CONTENTS

TITLE PAGE

INTRODUCTION

UNIT 1. INTRODUCTION TO QUALITY MANAGEMENT

UNIT 2. EVOLUTION

UNIT 3. CUSTOMER FOCUS

REVIEW units 1-3

UNIT 4. LEADERSHIP

UNIT 5. ENGAGEMENT OF PEOPLE

UNIT 6. PROCESS APPROACH

REVIEW units 4-6

UNIT 7. IMPROVEMENT

UNIT 8.EVIDENCE BASED DECISION MAKING

UNIT 9. RELATIONSHIP MANAGEMENT

REVIEW units 7-9

UNIT 10. QUALITY STANDARDS

UNIT 11. QUALITY MANAGEMENT SOFTWARE

UNIT 12. QUALITY CONTROL

REVIEW units 10-12

UNIT 13. QUALITY ASSURANCE

UNIT 14. SERVICE QUALITY

REVIEW units13-14

APPENDIX

CONCLUSION

REFERENCES & RESOURCES

UNIT 4. LEADERSHIP

Part A

Accreditation Canada's Leadership standards help Canadian health care leaders pursue excellence in leadership within organizations that have a true commitment to client- and family-centred care. They are based on research and best practice and align with the Framework for the Analysis of Management in Health Care Organizations and Proposed Standards for Practice, researched and developed by J.L. Denis. The standards address leadership functions across and throughout all levels of the organization, rather than individual or position-specific capabilities. They clarify the requirements for effective operational and performance management supports, decision-making structures, and infrastructure needed to drive excellence and quality improvement with the primary focus being on creating a culture focused on client- and family- centered care.

Accreditation is one of the most effective ways for organizations to regularly and consistently examine and improve the quality of their services. The standards provide a tool for organizations to embed accreditation and quality improvement activities into their daily operations with the primary focus being on including the client and family as true partners in service delivery.

Client- and family-centred care is an approach that guides all aspects of planning, delivering and evaluating services. The focus is always on creating and nurturing mutually beneficial partnerships among the organization's staff and the clients and families they serve. Providing client- and family-centred care means working collaboratively with clients and their families to provide care that is respectful, compassionate, culturally safe, and competent, while being responsive to their needs, values, cultural backgrounds and beliefs, and preferences (adapted from the Institute for Patient- and Family-Centered Care (IPFCC) 2008 and Saskatchewan Ministry of Health 2011.

Accreditation Canada has adopted the four values that are fundamental to this approach, as outlined by the IPFCC, and integrated into the standards. The values are:

1. Dignity and respect: Listening to and honouring client and family perspectives and choices. Client and family knowledge, values, beliefs, and cultural backgrounds are incorporated into the planning and delivery of care.

2. Information sharing: Communicating and sharing complete and unbiased information with clients and families in ways that are affirming and useful. Clients and families receive timely, complete, and accurate information in order to effectively participate in care and decision-making.

3. Partnership and participation: Encouraging and supporting clients and families to participate in care and decision making to the extent that they wish.

4. Collaboration: Collaborating with clients and families in policy and program development, implementation and evaluation, facility design, professional education, and delivery of care.

The Leadership standards are grouped into four sections that each address a key leadership responsibility that organizations must have in place as part of their pursuit of quality and safety:

Creating and sustaining a caring culture: Addresses identifying, strengthening, and disseminating the culture and values throughout the organization. In particular, it addresses the need for health care organizations to create a culture that supports a safe and healthy work environment and ongoing quality improvement.

Planning and designing services: Addresses the organization's ability to assess trends in the environment, including the service needs of the populations it serves, and use that information to plan its structures, management systems, and services. It also deals with the organization's relationships with stakeholders and its processes to manage change.

Allocating resources and building infrastructure: Addresses managing resources, working with partners to share and optimize resources, allocating resources fairly and in accordance with organizational priorities, human resources and performance management systems, the physical environment, and information systems infrastructure.

Monitoring and improving quality and safety: Addresses the organizational systems and processes needed to deliver safe, high quality services and achieve the organization's goals and objectives, including assessing and improving client flow, preparing for disasters and emergencies, and improving patient safety on an ongoing basis.

