative change in the outook of STUDENTS, to ook upon education as a reevant system of intervention, aimed at transforming individua s communication, perception, cognition, to enabe him or her to face chaenges of ife body ith a probem soving approach To bring about a quaitative change in the MANAGEMENT of higher education, hen management, pubic and government, i activey coaborate, cooperate and co-ordinate to bring about quantum changes intended to change the educationa processes and support such changes continuousy PURPOSE: To continuousy strive for better quaity of education GOALS: To identify the stakehoders and communicate to them, the concept of TQM in HE (Higher Education). To conduct a series of training programmes aimed at educating the management, principas, teachers, non- teaching staff and students, to change their approaches to processes of education. 95

96 To conduct a specia training programme, aimed at enabing the Master Faciitators to understand the concept of TQM, as appied in the education sector, to understand the concept of quaity circes and their functioning, as QCs pay an important roe in the TQM process Estabish institutiona arrangement for quaity assurance at State, District, Coege eve. Create human resource deveopers from among the teaching, non-teaching staff ho i act as faciitators. Discover/Seect coaborators and associates for buiding TQM task forces at a eves. To design administrative structure for HRD and TQM process. 96

97 15 The District Task Force Objectives of DTF TQM Handbook GGGGGGGGGGGGGGGG Quaity eves must not ony be attained, but aso maintained, and improved. If you don t keep doing it better... your competition i. GGGGGGGGGGGGGGGGG Within the broad frameork, chaked out by the Vision and Mission statements, the objectives of the DTF oud be to transate the Vision into a reaity as foos: To provide a patform to address the issues of Higher Education, by providing eadership and direction for the TQM movement. Deveopment of a educationa institutions, teachers, administrative staff and the human capita of students the inexhaustibe reservoir of ski and potentia. To estabish a system of netorking beteen a Coeges of a district, to address shared concerns and to thus promote eves of academic exceence. To promote a consortium approach to share the best practices among coeges. Functiona Objectives 5.1 To be an associate in heping Karnataka emerge as the educationa capita of the country. 5.2 To enabe our educationa institutions to reach goba standards and adopt goba practices, in the ake of education becoming a tradabe commodity. 97

98 5.3 To enrich and empoer our students so as to make them gobay competitive and empoyees of choice 5.4 To have an inbuit mechanism for innovations, research, abiity to think and other vaue addition programmes for students. 5.5 To identify, coect, aocate the necessary finances for DTF activities 5.6 To create a team of HR and TQM deveopers in the District 5.7 To convert the District into an Academic Leader as a mode for the entire State/Nation. 5.8 To hep the institutions to attain the status of ordcass coeges. 5.9 To offer training to students and staff members toards exceence 5.10 To conduct training programmes for members of the genera pubic and different professionas for deveoping their human resources To provide continuing education faciities for students as e as staff. Basic Functions Improving the quaity of the educationa systems oud invoke the fooing interventions: 98 A. Continuous upgradation of the quaity of education (i) Improving Pedagogy Pedagogy means study of teaching methods. There must be improvement in the methods empoyed for cassroom teaching. The Teaching - Learning process shoud be panned based on the science of active earning and encourage the spirit of enquiry among students, hich utimatey resuts in more earning, reasoning and sef-confidence.

99 (ii) Strengthening the cassroom agenda and Student-Centered Learning Instead of mere Lecture methods, the fooing activities may be introduced to make the Teaching Learning process more effective, interesting, student-centred and activity oriented: 1. Case studies 2. Group discussions 3. Seminars 4. Peer group Teaching - Learning 5. Surveys and Intervies 6. Assignments 7. Preparation of reports regarding innovations in the core subjects. 8. Curricuum reated quiz 9. Eocutions 10. Paper presentations (iii) (a) (b) Improvement of Student Assessment System. The existing student assessment system is inadequate to increase competence and gauge the different degrees of exceence achieved by the students. Performance Management System (PMS) or Performance Sef Appraisa of Teachers (PSAT) There must be provision for scientific assessment of the teachers. The PSAT format aready evoved may be used for determining the parameters for the professiona deveopment of teachers. 99

