1 w Acknowledgement This book is a product of collective thinking and contributions of a large number of people led by Dr. G. Parameshwara, Hon ble Minister for Higher Education, Karnataka. In fact the whole TQM movement in Karnataka was steered by him with a definiteness of purpose, to make Karnataka a world class educational capital of India. We are grateful to the Government for giving us this opportunity to launch the TQM movement in Karnataka. Several people researched and sourced the best of material and information from relevant books and journals to put together this book. This effort was led by Shri Kamalakar Halambi, presently working as Private Secretary to the Hon ble Minister for Primary and Secondary Education, Government of Karnataka and supported by Dr. Siddalingaswamy, Coordinator for TQM, Office of the Commissioner of Collegiate Education, Dr. Jayaraj, Director, College Development Council, Gulbarga University, Dr. Meena Chandavarkar, Principal, Shri S.R.N. Arts and Commerce College, Bagalkot, Shri Morabada Mallikarjuna, Lecturer, Government First Grade College, Hunsur and Sri Shabir Md. Mustafa Principal, Government First Grade College,Srirangapattana. We also acknowledge the contributions of Shri K. N. Shenoy, Ex- Chairman of CII, Shri N. Srinivasan, Deputy Director General, CII and Shri C. P. Rangachar, Ex-Chairman, CII, Southern Region, in shaping this book. We also recognize the contributions
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Acknowledgement
This book is a product of collective thinking and contributionsof a large number of people led by Dr. G. Parameshwara,Hon� ble Minister for Higher Education, Karnataka. In fact thewhole TQM movement in Karnataka was steered by him with adefiniteness of purpose, to make Karnataka a world classeducational capital of India. We are grateful to the Governmentfor giving us this opportunity to launch the TQM movement inKarnataka.
Several people researched and sourced the best of material andinformation from relevant books and journals to put togetherthis book. This effort was led by Shri Kamalakar Halambi,presently working as Private Secretary to the Hon� ble Ministerfor Primary and Secondary Education, Government ofKarnataka and supported by Dr. Siddalingaswamy, Coordinatorfor TQM, Office of the Commissioner of Collegiate Education,Dr. Jayaraj, Director, College Development Council, GulbargaUniversity, Dr. Meena Chandavarkar, Principal, Shri S.R.N.Arts and Commerce College, Bagalkot, Shri MorabadaMallikarjuna, Lecturer, Government First Grade College,Hunsur and Sri Shabir Md. Mustafa Principal, GovernmentFirst Grade College,Srirangapattana.
We also acknowledge the contributions of Shri K. N. Shenoy, Ex-Chairman of CII, Shri N. Srinivasan, Deputy Director General,CII and Shri C. P. Rangachar, Ex-Chairman, CII, SouthernRegion, in shaping this book. We also recognize the contributions
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of Shri K. Dinesh, Founder Director, Infosys and Shri SanjayPurohit, Senior Manager, Quality Head, Infosys, who fine-tunedour initial document �The Roadmap for TQM� (14th August,2002), which was the starting point for the TQM initiative inKarnataka.
Our TQM initiatives would not have seen the light of day but forthe constant support and encouragement provided by CLHRD,College for Leadership and Human Resource Development, anaffiliated college of Mangalore University, which has providedvaluable inputs in preparing this book.
We acknowledge the services of Dr. Sharada Jayagovind, SSL,Maharani�s Science College, Bangalore, for proof checking andgiving a final shape to the presentation.
We remain grateful to Mr. Shailesh, lecturer, SDM College, Ujirefor sketching the caricatures.
We welcome feedback in the form of suggestions, additional inputsand opinions to enable us to further improve the approach andcontent of TQM in education.
05. What is TQM? 2906. Elements of TQM 3507. Team Work for Quality 3908. Tools and Techniques for Quality Improvement 4509. Barriers to Overcome 53
Part ThreeThe TQM Road Map
10. Important Elements in Initiating TQM 6111. Implementing TQM 7112. Resource Development 77
Part FourThe Handbook
13. Institutional Arrangements 8514. Memorandum of Understanding 9115. The District Task Force 9716. Composition of Task Force 10517. Roles and Responsibilities 10918. Accounting and Reporting 11519. Monitoring and Evaluations 119
Annexures01. Performance Linked Funding of UGC 12502. Self Evaluation of Teachers 12903. Student Appraisal of Teacher 136
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Preface
Students are our beacons of hope. Teachers train them to be leadersof tomorrow. If we are to benefit from the huge investment thatwe have made in education, our teachers must be enabled andmotivated to commit themselves, personally and professionally, tothe all-round development of students for efficiency andeffectiveness in providing quality education.
Quality assurance in education assumes a lot of importance in thiscontext. We have to initiate several interventions in the realm ofTotal Quality Management (TQM) in Higher Education towardscontinuous improvements, in tune with the roadmap of progressenvisaged under �Karnataka Eduvision 2002�. To achieve thisvision, it is imperative to have an institutional arrangement tousher in quality education.
Thus, the starting point for a series of project interventions, whichare important and urgent, would be to create an environment forcontinuous improvement and change and thereafter to introduceTQM in education.
The initiative for creation of an institutional delivery mechanism,namely, TQM in Education has been taken up by the Departmentof Collegiate Education at a time when the educational scenario atthe tertiary level is undergoing sweeping changes the world over -in terms of curriculum, content, methodology, delivery, evaluationsystems and the imparting of skills.
TQM is not aproject. It is theestablishmentof systems that
assure acontinuous
improvement.
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More specifically the State of Karnataka needs to overcome thelack of ownership, commitment and motivation among allstakeholders at all levels in the education sector. Besides it hasbecome mandatory to obtain NAAC (National Assessment andAccreditation Council) Certification to avail certain benefits underUGC (University Grants Commission). The main purpose of theassessment and accreditation exercise of NAAC is improvementand enhancement of quality by means of self-regulation, peerreview and self-imposed integrity in all spheres of activity.
However, no amount of improvement in material resources canbring about quality in education unless the attitude andmindsets are changed. A lukewarm approach at the Unit(College) level can cause irreparable damage to the task of nationbuilding at a time when the whole world has come under onecommon economic world order. Hence, the initiative taken for aTQM movement in Higher Education in Karnataka with thesupport of NAAC.
TQM is the �Complete Food� � with principles, methods, workhabits, systems, tools and techniques, all integratedharmoniously. It is a whole new world. Yet, when we understandTQM, we are likely to say: �But this is all common sense�. Thisis because we can intuitively see that it is simple, yet powerful.We have to keep in mind perhaps, that simple though theprinciples sound, they represent paradigm shifts, sometimes ofl80 degrees. TQM propounds a radically different way ofworking.
When we begin TQM, there are some questions that we askourselves. What is the purpose of our organization? What is ouraccountability to our stakeholders? What results do we seek?What are the measures needed to be initiated?
In untransformed colleges, such questions are not easy to answer.Nevertheless, we must ask them.
Unlike in the current systems that we have developed, whichcontinue to produce poor results year after year, in TQM oureffort is towards continuous improvement. Therefore, it is
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critical under TQM to bring our problems to the surface ratherthan sweep them under the carpet. But while doing so, we do itas a part of re-engineering, without pointing an accusing fingerat any one. This is because acrimony and prejudice not onlyhinder solutions but also prevent collective or universalresponsibility and ownership in addressing problems and issues.Thus, if we want to do away with our problems the functioningof our work place must also change. We have to understandthat if we continue to work in the same way the results wouldnot be different either.
When TQM is implemented, the hierarchy among colleagues,the environment, the culture and the ambience of theorganization will undergo a change. New questions get asked.For example, are our activities creating value for the students?From the outset, we must be open to major changes. This pointmay be lost easily in the initial stages of introduction of TQMwhen focus is on housekeeping or in improving the processes toreduce errors and complaints. If we think that with smallimprovements alone we can align our institution to its centralpurposes, our TQM implementation would be perfunctory andwe must expect only trivial results.
In preparing the TQM movement for higher education inKarnataka, we were driven by the fact that the end products ofeducation are not what they are desired to be. Most graduatesare not employable - knowledge alone is no guarantee of skills,attitude and values. We are aware of the fact that knowledge,marks and certificates are not indicators of the quality ofindividuals. Yet, institutions do not have a roadmap forconforming to quality standards despite being aware thattraditional systems of education do not meet the needs of thestudents. This need is the ability to think and the ability to learnto use the available resource to complete the given taskefficiently.
However, these have not been focused upon, as priorities ofmanagements are extremely narrow. They are more concernedwith the pass percentage and reputation of the institution than
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with ushering in qualitative changes. Student groups areuninterested because they have no proper guidance. Teachersare unable to satisfy student needs other than the teacher centricteaching, because specific skills for teaching have not beendeveloped by them. Yet, there is no systematic training,development and project intervention for college teachers.
Even so, one need not lose heart. It is not impossible to fosterchange because most college teachers as well as institutions areinterested in professional development. The teacher is bothmotivated and trainable. We are sure that authority exercisedwith persuasion can guarantee quality and the Department ofCollegiate Education is an appropriate authority to persuadeteachers to take up the project.
An opportunity knocks at our door. Every one who participatesin our TQM movement will benefit a great deal through personalenrichment too. Let us seize this moment and commit ourselvesto work together and build a quality educational system inKarnataka and a better India, no matter what the difficultiesare.
In writing this handbook, we have tried to keep in mind theneeds of the busy reader whose main concern is to get access tosome of the fundamental issues of TQM in higher education,without having to work through a lot of theory and jargon.
We have planned the book so that the reader can go directly tothe topic of immediate interest. However, to get the best usefrom this handbook, we suggest that the reader �
l Get the essence of TQM by reading the entire book.
l Select an idea or guidelines from the handbook vis-à-vis one�s mission and vision for the institution,class or faculty.
l Carefully think through the implications of usingthe idea or guideline with one�s stakeholders,including students, teachers and managements inorder to adapt the idea to the situation.
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The guidelines need not be adhered to rigidly oruncritically. A judicious selection of paradigms iswhat is needed.
l Write out a plan of how one will actually use theidea or guidelines and implement it according to one�splan.
It is necessary that the Facilitator of this Total QualityManagement project reviews the chances of success of the ideaand plans with students, teachers and other relevantstakeholders and re-plan and re-introduce themes based onreflections and reviews.
We wish to state that wherever �he� or �his� is used in thistext, it also refers to �she�, �her� or �hers� respectively.
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TQM is not asingle
individual�sinitiative. It is acollective effort
towardsacheivements.
The Traditional Classroom Covering the syllabus
03Overview
01. Higher Education in the modern sense was introduced inIndia in 1857. Since then our degree education system hasbeen going around in circles plodding the same beatentrack. The only change that it has undergone is in its size.Over the last twenty five years we find an approximatelyfifteen fold increase in the number of students, teachersand colleges and in the expenditure incurred. It is truethat when a public activity like education goes through aphase of rapid expansion quality tends to get neglected. Infact, there has been an almost total systemic neglect ofquality in college education. A great deal has been writtenabout the prevailing shortcomings and defects of oursystem.
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Assessment Systems which Test Rote Learning
02. The built-in failures of the present system have been knownfor a long time. A few examples of these are the rigidcurriculum and the lack of relevance of the present degreecourses and their insensitivity to both the needs of thestudents and the requirements of the present day society;the far from satisfactory teaching-learning situation in ourcolleges; an examination system that requires and rewardsonly rote learning from students; and the general air ofdisinterestedness that characterizes the student population.To understand this situation it is necessary that we identifythe causes. Of the many causative factors there are two thatstand out as the most important:
(a) All the academic activities in colleges have beensought to be regulated by the affiliating universitiesthrough the curriculum and examinations.Consequently, there has been no attempt at qualityenhancement or quality assurance involvinginnovative practices and going beyond thecurriculum.
(b) The Department of Collegiate Education, which isthe biggest stakeholder in the State incurring an
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Department of Collegiate Education - Only a Funding Authority andAdministrator.
Affiliation to Universities
expenditure of nearly rupees five hundred crores ayear, until recently, confined itself to the regulationof colleges through administrative controls, underthe assumption that academic matters did not comeunder its purview.
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03. However, under the impact of liberalization andglobalization there is no aspect of public life which hasremained untouched. Simply stated, the quality of life isboth a national and an international concern today. In thisendeavor, it has now become imperative that we takedetermined and decisive steps to review higher educationso that we are able to educate and train students to beenlightened and responsible citizens, who have theattributes of the work force required for the twenty firstcentury, who have knowledge, who are multi-skilled andwho can think and act, contributing significantly to thecontinuous improvement of the quality of life.
