Transcript Presenation Workshop QPLN7

QPLN7
Quality control and monitoring
Leading partner
UNIVERSITY OF MACEDONIA – UOM
Support and Inclusion of students with disabilities at higher education
institutions in Montenegro – SINC@HE
Introducing QPLN7
Monday, 27th August
Lefkothea Kartasidou &
Ioannis Agaliotis
Support and Inclusion of students with
disabilities at higher education institutions
in Montenegro – SINC@HE
Introduction
• Project quality management includes the process
required to ensure that the project satisfies the
needs for which it is undertaken.
• PQM includes all the activities of the overall
management function that determine the quality
policy, objectives, and responsibilities and implement
them within the quality system.
PROJECT QUALITY MANAGEMENT
QUALIT PLANNING
QUALITY ASSURANCE
QUALITY CONTROL
1- INPUTS
1- INPUTS
1- INPUTS
-Quality policy
-Quality management plan
-work results
-Scope statement
-result of quality control
measurements
-quality management plan
-Operational definitions
-checklists
2- TOOLS AND TECH.
2- TOOLS AND TECH.
-Quality planning tools and
techniques
-inspection
-Product description
-Standards and regulations
-Other process outputs
2- TOOLS AND TECH.
-benefit/ cost analysis
-Benchmarking
-Flowcharting
-Quality audits
3- OUTPUTS
-Quality improvement
-Operational definitions
-Control charts
-Pareto diagrams
-Statistical sampling
-Design of experiments
-flowcharting
3- OUTPUTS
-Trend analysis
-Quality management plan
3- OUTPUTS
-Operational definitions
-Quality improvement
-checklists
-Acceptance decisions
-Inputs to other processes
-rework
-Completed checklist
-Process adjustment
Activities for Quality Control
• Acceptance decisions: decisions as to whether
the products or services are accepted or
rejected
• Rework: actions taken to correct rejected
products or services
• Process adjustments: Action taken to correct
or prevent future quality problems
Support and Inclusion of students with
disabilities at higher education institutions
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Common understanding
Quality management should complement
modern project management as they both
recognize the importance of :
1- Customer satisfaction
2- Prevention over inspection
3- Management responsibility
4- Processes within phases
(plan – do –check – act cycle)
• Takes action based on
what was learned from
implementing and
evaluating the planned
change.
• Reviews and evaluates
the results of the
implemented change and
its affect on project
quality and ensures that
there are no negative
consequences
Act
Plan
Check
Do
Support and Inclusion of students with
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in Montenegro – SINC@HE
•Assesses the project’s
current level of quality,
where the level needs to
be, and then develops an
effective and workable
plan with specific targets
for improving quality
• Implements the
planned solution or
change
Support and Inclusion of students with disabilities at higher education institutions in
Montenegro – SINC@HE
Support and Inclusion of students with
disabilities at higher education institutions
in Montenegro – SINC@HE
Support and Inclusion of students with
disabilities at higher education institutions
in Montenegro – SINC@HE
Monitoring
• Preventative monitoring focuses on the review
of the objectives, priorities, methodology,
activities planned
• Advisory monitoring focuses on advice /
suggestion to accompany the project
implementation and solve issues
• Control monitoring focuses on assessment of
the results / impact/ sustainability/ visibility
Support and Inclusion of students with disabilities at higher education
institutions in Montenegro – SINC@HE
Monitoring and Evaluation
WHY DO WE HAVE TO DO THIS?
 Strengthens accountability and
transparency
 Provides information for effective
management
 Helps determine what works well and what
requires improvement
 Builds knowledge
12
Monitoring and Evaluation
Monitoring and Evaluation ? What is the difference?
 Monitoring: Examine the degree of project
progress and to modify the project
contents as necessary
 Evaluation: Review the project with the 5
criteria at the near completion of the
project or several years later. Recommendation
and lessons learnt would be made for improving the
quality of the future projects or other on-going projects
13
Monitoring and Evaluation
5 Main Criteria for Evaluation
1.
2.
3.
4.
5.
Efficiency
Effectiveness
Impact
Relevance
Sustainability
14
Monitoring and Evaluation
 Efficiency: The productivity in project implementation. The
degree to which Inputs have been converted into Outputs.
 Effectiveness: The degree to which the Project Purpose has been
achieved by the project Outputs.
 Impact: Positive and negative changes produced, directly or
indirectly, as a result of the Implementation of the project.
