Total Quality Management in

EDUCATION

BY:
LORNA R. CUDIAMAT
ELENA E. DIAMANTE
MARIZZ T. ESTRELLA
EDUC. 209-SYSTEM ANALYSIS
OPENING PRAYER
Itungo natin ang ating ulo at damhin ang presensya ng Panginoon…

Maraming salamat, O Diyos, sa patuloy na pagbabantay sa amin at sa

aming mga mahal sa buhay. Nagpapasalamat din kami sa isa pang araw at
pagkakataon na iyong ibinigay sa amin upang makapiling ang aming mga
mahal sa buhay at maipamahagi sa aming kapwa ang aming pagmamahal at
pagkalinga.
Maraming salamat din sa pagkakataon na maipakita sa Iyo ang aming
pananampalataya. Maraming salamat sa laging pagpapaalala sa amin na
kami’y naririto upang maglingkod at sumamba sa Iyo. Patawarin Mo po kami
Ama, sa mga kasalanang aming nagawa at nagagawa. Patawarin Mo
kami sa aming mga pagkukulang. Hiling naming Panginoon, linisin Mo po ang
aming puso, bigyan Mo ng kabutihan ang aming kalooban at gawaran Mo kami
ng busilak na damdamin sa araw-araw. Patnubayan mo kami sa aming mga
gawaing pantahanan at pam-paaralan.
Bigyan Mo po kami ng sapat na lakas upang maitatuwa ang mga
masasamang gawain at tahakin ang daan na dapat naming lakaran.
Nawa’y maging matibay kami sa mga pagsubok ng buhay at unti-unti naming
malagpasan ang mga pagsubok na dumarating sa amin.
Patnubayan Mo po kami Panginoon.
Panalangin namin ang lahat ng ito, sa pangalan ni Jesus.

Amen.
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BACKGROUND

BY:
ELENA E. DIAMANTE
EDUC. 209-SYSTEM ANALYSIS
 TOTAL QUALITY MANAGEMENT

While many of us may feel that

we are now all part of the quality
movement, there is still a huge gap
between the rhetoric and real
understanding. The philosophies of
the pioneers of the quality
movement, Deming, Juran and
Crosby, have not been translated
very accurately into the practice of
education
 TQM as a management model,
with its emphasis on leadership,
strategy, teamwork, rigorous
analysis and self-assessment, has
a universal message.

 TQM in education has as

its message the idea that
every student has worth
and demands the best
possible chance in life
 Total Quality Management (TQM)

• Total - made up of the whole

• Quality - degree of excellence a product or
service provides
• Management - act, art or manner of
planning, controlling, directing,….
 What does TQM mean?
Total Quality Management means that
the organization's culture is defined by
and supports the constant attainment
of customer satisfaction through an
integrated system of tools, techniques,
and training. This involves the
continuous improvement of
organizational processes, resulting in
high quality products and services.
 TOTAL QUALITY MANAGEMENT
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.
 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
 TOTAL QUALITY MANAGEMENT
2. “Hard” TQM Practices in Quality Management

covers: Techniques,
toolsand systems;
Statistical Process Control;
ISO 9000 series;
Pareto Analysis;
Matrix Diagram;
Histograms;
TreeDecisionDiagram;
Critical Path Analysis;
Fishbone or Ishakawadiagram

Both are philosophy and sets of managementguiding

principles for managing an organization.
 Philosophical Leaders of the Quality
Movement
Philip Crosby
W. Edwards Deming
Joseph M. Juran
Each has slightly different definitions of what
quality is and how to achieve it, but they all had
the same general message:
To achieve outstanding quality requires:
 quality leadership from senior management,
 a customer focus
 total involvement of the workforce, and
 continuous improvement based upon rigorous analysis
of processes.
 History of Total Quality
According to Phil Crosby, Quality is . . .

An attitude:
- Zero Defects
- Continuous Improvement

A measurement:
- Price of Conformance, plus
- Price of Nonconformance (defects)
What’s the goal of TQM?
“DO THERIGHT THINGS RIGHT THE
FIRST TIME, EVERY TIME.”

