TOPIC 4: EMPLOYEES PARTICIPATION IN THE QUALITY PROCESS AND SYSTEMATIC APPROACH TO QUALITY TRAINING Flashcards
QUALITY PLANNING
Before TQM can be implemented in an organization, you have to plan carefully what you
want to achieve. We all know the saying” If you fail to plan, you plan to fail”. Well, this
especially applies to any quality dimensions (quality characteristics, the approach to
quality management, the quality system and the eventual total quality management
(TQM) system. Beware of thinking too compartmentally or narrowly. Planning involves
many interrelated aspects, planning for quality is an extension of design for quality, which
depends on creativity. Creativity is inherent to TQM and it would be foolish to say that it
ends with design.
Planning, in general, refers to the Managerial function (1) setting organizational
goals/objectives (i.e. what we want to achieve?) and (2) establishing the policies,
procedures and programmes needed to achieve the identified goals. Objectives to the
extent allowed by the available resources (i.e. how will goals and objectives are achieved)
a more detailed approach to planning the quality system would include answering the
following additional question:
• WHY (why do want a quality system)
• WHERE (where do we want a quality system to operate)
• WHEN (when should the quality system operate)
SYSTEMATIC QUALITY PLANNING
Quality has several dimensions. Regardless of what the dimensions are, almost all
enterprises regard quality as a competitive weapon and even the decisive factor that
makes the difference between success and failure. Where does the implementation of a
quality start? The obvious answer is “quality planning”, which means that there must be
a logical approach to developing the means to attain quality.
4.2.1 A Good Quality Management System
A good quality management system assures quality through discipline. It must work or
provide action to prevent defects and other types of waste. If the system does not achieve
this, then there is something wrong with its plan or its implementation
4.2.2 Process Modelling
This elaborates on the importance of understanding processes, what they produce, and
by what means they perform their functions. It is important to know this concept as part
of BPR (business process re-engineering) and process improvement projects.
4.2.3 Process Flowcharting
Flowcharting is a tool for analysing processes. It allows you to break any process down
into individual events or activities and to display these in shorthand form showing the
logical relationships between them. Constructing flowcharts promotes a better
understanding of processes, and a better understanding of processes is a prerequisite for
improvement.
It is impossible to improve and control quality if the process is not thoroughly understood.
Process flowcharting is an old and powerful technique that is used to analyse, describe
and display any process clearly, accurately and concisely. Certain standard symbols are
used on the chart. The principle behind flowcharting is to create an understanding of
business processes, which implies cross-functional interaction and teamwork
Critical questioning forms part of flowcharting and it is used for the critical examinations
of existing processes. The aim of the technique is to discover ways of improving existing
process flows by eliminating unnecessary parts of a job and or combining, rearranging or
simplifying activities in order to achieve more effective results and to reduce waste.
In the systematic planning or detailed examination of any process, whether that be
clerical, manufacturing or managerial activity, it is necessary to record the series of events, activities, stages and decisions in a form that can be easily understood and
communicated to all. The usual method of recording facts is not suitable for recording
the complicated process that exists in any organization, to overcome this difficulty,
certain, methods of recording have been developed and the most powerful is
flowcharting.
COMMUNICATING FOR QUALITY
Developing a quality strategy is only half of the task. The other and very important half
is to communicate the strategy so that people are convinced to support the process and
they can become enthusiastic about the new initiative. In order to do this, a
communication strategy should be developed. The first step is to develop a quality policy
or quality statement that outlines the commitment of top management. The next step is
to develop a directive that will indicate the steps to be taken by all the responsible
departments and employees in implementing the policy.
