TOPICS “QUALITY MANAGEMENT” This disposition is for 12h
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TOPICS “QUALITY MANAGEMENT” This disposition is for 12h
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 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] 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? 121011_ProfHertel_Disposition_Learning&TeachingTargets_Quality-Mgmt_PU_Wi-Term2012_13.doc 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 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] 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 121011_ProfHertel_Disposition_Learning&TeachingTargets_Quality-Mgmt_PU_Wi-Term2012_13.doc Page 3 of 9 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] 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 *) for self-studying 3.4 Outlook to pQMS *) *) for self-studying 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) *) *) for self-studying 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 … 121011_ProfHertel_Disposition_Learning&TeachingTargets_Quality-Mgmt_PU_Wi-Term2012_13.doc Page 4 of 9 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] 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 121011_ProfHertel_Disposition_Learning&TeachingTargets_Quality-Mgmt_PU_Wi-Term2012_13.doc 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 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] 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 121011_ProfHertel_Disposition_Learning&TeachingTargets_Quality-Mgmt_PU_Wi-Term2012_13.doc 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 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] 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!” 121011_ProfHertel_Disposition_Learning&TeachingTargets_Quality-Mgmt_PU_Wi-Term2012_13.doc Page 7 of 9 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] 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 less than 500 coworkers) 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 121011_ProfHertel_Disposition_Learning&TeachingTargets_Quality-Mgmt_PU_Wi-Term2012_13.doc Page 8 of 9 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] organization (with more than 500 coworkers) OR … 6.1.5 public service organization (with less than 500 coworkers) 6.1.6 public service organization (with more than 500 coworkers) 6.1.7 private service organization /with more than 500 coworkers) 6.1.8 private service organization /with less than 500 coworkers) 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. 121011_ProfHertel_Disposition_Learning&TeachingTargets_Quality-Mgmt_PU_Wi-Term2012_13.doc Page 9 of 9