DE LA SALLE UNIVERSITY

RAMON V. DEL ROSARIO COLLEGE OF BUSINESS

COURSE SYLLABUS

COLLEGE : RVR College of Business DEPARTMENT: DSI

COURSE CODE : TOTALQM / QUALMAN ROOM : L201 / L202
CLASS DAYS AND TIME : TTH 12:45-2:15 p.m., 2:30-4:00 p.m., 4:15-5:45 p.m.
INSTRUCTORS : IGNACIO, JAYME C.
CONSULTATION HOURS : TTH 4:00-4:45 p.m.

COURSE DESCRIPTION:
This course introduces the students to the concept of Total Quality Management, an approach to long
term success that can be achieved through customer satisfaction. In a TQM system, everyone in the
organization participates and quality management is integrated into all activities and functions aimed at
improving processes, products, services, and the culture of the organization. The course aims to
familiarize the students to TQM philosophies, frameworks, methodologies, tools, and techniques
commonly used in a system of continuous improvement. The overall objective is for students to develop
an understanding of TQM principles for effective real life applications in both manufacturing and service
sectors.

LEARNING OUTCOMES (LO):

On completion of the course, the student is expected to be able to do the following:

ELGA LEARNING OUTCOME

Critical and Systematic thinkers Apply the scientific process in tackling quality-related
problems and opportunities.
Understand the TQM tools and techniques by identifying
each, analyzing the results obtained, and determining the
significance to the organization.
Social Catalyst and Lifelong Develop an understanding of quality philosophies and core
Learner values of quality management applicable to any sphere of
business and the public sector.
Understand the need to balance economic, social, and
environmental performance/ gains.
Appreciate the dynamic nature of businesses in
continuous pursuit of quality, and relate the implications of
improvements to modern-day organizations for the uplift of
society.
Technically proficient and Demonstrate quantitative reasoning and quantitative
competent professionals literacy in solving real-world problems.
Make decisions based on numerical information and
established quantitative methods.
Identify and utilize quantitative models used in quality
control as valuable tools for problem identification,
decision-making, and process improvement.
Effective Communicators Understand the concept of teamwork and open
communication in relation to quality management and
recognizing the importance of collaborative effort in
arriving at solutions to cases and other group tasks.
Work collectively to gather data, analyze, and transform
results into an effective quality improvement study, and
report this in accordance with pre-defined metrics.

FINAL COURSE OUTPUT:

As evidence of attaining the above learning outcomes, the students are required to do and submit the
following during the term.

Syllabus for TOTALQM (Total Quality Management) Term 1, SY 2016-2017 by Prof. JAYME C. IGNACIO
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 LEARNING OUTCOME
LO 1: Understanding of TQM
evolution, quality gurus and
their teachings, quality
management concepts, tools,
techniques, methodologies,
and systems.
LO 2: Recognize the value of
active participation and
teamwork as an integral
element in TQM and
collectively come up with
recommendations to practical
operational and quality related
issues.
LO 3: Ability to analyze data
and apply appropriate quality
control methods to assess
process stability and/or
capability.
LO 4: Conduct a study that will
highlight real-world quality
issues or areas for
improvement in an existing
process, product, or service.
This assesses the students
ability to apply the theory and
concepts learned from the
course in practical situations.
REQUIRED OUTPUT DUE DATE
Quizzes See Quizzes
Assignments and other methods for Schedule
individual assessment.
Students will be organized into teams to TBA
work on case studies, group discussions,
short presentations, and other activities that
require collaborative effort. Their respective
performance will be measured using the
established rubric for assessment.
Problem Solving exercises As
scheduled
Teams will undertake a Quality Improvement Weeks 12-13
Plan (QIP), a study with emphasis on
generating ideas and solutions from a
customer perspective. Applicable tools of
quality management will be used for
analytical approach and formulation of plans.
The Quality Function Deployment (House of
Quality) may be used as a framework to
match the voice of the customer with
technical response (producer), identify
targets, correlations, and competitive
benchmarks.

OTHER REQUIREMENTS:
Aside from the final output (QIP), the student will be assessed at other times during the term by the
following:
Class Participation/ Recitation
Final Departmental Examination

GRADING SYSTEM:
The student will be graded according to the following assessment:
Team Performance Individual Performance Overall
Class
Term Final
Particulars Team Quizzes and Participation
Project Departmental Total
Activities Assignments Recitation
(QIP) Examination
Attendance
% Weight 15% 15% 30% 30% 10% 100%

The established grading scheme shall apply:

% Points 0-69 70-74 75-79 80-84 85-88 89-92 93-96 97-100
Grade
0.0 1.0 1.5 2.0 2.5 3.0 3.5 4.0
Equivalent

CLASS POLICIES:

Please check Student Handbook.

