quality managment

Quality Management

Contents

1.0 Introduction ............................................................................................................. 1  

2.0 Measurement of Service Quality ............................................................................. 2  

2.1 Attributes of Service Quality ............................................................................. 2  

2.2 Measurement of the Service Quality Attributes in Bank of China .................... 3  

3.0 Users and Non-user Survey of Wesley International School .................................. 4  

3.1 Users Survey ...................................................................................................... 5  

3.2 Benefits of Users Survey ................................................................................... 5  

3.3 Design of Users Survey Questionnaire .............................................................. 5  

3.4 Non-user Surveys .............................................................................................. 6  

3.5 Benefits of Non-user Surveys ............................................................................ 6  

3.6 Design of Non-user Survey Questionnaire ........................................................ 6  

4.0 Consultation in Wesley International School .......................................................... 7  

4.1 Importance of Consultation ............................................................................. 7  

4.2 Different Methods of Consultation .................................................................. 7  

4.2.1 Focus Group ......................................................................................... 7  

4.2.2 Individual Interviews ............................................................................ 8  

4.2.3 Parents Meeting .................................................................................... 8  

5.0 Complaints in Wesley International School ............................................................ 8  

5.1 Importance of Complaints Handling ................................................................. 9  

5.2 Procedures of Handling Complaints .................................................................. 9  

6.0 Self-assessment of Wesley International School ................................................... 10  

6.1 Importance of Self-assessment ........................................................................ 10  

6.2 Benefits of Self-assessment ............................................................................. 11  

6.3 Gap Analysis ................................................................................................... 11  

6.4 Using Gap Analysis in Wesley International School ...................................... 12  

7.0 Communications and Record Keeping in Wesley International School ............... 13  

7.1 Importance of Communication ........................................................................ 13  

7.2 Vertical Communication ................................................................................. 13  

7.3 Horizontal Communication ............................................................................. 15  

7.4 Purpose of Record Keeping in School ............................................................. 15  

Quality Management

7.5 Types of School Record .................................................................................. 16  

7.6 Using School Record as Management Strategy .............................................. 17  

8.0 Effective Implementation of Quality Management System .................................. 19  

8.1 Purpose of Quality Management System ........................................................ 19  

8.2 Benefits of Quality Management System ........................................................ 20  

8.3 Eight Principles of Quality Management System ........................................... 21  

8.4 How to Develop a Quality Management System ............................................ 23  

8.5 Quality Audit for Wesley International School. .............................................. 24  

8.5.1 Internal Verification ............................................................................... 25  

8.5.2 External Verification .............................................................................. 25

9.0 Existing System of Wesley International School .................................................. 25  

9.1 Propose New Systems to Wesley International School ................................... 26  

10.0 Conclusion ........................................................................................................... 26  

References ................................................................................................................... 27  

List of Tables

Table 1: Five Broad Dimensions of Service Quality.....................................................2

Table 2: Variables Used To Measure The 5 Dimensions..............................................4

Table 3: Six Purposes of Quality Management System..............................................21

Table 4: Eight Principles of Quality Management System.........................................24

List of Figures

Figure 1: Effective Complaint Handling Systems........................................................10

Figure 2: Gap Analysis in WIS....................................................................................13

Figure 3: The Flow of Vertical Communication..........................................................15

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1.0 Introduction

This assignment provides the understanding of the concept of quality and quality

management and defines it in the context of business and service operation. It aims to

understand a range of quality controls and how service to the customer can be

improved, and apply the principles of quality management to improve the

performance of an organisation.

This report will be divided into two parts, one is the measurement of quality

management, and the other is principle of quality management applied to improve

performances of Wesley International School which includes users and non-users

survey, consultation, complaint, self-assessment, communication and record-keeping,

quality management system and systems of WIS.

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2.0 Measurement of Service Quality

The goal behind this study is to assess the service quality management in banks and

how it impacts the consumer’s decision in choosing one to deal with, via increasing

the brand image in the consumer’s minds through extraordinary services provided by

each in the market, and only the one with the most unique brand positioning would

capture most customers.

2.1 Attributes of Service Quality

The most famous model of service quality was proposed by Parasuraman et al. (1985,

1988). It had five dimensions and can be explained as: Reliability, Responsiveness,

Assurance, Empathy and Tangibles.

Dimension Definition

Tangibles Appearance of physical facilities, equipment, personnel and

written materials.

Reliability Ability to perform the promised service dependably and

accurately.

