educational administration practices with total quality management (tqm)

THEME:Turning Great Teachers to Great Administrators with ‘TQM’

EDUCATIONAL ADMINISTRATION PRACTICES

M Grand Hotel

Nov 9-13Nov 9-132017

• Principal Consultant for Lean Management. Certified ‘Train the Trainer’ & Kaizen

Specialist with 30 over years working experience.

Provides Technical Consulting Services on Lean, Kaizen & 21st Century Manufacturing.

• An Innovative Engineer that innovates by Recycling & Reusing Idle resources to promote Green.

• Founder of Tim’s Waterfuel an alternative

fuel using Water to produce gas to save fuel & reduce Co2 on automobiles.

• Rode 24 Countries, 18,290km,4 months 11

days 6 3/4 hrs from Malaysia to London on just a 125 cc.

Timothy Wooi

Add: 20C, Taman Bahagia, 06000, Jitra, KedahEmail: [email protected] H/p: 019 4514007 (Malaysia)

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Course ObjectiveThis program focus on Quality Assurance and managing Organizational Change through Total Quality Management (TQM) and its application in a School setting;

to provide and equip Participants with a better understanding of TQM and its practices.to adopt TQM principles and practices to ensure best Quality delivered to customers.to use quantitative methods to continuously improve organization’s processes, products and services.


Quality Assurance and managing Organizational Change

TQM and its Application in School settings

Tools and Techniques for Total Quality Management

Steps in TQM Implementation building the Dream School

Course Content Course Content


Advanced Standards for Quality School Systems

Introducing ISO 9001 International Quality Assurance and Lean Six Sigma

Quality plays a major role in today’s Organizational environment.

Understanding Customer Needs and monitoring process and variation to safe guard Customer from receiving a defect is key in assuring Quality delivered to Customers.

Superior Quality, reduce Cost and on-time Delivery (QCD)

Quality Assurance and Organizational Change

The Japanese transformed their economy and industry through a visionary management technique called Total Quality Management (TQM). of W. Edwards Deming (2000).

TQM is a systematic approach to education reform based on Deming's work, not merely about productivity and quality control; but a broad vision on how organizations should be changed.


continuously improve the organization’s processes,products and services.”

TQM involves ALL employees in using quantitative methods to……………..



The concepts formulated by TQM founder, W. Edwards Deming, have been suggested as a basis for achieving excellence in schools.

It is based on the assumption that people want to do their best and that it is management’s job to enable them to do so by constantly improving the system in which they work.


School leaders are finding that TQM principles can provide improvements in schools through mutual co-operation of everyone to produce services and products which exceed the needs and expectations of customers.

Deming's philosophy provides a framework that can integrate many positive developments in education, such as term-teaching, site-based management, cooperative learning, and outcomes-based education.

TQM comprises the two (2) major side of Quality Management, namely 1.‘Soft’ and 2.‘Hard’ side.


1.‘Soft’ side comprises 9 principals in Quality Management application

2.‘Hard’ side are Tools & Techniques practiced in Total Quality Management.

The ‘Soft’ Side of TQM resulted in the identification of nine (9) key principles found in Quality Management.

1) Total Employee Involvement2) Continuous Improvement3) Continuous Training4) Teamwork5) Empowerment6) Top-management Commitment and Support7) Democratic Management Style8) Customer/Citizen Satisfaction9) Culture Change


2. “Hard” TQM Practices in Quality Management covers: Techniques,

tools and systems; Statistical Process Control; ISO 9000 series; Pareto Analysis; Matrix Diagram; Histograms; Tree Decision Diagram; Critical Path Analysis; Fishbone or Ishakawa Diagram.Both are philosophy and sets of management guiding

principles for managing an organization.


BenefitsParticipants will gain the followings at the completion of the program: to understand customer needs and to be part of the team in a total organizational approach responsible for Quality and..

to gain knowledge to use quantitative methods to continuously improve organization’s processes, products and services.


What does the word ‘Quality’ means to you ?

Delighting .. 1st meet, then exceed and 3rd make you happy!


