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TQM in Education


Why should you join TQM?

TQM's philosophy and system continually improves the services and / or products offered to customers. Now that transport and communication technologies are replacing national economy with the global economy, nations and businesses that do not practice TQM can quickly become uncompetitive quickly. A road to non-competitiveness can be avoided if citizens are assisted by TQM practitioners. Therefore, the potential benefits of TQM at school, district or college are very clear:

1. TQM can help a school or college to provide better service to their primary clients – students and employers

. TQM's continuous focus on development is a basic way of meeting the common accountability requirements of education reform

3. Operating a non-fearing TQM system in the field of continuous growth and development is more exciting for students and teachers than a "good enough" learning environment.

What an Important Part of TQM

In a TQM school or college, development teams and individuals are constantly working to improve customer service. The concept of "good enough" does not consider it appropriate.

1. A student's talents are not being developed to their full potential unless all the student-learner partnerships support the highest possible quality in each step of the development process. It's a great way to start a full staffing session. The meeting provides:

a. Dynamic overview of TQM elements and potentials for one or more performers who both experienced both

b. It is a clear commitment from the school's board of directors, superintendent, and leader to fully support TQM's efforts and do not expect "immediate pudding" results (using W. Edwards Deming's language)

. A clear mission. Steering the steady movement towards gradual higher quality standards depends on the definition of these standards. If a TQM Steering Committee is set up in a school (See Elevation 10a), you must determine the answer to this question. – Does the school have a clear, client-driven mission statement and a working process for departments and / or departments to reverse this statement of outcome for graduates? If the answer is "no", this problem should be addressed by local, state, national and employer standards. These standards should focus on developing students' abilities to solve real problems

. Approach to Designing Systems

Traditional education is too fragmented. Teacher X has English language skills; a teacher who teaches science can put a great deal of emphasis on students' knowledge of scientific principles without paying much attention to the ability of a student to apply English-language principles when writing a technical report. Students learn English as a "course" instead of using their skills. If a higher level of student competence is to be developed, in the schools and colleges, educational developments need a higher level of system-level and multi-class PLANNING

. Join the hierarchy

Yesterday's hierarchical organizations dominate too many businesses and schools. Such organizations tend to make "individual" efforts sufficiently well enough to satisfy the supervisor who sometimes knows less about how to achieve quality than he or she oversees. Cross-border organizational units are able to and foster a stronger improvement if they are:

a. Clear quest and strong authority

b. It was supported, not the supervisors.

Support is a key element of TQM's success or failure. If the administrators, supervisors and chairmen of departments support task development teams, these teams can result in more motivation and improvement than they would otherwise be able to reach. If not, TQM can not reach its potential. For properly run TQM programs, administrators and supervisors work diligently on

a. Insisting on clear visions and missions

b. Co-ordination between task or development teams Supporting the efforts and empowerment of development teams at the highest possible level

These are very critical support measures. Unless administrators and supervisors fail to perform properly, task-building teams may fail due to the weakness of the system. Restore fear and empowerment

Traditional non-evaluation systems generate fear and initiative in themselves. Our staff focuses on doing everything to make the boss happy. However, if volunteer members of authorized development teams are given the opportunity to become professionals and / or experts, this will allow for excitement and dedication. School districts should provide support to members of the quality development teams with funding and others. Teams work best when members of the team receive background and delegated decisions. Each district and school must define and implement the goals that focus on focusing on the learning organization

. Focus on mastery of learning

Teachers often followed this order in the traditional classrooms: 1 Plan ————-> 2 Teaching ———– — -> 3 Test. Normal results usually demonstrate that many students are unable to learn the highest level in this system. The TQM Alternative: 1 Plan -> 2 Teaching (DO) -> 3 Testing ** -> 4 Revised Teaching (ACT) -> 5 Test ** In the "Check" step, formative (non-) testing is used to determine which students learned. Then, the non-mastered material is transferred to another style or style. If it is advisable, the inspection and the revised teaching may be repeated several times. In the meantime, students who have mastered the material movement for enrichment learning or assisted with education that did not get mastery. This system of mastery learning can lead to much more complete learning for most students, and even positive movement of the "normal" curve. This learning improvement is the core objective of TQM in the classroom.

7. Measurement Management

In the section above we present an adapted Shewhart Cycle that is a core part of a TQM process. Keep in mind that measurement is very important in the indicated steps of the cycle **. For example, if a reading teacher used another computer program in the ACT step to help students in trouble, they will collect the data in Steps 3 and 5 and write a drawing diagram to examine the relationship between the use program and the final learning results. If careful analysis has shown that the new program has made significant progress in reading, this would affect the planning of future education. This management allows us to give our TQM two basic goals in education by commenting:

a. Better learning.

b. Better Cost-Effectiveness

Excellent books on quality processes and educational measurements are available in the ASQ Quality Press free catalog; PO Box 3005; Milwaukee, WI 53201-3005. Your telephone number (800) 248-1946; fax number (414) 272-1734. Membership benefits are available for those who join the American Society for Quality. The ASQ Website http://www.asq.org . There are also state or regional chapters.

8. Developing Student TQM Skills

In addition to improving TQM's overall learning, each school district should explicitly enlist its students to understand and use TQM. This is an essential element for schools that contribute to the readiness of the global economy. Regardless of whether a school staff decides to integrate a student's TQM into an existing course or as an independent course, it is important for students to learn and not just study TQM. Excellent resources in this area are ASQ Quality Press Books at point 7 above. These books are relevant to student activity – (1) TOOLS FOR CHILDREN; (2) FUTURE EFFECTIVE: CHILDREN WHO ARE IN OR MORE! (3) CONTINUING DEVELOPMENT RULES, covering science, language skills in primary schools, mathematics, history and social sciences; and a SMART TEACHING manual that presents a full 8-step education system. An excellent way for students to live with TQM is to create a system in which student evaluation portfolios are dynamic dynamic records in which students can get a lot of pride

. Humanistic and brain compatible focus.

In the learning environment, Dr. William Glasser provided one of the best translations of the TQM principles for proposals for a very productive learning environment. Every teacher can profit from reading his book: Quality School Teacher, William Glasser, M.D. (1998) Harper Paperbacks. Working with people is much more complex than making a production machine. Dr. Glasser provides an excellent plan for TQM in classrooms in connection with deep sensitivity to human relationships. Additionally, one of the most productive areas where a school job development team can work can help each employee apply the model with more brain-friendly techniques in teaching. Transformation Plan Under Element 1, the first step was to take into account the transition to a traditional TQM operation. Two other core activities are recommended here:

a. TQM establishes a Steering Committee, which

(1) plans to support personnel in the implementation of TQM and

(2) establish a positive relationship between this Committee and the traditional supervisors. a

b. Advisers and / or TQM transformation has succeeded in school counseling

This latter action is particularly important.

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