Transcript SEMESTER 2 2014/2015 EDU5824 SOAIB ASIMIRAN

SEMESTER 2 2014/2015
EDU5824
SOAIB ASIMIRAN
Quality models in higher education
After completing this topic, you should be able to:
Explain models of quality practices
Differentiate objectives of quality control and
quality assurance
Describe the characteristics of quality models
Choose quality models for practices
Readings:
Chapters 2, 5 B. Janakiraman & R.K. Gopal, 2007
Nina Becket & Maureen Brookes, 2007, Quality Management Practice in Higher
Education – What Quality Are We Actually Enhancing?
G. Srikanthan & John F. Dalrymple, 2002. Developing a holistic model for
quality in higher education
House of Total Quality
The roof
Management system
TQM
Social system
PROJECT
PLANNING
Four pillars
Foundation
INDIVIDUAL TASK
MANAGEMENT
QUALITY
PLANNING
Cornerstone
OPERATIONS
PLANNING
PROJECT
MANAGEMENT
RESPECT FOR
PEOPLE
PROCESS
MANAGEMENT
SPEAKING
WITH FACTS
STRATEGIC
PLANNING
CONTINUOUS
IMPROVEMENT
CUSTOMER
SATISFACTION
STRATEGY
MANAGEMENT
Technical system
Introduction
Quality
in higher education has been placed as an
important contemporary agenda.
Approaches to implement quality in higher
education have been made based on quality
management models practiced in the industrial
sectors.
Many universities have began implementing ‘total
quality management - TQM’ model as an
alternative.
TQM not focused on ‘core functions of teaching
and learning’, considered as a ‘myth and illusion’.
The model is seen as flawed and unfit with the
core operation: education.
Introduction
The
model for quality management has to be a
holistic model to meet the requirements of the core
functions of service and education.
Distinction has to be made between the two
processes of the functions.
The service relates to general administrative
activities to support for academic (enrolment,
library) and amenities (cafeterias, recreation)
services.
The education processes relate to the functions of
teaching, research and community services.
Theoretical educational quality models
Transformative models (Harvey & Knight, 1996):
Transformation is the most appropriate learning
oriented approach to quality.
The emphasis is on ‘enhancing participants’,
‘adding value’ to capability and ‘empowering
participants’.
There is a clear focus on total student experience.
Quality policies have to be learning-oriented and
centered on student’s learning experience.
Learning is based on interactions between learners
and teachers.
There is a shift of focus to learning rather than
teaching.
Theoretical educational quality models
An engagement model of program quality:
Developed by Haworth & Conrad (1997), focusing
on the students, academics and administrative
engagement in teaching and learning.
 High quality program is one that ‘contribute to the
learning experiences for students that have positive
effects on their growth and development’.
Three principles stakeholders (students, academics
and administrators) contribute to the learning
experiences for students in five programs attributes.
Three principle stakeholders
Students
Academics
Administrators
Theoretical educational quality models
An engagement model of program quality:
Diverse and engaged participations from academics,
students and leaders.
Participatory cultures through shared program
direction, community of learners and risk-taking
environments.
Interactive teaching and learning through critical
dialog, integrative learning, mentoring, peer
learning, out of class activities.
Connected program requirements.
Adequate resources such as support services for
students, academics and ample basic infrastructure.
Theoretical educational quality models
University of Learning Model:
Bowden & Marton (1998) examine the
organizational characteristics of higher education
from a pedagogical perspective.
Quality in a university context through its core
functions has a lot to do with the quality of learning
and quality of learning has a lot to do with different
ways of seeing things that could widen the range of
possibilities of seeing the same thing (variation is an
acceptable foundation in learning).
University must be conducive to facilitate a dynamic
learning process that contribute to a ‘university of
learning).
Theoretical educational quality models
A model for a Responsive University:
Tierney (1998) postulated a model for excellence –
a responsive university.
The model is based on the premise that ‘the public
will judge the university in terms of the quality of
their relationships and the quality of the outcomes.
To survive and thrive, universities will have to be
responsive and be service oriented.
The emphasis is on development of new
relationships and partnerships with communities,
focus on customers.
Student-centered in programs, community-centered
in outreach and nation-centered in research.
Evolution of Quality Hierarchy
Inspection
Inspect products
Detection
(Reactive)
Quality Control
Operational techniques to make inspection
more efficient and to reduce the cost of
quality
Quality
Assurance
Planned and systematic actions to ensure that
products or services conform to company
requirements.
Total Quality
Management
Incorporates QC/QA activities into a companywide system aimed at satisfying the customer
(involves all organizational function).
Prevention
(Proactive)
Study on quality
Tsinidou, Gerogiannis & Fitsilis (2010)
 Determinants for education services
provided by HEIs in Greece and their
importance from students perspective.
 5 dimensions for quality – based on
SERVQUAL
 Tangibles
 Reliability
 Responsiveness
 Assurance
 Empathy

