DE LA SALLE UNIVERSITY

RAMON V. DEL ROSARIO – COLLEGE OF BUSINESS

COURSE SYLLABUS

DEPARTMENT: DSI
COURSE CODE: TOTALQM/ QUALMAN
CLASS DAYS AND CLASS TIME:
ROOM:
INSTRUCTOR:

COURSE DESCRIPTION:
This course introduces the students to the concept of Total Quality Management, an approach to
long–term success that can be achieved through customer satisfaction. In a TQM system, everyone
in the organization participates and quality management is integrated into all activities and
functions aimed at improving processes, products, services, and the culture of the organization. The
course aims to familiarize the students to TQM philosophies, frameworks, methodologies, tools,
and techniques commonly used in a system of continuous improvement. The overall objective is for
students to develop an understanding of TQM principles for effective real life applications in both
manufacturing and service sectors.

LEARNING OUTCOMES (LO):

On completion of the course, the student is expected to be able to do the following:

ELGA LEARNING OUTCOME

Critical and Systematic thinkers
Social Catalyst and Lifelong
Learner
Technically proficient and
competent professionals
Effective Communicators
• Apply the scientific process in tackling quality-related
problems and opportunities.
• Understand the TQM tools and techniques by identifying
each, analyzing the results obtained, and determining the
significance to the organization.
• Develop an understanding of quality philosophies and core
values of quality management applicable to any sphere of
business and the public sector.
• Understand the need to balance economic, social, and
environmental performance/ gains.
• Appreciate the dynamic nature of businesses in continuous
pursuit of quality, and relate the implications of
improvements to modern-day organizations for the uplift
of society.
• Demonstrate quantitative reasoning and quantitative
literacy in solving real-world problems.
• Make decisions based on numerical information and
established quantitative methods.
• Identify and utilize quantitative models used in quality
control as valuable tools for problem identification,
decision-making, and process improvement.
• Understand the concept of teamwork and open
communication in relation to quality management and
recognizing the importance of collaborative effort in
arriving at solutions to cases and other group tasks.
• Work collectively to gather data, analyze, and transform
results into an effective quality improvement study, and
report this in accordance with pre-defined metrics.

FINAL COURSE OUTPUT:

As evidence of attaining the above learning outcomes, the students are required to do and submit
the following during the term.

1
 LEARNING OUTCOME
LO 1: Understanding of TQM
evolution, quality gurus and
their teachings, quality
management concepts, tools,
techniques, methodologies,
and systems.
LO 2: Recognize the value of
active participation and
teamwork as an integral
element in TQM and
collectively come up with
recommendations to practical
operational and quality related
issues.
LO 3: Ability to analyze data
and apply appropriate quality
control methods to assess
process stability and/or
capability.
LO 4: Conduct a study that
will highlight real-world
quality issues or areas for
improvement in an existing
process, product, or service.
This assesses the students’
ability to apply the theory and
concepts learned from the
course in practical situations.
REQUIRED OUTPUT DUE DATE
• Quizzes See Quizzes
• Assignments and other methods for Schedule
individual assessment.
• Students will be organized into teams to TBA
work on case studies, group discussions,
short presentations, and other activities that
require collaborative effort. Their respective
performance will be measured using the
established rubric for assessment.
• Problem Solving exercises Weeks 9 - 11
• Teams will undertake a Quality Improvement Weeks 12-13
Plan (QIP), a study with emphasis on
generating ideas and solutions from a
customer perspective. Applicable tools of
quality management will be used for
analytical approach and formulation of plans.
The Quality Function Deployment (House of
Quality) may be used as a framework to
match the voice of the customer with
technical response (producer), identify
targets, correlations, and competitive
benchmarks.

OTHER REQUIREMENTS:
Aside from the final output (QIP), the student will be assessed at other times during the term by the
following:
Class Participation/ Recitation
Final Departmental Examination

GRADING SYSTEM:
The student will be graded according to the following assessment:
Team Performance Individual Performance Overall
Term Final Class
Particulars Team Quizzes and Participation
Activities
Project
Assignments
Departmental Recitation Total
(QIP) Examination Attendance
% Weight 15% 15% 30% 30% 10% 100%

The established grading scheme shall apply:

% Points 0-69 70-74 75-79 80-84 85-88 89-92 93-96 97-100
Grade
Equivalent
0.0 1.0 1.5 2.0 2.5 3.0 3.5 4.0

CLASS POLICIES:

Please check Student Handbook.

