total quality management model and ......vocational high school lppm ri 1. in conclusion, this...
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April 2018. Vol.22 , No.1 ISSN 2307-227X
International Journal of Research In Social Sciences © 2013-2014 IJRSS & K.A.J. All rights reserved www.ijsk.org/ijrss
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TOTAL QUALITY MANAGEMENT MODEL AND BALANCED SCORECARD
TO IMPROVE THE QUALITY OF VACATIONAL HIGH SCHOOL
1 SUSGRANDINI HUSEIN, 2 ACHMAD SANUSI, 3 IIM WASLIMAN, 4 ABDORRAKHMAN
GINTINGS
1 Doctor Candidates in Educational Management in Islam Nusantara University, Bandung
2,3,4 Professor at Islam Nusantara University, Bandung
E-mail: 1 [email protected]. 4 [email protected],
ABSTRACT
Accountability and performance must be carried out promptly in providing excellent service by vocational
education. Currently, Total Quality Management (TQM) which is a philosophy of continuous quality
improvement is adopted By Vocational High School in this country. Related to that, the majority of studies
indicate that the application of this management technique has been able to trigger an increase in school
performance. Preliminary studies indicate that the underlying cause of the low benefits of TQM
implementation is the lack of certain elements of organizational performance that ensure the harmonization
of activities and actions with the overall demands of the management system. As an alternative solution,
this research proposed Balanced Scorecard (BSC) model based on performance measurement as
measurement tools to optimize planning, implementation and evaluation as TQM integrated framework. A
limited test was conducted in 2 (two) stages. The first stage, involving experts and practitioners of
vocational high school to provide input related to theoretical and juridical aspects. The second stage, to
determine the acceptability and replicability, the model has been tested on 3 (three) Vocational High
School In Bandung, namely; vocational high school negeri 3, vocational high school pasundan 1, and
vocational high school lppm ri 1. in conclusion, this tqm-bsc model can be used in vocational high school
to improve the quality of planning, so it is recommended as a reference in the implementation as well as the
evaluation instrument in a sustainable manner.
Keywords: Balanced Scorecard (BSC), quality improvement, Vocational High School (VHS), Total Quality
Management (TQM
1.INTRODUCTION
Vocational High School (VHS) is
required to provide a middle-level workforce
ready and competent, in accordance with the
needs and rapid development of business and
industry. It can be interpreted that the quality of
VHS reflects the quality of the Indonesian
workforce that needs to be developed in a
sustainable manner to improve the
competitiveness of Indonesian human resources.
In response to this trend, since 2006 the
Indonesian government through the Directorate
of Vocational Education has launched 2 (two)
strategic programs on vocational education.
First, the expansion of access to vocational
education by scheduling increase in the number
of students of VHS until it will reach the ratio of
70% of vocational students: 30% of high school
students. Second, the equalization of the quality
of VHS services, among others, by providing
direct intervention in the form of: (1) VHS
imaging through electronic media and print
media; (2) giving scholarships to students and
teachers of VHS; (3) revitalization of
infrastructure; (4) the addition of new
classrooms, new school units, libraries, student
practice rooms (RPS), and (5) Teaching Factory
Development.
As a result, the implementation of the expansion
program has had an impact on the rapid
development of VHS population. In the latest
development in 2016, the ratio of VHS and SMA
has reached 51%: 49%, with the number of
existing VHS as many as 13,266 VHS and
4,432,639 students of VHS.
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This shows that the vocational policy in 2006,
has boosted the number of vocational students as much
as 2.200.712 students or 10% per year. This means that
there has been a significant increase in the number of
students of VHS that is about 200,000 people per year,
resulting in an increase in the ratio of vocational school
students with 12% high school students within 11 years.
The rapid development of the vocational
student population is in line with the needs of
Indonesia's development, which until now has to
improve the structure of labor that has been dominant
primary education (49.4%) to secondary education
(http://bps.go.id, accessible date June 10, 2016). Ideally,
with the increasing prospective workforce coming from
VHS, Indonesia gets more prospective workers coming
from secondary education as well as ready-to-use
workforce.
To meet these expectations, in 2008 the
Directorate of Vocational Education establishes a
strategic program in the form of improvement of quality
management system and quality assurance of education.
Under the program, VHS is strived to achieve ISO 9001
certification of quality management system standard
issued by International Organization for
Standardization. Considering the importance of
implementation of quality management system in the
field of education, the Ministry of National Education
(MONE) targets all 9,200 VHS VHS has been certified
with ISO 9001: 2008 in 2014. In fact the target has not
been achieved, because in 2014 there are only about 700
VHS that have been carrying ISO 9001: 2008 (source:
ditpVHS.net). Such inadequacies, caused by the lack of
budgetary allocations to support the program (in MONE
Laker: 53). In Bandung city too, the target has not been
reached. Cumulatively, out of 126 vocational schools in
Bandung City, there are 28 vocational schools (22%)
that have been certified ISO 9001: 2008, 7 VHS (6%) in
certification process, and the rest 91 (72%) have not
received ISO certification. (http://dapo.dikmen.go.id
accessed July 2, 2016).
