IMPLEMENTING

SIX SIGMA IN

EDUCATIONTowards

TQM in Academics

S. CHAND & COMPANY LTD.(AN ISO 9001 : 2008 COMPANY)

RAM NAGAR, NEW DELHI - 110 055

Dr. Dheeraj Mehrotra(National Awardee)

Former Head, TQM in EducationCity Montessori School & Degree College

Lucknow (India)Former Principal, DE Indian Public School, DelhiFormer Education Officer, Gems–Education (India)

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© 2012, Dr. Dheeraj MehrotraAll rights reserved. No part of this publication may be reproduced or copied in any material form (including photocopying or storing it in any medium in form of graphics, electronic or mechanical means and whether or nottransient or incidental to some other use of this publication) without written permission of the copyright owner.Any breach of this will entail legal action and prosecution without further notice.Jurisdiction : All desputes with respect to this publication shall be subject to the jurisdiction of the Courts,tribunals and forums of New Delhi, India only.

First Edition 2012

ISBN : 81-219-3981-X Code : 20 140

PRINTED IN INDIA

By Rajendra Ravindra Printers Pvt. Ltd., 7361, Ram Nagar, New Delhi -110 055and published by S. Chand & Company Ltd., 7361, Ram Nagar, New Delhi -110 055.

Dedicated toDedicated toDedicated toDedicated toDedicated to

I would love to dedicate this book first and foremost to God forgranting me the strength to write this book. Without Him, thisbook would not have seen the light of the day.It took years to decide to write it, So ‘‘Thank You God for blessingme for share I stand now in life. Secondly, my reason for livingand the love of my life that God blessed me with, for herenduring love, encouragement & support. She is a beacon oflight that shines in my life and I will be forever be grateful toGod for blessing me with this compassionate and sensitive soulmate.’’‘‘Thank you, for showing me the meaning of true love and lastbut not the least my lovely children for being the best kids in theworld any Dad could have’’

Dr. Dheeraj Mehrotra

Preface

Six Sigma in Education is an art of learning through a study of orientation to

the customers’, the ultimate parents and the children studying at a college in

particular. It is a the pride and enhancement of the products to get recognition out

of the Quality Environment of Learning and Study Cult which replicates and

explores the success at large among the masses.

The inception of Six Sigma technique in Education is implemented as a novice

inception using the quality learning tools, brainstorming and benchmarking over

all.

I am sure my work on implementation of the SIX SIGMA IN ACADEMICS

would not only spread the cause but shall also given a new dimension to the

standard of education in particular.

Dr. Dheeraj Mehrotra

tqmhead@aol.com

Contents

1. Introduction to Quality in Education ... 1–10

2, Why Six Sigma in Education ? ... 11–20

3. Impact of IT on Quality in Education ... 21–36

4. Quality Circles Approach Towards TQM ... 37–45

5. TQM in Educational Institutions ... 46–50

6. Problem Solving Techniques to Attain Total Quality ... 51–73

7. Developing Student Leadership Skills Towards Total Quality ... 74–78

8. Preparing 21st Century Educators ... 79–90

9. Overcoming the Habit of Procrastination by Teachers ... 91–99

10. Capsules Towards Quality Parenting–the SIX SIGMA WAY ! ... 100–102

11. Quality Education through IT ... 103–105

12. Skills for the GOOGLE World ... 106–109

13. Leadership Styles for TEACHERS ... 110–119

14. The 21st Century DIGITAL Teacher ! ... 120–124

15. Swot Analysis at Teaching Learning Process ... 125–127

16. Quality Is Never a 9 to 5 Job ! ... 128–131

17. Conclusion ... 132–148

18. Pictures Towards Quality Achievements,Thanks to his

Excellence, Shri A.P.J. Abdul Kalam, our Former President ... 149–151

19. Six Sigma Projects in Academics ... 152–157

Quality, quality, quality. Ours is an age of quality. In the marching trend of thecommercial arena there lies an indispensability of the presence of this essence ofacceptability of any commodity. In the academic arena, with an information backedage, the teachers have gathered a revolutionary phase of education system.A Shift from Industry to Schools:

Moving the Theory from Industry to Education in adapting quality management,originally developed for business enterprises, it is important to keep in mind certaindifferences between education and business:• The school is not a factory.• The student is not a “product”.• The education of the student is the product.• Successful completion of the product requires the student to participate as aworker, co-managing the learning process.• Teaching and learning are two different processes. Teaching is more akin tomanagement than to detailed supervision of activities. Learning is more akin toresearch and development (R&D) than it is to an assembly process. Attempts toorganize R&D as though it were merely an assembly of ideas to be managed in thestyle of an assembly line have been disastrous.The same is true in education.• In industry, quality management requires every manager of every process toidentify a customer. If a process has no output for which there is a customer, whydo it?

