QPLN7 Quality control and monitoring Leading partner UNIVERSITY OF MACEDONIA – UOM Support and...
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Transcript of QPLN7 Quality control and monitoring Leading partner UNIVERSITY OF MACEDONIA – UOM Support and...
QPLN7 Quality control and monitoring
Leading partner UNIVERSITY OF MACEDONIA – UOM
Support and Inclusion of students with disabilities at higher education institutions in Montenegro – SINC@HE
Introducing QPLN7
Monday, 27th AugustLefkothea Kartasidou &
Ioannis Agaliotis
Support and Inclusion of students with disabilities at higher education institutions
in Montenegro – SINC@HE
Introduction
• Project quality management includes the process required to ensure that the project satisfies the needs for which it is undertaken.
• PQM includes all the activities of the overall management function that determine the quality policy, objectives, and responsibilities and implement them within the quality system.
QUALIT PLANNING QUALITY ASSURANC E QUALITY CONTROL
PROJECT QUALITY M ANAGEM ENT
1- INPUTS
-Quality policy
-Scope statement
-Product description
-Standards and regulations
-Other process outputs
2- TOOLS AND TECH.
-benefit/ cost analysis
-Benchmarking
-Flowcharting
-Design of experiments
3- OUTPUTS
-Quality management plan
-Operational definitions
-checklists
-Inputs to other processes
1- INPUTS
-Quality management plan
-result of quality control measurements
-Operational definitions
2- TOOLS AND TECH.
-Quality planning tools and techniques
-Quality audits
3- OUTPUTS
-Quality improvement
1- INPUTS
-work results
-quality management plan
-Operational definitions
-checklists
2- TOOLS AND TECH.
-inspection
-Control charts
-Pareto diagrams
-Statistical sampling
-flowcharting
-Trend analysis
3- OUTPUTS
-Quality improvement
-Acceptance decisions
-rework
-Completed checklist
-Process adjustment
Activities for Quality Control
• Acceptance decisionsAcceptance decisions: decisions as to whether the products or services are accepted or rejected
• ReworkRework: actions taken to correct rejected products or services
• Process adjustmentsProcess adjustments: Action taken to correct or prevent future quality problems
Support and Inclusion of students with disabilities at higher education institutions
in Montenegro – SINC@HE
Common understanding
Quality management should complement modern project management as they both recognize the importance of :
1- Customer satisfaction2- Prevention over inspection 3- Management responsibility 4- Processes within phases (plan – do –check – act cycle)
Support and Inclusion of students with disabilities at higher education institutions
in Montenegro – SINC@HE
Support and Inclusion of students with disabilities at higher education institutions in Montenegro – SINC@HE
Support and Inclusion of students with disabilities at higher education institutions
in Montenegro – SINC@HE
Support and Inclusion of students with disabilities at higher education institutions
in Montenegro – SINC@HE
Monitoring
• Preventative monitoring focuses on the review of the objectives, priorities, methodology, activities planned
• Advisory monitoring focuses on advice / suggestion to accompany the project implementation and solve issues
• Control monitoring focuses on assessment of the results / impact/ sustainability/ visibility
Support and Inclusion of students with disabilities at higher education institutions in Montenegro – SINC@HE
12
Monitoring and Evaluation
Strengthens accountability and transparency
Provides information for effective management
Helps determine what works well and what requires improvement
Builds knowledge
WHY DO WE HAVE TO DO THIS?WHY DO WE HAVE TO DO THIS?
13
Monitoring and Evaluation
Monitoring: Examine the degree of project progress and to modify the project contents as necessary
Evaluation: Review the project with the 5 criteria at the near completion of the project or several years later. Recommendation and lessons learnt would be made for improving the quality of the future projects or other on-going projects
Monitoring and Evaluation ? What is the difference?
14
1. Efficiency 2. Effectiveness3. Impact 4. Relevance5. Sustainability
Monitoring and Evaluation
5 Main Criteria for Evaluation
15
Efficiency: The productivity in project implementation. The degree to which Inputs have been converted into Outputs.
Effectiveness: The degree to which the Project Purpose has been achieved by the project Outputs.
Impact: Positive and negative changes produced, directly or indirectly, as a result of the Implementation of the project.
Relevance: The validity of the Overall Goal and Project Purpose at the evaluation stage.
Sustainability: The durability of the benefits an and development effects produced by the project after its completion.
