Quality Systems & Measurements

Quality Systems & Measurements
Assessment Title: Quality Development
Assessment Number: AE1
Assessment Type: Report
Restrictions on Time/Length : 2000 words
Individual/Group: Individual
Assessment Weighting: 50%
Mode of Submission: On Line through Turnitin
Number of copies to be submitted: One

Assessment Task

In the book Out of the Crisis, published in1986, Edward Deming proposed 14 elements key to the efficient running of a business, the 14 Points of Transformation (reference summary attached).

In 2014, are Deming’s 14 Points of Transformation still relevant to the running of a modern company? You should take a position, either for or against their contemporary relevance, drawing on Quality Tools and Methodologies in use in contemporary manufacturing or service environments to support your arguments.

Note: you are not required to address each of the 14 points separately, but may choose several of his points on which to concentrate.

Assessment criteria
See Attached sheet.

Learning Outcomes

Define the context in which a quality system operates including ethical and legal issues.

Analyse a range of tools and methodologies that can be applied to solve quality issues.

Understand the application of a range of contemporary technologies and their impact on quality.
Deming’s 14 Points of Transformation summarised.

1.”Create constancy of purpose towards improvement”. Replace short-term reaction with long-term planning.

2.”Adopt the new philosophy”. The implication is that management should actually adopt his philosophy, rather than merely expect the workforce to do so.

3.”Cease dependence on inspection”. If variation is reduced, there is no need to inspect manufactured items for defects, because there won’t be any.

4.”Move towards a single supplier for any one item.” Multiple suppliers mean variation between feedstocks.

5.”Improve constantly and forever”. Constantly strive to reduce variation.

6.”Institute training on the job”. If people are inadequately trained, they will not all work the same way, and this will introduce variation.

7.”Institute leadership”. Deming makes a distinction between leadership and mere supervision. The latter is quota- and target-based.

8.”Drive out fear”. Deming sees management by fear as counter- productive in the long term, because it prevents workers from acting in the organisation’s best interests.

9.”Break down barriers between departments”. Another idea central to TQM is the concept of the ‘internal customer’, that each department serves not the management, but the other departments that use its outputs.

10.”Eliminate slogans”. Another central TQM idea is that it’s not people who make most mistakes – it’s the process they are working within. Harassing the workforce without improving the processes they use is counter-productive.

11.”Eliminate management by objectives”. Deming saw production targets as encouraging the delivery of poor-quality goods.

12.”Remove barriers to pride of workmanship”. Many of the other problems outlined reduce worker satisfaction.

13.”Institute education and self-improvement”.

14.”The transformation is everyone’s job”.

Deming has been criticised for putting forward a set of goals without providing any tools for managers to use to reach those goals (just the problem he identified in point 10). His inevitable response to this question was: “You’re the manager, you figure it out.”

Summary taken from chapter 2 of “Out of the crisis” quality productivity and competitive position. Deming, WE. 1986
F$; F2; F3; F4 D3; D2; D1 C3; C2; C1 B3; B2; B1 A4; A3; A2; A1
Fail Third Lower Second Upper Second First
Knowledge & Understanding Relies on inadequate range of poor-quality information, inaccurately understood/organised. Largely accurate across most areas, with limited depth. Locates and organises a satisfactory range of information/evidence, with limited use of primary sources. Accurate in breadth, with depth in many areas. Accurate and coherent in breadth, with depth in most areas.
Cognitive Skills Poor investigation with erroneous conclusions/practical solutions, or none, inadequately argued or evidenced. Limited application of prior learning to new contexts. Applies some aspects of prior learning to different contexts. Largely consistent and critical judgement in analysis, evaluation and reformatting of information and application of prior learning in different contexts. Selects and applies appropriate methods to address/solve complex, unfamiliar and unpredictable issues.
Practical and Professional Skills
Fails to achieve basic competence in the required specialised practical, technical, creative, scholarly or work-related skills; no awareness of professional contexts/expectations. Achieves basic competence in all the required specialised practical, technical, creative, scholarly or work-related skills, with little awareness of professional contexts and expectations Achieves a basic level of competence in all the required specialised practical, technical, skills, with more developed capability in at least one area and an awareness of professional contexts and expectations Competence, within broad parameters, in all the required specialised practical, technical, creative, scholarly or work-related skills, with indications of more developed ability in some areas and an awareness of professional contexts and expectations. Competence, within broad parameters, in all the required specialised practical, technical, skills, exceeds level expectations in some aspects and shows awareness of professional contexts and expectations.
Transferable and Key Skills
Work is disorganised, poorly presented with poor/inappropriate expression/communication Organisation and presentation of work and communications adequate in most contexts, with some mistakes/irrelevancies Satisfactory organisation and presentation of work, communications mostly appropriate to the context/purpose Presentation and organisation of work appropriate to context and purpose, communication clear. Excellent presentation and organisation of work and lucid communication in most contexts.