Training for Quality

Jon Choppin

1995 Training for Quality

doi: 10.1108/09684879510082193

Focuses on the principles of total quality management. Studies the common features of non‐TQM organizations, before presenting the principles. Ends with a method of cascading knowledge and experience throughout the organization.

Mabel Blades

1995 Training for Quality

doi: 10.1108/09684879510082201

A simple model for quality has been developed. Provides a framework for both analysis and education on quality issues, and focuses on the main features of total quality management of communication, commitment, customer focus and continuous improvement.

Ronald P. Anjard

1995 Training for Quality

doi: 10.1108/09684879510082210

Questions whether total quality management is another fad or is fundamental to success. Shows it is not a panacea for the “ills” of a business and does not provide the “magic pill” that will turn an ailing company into a market leader. Maintains that without free flow of information, co‐operation and co‐ordination effort, many obstacles will be encountered.

Steve Macaulay; Sarah Cook

1995 Training for Quality

doi: 10.1108/09684879510082229

Outlines the benefits to the organization of enhancing customer service with the support of human resources specialists, who can play an important role in developing and reinforcing a customer service ethic. Increasingly, human resource specialists take on the role of internal consultants who provide guidance and facilitate the design and implementation of a customer services programme. Illustrates this with a case study of the Birmingham Midshires Building Society, where the HR function has played a major role in re‐creating the society as a customer focused business.

Mohamed Zairi

1995 Training for Quality

doi: 10.1108/09684879510082238

Total quality management continues to spread in industry and commerce on a global basis. Despite the various levels of scepticism and doubt expressed on its potential to lead to competive benefits, TQM continues to reshape organizations at all levels. When one looks at providers of education and training, there is little evidence to suggest that there is a high degree of enthusiasm and positive response to the challenges that industry has to face. Analyses how education is responding to TQM implementation and highlights the various obstacles. Discusses the critical aspects of TQM implementation in education and the areas which need to be addressed for a complete and radical transformation of education and training provision capable of meeting modern business requirements. Finally, suggests a way forward for developing an integrated approach to total quality education (TQE) which will assist providers of education and training to become more competitive.

Gerald Vinten

1995 Training for Quality

doi: 10.1108/09684879510082247

The aim of cultivating closer links between education and business has become the accepted wisdom and practice in the UK over more than the past decade. With delayering resulting in flat organizations, one way to retain the interest and motivation of staff is through encouraging links with the world of education, which is seen as having training value to company employees, pupils and education institute staff. The advantages of such education‐business partnerships are seen to be mutual, and most large and many smaller companies are now entering into them. Indeed, one initiative by a larger company seeks to encourage smaller companies to become involved. It is becoming increasingly common for some evaluation to be undertaken of the effectiveness of such arrangements, but generally on a one‐to‐one basis. What is presented here is an independent evaluation of one large company’s partnership from the perspective of the education side of the equation. Many insights are provided of the strengths and potential weaknesses of such arrangements, with suggestions made as to how improvements may be achieved.