Meeting the required Standards of Satisfaction

In 21st Century, Quality is “Delighting the Customer by continuously meeting and improving upon agreed specifications, also continuous innovation on improvements”

Educators need to think of innovation as those actions that significantly challenge key assumptions about schools and the way they operate.

Innovation in Education

Innovation

• Innovation means first different, then better. It is a fundamentally different way of doing things with better, and perhaps different, outcomes.

• Both the 'different' and the 'better' must be significant and substantial.

“Innovation in education should be defined as making it easier for teachers and students to do the things THEY want to do. These are the innovations that succeed, scale and sustain.” – Rob Abel, USA

Innovation in Education

Therefore, to innovate is to question the 'box' in which we operate and to innovate outside of it as well as within.”

Innovation

Think without the Box

Take 5!Relax & Watch!

TQM is a holistic approach to long-term success that views continuous improvement in all aspects of an organization as a process and not as a short-term goal.

It aims to radically transform the organization through progressivechanges in the attitudes,practices, structures and systems.

The Importance of Quality in Organization

http://www.businessdictionary.com/definition/continuous-improvement.html

CONTINOUS IMPROVEMENTCONTINOUS IMPROVEMENT = = KAIZEN KAIZEN

IMPROVEMENT IMPROVEMENT WITHOUT WITHOUT ENDINGENDING

In Japanese,KAI

ChangeZENGood

KAI ZEN= Change for

better

The small, gradual, incremental changes applied over a long period can be add up for a major impact on business in the future.


TQM transcends the product quality approach, involves everyone in the organization, and encompasses its every function in:

administration,communications,distribution, manufacturing, marketing, planning, training,etc.


Customer Needs & Expectation Low Cost High Quality Availability

Company needs & expectation Profit Repeat Business Growth

$ Cash !!$ Cash !!Value !!Value !!

Who wants what…

Employee Involvement

Employee involvement can be defined as: The direct participation of staff to help an organization fulfill its mission and meet its objectives by:

applying their own ideas expertise, and efforts towards solving problems and making decisions.


1. “Soft” TQM Concepts in Quality Management covers:

TQM Concepts; Total Employee Involvement; Continuous Improvement: Continuous Training; Teamwork Empowerment; Top-management Commitment and Support; Democratic Management Style; Customer/Citizen Satisfaction; Culture Change.


1) Total Employee Involvement 1) Total Employee Involvement

The “total” element of TQM implies that every organizational member is involved in quality improvement processes in the “distribution of intelligence” for resolving problems.

TQM, involves everyone in an organization.Increase employees’ participation in the overall quality strategy brings an increased flow of information and knowledge.

2) Continuous Improvement 2) Continuous Improvement

Organizational output goes with continually improved performances.

Quality improvement is continuous, with emphasis on seeking improvement opportunities, using a Continuous Improvement framework as a guide, not just holding the status quo.

The PDCA cycle, a four-step method for control and continuous improvement of process and project.The focus is on planning,prevention, and anticipation.

PDCA (plan – do – check – act) was made popular by Dr. W. Edwards Deming.

2) Continuous Improvement 2) Continuous Improvement

Step i) PlanThis is again divided into 3 steps

1st Identifying the problems in the current process. Find a countermeasure to solving problems and not just finding the solutions.

This avoids future recurrence - the primary goal of Continuous Improvement.

PDCA Cycle steps for Continuous Improvement PDCA Cycle steps for Continuous Improvement

Step i) Plan2nd Determine the targetUnderstand the problem and the issues which occurred in the process. This way, you will determine what are the improvement points to focus on.

3rd Define the improvement actionsThese actions should be gradually improved with changes at a pace manageable and not everything immediately.


Step ii) Do

After defining the improvement points, Make a plan to implement them.

Questions to consider:What steps should be done to achieve the plan? When to finish this plan?

Once the plan is established, implement it with a completion time frame.


Step iii) CheckEvaluate & measure the effectiveness of the improvement actions.

In this phase, the goal is to check whether the improvement actions were implemented successfully as well as to evaluate whether achieved the desired target.

Does the solution provide a Countermeasure?Analyze whether it could be improved further in any way.


Step iii) Check

Use metrics. Metrics are essential to successful organization management.