Responsiveness Willingness to help customers and provide prompt service.

Assurance Employees’ knowledge and courtesy and their ability to inspire

trust and confidence

Empathy Caring, easy access, good communication, customer

understanding and individualized attention given to customers.

Table 1: Five Broad Dimensions of Service Quality

All of the above dimensions are found relevant to banking sector (Zeithaml and Bitner,

1996). Empathy or accessibility is another key related factor that enables customers to

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deal with their banks more easily (Levesque and McDougall, 1996). Communication

is also most important in the banking sector. When customers complaint, the bank

manger should be interested to listen to the customer regarding their complaints

through proper communication channels. Understanding the customer is important for

banks to make the efforts to know customers and their needs. Tangibility is another

important dimension for banks. For instance, customers make inferences about the

service quality on the basis of tangibles of the bank (the buildings, the physical layout

etc.), that surround the service environment because these can have a significant

impact on customers' affective responses (Jamal and Naser, 2002). Besides, the

customers are happy when they can understand their bank statements easily.

Reliability is also important in banking sector. When a bank officer, for instance, says

he/she will call the customer back in 10 minutes to solve the problem, he/she should

do so accordingly. Responsiveness is an important dimension for bank to resolve the

problem of the customers quickly and which is rare in our banking sector.

2.2 Measurement of the Service Quality Attributes in Bank of China

In the changing banking scenario of 21st century, the banks had to have a vital

identity to provide excellent services. Banks have to be of world-class standard,

committed to excellence in customers’ satisfaction, and to play a major role in the

growing and diversifying financial sector nowadays (Balachandran, 2005). Bank of

China was formally established in February 1912 following the approval of Dr. Sun

Yat-sen. From 1912 to 1949, the Bank served consecutively as the country's central

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bank, international exchange bank and specialised international trade bank. Fulfilling

its commitment to serving the public and developing China's financial services sector,

the Bank rose to a leading position in the Chinese financial industry and developed a

good standing in the international financial community, despite many hardships and

setbacks (BOC, 2014).

Dimensions Measurement items / service attributes

Reliability Providing services as promised

Maintaining error free records

Keeping customers informed about when the services will be

performed

Assurance Employees who instill confidence in their customers

Making customers feel safe in their transactions

Employees who have the knowledge to answer customers’

questions

Responsiveness Prompt service to customers

Willingness to help customers

Readiness to respond to customers' request

Empathy Giving customers individual attention

Having customer's best interest at heart

Tangibles Modern looking equipment

Employees who have a neat, professional appearance

Convenient business hours

Convenient branch location

Table 2: Variables Used To Measure The 5 Dimensions

3.0 Users and Non-user Survey of Wesley International School

To get a deeper understanding on the current needs of their customers, Wesley

International School (WIS) conduct regular user and non-user surveys.

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3.1 Users Survey

User surveys are a means of finding out how the software or web site is likely to be

used by a specific set of users, and who these users are likely to be. The answers user

surveys provide must be relevant to the issues that are important to the design

team. User surveys are traditionally carried out by post, but increasingly, the Internet

is used for this purpose (Usabilitynet, 2014). The users of WIS are students and

teachers.

3.2 Benefits of Users Survey

User surveys only offer benefits to a part of users who answer the questions that

design teams raise. Because there are possible a huge number of responders. The

survey can be used easily and helpful, if the correct questions were asked. User

surveys are usually explained statistically. It will give moderately hard to the process

of collecting objective data. Nevertheless, there are many fundamental sources and a

negative designed survey will result in much harm. These parts of respondents have

the most powerful idea about WIS real condition. Therefore, the answer from WIS

users will be more useful.

3.3 Design of Users Survey Questionnaire

There are four categories in this questionnaire. First section is to check the teaching

quality in students’ mind. The second part is to check assessment and feedback. The

third section is the overall satisfaction, and this is to examine how the students feel

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about the general service of WIS. The last section is an opening question, for students

who have special feelings to express (refer to Appendix I).

3.4 Non-user Surveys

Non-user Surveys are designed for people who are not directly using the product or

service. In WIS, the non-users are specifically indicating the parents.

3.5 Benefits of Non-user Surveys

Non-user survey is just providing benefits for the amount of people who answer the

questions and related with WIS indirectly. Non-users can give some advice through

answering this kind of questions and WIS can receive feedback from their answer.

The reason of implementing this is to enhance the satisfaction of non-users. Hence a

good and powerful survey will benefits a lot for both of them. It is very essential for

WIS reputation.