100 (iv) Faciitating Teacher Sharing meetings There can be intra coege and inter coege teacher experience sharing activities or sessions. This i enabe others to adapt good practices practiced by other innovative teachers. This i aso promote sharing of mutua experience and in identifying probem areas and hep create a congenia atmosphere. (v) Panning and Monitoring Teachers training Continuous training modues on various aspects ike academic upgradation, effective communication and teaching skis, personaity deveopment, use of computers and audio/ visua aids in teaching. - measuring performance after training by suitabe quantification techniques and monitoring toards improvements in the desired directions. (vi) Revieing Teachers performances In terms of their subject knoedge upgradation and their abiity to act as mentors, and to ork effectivey in a team. (vii) Activating Departmenta activities To assist the Principa and the institution in the Coege Improvement Pan. (viii)faciitating NAAC assessments Encouraging the Coeges in the districts in regard to preparation of the sef study report,counseing regarding improvements, faciitating visits to NAAC accredited coeges, inviting their staff for guidance etc., 100

101 B. Preventing abuse of the Educationa system The prime responsibiity of each D.T.F., oud be to ensure that abuse of the educationa system is prevented. This oud incude monitoring and reporting mapractices in the fooing areas. i) Taking Private Tuitions. ii) Managing parae Coeges/institutes. iii) Irreguar attendance of staff. iv) Disobedience of rues regarding proximity of residence of staff members to the Coege. v) Avoidance of examination duty and student evauation. vi) Engaging in dua income earning activities. vii) Creation of bogus orkoad, etc., The D.T.F. shoud reguary organize visits to a institutions, keep a vigi on the coaching casses functioning in the district, engage in timey teacher counseing, take preventive measures and report defauting cases. C. Strengthening Performance Revies / Appraisas What cannot be measured, cannot be managed Hence, performance revies are a must. The scope oud incude the individua teacher, departments and coeges. Parameters shoud be orked out, against hich performance is to be evauated. Fooing are exampes of some of the parameters: 1. Enroment of students: Demand in the student community to seek admission to the Coege, admission rates, drop out rates, absenteeism, student unrest etc. 101

102 2. Educationa Performance: Quaity of entrance tests, passing percentage, distinctions conferred, ranks procured, innovative and improved teaching methods, improvement in attendance, use of ibrary / infrastructure, improvement in reading habits, earning outcome, etc. 3. Contribution toards co-curricuar activities: Overa deveopment of the Coege in terms of participation in mutifarious activities, academic counseing and monitoring, extra efforts put in, to encourage creative thinking in students, teachers avaiabiity outside the cassroom, iingness to shouder extra responsibiities and hep the Principa in administrative ork, functioning of various student deveopment Cubs/Associations, etc., D. Faciitating Overa Deveopmenta activities The activities oud focus upon areas ike: Physica infrastructura groth and a round deveopment Productive use of avaiabe faciities Strengthening Coege Deveopment Councis in Universities and ithin the institution. Recognition of taent and appreciation - institution of aards, chairs and schoarships. Faciitating student oans and adoption of poor students. Improving ibraries and aboratories. Estabishing career guidance ces and information centres. 102

103 Co-ordinating and conducting seminars, orkshops on oca, specific and current topics. Encouraging research in pertinent areas Setting up quaity circes in coeges/ universities, subject-ise, department ise, to address urgent and important matters/themes. Thus, the basic functions of the D.T.F. oud be aimed at upgrading an institution, from good to better and from better to best and aays bearing in mind that one can aays BETTER ONE s BEST. 103

104 104 TQM Handbook

105 16 Composition of Task Force TQM Handbook GGGGGGGGGGGGG Quaity, not quantity, is the measure. We done is better than e said. GGGGGGGGGGGGGG Composition of DTF 1. The fooing is the suggested composition of District Task Force. Deputy Commissioner and District Magistrate-Chief Patron. An Academic Emeritus (Retired VCs) of the District- Working President Academicians - 2 Members Representatives of Industries - 2 Member Trade organizations - 2 Members JD / his nominee - Member NAAC nominee - Member Parents - 2 Members District Lead Coege Principa - Convener Treasurer Trained Faciitator - Co-ordinator 2. Tenure of the DTF i be 3 years. 3. If the Lead Coege is a Government Coege, then the Government Coege Principa i be both Convener and Treasurer. Otherise, the Principa of the Government Coege i be treasurer and ead coege principa i be ony the convener. 105

