2012-hos-total+quality+management+in+education-final-1+by+manju+narula (1).ppt

8/10/2019 2012-HOS-Total+Quality+Management+in+Education-final-1+by+Manju+Narula (1).ppt

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Management of Change In institutional management, Management of

Change holds the key position all over theworld.

The head of the institution occupies importantposition in initiation and managing theprocess of change

Head of the institute are accountable fororganizational growth and decay


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Total Quality Management (TQM)

TQM means quality in all aspects oforganization.

The quality needs to be redefined from thenarrow criteria of achievement of students inexaminations to a holistic approach to quality oflife in schools.

The system as a whole has to be taken care.

Quality is not incidental or accidental.

It is a planned and deliberate process.

It should be on a continual basis


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Industrial Product

-Several Attributes that determinequality:

Functionality, durability, repair-

ability, shape and size, design,colour, uniqueness, cost, etc.

Quality depends upon perception

of the user or the customer


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Service Sector:

- punctuality, time, cost,courteousness, speed, accuracy etc.

- Quality depends upon clients

perception

Education Sector


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Parameters of Quality

Perceptual

Exceptional

Perfection

Value for money

Continuous improvement


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Quality Management Issues

Absolute versus Relative Quality

Absolute Quality: Last words,

highest standards,

expensive,

uniqueness & prestigious,

very few people can afford- Shaffers Pen & Rolls Royce Car

- Indian Institute of Technology in India


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Relative Quality

- Several products, services or organizations arecompared at a given time

- Same organization over time

- be the best and stay there- Best is absolute concept but the best among thebetter ones gives the relativism

- for staying there need continuous move

- Comparing quality of a consumer product is areference to relative quality


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TQM: Systems Thinking

Institution based management fordevelopment

Each institution comprises several sub-components

Inter-relationship and inter-dependence

Develop a holistic thinkingLook at the organization as a completeorganism (systems thinking)


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Educational Institution as a System

Input process output Model

Sub-systems

Identify Sub-systems & understand theirinter-relationships & interdependence


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Vision Mission & Goals;

Academics;

Personnel; finance;

Infrastructure;

Linkage & Interface;Student Services;

Rules & Regulations;

Institution Building Process andManaging People at work


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Systems Thinking (contd.)

Sub-systems vary from one another but areinterdependent

- finance, infrastructure: concrete & measurable

- Vision, mission & goals: abstract in nature

- Academic activities, students services, managingpeople at work: organizational process


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Academic Management:

- Admission

- Curriculum- Instruction

- Co-curricular activities

- Student Assessment


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Instruction contains:

- Classroom teaching,

- home assignments for students,

- project work,

- Lab. Practical,

- field visits, and

- Others

School should be seen as total organism, not as

fragments of activities and structure


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Planning for Implementation

An Essay on the School

- Documentation of the perception of ateachers & staff about the school

- Enormous difference in perception

- share & cross check each others belief &bring it into open


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Planning for Implementation (Contd.)

Identification of areas of improvement

- list the areas of improvement

- specify a minimum number of improvement

areas- compile and tabulate to find common &divergent views

- discuss again to find out problem areas of

improvement in the school- the exercise helps in diagnosing individual anscollective shortfall and identifying commonareas of improvement


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Institutional assessment

- structured

- Qualitative and quantitative- Pattern of growth can be diagnosed

- trend data assess changes anddevelopment


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SWOT Analysis

- Tool for organizational diagnosis

- Useful for reflection- Decision making

- Evaluation

- Whatever idea you wish to consider thinkin terms of strength, weaknessopportunity & threat


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Vision, mission & goals

- build up a shared and acceptable

common vision, a mission and a setof goals

-What would be your organization

after ten years-After five years

-After three years


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Vision 10years

5 years 3 years comme

Teacher Quality

Student Quality

Programes

Performance

Infrastructure

**

*


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Prioritization

- All the goals and improvement cannot beachieved at the same time

- Prioritize the activities

- Pick one or two items at a time


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Resource assessment and allocation

- four types of resources:

1. financial,

2. human,

3. infrastructural and

4. time

- allocate against each activity theseresources


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Evaluation and Monitoring

- develop the mechanism of monitoringactivities at every step

- also mechanism of evaluation to assessthe success


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Implementation

It implies conversion of each of theplanned item into action


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Concepts in Leadership

1 Designated leadership

Ascribed leader

2 Autocratic Democratic

Laissez Faire


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Autocratic leader takes the decision and hands itdown to subordinates for implementation

Social setting is hierarchic & non- collegial

Democratic leader consults others on importantmatters and takes collective decision

Laissez-Faire-leadership is indicated when thingsare left to happen, often characterized by

- Absence of initiative

- Absence of intervention

- Absence of Intervention

- Absence of Monitoring


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Leadership Styles

Telling Style:

High concern for task but low concern for forrelationship

Leader instructs to carry out the tasks Specifies the time, method of carrying out the

tasks

Quality of the task output

Leader is prepared to stake relationship foraccomplishment of tasks

Hard-task master

Dictatorial style


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Leadership Style (Contd.)

Selling Style

High Concern for task and high concern forrelationship

Leader ensures task accomplishnent withpredefined quality & time without stakingrelationship

Salesman

This is an important style when the principalintroduces innovation (Delphi Technique)


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Participating Style

High concern for relationship but low concernfor task

Reverse of telling style Leader stakes task accomplishment for

maintaining good relationship

Mr.Nice man or Madam Nice

Leader participate in the task accomplishment

When routine, monotonous but necessarywork have to be done for the organization


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Low concern for relationship & low concern fortask

When things are allowed to happen

Laissez-Faire Not taking any responsibility of

anything

Delegation is a purposeful decision


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Situation Leadership & Style Preference

Style Preference

This style indicates the style of preference

Leader opts for one of the four styles

The most frequently chos


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Thank You

2012-hos-total+quality+management+in+education-final-1+by+manju+narula (1).ppt

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