This directive should meet the following requirements:
• Need for improvement
• The concept for total quality
• Importance of understanding business processes
• An approach that will be taken
• Individual and process group responsibilities
• Principles of process measurement
Once the directive is completed this must be communicated to the whole organisation
through a number of channels. The systems for disseminating the message should include
all the conventional communication methods of seminars, departmental meetings,
posters, newsletters, intranet, etc. Please note that the employees will only be
committed to the implementation of TQM if they know exactly what their tasks and
commitments are. For this understanding, a constant flow of information is necessary,
including:
• When and how individuals will be involved
• What the process requires
• The successes and benefits achieved
It is important that communication be kept as simple as possible so that the chances of
distraction can be minimised. It is also suggested that the language be kept as simple as
possible. The following are some of the best ways to communicate the change to
employees:
• Communicate directly to supervisors (first line)
• Use face-to-face communication
• Communicate relative performance of the local work area.
All levels of management should introduce and stress ‘open‟ methods of communication,
by maintaining open offices, being accessible to staff/employees and taking part in day-
to-day interactions and the detailed processes. This will lay the foundation for improved
interaction between staff and employees, which is essential for information flow and
process improvement. It is to be expected that the quality message will meet with some
resistance as it is communicated through the organisation by means of the quality
directive. First-line management should be trained to help people deal with it. This is
why it is important for top management’s communication to be forceful and persuasive.
TRAINING DEFINED
Training has been defined as “The systematic development of the knowledge, skills and
attitudes required by an individual to perform adequately a given task or job”. Or Training has also been defined in the Glossary of Training Terms (Manpower Services
Commission, U.K) as “a planned process to modify attitude, knowledge or skill behaviour
through learning experience to achieve effective performance in an activity or range of
activities”.
Its purpose in the work situation is to develop the abilities of the individual and to satisfy
current and future manpower needs of the organisation”.
ROLE OF TRAINING
In order to enable the trainer to first comprehend his/her role, it would be helpful if
training as a concept is briefly delved into. It is recognised that the right mix of knowledge,
skills and attitudes/behaviours, helps a job holder to perform tasks successfully.
Organisations try to achieve this by:
Proper selection of personnel, i.e. choosing the right person for the right job; and Human
resources development-through training intervention- helping them to learn in order to
bridge the performance gap, if any, and make them more proficient. The component of
development may also be added to this process.
In order to achieve its overall goal of performance improvement, training must lead to
the enhancement of professional knowledge and skills both at individual and collective
levels. It should also equip personnel to respond appropriately to emerging challenges.
Training should also bring about appropriate changes in attitudes and should strive for
that unique synthesis between improvement of the individual’s competencies and
promotion of organisational objectives.
BENEFITS OF SYSTEMATIC APPROACHES TO TRAINING
Many people assume that they already have good training for them and their employees.
After all, we answer our employees’ questions as they have them. We send our
employees to a course once in a while. Sure, our approach to training is not intended that
is, planned and focused. But employees seem to be doing their jobs without having real
problems.
Unfortunately, we do not know what we do not know. It may be that our employees
could be performing much better than we realize if they had better skills. It might that
the supervisors could get back a lot of time that otherwise is spent answering employees’
questions. Employees might be retained much longer, as well. Addressing this possibility
is not a “what if” question. It is the primary responsibility of a supervisor.
Adopting a systematic approach to training helps ensure that supervisors are getting the
most out of themselves and their employees. A systematic approach to training includes
taking the time to analyse what results the organisation needs from its employees if
employees are accomplishing those results. A systematic approach includes evaluating approaches before, during and after training to ensure employees truly benefited from
the training in terms of enhanced results to the organisation. Effective training and
development include using sound principles of performance management and good basic
training techniques.
MODEL OF SYSTEMATIC APPROACH TO TRAINING
In order to operate training in a systematic manner, it has to cover interrelated stages
and processes.
4.7.1 Organisation’s Aim
Understanding the organisation’s aims and needs and how the aims are met by a range
of jobs that exist in an organisation. Training needs need to be analysed, find out what
people need to learn. This can be done by:
• Assessing the degree of competence of job-holders to meet those requirements
• Setting aims and learning objectives
• Specifying what trainees should be able to do as a result of training designing training
strategy
• Deciding on a strategy to meet training needs e.g. by designing courses/modules,
suggesting various methodologies, deciding key learning points trainees must grasp and
also sending some learning material(preview) to trainees
• Implementing a training strategy
• Putting the training into practice.
