mgmt 19105

GeoffHigginsMGMT 19105Quality Management

MGMT 19105MGMT 19105

Quality Quality Management Management

GeoffHigginsMGMT 19105Quality Management 22

The Course – Assignment 2The Course – Assignment 2

2000 words; 20% of Course Mark.2000 words; 20% of Course Mark. You are the new manager of a call centre. You You are the new manager of a call centre. You

report to the CEO (who is also the owner) who has report to the CEO (who is also the owner) who has minimal active involvement, but firm expectations minimal active involvement, but firm expectations about how the call centre will be managed.about how the call centre will be managed.

The CEO has given you twelve months to The CEO has given you twelve months to successfully implement total quality management. successfully implement total quality management. He has instructed you to prepare a He has instructed you to prepare a short reportshort report that describes how the organisation will implement that describes how the organisation will implement total quality management.total quality management.



You are to:You are to:

1.1. Write an Action Plan that lists the steps in Write an Action Plan that lists the steps in implementing Total Quality Management at the implementing Total Quality Management at the call centre.call centre.

2.2. Describe each of the steps by stating in plain Describe each of the steps by stating in plain English what will be done and why.English what will be done and why.

3.3. Describe how you will prove to the owner that Describe how you will prove to the owner that you have successfully implemented Total Qualityyou have successfully implemented Total Quality

4.4. ManagementManagement



Notes:Notes: You are not to use the process on pages 776-782 in You are not to use the process on pages 776-782 in

Goetsch and Davis (2006) – Goetsch and Davis (2006) – find a process published elsewhere (with considerably find a process published elsewhere (with considerably less steps than the textbook).less steps than the textbook).

The organisation is fictitious. You can invent information The organisation is fictitious. You can invent information about the organisation. Do not be elaborate in what you about the organisation. Do not be elaborate in what you make up, and try to keep it realistic.make up, and try to keep it realistic.

Always remember that the purpose of the report is to Always remember that the purpose of the report is to demonstrate what you know about quality management demonstrate what you know about quality management and about the implementation of Total Quality and about the implementation of Total Quality Management. Management.


The Course – Assignment 2The Course – Assignment 2•• Write a ‘short report’ (see Guide for Students, p 90-1).Write a ‘short report’ (see Guide for Students, p 90-1).•• Use the organisation as a way to demonstrate your Use the organisation as a way to demonstrate your

knowledge of the course content, including the textbook knowledge of the course content, including the textbook and additional reading you have done. This involves and additional reading you have done. This involves extensive referencing of theory available from these extensive referencing of theory available from these sources.sources.

•• Provide an executive summary, introduction, conclusion Provide an executive summary, introduction, conclusion and recommendations.and recommendations.

•• Use appropriate headings.Use appropriate headings.•• Use at least 8 references from the course materials and Use at least 8 references from the course materials and

your own reading.your own reading.•• Use minimal direct quotes. Instead, using your own Use minimal direct quotes. Instead, using your own

words to describe your sources’ content.words to describe your sources’ content.•• Use in text referencing and a reference list. Including Use in text referencing and a reference list. Including

references to any marketing materials and websites you references to any marketing materials and websites you use.use.



(Out of 4 marks) Question 1 – Write an Action Plan that lists the steps in (Out of 4 marks) Question 1 – Write an Action Plan that lists the steps in implementing Total Quality Management at the call centre – this implementing Total Quality Management at the call centre – this is a simple list of sequential steps, supported by appropriate is a simple list of sequential steps, supported by appropriate references.references.

(Out of 6 marks) Question 2 – Describe each of the steps by stating in plain (Out of 6 marks) Question 2 – Describe each of the steps by stating in plain English what will be done and why – it should be clear to the English what will be done and why – it should be clear to the reader what the step involves, and the ‘why’ should be reader what the step involves, and the ‘why’ should be supported by appropriate references.supported by appropriate references.

(Out of 6 marks) Question 4 – Describe how you will prove to the owner (Out of 6 marks) Question 4 – Describe how you will prove to the owner that you have successfully implemented Total Quality that you have successfully implemented Total Quality Management. The proof must be able to be observed or Management. The proof must be able to be observed or measured. This should be supported by appropriate references.measured. This should be supported by appropriate references.

(Out of 4 marks) Clarity of expression and presentation – including the (Out of 4 marks) Clarity of expression and presentation – including the orderly and logical presentation of information, referencing, orderly and logical presentation of information, referencing, neatness, and the inclusion of an executive summary, neatness, and the inclusion of an executive summary, introduction and conclusion.introduction and conclusion.

