Introduction to

Quality
Basic Concepts, Principles and
Evolution

05Sep13 Rev 3 1-1

Learning Objectives
At the end of the session, participants will be able to:

• Describe in simple language what quality is all about

• Explain the basic concepts and principles of TQM
• Relate continuous improvement (Plan-Do-Check-Act) with
TQM and school excellence
• Tell the story of the evolution of quality
• Realize the importance of using systems thinking habits,
concepts, and tools when solving problems
• Describe the CI methodology and its alignment with PDCA

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Session Outline
• Basic Concepts & Principles of Quality
• Evolution of Quality Management
• Overview of Total Quality Management
• Systems Thinking in Schools
• The Plan-Do-Check-Act Cycle and the
Continuous Improvement Methodology

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BASIC CONCEPTS AND
PRINCIPLES OF QUALITY

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WHAT IS
QUALITY?
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 THE COST OF 99.9% QUALITY
Six newborns will be given to the wrong
patient…..

480 pieces of mail will be mishandled every

hour…
One long or short landing at the NAIA every
two days…..

315 entries in the Webster’s dictionary will

be misspelled
Rx
2,120 incorrect drug prescriptions will be written
this year
It’s always best to have 100% QUALITY!!!

Dr. Luis Ma. R. Calingo, TQM Expert 1-6

DO IT RIGHT THE FIRST TIME

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 QUALITY
• Do it right the first time
• Fitness for use (Joseph M. Juran)
• Conformance to requirements (Philip B.
Crosby)

• Pride in workmanship (W. Edwards Deming)

• Satisfaction of internal customer, the
person next in line to us in an
organization
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 QUALITY
Degree to which a set of
inherent characteristics
fulfills requirements.
(ISO 9000:2005)

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SERVICE QUALITY
DIMENSIONS
RATER-I

Reliability Empathy
Assurance Access
Competence Communication
Courtesy Understanding
Credibility the Customer
Security Responsiveness
Tangibles Integrity
Source: Delivering Quality Service by
Parasuraman, et al

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 SERVICE QUALITY DIMENSIONS
RATER-I
1. RELIABILITY
Ability to perform the
promised service
dependably and
accurately.
2. ASSURANCE
Knowledge and courtesy of staff and their
ability to convey trust and confidence.

Source: Delivering Quality Service by Parasuraman et al.

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 SERVICE QUALITY DIMENSIONS
RATER-I
2.ASSURANCE (con’t)
 COMPETENCE - Possession of the required skills and
knowledge
 to perform the service
 COURTESY - Politeness, respect, consideration and
friendliness of contact personnel
 CREDIBILITY - Trustworthiness, believability, honesty of
school
personnel
 SECURITY - Freedom Source:
from Delivering
danger, riskService
Quality or doubt.
by Parasuraman et al.

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SERVICE QUALITY DIMENSIONS
RATER-I

3. TANGIBLES
Appearance of physical
facilities, equipment,
personnel and
4. communication
EMPATHY materials
Caring, individualized attention
the firm provides its customers.
Source: Delivering Quality Service by Parasuraman et al.

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SERVICE QUALITY DIMENSIONS
RATER-I

4. EMPATHY (con’t)
a. ACCESS - Approachability and ease of
contact
b. COMMUNICATION - Keeping customers
informed in a language they can understand
and listening to them.
c. UNDERSTANDING THE CUSTOMER - Making
the effort to know customers and their
needs. Source: Delivering Quality Service by Parasuraman et al.

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SERVICE QUALITY DIMENSIONS
RATER-I
5. RESPONSIVENESS
Willingness to
help customers
and provide
prompt service.
6. INTEGRITY
Commitment and adherence to
high moral standards and
principles.
Source: Delivering Quality Service by Parasuraman et al.
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In the healthcare
sector

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QUALITY IN EDUCATION

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 Exercise
Objective: To come up with an initial
definition of QUALITY for your school.

