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International Journal of Research in
Organizational Behavior and
Human Resource Management
International Journal of Research in Organizational Behavior and
Human Resource Management, Vol. 2, No. 4, 2014, pp. 270-286.
ISSN 2320-8724
270
www.aijsh.org
Asian Research Consortium
Training and Learning About Quality Management by
'Laqtaaq" – An Innovative Method
Dr. JAGADEESH RAJASHEKHARAIAH Professor
SDM Institute for Management Development, Mysore
No. 1, Chamundi Hill Road, Siddarthanagar,
Mysore – 570 011, Karnataka
INDIA
Abstract
Educators involved in teaching and training activities often look for new and innovative
methods of teaching to ensure better knowledge transmission from the teacher to the
taught. In addition the method should allow the students to easily understand the
concepts and help them for easy retention and recalling of the same. It is in this context,
the author who is a well experienced academician and trainer has proposed a new
method to teach and learn about quality. The method called LAQTAAQ which expands
as “Learning About Quality Through Acronyms, Abbreviations and Quotes”. essentially
involves acronyms, abbreviations, and quotes, to illustrate various aspects of "quality"
and enables the students to quickly recall and remember the concepts. The method was
tested while teaching a course on TQM to business education students and also during
corporate training sessions and an encouraging feedback was received. The proposed
method is simple and easy to administer besides being scalable and replicable to suit
teaching of other courses. Further the method doesn't demand any special resources and
the technique also offers freedom and flexibility in terms of enhancing the features of
this method .
Keywords: Acronyms, Management education, Pedagogy, TQM, Quality
Introduction
The year 1998 created a historical milestone in the Indian corporate world when the legendary
Indian automobile company Sundaram Clayton Limited won the prestigious Deming Prize
Rajashekharaiah Raja jagadeesh. (2014). International Journal of Research in Organizational Behavior and Human Resource Management,
Vol. 2, No 4, pp 270-286
271
awarded by the Japanese Union of Scientists and Engineers (JUSE). The news of this company
winning the prestigious Deming Prize spread through the corporate world in India and triggered
interest in trying for quality awards at national and international level, (Sridharan 1998).
Well, it was not sudden or a flash in the pan, but it was the culmination of the efforts put in by
the TVS group company along with several others who had adopted the Total Quality
Management (TQM) principles. The Deming Prize is one of the highest awards in the field of
quality management in the world. It was set up in 1951 in commemoration of the late Dr.
William Edwards Deming, a pioneer in the field of quality management from the USA, who
contributed greatly to Japanese industries‟ applications of statistical quality control after the
World War II, (www.juse.or.jp/e/deming). Further, the Deming Prize indicates the ability of an
organization to demonstrate the application of TQM concepts effectively in an organization
apart from high output quality, (Radhika 2002).
Today it is a matter of pride that as many as 20 Indian companies have won the coveted Deming
Prize till 2013, the largest number won by companies in any country outside Japan, Table 1
shows the list. Further, four companies have also succeeded in winning the Deming Grand
Prize. Majority of these companies happen to be from the automotive sector.
"Insert Table 1 about here"
Training of the human resources in quality management - a review
Historically learning and teaching processes have been examined by various experts that include
psychologists, behavioral scientists, and of late information and communication technology
(ICT) experts to improve the processes leading to better results. Pedagogical changes are often
debated and novel methods are introduced by enthusiastic teachers. In this paper one such
attempt is described that helped the teacher and the students to understand the topics of quality
management and make the process of learning an enjoyable experience. The merits and demerits
are discussed and suggestions for improvement are given. The new method was tested for its
effectiveness while training as well as teaching a course on Total Quality Management (TQM).
