SQC FACILITATORS TRAINING CURRICULUM
OUTCOME OF MASTER TRAINERS LABORATORY
Godavari, 14~16 January 2010
SQC Facilitators Training Curriculume
DEFINITION OF STUDENTS’ QUALITY CIRCLE
Students’ Quality Circle (SQC) is a team of self motivated and proactive students with a common purpose working together
· to identify recurring problems, analyze their root causes and solve them permanently leading to continuous improvements
· using systematic, scientific and analytical Quality Circle (QC) approaches, tools and techniques
· for developing students’ collaborative and creative leadership personality.
Reasons for implementing Students’ Quality Circle in academia are
1. to introduce one of attractive quality features in educational institutions, and
2. to motivate students for developing their leadership personality.
KANO’S ATTRACTIVE QUALITY FEATURES IN SCHOOLS
· Developing global partnership like relation with different NGO/INGOs, involving projects in social services like helping under-priveleged children, old age people, psychological and career counseling, after sales service - keeping in constant touch with students even after their graduation from the school, reunion/alumni, keeping track of their graduates, partnership projects with foreign students, regular visits of historical areas of Nepal and India (if possible other countries too), introduction of foreign languages.
· Utilizing modern Information and communication technology like CCTV, internet facilities to all, homework/ vacation assignment through website, Multimedia in classroom, electronic notebook for each student, e-library,
· Applying standardized international curriculum like A-level, TOEFL/IELTS classes, Montessori teaching system, foreign language classes, Native teachers for English language teaching.
· Involving students unto more extra-curricular activities and recreational programs like field trip, excursion, hiking, trekking, cycling,
· Implementing Students’ Quality Circles (SQC) as co-curricular activities.
SQC AND MOTIVATION
1. Types of motivation achieved through SQC:
o Achievement motivation: Students have a drive to pursue and attain goals. A student with achievement motivation wishes to achieve objectives and advance up on the ladder of success.
o Affiliation motivation: Students have a drive to relate to people on a social basis, so they perform better when they are complimented for their favourable attitudes and cooperation.
o Competence motivation: Students have a drive to be good at something, allowing them to perform high quality work. Competence motivated students seek job mastery, take pride in developing and using their problem-solving skills and strive to be creative when confronted with obstacles.
o Power motivation: Students with power motivation have a drive to influence people and change situations to create an impact on their institution and are willing to take risk to do so.
o Attitude motivation: Students learn to develop self-confidence, believe in themselves and develop an attitude to life about how they feel about their past and future.
2. SQC in Maslow’s Hierarchy of Needs
o Self actualization: The intangible benefits achieved from SQC helps students to move toward this hierarchy.
o Esteem needs: sense of worth about having achieved/solved the case they took up and presenting to the audience.
o Belongingness and love needs: becoming part of the group and working as a member of the group.
o Safety needs: There is a sense of safety when the responsibility is shared and everybody equally responsible for the task and develop a team spirit.
3. William Ouchi’s Theory Z and SQC
Students work together as a cohesive group by building cooperative and intimate working relationships with those they work with. They have a high need to be supported by the school and valued by working environment such as family, culture, traditions and social institutions. They have well developed sense of order, discipline, moral obligation to work hard, and a sense of cohesion with their fellow students. They can be trusted to do their jobs to their utmost ability so long as school management can be trusted to support them and look out for their well being.
SQC FACILITATORS TRAINING CURRICULUM
Philosophy
Facilitators are major driving forces to implement Students' Quality Circle (SQC) as one of the co-curricular activities in educational institutions. They are responsible to implement the approach of SQC to prepare socially responsible citizen, develop open minded students and thereby, prepare Total Quality Person (TQP).
Long Term Goal
The training aims to prepare competent Students’ Quality Circles facilitators (SQC Facilitators) who will be equipped with concepts on quality, leadership/motivation, and Quality Circle (QC) approaches, tools and techniques who will be capable enough to implement SQC in educational institutions to produce total quality person in the nation as well as in other parts of the world.
Objectives
The major objectives of the SQC facilitators training are:
· to develop SQC facilitators in all 75 districts by 2015;
· to motivate and transform the mindset of the facilitators towards modern quality concept and students’ personality development;
· to familiarize the facilitators with the concept of TQM, TQP, QC and SQC;
· to equip the facilitators with various QC Tools- basic, advanced and other innovative problem solving tools; and
Training Contents (Framework/Structure of the course)
1. Introduction of SQC: Brief history, purpose, definition, basics, implementation methodology, national and international movement, model SQC case study presentation.
