Motivation and Education for Quality

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Motivation and education for quality

Student : Maria Madalina Iancu


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CONTENT

Motivation and Education for Quality

1. What is Quality?

1.1 Why is Quality Important?

2. Introduction in TQM

3. Work motivations theories3.1 Basic and Higher Motivation in the Workplace

3.2 Relationship management motivation

3.3 Motivation and performance

3.4 Motivational Sources

3.5 Individual Needs

4. Management Education

4.1 Introduction in Management Education

5. Conclusions

6. Bibliography


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1. What is Quality?

In a linguistic sense, quality originates from the Latin word quails which

means such as the thing really is.Quality is now a familiar word. However, there

are many interpretation and definitions. Many people say that they know what is

meant by quality, they typically claim :I know it when I see it (by sensing/by instinct).

Quality in business, engineering and manufacturing has a pragmatic

interpretation as the non-inferiorityorsuperiorityof something. Quality is a

perceptual, conditional and somewhat subjective attribute and may be understooddifferently by different people. Consumers may focus on the specificationquality of a

product/service, or how it compares to competitors in the marketplace. Producers

might measure the conformance quality, or degree to which the product/service

was produced correctly.

There are two common quality-related functions within a business. One

is quality assurance which is theprevention of defects, such as by the deployment of

a quality management system and preventative activities like failure mode and

effects analysis (FMEA). The other is quality control which is the detection of defects,

most commonly associated with testing which takes place within a quality

management system typically referred to as verification and validation.

1.1 Why is Quality Important?

For answering to this question just consider the unsatisfactory examples ofproduct and/or quality service that we had experienced, the bad feeling it gave, the

resulting actions taken and the people you told about the experience and the

outcome.

Philip Crosby , author of the popular book Quality is free, he argues that

quality in the average firm costs about 20% of revenues, most of wich could be avoid

by adopting good quality practices. His absolutes about quality are:

Quality is defined as conformance to requirements not goodness.

The system for achieving quality is prevention, not appraisal.

The performance standars is zero defects, not thats close enough
http://en.wiktionary.org/wiki/pragmatichttp://en.wikipedia.org/wiki/Conformance_testinghttp://en.wikipedia.org/wiki/Quality_assurancehttp://en.wikipedia.org/wiki/Quality_controlhttp://en.wiktionary.org/wiki/pragmatichttp://en.wikipedia.org/wiki/Conformance_testinghttp://en.wikipedia.org/wiki/Quality_assurancehttp://en.wikipedia.org/wiki/Quality_control


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The measurement of quality is the price of non- conformance, not indexes.

He states that quality is free because the small costs of prevention will be lower than

costs on detection correction and failure.

2. Introduction in TQM

In the introducing skill we are presenting the various aspects of TQM, from soft

approaches such as teamwork, employee development and human relations.

The key elements of TQM are:

- Communication and leadership of the chief executive officer

- Planning and organization

- Using tools and techniques

- Education and training

- Involvement

- Teamwork

- Measurement and feedback

Communication and leadership of the chief executive officer

Without the real demonstrated commitment of the chief executive

officer and his or her immediate executives and another senior managers,

nothing much will happened and anything that does will not be permanent.

They have to take the charge personally, lead the process, provide directionand exercise forceful leadership, dealing with the employees who block

improvement and impetus.

Planning and organization

Include a number of facets of the improvement:

Developing a clear long term for TQM wich is integrated with other strategiessuch as information tehnolofy, production/.oprations and human resources


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and also with the resources and also with the business plans of the

organization

Deployment of the policies throught all stages of the organizational hierarchy

with objectives, targets, projects and resources

Building product and service quality into designs and processes Developing prevention based activities

Putting quality assurance to be taken to the effective use of quality systems

procedures and tools and techniques, in the context of the overall strategy.

Developing the organization and infrastructure to support the improvement

activities

Pursuing standardization, systematization and simplification of work

instructions, procedures and systems

Using tools and techniques

- Should be used to facilitate improvement and be integrated into the routine

operation of the business.

- Will help to get the process of improvement started (employees use them feel

involved and that they are making a contribution, quality awareness is

enhanced, behavior and attitude change starts to happen, and projects are

bought to a satisfactory conclusion.