The approach taken to meet these responsibilities will vary according to the organization's size, structure, and mandate. Some criteria specify that certain responsibilities and activities are carried out in collaboration with the governing body. In organizations where there is no governing body, the organization's leaders take responsibility for these. In some jurisdictions, government may be involved in the operations of the organization and will be responsible for certain activities outlined in these standards. When this is the case, the organization's leaders remain as involved as possible in the process.

As you consider Accreditation Canada's Leadership standards and criteria, you may want to refer to the Leadership Capabilities Framework, LEADS in a Caring Environment. A framework developed to strengthen health care leadership capacity, Leads in a Caring Environment is based on current literature, best practice, and a systematic review of existing leadership competency frameworks. The framework represents the key skills, abilities, behaviours and knowledge required for health leaders at all levels and includes five domains: Lead Self, Engage Others, Achieve Results, Develop Coalitions, and Systems Transformation. Each of these five domains consists of four core measurable leadership capabilities.

All Accreditation Canada standards are developed through a rigorous process that includes a comprehensive literature review, consultation with a standards working group or advisory committee comprised of experts in the field, and evaluation by client organizations and other stakeholders.

EXERCISES

1. Sum up the main ides of the text and retell it in Russian.

2. Fill in the missing words from the box into the text below.

As NHTSA and the nation's 1)_________ Medical Services (EMS) family celebrate the first thirty years of organized EMS and prepare for the many challenges of appropriately serving our 2)_________ into the Twenty First Century, our continuing goal is to reduce unnecessary death and disability. The recently released EMS Agenda for the Future (NHTSA, Fall, 1996) broadens that goal to protecting the communities» health.

Our continuing 3)_________ with the Health Resources and Services Administration, Maternal and Child Health Bureau, provided us with the opportunity to take an important step in 4)_________ of this expanded goal, through the development of the «Leadership Guide to Quality Improvement for Emergency Medical Services Systems».

Quality is anything that 5)_________ the product or services from the viewpoint of the customer (patient). In EMS, our customer is not only the individual patient we serve, but the entire community. We need to align our values with community needs.

With the rapidly 6)_________ health care environment, EMS must determine how it can best serve community health, while remaining the public's emergency medical safety net. We need to provide for improved health, with 7)_________ quality and improved efficiency, while continuously monitoring our progress.

This «Leadership Guide to Quality Improvement for Emergency Medical Services (EMS) Systems» was developed to serve as a template for EMS managers who want to establish and 8)_________ a program for continuously monitoring and improving the quality of patient care and support services in all parts of the EMS system. It encourages EMS leaders to integrate continuous quality improvement practices as essential parts of normal EMS routines.

The Leadership Guide is presented in a loose-leaf format to allow for addition of new materials and notes resulting from continued study and growth in the area of quality 9)_________.

NHTSA plans to 10)_________ additional materials and programs to contribute to continued growth in this important area and we would strongly encourage EMS leaders at all levels to embark on this 11)_________ with us. We hope this Leadership Guide will be a useful tool as you and your respective systems shape the future of EMS.

3. Read the following article and make a rendering of it in English.

Система менеджмента качества – это не горы ненужной документации, а способ полноценной реализации принципов менеджмента качества в деятельности организации.

Система менеджмента качества – есть система процедур, правил, информации, ресурсов, людей и т.д. взаимодействующих в рамках организации для установления и достижения целей в области качества.

Согласно современным взглядам система менеджмента качества подразумевает наличие ряда элементов, позволяющих реализовать менеджмент качества в полном объеме. К этим элементам относятся: политика в области качества, система планирования качества (установление целей в области качества, определение необходимых ресурсов и т.д.), процессная модель организации (описание процессов, блок схемы, процедуры, инструкции и т.д.), система контроля качества (входящих ресурсов, полуфабрикатов, продукции, процессов т.д.), система мониторинга удовлетворенности потребителей, система внутренних проверок качества, система внешних проверок качества (в особенности в случае сертификации), система управления информацией о качестве процессов и продукции (записи по качеству), система анализа качества со стороны руководства, система непрерывных улучшений качества, управление несоответствиями, корректирующие действия, предупреждающие действия, система управления внешними поставщиками.

Архитектура системы менеджмента качества и конкретные способы реализации ее элементов в конкретной организации зависят от ее масштаба, профиля, структуры, культуры, стиля управления, целей и других факторов. Тем не менее мы можем говорить о сформировавшейся на сегодняшний день обобщенной модели системы менеджмента качества, которая и нашла отражение в серии международных стандартов ISO 9000.

