Date: Wed, 4 Dec 1996 14:44:48 MST From: Renee Buchanan <RBUCHAN@ssb2.saff.utah.edu>
University of Utah
PRINCIPLES OF QUALITY MANAGEMENT
4 credit hours (quarter)
Susan A. Chesteen, Professor
Introduction to the principles of quality management, with an emphasis on cross-functional problem solving. Topics include customer driven quality, leadership, employee participation and training, continuous process improvement, design quality and error prevention, management by facts, and strategic quality planning. This course will provide a basic understanding of the philosophy, conceptual frameworks and the tools of the Total Quality Movement. Moreover, the course will underscore the importance of individual and corporate responsibility to the community.
Since I developed the graduate TQM class about 7 years ago, teams of students have been required to conduct successful quality improvement projects with various agencies and businesses. Many have been in the community service area and all have been pro bono. Some of the projects have been:
Improving Visitor Services for the University of Utah Hospital Process Analysis for U of U Wasatch Family Clinics (2 projects) Environmental Services Department of the U of U Hospital
Some of the skills utilized in these projects include:
strategic quality planning
research methods (such as interviews, focus groups, surveys, etc.) benchmarking
planning for quality assurance improvement methods for human resource
management quality control
product and process design
In the Winter Quarter 1996 I taught the undergraduate class for the first time. However, it did not have a required project. I think that the class will be significantly improved with the addition of a service learning project and sincerely hope that this class will be approved as a service learning course. I also am in the process of changing the prerequisite from Mgt. 249 to requiring any introductory statistics class.
Text: Evans, J.R., and Lindsay, W.M. The Management and Control of Oualily (3nd Ed.). New York: West Publishing Company, 1996.
Supplementary cases: "New York City's 1993 Child Immunization Day: Planning, Costs, and Results." American Journal of Public Health, Vol. 85, Dec., 1995.
I. To enable students to develop a plan for action, guided by theory, that will lead tooptimization of their organizations for world class performance by: Increasing their understanding of the philosophy of quality management, its principles, and its applications. Assisting them in obtaining a clearer understanding of the problems and opportunities in their own environment through analysis, in the light of theory, of actual practices from other organizations. Describing and discussing various approaches to improvement and innovation. Improving their technical proficiency to meet the increasing demand for quality. Enhancing their appreciation for the importance, need, and role of quality assurance.
11. Assisting them in understanding leadership and personal involvement in setting strategic directions and building and maintaining a leadership system conducive to high performance, individual development , and organizational leaming.
The course is geared to developing the understanding of how executives create values and expectations, set directions, develop and maintain an effective leadership system, build company capabilities, and evaluate and improve the effectiveness of the company's organization and leadership systems. Futhermore, this course helps students to see how the company integrates its public responsibilities and corporate citizenship into its business planning and perfon-nance improvement practices.
This course will attempt to balance empirical work and quality concepts in an experiential approach.
Performance will be evaluated using several factors: Participation: based on the judgment of your classmates and the professor of how much you individually contribute to class discussions and class leaming. This includes asking and answering questions, stating positions, pursuing and developing points made by others, clarifying values and issues, applying concepts, and sharing knowledge gained from readings and experience. The quality of student participation is of primary importance. You are encouraged to both ask and answer questions during class. I would also like to promote a "team spirit" in the class--one that fosters cooperation, enhances leaming, and adds an element of enjoyment to the class experience. Attendance is critical for successful progression through the course; since this course uses a discussion method, it is imperative that attendance and punctuality also be high priorities for students.
Case Discussions: It is expected that all students will read and thoroughly evaluate the case. You should come to class each day after a case is assigned with either 1) written answers to the questions related to the case, if there are questions, or 2) a recommendation or a set of recommendations with reasons for your recommendation(s) along with the projected consequences of your recommendation(s), or (3) a brief paragraph of the quality-related issues surrounding the case. These written analyses will be collected at the end of the class.
