Post on 27-Dec-2015
transcript
From Rules & Regulations to
Continuous Improvement
Presented by:Elaine Griffin, PhD, MHA, MBA, FACHELipscomb UniversityNashville, Tennessee
And the benefits of CQI… Improved learning outcomes of
the educational process (student learning outcomes)
Increased student satisfaction
Increased faculty and staff satisfaction
Improved organizational performance
Improved financial strength
Objectives for this session…
At the conclusion of this session, you will be able to: Answer the question, “Why quality?” Discuss the philosophy of CQI with its components:
- Customers and requirements- Process focus- Continuous improvement
Describe and explain the process focus of:- Quality planning- Quality measurement and reporting- Quality improvement- Cultural changes
I. Philosophy of CQI
Customers andrequirements
Process focusContinuous improvement
II. Process focus and continuous quality improvement (CQI)
Quality planning
Quality measurement and
reportingCultural changes
Qualityimprovement
We’re going to spend our time on CQI
Quality planning
Quality measurement and reporting
Quality improvement
Cultural changes
But first, let’s note some pressures on education…
Competition for students
Increased awareness by customers of educational quality
Cost of education
Continuous changes in job skills requirements to meet stakeholders’ needs
Regulatory agencies and accrediting bodies
More pressures…
Pressure from all constituents to lower educational costs
Pressure from all constituents to improve quality
How do you define quality?
Our definition:
Customers (students) define
what quality is for them. The
product or service is quality if it
meets the customer’s expectations
or requirements
Customer requirements for education
Learning outcomes
Service requirements
Cost requirements
Continuous improvement is a journey
The goal is to provide services that meet our customers’ expectations
It cannot be accomplished overnight It is accomplished over time by measuring the
performance of our processes (everything is a process)
We must take actions to improve our processes
The journey requires…
Identifying our current level of performance Setting goals for improvement Identifying new ways to improve work processes Pursuing goal achievement Celebrating Setting new goals to continuously improve
Four components
I. Quality planning
II. Quality measurement and reporting
III. Quality improvement
IV. Cultural changes
I. Quality planning
Purpose of planning: to define a corporate-wide strategy to meet customer needs and achieve the vision
Provides framework for innovation and creation of new services
Concept of customers and requirements is further developed and put into action for organization as a whole
Starts with mission, vision, values, and goals
1. Organization’s mission, vision, values, goals
Mission: purpose for existence Vision: where organization
wants to be in the future Values: principles by which
organization conducts business Goals: what organization needs
to accomplish in short run to achieve the vision
2. Department mission Each department adopts a mission, vision, values, and
goals which contribute directly to the organization’s mission, vision, values, and goals
Example:- University mission: To provide an undergraduate liberal arts education for any student, regardless of race, age, political preference, or religious preference- Department of Management mission: To educate students in the art and science of management and to prepare them for positions in the profession of management
Another way to look at it…
Organization mission, vision, values, goals
Departmental mission,vision, values, goals
Departmental mission, vision, values, goals
Departmental mission, vision, values, goals
Your turn to participate … Corporate vision: to become a
premier nationally recognized university
Finance:
Student enrollment:
Computer Center:
Your department:
Write the mission for your department Mission
Vision
Values
Goals
3. Let’s summarize quality planning Integrates departmental operations
into corporate mission and vision (alignment)
Results: corporate-wide strategy on how to meet customer requirements
Achieves vision of organization
II. Quality measurement and reporting
Includes:
Performance measurement: indicators and goals
Alignment of goals
Department continuous improvement plan
1. Performance measurement:indicators and goals
Must manage by facts Information obtained allows
decisions based on objective data Indicators are used to measure
performance Quality indicator measures the
performance of a process which meets customer requirements
Examples of indicators Student achievement
Accurate billing
Student registration process
Retention rate
Student satisfaction
How do you select indicators? Guiding principle #1:
MEASURE WHAT MATTERS
Guiding principle #2:
SET PRIORITIES
- Required by agencies (legal,
accreditation, state, strategic plan)
Guiding principle #3:
BE REASONABLE
And next?