A common observation among the award winners is, these organizations emphasized on the role
of human resources along with leadership and application of tools and techniques. In fact , the
quality awards have helped in spreading and promoting TQM across various countries, (Abusa,
2011). In all the cases of awards one main observation is the importance given to the human
resource management, (Jagadeesh, 2014). It is clear that people play a major role in TQM and
the link between human resource management and TQM has been well explored, (Wilkinson, et
al. 1994). Further it was found out from the respective websites that all these award winning
companies have provided extensive training on quality management to all their employees in
their pursuit of total quality. While commenting on the lessons from the Balridge award winning
companies it is stated that all the employees have to be trained in using SPC tools, and follow
continuous improvement, (Hodgetts, 1994).
Rajashekharaiah Raja jagadeesh. (2014). International Journal of Research in Organizational Behavior and Human Resource Management,
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272
Importance and requirement of new methods to improve quality of learning
Educators and trainers frequently look for new methods of teaching and training to improve the
effectiveness of course delivery and enhance knowledge dissemination. The ultimate objective
of effective knowledge transmission from the teachers to the taught remains intact and any
method adopted has to serve this purpose.
In the last more than two decades the author of this paper had the opportunity to teach courses
related to Quality Management particularly Total Quality Management and Statistical Quality
Control at formal graduate and post-graduate programs, and also to conduct training on those
topics to people from the industries. The courses touched upon topics like Quality Gurus,
Quality Awards, Quality Tools, and statistical approaches. The course duration used to be one
semester of six months duration in graduate programs and one trimester in masters programs
usually spanning three to four months. However the training programs on quality management
as conducted by the author varied in duration from a few days to few weeks based on topicality
and content. Here the pedagogy would be more towards hands-on exercises and computer
applications that may include using spreadsheets and simulation packages.
It is interesting to note that how the Baldrige award criteria can be used to teach the TQM
course was suggested long back, (Nevesa, 1993). Teaching and learning are considered as
processes that can be managed like any other process and suggest focus on the management
function that transforms teacher and student effort into learning, (Walstad and Chizmar, 1994).
The implications of practicing TQM principles while teaching a course on TQM to business
students are well reported, (Golhar and Ahire, 1995). Games, exercises and simulations can be
used to enhance learning by engaging students in the classroom, (Heineke, 1997). Baldrige
award criteria have been successfully used to improve quality of processes and systems in
organizations, and also to teach an MBA level course, (Karathanos, 1999). Based on the
differences between industry and the university and using Bloom‟s Taxonomy of Educational
Objectives (Bloom 1984), several ways to improve teaching quality have been suggested,
(Felder and Brent, 1999). How the process of teaching and learning can be improved by
applying the TQM philosophy is enumerated (Lo and Sculli, 1996; Lee and Yeap, 2003) to
indicate how the very same principle can be helpful in improving quality. In a recent paper, how
concept mapping can be used to measure prior knowledge to promote better ways of learning
has been described, (Hay and Kinchin, 2008).
DEVELOPMENT OF “LAQTAAQ” METHOD
The author remembered a guest speaker who was discussing the requirements of a good
teaching learning process using the acronym “FIRE” which represents the characteristics of the
method namely Fun, Interactive, Rational and Expandable. Picking the cue from FIRE the
author decided to develop a method that essentially uses acronyms and abbreviations to teach
Rajashekharaiah Raja jagadeesh. (2014). International Journal of Research in Organizational Behavior and Human Resource Management,
Vol. 2, No 4, pp 270-286
273
the concepts of quality. The author in his long association with courses on “quality” had noticed
a number of acronyms commonly used as a part of the various topics dealing with theory and
applications. It is interesting to note that the course titles themselves acronyms. The method
proposed here uses acronyms and abbreviation on one part and well known, meaningful and
relevant quotes by a distinguished personality or leader or any popular person on the other part.
These two components together emphasize the importance of quality related issues or topics
through their simple and easy to understand form. The method was titled as LAQTAAQ which
expands as “Learning About Quality Through Acronyms, Abbreviations and Quotes”. The title
rhymes with LAPTOP (computer), the sign of modern business and a well recognized corporate
symbol. Further the title of the method itself being an acronym evinces interest and prompts for
exploration.
