1. Total Quality Management and
Transformational Leadership in
Private Schools
Bernardino C. Abundo, Jr.
Graduate Student
PhD EM 518

2. BACKGROUND

3. While many of us may feel that we are
now all part of the quality movement,
there is still a huge gap between the
rhetoric and real understanding. The
philosophies of the pioneers of the
quality movement, Deming, Juran and
Crosby, have not been translated very
accurately into the practice of
education

4. TQM as a management model, with
its emphasis on leadership, strategy,
teamwork, rigorous analysis and
self-assessment, has a universal
message.
 TQM in education has as its
message the idea that every
student has worth and demands the
best possible chance in life

5. Total Quality Management (TQM)
• Total - made up of the whole
• Quality - degree of excellence a product or
service provides
• Management - act, art or manner of
planning, controlling, directing,….
Therefore, TQM is the art of managing theTherefore, TQM is the art of managing the
whole to achieve excellencewhole to achieve excellence.

6. What does TQM mean?
Total Quality Management means that the
organization's culture is defined by and
supports the constant attainment of
customer satisfaction through an
integrated system of tools, techniques, and
training. This involves the continuous
improvement of organizational processes,
resulting in high quality products and
services.

7. “DO THE RIGHT THINGS RIGHT
THE FIRST TIME, EVERY TIME.”
What’s the goal of TQM?

8. Another way to put it
• Total Quality Management (TQ, QM or TQM) and
Six Sigma (6σ) are sweeping “culture change”
efforts to position a company for greater
customer satisfaction, profitability and
competitiveness.
• TQ may be defined as managing the entire
organization so that it excels on all dimensions of
products and services that are important to the
customer.
• We often think of features when we think of the
quality of a product or service; TQ is about
conformance quality, not features.

9. A Quality Management System Is…
• A belief in the employee’s ability to solve
problems
• A belief that people doing the work are best
able to improve it
• A belief that everyone is responsible for
quality

10. Elements for Success
• Management Support
• Mission Statement
• Proper Planning
• Customer and Bottom Line Focus
• Measurement
• Empowerment
• Teamwork/Effective Meetings
• Continuous Process Improvement
• Dedicated Resources

11. Measurement
Measurement
Measurement
Measurement
Empowerment/
Shared Leadership
Process
Improvement/
Problem
Solving
Team
Management
Customer
Satisfaction
Business
Results
The Continuous Improvement Process
. . .

12. Philosophical Leaders of the Quality Movement
 Philip Crosby
 W. Edwards Deming
 Joseph M. Juran
 Each has slightly different definitions of what quality is and how to
achieve it, but they all had the same general message:
 To achieve outstanding quality requires:
 quality leadership from senior management,
 a customer focus,
 total involvement of the workforce, and
 continuous improvement based upon rigorous analysis of processes.

13. Modern History of Quality Management
• Frederick W. Taylor wrote Principles of Scientific Management in 1911.
• Walter A. Shewhart used statistics in quality control and inspection, and showed
that productivity improves when variation is reduced (1924); wrote Economic
Control of Manufactured Product in 1931.
• W. Edwards Deming and Joseph M. Juran, students of Shewhart, went to Japan in
1950; began transformation from “shoddy” to “world class” goods.
• In 1960, Dr. K. Ishikawa formalized “quality circles” - the use of small groups to
eliminate variation and improve processes.
• In the late ‘70’s and early ‘80’s:
– Deming returned from Japan to write Out of the Crisis,
and began his famous 4-day seminars in the United States
– Phil Crosby wrote Quality is Free
– NBC ran “If Japan can do it, why can’t we?”
– Motorola began 6 Sigma

14. Modern History of Quality Management
Deming’s 14 Points
1. Create constancy of purpose for improvement
2. Adopt a new philosophy
3. Cease dependence on mass inspection
4. Do not award business on price alone
5. Work continually on the system of production and service
6. Institute modern methods of training
7. Institute modern methods of supervision of workers
8. Drive out fear
9. Break down barriers between departments
10. Eliminate slogans, exhortations, and targets for the work force
11. Eliminate numerical quotas
12. Remove barriers preventing pride of workmanship
13. Institute a vigorous program of education and retraining
14. Take action to accomplish the transformation

