IMPLEMENTACIJA TQM I EMS U VISOKOM OBRAZOVANJU I...

Ma{instvo 4(3), 213 - 226, (1999) dr. F.]atovi}: IMPLEMENTACIJA TQM I EMS...

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1. UVOD

Zna~aj permanentnog obrazovanja kadrova uop{te, aposebno u okviru programa TQM ne treba posebnonagla{avati. Sigurno je da je najzna~ajnija ulogavisokog obrazovanja u stalnom pobolj{anju sistemaupravljanja kvalitetom (TQM) i okoli{em (EMS) za svegrane industrije i kompletnu infrastrukturu.Zbog toga se u poslednjih nekoliko godina pose-bno na zapadnim univerzitetima i nau~noistraìva~kiminstitutima uvodi TQM i EMS ne samo u programenastave, nego se vr{e organizacione promjene kojebi u potpunosti zadovoljile zahtjeve ISO 9001 i ISO14001 standarda. Ve}i je broj univerziteta, fakultetai nau~noistraìva~kih instituta dobilo certifikate ISO9001 i ISO 14001. Ovaj proces se {iri u svijetu, paneka iskustva prenosimo smatraju}i da bi moglipomo}i i na{im univerzitetima u Bosni i Hercegovini.

Posebno je zna~ajno uvo|enje EMS kao kompo-nente okoli{nog razvoja, koja bi zajedno sa TQM,

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Prof.dr. Fuad ]atovi}, Univerzitet "Dèmal Bijedi}" u Mostaru, Prof. dr. MustafaOmanovi}, Fakultet za metalurgiju i materijale u Zenici, Univerziteta u Sarajevu

REZIME

U radu su predstavljena neka svjetska iskustva u uvo|enju standarda serije ISO 9000 do TQM - a istandarda serije ISO 14000 do EMS - a u visoko obrazovanje, istraìvanje i razvoj (Njema~ka, Kanada).Univerzitet Paderborn u Njema~koj dobio je certifikate ISO 9001 i ISO 14001 za navedene oblasti.Predstavljene su i mogu}nosti uvo|enja TQM i EMS u nastavi Univerziteta u Bosni i Hercegovini.

Klju~ne rije~i: Implementacija, TQM, EMS, Univerzitet, NIR, Svedru{tveno ovladavanje kvalitetom (SWQC).

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Fuad ]atovi}, PhD., "Dèmal Bijedi}" University of Mostar, Mustafa Omanovi},PhD., Faculty of Metallurgy and materials Zenica, University of Sarajevo

SUMMARY

The paper provides some of the world's experience in implementation of standards series ISO 9000to TQM and standards ISO 14000 to EMS that refer to High Education and Research & Development(Germany and Canada). Paderborn University has attained the ISO 9001 and ISO 14001 certificatesfor the abovementioned scopes. The possibilities of applying the TQM and EMS in the sphere ofB&H university education are presented as well.

Key words: Implementation, TQM, EMS, University, R&D, Society Wide Quality Control (SWQC).

1. INTRODUCTION

The importance of permanent staff education in gen-eral, and inside the TQM programme in particular,is not necesarry to extra mention. Inevitably the mostimportant role of high education lays on constantimprovement of quality management system (TQM)and environment (EMS) for each branch of industryand complete infrastructure.Consequently, in recent several years TQM and EMShave been involved in universities and research-development institutes, especially in western coun-tries. Not only the education programmes are includ-ed but also organisation changes are performed inorder to satisfy ISO 9001 and ISO 14001 demandsin total. A great number of universities, colleges andR&D institutes have attained the certificates ISO 9001and ISO 14001. This process spreads all over theworld, so we offer some of experiences consideringit could help universities in Bosnia and Herzegovina.Also a very important role belongs to the introduc-tion of EMS as a component of environment devel-

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ostvarila svedru{tveno ovladavanje kvalitetom(SWQC).

Obrazovanje za okoli{ ima za cilj podsticanje pozi-tivnog stava prema okoli{u kako bi se pospje{ioodrìvi razvoj. Potreba obrazovanja za okoli{ postojikod svih dobnih skupina i na svim razinama fo-rmalnog i neformalnog obrazovanja. Op}e je mi{lje-nje da obrazovanje za okoli{ ne treba biti zasebanpredmet. Rje{avanje problema koji podrazumijevaprepoznavanje i analiziranje problema, definiranjeproblema u svrhu djelovanja, formuliranja hipoteza,iznalaènja alternativnih rje{enja, te primjenjivanjerje{enja koji su u kona~nosti izabrani predstavljanajprimjerniji pristup u obrazovanju za okoli{.Izvan{kolske ustanove i programi ~ine zna~ajandoprinos aktivnostima obrazovanja za okoli{. Obukanastavnika je preduvjet za promicanje i {irenje obra-zovanja za okoli{.

Kad se radi o sistemu visokog {kolstva (kao i {ko-lstva uop{te), TQM podrazumijeva odre|ene pro-mjene fokusa unutar obrazovanog procesa. Naime,savremeni nastavni planovi u sredi{te pa`nje posta-vljaju sa jedne strane studenta i njegove potrebe, asa druge strane potrebe privrede i trì{ta rada kojezapo{ljava diplomce datih visoko{kolskih ustanovapo zavr{etku studija.Prema (lit. 7) TQM u nastavne planove uvodi sli-jede}e nove perspektive:

usmjerenje ka korisniku usluge, prije svegasada{njim i biv{im studentima pri ~emu se mora ozbi-ljna pa`nja posvetiti njihovim potrebama i zahtjevima;

kontinuirano unapre|enje svih procesa u ciljuzadovoljenja korisnika usluga, tj. u cilju {to boljegobavljanja sveobuhvatnog obrazovnog procesa(uklju~uju}i nastavne i administrativne aspekte);

upravljanje obrazovnim procesom i kvalitetomobrazovanog procesa uzimaju}i u obzir isklju~ivo~injenice u vezi kvaliteta i sistemati~nog sprovo|enjasistema kvaliteta;

sistemska i neprekidna potraga za najboljimmogu}im postupcima u nastavi i u administraciji;

posebna pa`nja koja se posve}uje osobljuuklju~enom u obrazovani proces u cilju obezbje|enjasredstava, alata i tehnike i motivacije za uspje{nopostizanje postavljenih obrazovanih ciljeva; i

obezbje|enje struktura u okviru kojih }e se obra-zovane djelatnosti obavljati u skladu sa potrebamakorisnika usluga (studenata i privrede).

U pripremi nastavnih planova i programa, gore nave-deni stavovi impliciraju slijede}e: potrebno je da sejasno odrede znanja, vje{tine i stavovi iz date na-stavne oblasti koje treba prenijeti studentima. Bezobzira na nau~nu oblast ili disciplinu ova aktivnost

Ma{instvo 4(3), 213 - 226, (1999) dr. F.]atovi},...: IMPLEMENTACIJA TQM I EMS...

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opment, which should along with TQM accoplishtotal social control of quality (SWQC).The aim of education for environment is to createa positive attitude towards the environment in orderto amend the maintainable development. The neces-sity of education for environment should exist insidethe each age generations and each level of formaland non-formal schooling as well. The general opin-ion is that education for environment should not bea particular course. As to education for environment,the most appropriate attitude consists of solving theproblem through appropriate recognisation, analysis,and definition of problems in order to act, formulatehypothesis, find alternative solutions, and implementthe chosen solutions. Non-educational institutionsand programmes contribute a lot to educationalactivities for environment. The appropriate training ofteachers is one of the main prerequisites for suc-cessful implementation and spreading of the educa-tion for environment.Talking about high education system (as well asschooling in general), TQM implies a specificchange must be done in the focus of educationalprocess. Present curricula, unfortunately, put studentand his wants on one side of interest and econo-my and labor market, which employ graduated diplo-mants, on the other.According to the Lit.7, TQM introduces next newperspectives in curricula:

orientation to the users of services, first of all tothe present and ex-students with a special attentionto their wants and demands;

continual advancement in all processes in orderto satisfy users of services, i.e. in the aim of improv-ing the complete education process (involving edu-cational and administrative aspects);

managing with education process and its qualitytaking into accounts all facts concerning the quali-ty and systematic accomplishment of quality system;

systematic and continual search for the best pos-sible methods in education and administration;

special attention to the staff involved in educa-tional process in purpose of providing means, tools,techniques and motivation for successful develop-ment of planned educational intents; and

providing of structures inside which the educa-tional activities will be done according to the needsof users of services (students and economy).

In preparing these educational plans and pro-grammes, the abovementioned attitudes implicate thefollowing: it is necessary to fix clearly knowledges,skills and attitudes of a specific educational fieldthat have to be transmitted to the students. No mat-ter which scientific field or discipline is treated, thisactivity is a necessary prerequisite for creation ofthe adequate educational plan and programme. This

activity implies wide consultation with not only theeducation staffs but also with some experts in whichfields this knowledge and skills will be applied. Itmeans the contents of educational courses shouldbe defined accordingly.

2. DEMING'S PROPOSITIONS FORTQM AND EMS IMPLEMENTATION INHIGH EDUCATION AND R&D

The implementation suggested by the authors [12]seems very interesting. It consists of 14 points sug-gested by Deming as a frame that provides theTQM system. Although general as they are, theyoffer an appropriate modification for each case ofhigh education organisation.

1. Establishing the purposesDevelop a mission statement as your corporate pur-pose or aim. For example, the mission state-ment foran university might be, ̀ to develop knowledges, skills,attitudes, and motivation in our students' mind tobecome responsible citizens and be able to give pos-itive contributions to the society.' The mission state-ment for a college of engineering might be, `todevelop knowledges, skills, and attitudes in our stu-dents so they will work in technically competent,socially responsible, and ethical manner as engineersentrusted with safety and comfort of their clients.' Themission statement development is not a trivial task; itrequires a real understanding of that why the organ-isation exists. The mission statement is also hierar-chical; the department's mission depends on the col-lege's mission, which depends on the university'smission, and so on. Once the mission statement isdeveloped, everyone (not only the faculty and admin-istration, but also everyone employed there) mustknow what his contribution to the mission is. Theanalysis sug-gested here should yield an evaluationof the value added by the process. If the processor position does not add a value, that is, doesn'tcontribute to the mission, it should be eliminated.

2. Adopt a new philosophyInsist on quality in any particular thing - classroomlessons, bookstore services, campus preservation,rest room cleaning, and interactions with the legis-lature - in one word in everything. To achieve thisquality, an atmosphere of cooperation as opposedto competi-tion must be instilled. This is particularlyimportant in the classroom; the management mustensure the process put in force encourages a coop-eration through all levels, i.e. student to student, andfaculty to stu-dent. Put away the ùs versus them'attitude. Instead, ask questions like, “What can we,faculty and staff, do to make learning experi-ence in

je preduslov za kreiranje adekvatnog nastavnog planai programa, a u njoj je pored nastavnih radnika izdate oblasti, neophodno konsultovati i eksperte izoblasti djelatnosti u kojima }e se ova znanja ivje{tine primjenjivati. U skladu sa time defini{u se isadràji i odgovaraju}ih nastavnih predmeta kroz koje}e se studentima data znanja i vje{tine prenijeti.

2. DEMINGOVI PRIJEDLOZI KODUVO\ENJA TQM i EMS U VISOKOM OBRAZOVANJU I NIR-uu

Interesantna je implementacija koje predlaù autori[12] a odnose se na 14 ta~aka koje predlaèDeming kao okvir uvo|enja sistema TQM. Kolikogod da su uop{tene one nude modifikaciju za svakikonkretan slu~aj visokobrazovne ustanove.

1. Postavljanje ciljevaRazviti formulaciju misije kao va{u individualnu svrhuili cilj. Npr., formulacija misije za jedan univerzitet bimogla biti "razviti znanja i vje{tine, gladi{ta i moti-vaciju na{ih studenata, tako da }e oni postatiodgovorni gra|ani i biti sposobni da daju pozitivnedoprinose dru{tvu". Formulacija misije za jedankoled` tehnike bi mogla biti "razviti znanja i vje{tinei motivaciju studenata tako da }e oni raditi natehni~ki kompetentan , dru{tveno odgovoran i eti~anna~in, kao inènjeri kojima je povjerena bezbjednosti udobnost njihovih klijenata". Razvijanje formulacijemisije nije trivijalni zadatak, to zahtijeva stvarno razu-mijevanje, upravo za{to organizacija postoji.Formulacija misije je tako|e hijerarhijska; misijaodjeljenja zavisi od misije koledà, koja zavisi odmisije univerziteta itd. Kada je jednom formulacijamisije razvijena, svako (ne upravo fakultet i admin-istracija, nego svako zaposlen na univerzitetu) moraznati, kako ono doprinose misiji. Analiza koja je su-gerirana ovdje treba da procjeni vrijednost koju jeobezbjedio proces. Ako proces ili pozicija ne dajedodatnu vrijednost, tj. ne doprinosi misiji, to trebaeleminisati.

2. Usvojite novu filozofijuInsistirajte na kvalitetu u svemu - instrukcija u u~io-nici, usluga knjiàre, odràvanje univerzitetskogzamlji{ta, ~i{}enje sobe za odmor, interakcija (uza-jamno dejstvo) sa zakonodavnim tijelom - sve. Dase dostigne ovaj kvalitet, mora biti uspostavljenaatmosfera saradnje nasuprot takmi~enju. Ovo jeposebno bitno u u~ionici; rukovodstvo treba daosigura da proces stavljen na snagu ohrabri sara-dnji na svakom nivou, student sa studentom i faku-ltet sa studentom. Izbaciti gledi{te "nas protiv njih".Umjesto toga postaviti pitanje "[ta mi moèmou~initi, fakultet i osoblje, da iskustvo u~enja u ovoj


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u~ionici napravimo boljim"? "[ta mi moèmo u~initi,nastavnik i studenti, da se osigura svakom stude-ntu najbolja prilika da nau~i ovaj materijal"? Ovo jepotpuno druga~iji pristup nego {to je ve}ina nasiskusila u {koli kao studenti.

3. Zaustavite zavisnost od masovne inspekcije

Fokusirajte se na proizvod ili proces usluge. Nemojtezavisiti od provjera, ispitivanja ili inspekcija da bigradili kvalitet. Inspekcije }e samo zadràti lo{eproizvode da ne stignu na trì{te, ali postoje nagomi-lani veliki tro{kovi sa svakim lo{im proizvodom.Analogija u edukaciji je, da student koji je pao naispitu je {kart koji mora biti ili ponovo tretiran (daponovi kurs ili da dobije ekstra podu~avanje) iliodba~en.Mi trebamo razviti proces u kojem imamanje testiranja, ali vi{e fokusiranja na napredak uu~enju. Npr. pitajte sebe za{to dajete poseban test.Ako je odgovor da ocjenite va{e studente, tada upi-taje sebe da li trebate ovaj ekstra dio ocjenjiva~keinformacije. Postoji dokaz da mi testiramo daleko vi{enego {to je to potrebno da ocjenimo na{e studente[7]. Na administrativnoj strani univerziteta, da li imaprevi{e provjera i vaganja? Moè li proces biti prom-jenjen u smislu da inspekcija bude nepotrebna, ilibar reducirati potrebu za inspekcijama? Proces sta-tisti~ke kontrole moè biti vaàn alat u razvijanjuprocesa koji ne}e zahtijevati mnogo inspekcije [8].

4. Zavr{ite praksu vo|enjem poslovana samom tro{ku

Najnià ponuda obi~no ne rezultira u najnièm tro{kuìvotnog ciklusa. U svim na{im procesima mi treba dase fokusiramo na dugoro~ne tro{kove i koristi. To moèzna~iti da novi kurs, koji je u trendu, ne}e bitiponu|en, ako to zna~i neuspjeh kursa sa dugo-ro~nijom vrijednosti. Dodjela ugovora o {tampanju je-dnom prodavcu izvan dijela univerziteta moè imati niìprvi tro{ak, ali nesposobnost da se dobije adekvatnovrijeme obrta, ili slabiji kvalitet moè u~initi vrlo visokimsveukupni tro{ak ove odluke. Univerzitetski profesori se~esto àle u vezi sa slabim poslom koji rade visoke{kole u pripremi studenata za koled`. Dugoro~nitro{kovi opskrbljivanja dru{tva obrazovanim ljudima,mogu biti manji ako ne{to od sredstava univerziteta seutro{i na pobolj{anje visokih i mla|ih visokih {kola.

5. Stalno pobolj{avati procesJesu li va{i klijenti (studenti i njihovi budu}i poslo-davci) zadovoljnije nego {to su bile nekon posle-dnjegsemestra? Jesu li ~lanovi fakulteta sretniji? Jesu liopskrbljiva~i univerziteta sretniji?Ako je odgo-vor napitanje, ne, utvrdite za{to i uredite odmah situaciju.Ako je odgovor da, utvrdite {ta je bilo u procesu daje u~injeno tako. U svakom slu~aju, ana-lizirati procesda bi se odredilo koje promjene treba napraviti, da


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this classroom better?' or “What can we, teachersand students, do to ensure each student to havethe best opportunity to learn this lesson?'. It is acompletely different approach than the most of usexperienced as students.

3. Cease dependence on mass inspectionFocus on the product or service process. Don'tdepend on audits, tests, or inspections to buildquality. Inspections will only keep bad products fromhitting to the market, but large costs are producedwith each bad piece. The analogy in educa-tion fol-lows: a failed student should be assumed as ascrap that must be either re-treated (to take thecourse again or get an extra tuition) or discarded.The pro-cess with less testing but more focus onlearning progress should be developed. For exam-ple, ask yourself why you are giving a particulartest. If the answer is to evaluate your students, thenask yourself if you really need this extra piece ofevaluative information. The evidence is we test farmore than necessary to evaluate our students [7].Ask if there are too many checks and balances onthe administrative side of the university. Can theprocess be changed in sense the inspec-tionsbecome unnecessary? At least, reduce the need forinspections. Statistical control methods may be animportant tool in the development of process notrequiring so much inspection [8].

