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Using Continuous Quality Improvement in an Academic
Setting to Measure Quality
1. The Scientific Method2. Complexity in Processes3. Tools of the Scientific Method4. Examples5. Application
The Scientific Method: The Empirical Approach
Skilled
Experienced
A physician whoIs guided by
His experience
The Scientific Method: Empirical Approach
Scientific method is a body of techniques for investigating phenomena, acquiring
new knowledge, or correcting and integrating previous knowledge.
To be termed scientific, a method of inquiry must be based on empirical and
measurable evidence subject to specific principles of reasoning.[
Complexity 1. Mistakes/Defects 2. Breakdowns & Delays 3. Inefficiencies 4. Variation a. Common cause variation b. Special cause variation.
Mistakes/Defect
Breakdowns & Delays
Breakdowns & Delays
It was due three Days ago….
Sorry Mac, I got my own troubles…..
Ok. I got it….The ink restora……
Countersigned by the fig newton society
Reviewed by the…………
I got it boss….I got it……
Sign it?Of course I can sign it…
After it’s reviewed by ink conservation committee,
with duplicates countersigned bythe tree preservation consortium,
And, of course, it has to be reconciled with the
Budget inhibition clause….
Inefficiencies
VariationCommon Cause Variation is variation that is normal
To the process.
Special Cause VariationIs caused by
Something outside the Process.
a. Flow Chartsb. Work-Flow Analysisc. Deployment Chartsd. Pareto Chartse. Cause & Effect Diagrams.f. Practical Concepts Worksheet
Scheduled Delivery
ArriveOfficeOpen
RightDock
DockOpen
YY YY
Y
NN N N
N
Trace Wait Reroute Wait
Unload
N NN
Y YY
SpaceLift
ReadyLift
WorkUnloadSafely
Wait Wait Repair Salvage
EnterInto
Inventory
Process Flow Chart
Work Flow Analysis
Deployment Chart
Step Rene Jacob Olga Manuel
Plan theReport
Organize The Report
Write theReport
ProduceThe Report
Pareto Charts
Occurrences
PaperJam
Out ofInk
Out of Paper
Production Error
7
6
5
4
3
2
1
Newspaper Print Room Daily Down-Time Report
Cause & Effect Diagrams
1. What is you job? Into what process or processes does it fit? What product or service results from it.
2.Who are your external customers? Internal Customers?
3. Who are your external suppliers? Internal Suppliers? 4. What are the quality characteristics of the product or
service? What criteria are important to your customers? 5. Give examples of quality characteristics related to:
What you make and how you make it. 6. Review sources of complexity. List complexity to
which your job is subject. 7. What would it take to reduce or eliminate this
complexity? (85/15 rule) 8. How would you go about measuring variation? How
could you determine its impact on the quality of your process?
9. What kinds of common causes exist? What special causes exist?
10. How would you investigate a problem.
1. What is you job? Into what process or processes does it fit? What product or service results from it.
2.Who are your external customers? Internal Customers? 3. Who are your external suppliers? Internal Suppliers? 4. What are the quality characteristics of the product or
service? What criteria are important to your customers? 5. Give examples of quality characteristics related to: What
you make and how you make it.
6. Review sources of complexity. List complexity to which your job is subject. 7. What would it take to reduce or eliminate this complexity? (85/15 rule)8. How would you go about measuring variation? How could you determine its impact on the quality of your process?9. What kinds of common causes exist? What special causes exist?10. How would you investigate a problem.
1. What is you job? Into what process or processes does it fit? What product or service results from it.
2.Who are your external customers? Internal Customers? 3. Who are your external suppliers? Internal Suppliers? 4. What are the quality characteristics of the product or
service? What criteria are important to your customers? 5. Give examples of quality characteristics related to: What
you make and how you make it.
6. Review sources of complexity. List complexity to which your job is subject. 7. What would it take to reduce or eliminate this complexity? (85/15 rule)8. How would you go about measuring variation? How could you determine its impact on the quality of your process?9. What kinds of common causes exist? What special causes exist?10. How would you investigate a problem.