Monitoring and Evaluation
METHODOLOGY• To Do List for all WPs• Problem Analysis• Objective Analysis• Project Design Matrix• Total Quality Management for Internal QMC• SWOT Analysis• Suggestion: Development of special questionnaire
for internal quality monitoring and controlSupport and Inclusion of students with
disabilities at higher education institutions in Montenegro – SINC@HE
TO DO LIST FOR ALL WPS
Support and Inclusion of students with disabilities at higher education institutions
in Montenegro – SINC@HE
Support and Inclusion of students with disabilities at higher education institutions in Montenegro – SINC@HE
Support and Inclusion of students with disabilities at higher education institutions
in Montenegro – SINC@HE
Support and Inclusion of students with disabilities at higher education institutions
in Montenegro – SINC@HE
Support and Inclusion of students with disabilities at higher education institutions
in Montenegro – SINC@HE
Working visit 1.1 (UOM)1 Master Student & 1 Ph D student with visual impairment
Working visit 2.1 (UNIMC)
Mr. Daniele Regolo with hearing impairment, graduated at University of Macerata getting a degree in Political Science. He works in his own society “Jobdisabili.it” developed to promote the access to the workworld for people with disabilities.
Involvement of individuals with disabilities
Quality measurements
Non consortium partners involved – Aristoteles University of Thessaloniki – AUTH, Social Policy
Committee, Greece – Association of Visual Impairment Research - AVIR, Greece – University of Athens- UOA, Accessibility Unit, Greece – Institute of Education, University of London, London, UK – School of Oriental and African Studies, University of
London, UK – Student Disability Services University College London,
London, UK – Mr. Daniele Regolo with hearing impairment, works in his
own society “Jobdisabili.it” developed to promote the access to the work world for people with disabilities.
Support and Inclusion of students with disabilities at higher education institutions
in Montenegro – SINC@HE
Quality measurements
Workshop I- Internal QPLN7
Monday, 27th AugustLefkothea Kartasidou &
Elsa Pavlidou
Support and Inclusion of students with disabilities at higher education institutions
in Montenegro – SINC@HE
PROBLEM ANALYSIS
Support and Inclusion of students with disabilities at higher education institutions
in Montenegro – SINC@HE
http://www.google.gr/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CEsQFjAA&url=http%3A%2F%2Fmiyaichi.up.seesaa.net%2Fimage%2FSession20Presentaion20%28PCM%2920final.ppt&ei=Gq0wUMyYFI-XhQem0ICQCQ&usg=AFQjCNHK1TOd-b9ldczw7gY3PmIvKPgTSw
25
Problems Analysis visually represents the causes and effects of existing problems in the project area, in the form of a Problem Tree. It clarifies the relationships among the identified problems.
Problem Analysis
26
Relationships of Problems? Problem Analysis
Simply connect causes and effects by directly “Because”
I am not motivated to work
I am not sure what to do in this work
My salary is low I get poor respect from the boss
I am lack of expertise/skills
I am lack of training
My company is not getting profit
My post is not high yet
My poor communication to boss
We have different ways to think
CAUSE
EFFECT
27
Let us see the cause and effect relations by making a Problem Tree!!
Problem Analysis
Child is ill
Some home problems
Lack of nutritious food
Lack of medical facilities
Lack of clean water and sanitation
Parents do not have income
Water facilitations was destroyed
28
Problem Tree
CAUSE
EFFECT
29
Steps in Undertaking Problem Tree
1. Identify problems that the project will address. State problems in negative manner.
2. Group problems by similarity of concerns.3. Develop the problem tree:
a) Select a Core/Focal problem from the list and relate other problems to the core/focal problem.
b) If the problem is a cause of the core problem the tree is placed below the core problem
c) If the problem is an effect of the core problem is goes above
Problem Analysis
30
Rules for Writing Problems
1. Write in a Sentence. (Make Clear “Subject and Object”)
2. Avoid “No money, No capacity, No,,,”.3. Avoid Generalization.– Be Specific.3. Don’t Write a Cause and Effect in One Card. 4. Be Specific Whose problem.