4. Stop practice of conducting businesson costs aloneThe lowest bid usually does not result in the low-est life-cycle costs. In all processes, we shouldfocus on long-term costs and benefits. This maymean a trendy new course should not be offered ifit implied a failure of a course with long-term value.Signing a printing contract with an off-campus ven-dor might have lower cost at the beginning, but theinability of getting an adequate turn-around time orappropriate quality may make the overall cost of thedecision very high. University professors often com-plain about poor knowledge of students entering acollege. The long--term costs of student educationmight be less if a part of uni-versity financialresources had been spent on education improve-ment at high and junior high schools.-5. Constantly improve the processAre your customers (students and their future employ-ers) more satisfied now than they were last semes-ter? Are the faculty members happier? Are the uni-versity suppliers happier? If answers are no, find outwhy and fix the situation imme-diately. If yes, deter-mine what in the process was done that made it so.In any case, analyze the process to determine whatchanges could be made to make it better.

bi to bilo bolje. Pove}ano pobolj{anja se morajunapraviti svakog semestra. Ovo je bitno, Kaizen filo-zofija - ohrabriti inovaciju, ali insistira na pove}animpobolj{anjima, posebno poslije inovacije [9]. Fraza"Ako nije slomljeno, nemojte to u~vr{}ivati", se neprimjenjuje. Da se pomogne, odlu~ite gdje traìti stvarikoje treba pobolj{ati, koristite ocjene kursa, istupanjestudenata o temeljnim problemima, kritike studenata,fakulteta i organizacijski pregled klime, sadràj kutijesugestije, rezime àlbi itd. Pa`ljivo koncipirana pitanjao anonimnim pregledima mogu biti vrlo dragocjena,ali govoriti direktno sa klijentom je jo{ uvijek najboljina~in da se sazna koje barijere postoje. Postoji dodat-na korist kod direktnog razgo-vora sa studentima o nji-hovim problemima - oni to cijene i ~ine manjevjerovatnim gledi{te "nas protiv njih".

6. Ustanoviti treningSvako treba da zna svoj posao. Izvjesno je, da jenastavni~ko osoblje dobro educirano u svojim disci-plinama, ali mo`da ne u vje{tini obu~avanja.Razvojni programi fakulteta pomaù nastavnicima daznaju njihove poslove. âsovi vje{tine upotrebe rije~ipomaù sekretarima da svoj posao rade bolje.Novac utro{en na trening nastavni~kog i ostalogosoblja ima dugoro~an povrat. Dodatno, vi treba daobu~avate o TQM-u svakoga - nastavni~ko i ostaloosoblje, i posebno studente. [to vi{e svako zna oprinicipima upravljanja kori{tenim na dnevnoj osnovi,lak{e je za svakog u~e{}e u osnovnoj ideji.

7. Ustanovite rukovo|enjeIstaknuti (naglasiti) rukovo|enje umjesto upravljanja.Svako na univerzitetu ima neku vrstu uloge ruko-vo|enja. Svaka osoba u ulozi supervizora (uklju~uju}inastavni~ko osoblje) treba poku{avati da bude tre-ner i nastavnik, a ne sudija i nadgleda~. Kao {to jeizrekao Semge, lider treba biti dizajner, kreator oko-line [6]. Efikasni lideri }e tragati za barijerama komu-nikaciji i produktivnosti, i ukloniti ih. Slabo osvjetlje-na u~ionica moè imati zna~ajan efekat na u~inakstudenta. Nastavnik, koji je efikasan lider, }e poduzetida se problemi u vezi svjetla otklone. Nastavnik koji}e podesiti prikladan datum na projektu baziranomna specijalnim situacijama studenata, }e vjerovatnopove}ati efekat u~enja njegovih studenata.

8. Istjerajte strahU akademskim okolnostima, strah je ~esto vaàn fa-ktor u u~inku studenata i nastavni~kog osoblja. Za stu-dente, bilo koji koraci koji mogu biti preduzeti dareduciraju strah uklju~en kod testiranja, }e donijetivelike koristi u u~inku studenata i njegovom gledi{tu.Dopu{tanje popravnog ispita, poeni za ponovnu obraduproma{enih problema na ispitu, i spu{tanje najnièocjene su primjeri malih stvari koje se mogu u~initi dase reducira strah studenata. Nastavnici moraju bala-


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Incremental improvements must be done eachsemester. This is essentially the Kaizen philosophy-encourage innovation, but insist upon incrementalimprovements, espe-cially after the innovation wasdone[9]. The phrase, “if it's not broken, don't fix it,'doesn't apply. To help decide where to look forthings to improve, use course grades, student per-formances on “anchor' problems, student and facultycritiques, organizational climate surveys inputs to sug-ges-tion boxes, summaries of complaints, etc. Care-fully designed questions on anonymous surveys maybe valuable, but talking directly to the customer isstill the best way to find out what the barriers are.There is an additional benefit of direct talk with stu-dents about their problems - -they appreciate it andmake the 'us versus them' attitude much less likely.

6. Institute trainingEveryone ought to know his job. The faculty is cer-tainly well educated in own specialty but maybe notin the art of teaching. University develop-ment pro-grams can aid teachers in knowing their jobs.Lessons on art-of-speech help secretaries do theirjob better. Funds spent on faculty and staff traininggrant a long-term payback. In addition, everyoneshould be taught in TQM -the faculty, administration,and especially students. The more everyone knowsabout the management principles used on a dailybasis, the easier for everyone is to participate in theidea.

7. Institute leadershipEmphasize leadership instead of management.Everyone at the university performs a kind of lead-ership role. Each person in a supervisor role (includ-ing the faculty, too) should try to act as a coachand teacher, not a judge or inspector. As put bySenge, the leader should be a designer, a creatorof the environment [6]. Effective leaders will searchfor barriers to communication and productivity, andremove them. Poor classroom light can have a sig-nificant negative effect on students' performance. Ateacher if an effective leader is will act to fix thelighting problems. A teacher, who can fix the duedate according to special student situations, willprobably increase learning efficiency of his students.

8. Drive out fearIn academic settings, fear is often a limiting factorin students and faculty performance. Any steps insense of reducing fear while taking a test will paylarge benefits in student performance and attitude.Allowing a student to do a re-exam, granting pointsfor the previously missed problems rework, anddropping the low passing grade are some of littlethings that can be done to reduce student's fear.Teachers must balance their roles as educators and

evaluators. When asked, most professors readily saytheir job is to educate their students; however, theamount of time they spend on evaluation tends tocontradict this view. Fear being felt by the facultyand staff also plays an important role. If a highprice must be paid for a failure, few people will bewilling to risk by experimenting with a promisingnew innovation, thus keeping the process improve-ment out of the system. If a teacher would like totry an innovative teaching technique, the effortshould be applauded even if it were a failure.Certainly, something valuable will yield from theexperiment. Researchers must also have an oppor-tunity to fail without feeling fear of demotion or lackof promotion chance. Fear is a powerful emotionand can produce negative effects on the organiza-tion performance.

9. Break down barriersEncourage cooperation, not competition. Encour-ageformation of cross-function teams to address prob-lems and process improvement ways. A team madeup of faculty, administration, and students (perhapsfrom more than one department) will posses abroader perspective in addressing issues than thenarrow one. When a problem is addressed throughthe registration process, address it with a team con-sisting of representatives from each level involved -faculty, advi-sors, students, registrar, computer ser-vices, etc. A solution devised by only one organi-zation will usually produce a negative impact onsome other organizations. Introduction of everyone inthe deci-sion process usually results in a solutionthat is better and certainly easier to accept.

10. Avoid obsession with goals and slo-gansJust telling someone to do well is meaningless ifno means are available to achieve that goal.Manage-ment must improve the processes so thatthe goals can be achieved. Stating that 80% is theminimum acceptable score of an exam will notachieve that goal by itself. Fixing the goal and thenproviding excellent instructions, arranging of studyteams, giving an extra help where needed, etc., willgive students better chance for success.

11. Eliminate numerical quotasIt is often said that numbers are crutches of poorsupervision. Actually, on an assembly line it mayworth; but in academic settings, it is not obviousbut is true. If there are quotas, for instance 'x'-num-ber of papers per year or 'y'-number of majorsenrolled, the quality will decrease. The priority num-ber one should be the quality. Only if the processwere designed so that quality was assured thequestions of quantity should be imposed.

nsirati njihove uloge kao edukatori protiv ocjenjiva~a.Kada su upitani, ve}ina profesora }e spremno re}i daje njihov posao da educiraju njihove studente;me|utim, iznos vremena koji oni tro{e na ocjenjivanjeteì da bude u kontradikciji ovom stavu. Na strani na-stavni~kog osoblja, strah tako|e igra va`nu ulogu. Akose mora platiti visoka cijena za neuspjeh, malo ljudi}e biti spremno da rizikuje eksperimentisanje saobe}avaju}om novom inovacijom, i tako zadràvaju}iproces pobolj{anja izvan sistema. Ako bi jedan na-stavnik èlio poku{ati jednu inovativnu tehniku u~enja,napor bi trebao biti odobravan, ~ak ako to bude ineuspjeh. Izvjesno je da }e ne{to vrijednosti ipak do}iod eksperimenata. Istraìva~i moraju imati priliku i zaproma{aj, bez straha od degradacije ili nedostatka pri-like za promociju. Strah je sna`na emocija i moè imativrlo negativne efekte na u~inak jedne organizacije.

9. Sru{ite barijereOhrabrite saradnju, ne konkurenciju. Podsti~ite formi-ranje multi - funkcionalnih timova, da adresiraju pro-bleme i pobolj{anja procesa. Tim sastavljen od nasta-vni~kog osoblja, osoblja fakulteta i studenata (mo`daiz vi{e od jednog odjeljenja) }e imati {iru perspe-ktivu u adresiranju problemu nego uè sastavljenkomitet. Kada u registracionom procesu adresirateproblem, adresirajte to sa jednim timom koji se sas-toji od predstavnika svake uklju~ene organizacije -fakultet, savjetnici, studenti, arhivar, kompjuterskeusluge itd. Jedno rje{enje koje je osmislila samojedna organizacija }e obi~no imati negativan utjecajna neke druge organizacije. Uvo|enje svakog u pro-ces dono{enja odluka }e obi~no rezultirati boljimrje{enjem, i izvjesno je da }e se lak{e prihvatiti.

10. Izbje}i opsjednutost sa ciljevima iparolamaUpravo govore}i nekome da radi dobro jebezna~ajno bez sredstava da se dostigne taj cilj.Rukovodstvo mora pobolj{ati procese tako da cilje-vi mogu biti dostignuti. Izjavljuju}i da je 80 % mini-malno prihvatljiv rezultat na jednom ispitu, ne}e biti,samo po sebi da se dostigne taj cilje. Navode}i cilj,i onda obezbjediti odli~no podu~avanje, dogovoritiorganizaciju studijskih tomova, dati dodatnu pomo}gdje je potrebna, itd., sve to }e studentima datimnogo bolju {ansu za uspjeh.

11. Elimini{ite broj~ane kvoteêsto se kaè da su brojevi oslonac slabog nad-gledanja. Na monta`noj traci lako je vidjeti ovaj pri-ncip; U akademskim okolnostima, to nije tako o~igle-dno ali upravo je istinito. Ako ima uspostavljenih kvotaza "x" broj papira na godinu ili "y" broj upisanihglavnih predmeta na Univerzitu, kvalitet }e se sma-njivati. Prioritet broj jedan treba biti kvalitet. Samonakon {to je proces dizajniran tako da je kvalitetosiguran, pitanja kvantiteta mogu biti nametnuta.


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12. Uklonite barijere ponosu na rezultate rada

Ponos je snaàn motivator. U akademskim okolnostimaponos poti~e od li~nih i grupnih dostignu}a, ali imatako|e dobar dio ponosa u instituciji. êsto ovaj insti-tucijski ponos je rezultat preìvljenog programa, ali tomoè tako|e poticati od ostvarene uloge u razvoju togprograma. Ako su studenti uklju~eni u neki procesdono{enja odluka, oni }e razviti snaàn ponos svojinekoji moè imati zna~ajan efekat na njihova gledi{ta.Jednostavan korak kao {to je razgovor sa predstavni-cima studenata u vezi njihovih interesa moè promje-niti jedan antagonisti~ki odnos fakultet/student, u koop-erativan odnos. Koriste}i neke od elemenata koopera-tivnog u~enja tako|e osposobljava studente da dijelesa fakultetom dio uloge u procesu obu~avanja. Jedansekretar, kojem je dozvoljen izbor kako da uradi svojposao, i da ima svoj glas u nekim administrativnimodlukama koje djeluju na sekretarski rad, }e biti mnogoproduktivniji i sretan radnik. Barijere izme|u odjeljenja ikoledà trebaju biti demontirene; svaki profesor moèmnogo nau~iti studiranjem rada drugog odjeljenja.

13. Organizacija - {iroko u~e{}eSvi u instituciji moraju biti uklju~eni u procesedukacije i biti svjesni i zainteresirani za njihoveneposredne klijente. Laboratorijski tehni~ari, kojiu~estvuju na kursevima koji oni podràvaju, }e imatimnogo bolju ideju kako njihov rad doprinosi misiji.Sekretarikoji u~e u vezi novih tehnika i tehnologija zakori{tenje u kancelariji, }e mnogo vjerovatnije su-gerirati pobolj{anja procesa kojem su oni izloèni.Profesori trebaju provjeriti sadràj kurseva u drugimodjeljenjima, posebno onih kurseva koj su pre-duslov za njihove vlastite kurseve. ^lanovi na-stavni~kog osoblja koji u~e o TQM-u, najvjerovatnije}e odobriti koncept i sugerirati nove na~ine daimplementiraju TQM u njihove poslove. Upravo sene moè predskazati koji dio znanja }e zaiskriti idejukoja }e dovesti do zna~ajnog pobolj{anja procesa.

14. Defini{ite odgovornosti rukovodstvasa ciljem da se realizuju Rukovodstvo, na svakom nivou, ali posebno nanajvi{em, mora preuzeti i pokazati ponos u usvajanjuTQM filozofije. Smisao svake od 14 ta~aka, vezanoza misiju, mora biti jasan svim koji su involvirani.Ovo nije trivijalan proces; dobar dio vremena semora utro{iti u analiziranju razli~itih procesa idiskusiji kako se ovih 14 ta~aka dovodi u vezi satim procesima. Vrijeme utro{eno u ovom naporu ~iniosnovu za svu implementaciju TQM-a.


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12. Remove barriers to feeling pride inresultsPride is a strong motivator. In academic settings,pride originates from personal and group achieve-ments, but there is also a good deal of pride inthe institution as well. This institutional pride is oftena result of having survived the program, but also itcan arise from having had a part in that programdevelopment. If students are included in some ofdecision- making processes, they will feel a strongpride of ownership that may have a significantimpact on their attitudes. A step as simple as talk-ing to student representatives about their concernscan change an antagonistic faculty/student relation-ship into a cooperative one. Using some of coop-erative learning elements also empowers the stu-dents in sharing of a kind of teaching role with thefaculty. A secretary who is allowed to choose howto do his job and has a voice in those administra-tive decisions that affect secretarial work will bemore productive and happier worker. Barriersbetween departments and colleges should be dis-mantled; each professor can learn a lot by study-ing the operation of another department.

13. Organization - wide involvementEveryone in the institution must be involved inprocess of education and be aware of and con-cerned for its immediate `customers'. Lab techni-cians who attend courses that they support will havea much better idea of how their work contributesto the mission. Secretaries who learn about newtechniques and technologies usable in office aremuch more likely to suggest improve-ments to theprocesses they are exposed to. Pro-fessors shouldaudit other departments courses, particularly thosethat are prerequisites for their own courses. Facultymembers who learn about TQM are much more like-ly to endorse the concept and to suggest new waysto implement TQM in their jobs. One cannot predictwhat piece of knowledge will spark the idea thatwill lead to a significant process improvement.

14. Define management's responsibilitiesto make it happenManagement, at every level but particularly at thevery top, must take and show pride in adopting theTQM philosophy. The sense of each of the 14points as related to the mission must be clear toall involved. This is not a trivial process; a greattime must be spent in analyzing various processesand discussing how these 14 points relate to theseprocesses. The time spent in this effort forms thefoundation for TQM implementation in total.

3. APLIKACIJA 14 TAÂKA

Gore navedenih 14 ta~aka su vrlo uop{tene. Kadaje TQM uspje{no prijenjen, to je rezultat pa`ljivogstudiranja svake ta~ke i jasno odre|enje kako sesvaka ta~ka primjenjuje na konkretnu situaciju. Nemadvije aplikacije TQM-a koje }e biti iste. Formaposebne implementacije je zavisna od mnogo fakto-ra, kao {to su veli~ina institucije. Da li je instituci-je privatna ili javna, i snage involviranih ljudi, alinajva`nije promjenljive veli~ine su zrelost studenatai involviranost poslodavca. Pa`ljivo razmatranje svihaspekata sistema edukacije }e pomo}i da se odre-di upravo kako }e kona~no implementacija izgledati.

Principi TQM-a mogu se primjeniti na proceseedukacije u visokoj {koli, srednjoj {koli i osnovnoj{koli kao i na trenig situacije tako|e. Principijelnerazlike u implementaciji TQM-a }e biti rezultat rela-tivne teìne dodjeljene svakom od klijenata narazli~itim nivoima edukacije.

Vaganje koje je primjenjeno, je primarno razultatzrelosti studenata, ali postoje tako|e i druga razma-tranja. Npr., u osnovnoj {koli najva`niji klijenti,popisani po redosljedu va`nosti, su roditelji stude-nata, sami studenti i srednje {kola u koju su stu-denti upu}eni. îm se zrelost studenata pove}a, stu-denti zamjenjuju roditelje kao najva`niji klijenti. Udomenu treninga najva`niji klijent je organizacijakoja treba trenirane pojedince. Uprkos tome, ko jeVa{ primarani klijent bitno je da studenti buduuklju~eni u spisak klijenata. Molimo, imajte na umuda je prezentirano samo nekoliko potencijalnih klije-nata, ali studenti moraju biti razmatrani u svakomslu~aju.