Международные стандарты семейства ISO 9000 описывают минимальную модель системы менеджмента качества, которая позволяет реализовать основные принципы TQM в практической деятельности предприятия. Они содержат универсальные требования и рекомендации в отношении основных элементов системы менеджмента качества. Эти требования могут быть в той или иной степени применены к деятельности любой организации. Они ни в кое мере не регламентируют свойств выпускаемой продукции, которые должны определяться на основе потребностей потребителей и соответствующих технических стандартов.

Система менеджмента качества может быть сертифицирована на соответствие стандарту ISO 9001:2000 в добровольном порядке. Независимые сертификационные проверки (аудиты) систем менеджмента качества и выпуск легитимных сертификатов осуществляют аккредитованные органы сертификации.

В России действует ряд национальных и международных органов сертификации. Российские органы, как правило, аккредитованы по Госстандарте России. Международные – в основном пользуются аккредитациями при системах стандартизации ведущих стран мира за исключением российской.

Признание или непризнание значимости добровольного сертификата целиком и полностью зависит от потребителей. Следует отметить, что если стандарты ISO 9001 являются международными, то сертификация по ним осуществляется в рамках национальных систем стандартизации. При этом российская организация не обязана выбирать именно российский орган сертификации. Выбор органа и аккредитационной системы зависит от целей сертификации. Скажем, если сертификацию проходит экспортер, то разумно выбрать орган, сертификаты которого признаются в странах, где расположены ее потребители. В этом случае, к сожалению, скорее всего, будет выбран не российский орган сертификации, так как в силу различных обстоятельств отечественная система стандартизации систем качества не пользуется абсолютным доверием за рубежом.

Если сертификат ISO 9000 необходим для работы на внутреннем рынке, то вполне достаточно будет обратиться в один из отечественных органов сертификации.

Part B

Registered Managers must have a passion for Residential Child Care. It might just be one of the last roles and tasks where those doing it see it as a vocation rather than employment, the job is so psychologically demanding. It requires total commitment emotionally, physically, intellectually. There are easier ways to make a living for clearly resilient, talented and creative people.

Yet everyday in our 1760 homes across England you will find professionals leading their skilled teams with «infectious enthusiasm» for what is being provided for young people. Can this be «taught» or do we have to have «caught» these people? Perhaps there’s a mixture of both. Residential Child Care Managers are multitaskers, in any one hour they can go from being a professional social care leader, to a data analyst, to a psychological adviser, to an adviser on behavior, to having fun in the garden with young people, to straightening the crockery of the table so that everything is «just right». Quite a task. Don’t ask them to account for their time, any time and management study software would need to significantly rewritten if applied to RCC managers.

Managers make the complex interrelatedness of the Quality Standards come alive. When you see the tasks written down in the Quality Standards for children’s homes it is a long list (see NCERCC Aide memoire for Registered Managers). It is Managers that make these Regulations come alive. Living those demands is a challenge that they rise to everyday. All that is in the life of a home are to be found in the Manager, all that a home and Residential Child Care is and all it can become are concerned in this person, in this group of people.

The Craftsman Richard Sennent writing of Stradivarius workshop after the master’s death: «Missing…is the absorption into tacit knowledge, unspoken and uncodified in words, that occurred there and became a matter of habit, the thousand little everyday moves that add up in sum to a practice».

The «thousand little everyday moves that add up in sum to a practice», the complexity and interdependency of the many task involved in Residential Child Care is well represented in two diagrams – the Secure Base and Maslow’s hierarchy of needs.

The Quality Standards have a twin focus, safeguarding/protection of children and the Quality of Care, and this latter has many other contributory other Quality Standards such as that concerned with Positive Relationships.

The manager role cannot be reduced to administration, though this part of their task has to rock solid. It is a leadership role of a dynamic social organisation.  Children’s homes are incredibly complex and delicate systems, wonderful in a good patch, but easily upset.

As Hicks shows us, «The tasks of managers draw on a complex set of skills which go beyond those which are more generally described as «management tasks». The elements of these contribute to the way in which leadership is established and sustained, or «held»,  within children’s homes. The elements combine educative functions – expertise in communication, engagement, relationship dynamics, human development and role modelling – with routine management tasks, as well as a more strategic overall vision in relation to where the home is heading within the wider organisational context».  