Instruction:
Complete the
sentence
“ QUALITY in my
school 1-18
Quality in Education
(UNICEF, 2000)

“Children have a right to

an education, a quality
education”

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 Quality in Education
(UNICEF, 2000, paraphrased)
• Healthy learners supported by their families and

communities;

• Safe learning environments with adequate resources

and facilities;

• Relevant curricula and materials for the acquisition of

basic skills;

• Child-centred teaching processes with well-managed

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Quality in Education
In all aspects of the school and its
surrounding education community,
the rights of the whole child, and all
children, to survival, protection,
development and participation are
at the centre.

(Bernard, 1999)
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Quality in Education
• The understanding of education as a
complex system embedded in a
political, cultural, and economic
context.
• It is important to keep in mind
education’s systemic nature, however,
these dimensions are interdependent,
influencing each other in ways that are
sometimes unforeseeable.

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What is TQM (from
Education)?
• Management Strategy. (Hasson and
Klefsjo, 2003)
• Total Quality Education. (Scrabec,
2000)
• Holistic examination of management
factors. (Zairi and Youssef, 1995)
• Total and continuous quality
improvement. (Owen, 2001)
• Managerial tool to fix problems and
standardize. (Venkatraman, 2007)
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Approaches to TQM in
Higher Education (Harris,
1994)
• Student focus
– Staff training and Development - Promote
student’s choice and autonomy
• Staff focus
– Contribution of all staff - Effectiveness of the
institution’s operations, policies, and
priorities.
• Service Agreement Focus
– Measure key points of the educational
processes - Ensure conformity to educational
service agreements specifications
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EVOLUTION OF QUALITY
CIRCLES

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 The Quality Circle
Movement
• Conceived in Japan in January 1949 (after WW2)
under the leadership of Dr. Kaoru Ishikawa and
the Union of Japanese Scientists and Engineers
• Integrates behavioral theories and quality control
sciences (SPC) introduced by Drs. Deming and
Juran in June 1950
• First QCC registered in May 1962
• South Korea, Taiwan, United States, Europe,
adopted QCC in late 60’s

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 HISTORY OF QUALITY CIRCLE
MOVEMENT IN THE PHILIPPINES
 1970s - QCCs started in companies with
Japanese tie-ups

 DELTA MOTOR CORPORATION (Toyota cars)

 GENERAL MOTORS CORPORATION (Mitsubishi cars)

 TOSHIBA (appliances)

 YAZAKI-TORRES MFG. INC. (wiring harness)

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 HISTORY OF QUALITY CONTROL CIRCLE
MOVEMENT
 1980s - PDC-DAP* introduced QCC adaptation in the
Philippines

Ichiro Miyauchi - APO-TES expert; Counselor of JUSE

 Application of QCs: Manufacturing, Government, Service (e.g.
hotels, banks, restaurants, voc-tech schools, hospitals),
Agriculture; Academe
 Names of QCs
 PIC - Productivity Improvement Circles
 WIT - Work Improvement Teams
 FARMPET - Farmers Productivity Enhancement Teams

*PDC – Productivity & Development Center DAP – Development Academy of the 1-28
  Annual QC regional & national
conventions

 More than 1500 QCs registered

 PICAP & PDC-DAP - Authorities

in charge of promoting QC
activities
PICAP – Productivity Improvement
Circles Association of the
Philippines
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OVERVIEW OF TOTAL
QUALITY MANAGEMENT

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 APPROACH TO QUALITY MANAGEMENT
IMPROVEMENT IN EDUCATION

CUSTOMERS
LEADERSHIP

KNOWLEDGE

PROCESSES
PLANNING

RESULTS
PEOPLE
5S QC SS ISO
9000

FOUNDATION ON QUALITY
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DEVELOPMENT ACADEMY OF THE PHILIPPINES
Total Quality Management
A comprehensive and fundamental
rule or belief for leading and
operating an organization, aimed at
continually improving performance
over the long term by focusing on
customers while addressing the
needs of all stakeholders.