106 4. Lead Coege Principa/Convener i take steps for the constitution of the DTF. 5. Lead coege principa/convener i aso act as member/ secretary and maintain proceedings of the meeting and issue notice of the meeting in consutation ith the patron and orking president. 6. DTF i meet at east once in to months. 7. DTF secretariat i be housed at Lead coege. 8. Lead Coege i provide Secretaria assistance for DTF. 9. Six months prior to the expiry date, a ne body must be constituted. 10. The committee is of consutative nature, not a statutory body. 11. The meetings are meant to consut and evove ork pan. 12. No quorum is required if more than 3 peope are present incuding the Patron or the Working President. 13. Service motto is the cardina principe. 14. The suggestions of each member shoud be respected. 15. The decisions are based on consensus and not on voting. 16. The service is honorary, not remunerative. 17. The DTF can co-opt members as Specia invitees to get speciaized guidance or expertise. Other Tasks of the DTF 1. Designing rite ups, pamphets etc., for TQM, HRD and DTF activities. 2. Raising the required funds for DTF from non government sources and operate the fund as a separate entity vis-à-vis government funds received. 3. Meeting at east once in to months to discuss and chak out future programmes/action pans/orking pans. 106

107 4. Heping constituent coeges to embark on sef-discosure scheme. 5. Panning, designing and impementing both short and ong term activities. 6. Deveoping appropriate strategies to achieve academic exceence. 7. Draing up ork pans for the impementation and monitoring of TQM HRD in the district. 8. Preparing Budget estimates based on Annua Action Pan. 9. Arranging for training of District eve and Tauk eve faciitators. 10. Organizing training/orientation programmes/orkshops for stake hoders Q Teachers Q Parents Q Students Q Managements Q Industriaists Q Non-teaching Staff 11. Impementing the programmes of the Commissioner for Coegiate Education on TQM 12. Maintaining the accounts of DTF. 13. Maintaining a Statistica Data base at District Leve. 14. Seecting Tauk Lead Coege and nurture Lead Coeges 15. Preparation of Caendar of events and its dispay 16. Reporting to CCE /SLAB periodicay 17. Coection of statistics/information and their cassification. 18. Preparation of Annua Report 19. Annua Auditing of Accounts and pubishing of the same. 107

108 108 TQM Handbook

109 GGGGGGGGGGGGG Exceence is to do a common thing in an uncommon ay. GGGGGGGGGGGGGG 17 Roes and Responsibiities Roes And Responsibiities of The Key Functionaries The fooing are roes and responsibiities of various functionaries of the DTF. 01. Patron He sha provide dynamic eadership to DTF. He sha convene and preside over the meeting of the DTF periodicay as stipuated and revie the progress. Co-ordinate the convergence of different components and ensure that the desired synergy is reaised. He sha identify the resource persons and co-operate ith them. He can take the initiative to innovate and impement nove programmes to strengthen the course of TQM HRD. He sha take appropriate steps for redressing grievances and difficuties. 109

110 02. Working President He sha conduct meetings, hich shoud be resut oriented, in a meaningfu manner. He sha provide dynamic eadership, particuary in academic matters. He sha maintain effective communication ith a the functionaries, issue circuars and guideines and obtain reports. He sha monitor the progress of TQM programmes and their impact. 03. Co-ordinator - DTF He sha act as per the instructions of the Commissioner for Coegiate Education and the DTF in impementing the TQM. He sha arrange to convene the meeting of the District Task Force, prepare the agenda for the meeting and bring out proceedings. He sha be responsibe for the correspondence, budgeting, accounting and impementing of the programme in consutation ith the Chairman/ Working President. He sha extend faciities and support to buid the capacities of other Coeges. He sha strive toards constituent coeges obtaining NAAC s Certification. He sha act as a roe mode. 110