CROSBY
 History of Quality Management
Deming’s Concept of “Profound Knowledge”

 Understanding (and appreciation) of Systems

-optimizing sub-systems sub-optimizes the total
system
-the majority of defects come from systems, the
responsibility of management (e.g., machines not
in good order, defective material, etc.
 Knowledge of Statistics (variation, capability,
uncertainty in data, etc.)
-to identify where problems are, and point
managers and workers toward solutions
 History of Quality Management
Deming’s Concept of “Profound Knowledge”

 Knowledge of Psychology (Motivation)

-people are afraid of failing and not being
recognized,
so they fear how data will be used against them
 Theory of Knowledge
-understanding that management in any form is
a prediction, and is based on assumptions
Appreciation for system Knowledge about variation

Theory about knowledge Knowledge of psychology

According to Deming, a system of quality
improvement is helpful to anyone who
turns out a product or is engaged in
service, or in research and wishes to
improve the output of the organization.
The industrial analogy that compares
workers and managers to students and
teachers is accurate and appropriate. In
schools, students are the workers and
products.
Teachers and administrators are
managers.
 TOTAL QUALITY MANAGEMENT
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.
 TOTAL QUALITY MANAGEMENT
School leaders are finding that TQM principles can
provide improvements in schools through mutual
cooperation 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.
 History of Total Quality
Dr. Joseph M. Juran (1991):
He is most renowned for coining the phrase “fitness
for use or purpose”. The importance of this idea is
that a product or service can meet its specification
and yet not be fit for its purpose. The specification
may be faulty or it may not accord with what the
customer wants. Meeting specifications may be a
necessary condition of quality in most instances but it
is not a sufficient one. Today, the workforce is
educated. Workers know what is needed to improve
their jobs, and companies that do not tap into this
significant source of knowledge will truly be at a
competitive disadvantage.”
 BASIC PRINCIPLES OF TQM
Approach Management Led

Scope Company Wide

Scale Everyone is Responsible for Quality

Philosophy Prevention not Detection

Standard Right First Time

Control Cost of Quality

Theme On going Improvement

TQM involves ALL employees in using quantitative
methods to…………….. continuously improve
the organization’s
processes,
products and
services.”
Total Quality Management in
EDUCATION
 Educational Leadership and TQM

Educational Administration through

TQM Implementation

BY:
MARIZZ T. ESTRELLA
EDUC. 209-SYSTEM ANALYSIS
T BL
ANSWER: TOTAL
EL ON
ANSWER: QUALITY
 c ce
ANSWER: MANAGEMENT
 B
UCA
EMO

ANSWER: BOARD OF EDUCATION

DUCA

ANSWER: TEACHERS
How TQM applied in school setting?