Suppliers Customers
1. What is you job? Into what process or processes does it fit? What product or service results from it.
2.Who are your external customers? Internal Customers? 3. Who are your external suppliers? Internal Suppliers? 4. What are the quality characteristics of the product or
service? What criteria are important to your customers? 5. Give examples of quality characteristics related to: What
you make and how you make it.
6. Review sources of complexity. List complexity to which your job is subject. 7. What would it take to reduce or eliminate this complexity? (85/15 rule)8. How would you go about measuring variation? How could you determine its impact on the quality of your process?9. What kinds of common causes exist? What special causes exist?10. How would you investigate a problem.
The Library supplies ancillary learning materials in a variety of formats to all campuses and providesstudy space for the main campus. The Library receives students from all campuses and aids them in gaining knowledge from its resources. The result is a better prepared student.
Suppliers Customers
1. What is you job? Into what process or processes does it fit? What product or service results from it.
2.Who are your external customers? Internal Customers? 3. Who are your external suppliers? Internal Suppliers? 4. What are the quality characteristics of the product or
service? What criteria are important to your customers? 5. Give examples of quality characteristics related to: What
you make and how you make it.
6. Review sources of complexity. List complexity to which your job is subject. 7. What would it take to reduce or eliminate this complexity? (85/15 rule)8. How would you go about measuring variation? How could you determine its impact on the quality of your process?9. What kinds of common causes exist? What special causes exist?10. How would you investigate a problem.
The External customers of the Library are the Students and other Colleges.The Internal customers are the different campuses of the college.
Suppliers Customers
1. What is you job? Into what process or processes does it fit? What product or service results from it.
2.Who are your external customers? Internal Customers? 3. Who are your external suppliers? Internal Suppliers? 4. What are the quality characteristics of the product or
service? What criteria are important to your customers? 5. Give examples of quality characteristics related to: What
you make and how you make it.
6. Review sources of complexity. List complexity to which your job is subject. 7. What would it take to reduce or eliminate this complexity? (85/15 rule)8. How would you go about measuring variation? How could you determine its impact on the quality of your process?9. What kinds of common causes exist? What special causes exist?10. How would you investigate a problem.
The External suppliers of the Library are the Students themselves. The Internal suppliers are the different campuses of the college.
Suppliers Customers
1. What is you job? Into what process or processes does it fit? What product or service results from it.
2.Who are your external customers? Internal Customers? 3. Who are your external suppliers? Internal Suppliers? 4. What are the quality characteristics of the product or
service? What criteria are important to your customers? 5. Give examples of quality characteristics related to: What
you make and how you make it.
6. Review sources of complexity. List complexity to which your job is subject. 7. What would it take to reduce or eliminate this complexity? (85/15 rule)8. How would you go about measuring variation? How could you determine its impact on the quality of your process?9. What kinds of common causes exist? What special causes exist?10. How would you investigate a problem.
Quality Characteristics are availability of needed material, timeliness of access, abundanceOf material, ease of access. The customers are most concerned that the students leave the Library with added knowledge and with an improved ability to gain access to knowledge.
Suppliers Customers
1. What is you job? Into what process or processes does it fit? What product or service results from it.
2.Who are your external customers? Internal Customers? 3. Who are your external suppliers? Internal Suppliers? 4. What are the quality characteristics of the product or
service? What criteria are important to your customers? 5. Give examples of quality characteristics related to: What
you make and how you make it.
6. Review sources of complexity. List complexity to which your job is subject. 7. What would it take to reduce or eliminate this complexity? (85/15 rule)8. How would you go about measuring variation? How could you determine its impact on the quality of your process?9. What kinds of common causes exist? What special causes exist?10. How would you investigate a problem.
Library users demonstrate an ability to gain knowledge learned through library use. Library usersDemonstrate an ability to see relations between knowledge groups through their use of computerizedcross references.