4. PRIMJENA ISO 9001 U VISOKOMOBRAZOVANJU

Elementi ISO 9001 standarda ovdje su predstavljeniu korelaciji sa aspektima obrazovanog sistema ~ijaprimjena predstavlja preduslove za upravljanjekvalitetom i za primjenu principa i filozofije TQM-a uvisokom {kolstvu.Pri razradi ta~aka zadràni su te-rmini koji se normalno koriste u oblasti obezbje|enjakvaliteta i serije ISO 9000. Na ovaj na~in u po-tpunosti se podvla~i paralela koja postoji izme|uproizvodnog procesa u industriji i obrazovanogprocesa u visoko{kolskim institucijama sa svim nje-govom specifi~nostima.

Kao {to }e se vidjeti u nastavku rada, ta~ke sta-ndarda ISO 9001 ovdje su tuma~ene prije svega kaoniz pitanja koje odgovorni ljudi u visoko{kolskimustanovama treba da postave sebi i svojim kolega-


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3. THE APPLICATION OF THE ABOVE14 POINTS

The above 14 points are very general. When TQMis successfully applied, it is the result of carefulstudy of each point and clear determina-tion of howeach applies to the situation at hand. The same twoapplications of TQM don't exist. The form of a par-ticular implementation depends on many factorssuch as the size of institution, whether the institu-tion is private or public, and the strengths of peo-ple involved. But the most important variables arematurity of students and involvement of employer.Careful consideration of all aspects of the educa-tional system will help determine just how the TQMimplementation will ultimately look.The principles of TQM can also be applied to highschools, middle and elementary schools as well asto train-ing situations. Principal differences in theimplementation of TQM will be result of relativeweight assigned to each of the customers at dif-ferent education levels. The weighting that is applied is primarily the result ofstudents maturity, but other considerations exist as well.For example, in elementary schools the most importantcustomers, listed in order of importance, are parents ofthe stu-dents, then students themselves, and middleschools which they are focused to. As the maturity ofstudents increases, they replace parents' role as themost important cus-tomer. In a training situation, themost important customer is the organisation that needstrained individ-uals. Regardless who the primary cus-tomer is, it is essential that students are included inthe list of customers. Figure 1 shows a qualitativeassessment to the relative importance of various cus-tomers at different educational levels. Please keep inmind that only a few of potential customers are pre-sented, but students must be considered anyway.

4. IMPLEMENTATION OF ISO 9001 INHIGH EDUCATION

The elements of ISO 9001 standard are shown herein correlation to the aspects of educational system.Their application represents the necessary prerequi-sites for quality management and for implementationof the TQM principles and philosophy in high edu-cation. In points elaboration terms normally used inquality assurance and ISO 9000 are kept. This way,a paralell connection or an analogy between pro-duction process at industry and educational processat high education institutions is shown in all partic-ularities.As it'll be seen, the points of standard ISO 9001are settled as questions that responsible people inhigh education institutions have to ask themselves

ma u cilju upostavljanja uspje{nog sistema kvaliteta,koji je dokumentovan, koji se primjenjuje i koji je uprocesu stalnog unapre|enja.

4.1. Odgovornost rukovodstva: Pod ovom ta~kompostavljaju se zahtjevi za odre|ivanje rukovodila~kehijerarhije i odgovornosti, za odre|ivanje politikekvaliteta, kao i za uspostavljanje sistema doku-mentacije koji sadrì jasno definisane principekvaliteta i kona~ne ciljeva obrazovanog procesa.Drugim rije~ima, potrebno je da se unutar obrazovneinstitucije jasno odredi ko je odgovoran za sistemkvaliteta i koji su ciljevi koje institucija kao sistemtreba da postigne.

4.2. Sistem kvaliteta: Sistem kvaliteta moè se defi-nisati kao osoblje i procedure koje obezbje|uju dase djelatnosti obavljaju na zadovoljavaju}i na~inunutar sistema. Da li obrazovna institucija zaistapruà ono {to deklarativno nudi? Da li se svi pre-dmeti i nastavne aktivnosti predstavljeni u nastavnomplanu i programu zaista i ostvaruju u praksi, i da linastavno osoblje koje je birano za date predmetezaista i drì nastavu istih? Da li se istraìva~ke dje-latnosti obavljaju prema unaprijed utvr|enom ra-sporedu i u okviru predvi|enog bu|eta?

4.3. Preispitivanje ugovora: Preispitivanje ugovora jeta~ka kojom se utvr|uje da li su zahtjevi kupca/kori-snika usluga adekvatno definisani i dokumentovani - uslu~aju visokoobrazovanih institucija kupci/korisnici uslu-ga su sa jedne strane studenti, a sa druge straneindustrija i sve dràvne, privatne itd., istraìva~ke inau~ne institucije koje imaju potrebu za kori{tenjempotencijalnih visokoobrazovanih institucija krozangaòvanje akademskih kadrova i njihovih istraìva~kihpotencijala. Vaàn aspekt ove ta~ke standarda je ipreispitivanje sopstvene sposobnosti visoko{kolskihobrazovnih ustanova da ispune preuzete obaveze.

4.4. Kontrola projekta - Upravljanje razvojem: Na kojina~in se razvija nastavni plan i program? Na kojina~in se obezbje|uje realizacija aktivnostipredvi|enih planom i programom? Koliko ~esto i nakoji na~in se aùriraju planovi programi?

4.5. Kontrola dokumenata: Kontrola ili upravljanjedokumentacijom je zahtjev standarda koji se odnosina stvaranje i odràvanje administrativnog sistema:dali postoje procedure za uno{enje izmjena u na-stavne planove i programe? Na koji na~in se obe-zbje|uje informisanost svih zainteresovanih? Da li jedefinisan postupak kojim se obezbje|uje povjerljivosti ta~nost administrativnih zapisa?4.6. Nabavka: Na koji na~in se obavlja nabavka u~ilai sredstava kori{tenih u nastavi? Da li postoje po-stupci kojima se obezbje|uje racionalizacija i fina-


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and their companions in order to establish suc-cessful quality system, which is well documented, inaction, and in continuous advancement.

4.1 Leadership responsibilityThis point deals with demands for determination ofmanagement hierarchy and responsibility, the qualitypolice, and documentation system with clearlydefined quality principles and final goals of educa-tional process. In other words it is necessary todefine who responsible for quality system is insidethe education institution and what intents the insti-tutiton has to realize.

4.2 Quality systemQuality system can be defined as personnel andprocedures, which provide actions to be done inthe system on appropriate way. Does the educationinstitute really offer what declared? Are all subjectsand educational activities mentioned in educationplan really realized in practice, and do the educa-tion personnel really teach lessons defined? Areresearch activities performed in accordance withplans and scheduled budget?

4.3 Contract reviewContract review represents a tool of examinationwhether demands of customers/users of services areappropriately defined and documented. In the caseof high education institutes, the customers/users ofservices are not only the students but also industryand other institutions (state, private; scientific,research) that need these high education institutionsin sense of engaging of academic cadres andresearch potentials. Very important aspect of thisissue is an examination of the ability of high edu-cation institute to satisfy the undertaken duties.

4.4 Project control - Developement managmentWhich ways are education plans and programmedeveloped through? What is the way of ensuringthe realization of activities scheduled by plan andprogramme? How and how often are plans and pro-grammes arranged?

4.5 Document and data control Documentation control and management represent thedemand of this standard that reffers to creation andmaintenance of administrative system. Are there clearprocedures established if eventual changes in edu-cation plans and programmes have to be imported?What is the manner of proceeding information tothose interested? Does procedure for providing con-fidentiality and exactness of administrative notes exist?

4.6 PurchasingWhat is the manner of purchasing necessary staff

nsijska opravdanost nabavke? Mo`da je najva`nijiaspekt nabavke angaòvanje nastavnog osoblja.Kako se istraùje "trì{te" nastavnika? Koji kriterijumise koriste pri izboru nastavnog osoblja? Da li pos-toji me|uuniverzitetska razmjena, posebno ona sainostranstvom? Da li postoji koordinacija izme|uonoga {to se obra|uje u u~ionici i onoga {to jedostupno ili se nabavlja u laboratoriji? Na primjer,da li se unutar visokoobrazovne ustanove koristekompatibilni softveri za obradu tekstova? Da li je ina koji na~in regulisana nabavka osnovnih nastavnihsredstava kao {to su kreda, papir, itd.

4.7. Isporu~eni proizvod od kupca: Studenti su, sajedne strane, korisnici usluga unutar obrazovnog si-stema (vid. 2.3. gore), ali se sa druge strane mora-ju tretirati i kao ulazni "materijal". Pri tome, moramoimati na umu da oni moraju zadovoljiti odre|ene kri-terijume prije no {to "u|u" u obrazovni proces.Drugim rije~ima, neohodno je da se u visokom {ko-lstvu uspostave kriterijumi kojima bi se obezbjedilaprimjena standarda vezanih za kvalitet na svim obra-zovnim nivoima. Dakle, mora postojati koordinacijadjelatnosti izme|u visokog i srednjeg {kolstva, kao iizme|u osnovnih univerzitetskih i postdiplomskihstudija, kako bi se obezbjedio kvalitet, rje~nikomstandarda ISO 9000, proizvoda tj. studenata poizlasku iz obrazovanog ciklusa.

4.8. Identifikacija i sledljivost proizvoda: Ko je unutarobrazovne ustanove zaduèn za provjeru napretkastudenata i za adekvatno usvajanje predvi|enoggradiva? Koji se postupci (testovi, ankete, statisti~kapra}enja, itd.) primjenjuju kako bi se kontrolisaonapredak svakog studenta, a samim tim i ukupnestudentske grupacije?

4.9. Kontrola procesa: Na koji na~in se provjeravaono {to se doga|a u nastavnom procesu, u u~io-nici, na konsultacijama, na ispitima? Da li na{i stu-denti zaista usvajaju znanja koja su im potrebna iliih u~imo potpuno nupotrebljivim ili previ{e teorijskimaspektima oblasti koje predajemo? Ko je odgovoranza kontrolu nastavnog procesa?

4.10. Kontrolisanje i testiranje: U industriji se ovata~ka standarda odnosi na procedure kojima seutvr|uje kvalitet finalnog proizvoda. U obrazovanomsistemu, na{ finalni proizvod su studenti. Moraju sejasno utvrditi procedure kojima se provjerava nivoznanja sa kojim studenti izlaze iz visokoobrazovnihinstitucija, kao i da li su oni pripremljeni za aktivno-sti za koje su obu~avani/{kolovani. Isto tako, mora-ju se definisati procedure kojima se obrazovnaustanova {titi od varanja, plagijatorstva i drugih obli-ka zloupotrebe.


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and education means? Are there procedures for pro-viding rationality and financial justification of supply?Perhaps, the most important aspect of purchasing iseducation personnel engagement. How can 'person-nel market' be searched? What criterion can we usein selection of education personnel? Does changebetween universities exist, especially in internationalrange? Does coordination between class lessonsand laboratory equipment exist? For example, arecomputer programs for text proceesing used insidethe high education institute compatible? Is supply ofbasic education means as chalk, paper, etc. regu-lated and how?

4.7 Customer supplied product Students are not only users of services inside theeducation system (see 4.3 above), but also theymust be treated as input material. Therefore wemust bear in mind that students have to satisfy cer-tain criterions when entering the education process.In other words, it is necessary in high educationsystem to establish criterions, which will provideapplication of standards connected to quality at alleducation levels. So a coordination between highand secondary education activities, and undergradu-ate and post-graduate study must exist in order toprovide, in ISO 9000 terms, quality of products i.e.students after finishing education circle.

4.8 Product identification and traceabilityWho is responsible to perform a review of students'progress and adequate embracement of scheduledsubject matters, inside the education institution?What methods (tests, questionnaires, statisticalreports, etc.) are applied for control of each stu-dent's progress, and consequently the whole stu-dents group?

4.9 Process control How to check what happens in education process,in classroom, during consultations and examinations?Do students adopt the knowledge they really needor are they burdened with unuseful or too muchtheoretical aspects of the subject? Who is respon-sible for control of education process?

4.10 Inspection and testingIn industry, this point of standard reffers to proce-dures for final product quality evaluation. In educa-tion system, the final product are students.Procedures for checking student's knowledge aftergraduation must be clearly defined, as well aswhether they are prepared for activities they hadbeen educated for. Also, an education institutionshould be protected from cheating, plagiarism andsimilar injuries by well defined procedures.

4.11. Oprema za kontrolisanje, mjerenje i ispitivanje:Da li koristimo testove i mjerenja koji nam daju pravusliku o znanjima na{ih studenata, tj. da li testovizaista provjeravaju znanja koja bi oni trebalo dasteknu tokom procesa nastave i da li su objektivnikriterijumi koje primjenjujemo pri ocjenjivanju usmenihi pismenih ispita, seminarskih radova, itd. Koje pro-cedure se koriste pri pripremi testova i mjerenja?

4.12. Status kontrolisanja i testiranja: Procedurevezane za status kontrolisanja i testiranja treba dapotvrde da je proizvod, u na{em slu~aju student,zaista bio provjeren. Na primjer, mora da budeeksplicitno navedeno {ta sve zna jedan student saprosjekom 8,00.

4.13. Kontrola neusagla{enih proizvoda: [ta treba dauradimo sa studentima koji izlaze iz predvi|enih okvi-ra? Na primjer, kako }emo se odnositi prema stu-dentima sa niìm stepenom op{teg obrazovanja,prema starijim studentima, ili prema studentima koji subistriji ili posjeduju vi{i nivo znanja u datoj oblasti?Zbog ~ega je veliki broj studenata koji napu{taju faku-ltet. Svi ovi studenti moraju biti dio sistema u kome}e se njihovim potrebama posvetiti du`na pa`nja. Ovoje posebno osjetljiva ta~ka kada se radi o obrazo-vanom sistemu koji ostavlja veoma malo slobode stu-dentima da biraju predmete prema svojim sposobno-stima i afinitetima, s obzorom na ~injenicu da se uokviru rigidnih nastavnih planova nalazi izuzetno maloizbornih predmeta a sami nastavni programi su veomastrogo definisani, te ih je stoga vrlo te{ko promjeniti.

4.14. Korektivne mjere: Ukoliko postoji problem, {taje potrebno u~initi da se on elimini{e? Zbog ~egana{i studenti ne postiù zadate ciljeve? [ta moramoda u~inimo kako bismo to izbjegli u budu}nosti?Potrebno je precizirati postupke koje }emo predu-zimati u takvim situacijama.

4.15. Rukovanje, skladi{tenje, pakovanje i isporuka: Uokviru obrazovanog sistema, pod terminom rukova-nje podrazumijeva se regulisanje odnosa studenatasa administrativnim slu`bama, slu`bama za stude-ntska pitanja, itd. Skladi{tenje bi se odnosilo na si-gurnost studenata u u~ionicama i u ostalim prostori-ma obrazovanih ustanova, dok se pakovanje odnosina uslove pod kojima se odràva nastava (gdje ikada). Isporuka podrazumijeva siguran na~in dosta-vljanja diploma, spiskova poloènih ispita i ostalihdokumenata do zainteresiranih organizacija i lica.

4.16. Zapisi o kvalitetu: Da li postoje procedure zadokumentovanje kvaliteta proizvoda - studenata i nji-hovih znanja? Da li su one dostupne i da li seredovno aùriraju?


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4.11 Control, measurement and inspection equipmentAre tests and measures used for evaluation of stu-dents' knowledge appropriate? In other words, dothese tests really check neccessary students' knowl-edge? Are evaluation criterions referring to oral andwritten exames, seminar works, etc., objective? Whatprocedures are used in tests preparing and evalua-tion?

4.12 Inspection and testing statusProcedures referring to inspection and testing statushave to confirm that a product, in this case a stu-dent, was really checked. For example, it has to beexplicitly defined what knowledges a student withthe average grade 8,00 possesses.

4.13 Control of nonconforming productsHow to deal with students that range outside theaverage? For example, how to treat lower-gradesstudents, older students, or those cleverer or withhigher knowledge? Why does a great number ofstudents leave the study? All these students mustbe considered as a part of the system and theirneeds should be treated in an appropriate man-ner. This is really sore point considering our edu-cation system, which gives little freedom in choos-ing subjects according to student's individual abil-ity and affinity. This is the result of rigid educa-tional plans where only few subjects student canselect. The education programmes are strictlydefined too so it's very hard to change the situ-ation.

4.14 Corrective actionsIf a problem exists, what has to be done to elimi-nate it? Why don't our students reach definedresults? What has to be done in future to avoid thatunpleasant situation? Procedures for that kind of sit-uations have to be precisely defined.

4.15 Handling, storage, packaging and deliverInside the education system, the term handlingrefers to relations between students and administra-tion, information offices, etc. The term storage ref-fers to student's safety in classrooms and otherobjects of education institutes, and packaging ref-fers to teaching session conditions (place and time).Delivery understoods a safe way of handling overdiplomas, lists of examinations passed and otherdocuments of interest.

4.16 Control of quality recordsAre there procedures for product quality (studentsand their knowledge) documenting? Are they avail-able and regularly updated?

4.17. Interne provjere kvaliteta: Na koji na~in moèmoobezbjediti funkcionisanje obrazovne ustanove? Da liu bibliotekama postoji adekvatna literatura? Da li suu~ila onakva kakva tvrdimo da jesu? Da li je na-stavno osoblje u toku sa najnovijim dostignu}ima uoblasti koju predaje? Da li na{ fakultet zaistafunkcioni{e onako kako mi to mislimo i kako to pre-dstavljamo u javnosti? Sve ovo, kao i mnogi drugiaspekti, su stavke koje periodi~no treba podvgavatiineternim provjerama kvaliteta, tj. provjerama koje }esprovoditi sami zaposleni unutar obrazovne institucije.

