Students’ Quality Circles: QC Circles Re-engineered for Developing Student Personality 9811910790, 9789811910791

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Dinesh P. Chapagain

Students’ Quality Circles QC Circles Re-engineered for Developing Student Personality

Students’ Quality Circles

Dinesh P. Chapagain

Students’ Quality Circles QC Circles Re-engineered for Developing Student Personality

Dinesh P. Chapagain Kathmandu University Kathmandu, Nepal

ISBN 978-981-19-1079-1 ISBN 978-981-19-1080-7 (eBook) https://doi.org/10.1007/978-981-19-1080-7 © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2022 This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. This Springer imprint is published by the registered company Springer Nature Singapore Pte Ltd. The registered company address is: 152 Beach Road, #21-01/04 Gateway East, Singapore 189721, Singapore

Dedicated to all my children around the world who I wish would grow up to be pro-social people

Foreword by Richard Ennals

This is an extremely important and timely handbook. It has the potential to bring about radical and enduring change in many countries. Dinesh P. Chapagain has had a distinguished career as Professor of Engineering and of Business at Kathmandu University. Over the last twenty years, he has also researched and implemented a radical alternative approach to Education in Schools, drawing inspiration from the Japanese tradition of Quality as Empowerment. He provides a lucid account of the history and its wider implications. Today, education systems across the world are in serious disarray, made worse by the global COVID pandemic. Inequalities have increased, and education often seems to have limited relevance to the requirements of economic development and innovation, especially in developing countries. There is a need for fresh vision and insight. Dinesh P. Chapagain presents a well-tested account of Students’ Quality Circles, in which students engage in practical collaborative problem solving. The students are empowered to take the lead in setting priorities, and they engage in bringing about real change. Chapagain founded QUEST-Nepal, which has built a formidable national movement and has been formally recognized by the Ministry of Education in Nepal. The movement has been made sustainable through a robust network of SQC master trainers, organized in regions. Education is about much more than the traditional academic curriculum in schools, colleges, and universities. It provides socialization for a new generation of citizens, who will move from schools into workplaces, and into wider society, taking responsibility. Chapagain argues that individuals should compete with themselves and then collaborate with others. Experience of QUEST-Nepal has led to the confident principle “Together We Can.” Students’ Quality Circles do not provide an instant panacea. They are part of a wider quality culture and mindset, which involves wider processes of social and institutional change. They build on traditional pre-industrial and pre-colonial approaches to knowledge, and they have much to offer to both industrialized and developing countries. This time the lead does not come from the West. To date, Europe and vii

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North America have been relatively slow to respond to Students’ Quality Circles. This could change, as the world looks for ways forward. Emerging from the current global crisis, and with dynamic leadership from the low-income country of Nepal, there could be a fresh movement from 2022. This handbook has a vital role to play. Kingston, UK August 2021

Richard Ennals

Testimonial by David C. Hutchins

I have known the author Dinesh P. Chapagain since the autumn of 1999 when we met for the first time at the Schools Quality Circles Convention held at the City Montessori School in Lucknow. At that time, it was in the Guinness Book of Records being the world’s largest independent school with over 28,000 students. It has more than doubled since then. I had first become aware of the school and its work with Student Quality Circles at an international conference in Hongkong in 1993 where a team of 4-, 10-year-old boys and girls from the school made a presentation explaining how they and their teachers had collaborated to solve the problem of their satchels being too heavy. To witness these very young children in front of an audience of over 1500 adults mostly business people was an emotional experience. Afterward I, together with another keynote speaker the late Don Dewar, encouraged the school to organize an international conference so that educationalist from other countries could appreciate the potential power of this approach. They took the advice and staged such a conference in 1997. It proved a huge success. Consequently, the word spread to many countries including Nepal. The school decided then to repeat the event every two years from that date so in 1999 it was repeated. There was a delegation from Nepal, and I immediately struck up a friendship with the Nepalese team and with Dinesh in particular. From that moment onward, I have never ceased to be impressed with Dinesh’s total dedication to this cause. He is respected not only in the movement that he helped to create in Nepal but now across the entire globe where thinking and caring people are working to help create a sustainable future for all mankind and for the whole of life on our beloved planet as well. I fully support this work by Dinesh not only because I am convinced that it will make a serious contribution to this cause but also because I am convinced that the most sustainable way to introduce positive change is to make to subject a first learned experience. The projects that both Dinesh and I have seen cover the entire spectrum of sustainable development goals and many of the related UN 17 points. It is my hope that this powerful work will not only contribute greatly to this but also assist in the transition from school to the place of work, as our young people become adults. There are now tens, if not hundreds of thousands of young people in Nepal and the ix