Suppliers Customers
1. What is you job? Into what process or processes does it fit? What product or service results from it.
2.Who are your external customers? Internal Customers? 3. Who are your external suppliers? Internal Suppliers? 4. What are the quality characteristics of the product or
service? What criteria are important to your customers? 5. Give examples of quality characteristics related to: What
you make and how you make it.
6. Review sources of complexity. List complexity to which your job is subject. 7. What would it take to reduce or eliminate this complexity? (85/15 rule)8. How would you go about measuring variation? How could you determine its impact on the quality of your process?9. What kinds of common causes exist? What special causes exist?10. How would you investigate a problem.
Difficult for Online students During weather disturbance.
Library is a 100 yearOld building.
Library does not provide Printout of all accessed Material.
Students cannot leave with Certain material.
Suppliers Customers
1. What is you job? Into what process or processes does it fit? What product or service results from it.
2.Who are your external customers? Internal Customers? 3. Who are your external suppliers? Internal Suppliers? 4. What are the quality characteristics of the product or
service? What criteria are important to your customers? 5. Give examples of quality characteristics related to: What
you make and how you make it.
6. Review sources of complexity. List complexity to which your job is subject. 7. What would it take to reduce or eliminate this complexity? (85/15 rule)8. How would you go about measuring variation? How could you determine its impact on the quality of your process?9. What kinds of common causes exist? What special causes exist?10. How would you investigate a problem.
Library does not provide Printout of all accessed Material.
Add a program that automatically prints A copy of each student’s full search at
The end of each search session.
Suppliers Customers
1. What is you job? Into what process or processes does it fit? What product or service results from it.
2.Who are your external customers? Internal Customers? 3. Who are your external suppliers? Internal Suppliers? 4. What are the quality characteristics of the product or
service? What criteria are important to your customers? 5. Give examples of quality characteristics related to: What
you make and how you make it.
6. Review sources of complexity. List complexity to which your job is subject. 7. What would it take to reduce or eliminate this complexity? (85/15 rule)8. How would you go about measuring variation? How could you determine its impact on the quality of your process?9. What kinds of common causes exist? What special causes exist?10. How would you investigate a problem.
Library does not provide Printout of all accessed Material.
One class of students with research projects are provided with the search reports sheets and another class is not. Students complete a questionnaire pertaining to how much they remember about the topic of research.
Suppliers Customers
1. What is you job? Into what process or processes does it fit? What product or service results from it.
2.Who are your external customers? Internal Customers? 3. Who are your external suppliers? Internal Suppliers? 4. What are the quality characteristics of the product or
service? What criteria are important to your customers? 5. Give examples of quality characteristics related to: What
you make and how you make it.
6. Review sources of complexity. List complexity to which your job is subject. 7. What would it take to reduce or eliminate this complexity? (85/15 rule)8. How would you go about measuring variation? How could you determine its impact on the quality of your process?9. What kinds of common causes exist? What special causes exist?10. How would you investigate a problem.
Difficult for Online students During weather disturbance.
Students cannot leave with Certain material.
SCV – Active X control is set at too stringent a level on the student’s
computer.
Common Cause Variance
Suppliers Customers
1. What is you job? Into what process or processes does it fit? What product or service results from it.
2.Who are your external customers? Internal Customers? 3. Who are your external suppliers? Internal Suppliers? 4. What are the quality characteristics of the product or
service? What criteria are important to your customers? 5. Give examples of quality characteristics related to: What
you make and how you make it.
6. Review sources of complexity. List complexity to which your job is subject. 7. What would it take to reduce or eliminate this complexity? (85/15 rule)8. How would you go about measuring variation? How could you determine its impact on the quality of your process?9. What kinds of common causes exist? What special causes exist?10. How would you investigate a problem.
A Process Flow Chart following the steps it takes for a teacher to arrange for a class to meet in the Library.
