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MGMT 19105. Quality Management. The Course – Assignment 2. 2000 words; 20% of Course Mark. You are the new manager of a call centre. You report to the CEO (who is also the owner) who has minimal active involvement, but firm expectations about how the call centre will be managed.

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mgmt 19105

MGMT 19105

Quality Management

the course assignment 2
The Course – Assignment 2

2000 words; 20% of Course Mark.

  • You are the new manager of a call centre. You report to the CEO (who is also the owner) who has minimal active involvement, but firm expectations about how the call centre will be managed.
  • The CEO has given you twelve months to successfully implement total quality management. He has instructed you to prepare a short report that describes how the organisation will implement total quality management.
the course assignment 21
The Course – Assignment 2

You are to:

  • Write an Action Plan that lists the steps in implementing Total Quality Management at the call centre.
  • Describe each of the steps by stating in plain English what will be done and why.
  • Describe how you will prove to the owner that you have successfully implemented Total Quality
  • Management
the course assignment 22
The Course – Assignment 2

Notes:

  • You are not to use the process on pages 776-782 in Goetsch and Davis (2006) – find a process published elsewhere (with considerably less steps than the textbook).
  • The organisation is fictitious. You can invent information about the organisation. Do not be elaborate in what you make up, and try to keep it realistic.
  • Always remember that the purpose of the report is to demonstrate what you know about quality management and about the implementation of Total Quality Management.
the course assignment 23
The Course – Assignment 2

• Write a ‘short report’ (see Guide for Students, p 90-1).

• Use the organisation as a way to demonstrate your knowledge of the course content, including the textbook and additional reading you have done. This involves extensive referencing of theory available from these sources.

• Provide an executive summary, introduction, conclusion and recommendations.

• Use appropriate headings.

• Use at least 8 references from the course materials and your own reading.

• Use minimal direct quotes. Instead, using your own words to describe your sources’ content.

• Use in text referencing and a reference list. Including references to any marketing materials and websites you use.

the course assignment 24
The Course – Assignment 2

(Out of 4 marks) Question 1 – Write an Action Plan that lists the steps in implementing Total Quality Management at the call centre – this is a simple list of sequential steps, supported by appropriate references.

(Out of 6 marks) Question 2 – Describe each of the steps by stating in plain English what will be done and why – it should be clear to the reader what the step involves, and the ‘why’ should be supported by appropriate references.

(Out of 6 marks) Question 4 – Describe how you will prove to the owner that you have successfully implemented Total Quality Management. The proof must be able to be observed or measured. This should be supported by appropriate references.

(Out of 4 marks) Clarity of expression and presentation – including the orderly and logical presentation of information, referencing, neatness, and the inclusion of an executive summary, introduction and conclusion.

TOTAL: 20 Marks

week 5 focus on customers
Week 5 – Focus on Customers

Tom Peters “customer obsession”

Thriving On Chaos (1987) “Total Customer Responsiveness”

Tom Peters and Robert Waterman In Search of Excellence (1982) – no.2 of the eight basic principles:

‘Staying close to the customer –

learning his preferences and

catering to them.’

week 5 identifying needs
Week 5 – Identifying Needs

1. Speculate about the results.

  • How ‘in touch’ are we with our customers?
  • Could our assumptions has negatively influenced our product/service offerings?

2. Plan how to gather the information.

  • Be systematic.
  • Get as close to the customer as possible – face-to-face?
  • Use a variety of methods – for cross-confirmation.
  • Make it efficient enough to do regularly.

(Scholte’s Six-step Strategy for Identifying Customer Needs, Goetsch & Davis 2006, p. 202)

week 5 identifying needs1
Week 5 – Identifying Needs

3. Gather the information.

  • Conduct a pilot first (to check the method and the questions).
  • Consider involving ‘operations’ people in information gathering.

4. Analyse the results.

  • Be analytical and objective.
  • Represent the findings graphically where possible.
  • Look for positives and negatives and trends.
  • Test the findings against your initial speculation.

(Scholte’s Six-step Strategy for Identifying Customer Needs, Goetsch & Davis 2006, p. 202)

week 5 identifying needs2
Week 5 – Identifying Needs

5. Check the validity of your conclusions.

  • Draw conclusions from the analysis.
  • Go back to customers and check the conclusions with them.

6. Take action as indicated.

  • Plan relevant actions – including who, what, when, where, how and why.
  • Do something with the information. Otherwise you have wasted your time, and the time of your customers.