2

4 - Exemplary
Thinking is exemplary, skilled, marked by
excellence in clarity, accuracy, precision,
relevance, depth, breadth, logicality, and
fairness
Purpose --Demonstrates a clear understanding of the
assignment’s purpose
Key Question, Problem, or Issue --Clearly defines the issue or problem;
accurately identifies the core issues
--Appreciates depth and breadth of problem
--Demonstrates fair-mindedness toward
problem
Point of View --Identifies and evaluates relevant significant
points of view
--Is empathetic, fair in examining all relevant
points of view
Information --Gathers sufficient, credible, relevant
information: observations, statements, logic,
data, facts, questions, graphs, themes,
assertions, descriptions, etc.
--Includes information that opposes as well as
supports the argued position
--Distinguishes between information and
inferences drawn from that information
Concepts --Identifies and accurately explains/uses the
relevant key concepts
Assumptions --Accurately identifies assumptions (things
taken for granted)
--Makes assumptions that are consistent,
reasonable, valid
Interpretations, Inferences --Follows where evidence and reason lead in
order to obtain defensible, thoughtful, logical
conclusions or solutions
--Makes deep rather than superficial
inferences
--Makes inferences that are consistent with
one another
Implications, Consequences --Identifies the most significant implications
and consequences of the reasoning (whether
positive and/or negative)
--Distinguishes probable from improbable
implications
Source: Foundation for Critical Thinking, www.criticalthinking.org
RUBRIC FOR ASSESSMENT
3 - Satisfactory
Thinking is competent, effective,
accurate and clear, but lacks the
exemplary depth, precision, and insight
of a “4”
--Demonstrates an understanding of
the assignment’s purpose
--Defines the issue; identifies the core
issues, but may not fully explore their
depth and breadth
--Demonstrates fair-mindedness
--Identifies and evaluates relevant
points of view
--Is fair in examining those views
--Gathers sufficient, credible, and
relevant information
--Includes some information from
opposing views
--Distinguishes between information
and inferences drawn from it
--Identifies and accurately explains and
uses the key concepts, but not with the
depth and precision of a “4”
--Identifies assumptions
--Makes valid assumptions
--Follows where evidence and reason
lead to obtain justifiable, logical
conclusions
--Makes valid inferences, but not with
the same depth and as a “4”
--Identifies significant implications
and consequences and distinguishes
probable from improbable
implications, but not with the same
insight and precision as a “4”
2- Below Satisfactory
Thinking is inconsistent, ineffective;
shows a lack of consistent competence:
is often unclear, imprecise, inaccurate,
and superficial
--Is not completely clear about the
purpose of the assignment
--Defines the issue, but poorly
(superficially, narrowly); may
overlook some core issues
--Has trouble maintaining a fair-
minded approach toward the problem
--May identify other points of view but
struggles with maintaining
fairmindedness; may focus on
irrelevant or insignificant points of
view
--Gathers some credible information,
but not enough; some information may
be irrelevant
--Omits significant information,
including some strong counter-
arguments
--Sometimes confuses information and
the inferences drawn from it
--Identifies some (not all) key
concepts, but use of concepts is
superficial and inaccurate at times
--Fails to identify assumptions, or fails
to explain them, or the assumptions
identified are irrelevant, not clearly
stated, and/or invalid
--Does follow some evidence to
conclusions, but inferences are more
often than not unclear, illogical,
inconsistent, and/or superficial
--Has trouble identifying significant
implications and consequences;
identifies improbable implications
1 - Unsatisfactory
Thinking is unskilled and insufficient,
marked by imprecision, lack of clarity,
superficiality, illogicality, and inaccuracy,
and unfairness
--Does not clearly understand the purpose
of the assignment
--Fails to clearly define the issue or
problem; does not recognize the core issues
--Fails to maintain a fair-minded approach
toward the problem
--Ignores or superficially evaluates alternate
points of view
--Cannot separate own vested interests and
feelings when evaluating other points of
view
--Relies on insufficient, irrelevant, or
unreliable information
--Fails to identify or hastily dismisses
strong, relevant counter-arguments
--Confuses information and inferences
drawn from that information
--Misunderstands key concepts or ignores
relevant key concepts altogether
--Fails to identify assumptions
--Makes invalid assumptions
--Uses superficial, simplistic, or irrelevant
reasons and unjustifiable claims
--Makes illogical, inconsistent inferences
--Exhibits closed-mindedness or hostility to
reason; regardless of the evidence,
maintains or defends views based on self-
interest
--Ignores significant implications and
consequences of reasoning
3
 LEARNING PLAN:
UNIT TOPIC
I. FOUNDATIONS OF QUALITY
MANAGEMENT
A. History and Development
B. Concept/ Definition/ TQM Evolvement
C. Framework of Quality Management/
Integrating Quality in the Value Chain /
Quality in Manufacturing and Service
D. Basic TQM Elements or Quality
Management Principles
II. QUALITY PHILOSOPHIES
A. Major gurus of quality management,
their contributions (Deming, Juran,
Crosby, Shewhart, Feigenbaum,
Ishikawa, Taguchi, Shingo)
B. Other significant contributions by other
experts (Ohno, Garvin, Akao, Kano, etc.)
WEEK/S LEARNING Learning Activities and
OUTCOME Resources
Weeks 1-2 LO1 Introduction to the course.
Historical perspective from
Craftmanship during Middle
Ages, Industrial Revolution, Post-
war developments in Japan, to the
turn of the 20th century
developments relating to quality.
5 Approaches/Perspectives in
Defining Quality (by David
Garvin – Managing Quality)
Main: Ch. 1 (Evans/Lindsay)
Supplement:
Ch. 6 (Heizer/Render)
Ch. 9 (Stevenson/Sum)
Week 2 LO1 Team Formation - may
LO2 supplement discussion on
importance of teams in TQM with
Ch. 4 (Evans/Lindsay)
Discussion should highlight:
Deming (14 points, PDCA,
Theory of Profound Knowledge)
Juran (10 steps, Quality Trilogy,
Roadmap)
Crosby (14 steps, 4 Absolutes,
Zero Defects, Vaccine)
Shewhart (SPC)
Feigenbaum (TQC, Hidden Plant)
Ishikawa (Quality Circle, B7
tools)
Taguchi (QLF, Taguchi Method,
DOE)
Shingo (Poka Yoke, JIT)
Cost of Quality Models