04. In Karnataka there is now an air of renewal andregeneration in higher education, largely due to theinitiatives emanating from the Karnataka Eduvision 2002.The Commissionerate of Collegiate Education (CCE)which is entrusted with the responsibility of promotingand regulating collegiate education in the state has nowembarked upon this project of ushering ]excellence inhigher education. After extensive deliberations involvingexperts in higher education as well as Quality and HRDManagement experts from the corporate sector, the CCEhas evolved a policy framework which is now known as�Roadmap for TQM for Higher Education in Karnataka.�TQM is an approach, which has worked wonders in thecorporate sector the world over. A simple definition statesthat TQM aims at producing remarkable and continuouslyimproving results for all the stakeholders through anapproach that is at once scientific and humanistic, andinvolves everyone in the process. It is clear that thisapproach is ideally suited to our purpose.
05. The �Roadmap for TQM and HRD� clearly shows the pre-eminent role of the - NATIONAL ASSESMENT andACCREDITATION COUNCIL (NAAC) in this project.NAAC is the specified authority established by the UGCfor enabling quality assurance in higher education in thecountry. The institutional arrangements for this project
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entail the involvement of all the stakeholders from thestate level to the district level and finally the unit levelwhich is the college.
06. The growth of higher education institutions in the ninetieshas been phenomenal in Karnataka. Between 1995-96 and1998-99, the number of degree colleges increased from 749to 932 and is more than 1400 at present. Most of thisincrease was in the private self-financing sector. Thenumber of Government colleges also increasedsubstantially, though not in the same proportion. Becauseof the freeze imposed by the Government, there has beenno increase in the number of private aided institutions.
07. Karnataka can take pride in achieving a rapid expansionof institutional facilities for higher education. But in theglobal knowledge society, the real benchmark of progressin higher education lies in its comparability with nationaland international standards. Is the system of highereducation in Karnataka comparable with global standards?Can it withstand global competition in terms of the natureof programmes offered and the quality of the outputproduced? Seen from this angle, Karnataka is at thecrossroads in shaping its higher education system. Optionsare limited both in terms of the nature of changesdemanded of the system and the time frame forimplementing the changes. The traditional approach ofad hoc and incremental reforms will not do. The state hasto make a big leap with a programme of total restructuringof the system to bring it on par with international formatsand standards. It is difficult to present all the details ofaction to be initiated for achieving a radical transformationof the system in a time bound fashion, based on theobservations emerging from the sub sector study of highereducation in Karnataka (Eduvision 2002) and otheravailable empirical data. But a movement for TQM inhigher education is one of the critical components in thisdirection.
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TQM is notrehabilitation.It is a way ofliving that the
entire teamaccepts.
04Educational Leadership
01. Leadership is an essential ingredient in TQM. Total qualityshould be a passion and way of life for those institutionswho strive for TQM. Excellence in leadership is requiredto achieve TQM in tertiary education. An excellent leaderneeds the following perspectives:
l A leader must communicate the institution�svalues to the staff, students and othermembers of the community.
l A leader should encourage innovation amongstaff and be prepared for failures.
l A leader should create a sense of family amongstaff, students, parents and teachers.
l A leader should have a holistic perspective ofthe entire institution, its rhythm, passion,integrity and enthusiasm.
02. The leader in an institution undertaking TQM should havethe following objectives:
l To have a vision of total quality for theinstitution.
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The Leader - Communicating the Vision and the Quality Message
l To have a clear commitment to the qualityimprovement process.
l To communicate the quality message to staff,teachers, parents, students, community.
l To ensure that the customer�s needs are ofprimary concern to the institution, its policiesand practices.
l To ensure that there are adequate channelsfor the voices of customers.
l To avoid pointing fingers and apportioningblame, especially without the support ofadequate analysis of the problem.
l To lead innovations within the institutions.
l To ensure that institutional structures clearlydefine responsibilities and provide themaximum delegation compatible withaccountability.
l To lead staff development activities.
l To be committed to remove artificial barriers,whether they arise from management policies
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TQM - Delivering Quality to Partner
or culture of the organization.
l To build effective teams.
l To develop appropriate mechanisms formonitoring and evaluation of success.
03. A key aspect of the leadership role in education is toempower staff members, both teaching and non-teaching,and to improve the learning outcome of the students. In aquality based approach, the college leadership should relyon the empowerment of teachers and others, who areinvolved in the teaching/learning process.
A good and committed leader who is entrusted with TQMshould take the following steps to empower the staff:
l Involve teachers and all the staff in problemsolving activities.
l Consult rather than instruct.
l Share as much information as possible to helpfoster commitment.
l Enquire about the systems and procedures,which are preventing the staff fromdelivering quality to the students, parentsand co-workers.
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Conflict Management - A necessary Skill
l Understand that the desire for meaningfulimprovement of teachers is not compatiblewith a top down approach.
l Rejuvenate professional growth by shiftingresponsibility and control of professionaldevelopment directly to the teachers and otherstaff.
l Develop skills in conflict resolution, problemsolving and negotiations among staff. Theobjective is to create an attitude wherein thestaff members learn to display greatertolerance and appreciation of conflict.
l Be helpful without having to provide allanswers and without being condescending.
l Organize training programmes and workshopson themes such as team building, processmanagement, customer service,communication and leadership.
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l Become a model himself by personallyexhibiting desired characteristics and alsospending quality time in listening to teachers,students and parents.
l Interact more like a coach, less like a boss.
l Provide autonomy and allow risk taking whilebeing fair and compassionate.
l Engage in the delicate balancing act ofensuring quality to students, parents andthe community as a whole.
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PART TWO
Total Quality
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TQM is not aremedial
procedure forbetter products.
It is a marchtowards
excellence andperfection.
05What is TQM?
01. What is Quality?
Quality is generally defined as conformance torequirements. It is also conformance to a standard that isrequired. However, many consider that quality need notjust be conformance to requirements but should be anassurance of being the best in the world of that type. Inaddition, it should also keep a constancy of purpose.
02. What is Total Quality?
Total quality refers not only to the product but also to theway the product is made as well as presented to thecustomer. Total quality asks for customer orientation,process orientation, people management and leadership.All these are continuous processes.
03. What is TQM?
TQM is a people driven process. It involves changes inpeople�s attitudes primarily. In addition, it deals withprocess orientation and continuous improvement of the
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process. It strives for empowerment and autonomy of thepeople involved in using processes of production. It askspeople to continuously look for new ways to adapt to thechanging environment. It is a continuous improvementplan, with an effort to bring out the best for thestakeholders as well as for the institution.
04. Misconceptions about TQM
It is not an imposition from top downwards. It is not donethrough inspections. It can work only when stakeholdersunderstand the importance of guaranteeing quality andimproving continuously. Unless the institution and thestakeholders have a keen desire and a constancy of purpose,TQM cannot be introduced. TQM is not about workingaccording to some one else's agenda, it should be owned bythe institution and the members should feel for the causeand act for it.
05. Continuous Learning
If TQM is to have relevance in education, it needs toaddress the quality of the learner�s experience. Learnersare all different and adapt to the learning process in a style
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suited to their individual needs and interests. Aneducational institution with TQM must evolve strategiesfor individualisation and differentiation in learning as thelearner is the primary customer. Thus educationalinstitutions and teachers have an obligation to makelearners aware of the variety of student centered learningmethods.
Similarly, the learning loop is one of periodic reflection,introspection, innovation and improvements.
06. The Quality Element
Quality control formerly meant end of the line inspection.But total quality does not mean this. An advocate of totalquality is not satisfied with the improvement or increasein the top management quality only or in any other singlelevel. TQM is an improvement in all levels of functioning.Total quality management can guarantee not only greateramount of production or improved service but also theconformance to specific standards without fail.
Continuous Learning Process.
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07. Total Quality Managers
They believe in a learning organization. They want peoplenot only to learn but also to internalize the learning.Statistical control of quality is very important to them.They believe that work ethic is an important part of anyorganization�s growth process. They don�t believe thatthere is a substitute for work ethic, which should becomea part of every individual.
08. Total Quality Management in Education
If TQM has been relevant for the industry in the secondhalf of the twentieth century, it is relevant in the field ofeducation in the twenty first century. People interested ineducation have to take on the leadership of applying TQMconcepts and tools for a continuous improvement plan foreducational institutions. Such people are those who areendowed with a commitment to education and a passionfor work associated with such commitment. They canguarantee total quality in education.
09. TQM and Dr. Edward Deming
Dr. Deming was recruited by the Supreme Commanderfor Allied Powers to help prepare for the 1957 Japanesecensus. Though an American, he did not closet himselfwith American companies that sprang up in postwarJapan. Associating himself with Japanese scientists andengineers, numbering at that time fewer than a dozen, heproceeded to improve the conditions of Japanese industry.Deming conducted several seminars for several groups ofpeople. On his instructions, more than twenty thousandengineers were trained in rudimentary statistical methodswithin the next ten years. Among various interventionsthat he made, there was one for a camera company whichwas producing 200 cameras per month, which increasedits production to 400 per month. It had some additionalfacilities too, with no increase in workers or hours, as hesaid, �Simply better control of quality.�
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10. TQM and the Toast maker�s Story
A toast maker started a wayside shop to sell toasts. Heused a toaster to make fifty toasts in a couple of hours inthe evening, all of which got sold. He regretted having todisappoint customers who asked for more. So, he boughtone more toaster and hired an assistant. While all the fiftytoasts that the toast maker made were of good quality, hisassistant could make only forty five, with the remainingfive getting burnt. Yet, to cope with the increasing demandmore assistants had to be appointed. However, though thesales increased, most of the assistants would burn five toten toasts on an average everyday. So, he appointed aninspector who could monitor five of them. From thewayside shop, he moved on to a factory, with several unitsof assistants as well as inspectors. He found the need for asupervisor for every five or six units. Still, some of thetoasts continued to get burnt.
As the factory grew, with greater amount of productionand more number of toast makers and more number ofinspectors as well as supervisors, he appointed a managerto look after the supervisors, thereafter a general managerand ultimately, a Managing Director. Yet, at the ground
The Toast maker - Empowering the Grassroots Worker
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level as the number of toasts being sold increased, thenumber of toasts getting burnt also increased. As he wasmaking profits he consoled himself by convincing himselfthat burning toasts was a part of toast making.
A Total Quality Manager would not accept this. Insteadof appointing an inspector he would ask the toast makersto find out why they burnt five toasts when they couldmake forty five good ones. They would have to improvequality and they would have to discover it for themselves.The total quality manager would also be willing to sharea part of the profits when the number of toasts sold wouldequal the number of toasts made.
Leadership with an orientation of the processes andorientation towards the customer through managementof the people (that becomes a continuous process) certainlyguarantees total quality.
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06Elements of TQM
01. Customer Focus
It is important to focus on the customer, both internaland external i.e., the employees and the users of the endproduct - the students. In TQM parlance, the customer isthe next process and not just a person who pays for theproduct or service. This concept helps to strengthen theco-operation within the organisation, eliminate internalcompetition and drives away fear.
02. Employee involvement
People at all levels make up an organisation and their fullinvolvement enables their abilities to be used for aninstitution's benefit.
03. Continuous Improvement
There is a beginning to the process of TQM, but there isno end. Checking, rechecking, valuation, revaluation,engineering and re-engineering are essential to ensurecontinuous improvement.
TQM is not atraditional
approach. It isunorthodox
and innovative.
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04. Universal Responsibility
A TQM leader has to learn that inspection is not a meansto achieve quality. One eliminates the need for inspectionby building quality into the product in the first place. TQMhelps us to recognize the fact that it is we ourselves whoare responsible for quality work, not someone else whowill check it after it is done.
05. A Sustained Management Commitment to Quality
An organisation's performance and culture will ultimatelyreflect its senior management's values. If an organisationis serious about implementing TQM, the commitment todo so has to start at the top, and the organisation's seniormanagement has to be unwavering in its commitment toquality.
06. Addressing Deficiencies
TQM is a management philosophy that seeks to preventpoor quality in products and services, rather than simplyto detect and sort out defects. "An ounce of prevention isworth a pound of cure".
Continuous Quality Improvement Processes
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07. Quality Measurement
"If you do not know where you are going, you will probablyend up somewhere" is a saying particularly relevant toTQM. The quality measurement aspect of TQM asks thequestion: where are we and where are we going? A basicTQM concept is that quality is a measurable commodity,and in order to improve, we need to know where we are(or stated differently, what the current quality levels are),and we need to have some idea of where we are going (orwhat quality levels we aspire to reach).
08. Benchmarking
Benchmarking consists of identifying other organisationsthat perform well and incorporating their wisdom intoone's organisation. This TQM philosophy consists ofdefining the competitors' best features from both internaland customer perspectives, and then adapting the bestpractices of these organisations to one's functioning.
Quality Measurement
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9. Value Improvement
The essence of value improvement is the ability to meetor exceed customer expectations while eliminatingunnecessary expenditure. Removing unnecessary costswhile simultaneously satisfying customer expectations andrequirements can only serve to increase customersatisfaction (after all, the customer is receiving the samelevel of quality for a lower cost). Simply cutting costs,however, will not improve value if the focus does notremain on satisfying customer requirements andexpectations.