(Scholte’s Six-step Strategy for Identifying Customer Needs, Goetsch & Davis 2006, p. 202)

week 5 internal customers
Week 5 – Internal Customers
  • Only a small number of employees in a total quality management organisation spend considerable amounts of time with customers. What about the rest of us?
  • Our customers are inside the organisation!
  • Everything we have discussed here is relevant to the internal customer.
week 6

Week 6

Empowerment & Team Building

slide13

The Inaugural CQU Quality Management Class High Speed Artistic Structure Competition 2006

  • The objective: to design and build an artistic structure very quickly.
  • Rules: You have 10 minutes to design, build and name your structure.
team discussion
Team Discussion
  • How well did you operate as a team?
  • What team-y sorts of things did you do?
  • What non-team-y things did you do?
module objectives
Module Objectives

1. Define the terms ‘employee empowerment’ and ‘teamwork’;

2. Describe the inhibitors of empowerment;

3. Discuss what experience employees may have as organisations move beyond empowerment;

4. Describe the critical behaviours of team leaders and team members;

5. Describe how setting an example and providing recognition can contribute to teamwork; and

6. Briefly describe the relationship between empowerment, teamwork and quality.

readings
Readings

Study Guide Module 6

Textbook Goetsch & Davis (2006)Chapter 8. Employee Empowerment &Chapter 10. Team Building & Teamwork

Electronic journal articles

  • Geisler, D 2005, ‘The next level in employee empowerment’, Quality Progress, vol. 38, no. 6.
  • Scarnati, JT and Scarnati, BJ 2002, ‘Empowerment: The key to quality’, The TQM Magazine, vol. 14, no. 2.
  • Gregg, L 2005, ‘Lessons learned from the brink of disaster’, The Journal for Quality and Participation, vol. 28, no. 1.

(Available on Proquest)

definition
Definition

Small Group

From your life experience, answer the following questions:

  • What is your understanding of the meaning of the word ‘empowerment’?
  • Why is employee empowerment important in ensuring that customers receive a quality product or service?
empowerment definitions
Empowerment – Definitions
  • “Empowered employees are given ownership of the processes they are responsible for, and the products or services generated by those processes.”(Goetsch & Davis 2006)
  • “Empowerment requires individuals to make appropriate and reasonable decisions that result in an improved process or product.”(Scarnati & Scarnati 2002)
definitions
Definitions

Small Group

Now we know what empowerment is…

  • How can we empower employees?
  • What risks do we take when we empower employees?
how to empower 1
How to Empower? (1)
  • Assess ‘workforce readiness’:
    • Critical thinking
    • Knowledge of decision making processes
    • ‘Big picture’ knowledge of the organisation
  • Do the basics:
    • Involve employees.
    • Give ownership of success or failure.
    • Allow employees to make decisions.
    • Encourage initiative and risk-taking.

Goetsch & Davis (2006)

how to empower 2
How to Empower? (2)
  • Create a supportive environment:
    • Management must suspend their egos.
    • Handover access to knowledge.
    • Have ‘people oriented’ managers.
    • De-layer the organisation.
  • Use vehicles such as:
    • MBWA (Management by Walking/Wandering Around)
    • Brainstorming
    • Quality Circles (or similar, eg Six Sigma Projects)

Goetsch & Davis (2006)

concerns about empowerment 1
Concerns About Empowerment (1)
  • Restricting Employees (Geisler 2005)
    • Empowerment has been practiced so that individuals cannot achieve their own potential.
    • Employees already have power.
    • Instead of employee empowerment, we need “employee self-determination”.
    • Self-determination involves employees using their innate power to achieve unique levels of excellence.
concerns about empowerment 2
Concerns About Empowerment (2)
  • Abdication (Goetsch & Davis 2006)
    • Traditional managers (& employees) often see empowerment as abdication.
    • Abdication means giving away power or responsibility. This also means not taking any ongoing responsibility.
    • Empowerment is not abdication when the manager continues to take an interest in what is being done, and provides ongoing support.
actions
Actions

Small Group

  • How do empowered employees act?
how empowered employees act
How Empowered Employees Act
  • Take initiative.
  • Identify opportunities.
  • Think critically.
  • Build consensus.
  • Also they:
    • Work with minimal supervision.
    • Recognise their own successes.
    • Build supportive, capable networks.

Goetsch & Davis (2006) page 245

definition1
Definition

Small Group

From your life experience, answer the following questions:

  • What is your understanding of the meaning of the word ‘teamwork’?
  • Why are teams relevant to achieving quality outcomes?
teamwork definition
Teamwork – Definition
  • Working together with others to achieve a shared goal.

According to Goetsch & Davis (2006), a team exists when:

    • Agreement exists as to the team’s mission.
    • Members adhere to team ground rules.
    • Responsibility and authority are fairly distributed.
    • People adapt to change.
creating a team
Creating a Team

Small Group

Now you know what teamwork is…

  • How would you get a group of people to work as a team?
the team development lifecycle
The Team Development Lifecycle

Performing

Norming

Storming

Forming

Team Cohesion

& Productivity

Time

forming
Forming
  • People in new groups initially orient themselves through testing.
  • This helps to identify boundaries with regard to interpersonal relationships and individual tasks.
  • At the same time, they are establishing becoming dependent on leaders, other group members, or pre-existing standards.