 Tangibles
– the appearance of
physical facilities, support services
and service personnel.
 Reliability – degree on knowledge,
skills learned and services are
offered accurately, dependably and
on time without errors.
 Responsiveness – willingness to help
customers and meet their needs and
wants. Also ability to respond
effectively.
 Assurance
– confidence and trust
customers hold towards institute and
feeling safety in case of danger.
 Empathy – attention and care the
institution may offer to customers.
(Convenient operating hours).
Determinant factors
 Communication
skills were seen of
high importance by the students.
 The availability of text books and
journals influenced quality.
 Curriculum hands on experience.
 Elective modules as early as
possible.
 Location of institution.
Determinant factors
 Subsidized
catering and
accommodation services important
for majority of students.
 Institution should link with business
and society to attract new students
and to provide students with better
career prospects.
Strategies - Quality Control
To
establish standards of quality which are
acceptable to the customer and economical to
maintain the standards.
To enable the setting and resetting of processes
and machinery.
To keep up the quality of products during
manufacturing by taking remedial steps.
To locate and identify the process faults and
defects of products and thus control the scrap and
wastes.
To take different measures to improve the
standard quality of products.
Objectives of Quality Control
To
see that products of lower quality do not
reach customers. Can we do this in education?
To enable reduction in operating cost by not
producing defective goods.
To develop quality reputation which is of prime
importance in selling both consumer and
industrial goods.
Concept of Control
Control
means “all necessary activities for
achieving objectives in the long term, efficiently
and economically.
Control
is doing whatever is needed to
accomplish what we want to do as an
organization”.
Control
can also reflects something that limits an
operation, process or person. In this sense, it is
seen like a “police force”.
Importance of Quality Control
Increases
the profit earning capacity of the
business.
Enables the industry to compete successfully.
Reduces cost of production.
Reduces operation losses by keeping scrap and
wastes to a minimum level.
Improves the product design.
Reduces the product line bottlenecks.
Improves employees’ morale.
Enhances customers’ satisfaction.
Increases the reputation of the industry.
Functions of Quality Control Department
Advises
on inspection and quality control policy
formulation.
Sets inspection standards.
Prepares department budget requests and control
operating expenses.
Selects inspection points.
Selects inspection instruments.
Collaborates with statisticians about statistical
quality control instruments.
Generate deviation reports for rectifications.
Train inspectors on duties/ in using inspection
standards.
Mechanism of Quality Control
Setting
standards and specifications – standard and
specifications must be determined to achieve the
objectives of quality control.
Inspection – it is the method to attain
standardization, uniformity and quality of
workmanship.
Statistical quality control – makes use of statistical
methods and principles to assess variations cause
variations.
Inspection devices (gauges) – to investigate the
dimensional fitness of a mechanical element in
relation to its predetermined dimensional standards.
Strategy - Quality Assurance
Quality Assurance –
the process of verifying or determining whether
products or services meet or exceed customer
expectations.
“systematic management and assessment
procedures adopted by HEIs and systems in order to
monitor performance against objectives, and to
ensure achievement of quality outputs and quality
improvements” (Harman, 2000, p.1).
In short, it is a process of defining and fulfilling a
set of quality standards consistently and
continuously with an objective to satisfy customers.
PDCA model developed by Deming fits for QA.
Quality Assurance
Initiatives undertaken to assure and
enhance the quality of degree program.
 Quality assurance relies on outside
auditors coming inside the organization to
evaluate how well it is doing.
 One of the commonly cited total quality
management systems is ISO 9000.

