Er (Dr).Porag Kalita, Ph. D (Auto. Engg.

) Member: Global Media & Marketing Professional, Member: The Teaching

professor
(m) 9435229831 Member: SAE International , H.Q. USA Fellow member , www.iferp.in Member in IASED, Hongkong
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Date: 17.01.2018

Subject: Call of Book Chapter.

[1] Area: Progressive Education for life and work.
[2] Title: “TOTAL QUALITY MANAGEMENT IN VOCATIONL EDUCATION (+2)”

Reference: Editorial Member

Sir,
With due respect and humble submission I have sending book for your consideration.

Thanking you.

(Dr Porag Kalita)

Automobile Engineering Department,
Vocational Education (+2),
M R S Higher Secondary School,
Government of Assam, India
P.O. Titabor, District: Jorhat,
Assam – 785 630
 TOTAL QUALITY MANAGEMENT
IN
VOCATIONL EDUCATION (+2)
(A New Scientific Approach)

By
Er.( Dr) Porag Kalita, Ph.D. (Automobile Engineering)
FMRP -Business Administration, MIASED
 TOTAL QUALITY MANAGEMENT
IN
VOCATIONL EDUCATION ( +2)
(A New Scientific Approach)

By
Dr. Porag Kalita, Ph.D. (Automobile Engineering)
Fellow in Management -Business Administration
Published by:

Dr. Porag Kalita, Majgaon, Titabor, Jorhat, Assam- 785 630

FIRST EDITION: 2013 M R S Higher Secondary School, Titabor,

Jorhat, Assam- 785 630.

All right reserved by the author.

This book or part may not be reproduced or translated in any part without the prior
written permission of the author.

Price: Rs.

Printed by: Dr. Poring Kalita, Majgaon, Titabor, Jorhat- 785 630
Dedicated to my Parents
to whom
I am indebted forever.

- Author.
 Preface

Vocational Education & Training (VET), is a to a process. It influences society and

is equally affected by it. It is not just about making young people became literates
who will give shape and character to the society it operates. It also linked with
teaching the learner how to deal with a changing society, which is turn, has its own
impact on education. In India, entrepreneurship development by Vocational
Education & Training has been accepted as a strategy for an achieving fair objective
of promoting entrepreneurship. Beginning with industrial education has taken the
form of a countrywide movement. But entrepreneurship Development has remained a
programme are the unemployed youth, particularly educated unemployment youth
who have already completed their education and are the search of employment
opportunities.

The author will be highly indebted for any suggestions to improve the book further.

Jorhat, 8 September, 2017 (Dr. Porag Kalita)

 CONTENTS

Chapter Pages.

1. Introduction: 1-2 ( Chapter I )

2. Implementation of TQM in Vocational Education: 3-15 ( Chapter 2)

3. Total Quality Leadership (TQL) : 16-18 ( Chapter 3)

4. Total Quality Circle (TQC): 19-35 ( Chapter 4)

5. Nature and Scope of Organizational Behaviour : 36-41 ( Chapter 5)

6. Quality Assurance by ISO 9000 : 42-61 ( Chapter 6)

7. Reliability : Alternative Mantra for the Modern Management: 62-67 ( Chapter 7)

8. Vocational Education (+2) in North East India : 68-71 ( Chapter 8)

9. Machinery Breakdown Insurance vs Vocational education & : 72- 76 ( Chapter 9)

Training.

10. India Post – 1991 : Indian Globalization – Need of ISO 10011-1 : 77- 82 ( Chapter 10)
Auditing System in Educational Institutions

11Role of Teacher for Vocalizations of Languages & : 83-84 ( chapter 11)

Literature courses.

12. References: 85-86

----------
 Chapter I
Introduction

The rapid growth of population , the present education system is not able to promote
independent thinking and creativity, as well as motivation & innovation foe setting a challenging
and achievable goal. However, entrepreneurship development has remained a programmes are
the unemployed youth, particularly those who are educated unemployment youth and who have
already been completed their education and are in search in an employment opportunities.

Therefore, Vocational Education & Training (+2), helps in imbibing the skills and
competencies to achieving a competitive edge through peoples toward goals directed by values
and changing the mindset in developing a positive attitude.

We feel that vocational education & training in (+2)/TDC levels, means educating a few students
and after completion of their courses they are become unemployment. Now, the time has become
to break our mental block and try to visualized the whole process of VET from a different angle.

Total Quality Management (TQM) is defined as , “ A Management approach to an organization

centered on quality , based on the participation of all its members and aiming at long – term
success through customer satisfaction and benefits to the members of the organization and to
society”. TQM involves on an affective decision making, effecting problem solving and
integration of quality planning. TQM is not a set of rules or procedure. It is more in the nature of
a culture or philosophy visible throughout the organization.

The Japanese Quality Guru, Taguchi beautifully describe the definition of Quality, “Bad
Quality” as “Loss of Society”. According to him, a supplier who consistently provides bad
quality and services by “Worst”, than a thief.

Quality is:
1. Fitness for use,
2. Having certain product features,
3. Conformance to specification,
4. Doing right things to the right method, etc.

One could combine all those aspect to define Quality.

OR

Quality is the result of financial incentives to employees. While it is natural for employees to
look for rewards for good work, the substantial and truly satisfying rewards transcend monetary
realms. Often monetary rewards can be self-defeating and there are many non-financial rewards,
which can only motivate people.

1
 OR

A customer who buys a product has certain expectations. If the product meets or exceeds those
expectations repeatedly, then in the mind of the customer it is a quality product. The basic
definition of quality then is meeting customer needs and exceeding reasonable expectations.

The new economic policies of the Government of India aimed at globalization represent a
Copernican revolution in economic thinking in this country. It was forced by sheer necessity and
offers unprecedented opportunities for growth, provided we are whole hearted in our approach
and adopts the right strategies.

Globalization is a phenomenon. Anthony Giddiness, “a sociologist and Director define

globalizations a decoupling of space and time, stressing that with instaeous communications,
knowledge and culture can be shared around the world simultaneously.

Marshall McLuhan, a pioneer thinker coined the term “global village’ in the 1960s to express
his belief that electronic communication would unite the world.

In terms of politics and international relations, globalization means a greater bonding or coming
together of nation’s states. International globalization has meant nations shedding their
ideological and political difference and forming new alliances. Economic globalization means
opening our doors and windows to goods, service and investment from other countries of the
world, while trying to export our goods and service to the outside world.

From the above globalization statement , it is indicating that inefficiency and insufficiency of
Vocational Education & Training (VET), in North East India. Really, VET, is the nation-
building and the maintenance of good quality there is of tremendous important. After
independence, considerable changes in the political, social and economic structure of the country
took place throwing greater responsibilities and challenges before the Universities to provide
leadership , guidance and qualified personal in various field on national construction and
therefore, problem is arise of the Quality of Education.

Students ( all students of desired Process

Quality Student Delight (Finished)

Right process operating on students in

Right manner
In North East India, lesser percentage of vocational educational institutions have been
introducing of Total Quality management (TQM) due to in effective processes, delivery system
is slow, and procedures to survive for dynamic environment and therefore, management tools
like Taguchi method, Kaijen theory , and Business Process Engineering etc., is being offered as a
plausible answer to the problems of present scenario of globalization.
---------
2
 CHAPTER : 2
Phase : 1

Implementation of TQM in Vocational education

For the competitive environment, TQM has gained wide importance in industry and is generally
being introduced and experimental in vocational education in +2 stage.

However, educational system can’t treat as industry but, there are similarities with respect to
their sub-components. Each of these viewed as a system consists of input, process, management,
resource, output and feedback. Educational institutions system is complex as it involves human
beings as input to and output from the system. Students are input and customer too.

Total Quality is a strategic approach to producing the best product and service possible- through
constant innovation. It emphasized not only the production side but also service side of the
organization.

Many vocational educational institutions are may produce zero defect students , however, the
said institution in terms of quality still not be alright. There are other departments which can
spoil the reputation of the educational institution. The right product delivered at the wrong time
can have negative impact upon both input and output system .

Total Quality Management is an organization wide commitment to getting things right. Our
experience suggested that the initiative can come solely things from the teachers fraternity.
Students requirements must be identified , defined and classified. Procedures and systems are
then established to monitor, control and improve those variables that directly and indirectly
involved in the production of uniform quality students and the delivery of consistent service
towards friendly environment.

Types of Quality process:

There are there basic types of quality model, namely:

1. Process analysis,
2. Integrated approach,
3. Leadership – oriented approach, etc.

Process analysis,

Process analysis is analyzing the activities of the process of the educational institution in
search for better understanding of where the improvement can be made. The core and supporting
processes should be identified and flowcharts prepared showing the interlinks between them,
input and outputs to each of the process are defined, responsibilities, interfaces and actions.
3
 Process analysis is essentially a top-down process of improvement with reviews from the
bottom-up. Identifying who is the process controller ia an essential requirement of this process.

Flowchart is a pictorial representation of the steps or activities that constitute a process. They are
often used to show the structure o an educational institutions or used to show the flow of
computer programmes.

Different shaped boxes represent different types of issue such as ‘document’ , ‘decision’,
‘termination’ or ‘choices’. S ‘Flow lines’ are inserted between the boxes to show the direction of
the flow.

Symbols for Flow Charts:

Start or Stop

Document

Delay
Decision

Integrated approach:

Integrated TQM is based on team work at all levels. The focus remain on the students
expectations and the prevention of problems. The method of accomplishing the actions is to
organize people into teams from the top to the bottom of the organization. These include steering
teams, Quality circle, facilitator network and various types of project teams.

Leadership – oriented approach:

This process has less systematic analysis. This TQM approach is based on educational
institutions head who brought in a sense of quality and pride in all the people. As the
institutional head knows all this teachers with other of the institutions , it is relatively an easy
task to interact and understand all of them.

4
Quality Process Definition:
 Quality: Quality defined , “ The Totality of features and characteristics of a quality of students
that bear on its ability to satisfy stated or implied needs”.

The concept of quality has changed over the last 15 years and even so during the last Five
years. A decade ago, the emphasis focused on quality of students that is quality meant students
learning ability to conform to specifications. Later its definition stared to incorporate elements of
the student and quality was defined as “ anticipating and exceeding students expectations”.

Quality System:

Quality system is defined as , “ The organizational structure, responsibilities, procedures,

process and resources needed to implement Quality Management”. For, example, ISO-9000
series of standards specifies requirements for Quality Systems.

Quality Assurance:

It is the assembly of all functions and activities that bear upon the quality of a product or
service so that all are treated equally and implemented in a systematic manner.

Total Quality Management:

Before the implementation of TQM in vocational education & training (+2), the training is the
key for success in developing and implementing the aforesaid system and it is consist by Five
modules to introducing Quality System:
1. Total Quality Management,
2. Introducing of Quality Education,
3. Writing of formal quality education documents and quality education documents control,
4. Establishing and implementing quality education system,
5. Audit and assessment, etc.

Total Quality Management(TQM):

Good communication is a great motivation. It helps to avoid miss-understandings. Good

communication is a two process, simply writing memos is information and not communication.
If the message of clarity and truth , then give mistakes would be committed . Therefore, TQM is
not a set or rules or procedures. In this view, without training as per experience, the head of the
educational institutions are thinking that their people can’t be learn. The role of training , the
development for quality of education is probably the most critical aspect of any TQM drive.

Training as a alternative method and in terms of changing may successful if managed by

proper direction. Some times , the Head of the institutions, think that by selecting best teachers ,
the emphasis on training can be reduced or need not however. This may be true for today’s, but

5
what about tomorrow ?. Therefore, the head of the institutions and teacher’s are to have
developed within the Ist year of Higher Secondary level (+2), to meet the challenge of the
future, because management process is very critical to the success of TQM.

Suggestion
TOTAL Employment & Involvement

Self-inspection

Process Capability

Process Control
QUALITY Process & System Process Improvement

Quality System

Organization
Management Review
Management Commitment
Quality Control

Recognisation

Figure: TQM means:

Some of the following subjects for effective TQM as follows:

1. Quality Assurance, 6. Problem solving,

2. Team building Procedures, 7. Presentation skills,
3. Team Leader and Member Training, 8. Listening skills,
4. Effective delegation, 9. The Total Quality Circle (TQC),
5. Time Management, 10. Dealing with different people, etc.

The training workshop for TQM will consists of:

1. Minimum 6-10 participant, 6. Good communication,

2. 4- shaped table, 7. Move them around,
3. Comfortable chair, 8. No interruptions,
4. Ask questions, 9. Videos,
5. Posters with message, 10. Own teacher’s as training
11. Group discussion, etc.
6
 The following module would be helped for continuous improvements to TQM into vocational
education development in +2 levels.

Student’s satisfaction

Management System
People Process
Of involvement Effective
Leadership capability

Continuous
improvement

Figure: Continuous improvement of TQM

The main problem with TQM is that most teachers are not aware of how to improve it. Total
Quality Management can alert to these changes in terms of quality sustenance measures because
TQM is a process oriented on the student’s expectations.

For example, from the industrial organization, a survey showed that it costs five times as much
to go out and get a new customer as to retain those you already have. Companies continue to
spend core of rupees seeking new customers through advertising and promotion while remaining
very ignorant to the fact that current customers are leaving out through the back door. The
customer decides who win and who loses. The old customers leave mainly because of quality
problems.

In this regard, Vocational Educational Institutions, can plug the quality leaks, then it can fill the
bucket with student satisfaction by working, “ smarter then harden” , thus using TQM as a
competitive weapon for its modern implementation to VET.

7
Teacher’s Leadership Human beings
 ----------------
----------------
------ ---------
----------------

Students. students.

From the above model, if an educational institution can plug the quality leaks, then it can fill
the bucket with student’s satisfactions by working “smatter than harder”. Thus using TQM as a
competitive weapon for the educational institution.

Therefore, implementing the integrated TQM process, should be as follows:

Teach the process Model

Define Quality

Everybody into team Disband project

Facilitator Network Trainers/consultant

Measure performance
Quality Steering Team AQP = V + QP + CSF +
major Projects
Quality Circle
Discussion groups
Project Team
Action Start projects

Figure: integrated TQM process.

8
 For the quality inspection in educational institution, control comes from the inspection results
and assures compliance with the established requirements. Comparison of inspection and control
shows:
 Inspection is performed on the quality of student while control is established on
the process.
 Inspection is after the fact. Control is on a real time basis. Process is adjusted
using the closed loop feedback technique.
 Inspection is like the work of police officer monitoring the results. Control is like
the work of a Doctor, curing the disease.
 Inspection is like a reactive process while control is like a preventive process.
 Both inspection and control are dependent on the standards used. etc

The integrated TQM model consists forming teams at all levels, discussing, selecting and
running designed to improve quality in the name of conforming to both internal and external.
The process model concept must be first taught to the whole of the institutions i.e. teachers and
staff. These concepts must contain the fundamental beliefs and ideas of the TQM philosophy
and the reasons for organizing, educating, communicating and caring about students satisfaction.

The model must contain a suitable definition of quality and explanation on the methods to be
used by building a vision statement, Quality Policy, identifying critical success factors and how
to select projects.

The Annual Quality Plan ( AQP), contains these data. A vision statement (v), Quality Policy
(QP), and Critical Success factors (CSF’s). The project which result from discussions of the
QST’s and quality Circle should all be designed and planned to ensure the CSF’s.

Many related actions are also necessary to simplify the process of improvement and to provide
the skills and reasons for teachers to be involved in the main activities with enthusiasm. These,
related actions are Training, Communication and Leadership/Commitment.

Critical Success Factors (CSF):

There are many areas of Quality improvement that can be taken up but in these , some are more
significant or Critical than others. It is the job of the various QST’s to decide what these Critical
Success Factors should be.

The Quality improvement effort should not be wasted by taking up trivial and unimportant
things like the colour of the toilet paper for the educational institutions bathrooms. CSF’s are
single focus statement in one sentence that concentrates on attainment of the vision. For
example, a CSF’s dealing with student could be : “ our top to students have granted us preferred
excellent students.

The above statement is written in the present tense means that it has already become true. When
it has been fully achieved , the educational institutions are changes the statement from 10
students to say 15 students which sets a new and higher goal.

9
 If a critical Success Factor cannot be measured, then it is not a CSF at all. It should preferably
be written so that the measurement of it is easy. This is not normally so simple. Therefore,
verification of CSF is necessary . For example, the following Critical Success factor is directly
measurable:

CSF = We have trained all the staff of the institutions in the TQM approach.

CSF

CSF CSF
Quality Policy

Project Project

Figure: The Road to Continuous Improvement

The road to continuous quality improvement stretches into the middle distance, but the
presence of the shorter term goals in the form of Critical Success factors allows checks to be
made on progress. When changes to the plan are necessary, they can be made by the road with
suitable projects to make the CSF’s and vision to come true.

Organization Culture:

What is Organizational Culture:

Culture describe the , “ way organization function”. It has been defined as , “ The way the
things are done”. If an organization wants to promote Total Quality Management, it has to
promote a culture where people feel free to contribute their ideas and their involvement in
problem solving and decision making is possible. Culture is the set of values , behaviors and
norms which make an organization successful.