15. History of Quality Management
Deming’s Concept of “Profound Knowledge”
 Understanding (and appreciation) of Systems
- optimizing sub-systems sub-optimizes the total system
- the majority of defects come from systems, the responsibility of
management (e.g., machines not in good order, defective material, etc.
 Knowledge of Statistics (variation, capability, uncertainty in data, etc.)
- to identify where problems are, and point managers and workers
toward solutions
 Knowledge of Psychology (Motivation)
- people are afraid of failing and not being recognized,
so they fear how data will be used against them
 Theory of Knowledge
- understanding that management in any form is a prediction, and is
based on assumptions

16. History of Total Quality
Dr. Joseph M. Juran (1991):
He is most renowned for coining the phrase “fitness
for use or purpose”. The importance of this idea is
that a product or service can meet its specification
and yet not be fit for its purpose. The specification
may be faulty or it may not accord with what the
customer wants. Meeting specifications may be a
necessary condition of quality in most instances but it
is not a sufficient one. Today, the workforce is
educated. Workers know what is needed to improve
their jobs, and companies that do not tap into this
significant source of knowledge will truly be at a
competitive disadvantage.”

17. History of Total Quality
According to Phil Crosby, Quality is . . .
An attitude:
- Zero Defects
- Continuous Improvement
A measurement:
- Price of Conformance, plus
- Price of Nonconformance (defects)

18. TQ: Transforming an Organization
From
Motivation through fear and loyalty
To
Motivation through shared vision
Attitude: “It’s their problem” Ownership of every problem
affecting the customer
Attitude: “the way we’ve always done
it”
Continuous improvement
Decisions based on assumptions/
judgment calls
Decisions based on data and facts
Everything begins and ends with
management
Everything begins and ends with
customers
Crisis management and recovery Doing it right the first time
Choosing participative OR scientific
management
Choosing scientific AND
participative management

19. Transformational Leadership
• Pioneers: Burns (1978), Bass (1985): Three main types of leadership
• Laissez-Faire leadership: absence of transactions with followers. These
leaders avoid expressing views or taking action, avoid or delay decisions,
ignore responsibility, provide little feedback. Most passive, least effective
of three types.
• Transactional leadership: motivate followers by exchanging rewards for
services. Leaders identify what followers want and try to provide it as
reward for effort. Respond to followers’ immediate self-interest.
Exchanges are economic: pursued on basis of cost-benefit.
– Contingent reward leadership: leader behaviors focus on role and task
requirements; provide rewards contingent on performance.
– Active management-by-exception: leaders maintain high levels of
vigilance to ensure standards are met; take corrective action quickly.
– Passive management-by-exception: leaders fail to intervene until
problems are serious.
• Transformational leadership: leadership is expanded to go beyond simple
exchanges and agreement.

20. Transformational Leadership
Transformational leadership posits four main
dimensions (the 4 I’s):
• Idealized Influence
• Inspirational motivation
• Intellectual motivation
• Individualized consideration

21. Idealized Influence
• Idealized influence: builds trust, respect in followers, thus
forming basis for acceptance of big changes.
• Leaders display conviction and high standards of conduct,
share risks, consider needs of others first, and never use
power for personal gain. Followers admire and trust leader
and thus buy into mission, even if it requires radical changes
in the organization.
• Attributed idealized influence: followers perceive leader as
being charismatic, confident, powerful, and focused on
higher-order ideals.
• Idealized influence as behavior: charismatic actions of leaders
that focus on values, beliefs, and sense of mission

22. Inspirational Motivation
• Listen and acknowledge concerns
• Remember this is not about you
• Stop giving information- the employee is not
hearing you
• Have tissues available
• Offer to end the meeting or give the
employee a moment to “pull themselves
together”