SOURCE: ISO TC 176/SC2/WG15/N131 --

Quality Management Principles and Guidelines
on Their Application, 29 May 1997.
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 Principles of TQM
 Customer-  Continuous
Driven Improvement
Organization  Factual
 Leadership Approach to
 Involvement of Decision
People Making
 Process  Mutually
Approach Beneficial
 Systems Supplier
Relationships 
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 School Excellence Core
Values
• Visionary • Managing for
Leadership Innovation
• Customer-Driven • Management by
• Organizational Fact
and Personal • Social
Learning Responsibility
• Valuing • Focus on
Employees and Results and
Partners Creating Value
• Agility • Systems 1-34
CUSTOMER FOCUS

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 Who is my
Customer?

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 Who are your
customers?
• Individuals or groups who
receive the product or service

2.2-37
http://cdn.business2community.com/wp-content/uploads/2013/04/customer-service-
A DAY IN THE LIFE OF A STUDENT…?

learned

2.2-38
STUDENT (LEARNER) LIFECYCLE

2.2-39
Source: Oregon University Website
OCUS ON THE STUDENT(LEARNER) …
as our Primary Custom

2.2-40
FOCUS ON THE CHANGING NEEDS OF OUR STUDENTS

Determini
ng their
Satisfacti
on

Listening to the
Voice of our
STUDENTS

2.2-41
 Engaging
Engaging
and
and
Building
Building
Relations
Relations

stening to the Voice of our Students

hips
hips

Determini
Determini
ng
ng their
their
Satisfacti
Satisfacti
on
on

Listening
Listening to
to the
the
Voice
Voice of
of our
our
STUDENTS
STUDENTS

2.2-42
What is VOC?
A qualitative statement or phrase in
the Customer’s language of their
needs and wants
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What is VOC (Voice of Customer –
Student)?
 Refers to processes for
capturing student and
stakeholder related
information

 VOC processes are

intended to be proactive
and continuously
innovative to capture
stated, unstated and
anticipated student and
stakeholder requirements,
expectations and desires
2.2-44
 The Goal of VOC is to achieve
CUSTOMER ENGAGEMENT …..

Listening to VOC
approaches

- Gathering and
integrating various types
of student and
stakeholder data eg
survey data, focus group
findings, blog comments
and other social media,
complaint data that
affect students and 2.2-45
stakeholder enrollment
 VOICES OF STUDENTS… Touch Points
How do we obtain information from our students and stakeholder

Face to
Face

Social
Media Surveys

Telephon
Email
es

2.2-46
 The Goal of VOC is to achieve
CUSTOMER ENGAGEMENT …..

Use of Social Media and web based tech to listen

to students and stakeholders
- Provides a newer mode of gathering insights into student
and stakeholder perception of all aspects of your
involvement with them

2.2-47
 VOICES OF STUDENTS… Social Media

Source: Living with Social Media 2.2-48

 Engaging
Engaging
and
and
Building
Building
Relations
Relations
hips
hips

Determining their Satisfaction Determini

Determini
ng
ng their
their
Satisfacti
Satisfacti
on
on

Listening
Listening to
to the
the
Voice
Voice of
of our
our
STUDENTS
STUDENTS

w do Customer Satisfaction and Dissatisfaction

termination methods differ among student and
keholder groups?

2.2-49
Are they Satisfied?

2.2-50
Student Satisfaction Survey

Dear Child,

In order to help us understand your needs,

may we request you to complete this survey
honestly.

Your feedback is very valuable to help us

take care of you better.

Thank you.
2.2-51
Principal
Student Satisfaction Survey
What grade are you in? Grade : 6 ________ 4TH Year _______
Select One : Male ___ Female ____

1. Do you like school? Why?

Yes No Maybe
2. Are you satisfied with what you are learning at school?
Yes No Maybe
 3. At school, do you respect people who are different from you (for
example,
think, act, or look different)?
Yes No Maybe
 4. Do you feel safe at school? If no, why?
Yes No Maybe
 5. At school, are you bullied, teased, or picked on? If yes, how often
and why?
Yes No Maybe
 6. Do you know what your school’s expectations are for Student
behavior?
Yes No Maybe
 7. Do you feel your teachers care about you?
2.2-52
Yes No Maybe
 Engaging
Engaging
and
and
Building
Building
Relations
Relations
hips
hips

gaging and Building Relationships Determini

Determini
ng
ng their
their
Satisfacti
Satisfacti
on
on

Listening
Listening to
to the
the
Voice
Voice of
of our
our
STUDENTS
STUDENTS

w do we Engage Students and Stakeholders

serve their Needs and Build Relationships?