4.18. Stru~no usavr{avanje: Kada se radi o obra-zovnom sistemu, jasno je da je usavr{avanje jedanod osnovnih preduslova za postojanje i odràvanjekvaliteta usluga i proizvoda. Pri tome, treba jasnoodrediti da li se i koliko novca odvaja na stru~nousavr{avanje, prema kojim kriterijumima se odabirajuprocesi usavr{avanja, i na koji na~in se onisprovode?

4.19. Servisiranje: Pod servisiranjem se u industri-ji podrazumijeva uspostavljanje i primjena doku-mentovanih procedura za odràvanje proizvoda iusluga po isporuci. U sistemu visokog {kolstva,zanima nas da li na{im diplomcima omogu}avamokontinuirano usavr{avanj, uz provjeru njihovih ra-dnih iskustava i rezultata rada, i uz kontakte sadràvnim, privrednim i dr. organizacijama koje ihzapo{ljavaju. Sve ovo kako bismo bili sigurni dana{i nastavni programi obrazuju kadrove koji zado-voljavaju njihove potrebe.

4.20. Statisti~ke metode: Da li pri procjeni razli~itihaspekata sistema kvaliteta obrazovne ustanove kori-stimo adekvatne statisti~ke metode, i da li svi onikoji ih koriste znaju da pravilno protuma~e dobijenerezultatre?

Sva gore navedena pitanja trebalo bi da posluètvorcima obrazovne politike na univerzitetima i u re-levantnim dràvnim institucijama kao smjernice prikreiranju politike kvaliteta u visokom {kolstvu. Ovkvapolitika trebalo bi da se zasniva na gore naveden-im kriterijumima koji su u privrednoj praksi ve}dokazali svoju efikasnost.Me|utim, na{e je mi{ljenje da su ta~ke serije sta-ndarda ISO 9000 odli~na baza koja }e biti od velikekoristi pri koncipiranju sistema kvaliteta u visokom{kolstvu, ali da ovi standardi, upravo zbog svojeuop{tene prirode, kreatorima politike kvaliteta na uni-verzitetima i odgovaraju}im dràvnim ustanovama napruànju dovoljno podataka i zahtjeva koji bi obe-zbjedili uspje{no i kontinuirano sprovo|enje te poli-tike u praksi. Upravo zbog toga smatramo da je usprovo|enju sistema kvaliteta u visokom {kolstvu uzISO 9000 neophodno u obzir uzeti i principe TQM-


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4.17 Internal audits of qualityHow can the function of education institution beassured? Does the adequate literature exist inlibraries? Do education means look like as stated?Does faculty follow the news in the field theyteach? Does our institution really function like wethink it does, and how is it shown in public? Allof above, along with many other aspects, have tobe periodicaly checked through internal qualityaudits, that are conducted by institute personnel atown.

4.18 Staff trainingWhen talking about education system, staff trainingis undoubtedly one of fundamental prerequisites forexistence and maintenance of quality services andproducts. So it has to be clearly defined howmuch money the training requires, what criterionsare in training selection, and what the manner ofattending is?

4.19 ServicingIn industry, servicing means establishment and appli-cation of documented procedures for product/servicemaintenance over delivery. Referring to high educa-tion system, this requires the assurance of continu-ous education for graduated students, with check-ing of their work experience and work resultsthrough contacts with their employers. All of theabove is in order to assure the education pro-grammes that produce educated staff and satisfytheir needs.

4.20 Statistical techniquesAre adequate statistical techniques used in our edu-cation institute when estimating different aspects ofquality? Are those who use it able to analyze prop-erly the acquired results? All these questions should be used as a guide foreducation policy makers and relevant state institu-tions when making the quality policy of high edu-cation. This policy should be based on the above-mentioned criterions, which proved their efficiency ineconomy practice. Nevertheless, our opinion is that the points of ISO9000 are a good base, which will be very usefulfor quality system conception of high education.However, because of their general nature, thesestandards don't offer enough data and requests tothe makers of quality policy at universities andappropriate state institutions to manage it success-fuly and continualy in practice. Considering that, itis necessary to take principles of TQM as well,when establishing the quality system in high edu-cation with ISO 9000. These principles of TQM arenot involved in requests of ISO 9000, but have beenused to promote quality in high education institutes

a koji nisu sadràni u zahtjevima ISO 9000, a kojise ve} duì niz godina koriste u cilju unapre|enjakvaliteta na visokoobrazovnim ustanovama u razvi-jenim zemljama Zapada, prije svega u SAD. Upravose na ameri~kim univerzitetima sprovodi nizistraìva~kih projekata koji su zasnovani na primjeniprincipa TQM-a u razli~itim oblastima visokog {ko-lstva i iz kojih moèmo izdvojiti zna~ajan broj konkret-nih postupaka i tehnika koji vode ka podizanju nivoanastave i unapre|enju nivoa znanja na{ih studenata.Sve {to je re~eno o ISO 9001, odnosno pristupuTQM-u, moè se analogno primjeniti i na standard14001, odnosno, EMS kao sistem upravljanja okoli{em.

5. OSVRT NA MOGU]NOST UVO\ENJA TQM ANALOGNO NAEMS, ODNOSNO ISO 9000 i ISO 14000 U NIR-uu

Sve {to je re~eno o V[O moè se primjeniti i naistraìva~ke odnosno razvojne organizacije, odnosnodijelove istih, laboratorija na primjer.

Ako jedan nau~noistraìva~ki institut posmatramo kaosrednje preduze}e i, ukoliko njegova multidisciplini-ranost podrazumijeva veliki broj nezavisnih organiza-cionih jedinica (uklju~uju}i laboratorije), tada je pro-blematika uvo|enja sistema kvaliteta (SQ) jo{ zan-imljivija. Posmataraju}i institut kao skup nezavisnihorganizacionih cjelina laboratorija, koje se pri akre-ditaciji za svoje djelatnosti pojavljuju djelom, kaopravno lice, uo~avamo mogu}nost da se u poje-dinim njegovim laboratorijama politika SQ realizuje upotpunosti: da se iste verifikuju od strane ocjenji-va~kih tijela, a da se tek kasnije akredituje cio insti-tut prema standardima serije ISO 9000. Da bi pro-ces prerastanja sistema kvaliteta iz jedne organiza-cione cjeline (laboratorije) vremenom postao ko-mpatibilan sa politikom SQ instituta u cjelini, morase vrlo pa`ljivo pristupiti izradi dokumenata SQ nave-denih laboratorija. Dokumenti, dakle, moraju jo{ odpo~etka biti predvi|eni tako da budu kompatibilni sabudu}im dokumentima SQ koji }e se usvajati idonositi na nivou "organizacija majke" u na{emslu~aju insituta. Isto tako, ako dokumenta sistemakvaliteta nezavisno izra|uje vi{e laboratorija istovre-meno, oni moraju biti uniformni u svim dijelovimakoji su definisani zahtjevima standarda. Njihovame|usobna razli~itost moè se ispoljavati samo una~inu formiranja specifi~nih procedura i zapisa kaodokumenata SQ. Pri formiranju dokumenata labora-torije, ni u jednom trenutku ne smije se odstupiti odzahtjeva standarda EN 45001. Najvi{i dokument upiramidi (nazvan od mnogih autora priru~nik okvalitetu) treba u sebi da objedini sve {to iposlovnik, ali decidnije i odre|enije u smislu pozi-vanja na procedure i upustva po kojima se izvode


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in West countries, primarily in the USA, for severalyears. It is just american universities where severalresearch projects have been dealt on the basis ofTQM principles application in different fields of higheducation. A number of concrete techniques andprocedures, which yield the increase in educationlevel and students knowledge promotion, have beenattained througt.All of the above related to ISO 9001 and the TQMadmittance, can be analogically applied to standard14001, others, to environment management systemEMS.

5. THE POSSIBILITIES OF INTRODUC-TION OF TQM & EMS , SEQUENTIAL-LY ISO 9000 AND ISO 14000, IN R&D- A SURVEY

All about HE mentioned above can be analogicallyapplied to R&D organisations and their parts, e.g.laboratories.If one consider an R&D institute as a medium sizedenterprise and if its multidiscipline understoodsinvolvement of a great number of independent orga-nization units (including laboratories), then the prob-lem of introduction of quality system (SQ) is evenmore interested. Considering the institute as a com-plex of independently organized laboratory units,which appear partly as a legal party in accreditment,the possibility of SQ policy total realisation in someof constitual laboratories arises. This means a prop-er verification of laboratories through inspection mayfurther result in certification of the entire instituteaccording to standards of ISO 9000 series. To make the proces of quality system establishmentin one institutional unit (laboratory) growing so toget compatible with SQ system of the whole insti-tute, it is necessary to prepare their SQ documentsvery carefully. This means, the documents must becreated in advance to be compatible with further SQdocuments of hierachically higher level units.

Similarly, if several laboratories make their docu-ments independently at the same time, the unifica-tion in all segments suggested by standard must beattained. The differences could arise only from the way ofshaping of specific procedures and notes, as SQdocuments. In the process of document creation, asingle step away from the standard EN 45001 must-n't be done. The highest document in the piramide(the quality folder, as to many authors) has to uniteall partcularities, like the quality circulars, but to bemore concrete in calling to procedures and instruc-tions for both the inspections and the quality sys-tem attending. The volume and the form of the qual-

ispitivanja, ali i sprovodi sistem kvaliteta. Obim iforma pomenutog priru~nika, tako|e, u velikoj mjerizavise i od same namjene laboratorije, njene opre-mljenosti, obu~enosti osoblja, na~ina ~uvanja, skla-di{tenja i kori{}enja ispitanih uzoraka itd.Kreatori politike SQ unutar instituta treba da poka`unajvi{e umje{nosti radi o~uvanja individualnosti svakelaboratorije ponaosob, proistekle iz njene namjene,ali isto tako i dosljednog ispunjenja svih zahtjevastandarda serije ISO 9000, koji }e dovesti do takvogstepena uniformnosti dokumenata sistema kvaliteta,da }e kasnija nadogradnja na nivou instituta biti je-dnostavno pra}enje ve} usvojene i kreirane politike.Tako|e, ne smije se dozvoliti da svaka pojedina~nalaboratorija do te mjere uspostavi autonomnost svogsistema kvaliteta, da isti sam za sebe po~ne pred-stavljati nezavisni entitet unutar organizacione cjelinekojoj pripada.Jedna od veoma ozbiljnih problema sistema kvalite-ta laboratorija je i ~injenica da iste, nerijetko, ve}imaju svoje organizacione cjeline koje se bave,uslovno re~eno, kvalitetom. Pod ovim terminom~esto se krila kontrola kategorije, ranga ili nivoa ispi-tanog uzorka, i to stepenovanje karakteristika uzorkaproisteklo je isklju~ivo iz pravila struke po kojoj seisti ispituje. Ovo ponekad predstavlja veliku preprekuu prihvatanju sistema kvaliteta od strane osobljapomenute organizacione cjeline.

6. LITERATURA - REFERENCES

[1] Weber W. (1998): Umwelt, Forschung und undEntwicklung, booklet, Universitat Paderborn.

[2] Karapetrovi} S., Rajamani D., Wilborn W. (1998):ISO 9001 Quality System: An interpretation for theUniverisy, Inst., J Engng., Vol. 14, No2, p. 105-118.

[3] Clery, Roger G. (1993). ISO 9000 QualitySystems: Aplication for higher education. U.S.Department of Education, Office of EducationalResearch and Improvement: Educational Resourcesinformation Center (ERIC).

[4] Serija standarda ISO 9000. SZS, Beograd.

[5] Jiménez, Marie M., R. R. Stafford, W.W. Swart.(1994) TQM in the university classroom A metodolo-gy for improving teching in an industrial engineeringdepartment. 1994 ASEE, pp.2371-2374.

[6] Kmec J. F. (1993): Role of TQM in the tachingmission of engineering and engineering technology.


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ity folder depend at a great extent on laboratorydetermination, available equipment, personnel skills,storage, manner of checked samples use, etc.The makers of institute SQ policy should exibit a lotof talent and skill in order to preserve a laboratoryindividual determination, which is the result of itspurpose, as well as to satisfy the ISO 9000demands that should lead to the SQ documentsunity. With this unity built, further annexing of insti-tute level documents will consist of simple follow-ups of previously created and adopted policy.

In addition, a particular laboratory mustn't beallowed to establish the quality system at soautonomous level to became an independent entityinside the institution to which it belongs. One of the most serious but not unusual problemsin the laboratory quality system establishment occurswhen a laboratory consists of several organizationunits, which, conditionally speaking, deal with qual-ity. Inside the term of quality here, the graduationof cathegory, range or level of the checked sam-ples is hidden; actually this access to quality isbased upon the specialty level. On some occasions,this can make a serious obstacle to the quality sys-tem acceptance for some people employed there.

[7] Marchese, T. (1993) TQM: A time for ideas.Change, May/June: 10-13.

[8] Newton, Kathryne A. (1994) Exploring TQMapproach to technical curriculum development.,pp2636-2640.

[9] Orli}, Stevo. (1997) Priru~nik za prakti~nu pri-menu serije standarda JUS ISO 9000, standarda JUSEN 45001 i obuku internih proveriva~a. Beograd:Inquality.

[10] Swain, Philip. (1993) The TQM universitychalenge program in the Schools of Engineering atPurdue. 1993 ASEE Annual Conference Proceedings.

[11] Filipovi} J., Filipovi} J., (1998) Primena ISO9000 i TQM u visokom obrazovanju Mena|menttotalnim kvalitetom No2, Vol. 26, str. 153-156.

[12] Green S.R., Winn C.R. (1991), Integrating TQMinto thermodinamics course, Proceedings of the FirstInter. Conf. on Post High School TechnicalEducation, Tel Aviv, Israel.

*Rad je saop{ten na Me|unarodnom nau~no-stru~nom skupu “KVALITET ‘99”, novembra 1999. godine u Zenici,Bosna i HercegovinaThe paper is given on the International expert/research conference “KVALITET ‘99”, november 1999. in Zenica, BiH


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Ma{instvo 4(3), 227 – 238, (1999) N.Majdandì}: INFORMACIJSKI SUSTAVI UPRAVLJANJA...

INFORMACIJSKI SUSTAVI UPRAVLJANJA KVALITETOM*

Prof.dr.sc. Niko Majdandì}, Strojarski fakultet, Slavonski Brod, Hrvatska

STRU^NI RAD REZIME Zadovoljavanje kupca po roku, cijeni i kvaliteti predstavlja temeljni zadatak zemalja u tranziciji. Ovaj zadatak sadràn je u svim strategijama razvoja u cilju izlaska i opstanka na me|unarodnom trì{tu. U radu su dani zadaci razvoja i rezulta i primjene Informacijskog sustava kval ete (CAQ) kao jednog od elemenata racionalizacije gospodarstva zemalja u tranziciji u cilju postizanja konkurentnosti na v soko zahtjevnom me|unarodnom trì{tu.

t iti

r t

Klju~ne rije~i: kupci, sustavi kvaliteta, informacije

INFORMATION SYSTEM OF QUALITY MANAGEMENT Niko Majdandì}, Ph.D., Mechanical engineering faculty, Slavonski Brod, Croatia

SUMMARY The most important task for the countries in the transition is to satisfy the customers in terms of timely delivery, price and quality of a product. This task is incorpo a ed in all development strategies with aim to penetrate international markets and survive market pressures.

PROFESSIONAL PAPER

The text presents the development tasks and the resalts achieved by implementation of IS for Computer Aided Quality (CAQ), as one of the important elements of economic rationalism in the countries in transition, aiming to achieve competitiveness in high demanding international markets.

Key words: customers, system of quality, information

1. UVOD Brzi razvoj informati~kih tehnologija omogu}io je zna~ajna vi{estruka pove}anja produktivnosti u proizvodnji dobara, poslovima pripreme proizvodnje te pripreme i obavljanja usluga kao i u ìvotu ljudske zajednice i svakog ~ovjeka. Primjena visokoautomatiziranih strojeva i linija (numeri~ki upravljanih strojeva - NC kao i njihovih razli~itih pobolj{anja sustava upravljanja: ra~unalom upravljanih strojeva - CNC i obradnih centara, fleksibilnih tehnolo{kih linija - FTS i ra~unalom integrirane proizvodnje - CIM kao visoke integracije hardvera i softvera u koncepciji tvornica bez ljudi) omogu}ila su proizvodnju visokog stupnja kvalitete. S druge strane primjena Integriranih informacijskih sustava koji su omogu}ili pra}enje svih relevantnih podataka o odvijanju poslovnih, pripremnih, proizvodnih i uslu`nih procesa, omogu}ili su proizvodnju s niìm tro{kovima te upravljanje i kontrolu ovih procesa. Na slici 1 prikazan je upravlja~ki proces informacijskog sustava proizvodnog poduze}a. Na njemu se vide tri upravlja~ka procesa: Upravljanje sredstvima, Upravljanje materijalom i resursima i Upravljanje realizacijom i proizvodnjom /1/. Prvi proces predstavlja upravljanje sredstvima sa ciljem ostvarivanja maksimalne dobiti.

1.INTRODUCTION Significant multiple increases in goods and services production and preparation as well as in quality of human community and every single man life have been empowered by rapid development of information technologies. The application of highly automated machines and systems (such as NC and CNC machines, FTS-systems, CIM-production, and great sophistication in hardware and software integration) enabled high quality production. Besides, the application of integral information systems, which made possible to perform a continual sight on competent data in bussiness realisation and preparation , product and services production, has provided production with lower overall costs and its operation and control. Fig.1 shows the process of information system management inside a company. There are three costituents of management processes: Funds Management, Material and Resources Management, and Realisation and Production Management. The first process understands management of funds with maximal profit realisation as a final goal.

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Drugi proces upravljanja predstavlja upravljanje realizacijom i proizvodnjom. Sastoji se u planiranju i pra}enju primjene resursa i proizvodnje te poduzimanju potrebnih korektivnih akcija na izvr{enju plana proizvodnje u danim ili promjenjenim proizvodnim uvjetima. Tre}i proces predstavlja upravljanje resursima (materijalima, alatima, dokumentacijom), u cilju pravovremenog osiguranja proizvodnje po najpovoljnijim tro{kovima resursa.

