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APPLICATION OF TPM IN ENGINEERING

EDUCATION: LITERATURE OVERVIEW

Ravishankar V Korgal1, Dr.Anil S Badiger

2

1 GIZ-IS –ITI Upgradation Project of Karnataka Belagavi (India)

2Automobile Department/KLE Technological University Hubli Karnataka (India)

ABSTRACT

In the global industrial environment today total productive maintenance (TPM) is bestused application

philosophy for improving the effectiveness of existing systems;at present itis used by all most all manufacturing

sectors predominantly in automobile sector,but there are few examples of using TPM application in the area of

quality and Effectiveness of engineering Education Sector. This paper examines the basic concepts of TPM and

evaluates the noteworthy literature associated with application of TPM programs in Engineering Education.

The objective of this paper is to review the literature on Total Productive Maintenance (TPM) and to present an

overview of TPM implementation practices proposed or adopted in the engineering Education Sector. Also

Effort has been made to identify the suitable areas and important factors for proper implementation of TPM in

the Engineering Education. The paper classifies the available literature and effort has been made in reviewing

the same. The paper identifies the important contributionsin TPM application practices, obstructions and

success factors, fiascos in the area and its requirement for improving the competencies of the educational

organisations and institutions.

Keywords: Curriculum, Engineering Education, Skill, TPM,TPM Pillars.

I. INTRODUCTION

This paper studies the modest concepts of TPM and assesses the significant literature associated with

Implementation of TPM Concepts in Engineering Education Scenario. The paper tries to categorise the existing

literature and then studies and reviews within the scope of the study. The paper classifies the important

contributions in TPM application practices, obstructions and success factors. Also effort has been made to study

the application of TPM in Industrial and educational context mainly to understand the possibility of application

of TPM in educational institution for improving the existing practices with enhanced parameters.

II. TPM INDUSTRY APPLICATION

The TPM implementation methodology provides organizations with a guide to fundamentally transform their

shop floor by integrating culture, process, and technology (Moore, 1997[1]). Total productive maintenance is an

innovative approach to maintenance that optimizes equipment effectiveness, eliminates breakdowns and

promotes autonomous maintenance by operators through day-to-day activities involving total workforce

(Bhadury, 2000[2]).

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The initial origins of TPM recorded back to the method of Productive Maintenance (PM) that was used in the

United States in the late 1940‟s and early 1950‟s. American Productive Maintenance was considered by

improvement of scheduled Preventive Maintenance techniques to increase the consistency and longevity of

manufacturing production equipment.

“What we now talk about as TPM is, in fact, American-style productive maintenance revised and improved to

suit the Japanese industrial environment.” (Nakajima 1984) Twenty Japanese companies madea Preventive

Maintenance (PM) research group in 1953 and in 1962 sent a research mission to the United States to observe

American Productive Maintenance. This work led to the formation of the Japanese Institute of PlantEngineers

(JIPE), the predecessor of Japanese Institute of PlantMaintenance(JIPM) in 1969. (Ireland and Dale 2001[3]).

However the evolution of the term "Total Productive Maintenance" is disputed. Some say that it was first

devised by American manufacturers over forty years ago. Others support its origin to a maintenance program

used in the late 1960's by Nippondenso, a Japanese manufacturer of automotive electrical parts. Seiichi

Nakajima, a senior officer with the Institute of Plant Maintenance in Japan is recognized with defining the

concepts of TPM and seeing it implemented in hundreds of plants in Japan. (Jack Roberts 1997[4])

The TPM literature available has given different definitions of Total Productive Maintenance. The important

definitions which are supporting present research work are listed below:

“TPM is a method for bringing about change. It is a set of structured activities that can lead to improved

management of plant assets when properly performed by individuals and teams.” (Robinson and Ginder

1995 [5])

TPM is intended to “bring both functions (production and maintenance) together by a combination of good

working practices, team working, and continuous improvement.” (Cooke 2000 [6])

TPM is “a way of working together to improve equipment effectiveness”.(Society of Manufacturing

Engineers 1995[49])

“TPM is the general movement on the part of businesses to try to do more with less.” (Lawrence 1999[49])

As per the literature available, two main approaches of TPM namely Western Approach and Japanese Approach

are defined.

The differences in the Japanese and Western approach to defining TPM are narrow and delicate. The Japanese

methodologystresses the role of teamwork, small group activities (SGA) and the involvement of all workforces

in the TPM process to achieve equipment enhancementpurposes.

The Western approach emphases on the equipment with the operator involvement and contribution in the TPM

areessential.