Collect data and use them to measure parameters such as productivity, quality… etc.


Step iv) ActWhen the improvement actions are implemented successfully as well as the target is met, do the following-

Review the improvement activities and take action on lessons learned.Standardize the improvement point in the management process.Update the Quality documents as well as the Standard Process documents

Determine when and where to apply these changes in the next project.


Later Deming modified PDCA to PDSA "Plan, Do, Study, Act" (PDSA) so as to better describe the nature of → continuous improvement.

Study: Evaluate the new processes and compare the results against the expected results to ascertain any differences. Show how the quality of goods can be improved. >>>


http://www.1000ventures.com/business_guide/crosscuttings/learning_swot_questions.html

Act: Analyze the differences to determine their cause. Each will be part of either one or more of the P-D-S-A steps. Determine where to apply changes that will include improvement.

When a pass through these four steps does not result in the need to improve, refine the scope to which PDSA is applied until there is a plan that involves improvement.


3) Continuous Training Training, a key to manufacturing success, is essentially a way of organizing and involving the whole organization; every department, every activity, every single person at every level” to be trained on new tools and methodology.

“ quality training must be continuous to meet the changes in technology and changes involving the environment in which an organization operates, its structure.


“Hard” TQM Practices in Quality Management focused on Continuous Training which covers:

Techniques, tools and systems; Statistical Process Control; ISO 9000 series; Pareto Analysis; Matrix Diagram; Histograms; Tree Decision Diagram; Critical Path Analysis; Fishbone or Ishakawa Diagram.

3) Continuous Training 3) Continuous Training

Definition: Cooperative or coordinated effort on the part of a group of persons acting together as a team or in the interests of a common cause;

to increase performance, employee unity and company culture.

Organizations that frequently develop new ideas or products using a project-based approach, assemble teams in order to diffuse responsibility.

4) Teamwork


4) Teamwork 4) Teamwork

Teamwork, an important outcome and a condition for continuous improvement are generally viewed as more powerful and effective work entities than individuals.

Teams should include employees from all the hierarchical levels, layers, and from all the departments of the enterprise to make work more flexibly and to develop mutual trust among members.

Empowerment gives people the ability, confidence, and commitment to take responsibility and ownership to:

improve the process and initiate necessary steps to satisfy customer requirements within well-defined boundaries to achieve organizational values and goals.

5) Empowerment


Empowerment supports an organization's efforts by placing the responsibility in the hands of those who know these processes best,…

… to participate directly in the organization's mission or purpose.

Delegate: Entrust (a task or responsibility) to another person, typically one who is less senior than oneself. "he delegates routine tasks"

5) Empowerment 5) Empowerment

Top managers “have to take charge personally, lead the process, provide direction, exercise forceful leadership, including dealing with those employees who block improvement and maintain the impetus.

“Senior managers need to define the quality objectives of the organization to provide direction and clarity and to communicate these continually within the organization”

6) Top-management Commitment and Support


6) Top-management Commitment & Support 6) Top-management Commitment & Support

Organizations with high top management commitment have the ability to produce high quality products, in contrast with those with low top management support.

Importance of TQM management style is Open and Democratic/Participative Style.

The fundamental TQM management approaches is that “it is more democratic and participative”, whichinvolves “soliciting input from empowered employees”

7) Democratic Management Style


7) Democratic Management Style 7) Democratic Management Style

Democratic leadershipstyle always involves participative decision-making.It empowers employees to have a strong hand in managing organizations.

The democratic leadership style is based on mutual respect. It is often combined with participatory leadership as it requires collaboration between leaders and the people they guide.

7) Democratic Management Style 7) Democratic Management Style

Customer satisfaction, a frequently used marketing term is a measure of how products and services supplied , meet or surpass customer expectation.

Customer satisfaction is defined as "the number of customers, or percentage of total customers, whose reported experience with a firm, its products, or its services exceeds specified satisfaction goals”

8) Customer/Citizen Satisfaction


8) Customer/Citizen Satisfaction 8) Customer/Citizen Satisfaction

A happy (or satisfied) customer often doesn’t say anything or tells just a few friends, but an unhappy (or dissatisfied) customer tells many more people to warn them.