10. Training
Training is basic to the TQM process. Several conceptsand technologies are inherent to TQM. In order to usethese concepts and technologies effectively, people haveto be trained. Yet another saying comes to mind: "If youthink training is expensive try ignorance."
Staff Training - A TQM Basic Process
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07Teamwork for Quality
01. TQM through Teamwork
Teamwork is an essential component of theimplementation of TQM, for it builds trust, improvescommunication and develops independence.
Institutions which become involved in TQM discover thebenefits of having effective teams. We are aware of thefact that, in most institutions, application of teamworkhas often been limited to management related functions.TQM teamwork should include both academic and supportstaff and has to be used in a wide range of decision makingand problem solving situations. The divisions betweenteaching and support staff and those in other hierarchicalgrades have often prevented the necessary extension ofteamwork and these barriers need to be broken down.
TQM teams are not just there to administer variousprojects or activities. They can also be used to achievespecific goals. TQM teams should become the engines ofquality improvement.
TQM is notjust developingquality. It is anassurance ofcontinuous
improvement ofquality.
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02. Team Functions
Quality improvement is hard work, and this is bestapproached with the support of others. The teams mayhave the following functions:
l Being accountable for quality of learning.
l Being a vehicle for monitoring, evaluating andimprovingquality.
l Acting as a conduit of information to themanagementon the changes necessary for improvisation.
Teamwork, however, does not happen automatically. Beingpart of a team is not a natural human function, it islearned. Training in teamwork is necessary. The membersof the team should learn to work together. Teams are madeup of individuals with different personalities, ideas,strengths, weaknesses, and levels of enthusiasm. Teams
Team Work - The TQM Team
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need nurturing and monitoring if they are to function welland give their best. Their contribution has to be recognisedand supported.
03. Stages of team formation
l Forming
l Storming
l Norming
l Performing
Forming Stage
At this stage, people are not made into a team.It is just a collection of individuals. There is arange of emotions associated with this stage,from excitement, optimism, pride, andanticipation to fear, suspicion and anxiety. Atthis stage the team may be easily distractedand can start dealing with matters outside itspurview. Some of the members may be onlyconcerned with stamping their identity on thegroup, than working on the task. But these arenormal, necessary and essential processeswhich any team may go through. The teamleader should give directions and impartsufficient knowledge to the team members toenable the team to function effectively.
Storming Stage
Some teams never form, they directly proceedto the next stage known as Storming. This is amost uncomfortable period. In this stagemembers of the team realise the scale of the
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tasks ahead and start reacting negatively tothe challenges. Some of them may try to laydown personal agendas. Interpersonalhostilities may arise. It is a period whenmembers begin to understand each other.Humour and patience are important qualitiesfor team leaders at this stage.
Norming Stage
At this stage, the team decides and developsits method of working. The team establishesits own rules or norms and sorts out the rolesof the members. If the rules are well definedand understood by the team members, thereis a good chance of the team performing well.
Performing Stage
This is the fourth stage in the process of groupformation. By this time members have workedout their differences and are pretty well awareof their tasks and have merged togetherinto a mature team. This is the stage ofperformance.
04. Effective Teams
Effective teams should keep the following points in mindto successfully complete their tasks:
l The team needs to have the roles of itsmembers clearly defined.
l The team needs clear purposes and goals.
l The team needs basic resources to operate.l The team needs to know its accountability and
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limits of its authority.
l The team needs a plan to work.
l The team needs a set of rules to work.
l The team needs to use appropriate tools totackle problems and to arrive at solutions.
l The team needs to develop beneficial teambehaviour.
l The team should have control over the process.
05. Behaviour and Skills
Beneficial team behaviour is the key to a team�s success.These demand skills. They include the ability to:
l Initiate discussions
l Seek information.
l Suggest procedures for reaching goals.
l Clarify or elaborate on ideas
l Summarize different ideas
l Act as gatekeepers: Direct conversationaltraffic, avoid simulations, deal withdominating speakers, elicit information,prevent conversation from digressing
l Compromise and be creative in resolvingdifferences
l Try to ease tensions in the group
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l Get the group to agree on standards.
l Refer to documentation and data
l Praise and correct others with equal fairness,accept both praise and complaints withequanimity.
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08Tools and Techniques for Quality
Improvement
Tools and Techniques
Quality control tools and techniques are the means of identifyingand creatively solving problems. One of the powerful aspects ofTQM is the bringing together of a range of useful tools. However,the power of the tools can only be experienced by regular use.Following are seven quality control tools (7 QC) usuallymentioned in any guide of tools for continuous improvementand effective planning.
TQM - The Tools
TQM is notachieved
through inspectorsand supervisors.
It is achievedthrough
experimentersand innovators.
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01. Checksheet
The function of a checksheetis to present information inan efficient, graphicalformat. This may beaccomplished with a simplelisting of items. However, theutility of the checksheet maybe significantly enhanced, insome instances, byincorporating a depiction ofthe system under analysis in a simple item-wise form,which has to be referred to from time to time.
02. Pareto Chart
Pareto charts are extremelyuseful because they can beused to identify those factorsthat have the greatestcumulative effect on thesystem, and thus screen outthe less significant factors inan analysis. Ideally, this allows the user to focus attentionon a few important factors in a process.
They are created by plotting the cumulative frequenciesof the relative frequency data (event count data), indescending order. When this is done, the most essentialfactors for the analysis are graphically apparent, and inan orderly format.
03. Flowchart
Flowcharts are pictorialrepresentations of a process.By breaking the process downinto its constituent steps,flowcharts can be useful in
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identifying where errors are likely to be found in thesystem.
04. Cause and Effect Diagram
This diagram, also called anIshikawa diagram (or fish bonediagram), is used to associatemultiple possible causes witha single effect. Thus, given aparticular effect, the diagramis constructed to identify andorganize possible causes for it.
The primary branch represents the effect (the qualitycharacteristic that is intended to be improved andcontrolled) and is typically labelled on the right side ofthe diagram. Each major branch of the diagramcorresponds to a major cause (or class of causes) thatdirectly relates to the effect. Minor branches correspondto more detailed causal factors. This type of diagram isuseful in any analysis, as it illustrates the relationshipbetween cause and effect in a rational manner.
05. Histogram
Histograms provide a simple,graphical view of accumulateddata, including its dispersionand central tendency. Inaddition to the ease with whichthey can be constructed,histograms provide the easiestway to evaluate thedistribution of data.
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06. Scatter Diagram
Scatter diagrams are graphicaltools that attempt to depict theinfluence that one variable hason another. A common diagramof this type usually displayspoints representing theobserved value of one variablecorresponding to the value ofanother variable.
07. Control Chart
The control chart is thefundamental tool of statisticalprocess control, as it indicatesthe range of variability that isbuilt into a system (known ascommon cause variation).Thus, it helps to determinewhether or not a process isoperating consistently or if a special cause has occurredto change the process mean or variance.
The bounds of the control chart are marked by upper andlower control limits that are calculated by applyingstatistical formulas to data from the process. Data pointsthat fall outside these bounds represent variations due tospecial causes, which can typically be found andeliminated. On the other hand, improvements in commoncause variation require fundamental changes in theprocess.
Additional Quality Control Tools
There are several other quality control tools which have beenused by several institutions and organizations. The following
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are the new seven Quality Control tools.
1. Affinity Diagrams
2. Relations Diagrams
3. Tree Diagrams
4. Matrix Diagrams
5. Arrow Diagrams
6. Process Decision Program Charts
7. Matrix Data Analysis
Other Supportive Tools
Some of these have become standardized in their definitionsthough they don't come under the 7 QC tools. These areparticularly useful for educational institutions.
01. Brain Storming
Brainstorming is a simple and ideal TQM tool. Ittaps the creativity of a team and allows teammembers to generate ideas and issues quickly. Theteam using brainstorming should follow certainsimple techniques. It is necessary to be clear whatthe brainstorming is about. Someone has to benominated to write the ideas clearly in a mannervisible to all. He or she should list all the ideas asthey are presented without any reservationsexpressed by other members or the idea gettingcriticized.
Members may even build on previous ideas. Oncethe list is ready the team has to go through the list
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Bench Marking
through a discussion to select the most valuable andacceptable idea. It is here that the team leader's skillis needed.
02. Career Path Mapping
A valuable exercise for an institution is to establishthe students' career path and to identify eachmilestone and quality characteristics and set itagainst quality standards that should be in place. Itis based on the idea that there are two opposingforces to change. One force is for providing thechange, while the other is opposing it or insistingon the continuance. The document preparedbecomes a useful tool.
03. Benchmarking
A benchmark is a standard against which the productor performance can be measured. Every product orperformance conforming to the set standards assuresquality. Every member of every team will beinvolving in activities associated with the endproduct or its performance to reach the standardsset by the benchmark. The benchmark ultimatelybecomes a goal towards which the management andthe employees will be collectively working.
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04. Quality Circles
There may be many people doing the same type ofwork. They can join together and consult each otherfor improvement in both the quality of the productand the quality of processes. This can lead to newdiscoveries and quality assurances. Quality circles,once formed, can function through regular meetingsand establish new methods of functioning.
05. Strategic Planning
Quality does not just happen. It must be plannedfor. Quality needs to be approached systematicallyusing rigorous strategic planning techniques.Strategic planning is one of the major planks ofTQM. Institutions should have a clear long-termvision. A strong vision is one of the most importantsuccess factors for any institution. Strategic planningsupports long-term priorities and it enablesinstitutional change to be tackled in a rationalmanner. Strategic planning also is a continuousprocess.
Quality Circles
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06. Continuous Learning Processes
TQM asks for continuous learning processes. Aninstitution has to be a continuous learner to improvethe quality of the product or its performance. Peoplewho have closed mindsets will not be able tocontribute to any learning whereas a continuouslearner continues to discover new methods oflearning. TQ Managers have to identify people, tostart with, who are willing to learn new thingstowards innovations or experimentation. Of course,all learning will have to contribute to customersatisfaction.
07. Evaluation Processes
Quality performance is possible only when everyexperiment or innovation done is evaluated.Evaluations themselves cannot be of one type. Also,evaluations are necessary at every level ofperformance and every stage of improvement.Systematic evaluations have to be built into anyprocess of improvement. Compiling grades availablein various areas and comparing them also have to bedone to discover areas of improvement.
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09Barriers to Overcome
There are several factors that may stand against a movementfor Total Quality Management. It is not possible to ensure anenvironment in which all sections of the organizationwholeheartedly agree to TQM in principle. There can beindividual differences of opinion as well as collective oppositionto a total quality approach. There are seemingly justifiablereasons for resistance whenever innovations are introduced. Thisneed not make the project leader feel disheartened. It onlyindicates that greater amount of work needs to be done.
01. Vision and Mission of Top Management
Sheer lack of vision and mission of an institution or anorganization can become the greatest barrier for any TQMmovement. The workforce has joined the institution foremployment and its members will continue to work as longas they are directed to work. They would be satisfied aslong as the job specifications are achieved. Unless the topmanagement has a vision and it takes such vision to theworkforce, the members will not be able to share the vision.There may be several missions which can be successfullyconducted by the workforce. It is possible that theleadership of the management has not thought aboutsharing its vision with the workforce.
TQM is not aninventory of
materialresources. It isconcerned with
humanresource.
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A TQM movement should primarily get its vision cleared.This is the responsibility of the top management. Theinstitutional vision has to be put in clear terms so thatevery member of the workforce is able to understand it. Itmay be necessary that the mission statement itself is madewith the help of the members of the workforce so that itbecomes their own product. Once they have accepted thevision, they may be led to the necessary missions to achievethe vision. It is also possible that every member of eachteam will visualize the result of each one's or each team'smissions. Undoubtedly, this would ask for using tools likestrategic planning or brainstorming.
02. Complacency and Satisfaction
A large number of staff serving in different sections of theworkforce may be satisfied with whatever work they hadbeen doing. Sometimes it so happens that customers donot complain against mediocrity. They are seeminglysatisfied. In the absence of challenges from customers theworkforce is likely to repeatedly perform in the samemanner. This would result in complacency and anunwillingness to change. This attitude would mostly comefrom the senior members of the workforce.
Success of TQM will depend on the long-term devotion ofthe senior members of any stream of the workforce.Strategic planning to convince them would be animportant part of environment building for Total QualityManagement. Once convinced they would back it andbuttress it. Most often these people would like the TQMproject to be achieved but will be unwilling to do extrawork. Also, most of them even after being convinced wouldlike to return to the traditional methods and forget aboutthe innovations and experiments.
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03. Volume of Work
A workforce who had been performing with a particulardesign will be unwilling to comply if asked to perform more.TQM would definitely demand more work from theworkforce. It will ask for preparation of statisticaldocuments. There will be a need for systematic evaluations.All these put together would amount to plenty of work foreach member of the workforce. Therefore, TQ Managershave to design and define work in such a manner that themembers of various teams are not burdened with the sheervolume of the work itself.