Main: Ch. 2 (Evans/Lindsay)

Supplement:
Ch. 9 (Stevenson/Sum)
http://qualitygurus.com
III. PRODUCT AND SERVICE DESIGN Week 3 LO1 Individual and Team Activities.
QUALITY LO2 Discussion should include the
Model of customer satisfaction by
A. Customer Satisfaction Noriaki Kano,
B. Determinants of Quality in Products Garvin’s 8 Dimensions of
C. Determinants of Quality in Service Quality,
SERVQUAL/ RATER –(by
Zeithaml, Parasuraman & Berry),

Main: Ch. 3, 7, 8 (Evans/Lindsay)

Supplement:
Ch. 5 (Heizer/Render)
Ch. 4, 9 (Stevenson/Sum)
QUIZ 1 Week 4
IV. TOOLS AND TECHNIQUES FOR Weeks 5 - 6 LO1 QIP Introduction
QUALITY LO2 Project Proposals due
Practical Individual and Team
A. Basic Seven Tools Activities or Assignments to
B. New Seven Tools apply TQM tools
C. House of Quality (QFD)
D. Supplemental Tools and Techniques Main: Ch. 5, 6, 7, 11 (Evans/
(Root Cause and Risk Analysis Tools Lindsay)
Supplement:
among others) Ch. 6 (Heizer/Render)
Ch. 9 (Stevenson/Sum)
http://qfdonline.com

