2012-HOS-Total+Quality+Management+in+Education-final-1+by+Manju+Narula
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Transcript of 2012-HOS-Total+Quality+Management+in+Education-final-1+by+Manju+Narula
Management of ChangeIn institutional management, Management of
Change holds the key position all over the world.
The head of the institution occupies important position in initiation and managing the process of change
Head of the institute are accountable for organizational growth and decay
Total Quality Management (TQM)
TQM means quality in all aspects of organization.
The quality needs to be redefined from the narrow criteria of achievement of students in examinations to a holistic approach to quality of life 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
Industrial Product - Several Attributes that determine quality:
Functionality, durability, repair-ability, shape and size, design, colour, uniqueness, cost, etc.
Quality depends upon perception of the user or the customer
Service Sector:
- punctuality, time, cost, courteousness, speed, accuracy etc.
- Quality depends upon client’s perception
Education Sector
Parameters of Quality
PerceptualExceptionalPerfectionValue for moneyContinuous improvement
Quality Management Issues
Absolute versus Relative QualityAbsolute Quality: Last words, highest standards, expensive, uniqueness & prestigious, very few people can afford- Shaffers Pen & Rolls Royce Car- Indian Institute of Technology in India
Relative Quality - Several products, services or organizations are
compared at a given time - Same organization over time - be the best and stay there - Best is absolute concept but the best among the
better ones gives the relativism - for staying there need continuous move - Comparing quality of a consumer product is a
reference to relative quality
TQM: Systems ThinkingInstitution based management for
developmentEach institution comprises several sub-
componentsInter-relationship and inter-dependenceDevelop a holistic thinkingLook at the organization as a complete
organism (systems thinking)
Educational Institution as a System
Input – process – output ModelSub-systemsIdentify Sub-systems & understand their
inter-relationships & interdependence
Vision Mission & Goals; Academics; Personnel; finance; Infrastructure; Linkage & Interface; Student Services; Rules & Regulations; Institution Building Process and
Managing People at work
Systems Thinking (contd.)
Sub-systems vary from one another but are interdependent
- finance, infrastructure: concrete & measurable
- Vision, mission & goals: abstract in nature
- Academic activities, students services, managing people at work: organizational process
Systems Thinking (contd.)
Academic Management:- Admission- Curriculum- Instruction- Co-curricular activities- Student Assessment
Systems Thinking (contd.)
Instruction contains: - Classroom teaching, - home assignments for students, - project work, - Lab. Practical, - field visits, and - OthersSchool should be seen as total organism, not as
fragments of activities and structure
Planning for Implementation
An Essay on the School - Documentation of the perception of a
teachers & staff about the school - Enormous difference in perception - share & cross check each others belief &
bring it into open
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 ans
collective shortfall and identifying common areas of improvement
Planning for Implementation (Contd.)
Institutional assessment - structured - Qualitative and quantitative - Pattern of growth can be diagnosed - trend data assess changes and development
Planning for Implementation (Contd.)SWOT Analysis- Tool for organizational diagnosis- Useful for reflection- Decision making- Evaluation- Whatever idea you wish to consider think
in terms of strength, weakness opportunity & threat
Planning for Implementation (Contd.)
Vision, mission & goals - build up a shared and acceptable common vision, a mission and a set of goals
- What would be your organization after ten years
- After five years- After three years
Planning for Implementation (Contd.)
Vision 10 years
5 years 3 years comments
Teacher Quality
Student Quality
Programes
Performance
Infrastructure
**
*
Planning for Implementation (Contd.)Prioritization- All the goals and improvement cannot be
achieved at the same time- Prioritize the activities- Pick one or two items at a time
Planning for Implementation (Contd.)Resource assessment and allocation - four types of resources: 1.financial, 2.human, 3.infrastructural and 4.time - allocate against each activity these
resources
Planning for Implementation (Contd.)Evaluation and Monitoring - develop the mechanism of monitoring
activities at every step - also mechanism of evaluation to assess
the success
Implementation
It implies conversion of each of the planned item into action
Concepts in Leadership
1 Designated leadershipAscribed leader
2 AutocraticDemocraticLaissez Faire
Autocratic leader takes the decision and hands it down to subordinates for implementation
Social setting is hierarchic & non- collegial
Democratic leader consults others on important matters and takes collective decision
Laissez-Faire-leadership is indicated when things are left to happen, often characterized by
- Absence of initiative- Absence of intervention- Absence of Intervention- Absence of Monitoring
Leadership StylesTelling Style:High concern for task but low concern for for
relationshipLeader instructs to carry out the tasksSpecifies the time, method of carrying out the
tasksQuality of the task outputLeader is prepared to stake relationship for
accomplishment of tasksHard-task masterDictatorial style
Leadership Style (Contd.)
Selling StyleHigh Concern for task and high concern for
relationshipLeader ensures task accomplishnent with
predefined quality & time without staking relationship
SalesmanThis is an important style when the principal
introduces innovation (Delphi Technique)
Leadership Style (Contd.)
Participating StyleHigh concern for relationship but low concern
for taskReverse of telling styleLeader stakes task accomplishment for
maintaining good relationship“Mr.Nice man” or “Madam Nice”Leader participate in the task accomplishmentWhen routine, monotonous but necessary
work have to be done for the organization
Leadership Style (Contd.)Low concern for relationship & low concern for
taskWhen things are allowed to happenLaissez-Faire Not taking any responsibility of
anythingDelegation is a purposeful decision
Situation Leadership & Style Preference Style PreferenceThis style indicates the style of preferenceLeader opts for one of the four stylesThe most frequently chos
Style FlexStyle flex is indicated by the flexibility with
which one can change and adopt style as required by a situation to be effective
Style EffectivenessChoose right style according to the situation
Thank You