31
Let us make the problem tree around the content of our project
Problem Analysis
Exercise (20 minutes)
OBJECTIVE ANALYSIS
http://www.google.gr/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CEsQFjAA&url=http%3A%2F%2Fmiyaichi.up.seesaa.net%2Fimage%2FSession20Presentaion20%28PCM%2920final.ppt&ei=Gq0wUMyYFI-XhQem0ICQCQ&usg=AFQjCNHK1TOd-b9ldczw7gY3PmIvKPgTSw
Support and Inclusion of students with disabilities at higher education institutions
in Montenegro – SINC@HE
33
Objective Analysis
Objective Analysis clarifies the means-ends relationship between the desirable situation that would be attained and the solution for attaining it. This stage also requires an Objective Tree.
34
Objective Analysis
Step 1: Reformulate all negative situation of the problem tree into positive situations that are : • Desirable• Realistically achievable
Step 2: Make sure that there is a means – ends (results) relationship (if this is implemented then this will be achieved)The causes become the starting point for the objectives.The effects become the results of the objectives.
Step 3: IF necessary:• Revise statements• Add new objectives if these seem to be relevant and necessary to achieve the objective at the next higher level• Delete objectives which do not see suitable or necessary
How to Make the Objective Tree
35
Reformulating of Problems? Objective Analysis
I am not motivated to work
Not sure what to do in this work
Salary is low Poor respect from the boss
Lack of expertise/skills
Lack of training
My company is not getting profit
Not high post yet
Poor communication to boss
Different ways to think
Get trained
Adequate skills/expertise
Know what to do well
My company is getting profits
Get promoted
Salary is increased
Better communication to boss
Understanding of his/her perspective
Respected and encouraged by boss
I enjoy working and am so motivated Results
Means
PROJECT DESIGN MATRIX (PDM)
http://www.google.gr/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CEsQFjAA&url=http%3A%2F%2Fmiyaichi.up.seesaa.net%2Fimage%2FSession20Presentaion20%28PCM%2920final.ppt&ei=Gq0wUMyYFI-XhQem0ICQCQ&usg=AFQjCNHK1TOd-b9ldczw7gY3PmIvKPgTSw
Support and Inclusion of students with disabilities at higher education institutions
in Montenegro – SINC@HE
37
Key points in setting Assumption
Should be relevant and probable
If an assumption is not important or almost certain: Do not include
If an assumption is unlikely to occur: Killer assumption – abandon project
Project Design Matrix (PDM)
Important Assumption?
Assumptions are external factors that have the potential to influence (or even determine) the success of a project, but lie outside the direct control of project managers
38
Activities to Impact through Assumption
Outcome
Impact
Activities
Assumptions
AssumptionsOutputs
Assumptions
Project Design Matrix (PDM)
39
Example of Assumptions (in our case)
• Activity level
• Output level
• Project Purpose level
• Overall Goal level.
Project Design Matrix (PDM)
40
Objectively Verifiable Indicators (OVI) ?
OVI measure to verify to what extent the results are achieved.
Specify how the achievement of an objective can be verified or demonstrated
Provide a basis for Monitoring and Evaluation 3 Dimensions of Indicators
QuantityQualityTime
Project Design Matrix (PDM)
41
Objectively Verifiable Indicators (OVI) with SMART
Specific,
Measurable,
Achievable,
Relevant,
Time-bound
Project Design Matrix (PDM)
42
Example of Indicators (in our case)
• Output level
• Project Purpose level
• Overall Goal level
Project Design Matrix (PDM)
Support and Inclusion of students with disabilities at higher education institutions in Montenegro – SINC@HE
Bad –time management –Delay of project
outputs
Late initiationNo respect to
deadlinesBad communication
Not accessible e-services for the implementation
Unpredictable factors
No understanding
Inexperienced partners
No deadlines were given in e-mails
No knowledge
Workshop II- SWOT Analysis IQCM
Wednesday, 29th AugustLefkothea Kartasidou &
Elsa Pavlidou
Support and Inclusion of students with disabilities at higher education institutions
in Montenegro – SINC@HE
SWOT ANALYSIS
Support and Inclusion of students with disabilities at higher education institutions
in Montenegro – SINC@HE
SWOT
• Factors affecting an organization can usually be classified as:
• Internal factors– Strengths (S) – Weaknesses (W)
• External factors– Opportunities (O) – Threats (T)
Strengths
Opportunities
Weaknesses
Threats
Create a plan of action
• What steps can you take to:– Capitalize on your strengths– Overcome or minimize your weaknesses– Take advantage of some new opportunities– Respond to the threats
• Set goals and objectives, like with any other plan
Major benefits of SWOT analyses
• Simplicity• Flexibility• Integration and synthesis• Collaboration • Lower costs
The SWOT matrix
SWOT-driven planning1. The assessment of strengths and weaknesses should look
beyond products, services and resources to examine processes that meet customers’ or stakeholders’ needs
2. Achieving goals and objectives depends on transforming strengths into capabilities by matching them with opportunities
3. Weaknesses can be converted into strengths with strategic investment. Threats can be converted into opportunities with the right resources
4. Weaknesses that cannot be converted become limitations which must be minimized if obvious or meaningful to customers or stakeholders
Total Quality Management
Implementation on HEIs
Support and Inclusion of students with disabilities at higher education institutions in Montenegro – SINC@HE
Definition of TQM• TQM is the way of managing for the future and is far
wider in its application than just assuring product or service quality - it is a way of managing people and business processes to ensure complete customer satisfaction at every stage, internally and externally.