(Adapted from Tuckman, BW 1965 ‘Developmental sequence in small groups’, Psychological Bulletin, issue 63, pp. 384-399. Reprinted in Group Facilitation: A Research and Applications Journal, issue 3, Spring 2001.)

storming
Storming
  • Forming is followed by conflict and polarisation around interpersonal issues, and involves emotional attachment to ways of completing individual tasks.
  • Individuals will resist conforming to leader and group expectations.

(Adapted from Tuckman, BW 1965 ‘Developmental sequence in small groups’, Psychological Bulletin, issue 63, pp. 384-399. Reprinted in Group Facilitation: A Research and Applications Journal, issue 3, Spring 2001.)

norming
Norming
  • Resistance is overcome as group identity and cohesiveness develop, new standards evolve, and new roles are adopted.
  • With regard to tasks, intimate, personal opinions are expressed.

(Adapted from Tuckman, BW 1965 ‘Developmental sequence in small groups’, Psychological Bulletin, issue 63, pp. 384-399. Reprinted in Group Facilitation: A Research and Applications Journal, issue 3, Spring 2001.)

performing
Performing
  • In the final stage, the group structure reflects the work to be done.
  • Roles become flexible and functional, and group energy is channeled into the task.
  • Structural issues have been resolved, and structure supports task performance.

(Adapted from Tuckman, BW 1965 ‘Developmental sequence in small groups’, Psychological Bulletin, issue 63, pp. 384-399. Reprinted in Group Facilitation: A Research and Applications Journal, issue 3, Spring 2001.)

the team development lifecycle1
The Team Development Lifecycle

(Source: Smith MK 2005, http://www.infed.org/thinkers/tuckman.htm)

creating a team 1
Creating a Team (1)

1. The best way for a new team (or new members of an existing team) to learn to work together is to work together. Team-building exercises and events, although they have some "getting to know you" value, do not build the level of trust needed for high performance.

2. Focus first on the "what" before you worry about the "how." If you allow time for the group to arrive at a shared vision, the supporting processes will develop relatively quickly.

3. Commit time and resources to structured continuing education and cross-training. This investment will pay off in the team's improved ability to function despite changes in leadership and membership.

(Gregg 2005, page unknown)

creating a team 2
Creating a Team (2)

4. As soon as possible, get the team up to speed on strategic alignment and measurement. These are difficult concepts, especially for knowledge workers. The sooner they learn how to identify and measure key performance indicators, the sooner you can demonstrate value to the organization no matter who is on the team.

5. Stay the course in the face of distractions and conflict. It helps to have one or more skilled facilitators on the team.

6. Insist that everyone at any given time either lead, follow, or get out of the way. To maintain high performance in a constantly changing environment, team members need role clarity-even as their roles shift from day to day or project to project.

(Gregg 2005, page unknown)

teamwork issues 1
Teamwork Issues (1)
  • A group of people is not necessarily a team…
    • People may be working in the same physical space but not working together (whether they working to achieve the same goals or not).
    • People may be working together, but trying to achieve different goals.
    • People’s goals may actually be in conflict with each other.
teamwork issues 2
Teamwork Issues (2)

Goetsch and Davis (2006, p. 321) present ‘the example issue’:

  • When competition and conflict are demonstrated by senior managers; while employees lower down the organisational hierarchy are expected to demonstrate cooperation and sharing.
  • This is doomed to fail.
empowerment teamwork
Empowerment & Teamwork

Small Group

  • What is the link between empowerment and teamwork?
empowerment teamwork1
Empowerment & Teamwork
  • According to Scarnati 2001 (cited in Scarnati & Scarnati 2002), ‘teamwork and empowerment are essential elements of quality’.
  • To focus on quality ‘a synergetic teamwork philosophy, a group empowerment process, and a "can-do" attitude … must be embraced by the entire organization’ (Scarnati & Scarnati 2002).
  • Successful teams have empowered team members – empowered people are good contributors when they work in teams.
conclusion
Conclusion
  • Recap of Module 5
  • Module Introduction
  • Empowerment Definitions
  • How to Empower
  • Concerns about Empowerment
  • How Empowered Employees Act
  • Teamwork Definition
  • The Team Development Lifecycle
  • Creating a Team
  • Teamwork Issues
  • Empowerment & Teamwork
next week week after next
Next Week (week after next)
  • Week 7“Quality Through ISO9000”.
  • Study Guide
  • Goetsch & Davis (2006)Chapter 14. ISO9000 and Total Quality: The Relationship
  • Three (3) electronic journal articles (Proquest)