Grading: Grades will be based upon student performance and assigned according to the new DESB Grading Policy. Essentially, it states: all courses offered by the David Eccles School of Business should adhere to the following class average GPA guidelines:
Level Recommended Range of Class Averaize GPA 400-599 2.8-3.2
Grades will be computed as follows:
Class participation (individual) 10% Service Leaming Paper 10% Peer evaluation of individual contribution to project 10% Agency evaluation (group) 10% Final Project (group) 30% (content, form, quality, etc) Final exam 20% Cases 10%
Withdrawal policy: Policies for withdrawal are published by the University of Utah and will be observed. It is the responsibility of the student to become aware of these policies. The last day to delete a class is February 14, 1997.
Flexibility in the class schedule is essential for the successful achievement of course objectives The course will use videotapes, lectures, readings, cases, a field study project and computer laboratory exercises as well as other pedagogical activities and methods. As the course proceeds, timelines may change somewhat to accomodate the orderly and thorough progression through the course.
Jan 6 Introduction to the class structure
The concept of quality
Organization into groups and assignment to projects Exchange of views and development of common ground Reading Assignment: Chapter 1 and Chapter 2
Jan 8 The Quality System
Discussion of the Service Leaming Experience Integrating Service Leaming & Academic Education Reading Assignment: Chapter 4
Jan 13 Total Quality Management
Discussion of Project Planning and Progress
Case Assignment: N.Y. City's 1993 Child Immunization Day Letter of Understanding (Contract with Agency) Due
Jan 15 Dialog on Issues & Concerns related to S.L. Project Reading Assignment: Chapter 5
Jan 20 Focusing on Customers
Case Assigrunent: The Case of the Missing Reservation
or Western American Airlines Video: Quality Service--A Commitment to Customer Satisfaction
Jan 22 Martin Luther King/Human Rights Day
Jan 27 Case Discussion: N.Y. City's 1993 Child Immunization Day Group Project Coordination and
Work Reading Assignment: Chapter 8 Written Assignment: Draft of Progress Report on Project
Jan 29 Measurement and Strategic Information Management Reading Assignment: Chapter 9
Case Assignment: Ajax Insurance (pp. 386-89) Dialog about Values and Meaning
Feb 3 Human Resource Management for Quality Joint problem solving and project work
Reading Assignment: Chapter 10
Feb 10 Participation and Teamwork Reading Assigrunent: Chapter 11
Case: Frustrated Team Builder (p. 477)
Feb 12 Individual Paper on the meaning of service in personal and professional life
Feb 17 Presidents' Day Holiday
Feb 19 Quality Management Evaluation and Assessment
Case Assignment: Ultra-Productivity Fastemers, Part II Reading Assignment: Chapter 12
Feb 24 Quality Assurance & Control
Reading Assignment: Chapter 14 (pp. 572-577; 590-604) Problem Assignment: Chapter 14 (1,3,5,7,11)
Feb 26 Computer Laboratory for SPC
Fundamentals of Statistical Process Control In Class Exercises and Problems using computer programs Reading Assignment: Chapter 15 pp. 639-660) Problems: Chapter 15 (1,3,5,9,13,14,15,17,19,21) Due date for problems TBA
Mar 3 Fundamentals of Statistical Process Control (Continued) SPC in Service Organizations
Reading Assigrmient: pp. 661-667; pp. 674-680 Case Assignment: Dean Door Corporation
Mar 5 Video: Strategic Quality Management Discussion of Service Leaming Individual Team
Conferences on Projects
Mar 10 Class Presentations and Discussion Mar 12 Class Presentations and Discussion Mar 17-20 Final Exam Period
Chapters have been scheduled for discussion and case analysis purposes and not for testing. The quarter will go very quickly, so please start early on the core requirements to avoid the "crunch". The reading assignments and cases along with the recommended homework problems have been selected to match the course credit load.