college of business and accountancy · 4. students will be able to distinguish the strategic...

SCHOOL OF BUSINESS AND ACCOUNTANCY HOLY ANGEL UNIVERSITY

GRADUATE SCHOOL OF BUSINESS MASTER OF BUSINESS MANAGEMENT

COURSE OUTLINE: TOTAL QUALITY MANAGEMENT (GSTQM) PROFESSOR: DR. BRIAN C. GOZUN 1st Semester, SY 2016-2017 Holy Angel University VGMOs Vision: To become a role-model catalyst for countryside development and one of the most influential, best-managed Catholic universities in the Asia-Pacific region. Mission: To offer accessible quality education that transforms students into persons of conscience, competence, and compassion. Core Values: Christ-Centeredness, Integrity, Excellence, Community, and Societal Responsibility Strategic Objectives:

1. Academic Quality and Organizational Excellence 2. Authentic Instrument for Countryside Development 3. Great University to Work for 4. Faithful Catholic Education

Graduate School of Business VMGOs Vision Statement

A premiere graduate business education in the Asia-Pacific Region dedicated to helping professional, entrepreneurs and public servants become competent and socially responsible leaders and to contribute to countryside development.

Mission

To provide advanced and high quality business education in the field of management, accountancy, entrepreneurship, public governance and hospitality to professionals and leaders through a wide range of relevant, educational experience.

Goal

To provide our sincerest service to our graduate students as we are committed to the shared ideals of integrity, excellence, community service and societal responsibility.

GSB Strategic Objectives

1. To offer programs which are more relevant and responsive to the shifting needs of the real world. 2. To promote practitioner-research oriented that will allow us to participate in the furtherance of knowledge and elevate our

GSB programs to higher level of excellence. 3. To forge and maintain strategic functional linkages and/or partnership with academic institutions, relevant organizations,

national government agencies and local government units for knowledge transfer, sharing of resources and advocacy training for public service.

4. To act as reputable workplace preferred by faculty members who are experts in their corresponding fields and proficient in interdisciplinary and multi-disciplinary approaches in teaching.

5. To foster culture that promotes integrity, innovation, and the highest ethical standards in the Catholic context. MBM Program Educational Objectives

1. Students will be able to apply quantitative and qualitative research in the solution of business problem. 2. Students will be able to integrate interdisciplinary and multidisciplinary perspectives in approaching management problems, issues and concerns. 3. Students will be able to apply business analytical tools in solving problems arising in corporate finance and management. 4. Students will be able to distinguish the strategic dimensions of total quality management in the manufacturing, service and other industry related businesses. 5. Students will be able to judge whether business practices conform to the ethical standards in business.

HAU Strategic Objectives GSB Strategic Objectives MBM

Program Educational Objectives

Institutional Students’ Learning Outcomes

1. Academic Quality and Organizational Excellence

1. To offer programs that are more relevant and responsive to the shifting needs of the real world.

#1, #2, #3 and #4 Civic and Global Learning

Applied and Collaborative Learning

Critical and Creative Thinking

2. Authentic Instrument for Countryside Development

2. To promote practitioner-research oriented that will allow us to participate in the furtherance of knowledge and


Applied and

elevate our GSB programs to higher level of excellence.

Collaborative Learning

Critical and Creative Thinking

3. To forge and maintain strategic functional linkages and/or partnership with academic institutions, relevant organizations, national government agencies and local government units for knowledge transfer, sharing of resources and advocacy training for public service.


Applied and Collaborative Learning

Communication and Interpersonal Skills

3. Great University to Work For

4. To act as reputable workplace preferred by faculty members who are experts in their corresponding fields and proficient in interdisciplinary and multi-disciplinary approaches in teaching.

#5 Communication and Interpersonal Skills

Valuing and Ethical Reasoning

4. Faithful Catholic Education 5. To foster culture that promotes integrity, innovation, and the highest ethical standards in the Catholic context.