As stated in www.businessballs.com many acronyms and abbreviations are motivational and
inspirational for training, because they contain a special theme. Further, the set of letters
forming the acronym or abbreviation is a mnemonic device (a memory aid) carefully picked to
enable a readable word. Though earlier practice was to read an acronym as a single word and to
read the abbreviation as individual letters, sometimes no distinction may be made between the
two. Strictly speaking, acronyms are words formed from the abbreviations of others, but many
of these acronyms aren't words at all, and even some of the best known acronyms like LASER
and RADAR have bent the acronym rules, as stated in www.businessballs.com.
Quotes are very popular in training and usually serve the purpose of introduction or conclusion
in presentations. Although some quotes are very contextual attributed to specific event or place
or time, some are general in nature and hence used for a variety of situations. The power of
quotes is often proportional to the originator of that quote. Thus it is common to use quotes by
celebrities or historical persons.
METHODOLOGY
The course selected for the application of the new method was TQM taught both to post-
graduate students and also participants of the management development programs. In every
class session the relevant acronyms, abbreviations, and quotes were displayed on the wall
mounted screen in the beginning as starters and a few minutes of discussion was held. The rule
followed was two acronyms or abbreviations and one quote for every session. The entire course
included 20 sessions and hence a total of 40 acronyms and abbreviations were used along with
20 quotes.
Table 2 shows the list of Acronyms and Abbreviations and Table 3 displays the set of quotes
used.
"Insert Table 2 about here"
Rajashekharaiah Raja jagadeesh. (2014). International Journal of Research in Organizational Behavior and Human Resource Management,
Vol. 2, No 4, pp 270-286
274
"Insert Table 3 about here"
The choice of AAQ‟s (Acronyms, Abbreviations and Quotes) was both contextual and
sometimes general. For example, while teaching personal quality the relevant AAQ‟s were used.
Further, A & A‟s (Acronyms and Abbreviations) that are already part of quality lexicon were
not used. For example six sigma terms like DPM (Defect Per Million), DFSS (designing For Six
Sigma), and DMAIC (Define Measure, Analyze, Implement, Control) were not used as these are
specific to a certain approach or method. The element of fun was also a consideration in the
selection. For this purpose several well known resources in the internet were used. Similarly
quotes were carefully selected among the thousands available under different headings and
groupings. The last column in both the tables shows the meaning, use and application in quality
management.
Mapping of quality management topics with AAQ's
Referring to Table 2 and 3 it can be said that a copious combination of acronyms, abbreviations,
and quotes can be prepared to suit different contexts and situations. What is presented in Tables
2 and 3 are only illustrative and one can add or revise the contents according to the individual
requirements. However an important step is to map these AAQ's to different situations under the
realm of TQM. In this regard a separate table is provided which enables to group the different
AAQ's under different topics and further to clearly help the trainer or the teacher to pick the
required AAQ's to suit a particular situation.
"Insert Table 4 about here"
From the Table 4 it is now easy to use the required abbreviations and acronyms for given
quality management topic. These topics listed in Table 4 are the commonly used topics in the
training programmes and hence should be useful to anyone interested in this method.
Critical View Of The LAQTAAQ Method
The choice of AAQ‟s and their use is more or less discretionary based on an individual‟s
requirement and preference. But the rationale is to select those AAQ‟s so as to make them
relevant for a particular context and make it is easy to remember. While the list provided in
Tables 2 and 3 are only illustrative, there is no binding about their choice and usage. Any
number of such lists can be created. Similarly the number suggested namely two A & A‟s and
one quote in every session is also a matter of convenience and hence can be altered to suit
individual requirement. The technique is easy to administer and manage. At any time the lists
can be altered or updated and expanded. It is also possible to create new AAQ‟s for any other
subject or course to demonstrate one‟s creativity. Further, forming „bacronyms” can also be
thought of, which involves choosing a word first and then to expand each letter to result in a
new acronym. Thus the method provides enough flexibility in usage. Regarding the quotes
higher impact can be created by choosing quotes attributed to well known persons and from
various backgrounds and parts of the world. Additional flavor can be in the form of including a
Rajashekharaiah Raja jagadeesh. (2014). International Journal of Research in Organizational Behavior and Human Resource Management,
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brief biography of the person quoted thus enriching the knowledge base. To arouse interest and
stimulate discussion in the class witty one liners and funny quotes can also be used to
emphasize the topic of discussion. Both the teacher and the students can be creative in forming
new acronyms and abbreviations. In each class the students can be asked to form new acronyms
and abbreviations through brainstorming and thus the interest can be always kept high. On the
downside the method may look too trivial and ordinary and thus the students may not show
enough interest to continue the practice in every session. After a few classes monotony can set
in and hence a careful and judicious blend of AAQ‟s is justified.