3.6 Design of Non-user Survey Questionnaire

There are four sorts in this questionnaire. First segment is basic information to

distinguish the property of the investigator. Second segment is information to and

from the school; this is to know how well parents think of the communication from

and to WIS. The third segment is dialogue and participation; this is to realise the

parents’ view of their children’s involvements of study. The last segment is

knowledge and expectation, is to ask for suggestions for future development of WIS

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(refer to Appendix II).

4.0 Consultation in Wesley International School

There are many groups of people who are considered to be under-represented in WIS,

one of the main groups being students. WIS constantly strives to hear the voices of

students by using a range of methods to encourage their participation.

4.1 Importance of Consultation

Consultation can be a vital tool that is well planned and carried out in achieving

regulatory best practice. It ensures that the affected parties have a stake in developing

efficient and effective regulation, which, in turn, increases the likelihood of achieving

high compliance and the objectives of the regulation (PC, 2014).

4.2 Different Methods of Consultation

There are many methods of consultation. Some of the main techniques in use are

listed below however this is not a complete list of qualitative or quantitative

approaches available (Westberks, 2014).

4.2.1 Focus Group

Focus group is a group where specific issues are explored in-depth for 1-2 hours

through a structured, but open-ended discussion. Groups typically consist of 5-8

people led by a trained facilitator. It can be a sample of the population as a whole, or

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structured to test the opinion of specific communities of interest. Keeping similar

types of people together helps reduce inhibition and promote discussion. Discussion

may focus on the specific needs of that group, on the quality of a particular service, or

on ideas for a broader policy.

4.2.2 Individual Interviews

One-on-one discussion will last for about an hour and framed around a particular

topic area. Because only one person is being interviewed, people are able to spend a

lot of time finding out what individual people think and developing a more detailed

understanding of the reasons and rationale behind people's attitudes and opinions

Personal, face-to-face contact means that issues can be probed to a greater depth.

4.2.3 Parents Meeting

A parent-teacher conference is a short meeting or conference between the parents and

teachers of students to discuss children's progress at school and find solutions to

academic or behavioral problems. An effective parent-teacher partnership can make a

significant difference in child’s education, and the start of a new semester is an ideal

time to refocus this partnership.

5.0 Complaints in Wesley International School

As the society progresses, consumers have became more sophisticated and

knowledgeable. Expectations are raised as customers are exposed to word class

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service and products. To meet the expectations of demanding customers, schools have

also developed structured complaints handling procedures.

5.1 Importance of Complaints Handling

Good complaint handling can help schools to resolve a problem quickly before it

becomes worse. An effective complaints process will enable the complaint to be

considered by the school at first instance. This provides an immediate opportunity for

WIS to review the matter and provide a remedy where necessary. Complaints that are

not addressed quickly can create significant additional workload for WIS, both in

terms of staff time and resources required. Resolving complaints internally, promptly

and close to source can avoid this.

5.2 Procedures of Handling Complaints

The complaints procedure will be clear for everyone to understand and will give WIS’

customers the confidence that the complaint will be treated confidentially and with no

retribution.

Figure 1: Effective Complaint Handling Systems For School

Step 1- Arrangements for enabling students to make complaints are customer focused,

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visible, accessible and valued and supported by management.

Step 2- Complaints are responded to promptly and handled objectively, fairly and

confidentially to the students. Remedies are provided where complaints are upheld

and there is a system for review.

Step 3- There are clear accountabilities for complaint handling and complaints are

used to stimulate WIS’ improvements (Ombudsman, 2010).

6.0 Self-assessment of Wesley International School

After being in operation for so many years and having a quality management system

in place, it is time for WIS to conduct a self-assessment to check itself.

6.1 Importance of Self-assessment

Self-assessment tools determine the different personality traits in people,

acknowledging that people have more than one type of feeling, but that some are

more dominant than others. These tools come in the form of tests, which ask the taker

a variety of questions. There are no right or wrong answers, only those that show what

type of personality trait is more dominant in a person. Using self-assessment tools, an

employer can determine how key employees look at problems, solve them, work with

others and react to pressure. This allows the employer to place different personality

types together to create the best organisational structure, departments and divisions

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(Smallbusiness, 2014).

6.2 Benefits of Self-assessment

Self-assessment helps learners understand how they learn and identify learning

strategies based on their learning styles. It helps teachers individualise their lessons

based on the goals the students have identified. Self-assessment gives teachers the

necessary information to choose activities that match the different learning styles of

their students (Learnnc, 2014).