To examine culture and its impact upon students fraternity , find out how students are deal with
at the teachers as well as Head of the Educational Institutions. How friendly do employees
appear to be ? These tell us much about culture of the educational institutions.

10
 When a new head of the institutions, had started working for a vocational educational

e
r
p
Im
institutions, the first thing he/she did was to create change. He /She said everybody wants him to
do something. Firstly he / she the school garden allocations only to show how things were going
to be from this time on. Secondly, car parking area because, he / she did was to locate all the
senior teachers of the institutions at the far end of the car park, a 6 minute walk to the Head of
the institutions room. When asked why he/she did this , he replied, “ There is a good chance that
the all teachers may meet students as well as parents on the way and it will give them the
opportunity to talk. They have never seemed to have the time before.

It is possible to create significant changes in an organizational environment by influencing just

one or two things. Cultural change is the secret to implementing TQM.

Figure: Managing Cultural Change

Creating a culture:

Culture can be good or bad but its growth in a educational institution is dependent upon the
teachers and students respectively, who popularize the cultural. Teachers and their actions
demonstrate what is okay and what is not. Cultural can’t exist without both teachers and students
doing thing.
Traditional Cultures:

Many traditional educational institutions projects the old which is not suitable for Total Quality
Management Symptoms of poor culture include poor layout and design of office and teaching
areas, dirty staff facilities and poor lighting and environmental conditions.

11
 This can also be seen in managerial behavior. Behavior is aimed at achieving short-term result.
End result is more important than the method and procedure. This is seen in so educational
institutions through their commitment to repair instead of preventive maintenance. This is a
negative culture. It will be difficult to keep people motivated in this type of culture.

Japanese Culture:

1. Anyone who has taken a trip round a Japanese educational institutions , committed to the
TQM concept will immediately notice an open and favorable climate, where teamwork
and interdependence is very much encouraged. How else could the educational
institutions win the commitment of its students to generate thousands of new ideas for
improvement.
2. For the Tokyo University in Japan, it was hard to believe how teachers and students were
getting involved in continuous improvement. How was it that the environment in Japan
was so clean, and posters on quality improvement were free from dust and the area for
coffee and lunch breaks was as pleasant as modern building.
3. The Japanese have no special advantages over us in their country. Many teachers
fraternity in Japan say that it is impossible to create the TQM culture in other countries.
The culture, they say, is something special and possible in Japan only.
4. The Japanese culture reflects their desire for beauty. Modern University/Vocational
Institutions, are beautifully designed, spacious and dry. Teachers /class rooms decorated
with flowers.
5. The Japanese behavior is not governed by any faith in the supernatural. They are,
however dominated by one desire’ the constant desire to be above average. Perhaps this
urge, this desire for achievement accounts for the success of the Japanese educational
institutions.
Organizational Analysis:

Roger Handy suggest that we can classify organization into a broad range of four cultures. This
analysis for the educational institutions help us to access the success and operation , including:
.
1. History of the Educational Institutions,
2. Ownership,
3. Organization Structure,
4. Environment etc.

However, four basic type of culture:

1. Power culture , 3. Task culture,

2. Role culture, 4. Person culture.

Power culture: The power culture reflect the concentration of power .The important point to
note here is that since power and decision-making is lying in a few hands, the key Sr. Teachers
create situations which others have to implement.

12
 Power culture
( Symbol: The web)

Role culture: The role culture has been typified as Greek Temple and focuses on bureaucracy.
The apex of the temple is where the decision making takes place, the pillars of the temple reflect
the functional units of the educational institutions which have to implement the decisions from
the apex. However, Handy suggest that this culture is appropriate in organizations which are not
subject to constant change.

Role culture:
( symbol: Greek temple)

Task culture: The task culture is prevalent in organization which are involved in research and
development activities. Information and expertise are the most important factors here. There is
close co-ordination between departments and functional units.

Task Culture:
(Symbol: Lattice)

Person culture: The person culture is applicable to the consensus model of management where
the individual within the organization determine collectively the path which the institutions
takes. Organization which practice this culture lay emphasis on the needs of its teachers. This
type of culture may be suited to community oriented projects toward educational institutions.

- -
- -
-

However, there are Ten commitments to development of TQM culture:

1. Search for challenging opportunities to change , grow , innovate and improve,

2. Have a great vision for the future,
3. Make other participate in the vision plan by convincing them,
4. Experiment, take risk and learn from the mistakes,
5. Bring about collaboration by building thrust among members,
13
6. Strengthen other by sharing all relevant information and delegate authority whenever
possible,
7. Set an example for others by behaving in ways that is suited to your personality.
 8. Plan for small successes that can promote constant progress and bring about commitment.
9. Recognize individual contributions to the successes of every project.
10. Celebrate team accomplishment and successes regularly, etc.

Finally, the following 7 “S” key criteria for development of Vocational Education & Training ,
in terms of Human Resource Management/ Human Resource Development in educational
institutions :
1. Strategy, 5. Structure,
2. Systems, 6. Staff,
3. Skills, 7. Style, etc.
4. Shared values & vision,

There are certain fundamental home truths of students management which is come to relies and
respect:
1. Teachers identify very strongly with honesty and integrity of top management.
2. Students like to be a part of the educational institutions vision, not the focus of
the vision.
3. Teachers like to recognized with responsibilities.
4. Teachers like to be recognized for performance – Timing is crucial.
5. Teachers like to share ethical quality of teaching values which are consistent at all levels.
6. Head of the institutions are motivated by challenges and achievement.
7. Building homogeneity in terms of like – minded students corporation helps to build a
strong educational institutions culture.
8. A flexible interactivity within an organization is very stimulating.
9. Managing creativity among the students fraternities are easily achieved by having a
boundary less institutional configurations.
10. Bureaucratic or stratified structure create “ turf defenders” who are generally not
desirable.
11. The main challenge of Senior Teachers is to create a team of creative, motivated and
productive of student with a high of self assurance and a strong belief in the institutional
mission.
12. Every Head of the Department, has to have HRD as a vital job responsibility and
however, centralized by only coordinator ( Principal).

Motivational Approach :

The educational institutions cannot be run like military set-up. Motivation comes from clarity of
vision and leadership in the institution , which should not be confused with authority and power
based approach.
14
Some motivation factors are:

1. Achieving targets, 5. Self esteem,

2. Career promotion, 6. Salary review,
3. Recognition, 7. ambition
4. Fear of failure 9. Problem solving etc.
 Characteristic of institutional Head :

Characteristic Ranking
1. Honesty : 1
2. Competence: 2
3. Forward – looking tendency: 3
4. Inspiration : 4
5. Intelligence: 5
6. Fair-mindedness: 6
7. Brood – mindedness: 7
8. Straight – forwardness: 8
9. Imagination : 9
10.Dependability 10
11. Supportive tendency: 11
12.Courage: 12
13.Co-operative attitude: 13
14. Caring tendency: 14
15. Maturity: 15
16.Ambitious outlook : 16
17.Determination : 17
18.Self Control : 18
19.Loyalty : 19
20. Independent approach: 20

-----------

15
Chapter :3
Phase : 2
Implementation of TQM in Vocational Education
( Total Quality Leadership)
 Commitment is the foundation of an effective TQM programme. Without proper commitment ,
even the best programme may not work. In sometime , head of the educational institution, fails
to understand the level of commitment required for an effective TQM programme.

Leadership means, “Process of influencing group activities towards the accomplishment of goals
in a given situation”. From this definition says that:

1. Leadership is a relationship between two or more, in which influences and power are
unevenly distributed.
2. Leadership does no grow in a vacuum.
3. Leadership is function of a leader,
4. Leadership is a continuous process of influencing behavior, etc.

From the above, in terms of Leadership development, it divided by three groups:

1. Autocratic Style,
2. Democratic Style,
3. Free-rein Style, etc.

Autocratic style: the leadership the leader centralizes the power and decision making in him/her
and excessive complete control over the subordinates.

Democratic Style, the leadership the leader the decisions are arrived after consultations with the
members. This style of leadership improves the moral and satisfaction of the employees.

Free Rains Style, the leadership the leader, complete delegation of authority to the sub-
ordinates. The free rain style leader avoids power.

Management of commitment:

The commitment of management to TQM cannot be delegated to someone else and it has to be
shown through actions. Evidence of management commitment could be in the following forma:
1. Management has developed a vision for the future of the institution.
2. When solutions to problems are found , head of the institution should be promptly
implemented. This is the gift of the management.
3. Allow the formation of problem solving teams and give them the time and
resources to deal with the problems.

16
4. TQM demand that institutions shift from the concept of “ Management by
Control”, to “ management by Commitment”. Etc

SITUATIONAL LEADERSHIP:
EFFECTIVE STYLES

High Relationship & Low Task High Task & High Relationship
 R
E
Participating Selling
L S
T T
I S3 S2 Y
O L
N E
Delegation
B Telling
E
H
A
V
I
O S4 S1
R Low Relationship & Low Task High Task & Low Relationship

(Low) TASK BEHAVIOR ( High)

( Directive Behavior)
High Moderate Low

Mature Immature
M4 M3 M2 M1

Leadership is responsible for promoting commitment in a institution. The leader cannot

delegate the leadership. If a subject is important, then the leader should be personally involved.

Modern Leader Job Description

1. Mentor Coordinator
2. Facilitator Monitor
3. Innovator Coach
4. Broker Teacher
5. Producer Director

17
The difference between on Leader and his subordinate is that the leader doesn’t get dirty (with
machine or material) as often as they do. Finally, leadership should not be confused with
authority which may only serve to satisfy the ego of the leader.

Two models of leadership style were developed which Mc. Gregor, and named Theory X and
Theory Y.
Theory X:
 Theory X head of the institution had little or not trust in his staff and believed that strict control
is required to achieve results.

Theory Y :

Theory Y approach has gained popularity since then and Black and others have developed their
own versions based on the assumption that students are important and their talents have to be
utilized effectively in order to achieve results. Correspondingly , the Y model was based upon a
democratic and participative approach – emphasizing that student sought more and more
responsibility in their work.

Leadership and Action Planning:

Action planning is the key to success of the whole approach. If the management team fails to
come up with a proper and planned approach to TQM, it is most probably not going to work
properly.

The team in charge of TQM cannot formulate its own TQM plan. It needs support and has to be
properly guided through the various stages and activities which lead to the creation of a TQM
culture.

A critical path outlining the approach an educational institution can take is developed first.
During the next phase , the TQM personnel work closely with the senior teachers to asses the
progress made.

The following points have to be clarified:

1. Choosing the applicable indicators for cost of quality,

2. Choosing proper targets to evaluate progress made on TQM,
3. Seeing that all TQM objectives are measurable and in turn with, the institutions
objectives,
4. Deciding the structure and commitment of action plan within the boundaries of
supervision and management, etc.

However, the TQM process is relatively easy. But, when a teacher is leading his quality process,
he should be an educator and a communicator.
----------
18
Chapter :4
Phase : 3
Implementation of TQM in Vocational Education
( Total Quality Circle, (TQC)

The improvement of quality in products and the improvement of quality in service these are
national priorities as never before” – George Bush.
 Total Quality Circle (TQC) is a group of activity and can’t be done by individuals. It calls team
work.

TQC is not miracle drug, its properties are more like those of China herb medicine.

For the rapid growth of population and industries , TQC has gained importance and being
introduce and experimental with Vocational Education & Training (VET). Allocation
procedures of TQC in educational institution is complex , as the human being as input to and
output from the system. Students .

Quality Circle means, “ It is a small group of teachers in the same work area or doing similar
type of work who voluntarily meet regularly for about to identify , analyses and resolve work
related problems, not only improve quality of education and total performance of educational
institution”.
A philosophy to contribute to the improvement and development of educational institutions are
consist by –
1) Teachers develop their ability, wisdom and creativity by using their brain.
2) Teachers educate themselves by sharing experienced.
3) Teachers do not work in isolation but act as a them.
4) Display Human capabilities fully.
5) It promotes job involvement and participation etc.

Sometimes back, a Seminar was held by QCFI at Kanpur, a question was by someone audience,
and it was left to the two Quality Circle members who had come from Hyderabad to answer it for
inter group affect the working of quality circles that one of them was the Secretary of one of the
trade unions, the other was an office bearer of a rival union which each one of them would be
working for one’s own union on getting back to the organization , they would also work untidily
so far as quality circles were concerned. In other works, if the concept of quality circles was
correctly disseminated and understood, there is no scope for any intra or intra union problems
coming in the way of its healthy operation.

Therefore, it is important if quality circles are to succeed in educational institution, that no

situation is created by anybody, including, including teachers and staff as well as
19
students also, which might antagonize non-members. In any work situation teachers have
performance to involve non-members too in implementation of the solutions. It has therefore to
be emphasized during the training of QC members as teachers and institutional head that every
opportunity should be given to non-members to see for themselves the achievements and
activities of Quality Circles and efforts must be made to tactfully involve them in
implementation of solutions. A competent Head of Institutions therefore would invite non-
members to come to Quality Circle meetings as well as to attend periodical case study
presentations.

On the other hand, sometimes as member from the QC departments is creating problems,
particularly by Jr. Teacher and Sr. Teacher of the educational institutions, because they feel –
 1) Quality circles may show up their deficiencies.
2) QC dilutes their authority and importance.
3) QC makes their superiors find fault with them for not having solved the problems
earlier etc.

This misconceptions can be eradicated by suitable advice from the Head of the Departments or
Head of the higher educational institutions by explaining that the successful working of quality
circle would not only bring credit to their work – areas but also would afford them more free
time for other important work. A quarter exposure to the concept and achievements of Quality
Circles would also help them ot appreciate the need of Quality Circles and in this way to help
them develop a positive attitude.

Problems:
-- “Quality means never having to say I am sorry”

In India, less educational institutions are introducing of Quality Circle. The

opened up and liberalized higher education policy in India is competitive.

System approach for higher education i.e. slow, in effective processes and
procedures to survive for dynamic environment, and therefore management tool, like
Taguchi method is being offered as a plausible answer to the problems of present
scenario.

Dr. Genichi Taguchi is famous for his methods for improving quality at low cost.
This approach help to determine the loss due to lack of quality of a performance
characteristic and relate its deviation from the targeted performance.

Taguchi methodology applies analytical and experimental techniques to identify

the real cause of problem and Taguchi method will be better only when it is applied as a
part of the TQM process.

Here the seven points for development of Taguchi method by Quality circle process –
1) Productive Society.
2) Competitive Economy, continuous quality improvement.
20
3) Continuous reduction for cost of Quality Inspection for target value.
4) Customer’s loss due to a products performance variation from target value.
5) Final Quality and cost of a product extent by design and manufacturer.
6) A product or process performance variation can be reduced by exploiting.
7) Statistically planned experiments can be identify setting.
The following module may help for problem solving to Quality circle introducing –

Definition problem
What

Analysis of Problem
 Plan Why Identification of causes

How Planning Counter measures

Do Implementation

Check Confirmation of Result

Fig: Problem solving Cycle :
What is in a name?
“A rose will smell Action
as sweet with any other name”, soStandardization
said Shakespeare.

While this may be true in many cases, one should think twice before applying to maxim to”
Quality Circles”.
21
It is but natural for human beings to be individualistic. Why can’t we bring in some glamour
into the dry working of Quality circles by giving them fancy name? Should we not name the
groups such their objectives are explicitly brought out?

None can beat the American in their creativity for names. While perusing some past issues of a
journal on Quality Circles, published in the USA, the following name were discovered.
1) Human Resources circle. 4) The Quality seekers.
2) Action Circles. 5) The Power-minded circle.
3) Magic Circles 6) Employee Circles., etc.

Cost of Reduction (2%)

2% 8%
Engineering and Material
11% Management (8%)
40%
Housekeeping (11%)

Technology (13%)
13%
Related to Quality (26%)
26%
Productivity (40%)
 It was learnt that over 60 countries are now operating Quality circles including India also and
areas of i.e. Administration, Engineering, Academic institution ( Educational Institution), Banks,
Industries etc. which the participate concept has been adapted.

Those who believed that Quality circle philosophy would not work in educational institutions,
are surprised to know that in China, there are over 148000 circles (including industries and
Trade). The fact that delegates from USSR were among those who attended the ICQCC – 89 in
N. Delhi, proves that even a regimented environment special reference to the vocational
educational institutions.

The over and above discussion, the problem solving phase is consist by following for higher
education and institutions.

Phase – I: Initial phase that the circle will have been trained in simple technique which will
enable its members to identify, analyze and solve some of the more pressing problems in their
own area-

1) Wastage of materials. 6) Productivity.

2) House Keeping problems. 7) Environmental problems.
3) Delays. 8) Safety etc.
4) Inadequate job instructions.
5) Quality.
22
Phase – II : Monitoring and problem solving after a short time, when several of the simpler
problems have been resolved and many others have just “disappeared” as a result of other
improvements in the work environment, the circle will begin to develop a “monitoring”
mentality, therefore, simple control techniques are required.

