Training for Quality

V.H.Y. Lo; D. Sculli

1995 Training for Quality

doi: 10.1108/09684879510093335

Examines the concepts that underlie the discipline of industrial engineering (IE). Then draws parallels between the concepts of total quality management (TQM) and those of IE. Suggests that TQM and IE are not too dissimilar in their approach to the general problem of industrial efficiency and points out that this type of comparison can help in guiding applications and in the general understanding of both disciplines. Concludes with a brief discussion of IE and TQM education in Hong Kong.

Ronald P. Anjard

1995 Training for Quality

doi: 10.1108/09684879510093344

Explores the prevailing system of management in the West, which has discouraged individual initiative. The results are decreased innovation and a reduction in applied technology. To restore motivation, innovation and joy in work and learning, a transformation of management is essential. This transformation requires application of a system of profound knowledge and an understanding of processes and statistics. Areas of understanding include: system optimization, blending statistical analysis with human empowerment, and the practical use of theoretical knowledge. Additionally, transformation requires that management must comprehend human behaviour, cultural forces, motivational techniques and the process of change. The transformation is based on the theory of Dr W. Edwards Deming.

Clive E. Hoare

1995 Training for Quality

doi: 10.1108/09684879510093353

Written from a customer point of view and using the example of a large DIY chain store, describes how a culture change made a significant narrowing of the gap between desired and perceived customer service. Uses a model described by Parasuraman et al.

Ronald J. Burke

1995 Training for Quality

doi: 10.1108/09684879510093362

Correlates discrepancies between the importance attached to particular cultural values and their presence within a large professional services firm. Considers three types of correlates: personal demographics, work setting factors and affective responses to work. Data were collected from 1,608 women and men using anonymously completed questionnaires. Cultural values were rated at significantly higher levels of importance than they existed in the firm in all but one case. There was no correlation between their perceived importance and actual existence. Women and men reporting greater value discrepancies described the work setting in more negative ways and reported both less satisfaction with the firm and lower quality service and products provided by the firm.

Mike van Oudtshoorn; Laurie Thomas

1995 Training for Quality

doi: 10.1108/09684879410056175

Investigates “empowerment” and its relevance to management and organizations. Discusses in detail the advantages and disadvantages of empowerment and disempowerment. Business organizations are set up so that no one is totally empowered nor totally disempowered. Shows various stages of empowered and disempowered people and cultures to enable further progress and concludes that clarifying, coaching and counselling individuals is the progressive way to go.

Graeme A. Murdoch

1995 Training for Quality

doi: 10.1108/09684879510093371

Discusses the profile of a learning organization as described by Senge. Describes the current organizational status of Brooksby College, Leicestershire, UK, in relation to a college‐devised quality assurance programme (QAP). Then applies the results of this research to Senge’s profile of a learning organization to show that Brooksby College has the attributes, and means, of becoming a learning organization. Further shows that the vehicle for this development is the QAP.