Scheduled Delivery
ArriveOfficeOpen
RightDock
DockOpen
YY YY
Y
NN N N
N
Trace Wait Reroute Wait
Unload
N NN
Y YY
SpaceLift
ReadyLift
WorkUnloadSafely
Wait Wait Repair Salvage
EnterInto
Inventory
Process Flow Chart
Suppliers Customers
1. What is you job? Into what process or processes does it fit? What product or service results from it.
2.Who are your external customers? Internal Customers? 3. Who are your external suppliers? Internal Suppliers? 4. What are the quality characteristics of the product or
service? What criteria are important to your customers? 5. Give examples of quality characteristics related to: What
you make and how you make it.
6. Review sources of complexity. List complexity to which your job is subject. 7. What would it take to reduce or eliminate this complexity? (85/15 rule)8. How would you go about measuring variation? How could you determine its impact on the quality of your process?9. What kinds of common causes exist? What special causes exist?10. How would you investigate a problem.
A Work Flow Analysis following a librarian through their tasks for the day.
Work Flow Analysis
Suppliers Customers
1. What is you job? Into what process or processes does it fit? What product or service results from it.
2.Who are your external customers? Internal Customers? 3. Who are your external suppliers? Internal Suppliers? 4. What are the quality characteristics of the product or
service? What criteria are important to your customers? 5. Give examples of quality characteristics related to: What
you make and how you make it.
6. Review sources of complexity. List complexity to which your job is subject. 7. What would it take to reduce or eliminate this complexity? (85/15 rule)8. How would you go about measuring variation? How could you determine its impact on the quality of your process?9. What kinds of common causes exist? What special causes exist?10. How would you investigate a problem.
Deployment Chart regarding how personnel should respond to research study requests.
Pareto Chart from interview with Instructors regarding the most common problems observed in student research
Deployment Chart
Step Rene Jacob Olga Manuel
Plan theReport
Organize The Report
Write theReport
ProduceThe Report
Pareto Charts
Occurrences
PaperJam
Out ofInk
Out of Paper
Production Error
7
6
5
4
3
2
1
Newspaper Print Room Daily Down-Time Report
Suppliers Customers
1. What is you job? Into what process or processes does it fit? What product or service results from it.
2.Who are your external customers? Internal Customers? 3. Who are your external suppliers? Internal Suppliers? 4. What are the quality characteristics of the product or
service? What criteria are important to your customers? 5. Give examples of quality characteristics related to: What
you make and how you make it.
6. Review sources of complexity. List complexity to which your job is subject. 7. What would it take to reduce or eliminate this complexity? (85/15 rule)8. How would you go about measuring variation? How could you determine its impact on the quality of your process?9. What kinds of common causes exist? What special causes exist?10. How would you investigate a problem.
Deployment Chart regarding how personnel should respond to research study requests.
Pareto Chart from interview with Instructors regarding their opinion of the quality of final student research
Suppliers Customers
1. What is you job? Into what process or processes does it fit? What product or service results from it.
2.Who are your external customers? Internal Customers? 3. Who are your external suppliers? Internal Suppliers? 4. What are the quality characteristics of the product or
service? What criteria are important to your customers? 5. Give examples of quality characteristics related to: What
you make and how you make it.
6. Review sources of complexity. List complexity to which your job is subject. 7. What would it take to reduce or eliminate this complexity? (85/15 rule)8. How would you go about measuring variation? How could you determine its impact on the quality of your process?9. What kinds of common causes exist? What special causes exist?10. How would you investigate a problem.
Cause and Effect Chart created in conjunction with faculty regarding Library skills they need to see in their students
Cause & Effect Diagrams
1. What is you job? Into what process or processes does it fit? What product or service results from it.
2.Who are your external customers? Internal Customers?
3. Who are your external suppliers? Internal Suppliers? 4. What are the quality characteristics of the product or
service? What criteria are important to your customers? 5. Give examples of quality characteristics related to:
What you make and how you make it. 6. Review sources of complexity. List complexity to
which your job is subject. 7. What would it take to reduce or eliminate this
complexity? (85/15 rule) 8. How would you go about measuring variation? How
could you determine its impact on the quality of your process?
