The document discusses various aspects of quality management including definitions of quality, total quality management principles, quality tools and standards, inspection practices, and quality in services. It defines key terms like ISO standards, quality costs, Baldrige award, and quality tools. It also explains total quality management concepts such as continuous improvement, employee empowerment, benchmarking, and statistical process control.
24. Traditional Quality Process (Manufacturing) Specifies Need Customer Interprets Need Marketing Designs Product Defines Quality Engineering Produces Product Plans Quality Monitors Quality Operations Quality is customer driven!
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26. Achieving Total Quality Management Organizational Practices Quality Principles Employee Fulfillment Attitudes (e.g., Commitment) How to Do What to Do Effective Business Customer Satisfaction
49. Quality Loss Function; Distribution of Products Produced Low loss High loss Frequency Lower Target Upper Specification Loss (to producing organization, customer, and society) Quality Loss Function (a) Unacceptable Poor Fair Good Best Target-oriented quality yields more product in the “best” category Target-oriented quality brings products toward the target value Conformance-oriented quality keeps product within three standard deviations Distribution of specifications for product produced (b)
50. PDCA Cycle 4.Act: Implement the plan 1.Plan: Identify the improvement and make a plan 3.Check: Is the plan working 2.Do: Test the plan
55. Process Chart Example SUBJECT: Request tool purchase Dist (ft) Time (min) Symbol Description D Write order D On desk 75 D To buyer D Examine = Operation; = Transport; = Inspect; D = Delay; = Storage
63. Statistical Process Control Steps Produce Good Provide Service Stop Process Yes No Assign. Causes? Take Sample Inspect Sample Find Out Why Create Control Chart Start
69. Inspection Points in Services Organization What is Inspected Standard Jones Law Office Receptionist performance Billing Attorney Is phone answered by the second ring Accurate, timely, and correct format Promptness in returning calls
70. Inspection Points in Services Organization What is Inspected Standard Hard Rock Hotel Reception desk Doorman Room Minibar Use customer’s name Greet guest in less than 30 seconds All lights working, spotless bathroom Restocked and charges accurately posted to bill
71. Inspection Points in Services Organization What is Inspected Standard Bayfield Community Hospital Billing Pharmacy Lab Nurses Admissions Accurate, timely, and correct format Prescription accuracy, inventory accuracy Audit for lab-test accuracy Charts immediately updated Data entered correctly and completely
72. Inspection Points in Services Organization What is Inspected Standard Hard Rock Cafe Busboy Busboy Waiter Serves water and bread within 1 minute Clears all entrée items and crumbs prior to desert Knows and suggest specials and desserts
73. Inspection Points in Services Organization What is Inspected Standard Nordstrom’s Department Store Display areas Stockrooms Salesclerks Attractive, well-organized, stocked, good lighting Rotation of goods, organized, clean Neat, courteous, very knowledgeable
74. Inspection Points in Services Bank Teller stations Loan accounts Checking accounts Shortages, courtesy, speed, accuracy Collateral, proper credit checks, rates, terms of loans, default rates, loan rates Accuracy, speed of entry, rate of overdraws Organization Some Points of Inspection Issues to Consider
75. Inspection Points in Services Retail store Stockrooms Display areas Sales counters Clean, uncluttered, organized, level of stockouts, amply supply, rotation of goods Attractive, well-organized, stocked, visible goods, good lighting Neat, courteous knowledgeable personnel; waiting time; accuracy in credit checking and sales entry Organization Some Points of Inspection Issues to Consider
76. Inspection Points in Services Restaurant Kitchen Cashier station Dining areas Clean, proper storage, unadulterated food, health regulations observed, well-organized Speed, accuracy, appearance Clean, comfortable, regular monitoring by personnel, Organization Some Points of Inspection Issues to Consider
One of the most useful points to made from this slide is that the Motorola example illustrates that quality must be a concern of the enterprise - not an individual or department.
This slide not only looks at the impact of quality on productivity - it also enables you to begin a discussion as to the meaning of quality (or perhaps the differing meanings among different people). To many people, the notion of “high quality” carries with it the assumption of “high price.” This slide provides an initial point to challenge that assumption.
This slide simply introduces the four activities. Subsequent slides expand on each.
One might begin discussion of this slide by introducing the difference between “leadership” and “management.” The point should also be made, again, about the need for involvement and commitment throughout the organization.
Some students may find the notion of “continuous improvement” (Why can’t we do it right the first time?) and “employee empowerment” (Doesn’t this reduce or abrogate the role of the manager?) the most difficult to accept. If you have not done so already, this might be a good time to discuss each in some depth. The following slide may be used in a discussion of empowerment.
This slide can be used to form the basis for a discussion of empowerment. If you wish to discuss empowerment - begin by asking students to define the term. You may find students are already comfortable with the term, in which case the discussion can be rather short; or, you may find they have unrealistic expectations (or desires?) - in which case you may wish to pursue the discussion at greater length. It may be helpful to ask students to identify the benefits and pitfalls to both management and worker. (For example, empowerment requires workers to assume greater responsibility.)
The main point that one might make with this slide is that the customer is, ultimately, the most important person in your business.
Once you have introduced these definitions of quality, ask students to provide example of products that use them.
It may be most helpful to provide, or ask you students to provide, examples of products for which the notion of quality is based upon one or more of the dimensions listed.