TQM?
The hierarchy looks like this:
1. Students
are the workers and the products. The
difference between success and failure of
the school depends on the quality of their
work.
2. Teachers
are the first level managers. Therefore
the teacher will be leader of the class,
emphasizing quality through non- coercive
management featuring student as worker
and teacher as coach, provoking the
students to learn how to learn and thus to
teach themselves.
3. Administrators
are middle and upper level management. The
productivity of any school depends mostly on
the skills of those who directly manage the
workers, i.e., the teachers. According to
Deming, their success in turn depends on how
well they are managed by the administration
above them. Therefore, any attempt at
educational quality are best centered around
organizational improvement efforts.
4. The Board of Education is the board of directors
thus responsible directly to the clients, and board
members are overseers of the administration.
Management by Result is no longer
sufficient to deal with the problems
schools are facing. In order to
promote total quality, there is a need
to:
1. Quality Characteristics 1 -
Change Management Philosophy.
The new management philosophy focuses
on achieving quality, which is defined as
meeting and exceeding the needs and
expectations of clients.
A second focus is on the acceptance
and pursuit of continuous
improvement as the only useful
standard or goal.
The philosophy holds that example and
experience teach little about theory, and
that experience is not always useful
knowledge.
However, the new philosophy is based on
the acquisition and application of
knowledge. This knowledge referred to as
profound knowledge
Four Components of Profound Knowledge
In order to provide leadership for total quality,
people in leadership must be able to
understand and apply these concepts:
1. Systematic Thinking – this is the
interdependence of functions with their sub-
processes and of the organization with its
people. (a network of interdependent
components that work together)
2. Theory of Variation – this is the
understanding of the difference between
common and special causes. An
understanding of variation will enable
educational leaders to work toward quality
within the framework of individual
differences. The existence of variation is
why a state of zero defects does not occur
and why numerical goals are not feasible.
3. Theory of Knowledge – only through a
theory of knowledge can one understand
the past and predict the future. A major
component of total quality management
is prediction. Only through prediction and
long-term perspective can schools expect
to succeed over a long period of time.
4. Knowledge of Psychology – the new
philosophy is based on the understanding
of people and their differences, and a
commitment to applying systematic
thinking to the people system. School
leadership’s aim is to free-up the
potential of the different attributes of the
people of the organization.
Central to this new management will be the
14 points of W. Edwards Deming, derived
from industry and geared toward a
program of total quality management:
Deming Point 1 – Constancy of Purpose
Educational programs like business and
industry must have a purpose and that
“reason for existence” must be spelled out
in a mission statement. Deviating from a
common assumption, Deming states that
making money is not the primary
purpose of business. On the contrary, he
says, that staying in business and
improving products and services should
be the main mission.
In a similar fashion “raising test scores”should
not be the primary focus of schools. Education,
like business, needs to focus on its products
and services. In schools the student is both the
worker as well as the product and we need to
provide those services that will help students
acquire basic skills and become productive
citizens.
The effectiveness of a mission statement in
directing the course of a business or educational
enterprise is directly dependent upon the degree
to which the CEO, Superintendent or Principal
fully supports that mission with the employee’s
concurrence.
Unless the employees see concrete
evidence of top management support and
involvement they will not actively buy into
the mission.
In control theory terminology, the mission
statement should become a part of
thequality world of all participants who will
then gauge their behaviors against this
accepted purpose.
In terms of reality therapy techniques,
when we ask persons what they want we
are simply looking for their personal
mission statement.
Deming Point 2 – Adopt the New Philosophy
“Quality Approach” must become the new
philosophy. Business can no longer live with
poor workmanship, bad materials, sullen
service or poorly trained employees.
Education cannot continueto accept high
dropout rates, poor teaching and lowered
student performance. What is needed is a
transformation of management styles from
boss to lead management.Teachers and
administrators must become familiar with
control theory and reality therapy in order to
implement lead management techniques and
institute a quality education program.
 Deming Point 3 – Cease Dependence
on Mass Inspection
Quality comes not from inspection but from
improvements of the process.
In education, teachers need to involve the
student as a worker to evaluate the quality of his
or her work, product or outcome. When
students buy into the self-evaluation process the
quality of their work is greatly enhanced.
Using reality therapy techniquesto find out what
students want and what they are doing to get
what they want sets the stage for this process of
self evaluation.
 Deming Point 4 – End Practice of
Awarding Business on Price Tag Alone
According to Deming, price has no meaning
without a measure of the quality being
purchased.
In education we can cite a number of examples.
When school districts maintain such high class
size averages that students are failing because
of the lack of close supervision, they don’t seem
to take into consideration the additional cost it
takes for students to repeat a class.
 Deming Point 5 – Improve Constantly
In education, instead of “quick fix”, we should
be looking at the system and examine our
goals and mission.
Examination of long and short range goals is a
sign that we are beginningto focus more on
improving the system rather than laying more on
to students i.e. lengthening the school day,
school year and toughening academic
standards. It is important to remember that
improvement is not a one time effort but is an
ongoing process in schools as well as business
and industry.
 Deming Point 6 – Institute
Training/Retraining
A major factor in the so-called “teacher burnout
syndrome” is the lack of adequate pre-service
and in-service training that causes teaching –
the world’s toughest job – to be a discouraging
and oftentimes frustrating experience. It is just
not enough to have a mission statement. You
have to be surepeople are trained to carry out
that mission.
 Deming Point 7 – Institute Leadership
The need for a style of leadership that is, forthe
most part, not found in the current exisitng
industry or education. This is called Lead
Management – managing without coercion. It is
characterized by four salient features:
First of all, the leader must engage the worker in
a dialogue about what needs to be done. He
emphasizes the need for quality work while
soliciting input from the workers. He makes a
constant effort to fit the job to the skills and
needs of the worker.
Second, the leader, supervisor or teacher
models what needs to be done so that the
worker/students know what to expect.
Third, a lead manager is committed to the
concept of self evaluation on the part of the
worker with the knowledge that the individuals
doing the work are in the best position to
evaluate the quality of the work.
Finally, the leader is a facilitator whose job is to
provide the worker with a non-coercive climate
along with adequate tools and instruction to do
the job. Lead managers spend the majority of
their time working on the system to improve the
performance of the workers.
In education, the antithesis to lead
management
– boss management – is the most frequent
style observed.
Boss managers set standards, tell rather
than show how, and rely heavily on reward
and coercion to control students and
teachers.
 Deming Point 8 – Drive out Fear