TOTAL: 20 MarksTOTAL: 20 Marks


Week 5 – Focus on CustomersWeek 5 – Focus on Customers

Tom PetersTom Peters “customer obsession”“customer obsession”

Thriving On ChaosThriving On Chaos (1987) (1987)“Total Customer Responsiveness”“Total Customer Responsiveness”

Tom Peters and Robert Waterman Tom Peters and Robert Waterman In Search of ExcellenceIn Search of Excellence (1982) – no.2 of the eight basic principles:(1982) – no.2 of the eight basic principles:

‘‘Staying close to the customer – Staying close to the customer – learning his preferences andlearning his preferences and catering to them.’catering to them.’


Week 5 – Identifying NeedsWeek 5 – Identifying Needs

1. Speculate about the results.1. Speculate about the results. How ‘in touch’ are we with our customers?How ‘in touch’ are we with our customers?

Could our assumptions has negatively influenced Could our assumptions has negatively influenced our product/service offerings?our product/service offerings?

2. Plan how to gather the information.2. Plan how to gather the information. Be systematic.Be systematic.

Get as close to the customer as possible – face-to-Get as close to the customer as possible – face-to-face?face?

Use a variety of methods – for cross-confirmation.Use a variety of methods – for cross-confirmation.

Make it efficient enough to do regularly.Make it efficient enough to do regularly.

(Scholte’s Six-step Strategy for Identifying Customer Needs, (Scholte’s Six-step Strategy for Identifying Customer Needs, Goetsch & Davis 2006, p. 202)Goetsch & Davis 2006, p. 202)



3. Gather the information.3. Gather the information. Conduct a pilot first (to check the method and the Conduct a pilot first (to check the method and the

questions).questions).

Consider involving ‘operations’ people in information Consider involving ‘operations’ people in information gathering.gathering.

4. Analyse the results.4. Analyse the results. Be analytical and objective.Be analytical and objective.

Represent the findings graphically where possible.Represent the findings graphically where possible.

Look for positives and negatives and trends.Look for positives and negatives and trends.

Test the findings against your initial speculation.Test the findings against your initial speculation.




5. Check the validity of your conclusions.5. Check the validity of your conclusions.

Draw conclusions from the analysis.Draw conclusions from the analysis.

Go back to customers and check the conclusions Go back to customers and check the conclusions with them.with them.

6. Take action as indicated.6. Take action as indicated.

Plan relevant actions – including who, what, when, Plan relevant actions – including who, what, when, where, how and why.where, how and why.

Do something with the information. Otherwise you Do something with the information. Otherwise you have wasted your time, and the time of your have wasted your time, and the time of your customers.customers.



Week 5 – Internal CustomersWeek 5 – Internal Customers

Only a small number of employees in a total Only a small number of employees in a total quality management organisation spend quality management organisation spend considerable amounts of time with customers. considerable amounts of time with customers. What about the rest of us?What about the rest of us?

Our customers are inside the organisation!Our customers are inside the organisation!

Everything we have discussed here is relevant Everything we have discussed here is relevant to the internal customer.to the internal customer.

GeoffHigginsMGMT 19105Quality Management

Week 6Week 6

Empowerment & Empowerment & Team BuildingTeam Building


The objective: to design and build an The objective: to design and build an artistic structure very quickly.artistic structure very quickly.

Rules: You have 10 minutes to design, Rules: You have 10 minutes to design, build and name your structurebuild and name your structure..

The Inaugural CQU Quality The Inaugural CQU Quality Management ClassManagement Class High Speed Artistic High Speed Artistic

Structure Competition 2006Structure Competition 2006


Team Discussion Team Discussion

1.1. How well did you operate as a team?How well did you operate as a team?2.2. What team-y sorts of things did you do?What team-y sorts of things did you do?3.3. What non-team-y things did you do?What non-team-y things did you do?


Module ObjectivesModule Objectives1.1. Define the terms ‘employee empowerment’ and Define the terms ‘employee empowerment’ and

‘teamwork’;‘teamwork’;2.2. Describe the inhibitors of empowerment;Describe the inhibitors of empowerment;3.3. Discuss what experience employees may have Discuss what experience employees may have

as organisations move beyond empowerment;as organisations move beyond empowerment;4.4. Describe the critical behaviours of team Describe the critical behaviours of team

leaders and team members;leaders and team members;5.5. Describe how setting an example and providing Describe how setting an example and providing

recognition can contribute to teamwork; andrecognition can contribute to teamwork; and6.6. Briefly describe the relationship between Briefly describe the relationship between

empowerment, teamwork and quality.empowerment, teamwork and quality.