111 04. Treasurer He sha effectivey manage the financia transactions of the DLTF and pass bis based on the mandate given by the DTF/Patron/Working President. He sha carefuy monitor the fund fo and its utiization. He sha maintain books of accounts, issue receipts, and get the accounts periodicay audited. He sha observe prudence and transparency in a financia transactions. 05. Roe of Faciitator/Co-Ordinator - District Leve He sha act as fountainhead of resource and guidance. He sha hep the TASKFORCE in organizing a its activities for promoting TQM HRD. He sha hep the DTF in organising orkshops/ seminars etc. He sha assist the DTF in identifying the Tauk Lead Coege. He sha assist the DTF in preparation of Action pan, Caendar of events, Monitoring and Reporting. He sha assist the DTF in Documentation He sha assist the DTF in Assessments/Accreditation etc. He sha hep the DTF in maintaining the office i.e., DTF Secretariat. 06. Roe of Lead Coeges Every district as e as tauk i have a ead coege. The District ead coege i not be the Tauk ead coege of that tauk. In other ords, even in a tauk here there is a district ead coege there i be yet another Tauk ead 111

112 coege. Lead coeges are the training centers for HRD and TQM and the pivot for executing activities. The detais of the functions of a ead coege are provided beo. In every district as e as in every tauk there i be a ead coege hich i be seected by the District eve Taskforce and CCE. The nominated coege i be informed about its nomination and once the coege authorities accept the nomination it i be decared as the ead coege for HRD and TQM for higher education for that particuar district or tauk. The basic reason for hich a coege i be nominated a ead coege i be its quaity and standing in the society. A ead coege i function as one for a period of three years. It is entited for a re-nomination for a further period. It is expected that a ead coege i be a centre for service to other institutions in the district or tauk. A ead coege shoud be iing to make avaiabe its infrastructure for conducting various activities connected ith the roadmap for HRD and TQM for the district or tauk. A ead coege shoud be iing to spend some amount of money for providing infrastructura faciities for the conduct of various types of programmes associated ith HRD and TQM. Activities such as meetings of the district or tauk task force, conduct of one-day to three-day training programmes for teachers, students, parents, management representatives or administrative staff i have to be organised at the ead coeges. The Principas or their nominees at the coege i be the organizers of these programmes. 112

113 The District as e as the Tauk ead coege shoud nominate a sma committee of teachers for functioning as organizers for HRD and TQM activities of the district. The coege shoud be iing to spare its auditorium, seminar ha or cassrooms for the conduct of meetings and training programmes. If necessary the coege may aso provide accommodation at the hostes for the participants of training programmes and meetings. More than anything ese, the ead coege shoud act as a mode for reaching out to other institutions as support for quaity improvement, by shocasing the unique strength of individua coeges under the consortium approach. Since a expenditure reating to Government funds on TQM i be passed on D.C. bi basis, the ead coege may incur the same initiay and get reimbursed through D.C. bis, pending ratification by the DTF/Patron. 113

114 114 TQM Handbook

115 18 Accounting and Reporting TQM Handbook GGGGGGGGGGGGG Peope forget ho fast you did a job, but they remember ho e you did it. GGGGGGGGGGGGGG Accounts Maintenance by the Lead Coege (DistrictLeve) It shoud be the duty of the Co-ordinator and Treasurer of the DTF to oversee the proper maintenance of accounts. The functionaries may engage the services of the ministeria staff of the ead coege for this purpose or any other competent person. The person so engaged may be provided ith a token honorarium. The DTF can decide on the honorarium after taking into consideration its financia position and the eve of non-government funds generated. The fooing guideines are required to be observed hie maintaining the accounts. A transactions through Bank ony A receipts are through cheques/dds/mts etc. A receipts must be acknoedged and proper receipt to be issued. Treasurer is responsibe for maintaining accounts. A payments are through cheques ony. Joint account must be opened in a Nationaized or Schedued Bank. 115

116 Joint signatures of orking President and Coordinator are required for the Treasurer to accept bis. Day to day cash book sha be maintained. Budget sha be approved by DTF A admissibe expenditure shoud be approved by the DTF, before or after the event. Treasurer to submit expenditure statements to DTF meeting for approva. Proper Vouchers shoud be maintained for every expenditure. Advances may be paid to the co-ordinators for organizing training/orkshops / seminars/any activities But it shoud be paid through cheques ony. Co-ordinators sha sette the accounts of such activities ithin 72 hours of the competion of the activities. As far as possibe o-cost or no cost activities shoud be organized, such as through sponsorship. The ead Coege may provide assistance to maintain the accounts. The person responsibe for maintaining the accounts by providing assistance may be provided ith an honorarium not ess than Rs.200 per month. The instructions of the Government of Karnataka/ Commissioner for Coegiate Education i be fooed. Norma financia/expenditure rues are to be fooed, in respect of Government funds. 116

