Building Training on the Pillars: Applying Total Quality in the Classroom.

Autor/inn/en	Gallagher, Jo D.; und weitere
Titel	Building Training on the Pillars: Applying Total Quality in the Classroom.
Quelle	(1995), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Environment; College Instruction; Data Collection; Educational Philosophy; Faculty Development; Higher Education; Human Resources; Labor Force Development; Research Methodology; Teaching Methods; Total Quality Management + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Hochschullehre; Data capture; Datensammlung; Bildungsphilosophie; Erziehungsphilosophie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Humankapital; Arbeitskräftebestand; Research method; Forschungsmethode; Teaching method; Lehrmethode; Unterrichtsmethode; Quality management; Qualitätsmanagement
Abstract	This paper focuses on the application of total quality management (TQM) in human resources development. It analyzes writings of five leading total quality authors from which four basic principles, or pillars, are derived as the basis for the application of total quality within the instructional setting. The pillars are: (1) customer satisfaction; (2) continuous improvement; (3) speaking with facts, i.e., collecting data so that valid conclusions may be drawn and decisions, including those made by management, may have a basis in these same facts; and (4) respect for people, both learners and instructional staff. Process strategies were developed for actualizing the four pillars in an educational setting. They were applied in two university courses, one an introductory course in human resources development, and the other a course on implementing TQM. A number of strategies, activities, forms and other documents developed in the pilot efforts have been implemented in courses in other settings. Implications of these pillars for human resources development suggest that, once exposed to this approach, people who may have thought of themselves in preservice training as employees or learners, see themselves as customers with needs and desires to satisfy, and that false expectations can be created if there is no opportunity to change instruction during the course or if the instructor does not have the ability to make the changes. Finally, skill in managing small instructional groups is essential for ensuring the success of experiential learning. (ND)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC