QUALITY CIRCLES FOR QUALITY OF LEARNING LIFE
QUALITY CIRCLES FOR QUALITY OF LEARNING LIFE
IN ANDHRA UNIVERSITY
by
*Shanmukha Rao. Padala **Dr. N. V.S. Suryanarayana
In order to enhance the Quality of Learning Life the coordination of Bhagavad Gita and Vedantas in our educational institutions for both learning and administration is pivotal part of the present day. To develop the Quality of Learning Life a Quality Circle has been presented to achieve the specified objectives. The quality circle structure includes two major components like academic ladder and non-academic ladder, for effective coordination of certain skills. To systematize the quality circles for quality of learning life, a systematized approach for problem solving and techniques for problem solving has been presented.
Quality Circle (QC) concept was first introduced by Japanese Union of Scientists and Engineers (JUSE) along with Dr. Kaoru Ishikawa of Mushashi Institute of Technology as long back as in 1948. Subsequently S.R. Udpa, who is pioneer of QC in India, has started it in BHEL Ramachandrapuram unit, in January 1981. Quality Circle is a small group of employees, who are working in same area doing same nature of work who voluntarily come forward to identify the work related problems, analyse them, discuss them suggest the best alternative to solve those identified problems effectively to improve the quality, productivity and organizational excellence.
QC is one of the employees' participative methods along with their personal interest for improving the productivity and self-actualization. It impels development of their skills, capabilities, confidence, knowledge and creative abilities that lead to creating a co-operative work environment, good working conditions, providing healthy and safe working conditions, which create and sustain their motivation and commitment towards work excellence. Workers participation, Industrial democracy, workers welfare and Quality Circles are various ways to achieve the alternative objective of improving Quality of Work Life. Quality Circles, Teacher-student participative learning process, and creating growth opportunities to students are various ways to achieve the alternative objectives of improving Quality of Learning Life (QLL). The objectives of Quality Circles are multi-faced. They are:
ORGINAL STRUCTURE: To achieve from "Lower motivational level", to "higher motional level" that results in total involvement of people at all levels.
ATTITUDE: To achieve from "I don't care", to "I do care", that leads to continuous improvement in Quality of Learning Life.
SELF-DEVELOPMENT: To achieve from "concealed potential" to "bringing out hidden potential" that results people to learn additional skills.
TEAM-SPRIT: To achieve from "I could not" to "we do it" that results in eliminating inter-departmental or inter-disciplinary conflicts.
By introducing the QC, the organizations enjoy several benefits. These can be broadly divided into tangible benefit and intangible benefits. Tangible benefits are: self development of the participant in QC as well as mutual development; improvement of the productivity and decreasing the cost or wastages; reduction of absenteeism and better quality of life i.e., Quality of learning life. Intangible benefits are: job enrichment, effective team work, better communication and attitudinal changes.
OBJECTIVE OF THE STUDY:
The main objectives of the study are:
To study the concept of the QCs and its implementation in educational institutions.
To present the QC structure in Andhra University.
To suggest the method for problem solving through QCs.
To measure the impact of QCs, on Students and teachers' Quality of Learning Life.
QUALITY CIRCLES FOR QLL IN ANDHRA UNIVERSITY:
Andhra University has been the first varsity in the country which promoted QCs in all its academic departments by involving staff and students, to promote quality in academic activities. As per the direction of the Honorable Vice-Chancellor Prof. L. Venu Gopal Reddy, the Advisory Committee of Internal Quality Assurance Cell (IQAC) resolved to constitute Quality Circles in each academic department. The objective is to promote continuous improvements and Quality in departmental activities. Each Quality Circle shall consist of members representing Faculty, Research Scholars, Students and Non-Teaching Staff (total not exceeding eight members). Among these members due representation should be given to female students. The member of the QC of a department will be nominated by the Principals of respective college/ Special Officers of the PG campuses in consultation with the Head of the Department. The QC is expected to formulate parameters of excellence for various courses and initiate tasks for accomplishment of goals and to develop short and long term plans for the department.