III. LITERATURE REVIEW OF APPLICATION OF TPM IN ENGINEERING EDUCATION

SCENARIO

This paper endeavours to present a classification, review and analysis of the literature related to the application

of TPM in the Engineering Education Scenario. We can see the TPM application in few areas of the education

system. The TPM application is used to change the practices to improve some of the parameters in the areas

like curriculum development, college laboratory, Medical Equipment laboratory, Library, Canteen etc. The

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following paragraphs throw light on exactly how the TPM concept is used to change the practices in these areas

and improve the different parameters.

The application of TPM is used in understanding of learning curve in many organisations. A random effect non-

linear regression model called the Time Constant Model was used to formulate a prediction model for the

learning rate in terms of company size, sales & ISO 9000 certification. (Wanget al.,2000[7]). A two-stage

analysis was employed to estimate the parameters. Using the approach of this study, one can determine the

appropriate time for checking the performance of implementing total productive maintenance.

The use of TPM in educational scenario in the past two decadeswas very less. But TPM methodology and

principles were used in the professional institutes in few cases. As a part of TPM Pillars, office TPM concept

was used in an institute (iiPM Odissa) library. The Case study was published (Patraet al., 2005[8])mentions

different achievements like promotion of filing in an identical manner,Abnormalities wereeffectively

removed,increasing productivity (providing better services to users)etc. Office TPM comprises development,

Autonomous maintenance, and quality maintenance of various administrative and technical roles and facilities

of the library. The benefits of office TPM in a library are better utilised workplace, reduced repetitive work, and

improved level of productivity and efficiency by reduced retrieval level of files.

“TPM can go beyond maintenance” the study(Shamsuddinet al., 2005[9])gives the good evidence that the TPM

can be used beyond Maintenance like fulfilment of its basic requirements can significantly improve the

achievement of organizational goals beyond the equipment maintenance-subsystem goals and add an group of

benefits in the several functional areas. The paper “TPM can go beyond maintenance” gives the major boost to

the idea of using TPM methodology in the organisation of educational system where TPM can be used beyond

Maintenance of Machines like increases the skill and confidence of individuals, minimization of customer

complaints, reduction of inventory levels, and increases the quality production rates, as well as sales and profit

status. The resultant system is more productive in terms of both partial and total productivity measures.

Therefore, this system has a strong potential that it can be applied to an educational scenario in the institute.

Extensive research has been carried out in the area of Quality Function Deployment (QFD) application in the

area of educational institutes. QFD application in Educational institutes also directly or indirectly supports TPM

application in Educational institutes where qualities being major focus area in both the cases.

The research carried out in the year 2005 by AyseAytac[10]stated that QFD can be used to improve university

educational activity at all levels, from degree program design, to curriculum design, to the design of specific

courses. The research also states that the faculty was pleased with the new curriculum. Since both the quality of

the product and the competencies of the graduates depend on other educational processes, these other processes

should also be similarly investigated.AyseAytac&VeliDeniz[10] concluded the research work by mentioning the

importance of QFD technique and it can be used to improve, not only all levels of university educational

activities, from degree program design, to curriculum, to the satisfaction of students but, in a similar way, also

all similar levels of high school educational activities.

In 2007 Nor[11] used TPM concept and developed model to implement it in laboratory of Mechanical

Engineering department of the engineering college in Malaysian University.(Nor et al., 2007[11]). The research

was carried out in the Mechanical Engineering Laboratory which was having machines namely Milling

Machines, lathes, drilling Machine, metal Inert gas welding machine, TIG welding Machine. At the end of the

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study it is proved TPM can be used to increase the work efficiency through focused improvements, autonomous

maintenance the so called 5S approach.

The research paper published by Vikram Singh[12] and others in 2008 concludes that framework developed

with the application of QFD in an educational institute will help in initializing the present development and fix

precedence for forthcoming opportunity of improvement. It also mentions that utmost advantage of

implementing the QFD approach in an educational institution is that it deliberates both tangible and intangibles

facets, and results can be utilized to have academic transformations in any educational institute.

The research carried by Jnanesh & Kusumakara(2008[13]) adds few more inputs to the research in the area of

academic improvements. It states that QFD analysis in curriculum development of engineering education and

the models of curriculum design and delivery will definitely help the academic administrators to implement in

their curriculum development process.

One of the other important studies which can improve our confidence in our identified research area is that the

TPM implementation carried out in a Health care facilities(Haddad et al.,2012[14]).The research site was one of

the prominent hospitals in Jordan with a various clinical and referral healthcare services. In addition to being a

teaching hospital where university level health science students receive their education and training courses.