6.3 Gap Analysis

Gap analysis is the process through which a company compares its actual

performance to its expected performance to determine whether it is meeting

expectations and using its resources effectively. Gap analysis seeks to answer of

Current state) and Target state（Investopedia, 2014）.

An effective gap analysis is an important tool in business analysis and project

planning, allowing us to understand the scale of change, and the work needed, to

achieve desired results. A Gap Analysis can give decision makers a comprehensive

overview of the entire company or particular function such as accounting, information

technology or operations. This allows directors and executives to determine whether

the department or organisation has the resources to meet their mission, goals and

objectives. In addition, a company can allocate limited resources and design efficient

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budgets by taking into account its main concerns. Priorities are categorised as high,

medium and low; the classification does not necessarily mean the priority has a higher

ranking over others for attention or resources, but may help when conducting further

investigation into issues. The gaps between expectations and experiences generally

lead to dissatisfaction. Therefore measuring these gaps is the first step to stakeholder

satisfaction.

6.4 Using Gap Analysis in Wesley International School

In the figure below, it shows the gap analysis of WIS. First of all, the highest line

indicates the future state that WIS wants to be in few years. The lower one shows the

current situation of WIS. The blank between the two lines are called gap. Gaps

between the two circumstances are essential for WIS future devolvement. However,

weakness of WIS is the lack of complaint system, students and teachers haven’t had a

formal channel to express their feelings when they met unfairly behaviour. What

should WIS do to achieve the goal of the best vocational school in Dongcheng

District is to build a perfect complaints handling system. Although it hasn’t done yet

which led a hugh gap between reality and fantacy.

Future state

Current situation

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Figure 2: Gap Analysis in WIS

7.0 Communications and Record Keeping in Wesley International School

Quality management schemes such as ISO9000 and TQM are most commonly used in

every organisation.

7.1 Importance of Communication

Communicating effectively is the cornerstone of education. Without effective

communication ideas, directions, and thoughts are lost or misunderstood. In education

this can have serious repercussions. Students may not understand lecture material,

Para educators may not understand directions given to them, and teachers may not

understand that a gap in communication is forming. In order to be understood in the

manner in which they intend they must learn to communicate effectively (UNL,

2014).

7.2 Vertical Communication

Vertical communication occurs between hierarchically positioned persons and can

involve both downward and upward communication flows. Downward

communication is more prevalent than upward communication. Larkin and Larkin

(1994) suggest that downward communication is most effective if top managers

communicate directly with immediate supervisors and immediate supervisors

communicate with their staff. A wealth of evidence shows that increasing the power

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of immediate supervisors increases both satisfaction and performance among

employees. This was first discovered by Donald Pelz (1952) and is commonly

referred to as the Pelz effect. Pelz was attempting to find out what types of leadership

styles led to employee satisfaction (informal/formal, autocratic/participative,

management oriented/front line-oriented). He found that what matters most is not the

supervisor’s leadership style but whether the supervisor has power. One-way to give

supervisors power is to communicate directly with them and to have them provide

input to decisions. Ensuring that supervisors are informed about organisational

issues/changes before staff in general, and then allowing them to communicate these

issues/changes to their staff, helps reinforce their position of power. When the

supervisor is perceived as having power, employees have greater trust in the

supervisor, greater desire for communication with the supervisor, and are more likely

to believe that the information coming from the supervisor is accurate (Roberts and

O’Reilly 1974). Jablin (1980), after reviewing almost 30 years of research,

pronounced the Pelz effect to be “one of the most widely accepted propositions about

organisational communication. (Orgcommunication-Nanda, 2007)”

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Figure 3: The Flow of Vertical Communication

So, vertical communication is the communication where information or messages

flows within the top level of the organisational structure and bottom level of the

organisational structure (Thebusinesscommunication. 2014).

7.3 Horizontal Communication

Horizontal communication is the transmission of information between people,

divisions, departments or units within the same level of organisational hierarchy.

Horizontal communication is often referred to as lateral communication.

Horizontal communication presents some distinct advantages. It decreases

misunderstanding between departments working on the same project, thereby

increasing efficiency and productivity. It may result in better implementation of

top-level decisions because teachers on lower levels are permitted to coordinate

(Education-Portal, 2014).