The second one presents management of resources (materials, tools, documentation) in order to assure just-on-time production with most favourable resource costs. The third part implies management of realisation and production. It consists of planing and monitoring the use of resources and the production itself, and undertaking necessary corrections on production plan performance under settled or changed production conditions.

Slika 1. Upravljanje procesima u proizvodnom sustavu Fig.1. Management of production system processes

Na slici 2. dane su razine upravljanja u proizvodnom poduze}u, potrebne upravlja~ke i operativne informacije za dane razine upravljanja kao i skupine informacija koje se razmjenjuju u proizvodnom poduze}u.

Fig.2 presents management levels, then necessary managing and operative information for each of these levels as well as sets of information circulating inside a company.

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Rje{enje Upravlja~kog Integriranog Informacijskog Susatava - UIIS koje zadovoljava zahtjeve ovih razina, uklju~uje u sebe poslove kontrolinga kao funkciju za pripremu izvje{}a i prognoza za rad menagementa te funkciju cjelokupne kontrole poslovanja i proizvodnje, dano je na slici 2 /2/.

The model of Integral Information Management System - UIIS that satisfies all levels demands can also be found on Fig.2. It is obvious that this model incorporates both the control activities, which are prerequisites for reports and management prognosis preparation, and business and production total control function.

Slika 2. Shema UIIS Proizodnih poduze}a Fig.2. UIIS model of production companies – a scheme

Sustav UISP je ra|en za proizvodne sustave pojedina~ne, maloserijske i serijske proizvodnje u strojogradnji, metaloprera|iva~koj, elektro i prehrambenoj industriji, a primjenjiv je i u ostalim sustavima sa sli~nim proizvodnim procesima. Sustav UISP: • je gra|en za “on line” na~in rada (~ime

omogu}ava direktan pristup do odgovaraju}ih informacija),

• omogu}ava interaktivan na~in rada u vidu dijaloga korisnik-ra~unalo,

• je blizak korisnicima, jer koristi terminologiju koja se koristi u proizvodnji i proizvodnoj nadgradnji,

• je koncipiran suvremeno uz primjenu suvremenih metoda izgradnje programskih sustava i suvremenu organizaciju pohrane i odr`avanja podataka,

The UISP system is arranged for production systems with single, small batch and batch production wide spreaded in machinery, metal processing, electrical power and food processing industry, and so. Also, the UISP system is applicable to other systems with similar production process. The UISP system posseses the following characteristics: • it’s created for the "on line" method of work

(thus enables a direct access to corresponding information),

• it makes possible an interactive method of work, like user-computer dialogue,

• it’s close to users as the terminology it uses is similar to that of production and production superstructure,

• it’s concepted contemporary by use of modern methods of program systems formation, and modern data processing,

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• ima ostvarenu vezu podataka u proizvodnji, ra~unovodstveno-financijskim podsustavima i tehni~kim podsustavima.

Integrirani Informacijski Sustav - IIS predstavlja visoko ograniziranu kombinaciju osoblja, opreme i sredstava koji vr{e memoriranje podataka te omogu}avaju brzo pretraìvanje, selektiranje i obradu tih podataka, a kao odgovor na potrebe donositelja upravlja~kih odluka i rada svih zaposlenika u poduze}u. Baza podataka sadrì organizirane podatke u jednom poduze}u integrirane u jednu cjelinu, me|usobno povezane relacijama (relacijske baze podataka) i modelima upravljanja (UIIS), koji na temelju pra}enja stanja daju prognozu o o~ekivanom pona{anju proizvodnog sustava na neku od planiranih ili poduzetih poslovnih akcija i odluka.

• data connection is established among production, acounting , finance and technical subsystems.

Integral Information System - IIS represents a

highly organized combination of personnel, equipment and resources, which performs data acquisition enabling a rapid search, selection and analysis of data to meet demands of management decisions makers and employees in general.

Data base contains company data integrated and related to each other (related data bases) and to management models (UIIS), which according to the situation at hand offer a prognosis of production system response on some bussiness activity previously plannned or presently undertaken.

2. INTEGRIRANI INFORMACIJSKI SUSTAVI PROIZVODNIH PODUZE]A Na slici 3 dana je struktura IIS proizvodnih poduze}a /3/. Sadrì sljede}e podsustave:

• BAZAP - Baza zajedni~kih podataka-, • PROKA - Podsustav prodaje, komercijale i

kalkulacije, • NAZAL - Podsustav nabave i zaliha

materijala i rezervnih dijelova, • DEPTO - Podsustav definicije proizvoda i

tehnologije, • OSKVA - Podsustav osiguranja kvalitete, • ODKAP - Podsustav odràvanje kapaciteta, • PLAPE - Podsustav planiranja proizvodnje, • PRAPE - Podsustav pra}enja proizvodnje, • RINIS - Ra~unovodstveni podsustav, • FINIS - Financijski podsustav. Podsustav osiguranja kvalitete - OSKVE je po svojoj strukturi jedan od najsloènijih podsustava s obzirom na razli~ite zahtjeve u kontroli kvalitete u razli~itim tipovima proizvodnje i proizvodnim procesima.

2.1. Informacijski podsustav osiguranja kvalitete - OSKVE Informacijski podsustav OSKVE mora zadovoljiti sljede}e kriterije: • integralnost u IIS (prema slici 3), • pra}enje razvoja upravljanja kvalitetom, • pra}enje rezultata kontrole kvalitete u poduze}u. Integralnost podrazumjeva da podsustav OSKVA koristi podatke iz drugih podsustava (podaci o proizvodu, definirani zahtjevi kvalitete) te da omogu}ava direktno preuzimanje podataka drugim podsustavima (rezultati kvalitete sirovine i materijala, rezultati kvalitete proizvoda itd.).

2. INTEGRAL INFORMATION SYSTEMS OF PRODUCTION COMPANIES Fig.3 shows the IIS structure of production companies /3/. The subsystems are the following: • BAZAP - Incommon data base, • PROKA – Subsystem of sale, commerce and

calculation , • NAZAL – Subsystem of material and spare

parts purchase and storage, • DEPTO - Subsystem of product and technology

definitions, • OSKVA - Subsystem of quality assurance, • ODKAP - Subsystem of capacity maintenance, • PLAPE - Subsystem of production planning, • PRAPE - Subsystem of production monitoring , • RINIS - Subsystem of accounting • FINIS - Subsystem of finances. The subsystem of quality assurance - OSKVE is the most complicated subsystem taking into account a variety of quality control demands in different types of production and production processes.

2.1. Information subsystem of quality assurance–OSKVE Information subsystem OSKVE has to satisfy the following criteria: • integrity inside the IIS (acct Fig.3), • to follow the quality management development, • to monitor quality control results inside the

company. The term integrity means here that subsystem OSKVA uses the other subsystems data (product data, quality demands defined), and enables other subsystems to take data directly (results of raw material quality, product quality, etc.)

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Slika 3. Struktura IIS proizvodnih poduze}a Fig.3. IIS structure of production companies

Pra}enje razvoja upravljanja kvalitetom podrazumjeva da se podsustav OSKVE prilago|ava postoje}im zahtjevima kvalitete u proizvodnom poduze}u prema petlji kvalitete na slici 4. To zna~i da se zadaju i prate rezultati kvalitete u svim funkcijama poduze}a. Istovremeno podsustav OSKVA mora omogu}iti pra}enje razvoja sustava upravljanja kvalitetom koji se mijenja s evolucijom pojma kvalitete prema slici 5. Informati~ka podr{ka morala bi da prati ovaj razvoj od pra}enja kvalitete proizvoda, preko pra}enja kvalitete procesa, do kvalitete poduze}a i kvalitete dru{tva.

The following of quality management development means that subsystem OSKVE accommodates itself to the existing demands of quality in production company, according to the loop of quality (Fig.4.). This means, the results of quality are being settled and monitored in all company activities. Simultaneously, the subsystem OSKVA must enable monitoring of the quality management system development, which changes itself together with evolution of the quality concept, Fig.5. The information system support should follow this development, from product and process quality to the quality of company and society at all.

Proizvodnja

Nabavka

Planiranjei razvojprocesa

projekta/specifikacije

i razvojproizvoda

Marketing iistraživanje

tržištaUklanjanjeproizvoda

poslijekorištenja

Tehnička pomoć i

održavanje

Ugradnja i puštanjeu pogon

Prodaja idistribucija

Pakiranje iskladištenje

Kontrola,ispitivanje i

provjeravanje

Q

Izrada

Slika 4. Petlja kvalitete Fig.4. The loop of quality

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KVALITETAPROIZVODA

KVALITETA PROCESA

MATERIJAL INFORMACIJE PROCES

KVALITETA PODUZEĆA

SUSTAVKVALITETE ORGANIZACIJA VOĐENJE

PROCESASUDIONICI U

PROCESU OPREMA

KVALITETA DRUŠTVA

KULTURA

Slika 5. Evolucija sustava kvalitete Fig.5. Evolution o quality syst f

Na taj na~in podsustav OSKVE morao bi da prati razvoj sustava kvalitete do kontinuiranog upravljanja pobolj{anjem kvalitete - TQM prema slici 6. Pra}enje rezultata kontrole kvalitete sadr`i podatke o laboratorijskim i radioni~kim mjerenjima procesa i proizvoda.

This way, the subsystem OSKVE should follow the development of quality system until continual management of quality improvement, i.e. TQM is established (Fig.6.). The monitoring of quality control results assumes the acquiring of relevant data of laboratory and workshop measurements of process and products.

KRAJNJI CILJ TQM

ZAHTJEVI PO ISO 9000 QA

POSTOJEĆESTANJE

QC

QC = kontrola kvaliteteQA = osiguranje kvaliteteTQM = potpuno upravljanje kvalitetom

Raz

voj

Vrijeme

STALNI RAZVOJ S

USTAVA KVALITETE

po načelu K

ORAK PO K

ORAK

Slika 6. Razvoj na podru~ju kvalitete Fig.6. Quality system development

2.2. Iskustva u razvoju i primjeni Informacijskog podsustava osiguranja kvalitete - OSKVE Na osnovu iskustva dvadesetogodi{njeg rada na razvoju, uvo|enju i primjeni IIS u razli~ite vrste proizvodnih poduze}a mogu}e je dati pregled pojedinih modula podsustava OSKVE. Za metaloprera|iva~ka poduze}a ti moduli su [4]:

2.2. Experiences in the Development and Application of Information Subsystem of Quality Assurance – OSKVE

On the basis of experience gained through 20 years in development, introduction and application of IIS inside different companies, it is possible to review the OSKVE subsystem constituent modules. The modules in metal processing industry are the following:

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• prijem materijala, • pra}enje kvalitete proizvoda. • reklamacije, • ba`darenje instrumenata. Na slici 7 i 8 prikazani su glavni izbornik (slika 7) i maska za unos podataka o atestu prijema materijala (slika 8). Modul prijem materijala sadrì podatke koji se prate kao rezultati ispitivanja metalur{kih, mehani~kih i kemijskih svojstava materijala prilikom prijema u skladi{te materijala. Modul pra}enje kvalitete proizvoda omogu}ava pra}enje prijava {karta i dorade a time i pra}enje odstupanja od kvalitete. Modul reklamacije sadrì podatke o reklamacijama kupaca i reklamacije dobavlja~ima. Modul ba`darenje sadrì podatke o mjernoj opremi i instrumentima te omogu}ava planiranje i pra}enje njihovog ba`darenja.

• material reception, • product quality monitoring, • complaints, • calibration of measuring instruments.

Fig.7 and Fig.8 show the main menu and options available for material acceptance attest. The module of material reception contains data on input material properties gained from previous metallurgical, mechanical and chemical tests. The module of product quality monitoring involves reports on waste and repairs, which in turn enables quality dispersal observation. The module of complaints contains information on customer complaints and those to suppliers. The module of calibration includes data on equipment and instrument measurements performed; this module plays a significant role in planning and control of calibration sessions.

Slika 7. Glavni izbornik podsustava OSKVE Fig.7. Main menu of subsystem OSKVE

Na slici 8. dani su ulazni podaci prilago|eni odre|enoj grupi materijala (limovi za prehrambenu industriju) koji povezuju podatke o ispitivanju materijala sa narud`bom te omogu}avaju izradu atesta.

Input data for a particular type of raw material (tin plates for food processing industry) are presented on Fig.8; information on material properties testing as well as order form are contained there in, so the attest can follow.

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Slika 8. Ulazna maska za podatke o atestu materijala Fig.8. Input mask for material data attest

Na slici 9. prikazan je dio izvje{taja liste prijava po uzro~nicima na kojem se vide i tro{kovi odstupanja od kvalitete. Na osnovi prijava odstupanja od kvalitete (prijava {karta, prijava dorade) mogu}e je pratiti tro{kove odstupanja od kvalitete (nastali tro{kovi materijala i rada za {kart, tro{kovi dodatnog rada za dorade).

On Fig.9, a report list on quality dispersal by causes is presented together with costs induced. Based on quality dispersal reports (notes on waste and repairs) the appropriate costs can be monitored (additional material and labour costs in case of waste and repairs).

Kod procesne industrije podsustav OSKVE ima sljede}e module: • laboratorijske analize (sastav proizvoda, sadr`aj

ne~isto}a, ispitivanje ulaznih sirovina u proces, brze analize proizvoda na odre|enim fazama procesa itd.),

• mjerenje karakteristika proizvoda (mehani~ka i fizikalna svojstva, toplinska svojstva i otpornosti elektri~ne performanse itd.),

• karakteristike proizvoda (zadani sastav prema razli~itim oznakama i standardima uz dozvoljene tolerancije sastava),

• rezultati mjerenja i analize te izrada atesta, • pra}enje radnih parametara i grafi~ki prikaz

stanja prema upozoravaju}im i kriti~nim vrijednostima.

Na slici 10. dan je dio pregleda koji integrira dnevne rezultate mjerenja (05.03.1998.) Al F3 po }elijama u proizvodnji aluminijuma, te izra|uje automatski prora~un proizvodnje o potrebnoj koli~ini Al F3 u kg koji se dodaje po smjenama (I, II, III).

In process industry, the OSKVE subsystem contains next modules: • laboratory analyses (material composition,

impurity content, raw material testing, quick analyses of material in process when necessary),

• product properties measurement (mechanical and physical properties, heat and electrical attributes, etc.),

• product characteristics (e.g., accomplishment of prescribed composition inside the tolerances in accordance with different signing and standards),

• measuring and analysis of results, then attests formation,

• process parameters monitoring and graphic presentation of situation with warning and critical values marked.

A part of report integrating daily measuring results (March 5, 1998) of AlF3 by electrolytic cells in aluminum production is presented on Fig.10. Also the estimation of necessary quantity (in kilograms) of AlF3 added by shifts (I, II, III) is performed automatically.

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PREGLED TRO[KOVA LO[E KVALITETE PO UZRO^NICIMA

(u periodu: 22.01.1994 - 22.02.1994) Uzro~nik: dobavlja~ Broj IB- proizvoda Naziv Datum Tro{kovi (HRD) prijave

1. 1725 ZA^ELJE 02.02.1994 21666.67 Ukupno: 21666.67 Uzro~nik: mjerni alat Broj IB- proizvoda Naziv Datum Tro{kovi (HRD) prijave

10. 1730 OBLOGA PREDNJE STIJENE-DONJA 16.02.1994 302867.00 Ukupno: 302867.00 Uzro~nik: projekt + konstrukcije Broj IB- proizvoda Naziv Datum Tro{kovi (HRD) prijave

2. 1737 DR@A^ KOMORE ZA POSTOLJE 14.02.1994 0.00 Ukupno: 0.00 Uzro~nik: proizvodni djelatnik MARKO MATIÆ Broj IB- proizvoda Naziv Datum Tro{kovi (HRD) prijave

1. 1725 ZA^ELJE 02.02.1994 4333.33 2. 1737 DR@A^ KOMORE ZA POSTOLJE 14.02.1994 0.00 3. 1731 DR@A^ OBLOGE 14.02.1994 200000.00 8. 1730 OBLOGA PREDNJE STIJENE-DONJA 15.02.1994 306160.00 11. 1730 OBLOGA PREDNJE STIJENE-DONJA 16.02.1994 307933.00 9. 1730 OBLOGA PREDNJE STIJENE-DONJA 15.02.1994 0.00 Ukupno: 818426.33 Uzro~nik: standardni alat

Broj IB- proizvoda Naziv Datum Tro{kovi (HRD) prijave

5. 1730 OBLOGA PREDNJE STIJENE-DONJA 15.02.1994 0.00 6. 1730 OBLOGA PREDNJE STIJENE-DONJA 15.02.1994 0.00 8. 1730 OBLOGA PREDNJE STIJENE-DONJA 15.02.1994 1224640.00 8. 1730 OBLOGA PREDNJE STIJENE-DONJA 15.02.1994 0.00 Ukupno: 1224640.00 ______________________ Sveukupno: 2367600.00

Slika 9. Lista prijava po uzro~nicima Fig.9. Quality dispersa report list by causes l

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Slika 10. Kontrola kiselosti u }elijama na dan 09.03.1999. Fig.10. Acid control in cells (date March 9,1999)

Na slici 11. prikazan je rezultat kemijske analize proizvoda GKAI Si 7 Mg te njegovo pore|enje sa definiranim sadr`ajem proizvoda po standardu.

The results of chemical analysis of GKAl Si 7 Mg product and the comparison with standard composition are presented on Fig.11.

Slika 11. Kem jska analiza proizvoda GKAI Si 7 Mg iFig.11. Chemical composition analysis of GKAl Si 7 Mg product

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Na slici 12 dan je atest koji se automatski dobije prema ovim rezultatima mjerenja.

Attest that is automatically created according to the measuring results is presented on Fig.12.

Slika 12. Atest za proizvod 0071003 Fig.12. Attest for product 0771003

Na slici 13. prikazan je grafi~ki prikaz temperature kupke

Graphic presentation of temperature in a bath is given on Fig.13.