117 Important Fies and Registers to be maintained: TQM Handbook Cash Book Receipt Book Vouchers Orders for Expenditure Property Register Donation register Audit fie 117

118 118 TQM Handbook

119 GGGGGGGGGGGGGG When you re out of quaity your are out of business. The guarantee of continuity is quaity. v GGGGGGGGGGGGGG 19 Monitoring and Evauations Quaity Systems aays need a feedback oop. Monitoring systems must be in pace to ensure that outcomes can be anaysed against the Pan. Monitoring and Evauation (M & E) are key eements in strategic panning. Monitoring and Evauation of DTF Monitoring is the ifeine of any programme or activity. In the absence of effective monitoring, there is every possibiity that the progress of the programme i be affected. The possibiities of keeping track of the programme are more hen there is continuous monitoring. Why Monitoring and Evauation? To reach desired goa / objective. To impement the programme in the desired and panned ay. To encourage the personne invoved in the programme. To evove soutions to the probems, hich may surface during the impementation. To provide guidance. To have mid course correcting. 119

120 To compete the task ithin the specified time. To document the achievements in an authenticated process. To assess the programmes or activities. To assess the achievements of the programme. To assess the quaity of the programme and activities. To measure the commitment of the participants. What/When to Monitor and Evauate? Pre-impementation activities/preparation. A training/ Orientation programmes. Invovement of the Faciitators. Participation of the TTF. Participation of the Lead Coege. TQM activities in each coege. Action / Caendar of events / Annua report. Finance / Maintenance of Accounts / Providing of Accounts. Documentation of the programme. Competence and invovement of the key functioneries. Invovement stakehoders. Innovative practices in TQM HRD at a eves. Percentage of DTF / TTF. Reporting to CCE / STF / DTF. 120

121 Ho By coecting information in the prescribed formats and anaysing them. From reports /Write ups. By Visits / Discussions / Meetings By constituting evauation / monitoring teams. By constituting interna evauation committees. By appraising externa agencies to evauate the programme. Sef evauation processes. Evauation by participants at the end of the activities. 121

122 122 TQM Handbook

123 ANNEXURES 123

124 124 TQM Handbook

125 PERFORMANCE LINKED FUNDING OF UGC One - third of the Genera Deveopment Grant to the universities in the X Pan to be based on the performance of the universities in the IX Pan. UNIVERSITY DEVELOPMENT PROFILES DEVELOPMENT RADARS - Academic performance - Research Performance - Governance PARAMETERS - Sef - defining - Vaue judgment A) ACADEMIC PERFORMANCE - 14 INDICATORS SUGGESTED INDICATOR Frequency of syabus revision Average orking hours of the Library SUGGESTED METHOD OF COMPUTING Number of subjects in hich major syabus revision as done in IX Pan/Number of subjects Number of hours Library is open/ Tota number of hours in a year MINIMUM LEVELOF ATTAINMENT 100% 60% Percentage of teachers having Ph.D. Number of teachers having Ph.D./ Tota number of teachers 100% 125

126 Percentage increase in books/journas in IX Pan Utiization of centra ibrary Assessment of teachers by students Examination reforms such as grades/semester examination/ interna evauation Percentage of autonomous coeges Average number of academic activities ike orkshops/ seminars/ symposia ectures (invited/ endoment & such other of simiar status)/conference conducted per year Demand indicator Ne degree 126 Number of books/journas purchased during IX Pan/ Number of books/journas avaiabe at the beginning of IX Pan Number of visits of the students & teachers to the centra ibrary/ Tota number of students & teachers Number of courses in hich the student assessment has been introduced/tota number of courses Number of academic programmes in hich the examination reforms have been introduced ti no/ Tota number of programmes Number of autonomous coeges/ Tota number of coeges Number of orkshops/ seminars/ conferences conducted in IX Pan/5 Tota number of candidates getting admission/number of candidates ho appied Ne degree programmes 5% 30% 5% 30% 10% 50 per year 1:10