QUALITY CIRCLE STRUCTURE:
A quality circle has an appropriate organizational structure for its effective and efficient performance. It varies from industry to industry as well as organization to organization. But it is useful to have a basic framework as a model. QCs are provided with a working structure, which is intended to facilitate the smooth functioning of QC activities. This structure varies from one educational institution to another institution (university) and is governed by the unique conditions existing in that particular university by which QC eventually get integrated into the university total operations. Quality circles structure can be compared with sports since both encourage competitiveness and team spirit.
Board of Control Vice-Chancellor
Team Manager Principal/Special Officer
(Steering Committee)
Coach HOD (Facilitators)
Captain Coordinating Agency Leaders
(IQAC)
Players Members
Audients Non-members
1. NON-MEMBERS:
v These are the persons who are not the members of Quality Circles but would help the members with useful suggestions to help them in identification and solve their problems.
2. MEMBERS:
Members are participants belonging to the same nature of work area who voluntarily join as members. They should undergo a preliminary training about QC process and then carryout the following activities:
v They learn QC techniques and identify the problems.
v They choose leader and cooperate him for efficient conducting of QC.
v They attend the meetings to discuss, analyse problems and find solutions.
v They help in spreading awareness about Quality Circles.
3. LEADERS:
They are generally QC members who are selected unanimously by other members. Leaders perform the following functions:
v Acquire skill in QC techniques.
v Ensure effective participation of all members.
v Conduct meetings regularly and systematically.
v Motivate potential members to join QC.
v Maintains attendance in the QC meetings.
v Stimulate group discussions by providing inputs.
v Prepare the report of the problems and suggestions and presents it to the next superior with the help of group members.
4. COORDINATING AGENCY:
The Coordinating Agency carries out the administration as well as formal responsibilities involved in QC operation. It performs the following functions:
v Coordinates QC movement.
v Conducts programs to disseminate knowledge on QC techniques.
v Assists QC whenever necessary in report preparation/ presentation to the Vice-chancellor.
v Organizes recognition function for QC members.
v Takes steps to project the QC movement in the university.
5. HEAD OF THE DEPARTMENT (Facilitator):
v Facilitates functioning of QCs in his assigned area.
v Acts as a catalyst in the formation of QCs.
v Coordinates with the promoters his area to oversee the growth of QCs.
6. PRINCIPALS/SPECIAL OFFICERS (Steering Committee):
v Appointing the QC members based on the recommendation of Head of the Department.
v Attends presentations carried out by Quality Circle members.
v Extends help to QC members in the form of suggestions whenever necessary.
7. VICE-CHANCELLOR (Top Management):
v Exhibits commitment to the philosophy of QC and students and employees participation in bringing improvements.
v Extends support for QC activities.
v Lays broad policies for the functioning of QCs.
v Gives recognition to the achievements of QC members.
METHOD FOR PROBLEM SOLVING BY QCs:
In order to have systematic approach for problem solving by quality circle members a ten-step method was prepared.
STEP-I: Identification of Problems:
Identifying problem very clearly is the first critical step to implement successfully the problem-solving process. The identification of the problem is to be done by using structured method of "brainstorming" (Group Discussion) technique.
Brainstorming is a lively technique that helps a group to generate as many ideas as possible in a short time period. This problem is also to be used for finding out the causes for the problem, finding solutions, and possible resistance to the solutions and how to overcome them. It is used to identify problems, analyse causes, select alternative solutions, do strategic planning, generate ideas for marketing change, and handle many other situations.
This is an important technique and generally the members, facilitators and the organization should pay attention to this technique. The team members, the management, or the users can all participate in brainstorming. If people are invited with different perspectives to brainstorm, innovative ideas are more likely to be generated by the group.
STEP-II: Selecting the Problem:
The ideal way to select a problem is based on data. There are so many methods for selection of the problem among the identified problems. Those are: Financial base or ABC or XYZ classification and rating methods are suggested for them. Once the listing is done, the selection process starts. Generally the number of problems in this category would be high. First one has to categorize them into groups. The grouping can be done on certain basis. The plan and action programs are designed by the following a three stage formula:
F- I: Plans and action programs that do not require any financial commitment.