Although the text considers service quality at the end of the chapter, you may wish, at this point, to contrast the notion of quality for goods with that for services. If not, skip this slide - it is repeated at the point at which the issues are raised in the text.
This slide simply illustrates the relationships between quality and other elements of the firm.
You might make the point that companies actually do consider this a prestigious award. For further information, visit the web site: http://www.quality.nist.gov
One of the most important points to be made from this slide is that quality standards are now international. Students might be asked to explain the benefits of international as opposed to national standards. They might also be asked to consider the limitations we would face if there were no such standards. The problems to be encountered in developing international standards also make for good discussion. Note to your students that Crosby has great reservations about the standard and the procedures building an effective quality program.
Students might be asked what problems they would foresee in implementing this process.
A point to be made here is that TQM is not a program but a philosophy.
Again, a point to be made here is the universality required to achieve TQM.
One point to make here is that this list represents a recent expression of Demings 14 points - the list is still evolving. Students may notice that many of these fourteen points seem to be simply common sense. If they raise this issue - ask them to consider jobs they have held. Were these points emphasized or implemented by their employers? If not, why not? This part of the discussion can be used to raise again the issue that proper approaches to quality are not “programs,” with limited involvement and finite duration, but rather philosophies which must become ingrained throughout the organization.
This slide simply introduces concepts of TQM. These concepts are expanded upon in subsequent slides.
Students may have a number of questions with respect to the notion of continuous improvement. - Why do we need continuous improvement? Why can’t we do it right the first time? - Doesn’t implementation of continuous improvement introduce a certain instability? - Are we never “done”? - Etc.
If you have not done so already, you might at this point discuss: - why employee empowerment works - the role of information technology in enabling employee empowerment - the role of information technology in making employee empowerment a requirement
You might discuss: - the benefits and the limitations of quality circles - the impact of quality circles on workers - requirements for quality circles to be successful - implementation of quality circles in the U.S.
Ask student to identify firms which they believe could serve as benchmarks. If students are unable to identify any firms - ask them to identify a college or university whose registration system or housing selection system could serve as a benchmark. Most students have enough knowledge of, or friends at,other colleges and universities so as to be able to respond to this question.
One might ask students “Given that these suggestions seem to make intuitive sense, why would a company not wish to implement them?”
This slide introduces a discussion about JIT. Subsequent slides elaborate.
This might be a good time to differentiate between “push”and “pull” systems. Subsequent slides elaborate on the role of JIT and inventory levels in hiding problems.
Note that reducing inventory enables problems to be seen - it does not necessarily fix them.
This slide simply enables you to introduce the tools of TQM. Particular tools are elaborated upon in subsequent slides.
One question to pose to your students: “Of what value is the notion of a “social cost?” How might a manager use this in decision making?
How does one identify the “cost” given in this problem?
This slide probably deserves some discussion. Some students will probably question whether consumers could tell the difference between the two. You should stress that they can tell the difference and that this will have an impact on their buying decisions.
This slide may help clarify the differences between conformance and target-based quality control.
This slide probably deserves more discussion than most of us would tend to allot it. Students need to understand the cost of “going the extra mile,” - the difference between something which may be very good, and something which is perfect. The students also need to recognize that Pareto charts suggest where to place effort - on the item that looms largest on the chart. After progress is made on that item, then one performs a Pareto analysis on the remaining items, and repeats the procedure..
This slide can be used to introduce Process Charts.
You can use this slide as an example of a process chart; use it to guide students in developing their own charts for some common activity.
This slide introduces the Cause and Effect Diagram. The next several slide show the development of a simple example. If time is available, it would be helpful to ask students to develop their own examples.
This slide illustrates a Cause and Effect Chart for a practical problem.
This slide introduces the process of Statistical Process Control. Slides illustrating the mechanics will be found in the presentation for supplement 6S. At some point, you may wish to illustrate or discuss the connection between Statistical Process Control and the Target and Conformance-based quality control discussed earlier.
This chart enables you to discuss some of the information which can be obtained from the Process Control Charts.
This slide introduces the concept of inspection. At this point, one should probably stress the role of inspection in the overall quality control process. Some students seem to have the notion that inspection is quality control.
This slide can be used to frame a discussion about when to inspect. If your students have documented an actual production process from a local business, one of these documented processes can serve as an example.
As you discuss inspection points in services, ask students how the use of inspection should differ between goods and services.
As you discuss inspection points in services, ask students how the use of inspection should differ between goods and services.
As you discuss inspection points in services, ask students how the use of inspection should differ between goods and services.
As you discuss inspection points in services, ask students how the use of inspection should differ between goods and services.
As you discuss inspection points in services, ask students how the use of inspection should differ between goods and services.
As you discuss inspection points in services, ask students how the use of inspection should differ between goods and services.
Ask your students to consider other services: Banking, medical care (hospital), home construction, etc., and identify the points of inspection.
At this point, you might consider going back to the slides illustrating the differences between goods and services. Those slides are provided next. If you do not wish to use them, simply skip to the final slide in the sequence.
Again, it is helpful to look at the differences between goods and services. Have your students identify the consequences of some of these differences.
This slide is a repeat of the earlier one on Service Quality Attributes as that topic appears at this point in the text.