127 programmes (UG & PG) introduced in IX Pan Number of NET/SET/ GATE quaified candidates Inter-discipinary programmes (UG & PG) aunched in IX Pan/Tota number of programmes Number of NET/SET/ GATE quaified candidates/tota number of candidates ho appeared Number of inter-discipinary programmes introduced during IX Pan/ Tota number of programmes 5% 5% 10% NAAC rating NAAC rating for academic performance 100% B) GOVERNANCE - 13 INDICATORS SUGGESTED INDICATOR SUGGESTED METHOD OF COMPUTING MINIMUM LEVEL OF ATTAINMENT Actua teaching days per year Work oad for the teachers Percentage of teaching posts fied up. Reguar meeting of Executive Counci/Syndicate/ Number of actua teaching days in the IX Pan/5 Number of hours the teacher on an average spends in the university in one eek Teaching posts fied/tota number of teaching posts Number of meetings actuay hed/number of meetings required as per Act 180 days 40 hours 100% 127

128 UGC Reguations - hether UGC directions fooed: a) Minimum quaification b) Specification of degrees Resut decaration Percentage utiization of UGC grant Reservation poicy Resources generated through externa sources in the IX Pan Percentage of departments coaborating ith other universities/ institutes/research aboratories in operation Coeges incuded under Section 2f/12B of the UGC Act a) Number of teachers quaified as per UGC reguations/tota number of teachers b) Number of courses offered hich are specified by UGC/ Tota number of courses offered Number of examinations here the resut as decared in time/tota number of examinations Utiization of UGC grant/ Tota grant received Percentage of reserved posts fied for teaching, non-teaching and technica cadres Resources generated through externa sources/ Tota Pan budget of the IX Pan Number of such coaborations/ Number of departments Coeges in 2f/12B/Tota number of coeges affiiated to university 100% 100% 100% 100% 100% 10% 5% 100% 128

129 Percentage increase in physica infrastructure NAAC rating Increase in physica space during IX Pan for aboratories, cass rooms, hostes, teachers quarters, ibrary, common faciities, other buidings, etc.,/space at the beginning of IX Pan NAAC rating ith regard to governance 5% 100% DEPARTMENT OF COLLEGIATE EDUCATION Part A SELF EVALUATION OF TEACHERS Name of the Coege Coege I.D.: Name of the ecturer Designation Teacher ID Subject&Paper Cass: Section Pease give your frank opinion on your abiity ith regard to the fooing skis. Seect any ONE by putting tick mark S. No Rating factors Exceent Good Satisfactory Preparation for the cass. Punctuaity in conducting casses. Panning and competion of the syabus on time. Carity of Presentation (ideas, concepts, expanation, etc) Un Satisfactory 129

130 Seect any ONE by putting tick mark S. No Rating factors Exceent Good Satisfactory Carity of Expression ike anguage and voice Methodoogy used to impart the knoedge (Use of backboard, charts, teaching aids, etc.) Active earning methodoogy used ike Group Discussions, Tutorias, Assignments and Seminars, fied visit, quiz etc Invovement in Cocurricuar activities., sports, cuture, NSS, NCC, study tour etc. Avaiabiity to students outside cass hours for carification, counseing, career guidance, etc. Roe as a eader Mentor/ Motivator/Guide/Faciitator/ Counseor The examinations/ assignments ere graded fairy Un Satisfactory 130

131 PART B Teaching and Learning Processes of the Coege Seect any ONE by putting X mark S. No Rating factors Exceent Good Satisfactory Library faciities Payground/ Sports Faciities Cutura activities / NSS / NCC Ceaniness in the campus Reading room Grievances redress ce Disbursa of saary Computer faciities Canteen Attitude and co-operation of administrative staff toards students /staff Avaiabiity of principa in the coege and response to students probems/ staff probems Un Satisfactory 131

132 Part C Miestones Pease provide the fooing information for Academic improvement in the form of earning Ph.D/M.Phi degree. If YES, mention the tite of the Thesis, Name of the University and year of aard: Yes /No 2. Research Activities No. of papers pubished in Internationa journas Nationa Journas No. of papers presented in Internationa conference Nationa Conferences. 3. Aards received (Nationa / State) Yes/No If YES, mention the area/subject and year of the aard 4. Books ritten If YES, mention the tites and pubisher. Yes/No 5. Computer Proficiency (Give detais) 6. Have you adopted any ne teaching methods? Yes/No If YES, pease specify. 7. Participation in HRD / TQM activities on vountary basis (Specify) 132