Phase – III : Innovation – self – improvement and problem solving, (1) There is almost a natural
progression to the self – improvement phase from phase. (2) As the circle begins to nature, and
most of the techniques taught have been well practiced and understood, the confidence of the
group will have grown considerably.

Therefore, the members will also have gained a wider acceptance by their colleagues in their
own and other educational departments and also by Head of the institutions. As a result, they will
be treated with greater respect.

Phase – IV : Self-control at the time of writing, it is unlikely that any circles in Western Europe
educational institutions have reached this stage of development whether it is reached as it as
much dependent on Head of the department or head of the educational institutions outside the
circle as it is on the circle members themselves.

Brainstorming:
 Brainstorming is an effective technique to help a quality improvement team identify a problem
and come up with solutions. 1930s , brainstorming makes use of lateral or right brain thinking .
It is a way of getting a large numbers of ideas form a group of people in a short time. It has three
basic type:

1. To identify problems,
2. Sort out causes from effects,
3. Come up with creative solutions, etc.

To run a successfully brainstorming session, the quality improvement of the Head of the
Institutions and Teachers should use the following guidelines:

1. Write up on a flipchart the topic to be brainstormed and keep it in full view.

2. Write up the rules for brainstorming , review them with the team and post these also
where everyone can see them.
3. Warm-up for a few minutes with a practical brainstorming . it is helpful to use something
simple, such as the uses of a paperclip or a brick a wooden pencil etc.
4. Start the ideas coming.
5. Make it fun. Laughter is often a sign of creativity, etc.

Some Important QC Tools :

DATA Collection:
What is data: Data is nothing but collection of facts and figures which gives a clear picture of
nay work situation . It would form a sound basis for decision making and
23
corrective actions. Following illustration will make it clear:

whenever a patient goes to a Doctor complaining about high fever, he would be asked to notice
down the temperature at regular intervals, say once in six hours. Based on the trend of
temperature recordings, doctor would diagnose the disease and prescribe the medicine . such
temperature recordings at regular intervals are known as data. Based on the data alone, doctor
prescribes the medicine. The same is true for organizational problems also.

Generally , data is divided by two groups:

1. Measurable date: One is measurable data like length, weight, time, etc
2. Countable data: Which cannot measure but can count.

How to Gather Data:

In many cases, the data required may already be available with some agencies, such as Quality
Control for non-conformances or rejections etc. in which case it has just to be collected from
sections concerned for further analysis and problem solving.

In other cases, where data not be readily available, it has to be generated fresh by observations
over a period of time and recording them systematically . The data collected should be able to
reveal the facts. For the purpose, sampling techniques are so that the data is representative of
realities. Before the start of data collection, one should be clear in mind about the parameters for
characteristics and their periodically for which data is to be collected . for easier collection of
data, a pre – designed format called check sheet could be used. This would be simplify the
process of analysis . In the above cited example, a record of the patients temperature may be
maintained as follows:

Temperature at 6 A.M. 12 noon 6 P.M.

Day starting from
01.01.2013

1st day 98 F 100 F 102 F

2nd day 99 F 101 F 103 F
3rd day 98 F 100 F 103 F
: : : : : : : :
: : : : : : : :
7th day 99 F 101 F 102.F

Analysis of Data:

After data is collected , it is analyzed and information is extracted through the use of statistical
methods. Decision making or further course of action should be based on
24
analyzed data. Teachers should develop the habit of discussing a problem on the basis of the
data and respecting the facts and shown by them. Sometimes lack of instruments or teachers
power , difficulties in quantification etc, are common problems for the educational institutions.
Pareto Analysis:

Pareto was an Italian economist who discovered a universal relationship between value and
quantity and he used this technique for assessing uneven distribution of wealth. Allocation
procedure of Pareto analysis is complex for the educational institutions . Pareto analysis helps in
the identification of vital few from the trivial many at a glance, when projected using column
graph named after pareto.

Pareto diagram is a column graph, drawn after data collection, for the purpose of :

i). Differentiation between the vital factors that contribute most to the unsatisfactory situation
from other trivial ones. Normally this technique is being used for fixing the priorities for
selection of the problem to be taken up serially , listed after brainstorming and data collection.
ii) Also for tackling the major factors responsible for any problem.

In some cases the problems listed out could be group depending upon their nature and their
recurrence can be projected in terms of percentages as shown in the following example:
A Quality Circle listed out their problems relating to their work area and grouped them under the
following headings. They also collected data regarding recurrence over a period of time:

Contribution %
Cumulative curve
100 A). Working systems : 50%
B). Operation cost : 30%
80 ( institution management)
C). Facilities : 10%
60 D). Man Power : 10%

40
A B
20 C D
20 40 60 80 100
Students (Customer) ,
Nature of problem

Fig: Pareto Diagram:

25
From the above it is very clear that 50% of the problems in the area pertain to working systems.
If we tackle and solve them first, there would be tangible improvement immediately.

How to draw a Pareto Diagram:

Following steps are generally followed for drawing a pareto diagram:

1. Group the identified a problems in specific categories,

2. 100% could be used as the total and then compute what percentage each factor amounts
to . In the above example 50% of the problems relate to working system.
3. Draw horizontal and vertical axes on a graph paper and demarcate the vertical axis in
proper units as percentage.
4. On the horizontal axis , chart the percentages in descending order, staring from the left in
the example given above ‘ working system” with highest percentage is shown on the
extreme left of the diagram.
5. Draw the columns with heights corresponding to the percentage value on the vertical
axis keep the width same for all the columns and do not leave any space between
columns.
6. Title the graph and record briefly the source of the data on which the graph is based.

The Pareto Principal :

The Pareto principle was invented by Dr. Ishikawa s and is used to divide the vital few from the
important many. It is particularly useful where it is necessary to decide on priories , for example,
Critical Quality Costs.
Some of the concussions drawn based on the pareto principle are:

# 80% of quality costs come from 20% of the problems.

# 80% of the contribution go to 20% of the customers ( students).
# 80% of the performance of the people ( teachers fraternity) comes from 20% of the
their activities,
# 80% of the talking is done by 20% of the people ( teachers fraternity),
# 85% of the problems are caused by management ( Head of the institutions) and 15% are
caused by subordinates ( Sr/Jr Teachers).

The pareto principle is used to catch the big fish and to leave the little fish in the
pond for attention at some future time.

Cause and effect diagram:

Cause and effect diagrams an investigative tool. This is also called ‘ Ishikawa diagram”. Since
the technique was devised and popularized by Dr. Ishikawa , an important
26
functionary of Japan. This quality improvement too is a great help in brainstorming sessions
because it helps to display the possible causes of a specific problem or condition.

In an Ishikawa diagrams, a systematic arrangement of all possible causes which give to the
effect are made. Before taking up a problem of detailed study , it is necessary to list down all the
possible causes through brainstorming , so that no important cause is missed. The causes are first
divided into major source be generally , “FOUR M” s viz, ,Man, Machine, Method and Material.
However, in most analysis situations, only the first 4 factors are considered.

MEN MACHINE

EFFECT

METHOD MATERIAL
 Fig: How to Construct a Cause and Effect Diagram:

The effect is represent by a horizontal line with an arrow pointing towards right. Main causes
resulting that effects are represented by arrows meeting the horizontal lines. Sub causes are
shown by horizontal line meeting the relevant main causes. The above expiation is made clear by
the above diagram.

Cause and Effect Diagram are useful to show the relationship between one issue or
contributing factor and another. They do not tell us about priories which are best tackled using
other quality representation and measurement tools.

After drawing the Cause & Effect Diagram the no step would be to have brainstorming session
for arriving at solutions/recommendations to resolve cause individually. Once the solutions are
arrived at necessary steps for implementing the recommendations are taken.

27
SEVEN MANAGEMENT TOOLS FOR QC:

Seven management tools are consist by following:

1. Affinity Diagram,
2. Relations Diagram,
3. Tree Diagram,
4. Matrix Diagram,
5. Matrix Data Analysis,
6. Process Decision program Charts,
7. Arrow diagrams, etc.

1 .Affinity Diagram: The Affinity Diagram method is designed to find a problem or facilitate
concerning an idea by taking large amounts of disorganized data/information usually collected
by barnstorming . However, it also consist by Functions, Operations and some other perceived
relationship.

The affinity diagram method is not analytical methods, it is a creative methods. This method is
very effective when used subsequent to brainstorming . This method can be applied by
middle/upper level teachers .

Machines

= = TUBE
 MEN

Ergonomics

Problem

Fig: Affinity Diagram

2 . Relations Diagram: The Relation Diagram method begins with a central

idea/theme/problem and through brainstorming cause and effect relationships. Uncovers the key
factors surrounding this central idea . The relation Diagram method is used for
28
determining complex relationship between causes and result and to clarify multidimensional
relationship between students and other factors. It can also be used for identifying next steps
where sequence is important . An important use of this method is to clarify the relationship as
between intertwined problems .

This method not suggested for simple cause and effect relationships. The Fishbone diagram
suggested by Dr. Ishikawa is sufficient for that.

Dull sense of
living
Lack of
No Action
communication
Insufficient innovative
ideas to increase quality
of students
Too little product of
No desire students

Drop in number of
students

Poor student Product of student

service display not appealing

No vitality in the
shop floor
 Too many lost Unclear on
opportunities what to say

Many students out

Low morale of control

Fig: Relation Diagram

3 . Tree Diagram: This method is designed to find effective measures to solve a problem by
tracing the means systematically for achieving the target. The tree Diagram method can be used
by Head of the Institution as a self assessment of their strategy in setting

29
goals and objectives and developing the means for attaining these goals it can be used for
planning and monitoring.

4 . Matrix Diagram: A Matrix is an organizational format that displays relationships between

two or more lists of data . The Matrix Diagram Method is used for analyzing concerns with two
or more parameters and for displaying dependent or co-relation ship.

The matrix Diagram method may display relationship between :

a. Functions and mechanisms,
b. Quality characteristics and customer needs, etc.

5 . Matrix Data Analysis: The Matrix Data analysis Method is designed clarity complex
relationship amongst data by focusing on the factors which are responsible for most of the
observed variability. This method transformers data in order to characterize conclusion in terms
of factors . One of the major benefits of Matrix Data Analysis method is that it reduces risk for
decision making toward students development.

High XC
K
N
O XA
W
L
Low Dx D High
G PLESANTNESS
E
 XF

XB Low XE

Fig: Matrix Data Analysis Method

6 . Process Decision Program Charts: The PDPC method is designed to predict potential
quality concerns associated with future events. The PDPC method is applicable to all quality
related activities research towards quality of development among students fraternity . The PDPC
charts is developed by means of asking the following:
1. What is the task/method/step ?,
2. What could go wrong?,
3. What is the counter measure ?

30

Activity on Node
Diagram

Fig: PDPC ( Process Decision Program Chart)

7 . Arrow Diagrams: The Arrow Diagram method is designed to plan the optimum schedule for
any task/project. It provides means for monitoring and controlling projects when tasks are
familiar ones with a known duration . It focus on critical areas for scheduling to optimize the
work sequence. The Arrow Diagram method is the same as PERT ( Project Evaluation and
review Technique).s

9 c 10
 b
2 d 13
7
a i
h o
1 e 3 f 8 g 6 j 11 n 12

k l m Activity on Arrow Diagram

4 5

Fig: PERT ( Programme Evolution Review Technique)

31

IV I

Ergonomics Tube

(1) Sweating (1) Cut ends

(4)
Insufficient space (2) Dirty Floor (2) off centre
(3)
Dust From outside (3) Tight & Loose Tubes
Bad Work cops

(1) Winders
(3)
Supervisors(4) Stop Motion(1) Regulating stay
(2) Fitters
(4) Ball
quality Checkers (3) Counter (2) Bearing Conversion

Count Changes(5)
Men Machine

III II
 Fig: ISHIKAWS DIGRAM
( For Problem Solving)

Dr. kaoru Ishikawa, president of Musahi Institute of Technology and Prof. of Tokyo
University , has been playing a crucial role such and his approaches turn to ultimately goal to
Total Quality Circle . According to above method, allocation procedure of TQC in educational
institutions are following ways:

1. Quality of Education is First – No short time profits,

2. Students orientations – Not out put of students but thinking from the side,
3. Using facts and data,
4. Respect for Humanity,
5. Cross – function management, etc.

32
As per Juran point of view, that quality be managed by a structural process of planning,
Implementation or Control and improvement . Therefore, TQC is importance that no situation is
created by anybody .
KAIZEN by Total Quality Control:

When speaking of “Quality” in educational institutions , one tends to think first in terms of
product of Quality students. Nothing could be further from the truth. In TQC the first and
foremost concern is with the quality of teachers. Instilling quality into teachers has always been
fundamental to TQC. Therefore, allocation procedure of KAIZEN concept is critical , but this
management approaches can change the cultural of educational institutions.

For example, Thichi Ohio, former Toyota Motor vice president, once gave the following
example of finding the real cause of a machine stoppage :

Question 1: Why did the machine stop?

Answer 1: Because the fuse blew due to an overload ?

Question2: Why was there an overload ?

Answer 2: Because the bearing lubrication was inadequate .

Question 3: Why was the lubrication was inadequate ?

Answer 3 : Because the lubrication pump was not functioning right.

Question 4 : Why wasn’t the lubricating pump was not functioning right?
Answer 4 : Because the pump axle was worn out.

Question 5 : why was it worn out?

Answer 5: Because sludge got in.

By repeating “ Why” five times, it was possible to identify the real cause and hence the real
solution: attaching a strainer to the lubricating pump. If the workers had not gone through such
repetitive questions, they might have settled with an intermediate counter measure, such as
replacing the fuse.

This problem is exacerbated by the fact that people who make the products and those who sell
them are separate people. When the autoworker fails to tighten adequately, the consequences of
his work may not be immediately apparent on the assembled car. What does it matter whether
the bolt is tight enough or not / However, if the person working next on the car is thought of as a
customer, the problem is personalized , and it does make a difference whether the bolt is tight
enough or not.

Therefore, Cross – Functional Management to Facilitate KAZIEN, the concept for the
educational institutions that TQC should be extended to include quality assurance,

33
volume management and other areas, it has given rise to the concept of cross-functional
management. Under this concept , various department of institutions cooperate in cross –
functional activities. This is a horizontal extension of TQC. TQC not only brings teachers
together around common goals, it underscores the value of information.

Follow the PDCA Cycle:

( A Continuation of the Deming Wheel)

Deming stressed the importance of constant interaction among research & design and for the
educational institutions four stages should be rotated constantly , with quality as the top criterion.
Later, this concept of tuning the Deming wheel constantly for the better all phases of
management.

Japanese executive thus recast the Deming wheel and called it the PDCA wheel, to be applied
in all phases and situations. The PDCA cycle is a series of activities pursued for improvement. It
beings with a study of the current situation.

Design Plan : Product ( Quality of student) design corresponds to the

planning phase of management.
Production Do : Production corresponds to doing- making .

Sales Check : Confirm whether the student is satisfied.

Research Action : In case of complaint , action here refers to action

for improvement.

Fig: Correlation Between Deming Wheel and PDCA cycle.

Plan
(management)
 Do
Action (Worker)
(Management)

Check
(Inspection)

Fig: Initial PDCA Cycle

34
PDCA cycle goes round and round. Therefore, the KAIZEN process has been realized at its
maximum. The PDCA cycle is an essential tool for realizing improvement and ensuring that the
benefits of improvement last. Even before the PDCA cycle is employed , it is essential that the
current standards be stabilized.

Such a process of stabilization is often called the SDCA ( Standardize – Do-Check- Action).
Only SDCA is at work can we move on to upgrading the current standards through PDCA cycle.

KAIZEN
A P

C D

KAIZEN

A P

C D A S

C D Maintenance

A S

Maintenance
C D
 Fig: Interaction of PDCA and SDCA Cycles with KAIZEN and Maintenance

---------------

35
Chapter :5
Phase : 3
Implementation of TQM in Vocational Education
( Nature and Scope of Organizational Behaviour)

An organization is a social system where the members are consciously associated to achieve a
common goal or set of goals. However, the study and application of knowledge about how the
people act within organizations is known as Organizational Behaviour (OB).

The fundamentals of Organizational Behaviour (OB), rest upon the nature of teachers/students .
With regard to , there are four basic assumptions :
1. A whole person,
2. Motivated behavior,
3. Individual difference,
4. Value of the person, etc.

The nature of people 1. A whole person,

2 .Motivated behavior,
+ 3 Individual difference,
4 . Value of the person, etc.

The nature of organization 5. Social Systems

6 . Mutual Interest.

Result ………….. Holistic OB

( Source: Adapted from Keith Davis and John W. Newstron Human Beha
vior at work : OB McGraw Hill 1985 P.10)
 The term “ organization” is interpreted in a number of meanings. We may perceive an
organization as the activity which is an important function of management. We may also mean
an Organization as a process: the process of identifying and grouping the work to be performed,
defined and delegating responsibility , power and establishing relationship among the teachers
and students who are associated for accomplishing a common objectives (s) or goal (g).