Utting captures it well too,‘‘Safeguarding residents is inseparable from the wider purposes of children’s homes. Homes which meet the personal, social, health and educational needs of children are much more likely to be safe places for children than those that do not.’

It can be seen that the Quality Standards are informed by the NCERCC research review which identified the following foundations for practice of any home.

Attention has to be given to the formal culture of the setting. The «ethos» and culture of residential settings have an effect on staff and young people in 4 ways

•ideological: the prevailing values and beliefs as implemented by staff and managers

•organisational: the way aims and values are enshrined in structures and staff roles

•staffing: the characteristics, training and attitudes of staff

•residents» responses: for example, whether there is learning or socialisation.

Equally, writing in the 1990s, Bullock, Little and Milham noted that «informal cultures created by staff and children are especially significant in influencing performance».

Finally in this short observation of what makes the «culture» of a home, «Homes that perform best are those with concordant societal, formal and belief goals, strong positive staff cultures and either strong positive child cultures or ones that are fragmented without undermining the work of the home».

It is essential that each residential setting has a clear theory or general philosophy that guides its practice, focusing on the fine detail of children’s needs and ways of addressing them using individual and group methods.

All children’s homes are required to have a Statement of Purpose and well-articulated objectives, consistent throughout the organisation.

Defining the primary task of a children’s home can be established by asking «What are we here for?» or «What are we in the business of doing?» A children’s home is more likely to be successful if the primary task is understood and agreed by all parties.

The Quality Standards move the Residential Child Care task to become more explicitly methodical and reflective

The Quality Standards move the Residential Child Care task to become more explicitly methodical and reflective, working not from personal prejudice or experience but what assessment and evidence tells us is the best way to be using every moment of time with this young person at this time.

Practically this means the Registered Manager being able to utilise what the assessment is telling us, gathering the information about the developmental stage and personal preferences of the young person into the care plan and then into a more detailed plan, a «treatment plan» where you know where the young person is and what to do now, and next.

The Registered manager is directing staff in their work with the young person confirming their present, defining their next step and how they will be «accompanied» to get there. Over time the young person becomes more aware of and in control of their development. This process of takes time, dependency – independency – interdependency. It all starts with that first significant relationship, making a primary attachment, enabling a young person. Resilience and empowerment come later and cannot be rushed. But first it comes by knowing vulnerable young people are social beings not biological and chemical entities.

Every RCC Manager needs an extensive experience in other children’s homes roles and tasks. RCC leadership is a role that one matures towards, but each step is upwards is tremendously large. Very often existing managers make the task look so easy, and that comes through finding the ways of doing several things at once, of being able to anticipate through «reading» what’s happening making connections to similar events before, knowing that what’s going on along the surface isn’t necessarily what’s «really» going on. Managers have to be able to know the darkest of human life for there to be as much light as there is in children’s homes. Containment of any negativity allows strengths to flourish.

Psychological and emotional containment, as in relational care which Residential Child must be focused on providing, involves carers «absorbing» the experiences of those seeking their care to better understand and respond helping them to identify, verbalise and make manageable uncontainable feelings. This supports the interconnectedness that underpins the Quality Standards developing a culture within a home where children feel «accepted, respected, and understood». Ward 1995.

Following Ruch’s idea of holistic containment homes need to direct their understanding about an individual child and the practice required to meet their needs by making plans for emotional containment (understanding and responding to feelings), organisational containment (planning to meet needs and for particular events, behavior management and safe handling plan), and epistemological containment (how to think about the theory and practice required).

Managers must have an exceptional compassion, empathy, highly developed objective analytical skills, steely determination, subtle management. They must know their «subject»,  child development in a potentially uncertain situation. The work of a RCC Manager acts to support development of staff to better meet the needs of young people and by doing so enable the development of the young person. A very important achievement for a RCC Manager is to be able to explain what is going on and what is to be done about it. If they can do this then they will be seen as the confident practitioners, supervisors and responsible figures who are worthy of trust and in accepting this to be the case the staff and young people give them the space to be an autonomous manager acting in a clearly defined, goal-oriented manner.

As Ward notes in Leadership in RCC I learned very early on that you can’t actually make someone do something. You can cajole, persuade, encourage, implore, but you can’t actually make it happen if it’s a reluctant adolescent or member of staff who doesn’t want to work in a particular way. You can insist on compliance but that’s not the point, and often the more you insist the less compliance you will evoke.’