In addition, the qualitative expectation of the
policy of expansion of VHS and the implementation of
ISO 9001 has not fulfilled satisfactorily, because in fact,
the addition of the number of VHS graduates has not
been in line with the purpose of vocational education
that is producing graduates who are ready to fill job
opportunities in the industry. For instance, in 2013,
open unemployment for VHS level in Bandung reached
10.98% (Disnaker, Renstra Disnaker Bandung City
2013-2018, p.65). Not only that, on a wider scale, in the
academic year 2013/2014 nationally there are as many
as 1.241.398 people graduated from vocational school,
but the realization of the relevance level of vocational
school graduates has not been as expected. In the past
two years, with the number of open unemployment at
9.84% (Kompas daily, October 17, 2016 edition) VHS
is the largest contributor to open unemployment
compared to other levels of education. This can be
interpreted in every 100 workforce of VHS graduates ,
there are about 9 to 10 people who are still unemployed.
Other facts, data from West Java Provincial Office of
Manpower and Transmigration in 2014 showed that the
number of job seekers in SMA / VHS increased sharply
in May and peaked in July, although there was a
decrease from November. It can be interpreted that the
average waiting duration for work of VHS graduates is
6 (six) to 7 (seven) months. The length of time spare for
VHS graduates to work suggests that the
competitiveness of VHS graduates is still low. The
above phenomenon indicates that; first, the
competitiveness of VHS graduates is still low compared
to graduates of other levels and types of schools;
secondly, the competence of graduates is less relevant to
the needs of business / industry; third, VHS graduates
are less prepared to become entrepreneurs in such as
Micro, Small and Medium Enterprises (MSMEs) so as
to create jobs for themselves and others; and the fourth
is the lack of dependence from industry on VHS in
recruitment of labor.
The low absorptive capacity of VHS graduates
by the world of work today, indirectly indicates that
there are still problems in the implementation of TQM
at the level of education units, so that the mission and
expectations of VHS implementation has not been
achieved. However, the implementation of TQM in
VHS is the same as introducing major institutional
changes, requiring serious oversight and control to truly
manage the quality of graduates.
Some of the problems and weaknesses of VHS
in implementing TQM are: (1) poor quality of school
planning that resulted in the school's strategic plan has
not been fully used in carrying out the duties and
functions of the implementers at the education unit level
(Husen, S, 2017); (2) the lack of commitment,
awareness, awareness, and consistency of teachers,
parents, du / di, and the community towards the
implementation of quality (Ab Wahid, Roslina and
James Corner, 2009; Husen, S, 2017). This indicates a
lack of school ability to mobilize these parties; (3) the
unclarity key performance indicators for implementers
in VHS (Ab Wahid, Roslina and James Corner, 2009;
Husen, S, 2017). The scalability of these indicators has
made the monitoring and evaluation process difficult, so
that quality assurance and quality control are less than
optimal; (4) inadequate monitoring of activities by
management information systems owned. This could
mean that schools do not have the means to monitor
school performance achievements on a regular and
intensive basis (Husen, S, 2017); and (5) coordination
and reporting of ineffective performance realization
(Husen, S, 2017). That means, that the achievement of
performance realization data is not recorded intensively
every month, so the data achievement goals are less
accurate. In addition, the publication of performance
reports on a regular basis has not been done, so the
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progress of continuous improvement has not been
effective, accurate, documented and accountable.
Thus, the current management model applied
by VHS needs to be refined and improved because it
still does not use the integrated and solid framework and
still focuses on the partial understanding that has not
been integrated as a management system. In brief, VHS
requires improved management systems to improve its
performance. The newly designed management model
should direct the participation of every VHS personnel
in the same direction in order to create harmony and
synergy in achieving school vision and mission. The
management system should be supported by the
capabilities and commitment of all school personnel, so
that in this system change, there are at least three factors
that must change also: (1) mindset and belief, (2)
capability, and (3) tools used.
Despite the fact that the majority of studies
indicate that ISO 9001: 2008 certification as a tool and
the first step of TQM implementation that triggers
improving school performance, in some schools and
other organizations it is still shown that the future ISO
certification should include certain elements of
management performance and specific actions. This is
to ensure the harmonization of activities and actions
with the demands of the management system. The 2015
ISO 9001 version underlines that the goals and
indicators should be measurable (in www.iso.org
accessed December 22, 2016).
In this research BSC is used as measurement
tools to support TQM planning, implementation, and
evaluation. Based on that frame of mind, it can be stated
that a management model that is capable of measuring
performance becomes a tool to review the management
system that has been implemented by the current VHS.
The designed quality management model
should enable it to be used as a benchmarking tool, both
internally and externally for quality improvement. The
data collection and processing methods used in the
quality management system should be clearly defined,
in order to support evaluation, diagnosis and quality
improvement, so that quality assurance and quality
control can be performed optimally. Therefore, as a
follow-up of anticipatory steps to be taken by VHS, in
research submitted hypothetical model Balanced
Scorecard and Total Quality Management in VHS to
improve the quality of graduates that can be used as a
reference for quality management in Vocational High
School.
1.1 Problems
The problem that is aimed to be discussed in this
research is: What kind of hypothetical model of VHS
quality management by integrating BSC and TQM
elements in an effort to improve the quality of VHS?
1.2 Objectives
This hypothetical model is expected to be a
quality management framework that is measurable,
coherent, accountable and comprehensive in an
effort to improve the quality of vocational school.