#5 Valuing and Ethical Reasoning

Communication and Interpersonal Skills

Course Learning Outcomes 1. Identify the concepts of total quality and performance excellence and their applicability to manufacturing, services, health care, education, and not – for- profits, the evolution of quality principles, and the modern principles of total quality and its relationship with agency theory. 2. Describe the frameworks for pursuing performance excellence in organizations: the Malcolm Baldrige Award, ISO 9000:2000, and Six Sigma, focusing on the value of the approaches in building performance excellence and evaluating their similarities and differences.

3. Analyze the tools and techniques for designing quality goods and services and for controlling quality in manufacturing and service operations. 4. Apply the tools for quality and process improvement, including Kaizen, the Deming Cycle, six Sigma DMAIC, lean thinking, the Seven QC Tools, benchmarking and reengineering, and creativity and innovation concepts. 5. Explain the methods of designing organizations to support a focus on performance excellence on high performing organizations from traditional functional organizations, approaches to organizational design. 6. Illustrate an example of organizational change in action and quality focused change that relates to organization theory. 7. Present an improvement plan for a company approved by the adviser and assessed by an independent panel of evaluators. Course Description This course deals with issues concerning quality. Students are taught the principles of quality as a way

of life of a nation and its power to influence the world depends on the country’s economic and technologica l progress. The

challenge of change for global Filipino companies is to build quality into their organizations and to produce high-quality products

and services that customers want and demand. The total quality system is tackled to include productivity,

processes, human resource management and strategies. The various steps to the implementation of TQM (i.e. planning,

assessment, implementation, and networking), quality methods, techniques, tools and standards are also studied. Towards the end

of the course, the students are expected to come up with a strategic improvement plan for a company approved by the

adviser and assessed by an independent panel of evaluators (Based on Commission on Higher Education (CHED)

Memorandum Order 39). Number of Units 3 units Prerequisite Subjects GSLOPMA Required Textbook/Materials Evans, James R. (2015). Continuous Quality Improvement and Performance Excellence with

OBE Supplements. Cengage Learning Asia PTE Ltd First Philippine reprint. Other Resources/References Evans, J.R. (2011). Quality Management, Organization and Strategy, 6 th, South Western:

Cengage Learning Goetsch, D.L. & Davis S. (2013). Quality Management for Organizational Excellence:

Introduction to Total Quality, 7th, USA: Pearson Education, Inc. Montgomery, D.C., Jennings, C.L. & Pfund, Me.E. (2012). Managing Controlling and Improving

Quality, 1st, John Wiley & Sons.

Ramasamy S. (2012). Total Quality Management, The Mc-Graw Hill Companies Requirements Group Portfolio and Strategic Improvement Plan for a company approved by the adviser and assessed by an independent panel of evaluators Practical Assignments and Activity Reports/Workshop Outputs Major Examinations

Written- Prelims and Midterm Oral- Finals)

Final Proposal for Industry Recipients of Improvement Plan V. Learning Outline

Week No.

Learning

Outcomes

Topics Methodology Student Output Evaluation of Learning

Assessment

Week 1 At the end of the chapter, the student will be able to: Explain the

concepts of quality and performance excellence.

Present in class the importance of quality in every organization’s culture and management systems,

Communicate in class the brief history of the “quality revolution”

Describe quality in organizations in

PART 1:

FOUNDATIONS OF QUALITY AND

PERFORMANCE EXCELLENCE

Chapter 1

Introduction to Quality and Performance

Excellence Quality and

Performance Excellence

The importance of quality in organizations

A brief history Quality in

organizations: a. Manufacturing b. Service c. Health Care,

education and government organizations

Principles and

Lecture, Discussion

Case Analysis Internet Application

Multi Media Presentation

Students to be

participatory in the discussion

Written homework

Graded written reflection on the keywords for quality and performance excellence

Marked participation

Students to explain the

concepts of quality performance excellence using an illustration in PPT design

Students must obtain a score of, at least, 85% in the average quizzes taken in a term to pass

All students should be motivated to communicate their personal thoughts either in oral or in written

All students should pass their written home work for the next lesson as part of routine activity

manufacturing, service, health care, education, and government organizations.