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other I believe, 23 countries where the SQC movement is supported and the future of the planet lies in their hands. This work by Dinesh will make a powerful contribution to that effort. Somerset, UK August 2021

David C. Hutchins

Introduction by Syed Ali

The quality of life depends entirely on one’s perception toward it. Building up right perception is the work of parents, schools, and society at large. Here, I am discussing the role and importance of Students’ Quality Circle. I have known Prof. Dinesh P. Chapagain for the last 20 years. I met him in 2001 in Lucknow, India. I was invited as a keynote speaker in this SQC conference organized by the World Council for Total Quality and Excellence in Education in Lucknow. Students’ Quality Circle is an underestimated concept in the contemporary world of education. This concept got originated and initiated six decades back in Japan as an approach for solving quality and productivity problems at Japanese industries through empowering employees. The idea of pursuing the SQC was generated in 1999, when Dinesh attended a meeting at City Montessori School, Lucknow, India, on the invitation of Dr. Jagdish Gandhi (Founding Manager) on the process of framing the World Council for Total Quality and Excellence in Education (WCTQEE). The mission was to integrate the QC Circle approach with students in academia. Since 1999, Dinesh started conducting research on implanting quality mindset among young students through applying QC Circles approach at few schools as a project under extracurricular subjects of schools at Nepal. With the collaboration of school principals and teachers, he started giving training on the process of SQC problem solving and QC, with appropriate changes to suit the educational environment. SQC is indeed a wonderful and practical approach for creating good and smart citizens who will have a pro-social personality to serve the society as well as excel in the society. SQC integrates technologies of quality engineers and managers and the good intention of educationists and child psychologists for their empowerment. QCC is thus reengineered with the sole purpose of pro-social personality development which is defined simply as a person having the attitudes, behavior, and habits which the society prefers. In 2006, the first book title—Guide to Students’ Quality Circles, an approach to prepare total quality people—was published by Dinesh. The World Council for Total Quality and Excellence in Education (WCTQEE) agreed with consensus on standardizing Students’ Quality Circles (SQCs) practice through this guidebook at xi

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Turkey convention 2008. In 2013, the second edition of SQC Guidebook was then published with more improved additions on it by Quality Circles in Education for Students’ Personality Development (QUEST-Nepal). The third edition of SQC which the author refers as the third generation or 3G of QCC in academia for pro-social personality development of students was published in 2019. The main purpose of the third edition was to make aware to the educationists that SQC follows the school of “quality for empowerment” rather than “quality for compliance.” The concept of Students’ Quality Circle has become popular among educationists and quality professionals in Nepal and neighboring countries in South Asia, the Middle East, West Indies, and few European nations. It is time to reach wider audience for getting the benefits from this new innovative educational approach to produce better citizens all over the world as well as to reach researchers in educational field as references to find quality methods applicable in classrooms. The objectives of Quality Circles are manyfold, and it is important to understand what they are trying to achieve beyond just continual improvement in the quality of work output. This is reflected in some of the softer skills that are required in establishing and running Quality Circles. The other objective of Quality Circles is multifaceted but point toward a change in attitude from “I don’t care” to “I do care” through the continuous improvement in quality of work life through the humanization of work This book is aimed at the open-minded and progressive educationists and teachers who may accept SQC as an important approach of the education system for pro-social personality development of students such as: 1. 2. 3. 4.