Syllabus for TOTALQM (Total Quality Management) Term 1, SY 2016-2017 by Prof. JAYME C. IGNACIO
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4 - Exemplary
Thinking is exemplary, skilled, marked by
excellence in clarity, accuracy, precision,
relevance, depth, breadth, logicality, and
fairness
Purpose --Demonstrates a clear understanding of the
assignments purpose
Key Question, Problem, or Issue --Clearly defines the issue or problem;
accurately identifies the core issues
--Appreciates depth and breadth of problem
--Demonstrates fair-mindedness toward
problem
Point of View --Identifies and evaluates relevant significant
points of view
--Is empathetic, fair in examining all relevant
points of view
Information --Gathers sufficient, credible, relevant
information: observations, statements, logic,
data, facts, questions, graphs, themes,
assertions, descriptions, etc.
--Includes information that opposes as well
as supports the argued position
--Distinguishes between information and
inferences drawn from that information
Concepts --Identifies and accurately explains/uses the
relevant key concepts
Assumptions --Accurately identifies assumptions (things
taken for granted)
--Makes assumptions that are consistent,
reasonable, valid
Interpretations, Inferences --Follows where evidence and reason lead in
order to obtain defensible, thoughtful, logical
conclusions or solutions
--Makes deep rather than superficial
inferences
--Makes inferences that are consistent with
one another
Implications, Consequences --Identifies the most significant implications
and consequences of the reasoning
(whether positive and/or negative)
--Distinguishes probable from improbable
implications
Source: Foundation for Critical Thinking, www.criticalthinking.org
Syllabus for TOTALQM (Total Quality Management) Term 1, SY 2016-2017 by Prof. JAYME C. IGNACIO
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RUBRIC FOR ASSESSMENT
3 - Satisfactory
Thinking is competent, effective,
accurate and clear, but lacks the
exemplary depth, precision, and
insight of a 4
--Demonstrates an understanding of
the assignments purpose
--Defines the issue; identifies the
core issues, but may not fully explore
their depth and breadth
--Demonstrates fair-mindedness
--Identifies and evaluates relevant
points of view
--Is fair in examining those views
--Gathers sufficient, credible, and
relevant information
--Includes some information from
opposing views
--Distinguishes between information
and inferences drawn from it
--Identifies and accurately explains
and uses the key concepts, but not
with the depth and precision of a 4
--Identifies assumptions
--Makes valid assumptions
--Follows where evidence and reason
lead to obtain justifiable, logical
conclusions
--Makes valid inferences, but not with
the same depth and as a 4
--Identifies significant implications
and consequences and distinguishes
probable from improbable
implications, but not with the same
insight and precision as a 4
2- Below Satisfactory
Thinking is inconsistent, ineffective;
shows a lack of consistent
competence: is often unclear,
imprecise, inaccurate, and superficial
--Is not completely clear about the
purpose of the assignment
--Defines the issue, but poorly
(superficially, narrowly); may overlook
some core issues
--Has trouble maintaining a fair-
minded approach toward the problem
--May identify other points of view but
struggles with maintaining fair
mindedness; may focus on irrelevant
or insignificant points of view
--Gathers some credible information,
but not enough; some information
may be irrelevant
--Omits significant information,
including some strong counter-
arguments
--Sometimes confuses information
and the inferences drawn from it
--Identifies some (not all) key
concepts, but use of concepts is
superficial and inaccurate at times
--Fails to identify assumptions, or fails
to explain them, or the assumptions
identified are irrelevant, not clearly
stated, and/or invalid
--Does follow some evidence to
conclusions, but inferences are more
often than not unclear, illogical,
inconsistent, and/or superficial
--Has trouble identifying significant
implications and consequences;
identifies improbable implications
1 - Unsatisfactory
Thinking is unskilled and insufficient,
marked by imprecision, lack of clarity,
superficiality, illogicality, and inaccuracy,
and unfairness
--Does not clearly understand the purpose
of the assignment
--Fails to clearly define the issue or
problem; does not recognize the core
issues
--Fails to maintain a fair-minded approach
toward the problem
--Ignores or superficially evaluates
alternate points of view
--Cannot separate own vested interests
and feelings when evaluating other points
of view
--Relies on insufficient, irrelevant, or
unreliable information
--Fails to identify or hastily dismisses
strong, relevant counter-arguments
--Confuses information and inferences
drawn from that information
--Misunderstands key concepts or ignores
relevant key concepts altogether
--Fails to identify assumptions
--Makes invalid assumptions
--Uses superficial, simplistic, or irrelevant
reasons and unjustifiable claims
--Makes illogical, inconsistent inferences
--Exhibits closed-mindedness or hostility
to reason; regardless of the evidence,
maintains or defends views based on self-
interest
--Ignores significant implications and
consequences of reasoning
LEARNING PLAN:
UNIT TOPIC WEEK/S LEARNING Learning Activities and
OUTCOME Resources
I. FOUNDATIONS OF QUALITY Weeks 1-2 LO1 Introduction to the course.
MANAGEMENT Historical perspective from
A. History and Development Craftsmanship during Middle
B. Concept/ Definition/ TQM Evolvement Ages, Industrial Revolution,
C. Framework of Quality Management/ Post-war developments in
Integrating Quality in the Value Chain Japan, to the turn of the 20th
/ Quality in Manufacturing and century developments
Service relating to quality.
D. Basic TQM Elements or Quality 5 Approaches/Perspectives in
Management Principles Defining Quality (by David
Garvin Managing Quality)