Explain the fundamental principles and practices of quality and performance excellence; and

Discuss relationships of total quality with organizational models in management theory.

Practices of total quality and performance excellence

Total quality and Agency theory

Week 1 At the end of the chapter, the student will be able to:

Describe the

philosophies of Deming, Juran, and Crosby that provide the bases for modern approaches to achieving quality and performance excellence,

Provide an overview of the Malcolm Baldrige National Quality Award and other related award programs, ISO 9000, and Six Sigma as frameworks for quality and performance excellence and

Communicate the ISO, Six Sigma in scope, purpose, and philosophy, so as to make informed choices when deciding to pursue an approach to organizational excellence.

Chapter 2

Frameworks for Quality and

Performance Excellence

Foundations of

Performance Excellence - The Deming

Philosophy - The Juran

Philosophy - The Crosby

Philosophy - The Baldrige

Award - International

Awards Quality Management

Systems - ISO

ISO 9000 (ISO 9001-2008) STANDARD ISO 14000

- Six -Sigma

Lecture, Discussion

Workshop in making a short quality plan

Internet Application Multi Media Presentation

Students to be

proactive in doing their group output as

Graded Written homework

Graded written reflection on the keywords used in Deming, Juran and Crosby Philosophies


Graded activity reports and quizzes

Portfolio on Quality Management Systems

Students to proactive in

groupings Students must obtain a

score of, at least, 85% in the graded written reflections, quizzes and marked participation

The group leaders should be responsible in leading the members to complete their Portfolio on Quality Management Systems

Week 2 At the end of the chapter, the student will be able to:

Chapter 3

Tools and Techniques for Quality Design and

Students to be

proactive in doing their individual

Students to proactive in

doing their individual designs for quality

Describe

approaches to designing products and services to achieve better customer satisfaction.

Illustrate the application of a variety of tools for process design and control and

Describe principles of statistical thinking as a basis for effective management.

Control Designing quality

goods and services Designing quality

processes Statistical thinking and

process control tools

Lecture, Discussion

Application of Designing Quality Processes


designs for quality processes




processes Students must submit

their written homework as part of their marked participation

Students to be participative in reporting

Week 3

At the end of the chapter, the student will be able to:

Explain the

philosophy and approaches to continuous improvement

Describe systematic improvement processes used by many organizations;

Illustrate the application of a variety of tools for process improvement,

Chapter 4 Tools and

Techniques for Quality

Improvement Process Improvement - The Kaizen

Philosophy Improvement process - The Deming Cycle - Six Sigma DMAIC

Tools for continuous improvement - Seven (7) quality

tools Breakthrough

Improvement - Benchmarking - Re-engineering - Creativity and

innovation

Lecture, Discussion

Case Analysis Internet Application


Graded

Application of tools for process improvement




Students to be actively

doing their individual and group assignments on the application of tools for process improvement of their chosen company recipients

including those used in Six Sigma and Lean Six Sigma; and

Discuss breakthrough improvement and the importance of creativity and innovation.

M I D T E R M E X A M I N A T I O N Week 4 At the end of the

chapter, the student will be able to: Present their

group initial output on their course requirement on Proposed Strategic Improvement Plan for a Company of their Choice as Recipient(s)

Discuss issues related to choosing the specific organizational structures, systems, or other tools used to describe ;

Describe the functional structure, the most common structure used in a business;

Identify the changes necessary to create organization structures that

PART 2:

PERFORMANCE EXCELLENCE,

STRATEGY, AND ORGANIZATION

THEORY

Chapter 6 Designing

Organizations for Performance Excellence

Organizational structure of their Chosen Organization

The functional structure for possible change

Proposed redesign of organizations for performance excellence

Comparison to organizational design theory

Lecture, Discussion

Case Analysis Application of Tools Internet Application


Graded







support quality and high

Week

4

At the end of the chapter, students will be able to: Explain the

importance and scope of organizational change to achieving performance excellence.

