{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/40176"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/40176","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"The effects of the implementation of total quality management on the Rappahannock County, Virginia public schools","abstract":"In May 1993, 795 school district associates, students, and parents participated in a study to determine whether the implementation of TQM from 1990 to 1993 has made fundamental and significant changes and improvements in the district. In 1990-91, senior management of the district received 80+ hours of training and were certified as Quality Trainers by the Xerox Corporation and the Virginia Department of Education through a US Department of Education partnership grant. By September 1992, nearly 90% of all Rappahannock school district associates (employees) had received 30+ hours of training in quality management. The Xerox model of training includes components on defining quality, meeting needs of customers, interactive skills, working in teams, problem solving, and a quality improvement process. Over 60% of associates volunteered to serve on quality teams to address concerns targeted by customer surveys. In 1992-93, all associates served on required quality teams to improve instruction and support services. A couple of elementary school quality teams reduced numbers of students needing math remedial pullout services by 35% to 40%. The high school math team devised an improved process for team-teaching math and quality problem solving. Bus drivers, parents, teachers, administrators, and students served on a quality team to reduce 34% parent dissatisfaction with transportation services to 11%. The study found that since the 1990 introduction of TQM in the district: 89% of associates are using aspects of the quality training in their work with others; 72% of associates feel that administrators have increased their efforts to meet their needs; 66% of associates feel more empowered; 78% of students identify things that have improved; and 79% of parents feel that the schools have increased their efforts to meet their childrens’ needs. A \"quality customer service in education\" (QCSIE) scale was devised from the student survey items and responses. Seventy-eight percent of the district's students have positive QCSIE scores. The QCSIE scale can be used to help schools determine the level of student satisfaction with educational and support services. A similar scale found that 88% of students have a willingness to help produce, or coproduce their education.","abstract_html":"In May 1993, 795 school district associates, students, and parents participated in a study to determine whether the implementation of TQM from 1990 to 1993 has made fundamental and significant changes and improvements in the district. In 1990-91, senior management of the district received 80+ hours of training and were certified as Quality Trainers by the Xerox Corporation and the Virginia Department of Education through a US Department of Education partnership grant. By September 1992, nearly 90% of all Rappahannock school district associates (employees) had received 30+ hours of training in quality management. The Xerox model of training includes components on defining quality, meeting needs of customers, interactive skills, working in teams, problem solving, and a quality improvement process. Over 60% of associates volunteered to serve on quality teams to address concerns targeted by customer surveys. In 1992-93, all associates served on required quality teams to improve instruction and support services. A couple of elementary school quality teams reduced numbers of students needing math remedial pullout services by 35% to 40%. The high school math team devised an improved process for team-teaching math and quality problem solving. Bus drivers, parents, teachers, administrators, and students served on a quality team to reduce 34% parent dissatisfaction with transportation services to 11%. The study found that since the 1990 introduction of TQM in the district: 89% of associates are using aspects of the quality training in their work with others; 72% of associates feel that administrators have increased their efforts to meet their needs; 66% of associates feel more empowered; 78% of students identify things that have improved; and 79% of parents feel that the schools have increased their efforts to meet their childrens’ needs. A "quality customer service in education" (QCSIE) scale was devised from the student survey items and responses. Seventy-eight percent of the district's students have positive QCSIE scores. The QCSIE scale can be used to help schools determine the level of student satisfaction with educational and support services. A similar scale found that 88% of students have a willingness to help produce, or coproduce their education.","abstract_has_math":false,"creators":["Chappell, Robert Thomas"],"institution":"Virginia Tech","degree_name":"Ph. 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The high school math team devised an improved process for team-teaching math and quality problem solving. Bus drivers, parents, teachers, administrators, and students served on a quality team to reduce 34% parent dissatisfaction with transportation services to 11%. The study found that since the 1990 introduction of TQM in the district: 89% of associates are using aspects of the quality training in their work with others; 72% of associates feel that administrators have increased their efforts to meet their needs; 66% of associates feel more empowered; 78% of students identify things that have improved; and 79% of parents feel that the schools have increased their efforts to meet their childrens’ needs. A \"quality customer service in education\" (QCSIE) scale was devised from the student survey items and responses. Seventy-eight percent of the district's students have positive QCSIE scores. 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