7.5 Purpose of Record Keeping in School

Records as defined as information or data on a particular subject collected and

preserved Record keeping is a critical component of refining strategies because the

records can help schools spot patterns and suggest improvements. Record keeping

will also make it easier to construct formal and informal reports on the progress of the

child with a cochlear implant, and may be required by law for a child with an

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Individualized Education Plan (Cischooltoolki, 2014). School records serve as a bank

in which information is deposited and kept with the hope of retrieving and utilizing in

the future. Proper keeping of school records could enhance planning process, serve as

historical record, provide knowledge on students academic performance and facilitate

schools’ financial administration. It will also provide a basis for advisory and

counseling services.

7.6 Types of School Record

On regular basis, information on school personnel (pupils, teachers and non-teachers),

facilities, funds and school activities, are collected and preserved. This collection

becomes school records. School records are therefore information or data that are

collected on various aspects of a school and preserved for future use. School records

include

(i) A register of admission and withdrawal

(ii) A register of attendance

(iii) A logbook

(iv) A cashbook

(v) A visitor’s book

(vi) A copy of education law

(vii) Scheme of work

(viii) Teacher’s record of work

(ix) School timetable

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(x) Corporal punishment book

(xi) Counterfoils of transfer and leaving certificates, and

(xii) Minutes book of the Board of Governors. (Olagboye, 2004 p. 122)

7.7 Using School Record as Management Strategy

One purpose a school record can serve is to assist in effective management of the

school. Managers are required to keep records not only because it is a statutory duty

but because of its value in improving management practices. School records can

enhance managerial duty performances in the following area:

(i) Planning for resource acquisition and utilization

Resources such as teachers, non-teachers and students, constitute the personnel in the

school. They are to be absorbed into the school in adequate quantity and quality. Also,

facilities that would be needed in the school should be determined by the

administration. Records such as students’ admission and attendance registers, school

inventories book and teachers’ register will be consulted in order to plan for

acquisition of the resources. Their utilization should also be planned for when records

are consulted.

(ii) Student and staff personnel services

Teachers’ office accommodation and students’ classroom accommodation should be

provided in school. Also, teachers and students’ school and classroom attendance and

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movement during school periods should be monitored. Another aspect of personnel

services is control and modification of students’ and staff behavior. Records such as

students attendance register, staff time book, staff movement book, students class

records book, teachers class record book, corporal punishment book, staff personal

file and, students personal file will be administratively relevant in this situation. As

stated by Akube (1991) when people are aware that records are being kept about them,

they tend to be more careful in their general behavior. Moreover, government

regulations on what to do (course content, curriculum) who do it (personnel) when to

do it (time) where to do it (educational institutions) and how to do it (methodology,

funding, and facilities required), are vital to school management. These are contained

in the education law and the National Policy on education that are to be kept in

school.

(iii) Financial management

When financial transactions are properly documented and kept in records, incidence

of fraud, overspending and financial waste, will be curtailed to large extent. Records

such as cashbook, bank account book, chequebook, account ledger and receipt for

payments, are useful records for this purpose.

(iv) Improvement of instructional

Programme could be achieved when records such as lesson plan, scheme of work and

record of work are kept. Teacher’s activities could be controlled and monitored when

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records of what has been done and what should be done within a period are checked.

The teacher could advise praised encouraged and directed as appropriate.

(v) Maintenance of effective interpersonal relationship with the community and

external agencies.

Record such as visitors book, Parent-Teachers Association minute book and Board of

Governor’s book, constitute points of reference of fostering good relationship

between school and external bodies, knowing their needs and getting the needs of the

school across to them.

8.0 Effective Implementation of Quality Management System

The quality management scheme that WIS currently has is being loosely managed

with no specific person-in-charge to ensure that quality is currently assured.

8.1 Purpose of Quality Management System

A quality management system is a management technique used to communicate to

employees what is required to produce the desired quality of products and services

and to influence employee actions to complete tasks according to the quality

specifications. There are six purposes of quality management system (Abahe, 2014).

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✔ Establishes a vision for the employees.

✔ Sets standards for employees.

✔ Builds motivation within the company.

✔ Sets goals for employees.

✔ Helps fight the resistance to change within organisations.

✔ Helps direct the corporate culture.