When the measurement of an indicator demonstrates that a process needs improvement, then a goal may be established
Goals give us a target or milestone at which to aim
2. Department continuous improvement plan (CIP)
The departmental plan contains indicators for the end results or outcomes important for the department to measure, and goals for those outcomes where customer requirements are not being met
3. Let’s develop a plan…Answer these questions: What is my mission? How am I organized? Who are my stakeholders/constituents/students? With whom am I affiliated? Products and services offered (courses) How do I conduct my business (meetings, etc)? What have I promised (mission) and what are the major program
outcomes/learning objectives for my stakeholders? What are the indicators used to determine performance? What is my current performance at meeting their expectations (program
outcomes)? What is my goal for continuous improvement on this performance?
Write your own plan…YOUR UNIVERSITY
CONTINUOUS IMPROVEMENT PLAN
I. DATE:II. DEPARTMENT:III. MISSION: IV. ORGANIZATION:V. CONSTITUENTS:
Internal constituents: External constituents:
VI. AFFILIATIONS:VII. MEETINGS:VIII. STANDING COMMITTEES:IX. PROGRAM OUTCOMES:X. PERFORMANCE INDICATORS: 1. Strategic plan 2. Continuous improvement
3. Other
A little review…
UNIVERSITY MISSIONAND VISION
UNIVERSITY INDICATORS/GOALS(CORPORATE CIP)
DEPARTMENT INDICATORS/GOALS(DEPARTMENT/MAJOR CIP)
Learning Objective or Outcome For Each Major
Quality Indicators
Present (2006) Performance
CQI goal
1. Recognize, understand, and develop skills to perform and interpret accounting principles
MFT
CPA exam
GSS
Internal exams
95th percentile
Etc.
Etc.
98th percentile
2. Recognize, understand, and develop skills to perform and interpret managerial accounting principles
MFT
CPA exam
GSS
Internal exams
87th percentile 98th percentile
3. Recognize, understand, and develop skills to perform and interpret auditing principles and processes
MFT
CPA exam
GSS
Internal exams
89th percentile 98th percentile
4. Recognize, understand, and develop skills to perform and interpret cost accounting principles
MFT
CPA exam
GSS
Internal exams
85th percentile 98th percentile
5. Recognize, understand, and develop skills to perform and interpret federal income tax principles
MFT
CPA exam
GSS
Internal exams
82nd percentile 98th percentile
Bachelor of Arts in Accounting
Major Field Test Scores
0
1020
3040
5060
7080
90100
2002 S 2003 S 2004 S 2005 S 2006 S
Acc PMg Ac PAud PCA PFIT P
Semester
Per
cent
ile
Legend: Acc P = Accounting Principles; Mg Ac P = Managerial Accounting Principles; Aud P = Auditing Principles; CA P = Cost Accounting Principles; FIT P = Federal Income Tax Principles
70
75
80
85
90
95
100
2002 S 2003 S 2004 S 2005 S 2006 S
% w Job
Job upon graduation
Per
cent
of
acco
unti
ng g
radu
ates
Semester
Student satisfaction with advising (Graduating Senior Survey: GSS)
010
2030
4050
6070
8090
100
2003 S 2003 W 2004 S 2004 W 2005 S 2006 S
Sat/advis
Semester
Per
cent
sat
isfi
ed w
ith
advi
sing
CIP WorksheetYOUR UNIVERSITY
CONTINUOUS IMPROVEMENT REPORT
DEPARTMENT: Department of Accounting
OPPORTUNITY FOR IMPROVEMENT: Student achievement (Accounting Principles – Acc P)
INDICATOR: Major field test (MFT)
PRESENT LEVEL OF PERFORMANCE: 80th percentile (2002 S)
GOAL: Incremental improvement until 98th percentile
TEAM MEMBERS: Department of Accounting faculty, students, alumni, business representatives
Date initiated
Plan of action Internal or external constituent
Source of data Resources required
Estimated completion date
Measure of effectiveness
May 2003 Review curriculum Internal Accounting Curriculum
Budgeted August 2003 Improved Acc P scores if successful
Dec 2003 Identify root cause of low Acc P MFT scores
Make appropriate changes as determined
Internal and external
Students, scores, curriculum, faculty, teaching methods, etc.