Specifically, this study aims to (1) propose steps of
the BSC intervention process into TQM and; (2) to
formulate a TQM-BSC framework that VHS can
use to improve school quality;
1.3 Benefits
The development of hypothetical model is
expected to provide benefits for VHS, in the form
of: (1) The establishment of a quality management
framework that can be applied in VHS is observable
and mesureable, so as to support the implementation
of TQM; (2) The help of VHS to focus on quality
improvement strategy; (3) Helped VHS to perform
quality assurance, quality control, and quality
improvement.
2. RESEARCH METHODS
This study uses a combination of two methods,
namely quantitative and qualitative. Quantitatively
given a questionnaire to determine the responses of
respondents to school planning before and after the
hypothetical model is applied in a limited way.
Descriptive analysis is used to process the findings
of quantitative data. Qualitatively conducted
observations and interviews. Observations were
conducted to determine: 1) the ability of school
managers to replicate the hypothetical model of BSC
element integration at TQM to improve the quality
of VHS; 2) VHS management activities during the
model test. Meanwhile, the interview was conducted
to find out the response of the management of VHS
to the implementation of test result of hypothetical
model of BSC element integration at TQM.
Triangulation of sources is used to process
qualitative data.
The model proposed in this study was a limited
test. These tests are not empirically tested to test the
effectiveness of hypothetical modeling, but to (1)
know the suitability of the principles and
characteristics of the model with the needs of the
school in the field; (2) to find the potential and
weakness of the model in order to improve the
quality management model of VHS.
The limited tests of the model were carried out
in three VHS Kota Bandung namely VHS Negeri 3,
VHS Pasundan 1, and VHS LPPM RI 1. Parties
involved in the model test consisted of 17 people
consisting of, 3 (three) principals, 9 (nine) deputy
headmaster, 2 (two) supervisors, and 3 (three)
teachers of VHS. At this stage the researcher along
with the VHS manager implements the hypothetical
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model that has been compiled. Tests are conducted
with internal benchmarking, in the sense of
comparing the planning before using this model,
with planning after using this model, so as to see
improvements and improvements in subsequent
TQM implementation.
3. LITERATURE REVIEW
1. Total Quality Management
Total quality management abbreviated as
TQM became known in the 1980s. TQM is a
management system that involves a number of
people who are competent, sincere, integrity, and
focus on delivering as much benefit to customers by
efficiently empowering intangible assets and
tangible assets. TQM is a total system approach that
demands a high-level strategy. Therefore, TQM
emphasizes the learning and adaptation of each
individual in management, to support continuous
improvement as the key to an organization's success
(Gasperz, 2006: 2). The initial stage of TQM
implementation is by believing and upholding the
principles of TQM. There are at least 3 (three)
principles in implementing TQM, first is the focus
on customers and stakeholders; second is the
participation and cooperation of all personnel in the
organization; and the third is a focus on processes
supported by continuous improvement and learning.
(Evans, 2005: 18). However, these three principles
must be supported by: 1) integrated organizational
infrastructure; 2) management process; and 3) tools
and techniques.
Quality management can be conducted
through various quality management models. One of
the management models that can be used is the
PDCA model (Plan, Do, Check, Action) popularized
by Deming (Sallis, 2002). Here is a figure of the
PDCA cycle in the educational context (adapted
from Sallis, 2012):
Figure 1. PDCA Process in Improving Education
Quality
Based on the figure above, then there are at
least four things that are needed in improving the
quality of VHS, namely (1) strategic planning as a
reference in providing assurance and quality control; (2)
education and training of employees to improve
institutional capability; (3) total employee and
stakeholder involvement in the quality improvement
program; and (4) School evaluation and benchmarking
for the improvement of sustainable standards.
TQM is believed to improve long-term
performance and profitability. The indicator of TQM's
success in the organization is the improvement of
products and services, cost reduction, customer and
employee satisfaction, and improved financial
performance (Kaynak, H, 2002). This is in accordance
with the findings of Husen, S, (2017) that with the
implementation of TQM in 3 (three) VHS in Bandung,
namely VHS Negeri 3, VHS Pasundan 1, and VHS
LPPM RI 1, there is an increase in school performance
and profitability as evidenced by he achieved a very
Good Accreditation title and a growing number of new
student enrollment applicants. However, critics point
out that the implementation of TQM involves
significant cost and many obstacles (Powell, 1995).
VHS must provide a special budget to support the
implementation of TQM and ISO certification (Husen,
S, 2017).
Fuchsberg (1992) also found that many of the
company's quality programs failed and the main reason
for failure was the program's lack of clarity. The
arranged programs are often fragmented, so the program
is not related to the organization's strategy. There is
even the case of a small company, which has
implemented TQM, ending up with bankruptcy (Hill,
1993). In short, many companies have been
disappointed with TQM (Fuchsberg, 1993). Although
TQM received sharp criticism, several empirical studies
have shown that TQM improves performance.
The positive relationship between TQM and
performance was found by Prajogo and Brown (2004).
Research on the relationship between TQM practice and
quality performance in an organization in Australia. In
the study, comparisons were made between
organizations that had adopted formal TQM and
organizations that did not implement formal TQM. The
first results of their research indicate that TQM
companies outperform non-TQM companies in most
key elements of TQM practice and performance quality.
However, in the data analysis shows that TQM
programs do not entirely impact on performance
because they have little effect on improvements in
management processes and strategic planning.