As hospital is directly linked to medical college for teaching the medical students. The TPM Implementation is

carried out in the hospital‟s maintenance department which is responsible for maintenance activities of all the

medical devices used for the students and patients. In the other study made by (Ahuja, et al., 2012[15]) states

that tools and equipment are usually in their correctly designated 5S location, but are often out of order or in

poor working condition. This is due to the simple fact that all machinery deteriorates over time, and without

proper management it fails even sooner. Medical Devices Section is the one responsible for maintaining all

medical devices used in the hospital by implementing corrective maintenance and some preventive maintenance

activities to make sure that all spare parts needed are available and can be used directly to keep the devices in its

highest performance levels. With TPM, the life of machinery can be greatly extended. In many cases, older

equipment under a TPM program outperforms identical new equipment with no TPM program. This activity is

directly linked to effective and efficient training for medical students.

In Pakistan in the year 2012, the analysis study was carried out using QFD at higher education institutions by

Qureshi and other scholars(Qureshi, et al., 2012[16])highlighted the importance of using QFD in higher

education institutions which have concern over their quality improvement and continuously looking new

methodologies for the betterment of their teaching quality.This study uses QFD as a tool for quality

improvement andbenchmarking in higher education institutions of Pakistan. The study is based on primary data

collected fromfive hundred students which is considered as customers and five hundred teachers, considered as

technicaldescribers from six Pakistani national degree awarding universities.

With reference to the research works carried out and quoted in the above paragraphs, both the Total Productive

Maintenance (TPM) and QFD concepts are extensively used in achieving the quality improvements in the

organisations. Numbers of research studies have been made with useful outcomes. Applying TPM in

engineering education looks very promising and can be used to improve number of areas as mentioned below in

Fig 01.(Pramod etal.,2010[17]).

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Figure 1.Areas of Education Institution.(Source: Own)

Above areas are targeted to improve the following aspects:

Increasing the percentage of engineering students getting employed before and after completing their

courses.

Increasing the percentage of students passing engineering.

Increasing the number of companies aspiring to recruit students.

Increasing the performance quality of employed students.

Decreasing the percentage of students giving up/stopping the course of study before completion.

Increasing the availability of qualified and experienced teachers.

IV. APPLICATION OF TPM PILLARS IN THE ENGINEERING EDUCATION SCENARIO

IN COMPARISON WITH TPM IN INDUSTRY APPLICATION

The fundamental practices and actions of executing TPM are generally called as pillars. The listing and

sequencing of the TPM Pillars may vary marginally (Patra et al., 2005[8]).Japan Institute of Plant Maintenance

(JIPM), recommended and endorsed the eight pillar application plan that will considerably increase labouroutput

through organized maintenance, drop in maintenance expenses, and less production stoppages and downtimes.

The principle activities of TPM are organized as „pillars‟. Depending on the author, the naming and number of

the pillars may differ slightly; however, the generally accepted model is based on Nakajima‟s eight pillars

(Nakajima 1984; Nakajima 1988), as presented in Fig02.

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Figure 2. Eight Pillars of TPM -Source:Nakajima 1984

Theinvestigation of applying TPM in the engineering educational scenario is to be implemented by studying the

modalities of reassigning TPM pillars from the manufacturing context to the engineering educational context.In

the following paragraphs an effort has been made to link application of each TPM pillars in industry scenario to

engineering education scenario.

4.1 Autonomous Maintenance

This pillar in manufacturing scenario gives complete sense of self directed independent authority on machine to

manage it effectively. The Autonomous Maintenance pillar activity is broken down into three phases.The first

phase establishes and maintains basic equipment conditions through restoration and eliminating causesof forced

deterioration and sources of contamination. The second phase increases the capabilities of the team by training

them in the detailed operating principles ofthe equipment and then improving the standard basic

condition.During the third phase, the operators take total ownership of the equipment as self-directed teams,

continuouslyimproving equipment condition and performance to further reduce losses.The deployment of

Autonomous Maintenance will improve Overall Equipment Effectiveness (OEE) by reducingperformance loss

and increasing equipment availability. In addition there will be measurable improvement toemployee

engagement and capability levels.

In Engineering Education context it would be empowering the employees and students over the curriculum they

study and the infrastructure they use. The students, faculty and industry partners are given chance to revise the

curriculum based on the need.

Considering institute output as quality training of students. Students‟ placement or the employable rate depends

on the quality of training. The students‟ employment rate directly depends on the skills acquired in education

phase.End users of the institute output (quality students) are Industries. So involvement of industries in

curriculum development is must with students and faculty.