“A happy customer tells a friend; an unhappy customer tells the world”

The exact words (and number of people told) vary, but the adage became popular in the mid-1980s, when the American Management Association conducted a business study of the phenomenon.

Customer satisfaction is the driving force for an organization to improve its performance to both Customers: external (clients, government regulatory bodies, the public) and internal (employees, different departments)

Both external and internal Customers have needs. TQM stresses the importance of satisfying those needs.

8) Customer/Citizen Satisfaction 8) Customer/Citizen Satisfaction

9) Culture Change 9) Culture Change

Change… defined as making a difference in something compared to an earlier state, transforming or converting something, or simply becoming different.

Culture…. is a way of life of a group of people - the behaviors, beliefs, values, and symbols that they accept, generally without thinking about them, and that are passed along by communication and imitation from one generation to the next.

A supportive organizational culture is the common denominator of all the “soft” aspects of TQM. Quality culture binds together all of aforementioned TQM concepts.

It nurtures high-trust social relationship, and develops a shared sense of membership as well as a belief that continuous improvement is for the good of everyone within the organization.

9) Culture Change


Culture Change…..modification of a society through innovation, invention, discovery, or contact with other societies


Organizational culture affects and alters employees’ actions and perceptions of all aspects of their work in order to include quality.

Culture acts as a force for cohesion in organizations and therefore can support or inhibit the process of change towards TQM application.


Attitude is Everything

Take 5!Relax & Watch!

‘Hard’ TQM practices has now become the major business strategy in current management and has currently been taken up by Organizations around the globe.

A quantitative research with data from all countries to study relationship of Organizational performances with TQM revealed that ‘Hard’ TQM has positively relation with Organizational performance.



Techniques, Tools and systems; Statistical Process Control; ISO 9000 series; Pareto Analysis; Matrix Diagram; Histograms; Tree Decision Diagram; Critical Path Analysis; Fishbone or Ishakawa Diagram.

Both are philosophy and sets of management guiding principles for managing an organization.

2. “Hard” TQM Practices in Quality Management


The framework for transforming schools using Deming’s 14 principles follows.

Deming’s 14 TQM Principles Applied to Schools

Deming's 14 principles assumed that people want to do their best and that it is management’s job to enable them to do so by constantly improving the system in which they work.

Deming’s 14 TQM Principles Applied to Schools1. Create constancy of purpose for improvement of product and service.2. Adopt the new philosophy3. Cease dependence on inspection to achieve quality.4. End the practice of awarding business on the basis of price alone.5. Improve constantly and forever every activity in the organization, to improve quality and productivity. 6. Institute training on the job. 7. Institute leadership.8. Drive out fear.9. Break down barriers among staff areas10. Eliminate slogans, exhortations, and targets that demand zero defects and new levels of productivity.11. Eliminate numerical quotas for the staff and goals for management. 12. Remove barriers that rob people of pride in their work. Remove the barriers that rob people in leadership of their right to pride in their work.13. Institute a vigorous program of education and retraining for everyone14. Put everyone in the organization to work to accomplish the transformation



1. Create constancy of purpose for improvement of product and service.

Customer needs must be the focus in establishing educational aims. The aims of the system must be to improve the quality of education for all students.

For schools, the purpose of the system must be clear and shared by all stakeholders – school board members, administrators, teachers, support staff, parents, community, and students.

This implementation requires a rethinking of the school's mission and priorities, with everyone in agreement. Individual differences among students are addressed.

2. Adopt the new philosophy

Existing methods, materials, and environments may be replaced by new teaching and learning strategies where success of every student is the goal.

Ultimately, what is required is a total transformation of the system of education as we know it.


Examples of Prevention;―Head Start, Follow Through, These intervention strategies can help students avoid learning problems later.

3. Cease dependence on inspection to achieve quality. Product inspection is getting abandoned. It always costs more to fix a problem than to prevent one.

Reliance on remediation can be avoided if proper intervention occurs during instruction


Schools need to move toward a single supplier for any one time and develop long-term relationships of loyalty and trust with that supplier.

4. End the practice of awarding business on the basis of price alone.

The lowest bid is rarely the most cost-efficient.