CONCLUSION
The objective of any method of learning is to ensure successful retention and application of the
concepts. The proposed method based on the well known mnemonic aids helps to remember the
concepts and quickly recall when dealing with a quality related issue. It is also learning about
quality through a simple technique and should be easily adoptable by anyone. The author
followed the proposed method while teaching TQM to the post-graduate students of
management education, and also while conducting training programs. The students actively
participated and some more acronyms and abbreviations were generated by the participating
students. The brainstorming sessions were very interesting and lively thus making the
knowledge transmission process effective and fruitful. From the quality management
perspective the proposed method shows the power of simple technique that can be used without
any equipment or intense preparation. The method is scalable, replicable and economical too
thus reflecting its adoptability and ease of application. The author noted from the informal
feedback that approximately 80 percent of the students felt very satisfied, 15 percent moderately
satisfied and 5 percent lowly satisfied by this method. The best feedback came by one of the
students commenting on the method who said it was “FUN” meaning “Fundamentals
Understood Naturally”. This reinforced the author‟s belief in the power of the method..
Rajashekharaiah Raja jagadeesh. (2014). International Journal of Research in Organizational Behavior and Human Resource Management,
Vol. 2, No 4, pp 270-286
276
REFERENCES
1. Abusa, F. (2011). TQM implementation and its impact on organizational performance
in developing countries: a case study on Libya, Doctor of Philosophy thesis, Faculty of
engineering, University of Wollongong, 2011. Retrieved from
http://ro.uow.edu.au/theses/3314.
2. Bloom, B.S. (1984). Taxonomy of educational objectives cognitive domain. New York:
Longman.
3. Felder, R. M., & Brent, R. (1999). How to improve teaching quality. Quality
Management Journal. 6(2), 9-21
4. Golhar, D. Y., & Ahire, S. L. (1995). TQM for business students: An experimental
learning approach. The International Journal of Quality & Reliability Management.
12(7), 54-64.
5. Hay, D., & Kinchin, I. (2008). Using concept mapping to measure learning
quality. Education & Training. 50(2), 167-182.
6. Heineke, J. (1997). Enhancing learning using classroom games and exercises. Quality
Management Journal. 4(4), 32-42.
7. Hodgetts, R. M. (1994). Quality lessons from America's Baldridge winners. Business
Horizons, 37(4), 74.
8. Jagadeesh R. (2014). Emphasis on Human Resource Management in Quality
Improvement - A case study of Quality Awards' Criteria, International Journal of
Economics, Commerce and Management, 2(1), 1 - 12
9. Karathanos, D. (1999). Using the Baldrige award criteria to teach an MBA-level TQM
course. Quality Management Journal. 6(1), 19-28.
10. Lee, F. T., & Yeap, B. H.( 2003). Applying TQM philosophy to the teaching and
learning processes. Proceedings of HERDSA Conference, 6-9 July, Christchurch, New
Zealand.
11. Lo, V. H., & Sculli, D. (1996). An application of TQM concepts in education. Training
for Quality. 4(3), 16-22.
12. Nevesa, J.S., & Nakhaib, B. (1993). The Baldrige award framework for teaching Total
Quality Management”. Journal of Education for Business. 69(2), 121 – 125.
13. Radhika, N. (2002). Sundaram Clayton - Wining the Deming Prize. ICFAI Center For
Management Research, OPER 010, 1-12.