Quality technicians, professionals, and managers Educationists, entrepreneurs, teachers, and researchers Students, young as well as adult Universities, schools, and general public who can vision the scope of quality in education to develop student’s personality.

This handbook is the integral part for the SQC advocate, SQC master trainer, facilitator, and students to understand and practice SQC principles and philosophy. Education is the key to unite nations, bringing human being closely together. Education must be upgraded to meet the requirements of today’s modern world. It needs to provide life skills, encourage innovation, and support students’ talents. Practicing SQC in educational institution creates an environment where students develop several traits and social skills. As a judge, I have observed students have developed several skills which are necessary to them. I have observed these in all the international Students’ Quality Circle conventions in India, Bangladesh, Turkey, Nepal, and Mauritius, I have observed that SQC students’ teams have demonstrated tremendous people skills, self-confidence, communication, and time management skills during their presentation. Quality Circle with their problem solving tools, participative culture, scientific, and win–win approach provides many opportunities to students to acquire self-esteem resilience and aesthetics, thus building strong character by providing transformative education for the head, heart, and soul. It is based on people building philosophy.

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Students’ Quality Circles (SQCs) are such an innovative intervention process at educational institution. It helps shun negativity and takes you to an altogether novel approach of looking at issues, which at one point of time appear to be problems, but which can be solved with a right bent and measure of mind. It also encompasses a collaborative approach of teamwork and participatory discussions and deliberations. The learning experiences carved by the school help the child grow as a complete human being which is a blend of one’s physical, emotional, spiritual, social, creative, and intellectual self. The concept “Students’ Quality Circle” has been proved quite effective to a larger extent, and its encouraging findings will prompt other schools all over the world to opt for it. The study has done an objective analysis of implementation of Student Quality Circle, and it has carefully measured its empirical impact on student’s traits, attitude, learning, extracurricular activities, individual versus team chemistry, leadership, incubation of quality mindset, and student–faculty relationship. A balance of traditional approach with the existing curriculum of the school will create a holistic dimension to the student, faculty, and administrator. Researchers, educationists, and policymakers can further dive into in unleashing the potential and power of SQC. August 2021

Prof. Syed Ali Vice Chair, World Council of Total Quality and Excellence in Education Johns Hopkins University Baltimore, USA

Acknowledgements

This handbook is an outcome of twenty years of experience and research on application of Quality Control Circles among students at different schools in Nepal while working as colearner, facilitator, trainer, and concept builder on Students’ Quality Circles (SQCs) for young students. I received concrete knowledge from senior quality experts of the world, useful feedback from many senior educationists of the country, and inspiration from young students. I would like to offer my appreciation to all who are involved in this journey of preparing quality people in academia. I would like to acknowledge: • Thousands of students who are currently involved in Students’ Quality Circles at different schools situated in various regions of the world, including Nepal. They are the ones for whom I would like to dedicate this book and wish them success in the journey of transferring themselves as pro-social persons having good and smart characters. • More than 100 thousand of SQC graduates who are either continuing further studies in different fields of profession or have already started their working careers scattered in different parts of the world. Few such representative SQC graduates have sent their impression on SQC and its prospects in the future. In this respect, especially I would like to thank Avaya Thapa (SQC_1999), Jasmine Karanjit (SQC_2004), Himal Gautam (SQC_2009), and Bishesh Bhattarai (SQC_2014). • Thousands of QUEST-Nepal teachers who selflessly work as QUEST-Nepal executives, SQC hub coordinators, SQC master trainers, and SQC facilitators and are the backbone of SQC who are thinking, giving training, and facilitating students in Nepal since long. Few honorable members have sent their experience on SQC applications. I would like to wish them success in their efforts to produce pro-social people. This book is the outcome of their continuous work and research on SQC. In this respect, especially I would like to acknowledge colleagues Nirajan Adhikari, Subarna K. C., Surina Gurung, Deepak Gautam, Singa Lama, Ashesh Ghimire, Narayan Sapkota, Roshan Thapa, and Bhojraj Subedi for their wisdom and effort