• TQM is defined as “the process of integration of all activities, functions and processes within an organization in order to achieve continuous improvement in cost, quality, function and delivery goods and services for customer satisfaction”.
Support and Inclusion of students with disabilities at higher education institutions
in Montenegro – SINC@HE
Total Quality Management (TQM)
• Total – meaning that every person is involved including customer and suppliers
• Quality – implying that customer requirements are met exactly
• Management – indicating that senior executives are committed
Support and Inclusion of students with disabilities at higher education institutions
in Montenegro – SINC@HE
Principles of TQM• TQM is a philosophy which applies equally to
all parts of the organization.• TQM can be viewed as an extension of the
traditional approach to quality.• TQM places the customer at the forefront of
quality decision making.• Greater emphasis on the roles and
responsibilities of every member of staff within an organization to influence quality.
• All staff are empowered.
Support and Inclusion of students with disabilities at higher education institutions
in Montenegro – SINC@HE
Support and Inclusion of students with disabilities at higher education institutions
in Montenegro – SINC@HE
TQM IN HEIS
Support and Inclusion of students with disabilities at higher education institutions
in Montenegro – SINC@HE
Three approaches• Customer focus: the idea of service to students is
fostered through staff training and development, which promotes student’s choice and autonomy
• Staff focus: values and enhances the contribution of all members of staff to the effectiveness of an institution’s operation, to the setting of policies and priorities.
• Service agreements: seeks to ensure conformity to specification at certain key measurable points of the educational process
Support and Inclusion of students with disabilities at higher education institutions
in Montenegro – SINC@HE
Support and Inclusion of students with disabilities at higher education institutions
in Montenegro – SINC@HE
Support and Inclusion of students with disabilities at higher education institutions
in Montenegro – SINC@HE
Support and Inclusion of students with disabilities at higher education institutions
in Montenegro – SINC@HE
Support and Inclusion of students with disabilities at higher education institutions in Montenegro – SINC@HE
Social Inclusion
• Indicators– Community integration and participation
– Community roles• Contributor, volunteer
– Social supports• Support network, services
Support and Inclusion of students with disabilities at higher education institutions
in Montenegro – SINC@HE
Quality Control and Monitoring
Support and Inclusion of students with disabilities at higher education institutions
in Montenegro – SINC@HE
Output level
Support and Inclusion of students with disabilities at higher education institutions in Montenegro – SINC@HE
Project Purpose level• To improve university regulatory frameworks,
guidelines and recommendations to allow full support for students with disabilities in ME HEIs
• To improve institutional capacities through providing special equipment, support services and staff training for teaching students with disabilities
• To establish Student Advisory Offices at each partner university for counselling, guidance, tutoring, relationships and psychological support
• To raise awareness and motivation on inclusive education and to increase the number of prospective students with disability
Support and Inclusion of students with disabilities at higher education institutions in Montenegro – SINC@HE
Overall Goal level
• To improve quality and relevance of inclusive education for students with disabilities in Montenegro to strengthen the open society values by combining best EU practices and policies
Support and Inclusion of students with disabilities at higher education institutions in Montenegro – SINC@HE
Exercise• According to the three approaches of TQM in
HEIs and taken into consideration the indicators of Social Support evaluate the project following the SWOT analysis
• Output level
• Project Purpose level
• Overall Goal level
Support and Inclusion of students with disabilities at higher education institutions
in Montenegro – SINC@HE