5. Improve constantly and forever every activity in the organization, to improve quality and productivity. The focus of improvement efforts in education, is on teaching and learning processes.

The best strategies must be attempted, evaluated, and refined as needed. And, consistent with learning style theories and multiple intelligences, and accelerated schools.


A universal standards of achievement for all students before permitting them to move to the next level is required, and to find ways to make them all successful in school.

Educators must redesign the system to provide for a broad range of people – handicapped, at-risk, special needs students – and find ways to make them all successful in school.


2.Training in the use of new assessment strategies (Popham, 2010a, b).

3.Training in the new management system. -Providing continuous professional development for all school administrators, teachers, and support staff.

6. Institute training on the job.Training for educators is needed in three areas. 1.Training in the new teaching and learning processes that are developed..


The primary task of leadership is to narrow the amount of variation within the system, bringing everyone toward the goal of perfection.

This means bringing everyone toward the goal of learning for all, removing achievement gaps for all population groups – a movement toward excellence and equity.

7. Institute leadership.Improvement of a stable system comes from altering the system itself, and this is primarily the management job.


If quality is absent, the fault is in the system. It is management’s job to enable people to do their best by constantly improving system in which they work.

8. Drive out FearPeople generally want to do their best. The focus of improvement efforts then must be on the processes and on the outcomes, not on trying to blame individuals for failures.


School leaders at all level need to communicate that staff suggestions are valued and rewarded.

8. Drive out Fear

Fear creates an insurmountable barrier to improvement of any system. In schools, faculty and staff are often afraid to point out problems, because they fear they may be blamed.


Collaboration needs to exist among members of the learning organization so that total quality can be maximized. In schools, total quality means promoting learning for all.

9. Break down barriers among staff areas

Related to the first principle: In the classroom, this principle applies to interdisciplinary instruction, team teaching, writing across the curriculum, and transfer of learning.


It creates adversarial relationships because the many causes of low quality and low productivity in schools are due to the system and not the staff.

10. Eliminate slogans, exhortations, and targets that demand zero defects and new levels of productivity.Implicit in most slogans, exhortations, and targets is the supposition that staff could do better if they tried harder. This offends rather than inspires the team.


This slogan refers to keeping students the focus of all discussions. Another slogan is -All children can learn.Slogans, such as these serve as targets in school organizations.

The system itself may need to be changed. Educators tend to use a lot of slogans as a general practice. Typical slogans; -Keep the main thing, the main thing.


They include rigorous and systematic teacher evaluation systems, merit pay, management by objectives, grades, and quantitative goals and quotas.

11. Eliminate numerical quotas for the staff and goals for management.There are many practices in education that constrain our ability to tap intrinsic motivation and falsely assume the benefits of extrinsic rewards.

Deming’s 14 TQM Principles ApTplied to Schools

setting goals leads to marginal performance; merit pay destroys teamwork; and appraisal of individual performance nourishes fear and increases variability in desired performance.

11. Eliminate numerical quotas for the staff and goals for management.These, Deming refers to as forces of destruction. Such approaches are counterproductive for several reasons:


12. Remove barriers that rob people of pride in their work. Remove the barriers that rob people in leadership of their right to pride in their work. Most people want to do a good job. Effective communication and the elimination of "de-motivators“ such as;

lack of involvement, poor information, the annual or merit rating, and supervisors who don't care -are critical.


All stakeholders on the school's team must realize that improvements in student achievement will create higher levels of responsibility, not less responsibility.

13. Institute a vigorous program of education and retraining for everyoneThe principal and staff must be retrained in new methods of school based management (SBM), including group dynamics, consensus building, and collaborative styles of decision making.


school board members, administrators, teachers, support staff, students, parents, community

14. Put everyone in the organization to work to accomplish the transformationThe school board and superintendent must have a clear plan of action to carry out the quality mission. The quality mission must be internalized by all members of the school organization;

The transformation is everybody's job (Deming, 1988).



The new Advanced Standards for Quality Schools Systems provide the foundation for the accreditation process, and also for driving effective practices in support of student learning.

