INDONESIAN POLYTECHNICS ENTREPRENEURIAL SKILL DEVELOPMENT PROGRAMME QUALITY MANAGEMENT PROGRAMME

DEVELOPING APPROACHES TO QUALITY

STUDENT GUIDANCE NOTES

DEVELOPING APPROACHES TO QUALITY

TABLE OF CONTENTS Module 3: Developing Approaches to Quality 1 Introduction to Module 2 Key competencies for Module 3 List of Learning Units for Module 4 Guidelines on effective questioning 5 Gudielines on probing techniques Annexes Personal development action plan

SEMESTER

STUDENT GUIDANCE NOTES

DEVELOPING APPROACHES TO QUALITY

1 Introduction to Module
WELCOME TO SEMESTER

In the next 5 learning units you will learn about Introucing QMS, and more specifically, ISO 9001:2000. From now on you will learn what ISO means in an organization. Therefore the school you are attending is set as an example. Your school is ISO 9001:2000- certified, which means it meets all the requirements of the standard. What these requirements mean and how you can recognise these requirements are reached will be discussed the next weeks. Below we start with the 12 elements the school has followed in order to get certified are listed. The elements are grouped. These groups of elements form the basis of your module; each group is discussed in a learning unit. Open up your books: ISO 9001 for SME and ISO 9001: The Standard Interpretation and you will see that they have corresponding chapters. Now open up your ISO 9001:2000 requirements booklet (Bahasa Indonesia). The reason for this structure is the ISO Standard. By investigating the elements in your assignments you build your own ISO 9001:2000 Interpretation based on your own school and some field experiences. All together this is your preparation for year three where you will implement a QMS in an organization.

Quality management systems 1. Quality Management System Requirements 2. Document Requirements Management Responsibility 3. 4. 5. 6. 7. 8. Management commitment Customer focus Quality policy, document hierarchy Planning, building the QMS Responsibility, authority, communication Management review

Resource Management 9. Provision of resources 10. Human resources 11. Infrastructure 12. Work environment

SEMESTER

STUDENT GUIDANCE NOTES

DEVELOPING APPROACHES TO QUALITY

2 Key competencies for Module

KEY COMPETENCIES FOR MODULE

Define concepts and principles of a Quality Management System Identify and analyse quality processes and tools Design, adapt and develop a QMS ISO 9001:2000 Assign management responsibility, evaluate and select resources Evaluate and select resources

3 List of Learning Units for Module

LIST OF LEARNING UNITS FOR MODULE (FOR SEMESTER 3, SEE HIGHLIGH IN BOLD)
Module 1 1.1 1.2 1.3 1.4 Developing a Quality Culture

Globalisation and competitiveness: - the implications at the national, local and individual levels. Good citizenship and good governance Developing learning competencies Good quality habits at the individual, workplace and institutional level Developing Commitment to Quality

Module 2 2.1 2.2 2.3 2.4 2.5 2.6 2.7

Understanding organizations Initiative and innovativeness Communicating effectively and efficiently Interpersonal relations Team development and team work Problem solving Customer care

SEMESTER

STUDENT GUIDANCE NOTES

DEVELOPING APPROACHES TO QUALITY

Module 3 3.1 3.2 3.3 3.4

Developing Approaches to Quality

Introducing QMS Quality processes and tools Designing QMS ISO 9001:2000 Management Responsibility Establishing the Quality Management System

Module 4 4.1 4.2 4.3 4.4

Realizing and delivering products Measurement, analysis & improvement Implementing the Quality Management System (ISO 9001:2000) Maintaining a Quality Management System ISO 9001:2000) Planning the Implementation Quality Management System

Module 5 5.1 5.2 5.3 5.4

Planning & practicing the application of Quality Management principles Planning to conducting the internal quality audit Measuring non-conformance & improvement action Finalizing the Quality Management System Implementation Plan for typical SME Implementing the Quality Management System

Module 6 6.1 6.2 6.3 6.4

The Learning Contract Working with (SME) small, medium business enterprise by facilitating QMS Implementing Quality Management System in SME Planning to conduct internal quality audits