9. What kinds of common causes exist? What special causes exist?
10. How would you investigate a problem.
(2) (3) (4) (5) (6) (7)Strategic
Focus/ Institutio
nalGoal
(SF#
and/or IG#)
Desired Outcome & Target/Criterion
(Outcome begins with
verb, Target numerically
measurable)
StrategyTo Accomplish Desired
Outcome
(Use bullets)
Budget
Link
(Yes or
No)
Assessment Method/ Instrument
Findings &Use of
Results for Improvemen
t
(Use bullets)
SF I.A, II.A, II.B, II.H, III.A IG I & II
Offer freshman and sophomore general education courses Target:Number of students completing core curriculum and transferring to four year programs will remain constant
Courses should transfer to traditional baccalaureate degree programs
Use of the common course numbering system
SF I.A, II.E, II.H, III.B, III.D IG I & II
Increase online course offerings and continue to offer courses off-campus Target:All courses with ten or more students enrolled
Additional sections of anatomy & physiology, nutrition, and psychology will be added to accommodate the increased demand for online courses
Enrollment numbers of students
(2) (3) (4) (5) (6) (7)Strategic
Focus/ Institutio
nalGoal
(SF#
and/or IG#)
Desired Outcome & Target/Criterion
(Outcome begins with
verb, Target numerically
measurable)
StrategyTo Accomplish Desired
Outcome
(Use bullets)
Budget
Link
(Yes or
No)
Assessment Method/ Instrument
Findings &Use of
Results for Improvemen
t
(Use bullets)
SF I.A, II.A, II.B, II.H, III.A IG I & II
Offer freshman and sophomore general education courses Target:Number of students completing core curriculum and transferring to four year programs will remain constant
Courses should transfer to traditional baccalaureate degree programs
Use of the common course numbering system
SF I.A, II.E, II.H, III.B, III.D IG I & II
Increase online course offerings and continue to offer courses off-campus Target:All courses with ten or more students enrolled
Additional sections of anatomy & physiology, nutrition, and psychology will be added to accommodate the increased demand for online courses