Slika 13. Graf tempera ure kupke tfFig.13. Graphic presentation o temperature in a bath

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3. ZAKLJUÂK U radu je poja{njen zna~aj informati~kih tehnologija u racionalizaciji proizvodnih sustava i postizanju konkurentnosti proizvoda zemalja u tranziciji. Dani su primjeri rje{enja Informacijskog podsustava kvalitete za razli~ite tipove proizvodnih procesa, koji moraju ne samo da omogu}avaju pra}enje procesa i njihovu kontrolu ve} i o~ekivani daljnji razvoj sustava kvalitete.

3.CONCLUSION The importance of information technologies in production systems rationalisation and in product competitiveness achievement in countries in transition was explained through this paper. The information subsystem models for different production processes are also presented; these models have to make possible not only the processes to be monitored and controlled but further development of quality system as well.

4. LITERATURA-REFERENCES [1] Majdandì}, N.; [ari}, T.; Luji}, R.; [imunovi}, G.: MANAGEMENT INFORMATION SYSTEMS (MIS)IN PRODUCTION ENTERPRISES, CIM ’99 COMPUTER INTEGRATED MANUFACTURING AND HIGH SPEED MACHINNG, 5. International Ccientific Conference on Production Engineering, Opatija 17./18.06.1999., str. III-001 - III-010.

[2] Projekt Integralnog informacijskog sustava poduze}a Austrian energy - Ðuro Ðakovi}

Proizvodnja energetske opreme - ISTEP, Slavonski Brod 1998. godine.

[3] Prospektni materijal poduze}a Informati~ki inènjering - ININ, Slavonski Brod, 1998.

[4] Niko Majdandì}: Informacijski sustav kvalitete, materijal predavanja na poslijediplomskom studiju Ma{inskog fakulteta u Zenici, 1999.

*Rad je saop{ten na Me|unarodnom nau~no-stru~nom skupu “KVALITET ‘99”, novembra 1999. godine u Zenici, Bosna i Hercegovina The paper is given on the International expert/research conference “KVALITET ‘99”, november 1999. in Zenica, BiH

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Ma{instvo 4(3), 199 – 212, (1999) Lj.Kafol: TQM – BIT, NASTANAK I RAZVOJ

TQM - BIT, NASTANAK I RAZVOJ*

Ljudmila Kafol, Menagement Consulting, Zavod za kakovost storitev in komunikacij Stegne 27, 1000 Ljubljana, Tel.: + 386 (0) 61 151 22 26/28, E-mail: [email protected]

PREGLEDNI RAD REZIME

Razlika izme|u in`enjerskih tehnologija i kontrole kvaliteta je u tome {to in`enjerske tehnologije rje{avaju pojedina~ni problem ili proces i iznalaze nova kvalitativna rje{enja i principe djelovanja, dok se kontrola kvaliteta u dana{njem smislu, bavi i rje{ava probleme, koji se ti~u vi{e procesa i djelovanja preduze}a u cjelini, a na osnovu kvantitativnih podataka. TQM (CWQC, TQC), kao set organizacionih pristupa i metoda za skladno i racionalno djelovanje ukupnog preduze}a, nastao je kao odgovor uspje{nih preduze}a (mened`menta) na promijenjene uslove poslovanja u devedesetim godinama. Predpostavlja, da je tehnolo{ki razvoj i nivo djelovanja na visokoj razini, a ozna~ava ga: usmjerenost na Kupca, kvalitet na prvom mjestu, naglasak na procesima i objektivnim podacima i djelovanje na osnovu logike PDCA petlje u svim aktivnostima. Naglasak na “mekim” elementima i njihovu ulogu u vo|enju preduze}a ka “poslovnoj ekselenciji”, nalazimo tako|er u osnovi svih nagrada za kvalitet (Demingova, Baldridge, Evropska, sve nacionalne) a 10 teme jnih elemenata navodimo i kratko opisujemo na kraju ovog prikaza.

,l

t f

r

rr

f f

Klju~ne rije~i: kontrola kvaliteta, TQM, proces, kupac, PDCA petlja.

TQM - NATURE AND DEVELOPMENT

Ljudmila Kafol, Management Consulting, Ljubljana, Zavod za kakovost storitev in komunikacij, Stegne 27, 1000 Ljubljana, Tel.: + 386 (0) 61 151 22 26/28, E-mail: [email protected]

SUBJECT REVIEW SUMMARY

An engineering tehnologies are focused on a qualita ive type o improvement based on completely new principles and to particular problem or process. Quality control is focused on all processess and activities and company as a whole through methodical, o ganized and continuous type of improvement based on quantitative data and modifiying prevailing conditions while retaining existing principles. There are two reasons why quality control has become a vital part of business management. One is a need to respond more effectively to customer demands and the other is a pressure to make management more efficient. TQM - Total Quality Management, was developed by some leading companies in the early 1990' s when the future development of companies was governed by the success or failure of how they manage quality. The basic key points of the TQM concept are: Consumer Orientation, Quality First, Process Control, Management by Fact and PDCA loop. There are the 10 core values contained in awa d models (Deminge Prize, Malcolm Baldridge Quality Award, European Quality Awa d and all National Quality Awards). Summary and describe o them is in the chapter 10. at the end o this article.

Key words: Quality Control, TQM, Process Control, Customer Orientation, PDCA loop.

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1. UVOD Definicija kvaliteta, kojom se bavi kontrola kvaliteta u dana{njem smislu, glasi: “Kvalitet je skup onih osobina proizvoda ili usluge, koji najbolje zadovoljava potrebe, zahtjeve i o~ekivanja kupaca”.(Juran, definicija ISO) Problemom, kako “proizvesti” takve osobine bavi se TQM - sistematizovan organizacijski pristup uspje{nih preduze~a, oblikovan u devedesetim godinama. U vezi sa TQM, TQC, ISO 9000, kao i drugim terminima, koji se pojavljuju na podru~ju kvaliteta i kontrole kvaliteta, sre}u se mnoga tuma~enja i razumijevanja, a ponekad i pretjerivanja i nerazumijevanja. Zbog toga je moja namjera, da u ovom doprinosu, na jednostavan, pregledan i slikovit na~in sa`mem glavna sadràjna obilje`ja kontrole kvaliteta danas, razloge i smisao nastanka TQM i osnovnu logiku, na kojoj po~iva na~in vo|enja preduze}a, koji nalazimo pod ovim nazivom. TQM rje{ava probleme koji se ti~u djelovanja preduze}a u cjelosti, sa naglaskom na skladnom djelovanju izme|u procesa, zato su njegovi pristupi i metode prije svega na organizacijskom nivou. Predpostavlja, da su pojedina~ni problemi i procesi, posebno na podru~ju tehnologija i tehnolo{kih rje{enja dobro razrije{eni i dostiù visok nivo pojedina~nog djelovanja. Zato potreba za TQM na~inom vo|enja preduze}a nastaje u odre|enoj razvojnoj fazi preduze}a - kada su osnovni egzistencijalni i tehnolo{ki problemi razrije{eni; kao i u ore|enom poslovnom okruènju - kada su, informatizacija dru{tva, razvoj transporta i distribucijskih kanala, postigli takav stepen razvoja, da kupci mogu birati izme|u vi{e ponuda za svoje potrebe, a i imaju novca, da to plate.

1. INTRODUCTION The definition of term quality that is currently used in quality control states: "Quality is the set of product or service features that satisfy customer needs, demands and expectations best". (Juran, ISO definition) The problem how to "produce" these features is dealt by TQM - a systematic organization approach of successful enterprises, which was established in nineties. When talking about TQM, TQC, ISO 9000, and other terms appearing in the field of quality control, many interpretations and apprehensions, and sometimes exaggerations and misunderstandings are met. Therefore, my intention here in this contribution is to summarize in a simple, articulate and figurative way, the main comprehensive characteristics of quality control at present, reasons and the sense of TQM advent, and the main logic on which the enterprise management lays, as perceived by this term. The TQM solves problems referring to the enterprise function as a whole, with a special emphasis on harmonic operation between processes. Therefore, its approaches and methods are mainly positioned on the organization level. The presumption is that individual problems and processes are well solved, especially in technology and technological solutions field, and that a high level of individual action is achieved. Therefore, the need for TQM approach appears inside an enterprise in that development phase when the main existential and technological issues are solved; as well as in business surroundings where the informativeness of society and transport and distribution reached level so high that customers can choose among numbers of offers to their needs, and also have enough money to pay for that.

2. KONTROLA KVALITETA I IN@ENJERSKE TEHNOLOGIJE U svakoj fabrici, u svako doba i u svaki bran{i skoro su uvijek prisutna 3 tipa problema: (1) Postoje~e tehnologije nisu savr{ene - {to uzrokuje mnogo problema i zahtjeva stalna pobolj{avanja (2) Uvijek nedostaju prvoklasni inènjeri ili ih nema dovoljno (3) Ukoliko i postoji dovoljan broj i nivo inènjera, a i tehnologije su najnovije, proizvod moè biti lo{eg kvaliteta zbog lo{eg rukovodenja odnosno organizacije.

2. QUALITY CONTROL AND ENGINEERING TECHNOLOGY In each factory, in every field, and at any time three types of problems always exist: (1) Present technologies are not perfect – this causes many problems and needs continual improvement, (2) There is always lack of first-class engineers, (3) Even in the case the sufficient number of engineers exists and they are skilled, and even the technologies are the newest, the product still can be bad in quality due to low management or organization level.

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Inènjerske tehnologije osredoto~avaju se i rje{avaju pojedina~ne probleme ili procese, a na osnovu traènja kompletno novih principa i kvalitativno novih re{enja dok se problemi koji se ti~u vi{e procesa ili djelovanja preduze}a u cjelosti, rje{avaju pristupima kontrole kvaliteta. Kontrola kvaliteta u ovom smislu ne zna~i samo postizanje i kontrolu tehni~kih osobina pojedina~nog proizvoda, nego ukupan sistem za stalno unapredivanje djelovanja preduze}a u cjelosti - na organizovan, sistemati~an i kontinuiran na~in, a sa ciljem postizanja stalnog kvaliteta svih proizvoda po mjeri kupca. Pobolj{anja koja proizilaze iz sistema kontrole kvalitete imaju tri karakteristike: a) Akumuliranje velikog broja pojedina~nih re{enja Svako pojedina~no re{enje moè biti /naizgled sitno i bezna~ajno ali ukupan u~inak velikog broja malih rje{enja moè biti vrlo visok; b) Modifikacije i promjene su unutar postoje}ih principa i okvira Obzirom, da se osredoto~ava na kvantitativne, umjesto kvalitativne podatke daje rje{enja u okviru postoje}ih tehnolo{kih principa; c) Univerzalna aplikacija Rje{enja se, obzirom da su zasnovana na kvantitativnim podacima i ti~u se organizacijskog nivoja, mogu prenositi ne samo unutar bran{e nego i izmedu razli~itih bran{i.

Engineering technologies are focused on and solve individual problems or processes by search of completely new principles and qualitatively new solutions, while the problems referred to several processes and the whole enterprise operation are solved through the quality control approaches. Quality control in this sense means not only the achievement and control of individual product performances but the whole system for continuous improvement of the enterprise operation in total – on an organized, systematic and continuous way aimed to assure persistent quality of all products on customer’s desire. The improvements obtained from the quality control system possess the following characteristics: a) Accumulation of numbers of particular solutions Each particular solution may look like negligible and insignificant but the total result of these small solutions can be very high. b) Modifications and changes are within the existing principles and limits Regarding the fact that this system is focused on quantitative instead of qualitative data, it resolves problems inside the existing technological principle limits. c) Universal application The solutions can migrate not only within a certain branch but also between different branches regarding the fact that they are based on quantitative data and organization level related.

3. WARUSA KAGEN Warusa kagen je japanska rije~ kojom se ozna~ava bistvo kontrole kvaliteta, a zna~i stepen nepotpunosti u djelovanju preduze}a. Pri tome se misli prije svega na nepotpunosti u protoku procesa i funkcija u preduze}u - a posljedica je nepostizanje o~ekivanog kvaliteta po mjeri kupca. Nagla{ava se prije svega ukupnost svih procesa, umjesto pojedina~nih makar i odli~nih rje{enja.

3. WARUSA KAGEN Warusa kagen is the Japanese word that denotes the control quality existence, and refers to the level of imperfectness in enterprise functioning. Here, it firstly refers to the imperfectness in process flow and functions inside the enterprise – which results in inability to accomplish the customers expected quality. The main accent is put on all processes as a whole instead on individual solutions even if they are perfect.

4. AMERI^KI VERSUS JAPANSKI PRISTUP KVALITETU Ameri~ki pristup i razumijevanje kvaliteta usmjerava se na traènje i otklanjanje negativnih odnosno onih osobina proizvoda ili usluga, koje kupcu smetaju ili ga ~ine nezadovoljnim - kao {to su pogre{ke, deformacije i nedostaci. Cilj ameri~kog pristupa je otkloniti nezadovoljstvo kupca odnosno posti}i 0 gre{aka, 0 popravki i 0 reklamacija kupaca.

4. AMERICAN VS. JAPANESE APPROACH TO QUALITY American approach and understanding of quality is focused on searching and removing of negative features of products or services, others, those that bother customers or make them discontented – like mistakes, deformations or misses. The objective of the American approach is to remove the discontention of a customer and to achieve 0 mistakes, 0 corrections and 0 reclamation of customers.

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Indikatori kvalitete te vrste su: broj pogre{aka, broj popravki ili broj reklamacija kupaca. Osobine tog tipa kvaliteta jasne su i vidne, a za njihovo postizanje koriste se i uspje{ne su statisti~ke metode poput kontrolnih listi i sl. Kaoru Ishikawa je ovaj tip kvaliteta nazvao Backward-Looking Quality, a Noriaki Kano, koji je Ishikawin koncept razvijao dalje imenuje ga Must-be-Quality. Japanski pristup kvalitetu usmjerava se na traènje i “proizvodenje” pozitivnih odnosno onih osobina koje se kupcu dopadaju ili ga ~ine zadovoljnim. “Proizvodac” se na taj na~in usmjerava na osobine po kojima }e se njegov proizvod razlikovati od drugih njemu sli~nih i na taj na~in pridobiti prednost pred drugima. Te su osobine, za razliku od prvog tipa, koje su o~ite i vidne, obi~no manje o~ite ili ~ak skrivene. Za postizanje kvaliteta ovog tipa statisti~ke metode nisu upotrebive i uspje{ne. Jedan od uspje{nih pristupa moè biti metoda analize pojedina~nih primjera uspjeha ili neuspjeha, ~iji se rezultati koriste kao osnova za standardiziranje pozitivnih i pobolj{anje negativnih pristupa radu. Kao najbolji pristup za rje{avanje problema ovog tipa kvaliteta pokazao se pristup da se za svaki pojedina~ni slu~aj uzpostavi i dosljedno po{tuje PDCA petlja. Kaoru Ishikawa je ovaj tip kvaliteta nazvao Forward - Looking Quality, a Noriaki Kano - Attractive Quality. Odnos izmedu prvog i drugog tipa kvaliteta je po N. Kano dualistican, {to zna~i, da pozitivne promjene na jednoj ravni (nezadovoljstvo)) ne izazivaju automatski pozitivne promjene na drugoj ravni (zadovoljstvo). Poneki proizvodi se recimo dobro prodaju, iako imaju veliki broj reklamacija, ako imaju neku osobinu koja se kupcima dopada, dok se drugi, na koje nema mnogo reklamacija ne prodaju dobro, jer nemaju nijednu osobinu, koja bi za kupca bila dopadljiva i ~inila ga zadovoljnim. Po N. Kano je Must-be-Quality - kvalitet koji kupac u svakom slu~aju o~ekuje (osnovni kvalitet), dok je Attractive Quality ne{to vi{e, to je kvalitet koji kupac prepoznaje kao privla~an, sebi dopadljiv i zbog njega se odlu~uje kupovati upravo taj proizvod za zadovoljenje svoje potrebe. Prvim pristupom (otklanjanje negativnih osobina - 0 popravaka, 0 gre{aka i 0 reklamacija), preduze}e sniàva tro{kove, dok se drugim pristupom (proizvodnja pozitivnih - kupcu privla~nih osobina) mogu osvojiti nova trzi{ta, pove~ati udio na postoje~im, povisiti cijena i pove~ati promet. Oba cilja: sniàvanje tro{kova i dizanje prometa, zna~ajna su za pove}anje dobiti, zato se preduze}e mora usmjeriti na oba, a ne samo na jedan ili drugi cilj.

The indicators of that kind of quality are the number of mistakes, number of corrections, and number of reclamation of customers. The characteristics of that type of quality are clear and visible, and statistical methods like control lists, etc., can be successfully used in observation. Kaoru Ishikawa marked this type of quality as Backward-Looking Quality, and Noriaki Kano, who developed Ishikawa's concept further, named it Must-be-Quality. Japanese approach to quality is oriented to search and "production" of positive product features or those that customer likes or is satisfied by. That way, a "producer" is directed to those features of a product by which his product differs from similar ones and his advantage over the others is assured. Unlike to the first type features that are clear and visible, these features are less obvious or even hidden. The statistical methods are not useful and successful for achievement of this type of quality. One of successful approaches uses a method of analysis of particularly successful or unsuccessful examples, and the results obtained can form a basis for standardization of positive improvements and negative attitude removal. The best approach to this type of quality problems seems to be the one that establishes and consequently tracks the PDCA loop for each particular case. Kaoru Ishikawa named this type of quality Forward — Looking Quality, and Noriaki Kano called it as Attractive Quality. N. Kano says that the relationship between these two types of quality is a dualistic one, which means positive changes in one side (discontent) do not automatically result positively on the other (satisfaction). The example follows: some products are being well sold in spite of numbers of reclamation, because they have some feature that customers like; on the other side, other products with less reclamation aren’t because they have no feature that customers like and are satisfied by. As put by N. Kano, the Must-be-Quality is the quality that customer expects anyway (the basic quality) but the Attractive Quality is something more; it is the quality that customer recognizes by his own as attractive and decides to buy exactly that product to satisfy a need. The first approach (negative characteristic removal — 0 corrections, 0 mistakes and 0 reclamation) enables an enterprise to decrease the costs. On the other side, the second approach (production of positive, i.e. customer attractive features) enables new markets to be reached as well as an increase in participation on present markets, in price and in trade rate can follow. The both of the goals — decrease in costs and increase in trade rate, is significant for profit enlargement so the enterprise must target the both, not only the first or the second goal alone.