KEY ELEMENTS IN OB :
There are four key elements in the system of OB , such as :
1. People, 3. Technology,
2. Structure, 4. Environment, etc
36
People: All Educational Institutions are made of teachers, who form the internal social system.
They consist of individuals, groups which may be a small group or a large one, formal or
informal group. The groups are dynamic, they form and change according to the situational need.
Thus educational institutions are made of the teachers for the teachers and by the teachers.

Structure: The other key elements in the system of OB, defrays the official relationship of
teachers in educational institutions. The teachers have to perform different job to achieve the
goals of the organization. Hence, the concept of division of labor defines the role and
responsibility of teachers in the organizational life. There are teachers, clerical and demonstrator,
with others staff performing various duties in organizations.

Technology: The technology provides the resources with which teachers work and affects the
task they perform. With the help of technology, the workload of the people are being reduced
and their strain is also reduced. Most often technology creates a “phobia” known as “ Techno-
phobia” among the teachers. It means that teachers develop fear over their employment and their
continuance in the institutions, if they could not cope with the technological advancements.

Environment: The other important key element in the educational institutions is the
environment . All institutions operate within an internal environment and influenced by external
environment . No institutions can exist alone without the influence of environment. However,
both the external and the internal environment has a greater impact on the attitude of teachers,
affects the working conditions and provides competition for resources, power etc.
OB in Inter – Disciplinary:
OB is inter-disciplinary and integrates Social Sciences and other disciples that can contribute to
the subject. We may say OB is applied behavioural science , and it is built upon contributions
from behavioural disciplines. The predominant areas are:

1. Psychology, 4. Anthropology,
2. Sociology, 5. Political Science, etc.
3. Social Psychology,

At the outset, the inter-disciplinary nature of OB improves the relationships between people and
organizations. Its inter disciplinary nature is similar to that of medicine, which applies physical,
biological and Social Sciences into medical practice.
 Contributions of Psychology:

The field of psychology seeks to measure, explain and sometimes change the behavior of
teachers. The psychologists themselves with studying & attempting to understand individual
behavior . The contributions of psychology to the study of OB are extended to include
motivation, perception, personality, leadership , Job satisfaction decision making, performance
appraisal, attitude measurement and behavior shaping etc
37
( OB IS AN INTER DISCIPLINARY )

Contributions Unit of Analysis Out Put

Learning
Motivation
Psychology Personality
Perception
Training
Leadership Effectiveness Individual Study
Job-satisfaction OF OB
Decision Making
Performance Appraisal
Attitude Measurement
Behaviour Shaping

Group Dynamics
Norms
Roles
Communication
Status
Power GROUP
Sociology Conflict
Formal Organization theory
Bureaucracy
Organizational; change
Organizational Culture
Socialization
Behavioural Change
Social Attitude Change Organization
Psychology Communications System
Group Process

Anthropology Comparative Values

Comparative Norms
Comparative Attitude

Organizational culture
Organizational Environment
 Political Conflict
Science International Organizational
Politics,

( Source: Stephen P. Robbins Organizational Behaviour Prentice Hall, 1988 P.8)

They are centered around the individual in educational institutions.

38
Contributions of Sociology:

The field of sociology studies the social in which the individuals fill their roles. It means that
the sociology studies people in relation to their fellow beings. The sociologist have made their
contributions to the field of OB through the study of groups behavior in organization ,
particularly formal and complex organizations and consist are group dynamic, norms,
communication, status, power and conflict etc.

Contribution of Social Psychology:

The social psychology is relatively a new field which examine into personal behavior . Whereas
psychology and sociology seek to explain individual and group behavior respectively , social
psychology attempts to explain how and why individuals behave as they do group activities. The
Social Psychology contributes to the study of OB in measuring understanding and changing
attitudes, communication patterns , group process etc.

Contributions of Anthropology:

Anthropology studies societies, specifically the primitive society to learn about human beings
and their activities and consists by comparative values, comparative norms and attitude, besides
culture and climate of the educational institutions.

Contribution of Political science:

The political science study the behavior of individuals and groups within a political
environment. The area of study of conflict, organizational politics which is turn influence the
field of OB.

Individual Behaviour :

Organizations are collection of individuals and act as a vehicle for the achievement. However,
individuals are the important elements of the organizations and some kind of exchange
relationship between individuals and organization. The organizations provide opportunities to
individuals to exhibit their skills , knowledge, talent, ideas and efforts, and the following diagram
illustrates the possible ways of interaction between individual and organization:

Organization Individual
4

2 3
1
Communicated Expections Needs and Goals

Organisational Resource Individual skill and energies

( Fig: Interaction between individual and organization)

39
1. Individual skills and Energies are inadequate
2. When the individual skills and energies are inadequate to meet the educational
institutions expectations but organizational goals are enough,
3. When the individual skills are adequate but educational institutions resources are
inadequate,
4. When the individual skills are adequate and the institution skills are also adequate.

Group Behaviour Means, “ a group is the largest set of two or more individuals who are
jointly characterized by a network of relevant communications, a shared sense of collective
identity and more shared dispositions with associated normative strength”. However, we may
say that group,:
1. A collection of two or more individuals,
2. Have a common goal or interest , which are shared,
3. Interact with each other to accomplish their objectives,
4. Perceive themselves to be a part of the group,
5. Have a collective identity, etc.

Group is generally classified , i.e.

1. Command group, 3. Task group,
2. Interest & group, 4. Friendship Group, etc.

Command group is determined by the institutional chart. It is composed by vice-principal who

report directly to a given Principal. Task group , those working together to accomplish a task.
But the boundaries are not limited to its immediate Superior. It can command relationship.
Interest group , individuals who may or may not be aligned into command or task groups.
Friendship group, group may often develop because the individual members have one or more
common characteristics.

The process of group development is a dynamic process and have four stage :
1. First stage : Forming,
2. Second stage : Storming,
3. Third stage : Norming,
4. Fourth stage: Performing.

Stage I Stage II Stage III Stage IV

 ( source Stephen P. Robbins)
Pre stage
40
The first stage in the process of group formation is characteristics by a great deal of uncertainty,
about the groups purpose, structure, leadership etc. The second step, the transaction of members
results in intra-group conflicts. The third step, a close relation ship develop and the group
demonstrates cohesiveness. The fourth stage, the structure at this point is fully functional i.e.
final stage of development in the group.

Communication is an invertible part of the educational institutions. Communication is the

transfer of information and understating from one person to another person. It is a way of
reaching others with ideas, facts, thoughts, felling and values. Effective communication is
successfully in changing the behaviour of students and teachers in a teaching concern. The
essential elements of the communication process involve the , the sender, the receiver, the
message, the channel, the feedback and the situation, etc. The process :

Two-way Communication channel:

Receiver
Sender’s Sender’s Encoding receives the
Idea reduced Receiver’s
idea transmission transmission Reaction
to message through
channel

Feedback

channel Sender’s Sender’s

Receiver’s Receiver’s idea
message
message reaction

Conflict is in built in any educational institutions, and conflicts occurs when two or more parties
pursuer mutually exclusive goals, values or events. It si based on the assumption that there are
two or more parties whose interests or goals appears to be in compatible. The nature of conflict :
1. Conflict is not an organizational abnormality, 4. Conflict is invertible,
2. Conflict is neither bad or good for organization, 5.Conflict is susceptible to change,
3. A minimum level of conflict is optional. Etc.

Basically conflict process is divided by four stages: Potential Opposition, Cognition and
Personalization, Behaviour and Outcomes. Potential Opposition that creates opportunities for
conflict arise, Cognition & Personalization is generate frustration, Behaviour conflict frustrates
the attainment of another’s goals including competition, Collaboration, Compromise, avoidance
and accommodation and last Outcomes interplay between the overt conflict behavior and
conflict handling results in consequences students.

----------- 41
Chapter :6
Phase : 4
Implementation of TQM in Vocational education
( Quality Assurance by ISO 9000)
‘Quality is never an accident, but
Results of intelligent efforts’
- John Young.
“Quality Assurance is an effects system for integration the programme of quality development,
quality maintenance and quality improvement made by various groups of teachers in an
organization so as to enable to make quality of students , which allow for full students
satisfaction.”

The main objective of Quality assurance by ISO 9000, which are covers the promotion of
standard in the World with a view to facilitate International exchange of quality of students and
to develop co-operation in the sphere of intellectual, scientific, technology and economic activity
including transfer of technology to developing countries. It also aims at harmonization of
standards at the international level with a view to minimize trade and technical barriers.

‘Quality is the key to Student Satisfaction’

The International Organization of Standardization (ISO) is a worldwide federation of national

bodies and leased at Geneva, Switzerland and was formed 1947. The organization consists of
representative from ninety-one countries. Each country is representative by a standard body. The
Bureau of Indian Standard (BIS) also known as Indian Standard Institutions and Indian
representative to ISO. BIS is a standard organization that facilities that facilities the development
of consensus standard in our country. BIS does not prepare standards on its own. It provides a
structure and mechanism for industry or product groups to come together to arrive at a consensus
and thereby develop a standard.

The following of Quality Management and Quality Assurance Standards- Guidelines for
Selection and Use-

ISO 9001 - Quality System- Model for Quality Assurance in Production,

Installation and servicing.
ISO 9002 - Quality System- Model foe Quality Assurance in production,
Installation and servicing.
ISO 9003 - Quality System – Model for Quality Assurance in Final
Inspection and Test.
ISO 9004 - Quality Management and Quality system, elements Guideline.
 ISO guideline,
ISO 9000 -3- Guideline for the application of ISO 9001 to the
Development, supply and Maintenance of software.
42
ISO 9004-2- Guideline for services,
ISO 9004-3- Guideline for processed materials,
ISO 9004-4- Guideline for quality an improvements.
ISO 9004-5- Guideline for quality plan.
ISO 9004-6- Guideline for configuration management.

ISO 9000: DECISION POINT:

First Step:
Decision Point:

The basic questions facing a educational institution are: Should your institution ISO 9000
registered? A secondary question is: Should your institution use ISO 9000 criteria as the
foundation for a quality system, independent of registration?

The answer is not a simple, “yes” or “no”. Many factors play into the decision. The basic
equation, which may ask, for deciding on ISO 9000.

- Where am I going?
- Which path will take us there?
- How are we going to get there?
- Who are going to lead or help us?
- How must will it cost?
- Will we get what we want?

Second Step:
Registration:

The registration stage involves selecting the registration and working with the auditors, follow
the registration steps –
(i)Take to registration: There are objective and subjective factors in selecting a registration. In
terms of objective criteria, the following should be considered -
- Independence and objectivity,
- Background of personnel,
- Standard uses,
- Financial history etc.

(ii) Complete the Registration Application: The registration application is similar for
most registrants. The application package will commonly include a covering letter, background
information, application form, fee structure, audit requirements, quality documentation request.
 (iii) Complete the Questionnaire: The purpose of the registrant’s questionnaire is to
obtain information about the educational institution . The register needs to determine. Typical
question are –
43
A) Who are you?
B) What product do you produce?
C) Where is your Plan located?
D) How many shifts are there?
E) How many employees do you have?
F) What type of quality certification do you have?

The following Directory of Quality System registrars:

Registrars in India- Registers in USA-

Bureau if Indian standard (BIS), ABS Quality Evaluations Inc.(ABS QE)

Manak Bhawan, American bureau of Shipping,
9, Bahadur Shah zafar Marg, 263, North Belt East, Houston TX 77060,
New Delhi- 110 002, Phone: (713) 873 9400,
Phone: 3310131 Fax : (713) 874 9564.
Fax : 91113314062
Email; www.bis.org.in

Third Step
Training

Training is the key for success in developing and implementing the system. After a few
brainstorming sessions, nearly twelve modules of various topics were identified to lead towards
TQM. Of these five modules were essential for implementing ISO 9000 in educational
institutions , For example, Obtaining ISO 9001 Certification: ABC Company Ltd,
Experience:

(ABC Company Experience):

ABC Company was one of obtaining ISO 9001 certification and use it as a base building block
for changing the quality culture of the company. This date focus on the experience
of ABC Company in obtaining ISO 9001 for one of its divisions viz. Cubic-legear Engineered
Division which has been issued with the certification effective 1 December 1992.
As per company profile, from its strong base, he company is well established internationally with
approximately 79,500 employees in 21 countries and a worldwide sales network managed XYZ
International. Over 40 per cent of its total sales of 7.5 billion ECUs are achieved outside Europe.

XYZ operates through its seven Division each providing a full design, supply, commissioning
and after sales support service in the power generation, transmission and distribution, rail
transport and industrial and Marine equipment sectors. ABC Company is a part of the XYZ
group. In India, ABC Company has manufacturing units based at 4 locations. The Company
manufacturing a variety of Switchgears and Control systems and offers
44
erection, installation and commissioning services for electrical power equipment and projects.

Preparing the Organization, for obtaining ISO 9000 was strongly felt by one of the commercial
heads leading the IEEMA delegation to Europe to study export potential. The Organizational
structure conducive for ISO 9000 implementation was discussed and the need to restructure the
organization was fully appreciated. A few engineers along with the head of Quality Department
formed a Corporate Quality Development. The entire quality control structure was made to
report to the respective business divisions. The Quality Control was considered as a resource for
manufacturing and all the business heads were told that quality was their responsibility.

Alongside the plant quality committee was formed which started meeting once a month
regularly. The date for these meeting was frozen one month in advance and never changed. The
participants include all the Board of Directors and the Business/functional heads. The Managing
Director appreciated to the significant role that has to be played by the management
representative. He felt that very senior person should hold the responsibility who knows the
culture of the company who knows the culture of the company and who is good in building
relationship with people and act as a change agent.

For promoting the concept, at very opportunity including the fortnightly direct contact meetings
with random cross-section of employees, the MD demonstrated his commitment and
communicated the need for changing the way quality is managed. A series of awareness
programme were conducted “top down” covering all employees. The programmes for the
unionized employees were conducted in vernacular. While all this did create, awareness there
was no visible changes in the approach of the employees. The impetus for change was not there.

The corporate quality group had a brainstorming on this and certain strategic initiatives were
taken silently which include.

1) Forming divisional Quality Committees with specific agenda in which will participate by
all the functional heads of the division. The Divisional Quality meeting (DQM) is chaired
by business Head.
2) Forming branch Quality Committees with specific agenda in which will participate by all
the product/function heads of the region. Regional Head chair the Branch quality meeting
(BQM).
3) Create frenzy in the organization about ISO 9000.

During the promotion of the concept as per experienced that the quality policy needs to be
slogan zed into ¾ words without which it is difficult to make employees remember and integrate
them with the policy. A ‘gist of the quality policy’ was then made. This displayed boldly in all
work places, offices and other areas both in English and Regional

45
language. Whenever a Training programme was conducted, an attempt was made to chorus
repeat the policy with partial success.
4) The gist policy was also communicated through the house journal, programme handouts,
salary slip. Etc.

Developing the System:

1) Initial audit: An initial audit was conducted in the manufacturing and quality control
areas to assess the status of documentation. These were compared with the requirement of
ISO 9000 and audit reports were generated.

2) Quality Status Report: The quality status reporting (QSR) was totally restructured and
was published by the corporate quality for each month the middle of the next month. The
contents of the QSRs include;
i) Quality costs,
ii) Quality deficiency,
iii) Conducted of management reviews,
iv) Certification of Jigs, Fixtures and Tools,
v) Quality audit summary, etc.

3) Management review: The management reviews form a very important part of the
system. A three-tier review system was introduce to cater different focus needed by the
system i.e. Quality Council, The Plant quality committee and Divisional Quality
Committee.

4) Work Place Quality: Appreciating the fact that quality is built into the product at the
workplace, lot of emphasis and thrust was given to improve the quality of the workplace.

5) Training: Training is the key for success in developing and implementing the system.
After a few barnstorming sessions, nearly twelve modules of various topics were
identified to lead the company towards Total Quality Management. Of these five
modules were essential for introducing ISO 9000. These modules include-
i) Introduction to Quality,
ii) Writing of formal quality document and document control,
iii) Establishing and implementing quality system,
iv) Audits and assessments,
v) Total Quality Management.

6) Documentation: A task force was formed to go into depth of the documentation and prepare
the same. List below are some of the practical hints and the quality department facilitated these
task groups.
Manual level:
1) Finalize a format to customer structure the documents,
2) Use computer,
46
3) Significantly code the number and make the numbering audit-friendly.
4) The business head and head of corporate quality sign these documents.

Procedure level:
1) Use small sentences, 2) Use flow-charts, 3) Use exhibits,
4) The signatories to be all those who are responsible to implement the procedure.