Therefore, it is very important for institutions to
seriously apply TQM principles as a set of practices
rather than simply formally building a TQM program.
From the literature review, it can be shown that TQM
implementation affects performance. However, it is
possible that the influence of TQM on performance is
influenced by other variables.
In Sallis (2012: 71) it is argued that when the
needs of the students (customer perspective) and
financial perspective meet, educational institutions find
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it difficult to prioritize the needs of students. The main
thing that causes this problem is the workings of fund
mechanisms that emphasize efficiency in achieving
quality, while quality assessment according to fund
mechanisms is not always consistent with the quality
feedback customers want. These are very difficult issues
to solve and TQM does not provide ready-made answers
to them. However, TQM ensures that institutions should
place students' point of view at the center of any
strategic planning process, and quality costs should be
viewed as a cost of quality failure, such as reducing the
number of new students. This is where the institution
must be able to balance between customer perspective
and financial perspective while paying attention to
improving teacher's capability and school innovation.
2. Balanced Scorecard
The competitive era environment demands an
organization that has characteristics of accountability,
has good relationships with customers, employees,
stakeholders, and shareholders, and is able to move and
explore intangible assets, to be something very
important than investment in tangible assets. In creating
such a good organization, a strategic framework is
required in the planning, implementation, evaluation,
supervision and control. In other words, the current
performance management system, not only seen from
the tangible size, such as the financial aspect alone, but
also viewed from the intangible aspect.
Balanced Scorecard (BSC), introduced by
Robert Kaplan and David Norton in the 1990s. BSC is a
performance-based strategic management approach.
Thus the focus and performance measures become BSC
emphasis. According to Kaplan and Norton (1996), the
BSC is a management system for managing the
implementation of a strategy, measuring performance
not just focusing on financial perspective, and
communicating the vision, strategy and performance
expectations of stakeholders. BSC measures company
performance on four balanced perspectives, namely
financial, customer, internal business processes, and
learning process and employee growth (1996: 4). As
shown in Figure 2 below:
Figure 2. Balanced Scorecard Perspective
Source :Kaplan dan Norton (1996, 2000)
In line with that, Nair (2004) suggests that the
Balanced Scorecard is a method to solve the challenge
of balancing the theories of strategy with the execution
of the strategy. Based on the description above, the BSC
serves as a translation strategy into operational
activities. BSC uses measurements to illustrate strategy
achievement. The existence of measurable goals and
targets is one of the keys to success in achieving
organizational strategy. It is also the basic milestone for
improving quality. BSC is created through a common
understanding of all organizational personnel to outline
the strategy into the goals, targets, measures and
initiatives of action from each perspective.
Empirically, several studies have found that
BSC has a positive and significant impact on
organizational performance. More specifically, the BSC
enhances the integration of management processes and
individual empowerment within the organization. This
is due to (1) the translation of a clearer strategy into
operational action, (2) strategy being a continuous
process, and (3) greater alignment of processes,
services, competencies and organizational units (Fabien
De Geuser, et , al, 2009; Esther W. Kairu, et.al, 2013).
In addition, the implementation of BSC led to important
changes in budgeting, planning, systems and reporting
processes (Melo, Sara Monica and Joao A Ribeiro,
2009). In order to maintain a good BSC, BSC updating
needs to be done in a certain period. Niven (2003: 304)
suggests that 62% of companies are updating BSCs
every year, 15% of companies update BSC every six
months, and 23% every three months. This updating is
done in the context of target relevance and performance
achievement.
The success of BSC in supporting the
improvement of quality and performance in the profit
company, became a special attention for public sector
managers. In recent years, BSC has begun to be
considered for use in non-profit organizations. Aaron
Yuksel and Ali Coskun, (2013) found that the BSC's
strategy map helps schools in drawing up coherent plans
and programs across four perspectives. The findings
recommend that secondary schools use the balanced
scorecard as a strategic performance management
system, thus helping schools to focus on strategies so as
to better perform school missions. The above
description in line with Mulyadi (2001) which suggests
the benefits of BSC is comprehensive, coherent,
balanced, and measurable. Another finding, Pramono, J,
(2014) revealed that BSC can effectively measure
school performance more comprehensively and
comprehensively than other school performance
measurements, such as school self-evaluation. However,
the research has not revealed patterns in the application
of BSC practices in schools, which can be used to
address the challenges of BSC implementation and
school performance.
Nevertheless, some previous studies (Jvcivinis,
2008, Dorothy, 2011) found the cause of BSC failure, ie
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(1) BSC was not accompanied by a comprehensive
brainstorming in the stage of determining the
appropriate BSC model for the organization, (2) the
errors in the process of determining the performance
indicators and weighting in each perspective, (3) BSC
implementation not supported by an obsession with
quality, (4) lack of implementation socialization, (5) no
downgrading of corporate scorecards into team
scorecards and individuals. Based on the above
findings, it can be interpreted that the school as a public
institution needs to adopt a suitable model to be applied
in its management, but the school does not necessarily
adopt all of them directly, but must try to find the
appropriate model. The model should be a model that is
easily understood, operated, and presented by all school
managers in order to improve quality.