NA: budgeted May 2004 Improved Acc P scores if successful
Summary FormDegree Learning Objectives/
Outcomes
How Measured
Bachelor of Arts in Accounting
Recognize, understand, and develop skills to perform and interpret accounting principles
MFT, CPA exam, GSS, Internal exams
Recognize, understand, and develop skills to perform and interpret managerial accounting principles
MFT, CPA exam, GSS, Internal exams
Recognize, understand, and develop skills to perform and interpret auditing principles and processes
MFT, CPA exam, GSS, Internal exams
Recognize, understand, and develop skills to perform and interpret cost accounting principles
MFT, CPA exam, GSS, Internal exams
Recognize, understand, and develop skills to perform and interpret federal income tax principles
MFT, CPA exam, GSS, Internal exams
Use of results: Describe how you used the data to make changes in the teaching process that ultimately led to increased student learning and improved scores
Verbs for stating general instructional objectives
Analyze Compute Interpret Perform Translate
Apply Create Know Recognize Understand
Appreciate Demonstrate Listen Speak Use
Comprehend Evaluate Locate Think Write
Verbs for stating specific learning outcomes (Complex, Logical, Judgmental Behaviors)
Analyze Conclude Deduce Formulate Plan
Appraise Contrast Defend Generate Structure
Combine Criticize Evaluate Induce Substitute
Compare Decide Explain Infer
Verbs for stating specific learning outcomes (Language Behaviors)
Abbreviate Edit Punctuate Speak Tell
Accent Hyphenate Read Spell Translate
Alphabetize Indent Recite State Verbalize
Articulate Outline Say Summarize Whisper
Call Print Sign Syllabify Write
Capitalize Pronounce
Verbs for stating specific learning outcomes (Mathematical Behaviors)
Add Derive Group Number Square
Bisect Divide Integrate Plot Subtract
Calculate Estimate Interpolate Prove Tabulate
Check Extrapolate Measure Reduce Tally
Compute Extract Multiply Solve Verify
Count Graph
4. In education, indicators frequently measure the following…
Student achievement/effectiveness of educational process- was a planned, successful outcome achieved?
Appropriateness of programming/curriculum- was the curriculum appropriate for desired outcomes?
Student satisfaction- were students satisfied with advising, etc.?
Retention rates- were retention rates acceptable?
Graduation rates- were graduation rates acceptable?
More education indicators… Customer (students, parents, community) satisfaction
- were customers satisfied with products/services and outcomes of educational process?
Enrollment management- did enrollment meet planning goals?
Campus climate- does campus climate meet mission/goals for LU?
Resource utilization- was product/service delivered in cost-effective manner?- was product/service a good value for the cost?- was product/service affordable?
5. Summary of quality measurement and reporting
Uses objective data for continuous improvement purposes Provides opportunity to know and manage current
performance Identifies opportunities to improve Prioritizes attention Requires departmental continuous improvement plan (CIP)
- measures operational and management indicators- establishes departmental goals that support corporate
goals- reports on progress towards goals
III. Quality improvement
Includes actions taken to improve processes that deliver products/services to customers
Actions can be efforts of individuals or quality improvement teams/departments
Here’s what we will discuss:
- action for improvement
- faculty/staff involvement
- continuous quality improvement teams/departments
1. Action for improvement
Here’s the process:
- identify the opportunity to improve
- analyze the problem
- take action to resolve problem
- actions can be made by individuals and teams
- requires skills that may be new to many faculty
and staff
Skills and required concepts… Understanding stakeholders
and their requirements
Measurement by facts
Process definition and analysis
Root-cause identification
Plan-Do-Check-Act on-going improvement cycle
Plan-Do-Check-Act cycle (PDCA)
Plan
DoCheck
Act
1. Plan what to do
2. Do what you planned3. Check the results
4. Act to improve what you did
2. Faculty/staff involvement in CQI
Invaluable resources Know and use the processes/deliver
the product and service Know how best to improve the
processes Closest to the “customer” Need to know:
- CQI philosophy- Department CIP plan- Problem solving skills- Customer relations skills
3. Quality improvement teams (QITs)
Groups of faculty/staff who analyze problems and recommend actions to resolve problems
Two kinds of teams:- functional (one department)- cross-functional (from different departments)
4. Summary of quality improvement
Individuals or teams can make improvements Problem-solving skills include:
- managing by facts
- process analysis
- root-cause identification and elimination
- PDCA (plan, do, check, act)
IV. Cultural changesHere are our topics for this one: Management commitment
and leadership in process Organize for CQI Education and training Communication Our professional attitude and
behavior Recognition
Paradigm shift… The shift is from one of
looking for assessment activities (narrow) to one of pursuing continuous improvement (inclusive) opportunities
Requires a “higher” approach to the process
1. Management commitment and leadership responsibilities
Knowledge of CQI Encourage innovation and
risk-taking Remove barriers Speak about CQI and process Encourage participation Provide necessary resources Become a role model
Let’s exercise…
List some barriers to CQI in the organization and in your area of responsibility
1.