Work Instruction:

- To be prepared by task performer/superiors,

- To be in the language understand by the task performer,
- To be authorized and controlled,
- To be available for easy reference.
-
7) Implementation: It is in this phase that the business group and total hierarchy play a
significant role. Some of the key aspects that aided the company in implementation are-
1) Responsiveness to outstanding inadequacies, 2) Clear explosion of procedures,
3) Motivation by supervision, 4) assistance from Corporate Quality,

8) Certification: The Bureau of Indian standard (BIS) was chosen as the certifying body. The
centre certification process was in three stages. BIS initially audited the manual for adequacy and
they identified certain non-conformities through non-conformity reports (NCR). These were
corrected and the adequacy audit was cleared.
On successfully completion of the assessment at the concluding meeting, the company was
informed of the assessment team’s favorable recommendation. After completion of other
formalities, the certification was received.etc

Fourth step
Implementation/Certification

For the implementation the system, the internal audits are the backbone of the whole system
and the following aspects-

(i) Schedule the audit:

The auditor or audit team will visit the SMEs operations and evaluate quality of system. This
can disrupt operations. It is essential that the lead auditor and the customer jointly organize and
schedule the audit.
Things to be looked into are:
- Providing all quality documentation,
- Arranging, space, resource, tools, equipment and facilities the audit team may require,
- Identifying meeting and discussion,
- Notifying employees of audit.

47
(ii)Audits Costs:

Audits are expensive both in time and in people. They need to be planned, carried out and
reported. There may follow-up actions involving both the auditor and auditee. There may be
traveling substance and accommodation costs. Guides may be required and the auditor
distracting workers with questions may disrupt production.

The greatest costs will undoubtedly arise when untrained or otherwise unsuitable auditors are
used because the information obtained by them is likely to flawed and therefore particularly
costly.
(iii)Auditor is Responsibilities:

The lead auditor’s are the person appointed to have the overall responsibility for all stages of the
assessment relating to the assessment conduct and observations. Responsibilities also include—
- Assisting in the selection of team members,
- Preparation and planning of the assessment,
- Acting as the audit team representative,
- Submitting the final assessment report.
-
(iii) The Auditor:

An auditor’s job is to obtain complete and accurate information about specific action. The
auditor will need to communicate with people and concentrate on activities that may be
unfamiliar and to make accurate judgment on them.
A good auditor will be additionally characterized by being---

Diplomatic Patient Able to communicate well

Good Judge Self-Disciplined Unbiased

Industrious Open minded Honest
Analytical Inquiring Interested
Resilient Professional Trained

Poor Auditor

Gullible opinionated Anxious to please

Cynical A quitter Argumentative

(iv) Auditing Skills:

In games such as Cricket, Football etc knowing how to play is not the same as being able

48
to play. The same is true of auditing. The good auditor will know that the main skills needed are-

1) Time management, 2) Fact Finding, 3) Reporting etc.

Let us consider these in turn, the certification may receive.

Developing the System:

1.Initial audit: An initial audit was conducted in the manufacturing and quality control areas to
assess the status of documentation. These were compared with the requirement of ISO 9000 and
audit reports were generated.

2) Quality Status Report: The quality status reporting (QSR) was totally restructured and was
published by the corporate quality for each month the middle of the next month. The contents of
the QSRs include;
i) quality costs, ii) quality deficiency, iii) Conducted of management reviews,
iv) Certification of Jigs, Fixtures and Tools, v) quality audit summary, etc.

3 . Management review: The management reviews form a very important part of the system. A
three-tier review system was introduce to cater different focus needed by the system i.e. Quality
Council, The Plant quality committee and Divisional Quality Committee.

4) Work Place Quality: Appreciating the fact that quality is built into the product at the
workplace, lot of emphasis and thrust was given to improve the quality of the workplace.
5) Training: Training is the key for success in developing and implementing the system. After a
few barnstorming sessions, nearly twelve modules of various topics were identified to lead the
company towards Total Quality Management. Of these five modules were essential for
introducing ISO 9000. These modules include-

- Introduction to Quality,
- Writing of formal quality document and document control,
- Establishing and implementing quality system,
- Audits and assessments,
- Total Quality Management.

6) Documentation: A task force was formed to go into depth of the documentation and prepare
the same. List below are some of the practical hints and the quality department facilitated these
task groups.
Manual level
5) Finalize a format to customer structure the documents,
6) Use computer,
7) Significantly code the number and make the numbering audit-friendly.
8) The business head and head of corporate quality sign these documents.

49
Procedure level:
1) Use small sentences, 2) Use flow-charts, 3) Use exhibits,
4) The signatories to be all those who are responsible to implement the procedure

Work Instruction:

- To be prepared by task performer/superiors,

- To be in the language understand by the task performer,
 - To be authorized and controlled,
- To be available for easy reference.
-
7) Implementation: It is in this phase that the business group and total hierarchy play a
significant role. Some of the key aspects that aided the company in implementation are-
1) Responsiveness to outstanding inadequacies, 2) Clear explosion of procedures,
3) Motivation by supervision, 4) assistance from Corporate Quality,

Internal audit are the backbone of the whole system. They are build team sprit.

(Experience From For Goodyear India Ltd.)

The Answers You Seek towards ISO 9000:

1) Why is Goodyear India applying for ISO 9002 accreditation not ISO9001, or ISO 9003?
Answer: ISO 9002 are quality System in Production and Installation industries, e.g. all
manufacturing industries. In Goodyear India, our work comes under scope of ISO 9002.

2) What is ISO 9002 and what are the objectives of ISO 9002 for Goodyear India Ltd?
Answer: ISO9002:
1) Is a structured quality management system,
2) Has more comprehensive quality systems elements,
3) Is a method of achieving international quality requirement,
4) Indicates the minimum requirements for total quality management system,
5) Increase worldwide acceptance,
6) Is a starting point of commitment to achieve an excellent quality system.

Objectives of ISO 9002 for Goodyear India ltd:

1) To provide a quality management system,

2) To define key elements for customer satisfaction,
3) To define responsibilities for quality.
4) To move from Inspection to prevention,
5) To link quality to cost effectiveness,
6) To ensure customers are satisfied at all times.

50
3) What are benefits of ISO 9002?
Answer:
1) Increase countrywide and worldwide recognition,
2) As a selling tool,
3) Continuously improve quality/productivity/cost,
4) Gain Competitive edge,
5) Better awareness of quality, 6) Improve morale.

4) What does accreditation/certification mean?

Answer:
 Is the national marking of approval by an organization of proven competence that may asses a
company’s quality management system with a view to granting formal approval to the
appropriate part of ISO 9000.

5) Which one is our accreditation body?

Answer:
NQA is our accreditation body. It has authority for certification and registration.
NQA examiners/assessors will spend time in our plant to examine our compliance to the
following 18 system elements:

1. Management responsibility, 2) Quality system,

3) Contact review, 4) Document control,
5) Purchasing, 6) Purchaser supplied product,
7) Product identification and traceability, 8) Process control,
9) Inspection and testing, 10) Inspection, measuring and test equipment,
11) Inspection and test status, 12) Control of Non-conforming product,
13) Corrective action, 14) Handling, storage, packing and delivery,
15) Quality records, 16) Internal quality audits,
17) Training, 18) Statistical techniques, etc

(Details of each element requirement are provided in the annexure)

6) Why do we need ISO 9002 certification?

Answer:
# An ISO 9002 certification tells our customers at home and abroad that we have quality
management system installed in our process to ensure that we produce goods and services
to meet their highest exceptions.
# For product to be exported to Europe an ISO 9002 certification is a necessary requirement.
# Align with Goodyear’s corporate TQC policy.
# OE customers demand that their suppliers should have ISO 9000 certification.

7) Why certify our products?

Answer: In India, whenever we see the ISI mark on a product we are assured that the product is
approved for use by the nation’s standardization body. Similarly, when Goo
51
dyear India gets the ISO 9002 certification we shall be assuring our international
overseas market that our tyres are the product of an audited quality management system.

7) Are we pursuing ISO 9002 certification solely to get European market acceptance?
Answer: ISO 9002 certification is given to an organization only when the examining body
(NQA) is fully satisfied that a continuous quality management system is in place and complied
with by everyone in the organization.
ISO 9002 certification in turn guarantees market acceptance. We can still export our products to
Europe without ISO 9002 but the European consumer will only accept and buy ISO 9002
certified overseas products.
8 . Can ISO 9002 certification be withdrawn?
Answer: Yes, Every 6 month NQA will audit our system. If they find that we are not complying
satisfactorily, they will withdraw their approval. They want to be assured that we continue to do
what we say we are doing.

Therefore, we need associate in Goodyear India Ltd., to fully understand what you have read.
The NQA assessors may randomly ask you what you understand about ISO 9002. With your
help, our company Goodyear India limited must and will succeed in being certified in ISO 9002.
Problems:

The process of conformity assessment is moving slowly in our Country for Development in
educational institutions s due to political and economic pressure, some of which are:
1) Bilateral Agreement, 2) National protectionist pressures to set up SMEs.
3) Reciprocal testing & certification not very popular, etc

On the other hand, ISO registration involves allocating time, personal money, and other
resources. All these are scarce resource. We will examine the following constraints and
challenges to registration-
1) increased government involvement, 2) Political Confusion,
3) Over certification, 4) Documentation does not satisfy. Etc.

The thrust and pressure of obtaining ISO 9000 certification is a boon to the country as well as
NE India. Developing and implementing the system with constant management reviews and
audits will certainly ensure sustenance of the product quality once achieved. However, this is
only a base block for betterment. From this, an organization has to march towards Total quality
Management in order to really get a competitive edge in the international scenario.
In the context of global trade, where every supplier claims to be a purveyor of quality goods,
such certification provides a benchmark of quality to a prospective buyer. A large number of
manufactures the India over have obtained or are in the process of obtaining this certification.
52
The implementation of strategy process to ISO9000 for educational institutions are consists by
three following points-
1) JIT-Just in Time
EI 2) EI- Employment improvement
3) TQC- Total Quality circle
JIT TQC

ANNEXURE
Quality System- Model for Quality Assurance in production and Installation.
INTERNATIONAL STANDARD ISO9002:1987(E)

0. Introduction: The International standard is one of a series of three International standards

dealing with quality systems that can be used for external quality assurance purpose. The
alternative quality assurance purposes. The alternative quality assurance models, set out in the
three international standards listed below, represent three distinct of “functional and
organizational capability’ suitable for two0party contractual purposes:

ISO 9001 Quality Systems- Model for quality assurance in

design/development/production/Installation and servicing.
# For use when conformance to specified requirement is to be assured by the supplier during
several stages, which may include design, development, production, installation and servicing,

ISO 9002 quality – Model for quality assurance in production and installation.
# Foe use when conformance to specified requirements to be assured by the supplier during
production and installation.

ISO 9003 quality assurance – model for quality assurance in final inspection and test.
# for use when conformance to specified requirements is to be assured by the supplier solely at
final inspection and test.

It is intended that these International Standard will normally be adopted in their present form
but on occasions, they may need to be tailored for specific contractual situation. ISO 9000
provides guidance on such tailoring as well as selection of the appropriate quality assurance
model, viz ISO 9001, ISO 9002, or ISO 9003.

1. Scope and field application:

1.1. Scope:
The international Standard specifies quality system requirements for use where a contract
between two parties requires demonstration of a supplier’s capability to control the processes
that determine the acceptability of Product Supplied. The requirements speci-
53

fied in this International standard are aimed primarily at preventing and at detecting any non-
conformity during production and installation and implementing the means to prevent its
recurrence.

1.2. Field of application:

This International standard is applicable in contractual situation when,
a) the specified requirements for product are stated in term of an established design or
specification;
b) Confidence in product conformance can be attained by adequate demonstration of a certain
suppliers Capabilities in production and installation.

2. References: ISO 8402, Quality-Vocabulary.

ISO 9000 Quality management and quality assurance standards-
guideline for selection and use.
3 Definitions: For the purpose of this international standard the definitions given in ISO 8402
apply.
Note: For the purpose of this International standard, the term “product” is also used to denote
“service” as appropriate.
4. Quality system requirements:
4.1 Management Responsibility:
4.1.1. Quality policy:
The supplier’s management shall define and document its policy, objectives for, and
commitment to quality. The supplier shall ensure that this policy is understood, implemented and
maintained at all levels in the organization.

4.1.2. Organization:
4.1.2.1. Responsibility and authority: The responsibility, authority and the interrelation of all
personnel who manage perform and verify work-affecting quality shall be defined. Particularly
for personnel who need the organizational freedom and authority to-

a) initial action to prevent occurrence of product non0conformity,

b) identify and record any product quality problems,
c) initiate, recommend or provide solutions through designated channels,
d) control further delivery or installation on non-conforming product until the deficiency or
unsatisfactory condition has been corrected.

4.1.2.2. Verification resource and personnel:

The suppliers shall identifying-house verification requirements, provide adequate resource and
assign trained personnel for verification activities (SEC 4.17.). Verification activities shall
include inspection, test and monitoring of the production and installation processes and or
product, audits of the system, process and or product. The personnel in depended of these having
direct responsibility for work performed shall carry out audits of the quality system, process or
product.

54
4.1.2.3. Management representative: The supplier shall appoint a management representative
who, irrespective of other responsibilities, shall have defined authority and responsibility for
ensuring that the responsibility for ensuring that the requirements of this International standard
are implemented and maintained.

4.1.3. Management review: The quality system adopted to satisfy the requirements of this
International standard shall be reviewed at appropriate intervals by the supplier’s management to
ensure its continuing suitability and effectiveness. Record of such reviews shall me maintained.

Note: Management reviews normally include assessment of the results of internal quality audits,
but are carried out by or on behalf of the supplier’s management viz. management personnel
having direct responsibility for the system.

4.2 . Quality system: The suppliers shall establish and maintain a documented quality system as
a means of ensuring that the product conforms to specified requirements. This shall include:

a) the preparation of documented quality system procedures and instructions in accordance with
the requirements of this International
standard.
b) the effective implementation of the documented quality system procedures and instructions.

Note: the meeting specified requirements timely consideration needs to be given in the following
activities-

a) the preparation of quality manual in accordance with the specified requirements.

b)the identification and acquisition of any controls, processes, inspection, equipment, fixture,
total production skills and resource that may be needed to achieve the quality.
c) the updating an necessary of quality control, inspection and testing techniques, including the
development of new instructions.
d) the definition of any measurement requirement involving capability that exceeds the known
state of art in sufficient time capability that exceeds the known state of the art in sufficient time
for the needed capability to be developed.
e) The definition of the standards of acceptability for all features and requirement, including
those, which contain a subjective element.
f) the compatibility of the production process, installation inspection and test procedures and the
applicable documents.
g) the identification and preparation of quality records.

4.3. Contract review: The supplier shall establish and maintain procedures for contract review
and for the coordination of those activities. The supplier to ensure that shall review each
contract-
a) the requirements are adequately defined and documented.
55
b) any requirements differing from those in the tender are resolved,
c) the supplier has the capability to meet contractual requirements.
Records of such contract reviews shall be maintained .

Note: the contract reviews activities, interfaces and communication with the supplier’s
organization should be coordinated with the purchaser’s organization as appropriate.

4.4. Document Control:

4.4.1. Document approval and issue: the supplier’s shall establish and maintain procedures to
control all documents and data that treated to the requirements of this International standard.
These documents shall be reviewed and approved for adequacy by authorized personnel prior to
issue. This control shall ensure that;

a) the pertinent issues of appropriate documents are available at all locations where operation
essential in the effective functioning of the quality system are performed.
b) Obsolete documents are promptly removed from all points of issue or use.
Where practicable, the nature of the changes shall be identified in the documents or the
appropriate attachments.
 A master list or equivalent documents control procedure shall be established to identify the
current revision of documents in order to preclude the use of non-applicable documents.
Documents shall be re-issued after a practical number of changes have been made.

4.4.2 Document changes/modifications: Changes to document shall be reviewed and approved

by the same functions. Organizations that performed the original review and approval unless
specifically designated otherwise. The designated organization shall have access to pertinent
background information upon which to have their review and approval.
Where practicable, the nature of the changes shall be identified in the documents or the
appropriate attachments.
Documents shall be re-issued after a practical number of changes have been made.

4.5 Purchasing;
4.5.1. General: the supplier shall ensure that purchased product conforms to specified
requirements.

4.5.2 . Assessment of sub-contractors: The supplier shall select sub-contractors based on their
ability to meet sub-contract requirements, including quality requirements. The subject shall
establish and maintain records of acceptable sub-contractors.

The selection of sub-contractors and the type and extent of control exercised by the supplier
shall be dependent upon the type of product and where appropriate, on records of sub-contractors
previously demonstrated capability and performance.

The supplier shall ensure that quality system controls are effective.

56
4.5.3 . Purchasing data: Purchasing document shall contain data clearly describing the product
including where applicable.

a) the type class, style, grade or precise identification.

b) the title or other positive identification and applicable issue of specifications, drawings,
process requirements, and inspection instruct ruction and other relevant technical data, including
requirements for approval or qualities of product, procedures, process equipment and personnel.
c) the title number and issue of the quality system international standard to be applied to the
product.
The supplier shall review and approve purchasing documents for adequacy of specified
requirements prior to release.