ReadingsReadingsStudy GuideStudy Guide Module 6 Module 6

TextbookTextbook Goetsch & Davis (2006)Goetsch & Davis (2006)Chapter 8. Employee Empowerment &Chapter 8. Employee Empowerment &Chapter 10. Team Building & TeamworkChapter 10. Team Building & Teamwork

Electronic journal articlesElectronic journal articles Geisler, D 2005, ‘The next level in employee empowerment’, Geisler, D 2005, ‘The next level in employee empowerment’,

Quality ProgressQuality Progress, vol. 38, no. 6. , vol. 38, no. 6. Scarnati, JT and Scarnati, BJ 2002, ‘Empowerment: The key to Scarnati, JT and Scarnati, BJ 2002, ‘Empowerment: The key to

quality’, quality’, The TQM MagazineThe TQM Magazine, vol. 14, no. 2. , vol. 14, no. 2. Gregg, L 2005, ‘Lessons learned from the brink of disaster’, Gregg, L 2005, ‘Lessons learned from the brink of disaster’, The The

Journal for Quality and ParticipationJournal for Quality and Participation, vol. 28, no. 1., vol. 28, no. 1.

(Available on Proquest)(Available on Proquest)


Definition Definition Small GroupSmall Group

From your life experience, answer the From your life experience, answer the following questions:following questions:

What is your understanding of the What is your understanding of the meaning of the word ‘empowerment’?meaning of the word ‘empowerment’?

Why is employee empowerment Why is employee empowerment important in ensuring that customers important in ensuring that customers receive a quality product or service?receive a quality product or service?


Empowerment – Definitions Empowerment – Definitions

““Empowered employees are given ownership Empowered employees are given ownership of the processes they are responsible for, of the processes they are responsible for, and the products or services generated by and the products or services generated by those processes.”those processes.”(Goetsch & Davis 2006)(Goetsch & Davis 2006)

““Empowerment requires individuals to make Empowerment requires individuals to make appropriate and reasonable decisions that appropriate and reasonable decisions that result in an improved process or product.”result in an improved process or product.”(Scarnati & Scarnati 2002)(Scarnati & Scarnati 2002)


Definitions Definitions Small GroupSmall GroupNow we know what Now we know what

empowerment is…empowerment is…

1.1. How can we empower How can we empower employees?employees?

2.2. What risks do we take What risks do we take when we empower when we empower employees?employees?


How to Empower? How to Empower? (1)(1)

Assess ‘workforce readiness’:Assess ‘workforce readiness’:Critical thinkingCritical thinkingKnowledge of decision making processesKnowledge of decision making processes ‘‘Big picture’ knowledge of the organisationBig picture’ knowledge of the organisation

Do the basics:Do the basics: Involve employees.Involve employees.Give ownership of success or failure.Give ownership of success or failure.Allow employees to make decisions.Allow employees to make decisions.Encourage initiative and risk-taking.Encourage initiative and risk-taking.

Goetsch & Davis (2006)Goetsch & Davis (2006)


How to Empower? How to Empower? (2)(2)

Create a supportive environment:Create a supportive environment: Management must suspend their egos.Management must suspend their egos. Handover access to knowledge.Handover access to knowledge. Have ‘people oriented’ managers.Have ‘people oriented’ managers. De-layer the organisation.De-layer the organisation.

Use vehicles such as:Use vehicles such as: MBWA (Management by Walking/Wandering Around)MBWA (Management by Walking/Wandering Around) BrainstormingBrainstorming Quality Circles (or similar, eg Six Sigma Projects)Quality Circles (or similar, eg Six Sigma Projects)

Goetsch & Davis (2006)Goetsch & Davis (2006)


Concerns About Empowerment Concerns About Empowerment (1)(1)

Restricting Employees (Geisler 2005)Restricting Employees (Geisler 2005)Empowerment has been practiced so that Empowerment has been practiced so that

individuals cannot achieve their own potential.individuals cannot achieve their own potential.Employees already have power.Employees already have power. Instead of employee empowerment, we need Instead of employee empowerment, we need

“employee self-determination”.“employee self-determination”.Self-determination involves employees using Self-determination involves employees using

their innate power to achieve unique levels of their innate power to achieve unique levels of excellence.excellence.


Concerns About Empowerment Concerns About Empowerment (2)(2)

Abdication (Goetsch & Davis 2006)Abdication (Goetsch & Davis 2006)Traditional managers (& employees) often Traditional managers (& employees) often

see empowerment as abdication.see empowerment as abdication.Abdication means giving away power or Abdication means giving away power or

responsibility. This also means not taking any responsibility. This also means not taking any ongoing responsibility. ongoing responsibility.

