Julie H. Rucker
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Activity #2: Comprehensive Plan to Implement TQM
Whenever TQM is implemented, the vision of the superintendent is most important. The fact that the superintendent has asked me to develop a comprehensive TQM plan tells me that she recognizes the need for change in the school system, which is also important. The reasons why change is needed should be clear from the beginning. For instance, in my school, we have not made AYP for two years. My system should be asking if we are producing a quality product (though I dislike making this comparison to students) for our customers, who may be parents, businesses who hire graduates, the military, technical colleges, or even universities.
Even though I like Crosby 's team-building aspect, I would choose the Juran method and focus on the areas in our school first where students are not successfully making progress because my primary method of measuring success involves standardized test scores that determine AYP status. No matter what TQM model I choose, system administration will be part of the change process as well as building level administration and faculty. The team will need to also realize that the change process is on-going, that it is never finished. The management team must be committed to the TQM process. It is also important for the management team to know that the leader is fully vested in the TQM process as well. The superintendent must be clear as to her improvement philosophy so that everyone will understand what needs to be changed, why, and how it should be changed as well as the benefits once change has occurred.
I would then hire an outside consultant to come in and give an orientation of TQM to administration in such a way that they can be self-sufficient with TQM once the consultant leaves. At the orientation, the superintendent would clearly identify what the problems are within the system as well as her vision for change. This vision would include what type of student quality we want to see leaving our schools and becoming successful contributors to their communities. The quality student we want to graduate from our school, the “Must Be Quality” will be identified. Also during the orientation stage, the superintendent will make it clear that input is needed from every level of management and should encourage dialogue among all present.
Next, the outside consultant will then give an overview of TQM to administration. He will give training on group work, decision making, solving problems, and making changes. He will introduce case studies of companies who have successfully implemented the TQM process and explain the benefits of TQM. Members of administration (and faculty) may be fearful of change, but all will need to support TQM if it is to work in the system. Helping all levels of workers in the system feel a part of the change process will go a long way toward avoiding frustration toward and resistance to TQM.
After the initial orientation, the consultant would then divide the administration and into teams. All members of the teams would be equals. They would take the information provided by the superintendent regarding the strengths and weaknesses of the school system. Teams would receive a list of seven questions including what the system does best, what the system does least well, general obstacles, specific obstacles, major improvements needed, which TQM model is best, and how improvement would be measured. A facilitator and recorder will be elected from each group to keep everyone on task and record what is shared. Brainstorming at this point is very important and should be encouraged. Once the small groups are finished with their discussions, they return as a large group where they share their results with everyone else. Points of commonality are identified at this point, and a consensus is reached as to which TQM process is best for the school system. Strengths and weaknesses will be identified in priority order, and then administrators will decide on the best way to introduce TQM to their faculty.