TOPICS “QUALITY MANAGEMENT” This disposition is for 12h

Transkript

Univ.-Prof. Dr.-Ing. habil. Günter H. Hertel; Palacký University Olomouc / Philosophical Faculty / Department of Applied Economics
Teaching and Researching Fields: Innovation (IM)-Quality (QM)-Knowledge Management (KM)
Tel. +420-585-633 324; mailto: [email protected]; [email protected]
TOPICS
“QUALITY MANAGEMENT”
This disposition is for 12h teaching course
General Keywords: Quality (Q) - Quality Management (QM) - Quality management Systems (QMS) - Business Excellence (BE) Service Quality (SQ)
1
Why QM?
KEYWORDS
TEACHING & LEARNING
Your own notices
TARGETS
1.1 Motivation for
 Customer Satisfaction
 Recognizing: Q as a
e.g.: I will analyze what drives my
leadership through QM
potential for efficiency
company/university/department/myself to invest
 Buying / procurement
 Understanding: Q as a life
more or less in quality
preferences
style
 Commitment: Q as a
 External pressure by
leadership task
stakeholders
1.2 Results of leadership
through QM




2 Terminology of Q,
QM, QMS
2.1 Babylon of the language 
of the subject
failure-caused costs
Successful companies
use QM / low attention
for QM leads to
(statistically) less
success (PIMS-Study)
Failure / Damage /
Quality Costs!
Q-Orientation is care for
future
Empirical questionaires
of terms

Learn: Q is a factor of
renturn-on-x (x stands for
some input factors)
 Recognize: Q does
characterize not only
products
 Let’s try: We are focusing
on “Q” more and more in
our life
TEACHING & LEARNING
TARGETS
 Learn: Babylon is not
needed if You use the
international language of
QM
121011_ProfHertel_Disposition_Learning&TeachingTargets_Quality-Mgmt_PU_Wi-Term2012_13.doc
e.g.: I will initiate that Quality Costs should be
recognized in my
company/university/department/myself
Your own notices
e.g.: I will analyze if in my
company/university/department a certain and
common language of QM is introduced and
established. On which standard this language is
based?
Page 1 of 9
KEYWORDS
2.2 International Language
of QM (introduction)
2.3 Technical Terms of Q,
QM, QMS
2.3.1 Technical terms of
Q

Q, especially
(non)conformed
products, processes,
systems
TEACHING & LEARNING
TARGETS
 QM has an internationally
standardized professional
language (independently
from branches and
faculties!)
 Q has clear definition

Q, especially …

o Q, Entity, Qrequirement, Qcharacteristics

o Dependability,
Reliability,
Safety/Security, Risk,
Damage,
Failure/Mistake/Nonconformity,
o Inspection/Test,
Verification,
Validation,
o Process, Procedure,
Activity
o Product
o Supplier & Customer



We are able to define and
explain „Q-Terms“
We know where the exact
definition is available
We are able to recognize the
exact definition among a set
of diffuse definitions without a QM dictionary
We are sensible for „QM Non-Conformity and Law“
We are able to distinguish
between process and product

We are ready to start
learning “Process
Management”, but we will
make deeper dive

You have determined who is
your customer, who is your
supplier, who are YOU in
this relationship?
Your own notices
e.g..: I will be sorrowful in terms of Qualityrelated terms in my own
Company/Faculty/Scientific or practical field
e.g..: I will analyze who is/are my supplier(s)
and who is/are my customer(s), name by name.
e.g. I will learn the exact Czech terms of QM
Page 2 of 9
KEYWORDS
2.3.2 Technical Terms of
QM and QMS

QM, especially
o Q-planning, controlling, -assurance,
-improvement;

QMS, especially
o QMS-Subsystems

(QM-Terms regarding
Auditing and
Certification of QMS,
especially
o Q-Audits, Audits for
Certification,
Certification Bodies)*)
TEACHING & LEARNING
TARGETS
 We are able to define and
explain „Q-Terms“ as well
as “QM(S)-Terms”

We know what belongs to
QM (but do not have
experience)

We are able to distinguish
between Q, QM and QMS

We are ready to start
learning “QM” as well as
“QMS”, but we have to
make deeper dive

We use “process-thinking”
for allocated Q(M,S)-terms
We have learned to read the
standards right
Your own notices
e.g..: I will study more on the cycle „PDCA =
Plan - Do - Check - Act“.
*) for self-studying
2.4 Conclusions to Q(M,S)terms






Quality (Q)
Quality requirements
Entity
Quality Management
(QM)
Quality Management
System (QMS)
Process -> Products

