From Rules

1
From Rules Regulations to Continuous
Improvement

• Presented by
• Elaine Griffin, PhD, MHA, MBA, FACHE
• Lipscomb University
• Nashville, Tennessee

2
And the benefits of CQI

• Improved learning outcomes of the educational
  process (student learning outcomes)
• Increased student satisfaction
• Increased faculty and staff satisfaction
• Improved organizational performance
• Improved financial strength

3
Objectives for this session

• At the conclusion of this session, you will be
  able to
• Answer the question, Why quality?
• Discuss the philosophy of CQI with its
  components
• - Customers and requirements
• - Process focus
• - Continuous improvement
• Describe and explain the process focus of
• - Quality planning
• - Quality measurement and reporting
• - Quality improvement
• - Cultural changes

4
I. Philosophy of CQI
Customers and requirements
Process focus
Continuous improvement
5
II. Process focus and continuous quality
improvement (CQI)
Quality planning
Quality measurement and reporting
Cultural changes
Quality improvement
6
Were going to spend our time on CQI

• Quality planning
• Quality measurement and reporting
• Quality improvement
• Cultural changes

7
But first, lets note some pressures on education

• Competition for students
• Increased awareness by customers of educational
  quality
• Cost of education
• Continuous changes in job skills requirements to
  meet stakeholders needs
• Regulatory agencies and accrediting bodies

8
More pressures

• Pressure from all constituents to lower
  educational costs
• Pressure from all constituents to improve quality

9
How do you define quality?

• Our definition
• Customers (students) define
• what quality is for them. The
• product or service is quality if it
• meets the customers expectations
• or requirements

10
Customer requirements for education

• Learning outcomes
• Service requirements
• Cost requirements

11
Continuous improvement is a journey

• The goal is to provide services that meet our
  customers expectations
• It cannot be accomplished overnight
• It is accomplished over time by measuring the
  performance of our processes (everything is a
  process)
• We must take actions to improve our processes

12
The journey requires

• Identifying our current level of performance
• Setting goals for improvement
• Identifying new ways to improve work processes
• Pursuing goal achievement
• Celebrating
• Setting new goals to continuously improve

13
Four components

• I. Quality planning
• II. Quality measurement and reporting
• III. Quality improvement
• IV. Cultural changes

14
I. Quality planning

• Purpose of planning to define a corporate-wide
  strategy to meet customer needs and achieve the
  vision
• Provides framework for innovation and creation of
  new services
• Concept of customers and requirements is further
  developed and put into action for organization as
  a whole
• Starts with mission, vision, values, and goals

15
1. Organizations mission, vision, values, goals

• Mission purpose for existence
• Vision where organization wants to be in the
  future
• Values principles by which organization
  conducts business
• Goals what organization needs to accomplish in
  short run to achieve the vision

16
2. Department mission

• Each department adopts a mission, vision, values,
  and goals which contribute directly to the
  organizations mission, vision, values, and goals
• Example
• - University mission To provide an
  undergraduate liberal arts education for any
  student, regardless of race, age, political
  preference, or religious preference
• - Department of Management mission To educate
  students in the art and science of management and
  to prepare them for positions in the profession
  of management

17
Another way to look at it
18
Your turn to participate

• Corporate vision to become a premier nationally
  recognized university
• Finance
• Student enrollment
• Computer Center
• Your department

19
Write the mission for your department

• Mission
• Vision
• Values
• Goals

20
3. Lets summarize quality planning

• Integrates departmental operations into corporate
  mission and vision (alignment)
• Results corporate-wide strategy on how to meet
  customer requirements
• Achieves vision of organization

21
II. Quality measurement and reporting

• Includes
• Performance measurement indicators and goals
• Alignment of goals
• Department continuous improvement plan

22
1. Performance measurement indicators and goals

• Must manage by facts
• Information obtained allows decisions based on
  objective data
• Indicators are used to measure performance
• Quality indicator measures the performance of a
  process which meets customer requirements

23
Examples of indicators

• Student achievement
• Accurate billing
• Student registration process
• Retention rate
• Student satisfaction