There must be a ‘Standard’ to support an education process on how schools should operate to promote a culture of continuous learning that engages leaders, staff and students.

The 5 Standards outlined are;Standard 1: Purpose and DirectionStandard 2: Governance and Leadership Standard 3: Teaching and Assessing for Learning Standard 4: Resources and Support Systems Standard 5: Using Results for Continuous Improvement

The 5 Standards outlined are;Standard 1: Purpose and DirectionStandard 2: Governance and Leadership Standard 3: Teaching and Assessing for Learning Standard 4: Resources and Support Systems Standard 5: Using Results for Continuous Improvement

These Standards support an education process that is truly visionary; characterizing how schools should operate to promote a culture of continuous learning that is fluid – engaging leaders, staff and students.


Standard 1: Purpose and Direction


The system maintains and communicates at all levels of the organization a purpose and direction for continuous improvement that;

commit to high expectations for learning as well as shared values and beliefs about teaching and learning.

Standard 1: Purpose and Direction

Indicator 1.1 The system engages in a systematic, inclusive, and comprehensive process to review, revise, and communicate a system-wide purpose for student success.Indicator 1.2 The system ensures that each school engages in a systematic, inclusive, and comprehensive process to review, revise, and communicate a school purpose for student success. Indicator 1.3 The school leadership and staff at all levels of the system commit to a culture that is based on shared values and beliefs about teaching and learning and supports challenging, equitable educational programs and learning experiences for all students that include achievement of learning, thinking, and life skills. Indicator 1.4 Leadership at all levels of the system implement a continuous improvement process that provides clear direction for improving conditions that support student learning.

Indicators for Quality School Standards

Standard 2: Governance and Leadership

The system operates under governance and leadership that promote and support student performance and system effectiveness.


Standard 2: Governance and Leadership

Indicator 2.1 The governing body establishes policies and supports practices that ensure effective administration of the system and its schools. Indicator 2.2 The governing body operates responsibly and functions effectively. Indicator 2.3 The governing body ensures that the leadership at all levels has the autonomy to meet goals for achievement and instruction and to manage day-to-day operations effectively. Indicator 2.4 Leadership and staff at all levels of the system foster a culture consistent with the system’s purpose and direction. Indicator 2.5 Leadership engages stakeholders effectively in support of the system’s purpose and direction. Indicator 2.6 Leadership and staff supervision and evaluation processes result in improved professional practice in all areas of the system and improved student success.


Standard 3: Teaching and Assessing for Learning

The system's curriculum, instructional design and assessment practices guide and ensure teacher effectiveness and student learning across all grades and courses.



Indicator 3.1 The system’s curriculum provides equitable and challenging learning experiences that ensure all students have sufficient opportunities to develop learning, thinking, and life skills that lead to success at the next level. Indicator 3.2 Curriculum, instruction, and assessment throughout the system are monitored and adjusted systematically in response to data from multiple assessments of student learning and an examination of professional practice. Indicator 3.3 Teachers throughout the district engage students in their learning through instructional strategies that ensure achievement of learning expectations.



Indicator 3.4 System and school leaders monitor and support the improvement of instructional practices of teachers to ensure student success.Indicator 3.5 The system operates as a collaborative learning organization through structures that support improved instruction and student learning at all levels. Indicator 3.6 Teachers implement the system’s instructional process in support of student learning. Indicator 3.7 Mentoring, coaching, and induction programs support instructional improvement consistent with the system’s values and beliefs about teaching and learning.


Standard 4: Resources and Support Systems

The system has resources and provides services in all schools that support its purpose and direction to ensure success for all students.



Indicator 4.1 The system engages in a systematic process to recruit, employ, and retain a sufficient number of qualified professional and support staff to fulfill their roles and responsibilities and support the purpose and direction of the system, individual schools, and educational programs. Indicator 4.2 Instructional time, material resources, and fiscal resources are sufficient to support the purpose and direction of the system, individual schools, educational programs, and system operations. Indicator 4.3 The system maintains facilities, services, and equipment to provide a safe, clean, and healthy environment for all students and staff. Indicator 4.4 The system demonstrates strategic resource management that includes long-range planning in support of the purpose and direction of the system. students.