14. Routray, P & Mangaraj, S. (2010). Impact of Training on Quality Management System-
Case Study of a Tyre Manufacturing Company, Training & Development Journal, 1(1),
97-108
15. Sridharan, R. (1998), Total Quality Ltd, The historic story of how Sundaram-Clayton
beat the world to win the Deming prize, Business Today, 69-79. Retrieved from
Rajashekharaiah Raja jagadeesh. (2014). International Journal of Research in Organizational Behavior and Human Resource Management,
Vol. 2, No 4, pp 270-286
277
http://www.emu.edu.tr/~oyagiz/Emu-
Online/indian%20company/Cover%20Story%20Total%20Quality%20Ltd.htm
16. Walstad, W. & Chizmar, J. F. (1994). Total Quality Management of teaching and
learning". Journal of Economic Education. 25(2), 179-190.
17. Wilkinson, A., Marchington, M. & Daleuman, B., (1994). Manufacturing More
Effective TQM: Implications for the Management of Human Resources, Research and
Practice in Human Resource Management, 2(1), 69-88.
Table 1. Deming Prize winners in India
No. Name of the company Year of winning the
Deming Prize
1 Sundaram-Clayton Limited (Brakes Division) 1998
2 Sundaram Brake Linings 2001
3 TVS Motor Company Limited 2002
4 Brakes India (Foundry Division) 2003
5 Mahindra & Mahindra Limited (Farm Equipment) 2003
6 Rane Brake Linings Limited 2003, (2013)*
7 Sona Koyo Steering Systems Limited 2003
8 Indo Gulf Fertilizers Limited 2004
9 Lucas TVS 2004, (2012)*
10 SRF limited 2004
11 Krishna Maruti Limited, Seat Division 2005
12 Rane Engine Valves Limited 2005
13 Rane TRW Steering Systems Limited, Steering Gear Division 2005
14 Asahi India Glass Ltd, Auto Glass Division 2007
15 Rane (Madras) Limited 2007, (2012)*
16 Reliance Industries Limited, Hazira Manufacturing Division 2007
17 Tata Steel Limited 2008, (2012)*
18 National Engineering Industries Limited 2010
19 Sanden Vikas (India) Limited 2011
20 RSB Transmissions(I) Ltd, Auto Division (Jamshedpur(Unit 1),
Pune & Pant Nagar Plant)
2013
* Deming Grand Prize
Rajashekharaiah Raja jagadeesh. (2014). International Journal of Research in Organizational Behavior and Human Resource Management,
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278
Table 2 Alphabetically ordered list of Acronym or Abbreviation
No. Acronym or
Abbreviation
Expansion Meaning or use
2.01 ADDIE Analysis, Design, Development,
Implementation, Evaluation
Systematic product or process
development sequence. Enables to
bring or introduce new process or
product
2.02 AIDA Attention, Interest, Desire,
Action
Powerful and useful
communications model. Also
known as the Hierarchy of
Effects. Helps to elicit the desired
action through a sequence. Also
useful in cyclical quality
improvement
2.03 ALF Always Listen First Good leaders listen first. By
listening to customers first, the
solution process starts properly.
2.04 ALO A Learning Opportunity Any situation offers scope for
learning thereby improving the
knowledge to improve quality
2.05 BID Break It Down. When attempting to solve a
quality problem always break it
into smaller parts so that it can be
tackled without losing confidence
2.06 BOCCA Belief, Optimism, Courage,
Conviction, Action.
Useful for the process of change.
2.07 BOOSTER Balanced, Observed, Objective,
Specific, Timely, Enhancing,
Relevant
In quality control and
improvement, feedback plays
avey important role. But hwo
should the feedback be is
illustrated
2.08 BOSCARDET Background, Objectives, Scope,
Constraints, Assumptions,
Reporting, Dependencies,
Estimates, Timescales
Illustrates how to set upon a
quality project and clearly lists the
different aspects of the project
planning and execution.