133 8. Resuts in the subjects taught in the Annua examinations: S. No. Subject/Paper No. of students ho appeared No. of students ith I Cass No. of Students ith II Cass No. of students ith Pass Cass Pass Percentage 9. Participation in Extra curricuar activities: (Sports, Debate/Eocution, Music/Dance/NSS/NCC, Any other) 10. Assisting the Principa in the Deveopmenta activities of the coege. 11. Mutifunctiona competence in subjects beyond those speciaized, Industry, Consutation, Socia ork, Any other fied: 12. Do you have any aptitude/skis reevant to any other branch of functiona/academic area? 13. Any other specia achievements, hich exceeded expectations/targets 14. Constraints/shortcomings faced by you, if any, in achieving your targets. 15. Your comments/suggestions in overcoming shortcomings. 133

134 DEPARTMENT OF COLLEGIATE EDUCATION [FORM No. 1] STUDENT APPRAISAL OF TEACHER Name of the Coege Coege ID : Name of the ecturer Designation Teacher ID Subject & Paper Cass: Section Pease give your frank opinion on your abiity ith regard to the fooing skis. Part A Seect any ONE by putting tick mark S. No Rating factors Exceent Good Satisfactory Preparation for the cass. Punctuaity in conducting casses. Panning and competion of the syabus on time. Carity of Presentation (ideas, concepts, expanation, etc Quaity of anguage Quaity of voice Methodoogy used to impart the knoedge (Use of backboard, charts, teaching aids, etc.) Un Satisfactory 134

135 S. No Rating factors Exceent Good Satisfactory Active earning methodoogy used ike Group discussion, Tutorias, Assignments and Seminars, fied visit, quiz etc Invovement in Cocurricuar activities, sports, NSS, NCC, study tour etc. Avaiabiity to students outside cass hours for carification, counseing, career guidance, etc. His/Her roe as a eader Mentor/ Motivator/Guide/ Faciitator/ Counseor The examinations/ assignments ere graded fairy Un Satisfactory 135

136 DEPARTMENT OF COLLEGIATE EDUCATION [FORM No. 1] STUDENT APPRAISAL OF TEACHER Name of the Coege Coege ID : Student profie I / II/ III - BA / B Sc / B Com S. No Library Part B Seect any ONE by putting a tick mark Rating factors Exceent Good Satisfactory Payground/ Sports Faciities Cutura activities NSS NCC Ceaniness in the Coege Reading room Grievances redress ce Disbursa of Schoarships Computer faciities Remedia casses/tutorias Canteen Attitude and co-operation of administrative staff toards students Avaiabiity of the principa in the coege and response to students probems Un Satisfactory 136

137 137 i

138 TOTAL QUALITY MANAGEMENT for Tertiary Education Government of Karnataka Initiative Prepared by Nationa Assessment and Accreditation Counci and Office of the Commissionerate Department of Coegiate Education Govt. of Karnataka Pubished by amô >r` _yî`mßh$z Edß À`m`Z [nafx odìdod mb` AZXmZ Am`m{J H$m Òdm`Œm gßòwmz NATIONAL ASSESSMENT AND ACCREDITATION COUNCIL An Autonomous Institution of the University Grants Commission iii

139 TOTAL QUALITY MANAGEMENT - Prepared by Office of the Commissionerate, Department of Coegiate Education, Govt. of Karnataka and Nationa Assessment and Accreditation Counci, Bangaore. Pubished by Nationa Assessment and Accreditation Counci, Bangaore, Karnataka. NAAC-Pub-106-TQMHB/7-2003/1000 First Edition : June, 2003 Price : Rs. 100/- Production Coordination : Dr. Siddaingasamy, Dr. M.S. Shyamasundar and Ganesh Hegde Copyright 2003 by NAAC A rights reserved. No part of this pubication may be reproduced or utiised in any form or by means, eectronic or mechanica, incuding photocopying, recording, or any information storage and retriva system, ithout the prior ritten permission of the pubisher. Printed at : Repica Offset Printers #14/1, 1st Main (Opp. SISI) Industria Ton, Rajajinagar, Bangaore Ph : , iv

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