Table 3: Six Purposes Of Quality Management System

8.2 Benefits of Quality Management System

The trend of implementing a quality management procedure is gaining popularity in

all organisations, since there are tremendous benefits in using a quality management

system. Some of the benefits are explained below (Brighthubpm, 2011):

l Customer Satisfaction

A fully recognised and implemented quality management system will ensure that the

customer is satisfied by meeting their requirements, and will thus enhance the

confidence of the customer. Attaining customer satisfaction is a great achievement for

the organisation that will assist in capturing the market, or increase the market share.

l Increase in production

Improved production is achieved due to proper evaluation techniques being applied,

and betters training of the employees. A strict process control is directed

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towards performance consistency, and less scrap. Supervisors experience less late

night problematic phone calls, since the employees are trained on troubleshooting.

l Improvements in internal communications

The quality management system emphasizes the issues related to operations

management. This encourages frequent interaction between project departments or

groups, and promotes harmony. All these factors contribute to improved quality, and

customer satisfaction.

8.3 Eight Principles of Quality Management System

According to ISO 9000, the ISO 9001 and 9004 standards are based

on eight quality management principles. These principles were chosen because they

can be used to improve performance and achieve success (ISO, 2012).

1 Customer focused Organisations rely on customers. Therefore:

- Researching and understanding customer needs and

expectations

- Ensuring that the objectives of the organisation are

linked to customer needs and expectations

2 Leadership Organisations rely on leaders. Therefore:

- Setting challenging goals and targets

- Creating and sustaining shared values, fairness and

ethical role models at all levels of the organisation

3 Involvement of

people

Organisations rely on people. Therefore:

- Improve the way of representing the organisation to

customers, local communities and society at large

- Accept ownership and responsibility to solve problems.

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4 Process approach Organisations are more efficient and effective

when they use a process approach. Therefore:

- Systematically defining the activities necessary to obtain

a desired result

- Establishing clear responsibility and accountability for

managing key activities

5 System approach to

management

Organisations are more efficient and effective

when they use a systems approach. Therefore:

- Structuring a system to achieve the organisation’s

objectives in the most effective and efficient way

- Estimate the resource requirements and establish

resource constraints prior to action

6 Continual

improvement

Organisations are more efficient and effective

when they continually try to improve. Therefore:

- Employing a consistent organisation-wide approach to

continual improvement of the organisation’s performance

- Making continual improvement of products, processes

and systems an objective for every individual in the

organisation.

7 Factual approach to

decision making

Organisations perform better when their

decisions are based on facts. Therefore:

- Ensuring that data and information are sufficiently

accurate and reliable

- Making decisions and taking action based on factual

analysis, balanced with experience and intuition.

8 Mutually beneficial

supplier

relationships

Organisations depend on their suppliers

to help them create value. Therefore:

- Establishing relationships that balance short-term gains

with long-term considerations

Table 4: Eight Principles Of Quality Management System

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8.4 How to Develop a Quality Management System

The first requirement is to ensure that top management sees the need for a quality

management system and is committed to support its creation, implementation and

maintenance. This may be a huge first step if management is satisfied with the status

quo. They may not see any benefit to having standardized procedures, which even

they must comply with. They may not understand the benefits of corrective action,

management reviews, measuring quality or any other processes requiring them to

change behaviors. Management also should understand that without the goal of

certification to an ISO 9001-based standard, the likelihood that a quality management

system will be created, implemented and maintained is nil (Qualitymag, 2010).

The second requirement is for top management to establish the goals of the quality

management system. These goals should be both general and specific. A general goal

may be to obtain certification by a certain date. More specific goals may include the

establishment of process measures and objectives; obtain more control over certain

processes, improved efficiencies, etc. Establishing goals will help the organisation

focus on what is truly important. Goals for implementing the quality management

system should include a commitment to a schedule. Without a schedule, the goal of

certification will not happen.

The third requirement is for the organisation to define the scope of the quality

management system. This may be a simple exercise for organisations with one site

and product line. However, it becomes a more complex task for organisations with

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multiple locations and product lines. Complex or multi-site organisations sometimes

attempt to carve up their processes and designate those that will be subject to the

requirements of the quality management system versus those that will do not need to

comply. These decisions are often made based on internal politics rather than

common sense. For example, the sales department may promote obtaining ISO 9001

certification but rarely sees the need to be part of the quality management system.

Some departments may attempt to exclude themselves from the scope of the quality

management system with the belief that they possess special circumstances that allow

the exclusion. Top management will need to confirm that everyone is an active

participant as most everything an organisation does is related to the quality of its

products and services.

Another requirement for the quality management system is customisation. It is

unfortunate that some organisations are still attempting to purchase “off-the-shelf”

documentation that, often, is general enough to apply to almost any organisation, yet

provides no real requirements. If there are no real requirements, then the

documentation provides no instructional information to those internal to the

organisation.