Empowerment is not abdication when the Empowerment is not abdication when the manager continues to take an interest in what manager continues to take an interest in what is being done, and provides ongoing support.is being done, and provides ongoing support.


Actions Actions

Small GroupSmall Group

How do empowered How do empowered

employees act?employees act?


How Empowered Employees ActHow Empowered Employees Act

Take initiative.Take initiative. Identify opportunities.Identify opportunities.Think critically.Think critically.Build consensus.Build consensus.

Also they:Also they:Work with minimal supervision.Work with minimal supervision.Recognise their own successes.Recognise their own successes.Build supportive, capable networks.Build supportive, capable networks.

Goetsch & Davis (2006) page 245Goetsch & Davis (2006) page 245


Definition Definition


From your life experience, answer the From your life experience, answer the following questions:following questions:

What is your understanding of the What is your understanding of the meaning of the word ‘teamwork’?meaning of the word ‘teamwork’?

Why are teams relevant to Why are teams relevant to achieving quality outcomes?achieving quality outcomes?


Teamwork – Definition Teamwork – Definition

Working together with others to achieve a Working together with others to achieve a shared goal.shared goal.

According to Goetsch & Davis (2006), According to Goetsch & Davis (2006), a team exists when:a team exists when:Agreement exists as to the team’s mission.Agreement exists as to the team’s mission.Members adhere to team ground rules.Members adhere to team ground rules.Responsibility and authority are fairly Responsibility and authority are fairly

distributed.distributed.People adapt to change.People adapt to change.


Creating a Team Creating a Team


Now you know what teamwork is…Now you know what teamwork is…

How would you get a group of How would you get a group of people to work as a team?people to work as a team?


The Team Development LifecycleThe Team Development Lifecycle

Forming

Storming

Norming

Performing

Tea

m C

ohes

ion

& P

rodu

ctiv

ity

Time


FormingForming

People in new groups initially orient People in new groups initially orient themselves through testing.themselves through testing.

This helps to identify boundaries with This helps to identify boundaries with regard to interpersonal relationships and regard to interpersonal relationships and individual tasks.individual tasks.

At the same time, they are establishing At the same time, they are establishing becoming dependent on leaders, other becoming dependent on leaders, other group members, or pre-existing standards.group members, or pre-existing standards.

(Adapted from Tuckman, BW 1965 ‘Developmental sequence in (Adapted from Tuckman, BW 1965 ‘Developmental sequence in small groups’, small groups’, Psychological BulletinPsychological Bulletin, issue 63, pp. 384-399. , issue 63, pp. 384-399. Reprinted Reprinted in Group Facilitation: A Research and Applications in Group Facilitation: A Research and Applications JournalJournal, issue 3, Spring 2001.), issue 3, Spring 2001.)


StormingStorming

Forming is followed by conflict and Forming is followed by conflict and polarisation around interpersonal issues, polarisation around interpersonal issues, and involves emotional attachment to and involves emotional attachment to ways of completing individual tasks.ways of completing individual tasks.

Individuals will resist conforming to leader Individuals will resist conforming to leader and group expectations.and group expectations.



NormingNorming

Resistance is overcome as group identity Resistance is overcome as group identity and cohesiveness develop, new standards and cohesiveness develop, new standards evolve, and new roles are adopted.evolve, and new roles are adopted.

With regard to tasks, intimate, personal With regard to tasks, intimate, personal opinions are expressed.opinions are expressed.



PerformingPerforming

In the final stage, the group structure In the final stage, the group structure reflects the work to be done.reflects the work to be done.

Roles become flexible and functional, and Roles become flexible and functional, and group energy is channeled into the task. group energy is channeled into the task.

Structural issues have been resolved, and Structural issues have been resolved, and structure supports task performance.structure supports task performance.



The Team Development LifecycleThe Team Development Lifecycle

(Source: Smith MK 2005, http://www.infed.org/thinkers/tuckman.htm)


Creating a Team Creating a Team (1)(1)

1.1. The best way for a new team (or new members of an The best way for a new team (or new members of an existing team) to learn to work together is to work existing team) to learn to work together is to work together. Team-building exercises and events, although together. Team-building exercises and events, although they have some "getting to know you" value, do not build they have some "getting to know you" value, do not build the level of trust needed for high performance.the level of trust needed for high performance.