Ch. 1 (Evans/Lindsay)
Ch. 6 (Heizer/Render)
Ch. 9 (Stevenson/Chuong)
II. QUALITY PHILOSOPHIES Week 2 LO1 Team Formation - may
A. Major gurus of quality management, LO2 supplement discussion with
their contributions (Deming, Juran, Ch. 4 (Evans/Lindsay) or Ch.
Crosby, Shewhart, Feigenbaum, 17 (Oakland)
Ishikawa, Taguchi, Shingo) Discussion should highlight:
B. Other significant contributions by Deming (14 points, PDCA,
other experts (Ohno, Garvin, Akao, Theory of Profound
Kano, etc.) Knowledge)
Juran (10 steps, Quality
Trilogy, Roadmap)
Crosby (14 steps, 4
Absolutes, Zero Defects,
Vaccine)
Shewhart (SPC)
Feigenbaum (TQC, Zero
Defects, Hidden Plant)
Ishikawa (Quality Circle, B7
tools)
Taguchi (QLF, Taguchi
Method, DOE)
Shingo (Poka Yoke, JIT)

Ch. 2 (Evans/Lindsay)
Ch. 9 (Stevenson/Chuong)
http://qualitygurus.com
III. PRODUCT AND SERVICE DESIGN Week 3 LO1 Individual and Team
QUALITY LO2 Activities.
A. Customer Satisfaction Discussion should include the
B. Determinants of Quality in Products Model of customer
C. Determinants of Quality in Service satisfaction by Noriaki Kano,
D. Cost of Quality Garvins 8 Dimensions of
Quality,
SERVQUAL/ RATER (by
Zeithaml, Parasuraman &
Berry),
Cost of Quality Models
(COQ,COPQ, CoQF)

Ch. 3, 7, 8 (Evans/Lindsay)
Ch. 5 (Heizer/Render)
Ch. 4, 9 (Stevenson/Chuong)
QUIZ 1 Week 4
IV. TOOLS AND TECHNIQUES FOR Weeks 5 - LO1 QIP Introduction
QUALITY 6 LO2 Project Proposals due
A. Basic Seven Tools Practical Individual and Team
B. New Seven Tools Activities to apply tools