BEST PRACTICE SCHOOLS• MAXIMISE USE OF TECHNOLOGY TO

DRIVE INNOVATION

• CONTINOUSLY SEEK TO IMPROVE

MANAGEMENT OF RESOURCES

• ENCOURAGE INPUT FROM TEACHERS,

STUDENTS AND PARENTS

• SIMPLIFY INTERNAL SYSTEMS AND

PROCESSESS WHEREEVER POSSIBLE

1

Introduction to Quality in

Education

Chapter

1

2 IMPLEMENTING SIX SIGMA IN EDUCATION

According to the Kothari Commission report, of all the factors which influence thequality of education and its contribution to national development, the quality, com-petence and character of teachers are undoubtedly the most significant.

BEST PRACTICE SCHOOLS

• DEVELOP SYSTEMS TO MEASURE PERFORMANCE IN

EACH OF THE KEY AREAS OF THE ORGANISATION’S

ACTIVITIES.

• BENCHMARK PERFORMANCE INTERNALLY AND

EXTERNALLY WITHIN AND OUTSIDE THEIR SECTOR

FOR IMPROVEMENT TOWARDS RESULTS.

• LEARN FROM THE PRACTICES ADOPTED BY OTHERS.

• TAKE APPROPRIATE AND TIMELY ACTION ON

RESULTS.

Presently if the teachers realise their importance, their commitment to their profes-sion will increase. They should be aware of their role and responsibilities for theireffective functioning.Till past years it was more than of an instructor but now they are well graded as anationbuilder.Secondly, the role of the teacher as an animator of development or catalyst of changealso envisages a prominent and high value role to the teacher.

WHAT IS THE PHILOSOPHY OF TQM ?

Although no two businesses use TQM in exactly the same way, its theory rests ontwo basic tenets. The first and most important is that customers are vital to theoperation of the organization. Without customers, there is no business, and with-out business, there is no organization. Consequently, it should be the primary aimof any group to keep customers satisfied by providing them with quality products(Deming 1986).These ideas are not foreign to most organizations; what makes TQM unique isits call for a restructuring of management methods to create that quality. TQMproponents urge organizations to turn nearsighted, top-down management “onits head” by involving both customers and employees in decisions. This secondtenet, that management needs to listen to nontraditional sources of informationin order to institute quality, is based on the belief that people want to do qualitywork and that they would do it if managers would listen to them and create aworkplace based on their ideas (Deming).

Managers, in the TQM view, need to become leaders who “not only work in thesystem but also on the system” (Rocheleau 1991). A company will see continuous

INTRODUCTION TO QUALITY IN EDUCATION 3

improvement in products only when managers realize all systems consist ofinterdependent parts and work to aim all those parts toward a vision of quality,proponents argue. This type of leadership is needed to ensure that productquality improves “constantly and forever” and truly satisfies the customers(Deming).

The marching trend of the economic stimulations in the global village; touchedupon by the web has an enormous approach of QUALITY. The glossy ads dopredict of the fact in respect to the available product, but alas, the customer, theking, has the sole freedom to judge the necessity and the quality of the same.To share the indispensability of this concept there lies the execution of the QualityControl, as an everlasting strategy by the managers at all levels.

The control of the quality performs the vigil of right operations which are inherentin nature. In a school where the motto of quality is education, the control ofquality has a competitive edge in terms of academic excellence enabling the allround development of the child. Along with, the staff of an educational institutionhas to be well trained, developed and involved in quality control activities.

Since the attainment of Quality depends not merely on tools and techniques buton the people, the students and the teachers together striving for it, a novel ideahas been developed by Professor K. Ishikawa of Japan in the sixties. The wholeidea was termed as Quality Circle (QC) approach, under which the task performersat the grassroot level are given the privilege of participating in progress and tohave a say in the work they do. It may sound farfetched but the studies haverevealed that it is more-so over a true explanations that Quality Circle conceptswere first piloted at the Nippon Telegraph and Cable Company in 1962. With theeffect of the great success in this arena, today, there are around 2.5 million QCsinvolving more than 20 million members and extending into the services sectorof Japan. As an everlasting strategical individuality, the Quality Circle conceptto upgrade the qualitative analysis has had a unique acceptability in nearly allfields of commerce, in nearly all parts of the world, with the tide. The QCconcept as the result of the interaction between the American statistical methodof quality control and Japanese Organizational practices, is a people-buildingrather than a peopleusing approach. It aims at making every worker a decision-maker concerning his or her own work.