 Relevance: The validity of the Overall Goal and Project Purpose at
the evaluation stage.
 Sustainability: The durability of the benefits an and development
effects produced by the project after its completion.
15
METHODOLOGY
•
•
•
•
•
•
•
To Do List for all WPs
Problem Analysis
Objective Analysis
Project Design Matrix
Total Quality Management for Internal QMC
SWOT Analysis
Suggestion: Development of special questionnaire
for internal quality monitoring and control
Support and Inclusion of students with
disabilities at higher education institutions
in Montenegro – SINC@HE
TO DO LIST FOR ALL WPS
Support and Inclusion of students with
disabilities at higher education institutions
in Montenegro – SINC@HE
Support and Inclusion of students with disabilities at higher education institutions in Montenegro – SINC@HE
Support and Inclusion of students with
disabilities at higher education institutions
in Montenegro – SINC@HE
Support and Inclusion of students with
disabilities at higher education institutions
in Montenegro – SINC@HE
Quality measurements
Involvement of individuals with disabilities
Working visit 1.1 (UOM)
1 Master Student & 1 Ph D student with visual
impairment
Working visit 2.1 (UNIMC)
Mr. Daniele Regolo with hearing impairment,
graduated at University of Macerata getting a
degree in Political Science. He works in his
own society “Jobdisabili.it” developed to
promote the access to the work
world for people with disabilities.
Support and Inclusion of students with
disabilities at higher education institutions
in Montenegro – SINC@HE
Quality measurements
Non consortium partners involved
– Aristoteles University of Thessaloniki – AUTH, Social Policy
Committee, Greece
– Association of Visual Impairment Research - AVIR, Greece
– University of Athens- UOA, Accessibility Unit, Greece
– Institute of Education, University of London, London, UK
– School of Oriental and African Studies, University of
London, UK
– Student Disability Services University College London,
London, UK
– Mr. Daniele Regolo with hearing impairment, works in his
own society “Jobdisabili.it” developed to promote the
access to the work world for people with disabilities.
Support and Inclusion of students with
disabilities at higher education institutions
in Montenegro – SINC@HE
Workshop I- Internal QPLN7
Monday, 27th August
Lefkothea Kartasidou &
Elsa Pavlidou
Support and Inclusion of students with
disabilities at higher education institutions
in Montenegro – SINC@HE
PROBLEM ANALYSIS
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Support and Inclusion of students with
disabilities at higher education institutions
in Montenegro – SINC@HE
Problem Analysis
Problems Analysis visually represents the
causes and effects of existing problems in the
project area, in the form of a Problem Tree. It
clarifies the relationships among the identified
problems.
25
Problem Analysis
Relationships of Problems?
Simply connect causes and effects by directly “Because”
EFFECT
I am not sure
what to do in this
work
I am lack of
expertise/skills
CAUSE
I am lack of
training
I am not motivated to work
My salary is low
My
company
is not
getting
profit
My post
is not
high yet
I get poor respect
from the boss
My poor
communi
cation to
boss
We have
different
ways to
think
26
Problem Analysis
Let us see the cause and effect relations by making a
Problem Tree!!
Some home
problems
Lack of
nutritious
food
Lack of medical
facilities
Lack of clean
water and
sanitation
Water
facilitations was
destroyed
Child is ill
Parents do not have
income
27
Problem Tree
EFFECT
CAUSE
28
Problem Analysis
Steps in Undertaking Problem Tree
1. Identify problems that the project will address.
State problems in negative manner.
2. Group problems by similarity of concerns.
3. Develop the problem tree:
a)
Select a Core/Focal problem from the list and relate other
problems to the core/focal problem.
b) If the problem is a cause of the core problem the tree is
placed below the core problem
c) If the problem is an effect of the core problem is goes
above
29
Rules for Writing Problems
1. Write in a Sentence. (Make Clear “Subject
and Object”)
2. Avoid “No money, No capacity, No,,,”.
3. Avoid Generalization.– Be Specific.
3. Don’t Write a Cause and Effect in One Card.
4. Be Specific Whose problem.
30
Problem Analysis
Exercise (20 minutes)
Let us make the problem tree around the
content of our project
31
OBJECTIVE ANALYSIS
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Support and Inclusion of students with
disabilities at higher education institutions
in Montenegro – SINC@HE
Objective Analysis
Objective Analysis clarifies the means-ends
relationship between the desirable situation
that would be attained and the solution for
attaining it. This stage also requires an
Objective Tree.