TQ Managers will have to involve everyone in such amanner that they do not feel pressurized to work but arewilling to work voluntarily. Every result has to behighlighted and the team's success and the contributionof its members necessarily acknowledged. The increase inthe quantum of work should be seen by everyone as a needfor successful production or performance. This is possibleonly when problem solving techniques are used. ThereforeTQM cannot be an order from the top to work more; it hasto be a decision by every stream of the workforce. Asparticipatory approaches become more common, theworkforce will understand the need for different types ofwork to be done.
Volume of Work to be designed and defined
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04. Resource Crunch
One of the problems that a TQ movement may face is lackof adequate resources - material as well as human.Financial resources may not be available at the right time.
However, a committed group of workers led by an equallycommitted top management is bound to come up withinnovative ideas and improvise. More importantly, thehuman resource available may not need financial supportto become more powerful and capable.
05. Middle Management Power
Middle managers are the regulators of day to day activitiesand as such their support to a movement is very importantfor success. Unless the middle managers are convinced,they are unlikely to support the cause of quality. Also, theymay not be familiar with the needs of other stakeholdersand therefore they may not see the need for qualitativechanges.
The TQ managers, therefore should take the middlemanagers into confidence right at the beginning. Theyshould be made the advocates of several aspects of totalquality management. They should be given adequateknowledge about the quality movement, so much so thatthey will become the pillars around which most in the teamcan work.
06. Fear of Empowerment
Most managers of teams will be cautious about theempowerment of the lower level workforce. They may notbe willing to accept the idea of people subordinate to themtaking decisions. They may have been used to passingorders and the prospect of their juniors becomingindependent may not be acceptable to them. If they werepeople with a very high sense of values of hierarchy, they
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would like to preserve them. Any activity that may possiblyreduce their power will not be acceptable to them.
Promoters of TQM movement have to assure everyemployee that each person has a specific job to do. Teambuilding has to take place in such a way that everyoneunderstands the importance of each member of the team.Experiences have to be offered to such employees to makethem realize that their position has not eroded just becauseothers have been assigned tasks previously assigned tothem. There is nothing to replace experiential learning.
07. Skeptics and Cynics
Skepticism and cynicism are characteristic factors of aworkforce that has been successful in completing neededtasks. They become suspicious of any experiment orinnovation that is mooted by the top management. Theyhave a tendency to disbelieve anything that is going tochange the existing patterns of work. They would see aTQ Movement as an intervention which is bound to fail.
It is necessary that any quality assurance has to take intoconsideration the need to guarantee success stories in thebeginning. The activities taken up should be such that theyare bound to be successful and therefore skeptics and cynicswould see a different pattern. More importantly, themovement should be led by members of the staff who areacceptable to the rest. A TQ Manager�s success is inidentifying such members of the staff who will beacceptable to the others. Selection of initiators of TQmovement, therefore, is crucial.
08. Accountability and Transparency
Members of any workforce are generally accountable onlyto their own definitions of their jobs. For most anythingbeyond that is unacceptable. The accountability andtransparency of such people are limited to the limitedperformances that they would have been doing. Therefore,
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they will not be willing to take on more, which they haveto account for. They will also be unwilling to start newsystems which will ask them to be more transparent.
Participation of such members of the workforce in TQMteams will have a spread effect that is passed on from theinitiators. Therefore, initiators have to be clearly trainedand developed so that they will be able to convince anymember of the workforce who will be unwilling to becomeaccountable and transparent. Repeated discussions on thesetwo values are likely to make such employees believe in thenew pattern of work.
Accountability and Transparency in Functioning
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PART THREE
The TQM Roadmap
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10Important Elements in Initiating
TQM
01. SWOT Analysis
SWOT analysis has become a common tool of strategicplanning in organizations. SWOT is an acronym, whichstands for Strengths, Weaknesses, Opportunities andThreats. It is the most effective means of locating anorganization�s potential in order to decide on promotions,replacements or rehabilitation. SWOT analysis is aneffective way of identifying strengths and weaknesseswhich can lead to an examination of the availableopportunities and possible threats. The SWOT tool canautomatically lead to useful changes in the structure orfunctioning of an organization.
02. Strengths
To identify strengths an analyst has to answer a fewquestions and list the answers. What are the positiveaspects of the systems, methods, techniques, services andproducts of the institution? When does the institution dowell? What makes the institution different from othersimilar institutions? What is the networth of the institution
TQM is notabout product
perfectionalone. It is
about customersatisfaction asan objective in
itself.
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as well as its people? What sort of support is availablefrom customers or even the general public? What type offinancial investment is responsible for maintaining theinstitution?
03. Weaknesses
To identify weaknesses an analyst has to answer a fewother questions and list the answers. What are the areasof work which could be improved? What is not workingeffectively? Why is it not working effectively? Which arethe jobs that are badly done? Which are the offices thatare not working to standard? What actions are to beavoided? What is responsible for low productivity? Whichprocess is responsible for inferior quality production orperformance?
04. Opportunities
To identify opportunities an analyst has to ask some otherquestions and list the answers. What are the chances ofimprovement? Which are the places where one could sellthe products? What action can assure better quality of theproduct? What new technology will guarantee quality?What policy will help increase production? What are thenew trends in the area of work? What area of theorganization needs improvement for producing better?
05. Threats
To identify threats an analyst has to ask differentquestions and list the answers. What are the obstacles onthe way to success? Who are the competitors in the field?Are the standards set too ambitious? Are there people whoare not competent? Has the approach become obsolete? Isthe demand lesser? Is there any value addition in theservices or products? Is the gap between investment forproduct and proceeds of sales getting reduced? Are theproducts performing badly in their places of choice? Arethere legitimate complaints from customers?
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The following is a sample SWOT analysis of an educational institution.
Strengths
l Enthusiastic managementteam
l Excellent examinationresults
l Strong departmentsl Strong parental supportl Good staff moralel Good support from the
Government.
Weaknesses
l Old buildings in poorcondition.
l High average age of staffl Inadequate budgetl Lack of playgroundsl Inadequate sports facilitiesl Inadequate libraryl No feeder schools
Opportunities
l Merger with localinstitutions with anexcellent infrastructure butmediocre reputation.
l Develop reputation insports.
l The excitement ofestablishing a newinstitution.
l The opportunity to enlargestaff expertise in order toincrease the range ofactivities.
l Willingness of the faculty toundergo training anddevelopment.
l Possibility of help from oldstudents.
Threats
l Loss of identity, strengthsand reputation.
l Risk of losing experiencedteachers who may take upearly retirement or moveto other institutions.
l The ethos of anotherinstitution, in case of amerger, may changeexisting culture.
l Large numbers that maymake handling unwieldy.
l Unforeseen changes inwork ethics due to crosscultural behaviour.
l Pressure for admissionsfrom locals.
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06. Analysis
Once a matrix is ready the analysts will have to divide thematrix into external and internal. They will also identifyissues after which action plans will be drawn up to ensurethat something is done about every issue. Brainstormingsessions may be needed. All Quality Control Tools becomeuseful once the SWOT analysis is ready. The SWOTanalysis has to be reviewed from time to time to examinewhether anything has changed. This will also help inmeasuring achievements.
07. Values and Principles
A SWOT analysis automatically leads towards aclarification of values and principles of an organization orinstitution. Once these are clarified the vision will becomeclearer. The vision will have to be taken to all the peopleinvolved, for their understanding as well as approval. Anaccepted vision demands several missions to be fulfilled.Quality control tools will have to be used to promote andmonitor activities of the organization. However, it isempowering the people to function better that is going tohelp in the use of quality control tools.
The TQM Roadmap
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08. The 5 Ss
Any organization or institution which initiates a TQMmovement has to go through the 5 Ss.
S No. 1 - Sorting
SWOT analysis would have brought up plenty ofmatter. There is a need to segregate the necessaryfrom the unnecessary. There must be a process forremoving dead wood and nurturing processes ordepartments that show promise.
S No. 2 - Systematizing
Setting up systems is not enough. Right systems haveto be in the right places. Everything has a place andeverything should be in its place. Systems becomehabits and then they become a part of regularfunctioning.
S No. 3 - Sanitizing
However accurately any system may work, it needsspring cleaning from time to time. Systems have tobe continuously checked for their effectiveness andsuccesses. A sort of housekeeping has to be done sothat the house remains clean.
S No. 4 - Standardizing
Each institution or organization has to set its ownprocess checks, systems and standards forimprovement. This process of development from anexisting standard to a higher standard has to haveits own parameters for checking improvements. Eachtime a standard is fixed systems have to be developedand implemented to reach it.
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S No. 5 - Self-Discipline
If or when the first four are taken care of inimplementation, the completion of TQM tasksbecomes a habit and there is no need for anyone elseto pressurise people or groups to do what they areexpected to do. This becomes a discipline or habit,which is embedded in the self, which continues tobe productive.
09. Top Management Initiative
It is the responsibility of the top management of anyorganization or institution to take the initiative orrecognize a demand for an initiative for total qualitymanagement. In consultation with the senior officers thetop management should either do a SWOT analysis or hirea consultant to do a SWOT analysis.
Once a core team consisting of the most efficient membersof the staff is ready, they should be given the task ofenvironment building. Discussions have to take place atevery level right upto the last class of employees, both asseparate units and as cross sections. TQM meansparticipation of all involved.
10. Vision Statement
The institution or organization will have to make a visionstatement. It is better to make a vision statement byinvolving all the stakeholders. The vision statement hasto be ratified by every person who will join the TQMmovement. Once the vision statement is ready, severalmissions have to be defined. Each mission may haveseveral streams of tasks. Once the tasks are described,methodology and techniques of implementation have tobe identified and action plans drawn up.
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11. Decision Making and Problem Solving
TQM involves plenty of decision making and problemsolving. For achieving both of these satisfactorily,identification and descriptions of tasks is the base. Therewill be a need for macro and micro level planning to mapdecisions and solutions. Implementing these tasks wouldnecessarily ask for checking and verifying. Further, theymay have to be standardized and care taken for assuringthe upkeep of such standards. Prioritization of problemsand fixing teams to work on them will be necessary. Allthese can happen only when a basic understanding ofdefinitions of TQM is available to all involved in themovement.
12. Long Term Action Plans
As the TQ movement gathers strength, it is indeednecessary to establish long term plans. Though TQM asksthe involved parties to brainstorm ideas, to fix standards,to develop competencies, to establish systems or to identifyprocesses, it will be worthwhile to make use of the adviceof experts or build on the experience of other institutionswho would have conducted similar activities.
Collective Decision Making and Problem Solving
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13. Values and Principles
Identified and declared values of the institution that areconverted to principles to become beacons of operationswill help the vision and its missions. They express theaspirations and desires of the institution. They influencethe employees to be driven by such declared values and tocheck from time to time whether these declared valueshave become the principles that govern their everydayactions.
14. Goal Setting
The vision and mission, clearly understood by everyonewill ask for setting short term and long term goals. Aseach task gets described, the goals also will have to be setand made clear to the doers of the task. A transformationof vision and mission into achievable goals helps aninstitution become transparent to its own employees andassociated stakeholders.
15. Team Building
Clear vision, achievable mission and set goals will naturallylead to building teams. Teams have to be built so thatdescribed tasks can be performed through desiredmethodologies and designed techniques. There will notonly be teams for specific tasks or for a particular area ofdevelopment but also cross-functional teams for generalpurposes.
16. Continuous Learning
Teams have to continue to work for quality control. Thisis possible only when they become continuous learningteams. Innovations and experiments will lead everymember of the team to learn new things. Howeversuccessful a team is, the members have to understand that
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there is no end to learning. Successes themselves shouldassure better quality. This is possible only when there iscontinuous learning.
17. Critical Success Factors (CSF)
Critical success factors are indicators of what must beachieved if an institution is not only to satisfy its customersbut also move ahead on the paths of its vision statements.There could be internal critical success factors as well asexternal critical success factors. An accessible admissionsystem, properly functioning teams, improved examinationpass rates, learner development of ethical values,improvement in teaching-learning strategies andinvolvement of majority of staff in activities are examplesof internal CSFs. Greater customer satisfaction, increasedparticipation of disadvantaged groups, greater communityparticipation and care and stronger relationship withindustry and commerce are examples of external CSFs.
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11Implementing TQM
In any institution a TQM movement has to be initiated andimplemented by the top management. Nevertheless, it is possiblethat the initiative can come from the middle or the lowest rungtoo. Yet unless the top management feels the need for qualityimprovement, implementing TQM would be difficult. Thus,TQM can begin only when the necessity of quality in educationis felt by one and all.