ESTABLISHING & ASSESSING THE QUALITY & EFFECTIVENESS OF TRAINING
The entire process is covered by the term Systematic Approach to training which can be
depicted. It is apparent that the term training is not simply Organising classroom sessions.
There is more to it. This process can help us to identify the role of the person responsible
for Organising training and implementing the training policy. It would be worthwhile to
discuss each of these segments in some detail.
4.8.1 Aim and Training Objectives
After identifying training needs, we need to formulate the aim of training and set training
objectives. Aim links training design to the training needs. It may be expressed in a dry
and matter of fact manner or dressed up to be as appealing as a television advertisement.
In relation to the training of enforcement officers in the field of precursor control, here
are some examples:
• To train drug law enforcement officers to identify precursor chemicals
• To ensure that precursor control staff are able to detect diversion of precursor
chemicals
• To improve the investigating skills of officers involved in precursor control
All of the above examples are broad statements describing the intention of the training.
It can be considered as a short publicity statement that will appeal to the client and to
prospective trainees.
Aims are of little value in designing the actual training, because they do not give sufficient
information about what the students will learn during their training and even further,
what they will be able to do on completion. This requires the formulation of objectives.
4.8.2 Objectives
An objective is used to state what they (students) will be able to do on completion of
training when they have achieved a satisfactory standard of performance under training
conditions. The term used to describe this is called training objective. In a precursor
control training programme, typical objectives for the various topics could be:
• At the end of the training, the trainees will be able to fully explain the concept of
precursor control and describe the need for such control as a strategy to contain a supply
of illicit narcotic drugs
• At the end of the training, the trainees will be able to describe the licit and illicit uses
of the precursors listed in Tables I and II of the United NationsConvention,1988
• At the end of the training, the trainees will be able to test suspect substances using
a precursor identification field test kit and determine whether or not the suspect
substance is a precursor chemical
• At the end of the training, the trainees will be able to detect and prevent cases of
diversion of precursor chemicals for illicit uses.
TRAINING DESIGN
Designing training programmes is an important component of a systematic approach to
training. It should be designed to enlist the active participation of the personnel at varying
levels. If possible, training experts should be consulted. Programmes design must bear
the stamp of being custom-made to achieve specific objectives of the individuals or
groups, as the case may be.
Precursor Control training programmes usually have more than one purpose, such as
providing knowledge, enhancing technical skills and affecting attitudinal changes.
Emphasis on a particular purpose may, however, vary from programme to programme
depending upon factors such as the type of audience, level of participants, etc. Designing
training programmes involves determining the level of participants, identifying the
resource persons and selecting appropriate methods and techniques for training.
Any programmes designed for training the trainers should have a component to enhance
the instructional skills of the participants and another to impart knowledge and enhance
skills in the subject matter.
BASIC OVERVIEW OF SYSTEMATIC APPROACHES TO TRAINING
The following manuals outline systematic training processes. A systems approach ensures
a comprehensive training process that remains focused on the needs of the organisation.
The process typically includes the phrases:
• Analyse the organisation’s needs and identify training goals that, when reached, will
equip students with knowledge and skills to meet the organization’s needs. Usually, this
phase also includes identifying when training should occur and who should attend as
students
• Design a training system that students and trainers can implement to meet the learning
goal; typically includes identifying learning objectives (which culminate in reaching
the learning goals), needed facilities, necessary funding, course content, lessons and
sequence of lessons
• Develop and Implement a training “package” of resources and materials, including
developing audio-visuals, graphics, manuals, etc. and delivering the training, support
group feedback, clarifying training materials, administering tests and conducting the final
evaluation. This phase includes administrative activities, such as copying scheduling
facilities, taking attendance data, billing students, etc.
• Evaluate training, including before, during and after implementation of training.