Perhaps not all RCC Managers would want the cloak of academia but they can have a driving interest in and a commanding knowledge of their subject often modestly displayed almost to the point that you wouldn’t «spot» it. It is «there» though, it has to be. If it isn’t then the young people will soon «find you out». They will demand that you remain centred professional; you will be continually tested for the smallest crack or wobble. You must remain steady, dependable and containing. 

The Registered Manager – thinking about equivalent professional status

Tim Brighouse writing about being a Headteacher sees 4 essential qualities of leadership

•regarding crisis as the norm and complexity as fun

•unwarranted optimism

•an unquenchable supply of intellectual curiosity

•a complete absence of paranoia or self-pity

You can see how the RCC Manager role fits well to this description.

Brighouse advises us that there are six leadership tasks in any setting and you can see how this matches to the RCC Manager role and task easily

•creating energy

•building capacity

•meeting and minimising crisis

•extending the vision

•securing the environment

•seeking and charting improvement.

Two short practical activities choosing from this list to match aspects of the Registered Manager role in delivering the Quality Standards.

There are the procedures that must be followed in the event of an incident but this should be a small part of the more general proactive work of a RCC Manager.

Any RCC Managers reading this consider yourselves in the last 24 hours and tick off how many you’ve done that create energy:

•profiling the strength of the team systematically, this shift, this week,

•ensuring compliance to Regulations

•getting the details «right’

•ensuring caring is delivered as it was  assessed and planned to be

•That the house is well organised ­

•reviewing meetings and plans

•updating policies and procedures so everyone knows what they are to be doing to be on task and not off task or anti-task.

•improving the staff through advice in the corridor, supervision, training

Any RCC Managers reading this consider yourselves in the last 24 hours and tick off how many you’ve done that create energy

•learning from and with staff colleagues ­

•encouraging speculation – asks «What if?»

•talking with, not about, staff ­

•being «fussy» about appointments and involving colleagues in the process, consciously looking for «energy creators» or potential ­

•ensuring job descriptions include shared leadership through reference to prime and support responsibilities ­

•carrying out unexpected or unpredictable acts of thoughtfulness and appreciation – inspiring through walking and talking the job among all staff

•using «we» not «I»

•telling stories

•taking the projections of others, holding them and giving them back in ways that take matters forwards

Thinking about the Quality Standards and RCC Management – learning from Brighouse – 3 phases of leadership.

In this phase the group of staff and young people for whom the Manager is responsible is trying, individually and collectively, to match what the leader says to what he or she is and what he or she does. The more successful the leader, the more there will be a match among those three of «speak»,  «be» and «do».

This is the time when the Manager carries out the programme of change, which will by then have a widely understood and easily defined set of purposes and principles.

In the case of the Quality Standards this means having an implementation programme and action planning for future development. Identifying the journey has begun and the stages along the way keeps everyone focused. Though this is serious business a wise word here might be to recognise that people might not all be able to as totally committed as the Manager, they need  times to recharged, relax and have fun! Managers need to see this as a necessary developmental stage, as productive as all the others. 

It is an inevitable phase of being together as a group. In an age of «Only good is good enough inspection» this phase is a potential difficulty.  It’s why Adequate, though meeting standards,  no longer fits and Requiring Improvement is a better match to the task, though perhaps adding Requiring Improvement to be Good.’

It needs to be undertaken as a learning phase. Certainly it needs not to be a long-drawn-out decline. This inevitably leads to Inadequate either temporary or persistent. If decline is anticipated, and it will be by an attentive Manager ( or their external manager) then the home refinds its «sense of purpose, momentum and direction.’

The Regulations determine there shall be a Registered Manager for a home. Management is a task driven, administratively consuming, compliance focused role. Meeting this management demand of the Quality Standards is achieved by a Management Team. In this way the Registered Manager has space to direct, to reflect, but crucially given all said above about knowledge and experience they cannot allow themselves to be confined to an office and administration. They are the lead professional and they need to active role modelling and shaping practice. What starts as potentially as a Management task necessarily merges to take into account leadership.