Education and training

Employees from the top to botom of an organization should be provided with

the right level standard of education and training to ensure that their general

awareness and understanding of quality management concepts , skills,

competencies and attitude are appropriate and suited to the continuous improvement

psiholosophy; it also provides a common language throughout the business. Theoperational conditions of the business are in two ways:

- Training done in a cascade mode (everyone is given the same basic training

within a set time- frame)

- The infusion mode (training provided as a gradual progress into functions

and departments on a need - to- know basis)

Without training it is difficult to solve problem, and without education , behavior

and attitude change will not take the place. The training program must also focus onhelping managers think trough what improvements are achievable in their areas of


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responsibility .The structure of training must promote continuing education and self

development. in this way , the latent potential of many employees will be relased and

the best use of every persons ability achieved.

Involvement

This also includes seeking and listening carefully to the views of employees

and acting upon suggestions. Part of the approach to TQM is to ensure that

everyone has a clear understanding of what is required of them, how their processes

relate the business as a hole and how their internal customers are dependent upon

them. People have to got to be more encouraged to control, manage and improve

the process which are within their sphere of responsibility.

Teamwork

Is one of the key features of involvement and without difficulty will be found in

gaining the commitment and participation of people throughout the organization. It

also means of maximizing the output and value of individuals. People must see the

results of their activities and if that the improvements they have made really do

count. If TQM is to be successful it is essential that communication must be effective

and widespread.

Measurement and feedback

There are some series key of indicators internal and external- that are

providing encouragement. The external indicators are the most important as they

relate to customer perceptions of product and/ or service improvement. The

indicators should be developed from existing business measures, external,

competitive and functional generic and internal benchmarking.

From these measurements action plans must nr developed to meet objectives and

bridge gaps.

Ensuring that the culture is conducive to continuous improvement activity

Requires changing peoples behavior, attitudes, and working practices an a

number of ways. For example:


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Most managers find that they are dealing with three subordinate categories of

employees:

- highly motivated people;

- people less motivated;

- unmotivated people.

Their strategy is to identify ways of reasoning and methods of involvement of the

third category of driving force of the other two categories on the aspire to a third.


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What is Motivation?

Motivation is a complex phenomenon. Several theories attempt to explain how

motivation works. In management circles, explanations of motivation are based on

the individual needs.

Basic features of motivation

The effort- the first part of the motivation is linked to the work force in the


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3.1 Basic and Higher Motivation in the Workplace

In the workplace, motivation has two levels:

- the basic level is driven by our most basic needs: salary, workingconditions, relationships with co-workers, job security, policies, and

supervision. These are necessary for us to be satisfied with our work

- at a higher level, a level which the experts say is critical for sustained

performance, is driven by such factors as: achievement, recognition, the

work itself, responsibility, growth. It is said that the basic needs make us

work, but that the higher needs make us work well.

Poor quality is frequently a function of motivation. Poorly motivated peopletend not to be focused on the work and, therefore, make more mistakes.

In the most extreme cases of low motivation, employees may actually feel hostility

for the organization and intentionally carry out acts of sabotage that directly affect

quality.

3.2 Relationship management motivation

Many managers believe that the success of a firm is determined by the

efforts of its managers and employees, as well as addressing behavior interms of motivation is very difficult.

28 Factors That Affect Team Motivation


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People may have different reasons to approach a certain type of behavior. If

several different reasons can explain a same behavior, it is difficult to establish all

reasons for the same component.

The personality, social conditions, experience, group influences or other

factors

may impact on motivation. In addition, the same reason one can cause different

behaviors.

A manager concerned about the prosperity of his company continually assesses

the people with he works.


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3.2 Motivation and performance

Individual performance - as a member of an organization contributes to

achieving organizational objectives. Factors that contribute to individual

performance in organizations are presented in the figure below. A reason will

not lead to high performance is when and where

employees lack essential skills and abilities,employees do not understand the

workload or meeting of unavoidable obstacle .

3.4 Motivational Sources


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Higher Level Needs To Satisfy, Offer:

Interaction with customers

Pleasant supervisor

Safety needs Safe working conditions

Job security

Base compensation and benefits

Physiological needs Rest and refreshment breaks

Physical comfort on the job

Reasonable work hours

Although research has not verified the strict deficit and progression principles of

Maslow's theory, his ideas can help managers understand and satisfy the needs of

employees.

Herzberg's two-factor theory

Frederick Herzberg offers another framework for understanding the motivationalimplications of work environments.