The implementation of TQM in educational institutions willbegin by first identifying the reasons for change. This exercisemay be initiated through brain storming among keyfunctionaries. In this exercise a sincere effort should be madeto identify core problems and issues and to bring to surface,deficiencies and inadequacies. Once it is decided to introduceTQM, then an environment building exercise should be followedthrough workshops and seminars to create awareness aboutquality issues and to open up the communication channels. TQMplanning teams headed by the Principal of the college or Headof the Institution (Management) or his nominee should beconstituted. The planning team will provide guidance andleadership to the TQM movement.
TQM is not asimple learning.It is a system of
measuringone�s own
performancewith regard tothe proclaimed
mission.
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Development of vision and mission statements as well asstrategic action plan could be taken up through workshops. Theassistance of trained facilitators may be taken to organize theworkshops. Based on the framework of the mission statementsand the strategic objectives evolved from the vision statement,specific Core Teams/Improvement Teams may be identified toaddress the issues.
Simultaneously, flow charts of the core processes which requirechange may be drawn up. Thereafter attempts must be madeto develop norms and standards for key processes. Specialtraining and skills in TQM tools and techniques may be impartedto the members of the planning team as well as the Core Teams/Improvement Teams in the change process. The stakeholderstoo may be imparted training to appreciate the importance ofdata driven decision making and systematic problem solvingprocesses.
For every theme or activity identified under TQM, the CoreTeam/Improvement Team or taskforce will be primarilyresponsible. The said teams must identify strategies andtechniques for addressing the theme/issue.
The improvement team must fix dates and the time for teammeetings. The teams should be encouraged to complete theirtask in a time bound manner.
It would be useful for the Improvement Team to benchmarkimportant processes with similar organizations. TheImprovement Teams must document the status of the processesbefore and after initiating TQM - Base Line Study, Mid termassessment and continuous monitoring and assessment. Thiswill enable the institution to measure tangible results.
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The TQM initiatives must also entail -
l Improving communication with the faculty, staff andstudents and among faculty.
l Focusing on training of key functionaries, includingstudents, if need be.
l Improving capacity utilization.
l Improving internal channeling of resources.
l Preparing long-term plan based on the mission andvision statement.
l Making periodic surveys of stakeholders to measuresatisfaction levels.
l Instituting reward and recognition systems.
l Training of stakeholders in the use of TQM toolsand techniques.
l Developing habit of continuous improvement andproblem solving processes.
l Encouraging learning loop, namely, reflection,introspection, verifying ground experience againstset goals and refining of goals and processes.
l Developing job charts and standards of performancefor the members of staff.
l Developing performance indicators andmeasurement for key process.
l Evolving continuous and periodical sharing meetingsand training programmes.
l Developing standards for physical infrastructure andhouse keeping and institute systems of maintenance.
l Developing EMIS for decision making,implementation and monitoring of all programmes.
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Other aspects of TQM implementation:
l Baseline study and periodic assessment.
l Development of assessors - internal and externalexaminers.
l More cohesive support services.
l Initiatives to reduce wastage.
l Professional development programmes for facultyand staff.
l Establishment of public grievances redressalmechanism and its effective monitoring.
l Transparency in administration and self-disclosurescheme with regard to cash flow and payouts.
l Introduction of the concept of universalresponsibility.
l In-house Newsletter.
l Display of �Kaizen Board� to show continuousimprovement efforts.
l Institutional arrangement for quality assurancewithin the department and at the college level.
l Creation of human resource developers amongteaching and non-teaching staff.
l Selection of collaborators for building TQMimprovement teams.
l Nurturing excellence in teaching.
l Nurturing active learning.
l Maintaining infrastructure and responsiveatmosphere.
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l Inculcating high moral values.
l Achieving good results.
l Innovative teaching methodology.
l Commitment and involvement of students, facultyand community.
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12Resource Development
TQM is successful only when resource development becomes away of life in an institution. There is material resourcedevelopment and human resource development. The latter ismore important as it can lead to the former.
01. Human Resource Capital
An institution�s important asset is its human resourcecapital. Very often the top management is considered theinstitutional resource asset. In truth, when a TQmovement is applied one understands that every individualinvolved in the institution or organization is a part of thehuman resource capital. Identification, development,mobilization and management of human resource aremandatory for quality assurance.
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quality servicebegin with
qualitythinking.
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02. Capacity Building
A large number of people have the capacity to do muchmore work than what they normally do.
They may not understand the need to do more or theymay not be in the habit of doing more. Both ask forinterventions to get a change in the attitude. Capacitybuilding therefore, is essential to make people believe thatthey can achieve set goals. Capacity building assuresemployees that they are capable of achieving set goals. Italso helps in the understanding of vision and mission aswell as values and principles.
03. Competence and Potential
Every institution's potential depends on the competenceof its people. Competence is a combination of clarifiedconcepts and developed skills associated. Both needinterventions by experts who can guide the employees of
Capacity Building - An Empowerment Process
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each stream of activity through empowermentprogrammes. Attitudinal changes including willingness towork more are possible only when an individual believesin herself or himself, especially in her or his capacity andcompetence to perform a described task. This also has tobe a continuous process. Each time a new or greater qualityhas to be assured there is a need to make the peopleinvolved more competent.
04. Commitment and Passion
While large number of people are committed to theirprofessions and believe in quality improvement, theirdesire to improve may not be converted into possiblesuccesses. This is because they don't have a definitenessof purpose and passion for work. While a value likecommitment is to be very highly respected, its results maynot be satisfactory unless it is associated with a passionfor the work. TQ Managers will have to motivate peopleto develop a passion for work so that their commitment isproductive.
05. Areas of Human Resource Development
All individuals involved with education need anenhancement of their own human resource effectiveness.Some may need development of their personal and someothers need a development of the interpersonal side of theirpersonalities. They need to develop their managerial skillsto function effectively with others, leading to successes.Their organizational skills need development so that theywould be able to organize themselves as well as organizeothers and the environment.
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06. Strategies, Methods and Techniques
Each institution has to design its own strategies for humanresource development. Once the areas are identifiedtraining programmes have to be organized for the entireinstitution so that all function with similar attitudes. Insome cases individuals may have to be deputed for trainingto external centres to improve their efficiency. Assessmentcentres may have to be set up at the institution itself tomeasure the levels of efficiency of different streams of theworkforce. Likewise, different methods and techniquesmay have to be used to empower people to become moreefficient and effective.
07. Value Influence and Principle-centredness
The values that are enshrined in the vision statement andthe principles that are practiced at the institution shouldbe reflected through the quality displayed by theemployees of the institution. This can happen only whenthe TQ managers conduct value clarifications throughprogrammes like workshops, seminars, symposia,conferences, conventions and other methods ofinterpersonal exchange of ideas, concepts or theories tomake everyone resourceful. They also have to becontinuous processes instead of onetime activities. Theseactivities have to have as their aim the projection ofprinciple centredness by all concerned.
08. Material Resources Development
Equally important is to work for material resourcesdevelopment. Infrastructural facilities have to be improvedand these will be possible when resourceful people plantogether. Different stakeholders will have to be involvedso that local funds are made available for materialresources development. It will also be necessary to do thisfor identifying possible untraditional fund flow.
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Intellectual Property -A Collective Capital
09. Intellectual Property and Capital
The networth of any institution increases when itsintellectual property is made into a collective capital. TQManagers have to do everything possible so that theintellectual property of every member of the staff and otherstakeholders is available for the institution and becomesthe intellectual capital of the institution. Materialresources can only assist the use of the intellectual capitalof an institution. It is the intellectual capital that is thebase for all quality assurances offered by an institution.
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PART FOUR
The Handbook
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13Institutional Arrangements
l A state level Advisory Body (SLAB) on TQM for HigherEducation has been established, comprising eminentresource persons drawn from different streams of society.
l One of the Directors in the Department of CollegiateEducation was nominated for training in TQM and HRDto lead a core team of State Level Resource Personsinstrumental in implementing TQM and NAACaccreditation processes. The Commissioner, Departmentof Collegiate Education, as per the recommendations ofthe SLAB, made the nomination and the NationalAssessment and Accreditation Council met the expensesfor the training.
l The State Level Consultative Meeting was held,comprising an assorted group of leaders; Principals, Officebearers of staff associations, selected teachers,Management representatives and Members ofManagement and Industry forums, for a feedback on theproposed TQM and Quality Assurance movement.
l The Department of Collegiate Education nominated thirtyprofessors (not necessarily Principals) - one from each
�Management is aboutchange and maintaining
a high rate of change.The engine of change isdissatisfaction with thepresent... and people�s
conscious andunconscious acceptanceof the need for change.�
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district, to undergo facilitator training in TQM and HRD.The trainees from different government colleges andselected private-aided colleges of the district were providedtraining and NAAC met the expenses of the exercise.
l Two senior professors - willing to spare time as MasterResource Persons (MRP) [Dean of Student Welfare andDirector of CDC] from each of the six Universities, werenominated by the respective Vice - Chancellors at therequest of the CCE, for training in TQM and HRD alongwith 30 other selected trainees. The expenses of thetraining of the two nominees from the varsities were borneby the respective varsities.
l A State Level Resource Group has been formed, whichserves as the first tier of the TQM/HRD Resource Group.A few of the MRPs were drafted to the State Level AdvisoryBody of which the Director is the Ex-officio Coordinator.
l Lead Colleges: 18 DTF have been constituted among the27 Districts, which had the facilitators to coordinate theTask Force activities. The Lead Colleges have beenselected with specific criteria. They are:
Ø The ability to play a catalytic role to promote theQuality Movement.
Ø Quality and standing in society.
Ø Eminent in every way so as to provide leadership.
Ø Ability to mobilise funds and attract sponsorship.
Ø Ability to absorb sundry expenses to conduct DistrictLead/ Taluk level training programmes.
Ø Sufficient infrastructure and availability ofaccommodation to host DTF activities.
Ø Willingness on the part of the college to makeavailable its auditorium and other accommodation.
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Ø Ability and willingness to reach out to otherinstitutions as support for quality improvement.
l The lead college would enjoy the privilege of such a statusfor a period of three years only and will be entitled for are-nomination for a further period.
l One professor from each of the lead colleges selected fromeach district in the state was drafted for training as afacilitator cum HR coordinator.
l The State Level Advisory Body would be vested with thedecision making power with regard to all the TQM andNAAC activities and on behalf of the State, it will monitorthe functions of the DLTF/lead colleges. The StateResource Group assists the SLAB in the matters of TQM.
l The Regional Joint Director in close coordination with thedistrict level TQM task force, identified 175 colleges asthe taluk level lead colleges from among the Government/Private aided colleges as per the requirement, and thecolleges were identified, keeping in view the availableinfrastructure and space. The taluk level lead collegesmust be willing to raise funds for the training programmesto be set up at respective centres. The training expensesof the taluk level facilitators would be borne by the taluklead college from where the teachers of the rank ofselection grade have been drafted for such training. Thedistrict level training programmes will be in a cascadingmode through the DTF and its MRPs.
l Such well-made institutional arrangements constitute thebase for professional development programmes for theindividual staff and institutions. The professionaldevelopment programmes would constitute programmesfor managerial and organisational capacity building andcollege development programmes.
l Formation of consortia: The district task force believesthat every college has a comparative individual ability/
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competitive advantage in terms of one or the other innateabilities or performance indicators/parameters. Therefore,in respect of that specific element the college would be thelead college for other colleges. For example, a college, whichhas expertise in academic counselling and mentorship, isexpected to provide leadership to other colleges and extendits strength to other colleges. A consortium of collegeswith different strengths would be a strong body withcommon concerns and shared vision. The strength of eachcollege is the strength of the other colleges as a combinedforce and vice versa.
l Networking : One of the pivots on which the TQM istaken forward as a movement in the districts is toinstitutionalise the mechanism of networking for evolving:
v Shared vision
v Shared concern
v Exchange of best practices
v Appreciation of widely shared problems in totality
v Development of a unique body of learning
v To empower the constituent members
l Coordinators: The district level task force coordinatorswill spearhead the quality movement. Along with thestate level MRPs, the trained facilitators of lead collegesat the district level may be considered for the position ofthe coordinator at the district level. The facilitators/coordinators:
v Shall act as fountain head of resource and guidance
v Shall help the task force in organising all of itsactivities for promoting TQM - HRD
v Shall help the DTF in organising workshops/seminars, etc.
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v Assist DTF in identifying the taluk lead college
v Assist DTF in preparing the action plan, calender ofevents, monitoring, reporting and documentation.
v Assist the DTF in assessment/accreditation, etc.
v Help DTF in maintaining the office, i.e., DTFsecretariat.
l Treasurer: The treasurer will be responsible for themaintenance of all accounts of the DLTF. He shall:
v Effectively manage the financial transactions of theDLTF and pass the bills based on the mandate givenby the DTF/Patron/Working President.
v Carefully monitor the fund flow and its utilisation.
v Maintain books of accounts, issue receipts and getthe accounts periodically audited.
v Maintain prudence and transparency in all financialtransactions.
l The Deputy Commissioner of each district is the ChiefPatron of the DTF and would be assisted by a WorkingPresident who would be from the academia. The districttask force is composed of about ten members from variousstreams of society. They include academicians,industrialists, NGO representatives, social workers andpeople of repute from the district.
l Regular performance appraisals would be made of theactivities and quality of the programmes conducted by thetask force at the district/taluk/college levels for continuousimprovement.