QA
 What
exactly is quality assurance?
 Why do we need it?
 Does it really improve quality?
 Is quality assurance in education
something different from quality
assurance in general?
QA
 “Quality
assurance” came out of
attempts to prevent defects from
occurring, instead of only checking
up on finished products.
QA - TQM
 “Total
quality management” is the
approach which is most often
associated with quality assurance. It
refers
to
systems
which
are
developed to monitor all processes
that are part of the work of an
organisation
Accreditation
 Total
quality management systems
generally use the idea of
“accreditation”.
 An entity or organization which
subscribes to a total quality
management system is audited by
the appropriate organisation, and is
given accreditation.
Criticism on QA
 Organisations
put all energy into
compliance,
in
order
to
get
accreditation with one of the total
quality
management
systems,
instead of thinking creatively and
consciously about quality.
 Very time-consuming and complex
 Organisations are forced to spend a
lot of time ensuring that they will
meet the audit criteria.
It is more important to think actively and
creatively about what an organization is
trying to achieve, than to put its energy
into complying with the standards of an
external body
 Too much focus on compliance with
process specifications can lead to
individual workers not using their
judgement and expertise appropriately.


(John Pampallis, 2009)
Criticism on QA
Sometimes the people doing audits are
not experts in the thing that is being
done, but rather are experts in the quality
management system that they are using.
 Incompetence: If peer reviewers are not
sufficiently expert in the subject, they
may not see the weaknesses of the course

(Pampallis, 2009).
QA
 quality
assurance in education can
be seen as building on the traditional
checks and balances in the systems
(Pampallis, 2009).
The practice




Higher Education Quality Committee (HEQC),
monitors quality in higher education in South
Africa.
Kenya Commission for Higher Education in
Kenya.
Norwegian Agency for Quality Assurance in
Education.
Association of Universities and Colleges of
Canada (AUCC).
Strategy– Quality Assurance
Jaminan Kualiti –
Semua bentuk dasar, proses, langkah dan aktiviti
yang melalui program kualiti dan dipertingkatkan
selaras dengan keperluan pihak berkepentingan.
Standard asas –
Aspek keperluan asas dan petunjuk prestasi
jaminan kualiti yang perlu dipatuhi untuk
memastikan produk atau perkhidmatan memenuhi
atau melangkaui jangkaan pelanggan.
PDCA Model / Cycle
PDCA comprises four steps –
Plan – establish objectives and processes required
to deliver the desired results.
Do – implement the process developed.
Check – monitor and evaluate the implemented
process by testing the results against the
predetermined objectives.
Act – apply actions necessary for improvement if
the results require changes.
PDCA is an effective tool for monitoring quality
assurance because it analyzes existing conditions
and methods use to produce goods and services.
The aim is to ensure excellence in every component
of the process.
PDCA Cycle
6. Standardized improvements
1. Define the system (draw
flowchart)
7. Plan for continuous
improvement
2. Assess current situation
A
P
C
D
5. Check & study results
(Source: Lewis & Smith, 1994, p.31)
3. Analyze causes (root
causes)
4. Try out improvement theory
Quality models in higher education
1.
2.
3.
4.
5.
6.
7.
8.
Malcom Baldridge National Quality Award
ISO 9000 and other standards
Six Sigma
Balanced Scorecard
Benchmarking
Total Quality Management
Business Process Re-engineering
EFQM – European Foundation for Quality
Management
Quality management models in higher education
Model
Definition
EFQM
Excellence
Model
Non-prescriptive framework that establishes 9 criteria
(divided between enablers and results), suitable for any
organisation to use to assess progress towards excellence.
Balanced
Scorecard
Performance/strategic management system which utilises 4
measurement perspectives: financial, customer, internal
process, and learning and growth.
Malcolm
Baldridge
Award
Based on a framework of performance excellence which can
be used by organisations to improve performance. 7
categories of criteria: leadership; strategic planning;
customer and market focus; measurement, analysis, and
knowledge management; human resource focus; process
management; and results.
Quality management models in higher education
ISO 9000
Series
International standard for generic quality assurance
systems. Concerned with continuous improvement through
preventative action. Elements are customer quality and
regulatory requirements, and efforts made to enhance
customer satisfaction and achieve continuous improvement.
Business
Process Reengineering
System to enable redesign of business processes, systems
and structures to achieve improved performance. It is
concerned with change in five components: strategy,
processes, technology, organisation and culture.
SERVQUAL
Instrument designed to measure consumer perceptions and
expectations regarding quality of service in 5 dimensions:
reliability, tangibles, responsiveness, assurance and empathy
and to identify where gaps exist.
Quality management models in higher education