Page 3 of 9
3 QM-Tools
3.1 QM-Tools overview
KEYWORDS


3.2 Allocation of the QMTools to the product
creation process



3.3 The 7 classical tools of
QM, Kaizen *) and
pQMS

3.4 Outlook to pQMS *)
From finish product
testing to TQM
From assembly/
production orientation to
market driven quality
Q-supporting activities
Classical Q-Techniques
Q-Techniques in a
enlarged sense
Data collection and
analysis (Histogram,
Pareto, Ishikawa, Check
Sheet, Control Chart,
Scatter diagram, Graphs
and Charts)
 Cause-effect analysis
(Activa/ Passiva, PaperComputer)
 Idea Mgmt / CIP-Matrix
 Process oriented QMS
(=pQMS) with example
of cooperation between
companies (method &
application) *)
TEACHING & LEARNING
TARGETS
 We recognize QM-Concepts
as an approach far beyond
technical quality assurance
 But we know, technical
instruments for quality
assurance maintain their
importance
 We know there are a lot of
different quality supporting
methods
 We are able to use the
abbreviation of quality
methods correctly
 We are interested in learning
more on certain methods
 We know ca. 10 tools and
their performance



Your own notices
e.g.: I ask myself which type of quality methods
I will get to know deeper
e.g.: I will make a deeper dive in the following
Q-Methods:
 …
 …
e.g.: I will deal with the „paper computer“
 Vester-Graph…
e.g.: I will deal with the „paper computer“
KAIZEN…
We are able to allocate one
or more tools for solving one
problem
An easy but strong tool is
the so-called „Paper
Computer“ = Impact Graph
= “Vester-Graph”
We do understand how to
e.g..: I will try to apply pQMS for the following
use pQMS for effective and
problem:
efficient target controlling
 …
Page 4 of 9
4 QMS concepts
4.1 Historical Deployment
of QM concepts
4.2 TQM concepts
KEYWORDS

TEACHING & LEARNING
TARGETS
 We recognize QM-Concepts
as an approach far beyond
technical quality assurance
 But we know, technical
instruments for quality
assurance maintain their
importance
 We realize QM is a
permanent improvement
process, practically, and
theoretically

From finish product
testing to TQM
From assembly/
production orientation to
market driven quality

ISO family


Malcolm-Baldridge
Award


EFQM-Award


Maturity Models

We take into our account
„QM concepts“ as leadership
concepts
QM-Concepts want to
achieve Results through
Enabler via Processes
We recognize that Enabling
of the Enablers is more
important than short-time
result orientation
I know maturity models and
I am willing to use them for
product and process
management but also for my
own carrier development as
a student
Your own notices
e.g.: I ask myself which type of quality methods
I will get to know deeper
e.g..: I will compare American way of quality
with Japanese and European once
Page 5 of 9
5 Models of Service
Quality (SQ)
5.1 Practical mistakes of
SQ
5.2 Deficits of
understanding SQ peculiarities of SQ
5.3 Models of SQ
KEYWORDS
TEACHING & LEARNING
TARGETS
Some empirical findings
We learn to go through the
world with other, open eyes
Six identified deficits:
 We have realized the
potential deficits in the
1. SQ Service quality is
service industry
confused with technical  We realize SQ is more than
perfection
Quality Assurance
2. Quality problems are
 We recognize the needs of
more latent than
market and customer
transparent
research
3. Quality is reduced to
 We know the customer’s
testing
voice is not all of his
4. Differences between
expectation: We need
technical quality
requirement engineering
assurance and service
 We know statistical results
quality are not realized
are more truth for
5. Statistical thinking has
retrospective than for
been in infancy
prospective decisions: We
6. Quality begins in the
will “merge” retro- and promind, captures the heart
spective approach
and is based on process
 We will try to arrange a
orientation
good balance between
standardization and
individualization
 SQ-Models as a result of We have learned,
empirical factor analysis  The description models of
 SQ-Models as a
the SQ are suitable for
identified “GAP“s
systematical analysis of the
 Development of a
service production,
prospective Model
 The identification of
(AIM-Model)
discrepancies between the
Your own notices
e.g.: I will try to make clear for myself what the
most important deficit for me is ….
Than I will
 apply the KANO-Model for the relationship
to my „VIP“ …,
 study the „V-Model“…,
 deal more with statistical methods…
e.g.: I will deal with process management
methods for special service task and use the
„Taxi-Model“…
e.g.: I will try to make clear for myself what the
most important discrepancy (GAP) for me is
….
Page 6 of 9

The process-embedded
AIM-Model in 4 phases
of service production
expectations an the (GAP’s)
are highly suitable for
e.g.: I will cord the customer benefit package
sensitisation in service
for my „VIP“ …
quality
 the 7 „AIM’s“ are suitable as
a design tool for SQ
 in the 4 phases of the service
production one ca use the
same models with different
questions, only
The most important task is
“Cord a customer benefit
package!”
Page 7 of 9
6 Project tasks for
preparation of course
completion (1 project
for 2…3 students)