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14Memorandum of Understanding
Signed between the Department of Collegiate Educationand NAAC
A. The NAAC and CCE shall jointly constitute a State LevelApex Body (SLAB) headed by an eminent TQM Resourceperson and comprising � Director, NAAC + three otherNAAC nominees, Vice chancellors of three universities;Registrars of other three universities; CCE + one othernominee of the department; Director I.I.I.T, DeputyDirector General, Confideration of Indian Industries (CII),Six Resource Persons from the Industries, including onelady Resource person, UGC Regional Director, Bangalore,Regional Director, AICTE, Deputy Secretary-I, EducationDepartment etc. Director of Collegiate Education Will bethe Member-Secretary of the Apex body. The role of theapex governing body will be to provide policy framework,direction, coordination and leadership for disseminatingTQM in all the institution leading upto NAACaccreditation in the long term.
B. Co-ordination and facilitation to achieve NAACAccreditation as set out in G.O.No. ED 168 URC 2002,Dated 24-10-2002. In terms of:
1. State level co-ordination committee [SLCC.]2. Working group of SLCC3. Quality Assurance cell of SLCC
Since the Apex Governing Body of TQM and SLCC maymeet not more than three times a year, a working groupwill be constituted comprising of about eight peopleincluding two NAAC representatives to carryout the day-to-day supervision and facilitation of the above action plan/programmes at the district and institutional levels.
The Apex Governing Body, SLCC and the Working Groupcould have a common set of three to four coordinators tocarry forward the Action Plan and to harmoniouslyfacilitate the events and the activities on the day-to-daybasis. One out of the said four coordinators of the ApexGoverning Body-cum-Working group would be from thestream of NAAC and the other three from the CCE.
The Third level of Institutional arrangements will be theconstitution of the District Level Task Force (DLTF),which will have the District Commissioner-cum- DistrictMagistrate as the Chief Patron and one eminentacademician as its Working President. However, for largemetropolitan cities such as Bangalore, Mysore andBelgaum, there could be more than one Task Force in adistrict to give direction and supervision in terms ofimplementing the objectives and tasks of TQM and NAACAccreditation.
The expected outcome of the above institutionalarrangements borne out of this MOU would be as follows:
1. To enable institutions to take up quality assuranceactivities for achieving nationally acceptable qualitystandards.
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2. To facilitate Colleges to improve their academicperformance and all round development of thecolleges.
3. To facilitate Institutions to seek NAAC accreditation.
4. To motivate teachers, students, managements andother stakeholders to strive for continuousimprovement of the institution.
5. To facilitate imparting of knowledge with skills,aptitude and values in graduates so as make thememployable and useful and responsible citizens.
6. To facilitate systemic changes and projectinterventions for the development of institutionsand teachers, by making the stakeholders realisethat continuous improvement development is everyones responsibility.
7. To impart motivation and training to the teachers
8. To enhance ownership and commitment at all levels.
Process
1. The NAAC and Department of Collegiate Education wouldnominate about 30 Resource Persons / Professors,Ordinarily one from each district to undergo FacilitatorsTraining in TQM and HRD. They should belong todifferent Government colleges and different Private AidedColleges of the District. The selected Professors need notbe the Principals of the colleges. The office of the NAACwill pay the expenses for training for the 30 Facilitators.
2. From among the group of Facilitators including thosealready trained as Facilitators who have undergonetraining as Master Resource Persons or Facilitators, aState Level Resource Group would be formed. They willconstitute the Ist Tier of TQM/ HRD Resource Group forthe State.
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3. The State Level Advisory Body [SLAB] on TQM assistedby the State Resource Group [SRG] will take decisionsrelating to the activities for the State and will monitorthe functioning of the District Level Task Force/activitiesof the Lead Colleges.
4. The District level Lead College must be able to providespace and facilitation and if need be raise funds towardsadministrative expenses to conduct District level/Taluklevel training programmes and should consider it anhonour to be selected as the Lead College. The respectivecollege from where teachers/non-teachers have beennominated to undergo Facilitators Training, shall pay thetraining expenses of the selected MRPs. The Lead collegeswill be District Lead Colleges for a period of three yearsonly.
5. The NAAC/CCE will identify a Lead College from eachDistrict. In exceptional cases there could be more thanone District level Lead College.
6. Colleges will be identified in a phased manner, by the twoparties,as far as possible, at the Taluk level so as to assumethe role of a Taluk level Lead College, from among/privateaided or Government college as the case may be. Theymay be identified by the Regional Director under theguidance of the District Level TQM Task Force. Thesecolleges should have spare space and infra-structure tobecome the Taluk Lead Colleges. The Taluk Level LeadCollege should be willing to raise resources for setting theTraining Programmes for the colleges within its fold.Training expenses of Taluk level Facilitators as far aspossible shall be borne by the respective Taluk LeadColleges from where the resource persons / lecturers havebeen nominated. The training expenses shallbe borneby respective colleges out of the Library funds in respectof Government Colleges and other funds in the case ofaided Colleges.
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7. There shall be performance appraisals conducted interms of the activities and quality of the programmesconducted at the district, taluk and college levels.
3.3.1 To bring about, a new outlook in TEACHERS, tolook upon education as an enduring systemthrough which transformational changes can bebrought about in the individual as well as society.
3.3.2 To bring about a qualitative change in the outlookof STUDENTS, to look upon education as arelevant system of intervention, aimed attransforming individual�s communication,perception, cognition, to enable him or her to facechallenges of life boldly with a problem solvingapproach.
3.3.3 To bring about a qualitative change in theMANAGEMENT of higher education, whenmanagement, public and government, will activelycollaborate, cooperate and co-ordinate to bringabout quantum changes intended to change theeducational processes and support such changescontinuously.
3.3.4 PURPOSE: To continuously strive for betterquality of education
3.3.5 GOALS:
l To identify the stakeholders andcommunicate to them, the concept of TQMin HE (Higher Education).
l To conduct a series of training programmesaimed at educating the management,principals, teachers, non- teaching staff andstudents, to change their approaches toprocesses of education.
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l To conduct a special training programme,aimed at enabling the Master Facilitators tounderstand the concept of TQM, as applied inthe education sector, to understand theconcept of quality circles and their functioning,as QCs play an important role in the TQMprocess
l Establish institutional arrangement for qualityassurance at State, District, College level.
l Create human resource developers fromamong the teaching, non-teaching staff whowill act as facilitators.
l Discover/Select collaborators and associates forbuilding TQM task forces at all levels.
l To design administrative structure for HRDand TQM process.
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15The District Task Force
Objectives of DTF
Within the broad framework, chalked out by the Vision andMission statements, the objectives of the DTF would be totranslate the Vision into a reality as follows:
l To provide a platform to address the issues of HigherEducation, by providing leadership and directionfor the TQM movement. Development of alleducational institutions, teachers, administrativestaff and the human capital of students � theinexhaustible reservoir of skill and potential.
l To establish a system of networking between allColleges of a district, to address shared concerns andto thus promote levels of academic excellence.
l To promote a consortium approach to share the bestpractices among colleges.
Functional Objectives
5.1 To be an associate in helping Karnataka emerge asthe educational capital of the country.
5.2 To enable our educational institutions to reach globalstandards and adopt global practices, in the wake ofeducation becoming a tradable commodity.
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�Quality levels mustnot only be attained,but also maintained,
and improved.��If you don�t keep�doing it better�....your competition
will.�
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5.3 To enrich and empower our students so as to makethem globally competitive and employees of choice
5.4 To have an inbuilt mechanism for innovations,research, ability to think and other value additionprogrammes for students.
5.5 To identify, collect, allocate the necessary financesfor DTF activities
5.6 To create a team of HR and TQM developers in theDistrict
5.7 To convert the District into an Academic Leader asa model for the entire State/Nation.
5.8 To help the institutions to attain the status of world-class colleges.
5.9 To offer training to students and staff memberstowards excellence
5.10 To conduct training programmes for members of thegeneral public and different professionals fordeveloping their human resources.
5.11 To provide continuing education facilities forstudents as well as staff.
Basic FunctionsImproving the quality of the educational systems would invokethe following interventions:
A. Continuous upgradation of the quality ofeducation(i) Improving Pedagogy
Pedagogy means study of teaching methods.There must be improvement in the methodsemployed for classroom teaching. TheTeaching - Learning process should be plannedbased on the science of active learning andencourage the spirit of enquiry amongstudents, which ultimately results in morelearning, reasoning and self-confidence.
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(ii) Strengthening the classroom agenda andStudent-Centered Learning
Instead of mere Lecture methods, the followingactivities may be introduced to make theTeaching Learning process more effective,interesting, student-centred and activityoriented:
1. Case studies
2. Group discussions
3. Seminars
4. Peer group Teaching - Learning
5. Surveys and Interviews
6. Assignments
7. Preparation of reports regardinginnovations in the core subjects.
8. Curriculum related quiz
9. Elocutions
10. Paper presentations
(iii) (a) Improvement of StudentAssessment System.
The existing student assessment systemis inadequate to increase competence andgauge the different degrees of excellenceachieved by the students.
(b) Performance Management System(PMS) or Performance SelfAppraisal of Teachers (PSAT)
There must be provision for scientificassessment of the teachers. The PSATformat already evolved may be used fordetermining the parameters for theprofessional development of teachers.
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(iv) Facilitating Teacher Sharing meetings
There can be intra college and inter collegeteacher experience sharing activities orsessions. This will enable others to adapt goodpractices practiced by other innovativeteachers. This will also promote sharing ofmutual experience and in identifying problemareas and help create a congenial atmosphere.
(v) Planning and Monitoring Teachers�training
Continuous training modules on variousaspects like academic upgradation, effectivecommunication and teaching skills, personalitydevelopment, use of computers and audio/visual aids in teaching. - measuringperformance after training by suitablequantification techniques and monitoringtowards improvements in the desireddirections.
(vi) Reviewing Teachers� performances
In terms of their subject knowledgeupgradation and their ability to act asmentors, and to work effectively in a team.
(vii) Activating Departmental activities
To assist the Principal and the institution inthe College Improvement Plan.
(viii)Facilitating NAAC assessments
Encouraging the Colleges in the districts inregard to preparation of the self studyreport,counseling regarding improvements,facilitating visits to NAAC accredited colleges,inviting their staff for guidance etc.,
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B. Preventing abuse of the Educational system
The prime responsibility of each D.T.F., would be toensure that abuse of the educational system isprevented. This would include monitoring andreporting malpractices in the following areas.
i) Taking Private Tuitions.
ii) Managing parallel Colleges/institutes.
iii) Irregular attendance of staff.
iv) Disobedience of rules regarding proximity ofresidence of staff members to the College.
v) Avoidance of examination duty and studentevaluation.
vi) Engaging in dual income earning activities.
vii) Creation of bogus workload, etc.,
The D.T.F. should regularly organize visits to allinstitutions, keep a vigil on the coaching classesfunctioning in the district, engage in timely teachercounselling, take preventive measures and reportdefaulting cases.
C. Strengthening Performance Reviews /Appraisals
�What cannot be measured, cannot be managed�Hence, performance reviews are a must. The scopewould include the individual teacher, departmentsand colleges. Parameters should be worked out,against which performance is to be evaluated.Following are examples of some of the parameters:
1. Enrolment of students:
Demand in the student community to seekadmission to the College, admission rates, dropout rates, absenteeism, student unrest etc.
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2. Educational Performance:
Quality of entrance tests, passing percentage,distinctions conferred, ranks procured,innovative and improved teaching methods,improvement in attendance, use of library /infrastructure, improvement in reading habits,learning outcome, etc.
3. Contribution towards co-curricularactivities:
Overall development of the College in termsof participation in multifarious activities,academic counselling and monitoring, extraefforts put in, to encourage creative thinkingin students, teachers� availability outside theclassroom, willingness to shoulder extraresponsibilities and help the Principal inadministrative work, functioning of variousstudent development Clubs/Associations, etc.,
D. Facilitating Overall Developmental activities
The activities would focus upon areas like:
l Physical infrastructural growth and all rounddevelopment
l Productive use of available facilities
l Strengthening College Development Councilsin Universities and within the institution.
l Recognition of talent and appreciation -institution of awards, chairs and scholarships.
l Facilitating student loans and adoption of poorstudents.
l Improving libraries and laboratories.
l Establishing career guidance cells andinformation centres.
