training and learning about quality management by … · indian automobile company sundaram clayton...

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).


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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


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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.



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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.


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


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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..


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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


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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


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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


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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


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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


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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


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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.


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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


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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


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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


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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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