2.
3.
2. Organize for CQIOrganize so everyone will know:
1. Who will develop the plan2. Who will oversee implementation3. How employees will be involved in development and
implementation4. What will be the responsibilities of:
- the board- executive staff- deans/department directors- front-line employees
5. Communication channels
3. Education
Management education CQI awareness training Problem-solving skills
- management by facts- process analysis- root cause identification- PDCA
Tools for CQI
Tools and techniques… Brainstorming Multi-voting Selection matrix Checklist Graphs Pareto diagram Process flow chart Histogram Cause-and-effect diagram Problem statement
Brainstorming Technique used to generate a large quantity of
ideas in a short time
It is useful because it encourages participation and contributions from all team members
There is a right way and a wrong way
Benchmarking Benchmarking is a process of comparing one’s
performance on a specific achievement with that of another department/organization, etc.
Usually compares one’s own performance with a “best in class”
Can be useful in setting and reaching realistic goals Can be harmful if you select one that is just a
mediocre department/company
Check-sheetWrong
Question #1
Question #2
Question #3
Etc.
Sept Oct Nov Dec Jan Feb
A check-sheet is an easy-to-use form for collecting and processing data. It is usedby teams to collect data and help identify and quantify problems.
Checklist
Registration checklist Yes No
Student ID
Admission number
Meal plan
Housing location
Adviser assigned
A checklist is a list of items or steps to be checked off or referred to in completinga process. It provides an organized way of proceeding.
Bar graph
0
10
20
30
40
50
60
70
80
90
1st Qtr 2nd Qtr 3rd Qtr 4th Qtr
East
West
North
Bar graphs visually represent comparisons among groups of data. Quantities are shown by means of uniform-width bars (rectangles) whose length is proportional tothe number being represented.
Line graph
0
10
20
30
40
50
60
70
80
90
100
1st Qtr 2nd Qtr 3rd Qtr 4th Qtr
East
West
North
A line graph is a way to visually display data for trends or comparisons.
Histogram
0
2
4
6
8
10
12
14
16
18
20
2001-02 2002-03 2003-04 2004-05
Admissions
A histogram is another type of bar chart. It is a graphic representation of the distribution of a set of data. It displays patterns that are difficult to see in a simple table of numbers.
Adm
issi
ons
in 0
00’s
Pie chart20.4
27.4
90
20.4
Section 1
Section 2
Section 3
Section 4
A pie chart is used to visually show relative relative proportions or frequency of items.It can be used to show real numbers or percentages.
Pareto chart
0
10
20
30
40
50
60
70
80
Santaoverslept
Sleighbroken
Wrong toy Wrongaddress
Reindeerill
Nu
mbe
r of
com
plai
nts
Pareto analysis is a ranked comparison of factors that make up the subject being analyzed. It helps a team focus on the vital few problems or causes of problems that have the greatest impact on what the team is trying to improve. The 80-20 rule: 80% of the problems result from 20% of the causes
Cause-and-effect diagram
Problem statement
Man Machine
Materials Methods
This technique is used to generate, organize, and display the factors that mightcontribute to a problem. Lines and arrows show relationship between problem and potential causes
Mean machineNight technician
Day super
Cleaning sol
MopsProcess for cleaning
Floors are dirty
Process flow chartRegistered for class
Arrived on campus
Found dorm room
Confirmed student identityWent to class
Picked up packet
A process flow chart is a graphic representation of the sequence of steps in a process.It also helps clarify the relationship between steps.