Enrollment numbers of students
Major Assignments
Week 1: Course introduction; syllabus review, Pre-course essay
Week 2: Pre-course assessment; Library tour; Chapter 1
Week 3: Ch-1, Habits for Success, Syllabus Quiz
Week 4: Ch-2, Learning Styles
Week 5: Ch-3, Time and Money
Week 6: Ch-4, Setting and Reaching Goals
Week 7: Ch-5, Critical and Creative Thinking
Week 8: Ch-6, Memory
Week 9: Ch-7, Reading and Studying
Week 10: Ch-8, Reading Across the Disciplines
Week 11: Ch-9, Active listening and Note Taking
Week 12: Ch-10,Test Taking 1
Week 13: Ch-11, Test Taking 2
Week 14: Ch-12, Moving Toward Success
Week 15: Ch-12, Makeup Tests
Week 16: Final
Major Assignments
Week 1: Course introduction; syllabus review, Pre-course essay
Week 2: Pre-course assessment; Library tour; Chapter 1
Week 3: Ch-1, Habits for Success, Syllabus Quiz
Week 4: Ch-2, Learning Styles
Week 5: Ch-3, Time and Money
Week 6: Ch-4, Setting and Reaching Goals
Week 7: Ch-5, Critical and Creative Thinking
Week 8: Ch-6, Memory
Week 9: Ch-7, Reading and Studying
Week 10: Ch-8, Reading Across the Disciplines
Week 11: Ch-9, Active listening and Note Taking
Week 12: Ch-10,Test Taking 1
Week 13: Ch-11, Test Taking 2
Week 14: Ch-12, Moving Toward Success
Week 15: Ch-12, Makeup Tests
Week 16: Final
Program Student Learning Outcomes
1. Communicates with appropriate modes of expression to individuals or groups.
A. Demonstrates thesis clarity
B. Organizes information
C. Uses support
D. Presents ideas in appropriate mode of expression
2. Demonstrates awareness of cultural differences and similarities.
A. Identifies cultural characteristics (beliefs, values, perspectives, or practices)
B. Interprets works of human expression within cultural context
C. Shows awareness of one’s own culture in relation to others
3. Uses critical thinking skills
A. Identifies problem, argument, or issue (to determine extent of information needed)
B. Differentiates the facts from opinions as relates to situation
C. Constructs possible solutions or prediction or consequences
D. Uses logical, sound reasoning to justify conclusion
Program Student Learning Outcomes
1. Communicates with appropriate modes of expression to individuals or groups.
A. Demonstrates thesis clarity
B. Organizes information
C. Uses support
D. Presents ideas in appropriate mode of expression
2. Demonstrates awareness of cultural differences and similarities.
A. Identifies cultural characteristics (beliefs, values, perspectives, or practices)
B. Interprets works of human expression within cultural context
C. Shows awareness of one’s own culture in relation to others
3. Uses critical thinking skills
A. Identifies problem, argument, or issue (to determine extent of information needed)
B. Differentiates the facts from opinions as relates to situation
C. Constructs possible solutions or prediction or consequences
D. Uses logical, sound reasoning to justify conclusion
1. What is you job? Into what process or processes does it fit? What product or service results from it.
2.Who are your external customers? Internal Customers?
3. Who are your external suppliers? Internal Suppliers? 4. What are the quality characteristics of the product or
service? What criteria are important to your customers? 5. Give examples of quality characteristics related to:
What you make and how you make it. 6. Review sources of complexity. List complexity to
which your job is subject. 7. What would it take to reduce or eliminate this
complexity? (85/15 rule) 8. How would you go about measuring variation? How
could you determine its impact on the quality of your process?
9. What kinds of common causes exist? What special causes exist?
10. How would you investigate a problem.
1. What is you job? Into what process or processes does it fit? What product or service results from it.
2.Who are your external customers? Internal Customers?
3. Who are your external suppliers? Internal Suppliers? 4. What are the quality characteristics of the product or
service? What criteria are important to your customers? 5. Give examples of quality characteristics related to:
What you make and how you make it. 6. Review sources of complexity. List complexity to
which your job is subject. 7. What would it take to reduce or eliminate this
complexity? (85/15 rule) 8. How would you go about measuring variation? How
could you determine its impact on the quality of your process?
9. What kinds of common causes exist? What special causes exist?
10. How would you investigate a problem.
THECB report on Higher Education Cost EfficienciesTo the Governor - 2010
Students are not accuratelyIdentifying students
Needing developmentalClasses. $3,900,000.00
Potential waste inHigher Ed. In
Texas
Developmental Ed.
Drop-Out
Faculty aggressively Intervene with
Problem students
Students mustChoose degree
Plan within 30 hrs.
$45,900,000.00
Transition
Better output byHigh Schools
College interactionOn H.S. Levels
$7,800,000.00
PhysicalPlant
Increased use ofExisting physical plant
beforeExpansion is
Approved.
$31,600,000.00
Admin.Structure
Too heavyAdmin. structure
$83,500,000.00
Variation in Degree Plan
Cap Associate Degree at 60 Hrs.
$6,500,000.00
THECB report on Higher Education Cost EfficienciesTo the Governor - 2010
Students are not accuratelyIdentifying students
Needing developmentalClasses. $3,900,000.00
Potential waste inHigher Ed. In
Texas
Developmental Ed.
Drop-Out
Faculty aggressively Intervene with
Problem students
Students mustChoose degree
Plan within 30 hrs.
$45,900,000.00
Transition
Better output byHigh Schools
College interactionOn H.S. Levels
$7,800,000.00
PhysicalPlant
Increased use ofExisting physical plant
beforeExpansion is
Approved.
$31,600,000.00
Admin.Structure
Too heavyAdmin. structure
$83,500,000.00
Variation in Degree Plan
Cap Associate Degree at 60 Hrs.
$6,500,000.00
Using Continuous Quality Improvement in an Academic
Setting to Measure Quality