24
How do you select indicators?

• Guiding principle 1
• MEASURE WHAT MATTERS
• Guiding principle 2
• SET PRIORITIES
• - Required by agencies (legal,
• accreditation, state, strategic plan)
• Guiding principle 3
• BE REASONABLE

25
And next?

• When the measurement of an indicator demonstrates
  that a process needs improvement, then a goal may
  be established
• Goals give us a target or milestone at which to
  aim

26
2. Department continuous improvement plan (CIP)

• The departmental plan contains indicators for the
  end results or outcomes important for the
  department to measure, and goals for those
  outcomes where customer requirements are not
  being met

27
3. Lets develop a plan

• Answer these questions
• What is my mission?
• How am I organized?
• Who are my stakeholders/constituents/students?
• With whom am I affiliated?
• Products and services offered (courses)
• How do I conduct my business (meetings, etc)?
• What have I promised (mission) and what are the
  major program outcomes/learning objectives for my
  stakeholders?
• What are the indicators used to determine
  performance?
• What is my current performance at meeting their
  expectations (program outcomes)?
• What is my goal for continuous improvement on
  this performance?

28
Write your own plan

• YOUR UNIVERSITY
• CONTINUOUS IMPROVEMENT PLAN
• I. DATE
• II. DEPARTMENT
• III. MISSION
• IV. ORGANIZATION
• V. CONSTITUENTS
• Internal constituents
• External constituents
• VI. AFFILIATIONS
• VII. MEETINGS
• VIII. STANDING COMMITTEES
• IX. PROGRAM OUTCOMES
• X. PERFORMANCE INDICATORS
• 1. Strategic plan
• 2. Continuous improvement
• 3. Other