Syllabus for TOTALQM (Total Quality Management) Term 1, SY 2016-2017 by Prof. JAYME C. IGNACIO
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 C. House of Quality (QFD)
D. Supplemental/Other Tools and Ch. 5, 6, 7, 11 (Evans/
Techniques Lindsay)
Ch. 6 (Heizer/Render)
Ch. 9 (Stevenson/Chuong)
http://qfdonline.com
V. QUALITY MANAGEMENT SYSTEMS, Week 7 LO1 Team reports/ Case Studies
STANDARDS, PROGRAMS, and LO2 6 Sigma Concepts: DMAIC,
AWARDS Belt certifications, 6 Sigma
Tools
JIT and Lean concepts:
A. Popular ISO Standards (9000, 14000, Kaizen, Kanban, Poka Yoke,
22000, 45001, 27001, TS16949) 5S, 7Mudas, Keiretsu, Jidoka
B. Six Sigma / Lean Sigma
C. JIT and Lean Management Ch. 2, 5, 9, 10,
D. General Overview of Quality Awards (Evans/Lindsay)
(MBNQA, Deming Prize, Shingo Ch. 6, 16 (Heizer/Render)
Prize, JQA, EFQM, EQL, CAE, ABA, Ch. 9, 15
CQA, PQA, etc.) (Stevenson/Chuong)
http://iso.org
http://leanmanufacturingtools.
org
Various Quality Award giving
bodies websites (see
references)
QUIZ 2 Week 8
VI. STATISTICAL PROCESS CONTROL Week 9 LO3 Problem Solving
A. Attribute and Variable Data Control Charts for Variables:
B. Common Cause vs. Assignable X-bar Chart, Range-bar
Cause Chart, Range Chart
C. Control Charts for Variables Control Chart for Attributes:
D. Control Charts for Attributes P Chart, C Chart
E. In-Control vs. Out-of-Control
Situations Ch. 8 (Evans/ Lindsay)
Ch. S6 (Heizer/Render)
Ch. 10, S10
(Stevenson/Chuong)
VII. PROCESS CAPABILITY Week 10 LO3 Problem Solving
A. Process Capability Ratio Ch. 8 (Evans/Lindsay)
B. Process Capability Index Ch. S6 (Heizer/Render)
Ch. 10 (Stevenson/Chuong)

VIII. SAMPLING AND INSPECTION Week 11 LO3 Problem Solving

A. Acceptance Sampling Average Outgoing Limit/
B. Producers Risk vs. Consumers Operating Characteristic
Risk Curve

Ch. 8 (Evans/Lindsay)
Ch. 6,S6 (Heizer/Render)
Ch. 9,10,S10
(Stevenson/Chuong)
QUIZ 3 Week 12
Term Project Submission, Week 13 LO4
Presentation, and Course Synthesis
Final Exam Week 14

MAJOR REFERENCES:
Total Quality Management
By James R. Evans and William M. Lindsay
9th (Philippine) Edition Reprint 2016, CENGAGE

Principles of Operations Management

By Jay Heizer and Barry Render

Syllabus for TOTALQM (Total Quality Management) Term 1, SY 2016-2017 by Prof. JAYME C. IGNACIO
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9th Edition, 2014 (Chapters 5, 6, 6S, 16)
or
Operations Management by William Stevenson and Chee Chuong Sum
2nd Edition -2014 (Chapters 4, 9, 10, 10S, 15)

ADDITIONAL REFERENCES:
Managing for Quality and Performance Excellence by James R. Evans and William M. Lindsay.
9th /10th (International) Edition, South-Western 2014/2017

Total Quality Management and Operational Excellence (Text with Cases) by John S. Oakland
4th Edition - 2014, Routledge (Chapters 1, 2, 5, 6, 7, 12, 13, 14, 15, 17, Case Studies)

Quality Management by Graeme Knowles

2011 (eBook from bookboon.com)

Jurans Quality Handbook

By Joseph M. Juran and A. Blanton Godfrey
5th Edition 1999 McGraw Hill

WEB RESOURCES:
All about International Standards: http://www.iso.org
Compilation of quality gurus, their contributions, quotes, quality terms, quizzes, and other resources:
http://www.qualitygurus.com
Quality Function Deployment (QFD) templates and tutorials: http://www.qfdonline.com
American Society for Quality website (tools, standards, case studies, research, etc.):
http://www.asq.org/
Website of Union of Japanese Scientists and Engineers (training materials):
http://www.juse.or.jp/english/
Lean Management and Tools: http://leanmanufaturingtools.org
Juran Institute (free mobile app that contains tools and templates, case studies, powerpoints,
training videos, publications, etc.) : http://www.juran.com/resources/quality-essentials-app/
Quality Awards:
https://www.nist.gov/baldrige/baldrige-award
https://www.juse.or.jp/deming_en/award/03.html
http://www.shingoprize.org/
https://www.jqac.com/en/
http://www.efqm.org/what-we-do/recognition/efqm-award-history
http://www.eoq.org/eoq_awards/european_quality_leader.html
https://www.excellence.ca/en/awards/
http://www.australianbusinessawards.com.au/
http://www.caq.org.cn/html/en/index.html
http://www.pqa.org.ph/

Syllabus for TOTALQM (Total Quality Management) Term 1, SY 2016-2017 by Prof. JAYME C. IGNACIO
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