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DEPARTMENT: DSI
COURSE CODE: TOTALQM/ QUALMAN
CLASS DAYS AND CLASS TIME:
ROOM:
INSTRUCTOR:
COURSE DESCRIPTION:
This course introduces the students to the concept of Total Quality Management, an approach to
long–term success that can be achieved through customer satisfaction. In a TQM system, everyone
in the organization participates and quality management is integrated into all activities and
functions aimed at improving processes, products, services, and the culture of the organization. The
course aims to familiarize the students to TQM philosophies, frameworks, methodologies, tools,
and techniques commonly used in a system of continuous improvement. The overall objective is for
students to develop an understanding of TQM principles for effective real life applications in both
manufacturing and service sectors.
1
LEARNING OUTCOME REQUIRED OUTPUT DUE DATE
LO 1: Understanding of TQM Quizzes See Quizzes
evolution, quality gurus and Assignments and other methods for Schedule
their teachings, quality individual assessment.
management concepts, tools,
techniques, methodologies,
and systems.
LO 2: Recognize the value of Students will be organized into teams to work TBA
active participation and on case studies, group discussions, short
teamwork as an integral presentations, and other activities that require
element in TQM and collaborative effort. Their respective
collectively come up with performance will be measured using the
recommendations to practical established rubric for assessment.
operational and quality related
issues.
LO 3: Ability to analyze data Problem Solving exercises Weeks 9 - 11
and apply appropriate quality
control methods to assess
process stability and/or
capability.
LO 4: Conduct a study that Teams will undertake a Quality Improvement Weeks 12-13
will highlight real-world Plan (QIP), a study with emphasis on
quality issues or areas for generating ideas and solutions from a
improvement in an existing customer perspective. Applicable tools of
process, product, or service. quality management will be used for
This assesses the students’ analytical approach and formulation of plans.
ability to apply the theory and The Quality Function Deployment (House of
concepts learned from the Quality) may be used as a framework to
course in practical situations. match the voice of the customer with
technical response (producer), identify
targets, correlations, and competitive
benchmarks.
OTHER REQUIREMENTS:
Aside from the final output (QIP), the student will be assessed at other times during the term by the
following:
Class Participation/ Recitation
Final Departmental Examination
GRADING SYSTEM:
The student will be graded according to the following assessment:
Team Performance Individual Performance Overall
Final Class
Particulars Team Term Project Quizzes and Participation
Activities (QIP) Assignments
Departmental Recitation Total
Examination Attendance
% Weight 15% 15% 30% 30% 10% 100%
CLASS POLICIES:
2
RUBRIC FOR ASSESSMENT
3
LEARNING PLAN:
UNIT4TOPIC
- Exemplary WEEK/S
3 - Satisfactory LEARNING Learning Activities
2- Below Satisfactory and
1 - Unsatisfactory
Thinking is exemplary, skilled, Thinking is competent, Thinking is inconsistent, Thinking is unskilled and
marked by excellence in clarity, effective, accurate and clear,
OUTCOME Resources
ineffective; shows a lack of insufficient, marked by
I. FOUNDATIONS OFprecision,
accuracy, QUALITY relevance, Weeks
but lacks 1-2
the exemplary Introduction
LO1consistent competence: is to the course. lack of clarity,
imprecision,
MANAGEMENT depth, breadth, logicality, and depth, precision, and insight often unclear, Historical
imprecise, perspective from illogicality, and
superficiality,
fairness of a “4” Craftmanship during
inaccurate, and superficial Middle
inaccuracy, and unfairness
Purpose
A. History and Development
--Demonstrates a clear --Demonstrates an --Is not completelyAges,
clear Industrial Revolution,
--Does not clearlyPost-
understand
B. Concept/ understanding
Definition/ofTQM Evolvement
the assignment’s understanding of the about the purposewarof the the purpose
developments of thetoassignment
in Japan, the
C. Framework of Quality Management/ assignment’s purpose
purpose assignment turn of the 20th century
Integrating Quality in the Value Chain /
Key Question, Problem, --Clearly defines the issue or --Defines the issue; identifies --Defines the issue, but
developments relating to quality.
--Fails to clearly define the issue
Quality inproblem;
Manufacturing and Service 5 Approaches/Perspectives in
or Issue accurately identifies the the core issues, but may not poorly (superficially, or problem; does not recognize
Defining Quality (by David
D. Basic TQM coreElements
issues or Quality fully explore their depth and narrowly); may overlook the core issues
--Appreciates depth and breadth of breadth some core issues Garvin – Managing --Fails toQuality)
maintain a fair-minded
Managementproblem
Principles --Demonstrates fair- --Has trouble maintaining a approach toward the problem
--Demonstrates fair-mindedness mindedness fair-minded approachMain: Ch. 1 (Evans/Lindsay)
toward
toward problem the problem Supplement:
Point of View --Identifies and evaluates relevant --Identifies and evaluates --May identify otherCh.points --Ignores or superficially
6 (Heizer/Render)
significant points of view relevant points of view of view but struggles
Ch. with evaluates alternate points of
9 (Stevenson/Sum)
--Is empathetic, fair in examining --Is fair in examining those maintaining fairmindedness;
Team view - may
Formation
II. QUALITY all PHILOSOPHIES
relevant points of view views Week 2 LO1
may focus on irrelevant or --Cannot separate own vested
A. Major gurus of quality management, LO2 supplement discussion
insignificant points of view
on
interests and feelings when
importance ofevaluating
teams in other
TQMpoints
with of view
their contributions (Deming, Juran, Ch. 4 (Evans/Lindsay)
Information --Gathers sufficient, credible, --Gathers sufficient, --Gathers some credible --Relies on insufficient,
Crosby, Shewhart, Feigenbaum,
relevant information: observations, credible, and relevant information, but not enough; irrelevant, or unreliable
Ishikawa,statements,
Taguchi,logic,Shingo)
data, facts, information some informationDiscussion
may be should highlight:
information
B. Other significant contributions
questions, graphs, themes, by other --Includes some information irrelevant Deming (14 points, PDCA,
--Fails to identify or hastily
assertions, descriptions, etc. from opposing views --Omits significant Theory of dismisses
Profound strong, relevant
Knowledge)
experts (Ohno, Garvin, Akao, Kano, etc.)