33
Objective Analysis
How to Make the Objective Tree
Step 1: Reformulate all negative situation of the problem tree into positive
situations that are :
• Desirable
• Realistically achievable
Step 2: Make sure that there is a means – ends (results) relationship (if this is
implemented then this will be achieved)
The causes become the starting point for the objectives.
The effects become the results of the objectives.
Step 3: IF necessary:
• Revise statements
• Add new objectives if these seem to be relevant and necessary to
achieve the objective at the next higher level
• Delete objectives which do not see suitable or necessary
34
Objective Analysis
Reformulating of Problems?
Results
I enjoy
I am
working
not motivated
and am so
to work
motivated
Knowsure
whatwhat
to doto
Not
well
do in this work
Adequate
Lack of
skills/expertise
expertise/skills
Get
Lacktrained
of training
Salary
Salaryisisincreased
low
My
My
company
company
is
is getting
not
profits
getting
profit
Get
Not high
promoted
post yet
Respected
andfrom
Poor respect
encouraged
the boss by boss
Better
Poor
communic
communi
ation to
cation to
boss
boss
Understandi
Different
ng of to
ways
his/her
think
perspective
Means
35
PROJECT DESIGN MATRIX (PDM)
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url=http%3A%2F%2Fmiyaichi.up.seesaa.net%2Fimage%2FSession20Presentaion20%28PC
M%2920final.ppt&ei=Gq0wUMyYFI-XhQem0ICQCQ&usg=AFQjCNHK1TOdb9ldczw7gY3PmIvKPgTSw
Support and Inclusion of students with
disabilities at higher education institutions
in Montenegro – SINC@HE
Project Design Matrix (PDM)
Important Assumption?
Assumptions are external factors that have the potential to
influence (or even determine) the success of a project, but
lie outside the direct control of project managers
Key points in setting Assumption

Should be relevant and probable

If an assumption is not important or almost certain: Do not include

If an assumption is unlikely to occur: Killer assumption – abandon
project
37
Project Design Matrix (PDM)
Activities to Impact through Assumption
Impact
Outcome
Assumptions
Outputs
Assumptions
Activities
Assumptions
38
Project Design Matrix (PDM)
Example of Assumptions (in our case)
• Activity level
• Output level
• Project Purpose level
• Overall Goal level.
39
Project Design Matrix (PDM)
Objectively Verifiable Indicators (OVI) ?
 OVI measure to verify to what extent the results
are achieved.
 Specify how the achievement of an objective can
be verified or demonstrated
 Provide a basis for Monitoring and Evaluation
 3 Dimensions of Indicators
Quantity
Quality
Time
40
Project Design Matrix (PDM)
Objectively Verifiable Indicators (OVI) with SMART
Specific,
Measurable,
Achievable,
Relevant,
Time-bound
41
Project Design Matrix (PDM)
Example of Indicators (in our case)
• Output level
• Project Purpose level
• Overall Goal level
42
Bad –time
management –
Delay of project
outputs
Late initiation
No respect to
deadlines
Bad communication
Not accessible eservices for the
implementation
Unpredictable
factors
No understanding
No deadlines were
given in e-mails
No knowledge
Inexperienced
partners
Support and Inclusion of students with disabilities at
higher education institutions in Montenegro – SINC@HE
Workshop IISWOT Analysis IQCM
Wednesday, 29th August
Lefkothea Kartasidou &
Elsa Pavlidou
Support and Inclusion of students with
disabilities at higher education institutions
in Montenegro – SINC@HE
SWOT ANALYSIS
Support and Inclusion of students with
disabilities at higher education institutions
in Montenegro – SINC@HE
SWOT
• Factors affecting an organization can usually be
classified as:
• Internal factors
– Strengths (S)
– Weaknesses (W)
Strengths
Weaknesses
Opportunities
Threats
• External factors
– Opportunities (O)
– Threats (T)
Create a plan of action
• What steps can you take to:
–
–
–
–
Capitalize on your strengths
Overcome or minimize your weaknesses
Take advantage of some new opportunities
Respond to the threats
• Set goals and objectives, like with any other plan
Major benefits of SWOT analyses
•
•
•
•
•
Simplicity
Flexibility
Integration and synthesis
Collaboration
Lower costs
The SWOT matrix
SWOT-driven planning
1. The assessment of strengths and weaknesses should look
beyond products, services and resources to examine
processes that meet customers’ or stakeholders’ needs
2. Achieving goals and objectives depends on transforming
strengths into capabilities by matching them with
opportunities
3. Weaknesses can be converted into strengths with strategic
investment. Threats can be converted into opportunities
with the right resources
4. Weaknesses that cannot be converted become limitations
which must be minimized if obvious or meaningful to
customers or stakeholders
Total Quality Management
Implementation on HEIs
Support and Inclusion of students with disabilities at higher
education institutions in Montenegro – SINC@HE
Definition of TQM
• TQM is the way of managing for the future and is far
wider in its application than just assuring product or
service quality - it is a way of managing people and
business processes to ensure complete customer
satisfaction at every stage, internally and externally.