Coercion is the most corrosive element in a work

place. It destroys productivity and quality work.
Workers that fear their bosses or supervisors
may produce but will never achieve quality.
Administrators, principals and teachers who
operate from a base of coercion and fear will
never engender respect and loyalty from those
they manage. Nor will they improve the quality
of work being produced. (Eliminating Ratings)
A good example of the use of fear and
coercion in schools is the over abundance
of rules governing student behavior. The
language of the rules are invariably
phrased in negative terms – “No
smoking”, “No littering”, “Keep off the
grass”, etc. Until educators accept the fact
that fear and quality work are
incompatible there can be no
improvements to the educational system.
 Educational Leadership and TQM

Educational Administration through

TQM Implementation

BY:
LORNA R. CUDIAMA
BY:
EDUC. 209-SYSTEM
LORNA ANALYSIS
R. CUDIAMAT
EDUC. 209-SYSTEM ANALYSIS
DERSHIPLEA
LEADERSHIP
TRAADMINISTION
ADMINISTRATION
MENTAPLETIONIM
IMPLEMENTATION
TASQUO
QUOTAS
TYQUALI
QUALITY
 Deming Point 9 – Breakdown Barriers
Between Staff Areas
Deming says that most of business organizations
is following a boss management base system
which cannot foster or promote team work as
coercion produces an adversarial climate which
negates cooperation.
When, however, schools operationalize the
concepts of lead management and seek input
from all staff members in the decision-making
process, the climate will change. When people
feel that their ideas, comments and suggestions
are valued they will not only feel a part of the
team but will increase the quality of their
performance and work.
Schools, who see themselves as the
embodiment of democratic principles, feel that
they exemplify the team approach with
everyone working as a unit. Those of us who
work in schools know that this is not the case in
most instances. We have only to look at the
caste system that exists in the majority of public
schools. First of all we have the basic
certificated/classified distinction. The principals
and teachers see themselves as more important
than the clerks, custodians and instructional
aides. The latter group, in many instances, feel
like second class citizens especially in the area
of working conditions and salaries.
 Deming Point 10 – Eliminate slogans,
exhortations, and targets for the work
force.
According to Deming, slogans never helped
anyone – they only generate frustration and
resentment. The message that workers get
from company developed slogans is that they
could do better if they tried. When faced with
poor lighting, incompetent supervision and
defective materials the workers in the face of
clever exhortations simply conclude that
management doesn’t understand the problems
and doesn’t care enough to find out.
When slogans are developed by and/or with the
workers, they become credible reminders of
mutually agreed upon goals.
In schools we see the powerful influence of
student-generated slogans that oftentimes
precede important athletic and social events.
Since a majority of the student body wants to
win the event, the slogans are simply external
symbols of their internal motivations.
Deming Point 11 – Eliminate Numerical Quotas