In the process of polishing the acceptance of any commodity, which may be aproduct on the side of any company or producing results on the part of theeducational institute, the QCs’ constitute a formal, institutionalized mechanismfor productive and participative problemsolving interaction among employeesor the students. Small groups of workers engage in a continuing co-operativestudy process to uncover and to solve work-related problems. Each circle alsoacts as a surveillance mechanism which assists the organisation/ institution inadapting to its environment and in monitoring opportunities. It scans theenvironment for opportunities, does not wait to be activated by a problem, anddoes not stop its activities when a problem has been found and solved. It follows

4 IMPLEMENTING SIX SIGMA IN EDUCATION

that for greatest organizational benefit, QCs’ should function continuously andbe independent of the production process.

At the part of the upgrading, the QC is humanistic, straight and very useful forexploiting the latent potentials of our people. In academics, where ranking methodbased on examination rules the most, where many students’ creative energiesremain untapped and slowly mellows down due to want of recognition,motivation and participation, the quality circle may open up new avenues forthe students to expose off their hidden talents.

Keeping the educational qualitative analysis in view, the education industry iswitnessing growing competition. Previously, this competition was limited bygeography, but with the advent of degree programs and specific courses beingoffered over the Internet by prestigious organisations such as Harward, MIT andStanford, Universities and Colleges now have to deal with competition outsidetheir local geography. To stay competitive, Universities are looking at new methodsof reaching more students outside their local geography, while minimizing thecost structure for delivering this demand for education.

Another concern for Universities as well as primary or secondary schools, isproviding current technology as part of the learning experience, and the need toshare resources to minimize costs. Most primary and secondary schools use PCsin the classrooms as an adjunct to standard class work. The need to train childrento use PCs in today’s world is similar to that of training children to use Calculators,20 years back. Children coming out of secondary school without PC Skills, willbe at a severe disadvantage in the university and the job market, under thecategory of excellence.

Along with, much to the acceptability, the interface between the teachers andstudents involve the main components of quality in teaching, which includecommunication skills of the teacher, qualification of the teacher, innovativemethods of teaching, need based curriculum, adequate training input for teachersand learner centered teaching.

Tuitions, a threat to quality, has been a grave concern over the years. Someteachers are found not to take their work very seriously and make the challengeas a recruiting ground for their clients outside. On my part the ideal situationwould be the teachers to undertake tuition work voluntarily without payment,as been practised by the top schools in the country. Here, the teachers undertakeREMEDIAL classes for the weak students and are honoured by an extra salarytermed as NON TUTION ALLOWANCE by the management with the cost thatthe teacher should not impart private tuitions.

More-so-over, the effectiveness of the teaching process depends on the qualityof communication between the teacher and the pupil. With many teachers teachinga large group of students, the quality of communication is diluted and theteacher is forced to distribute his/ her attention amongst all students. TheInstitution of Teacher-Guardians seeks a happy compromise between the ancient