Hicks observes that a registered Managers role is concerned with structure, process and outcome.  At a management level the task is concerned with determining the kinds of resources available and the ways these are used

‘The tasks of managers draw on a complex set of skills which go beyond those which are more generally described as «management tasks». The elements of these contribute to the way in which leadership is established and sustained, or «held»,  within children’s homes. The elements combine educative functions – expertise in communication, engagement, relationship dynamics, human development and role modelling – with routine management tasks, as well as a more strategic overall vision in relation to where the home is heading within the wider organisational context. The research shows that an accumulation of strengths in these areas makes a vital contribution towards attaining good outcomes for young people. An obvious but important point to make… is that all of these areas will be influenced by factors determined at the level of the wider organization.

Creating, maintaining and developing a team is a shared and conscious process.

It does not happen by accident. The Manager must ensure «recruitment with a purpose»,  according to competency planning having first assessed the needs of the young people and the resilience of the staff.  It’s never «just another person» – and many will know sometimes it’s best not to appoint than to do so and regret.

Developing and maintaining a team is an ongoing and dynamic activity. Developing individuals and the group/team, attending to the needs of the young people from impact/compatibility to children’s meetings to supervision of care planning.

The Registered Manager is a role that is closely scrutinised, accountability is high. They must have established role clarity and task definition throughout all aspects and activities of the home. The manager must have made absolutely clear organisational, professional and  personal appropriate authority and responsibility is exercised. They must keep the culture true to its task, being clear about who should be doing what and why, who is leading what, and who should not. Decision making is easier where there is clarity of purpose.

A management task might be reading reports administratively. It is another level of management to be reading them reflectively not just administratively – what does this instance tell me more about everything in the home? Relationships and risk can be assessed but there is another element of being «in touch» by seeing, experiencing, not just being told or reading.

EXERCISES

1. Sum up the main ides of the text and retell it in Russian.

2. Fill in the missing words from the box into the text below.

Managers who are 1)________ to developing Transformational Leadership have a belief that each individual and group has the capacity to achieve. If they are confronted by a system that doesn’t «allow» it then it has to be in the 2)________ plan to change the homes» belief system or that of the wider system.

Resilience is the capacity to overcome life’s obstacles. The obstacles that young people living in our children’s 3)________ have faced in their lives have been beyond most people’s comprehension. First staff hold the resilience in order for young 4)________ to do so later. It is the job of the RCC Manager to change young people’s circumstances using all the resources, 5)________ and supported staff to meet the needs of each child in this a safe, facilitating environment.

Children’s homes 6)________ an enormous challenge too of the ethics and strategy of the wider system that keeps RCC from being 7)________ positively and a last resort.

3. Read the following article and make a rendering of it in English.

Менеджмент качества не ограничивается деятельностью лаборатории или отдела качества. Это – общее дело, и каждому сотруднику организации отведена в нем особая роль.

Одним из краеугольных камней Тотального управления качеством является вовлечение всего персонала в деятельность по обеспечению и улучшению качества. Как мы уже отмечали выше, любая операция, выполняемая сотрудниками организации может повлиять на качество готовой продукции. Если это не так, то есть повод задуматься о необходимости такой операции. В идеале всеми операциями следует управлять, исходя из задач менеджмента качества, учитывая их роли в обеспечении и улучшении качества готовой продукции и устанавливая частные цели в области качества для каждой организации.

В нормальной ситуации за выполнение каждой операции отвечает тот или иной сотрудник. В связи с менеджментом качества в задачи этого сотрудника входит помимо прочего обеспечение установленных для данной операции характеристик и запланированных для нее улучшений. В этом и состоит идея вовлечения всех в процесс менеджмента качества в организации.

Процессный подход – это не только способ описания деятельности организации, но также очень эффективный инструмент управления, широко применяемый в менеджменте качества.

Применяя процессный подход организацию представляют, как систему взаимосвязанных процессов, субпроцессов и отдельных операций. Каждый процесс состоит из субпроцессов и/или операций.

Процесс – система взаимосвязанных действий, в ходе которых входящие ресурсы преобразуются в некие продукты или результаты процесса. Роль входящих ресурсов и результатов процесса могут играть: сырье, полуфабрикаты, расходные материалы, энергия, оборудование, информация, знания, рабочая сила и т.д. По сути дела любая операция сама по себе может быть представлена как процесс.