Quality of training also depends on the theory classes and as well as practical classes with the experiments. The

outcome of practical classes depends on the conditions of the tools and equipment available in the labs. The

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condition of the tools and equipment depends on its maintenance. The autonomous maintenance pillar concept is

to be followed in this scenario. The maintaining of the tools and equipment is not only responsibility of

instructor but also it is responsibility of the people who are using it. The batch involving students, Instructors

and faculty must be trained in maintaining the tools and equipment in Labs. Few institutions like NTTF follow

procedure of allocating individual machines or equipment to a student for complete maintenance for the

semester period. The procedure develops an ownership quality among the students and they take care of

allocated machine and equipment in all respects including cleaning, maintenance, proper usage, inspection,

tighteningand lubrication to ensure the conditions are sustained.

4.2 Individual Improvement

In the manufacturing scenario, this pillar encourages the employees developingthemselves in such a way that

he/she can independently handle the issue with required skill. Examples of Issues include maintenance failures

with logical issue handling skills.

In Engineering Education context students, faculties and other employees must be encouraged to develop self-

learning capabilities, problem solving skills, research and development skills and analysis/synthesis skills which

should help them in resolving the issues and finding solutions to problems faced like maintenance issues in

practical labs etc.(Duyen et al., 1998[18])To develop these additional qualities and skills, number of training

programs, events and competitions must be organised in the institute.

4.3 Planned Maintenance

In industry application of TPM, the planned Maintenance is to “establish and maintain optimal equipment and

process conditions” (Suzuki 1994 p. 145[19]) by raising output (no failures, no defects) and improving the

quality of maintenance technicians by increasing plant availability (machine availability). Implementing these

activities efficiently can reduce input to maintenance activities.

In Engineering Education context, would mean the organising not only the routine activities,but also the

developmental activities such as Internships for students in Industry, Small innovative projects in collaboration

with industry, Industry visits, guest lecturers from Industry experts, conduct of technical conferences,

encouraging students for attending national & International conferences and demonstration of new products

produced by Industry. All these activities must be in accordance with curriculum and academic requirements

which should help students and employees to upgrade their knowledge.The upgraded knowledge will help

students to improve their employability.

4.4 Quality Maintenance

“Quality maintenance, in a nutshell, is establishment of conditions that will prevent the occurrence of defects

and control of such conditions to reduce defects to zero.” (JIPM 1996 p. 134[37]) The key concept of Quality

Maintenance is that it focuses on preventive action „before it happens‟ (cause oriented approach) rather than

reactive measures „after it happens‟ (results oriented approach), Quality Maintenance, like Maintenance

Prevention, builds on the fundamental learning and structures.

In the Engineering education context the Quality Maintenance means maintenance of the practical labs with

machineries involved where students can successfully complete the practical courses on machines with zero

defects and expected results within the stipulated time. The completing the practical courses within the time will

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help the students complete the course within the scheduled time and getting placed without any gap after

completion of academic session.

The following Table gives the identified losses in Engineering Education Scenario compared to Manufacturing.

We need to bring down these losses to Zero with the help of the concept used in TPM pillar quality

Maintenance. The methodology to be defined to bring down these losses will be our objective of research work.

Table 1. Comparison of Losses between Industry and Educational Institute scenario - Source:V

R Promod IJME 2010

4.5 Administrative/Office Tpm

Administrative/Office TPM is the application of TPM concept to continuously improve the efficiency and

effectiveness of day to day administrative functions. These logistic and support functions may have a significant

impact on the performance of manufacturing production operations.

The application of Administrative /Office TPM pillar is extensively useful in engineering education institutions

where administrative activities like admission of students, fee collection, conduct of examinationsand evaluation

of answer scripts and consolidation of marks (Ko and Cheng, 2004[20]) are always important activities.

Now in most of the education organisations, all kinds of data are in the form of soft format. Computers play a

major role in every institute in managing the information system. Data is circulated instantaneously on real time

basis via computers and internet.This has increased the requirements of user needs, which has forced

organizations to set up systematic structure that can help them to face competitiveenvironment.In this scenario,

office TPM focuses on identifying and eliminating losses in administrative activities of the structure established

in managing the information system.

The objective of office TPM is to develop a better work culture and environment with ownership of the

activities people do. The 5S model can be used to develop effective work place organization, simplification of

the work environment, and reduction of waste whileimproving quality and safety.

S.No Industry Scenario In Engineering Education Context

01 Interruption losses Cancellation of classes due to strikes etc., Student miss the class due

to emergency,

02 Initial arrangement and

fine-tuning losses

Newly enrolled students get admission into some other courses leave

the present course

03 Minor idling stoppage

losses

Infrastructure is not adequate and strengthened to ensure that the

classes and the practice sessions are held without interruption

04 Disturbed speed losses The coverage of syllabus and technical sessions are not at the pace

planned

05 Defect/rework Conduct of extra and special classes for the students who have failed

in theory and practice tests and examination

06 Initial Start-up losses Students not exposed to fundamental principles and language skills

fail to perform in written tests and examinations

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4.6 Training and Education

The objective of Training and Education Pillar is to develop and sustain skilled operators able to effectively

execute the practices and methodologies established within the other TPM pillars. The Training and Education

pillar establishes the human-systems and structures to execute TPM. Training and Education focuses on

establishing appropriate and effective training methods, creating the infrastructure for training, and proliferating

the learning and knowledge of the other TPM pillars. Training and Education may be the most critical of all

TPM pillars for sustaining the TPM program in the long-term.