23. Inspirational Motivation
• Inspirational motivation: changes expectations of
group members: problems CAN be solved
• Develops appealing vision to guide development of
organizational goals and operating procedures
• Leader behaviors provide meaning, challenge for
followers
– Project attractive and optimistic future
– Emphasize ambitious goals
– Create idealized visions for organizations
– Clearly communicate that vision is obtainable
– Results: team spirit, enthusiasm, optimism, goal
commitment, shared vision within the work group

24. Intellectual Stimulation
• Intellectual stimulation: encourage followers’
creativity—question old assumptions, traditions
and beliefs, reframe problems
– Encourage followers to design new procedures and
programs and solve problems
– Encourage unlearning—eliminate fixation on “way
we’ve always done it”
– Insist on constant open examination of procedures,
receptivity to change
– Nothing is sacred: any procedure, policy, or operation
can be contested on the merits

25. Individualized Consideration
Individualized consideration: leaders pay particular attention
to each individual’s needs for growth and achievement
– Leaders act as mentors—help followers and colleagues develop
potential and take responsibility for own development
– Create new learning opportunities in supportive climate
– Recognize and accept individual differences in needs and values
– Use two-way communication, and interact personally with
others

26. Total Quality Management in
EDUCATION

27. According to Deming, a system of quality
improvement is helpful to anyone who
turns out a product or is engaged in
service, or in research and wishes to
improve the output of the organization.
The industrial analogy that compares workers
and managers to students and teachers is
accurate and appropriate. In schools,
students are the workers and products.
Teachers and administrators are
managers.

28. The hierarchy looks like this:
1.Students are the workers and the
products. The difference between success
and failure of the school depends on the
quality of their work.
2.Teachers are the first level managers.
Therefore the teacher will be leader of the
class, emphasizing quality through non-
coercive management featuring student as
worker and teacher as coach, provoking
the students to learn how to learn and
thus to teach themselves.

29. 3. Administrators are middle and upper level
management. The productivity of any school
depends mostly on the skills of those who
directly manage the workers, i.e., the
teachers. According to Deming, their success
in turn depends on how well they are
managed by the administration above them.
Therefore, any attempt at educational quality
are best centered around organizational
improvement efforts.
4. The Board of Education is the board of directors
thus responsible directly to the clients, and board
members are overseers of the administration.

30. Management by Result is no longer sufficient
to deal with the problems schools are facing.
In order to promote total quality, there is a
need to:
1. Quality Characteristics 1 - Change
Management Philosophy.
The new management philosophy focuses on
achieving quality, which is defined as meeting
and exceeding the needs and expectations of
clients.

31. A second focus is on the acceptance and
pursuit of continuous improvement as the
only useful standard or goal.
The philosophy holds that example and
experience teach little about theory, and that
experience is not always useful knowledge.
However, the new philosophy is based on the
acquisition and application of knowledge. This
knowledge referred to as profound knowledge

32. Four Components of Profound Knowledge
In order to provide leadership for total quality,
people in leadership must be able to
understand and apply these concepts:
1.Systematic Thinking – this is the interdependence
of functions with their sub-processes and of the
organization with its people. (a network of
interdependent components that work together)
2.Theory of Variation – this is the understanding
of the difference between common and
special causes. An understanding of variation
will enable

33. Educational leaders to work toward quality
within the framework of individual
differences. The existence of variation is why a
state of zero defects does not occur and why
numerical goals are not feasible.
3. Theory of Knowledge – only through a theory
of knowledge can one understand the past
and predict the future. A major component of
total quality management is prediction. Only
through prediction and long-term perspective
can schools expect to succeed over a long
period of time.

34. 4. Knowledge of Psychology – the new
philosophy is based on the understanding of
people and their differences, and a
commitment to applying systematic thinking
to the people system. School leadership’s aim
is to free-up the potential of the different
attributes of the people of the organization.
Central to this new management will be the 14
points of W. Edwards Deming, derived from
industry and geared toward a program of total
quality management:

35. Deming Point 1 – Constancy of Purpose
Educational programs like business and
industry must have a purpose and that
“reason for existence” must be spelled out
in a mission statement. Deviating from a
common assumption, Deming states that
making money is not the primary
purpose of business. On the contrary, he
says, that staying in business and
improving products and services should
be the main mission.