8.5 Quality Audit for Wesley International School.

Quality audit is the process of systematic examination of a quality system carried out

by an internal or external quality auditor or an audit team.

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8.5.1 Internal Verification

Internal verification is a system of quality checks made by the Internal Verifier within

WIS. Every year in grade 3 and 4 has the internal audit. The checks ensure that

assignments have been written correctly and assessment decisions are accurate and

fair. It is a recorded discussion between two or more professionals to ensure accuracy,

fairness, consistency and quality of assessment. It does not involve the learner.

8.5.2 External Verification

External verification is a quality check by an expert called a Standards Verifier who is

a sector expert, appointed by Edexcel to check that assessment is accurate, consistent

and of high quality. Every year, there will be a expert visit WIS to check the work for

grade 3 and 4 students. Standards Verifiers are appointed for their subject expertise

and their knowledge of BTEC programme. They have current or recent experience in

delivering programme. All Standards Verifiers undergo regular training and Edexcel

senior staff monitors their work. International Quality and Assessment Advisors

monitor their work and reports.

9.0 Existing System of Wesley International School

For now, WIS is using the worldwide system. It cannot keep up with the latest

modern society. There is still a lot need to be improved. In the next part, there will be

a proposal of a new system to change the current situation of WIS.

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9.1 Propose New Systems to Wesley International School

With the development of technology, studying online no longer a dream for students

in China. WIS can consider distance learning. Firstly, it can save a lot of cost for

hiring teachers and it can save lots of resources. Secondly, students don’t need to

come a long way to school. It can save a lot of time. Thirdly, different people learn

differently. Based on this principle, students can choose the course that best fits them.

Which also means individualism. This can help students learn more effectively. If

WIS can adopt this suggestion, it will change school’s current circumstances

enormously.

10.0 Conclusion

This assignment has successfully demonstrated the concept of quality and quality

management and defined it in the context of business and service operation.

This report had written into two parts, in the first section, the measurement of quality

management has been discussed, and in the next sector the principle of quality

management applied to improve performances of Wesley International School which

includes users and non-users survey, consultation, complaint, self-assessment,

communication and record-keeping, quality management system and systems of WIS

have been explained.

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References

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[Accessed 20 June 2014]

Akube, A.U. (1991). Classroom organisation and management: A 5-point strategy.

Ibadan: wisdom Publishers Ltd.

Brighthubpm, (2011), What Are The Benefits of a Quality Management System,

Available at:

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quality-management-system/ [Accessed 23 June 2014]

Balachandran, M., 2005, “Strategic Model for Re-positioning of PSBs”, IBA Bulletin,

Vol. XXVII No.8, pp.5-8.

BOC, (2014), Bank of China Overview, Available at:

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June 2014]

Cischooltoolki, (2014), Importance of Record Keeping, Available at:

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Cgiar-ilac, (2009), User-Surveys, Available at:

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Contemporary Management Research Service Quality Index: A Study on Malaysian

Banks, Pages 109-124, Vol. 5, No. 2, June 2009

Education-Portal, (2014), Horizontal Communication: Definition, Advantages,

Disadvantages & Examples, Available at

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http://education-portal.com/academy/lesson/horizontal-communication-definition-adv

antages-disadvantages-examples.html#lesson, [Accessed 22 June 2014]

ISO, (2012), Quality Management Principles, Available at:

http://www.iso.org/iso/qmp_2012.pdf, [Accessed 22 June 2014]

Investopedia, (2014), Gap Analysis, Available at:

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Ombudsman Western Australia GUIDELINES Effective handling of complaints

made to your organisation - An Overview Revised November 2010

Onifade, A. (2004). Management: Office. Business. Education. Abeokuta: KAPPCO

Nigeria Limited

Orgcommunication-Nanda, (2007), Vertical, Horizontal, and Diagonal

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Daily graphics (Nigeria) Limited.

PC, (2014), The Importance Of Community Consultation, Available at:

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Parasuraman, A., Zeithaml, V. and Berry, L., 1988, “SERVQUAL- a multiple-item

scale for measuring consumer perception of service quality”, Journal of Retailing,

Vol.64 No.1, pp. 12-40

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Qualitymag, (2010), Creating-A-Quality-Management-System, Available at:

http://www.qualitymag.com/articles/87050-creating-a-quality-management-system

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McGraw Hill, New York, NY and London.