Many HEIs have adopted the quality management
models originally developed for industry.
The key benefit of all the models is reported to
be the requirement for institutions or
departments to adopt a strategic approach to
quality measurement and management.
Limitations in the application of business models
in an HE context.
Debates on students’ role as customer.
TOTAL QUALITY MANAGEMENT (TQM)
A management approach for an organization,
centered on quality, based on participation of all its
members and aiming at long-term success through
customer satisfaction, and benefits to all members
of the organization and to society (ISO
8402:1994).
 A set of management principles and core values.
Four process steps:
 Kaizen – focuses on continuous improvement
 Atarimae Hinshitsu – idea that things will work as
they are supposed to.
 Kansei – examining the way the user applies the
product leads to improvement in the product it
self.
 Miryokuteki Hinshitsu – idea that things should
have an aesthetic quality.

TQM
Approach most often associated with
quality assurance. It refers to systems
which are developed to monitor all
processes that are part of the work of an
organization.
 Total quality management systems
generally use the idea of “accreditation”.
 Institutions have to be accredited by the
appropriate body.

TOTAL QUALITY MANAGEMENT (TQM)
Four main principles of TQM:
 Meeting or exceeding customer needs
 Everyone’s job
 Continuous improvement
 Leadership
(Seymour, D.T. 1992 quoted in Owlia & Aspinwall, 1997. TQM in higher
education – a review. International Journal of Quality & Reliability
Management, 14(5), pp. 527-543)
Three main principles of TQM:
 Leadership
 Human resource utilization
 Elimination of unnecessary variation
(Hitman, J.A. 1993 quoted in Owlia & Aspinwall, 1997. TQM in higher
education – a review. International Journal of Quality & Reliability
Management, 14(5), pp. 527-543)
TOTAL QUALITY MANAGEMENT (TQM)
Three principle elements of TQM:
 Employee involvement
 Empowerment
 Top management leadership and commitment

Study found that there was a positive relationship between
top management leadership, employee empowerment, job
satisfaction and customer satisfaction.
(Ugboro I.O. & Ubeng, K. 2000. Top management leadership,
employee commitment, job satisfaction & customer satisfaction in
TQM organizations: An empirical study. Journal Quality
Management, 5, pp. 247-272)
TOTAL QUALITY MANAGEMENT (TQM)
Four main themes of TQM:
 Customer focus
 Commitment to process improvement
 Involvement
 Systems thinking
(Sims, S.J. & Sims, R.R. eds.Total Quality
Management in Higher Education – Is It Working?
Why or Why Not?)
TOTAL QUALITY



Total quality is a set of philosophies by which
management systems can direct the efficient
achievement of the objectives of the organization
to ensure customer satisfaction and maximize
stakeholder.
The organization should design quality into its
products rather than inspect it afterward.
This is accomplished through continuous
improvement of the quality system, which consists
of the social system, the technical system, and the
management system.
TOTAL QUALITY MANAGEMENT (TQM)
Customer focus :
 Customer satisfaction is the criterion for quality.
 Quality is defined by customer and customer
satisfaction is the beginning, the end and runs
continuously throughout the process.
 Everyone must identify and develop a working
relationship with customer.
 External customers are the receiver of the
system’s product or service.
 Internal customers are within the system, the
students and are important in defining, assessing,
and improving the process.
 Everyone should identify, define, measure,
improve and meet the criteria for satisfaction of
the customers.
TOTAL QUALITY MANAGEMENT (TQM)
Commitment to Process Improvement :
 Everything is a process.

TQM focuses on how each process can be
improved.

Well-defined objectives, criteria, and measurement
provide the principles for continues improvement.

There must be a shared commitment and shared
commitment is viewed as enduring and strategic.

Cultural change is fundamental to ensure the
success of continuous improvement.
TOTAL QUALITY MANAGEMENT (TQM)
Total Involvement :
 Involvement is the key to simplify the continues
improvement process.