4.5.4. Verification of purchased product: When specified in the contract purchaser or his
representative shall be afforded the right in verify at source or upon receipt that purchased
production conforms in specified requirements. Verification in the purchaser shall not absolve
the supplier of his responsibility to provide acceptable product nor shall it preclude subsequent
rejections. The sub-contractors shall not use when the purchaser or his representative elects to
carry out verification at the sub-contractor’s plant, such verification in the supplier as evidence
of effective control of quality.
4.6 . Purchaser supplied product: The supplier shall establish and maintain procedures for
verification, storage and maintenance of purchaser-supplied product provide for incorporation
into the suppliers. Any such product that is lost damaged, or otherwise unsuitable for use shall be
recorded and reported to the purchaser .
Note: Verification by the supplier does not absolve the purchaser of his responsibility to provide
acceptable production.

4.7 product identification and traceability: Where appropriate the supplier shall establish and
maintain procedures for identifying the product from applicable drawings specifications or other
documents during all stages of production delivery and installation
Where and to the extent that traceability is a specified requirement individual product or batches
shall have a unique identification. The identification shall be recorded.

4.8 Process control:

4, 8.1. General: The supplier shall identify and plan the production and where applicable,
installation process which directly affect quality and ensure that these processes are carried out
under controlled conditions. Controlled conditions shall include the following:
a) Documented work instructions defining the manner of production and installation where the
absence of such instructions would adversely affect quality, use of suitable production and
installation equipment, compliance with reference standard codes and quality plans.
b) Monitoring and control of suitable process and product characteristic during production and
installation.
c) the approval of process and equipment as appropriate.
57
d) criteria for workmanship, which shall be stipulated to the greatest practicable extent in written
standards or by means of representative samples.

4.8.2 .Special process: These are processes, the result of which cannot be verified by
subsequent inspection and testing of the product and where, for example processing deficiencies
may become apparent only after the product is in use. Accordingly, continuous monitoring and
or compliance with documented procedures is required to ensure that the specified requirements
are met.

4.9 Inspection and testing:

4.9.1. Receiving inspection and testing:
4.9.1.1. the supplier shall ensure that incoming product is not used or processed (except in the
circumstances described or otherwise verified as conforming in specified requirements.
Verification shall be in accordance with the quality plans or documented procedures.

4.9.1.2. Where incoming product is released for urgent production process, it shall be positively
identified and immediate recall and replacement in the event of non-conformance to specified
requirements.
Note: In determining the amount and nature of receiving inspection, consideration shall be given
to the control exercised at source and documented evidence of quality conformance provide.
4.9.2. In-process inspection and testing: The supplier shall-
a) inspect, test and identify product as required by the quality plan or documented procedures,
b) establish product, conformance to specified requirement by use of process monitoring and
control methods.
c)hold product until the required inspection and test have been completed or necessary except
have been received and verified except when product is released under positive recall procedures
shall not preclude the activities outlined in 4.9.2.a.

4.9.3. Final inspection and testing: The quality plan or documented procedures for final
inspection and testing shall require that all specified inspections and tests, including those
specified either on receipt of product or in process have been carried out that the data meets
specified requirements.

The supplier shall carry out all final inspection and testing in accordance with the quality plan or
documented procedures to complete the evidence of conformance of the finished product to the
specified requirements.

No product shall be dispatched until all the activities specified in the quality plan or documented
procedures have been satisfactorily completed and the associated data and documented is
available and authorized.

58
4.9.4 Inspection and test records: The supplier shall establish and maintain records that give
evidence that the product has passed inspection and test with defined acceptance criteria.

4.10. Inspection, measuring and test equipment: The supplier shall control, calibrate and
maintain inspection, measuring and test equipment. Whether owed by the supplier, on loan or
provided by the purchaser to demonstrate the conformance of product to the specified
requirements. Equipment shall be used in a manner, which ensures that measurement uncertainty
is known and is consistent with the required measurement capability. The supplier shall-

a) identify the measurement to be made, the accuracy required and select the appropriate
inspection, measuring and test equipment.
b) identify calibrate and adjust all inspection, measuring and test equipment and devices can
affect product quality at prescribed intervals or prior to use against certified equipment having a
known valid relationship to nationally recognized standards – where no such standards exist, the
basis used for calibration shall be documented.
c) establish, document and maintain calibration procedures, including details of equipment type,
identification number location, and frequency of checks, check method, acceptance criteria and
the action to be taken when results are unsatisfactory.
d) ensure that the inspection measuring and test equipment is capable of the accuracy and
precision necessary.
e) identify inspection, measuring and test equipment with a suitable indicator or approved
identification records to show the calibration status.
f) maintain calibration records for inspection, measuring and test equipment.
g) asses and document the validity of previous inspection and test results when inspection,
measuring and test equipment is found to be out of calibration.
h) ensure that the environmental conditions suitable for the calibrations, inspection,
measurements and tests being carried out.
i) Ensure that the handling, preservation and storage of inspection, measuring and test equipment
is such that the accuracy and fitness for uses is maintained.
j) Safeguard inspection, measuring and test facilities, including both test hardware and test
software, from adjustments, which would invalidate the following setting-
Where test hardware (e.g. jigs, fixtures, templates, patterns) or test software is used as suitable
forms of inspection, they shall be checked to prove that they are capable of verifying the
acceptability of product prior to release for use during production and installation and shall be
rechecked at prescribed intervals. The supplier shall establish the extent and frequency of such
checks and shall maintain records as evidence of control. Measurement design data shall be
made available, when required by the purchaser or his representative for verification that it is
functionally adequate.

4.11 .Inspection and test status: The inspection and test status of product shall be identified by
using markings, authorized stamps, tags, routine cards, inspection records, test software, physical
location or other suitable means. Which indicated the conformance and non-conformance of
product with regard to inspection and tests performed?
59
The identification of inspection and test status shall be maintained as necessary of product to
ensure that only product that has passed the required inspection and test is dispatched used or
installed. Records shall identify the inspection authority responsible for the release of
conforming product .

4.12. Control of Non-conforming product: The supplier shall establish and maintain
procedures to ensure that product that does not conform to specified requirements is prevented
from inadvertent uses or installation, documentation, valuation, segregation when practical)
disposition of non-conforming product and for notification to the functions concerned.

4.12.1.: Non-conformity review and disposition: The responsibility for review and the
authority for the disposition of non-conforming product shall be defined. Non-conforming
product shall be reviewed in accordance with documented procedures, It mat be-
a) Rework to meet the specified requirements, or
b) Accepted with or without repair by concession, or
c) regarded for alternative application, d) Rejected or scrapped.
When required by the contract the proposed use or repair of product , which does not conform to
specified requirements shall be reported for concession to the purchaser or his representative.
The description of non-conformity that has been accepted and of repairs, shall be recorded to
denote the actual condition. Repaired and reworked product shall be re-inspected in accordance
with documented procedures.

4.13. Corrective action: The supplier shall establish, document and maintain procedures for-
a) Investigating the cause of non-conforming product and corrective action needed to prevent
recurrence,
b) Analyzing all processes, work operations, concessions, quality records, service reports and
customer complaints to detect and eliminate the potential causes of non-conforming product,
c) Initiating preventive action to deal with problems to a level corresponding to the risk
encountered,
d) Applying controls that ensure corrective actions are taken and that they are effective.
e) Implementing and recording changes in procedures resulting from corrective action.

4.14. Handling, Storage, packaging and delivery:

4.14.1. General: The supplier shall establish document and maintain procedures for handling,
storage, packing and delivery of product.
4.14.2. Handling: The supplier shall provide methods of handling that prevent damage or
deterioration.
4.14.3 Storage:
The supplier shall provide secure storage areas or stock rooms to prevent damage or deterioration
of product, Pending use or delivery. Appropriate methods for authorizing receipt and dispatch to
and from such areas shall be stipulated..
60
4.14.4. Packaging: The supplier shall control packaging preservation and marking processes
(including material used) to the extent necessary to ensure conformance to specified requirement
and shall identify. Preserve and segregate all products from the time of receipt until the
supplier’s responsibility cases.

4.14.5. Delivery: The supplier shall arrange for the protection of the quality of product after final
inspection and test. Where contractually specified this protection shall be extended to include
delivery to destination.

4.15. Quality records: The supplier shall establish and maintain procedures for identifications,
collection, indexing, filling, storage, maintenance and disposition of quality records.

Quality records shall be maintained to demonstrate achievement of the required quality and the
effective operation of the quality system. Pertinent sub-contractor quality records shall be an
element of these data.

All quality records shall be legible and identifiable to the product involved. Quality records
shall be stored and readily retrievable in facilities that provide suitable environment to minimize
deterioration or damage and to prevent loss. Retention times of quality records shall be
established in writing. Where agreed contractually, quality records shall be made available for
evaluation by the purchaser or his representative for an agreed period.

4.16. Internal quality audits: The supplier shall carry out internal quality audits to verify
whether quality activities comply with planned arrangement and to determine the effectiveness
of the quality systems.

Audits shall be schedule based on the status and importance of the activity. The audits and
follow-up action shall be carried out in accordance with documented procedures. The results of
the audits shall be documented and brought to the attention of the personnel having responsibility
in the area audited. The management personnel responsible for the area shall take timely
corrective action on the deficiencies found by the audit.

4.17. Training: the supplier shall establish and maintain procedures for identifying the training
needs and provide for the training of all personnel activities affecting quality during production
and installation. Personnel performance specific assigned tasks shall be qualified based on
appropriate education, training and or experience as required. Appropriate records of training
shall be maintained.

4.18. Statistical Techniques: Where appropriate the supplier shall establish procedures for
identifying adequate statistical techniques required for verifying the acceptability of process
capability and product characterizes

-------------
61
Chapter : 7
“ Reliability : Alternative Mantra for the Modern Management”
Quality and Reliability terms are often used in relation to each other in reference to produce
quality of students . Though, both the terms seems to have independent meaning, but are
interdependent while using these terms in reference to produce quality of students.
So, we must consider both the terms carefully so as to provide an integrated and total view of all
aspects which form Quality Consciousness, at all stages ( conception, design, etc.) in the life
cycle of a product.

The modern concept of Quality Assurance (QA) is normally used to achieve a balance of all the
three aspects- 1) Quality, 2) Reliability and 3) maintainability etc.

As such the Total quality Control (TQC) has emerged out as an interdisciplinary engineering
discipline, broadly encompassing ideas and methodologies:

1. Reliability engineering ensures that the concepts of design methodologies used to design
the product or service would provide specified probability of trouble free operation for a
desired period.
2. Classical inspection and quality control including statistical quality control (SQC) ensure
acceptance or rejection of process or product at manufacturing and marketing phases.
3. Maintainability concepts and consideration ensure efficient diagnosis timely replacement
or speedy from stage of product design to the stage of “ on operation testing”.

Basic Approach:
The basic approach to this newly emerging product of quality student and field of study is the
comprehensive, interdependent and interacting systematic view of closely related aspects, such
as:

1. Human engineering with the perspective of total life cycle of a product from “conception
to use” and with emphasis on “life – cycle cost”.
 2. Technology approach compatible to the requirements of all product related field of study.
3. Analytic, creative synthetic abilities of all product related fields of study.
4. Design Mathematical Sciences,
5. Management Sciences, essentially required optimizing performance within constraints of
real resources and their substitute measure through models,
6. Inventory models reliability and replacement models, statistical theories applied to
quality control, etc.

All these field of study form the basic of designing hardware systems to assume quality of
performance throughout life cycle of service. So, the fundamental issues involved in Quality
Assurance include:
62
1. between quality and quality of students
2. Interaction between quality and cost. Etc.

Reliability is showing a degree of dependability or level of confidence in the educational

institutions which is assumed to be stable and uniform. Many a times, the terms like reliable,
quite reliable are also used to indicate degree of dependability or level of confidence in system’s
work. It means;

1. The reliability of a service as probability i.e. to make a quality student.

2. The service of institutions is required to function to give adequate performance.
3. The duration of adequate performance can be defined but the problem in defining duration
depends on the involved parameters that are deteriorating slowly with time.
4. The operating conditions to be described by either judgment or testing.

Normally, reliable service is one which is trustworthy and consistent in service and therefore,
students behavior under circumstances are predictable and not likely to fail in delivering a
desired service or action commensurate with capability at the time of need.

The system of reliability model consists of some combination of a reliability block diagram or
cause consequence chart. Thus a reliability block diagram is developed to calculate the system
reliability. It is pictorial view system. Normally a system is constituted of a combination of-
1. Series combination,
2. Parallel combination and
3. Combination of the above two. Etc.

Series combination of any one would cause failure to the entire system then the parts are said
to be in series from the functional point of view. So, if the failure of any constituent part results
in system failure, then the reliability diagram is a contribution of elements, each with its own
reliability function. The reliability of the system can be obtained from the multiplication of
individual reliabilities.

Rs(t) = R1(t) . R2 (t) …Rn(t), (When Rs(t) = system reliability)

R1 (t) = R2 (t) ...Rn (t)... The reliability of individual element.
 Input 1 2 3 output
R1 R2 R3

(Fig. system in Series Combination)

The concept is valid for any configuration provided that a failure in any block or element can be
occurring independently of the operation of other element or block. Thus, the reliability of the
system can be obtained from the multiplication of individual reliabilities.

63
Parallel system of ‘n’ elements which are connected in parallel. A system having its elements in
parallel plays an important role in improving system’s reliability and the technique is called
Redundancy.

Reliability engineering is to obtain trouble free performance for a specified operational period in
balance with factors as cost, weight, size etc. A method of optimizing the balance is by the use of
redundancy.

Redundancy signifies that a system will continue to function satisfactorily in spite of failure of
some of the elements from which it is built up. The resistance to failure is provided by alternative
path of operation by arranging selected elements of the system in series and parallel.

In series arrangement, the failure of one element results in failure of the entire system
whereas parallel arrangement is such that all elements must fall before the system falls.

Reliability of such elements must also be taken into account in the analysis of the system. The
possibility of repairing failed items is also a necessary consideration. Thus the cost of such
system increases significantly because it carries:

1. A mechanism capable of taking decision,

2. An additional element,
3. Repairing of the failed elements.

Example, Assume R1= R2= R3=R4…= 0.8 (given)

System A input
R1= 0.8 Output Rs (t) = 0.8
System B
input R1 = 0.8 Output Rs (t) = 1-( 1- R1) ( 1-R2)
= 1 – 0.20 x 0.2
= 0.96
R2 = 0.8 (

64
System C, R1=0.8

R2=0.8 output Rs (t) = 1- (1-R1) ³, = 0.992

R3=0.8

R1= 0.8 R2=0.8

Input Output

R3=0.8 R4= 0.8

Rs1 (t) = 0.64,

Rs2 ( t) = 0.64,
Rs (t) = (1- 0.64)²,
= 1 – 0.36²
= 1- 0.1296,
= 0.8704,
= 87%.

Therefore, reliability is to obtain trouble free performance for a specified operational period to
Quality Assurance development.

For example, as per data , many products (mainly electronic ones) some time fail totally or
operate unsatisfactorily at lower functional efficiency and effectiveness or indifferently over a
 period of time. Often, the period of time over the acceptable level of satisfactory service obtained
from an equipment or product, is much less and more intermittent, than desire.

The features of the definition can be quantified , measured and controlled when features and
changes in the product or service can be engineered into a product at its design stage taking into
account predicative behavior simulation on computers of field tests. Therefore, the reliability of a
product will remain a probability.

65

From the above point of view, reliability was sought to be assured primarily through design
mechanics to ensure non-failure of any of the components under the expected stress system.
Modern reliability engineering formulates and carries the analysis of the data collected on field
tests and also analyses the failure modes, effects and uses on operational information so as to
make available to develop and modify designs to ensure improved reliability:

1. Competition in regard to cost and profit,

2. Company’s long range objectives,
3. Attitude towards product leadership based on product performance,
4. Environmental factors affecting reliability, etc.

Normally reliability and Maintainability go tighter and both concern over the life of the system
because the required reliability is to be maintained. It is always possible to trade off reliability
against maintainability with minimum loss of use as the optimizing factor. This concept is
covered on broad basis in the modern concept of total quality control. The following figure
shows ten components involved in the system and component needs to be defined as follows:
2. Goal & Defini-
tion
1. Need

3. Concept
9. Continuous
& Planning
Feedback
8.Evaluation

4.Design 5.Proto-type & 6. production

6.Production Development ( quality of
students)

7. Customer use ( stu-

dents)

10. Product Assurance Activities

( 100% quality students)
 (Fig: Reliability and Maintainability Activities Involved in System Life Cycle)

1. Need: There is always a need of reliability and maintainability program because of the
system’s requirements in terms of operation and cost of life cycle,
2. Goal and definition: Goals of such a programme must be defined better in quantitative
terms.
66
3. Planning and programme: Everybody can understand and appreciate.
4. Design: It is the same design which has been prepared after defining the goals and plans
for implementation. Any way the reliability and its maintainability have to be assessed at
this stage by means of applying different mythologies such as design- review, failures-
mode tec.
5. Proto-type and development: design system is converted into a proto-type working
system and then it is subjected to reliability testing to verify it.
6. Production ( quality of students) : Once the proto-type product or system reaches the
desired level of reliability, then the process plans are prepared as teaching system. This
phase excludes preparation of drawings, process, plans, bill of material, plans for various
other activities etc.
7. Customer ( students) : Before the teaching methods is dispatched to the students for
use, it is very important to develop all the operational service for maintenance,
operational instructions, maintenance instruction etc for the student.
8. Evaluation: It includes the collection of its performance data from the field use of the
product.
9. Continuous feedback: It is a part of evaluation to receive the date regarding the
performance on continuous basis from various stages of its cycle while the product is
being used by different customers under different operational conditions.
10. Product Assurance Activities ( 100% quality of students) : Complete developed plans
must be implemented and some small groups must be made responsible to see whether
the plans are implemented at each phase in the right manner.