6.5 Measuring non-conformance and improvement action 6.6 QMS and ISO 9001;2000 certification for SME 6.7 Completing Polytechnic "Diploma job" requirements

SEMESTER

STUDENT GUIDANCE NOTES

DEVELOPING APPROACHES TO QUALITY

4 Guidelines for effective questioning

Open and closed questions Effective questioning is a very important subject when you are preparing an interview. Your ability to ask the right questions will determine the success or failure of a visit to an organisation. It is very easy to get the wrong impression or information if the questioning is inept. It is generally best to start with open questions. These often start with such words as: What, where, when, who, which, what for, how etc. There will also be times when you need to use closed questions. Closed questions generally expect a yes/no answer and are needed when you need to check out something specific. Examples of open questions How did you find your induction programme? Which areas of your work would you say require more attention? How do you feel about the data you have collected? In what ways would you say you have developed in the last 3 months? Examples of closed questions Have you read the information from the first section before you started? Have all your staff had an appraisal in the last year? Has a survey of average consultation time been carried out? When do you use open questions or closed questions? Closed answer: short or yes/no Advantages quick, clear information evident and concrete easy to answer Open room for own input person can give much information personal touch more information than you expect unstructured information interviewer gets confused insecure interviewee gets confused
6

Disadvantages distant thoughts interviewer dominate interviewee can hide

SEMESTER

STUDENT GUIDANCE NOTES

DEVELOPING APPROACHES TO QUALITY

When to use? wish for short conversation need concrete information or data need strict direction

orientation, exploring the problem build relation

SEMESTER

STUDENT GUIDANCE NOTES

DEVELOPING APPROACHES TO QUALITY

5 Guidelines on probing techniques

You will then need to follow open questions up with some kind of probing questions. Here you are after specific information that will be needed to ensure your report is accurate. Examples of clarifying probing questions What do you mean? Why do you think that was so? Im not quite sure I understand what you are saying. Will you please explain that to me again? Can you give me more details on what you think were the reasons? Learning the probing techniques Like listening, good probing is a difficult art to master. It needs a lot of practice. Here are four probing techniques you can choose from. Extending Can you tell me more about?, Please go on, Can you add to that? Extending usually means asking the interviewee to add to their answer or build on a statement. For example, We were changing the process of the design department can be extended on by asking What sort of changes were you looking at, and why? Clarifying What do you mean by?, what would be an example? Clarifying usually means picking up one or two words in the interviewees response that might have a different meaning or need more information, or to go beyond a simple answer. For example, We actually never use the system can be clarified by following up with: What do you mean by the system? Repeating Can you tell me again, specifically why? Repeating means asking the interviewee to repeat his/her answer by responding to the question more closely or giving more specifics. For example, to We were changing the process of the design department you can ask, Could you tell me again about the process changing, specifically how you entered the process? Summarizing So, you are saying. Summarizing is a good way to weave a few answers together to construct a statement and elicit confirmation from the applicant. For example, The whole team was working hard to implement the new system, but when Harry asked the manager to check the script, he didnt have time might be met with So, 3

SEMESTER

STUDENT GUIDANCE NOTES

DEVELOPING APPROACHES TO QUALITY

are you saying that the manager was the person who was stagnating the process? Be careful when using the summarizing probe. You do not want to lead the applicant to make the obvious yes and no response. And last but not least there is the effect of silence! Dont be afraid to use it as often as necessary.

SEMESTER

STUDENT GUIDANCE NOTES

DEVELOPING APPROACHES TO QUALITY

LEARNING EXERCISE Open questions and intervention skills ESTIMATED LEARNING TIME: 30 MINUTES

Learning objective: Being able to ask open questions and improve your intervention skills Instruction The class is divided in groups of 3 students. Person 1 asks open questions for three minutes about a subject he or she chooses (e.g. hobby, last weekend, holiday etc.). Person 2 answers the questions. Person 3 is observant of the interview. He or she listens if the interviewer asks open questions, and watches the time (max. 3 minutes). The group switches roles until everyone has been interviewer. Afterwards the exercise will be reviewed in class. Notes: ............................................................................................................... ............................................................................................................... ............................................................................................................... ...............................................................................................................