Everyone is valued and considered as competent
partner who believes and acts on the idea of
quality.
Quality education and training initiatives are
provided to employees so that employees will learn
and acquire the skills required in redesigning work
processes.
It is more than encouraging cooperation, sharing
responsibility, participating in decision-making,
and working in teams.
TOTAL QUALITY MANAGEMENT (TQM)
System Thinking:
 TQM asserts 85% of total error is “common cause
variation” or “system error” only 15% results from
individual performance.
 TQM is fundamentally from traditional
management, which may be inordinately
concerned with individual performance.
TOTAL QUALITY MANAGEMENT (TQM)
Five elements for continuous improvement:
 TQM focuses on an identified process or system
that can be described by flow chart and links
explicitly to other processes and to institutional
goals.
 It is designed to identify, understand, and meet
customer needs.
 It relies on data to define needs, describe
problems, and arrive at solutions because TQM
uses scientific methods to analyze data, construct
and test hypotheses, and evaluate results to solve
problems.
 It involves those who make decisions about
improvements, more than participation and
necessitates empowerment.
 It respects individuals and their contributions,
relies on capacity and responsibility of all players to
make things better.
TOTAL QUALITY MANAGEMENT (TQM)
Characteristics of TQM:
 Broad movement and not a one model.
 Integrate all organizational functions to focus on
meeting customer needs and organizational
objectives.
 An approach to improve the effectiveness and
flexibility of the business as a whole by organizing
and involving the whole organization.
 Enables all people to communicate readily with one
another in pursuit of a common goal.
 Involving the product aspects, systems aspects,
functional aspects, and human aspects to lead to
customer delight.
 Helps turn around to student learning as focus
(customer orientation) – delight the customer
BENEFITS OF TQM PROGRAM
Customer
•
•
•
Fewer problems
with products/
services
Company
•
•
Employees
Quality improves
•
Empowerment
•
More training
more skills
•
More
recognition
Motivates staff
Increases
productivity
Better customer
care
•
Greater
satisfaction
•
Reduce costs
•
Reduces defects
•
Resolves
problems faster
•
Makes company a
leader
•
Reduces resistant
to change
TOTAL QUALITY MANAGEMENT (TQM)
Why HEIs concerned about TQM?
 Competition – institutions have to worry about preserving
enrolment. Private HEIs need tuition fees and public HEIs
have to compete based on students enrolment.



Costs – students and public want to know what more they
are getting for the money they have paid as tuition fees.
Accountability – those who support higher education want to
know how the dollars are being spent to ensure
accountability.
Service orientation – HEIs have to respond to public demands
and the public wants to be ensure that HEIs deliver better
services by setting standards of quality. HEIs must move
towards a learning environment that emphasizes an
involvement that can empower students with a high quality
“tool kit” to meet new challenges.
TOTAL QUALITY MANAGEMENT (TQM)
Obstacles in implementing TQM:
 Management – not fully committed and focus on short-term
gains.

Scepticism – lack of organizational focus on quality.

Loss of credibility for TQM – regard TQM as last year’s flavors
or last month’s flavors.

Teams bogged down on trivial things – not tackling the
important problems.

Unwillingness to change – resistant and feeling complacent.

Compartmentalization – individualism

Lack of competition – little sense of competition

Conformance to minimum requirements
INSTITUTIONAL CHANGE AND TQM
Institutional change is fundamental to TQM. The Importance of
change can be described as follows:
 Commitment – committed to pursuing total quality needs a
change as a way of life.



Culture of change – an effort must be made to change the
culture of the institution, a culture based on customer
satisfaction and continuous improvement.
Continuous improvement efforts – re-engineering the
processes on how organization operates and re-designed to
provide higher quality at lower cost.
Making change as necessity – processes tend to become
unnecessarily complicated over a period of time. Therefore,
change is a necessity to overcome the problem of
unnecessary bureaucracy.
INSTITUTIONAL CHANGE AND TQM