Indicator 4.5 The system provides, coordinates, and evaluates the effectiveness of information resources and related personnel to support educational programs throughout the system. Indicator 4.6 The system provides a technology infrastructure and equipment to support the system’s teaching, learning, and operational needs. Indicator 4.7 The system provides, coordinates, and evaluates the effectiveness of support systems to meet the physical, social, and emotional needs of the student population being served. Indicator 4.8 The system provides, coordinates, and evaluates the effectiveness of services that support the counseling, assessment, referral, educational, and career planning needs of all students.


Standard 5: Using Results for Continuous Improvement

The system implements a comprehensive assessment that generates a range of data about student learning and system effectiveness and uses the results to guide continuous improvement.


Standard 5: Using Results for Continuous Improvement

Indicator 5.1 The system establishes and maintains a clearly defined and comprehensive student assessment system. Indicator 5.2 Professional and support staff continuously collect, analyze and apply learning from a range of data sources, including comparison and trend data about student learning, instruction, program evaluation, and organizational conditions that support learning. Indicator 5.3 Throughout the system professional and support staff are trained in the interpretation and use of data. Indicator 5.4 The system engages in a continuous process to determine verifiable improvement in student learning, including readiness for and success at the next level. Indicator 5.5 System and school leaders monitor and communicate comprehensive information about student learning, school performance, and the achievement of system and school improvement goals to stakeholders.


ISO 9000 is a series of five international standards developed in 1987 by the International Organization for Standardization (ISO), in Geneva, Switzerland.

Introducing ISO 9001 and Lean Six Sigma


The standards describe the need for an effective quality system for an organization to comply with its own quality system.

It defines minimum requirements that directly influence product quality and customer satisfaction without suggesting tools for analysis, prioritization, and evaluation.


ISO 9001 is a Quality Assurance model in design, development, production, installation and services suitable for all organizations to improve management processes to compete locally and/or globally

The process encompasses the entire organization and requires senior management buy-in, it is not just a function of the Quality Department.


ISO 9001 Certification provides your organization the foundation to better customer satisfaction, staff motivation and continual improvement.

Lean is a systematic method for Waste Minimization ("Muda") within an organization without sacrificing productivity. It is a methodology that identifies and eliminate Waste.

Specifically, Lean focuses on eliminating all non-value-added activities (Waste) from processes to expose the Value added work.


Value in Education can be defined as the knowledge that students can use in their future work and personal life.

value to career and value to personal interest.


The ultimate value that students look for can be divided into two parts:

The value that students can receive from the college again depends primarily on two factors.


1. What students learn, (depends on the courses structured by the college, and the details of knowledge under each courses) 2. How students learn. Both of these factors depend on the college, the college is responsible for structuring programs to provide the student in-depth focused in areas and transferring the knowledge to students in the most effective and efficient ways.

Lean projects focus on reducing and eliminating Waste.


Waste is anything a final customer would not want to pay for.

1. Defective Production,2. Overproduction,3. Waiting, 4. Non-used Employee Talent (the 8th form)

5.Transportation,6. Inventory, 7. Motion, and8. Excessive (Over) Processing

The 8 most common forms of waste

"DOWNTIME"

Six Sigma is a methodology for process improvement by Motorola in the mid-1980s and fine-tuned by Allied Signal and General Electric in the 1990s..


Six Sigma aims to reduce variation through statistical methods that lower process defect rates to less than 3.4 defects per million.

It combinesLean Manufacturing and Six Sigma to eliminate the eight kinds of waste (muda):


Lean Six Sigma is a methodology that relies on a collaborative team effort to improve performance by systematically removing waste and reducing variation thus both adding value.


Goal, Focus & Sampling Tools of Lean & Six Sigma

One of the major differences between both systems is that ISO 9000 is a shell of requirements without any tools,

whereas Lean Six Sigma is a methodology systematically removing waste and using tools to reduce variation.


ISO 9000 Lean Six Sigma and can be highly complementary. The two concepts can be driven by project leaders to deliver the best results.

.


Connecting these procedures and tools to an Organization provides a robust Quality Management system that systematically remove waste and defects by reducing process variation.

Be Blessed!