The organisation and its
representative have to
be chosen from a
separate list of your
professor or to be
identified by the
students themselves.
6.1 Maturity Level
towards a sustained
success of a
6.1.1 public
manufacturing
organization (with
less than 500 coworkers)
6.1.2 public
manufacturing
organization (with
more than 500 coworkers)
6.1.3 private
manufacturing
organization (with
6.1.4 private
manufacturing
Assessment of
organisational
maturity
evaluated by
interviews with
representatives
of the organization
based on the ISO
9004:2009 – SelfAssessment
Catalogue







TEACHING & LEARNING TARGETS:
Supporting the students personal carrier and its management by
Learning about management systems, generally
Getting to know the importance and performance of quality management as a
philosophy for leadership
Using ISO-standards for studying model-based investigation approaches
Using methods of Knowledge Management for obtaining implicit knowledge
Being able to identify, formulate, analyze problems, and to decide for suitable solving
tools, and to recommend consequences for several stakeholders, especially for the
management, for administration as well as for the educational responsibilities.
Collecting competences in project management and team-work.
CONTENT and FORMAT of COMPLETION the COURSE:
A) Formal requirements:
1. Make a report of your assessment’s planning, execution and results in a volume not more than 10 pages.
You can document the interview details in an attachment.
2. Additionally, a management summary in Czech as well as in English language is necessary in a volume of
2 pages incl. 1…2 pictures of tables (as an opportunity for publication of your results and for the
management of the evaluated company) – a template is given by your professor.
3. Both papers have a certain quality like a scientific paper (please take into account the booklet of Prof.
PhDr. Jana Geršlová “Vádemékum Vědecké a Odborné Práce”. Professional Publishing 2009, ISBN 97880-7431-002-7)
4. All sources, written as well as oral sources, are to be quoted, absolutely exact and comprehensive. In the
oral case also with complete names, functions, telephone and email-address.
5. For oral presentation you can use additional pictures
B) Time-Scheduling requirements:
1. due October 30th, 2012 by choosing a company and given this information to your supervisors (your
professor in UPOL, and in the case D1) also to the external supervisors (representatives will be given
directly in the lectures of your professor)
2. due Nov 3rd, 2012 by completion your 1st draft of the report (if required by one of your supervisors)
3. due Nov 30th , 2012 completion your 2nd draft of the report (if required by one of your supervisors)
4. due Jan 11th, 2013 completion of your 3rd possible draft = final report (if not accepted from one of the
Page 8 of 9
organization (with
OR …
6.1.5 public service
organization (with
6.1.6 public service
organization (with
6.1.7 private service
organization /with
6.1.8 private service
organization /with
supervisors the course QM in UPOL wouldn’t be completed)
5. at Jan 21th till 24th, 2013 (1 day planned for QM) taking part if the UPOL’s colloquium in the course QM
6. due Jan 31th, 2013 make ready the 2-pager (internet) publication of your results, if recommended by the
supervisors
C) Opportunities for consultations:
1. Physically in your professor office in UPOL: Oct 18th; Nov 08th + 09th 2012, each 10-14 o’clock.
2. On-line by using email-contact: [email protected].
D) Content-wise requirements:
3. Describe the company, their products and management system, their current competitive situation, their
vision, mission, targets, strategy and their stakeholder. You can use attachment pages for this description.
4. Evaluate the company’s (or a defined part of them) maturity in respect to ISO9004-reqirements by using a
structured interview guideline
5. Give recommendations to the management of the company; explain WHAT and WHY (may be HOW),
explicitly for each of your recommendations.
6. Do document all things you have planned, executed, evaluated by text, pictures, databanks
7. Visualize your planning, your execution and especially your results in a suitable way. One example is
given in the ISO 9004.
E) Your opportunities for choosing a company: You can choose …
1. … a company from a list your professor will show you. In this case …
a. … some additional advantages besides the learning and networking effects will be included, especially a
monetary support for your travelling.
b. … you will have 2 supervising organisations: One external company and its representatives as well as
UPOL, your professor (name and representatives of the external company will be given directly during
the lectures of your professor)
2. … a company by your own decision. In this case
a. … learning and networking effects are most important, too.
b. Your professor is your single supervisor. Nevertheless the representative of your investigated company
can be very helpful.
3. In both cases, the representatives of the external supervising organization, the representative of your
assessed organization, and your professor at UPOL are your customers.
Page 9 of 9

TOPICS “QUALITY MANAGEMENT” This disposition is for 12h

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