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Appendix I--- Users Survey Questionnaire

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User Survey (Students)

This is an anonymous survey for WIS students. For each statement, show the

extent of your agreement or disagreement by putting a tick (✓) to the answer

which best reflects your current view of the course as a whole.

The teaching on my course

Staff is good at explaining things:

2. Staff has made the subject interesting

3. Staff is enthusiastic about what they are teaching

4. The course is intellectually stimulating

a. Definitely agree b. Mostly agree c. Neither agree nor disagree

d. Mostly disagree e. Definitely disagree f. Not applicable

a. Definitely agree b. Mostly agree c. Neither agree nor disagree

d. Mostly disagree e. Definitely disagree f. Not applicable

a. Definitely agree b. Mostly agree c. Neither agree nor disagree

d. Mostly disagree e. Definitely disagree f. Not applicable

a. Definitely agree b. Mostly agree c. Neither agree nor disagree

d. Mostly disagree e. Definitely disagree f. Not applicable

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Assessment and feedback

5. The criteria used in marking have been clear in advance

6. Assessment arrangements and marking have been fair

7. Feedback on my work has been prompt

8. I have received detailed comments on my work

9. Feedback on my work has helped me clarify things I did not understand

a. Definitely agree b. Mostly agree c. Neither agree nor disagree

d. Mostly disagree e. Definitely disagree f. Not applicable

a. Definitely agree b. Mostly agree c. Neither agree nor disagree

d. Mostly disagree e. Definitely disagree f. Not applicable

a. Definitely agree b. Mostly agree c. Neither agree nor disagree

d. Mostly disagree e. Definitely disagree f. Not applicable

a. Definitely agree b. Mostly agree c. Neither agree nor disagree

d. Mostly disagree e. Definitely disagree f. Not applicable

a. Definitely agree b. Mostly agree c. Neither agree nor disagree

d. Mostly disagree e. Definitely disagree f. Not applicable

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Overall satisfaction

10. Overall, I am satisfied with the quality of the course

Looking back on the experience, are there any particularly positive or negative

aspects of your course you would like to highlight? (Please use the boxes below.)

Please ensure that your comments do not identify you individually.

Thank you for your time in completing this survey. Your answers will help to

better plan the long-term development of WIS.

a. Definitely agree b. Mostly agree c. Neither agree nor disagree

d. Mostly disagree e. Definitely disagree f. Not applicable

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Appendix II--- Non-User Survey Questionnaire

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Non-user Survey (Parents)

Dear Parents,

WIS is currently undertaking long term planning for its future development. To

help us with this process we are inviting you to take part in this survey. All

responses are completely anonymous.

Basic Information

1. Tick the box for the grade your child is attending:

2. Which of the parents or guardians filled in the form?

1st GRADE

2nd GRADE

3rd GRADE

4th GRADE

I am a single provider

Both parents/guardians

The father/male guardian

The mother/female guardian

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Information to and from the school

Below are two statements about how you as parents/guardians evaluate the

communication of information to and from the home and school. Tick the appropriate

box for each statement to show how much you agree or disagree with the statement.

Totally

agree

Partly

agree

Neutral Partly

disagree

Totally

disagree

3.The school informs

me/us about my/our

child's development

4. I/we inform the school

about my/our child's

development

Dialogue and participation

Below are some statements about how you as parents/guardians evaluate various

aspects of the co-operation with the school. Tick the appropriate box for each

statement to show how satisfied or dissatisfied you are with the statement.

Very

satisfied

Somewhat

satisfied

Neutral Somewhat

dissatisfied

Very

dissatisfied

5. Communication

between home and

school.

6. Opportunities

you have to

influence the

learning offered to

the child.

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Knowledge and expectations

Below are some statements about how you as parents/guardians evaluate your own

knowledge about education legislation and regulations and school’s expectations to

you. Tick the appropriate box for each statement to show how much you agree or

disagree with the statement.

Totally

agree

Partly

agree

Neutral Partly

disagree

Totally

disagree

7. I/we have good knowledge

of our rights and obligations

as parents pursuant to

legislation and the school

curriculum

8. I/we have good knowledge

of how I/we can lodge an

appeal and the procedure in

appeal cases

9. The school has informed

me/us about what adapted

learning means for our child

Please feel free to add any further comments, ideas, opinions in the space below:

Thank you for your time in completing this survey. Your answers will help to

better plan the long-term development of WIS.