INTRODUCTION TO QUALITY IN EDUCATION 5

ideal and modern realities.The Quality assurance in education can thus be termed as a burning issue for allacademicians.Every educationist, teacher and student feels the need of it and has definiteperception of the falling standards. Every one seems to feel the urge to contributehis/ her share in reviving quality.Teachers normally complain that they are not given a say in crucial matters decidingthe issues related to the system of education, that they are not given proper audiencewhen they want to ventilate their academic grievances.Keeping in view the necessity, the evolution of Educational Technology has hademerged with a wide promotional acceptance. Under the prospective of the dataavailable through the research papers, the association for educationalcommunications and technology has identified the five domains that of Design,Development, Utilization, Evaluation and Management.Under the essence of the Total Quality Management, the Quality Giant, Dr. Ishikawahas rightly pointed out in one of his definitions of TQM, as “ Control of Managementof Quality of all services, business, human beings etc. and control of everythingbut this is from top management, middle management to the bottom, QC circleleaders, members and non members.” As a concept, the TQM (Total QualityManagement), has had a remarking feature for qualitative analysis of theorganisation at regard of polishing the overall development of the product.Quality as an everlasting strategy has been the need of the day. What strategy hasto be applied in today’s educational arena is a thoughtful concern on the part ofthe management to dwell into. For carrying on any work effectively, a plan isrequired and after preparing the plan an act is to be decided. If such planning andselection of means or methods is not done, work will take place in an unorganisedand haphazard manner and the cumulative effect of it, will not be beneficial to theconcerned. For this, the awareness of the faculty, with different teaching strategieswhich can be adopted in institutions or higher and the usage of those strategieswould contribute to a better teaching-learning process at all levels.According to Anthony S. Jones, an educationist, “Teachers need to vary theirteaching strategies in different class room situations and many competently utiliseonly a few and many times only one. This severely limits the teachers over alleffectiveness. When a teacher relies upon a single approach on an instructionalstrategy, student boredom can easily create learning or discipline problems. Ateacher’s lack of knowledge and methodological fluidity is indicative of a lack ofknowledge and methodological fluidity is indicative of a lack of knowledge ofstudent’s needs, interests and individual learning conditions. It is in effect a verydetrimental form of professional ignorance.Along with, the method of discussion can well be adopted to make the teachingmore effective. Under this method, the very class can be divided into groups andthe very same can be arranged on different aspects of a subject. After this thegroup leaders shall report to the entire class and prepare the summary of the

6 IMPLEMENTING SIX SIGMA IN EDUCATION

discussion in their groups. This is also possible by simply floating the questionsin the class for discussion at large. The debate method at this juncture can beeffectively used to highlight the opposite view points on any subject. With therevolutionary usage of audiovisual devices, the students can also be asked towrite papers on a particular subject and after the presentation of papers, thediscussion shall take place on the respective subject. Under this method ofimparting knowledge of literacy, the thinking, writing and presentation skills ofthe students can be kindled. Now with the march of time and tide, there hasbeen a novel way of teaching through the framing of Quality Control Circles inAcademics. Under this the value based concept could be very rightly adaptedfor infusing a spike of excellence, emotional development, humaneness and selfdiscipline. The main objective of QCC is to build the people of tomorrow. Afamily chatting around the fire place of a weekend evening, or at the dinnertable on a routine basis, discussing what happened today and what needs to bedone tomorrow, sums up the spirit of “QUALITY CIRCLES”. In the family thereis warmth, comfort and mutual concern. There is a sense of belonging andcollective pride. Along with, in the work arena, this has to come about, to becreated as QC aims at just that.It is a good saying that, those who feel good, produce good results. All of uscarve for some freedom, some opportunity to put our latent potential to use andto receive recognition in return. Quality Circles are not a panacea, not also a toolto solve all problems in an organisation. They are a people-building measureand also a step towards great involvement. The ownership of issues is ofimportance. The learning and synergy that emanates from effective team workis an experience worth seeking. QCs’ choose their own projects from work relatedissues and brainstorm to resolve the issues. The “Ownership” of the issueconstituting the “project” leads to much satisfaction subsequently.All in all, quality circles need careful nurturing. It is a simple concept, easy tounderstand. But it also requires conviction. Conviction that people can contributeand in the process be creative, given a chance. It demands patience andperseverance. In the present day situation of liberalization and intense competition,when distancing could take place between the individuals and their organisations,an effort like the quality circles needs to be encouraged by one and all.According to David Hutchins, who is responsible for bringing the concept ofquality circles to Europe and is ranked amongst the world leaders in itsimplementations. A “Quality Circle” is defined as a “small group of work peoplewho, under the leadership of their own foreman or supervisor, are trained toidentify, analyze and solve quality-related problems on a voluntary basis andpresent their solutions to their managers.” In the field of academics, the qualitycircles are framed among the students with a teacher as a facilitator and thecircle framed among the teachers is basically termed as a QUALITYIMPROVEMENT TEAM (QIT). Under this in contrast to the norms of anycompany, the main objective is to create an institution in which everyone becomesinvolved in working to make their organisation a better place to be, to shareequally in its success, to feel a part of the total community, to develop a sense