29
A little review
UNIVERSITY MISSION AND VISION
UNIVERSITY INDICATORS/GOALS (CORPORATE CIP)
DEPARTMENT INDICATORS/GOALS (DEPARTMENT/MAJOR CIP)
30
Bachelor of Arts in Accounting
Learning Objective or Outcome For Each Major Quality Indicators Present (2006) Performance CQI goal
1. Recognize, understand, and develop skills to perform and interpret accounting principles MFT CPA exam GSS Internal exams 95th percentile Etc. Etc. 98th percentile
2. Recognize, understand, and develop skills to perform and interpret managerial accounting principles MFT CPA exam GSS Internal exams 87th percentile 98th percentile
3. Recognize, understand, and develop skills to perform and interpret auditing principles and processes MFT CPA exam GSS Internal exams 89th percentile 98th percentile
4. Recognize, understand, and develop skills to perform and interpret cost accounting principles MFT CPA exam GSS Internal exams 85th percentile 98th percentile
5. Recognize, understand, and develop skills to perform and interpret federal income tax principles MFT CPA exam GSS Internal exams 82nd percentile 98th percentile
31
Major Field Test Scores
Percentile
Semester
Legend Acc P Accounting Principles Mg Ac P
Managerial Accounting Principles Aud P
Auditing Principles CA P Cost
Accounting Principles FIT P Federal Income
Tax Principles
32
Job upon graduation
Percent of accounting graduates
Semester
33
Student satisfaction with advising (Graduating
Senior Survey GSS)
Percent satisfied with advising
Semester
34
CIP Worksheet
YOUR UNIVERSITY CONTINUOUS IMPROVEMENT REPORT DEPARTMENT Department of Accounting OPPORTUNITY FOR IMPROVEMENT Student achievement (Accounting Principles Acc P) INDICATOR Major field test (MFT) PRESENT LEVEL OF PERFORMANCE 80th percentile (2002 S) GOAL Incremental improvement until 98th percentile TEAM MEMBERS Department of Accounting faculty, students, alumni, business representatives YOUR UNIVERSITY CONTINUOUS IMPROVEMENT REPORT DEPARTMENT Department of Accounting OPPORTUNITY FOR IMPROVEMENT Student achievement (Accounting Principles Acc P) INDICATOR Major field test (MFT) PRESENT LEVEL OF PERFORMANCE 80th percentile (2002 S) GOAL Incremental improvement until 98th percentile TEAM MEMBERS Department of Accounting faculty, students, alumni, business representatives YOUR UNIVERSITY CONTINUOUS IMPROVEMENT REPORT DEPARTMENT Department of Accounting OPPORTUNITY FOR IMPROVEMENT Student achievement (Accounting Principles Acc P) INDICATOR Major field test (MFT) PRESENT LEVEL OF PERFORMANCE 80th percentile (2002 S) GOAL Incremental improvement until 98th percentile TEAM MEMBERS Department of Accounting faculty, students, alumni, business representatives YOUR UNIVERSITY CONTINUOUS IMPROVEMENT REPORT DEPARTMENT Department of Accounting OPPORTUNITY FOR IMPROVEMENT Student achievement (Accounting Principles Acc P) INDICATOR Major field test (MFT) PRESENT LEVEL OF PERFORMANCE 80th percentile (2002 S) GOAL Incremental improvement until 98th percentile TEAM MEMBERS Department of Accounting faculty, students, alumni, business representatives YOUR UNIVERSITY CONTINUOUS IMPROVEMENT REPORT DEPARTMENT Department of Accounting OPPORTUNITY FOR IMPROVEMENT Student achievement (Accounting Principles Acc P) INDICATOR Major field test (MFT) PRESENT LEVEL OF PERFORMANCE 80th percentile (2002 S) GOAL Incremental improvement until 98th percentile TEAM MEMBERS Department of Accounting faculty, students, alumni, business representatives YOUR UNIVERSITY CONTINUOUS IMPROVEMENT REPORT DEPARTMENT Department of Accounting OPPORTUNITY FOR IMPROVEMENT Student achievement (Accounting Principles Acc P) INDICATOR Major field test (MFT) PRESENT LEVEL OF PERFORMANCE 80th percentile (2002 S) GOAL Incremental improvement until 98th percentile TEAM MEMBERS Department of Accounting faculty, students, alumni, business representatives YOUR UNIVERSITY CONTINUOUS IMPROVEMENT REPORT DEPARTMENT Department of Accounting OPPORTUNITY FOR IMPROVEMENT Student achievement (Accounting Principles Acc P) INDICATOR Major field test (MFT) PRESENT LEVEL OF PERFORMANCE 80th percentile (2002 S) GOAL Incremental improvement until 98th percentile TEAM MEMBERS Department of Accounting faculty, students, alumni, business representatives
Date initiated Plan of action Internal or external constituent Source of data Resources required Estimated completion date Measure of effectiveness
May 2003 Review curriculum Internal Accounting Curriculum Budgeted August 2003 Improved Acc P scores if successful
Dec 2003 Identify root cause of low Acc P MFT scores Make appropriate changes as determined Internal and external Students, scores, curriculum, faculty, teaching methods, etc. NA budgeted May 2004 Improved Acc P scores if successful
35
Summary Form
Degree Learning Objectives/ Outcomes How Measured
Bachelor of Arts in Accounting Recognize, understand, and develop skills to perform and interpret accounting principles MFT, CPA exam, GSS, Internal exams
Recognize, understand, and develop skills to perform and interpret managerial accounting principles MFT, CPA exam, GSS, Internal exams
Recognize, understand, and develop skills to perform and interpret auditing principles and processes MFT, CPA exam, GSS, Internal exams
Recognize, understand, and develop skills to perform and interpret cost accounting principles MFT, CPA exam, GSS, Internal exams
Recognize, understand, and develop skills to perform and interpret federal income tax principles MFT, CPA exam, GSS, Internal exams
Use of results Describe how you used the data to make changes in the teaching process that ultimately led to increased student learning and improved scores Use of results Describe how you used the data to make changes in the teaching process that ultimately led to increased student learning and improved scores Use of results Describe how you used the data to make changes in the teaching process that ultimately led to increased student learning and improved scores
36
Verbs for stating general instructional objectives
Analyze Compute Interpret Perform Translate
Apply Create Know Recognize Understand
Appreciate Demonstrate Listen Speak Use
Comprehend Evaluate Locate Think Write
37
Verbs for stating specific learning outcomes
(Complex, Logical, Judgmental Behaviors)
Analyze Conclude Deduce Formulate Plan
Appraise Contrast Defend Generate Structure
Combine Criticize Evaluate Induce Substitute
Compare Decide Explain Infer
38
Verbs for stating specific learning outcomes
(Language Behaviors)
Abbreviate Edit Punctuate Speak Tell
Accent Hyphenate Read Spell Translate
Alphabetize Indent Recite State Verbalize
Articulate Outline Say Summarize Whisper
Call Print Sign Syllabify Write
Capitalize Pronounce
39
Verbs for stating specific learning outcomes
(Mathematical Behaviors)
Add Derive Group Number Square
Bisect Divide Integrate Plot Subtract
Calculate Estimate Interpolate Prove Tabulate
Check Extrapolate Measure Reduce Tally
Compute Extract Multiply Solve Verify
Count Graph
40
4. In education, indicators frequently measure
the following