In his two-factor theory, Herzberg identifies two sets of factors that impact

motivation in the workplace:

Hygiene factors include salary, job security, working conditions,

organizational policies, and technical quality of supervision. Although these

factors do not motivate employees, they can cause dissatisfaction if they are

missing. Something as simple as adding music to the office place or

implementing a no-smoking policy can make people less dissatisfied with

these aspects of their work. However, these improvements in hygiene factors

do not necessarily increase satisfaction.


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Satisfiers ormotivators include such things as responsibility,

achievement, growth opportunities, and feelings of recognition, and are the

key to job satisfaction and motivation.

For example, managers can find out what people really do in their jobs and make

improvements, thus increasing job satisfaction and performance.

Following Herzberg's two-factor theory, managers need to ensure that hygiene

factors are adequate and then build satisfiers into jobs

Alderfer's ERG theory

Clayton Alderfer's ERG (Existence, Relatedness, Growth) theory is built

upon Maslow's hierarchy of needs theory. To begin his theory, Alderfer collapses

Maslow's five levels of needs into three categories. Existence needs are desires for physiological and material well-

being. (In terms of Maslow's model, existence needs include physiological

and safety needs)

Relatedness needs are desires for satisfying interpersonal

relationships. (In terms of Maslow's model, relatedness correspondence to

social needs)

Growth needs are desires for continued psychological growth and

development. (In terms of Maslow's model, growth needs include esteem and

self-realization needs)

This approach proposes that unsatisfied needs motivate behavior, and that as lower

level needs are satisfied, they become less important. As a result, managers should

provide opportunities for workers to capitalize on the importance of higher level

needs.

McClelland's acquired needs theory

David McClelland's acquired needs theory recognizes that everyone prioritizes

needs differently. He also believes that individuals are not born with these needs,

but that they are actually learned through life experiences. McClelland identifiesthree specific needs:

Need for achievement is the drive to excel.

Need for poweris the desire to cause others to behave in a way that

they would not have behaved otherwise.

Need for affiliation is the desire for friendly, close interpersonal

relationships and conflict avoidance.

McClelland associates each need with a distinct set of work preferences, and

managers can help tailor the environment to meet these needs.


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High achievers differentiate themselves from others by their desires to do things

better. These individuals are strongly motivated by job situations with personal

responsibility, feedback, and an intermediate degree of risk. In addition, high

achievers often exhibit the following behaviors:

Seek personal responsibility for finding solutions to problems

Want rapid feedback on their performances so that they can tell easily

whether they are improving or not

Set moderately challenging goals and perform best when they

perceive their probability of success as 50-50

An individual with a high need of power is likely to follow a path of continued

promotion over time. Individuals with a high need of power often demonstrate thefollowing behaviors:

Enjoy being in charge

Want to influence others

Prefer to be placed into competitive and status-oriented situations

Tend to be more concerned with prestige and gaining influence over

others than with effective performance

People with the need for affiliation seek companionship, social approval, and

satisfying interpersonal relationships. People needing affiliation display the following

behaviors:

Take a special interest in work that provides companionship and social

approval

Strive for friendship

Prefer cooperative situations rather than competitive ones

Desire relationships involving a high degree of mutual understanding

May not make the best managers because their desire for social

approval and friendship may complicate managerial decision making

Interestingly enough, a high need to achieve does not necessarily lead to

being a good manager, especially in large organizations. On the other hand,

the best managers are high in their needs for power and low in their needs for

affiliation.


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Expectancy Theory of motivation Victor Vroom

Victor Vroom, of Carnegie-Mellon in Pittsburgh, has challenged the assertion of

the human relationists that job satisfaction leads to increased productivity. (Thistheory has been called thecontented cow approach to management.) The

assumption is that if management keeps employees happy, they will respond by

increasing productivity. Herzberg, in a delightful film of motivation, highlights the

fallacy of this assumption with an interview between a manager and a secretary.

The secretary is complaining about the job, and the manager lists all the things that

have been done for the secretary increases salary, new typewriter, better hours,

status and so on at the end of which she looks straight at him and asks, So what

have to done for me lately?

The point may be made that satisfied needs do not motivate people Hygienes

simply keep employees quiet for a time. For an individual to be motivated to perform

a certain task, he or she must expect that completion of the task will lead to

achievement of his or her goals.

The task is not necessarily the goal itself but is often the means of goal

attainment. Vroom defines motivation as:

A process governing choices, made by persons or lower organisms, among

alternative forms of voluntary behaviour.