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l Co-ordinating and conducting seminars,workshops on local, specific and current topics.
l Encouraging research in pertinent areas
l Setting up quality circles in colleges/universities, subject-wise, department wise, toaddress urgent and important matters/themes.
Thus, the basic functions of the D.T.F. would be aimed atupgrading an institution, from good to better and frombetter to best and always bearing in mind that one canalways �BETTER ONE�s BEST�.
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16Composition of Task Force
Composition of DTF
1. The following is the suggested composition of District TaskForce.
Deputy Commissioner and District Magistrate-ChiefPatron.
An Academic Emeritus (Retired VCs) of the District-Working President
Academicians - 2 Members
Representatives of Industries - 2 Member
Trade organizations - 2 Members
JD / his nominee - Member
NAAC nominee - Member
Parents - 2 Members
District Lead College Principal - Convener Treasurer
Trained Facilitator - Co-ordinator
2. Tenure of the DTF will be 3 years.
3. If the Lead College is a Government College, then theGovernment College Principal will be both Convener andTreasurer. Otherwise, the Principal of the GovernmentCollege will be treasurer and lead college principal will beonly the convener.
�Quality, notquantity, is themeasure. Welldone is better
than well said.�
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4. Lead College Principal/Convener will take steps for theconstitution of the DTF.
5. Lead college principal/convener will also act as member/secretary and maintain proceedings of the meeting andissue notice of the meeting in consultation with the patronand working president.
6. DTF will meet at least once in two months.
7. DTF secretariat will be housed at Lead college.
8. Lead College will provide Secretarial assistance for DTF.
9. Six months prior to the expiry date, a new body must beconstituted.
10. The committee is of consultative nature, not a statutorybody.
11. The meetings are meant to consult and evolve work plan.
12. No quorum is required if more than 3 people are presentincluding the Patron or the Working President.
13. Service motto is the cardinal principle.
14. The suggestions of each member should be respected.
15. The decisions are based on consensus and not on voting.
16. The service is honorary, not remunerative.
17. The DTF can co-opt members as Special invitees to getspecialized guidance or expertise.
11. Implementing the programmes of the Commissioner forCollegiate Education on TQM
12. Maintaining the accounts of DTF.
13. Maintaining a Statistical Data base at District Level.
14. Selecting Taluk Lead College and nurture Lead Colleges
15. Preparation of Calendar of events and its display
16. Reporting to CCE /SLAB periodically
17. Collection of statistics/information and their classification.
18. Preparation of Annual Report
19. Annual Auditing of Accounts and publishing of the same.
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17Roles and Responsibilities
Roles And Responsibilities of The Key Functionaries
The following are roles and responsibilities of variousfunctionaries of the DTF.
01. Patron
l He shall provide dynamic leadership to DTF.
l He shall convene and preside over the meeting ofthe DTF periodically as stipulated and review theprogress.
l Co-ordinate the convergence of different componentsand ensure that the desired synergy is realised.
l He shall identify the resource persons and co-operatewith them.
l He can take the initiative to innovate and implementnovelprogrammes to strengthen the course of TQM� HRD.
l He shall take appropriate steps for redressinggrievances and difficulties.
�Excellence is todo a common
thing in anuncommon
way.�
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02. Working President
l He shall conduct meetings, which should be resultoriented, in a meaningful manner.
l He shall provide dynamic leadership, particularly inacademic matters.
l He shall maintain effective communication with allthe functionaries, issue circulars and guidelines andobtain reports.
l He shall monitor the progress of TQM programmesand their impact.
03. Co-ordinator - DTF
l He shall act as per the instructions of theCommissioner for Collegiate Education and the DTFin implementing the TQM.
l He shall arrange to convene the meeting of theDistrict Task Force, prepare the agenda for themeeting and bring out proceedings.
l He shall be responsible for the correspondence,budgeting, accounting and implementing of theprogramme in consultation with the Chairman/Working President.
l He shall extend facilities and support to build thecapacities of other Colleges.
l He shall strive towards constituent collegesobtaining NAAC�s Certification.
l He shall act as a role model.
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04. Treasurer
l He shall effectively manage the financial transactionsof the DLTF and pass bills based on the mandategiven by the DTF/Patron/Working President.
l He shall carefully monitor the fund flow and itsutilization.
l He shall maintain books of accounts, issue receipts,and get the accounts periodically audited.
l He shall observe prudence and transparency in allfinancial transactions.
05. Role of Facilitator/Co-Ordinator - District Level
l He shall act as fountainhead of resource andguidance.
l He shall help the TASKFORCE in organizing all itsactivities for promoting TQM �HRD.
l He shall help the DTF in organising workshops/seminars etc.
l He shall assist the DTF in identifying the Taluk LeadCollege.
l He shall assist the DTF in preparation of Action plan,Calendar of events, Monitoring and Reporting.
l He shall assist the DTF in Documentation
l He shall assist the DTF in Assessments/Accreditationetc.
l He shall help the DTF in maintaining the office i.e.,DTF Secretariat.
06. Role of Lead Colleges
Every district as well as taluk will have a lead college. TheDistrict lead college will not be the Taluk lead college ofthat taluk. In other words, even in a taluk where there isa district lead college there will be yet another Taluk lead
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college. Lead colleges are the training centers for HRDand TQM and the pivot for executing activities. The detailsof the functions of a lead college are provided below.
l In every district as well as in every taluk there willbe a lead college which will be selected by the Districtlevel Taskforce and CCE.
l The nominated college will be informed about itsnomination and once the college authorities acceptthe nomination it will be declared as the lead collegefor HRD and TQM for higher education for thatparticular district or taluk.
l The basic reason for which a college will benominated a lead college will be its quality andstanding in the society.
l A lead college will function as one for a period ofthree years. It is entitled for a re-nomination for afurther period.
l It is expected that a lead college will be a centre forservice to other institutions in the district or taluk.
l A lead college should be willing to make availableits infrastructure for conducting various activitiesconnected with the roadmap for HRD and TQM forthe district or taluk.
l A lead college should be willing to spend someamount of money for providing infrastructuralfacilities for the conduct of various types ofprogrammes associated with HRD and TQM.
l Activities such as meetings of the district or taluktask force, conduct of one-day to three-day trainingprogrammes for teachers, students, parents,management representatives or administrative staffwill have to be organised at the lead colleges.
l The Principals or their nominees at the college willbe the organizers of these programmes.
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l The District as well as the Taluk lead college shouldnominate a small committee of teachers forfunctioning as organizers for HRD and TQMactivities of the district.
l The college should be willing to spare its auditorium,seminar hall or classrooms for the conduct ofmeetings and training programmes.
l If necessary the college may also provideaccommodation at the hostels for the participantsof training programmes and meetings.
l More than anything else, the lead college should actas a model for reaching out to other institutions assupport for quality improvement, by showcasing theunique strength of individual colleges under theconsortium approach.
l Since all expenditure relating to Government fundson TQM will be passed on D.C. bill basis, the leadcollege may incur the same initially and getreimbursed through D.C. bills, pending ratificationby the DTF/Patron.
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18Accounting and Reporting
Accounts Maintenance by the Lead College(DistrictLevel)
It should be the duty of the Co-ordinator and Treasurerof the DTF to oversee the proper maintenance of accounts.The functionaries may engage the services of theministerial staff of the lead college for this purpose or anyother competent person. The person so engaged may beprovided with a token honorarium. The DTF can decideon the honorarium after taking into consideration itsfinancial position and the level of non-government fundsgenerated.
The following guidelines are required to be observed whilemaintaining the accounts.
l All transactions through Bank only
l All receipts are through cheques/DDs/MTs etc.
l All receipts must be acknowledged and proper receiptto be issued.
l Treasurer is responsible for maintaining accounts.
l All payments are through cheques only.
l Joint account must be opened in a Nationalized orScheduled Bank.
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�People forgethow fast you dida job, but theyremember howwell you did it.�
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l Joint signatures of working President and Co-ordinator are required for the Treasurer to acceptbills.
l Day to day cash book shall be maintained.
l Budget shall be approved by DTF
l All admissible expenditure should be approved bythe DTF, before or after the event.
l Treasurer to submit expenditure statements to DTFmeeting for approval.
l Proper Vouchers should be maintained for everyexpenditure.
l Advances may be paid to the co-ordinators fororganizing training/workshops / seminars/anyactivities � But it should be paid through chequesonly.
l Co-ordinators shall settle the accounts of suchactivities within 72 hours of the completion of theactivities.
l As far as possible low-cost or no cost activities shouldbe organized, such as through sponsorship.
l The lead College may provide assistance to maintainthe accounts.
l The person responsible for maintaining the accountsby providing assistance may be provided with anhonorarium not less than Rs.200 per month.
l The instructions of the Government of Karnataka/Commissioner for Collegiate Education will befollowed.
l Normal financial/expenditure rules are to befollowed, in respect of Government funds.
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Important Files and Registers to be maintained:
l Cash Book
l Receipt Book
l Vouchers
l Orders for Expenditure
l Property Register
l Donation register
l Audit file
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19Monitoring and Evaluations
Quality Systems always need a feedback loop. Monitoringsystems must be in place to ensure that outcomes can beanalysed against the Plan. Monitoring and Evaluation (M & E)are key elements in strategic planning.
Monitoring and Evaluation of DTF
Monitoring is the lifeline of any programme or activity. In theabsence of effective monitoring, there is every possibility thatthe progress of the programme will be affected. The possibilitiesof keeping track of the programme are more when there iscontinuous monitoring.
Why Monitoring and Evaluation?
l To reach desired goal / objective.
l To implement the programme in the desired andplanned way.
l To encourage the personnel involved in theprogramme.
l To evolve solutions to the problems, which maysurface during the implementation.
l To provide guidance.
l To have mid course correcting.
�When you�re outof quality your are
out of business.�The guarantee of
continuity isquality.�
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GGGGGGGGGGGGGG
GGGGGGGGGGGGGG
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l To complete the task within the specified time.
l To document the achievements in an authenticatedprocess.
l To assess the programmes or activities.
l To assess the achievements of the programme.
l To assess the quality of the programme andactivities.
l To measure the commitment of the participants.
What/When to Monitor and Evaluate?
l Pre-implementation activities/preparation.
l All training/ Orientation programmes.
l Involvement of the Facilitators.
l Participation of the TTF.
l Participation of the Lead College.
l TQM activities in each college.
l Action / Calendar of events / Annual report.
l Finance / Maintenance of Accounts / Providing ofAccounts.
l Documentation of the programme.
l Competence and involvement of the keyfunctioneries.
l Involvement stakeholders.
l Innovative practices in TQM � HRD at all levels.
l Percentage of DTF / TTF.
l Reporting to CCE / STF / DTF.
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How
l By collecting information in the prescribed formatsand analysing them.
l From reports /Write ups.
l By Visits / Discussions / Meetings
l By constituting evaluation / monitoring teams.
l By constituting internal evaluation committees.
l By appraising external agencies to evaluate theprogramme.
l Self evaluation processes.
l Evaluation by participants at the end of the activities.
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ANNEXURES
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PERFORMANCE LINKED FUNDING OF UGC
One - third of the General Development Grant to the universities inthe X Plan to be based on the performance of the universities in theIX Plan.
UNIVERSITY DEVELOPMENT PROFILES
DEVELOPMENT RADARS
- Academic performance- Research Performance- Governance
PARAMETERS
- Self - defining- Value judgment
A) ACADEMIC PERFORMANCE - 14 INDICATORS
MINIMUMLEVELOF
ATTAINMENT
SUGGESTEDINDICATOR
SUGGESTEDMETHOD OFCOMPUTING
Frequency of syllabusrevision
Average working hoursof the Library
Percentage of teachershaving Ph.D.