Результаты одного процесса являются входными ресурсами для других процессов. И соответственно входные ресурсы, поступающие в данный процесс являются результатами предшествующих процессов. Лица отвечающие за выполнение последующих процессов рассматриваются как клиенты данного процесса. И соответственно те, кто отвечает за предшествующие процессы, являются поставщиками по отношению к данному процессу. Потребители и поставщики процесса могут быть внутренними и внешними. Скажем, карьер, на котором предприятие закупает кварцевый песок является внешним поставщиком по отношению к процессу «Закупка основного сырья», а склад материалов цеха сухих строительных смесей является внутренним потребителем по отношению к этому процессу.

Внутренние и внешние клиенты предъявляют определенные требования к получаемым входным ресурсам. По степени удовлетворенности эти требований можно судить о качестве каждого отдельного процесса. Таким образом процессный подход делает качество и деятельность по его обеспечению и улучшению измеримыми, позволяет их контролировать и управлять ими.

Используя процессную модель функционирования предприятия, мы можем: контролировать ход обеспечения качества на каждом этапе, определять узкие места, причины проблемы и устранять их, анализировать эффективность системы и оптимизировать ее, перестраивая отдельные процессы и взаимосвязи между ними, планировать и осуществлять деятельность по улучшению качества и т.д.

Процессный подход лежит в основе концепции Тотального управления качеством и модели системы менеджмента качества по ISO 9001.

Part C

The valuable experience and insight of Artel’s metrologists and scientists is recognized far beyond the doors of our company. With in-depth liquid handling quality assurance expertise, Artel’s team of metrologists and scientists are leaders and contributors in international organizations that develop standards for pipette calibration, volume and weight measurements, metrological traceability, and laboratory quality.

Many of our team members are working behind the regulatory scenes, converting their in-the-field liquid handling expertise into international standards. Richard Curtis, PhD, Chairman and Director of Technology, was a key author of ISO 8655-7, which provides guidance on non-gravimetric methods of volume measurement. And George Rodrigues, PhD, Senior Scientific Manager, contributes to maintenance and revision of pipetting and volume measurement standards for ASTM International.

In addition to writing standards, our team members lead and contribute to a number of committees at international standards organizations. George Rodrigues chairs the ISO and ASTM committees for pipettes, weighing devices, and other laboratory equipment, and actively contributes to metrology committees of NCSL International (the National Conference of Standards Laboratories).

Bjoern Carle, PhD, Product Manager, focuses his standards-development efforts on pipette calibration, measurements, traceability, and quality systems. He participates in committees of ISO and ASTM, as well as CLSI (Clinical and Laboratory Standards Institute).

Because so many of our team members are active participants in standards organizations, we can quickly and easily implement our in-depth understanding of quality standards both internally and with our customers.

The in-house Artel team including Doreen Rumery, our Quality Control Manager, and Cary Ouellette, our Quality Assurance Manager, ensures operational regulatory compliance, and shares that expertise with our customers during on-site training sessions.  Together they manage key elements of the Artel Quality Management System and ensure compliance with FDA Quality System Regulations (QSR).

From writing and shaping liquid handling measurement standards, to implementing and sharing our expertise on standards and regulatory issues, measurement quality is what Artel is all about.

EXERCISES

1. Sum up the main ides of the text and retell it in Russian.

2. Fill in the missing words from the box into the text below.

The OECD-DAC Quality Standards for Development Evaluation, 1)_________ through international consensus, provide a guide to good practice. They are not intended to be used as a 2)_________ evaluation manual, but they outline the key quality dimensions for each phase of a typical evaluation process: defining purpose, planning, designing, 3)_________, reporting, and learning from and using evaluation results. Principles informing the whole of the evaluation process are transparency and independence; integrity and respect for diversity; partnership, 4)_________ and alignment; capacity development; and quality control.

In today’s evolving development context, evaluation has an important role in informing policy 5)_________ and helping to hold all development partners mutually accountable for development results. The way development evaluation is carried out must also reflect this new context, becoming more 6)_________, better aligned and increasingly country-led, to meet the evaluation needs of all partners. decisions harmonised intervention account credibility

Development evaluation is the systematic and objective assessment of an on-going or completed development 7)_________, its design, implementation and results. When carrying out a development evaluation, the following overarching considerations should be taken into 8)_________ throughout the process.

Transparency and independence: The evaluation process should be transparent and independent from programme management and policy-making, to enhance 9)_________.

Integrity and respect for diversity: Evaluation should be undertaken with integrity, respecting human 10)_________ and differences in culture and beliefs, mindful of gender roles, ethnicity, ability, sexual 11)_________ and language.