Work quotas seldom include any trace of a

system that would help someone do a better job.
When quotas are based on the average output of
a group, the outcome will be mediocrity – half the
workers will be above and half below the quota.
Peer pressure will hold the upper half to the
average and those below will be unable to meet
the standards.
Schools are notorious for exerting pressure on
teachers to raise test scores. This has led to
evidence of cheating and resistance on the part
of students and teachers. This focus on a
numerical goal has led to less attention being
paid to those skills that cannot be tested by a
standardized instrument. Instead of measuring
people by the numbers they turn out it would be
far more productive to set up a system that
fosters an atmosphere of receptivity and
recognition for suggestions made by the
employee.
 Deming Point 12 – Remove Barriers to Pride
of Workmanship

In education, much lip service is given to so

called “participative management practices”
wherein the employee becomes an integral part
of the decision making process. In actuality
however, this approach ends up with the
employee “participating” and the administrator
“managing”.
It’s a simple observable axiom that “people are
eager to do a good job and distressed when
they can’t”.
Whether we’re dealing with administrators
working with teachers, or teachers working with
students, the goal is to empower people to
manage themselves and take responsibility for
their own actions. You don’t have to create pride
of workmanship, you have to create an
environment in which employees/students are
encouraged to do their very best.
 Deming Point 13 – Institute a Vigorous
Program of Education and
Retraining
Although this point is similar to number VI –
Institute training and retraining – it stresses
setting up a comprehensive continuing program
of education that not only trains workers in the
skills needed to do their jobs but encourages
them to acquire new knowledge and
understanding that prepares them for future
assignments. Deming stresses the need for
workers to understand and use basic statistics
to improve the quality of their products
 In education this statistical approach to analysis
and process control translates to the need for the
constant evaluation of what we are doing. It calls
for using both subjective and objective
techniques to gauge the effectiveness of our
instructional strategies as opposed to “gut level
feelings” or simply grading on the probability
curve.
 Deming Point 14 – Take Action to
Accomplish the Transformation
“A journey of a thousand miles begins by taking
the first step”. That old Chinese proverb
summarizes the final principle in Deming’s 14
point management process. Once top
management makes a commitment to change
its management style, it must act on the basis
of this commitment. According to Deming, the
first milestone on a company’s road to quality
occurs when a “critical mass” of the employees
understand the 14 points and become active
participants in the process.
Effective schools are the products of effective
leadership. When principals and teachers agree
on their mission and institutionalize Deming’s
14 points, the students as workers and
products will reap the benefits of a lead
management system.
The Source of Quality in Education
• outstanding teachers;
• high moral values;
• excellent examination results;
• the support of parents, business and the local
community;
• plentiful resources;
• the application of the latest technology;
• strong and purposeful leadership;
• the care and concern for pupils and students;
• a well-balanced and challenging curriculum.
 Summary

The new philosophy of management

focuses on the 14 points put forward by
W. Edwards Deming, the world’s leading
authority on total quality management.
All of these quality characteristics stress
that teachers are generally very skilled
and competent, and that the problem in
education lie primarily on the way the
organization is structured and run.
What we need to do is to treat teachers as
professionals, listen to their suggestions,
and encourage them to engage in constant
self- improvement
With this new attitude and the other elements of
the new management philosophy, it will be
possible to breakdown the barriers within school
organizations so that all employees will be part
of the team, dedicated to the constant pursuit of
educational quality.
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A.E. Wiggam
 References

Bradley, Leo H. (1993) Total Quality Management

for Schools, Lancaster, Pennsylvania:
Technomic Publishing Co., Inc.

Glasser, W. (1990) The Quality School, New

York: Harper and Row.

Walton, M. (1986) The Deming Management

Method, New York: Putnam Publishing Group