3.Model Design
1. Empirical Base
a) Detroit Public Schools in Los Angeles,
California earned $ 195,000 in grants from the
government, because the school is superior to its
performance and accountability. This school
includes schools that adopt BSC in its
institutional management (Niven, 2003).
b) Research by Mahfud Solihin and Ayu Chairina
Laksmi (2014) entitled "The Influence of TQM
and BSC on Organizational Performance", with
a sample of 66 manufacturing company
managers with employees over 100, indicating
that there is an indirect effect of 0.133, which is
mediated by the use of BSC. Since the indirect
effect exceeds 0.05, indirect effects can be
considered meaningful. It shows that there is a
significant influence (p <0.005) on performance
through a TQM-mediated implementation with
BSC. This confirms that BSC can interfere with
the TQM process. The empirical study yields a
model of the effect of BSC intervention
relationship with TQM on performance, as
follows:
Figure 3. Relationships Model of BSC and TQM
Intervention Effects on Performance
The study recommends that more studies should be
undertaken to describe the effect of TQM on
performance and how BSC can have an intervention
effect in the process of improving organizational
performance. However, in the study, no BSC
intervention process in TQM in an institution was
described.
c) BSC has been implemented in the Ministry of Finance
of the Republic of Indonesia since 2007. Although
initially, BSC implementation in the Ministry of
Finance was faced with the lack of awareness of
leadership and employees and doubts about the
effectiveness of BSC implementation in improving the
performance of organizations and individuals.
However, in its development, the implementation of
BSC can be implemented slowly in accordance with
the stages and plans set (in www.kemenkeu.go.id
accessed on September 2, 2016), even in 2016,
ranking the performance and accountability of the
finance ministry ranks first with a score of 83 , 59 and
A rank (in www.menpan.go.id accessed September
2nd, 2016).
2. Model Principles
Referring to the concept of TQM and BSC
above, then in developing this hypothetical
management model, there are five foundations as a
guiding principle that need to be considered,
namely:
a. Consumer focused.
b. Transformational leadership.
c. Partnership between top management and all
school employees.
d. Empowerment of all VHS personal.
e. Continuous and integrated performance
improvement.
f. Independent team.
3. Model Characteristic
Hypothetical model in this research is the use
of Balanced Scorecard and Total Quality Management
in order to improve the quality of VHS. Characteristics
of the model in this study is as referring to some
characteristics possessed by TQM and BSC (adapted
from Kaplan, 1996; Evans and Lindsay, 2003; Niven,
2003) i.e.:
1. Grouping the focus of quality improvement
strategies on four perspectives, namely customers,
internal processes, learning and growth, and finance.
2. Comprehensive. That is, this model has a thorough
scope on all four perspectives, consisting of, goals,
sizes, targets, and quality improvement programs.
3. Coherent. That is, this model illustrates the linkage
and relationship of one strategy with another
strategy. So the causal relationship must be built in
every perspective.
4. Balanced. That is, this model emphasizes the
balance between (1) financial and nonfinancial
success indicators, (2) internal and external customer
elements, and (3) current and future performance.
5. Measurable. This means that the model should have
measurable indicators, so that quality assurance,
quality control, and quality improvement activities
can be realized.
4. Model Design
In this research BSC is used to support TQM
implementation. The use of BSC is a follow-up to
the implementation of TQM, in the sense that TQM
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is seen as a strategic philosophy and initiative, while
the BSC is a system that provides information to
support decision-making and evaluate strategic
initiatives. As outlined in Figure 4 (adapted from
Kaplan, 1996 and Sallis, 2012) follows:
Figure 4. The use of BSC in
TQM Strategy Formulation
Based on the above figure TQM as a total quality
improvement effort requires a tool that can be used in
the effort of quality assurance and quality control.
Successful implementation of TQM requires a high
understanding of customer satisfaction and a high
commitment to quality at all levels within the
organization.
TQM does not emphasize explicitly on financial
aspects, while the BSC provides an explicit emphasis on
the performance of financial aspects to support
nonfinancial performance. However, when BSC is used
without a high understanding and commitment to
quality, BSC cannot be implemented properly. In short,
if the BSC is used as a tool to answer the "what" and
"why" questions, then TQM is used to answer the "how"
question. The four BSC perspectives can contribute to
the implementation of TQM. It shows that TQM and
BSC can synergistically complement each other in
achieving better performance (Chalaris, I., E., and
Caterina, Poustourli, 2012; Sara Monica Melo and Joao
A Roberio, 2008).
Goals, targets and measures of non-financial
aspects can be used as feedback in quality improvement.
The BSC system is integrated with performance
indicators, both financially and non-financially. These
indicators act as signals and guidance in conducting
operational activities, because the indicators contain
what efforts should be made in achieving the goals
effectively and efficiently. Thus the achievement of the
performance can be monitored properly, so that the
quality improvement can be managed intensively.
Referring to Kaplan & Norton (1996, 2000), Niven
(2003: 89), Sanusi (2014: 38) and 8 National Education
Standards (SNP), are presented in figure 5 of the BSC
framework to be adapted to VHS.
Figure 5. BSC Framework for CMS
Based on the above framework, there is a
difference between the Kaplan BSC framework in
Figure 2 and Figure 5. There are at least 2 (two) things
that change: firstly, the vision and mission elements are
made a major milestone in the institution's success
measure, while the strategy becomes a tool for
clarifying and prioritizing steps to achieve the quality of
school. Second, the customer's perspective becomes the
first aspect, which forms the basis for strategy
formulation in other perspectives. This is because the
goal of non-profit organizations is to provide excellent
service to customers. Meanwhile, the financial
perspective is positioned as an organizational constraint
demanding that schools demonstrate their performance
in efficiency and accountability. While the internal
process and learning and growth perspective acts as a
driving force that supports other perspectives.