2.09 CARE Cover All Remain Engaged Coverall the issues or sides of a
problem and do not give up
Rajashekharaiah Raja jagadeesh. (2014). International Journal of Research in Organizational Behavior and Human Resource Management,
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2.10 CLAMPS Challenge, Location,
Advancement, Money, Pride (or
Prestige), Security.
Employment reasons
2.11 DIN Do It Now To avoid procastination: situation
calls for immediate action
2.12 DINA Description Is Not Analysis Discourages people from giving
only a narration
2.13 DRAW Dignity and Respect At Work Ensures quality of work life
2.14 DREAM Dedication, Responsibility,
Education, Attitude, Motivation
Employee requirements
2.15 DRIB Don't Read If Busy. Email subject line for less
important messages
2.16 DRIVE Define, Review, Identify,
Verify, Execute.
Influential and useful acronym to
intiate work towards improvement
2.17 EPACA Evaluate, Plan, Action, Check,
Amend
The helix of continuous
improvement.
2.18 ERIC Emotional Reaction Impedes
Control.
It is certainly true and generally
forgotten in the heat of an
argument or other stressful
situation
2.19 FAB Features, Advantages, and
Benefits
Widely used selling technique
2.20 FIRE Find, Inform, Restrict,
Extinguish
Indicates the sequence of actions
when there is fire
2.21 FOCUS Futuristic Observation Creates
Unique Solutions
To emphasise that vision is
essential for creating unique
solutions and development
2.22 FORCE Focus On Reducing Cost
Everywhere
The usual target of every
corporate manager
2.23 GEM Going Extra Mile When improving quality go
beyond the expectations and
create Customers' Delight
2.24 GOAT Greatest Of All Time, Goals,
Objectives, Aims, Targets
An acronym from the sporting
commentators' book of
superlatives
2.25 GOSPA Goals, Objectives, Strategies,
Plans, Activities.
A simple blueprint and order of
thinking for business planning
Rajashekharaiah Raja jagadeesh. (2014). International Journal of Research in Organizational Behavior and Human Resource Management,
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businesses
2.26 IDDOV Identify Define Develop
Optimize Verify
Sequential approach for process
improvement
2.27 IDEA Identify, Design, Execute,
Augment
Process for changing anything
2.28 IDEAL Identify, Define, Explore,
Action, Lookback
Process for solving problems
2.29 IMCIS Identify, Manage, Change,
Improve, Show
The basis of the Japanese
approach to TQM, as in: Identify
customer-supplier relationships,
Manage processes, Change
culture, Improve communications,
Show commitment
2.30 IPOD Input, Process, Output, Diagram Visualization of inputs, process,
and outputs through arrow and
boxes diagram
2.31 KASH Knowledge, Attitude, Skills,
Habits
Useful acronym for trainers to
explain different aspects of
learning
2.32 KEY Keep Extending Yourself Do not stop in your quest for
knowledge or in your
improvement process. Stretch
your goals
2.33 LAST Listen, Advise, Solve, Thank. Useful for training customer
service and complaints handling.
2.34 LEAR Listen, Empathize, Ask, Resolve Useful in understanding the
problem and solving.
2.35 LEDO Listen, Empathize, De-
personalize, Offer.
Mainly for customer service, and
also good for any conciliation or
conflict resolution.
2.36 MILE Maximum Impact, Little Effort Identifying 'high-yield' areas on
which to apply 'high-yield'
methods and techniques.
2.37 MOP Measure Of Performance Enables assessing performance
2.38 PANIC Pressured And Not In Control. Situation in which pressure exists
but not able to control it
Rajashekharaiah Raja jagadeesh. (2014). International Journal of Research in Organizational Behavior and Human Resource Management,
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2.39 PAY Prioritize Activities by Yield Yield refers to output or results
from a process. It is helpful to
focus efforts on tasks and
activities that will give the highest
return on the efforts put in.