• Student achievement/effectiveness of educational
  process
• - was a planned, successful outcome achieved?
• Appropriateness of programming/curriculum
• - was the curriculum appropriate for desired
  outcomes?
• Student satisfaction
• - were students satisfied with advising, etc.?
• Retention rates
• - were retention rates acceptable?
• Graduation rates
• - were graduation rates acceptable?

41
More education indicators

• Customer (students, parents, community)
  satisfaction
• - were customers satisfied with
  products/services and outcomes of educational
  process?
• Enrollment management
• - did enrollment meet planning goals?
• Campus climate
• - does campus climate meet mission/goals for LU?
• Resource utilization
• - was product/service delivered in
  cost-effective manner?
• - was product/service a good value for the cost?
• - was product/service affordable?

42
5. Summary of quality measurement and reporting

• Uses objective data for continuous improvement
  purposes
• Provides opportunity to know and manage current
  performance
• Identifies opportunities to improve
• Prioritizes attention
• Requires departmental continuous improvement plan
  (CIP)
• - measures operational and management indicators
• - establishes departmental goals that support
  corporate
• goals
• - reports on progress towards goals

43
III. Quality improvement

• Includes actions taken to improve processes that
  deliver products/services to customers
• Actions can be efforts of individuals or quality
  improvement teams/departments
• Heres what we will discuss
• - action for improvement
• - faculty/staff involvement
• - continuous quality improvement
  teams/departments

44
1. Action for improvement

• Heres the process
• - identify the opportunity to improve
• - analyze the problem
• - take action to resolve problem
• - actions can be made by individuals and teams
• - requires skills that may be new to many
  faculty
• and staff

45
Skills and required concepts

• Understanding stakeholders and their requirements
• Measurement by facts
• Process definition and analysis
• Root-cause identification
• Plan-Do-Check-Act on-going improvement cycle

46
Plan-Do-Check-Act cycle (PDCA)
1. Plan what to do

• Act to improve what
• you did

Plan
Act
Do
Check

1. Do what you planned

3. Check the results
47
2. Faculty/staff involvement in CQI

• Invaluable resources
• Know and use the processes/deliver the product
  and service
• Know how best to improve the processes
• Closest to the customer
• Need to know
• - CQI philosophy
• - Department CIP plan
• - Problem solving skills
• - Customer relations skills

48
3. Quality improvement teams (QITs)

• Groups of faculty/staff who analyze problems and
  recommend actions to resolve problems
• Two kinds of teams
• - functional (one department)
• - cross-functional (from different departments)

49
4. Summary of quality improvement

• Individuals or teams can make improvements
• Problem-solving skills include
• - managing by facts
• - process analysis
• - root-cause identification and elimination
• - PDCA (plan, do, check, act)

50
IV. Cultural changes

• Here are our topics for this one
• Management commitment and leadership in process
• Organize for CQI
• Education and training
• Communication
• Our professional attitude and behavior
• Recognition

51
Paradigm shift

• The shift is from one of looking for assessment
  activities (narrow) to one of pursuing continuous
  improvement (inclusive) opportunities
• Requires a higher approach to the process

52
1. Management commitment and leadership
responsibilities

• Knowledge of CQI
• Encourage innovation and risk-taking
• Remove barriers
• Speak about CQI and process
• Encourage participation
• Provide necessary resources
• Become a role model

53
Lets exercise

• List some barriers to CQI in the organization and
  in your area of responsibility
• 1.
• 2.
• 3.