In organisational terms, this concept of motivation pictures an individual, occupying

a role, faced with a set of alternative voluntary behaviours, all of which have some

associated outcomes attached to them. If the individual chooses behaviour 1,outcome A results; if 2 then B results and so on.

Knowing that individuals choose behaviours in order to obtain certain outcomes

is nothing new. The question is why they choose one outcome over another. The

answer provided by the motivational theories in the other articles in this short series

(Maslow, Herzberg, McClelland) is that the choice reflects the strength of the

individuals desire or need for a specific outcome at a certain time.

However, Vroom makes the point that task goals (productivity, quality standards

or similar goals attached to jobs) are often means to an end, rather than the end in

itself. There is a second level of outcomes which reflect the real goals of individualsand these may be attained, in varying degrees, through task behaviour.

An individual is motivated to behave in a certain manner because (a) he or she

has a strong desire for a certain task outcome and a reasonable expectation of

achieving that outcome and (b) because he or she also expects that the

achievement of the task outcome will result in reward in terms of pay, promotion, job

security, or satisfaction of individual needs physiological, safety, esteem and so

on.

Let us take a look at how the model works. Imagine a manager has as a task goal,

receive good ratings for internal customer service. The choice of this task goal

reflects three things:

The strength of the need for good ratings versus some other goal.

The expectation that this goal can be achieved.


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The record so far suggest that the prospects for such changes are not good. In

Britain there is a tradition of resistance not only on the form , but to the fact of

management education. In others countries , like Germany and Japan , managers

have been more highly educated, but not necessarily in management and certainilynot first in management.

Managing Education versus Educating Managers

The problem facing education may be composed of two distinct elements:

- The first is the reasonable supposition on the part of clients in any vocational

program of education that it should contribute to improved performance.Management education is set to simulate this provision largely by equipping

managers with a mastery of techniques in decision making, statistical skills,

strategic analysis and so on.

- The second potential is related to the capacity to deal with change. Education

is likely to be more effective because , if its well founded and the educated

person is less likely to be shocked by the new, more likely to be simulated to

an understanding of change.

5. Conclusions

As is inevitable for any idea that enjoys wide popularity in managerial and

scholarly circles, total quality management has come to mean different things to

different people. There is now such a diversity of things done under the name "total

quality" that it has become unclear whether TQM still has an identifiable conceptual

core, if it ever did. We begin with a close examination of what the movement's

founders had to say about what TQM was supposed to be, and then we assess how

TQM as currently practiced stacks up against the founders) values and prescriptions.

One of the most important things to learn in forhuman relations are:


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The answer rests on an understanding of what motivation is all about, for it is

motivated workers who ultimately get things done, and without such people no

organization can hope to whatmotivates an individual to act in a given way

Motives: needs, drives, wants, or impulses within the regardless of how wedefine motives; however, motive arouse and maintain activity as well as

determine the general direction of an individual's behavior.

Implementing MOTIVATE, EDUCATE, and CELEBRATE within your

organization will:

Promote teamwork

Improve productivity

Increase profits

Improve retention

Foster employee morale

Enable resource integration

Build a willingness to share insuccess

Return investments due to teamsynergy

Instill a feeling of pride

Improve recruiting

Capture innovative Ideas

Transform Normal associatesinto Engaged associates

Professional development brings productivity, quality, flexibility and automation

to the best performing companies. Educating employees transforms them into

engaged employees that buy into a companys vision and goals, and genuinely

desire the same results. Training specifically refers to learning with the objective of

utilizing the specific knowledge, skills or abilities immediately upon completion. They

will either Use it or Lose it, and it is vital that they Use it.

The success of any organization can ultimately be traced back to motivated

employees. The challenge is to discover what motivate employees. From productivityand profitability to recruiting and retention, motivated, hardworking and happy

employees lead to triumph.

In conclusion, managers should be aware of the available approaches to

understanding interpersonal behavior. This is why it is important to have a cultural

match between the organization and the people.


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6. Bibliography

- Principles of total Quality third edition, Vincent K. Omachonu, Joel E. Ross

- http://www.cliffsnotes.com/study_guide/Management-Philosophies-and-

Motivation.

- http://www.google.com/books

- http://www.teambuildinginc.com

- http://www.nwlink.com/


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Motivation and Education for Quality

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