Application of Deming 14 Points to Improve Class Performance and Learning
APPLICATION OF DEMING 14 POINTS TO IMPROVE CLASS PERFORMANCE AND LEARNING
INTRODUCTION
Total Quality management is very important for the success of any organisation. W. Edward Deming is considered as the father of total quality management. To improve quality of the organisation, these Deming’s 14 points must be followed.
In this essay, Deming’s 14 points will be applied on improving class performance and learning in an education University. Classroom performance is the productivity and accountability demonstrated by students and teachers in providing and receiving knowledge (Barrus, 2011). Learning would be the process of acquiring and understanding the knowledge they receive (Jarvis Green, et al., 2003). Deming’s 14 points will be applied to discuss the factors that can improve quality of classroom performance as well as learning. In addition, the effectiveness of this philosophy will also be discussed.
APPLICATION OF DEMING’S FOURTEEN POINTS
Point 1: Create consistency of purpose towards improvement
Deming believes that the Management should create strategic long term plans of quality improvement. They should not waste their time on short term plans which are inefficient. Moreover, from the time the plan is created the implementation should also begin. This strategic plan must be created by collecting information from all departments of the organisation and they all should be thorough with it (Mitra, 1998). The goals set for quality improvement must be consistent and an ongoing process.
Classroom performance and learning:
University management must create long term strategic plan of quality improvement of education. This plan should involve every aspect of the education process including from employees to classroom performance and learning.
The whole organisation must understand and learn the philosophy. Management should make this long term plan after understanding the customers who are mainly students and parents. Also teachers can be considered as a
INTRODUCTION
Total Quality management is very important for the success of any organisation. W. Edward Deming is considered as the father of total quality management. To improve quality of the organisation, these Deming’s 14 points must be followed.
In this essay, Deming’s 14 points will be applied on improving class performance and learning in an education University. Classroom performance is the productivity and accountability demonstrated by students and teachers in providing and receiving knowledge (Barrus, 2011). Learning would be the process of acquiring and understanding the knowledge they receive (Jarvis Green, et al., 2003). Deming’s 14 points will be applied to discuss the factors that can improve quality of classroom performance as well as learning. In addition, the effectiveness of this philosophy will also be discussed.
APPLICATION OF DEMING’S FOURTEEN POINTS
Point 1: Create consistency of purpose towards improvement
Deming believes that the Management should create strategic long term plans of quality improvement. They should not waste their time on short term plans which are inefficient. Moreover, from the time the plan is created the implementation should also begin. This strategic plan must be created by collecting information from all departments of the organisation and they all should be thorough with it (Mitra, 1998). The goals set for quality improvement must be consistent and an ongoing process.
Classroom performance and learning:
University management must create long term strategic plan of quality improvement of education. This plan should involve every aspect of the education process including from employees to classroom performance and learning.
The whole organisation must understand and learn the philosophy. Management should make this long term plan after understanding the customers who are mainly students and parents. Also teachers can be considered as a
References: Barrus, Julia. 2011. How to Monitor Classroom Performance. [Online]. (updated January 25, 2011) Available at: http://www.ehow.com/how_7848356_monitor-classroom-performance.html [Accessed 25 March 2011] Bonstingl, John Jay. 2001. Schools of quality. [e-book]. Corwin Press. Available at: http://books.google.com.my/books?id=X6p6WiaRlJMC&dq=Deming 's+14+points&as_brr=3&source=gbs_navlinks_s [Accessed 25 March 2011] Deming, W. Edward. 2000. Out of the crisis. [e-book].MIT Press. Available at: http://books.google.com.my/books?id=LA15eDlOPgoC&dq=deming 's+14+points&source=gbs_navlinks_s [Accessed 25 March 2011] Jarvis, Peter. Holford, John & Griffin, Colin. 2003. Theory & Practice of Learning. [e-book]. London: Kogan Page. Available at: http://www.questia.com/PM.qst?a=o&d=108575837 [Accessed 25 March 2011] Logothetis. N. 1992. Managing for quality from Deming to Taguchi and SPC. Great Britian: Prentice Hall International. Mitra, Amitava. 1998. Fundamentals of quality control and improvement. 2nd Ed. New Jersey: Prentice-Hall. Scherkenbach, William W. 1986. The Deming route to quality and productivity: road maps and roadblocks. [e-book]. CEEP Press Books. Available at: http://books.google.com.my/books?id=g5Y9GEMjjUUC&dq=Deming 's+14+points&as_brr=3&source=gbs_navlinks_s [Accessed 25 March 2011]