Partnership, coordination and alignment: A 12)_________ approach should be considered early in the process, taking into account national and local evaluation plans.

Capacity development: Positive effects on the evaluation capacity of partners should be maximised.

Quality control: This should be 13)_________ throughout the evaluation. It could be carried out through an internal and/or external mechanism such as peer review, an 14)_________ panel, or a reference group.

The members of the evaluation team should possess a mix of evaluative skills and thematic knowledge and be independent of the project. Stakeholders should be able to 15)_________ to the evaluation process, which should be carried out within budget and the allotted time. The intended use of the )_________ should be stated clearly, addressing why and for whom it is undertaken and how it is to be used for learning and accountability functions. The feasibility of an evaluation should also be assessed. Further:

The evaluation objectives should be translated into relevant and specific evaluation questions, which should also 16)_________ cross-cutting issues, such as gender, environment and human rights.

The evaluation questions should determine the most appropriate approach and methodology. The planning and 17)_________ phase should culminate in the drafting of Terms of Reference (ToRs).

The programme being evaluated should be clearly defined, including a description of the intervention logic or 18)_________.

The evaluation report should: be understandable to the intended audience, describe the 19)_________, logic and underlying assumptions of the intervention, the factors affecting success and answer the questions set out in the ToRs.

Conclusions, recommendations and lessons should be clear, relevant, targeted and actionable. They should be 20)_________ responded to by the person or body targeted in each recommendation. Agreed follow-up actions should be tracked to ensure accountability for their 21)_________.

The evaluation results should be presented in an 22)_________ format and be systematically distributed internally and externally for learning and follow-up, and to ensure transparency.

3. Read the following article and make a rendering of it in English.

Стереотип в отношении определения понятия качества еще несколько лет назад доминировал в мнениях большей части слушателей лекций и семинаров, в проведении которых автор статьи принимал участие. И он же подвергся разрушению в первую очередь. Ответы студентов и представителей предприятий на вопрос «Что такое качество?», который автор неизменно задавал каждой учебной группе, переменились всего за 3-4 года. Еще в середине 90-х годов прошлого века большинство автоматически описывало качество, как соответствие стандартам. К 2000 году такую позицию высказывали единицы. Основная же аудитория очень быстро приходила к выводу, что качество в общем виде лучше рассматривать, как способность удовлетворять потребности.

Автор полагает, что причиной такой перемены стало интенсивное накопление опыта жизни и работы в условиях более или менее стабильной рыночной экономики.

Менеджмент качества – гораздо больше, чем просто контроль и отбраковка дефектной продукции. В него включается вся деятельность, направленная на планирование, обеспечение, контроль, анализ и улучшение качества продукции и услуг, производимых предприятием.

Менеджмент качества можно и следует применять не только в материальном производстве, но в любой организации, так или иначе обслуживающей своих клиентов. Тем более, что в строительной отрасли материальное производство очень тесно переплетено со сферой услуг производственного и иного характера. Если организация производит материальный или нематериальный продукт и реализует его на рынке, она сталкивается с конкуренцией. А современная конкурентная среда заставляет не только обеспечивать высокое качество, но и систематически его улучшать.

Понятно, что для систематического обеспечения и улучшения качества недостаточно только контролировать готовую продукцию. На качество готовой продукции или оказанных услуг, влияют характеристики всех этапов производственного цикла от закупки сырья до контроля и упаковки готовой продукции. Если все этапы протекают правильно, результат будет соответствовать установленным требованиям. Но если мы понимаем качество, как способность товара (услуги) удовлетворять потребности, то мы не должны упускать из виду такие моменты, как: проектирование и разработка , подбор и обучение персонала , анализ мнения потребителей, наличие необходимых документов на рабочих местах, своевременное получение необходимых разрешений и сертификатов и т.д.

В связи с этим и возникла концепция менеджмента качества , увязывающего в единую систему все виды деятельности, необходимые для того, чтобы потребитель был максимально удовлетворен получаемыми товарами и обслуживанием, и чтобы эта удовлетворенность росла и гарантировала укрепление конкурентных позиций организации.

Менеджмент качества – скорее концепция управления организацией, нежели техническая дисциплина. И все же эта концепция затрагивает деятельность всех категорий сотрудников организации и далеко не в последнюю очередь – инженерно-технический персонал.