54
2. Organize for CQI

• Organize so everyone will know
• 1. Who will develop the plan
• 2. Who will oversee implementation
• 3. How employees will be involved in development
  and implementation
• 4. What will be the responsibilities of
• - the board
• - executive staff
• - deans/department directors
• - front-line employees
• 5. Communication channels

55
3. Education

• Management education
• CQI awareness training
• Problem-solving skills
• - management by facts
• - process analysis
• - root cause identification
• - PDCA
• Tools for CQI

56
Tools and techniques

• Brainstorming
• Multi-voting
• Selection matrix
• Checklist
• Graphs
• Pareto diagram
• Process flow chart
• Histogram
• Cause-and-effect diagram
• Problem statement

57
Brainstorming

• Technique used to generate a large quantity of
  ideas in a short time
• It is useful because it encourages participation
  and contributions from all team members
• There is a right way and a wrong way

58
Benchmarking

• Benchmarking is a process of comparing ones
  performance on a specific achievement with that
  of another department/organization, etc.
• Usually compares ones own performance with a
  best in class
• Can be useful in setting and reaching realistic
  goals
• Can be harmful if you select one that is just a
  mediocre department/company

59
Check-sheet
Sept Oct Nov Dec
Jan Feb
Wrong
Question 1
Question 2
Question 3
Etc.
A check-sheet is an easy-to-use form for
collecting and processing data. It is used by
teams to collect data and help identify and
quantify problems.
60
Checklist
Registration checklist Yes No
Student ID
Admission number
Meal plan
Housing location
Adviser assigned
A checklist is a list of items or steps to be
checked off or referred to in completing a
process. It provides an organized way of
proceeding.
61
Bar graph
Bar graphs visually represent comparisons among
groups of data. Quantities are shown by means
of uniform-width bars (rectangles) whose length
is proportional to the number being represented.
62
Line graph
A line graph is a way to visually display data
for trends or comparisons.
63
Histogram
Admissions in 000s
A histogram is another type of bar chart. It is
a graphic representation of the distribution of a
set of data. It displays patterns that are
difficult to see in a simple table of numbers.
64
Pie chart
A pie chart is used to visually show relative
relative proportions or frequency of items. It
can be used to show real numbers or percentages.
65
Pareto chart
Number of complaints
Pareto analysis is a ranked comparison of factors
that make up the subject being analyzed. It
helps a team focus on the vital few problems or
causes of problems that have the greatest impact
on what the team is trying to improve. The 80-20
rule 80 of the problems result from 20 of the
causes
66
Cause-and-effect diagram
Machine
Man
Night technician
Mean machine
Day super
Problem statement
Floors are dirty
Cleaning sol
Process for cleaning
Mops
Materials
Methods
This technique is used to generate, organize, and
display the factors that might contribute to a
problem. Lines and arrows show relationship
between problem and potential causes
67
Process flow chart
Registered for class
Arrived on campus

Picked up packet
Found dorm room
Confirmed student identity
Went to class
A process flow chart is a graphic representation
of the sequence of steps in a process. It also
helps clarify the relationship between steps.
68
Problem statement

• It must
• Be measurable
• Be specific
• State the pain of how customers are affected
• It must not
• Imply blame
• Imply solutions

Problem statement says in specific and concrete
terms what the data have revealed and what the
team will now focus on improving
69
10 4 exercise

• Used to quickly determine priorities among issues
  and/or ideas
• Each member given 10 points to spend
• Can vote on ideas as desired, but upper limit is
  4 points on any particular item
• Ideas getting the most points are declared
  winners
• Top numbers established in advance, i.e., top 5,
  top 10, etc.