BSC in VHS focuses on strategy and
measurement of 4 (four) performance perspectives,
namely (1) graduate competence; (2) management,
curriculum, and learning process; (3) educators and
educators; and (4) financing and infrastructure facilities.
Each perspective has a causal relationship, either
directly or indirectly. To ensure consistency in strategy
implementation, each perspective has goals,
performance indicators, targets, and programs to
perform.
Visually, the hypothetical model described
above is presented in Figure 6. below:
Figure 6. Hypothetical Model of TQM-BSC to Improve
the Quality of VHS
8
5. Model Review
a. Pre-Test Review
The model review was carried out in
February 2017. The pre-test model review was
conducted with interviews and discussions with
management experts and VHS practitioners, to
analyze theoretically, empirically, and juridically so
that the potentials and weaknesses of the model have
been developed. Next, revised models are based on
input from experts. Based on the results of interviews
with experts, it was found that currently VHS requires
an integrated management model with performance to
prove its effectiveness and accountability. The current
management model of VHS is dependent on the
school's own ability, so it is still very high in the
variation of the model and its effectiveness. However,
the effectiveness of the current school program needs
to be measured in a real and intensive way, because
with the performance achievement indicators to be
achieved and reported by each VHS personnel, the
school's PDCA process can be well monitored. This
hypothetical model is a model that can support the
implementation of TQM, by integrating BSC elements
to improve school performance and the quality of
VHS graduates. In this model the use of BSC is a
follow-up to the implementation of TQM, in the sense
that TQM is seen as a strategic philosophy and
initiative, while the BSC is a system that provides
information to support decision making and evaluate
such strategic initiatives.
In TQM there is Quality Planning (QP),
Quality Control (QC) and Quality Improvement (QI).
QP is a process of preparation to meet quality
objectives conducted through analysis of the internal
and external environment. While QC is the process of
meeting quality objectives. Thus, to support an
effective QC process, the BSC has the following roles:
(1) specific standards, targets, and performance
indicators of a program or service, (2) provisions
regarding tolerance of deviation, and (3) data
collection procedures and methods for information for
follow-up improvement. The purpose of QP and QC is
QI which is the process of quality improvement. Thus,
QP focuses on providing quality assurance (Quality
Assurance).
Quality Assurance (QA) plays a role in inputs
and processes ie at the planning and implementation
stages of the strategy. In this section, schools set up
objectives, targets, targets, programs, and budgets
aimed at improving quality. While QC plays a role in
the output that aims to monitor, monitor, and diagnose
the achievement of school quality, so that feedback
can be generated for quality improvement, as
presented in the following figure:
Based on the description above it can be
interpreted that, in QC, QA and QI school required 3
(three) things, namely: (1) standard or target to be
achieved, (2) tool to measure performance
achievement, (3) with standards or targets, along with
feedback for corrective or upgrading measures. BSC
contains a scorecard containing goals, sizes, targets,
and actions that each schoolchild must meet, so that
BSC can be used as an instrument for setting
standards, targets or goals to be achieved, as well as a
tool for measuring the achievement of the standard
itself, so schools will get feedback for corrective
action or quality improvement. Therefore, this model
can be an instrument to facilitate QC, QA, and QI
processes in schools.
BSC methods actually adapt TQM ideas that
emphasize on, continual improvement, customer
needs, long-term thinking, increased employee
engagement and teamwork, benchmarking, team-
based, problem solving and quality obsessions. When
TQM is used without scientific analysis and analysis,
it is difficult to achieve quality improvement,
otherwise when BSC is used without any obsession
with quality, BSC cannot be implemented properly.
So in institutions that adhere to TQM, a clear quality
planning is a must, in the sense of having measurable
performance indicators. Based on the explanation, it
can be understood that academically, the
characteristics of the model made are in accordance
with the TQM characteristic of emphasizing customer
satisfaction and obsession with quality, as stated by
Sallis (2012) and Goetsch & Davis (in Suwendra, I
Wayan). In order to achieve this, the BSC can be an
implementation tool of the TQM strategy, so that in
the school strategy it has goals, indicators, targets, and
strategic initiatives in each perspective.
TQM is the totality in the achievement of
quality, then the quality measurement must be done in
total, that is the measurement of quality and
performance process in achieving the quality. This is
similar to Kaplan and Norton (1996), that there are
two performance indicators in the BSC, the lag
indicator and lead indicator. Lag indicator is a
measure that shows the achievement of strategic goals,
while the lead indicator is a measure that indicates the
cause, the prerequisite or the trigger achievement of
the outcome measure. BSC requires organizations to
balance leads and lag indicators simultaneously.
However, the size for educational institutions cannot
be equated with profit institutions. Because in
educational institutions, such as VHS, the main goal is
to provide excellent service education. So the size
used by schools, should be in accordance with
national education objectives.
9
School performance indicators should
accommodate 8 SNPs, so it can be known the level of
school conditions readiness compared with SNP.
