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 9-13
2017

• Principal Consultant for Lean Management.
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Timothy Wooi
Add: 20C, Taman Bahagia, 06000,
Jitra, Kedah
Email: timothywooi2@gmail.com
H/p: 019 4514007 (Malaysia)
Speaker’s Profile

Your name
please…..,
&
Why are you here?

Course Objective
This 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 ContentCourse 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……………..

TQM and its Application in School settings
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 Involvement
2) Continuous Improvement
3) Continuous Training
4) Teamwork
5) Empowerment
6) Top-management Commitment
and Support
7) Democratic Management Style
8) Customer/Citizen Satisfaction
9) 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.

Benefits
Participants 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 progressive
changes in the attitudes,
practices, structures and
systems.
The Importance of Quality in Organization

CONTINOUS IMPROVEMENTCONTINOUS IMPROVEMENT == KAIZENKAIZEN
IMPROVEMENTIMPROVEMENT
WITHOUTWITHOUT
ENDINGENDING
In Japanese,
KAI
Change
ZEN
Good
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 Improvement2) 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 Improvement2) Continuous Improvement

Step i) Plan
This 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 ImprovementPDCA Cycle steps for Continuous Improvement

Step i) Plan
2nd
Determine the target
Understand 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
actions
These 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) Check
Evaluate & 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) Act
When 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. >>>

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;
ISO 9000 series;
 Matrix Diagram;
 Histograms;
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) Teamwork4) 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”, which
involves “soliciting input
from empowered
employees”
7) Democratic Management Style

7) Democratic Management Style7) Democratic Management Style
Democratic leadership
style 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 Style7) 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 Satisfaction8) 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 Satisfaction8) Customer/Citizen Satisfaction

9) Culture Change9) 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.
Tools and Techniques for Total Quality Management

Tools and Techniques for Total Quality Management
Techniques,
 Tools and systems;
ISO 9000 series;
 Matrix Diagram;
 Histograms;
Fishbone or Ishakawa Diagram.
Both are philosophy and sets of management guiding
principles for managing an organization.
2. “Hard” TQM Practices in Quality
Management

Steps in TQM Implementation building the Dream School
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.

1. Create constancy of purpose for improvement of product and service.
2. Adopt the new philosophy
3. 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 areas
10. 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 everyone
14. Put everyone in the organization to work to accomplish the transformation
Steps in TQM Implementation building the Dream School

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 Fear
People 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 everyone
The 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 transformation
The 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 Direction
Standard 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;
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.
Advanced Standards for Quality School Systems

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.

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

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

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.

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.

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.
effectiveness of support systems to meet the physical, social, and
emotional needs of the student population being served.
effectiveness of services that support the counseling, assessment,
referral, educational, and career planning needs of all students.

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.

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.

Introducing ISO 9001 International Quality
Assurance and Lean Six Sigma
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.

Introducing ISO 9001 International Quality
Assurance and Lean Six Sigma
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, and
8. 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 combines
Lean 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.

Educational Administration Practices with Total Quality Management (TQM)

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