F-II: Plans and action programs that require minor financial support.
F- III: Plans and action programs that require major financial support.
The grouping of the problems can be done on the basis of involvement of departments
A- category: Minimum Involvement of other departments.
B- category: Involvement of other departments.
C- category: Management approval required
The grouping of the problems can be done on the basis of time required for solution:
X- To solve the problems within couple of the days.
Y- To solve the problems within a weeks.
Z- To solve the problem within a month.
STEP-III: Defining the Problem:
Before carrying out the work connected to this step one has to note down the actual time consumed for carrying the previous step activities. People from the same area may not have clarified about the problem selected. So it is necessary to define the problem. Problem definition explain where the problem occurs and what are the difficulties and losses occurred in general way. The best way to define a problem is by using a "flow diagram" showing the entire process related to that area and indicating the problem spot.
STEP-IV: Problem Analysis:
To act most effectively, at the root of the problem, one should analyse its causes and priorities as the most important factors. Analysing causal factors will solve most of the problem. To help one should analyse the problem answer the following questions:
v How frequently does the problem occur?
v When does it generally occur (for example, at a particular time of the year, on a set week, on a specific day)?
v Is the problem related to time?
v Where does it generally occur (for example, is it limited to a particular area, or is it everywhere)?
v What relation does the problem have to location?
v Who is most affected (for example, individuals or families, people of different gender, race, age, or socioeconomic status)?
STEP-V: Identification of Causes and Effects:
Using the CAUSE and EFFECT DIAGRAM one should logically link the causes to the main contributory factors.
Identification of causes is not only what we think as cause for that situation, but also all possible causes and effect. What is expected is a total analysis and presentation in the form of Cause & Effect diagram.
It needs to be studied and discussed in detail. A brainstorming should proceed before a cause and effect diagram is drawn.
STEP-VI: Identifying the root Causes:
After identifying the main cause in Cause and Effect Diagram', the root has to be established based on experience. But the reason why data cannot be collected should be explained.
STEP-VII: Developing Solution:
Before proceeding with remedial measures, data have to be analysed and discussed for possible solutions to be arrived at. Once again discussing and selecting the best solution among the listed is to be done. Brainstorming will be a useful tool even at this stage of analysis. Generally it is very difficult to eliminate a problem altogether. We can minimize them to a particular limit.
STEP-VIII: Forecasting Probable Resistance:
Normally, if we try a drastic change there would be resistance to that change and people do not accept that change. In case a QC faces a resistance the members should mention it and what they did to overcome that. In case the solution is accepted as it is they should state that. As a practice one should make a presentation to their department head as well as to fellow workmen in their area to solicit their viewpoint and suggestions.
STEP-IX: Trail implementation and Performance cheek:
It is usual to try out the solution arrived at on a trail basis, to a limited area and observe the performance of the plant/machinery or system closely. If there is no need for such implementation the circles may mention it giving the reasons why it was not carried out.
STEP-X: Review and Follow- up:
Once validity is checked and improvement observed with data regular implementation could be done and the QC has to know how the solutions are implemented or is there any further need for changes.
REQUIREMENTS FOR SUCCESSFUL IMPLEMENTATION OF QC:
Educate the members, leaders, facilitators towards the concept of QC and the structure of QC in the university.
Describe the way of involvement of each member, leader and facilitator in the QCs.
Conduct the training program to all the QC leaders; in turn educate the QC members as well as non-members.
At the time of the training program conduct a case study for explain about the identification of the problem, selection of the problem, analyzing the problem and recommend the solutions.
Conclusion:
Quality Circles efforts are systematic attempts by educational institutions to give students and teacher community a greater opportunity to affect the way of learn and make contribution not only to that educational instruction overall effectiveness but also to the society at a large.
QUALITY CIRCLES FOR QUALITY OF LEARNING LIFE
By: P.S.Rao., NVS.Suryanarayana
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