Total quality management and the school Book

	Preface
1	Making sense of schooling in the 1990s: Tools for taking the long view	1
	The growing problem of investment resource for public educational systems in the western world	3
	The dynamics of the public education 'industry'	4
	The importance of school leaders and stakeholders agreeing a strategy	8
	Conclusions	22
2	Choosing a generic strategy: Four choices for a customer-conscious school	24
	Key dimensions to generic strategy	26
	The generic strategy model	28
	Some implications of strategic choice	39
	Making your strategic choice	40
3	Definitions of quality and their implications for TQM in schools	44
	Three definitions of quality	45
	Schooling and quality	47
	The quality revolution	50
	Quality and strategy	56
4	A model for TQM in the school	59
	Defining TQM in the educational context	59
	Implementing TQM - the five tasks	63
	The 3Cs of TQM	65
	The TQM approach to leadership	66
	Elaborating the TQM model	69
5	Vision, ownership and commitment: The starting point for TQM in the school	79
	Visioning the future	80
	The three functions of vision	83
	Commitment - the real challenge of vision	85
6	Customers and processes as the basis for schooling	97
	Students and parents as primary customers of the school	99
	Using the tool: 'House of Quality'	104
	Process mapping	114
7	Outrageous goals and the task of continuous improvement: Performance through challenge and empowerment	120
	The nature of goals in TQM	122
	Challenging existing practices	123
	Management by objectives (MBO) and TQM goals	130
	Hoshin planning	133
	The Hoshin planning process	135
8	Teams, team performance and TQM	141
	Why teams?	141
	Characteristics of high-performing teams	143
	Valuing diversity within a team	147
	Stages of development of effective teams	150
	Maturity and self-management	151
	The danger of group-think	152
9	Daily management tools for effective TQM	155
	Six reasons to invest in thinking and measuring	156
	Tools for thinking and measuring by teams	159
10	Implementing TQM in the school: Challenge and opportunity	188
	Why TQM sometimes fails	189
	Some general inhibitors to TQM implementation and success	190
	Effective development of TQM in the school	196
	Postscript	202
	References	204
	Index	209