2. Basic QC Tools: Line, bar graphs, pie charts, check sheets, scatter diagram, histogram, control chart, Pareto diagram, cause and effect diagram.
3. QC approaches: Plan-Do-Check- Action(PDCA), Kaizen, Systematic problem solving(QC story), implementation of basic tools in case study, brainstorming rules and procedures.
4. Hypothetical QC case study: Group formation, practice and presentation.
5. Review & wrap up
Training Methodology
SQC facilitators Training comprises of about 30% lecture and 70% practice.
· Practice contains ice breaking games, experimental learning games for team building (5 legged race, etc.); skills development through learning by doing (Brainstorming, QC tools application and case study presentation)
· Lecture contains lecture by SQC master trainers, model case study presentations and/ or video presentations.
Model Training Program Schedule: 3 Days (9:00 A.M. – 5:00 P.M.
First Day
Morning session I: Introduction of SQC
Morning session II: Introduction of SQC, continued
Afternoon Session I: Basic QC tools- Graphs and Charts
Afternoon Session II: Basic QC tools- Check sheets
Second Day
Morning session I: Basic QC tools- Scatter diagram, Histogram, Control chart
Morning session II: Basic QC tools- Pareto diagram, Cause and effect diagram
Afternoon Session I: QC approaches
Afternoon Session II: Brainstorming rules and procedures
Third Day
Morning session I: Hypothetical case study practice: Group formation and practice
Morning session II: Hypothetical case study practice: Group formation and practice, continued
Afternoon Session I: Case study presentation
Afternoon Session II: Review and wrap-up
Materials Needed
· References: Guide Book to SQC and other Reference books, training manual
· Handout and feedback sheets: SQC facilitators workbook, training schedule, pre and post training evaluation form, feedback sheet
· Stationeries: Chart paper, note books, graph papers, board marker / chalk, board (white/black), sketch pens, measuring scale, pencil, eraser, masking Tapes, banners, etc.
· Infrastructure and logistics: Training hall, tables and chairs, computer, LCD Projector, promotional CD, model case study presentation CD (optional), logistics for games (will be required as per games)
· Participation certificates
· Refreshments
MASTER TARINERS LABORATORY PARTICIPANTS
1. Asheshwar Mahaseth,Monastic H.S.E.B School
2. Barun Badal,Kathmandu University High School (KUHS)
3. Benancius Tirkey,Vijayapur H.S. School, Dharan, Sunsari
4. Bhuban Lal Shrestha,Marigold E.B. School, Balkot-2, Bhaktapur
5. Bhushan Gurung,The Chandbagh School
6. Deepak Gautam,Apex School, Shankarnagar-5, Rupandehi
7. Dhrurba Prasad Subedi,The Excellent Boarding School
8. Dinesh P. Chapagain, WCTQEE
9. Mithilesh Kr. Sah,Monastic H.S.E.B School
10. Eugene P. Fetz,St. Xavier's School, Jawalakhel
11. Ganga Pradhan,GEMS
12. Gokul Sharma,St. Mary's H. School
13. Hemant Tamang Ghising,St. Xavier's School, Jawalakhel
14. Kishor Poudel,Neptune B.H.S. School
15. Lekhnath S. Pathak,TU/ Quest Nepal
16. Madhu Prakash Gyawali,New Environment H.S. School
17. Naresh Shrestha,Whitefield H.S. School
18. Nimi Raj Ghimire,Pinnacle Scholars' Academy
19. Nirajan Adhikari, Heartland Children Academy
20. Rabi Shrestha, St. Xavier's Godavari School
21. Rajan Acharya, Jagat Mandir H.S. School, Kathmandu
22. Rajendra Sharma,NKS Memorial E.P.S.
23. Rajkumar Maharjan, Mt. View E.B. School
24. Ram Krishna Sharma Paudyal,Rastriya Vibhuti S. S. Sadan
25. Ravi Bhattarai, Quest Nepal
26. Sarita Dewan, LAS
27. Shree Krishna K.C., Usha E. School
28. Subarna K.C., St. Xavier's Godavari School
29. Suchita Shakya, LRI School
30. Shuka Dev Tripathi LRI School
31. Suman Ghimire,Kathmandu University High School (KUHS)
32. Sunil Sharma,Suryodaya Jyoti S. School
33. Surina S. Gurung,Galaxy P. School