In Engineering education institute, providing the training and education facility to the students is the main

objective but also training the faculty, trainers, lab instructors, teaching assistants is also very important.

Because students quality depends on the trainers performance of delivery of lectures. Students‟ performance

linked to the effectiveness of the lectures. The following skills shall be developed among all faculty members to

improve the quality and effectiveness of the training. (Duyen et al., 1998[18])

a. Technical knowledge and skills: practical ability ex: use of modern technology.

b. Intellectual skills: ability to learn and understand new information.

c. Attitudes: behaviour, thoughts and actions.

d. Standards of engineering practice: awareness and observance of engineering codes of practice and ethics;

understanding of the role of an engineer; and general knowledge of the working legislation and

regulations.

e. Business practices: understanding of economic and financial issues, and ability to work within a business-

orientated environment.

4.7 Safety, Health And Environment

In industry Scenario it is designated as SHE (Safety, Health and Environment)The Target of SHE is Zero

Accident, Zero Health Damage and Zero Fire. The objective here is to develop a safe workplace and a

surrounding area that is not damaged by our process or procedures. SHEplays adynamic role in each of the other

pillars on a regular basis. Safety is very important element in the plant. Safety Manager is looking after the

functions related to safety. To create awareness among employees various competitions like safety slogans,

Quiz, Drama, Posters, etc. related to safety can be organized at regular intervals.(Jain et al.,2014[21]).This

assertion has given rise to the modern manufacturing concepts like green manufacturing and cleaner

manufacturing.(Paula et al., 2014[22]).

In Educational Institutions also SHE is having utmost importance where it should be made as a part of

curriculum and should be taught as one of the course or part of subject. The culture of safety shall be developed

among students, faculty and other staff by organising the awareness programs, seminars and mock shows etc.

The safety devices are also to be made available at class rooms, Labs, office rooms and all other areas in the

organisation.

This pillar also insists on installing medical facilities in engineering educational institutions. In order to ensure

the psychological health of both employees and students, counselling centres have to be installed in engineering

educational institution (Rajan, 2005).

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4.8 Initial Control and Maintenance Prevention

Prevention refers to “design activities Maintenance carried out during the design and developing of new

equipment, that impart to the equipment high degrees of reliability, maintainability, economy, operability,

safety, and flexibility, while considering maintenance information and new technologies, and to thereby reduce

maintenance expenses and deterioration losses.” (Shirose 1996 p. 355[23])

Maintenance Prevention is also known as Early Management (Suzuki 1994[19]), Initial Phase Management

(Shirose 1996[23]), and Initial Flow Control (Nakajima 1984). The classic objective of MP is to minimize the

Life Cycle Cost (LCC) of equipment. “In TPM, the concept of MP design is expanded to include design that

aims at achieving not only no breakdowns (reliability) and easy maintenance (maintainability) but also

prevention of all possible losses that may hamper production system effectiveness and pursuit of ultimate

system improvement.

In Educational institutional set up, it can be related to the designing and finalising the curriculum, developing

training material, audio visual materials, modern classrooms with latest teaching aids like smart boards,

laboratory and workshop set up. Feedback mechanism must be set up to take continuous feedback from all stake

holders to improvise the system in all areas from curriculum, administrative activities, classrooms, labs etc.

V. TPM IMPLEMENTATION REQUIREMENT IN ENGINEERING EDUCATION

Aspects necessitate implementing TPM in the Engineering Education Scenario.

The following aspects demand applying TPM in the current Engineering Education scenario:

5.1. To improve institution work values, Goals and mind set.

Institutional Culture depends on the work values, goals and mind set. There are three levels of goals starting

from institutional level learning goals, program level learning goals and course level learning goals as

mentioned below in Fig. 3.

Figure 3. Work Values, Goals and Mind set in an Institution – Source: Benno Torgle 2012[24]

Values play a central role in human behaviour, shaping norms, practices, heroes, and symbols at the core of

culture; influencing not only attitudes and perceptions, but also choices. (Benno Torgle 2012[24])Quality,

effectiveness and performance of institutional system depend on these values.

5.2. To become outstanding, satisfy global skill requirements and achieve continuous organizational

development.