Cultural change – way of doing business in the institution must be
embedded in the organization by way of changing culture and
environment. Institutional culture must move away from becoming
an obstacle to TQM.
Top Administration – top administration must make a commitment
to improving quality for themselves and the institution as a whole.
Education and training – there must be a continuing and significant
investment in education and training for all members to ensure staff
will be motivated, quality initiatives are sustained, and new
knowledge is provided at all time.
Benchmarking – use benchmarking as a mechanism to continuously
search for best practices that lead to superior performance.
TQM Steering Committee – establish committee responsible for
planning, supporting, steering implementation of TQM; identifying
barriers and solutions; developing training plan; and piloting new
initiatives.
ISO 9000 series
Main characteristics of ISO 9000 series:
 Broad movement and not a one model.
 Integrate all organizational functions to focus on
meeting customer needs and organizational
objectives.
 An approach to improve the effectiveness and
flexibility of the business as a whole by organizing
and involving the whole organization.
 Enables all people to communicate readily with one
another in pursuit of a common goal.
 Involving the product aspects, systems aspects,
functional aspects, and human aspects to lead to
customer delight.
 Helps turn around to student learning as focus
(customer orientation) – delight the customer
QUALITY CIRCLES



QC was first introduced in Japan in 1962 by Prof.
Ishikawa.
QC is a small group of people who meet together
on a regular basis to identify, analyze and solve
quality, cost reduction or any other problem in
their work area, leading to improvement in their
total performance and enrichment of their work
life (Janakiraman & Gopal, 2007, p.84).
A quality improvement study group composed of
a small number of employees (10 or fewer) and
their supervisor (American Society for Quality,
1999).
PURPOSE OF QUALITY CIRCLES



To support the improvement and development of
the company / organization.
To respect human relations in the workplace and
increase job satisfaction.
To draw out employee potential.
Quality must be company wide – including the
product, service, management, the company
itself and the people. Quality improvement must
be company wide in order to be successful and
sustainable.
OBJECTIVES OF QUALITY CIRCLES







To give an opportunity to employees to use their
wisdom and creativity.
To reduce errors and enhance quality
productivity.
To encourage team spirit and cohesive culture
and create harmonious human relations.
To promote job involvement and participation.
To increase employee motivation.
To harness problem solving capability.
To build an attitude of ‘problem prevention’.
OBJECTIVES OF QUALITY CIRCLES







To improve communication.
To promote personal and leadership
development.
To improve internal house keeping.
To improve quality of customer service.
To facilitate achievement of business /
organizational goals.
To contribute to the improvement and
development of the organization.
To respect humanity and build a happy, bright
work place which is meaningful to work in.
(Janakiraman & Gopal, 2007, p.84)
STRUCTURE OF QUALITY CIRCLES
Top management
 Steering committee
 Facilitator
 Leader / deputy leader
 Members
 Non-members
The members of a QC should be from the same
work area or do similar work so that the
problems selected will be familiar to all members.
The ideal size is 6-7 members, the size must not
large so that every member can have time to
participate and contribute during meetings.

(Janakiraman & Gopal, 2007, p.84)
CONCEPTS OF QUALITY CIRCLES

QC enables employees to establish meaningful
relations with each other and ensure harmony.
QC enables tapping individual potential.
QC is not a management devise but only a forum
of members to come together and solve problems
to themselves.
QC improves quality of work life.
In QC participation is voluntary.

Please read about steps in formation of QC in




(Janakiraman & Gopal, 2007, p.85-90)
PROBLEM SOLVING TECHNIQUES IN QC





Brainstorming
Data collection
Pareto analysis – plotting cumulative frequencies
of the relative frequency data in descending order
Cause and effect diagram – fish bone diagram
Line graphs
Henry Ford said:
Coming together is the beginning
Keeping together is progress
Working together is success
(Janakiraman & Gopal, 2007, p.90-91)
TEAMS IN QC
Advantages of teams in QC:
 Organization’s problem solving and decision
making ability is increased.
 Effective interpersonal relations are developed.
 Intra-group and inter-group communication
facilitate overcoming many psychological
barriers.
Resistance of change in QC

Slowing down of performance – people afraid change
might disrupt current level of performance.

Threat to power/influence – change may terminate or
reduce power and influence.


Habit – habits are tough to break.
Fear of unknown – individuals fear doing things
differently.

Limitation of resources – time, money may contribute to
people’s resistant to change.