Innovating Feedbac
Programs Relation-
Student and k
and Stakeholder ship Manage-
Services Segmentati Manage- ment
and on
ment
Support

INFORMATION SYSTEM
2.2-53
SYSTEMS THINKING IN
SCHOOLS

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 Exercise:
What are the Characteristics of an
Excellent School?

EXCELLENT SCHOOL

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Linkages for Performance Excellence

AIM OF THE
SCHOOL
(LEARNER,
STAKEHOLDER)

• Why does the school exist?

• What are the requirements of e school?

[Learner and stakeholder requirements,
expectations, and desires]

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 Translates
MISSION
STATEMENT

AIM OF THE
SCHOOL GOALS
(LEARNER, What the institution
AND
STAKEHOLDER) must accomplish, for
MEASURES whom it must be
accomplished, and how it
will be accomplished.
• What goals, when accomplished, will meet the
learner and stakeholder requirements,
expectations, and desires?

• What measures will clarify goals and monitor 1-57

 To what degree are
goals presently
being met?

AIM OF THE
SCHOOL GOALS AND RESULTS
(LEARNER, MEASURES
STAKEHOLDER)

What is the present level of

performance? [Baseline
results]

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 How is leadership personally involved in
listening to learners and stakeholders,
facilitating the accomplishment of goals,
and monitoring results?
LEADERSHIP

AIM OF THE
SCHOOL GOALS AND
RESULTS
(LEARNER, MEASURES
STAKEHOLDER)

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 LEADERSHIP

AIM OF THE
SCHOOL GOALS AND
RESULTS
(LEARNER, MEASURES
STAKEHOLDER)

What processes are needed

to accomplish goals?

PROCESSES

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 LEADERSHIP

AIM OF THE
SCHOOL GOALS AND
RESULTS
(LEARNER, MEASURES
STAKEHOLDER)

What skills and

training are required
to accomplish
processes?
FACULTY & STAFF PROCESSES

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 LEADERSHIP

AIM OF THE
SCHOOL GOALS &
(LEARNER,
RESULTS
MEASURES
STAKEHOLDER)

What data,
FACULTY information &
& STAFF PROCESSES knowledge must be
gathered and
maintained to
support the entire
INFORMATION SYSTEMS &
system?
KNOWLEDGE MANAGEMENT
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 LEADERSHIP

AIM OF THE
SCHOOL GOALS & RESULTS
LEARNER, MEASURES
STAKEHOLDER)

FACULTY
& STAFF PROCESSES

INFORMATION SYSTEMS &

KNOWLEDGE MANAGEMENT
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 Performance Excellence Framework:
A Systems Perspective
ORGANIZATIONAL PROFILE:
ENVIRONMENT,
RELATIONSHIPS, and
CHALLENGES

2 5
Strategic
Faculty &
Planning
Staff Focus
7
1
Leadership Results

3
6
Learner &
Process
Stakeholder
Management
Focus

4
Measurement, Analysis and Knowledge
Management
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CONTINUOUS
IMPROVEMENT

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 PDCA Cycle
Implementing
Continuous
Improvement
Projects

PLAN

DO

CHECK

ACT
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Continuous Improvement
Methodology
A methodology to continually
assess, analyze, and act on the
performance improvement of
key processes focusing on both
customer needs and the desired
performance.

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 Continuous Improvement Methodology

Assess Analyze Act

Step 1: Get Organized Step 5: Do root Step 8: Pilot Your
Step 2: Talk with cause Solution
Customers analysis Step 9: Roll Out
Step 6: Develop your
Step 3: Walk the
Process Solutions Solution

Step 4: Identify Step 7: Finalize Step 10: Check

priority Improvemen Your
improvement t Plan Progress
areas
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The Deming Cycle of Improvement
(PDCA) and CI Problem Solving
Process

Act Assess
Act Plan

Check Do
Analyze

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 Continuous Improvement

“Good, Better, Best

Never Let It Rest
Till The Good Is Better
And The Better Is Best”
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