INTRODUCTION TO QUALITY IN EDUCATION 7

of pride and loyalty and to feel that their company/ institution is better for thembeing there.Now since the Quality Control Circles movement has entered into the arenathere has been an extraordinary reflection of students’ case study presentationsat national and International Level conventions, in totality. The QC philosophyis a Japanese philosophy of participative culture in any work arena. This novelaspect has come up to the view to enable the temples of knowledge to have acompetitive edge in terms of academic excellence, enable growth and fame of theinstitutions, bring the parent’s satisfaction, delight and surprise by enabling theoverall development of the child in all spheres of life.HOW DOES TQM CREATE AN ENVIRONMENT THAT PROMOTES QUALITY?TQM is more than just a philosophy. In addition to proposing new theoriesabout the workplace, it advocates specific changes that managers need to makeif they want to improve the system.These changes are best described in Deming’s “14 Points,” which are condensedunder the four categories below:* Customer Relationships: Customers can be either internal or external to anorganization. Just as a customer is the person buying a product in a store, anemployee is the customer of management. Managers need to realize that qualitywork will not be done unless they provide employees with quality products towork with (Blankstein 1992).* Employee Empowerment: TQM starts at the top but should permeate theworkplace; it fact, it will fail without employee involvement. Since workersknow more about their jobs than management does, their input is vital toimproving the system. It is a manager’s responsibility to continually trainemployees in the methods of TQM, involve them in management decisions,listen to their suggestions for system changes, and work to implement thosechanges (Schmoker 1992).* Continual Gathering and Use of Statistical Data: Most companies monitor thequality of their products by doing mass inspections that determine how manylow-quality items are being produced, but Deming calls for monitoring of theproduction process by continually gathering statistical data so that problems canbe identified as they are happening instead of when it is too late to solve them.When problems are identified, they should be the focus of discussion, and thegroups discussing them should rely on the data to institute change instead ofrandomly assigning blame to individuals or departments (Deming).* Create an Environment that Promotes Unity and Change: People need to feelcomfortable discussing problems and suggesting solutions. Managers need towork at breaking down barriers between departments so that interactivediscussion can take place. Fear must be eliminated. Also, managers are urged todo away with slogans, quotas, goals, and objectives since they encouragecompetition between workers and put the focus on individual results rather thanprocess (Deming).

8 IMPLEMENTING SIX SIGMA IN EDUCATION

HOW DOES TQM TRANSLATE TO EDUCATION?

Considerable effort has gone into translating ideas generated by TQM to education,and adaptations of Deming’s fourteen points pepper recent educational journals.Most of the points, such as the dissolving of barriers between departments, areessentially the same in education as they are in the business world. Some TQMadvocates, however, call for changes in education that may seem radical toeducators.* The Role of Students: TQM recognizes students as both customers and employeesof the educational system. Administrators need to involve students in their owneducation by training them to question the learning process, and once the studentshave questioned it, administrators need to seriously consider student proposalsfor change (Olson 1992b).* The Role of Teachers: TQM calls for changes in teachers’ relationships with bothstudents and administrators; teachers need to view education through students’eyes, and they need to work with administrators as a team. This teamwork islargely the responsibility of administrators, who need to delegate some of theirresponsibility and power to teachers (Rhodes 1992).* Testing and Evaluation: Instead of using standardized tests and grades to measurestudents’ progress, schools that embrace TQM often try to assess student progressregularly throughout the school year. By doing so, they avoid bringing problemsto students’ attention at the end of the year, when it is too late to do anything aboutthem. The same sort of process is used to evaluate teachers and administrators aswell; instead of basing teacher evaluation on one classroom visit, teachers areevaluated throughout the year (Blankstein).

WHAT ARE THE ESSENTIAL ELEMENTS OF TQM IN EDUCATION?

In a TQM school or college, improvement teams and individuals are constantlyworking on improving service to customers. The concept of a service being “goodenough” is considered inadequate. The following are the required expertise towardsTQM in schools:1. Awareness and Commitment for Everyone

The linguistic, kinesthetic, visual, and/or mathematical talents of a student willnot be developed to their fullest potential unless EVERY member of a teaching-learning partnership promotes the highest possible quality at each step in thedevelopment process. A transformation from “good-enough” or traditionaleducation (where marks or grades of “A” and “B” are good enough even if they donot represent best work) should begin with everyone being made aware of thepotential and the elements of TQM. An excellent way to begin is with a total staffmeeting with parents and school board members participating. The meeting canprovide:A dynamic overview of TQM elements and potential by one or more presenterswho have experienced both andA clear commitment from the school board, superintendent, and principal thatthey will fully support TQM efforts and that they do not expect (to use the languageof W. Edwards. Deming) “instant pudding” results.

Implementing Six Sigma In Education

Publisher : SChand Publications ISBN : 9788121939812Author : Dr DheerajMehrotra

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