36. In a similar fashion “raising test scores”should
not be the primary focus of schools. Education,
like business, needs to focus on its products and
services. In schools the student is both the
worker as well as the product and we need to
provide those services that will help students
acquire basic skills and become productive
citizens.
The effectiveness of a mission statement in
directing the course of a business or educational
enterprise is directly dependent upon the degree
to which the CEO, Superintendent or Principal
fully supports that mission with the employee’s
concurrence.

37. Unless the employees see concrete
evidence of top management support and
involvement they will not actively buy
into the mission.
In control theory terminology, the
mission statement should become a part of
thequality world of all participants who
will then gauge their behaviors against
this accepted purpose.
In terms of reality therapy techniques,
when we askpersons what they want we
are simply looking for their personal
mission statement.

38. Deming Point 2 – Adopt the New Philosophy
“Quality Approach” must become thenew
philosophy. Business can no longer live with
poor workmanship, bad materials, sullen
service or poorly trained employees.
Education cannot continueto accept high
dropout rates, poor teaching and lowered
student performance. What is needed is a
transformation of management styles from boss
to lead management.Teachers and
administrators must become familiar with
control theory and reality therapy in order to
implement lead management techniques and
institute a quality education program.

39. Deming Point 3 – Cease Dependence on
Mass Inspection
Quality comes not from inspection but from
improvements of the process.
In education, teachers need to involve the
student as a worker to evaluate the quality of his
or her work, product or outcome. When
students buy into the self-evaluation process the
quality of their work is greatly enhanced.
Using reality therapy techniquesto find out what
students want and what they are doing to get
what they want sets the stage for this process of
selfevaluation.

40. Deming Point 4 – End Practice of
Awarding Business on Price Tag Alone
According to Deming, price has no meaning
without a measure of the quality being
purchased.
In education we can cite a number of examples.
When school districts maintain such high class
size averages that students are failing because of
the lack of close supervision, they don’t seem to
take into consideration theadditional cost it
takes for students to repeat a class.

41. Deming Point 5 – Improve Constantly
In education, instead of “quick fix”, we should
be looking at the system and examine our goals
and mission.
Examination of long and short range goals is a
sign that we are beginningto focus more on
improving the system rather than laying more
on to students i.e. lengthening the school day,
school year and toughening academic standards.
It is important to remember that improvement is
not a one time effort but is an ongoing process in
schools as well as businessand industry.

42. Deming Point 6 – Institute
Training/Retraining
A major factor in the so-called “teacher burnout
syndrome” is the lack of adequate pre-service
and in-service training that causes teaching –
the world’s toughest job – to be a discouraging
and oftentimesfrustrating experience. It is just
not enough to have a mission statement. You
have to be surepeople are trained to carry out
that mission.

43. Deming Point 7 – Institute Leadership
The need for a style of leadership that is, forthe
most part, not found in the current exisitng
industry or education. This is called Lead
Management – managing without coercion. It is
characterized by four salient features:
First of all, the leader must engage the worker in
a dialogue about what needs to be done. He
emphasizes the needfor quality work while
solicitinginput from the workers. He makes a
constant effort to fit the job to the skills and
needs of the worker.

44. Second, the leader, supervisor or teacher models
what needs to be done so that the
worker/students know what to expect.
Third, a lead manager is committed to the
concept of self evaluation on the part of the
worker with the knowledge that the individuals
doing the work are in the best position to
evaluate the quality of the work.
Finally, the leader is a facilitator whose job is to
provide the worker with a non-coercive climate
along with adequate tools and instruction to do
the job. Lead managers spend the majority of
their time working on the system to improve the
performance of the workers.

45. In education, the antithesis to lead management
– boss management – is the most frequent style
observed.
Boss managers set standards, tell rather than
show how, and rely heavily on reward and
coercion to control students and teachers.