• TQM is defined as “the process of integration of all
activities, functions and processes within an
organization in order to achieve continuous
improvement in cost, quality, function and delivery
goods and services for customer satisfaction”.
Support and Inclusion of students with
disabilities at higher education institutions
in Montenegro – SINC@HE
Total Quality Management (TQM)
• Total – meaning that every person is involved
including customer and suppliers
• Quality – implying that customer
requirements are met exactly
• Management – indicating that senior
executives are committed
Support and Inclusion of students with
disabilities at higher education institutions
in Montenegro – SINC@HE
Principles of TQM
• TQM is a philosophy which applies equally to
all parts of the organization.
• TQM can be viewed as an extension of the
traditional approach to quality.
• TQM places the customer at the forefront of
quality decision making.
• Greater emphasis on the roles and
responsibilities of every member of staff
within an organization to influence quality.
• All staff are empowered.
Support and Inclusion of students with
disabilities at higher education institutions
in Montenegro – SINC@HE
Support and Inclusion of students with
disabilities at higher education institutions
in Montenegro – SINC@HE
TQM IN HEIS
Support and Inclusion of students with
disabilities at higher education institutions
in Montenegro – SINC@HE
Three approaches
• Customer focus: the idea of service to students is
fostered through staff training and development,
which promotes student’s choice and autonomy
• Staff focus: values and enhances the contribution of
all members of staff to the effectiveness of an
institution’s operation, to the setting of policies and
priorities.
• Service agreements: seeks to ensure conformity to
specification at certain key measurable points of
the educational process
Support and Inclusion of students with
disabilities at higher education institutions
in Montenegro – SINC@HE
Staff and
students
without
disabilities
Students
with
disabilities
System
Management
of HEIs
Support and Inclusion of students with
disabilities at higher education institutions
in Montenegro – SINC@HE
Support and Inclusion of students with
disabilities at higher education institutions
in Montenegro – SINC@HE
Support and Inclusion of students with
disabilities at higher education institutions
in Montenegro – SINC@HE
Support and Inclusion of students with disabilities at higher education institutions in
Montenegro – SINC@HE
Social Inclusion
• Indicators
– Community integration and participation
– Community roles
• Contributor, volunteer
– Social supports
• Support network, services
Support and Inclusion of students with
disabilities at higher education institutions
in Montenegro – SINC@HE
Quality Control and Monitoring
Inclusion
Overall Goal
level
Project
Purpose
Level
Support
Outputlevel
Support and Inclusion of students with
disabilities at higher education institutions
in Montenegro – SINC@HE
Output level
Support and Inclusion of students with disabilities at higher education institutions in Montenegro – SINC@HE
Project Purpose level
• To improve university regulatory frameworks,
guidelines and recommendations to allow full support
for students with disabilities in ME HEIs
• To improve institutional capacities through providing
special equipment, support services and staff training
for teaching students with disabilities
• To establish Student Advisory Offices at each partner
university for counselling, guidance, tutoring,
relationships and psychological support
• To raise awareness and motivation on inclusive
education and to increase the number of prospective
students with disability
Support and Inclusion of students with disabilities at higher education institutions in
Montenegro – SINC@HE
Overall Goal level
• To improve quality and relevance of inclusive
education for students with disabilities in
Montenegro to strengthen the open society
values by combining best EU practices and
policies
Support and Inclusion of students with disabilities at higher education institutions in Montenegro
– SINC@HE
Exercise
• According to the three approaches of TQM in
HEIs and taken into consideration the
indicators of Social Support evaluate the
project following the SWOT analysis
• Output level
• Project Purpose level
• Overall Goal level
Support and Inclusion of students with
disabilities at higher education institutions
in Montenegro – SINC@HE