A change in Training Of Quality Managers

6 SUMMARY AND CONCLUSIONS

When you look at these issues Integral excellence opens a new perspective on Quality management, on the EFQM-model or on leadership. This new perspective can be visualised as follows.

Mike Pupius and Everard van Kemenade

EOQ, Working Groups 1 ,2,3 and 4.

APPENDIX A

Working Groups 1 and 2 have been under the leadership of Professor John Rogerson. John retired from Cranfield in 2002. Although John had agreed to carry on working for the ETAG until the Hague conference, personal circumstances prevented this. The Chair passed to Mike Pupius in March. This report attempts to summarise the current position and to give some indications of possible future direction.

The groups focus had been to define the roles functions and competencies for Senior and Operational managers. The work relates closely to that of WG3 which is considering the roles, functions and competencies for Quality Managers. The groups have drawn from the Quinn (1988) model describing the eight fundamental roles of managers:

WG1/2 simplified this down to six roles:

a) Leader and Motivator

b)Presenter and Communicator

c)Innovator

d)Analyser

e)Facilitator

f)Harmonise, mediator

and then crossed mapped this to a set of functions and competencies (Appendix A). The group raised two other issues:

Regarding Certification, they considered that this can only be carried out for measurable attributes with ‘recognition’ of other attributes. They considered it doubtful whether certification has any useful role at this managerial level.

On the second point of organisation maturity, it had been shown in “Educational Institutes should become deep value driven” of 22/1/02 there are a number of development phases in an organisation’s implementation of a quality structure. Consequently the relative importance of the managerial roles will change. However, the relationship between a specific role and the associated competencies and functions should not alter. Therefore, organisational maturity requires a different balance of roles but each role retains the need for the same competencies and performs the same functions.

The roles of Quinn have been used to define the knowledge and skills the quality functions in an organisation need. Especially Working group 3 has done a lot of work in this area.

WG1/WG2 ROLES AND FUNCTIONS

Roles Functions

g)Lader and Motivator g)Representing the organisation

h)Presenter and Communicator h)Building business relationship

i)nnovator i)Building quality strategy

j)Analyser j)Identifying, allocating resources

k)Facilitator k)Creating organisational culture

l)Harmonise, mediator l)Motivating Staff

m)Monitoring and controlling Performance

n)Leading continuous improvement

o)Meeting compliance requirements

Role Functions

a h, i, j, k, l, n

b g, h

c h, k, i

d m, j, o

e l, (o?)

f g, h, i

Professor J H Rogerson

20.6.02

WG1/WG2 ROLES AND COMPETENCIES

Competencies

1. Change management and organisational behaviour

2. Knowledge of quality infrastructure

3. Process based approach to quality

4. Quality tools

5. IT and IS related to quality of business processes

6. Statistical awareness

7. Teamworking

8. Communication and presentational skills

9. Ability to lead and motivate

10. Receptivity to other opinions

11. Sensitivity to culture issues

12. Creativity

Role Competencies

Leader and motivator 1, 7, 8, 9, 10, 11, 12

Presenter and communicator 8, 2, 3, 4, 5

Innovator 1, 2, 3, 4, 5, 6, 12

Analyser 1, 2, 3, 4, 5, 6, 7, 10

Facilitator 1, 7, 8, 9, 10, 11

Mediator 1, 7, 8, 10, 11

Professor J H Rogerson

20.6.02

APPENDIX B

APPENDIX C

Appendix 1 Roles and vMEMES

[1] In two American studies carried out by Evans[1] and Weinstein, Petrick and Saunders[1] reviewed in Quality Progress, the central question was whether higher education in the United States was "doing the right things" and "doing things right" in respect of providing education in Total Quality Management (TQM). These studies are repeated in Europe and reported in Quality Progress, September 2000 by Van Kemenade et.al. Preach what you teach.

[2] It was agreed to run a workshop to enable members of the working groups to understand the principles of the All Quadrants, All Levels model of Ken Wilber which embodies the principles of Spiral Dynamics developed by Beck and Cowan.This workshop was held in December 2002 in London.

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