46. Deming Point 8 – Drive out Fear
Coercion is the most corrosive element in a work
place. It destroys productivity and quality work.
Workers that fear their bosses or supervisors
may produce but will never achieve quality.
Administrators, principals and teachers who
operate from a base of coercion and fear will
never engender respect and loyalty from those
they manage. Nor will they improve the quality
of work being produced. (Eliminating Ratings)

47. A good example of the useof fear and coercion
in schools is the over abundance of rules
governing student behavior. The language of the
rules are invariably phrased in negative terms –
“No smoking”, “No littering”, “Keep off the
grass”, etc. Until educators accept the fact that
fear and quality work are incompatible there can
be no improvements to the educational system.

48. Deming Point 9 – Breakdown Barriers Between
Staff Areas
Deming says that most of business organizations
is following a boss management base system
which cannot foster or promote team work as
coercion produces an adversarial climate which
negates cooperation.
When, however, schools operationalize the
concepts of lead management and seek input
from all staff members in the decision-making
process, the climate will change. When people
feel that their ideas, comments and suggestions
are valued they will not only feel a part of the
team but will increase the quality of their
performance and work.

49. Schools, who see themselves as the embodiment
of democratic principles, feel that they exemplify
the team approach with everyone working as a
unit. Those of us who work in schools know that
this is not the case in most instances. We have
only to look at the caste system that exists in the
majority of public schools. First of all we have
the basic certificated/classified distinction. The
principals and teachers see themselves as more
important than the clerks, custodians and
instructional aides. The latter group, in many
instances, feel like second class citizens
especially in the area of working conditions and
salaries.

50. Deming Point 10 – Eliminate slogans,
exhortations, and targets for the work force.
According to Deming, slogans never helped
anyone – they only generate frustration and
resentment. The message that workers get from
company developed slogans is that they could
do better if they tried. When faced with poor
lighting, incompetent supervision anddefective
materials the workers in the face of clever
exhortations simply conclude that management
doesn’t understand the problems and doesn’t
care enough to find out.

51. When slogans are developed by and/or with the
workers, they become credible reminders of
mutuallyagreed upon goals.
In schools we see the powerful influence of
student-generated slogans that oftentimes
precede important athletic and social events.
Since a majority of the student body wants to
win the event, the slogans are simply external
symbols of their internal motivations.

52. Deming Point 11 – Eliminate Numerical Quotas
Work quotas seldom include any trace of a
system that would help someone do a better job.
When quotas are based on the average
output of a group, the outcome will be
mediocrity – half the workers will be above and
half below the quota. Peer pressure will hold the
upper half to the average and those below will
be unable to meet the standards.
Schools are notorious for exerting pressure on
teachers to raise test scores. This has led to

53. evidence of cheating and resistance on the part of
students and teachers. This focus on a numerical
goal has led to less attention being paid to those
skills that cannot be tested by a standardized
instrument. Instead of measuring people by the
numbers they turn out it would be far more
productive to set up a system that fosters an
atmosphere of receptivity and recognition for
suggestions made by the employee.

54. Deming Point 12 – Remove Barriers to Pride of
Workmanship
In education, much lip service is given to so
called “participative management practices”
wherein the employee becomes an integral part
of the decision making process. In actuality
however, this approach ends up with the
employee “participating” and the administrator
“managing”.
It’s a simple observable axiom that “people are
eager to do a good job and distressed when they
can’t”.

55. Whether we’re dealing with administrators
working with teachers, or teachers working with
students, the goal is to empower people to
manage themselves and take responsibility for
their own actions. You don’t have to create pride
of workmanship, you have to create an
environment in which employees/students are
encouraged to do their very best.

56. Deming Point 13 – Institute a Vigorous
Program of Education and Retraining
Although this point is similar to number VI –
Institute training and retraining – it stresses
setting up a comprehensive continuing program
of education that not only trains workers in the
skills needed to do their jobs but encourages
them to acquire new knowledge and
understanding that prepares them for future
assignments. Deming stresses the need for
workers to understand and use basic statistics to
improve the quality of their products

57.  In education this statistical approach to analysis
and process control translates to the need for the
constant evaluation of what we are doing. It calls
for using both subjective and objective
techniques to gauge the effectiveness of our
instructional strategies as opposed to “gut level
feelings” or simply grading on the probability
curve.