Problem statementIt must: Be measurable Be specific State the pain of how customers are affected
It must not: Imply blame Imply solutions
Problem statement says in specific and concrete terms what the data have revealed and what the team will now focus on improving
10 – 4 exercise Used to quickly determine priorities among
issues and/or ideas Each member given 10 points to “spend” Can vote on ideas as desired, but upper limit
is 4 points on any particular item Ideas getting the most points are declared
winners Top numbers established in advance, i.e., top
5, top 10, etc.
4. Communication
Varied – newsletters, bulletin boards, e-mail, etc.
Wide-spread
Frequent
Timely
5. Our professional attitude and behavior
We have been working “in” our profession
We must begin working “on” our profession
We are responsible for the success of (fill in the blank) University
Stakeholders expect the very best from us
We are a million dollar business unto ourselves
If this were your business, would you manage it differently?
6. Recognition Spontaneous and planned events
Individual and team recognition
Small wins and large wins
CQI efforts and successes
7. Summary of cultural changes Management’s actions demonstrate leadership
Organization’s structure must support CQI
New skills are needed for faculty and staff to participate
Information must be communicated
We must manage our business as though it were our business
Recognition should reinforce continuous improvement activities
Summary of CQI process
Quality planning
Quality measurement and reporting
Quality improvement
Cultural changes
And the benefits of CQI… Improved outcomes of the educational
processes (student learning outcomes)
Increased student satisfaction
Increased external stakeholder satisfaction
Improved organizational performance
Improved financial strength
Questions…
Verbs for stating specific learning outcomes (Creative Behaviors)
Alter Paraphrase Reconstruct Rephrase Rewrite
Ask Predict Regroup Restate Simplify
Change Question Rename Restructure Synthesize
Design Rearrange Recognize Retell Systemize
Generalize Recombine Reorder Revise Vary
Verbs for stating specific learning outcomes (General Discriminative Behavior)
Choose Detect Identify Match Place
Collect Differentiate Indicate Omit Point
Define Discriminate Isolate Order Select
Describe Distinguish List Pick Separate
Verbs for stating specific learning outcomes (Social Behaviors)
Accept Communicate Discuss Invite Praise
Agree Compliment Excuse Join React
Aid Contribute Forgive Laugh Smile
Allow Cooperate Greet Meet Talk
Answer Dance Help Participate Thank
Argue Disagree Interact Permit Volunteer
Verbs for stating specific learning outcomes (Study Behavior)
Arrange Compile Itemize Mark Record
Categorize Copy Label Name Reproduce
Chart Diagram Locate Note Search
Cite Find Lock Organize Sort
Circle Follow Man Quote Underline
Verbs for stating specific learning outcomes (Music Behavior)
Blow Compose Hum Pluck Strum
Bow Finger Mute Practice Tap
Clap Harmonize Play Sing Whistle
Verbs for stating specific learning outcomes (Physical Behaviors)
Arch Bend Catch Climb Float
Bat Carry Chase Face Grab
Grasp Kick Pull Skip Swim
Grip Knock Push Somersault Swing
Hit Lift Run Stand Throw
Hop March Skate Step Toss
Jump Pitch Ski Stretch Walk
Verbs for stating specific learning outcomes (Arts Behaviors)
Assemble Dot Illustrate Press Stamp
Blend Draw Melt Roll Stick
Brush Drill Mix Rub Stir
Build Fold Mold Sand Trace
Carve Form Nail Saw Trim
Color Frame Paint Sculpt Varnish
Construct Hammer Paste Shake Wipe
Cut Handle Pat Sketch Wrap
Dab Heat Pour Smooth
Verbs for stating specific learning outcomes (Drama Behaviors)
Act Display Express Pass Show
Clasp Emit Leave Perform Sit
Cross Enter Move Proceed Start
Direct Exit Pantomime Respond Turn
Verbs for stating specific learning outcomes (Laboratory Science Behaviors)
Apply Demonstrate Keep Prepare Specify
Calibrate Dissect Lengthen Remove Straighten
Conduct Feed Limit Replace Time
Connect Grow Manipulate Report Transfer
Convert Increase Operate Reset Weigh
Decrease Insert Plant Set