Grouping 8 SNPs in a BSC perspective can help
schools to focus on aspects of strategic aspects. In the
context of the achievement of eight SNPs, the
Government began to launch School Based
Management (SBM) in Indonesia since 1999. In
general, MBS can be defined as a management model
that gives great autonomy to schools. This is in line
with Mulyasa (2009: 47) that MBS is an educational
paradigm that provides widespread autonomy to
schools, in order to be more flexible in managing
resources and allocating them according to their
priority needs. So it can be interpreted that MBS gives
greater authority for schools to more freely develop
and implement the development of school. In the
context of management, the BSC approach can be
used as a new pattern in its planning, organizing,
implementing, coordinating, and controlling it. That
is, BSC becomes a tool to restructure school
management to accommodate the implementation of
school based management. BSC provides an approach
and tool to assist performance improvement and
measurement (Kaplan, 1990), as strategic planning
framework (Kaplan, 1993), and an integrated system
of performance management (Kaplan, 2006).
b. Limited Test Review
After the model was completed, a limited test
was conducted on hypothetical model implementation
in three VHSs which became the object of research,
namely in VHS Negeri 3, VHS Pasundan 1, and VHS
LPPM RI 1 in February 2017. This activity started
with (1) socialization of hypothetical model ; (2)
assessment of the school planning they have
compiled; (3) practice of applying the model in each
VHS environment; and (4) compare the planning after
applying the model with the previous planning. The
parties involved in this model test were three
principals, three wakasek in quality management,
three in curriculum, three in the field of means, three
in business and industrial relations, three students and
two the supervisor of the VHS builder, the total
involved in this limited test amounted to seventeen.
Based on interviews with all the schools
involved in model testing, it is found that this model
of planning is clearer, measurable, and directed to
guide the implementation, monitoring and evaluation.
Furthermore, with this model the relationship between
the strategy with the program is clearer, so as to
improve the effectiveness of the implementation of the
program. Targets that have been prepared can be
directly targeted school quality. The existence of a
scorecard each, encouraging each VHS personnel to
be challenged in achieving these targets, moreover it
can be associated with the reward system. Four newly
known perspectives, can provide a new framework for
implementation of 8 SNPs. Each of these SNPs is
further elaborated into targets, performance indicators,
targets, and strategic initiatives, thus helping schools
to focus on quality improvement strategies.
When the observation is conducted, there are
no significant obstacles when applying the model.
However, given that this model is newly introduced,
they experience little difficulty when linking strategies
and weighting. However, by brainstorming, they are
able to relate one strategy to another. Participants of
the involved tests have understood that with a strategic
linkage, it makes it easy for schools to monitor which
strategies are not working that could potentially lead
to failure. To make it easier for schools to weight the
scores of performance indicators, the Microsoft Excel
program is used, considering that schools are very
familiar with this application compared to using the
Analytical Hierarchy Process (AHP) program,
Analytical Network Process (ANP), and Path
Analysis.
After the school successfully adopted this
model, the parties involved in the test were asked to
assess their response to the current school planning
that has used the BSC. Quantitatively, the participants'
responses to school planning using this hypothetical
model were positive. It is understood that, school
planning using BSC element is superior compared to
those that do not. The increased quality of these plans
will contribute to improving the quality management
implementation implemented by schools. This is
similar to Sallis (2012: 221) which suggests strategic
planning is one important part of TQM. Without a
clear long-term direction, an institution can not
implement goals constantly. Descriptive analysis
shows the potential advantages of this model
according to the participants' model test responses as
follows:
1) 81% consider that this model has a clear
indicator. Performance indicators are used as a
measuring tool to provide information
achievements that have been obtained by
schools in realizing strategic goals that have
been set previously.
2) 88% consider that there is a clear link between
the goals, targets, and the efforts / programs to
be performed. Based on the previous findings,
schools have not been able to evaluate the
program well. So far, the indicator of the
success of the program is on the implementation
or implementation of the program. Though
implementation is not a goal, but a tool to
achieve goals. This is because schools have not
set targets to be achieved from the
implementation of the program clearly. For
example, in the implementation of industrial
internship programs, schools should provide
parameters of program success in the form of
percentage improvement of their skills and
behavior towards the world of work.
Achievement of learning outcomes so far more
emphasis on knowledge, but the school has not
10
elaborated on the attitude and skills aspects.
Thus, any graduate quality improvement
program should clearly target the desired targets
or achievements in these three aspects.
3) 81% considered that the strategy map helps
schools better understand the strategy. Kaplan
(1996) states that one of the factors causing
organizational failure is the lack of
understanding of vision, mission and strategy
well by the personnel. Strategy map allows all
personnel to at any time know what strategy
they should run. So that all their activities
remain on the track and can be monitored
properly.
4) 96% consider that this model has clearly
defined targets and targets. School progress
should be directed. Given the goals and targets
of the programs or activities undertaken, it
emphasizes that everyone has responsibilities
and contributions to realize school goals and
targets.
5) 82% consider that this model could help to
perfect the school's strategic planning. This is
similar to Burhanuddin (in Machali and
Hidayat) that good planning should meet the
following criteria: (1) made based on data and
facts and considered events and risks that may
arise in the future; (2) must be made by the
person who understands the planning technique;
(3) plans must be accompanied by careful and
detailed details; (4) the plan should be simple.