58. Deming Point 14 – Take Action to
Accomplish the Transformation
“A journey of a thousand miles begins by taking
the first step”. That old Chinese proverb
summarizes the final principle in Deming’s 14
point management process. Once top
management makes a commitment to change its
management style, it must act on the basis of
this commitment. According to Deming, the first
milestone on a company’s road to quality occurs
when a “critical mass” of the employees
understand the 14 points and become active
participants in the process.

59. Effective schools are the products of effective
leadership. When principals and teachers agree
on their mission and institutionalize Deming’s
14 points, the students as workers and products
will reap the benefits of a lead management
system.

60. Quality Characteristic 15 – The 85/15 Rule
The 85/15 rule means that schools, especially
administrations, must adopt a new attitude
towards teachers and teachers’ union.
Schools should look at organizational
breakdowns instead of looking at individual
teachers when trying to improve the overall
system of quality.
Implementing the 85/15 Rule, schools should
look at the following organizational
components:

61. 1. The content and methodology match between
curriculum and assessment/testing.
2. The content and methodology match between
textbooks and planned curriculum documents.
3. The soundness and viability of curriculum
content.
4. The organizational focus and constancy with
regard to teacher and student academic
behavior.
5. The appropriateness of their teachers’ training
and a staff development program based on this
assessment.

62. 6. A staff development program based on the
identified organizational weaknesses and
failures
The 85/15 rule also means disavowing a number
of prominent managerial myths ins schools,
namely:
1. The teaching staff is mainly responsible for the
school’s problems. (Reality – Leadership is
responsible for 80 to 90 percent)
2. Teachers could do good quality work but they
lack motivation. (Reality – Teachers need to be
empowered)

63. 3. Quality will get top priority if upper
management so decrees. (Reality – It will
happen without fundamental changes)
4. To change people’s behavior, it is first necessary
to change their attitude. (Reality – It is the other
way around)

64. Quality Characteristic 16 – Quality as a
People Issue
Currently, educational definitions of quality
center mainly around standardized test scores.
Education is a human endeavor. Measuring
human beings in an absolute sense has always
been hard, but measuring continuous
improvement is not difficult. It also erases the
problems relating to differing abilities and
potentials.
The standard of customer satisfaction foregoes
all the formal measures and get to the issue of
how well people perceive your efforts.

65. Quality cannot be a people issue in the schools
so long as teaching is an isolated activity and
anything else that the teacher does is “extra-
curricular”. Education must rid itself of the
“extracurricular syndrome” to achieve the
quality approach.
In education, total quality approaches will not
work so long as personal development is
extracurricular.

66. Quality Characteristic 17 – Employee
Suggestion Program
This is prelude to the teacher empowerment
process. The idea also represents the whole
change in management philosophy proposed by
total quality management which accepts that
people doing the work usually know more about
the work than the people supervising the work.
Due to the high level of formal education
required to be a teacher, the potential for
increased participation on the part of the teacher
is good.

67. The Source of Quality in Education
• outstanding teachers;
• high moral values;
• excellent examination results;
• the support of parents, business and the local
community;
• plentiful resources;
• the application of the latest technology;
• strong and purposeful leadership;
• the care and concern for pupils and students;
• a well-balanced and challenging curriculum.

68. Summary
The new philosophy of management
focuses on the 14 points put forward by
W. Edwards Deming, the world’s leading
authority on total quality management.
All of these quality characteristics stress
that teachers are generally very skilled
and competent, and that the problem in
education lie primarily on the way the
organization is structured and run.

69. What we need to do is to treat teachers as
professionals, listen to their suggestions, and
encourage them to engage in constant self-
improvement
With this new attitude and the other elements of
the new management philosophy, it will be
possible to breakdown the barriers within school
organizations so that all employees will be part
of the team, dedicated to the constant pursuit of
educational quality.

70. References
Bradley, Leo H. (1993) Total Quality Management
for Schools, Lancaster, Pennsylvania:
Technomic Publishing Co., Inc.
Glasser, W. (1990) The Quality School, New York:
Harper and Row.
Walton, M. (1986) The Deming Management
Method, New York: Putnam Publishing Group