Social influence – people resist change because other
people do. Change agents are not many in any organizations
and power in numbers is always a factor that can influence
other people.
Techniques to overcome resistance of change




The need, importance and urgency of change is
well clarified to facilitate change.
The involvement and commitment is fostered
throughout the organization.
Introduce change in the most effective and efficient
manner, facilitation and support are provided.
Individual differences in receptiveness to change
are identified and appropriately addressed.
European Foundation for Quality Management - EFQM Model
Enablers
Results
People
Leadership
Policy &
Strategy
People
results
Processes
Partnership &
Resources
Innovation and Learning
Customer
results
Society
results
Key
Performance
Results
European Foundation for Quality Management - EFQM Model
Criteria reflecting the organization:
1.
Leadership – indicates how the management develop and
facilitate achievements.
2.
Policy and strategy – reflects how the organization
implements its mission and vision of strategic planning of the
organization.
3.
People management – refers to the quantitative aspects of
personnel planning and to the quality of the personnel policy.
4.
Resources – indicates how the organization plans and
manages its resources.
5.
Management process – reflects how the organization designs,
manages and improves its processes in order to support its
policy and strategy and fully satisfy, and generate increasing
value for its customer and stakeholders.
European Foundation for Quality Management - EFQM Model
Criteria reflecting the results:
1.
People results – indicates how the organization is
achieving in relation to the satisfaction of its
members.
2.
Customer results – reflects the wishes,
expectations and professional needs of their
customers.
3.
Society results – measures how the organization is
achieving in satisfying the needs and expectations
of the local, national and international community.
4.
Key performance results – points the development
of the planned financial and operational business
performance.
European Foundation for Quality Management - EFQM Model
Main characteristics of EFQM Model:
Highlight all functions in an organization of –
1.
What are we doing?
2.
What needs improvement?
Developed by the European Foundation for Quality
Management in 1991 as model that recognizes
that there are many approaches to achieving
sustainable organizational excellence.
Article: Temple, P. (2005). The EFQM Excellence Model: Higher
Education’s latest management fad?, Higher Education Quarterly,
59(4), pp 261 – 274.
European Foundation for Quality Management - EFQM Model
Benefits of EFQM Model:

The system is based on a structured approach.

The measurements are based on facts and not individual
perception.

Consensus meetings are taken place on needs to be done
through everyone.

The system is a mean to train the organization in TQM.

It has been proved to be a very powerful diagnostic tool.

The system is a tool for measuring progress.

It will share excellent approaches within different areas of
an organization.

The quantitative output is a mean for benchmarking.
Business Process Re-Engineering
BPR:

Is the result of many years of management evolution,
bringing new emphasis on creativity, going where no one
has gone before.

Reinventing or starting from scratches, the heart of BPR
is ‘discontinuous thinking’ meaning discontinuing all the
old procedures and fundamental assumptions.

Introduced by Michael Hammer and Jim Champy who
published a book Re-engineering the Corporation in 1995.

Is a fundamental rethinking and radical redesign of
business process to achieve quantum leap improvement
in business results.
Business Process Re-Engineering
BPR several misconceptions:

Is not reorganizing – re-engineering looks at what is
required to be done, not how the organization is
structured.

Is not downsizing – it focuses on rethinking work from
ground up, eliminating work that is not necessary and
finding better, more effective ways of doing work.

Is not simply about making an organization more efficient
– it is about creating value for the customer (lower cost,
higher quality, increased response time), to bring about
dramatic improvements in critical, contemporary
measures of performance such as cost, quality, service.
Business Process Re-Engineering
BPR methodology:

Step 1 – develop the business vision and process
objectives.

Step 2 – identify the processes to be redesigned.

Step 3 – understand and measure the existing processes.

Step 4 – identify IT levers.

Step 5 – design and build a prototype of the new process.
(Davenport and Short, 1990)
Business Process Re-Engineering versus TQM
Elements
Level of change
Starting point
Frequency of change
Time required
Participation
Typical scope
Risk
Primary enabler
Type of change
(Davenport,1993)
TQM
incremental
existing process
continuous
long
bottom-up
narrow, within func
moderate
statistical control
cultural
BPR
radical
clean slate
one-time
short
top-down
broad, cross
high
IT
cultural /
structural