To develop the students with a skill and knowledge to compete at global level. Continuous updates and

revision required to the system at all levels in the institution to satisfy the global skill requirement. It is

possible to adopt the TPM concept for continuous improvements at different departments at all levels.

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5.3. Necessity to change and remain viable.

For continuous improvement in the system; necessity to change is a must.

5.4. To develop competence, Proficiency and quality.

It is necessary a collaboration with industry that can help to define profile of the graduated student,

identifying the skills and competencies that a student must possess to be successful on the job. Industry can

also provide students with real life projects mentored by industry and provide both students and faculty

with internship opportunities in a real life engineering setting as stated by Morell (Morell 2008[25]).

5.5. Achieving enhanced Expertise with quality objectives.

Academic staff lack practical experience, hence are not able to adequately relate theory to practice or

provide design experiences. Present promotion systems reward research activities and not practical

experience or teaching expertise.(Alves et al., 2013[26])

5.6. Developing more effective method to use of human resources, supporting personal growth and

garnering of human resource competencies through adequate training and multi-skilling.

5.7. To develop the system to work smarter and not harder.

Developing a system to work smarter by prioritising the jobs, doing more in less time, managing the time,

using short cuts and using technology like mails, phones etc.

5.8. To make the institute activity simpler and efficient.

5.9. Resolving complications faced by institute in form of internal factors like low results, complaints

by parents, non-adherence to schedules of classes, announcement of results, change in salaries,

lack of knowledge, skill of trainers andstudent/teacher absence rates.

5.10. To resolve problems faced by institutions in form of external factors like tough competition

among institutions, globalization.

5.11. Minimizing investments and maximizing return on investment ROI by improving the utilisation

Utilisation of existing institutional infrastructure to maximum extent possible to different activities.

5.12. Ensuring applicable training excellence and quality outcomeby using JIT concept environment.

Technical Institutions have different priorities with respect to important and difficult elements for JIT

implementation.(Ali et al.,2012[27]) Most important elements for technical Institutions are education and

training of staff, process improvement, top management support, communication and information sharing,

customer care, customer satisfaction, housekeeping, employee involvement in decision making etc

5.13. Understanding supreme consistency requirements of the institutions.

It is very important to Maintain consistency in all systems of institution like classroom teaching,

performance of tools and equipment involved in the practical classes and administrative process efficiency

etc.(Zou et al., 2015[28])

5.14. Understanding the Employability requirements from Industry and Impart training in the Skill gap

areas.

Analysis of the statistics gathered through the survey (Duyen et al., 1998[18])suggests that the most

essential generic skills and attributes of a modern engineer are technical knowledge and skills and

attitudes.

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Figure 4. The desirable skills and attributes for an ideal engineer –Source: Duyen Q.

Nguyen1998 UICEE[18]

The emphasis given to personal and professional attitudes by the industrial sector was interesting and indicates

that engineers are not only expected to be technically proficient in the field but also to know how to behave and

operate within an organisation. Other generic groups such as intellectual skills and standards of engineering

practice were also highly regarded by industry.The engineer is anticipated to own an assortment of skills and

attributes, with technical competency balanced by non-technical competency.

To further restrict and define the qualities of the ideal engineer the most popular response from each group was

taken and combined, as represented by Fig.4. The overlapping region is defined as essential i.e. engineers must

possess these skills and attributes. The overlapping region of any two groups is defined as desirable i.e. the skills

and attributes listed are not essential but are requested and recommended. Individual regions are defined as

advantageous i.e. not essential but beneficial.

5.15. A better utilized work place; a clean and pleasant work environment.

The physical workplace can be a critical factor in the success of an organization. It is an important factor in

supporting an organization‟s business initiatives and it can be proven to be an effective tool to improve

performance, rather than being seen only as a cost of doing business. The physical workplace is often the second

largest asset of an organization and this asset can be used to effectively attract and retain talent, which is

typically the largest and most expensive asset of any organization. In today‟s world, the role of the workplace is

about:

• Enabling new ways for people to work within an organization

• Valuing the individual

• Implementing new technology

• Shifting or reinforcing culture and change

• Leveraging facilities as assets

• Facilitating faster and more simple change

• Achieving financial objectives - tracking how workplaces changeshelp achieve the organization‟s goals.

• Expressing a constant brand and culture from all realms of anorganization – its people, perception, delivery

of products andservices and its place.(Kelher Slater 2010[29])

5.16. Better organized and more systematic methods; better filing practice leading to reduce retrieval

time, improved productivity and efficiency.

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5.17. Information sharing and communication, fostering greater trust and cooperation amongst

colleagues and users.