2.40 PICNIC Problem In Chair Not In
Computer
Confusion while service
2.41 POSTAD TV Priorities, Outcomes, Sequence,
Timings, Attendees, Date, Time,
Venue
Essentials for any process
particularly for group activities,
and quality circle meetings
2.42 PRIC Problem, Rectification,
Investigation, Correction
Known as the corrective action
loop. The essential four stages for
good quality management
practice, customer service
development, quality of service,
and general personal development
2.43 PRIDE Personal Responsibility In
Delivering Excellence.
Excellent acronym to remember
the role and responsibility
2.44 SCAMER Substitute, Combine,
Add/Adapt,
Modify/Maximize/Minimize,
Eliminate, Rearrange/Reverse
Helps to develop solution through
brainstorming
2.46 SLEPT Social, Legal, Economic,
Political, Technological.
SLEPT analysis' is a business
review method, for assessing
factors enabling or obstructing the
business's performance.
2.47 SPOC Single Point of Contact Simplifying the communication
channel when addressing quality
problem
2.48 SUMO Shut Up and Move On Do not grumble when things are
not in your favor. But continue
your good work
2.49 TAPES Technique And Practice (or
Pressure) Equals Skill
Application of a new technique in
a practice or pressure situation is
required to turn the technique into
a skill
2.50 TEAM Together Everybody Achieves Emphasizes on working together
Rajashekharaiah Raja jagadeesh. (2014). International Journal of Research in Organizational Behavior and Human Resource Management,
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282
More
2.51 TINA There Is No Alternative Helps to decide quickly
2.52 TIP Theory Into Practice Ensure what you have learnt in
training or classroom is followed
in the field
2.53 TRIP Transaction, Relationship,
Information, Partnership.
The sequential development of a
successful customer-supplier co-
operation.
2.54 VAPE Value Added Per Employee A measure to decide the
worthiness of an employee
2.55 YAHOO You Always Have Other
Options
Provides a wonderful mnemonic
aid for training and coaching - to
encourage others to 'think outside
of the box' and to visualise new
directions and goals.
Rajashekharaiah Raja jagadeesh. (2014). International Journal of Research in Organizational Behavior and Human Resource Management,
Vol. 2, No 4, pp 270-286
283
Table 3. List of Quotes used in LAQTAAQ
No. Quality quote Attributed
to
What it means
to quality
managers
When to use
1 We cannot solve our problems with the
same level of thinking that created them
Albert
Einstein
Think
differently and
abandon old
practices
Problem
solving
2 Facts do not cease to exist because they
are ignored
Aldous
Huxley
Facts have to
be considered
under all
circumstances
Problem
solving
3 It is NOT what we get, but who we
become, what we contribute that gives
meaning to our lives
Anthony
Robbins
Set example
through
quality
leadership
Leadership
for quality
4 We are what we repeatedly do.
Excellence, then, is not an act, but habit
Aristotle Motivates to
do right
always not just
one time
Motivating
for quality
5 The secret of success is to know
something nobody else knows.
Aristotle
Onassis
Emphasizes
life long
learning
Motivating
for quality
6 The secret of success is constancy to
purpose.
Benjamin
Franklin
Don‟t deviate
from your
objectives.
(Deming‟s 14
points include
this)
Principles
of quality
7 The superior man is modest in his speech,
but excels in his actions
Confucius Set examples
through
actions not just
words
Motivating
for quality
8 The thing always happens that you really
believe in; and the belief in a thing makes
it happen
Frank Lloyd
Wright
Motivates to
aim and
achieve
Motivating
for quality
Rajashekharaiah Raja jagadeesh. (2014). International Journal of Research in Organizational Behavior and Human Resource Management,
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284
9 We judge ourselves by what we feel
capable of doing, while others judge us
by what we have already done
Henry W.
Longfellow
Our
performance
cannot be
boasted unless
demonstrated
Assessment
of quality
10 I cannot give you the formula for success,
but I can give you the formula for failure,
which is try to please everybody
Herbert
Bayard
Swope
First it is better
convince only
a small group
Principles
of quality
11 A company is no better or no worse than
the employees it has
Kaoru
Ishikawa
People matter
most
Assessment
of quality
12 The bitterness of poor quality remains
long after low pricing is forgotten.