Number of subjects inwhich major syllabusrevision was done in IXPlan/Number of subjects
Number of hours Libraryis open/ Total number ofhours in a year
Number of teachers havingPh.D./ Total number ofteachers
100%
60%
100%
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Percentage increase inbooks/journals in IXPlan
Utilization of centrallibrary
Assessment of teachersby students
Examination reformssuch as grades/semesterexamination/ internalevaluation
Percentage of autono-mous colleges
Average number ofacademic activities likeworkshops/ seminars/symposia lectures(invited/ endowment &such other of similarstatus)/conferenceconducted per year
Demand indicatorNew degree
Number of books/journalspurchased during IX Plan/Number of books/journalsavailable at the beginningof IX Plan
Number of visits of thestudents & teachers to thecentral library/ Totalnumber of students &teachers
Number of courses in whichthe student assessment hasbeen introduced/Totalnumber of courses
Number of academicprogrammes in which theexamination reforms havebeen introduced till now/Total number ofprogrammes
Number of autonomouscolleges/ Total number ofcolleges
Number of workshops/seminars/ conferencesconducted in IX Plan/5
Total number of candidatesgetting admission/Numberof candidates who appliedNew degree programmes
5%
30%
5%
30%
10%
50 per year
1:10
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programmes (UG &PG) introduced in IXPlan
Number of NET/SET/GATE qualified candi-dates
Inter-disciplinaryprogrammes
NAAC rating
(UG & PG) launched in IXPlan/Total number ofprogrammes
Number of NET/SET/GATE qualified candi-dates/Total number ofcandidates who appeared
Number of inter-disciplin-ary programmes intro-duced during IX Plan/Total number ofprogrammes
NAAC rating for academicperformance
5%
5%
10%
100%
B) GOVERNANCE - 13 INDICATORS
MINIMUMLEVEL OF
ATTAINMENT
SUGGESTEDINDICATOR
SUGGESTEDMETHOD OFCOMPUTING
Actual teaching days peryear
Work load for theteachers
Percentage of teachingposts filled up. Regularmeeting of ExecutiveCouncil/Syndicate/
Number of actual teachingdays in the IX Plan/5
Number of hours theteacher on an averagespends in the university inone week
Teaching posts filled/Totalnumber of teaching postsNumber of meetingsactually held/number ofmeetings required as perAct
180 days
40 hours
100%
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UGC Regulations -whether UGC directionsfollowed:a) Minimum qualificationb) Specification of degrees
Result declaration
Percentage utilization ofUGC grant
Reservation policy
Resources generatedthrough external sourcesin the IX Plan
Percentage of depart-ments collaborating withother universities/institutes/researchlaboratories in operation
Colleges included underSection 2f/12B of theUGC Act
a) Number of teachersqualified as per UGCregulations/Total numberof teachersb) Number of coursesoffered which are specifiedby UGC/ Total number ofcourses offered
Number of examinationswhere the result wasdeclared in time/Totalnumber of examinations
Utilization of UGC grant/Total grant received
Percentage of reservedposts filled for teaching,non-teaching and technicalcadres
Resources generatedthrough external sources/Total Plan budget of the IXPlan
Number of such collabora-tions/ Number of depart-ments
Colleges in 2f/12B/Totalnumber of colleges affili-ated to university
100%
100%
100%
100%
100%
10%
5%
100%
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Percentage increase inphysical infrastructure
NAAC rating
Increase in physical spaceduring IX Plan for labora-tories, class rooms, hostels,teachers� quarters, library,common facilities, otherbuildings, etc.,/Space at thebeginning of IX Plan
NAAC rating with regardto governance
5%
100%
DEPARTMENT OF COLLEGIATE EDUCATION
Part A
SELF EVALUATION OF TEACHERS
Name of the College College I.D.:
Name of the lecturer Designation Teacher ID
Subject&Paper Class: Section
Please give your frank opinion on your ability with regard to the following skills.
Select any ONE by putting tick mark
Sl.No. Rating factors Excellent Good Satisfac-
toryUn
Satisfactory
Preparation for the class.
Punctuality in conductingclasses.
Planning and completionof the syllabus on time.
Clarity of Presentation(ideas, concepts, explana-tion, etc)
1
2
3
4
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Select any ONE by putting tick mark
Sl.No. Rating factors Excellent Good Satisfac-
toryUn
Satisfactory
Clarity of Expression likelanguage and voice
Methodology used toimpart the knowledge(Use of blackboard,charts, teaching aids, etc.)
Active learning methodol-ogy used like GroupDiscussions, Tutorials,Assignments and Semi-nars, field visit, quiz etc
Involvement in Co-curricular activities.,sports, culture, NSS,NCC, study tour etc.
Availability to studentsoutside class hours forclarification, counseling,career guidance, etc.
Role as a leader Mentor/Motivator/Guide/Facilita-tor/ Counselor
The examinations/assignments were gradedfairly
5
6
7
8
9
10
11
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Select any ONE by putting X mark
Sl.No. Rating factors Excellent Good Satisfac-
toryUn
Satisfactory
Library facilities
Playground/ Sports Facili-ties
Cultural activities / NSS /NCC
Cleanliness in the campus
Reading room
Grievances redress cell
Disbursal of salary
Computer facilities
Canteen
Attitude and co-operationof administrative staff to-wards students /staff
Availability of principal inthe college and response tostudents problems/ staffproblems
1
2
3
4
5
6
7
8
9
10
11
PART BTeaching and Learning Processes of the College
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Part C
Milestones
Please provide the following information for 2002-2003.
1. Academic improvement in the form ofearning Ph.D/M.Phil degree. Yes /NoIf YES, mention the title of the Thesis,Name of the University and year of award:
2. Research ActivitiesNo. of papers published in 2002-2003International journalsNational JournalsNo. of papers presented in 2002-2003International conferenceNational Conferences.
3. Awards received (National / State) Yes/NoIf YES, mention the area/subjectand year of the award
4. Books writtenIf YES, mention the titles and publisher. Yes/No
5. Computer Proficiency (Give details)
6. Have you adopted any new teaching methods? Yes/No If YES, please specify.
7. Participation in HRD / TQM activities on voluntary basis(Specify)
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8. Results in the subjects taught in the Annual examinations:
9. Participation in Extra curricular activities:(Sports, Debate/Elocution, Music/Dance/NSS/NCC, Any other)
10. Assisting the Principal in the Developmental activities of the college.
11. Multifunctional competence in subjects beyond those specialized,Industry, Consultation, Social work, Any other field:
12. Do you have any aptitude/skills relevant to any other branch offunctional/academic area?
13. Any other special achievements, which exceeded expectations/Targets
14. Constraints/shortcomings faced by you, if any, in achieving yourtargets.
15. Your comments/suggestions in overcoming shortcomings.
Sl.No. Subject/Paper
No. ofstudents
whoappeared
No. ofstudents
withI Class
No. ofStudents
withII Class
No. ofstudentswith Pass
Class
PassPercentage
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Name of the College College ID :
Name of the lecturer Designation Teacher ID
Subject & Paper Class: Section
Please give your frank opinion on your ability with regard to the following skills.
Part ASelect any ONE by putting tick mark
Sl.No. Rating factors Excellent Good Satisfac-
toryUn
Satisfactory
Preparation for the class.
Punctuality in conductingclasses.
Planning and completionof the syllabus on time.
Clarity of Presentation(ideas, concepts, explana-tion, etc
Quality of language
Quality of voice
Methodology used toimpart the knowledge(Use of blackboard,charts, teaching aids, etc.)
1
2
3
4
5
6
7
DEPARTMENT OF COLLEGIATE EDUCATION
STUDENT APPRAISAL OF TEACHER
[FORM No. 1]
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Sl.No. Rating factors Excellent Good Satisfac-
toryUn
Satisfactory
8
9
10
11
12
Active learning methodol-ogy used like Groupdiscussion, Tutorials,Assignments and Semi-nars, field visit, quiz etc
Involvement in Co-curricular activities,sports, NSS, NCC, studytour etc.
Availability to studentsoutside class hours forclarification, counseling,career guidance, etc.
His/Her role as a leaderMentor/ Motivator/Guide/Facilitator/ Counselor
The examinations/assignments were gradedfairly
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Part BSelect any ONE by putting a tick mark
Sl.No. Rating factors Excellent Good Satisfac-
toryUn
Satisfactory
Library
Playground/ Sports Facili-ties
Cultural activities
NSS
NCC
Cleanliness in the College
Reading room
Grievances redress cell
Disbursal of Scholarships
Computer facilities
Remedial classes/tutorials
Canteen
Attitude and co-operationof administrative staff to-wards students
Availability of the principalin the college and responseto students problems
1
2
3
4
5
6
7
8
9
10
11
12
13
14
DEPARTMENT OF COLLEGIATE EDUCATION
STUDENT APPRAISAL OF TEACHER
Name of the College College ID :
Student profile I / II/ III - BA / B Sc / B Com
[FORM No. 1]
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i
TOTAL QUALITY MANAGEMENTfor
Tertiary Education
Government of Karnataka Initiative
Prepared by
National Assessment andAccreditation Council
andOffice of the Commissionerate
Department of Collegiate EducationGovt. of Karnataka
NATIONAL ASSESSMENT AND ACCREDITATION COUNCILAn Autonomous Institution of the University Grants Commission
iii
TOTAL QUALITY MANAGEMENT - Prepared by Office of the Commissionerate,Department of Collegiate Education, Govt. of Karnataka and National Assessmentand Accreditation Council, Bangalore. Published by National Assessment and Ac-creditation Council, Bangalore, Karnataka.
All rights reserved. No part of this publication may bereproduced or utilised in any form or by means, electronicor mechanical, including photocopying, recording, or anyinformation storage and retrival system, without the priorwritten permission of the publisher.
Printed at :Replica Offset Printers#14/1, 1st Main (Opp. SISI)Industrial Town, Rajajinagar,Bangalore - 560 044Ph : 080-3357963, 3355773
iv
For Communication with NAAC
Address : National Assessment and Accreditation Council2/4, Aragini Bhavana, Dr. Rajkumar Road,P.O. Box No. 1075, Rajajinagar, Bangalore - 560 010
NATIONAL ASSESSMENT AND ACCREDITATION COUNCILAn Autonomous Institution of the University Grants Commission
NATIONAL ASSESSMENT AND ACCREDITATION COUNCIL ( NAAC ) is an autonomous institution,established by the University Grants Commission (UGC) in 1994. The prime agenda of NAAC is to assess andaccredit institutions of higher learning with an objective of helping them to work continuously to improve thequality of education. NAAC is a member of the International Network for Quality Assurance Agencies in HigherEducation (INQAAHE) comprising of over 120 different national agencies engaged in Assessment and Accreditation& Academic Audit.Criteria for Assessment :
l Curricular Aspects l Teaching-learning and Evaluationl Research, Consultancy and Extension l Infrastructure and Learning Resourcesl Student Support and Progression l Organisation and Managementl Healthy Practices
Process for Assessment and Accreditation :Preparation of the Self-study Report by the institution/department based on the parameters definedby NAAC.Validation of the Self-study Report by a team of peers through on-site visit; presentation of detailed
quality report to the institution andThe final decision on assessment and accreditation by the Executive Committee (EC) of NAAC.
The accreditation process involves preparation of a self study report by the institution itself, validation of thisreport by a 3-4 member peer-team consisting of Vice-Chancellors, Principals, Deans or Senior teachers,eminent educationists/scientists from outside the State, evaluation of the performance of the institution withrespect to various criteria for assessment. Based on a detailed criterion wise evaluation considering severalparameters and key aspects a percentage institutional score will be arrived at. Institutions scoring above 55%will only be accredited. In addition, an in-depth analysis of the institution�s strengths, weaknesses and opportunitiesand areas of concerns will be presented to the institution and discussed with the authorities concerned, theUniversity and the State Government. The accreditation status is valid for a period of five years. NAAC is atpresent processing more than 2000 institutions, including colleges from all over the country for assessment andaccreditation. The UGC has made it mandatory for all the colleges to get accredited before December 2003.Benefits of Accreditationl Helps the institution to know its strengths, weaknesses, opportunities through an informed review.l Identifies internal areas of planning and resource allocation.l Enhances collegiality on the campus.l The outcome of the process provides the funding agencies with objective and systematic database for
performance funding.l Initiates institution into innovative and modern methods of pedagogy.l Gives the institution a new sense of direction and identity.l Provides the society with reliable information on the quality of education offered by the institution.l Employers have access to information on standards in recruitment.l Promotes intra-institutional and inter-institutional interactions.
For details contact : THE DIRECTOR, NAACP. O. Box No.1075, Rajajinagar, Bangalore-560 010
Accreditation & TQM in Collegiate Education : MoU withGovernment of Karnataka
TQM in Education has been taken up by the Department of CollegiateEducation at a time when the educational scenario at the tertiary level isundergoing sweeping changes the world over-in terms of curriculum,content, methodology, delivery, evaluation systems and the imparting ofskills.
To foster the Quality of Higher Education in Karnataka the Ministry ofEducation, Government of Karnataka and National Assessment andAccreditation Council has signed an MoU for �Total Quality Managementand Assessment and Accreditation of Colleges in Karnataka�.
The Facilitators training has been sponsored jointly by NAAC and Dept.of Collegiate Education. It was conducted in Mangalore at CLHRD in themonths of August 2002 and February 2003 (by College for Leadership andHuman Resource Development). More than 100 facilitators have beentrained from different districts from all over Karnataka. A road map forestablishing quality in higher education through district level TQM taskforce was launched jointly by the Dept. of Collegiate Education and NAAC.Many districts have setup district level task force on TQM and thefacilitators have conducted several workshops at regional level to impartquality in higher education.
SIGNING OF MOU(From L to R) : Shri Lukose Vallatharai, IAS,
Commissioner for Collegiate Education, Govt. of KarnatakaDr. G. Parameshwara, Hon�ble Minister for Higher Education, Govt. of Karnataka