From the above discussion, it is clear indicating that reliability as an alternative mantra for the
modern management system, therefore, do we have a choice.

Appendix:
Failure rate of Human being:

125

105 H
95
 t-20 40 60
Resistor – Resistance + B

---------- 67
Chapter : 8
Quality of Teacher:
“ Vocational Education ( +2) in North East India”
Vocational education & Training (+2) , is an integral part of a general education and is needed
to prepare middle level work force and improve the general education attainments and at the
same time to improve skills needed for employment without closing the door, on the further
education while in employment. Vocational Education can help accelerate the economic growth
by right types of personal for initial level absorption and supply technical leadership at the grass
root level.

Quality Assurance means, “all those planed and systematic actions necessary to provided
adequate confidence that a process or service leadership at the gross root level”.

In this connection, literacy is the basic tool of self defines in a society for employment and
social security, where social interaction usually involves the written media. An illiterate person is
less equipped to participate successfully in modern economy and social change and in this
regard, Govt. of India has given due importance to the spread of vocational education & Training
(+2) for North-East India.

It is therefore, necessary to take steps for converting the job seekers into job creators and this
can be done by following :

(i) Creating awareness about career option itself , employment and entrepreneurial activities
by vocational Education & Training among the students.
(ii) Developing their entrepreneurial qualities and competencies, etc.

As result, vocational Education & Training in Automobile Engineering Technology is provided

the personal advancement and awareness of social mobility and it also give a new out look with
freedom from tradition and development of rationalism in the North East India. Vocational
education generates aspiration for a higher standard of living and motivation for involvement in
the activities outside at home.

In this regard, vocational education & Training (10+2) in the education that will create
competent people in all aspects with the changing times. This education will change the
traditionally accepted way of life and innovate new opportunity.

Vocational education is a to a process. It influences society and is equally affected by it. It is not
just about making young people became literates who will give shape and character to the
society it operates. It also linked with teaching the learner how to deal with a changing society,
which is turn, has its own impact on education.

In India, entrepreneurship development by Vocational Education & Training has been accepted
as a strategy for an achieving fair objective of promoting entrepreneurship. Beginning with
industrial education has taken the form of a countrywide movement. But
68
entrepreneurship Development has remained a programme are the unemployed youth,
particularly educated unemployment youth who have already completed their education and are
the search of employment opportunities.

Therefore, vocational education help in imbibing the skills and competencies to achieve goal
directed by values and help in developing a positive attitude and in this connection, the following
module would be for upgrade the vocational education.

(1) (2) (3) (4) (5)

Need Activities Goal anticipation Obstacles Help
------------- + ---------------- + -------------------- + ---------------- + --------- +
+ - + Ga - External Internal -
(6) (7)
Feeling Theme
------------ + ------------- = Goal
+ - Th
Problems:

Today’s, student can be potential source of entrepreneurs by Vocational Education & Training
and the Government of India is not to utilize their education for entrepreneurship development to
social and economic change, special reference to North-East India, and on the other hand, the
main problem for an upgrading the Vocational Education & Training for an employment and
social security for North East India, the following aspects:

(a) Student acquires knowledge of the subject they study, but they do not acquire skills to use
their knowledge in practice. Therefore, these subjects are not vocational education oriented
and the many vocational oriented subjects are not for self-employment.

(b) If student develop knowledge and skill, parents will not generally encourage for a self-
employment.

(c) Lack of information to entrepreneurial opportunities for the students, who want to take up
entrepreneurial carrier etc.

The over and above, the following situations have been noticed for upgrading the vocational
education.

Real sense Knowledge Skill How to do

Who am I
 What to do Attitude Skill Shall I do
Idle
Sense
69

Country / Region to be Addressed :

Assam is the important part for North East India and as per the statement made by the
Government of Assam , there at present more than 18, 00000 lakes educated unemployment
youth in Assam. Most of the unemployed graduates and postgraduates are from liberal education
system. Such large-scale unemployment is one of the main causes for present day social unrest in
our country in general and the North East India in particular.

In this regard, vocational education and technical education should be provided. In today’s
technological society people with practical and problem solving skills, have more job
opportunities. As such vocational education & training should be brought to centre-stage for
students up to (+2) level.

Vocational education in Assam had already been imposed from 1989 0nwards and more than
150 Higher Secondary School (+2) were successfully running their various stream of vocational
education i.e. Automobile Engineering Technology(AET), Electrical Appliance(MREA) ,
Accountancy cum office management, Workshop Practice , Fishery etc and students are showing
less interest for vocational Education & training because Govt. of Assam is very negligible
comparison overall picture.

Therefore, far as value of education is concerned, time-to-time change in the national system of
education has brought no significance change of North east India, during the last 66 years of
independence. This can be attributed to ---

i) The unique social culture and ecological environment,

ii) Large rural urban disparities due to poor surface communication,
iii) Minimum use of an information technology in the region etc.

A survey was conducted among the school/college students, students of Assam were not
interested to study the vocational education & training , and they should study outside region and
the following view points---

1) Student of Assam face many problems during their study time along with practical subject,
when they go out side the region they are able to see many excellent students and this makes
their mind more competitive.

2) This region in insurgency ridden and aloof from the main land. In spite of the presence of
some famous higher secondary school in vocational education (+2) do not play significance role
and therefore, the students should study outside as they have want to forget past glory. A sea
change in the mentality of the students is also observed why they out makes them competitive to
boost our economy and make our dreams come true, etc.
 At school level, vocational education & training may own at developing entrepreneurial values
and attitude among the students from class viii to ix, to entrepreneurial activities. The subject
may be introducing in the form of an advance rapid reader. The rapid reader
70
may incorporate stories of vocational education in various fields. Such stories will create a
positive impact on the young mind and their motivation for achieving excellence will develop.
So, in this way, after completion of HSLC/CBSE/Matric Examination, they shall be revert back
to vocational education & training on 10+2 level. At College (1+1+1) and University, level of
vocational education should aim at both for creation of awareness about entrepreneurial
opportunities and interest in entrepreneurial carrier among the students. Besides, it should also
emphasis on the development of entrepreneurial competencies among give the students, so that
they can take up entrepreneurial carrier after they complete their vocational education. Therefore,
vocational education & training is yet to find a place of importance in academic curriculum in
school levels, (from class viii to x) and college / university and had already been imposed in +2
levels.

Therefore, introducing of new paper or new subject or new scheme at the school, college and
university, the following problem has to notice---

1) First, there is no readymade syllabus on entrepreneurship development by vocational

education & training it will have to be developed.
2) Second, school, from class viii to x and college / university may not accept the subject.
3) Third, there are no teachers to teach various vocational education disciplines in school,
and college/university.
4) Fourth, even in higher secondary school (+2). Where the subject has been introduced and
students are not taking seriously.
5) Fifth, resource constrains will hamper introducing of its as a separate subject or Stream,
etc.
Prospect
a) It is not a insurmountable handle to develop syllabus on entrepreneurship development by
vocational education. Syllabus can be developed keeping in view the objectives set at
different level of vocational education system for introduction of the subjects.
b) University, CBSE/SEBA, can examine the need and importance of the subject in the
rapid changing social economic environment.
c) Teachers can be trained to acquire new knowledge and new skill to teaching
entrepreneurship development by vocational education.
d) Untrained teachers now mostly teach the subject without having adequate Knowledge
and skill of teaching vocational education.

Hence, interest of the subjects cannot be generated. They can however be trained for
developing their knowledge etc.
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 71

Chapter : 9
Education for the Survival Human Race :
(Machinery Breakdown Insurance Vs Vocational Education & Training (+2)

Vocational education plays a critical role in building a modern market based economy and in
rising living standard. Because, Entrepreneurship is the ability to create and build a vision from
practically nothing, fundamentally it is human creative act.

In this regard, Insurance is defined as a method of sharing of financial losses of few form a
common fund formed by contribution of the many that are equally exposed to the same risk.

The aforesaid subject is not new , for our Country but essential features of this area still not
understand keeping in mind the technology and engineering aspect involved. Because, the
development of engineering concerned, the moderate risks on account of technology innovations
that are moving hand by hand, thereby necessitating insurance as one of the most effective
financial instrument available to compensate from the financial loss that is caused due to damage
to the machines during their working. It is essential for engineers to keep abreast of the
technology innovation affecting the machines, their design and performance. If we do not this
and keep our concepts primitive, we shall be out of the race with the technology.

Historically, engineering insurance has an origin in the 18th century, when the industrial
revolution in UK brought about the invention, specially based on use of stream. In that day, there
was no question to any engineering practice as a science. Any contrivance for productive
purpose and it was almost certain that this contrivance could explode and burst killing many
people around and cause property damage. The first invention-using stream for productive
purpose created, so much of scarce among the people that this invention was called, “Demons
of Destruction”. The UK government of those days went to the extent of even thinking
burning the manufacture of boilers. It was at such critical time that certain well-meaning persons
thought of introducing inspection as a means of identifying the flaws in the manufacture’s
boilers, mainly from the point of view of ensuring whether destruction can be avoided and in any
explosion can be prevented. Thus, the starting of insurance was a way of inspection service and
some entrepreneurs promised compensation for the destructive to those who got their boilers
inspected should anything happen to those inspected boilers.

The inspection itself did not stop the damages to the boilers and parallel to the question of
development of engineering as a science was also being at temped to perfect the act of making
machines. Thus, one can say that insurance started with destruction that was being caused
because of the machines, especially pressure equipment at the same time, the development of
engineering as a science also got a way.

In the last 200 years, we have come along way as far as development of engineering as a
 72
technology is concerned; we are in a position now to handle increased pressure, increased
temperature, increased speeds etc., which the basic parameters of any modern machine
manufactured and utilize, In so far as lament is concerned ,the new technological innovations
capable of handling increased pressure, temperature, and speeds, has also resulted into
simultaneous increase in the hazard perception of such modern machines.

In this regard, government of India had already take steps to converting the job seekers to Job
creator and it is no doubt the progress was achieved in India, but machinery breakdown
insurance is the major problem for India, special reference from the vocational education &
training (VET).

Vocational Education & Training , is a to a process. It influences society. However, vocational

education is the education that will create competent people in all aspects with the changing
times. This education will change the traditionally accepted way of life and innovate new
opportunity.

Problems:

a) The general demands for insurance of machines under the engineering insurance policies, it
is not difficult to find the trend of collection of certain types of machines for insurance.
Whenever, damages have occurred to some equipment they have always caused considerable
financial loss to the owners of the machines and more than financial loss, the cause of damage
identification has been a problem for the surveying fraternity. The caliber of surveyors is being
questioned more often by insuring public than in the past. Machines of different kind coming
from different countries of origin with different design parameters are causing considerable
headache in identification of cause of damages and especially a plausible cause for the failure.
One finds such situations where the same type of equipment put to the same type of duty had
different failure rates depending upon whether it came from Western Europe or Eastern Europe
or USA source.

The experimental study, the one of the major rectifier transformer’s of 10 MVA failing with
win a short two years as against expected life of 30 years. On analysis it was found that the
insulation for the winding was not tropicalised and selection of the material was on the
understanding that the temperature rise was more suited to European climate than a hot climate
like India’s where ambient temperature are very high as compared to Europe. Even, in the
ordinary course of day’s duty, when the temperature rise produced, even when the machine was
not loaded fully enough to meet the insulation cussing shortage of windings and causing
interterm short. When the machine was rewound with appropriate insulation to stand to the
temperature raise above the ambient temperature the machine life, was increased to almost 30
years.

Thus, in such areas where one gets into controversial situations to identify the correct cause of
the machine, it has become highly technical job to the theocracies the breakdown and attribute
the correct cause of failure.

73
(b) One more controversial exclusion must often uncounted is the exclusion of wear and tear.
Here, also an engineering background and the knowledge of behavior of materials under
different working condition, is necessary to decide whether the wear and tear that is observed is
an abnormal wear and tear. While it is appreciated that normal wear and tear is not an accident
and insurance policies are not expected to indemnity such damages, but it is also necessary to
understand that abnormal nature wear and tear are accident and to be paid lack of lubrication is
one of the important causes that why wear and tear of an abnormal nature occurs. It is expected
of the surveyors community to examine the configuration of the machine lubricating system to
find whether the normal flow of lubricants at the required pressure is in any way taking place or
it is prevented at the required pressurize is in any way taking place or it is prevented due to
failure of the lubricating system. In case there may be any damage to the lubrication, system it is
bound to cause wear and tear to the moving parts due to starvation of lubricating. Here, again
application of engineering talent and knowledge comes handy to interpret the observed wear and
tear and attribute cause for failure.

In this regard, surveyors are technically sound and have up dated their technical information on
various machine, process and the design aspects it is not difficult to get at the root cause of the
failure. Most often, the external talent available in the country such as metallurgical, NDTP’S,
structural analysis can be source to facilities correct interpretation of the failure.

( C ) The machinery breakdown insurance policy as in existence in our country, fairly compares
well with the policies existing in developed countries of the world both in trams of scope of
coverage and also application. The policy itself seeks to cover wide variety of machines and
takes care of good variety of causes of damages. The structure of the form of the policy is, it has
the preamble, it has narration of certain general exceptions, certain to be respected by insuring
public. In designing the machinery breakdown policy has been taken to ensure that the risks that
are coverable under any other policy is not duplicated.

In the past few years a major controversy arouse in case of electrical failure of machines
whether some of the failure came under the purview of the policy or machinery policy
particularly when no flame was seen. It is one of the initiates of the Indian traffic advisory
committee that this controversy was resolved by specifically pure-fines. They were absorbed in
the machinery insurance policy by extending the cover for electrical installations. It is now part
of the machinery insurance policy that any loss or damage by fire within the electrical
installation of an appliance arising out of over running, exclusive electrical pressure, short
circuit, self heating, including damages due to leakage of electrically etc., is covered as long as
the fire was within the machine itself. All the European insures are still grappling with this
controversy of certain electrical failure, coming under fire or machinery breakdown policy. In
India, this controversy has been solved once for all to smother the procedure of simplifying
indemnification of claims under the machinery breakdown policy. Whenever, the surveyors go
for inspection they must clearly un-derstand the above features of Indian version of machinery
breakdown policy, which in
74

may opinion for superior when compared to some under foreign policies available in the market.

(d) Another area of major technical controversy the surveys come across is technical
interpretation as to what it means that are says, “ gradually developing flaws, effect, cracks.,
partial fractures in any not necessitating immediate stoppage, although the same future time
repair or renewal of the part affected may be necessary”. This exclusion has been one of the most
important exclusions where many claims are in trouble due to miss-interpretation of this
exclusion. The indentation of the policy makers is not denying a claim of cracks or fractures or
flow, which also are everyday accidental failure. In applying this exclusion for identifying the
cause of the failure, the basic thing a surveyor should examine the process behind the usage of
the machine. It is a well-known fact that an overheated mechanical part suddenly getting cooled
cracks as also a overrun machine due to fatigue may develop crack. Merely, because the cracks
are visible one, need not conclude that these cracks have gradually developed due to the fatigue,
when another possibility of suddenly quenching an overheated part also leaves result, i.e.
cracking. it is here the knowledge of engineering and the knowledge of behavior of materials at
the disposal of the surveyors come into use. It is in such cases a detailed technical examination
and tests may become necessary to conclude because of a wrong application of these clauses.
Many of dams are in trouble because of a wrong application of these clauses.

For the example, as a type of data, the subject matter of machinery breakdown insurance may
be-
1) Engine which includes steam engines, oil and gas engine, diesel engine.
2) Automobile engines- petrol and diesel,
3) Pumps and air compressor,
4) Electrical (part) plants- electric motor, generators, transformers etc,
5) Lifting machinery cranes lift etc,
6) Refrigeration plant, etc.

Cover is provided by the policy in respect of sudden and unforeseen damage to the insured
machinery whiles in operation, due to internal causes such as faulty material, short-circuits etc
whilst in operation or at rest due to the external causes such as local of skill, sabotage, entry of
foreign bodies etc. accidental damage is also covered during dismasting of subsequent re-
erection. The basis of indemnity is the cost of repairs or the market nature as the case may be.
Third party liability may be added to the party.

Engineering is a complex field. Modern technology is advanced in the entire field covering
engineering, chemicals, electronics, aviation, shipping, space technology etc. Concept of
compact design efficiency and accuracy is playing a major role in the design of equipments in
present times, because of which equipments have become sophisticated, costly, and repairs and
maintenance cost have gone. This requires coverage against any unforeseen breakdowns
resulting into losses.

