Page 333 - DEDU503_EDUCATIONAL_MANAGEMENT_ENGLISH

Unit 24: Total Quality Management

(iii) Cease dependence on mass inspection Notes
Focus on the product or service process. Don’t depend on audits, tests, or inspections to
build quality.
(iv) End the practice of conducting business on cost alone
The lowest bid usually does not result in the lowest life-cycle cost. In all our processes, we
need to focus on long-term costs and benefits. That may mean that the trendy new course
not be offered if it means the failure of a course with more long-term value.
(v) Constantly improve processes
Are your customers (the students and their future employers) more satisfied than they
were last semester ?
This is essentially the Kaizen philosophy encourage innovation, but insist upon incremental
improvements, especially after the innovation. the phrase, ‘if it’s not broke, don’t fix it,’
does not apply.
(vi) Institute training
Everyone needs to know their job. The faculty is certainly well educated in their disciplines
but maybe not in the art of teaching. Faculty development programs help teachers know
their jobs.
(vii) Institute leadership
Emphasize leadership instead of management. Everyone at the university has leadership
role of some sort. Each person in a supervisory role (including the faculty) should try to be
a coach and teacher, not a judge and overseer.
(viii) Drive out fear
In the academic setting, fear is often a big factor in student and faculty performance. For
students, any steps that can be taken to reduce the fear involved in taking a test will pay
large benefits in students performance and attitudes.
(ix) Break down barriers
Encourage cooperation, not competition. Encourage the forming of cross-function teams to
address problems and process improvements. A team made up of faculty, start, and students
(perhaps from more than one department) will have a broader perspective in addressing
issues than a more narrowly composed committee.
(x) Avoid obsession with goals and slogans
Just telling someone to do good is meaningless without the means to achieve that goal.
(xi) Eliminate numerical quotas
It is often said that numbers are the crutches of poor supervision. On the assembly line, this
principle is easy to see; in the academic setting, it is not as obvious but just as true.
(xii) Remove barriers to pride of workmanship
Pride is a strong motivator. In the academic setting, pride certainly flows from personal
and group achievements, but there is also a good deal of pride in the institution as well.
(xiii) Organization-wide involvement
Everyone in the institution must be included in the education process and be aware of and
concerned for their immediate ‘customer’. Lab technicians who sit in on the courses that
they support will have a much better, idea of how their work contributes to the mission.
(xiv) Define management’s responsibilities to make it happen
Management, at every level but particularly at the very top, must take and show pride in
adopting the TQM philosophy.

LOVELY PROFESSIONAL UNIVERSITY 327