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5. RAZLOZI ZA NASTANAK TQM TQM, kao set sistematizovanih pristupa i metoda za vodenje preduze}a, nastao je kao odgovor uspje{nih preduze}a na promijenjene uslove poslovanja u devedesetim godinama. Promjene u okruènju preduze}a nastale su na dva podru~ja: Prvo podru~je: Promijenjeni zahtjevi kupaca pre svega po vi{em nivou kvaliteta proizvoda ili usluga i niìm cijenama. Razvoj na podru~ju transporta, distribucije proizvoda ili usluga kao i sredstava masovnih komunikacija, u~inio je, da je kupac mogao kupiti i dobiti proizvod, koji je èlio u bilo koje vrijeme i bilo gdje. Sredstva masovnih komunikacija omogu}ila su mu, da je dobio pregled nad svim postoje}im ponudama za svoju potrebu, a razvoj transporta i distribucionih kanala omugu}io je dostavu proizvoda bilo kuda i bilo gdje po razumnoj cijeni. Po{to je mogao uporedivati i birati Kupac je postao zahtjevniji, kako u vezi kvaliteta samog proizvoda ili usluge, tako i u vezi cijene. Proizvodi lo{eg kvaliteta ili sa visokom cijenom uskoro su bili izba~eni iz trì{ta. Kvalitet je tako postao vaàn faktor prodaje, a preduze}e odnosno menad`ment, koji nije razumio, da kvalitet (kakav ga o~ekuje kupac) postaje primarni cilj za postizanje prodaje, vi{e nije moglo preìvjeti. Filozofija: “va`no je proizvoditi artikle, koju odgovaraju tehni~kih specifikacijama i dràti se standarda”, postala je opasna i vodila je u samoubistvo preduze}a. Drugo podru~je: Pritisak na efikasnije vodenje preduze}a. Zbog pove~anih i sasvim odredenih zahtjeva i o~ekivanja kupaca, preduze}e je moralo postati efikasnije u smislu:

♦ Ta~nijeg i pravovremeno prepoznavanje zahtjeva i o~ekivanja kupaca (kvalitet po mjeri kupaca)

♦ Brzog reagovanja na identificirane zahtjeve kupaca

♦ Boljeg savladavanja i povezivanja vlastitih unutarnjih procesa.

Uspje{na su preduze}a, za ove namjene, sistematizovala i razvila niz pristupa i metoda, koje nalazimo pod razli~itim nazivima, kao {to su: TQM - Total Quality Management, TQC - Total Quality Control, CWQC - Companywide Quality Control. TQM, TQC, CWQC koriste oko 32 poznate metode sa podru~ja statisti~kih metoda, industrijskog inènjerstva, logike i mnoge uspje{ne metode sa podru~ja socialne psihologije za uklju~ivanje i efikasno kori{~enje i povezivanje znanja svih u~esnika u svim procesima unutar preduze}a.

5. REASONS FOR TQM RISING TQM as a set of systematic approaches and methods for enterprise management, arose as a response of successful enterprises to the modified business conditions in nineties. The changes in enterprise surroundings have appeared in the following two areas: First area: Changes in customer demands toward higher quality of products and services and to lower costs. The development of transport, products and services distribution, and mass communication means gave customers an opportunity to buy and get the product they want, at any time and place. Mass communication means have provided the customer to get an overview of all possible offers, while the development of transport and distribution channels has provided product delivery any time the customer wants and with rational price. With the opportunity to compare and choose, customer demands become stringent regarding as quality so the price of product or service. Consequently, low quality and high price products were thrown out from market. Thus, the quality became so important factor for sale that an enterprise or its management if don’t understand the quality (as expected by customer) as the main factor of successful sale, cannot survive anymore. The philosophy: " to produce articles in accordance with technical specifications and standards is important only ", became very dangerous one, and leads an enterprise to a business suicide. Second area: An increased pressure on enterprise management efficiency Due to enlarged and more definitive customer demands and expectations, an enterprise had to become more efficient in the following:

♦ to recognize customer demands more precisely and just-on-time (quality in customer’s desire),

♦ to respond quickly on identified customer demands,

♦ to establish better control and correlation of processes inside the enterprise.

On this purpose, a lot of successful enterprises have developed and systematized numbers of approaches and methods, such as TQM – Total Quality Management, TQC – Total Quality Control, CWQC – Companywide Quality Control. The TQM, TQC, CWQC use about 32 known methods from various fields (statistics, industrial engineering, logic, and social psychology) to engage, efficiently utilize and connect the knowledge of all participants regarding to all enterprise processes.

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6. KVALITET PROIZVODA VERSUS KVALITET PROCESA Za postizanje kvaliteta po mjeri kupaca bitna su dva sadràjna pitanja: Prvo pitanje: Da li proizvodi ili usluge zadovoljavaju zahteve i o~ekivanja Kupca? Odgovor na ovo pitanje je definisan zadovoljstvom Kupca sa samim proizvodom ili uslugom. Kvalitet samog proizvoda postiè se sa 4 bitna elementa:

♦ Kvalitet planiranja ♦ Kvalitet dizajniranja ♦ Kvalitet izrade ♦ Kvalitet poprodajnog servisa ♦ Kvalitet planiranja, definisan je stepenom skladnosti izmedu zahtjeva trì{ta/Kupca i pojedinih osobina proizvoda ili usluga, u fazi planiranja (Primjer: Komplikovan na~in upotrebe artikla jeste/nije u skladu sa zahtjevom Kupca po jednostavnom na~inu kori{~enja artikla).

♦ Kvalitet dizajniranja je definisan stepenom dostignu}a planiranih osobina proizvoda u fazi oblikovanja.

♦ Kvalitet izrade je definisan stepenom postignute izrade planiranih i dizajniranih osobina. U masovnoj proizvodnji je mjerilo kvalitete izrade: statisti~ki svi (100%) itemi.

♦ Kvalitet poprodajnog servisa, definisan je sposobno{}u dobavlja~a, da pravilno odgovori na sve zahtjeve i potrebe kupaca nakon kupnje (kao {to su: tehni~ka uputstva za upotrebu, popravci i opskrba potro{nim RD). Idealna je 100% sigurnost.

Ako kvalitet proizvoda ili usluga nije dovoljan, kupci su nezadovoljni i proizvode reklamiraju, zato je broj pritu`bi i reklamacija kupaca mjerilo postignutog kvaliteta proizvoda jedan od indikatora za nezadovoljstvo Kupca. Drugo pitanje: Da li je zahtjevani i o~ekivani kvalitet proizvoda ili usluga dostupan po razumnoj cijeni? Odgovor na ovo pitanje definisan je efikasno{}u (protok i povezivanje) procesa u kojima kvalitet proizvoda nastaje. Kvalitet procesa u kojima nastaje kvalitet proizvoda, zavisi od uskla|enosti ili odstupanja u aktivnostima unutar ili izmedu procesa i na kraju ukupnog vremena, koje je potrebno za protok svakog pojedina~nog i svih procesa ukupno. Nosioci procesa su organizacione jedinice odnosno pojedinci, zato je njihovo osposobljavanje i rad sa njima jedan od bitnih faktora za postizanje kvaliteta procesa. Drugi bitan faktor je: namjerno, svjesno i stalno pra}enje, analiza i pobolj{avanje svakodnevne prakse i procesa.

6. QUALITY OF THE PRODUCT VERSUS QUALITY OF THE PROCESS In order to reach the quality in customer’s desire, two conceptual questions are essential: First question: Do products or services satisfy demands and expectations of Customer? The answer is determined by Customer satisfaction with the product or the service. The quality of a product can be achieved through these 4 significant factors:

♦ Quality of planning, ♦ Quality of design, ♦ Quality of manufacture, ♦ Quality of post-sale services. ♦ Quality of planning is defined by the level

of compatibility between market/customer demands and product or service individual features during the planning phase (Example: Complex use of a product is/isn’t in accordance with customer’s demand for simple use).

♦ Quality of design depends on the level of realization of previously planned product features in the design phase.

♦ Quality of manufacture is defined by the level of consistency in planned vs. designed product features. The measure of quality of manufacture in mass production is statistically 100% (all items).

♦ Quality of post-sale service is defined by the supplier ability to respond properly on customer demands and needs after the purchase (Examples: user’s manual, spare parts repair and supply). The 100% safety is perfect.

If the quality of products or services is not enough, the customers will feel displeased and make reclamation. The number of complaints and reclamation is measure for product quality achievement and important indicator of Customer’s discontent. Second question: Is product or service quality as demanded and expected available with rational price? The answer here is defined by efficiency (in flow and correlation) of processes through which the product quality has been made. The quality of processes that influence the quality of product, depends on the level of coordination or deviation of activities being performed inside each process in particular and between all processes in total as well as at the end of it/them. The makers of processes are organization units or individuals; therefore, their training represents a significant factor in achieving the quality of process. The other significant factor is conscious and continuous monitoring on purpose and analysis and improvement of daily practice and processes.

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Tre}i bitan faktor za postizanje kvaliteta procesa je dvojan:

♦ Otkrivanje neuskladenosti, odstupanja i problema u {to ranijoj fazi procesa i

♦ Rje{avanje problema na mjestu njihovog nastanka.

The third significant factor for process quality achievement is dualistic:

♦ Detection of asynchronization, deviations and problems in the process as early as possible,

♦ Solving the problems where they arise.

7. STANDARDIZACIJA KAO OSNOVA ORGANIZACIONIH AKTIVNOSTI Planovi i standardi iz vidika kontrole kvaliteta identi~ni su u tom smislu, da oboje predstavljaju sistematizovan i napisan na~in i postupak kako bi ne{to trebalo biti uradeno, ali se bitno razlikuju po tome za koje sadràje, aktivnosti i ciljeve se koriste. Planovi se postavljaju za tip jednokratnih ciljeva, koji su postavljeni iznad postoje}ih, a sa namjerom promjene status quo. Standardi, koji su zasnovani na proteklim rezultatima i najboljoj praksi kristaliziraju pro{lo iskustvo i znanje), postavljaju se za ponavljaju}e se (iste) ciljeve, a sa namjerom fiksiranja postoje}ih na~ina rada odnosno odràvanja status quo.

(

Zato su standardi korisni i upotrebljivi u implementaciji odnosno za tip rutinskih i u potpunosti, unaprijed poznatih aktivnosti. Fiksiranje (standardiziranje) lo{e prakse i postupaka moglo bi preduze} nanijeti velike {tete, zato je neophodno da se planovi (koji nemaju status obaveznog po{tovanja) i standardi (kojih se svi moraju obavezno pridrzavati) razlikuju. Ukoliko se standardi i standardizacija upotrijebe skladno svojoj svrsi oni mogu donijeti zna~ajne prednosti u dobrom dijelovanju organizacije kao {to su: Zamjenljivost: Ukoliko se dio sistema iz bilo kojega razloga sru{i, njegova rekonstrukcija je potpuna, lak{a i brza. Manje vremena za razmi{ljanje i komunikaciju: Standardi djeluju poput formule - promjene se veli~ine i podaci i uvijek dobije pouzdan rezultat. Velika u{teda vremena je, ako se za rutinske aktivnosti ne mora uvijek ponovo iznalaziti najbolje re{enje. Efikasniji razvoj pouzdanih i novih proizvoda: Po{to su najbolja rje{enja i postupci rada standardizovani, inènjeri i dizajneri se, umjesto rutinskih aktivnosti, mogu posvetiti pobolj{anjima osobina postoje}ih i razvoju novih proizvoda. Da bi standardi i standardizacija mogli biti korisno upotrebljeni, moraju biti ispunjena 4 zahtjeva: 1. Standardi moraju biti pismeno dokumentovani, ina~e se promjenom ljudi izgube i ne mogu se koristiti i unapredivati. 2. Sve standardizovane aktivnosti moraju se izvr{avati ta~no po standardima, {to zahtjeva dosta obrazovanja i osposobljavanja ljudi. 3. Standardi moraju biti aùrirani, ina~e prestanu djelovati ili postanu {tetni. 4. Cilj standarda mora biti pobolj{anje svih aktivnosti.

7. STANDARDIZATION AS A BASE OF ORGANIZATION ACTIVITIES From quality control point of view, plans and standards are identical as they both represent a systematic and written procedure of how things should be done, but differ essentially in what contents, activities and objectives they are used. Plans are made for single time objectives that are settled above the existing ones and they are intended to change the status quo. Standards are based on previous results and best practice (they summarize past experience and knowledge) and are established for repeatable (identical) objectives, with the intention to fix the existing modes or to maintain the status quo. Therefore, standards are useful and can be implemented efficiently for activities that are routine and known beforehand. Faulty practice and procedures if fixed could cause an enterprise to suffer a lot, so plans (that are not obligatory) and standards (obligatory for all) should differ. If standards and standardization are used properly, they can induce positive effects in organization, such as: Replaceability: If a part of the system falls for any reason, the reconstruction will be more complete, easier and faster. Less time necessary for speculation and communication: Standards act as a formula – if data change, reliable results always follow. A lot of time can be saved if the best solution for routine activities exists. More efficient development of reliable and new products: When the best solutions and procedures are standardized, engineers and designers are in position to devote their thoughts to existing products improvement and new products development, instead to routine activities. There are 4 requests to be fulfilled to put standards and standardization in effective use: 1. Standards must be in a written form; otherwise,

any change can make people confused and standards use and improvement impossible.

2. All standardized activities must be done exactly by standards; this requires a lot of knowledge and qualification of employees.

3. Standards must be updated; otherwise they expire and cause damage.

4. In essence, the purpose of standards is the improvement of all activities.

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8. PDCA PETLJA Svi autori i osniva~i pokreta za kvalitet nagla{avaju, da je logika PDCA petlje osnova TQM i postizanja kvaliteta po mjeri Kupca. PDCA petlja predstavlja slikovit prikaz aktivnosti sistemati~ke kontrole i pobolj{anja, zasnovane na ciklusu od 4 osnovne aktivnosti: planiranja, implementiranja, provjeravanja i korigovanja, {to predstavljamo na Slici 8-1.

8. PDCA LOOP All authors and founders of the quality movement emphasize that the PDCA loop logic is basic for TQM and quality in customer’s desire achievement. The PDCA loop is a figurative representation of systematic control activities and improvements, which consists of 4 main activities cyclically arranged: planning, implementation, checking and correction, as shown on Fig.8-1.

Slika 8-1: PDCA petlja Fig.8-1: PDCA loop

Bitne to~ke PDCA petlje mogu se sa`eti na sljede~i na~in: Aktivnost Planiraj ima tri bitne to~ke: 1. Odrediti smjer i kontrolne to~ke pobolj{anja 2. Postaviti mjerljive ciljeve 3. Odrediti put/na~in za postizanje ciljeva Aktivnost Uradi ima tri faze: 1. Pripremiti se i usposobiti za metode, koje }e biti upotrijebljene 2. Implementirati metode 3. Prikupiti podatke o zadanim parametrima kvaliteta Aktivnost Provjeri je faza provjeravanja i evaluacije sa tri bitne to~ke: 1. Provjeriti skladnost izvr{enih aktivnosti sa standardima 2. Provjeriti skladnost izmjerenih parametara i rezultata sa standardima 3. Provjeriti, dali postignuti i izmjereni kvalitet dosti`e ciljne vrijednosti Aktivnost Popravi ili Koriguj, obzirom na rezultate Provjeri ima tri bitna naglaska: 1. Popraviti razliku izmedu postignutoga nivoa aktivnosti i standarda za tu aktivnost 2. Prou~iti i sprije}iti ponovno pojavljivanje deformiranih rezultata 3. Unapre|ivati sisteme i postupke rada.

The main activities in PDCA loop are briefly: Activity Plan has three crucial points: 1. To determine the direction and control points

of improvement 2. To set up measurable objectives 3. To determine the path/manner to reach these

objectives. Activity Do has three phases: 1. To prepare and be trained for methods that will

be used 2. To implement these methods 3. To collect data on defined quality parameters. Activity Check is the phase of checking and evaluation with three crucial points: 1. To check a consistency between the activities

performed and appropriate standards 2. To check the agreement of parameters or

results measured with those of standards 3. To check whether the achieved and measured

quality reaches the goal values. Activity Action or Correct has three important accents, which depend on Activity Check results: 1. To correct the distinction between the achieved level of activity and the level imposed by standard 2. To investigate and to prevent fault results 3. To improve job procedures and systems.

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Aktivnost Planiranja je u sklopu PDCA aktivnosti najzna~ajnija, jer uti~e na sve ostale aktivnosti, a nekvalitetno planiranje produùje ukupno vrijeme za postizanje ciljeva, {to slikovito predstavljamo na Slici 8-2.

The Activity Plan is the most important activity in PDCA loop due to its influence on all other activities; a low quality planning prolongs time necessary to attain the goals, as figuratively shown on Fig.8-2.

Slika 8-2: Ukupno v eme utro{eno na aktivnosti sa razli~itom strukturom PDCA faza r

Fig.8-2: Total time spent on PDCA activities

9. TQM-TOTAL QUALITY MANAGEMENT TQM - CWQC - TQC su samo razli~iti termini, koje su razli~iti autori ili na razli~itim mjestima, koristili za skoro iste sadràje. CWQC - Companywide Quality Control, koristi se u glavnom na podru~ju Japana, kako bi svoju sistematiku, koja je zasnovana na 50 godina iskustva, razlikovali od ameri~ke, koja je mnogo mladeg datuma. TQM - Total Quality Management, koristi se na podru~ju Evrope i USA. TQC - Total Quality Control, koristi se na podru~ju USA a po sadràju ima manji naglasak u orientaciji na kupca i “meke” elemente vodenja. Definicija TQM se glasi: “TQM su aktivnosti racionalne proizvodnje i distribucije proizvoda ili usluga u kvalitetu “po mjeri Kupca”. TQM po~inje sa “po mjeri Kupca”, a u obzir uzima i ekolo{ke i {ire dru{tvene interese. Poslovni sistem postiè svoje ciljeve ponavljanjem PDCA petlje na svim podru~jima djelovanja, implementacije, evaluacije i korektivnih aktivnosti”.