In a systematic approach to training, each phase of the process produces learning goals
that are used by the next phase, training design. Training design (often called instructional
design) references the goals to design methods and materials from which students can
reach the goals and objectives. Typically, each phase provides ongoing evaluation
feedback to other phases in order to improve the process of the overall system.
ASSESS RESULTS
The intentions of training cannot be measured but results can be. The final part of
systematic training is, therefore, to use suitable measuring techniques to assess:
• The quality of training provided
• Whether this resulted in improved performance
• Whether the training was worth doing
At the end of the day, the training programme is as good as the participants found it.
Their feedback helps in the evaluation of the training programmes but also helps to
improve future programmes
MATCH BETWEEN TRAINING OBJECTIVES AND TRAINING METHODS
Training is designed to achieve the objectives formulated and appropriate training
methods should be adopted to achieve the objectives effectively.
The trainer has a wide range of training methods to choose from. A judicious mix of one
or more methods should be adopted to suit each training programme. Some of the
important training methods are enlisted below:
• Lecture
• Discussion
• Case study
• Roleplay
• Sensitivity training
• Syndicate
• Brainstorming
• Computer-assisted learning
• Exercise
• Business games
• In-Basket
• On the job training
• Project work
• programmed learning
The training objective and the outcome an event seeks to achieve determine the choice
of the training method. For example, if the objective is to develop technical skill, then
there is a need for practical exercises; if conceptual skill, then a case study could be a
method. If the attitudinal orientation is intended, then role-play is an appropriate
method.
BALANCED CONTENT
A training programme should not be too heavy, so as to leave no time for the trainee to absorb
the inputs. Neither should it be so light as to convey the impression that the training
programme is not a serious endeavour. The programme should be stimulating enough but
must leave time and opportunity for reflection.
While imparting training in precursor control, the training content must be tailored to the
specific duties, roles and responsibilities of the trainees in a particular group. For instance,
the content designed for enforcement officers will vary somewhat from the content for
trainers or for chemists. In each case, the content should be devised so as to achieve the
purpose of training effectively and efficiently.
4.14 TRAINING FOR QUALITY
Quality means meeting the changing needs of clients. Changes imply that people need
to be continuously refocused on their changing tasks. The way to address the issue is to
introduce a progressive and active training and development policy.
4.15 THE TRAINING CYCLE
Training is the single most important factor in actually improving quality, once there has
been a commitment to do so. For training to be effective, however, it must be planned
in a systematic and objective manner. Quality training must be continuous to meet not only changes in technology but also changes in the environment in which the organisation
operates, its structure, and perhaps most importantly of all the people who work there.
TRAINING CYCLE OF IMPROVEMENT
Study pages 234 to 236 of the prescribed textbook.
Quality training activities can be considered in the form of a cycle of improvement, the
elements of which are the following:
Training is the single most important factor in actually improving quality, once there has
been a commitment to do so. For training to be effective, however, it must be planned in
a systematic and objective manner. Quality training must be continuous to meet not only
changes in technology but also changes in the environment in which the organisation
operates, its structure, and perhaps most importantly of all the people who work there.
Quality training activities can be considered in the form of a cycle of improvements, the
elements of which are as follows:
• Ensure training is part of the quality policy: Implement training as part of basic policies
and procedures to be implemented at all levels
• Allocate responsibilities for training: Each employee has to be trained on the
importance of quality, human resources and department managers to be involved
• Define training objectives: Identify individual and group objectives and how this will
develop in to the organisation’s objectives
• Establish a training organisation: Ensure the organization focuses on training
• Specify quality training needs: Identify needs at various levels and know-how training
will benefit
• Prepare training programmes and materials: Do this in conjunction with the human
resources department after identifying specific needs
• Implement and monitor training: Put training programs into place and monitor
performance
• Analyse whether you have achieved the results you set out to achieve in steps
• Review the effectiveness of training: Determine whatever training programmes serve
to benefit the organization and whether they will have a long-standing advantage for
the future