--Includes information that --Distinguishes between information, including
Juransome counter-arguments
(10 steps, Quality Trilogy,
opposes as well as supports the information and inferences strong counter-arguments
Roadmap) --Confuses information and
argued position drawn from it --Sometimes confuses inferences drawn from that
Crosby (14 steps, 4 Absolutes,
--Distinguishes between information and the information
information and inferences drawn Zero
inferences drawn from it Defects, Vaccine)
from that information Shewhart (SPC)
Concepts --Identifies and accurately --Identifies and accurately --Identifies some Feigenbaum
(not all) (TQC, Hidden Plant)
--Misunderstands key concepts
explains/uses the relevant key explains and uses the key key concepts, but Ishikawa
use of (Quality Circle,
or ignores B7 key concepts
relevant
concepts concepts, but not with the tools)and
concepts is superficial altogether
depth and precision of a “4” inaccurate at timesTaguchi (QLF, Taguchi Method,
Assumptions --Accurately identifies --Identifies assumptions --Fails to identify DOE) --Fails to identify assumptions
assumptions (things taken for --Makes valid assumptions assumptions, or fails to (Poka--Makes
Shingo Yoke, JIT)invalid assumptions
granted) explain them, or the
Cost of Quality Models
--Makes assumptions that are assumptions identified are
consistent, reasonable, valid irrelevant, not clearly stated,
and/or invalid Main: Ch. 2 (Evans/Lindsay)
Interpretations, --Follows where evidence and --Follows where evidence --Does follow some Supplement:
evidence --Uses superficial, simplistic, or
Inferences reason lead in order to obtain and reason lead to obtain to conclusions, butCh. 9 (Stevenson/Sum)
irrelevant reasons and
defensible, thoughtful, logical justifiable, logical inferences are more http://qualitygurus.com
often unjustifiable claims
III. PRODUCTconclusions
AND SERVICEor solutions DESIGNconclusions Week 3 than not unclear, illogical,
LO1 Individual and--Makes illogical, inconsistent
Team Activities.
--Makes deep rather than --Makes valid inferences, but inconsistent, and/or Discussion inferences
should include the
QUALITY superficial inferences not with the same depth and LO2 superficial --Exhibits closed-mindedness or
Model of customer satisfaction by
A. Customer--Makes
Satisfaction
inferences that are as a “4”
Noriaki Kano,
hostility to reason; regardless of
consistent
B. Determinants with one another
of Quality in Products the evidence, maintains or
Garvin’s 8 Dimensions
defends views of Quality,
based on self-
C. Determinants of Quality in Service SERVQUAL/interest RATER –(by
Implications, --Identifies the most significant --Identifies significant Zeithaml, Parasuraman
--Has trouble identifying & Berry),
--Ignores significant
Consequences implications and consequences of implications and significant implications and implications and consequences
the reasoning (whether positive consequences and Main: Ch. 3, 7,
consequences; identifies 8 (Evans/Lindsay)
of reasoning
and/or negative) distinguishes probable from improbable implications
Supplement:
--Distinguishes probable from improbable implications, but Ch. 5 (Heizer/Render)
improbable implications not with the same insight and Ch. 4, 9 (Stevenson/Sum)
precision as a “4”
QUIZ
Source: Foundation for Critical1Thinking, www.criticalthinking.org Week 4
IV. TOOLS AND TECHNIQUES FOR Weeks 5 - 6 LO1 QIP Introduction
QUALITY LO2 Project Proposals due
Practical Individual and Team
A. Basic Seven Tools Activities or Assignments to apply
B. New Seven Tools TQM tools
C. House of Quality (QFD)
D. Supplemental Tools and Techniques Main: Ch. 5, 6, 7, 11 (Evans/
(Root Cause and Risk Analysis Tools Lindsay)
Supplement:
among others) Ch. 6 (Heizer/Render)
Ch. 9 (Stevenson/Sum)
http://qfdonline.com
QUIZ 3 Week 11
Field Work for Term Project Week 12 LO2, LO4 Research and Analysis
Term Project Submission, Presentation, Week 13 LO2, LO4 Research and Analysis
and Course Synthesis
Final Exam Week 14
MAIN REFERENCE:
Total Quality Management
By James R. Evans and William M. Lindsay
9th (Philippine) Edition – Reprint 2016, CENGAGE
OBE Aligned
or
Managing for Quality and Performance Excellence by James R. Evans and William M. Lindsay.
9th /10th (International) Edition, South-Western – 2014/2017
SUPPLEMENTAL REFERENCES:
Principles of Operations Management
By Jay Heizer and Barry Render
11th Edition, 2014 (Chapters 5, 6, 6S, 16)
or