Y. Kondo, str.38 Cilj TQM je: Na ekonomi~an na~in posti}i kvalitet, koji zadovoljava zahtjeve i o~ekivanja Kupca. TQM nagla{ava slijede}e sadràje: Kvalitet na prvom mjestu (Quality First), {to zna~i, da je osnova svih aktivnosti proizvod ili usluga pouzdanog i stalnog nivoa kvaliteta, koji se Kupcu dopada i kojega rado koristi. Strategije za postizanje takvog kvaliteta su: (1) Razvoj kompleksnih, originalnih i novih tehnologija. (2) Otkrivanje latentnih èlja i potreba kupaca/trì{ta ili razvijanje novih tipova proizvoda, koji stvaraju nova potraìvanja ili kreiraju nova trì{ta.

9. TQM–TOTAL QUALITY MANAGEMENT TQM – CWQC – TQC are just different terms for almost identical contents, used by different authors and on different places. CWQC – Companywide Quality Control, is mainly used by Japanese, in order to make a difference between their own systematization based on 50-year experience, and the American one that is more recent. TQM – Total Quality Management, is used in Europe and the USA. TQC – Total Quality Control is used in the USA and is less oriented by content to customer and to "soft" elements of management. The definition of TQM is: "TQM is a set of activities for rational production and distribution of products and services, which posses the quality in customer’s desire. TQM starts with " in customer’s desire " but consider ecological and other society interests as well. A company reaches these goals by repetitive use of the PDCA loop in all areas of action, implementation, evaluation and correction ".

Y. Kondo, page 38 The goal of TQM is: To achieve economically the quality that satisfies customer’s demands and expectations. TQM emphasizes the following objectives: Quality first, which means that the base of all activities is the product or service, with reliable and constant quality that customer likes and gladly uses. The strategies for such quality achievement are: (1) Development of complex, original and new technologies. (2) Detection of latent wishes and needs of customer/market or development of new products, which in turn produce new demands or new markets.

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(3) Unapredivanje i nadzor svih procesa sa ciljem, da se proizvedu artikli koji ~e odli~no djelovati i biti bez defekata.. Orijentacija na Kupca, {to zna~i, da je u osnovi svih aktivnosti èlja i cilj, da se napravi proizvod, koji Kupac stvarno treba i èli. Za Orientaciju na Kupca su klju~na tri faktora: (1) Identifikacija stvarnih potreba i èlja/kupaca. (2) Uspostavljanje i razvijanje sistema za osiguranje kvaliteta proizvoda, kojim }e se planirati, dizajnirati i izra|ivati proizvodi sa kup~eve ta~ke gledi{ta (funkcionalni vidik) i bez defekata. (3) Efikasan poprodajni servis koji promptno rje{ava reklamacije, a dobijene podatke koristi za prevenciju defekata. Slijede}i proces je tako|er Kupac {to zna~i, da svaki pojedinac ili organizaciona jedinica, koja je nosilac pojedina~nog procesa na slijede}i proces (koji sljedi nakon njegovog), gleda kao na Kupca, {to zna~i da mu mora predati besprijekoran proizvod. To zna~i da svaki pojedinac i svako odjelenje u preduze}u obavi svoj dio procesa odli~no, bez gre{aka i u planiranom vremenu, a slijede}em naslaga predaje samo odli~an rezultat ili odli~no obavljen rad. Za ovaj pristup mora biti ispunjeno 7 bitnih ta~aka: (1) Svako razmi{lja, reaguje i traì rje{enja sa gledi{ta slijede}eg procesa. (2) Svako u potpunosti razumije ulogu i sadràj svog vlastitog procesa. (3) Svako je uspostavio dobru komunikaciju sa prethodnim i usporednim procesima. (4) Svako dobro razumije slijede}i proces (5) Svi izmjenjuju aùrne podatke, daju i primaju feedback. (6) Postavljeni i prihva}eni su jasni standardi. (7) Svako kod sebe izvodi rigoroznu autokontrolu. Odredivanje prioriteta {to znaci, da su trenutni prioritetni problemi uvijek jasno identifikovani, a njihov prioritet izveden iz njihovog stvarnog uticaja na postizanje ciljeva i pobolj{anja. MBF ili vodenje podacima zna~i, da se odluke i zaklju~ci, (osim na iskustvu i intuiciji), zasnivaju na stvarnim i objektivnim podacima gdje kod i kadgod je to mogu}e. Nadzor procesa, {to znaci, da osim rezultatu koji nam je cilj, treba jednaku pa`nju posvetiti i procesima, kojima se rezultati postiù - {to zna~i postupcima i na~inu rada, kao i sistemima za unapredivanje metoda rada. Za ovaj sadràj klju~ne su 2 ta~ke: (1) Analiza i pobolj{anja postoje~ih postupaka i na~ina rada. (2) Standardizacija najboljih na~ina rada, u~enje drugih, pra~enje i unapredivanje standarda.

(3) Improvement and control of all processes with intention to manufacture products with proper function and without defects.

Orientation to customer, which means the essential goal of all activities is to make the product that customer really needs and wants. There are three crucial factors for Orientation to customer: (1) Identification of actual needs and wishes of customers. (2) Establishment and development of the quality assurance system that will enable planning, design and manufacturing of products from customer’s point of view (functional view) and without defects. (3) Efficient post-sale servicing, which properly resolve complaints and obtain data to be used in prevention of defects. The following process is also a customer - this means each individual or organization unit, as a carrier of particular process should deliver a proper product to process that follows considering it as to be a customer. This means every individual and every department in the enterprise should perform their job well, without mistakes and on time, and to deliver good product further. There are seven important premises that must be done for this approach: (1) Everyone to think, react and look for solution

from the following process’ point of view, (2) Everyone to understand completely the role and

objectives of their own process, (3) Everyone to establish a good communication

with previous and parallel processes, (4) Everyone to understand the following process well, (5) Everyone to exchange recent data, give and

receive feedback, (6) To establish and accept standards explicitly, (7) Everyone to perform a rigorous self-control. Priority determination means that the current priority problems should be always clearly identified, and their priority is reduced from an actual impact they have on goals and improvement achievement. MBF or management by data means that decisions and conclusions (except those of experience and intuition) should be based on actual and objective facts wherever and whenever possible. Process Supervision means not only the final result, which is the main goal, but also the processes that yield these results should be given the same attention – this refers to job procedures and methods as well as to the system of job methods development. Two items are crucial for this objective: (1) Analysis and improvement of existing job

procedures and methods. (2) Standardization of the best methods, education,

monitoring and improvement of standards.

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Kontrola odstupanja {to zna~i evidentiranje disperzije od èljene ta~ke, traènje uzroka za odstupanje i uspostavljanje sistema za odràvanje procesa u stabilnom stanju. Racionalnost u kori{~enju resursa, kako unutarnjih tako i vanjskih, a zbog dugoro~ne usmjerenosti preduze}a. Glavna na~ela na kojima po~iva TQM su: (1) Osnova svih aktivnosti je PDCA petlja (2) Za prikupljanje i analizu podataka koristiti sve QC metode. (3) Zaklju~ke i odluke zasnivati na objektivnim podacima.

Deviation Control means registration of dispersion, search for deviation causes and establishment of a system to keep the process stable. Rational Resources Utilization refers to utilization of internal and external resources in order to establish the long-term orientation of the enterprise. The main principles, on which the TQM is based, are: (1) PDCA loop is the base of all activities (2) Use all of the QC methods for data acquiring and

analysis (3) Establish all conclusions and decisions on the

objective data basis.

10. DESET TEMELJA NAGRADA ZA KVALITET Sve nagrade za kvalitet (Demingova, Baldridge, Evropska, sve nacionalne), na razli~ite na~ine sistematizuju i nagla{avaju slijede}e sadràje koji su se pokazali kao zna~ajni za postizanje vrhunskog kvaliteta: (1) Orijentacija na Kupca, {to zna~i stvarno razumijevanje i poznavanje potreba i o~ekivanja kupaca, njihovih razloga za “kupnju” kao i glavnih faktora, koji uti~u na zadovoljstvo Kupca. Predpostavlja visok stepen senzibilnosti za potrebe kupca u preduze}u, kao i mjerenja i pra~enje faktora, koji uti~u na pozitivno iskustvo kupaca i njihovu spremnost da postanu i ostanu stalne stranke dobavlja~a. (2) Stalno unapredivanje i kontinuirano u~enje, u tom smislu, da su osposobljavanje i unapredivanje: a) sastavni dio svakodnevnog rada svih odeljenja, b) da se kroz unapredivanje rje{avaju uzroci, a ne samo posljedice problema i c) da je unapredivanje bazirano na stavu, da je napraviti bolje jednako zna~ajno kao i popraviti gre{ku Osnova svih unapredivanja je PDCA petlja. (3) Zadovoljstvo zaposlenih. Zasniva se na spoznaji, da visoke i zahtjevne poslovne ciljeve nije mogu}e postizati bez stvarnog angaòvanja i aktiviranja svih zaposlenih. Zbog toga se indikator zadovoljstva zaposlenih koristi kao glavni pokazatelj sposobnosti poslovnog organizma za stvarno postiànje visokih ciljeva. Faktori sigurnosti, zdravlja, blagostanja i morale zaposlenih, jednako su vazni kao i investicije u opremu, tehnologije i reinènjering. (4) Naglasak na procesima, jer kvalitet proizvoda zavisi od efikasnosti u izvedbi i povezivanju svih unutarnjih procesa u kojima nastaje kvalitet proizvoda ili usluga.

10. AWARDS FOR QUALITY - TEN BASIC PRINCIPLES The awards for quality (the Deming’s, Baldridge’s, European, and all national awards) systematize and emphasize, in a different way, the following items, which proved themselves as significant in achieving the top quality: (1) Orientation to Customer, which means real understanding and knowledge of customer's needs and expectations, their reasons for the "purchase" as well as the main factors influencing customer's satisfaction. This item presumes a high level of sensibility for customer’s demands as well as measuring and monitoring those factors that influence to positive customer's experience and their readiness to become and remain permanent client of the supplier. (2) Continuous improvement and continuous education, regarding the fact that: a) education and improvement should be daily constituent of all departments, b) not only consequences but causes of problems should be removed through improvement, c) the improvement aimed to make things better is as significant as to correct a mistake. The base of all improvements is PDCA loop. (3) Satisfaction of all employees The fact is that only by real engagement and activation of all employees the achievement of high business goals is possible. So, the satisfaction of all employees indicates the business system ability to reach high objectives. Safety, health, wealth and moral of employees are as important as investments in equipment, technologies and re-engineering. (4) Accent to processes, as the quality of products depends on the efficiency of operation and connection of internal processes during which the quality of products or services rises.

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(5) MBF ili vodenje na osnovu podataka. Poslovnu odli~nost moguce je posti~i samo na osnovu analize i upotrijebe relevantnih i stvarnih podataka. Preglednost i vodenje ljudi zasnovano je na jasnim i unaprijed odredenim indikatorima za postizanje zadanih ciljeva, a indikatori se postavljaju na mjerljive osobine proizvoda, usluga, procesa ili operacija. Stvarni i to~ni podaci su takoder osnova za pra~enje zahtjeva i o~ekivanja kupaca i pravovremeno reagovanje. (6) Vizionarsko vodenje “primjerom”. Uspje{ne vode kreiraju usmjerenost na Kupca, jasna i pregledna mjerila za kvalitet i visoka o~ekivanja. Svaki zahtjev ili vrijednost, uspje{an voda pokazuje i dokazuje vlastitim primjerom. (7) Razvoj partnerskih odnosa. Umjesto takmi~arskog duha, uspostavljanje partnerskih (pozitivnih) odnosa na svim relacijama: sa zaposlenima, sa okolinom, sa dobavlja~ima, sa kupcima. Potrebna je jasna definicija bitnih elemenata partnerstva, na~in medusobne komunikacije, na~in evaluacije postignu~a i na~in prilagodavanja na promjene u okolini. (8) Dugoro~na usmjerenost i planiranje. Po{to je cilj - postizanje vrhunskog kvaliteta, visok, zahtjeva vrijeme, predvi|enje i anticipiranje o~ekivanih promjena na podru~jima: trì{ta, tehnologija i konkurenata. (9) Odgovornost preduze}a i uticaj na okolinu i dru{tvo. Preduze~e, kao dio svoje okoline uti~e na nju, zato je za nju odgovorno i mora ispunjavati o~ekivanja dru{tvene okoline unutar razumnih granica i resursa. (10) Ovladavanje vremenskih ciklusa, koje postaje sve va`nije, otkako brz i fleksibilan odgovor Kupcu, postaje zna~ajan faktor kvaliteta. Zahtjeva promjene u organizaciji, postupcima i na~inu rada, prije svega u smjeru pojednostavljanja i skra}ivanja vremenskih ciklusa u svim aktivnostima i operacijama. Zasnovano mora biti na stvarnim i ta~nim podacima. Relativni stepen zna~ajnosti 10 sadràjnih elemenata, za postizanje poslovanja poduze~a na najvi{jem nivou, a po ocjeni uspje{nih menedèra u Engleskoj prikazali smo na Slici 10-1.

(5) MBF or data based management Business excellency can be reached only if relevant and actual data are used and analyzed. With indicators clearly defined on the basis of measurable features of products, services, processes or operations, it is possible to lead the employees. The actual and accurate data are also the base for monitoring of customer demands and expectations and for just-in-time reaction. (6) Visional management through an "example" Successful managers direct collective mind to Customer and establish clear and articulated measures of quality and high expectations. A successful manager shows and proves each value or demand by his own. (7) Development of partnership relations Instead of rivalry, the partnership (positive) attitudes should be established at all levels: among employees, with the surrounding, with suppliers and customers. All aspects and manners of partnership relations, mutual communication, achievement evaluation, and adaptation to changes should be clearly defined. (8) Long-term orientation and planning As the final goal i.e. the achievement of top quality is the great one, its realization requires a long time and anticipation of all possible changes in market, technology and competition. (9) Enterprise responsibility and influence to surrounding and society. As a part of its surrounding, the enterprise makes an influence on it; therefore, the enterprise is responsible for it and has to satisfy its expectations, within rational limits and resources. (10) Time cycles government is getting to be more important factor since the necessity of quick and flexible response to customer demands grows. This issue needs changes in organizational structure, procedures and working methods to be performed in sense of their reduction and simplification mainly. The data used must be actual and accurate. The relative significance of the above 10 points concerning the business excellency achievement is shown on Fig.10-1, (acc. to successful managers evaluation in England).

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11. ZAKLJUÂK U ovom doprinosu smo saèli:

♦ razliku izme|u inènjerskih tehnologija i kontrole kvaliteta,

♦ karakteristike okruènja preduze}a u devedesetim godinama u svijetu,

♦ razloge za nastanak TQM kao sistematizovanog seta organizacionih pristupa i metoda,

♦ sadràjne karakteristike TQM koncepta, koje su:

• usmjerenost na Kupca • u naglasak na procesima i

objektivnim podacima • u logika PDCA petlje • u dugoro~na usmjerenost

Poznavanje pre|enog puta uspje{nih preduze}a u svijetu i razumijevanje sadràjnih rije{enja za postizanje cilja - zadovoljan Kupac, moè biti od velike koristi mened`mentu bosanskih preduze}a, jer im pruà {ansu, da na osnovu iskustava drugih pravi ve}e razvojne korake - kako bi bosanska preduze}a mogla dosti}i nivo svjetskog razvoja u {to kra}em vremenu.

11. CONCLUSION This paper summarized:

♦ the difference between engineering technologies and quality control,

♦ characteristics of enterprise surroundings throughout the world in nineties,

♦ reasons for TQM advent as a systematic organization approach of successful enterprises,

♦ comprehensive characteristics of the TQM concept like: ♦ orientation to Customer, ♦ accent on processes and actual data, ♦ the PDCA loop logic, ♦ long-term orientation.

The Bosnian management can benefit a lot from knowledge and understanding of world’s experience and solutions of successful enterprises that enabled the achievement of the final goal i.e. satisfied customer. The experience of others offers Bosnian enterprises a chance to develop faster in order to reach the world’s development level soon.

Slika 10-1: Stepen relativne zna~ajnosti 10 bitnih elemenata za postizanje odli~nog poslovanja (izvo : British

Quality Centre) r

Fig.10-1: The relative significance levels of 10 factors influencing the business excellency achievement (source: British Quality Centre)

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12. LITERATURA - REFERENCES [1] H.Kume: Management by Quality, 3A

Corporation, Tokyo, Japan, 1995 [2] Y. Kondo: Companywide Quality Control, 3A

Corporation, Tokyo, Japan, 1995 [3] K.Hosotani: The QC Problem - Solving

Approach, 3A Corporation, Tokyo, Japan, 1992

[4] V. A. Zeithaml, M. J. Bitner: Services Marketing, The McGraw-Hill, Companies inc., 1996

[5] L. Kafol: Motiviranje in zadovoljstvo zaposlenih

kot pogoj za doseganje kakovosti po meri kupca, Zbornik XIV. Posvetovanja Dru{tva za vrednotenje dela, organizacijski in kadrovski razvoj, Bled, 1999

[6] Chris Hakes: The Corporate Self Assesment

Handbook, Chapman&Hall, 1996

*Rad je saop{ten na Me|unarodnom nau~no-stru~nom skupu “KVALITET '99”, novembra 1999. godine u Zenici, Bosna i Hercegovina The paper is given on the International expert/research conference “KVALITET '99”, november 1999. in Zenica, BiH

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