Last Edited by: JTALVAREZ / 01-03-2018 4

V. QUALITY MANAGEMENT SYSTEMS Week 7 LO1 Team reports/ Case Studies
AND STANDARDS LO2 6 Sigma Concepts: DMAIC, Belt
certifications, 6 Sigma Tools.
JIT and Lean concepts: Kaizen,
Kanban, Poka Yoke, 5S, 7Mudas,
A. Popular ISO Standards (9000, 14000, Keiretsu, Jidoka
22000, 45001, 27001, TS16949)
B. Six Sigma / Lean Sigma Main: Ch. 2, 5, 9, 10,
(Evans/Lindsay)
C. JIT and Lean Management Supplement:
D. Supplement: Overview of Quality Ch. 6, 16 (Heizer/Render)
Awards (MBNQA, Deming Prize, Shingo Prize, PQA, Ch. 9, 15 (Stevenson/Sum)
etc.) http://iso.org
http://leanmanufacturingtools.org
QUIZ 2 Week 8
VI. STATISTICAL PROCESS CONTROL Week 9 LO3 Problem Solving
A. Attribute and Variable Data Control Charts for Variables:
X-bar Chart, Range-bar Chart,
B. Common Cause vs. Assignable Cause Range Chart
C. Control Charts for Variables Control Chart for Attributes:
D. Control Charts for Attributes P – Chart, C – Chart
E. In-Control vs. Out-of-Control Situations
Main: Ch. 8 (Evans/ Lindsay)
Supplement:
Ch. S6 (Heizer/Render)
Ch. 10, S10 – (Stevenson/Sum)
VII. PROCESS CAPABILITY Week 10 LO3 Problem Solving
A. Process Capability Ratio Main: Ch. 8 (Evans/Lindsay)
Supplement:
B. Process Capability Index Ch. S6 (Heizer/Render)
Ch. 10 (Stevenson/Sum)

QUIZ 3 Week 11
Field Work for Term Project Week 12 LO2, LO4 Research and Analysis
Term Project Submission, Presentation, Week 13 LO2, LO4 Research and Analysis
and Course Synthesis
Final Exam Week 14

MAIN REFERENCE:
Total Quality Management
By James R. Evans and William M. Lindsay
9th (Philippine) Edition – Reprint 2016, CENGAGE
OBE Aligned

or

Managing for Quality and Performance Excellence by James R. Evans and William M. Lindsay.
9th /10th (International) Edition, South-Western – 2014/2017

SUPPLEMENTAL REFERENCES:
Principles of Operations Management
By Jay Heizer and Barry Render
11th Edition, 2014 (Chapters 5, 6, 6S, 16)

or

Operations Management by William Stevenson and Chee Chuong Sum

2nd Edition -2014 (Chapters 4, 9, 10, 10S, 15)

Last Edited by: JTALVAREZ / 01-03-2018 5

WEB RESOURCES:
• All about International Standards: http://www.iso.org
• Compilation of quality gurus, their contributions, quotes, quality terms, quizzes, and other
resources: http://www.qualitygurus.com
• Quality Function Deployment (QFD) templates and tutorials: http://www.qfdonline.com
• American Society for Quality website (tools, standards, case studies, research, etc.):
http://www.asq.org/
• Website of Union of Japanese Scientists and Engineers (training materials):
http://www.juse.or.jp/english/
• Lean Management and Tools: http://leanmanufacturingtools.org
• Juran Institute (free mobile app that contains tools and templates, case studies, powerpoints,
training videos, publications, etc.) : http://www.juran.com/resources/quality-essentials-app/
• Quality Award giving bodies:
https://www.nist.gov/baldrige/baldrige-award
https://www.juse.or.jp/deming_en/award/03.html
http://www.shingoprize.org/
https://www.jqac.com/en/
http://www.efqm.org/what-we-do/recognition/efqm-award-history
http://www.eoq.org/eoq_awards/european_quality_leader.html
https://www.excellence.ca/en/awards/
http://www.australianbusinessawards.com.au/
http://www.caq.org.cn/html/en/index.html
http://www.pqa.org.ph/

Last Edited by: JTALVAREZ / 01-03-2018 6