VI. LINKING THE INDUSTRY TPM CONCEPTS TO EDUCATION SECTOR

Application and use of TPM in Education scenario can be understood by diverseperceptions and can be applied.

Basically TPM is an approach extensively followed by Industry to manage equipment and facility aimed

improving the productivity. TPM is also a maintenance program which involves a defined concept for

maintaining plant, equipment and facilities. Here, in educational scenario, institutions can be considered as

plant which are the systems used for knowledge and skill development; lab machineries, tools, computers, other

facilities, office facilities (and so forth) can be considered as equipment; and different types of services

provided to users can be considered as facilities.

The three-letter acronym TPM means: (Patra,Triparty,Choudhury 2005[8])

Figure5: Linking between Industry and Institute – Source: Own

There is a good amount of resemblance between Industry and Institute as shown in the Fig.5 considering

Process, Procedures, Equipment, facilities and human resources. The only difference is input and output.

Considering all these facts TPM shall become the one of the best concept which can be used for the process and

system improvements in education institutional scenario.

The analogy (M B Sirvanci 2004[30]) in the Table2 gives the comparison between Manufacturing unit and an

educational institution. The students who take the admission are just like raw materials goes through different

courses move across successive stages to get a degree. The graduate is a finished product carries a brand

name(college name) like a label of manufacturer. The Employers are the customers for the colleges and numbers

of graduates employed are the sales, unemployed graduates are the unsold products. Starting salary is the cost of

the product.

As mentioned in the literature review above, there are few research examples in the past where TPM was

applied partially in engineering education scenario. TPM application is also used in the service industry like

dental care(Dheerajet al., 2012[15]), canteen (Guwahati Petrol Refinery canteen India), medical hospital

attached to medical education (Tamer et al., 2012[14]). In all the above examples TPM application was the one

of the attempted and proved application for improving the existing system.

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Table 2. Analogy Comparison in Industry and Education Institution

TPM is thus a method for bringing about change. It is a set of standard activities that can lead to improved

management of plant assets when properly performed by individuals and teams (Robinson and Ginder, 1995[5]).

Change is now inevitable in the education sector as global requirements are very dynamic and changing

repeatedly. Two decades back the education system was very stable and unchanging where there was very less

industry –institute link. From last decade due to enormous industry revolution and globalisation the industry

requirements are repeatedly changing. Now employability of final output (students) of an education organisation

depends only on industry – institute link.

A long-range outlook must be accepted as TPM may take a year or more to implement and is an on-going

process. Changes in employee mind-set towards their job responsibilities must take place as well. Total

productive maintenance (TPM) is the systematic execution of maintenance by all employees through small

group activities (Venkatesh, 2003[31]).

The two main goals of TPM are to develop optimal conditions for the Institute as a human machine system and

to improve the overall quality of the Institute environment.

VII. COMPONENTS OF EDUCATIONAL INSTITUTION – LINKING IT TO THE

PROPOSED RESEARCH AREAS

The following Flow diagram No:04 gives complete overview of the structure in engineering education institute

with the objectives of the study. The proposed research study involves following elements of an Institute.

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Figure 6. Components of Educational Institute Structure with proposed model – Source: Own

7.1. Research Location

As a part of research case study the research location will be one of the departments in the educational

organisation. Generally in the department following components will be part of the system

7.1.1. Institute– Human Resource Involved

a. Governance /Management

b. Staff – Faculty Teaching.

c. Staff Lab Faculty

d. Staff - Office

e. Students

f. Parents.

g. Other Miscellaneous staff

7.1.2. Design and Development of Curriculum.

7.1.3. Infrastructure

a. Office

b. Lab Facility

c. Class Rooms

d. Library.

e. Canteen

7.1.4. Miscellaneous Services.

a. Research Facility - Testing and Experiment set ups

7.1.5. Industry institute link

A professional educational institute will be consisting of above components least possible. As mentioned earlier

as a wholeit resembles the complete industry like structure. The objectives of the study are listed below. These

are the elements proposed to be improvised by using the TPM concept studies and Implementation.

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7.2 Research Concept

Based on the data collected by the study made with reference to literature review, the research model with the

procedure to be developed. The research methodology will be developed by using the principle activities of

TPM fundamentals. TPM paves way for excellent planning, organizing, monitoring and controlling practices

through its unique eight-pillar methodology. (Sangameshwran et al., 2002[32]),(Nakajima, 1988).

The four TPM pillars – Training and Education, Admin/office TPM, Individual Improvement, safety health

environment are directly related to the activities in the educational institutional environment. The other

remaining pillars indirectly linked to educational scenario in one or the other way as explained in the previous

paragraphs.