The granting insurance under machinery breakdown policy is not routine affair. It in
75

volves careful inspection of the logbook and other background, historical date of the ma
chine performance etc. It is most useful for an engineer of an insurance company to visit the
factory and others ascertains the historical background of each of the machines by perusal of the
logbook. Sometimes, a particular make of a machine or a particular work function of a machine
is the role cause of breakdown history of the machine. It is also true that identical failures of the
certain points also give a clue to the bad design or bad material features of the machine, but due
to the vary design of the machine . Instances have noticed in the day- to –day working of the
causes of the claims that a forgotten promotes procedure of stress reveling of a welded part has
been the cause of cracks when the machine has been put to use.

So, it a advisable to surveyor that they should study the cause of damage in depth and access the
carefully so that the insured should not take the under advantage of the claims in any manner.

Therefore, vocational education & training help in imbibing the skills and competencies to
achieve directed by value and help developing a positive attitude for employment and social
security.

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76
Chapter 10
“India Post – 1991”
“Indian Globalization – Need of ISO 10011-1 Auditing System in Educational Institutions”

At the present situation, liberalization of trade and commerce is the wake of globalization.
Globalization is not merely an economic phenomenon. It is a multi-dimensional and multi-
faceted concept. It stretches from international relations to individual human relations,
encompassing all the linkages, interactions and interdependencies between nations, societies,
peoples, influences and cultures

Economic globalization, it means increasing integration with the world economy and opening
our doors and windows to goods, services and investment from other countries of the world,
while trying to export our own goods and services to the outside world.

In this regard, Quality Audits means, “A systematic and independent examination to determine
whether quality activities and related results comply with planned arrangements and whether
these arrangements are implemented effectively and are suitable to achieve objectives”.

Quality assurance means, “All those planned and systematic actions necessary to provide
adequate confidence that a process or services will satisfy given quality requirement”.

Total Quality Management (TQM) is not a set of rules or procedure. TQM involves on an
effective decision-making, effective problem solving and integration of quality planning. TQM
has gained importance and being introduced in educational institutions. Allocation procedure of
TQM is complex, as it human beings as input to and out put from the system and students are
input and customer too. Therefore, International Standard of organization 10011-1 auditing
system as define is an information gathering activity so that the need for improvement or
corrective action may be evaluated.

The auditors having no direct responsibility in the audited area but preferably working in co-
operation with the relevant personnel ensure independence.

There is several type of ISO 10011-1 Quality Auditing system:

1) The adequacy audit,

2) A compliance audit,
3) An Extrinsic audit,
4) An Internal Audit, etc.

It is true that the present education system in N.E. India, not able to promote independent
thinking, creativity, innovation and motivation for setting a challenging and achiev
77
able goal. Therefore, need of quality assurance by introducing TQM – ISO 9000 guideline,
because the opened up and liberalized technical/higher education policy in India competitive.

In N.E. India, has not been any initiation of any research on educational institutions to TQM –
ISO 9000, nor any impact of World Bank Assistance in educational institutions. Due to
globalization impact, it is found that it is very difficult for higher/vocational educational
institutions, delivery system like Technical/Management College with slow, ineffective
processes and procedures to survive this vibrant and dynamic new environment. Management
tools like Kaizen, Business Process engineering etc that are being offered as a plausible answer
to the problems of present scenario.
 ISO is the international Organization for standardization leased at Genève. Each country is
represented by a standard body. The Bureau of Indian Standard (BIS) also known as Indian
Standards Institutions, for example, is the Indian representative to ISO. BIS does not prepare
standards on its own. It basically provides a structure and mechanism for industry /educational
institution to develop the standard.
ISO 9000 Guideline for Selection and Use:
ISO 9001------------- Quality system-Model for Quality Assurance in
Design /Development, Production, Installation and Servicing.
ISO 9002------------- Quality system- Model for Quality Assurance in
Production, Installation, and Servicing.
ISO 9003-------------Quality system-Model for quality assurance in Final inspection and
Test.
ISO 9004------------- Quality Management and Quality system, elements Guideline.

Good communication is the great motivation. It helps to avoid miss understanding. Therefore,,
need of Quality Audit System , ISO 10011-1 in educational institutions in the N E India because
the management process of TQM is very critical to the success of TQM.

ISO 8402, which is dual, numbered in the UK as BS 4778. Quality audit may be internal or
external and do not necessarily have to cover the whole system at once but may cover elements
of it. Independence is ensured by the auditors having no direct responsibility in the audited area
but preferably working in co-operation with the relevant personnel.

The first party audit is an audit by educational institutions on itself, i.e. an internal audit. Note
that this is not necessarily on one site: internal audits can be carried out on others sites, for
example, a second party audit is an audit by an educational institution, working on its own
behalf, on another. This is usually an audit on customer as student. A third party audits is an
audit by an independent educational institutions. This may be done at the request of a group of
customers as student. Although audits, auditing and auditors are synonymous with assessment,
assessing and assessors it may be considered that an audit is an examination of a single activity,
element, department etc., whereas an assessment is a collective of such audits.
78

There is several type of ISO 10011-1 Quality Auditing system:

1) The adequacy audit: This is known as a system audit, which is, determines the extent to
which the documented system represented by the quality manual as per the requirements of
the applicable standard.

2) A compliance audit: This is the audit, which seeks to establish the extent to which the
documented system is implemented and observed by the workforce.

3) An Extrinsic audit: This is a reciprocal of an external audit and its called compliance audit
or adequacy audit.
4) The external audit: This audit is performed customer.

5) An Internal Audit: This is the most importance of all audits, which require an educational
institution to look in on its own systems, procedures and activities in order to ascertain
whether they are adequate and being complied with. It provides management with
information on whether or not their policies are beings met, if the system is as efficient and
as effective as it should be and whether changes are needed. It can provide a line of
communication throughout the institution and be great motivation, etc.

The time management and philosophy/scheduling/assessments, of ISO 10011-1 quality auditing

system, is depending on the top management of the educational institution. It applies to both
internal and external assessments, although the significance varies from point to point. Although
it is possible to programme internal audits on a calendar basis so that particular aspects are
audited at regular interval to give a total coverage over a period of time, notice should always be
taken of events which indicate the need for additional activity. Typical of this is the finding of
nonconformity on an audit needing a further audit to verify the effectiveness of the corrective
action taken.

Audit Costs
Audits are expensive both in terms of time and people. They need to be planned, carried out and
reported. There may be follow-up actions involving both the auditor and auditee. There may be
traveling, sustenance and accommodation costs. Guides may be required and production may be
disrupted by the auditor distracting workers with questions.

Planning
Some of the factors which require evaluation to establish an assessment programmes are
presented and discussed below:

1. Existing work programmes and contracts. There is no benefit in auditing a shut down
department, a supplier who is not currently being used, or one who is being used only for
a short run.

79
2. The phase of the contract or project and the completion or delivery date. Assessments are
likely to be most informative in the early or late stages father than in mind stream.
3. The value of the contract or project. Cost effectiveness is required.
4. The possibility of extrinsic assessments. This likelihood will spark off audits activity,
internally or at “out” sub-contractor, as appropriate.
5. Possible future business with the customer. As part of the contract review an audit can
establish that all the required features are in place for conformity with their requirements.
6. Do records suggest that there may be actual or potential problems.
7. A contractual requirement to audit.

Consideration of these factors will indicate whether or not an audit of that activity or
educational institution is required. The following points then need evaluation if the answer is
positive.
 What Type of Audit

 Is it to be a system, compliance, product or process audit, or a mixture.

 What particular information is required, by when?
 The depth and scope of the audit. Will it cover all activities and areas and what is the basis
of selection if not?
 Who will perform the audit? Questions to be answered are whether special knowledge is
desirable , can the audit be used as a career development opportunity, do we need special
skills in auditing , human relations etc.

Audit Schedule:
Audit schedule may be:
 Who is responsible for the audited activity,
 What activities will be audited
 The duration of the audit, etc.

An auditor’s job is to obtain complete and accurate information about specific activities. The
auditor will need to communicate with people and concentrate on activities that may be
unfamiliar and to make accurate judgment on them. A good auditor will be additionally
characterized by being:

Diplomatic Patient Able to communicate well

A good judge Self disciplined Unbiased

Industrious Open minded Honest
Analytical Inquiring Interested

80
Auditing skill means it is games such as Cricket, football etc knowing how to play is not the
same as being able to play. The same is true of auditing. The following hints and suggestion will
help the good auditor, but there must be continuous efforts to try to improve these skills and
techniques. The good auditor will know that the main skills needed are:

1) Time Management, 2) fact Finding, 3) Reporting, etc.

Audits are expensive both in terms of time and in terms of people. They need to be planned,
carried out and reported. Therefore, ISO 10011-1 Quality Auditing system for leading to
upgrade of Total Quality Management in Educational Institution.

Developing System:
(Initial Audit)
An initial internal audit was conducted in the manufacturing and quality control areas to asses
the status of documentation and the system practices. These were compared with the
requirements of ISO 9000 and audit reports were generated. These formed one of the base papers
(1992) for planning the depth and the time frame acquired for developing the system

Third party auditing is the method of ensuring compliance to ISO 9001, ISO 9002 and ISO
9003. The auditors are employed by registrars whose function is to maintain the list of qualified
suppliers the following a commonly accepted process-
1. First, the auditors conduct a preliminary assessment. It involves reviewing the auditee’s
quality documentation, which includes the quality manual and other supporting materials. If
the auditor believes that something is missing or an ISO 9000 element is not addressed, the
auditor informs the auditee’s and waits until then item has been addressed before
conducting the on-site visit.
2. Second, the auditor visits the auditee’s, the company to determine the level of compliance
between ‘what is ‘and ‘what should be’ as specified by ISO 9000/9002.9003. This usually
means the auditor will visit a specific area to ensure that procedures are followed. The
auditor may interview people, investigate connective actions, analysis flowchart or conduct
others analysis.
3. The auditor often will work with a checklist of questions that addressed the particular ISO
9000 criteria. For example, three questions under the “ Management Responsibility “
system may be:

A) Do contract requirements spell out product performance and /or product quality
attributes?
B) Do the supplier’s documents define quality policies, objectives and procedures?
C) Does the supplier’s organization understand the importance of quality?

4. There are three choice of response besides each question. Yes, No and N/A (Not
Applicable). Any time there is No response, the auditor issues a Corrective Action
81
Request (CAR). The purpose of the CAR is to eliminate the symptom and the root cause of the
problem. Most of the ISO 9000 a quality auditing follows this procedure.

Audit reports are generally brief and contain only factual statement of areas visited, auditors,
audiitee contracts and a summary of findings.

Nonconformity Reports (NCRs) if used should be attached as appendices to the main report
and NCR should comprise three elements:

1. The observation-precise & witnessed by the auditee for accuracy.

2. The attribution- against the standard and /or Quality Manual procedure but only one clause
of each that which fits most closely.
3. The explanation – why is it a non-conformity usually a restatement of the requirement.

The above discussion, needs of leading questions should be avoided. Rudyard Kipling point of
view as leading questions the following-

“I have six honest serving men,

 They help to all I do,
Their names are where and what and when
And How and why and what”

These six plus one extra called “show me” is also the auditor’s very good friend.

Therefore, need of ISO -10011-1 auditing system in educational institutions because science
and technology is changing in every moment and do we have a choice in terms of globalization
point of views.

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82

Chapter 11
“Role of Teacher for Vocationalisation of Language and Literature – Courses”

Now- a- days, everybody talks for vocationalization of language and literature courses, for
entrepreneurship development by Tourism Industry and it brings together living in far-flung
areas and help National integration, special reference to Assam.

Therefore, teachers help in imbibing the skills and competencies to achieve goals directed by
values and help in developing a positive attitude for vocationalization of language and literature
courses at undergraduate level as entrepreneurship development to economy and social change in
our state.

While education in general is a means of social and economic upward mobility, but the rapid
growth of population, the present education system has not able to promote independent
thinking, creativity, innovation and motivation for setting a challenging and achievable accepted
way of life and innovate new opportunity entrepreneurship development.
 In this regard, a teacher is one who has qualities of cleanliness of the body and mind, honest,
knowing no evil, has control of the senses, kind and compassionate. The relationship of the
teacher and the students should be that of mother or father and child, a pure unstained
relationship, as result vocationalisation of language and literature courses, it is one of the major
source for self-employment thousands of new hand directly and indirectly.

For example: Tourism industry being the life of a present day world influencing societal,
governmental and academic circles. If a entrepreneurship would like to opening a tourism
industry, one may go for a three years language and literature vocational courses at college level,
which is new approach for Assam.

Tourism industry is playing a vital rile in the national upliftment. In fact, tourism industry is the
barometer of the economic and social transformation in our country. The tourism industry
provides of moving man and women across the geographical spread of the country.

Achieving the goals of environment quality and sustainable development in tourism will require
efficiency in production and changes in consumption patterns in order to emphasis optimization
of resources use and minimization of waste. One third of the earth’s natural wealth has been
destroyed including fresh water system, and Marine eco-system and forest cover since 1972 due
to uncontrolled and unplanned growth and lack of awareness on the subject.

Therefore, need of language and literature vocational oriented courses for help accelerate the
economic growth by right type of personal for initial level absorption and supply
technical leadership at gross root level.
83

Language and literature oriented vocational education plays a critical role in building a modern
market based economy and in raising living standard. Therefore, recognizing vocational oriented
language and literature courses to social change and Govt. of Assam /UGC, given due
importance to the spread in our state.

As the role of perfect teacher for upgrading of language and literature vocational course, here is a
5-step guide—

1) By improving your basic efficiency – all the time.

2) Ask question ceaselessly about your performance and your objectives.
3) Admit to your failings and shortcoming, because only then you will able to improve
them.
4) You will think as simply and directly as possible about what you are doing and why?
5) Enthusiasm is inner fire that fuels the furnace of achievement. Etc

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 84

References

1.Course materials, Faculty Development Programme, IIE, Guwahati, 2001.

2.Course material, Insurance Surveyor Training Programme, Hyderabad, 1992.
3.Course materials of Management Development Programme, XLRI, Jamshedpur, 1995, Course
Directed Prof M V Madan.
4.Course materials of Executive Development Programme in IIM Bangalore, 1995, Course
director Prof L Prassad.
5. Executive Training programme in Goodyear India Lid, N. Delhi, on TQM, 1996.
6. Study material, (For private circulation only). National council for Labour Management,
Chennai, T. Nagar, pin-600017.
7 Proposal for expression of interest, submitted to the mission director, Axom Sarba Siksha
Abhijan Mission, Guwahati, dated 25.11.2006
8 . Paper by Dr. Kalita P, National seminar in Assam Agriculture University, Jorhat, spon
sored by Govt. of India-UNDP, on March 18, 2008

Definition/Acronyma/Abberivation

# Definition:
Entrepreneurship: Entrepreneurship is the ability to create and build a vision from
Practically nothing, fundamentally it is human creative act.
Entrepreneur : An entrepreneur is s person who keep’s his eye has and ear’s open,
see opportunities in his/her environment and is capable of
organizing required resources of man materials for exploiting the
limited and available resources by taking risks and by running
necessary time, effort and money.
Vocational education: Vocational education is the education, which will create
competent people in all aspects with the changing times and
developing a positive attitude.
Insurer : The insurance company is called in insurer. The company, which
accepts to insurer the property, is the insurer.
Insured : An individual/firm, who pays the money to the insurance company to
Insured property.
Cover note : It is the document given by the insurer to the insured as a taken of
accepting the risk before issuing the policy. The cover note is also
numbered as usual, which is called as the cover note number.

Indemnity : It is the compensation for actual loss suffers by the insured.

Peril : An accidental or unexpected event, which may be covered or excluded in

the policy.
Salvage : Property, which is saved from damage or loss, salvage values, is the
value of the property thus saved from damage.
85
Under write policy: The insurer is also known as underwriting policy.

# Abbreviations:
SEBA: Board of Secondary Education, Assam

#Acronyms:
Entrepreneur Vs Entrepreneurship
1. Person 1. Process
2. Organizer 2. Organization.
3. Innovator 3. Innovation
4. Creator 4. Creation

Loss or profit (Machinery Insurance)- This policy provided indemnity ( In respect of

damage) against financial losses caused by interruption of production due to
machinery breakdown. The cover provided is generally in line with that
available under loss of profits (fire) policy.
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 86

Other Books:

1. Research Paper at a Glance: Volume 1

2. Research paper at a Glance: Volume 2
3. International Research Paper: Volume 3
4. Automotive Service Business: Volume 1
5. Total Quality Management in Vocational education (+2): Volume 1
Writeen by Dr. Porag Kalita
 Under Publication:

1. “On Board Diagnosis (OBD-II) and Emission Control”.

2. “ Road and Transport Management for Entrepreneurship Development”
3. “ Design and Development of Automobile Brake System”

Written By. Er (Dr.) Porag Kalita, Ph.D. (Washington, USA)