SEMESTER

STUDENT GUIDANCE NOTES

10

DEVELOPING APPROACHES TO QUALITY

LEARNING EXERCISE LISTENING SKILLS ESTIMATED LEARNING TIME: 20 MINUTES

Learning objective: Exploring how listening skills are important to an auditor and knowing what is important Instruction First read the following section. Then answer the questions below. Active Listening Listening to what people tell you is far more than simply hearing the words. Pay attention to how they say them and whether particular words are emphasised or repeated. For example: We dont usually do that suggests there are times when they do. Things to look out for include: Facial expressions will indicate, for example, when someone is saying Yes they really mean No. If someone says they feel confident that the appropriate procedure is in place but look worried or anxious, you need to enquire further. Body movements will suggest to you whether someone is relaxed about what they are telling you or whether you are probing a difficult area. Your own behaviour finally, be aware of your own impact in either encouraging people or shutting them up. Maintaining good eye contact (but not staring) and indicating you are paying attention and are interested will encourage people to talk. On the other hand there are behaviours that tend to switch people off or at the least mean that we may get the wrong information. These are sometimes referred to as roadblocks. Here are some: Interrupting before someone has finished their sentence. Expressing indifference or superiority. Persuading with logic, arguing, or lecturing. Moralising, preaching, or telling people what to do. Disagreeing, judging, criticising, or blaming. Agreeing, approving, or praising too much. Shaming, ridiculing, or labelling.

SEMESTER

STUDENT GUIDANCE NOTES

11

DEVELOPING APPROACHES TO QUALITY

Interpreting or analysing. Reassuring, sympathising, or consoling.

These are not necessarily wrong but they may block the process of obtaining information. Make sure you understand It is essential that you make sure that you accurately understand the information you find out. You can make sure of this by using restatement, paraphrasing and summarizing techniques to get information clear in your own mind and to check with the person you are interviewing that you have understood their meaning. Improve your own listening skills by answering the questions below. 1. What preparations can you make to ensure that you will be able to listen attentively? ............................................................................................................... ............................................................................................................... ............................................................................................................... ............................................................................................................... 2. Listening actively requires you to do more than simply hear what is being said. What else can you do? ............................................................................................................... ............................................................................................................... ............................................................................................................... ............................................................................................................... 3. Using restatement, paraphrasing and summarizing can be useful techniques when conducting interviews. How could they be useful for you as an auditor? ............................................................................................................... ............................................................................................................... ............................................................................................................... ............................................................................................................... Group: Check the answers of your group members.

SEMESTER

STUDENT GUIDANCE NOTES

12

DEVELOPING APPROACHES TO QUALITY

LEARNING EXERCISE Questioning ESTIMATED LEARNING TIME: 15 MINUTES

Learning objective: Knowing what kind of questions are useful in different situations Instruction In class you have done some learning exercises and practiced with questioning. Answer the following questions to check if you understand how and when you use what kind of questions. 1. Describe when you would use open questions in an interview. ....................................................................................................... ....................................................................................................... ....................................................................................................... 2. Describe when you would use closed questions in an interview. ....................................................................................................... ....................................................................................................... ....................................................................................................... ....................................................................................................... 3. Explain why you would not use cued or leading questions in an interview. ....................................................................................................... ....................................................................................................... ....................................................................................................... .......................................................................................................

SEMESTER

STUDENT GUIDANCE NOTES

13

DEVELOPING APPROACHES TO QUALITY

Personal Development Action Plan Name: . Aim (what I want to happen): . . Objective (what I need to do in order to make it happen) Things to do Date..

Evidence of achievement (how I will know if I have made it happen)

Name Date.. Agreed with Tutor/Manager/Mentor

SEMESTER

STUDENT GUIDANCE NOTES

14

DEVELOPING APPROACHES TO QUALITY

Name Date

SEMESTER

STUDENT GUIDANCE NOTES

15