7.2.1 Developing Research Model

In this phase, the core research activity is developing the systematic approach (Research Model) to improve the

organizational administration and management of support departments by strengthening their basic capabilities

and creating a system capable of responding to change while still adhering to fundamental principles.

The objective of the current research is to bring improvements and developments in the existing educational

system set up by analysing the exiting practice and identifying the elements for change. The process is founded

on the gathering of evidence on which to make informed rather than intuitive judgements and decisions.

7.2.2 Proposed Research Model – Action Research Model Using Tpm Pillars

Action research is either research initiated to solve an immediate problem or a reflective process of progressive

problem solving led by individuals working with others in teams or as part of a "community of practice" to

improve the way they address issues and solve problems. (Denscombe 2010[33]) writes that an action research

strategy's purpose is to solve a particular problem and to produce guidelines for best practice.

Action research involves actively participating in a change situation, often via an existing organization, whilst

simultaneously conducting research. Action research can also be undertaken by larger organizations or

institutions, assisted or guided by professional researchers, with the aim of improving their strategies,practices

and knowledge of the environments within which they practice.

Figure 7. Proposed Action Research Model using TPM Pillars – Source: Own

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The Proposed action research model as shown in Fig. 7 shall be used in the purview of TPM Pillars concept to

improvise the objectives defined in the coming paragraphs(7.3). Each TPM pillars concept can be used to reduce

the losses as mentioned in the 4.0. All TPM pillars are used in manufacturing scenario is linked to Educational

scenario as explained with the examples in the previous paragraphs (4.0)

7.3 Research Objectives

Research Objectives are the results sought by researcher at the end of the research process i.e. what the

researcher will be able to achieve at the end of the research study. The objectives of the research summarize

what is to be achieved by the study. The objectives defined are closely related to the problem statement. The

General nine broad areas identified as mentioned below. Specific research objectives will be formulated on

following focus areas.

Figure 8.Major Focus areas identified to define research objectives - Source:Own

We can say that all the above nine areas can be general objectives. The general objectives of the study state

where the current research expects to achieve by the study in the general terms.

The following are the departments and serviceson which the specific research objectives will be defined.

Figure 9: Major departments and services in an Education Institute – Source: Own

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The General objectives are met through the accomplishing the specific objectives. General objectives can be

broken in to small logically connected parts to form the specific objectives.

VIII. FINDINGS AND FUTURE DIRECTIONS

Final aim of all the educational organisations is to develop the students in to useful resources. Useful resources

means in terms of students getting employment in the stream they studied or students becoming the

entrepreneurs in the category of knowledge they have acquired. In India 57% of the students of all streams are

not adequately prepared for getting employment. For example in engineering education stream it is higher as

62%. (Pearson-Voice-of-Teacher-Survey-2015[34])

Figure 10: Employable candidates – India Skill Report (2014)[35]

The reason for the shocking analysis is the gap between industry and academics. Only 21% of business leaders

say that they are satisfied with their organization ability to access talent when needed (India skill report-

2014[35]). There is immediate need for improvement in these existing percentages as mentioned in different

scenarios. To improve the percentages we need to change the existing practices used in the educational

institutional set up in different areas. The different areas areidentified as research objectives as mentioned in

previous paragraphs 7.0. The major focussed aim here will be of improving the strategies, practices and

knowledge of the environments within which they practice.

As explained in the paragraph 7.0, TPM concept is proposed to be used in the research which is one of the

concept which is best suited to carry out the current study and the develop the model with the evidences.

IX. CONCLUSIONS

Our country current Population is about 130 crore, of which about 80 crore in the working age in 2020. India is

surely something the world can look forward to. According to economic predictions, that time would be the

golden „Growth‟ era in the demographic dividend. We would not only have enough manpower to meet our

needs but we can help the rest of the world as well. (India skill report -2014[35]) As mentioned above the

shocking fact is that current employable population is only 43%. The remaining 57% of the population should

be given some type education with proper skill. This fact directs us towards the existing education practices for

the change or improvement.

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This circumstance has obliged certain experts to declare that engineering education has failed to deliver

authentic products (Zairi, 1992[36]). In this contextthe effort has been put in this paper to propose the one of the

world‟s best establishedprinciples of TPMon the viability of applying in engineering education.

The literature overview provides the good evidences in the support of applying TPM concepts in the education

scenarios apart from Industrial applications. There are few partly proven models are already available with

reference to TPM pillars namely office/Admin TPM, Education & training and individual improvement. All the

eight TPM pillars are deliberated with education scenario in comparison with industrial context with real time

examples in both cases.

As per the literature review, the evidences and the past successful research activities carried out in application of

TPM in engineering education scenarios has strengthened and extended scope of using TPM concepts more in

the educational institutional context.

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