70
4. Communication

• Varied newsletters, bulletin boards, e-mail,
  etc.
• Wide-spread
• Frequent
• Timely

71
5. Our professional attitude and behavior

• We have been working in our profession
• We must begin working on our profession
• We are responsible for the success of (fill in
  the blank) University
• Stakeholders expect the very best from us
• We are a million dollar business unto ourselves
• If this were your business, would you manage it
  differently?

72
6. Recognition

• Spontaneous and planned events
• Individual and team recognition
• Small wins and large wins
• CQI efforts and successes

73
7. Summary of cultural changes

• Managements actions demonstrate leadership
• Organizations structure must support CQI
• New skills are needed for faculty and staff to
  participate
• Information must be communicated
• We must manage our business as though it were our
  business
• Recognition should reinforce continuous
  improvement activities

74
Summary of CQI process

• Quality planning
• Quality measurement and reporting
• Quality improvement
• Cultural changes

75
And the benefits of CQI

• Improved outcomes of the educational processes
  (student learning outcomes)
• Increased student satisfaction
• Increased external stakeholder satisfaction
• Improved organizational performance
• Improved financial strength

76
Questions
77
Verbs for stating specific learning outcomes
(Creative Behaviors)
Alter Paraphrase Reconstruct Rephrase Rewrite
Ask Predict Regroup Restate Simplify
Change Question Rename Restructure Synthesize
Design Rearrange Recognize Retell Systemize
Generalize Recombine Reorder Revise Vary
78
Verbs for stating specific learning outcomes
(General Discriminative Behavior)
Choose Detect Identify Match Place
Collect Differentiate Indicate Omit Point
Define Discriminate Isolate Order Select
Describe Distinguish List Pick Separate
79
Verbs for stating specific learning outcomes
(Social Behaviors)
Accept Communicate Discuss Invite Praise
Agree Compliment Excuse Join React
Aid Contribute Forgive Laugh Smile
Allow Cooperate Greet Meet Talk
Answer Dance Help Participate Thank
Argue Disagree Interact Permit Volunteer
80
Verbs for stating specific learning outcomes
(Study Behavior)
Arrange Compile Itemize Mark Record
Categorize Copy Label Name Reproduce
Chart Diagram Locate Note Search
Cite Find Lock Organize Sort
Circle Follow Man Quote Underline
81
Verbs for stating specific learning outcomes
(Music Behavior)
Blow Compose Hum Pluck Strum
Bow Finger Mute Practice Tap
Clap Harmonize Play Sing Whistle
82
Verbs for stating specific learning outcomes
(Physical Behaviors)
Arch Bend Catch Climb Float
Bat Carry Chase Face Grab
Grasp Kick Pull Skip Swim
Grip Knock Push Somersault Swing
Hit Lift Run Stand Throw
Hop March Skate Step Toss
Jump Pitch Ski Stretch Walk
83
Verbs for stating specific learning outcomes
(Arts Behaviors)
Assemble Dot Illustrate Press Stamp
Blend Draw Melt Roll Stick
Brush Drill Mix Rub Stir
Build Fold Mold Sand Trace
Carve Form Nail Saw Trim
Color Frame Paint Sculpt Varnish
Construct Hammer Paste Shake Wipe
Cut Handle Pat Sketch Wrap
Dab Heat Pour Smooth
84
Verbs for stating specific learning outcomes
(Drama Behaviors)
Act Display Express Pass Show
Clasp Emit Leave Perform Sit
Cross Enter Move Proceed Start
Direct Exit Pantomime Respond Turn
85
Verbs for stating specific learning outcomes
(Laboratory Science Behaviors)
Apply Demonstrate Keep Prepare Specify
Calibrate Dissect Lengthen Remove Straighten
Conduct Feed Limit Replace Time
Connect Grow Manipulate Report Transfer
Convert Increase Operate Reset Weigh
Decrease Insert Plant Set