2.2. Focus first on the "what" before you worry about the Focus first on the "what" before you worry about the "how." If you allow time for the group to arrive at a "how." If you allow time for the group to arrive at a shared vision, the supporting processes will develop shared vision, the supporting processes will develop relatively quickly.relatively quickly.

3.3. Commit time and resources to structured continuing Commit time and resources to structured continuing education and cross-training. This investment will pay off education and cross-training. This investment will pay off in the team's improved ability to function despite in the team's improved ability to function despite changes in leadership and membership.changes in leadership and membership.

(Gregg 2005, page unknown)(Gregg 2005, page unknown)


Creating a Team Creating a Team (2)(2)

4.4. As soon as possible, get the team up to speed on As soon as possible, get the team up to speed on strategic alignment and measurement. These are difficult strategic alignment and measurement. These are difficult concepts, especially for knowledge workers. The sooner concepts, especially for knowledge workers. The sooner they learn how to identify and measure key performance they learn how to identify and measure key performance indicators, the sooner you can demonstrate value to the indicators, the sooner you can demonstrate value to the organization no matter who is on the team.organization no matter who is on the team.

5.5. Stay the course in the face of distractions and conflict. It Stay the course in the face of distractions and conflict. It helps to have one or more skilled facilitators on the helps to have one or more skilled facilitators on the team.team.

6.6. Insist that everyone at any given time either lead, follow, Insist that everyone at any given time either lead, follow, or get out of the way. To maintain high performance in a or get out of the way. To maintain high performance in a constantly changing environment, team members need constantly changing environment, team members need role clarity-even as their roles shift from day to day or role clarity-even as their roles shift from day to day or project to project.project to project.

(Gregg 2005, page unknown)(Gregg 2005, page unknown)


Teamwork Issues Teamwork Issues (1)(1)

A group of people is not necessarily a A group of people is not necessarily a team…team…People may be working in the same physical People may be working in the same physical

space but not working together (whether they space but not working together (whether they working to achieve the same goals or not).working to achieve the same goals or not).

People may be working together, but trying to People may be working together, but trying to achieve different goals.achieve different goals.

People’s goals may actually be in conflict with People’s goals may actually be in conflict with each other.each other.


Teamwork Issues Teamwork Issues (2)(2)

Goetsch and Davis (2006, p. 321) present Goetsch and Davis (2006, p. 321) present ‘the ‘the exampleexample issue’: issue’:When competition and conflict are When competition and conflict are

demonstrated by senior managers; while demonstrated by senior managers; while employees lower down the organisational employees lower down the organisational hierarchy are expected to demonstrate hierarchy are expected to demonstrate cooperation and sharing.cooperation and sharing.

This is doomed to fail.This is doomed to fail.


Empowerment & TeamworkEmpowerment & Teamwork


What is the link between What is the link between empowerment and teamwork?empowerment and teamwork?


Empowerment & TeamworkEmpowerment & Teamwork

According to Scarnati 2001 (cited in Scarnati & According to Scarnati 2001 (cited in Scarnati & Scarnati 2002), ‘teamwork and empowerment Scarnati 2002), ‘teamwork and empowerment are essential elements of quality’.are essential elements of quality’.

To focus on quality ‘a synergetic teamwork To focus on quality ‘a synergetic teamwork philosophy, a group empowerment process, and philosophy, a group empowerment process, and a "can-do" attitude … must be embraced by the a "can-do" attitude … must be embraced by the entire organization’ (Scarnati & Scarnati 2002).entire organization’ (Scarnati & Scarnati 2002).

Successful teams have empowered team Successful teams have empowered team members – empowered people are good members – empowered people are good contributors when they work in teams.contributors when they work in teams.


ConclusionConclusion Recap of Module 5Recap of Module 5 Module IntroductionModule Introduction Empowerment DefinitionsEmpowerment Definitions How to EmpowerHow to Empower Concerns about EmpowermentConcerns about Empowerment How Empowered Employees ActHow Empowered Employees Act Teamwork DefinitionTeamwork Definition The Team Development LifecycleThe Team Development Lifecycle Creating a TeamCreating a Team Teamwork IssuesTeamwork Issues Empowerment & TeamworkEmpowerment & Teamwork


Next Week (week after next)Next Week (week after next)Week 7Week 7

“Quality Through ISO9000”.“Quality Through ISO9000”.Study GuideStudy GuideGoetsch & Davis (2006)Goetsch & Davis (2006)

Chapter 14. ISO9000 and Total Quality: The Chapter 14. ISO9000 and Total Quality: The RelationshipRelationship

Three (3) electronic journal articles (Proquest) Three (3) electronic journal articles (Proquest)


Questions?Questions?

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