Leon M.
Cautillo
If you insist on
only low price,
you are not
sure of quality
Cost of
quality
13 Quality is about making products that do
not come back for customers that do
Margaret
Thatcher
Ensures how
to get repeat
orders
Cost of
quality
Table 3. List of Quotes used in LAQTAAQ (Continued)
14 Good people do not need laws to tell
them to act responsibly, while bad people
will find a way around the laws
Plato Mere
insistence on
laws won‟t
help
Leadership
for quality;
Inspection
15 The quality of an individual is reflected in
the standards they set for themselves.
Ray Kroc Set always
high
standards;
motivates
benchmarking
Quality
standards
16 People demand freedom of speech to
make up for the freedom of thought
which they avoid
Soren Aabye
Kierkegaard
Watch for
words and
literally don‟t
interpret them
Motivation
for quality
17 Trust is the foundation of total quality,
and trust is made up of both character
(what a person is) and competence (what
a person does)
Stephen
Covey
Helps to
strengthen the
fabric of
binding in any
Principles
of quality
Rajashekharaiah Raja jagadeesh. (2014). International Journal of Research in Organizational Behavior and Human Resource Management,
Vol. 2, No 4, pp 270-286
285
organization
through trust
18 If we all did the things we are capable of,
we would astound ourselves.
Thomas
Edison
Do not
underestimate
yourself;
enables to
realize our
potential
Motivation
19 Almost all quality improvement comes
via simplification of design,
manufacturing, layout, processes, and
procedures
Tom Peters Things need
not be
sophisticated
or complicated
to provide
quality
Design for
quality
20 The difference between a successful
person and others is not a lack of
strength, not a lack of knowledge, but
rather a lack in will.
Vince
Lombardi
What matters
is the strong
conviction to
achieve and
not anything
else
Principles
of quality
Table 4. Mapping of Abbreviations and Acronyms with Quality Management Topics
Primary topic Secondary topic
Serial number of
Abbreviation and Acronym as
in Table 2
Customer satisfaction Leadership for quality 2.03
Cyclical quality
improvement Problem solving approach 2.02
Cyclical quality
improvement Product or process design 2.16, 2.17, 2.26, 2.27, 2.28, 2.29
Cyclical quality
improvement Quality planning 2.42
Cyclical quality
improvement Training and development 2.53
Feedback Quality improvement 2.07
Innovation Problem solving approach 2.44
Rajashekharaiah Raja jagadeesh. (2014). International Journal of Research in Organizational Behavior and Human Resource Management,
Vol. 2, No 4, pp 270-286
286
Inspection Training and development 2.12
Motivating for quality Training and development 2.10, 2.13, 2.14
New product
development Quality planning 2.19
Personal quality Service quality 2.48
Prioritizing Quality planning 2.15
Prioritizing Time management 2.39
Problem solving approach Customer relationship
management 2.33
Problem solving approach Cyclical quality improvement 2.55, 2.04
Problem solving approach Motivation for quality 2.05
Problem solving approach Quality improvement 2.11, 2.18
Problem solving approach Quality planning 2.20, 2.21
Problem solving approach Service quality 2.35
Problem solving approach Training and development 2.38, 2.40, 2.49, 2.34, 2.51
Product or process design Cyclical quality improvement 2.01
Quality assessment Motivation for quality 2.36
Quality assessment Pareto principle 2.54
Quality cost Motivation for quality 2.22
Quality improvement Leadership for quality 2.09
Quality improvement Problem solving approach 2.23
Quality improvement Training and development 2.32, 2.37
Quality planning Leadership for quality 2.06
Quality planning Motivation for quality 2.3
Quality planning Mission and vision 2.24, 2.25
Quality planning Problem solving approach 2.41
Quality planning Product or process design 2.43
Quality planning Training and development 2.46, 2.52
Quality project
management Problem solving approach 2.08
Quality requirements Training and development 2.31
Service quality Simplification 2.47
Team building Productivity improvement 2.5
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