In the sense of facilitating understanding and
implementation by the party in need; (5) the
plan must be flexible and continuous, and (6)
the plan should be able to minimize the risk for
every possibility that occurs in the future.
6) 93% consider that this model helps to match the
planning and implementation. One of the causes
of implementation failure is the lack of
understanding of the purpose of the school so
that unclear directions often lead to commitment
and member integrity to performance. In
planning the analysis of resources needed in
achieving the objectives of the school, if this is
not done properly will certainly be obstacles in
implementation, such as lack of understanding
and capabilities of human resources.
7) 100% rate that this model has an indicator that
simplify the performance monitoring. Planning
other than as reference and work guidance, also
serves as an instrument of monitoring and
evaluation.
8) 96% consider that this model has an indicator
that simplify the performance evaluation.
Quality evaluation is the process of measuring
and evaluating the implementation of quality.
This stage is done by observation and
measurement on the program or activity
compared with the target in previous planning.
This process is done by monitoring and
monitoring. The existence of monitoring and
supervising instruments will make it easier for
institutions to provide quality assurance and
quality control in the framework of quality
improvement.
9) 80% considered that the difficulty in adapting
this model can be overcome by the school.
There are at least three things that must change
in improving the quality of vocational, first
mindset, skillset, and toolset. This model is a
toolset. However, this tool can not be used in
the absence of the capabilities of personnel to
operate, so the change of mindset through the
mobilization activities carried out by the
principal as a leader should be able to lead to
the creation of a quality culture and not to fear
change as it leads to the improvement of school
quality. With the changing mindset and skillset
then any toolset used by the school in achieving
quality improvement can be overcome.
10) 81% consider that this model can be applied in
VHS. This model is used as a tool to support the
implementation of quality management in VHS,
so it can be implemented by the school.
4. CONCLUSION AND RECOMMENDATION
Based on the above findings, it can be
interpreted that this hypothetical model can be one of
the anticipatory steps of VHS to improve and improve
the quality. The resulting performance needs
continuous control processes so that (1) everything
that the individual does can be aligned with the goals
of the school, (2) provide school innovation and
innovation, and (3) create added value for the school.
The determination of performance should involve
quantitative quantifiable value. Quantitative
assessment aims to determine the achievements that
have been obtained by schools that will facilitate the
school to perform benchmarking, quality assurance,
and quality control. In addition to the measurement, in
the evaluation made a diagnosis to get the cause of
process irregularities or performance results, which is
required in the diagnosis is to get the factor of success
/ error. Thus, diagnosis is important in evaluation and
corrective action. This diagnosis is often overlooked
school for this. The technique of doing this diagnosis
can be done with qualitative and quantitative
techniques, because qualitative explanations that are
not supported with accurate data can be dangerous
because oftentimes the assumptions stated do not
cover all aspects. Conversely, quantitative data that
are not interpreted with qualitative explanations will
be meaningless. Therefore, if the quantitative
diagnosis indicates what is wrong, the qualitative
diagnosis explains the cause of the error. So the
diagnosis will reinforce the evaluation findings for
continuous quality improvement.
11
All this time, QA and QC are difficult to
apply consistently, because there are still indicators of
bias and schools do not yet have a reliable
performance measurement instrument. The school has
not been comprehensively applying improvements in
all its lines. To overcome this, the steps that must be
implemented are to set school goals to be translated
into targets for each work unit, and individuals, known
as quality objectives. So that every individual has a
target to be achieved, this contribution will have an
impact on the achievement of the target work unit and
the main target of the school. Linking rewards to
achievement targets is seen to trigger teacher and
employee motivation, so it can create a positive work
culture.
To support the creation of a culture of
continuous improvement, the school must be
accustomed to work in accordance with agreed plans.
Cultural changes not only change the behavior of
teachers and employees, but also require changes in
the method of directing an institution. Changes in the
method must be supported also with a paradigm shift,
so that the school can develop as a service-oriented
institution.
Changes in methods in school management
become more measurable and focused as anticipatory
steps to achieve competitive advantage. The use of
BSC is not only a measure of performance, but a
TQM tool to be effective and efficient. In other words,
in addition to assessing performance, the BSC
provides a structured framework for TQM practices in
schools.
Recommendations
Based on the conclusion of the research results,
the recommendations are as follows:
For VHS, it is necessary to design an integrated
quality management system with performance
measurement. This model can be used as an alternative.
As a new management system approach, in its
application it is necessary to pay attention to various
aspects at the implementation stage. Starting from
socialization and training, it must be ensured that all
school residents accept BSC as a new management
pattern. In addition, they must have confidence that BSC
can be replicated in their schools. This is where the
principal's role as a change agent, educator, motivator,
and facilitator for teachers and employees. So that it can
change the mindset and skillset required in applying the
BSC toolset as its framework
For Ministry of Education and Culture
(Kemendikbud), in order to improve the continuous
quality improvement and accountability of VHS,
Kemdikbud should issue regulations requiring VHSs to
use a performance-based school management framework
or approach reported annually through the Directorate of
Vocational Education;
City Education office, should (1) provide
socialization and training related to performance-
based quality management school framework; (2)
monitoring the achievement of school quality targets
or targets each year; (3) facilitating VHS to diagnose
the causes of school quality success and failure; (4)
encourage and facilitate VHSs for benchmarking and
networking with vocational or superior vocational
education institutions of a similar kind, regional,
national or international.
12
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