Explore the organizations to build a strong quality culture, sustain performance and continually improve organizational effectiveness.

Explain total quality perspectives on organizational change relate to organization theory.

Chapter 7

Performance Excellence and

Organizational Change The importance of

change Sustaining quality and

performance excellence

Organizational change and organization theory

Lecture, Discussion

Application with Research Integration

Internet Application Multi Media Presentation

Graded







Week 5

At the end of the period, students will be able to: Improve their self

confidence in knowledge based preparation and presentation of creative work

Pass their draft/ final output on proposed strategic improvement plan for a company of their choice as industry partner recipients

ORAL EXAMINATION IN PER GROUP PRESENTATION

The Oral final exam will test synthesis and application of learning, with emphasis on creating their proposed strategic improvement plan for a company of their choice as industry partner recipients.

Graded oral Exam Graded Strategic

Proposal Output Marked

participation of members

Students to be

completing their final requirements for oral exam

FINAL EXAMINATION Expectations from Students Students are held responsible for meeting the standards of performance established for each course. Their performance and compliance with other course requirements are the bases for passing or failing in each course, subject to the rules of the University. The students are expected to take all examinations on the date scheduled, read the assigned topics prior to class, submit and comply with all the requirements of the subject as scheduled, attend each class on time and participate actively in the discussions. Furthermore, assignments such as reports, reaction papers and the like shall be submitted on the set deadline as scheduled by the faculty. Extension of submission is approved for students with valid reasons like death in the family, hospitalization and other unforeseen events. Hence, certificates are needed for official documentation. Likewise, special major examination is given to students with the same reasons above. Attendance shall be checked every meeting. Students shall be expected to be punctual in their classes. And observance of classroom decorum is hereby required as prescribed by student’s handbook. Academic Dishonesty It is the mission of the University to train its students in the highest levels of professionalism and integrity. In support of this, academic integrity is highly valued and violations are considered serious offenses. Examples of violations of academic integrity include, but are not limited to, the following:

1.Plagiarism – using ideas, data or language of another without specific or proper acknowledgment. Example: Copying text from the Web site without quoting or properly citing the page URL, using crib sheet during examination. For a clear description of what constitutes plagiarism as well as strategies for avoiding it, students may refer to the Writing Tutorial Services web site at Indiana University using the following link: http://www.indiana.edu/~wts/pamhlets.shtml. For citation styles, students may refer to http://www.uwsp.edu/psych/apa4b.htm. 2. Cheating – using or attempting to use unauthorized assistance, materials, or study aids during examination or other academic work. Examples: using a cheat sheet in a quiz or exam, altering a grade exam and resubmitting it for a better grade. 3. Fabrication – submitting contrived or improperly altered information in any academic requirements. Examples: making up data for a research project, changing data to bias its interpretation, citing nonexistent articles, contriving sources. (Reference: Code of Academic Integrity and Charter of the Student Disciplinary System of the University of Pennsylvania at http://www.vpul.upenn.edu/osl/acadint.html). Policy on Absences 1. A student who incurs two (2) absences in any subject shall be given a mark of “FA” as his final rating for the trimester, regardless

of his performance in the class.

2. Attendance is counted from the first official day of regular classes regardless of the date of enrolment.

Grading System (Campus ++): Grading System. Student Catalogue (2011), Graduate School, Holy Angel University) Grades Percentage Grade General Classification 1.0 97 – above Outstanding 1.25 94 – 96 Excellent 1.50 91 – 93 Superior 1.75 88 – 90 Very Good 2.00 85 – 87 Good 5.00 Below 85 Failed 6.00 FA Failure Due to Absences 8.00 UW Unauthorized Withdrawal 9.00 DRP Dropped with Permission Assessment Criteria for Written examination Grades Percentage Grade General Classification 1.0 97 – above Outstanding 1.25 94 – 96 Excellent 1.50 91 – 93 Superior 1.75 88 – 90 Very Good 2.00 85 – 87 Good

http://www.vpul.upenn.edu/osl/acadint.html

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