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to share their SQC experience. Moreover, I would like to thank QUEST-Nepal to allow me to use its published documents on SQC for this handbook. Dozens of acclaimed educationists and heads of educational institutions who took the pain in understanding very unique characteristics of SQC which may fulfill the real purpose of education to prepare useful and productive citizens and supported emotionally and financially to establish a not-for-profit institution QUEST-Nepal and also organize the annual conventions on SQC since 2005. In this regard, I would like to acknowledge especially the assistance and understanding of Fr. Lawrence Maniyar S. J., Anil Kedia, Umesh Shrestha, Geeta Rana, Shivaraj Panta, Rajesh Khadka, B. N. Sharma, and Narayan Pradhan. Shanti Chapagain, my wife who traveled with me in all programs of QUEST-Nepal and SQC promotion program in different places nationally and internationally and took a supportive role from its inception. Rabin Kumar Koirala, an art academician who has created several creative cartoons to express my SQC concepts for the book, and Sarita Dewan, an ELT professional and SQC master trainer for editing my manuscripts. Respected Dr. Jagdish Gandhi, Manager, CMS, Lucknow, India, and all esteemed colleagues at the World Council for Total Quality and Excellence in Education (WCTQEE) from different parts of the world who transferred my limited knowledge of Quality Control Circles in the industry to work for Quality Circles among young students with a focused purpose, in 1999. In this matter, here, I would like to appreciate especially San Ruprai (Australia), Vineeta Kamran (India), Hayal Koksal (Turkey), and Abdul Wahid Mir (Pakistan) for their valuable feedback and impression on the concept, SQC movement, and its future prospects for empowering students. Colleagues, who worked side by side with me but are no more with us having left us to live peacefully on the side of The Almighty, and late Donald Dewar (USA) who shared the concepts of SQC, late Prakash Chandra Bihari (India) who developed the methodology for promoting SQC in schools, and late Rajkumar Maharjan (Nepal) who first implemented it as cocurricular subject in his school. I would like to sincerely thank them and will be grateful to them forever. The book is also an outcome of these experts. My mentors Prof. Richard Ennals, Kingston University, UK; Prof. David C. Hutchins, DHI Quality College, UK; and Prof. Syed Ali, John Hopkins University, USA, for forwarding their inspiring foreword, exciting preface, and rich introduction for this handbook, respectively.

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• Last but not least, respected sensei Prof. Hitoshi Kume, Tokyo University, and Prof. Noriaki Kano, Tokyo University of Science, Japan, who taught me for the first time the concept, its purpose, process, and tools of industrial Quality Control Circles and total quality management in Japan (1996) and in Kathmandu (1998). Kathmandu, Nepal September 2021

Dinesh P. Chapagain

Contents

1 Why Students’ Quality Circles is Necessary in Academics? . . . . . . . . . 1.1 The Man-Making Institution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.2 Total Quality Person . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.3 Catch Them Young . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.4 Students’ Quality Circles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.5 Potential of Students’ Quality Circles . . . . . . . . . . . . . . . . . . . . . . . . . .

1 1 5 8 11 13

2 What Are the Fundamentals of Students’ Quality Circles? . . . . . . . . . 2.1 House of Students’ Quality Circles . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.1.1 Foundation of SQC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.1.2 Three Pillars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.1.3 Lintels and Beams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.1.4 Roof . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.1.5 Steeple (Gajur) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.2 Appreciation and Problem Solving . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.3 Quality Mindset . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.4 Brainstorming as Fundamental Quality Skill . . . . . . . . . . . . . . . . . . . . 2.4.1 Lateral and Vertical Thinking Process . . . . . . . . . . . . . . . . . . . 2.4.2 Barriers for of Lateral Thinking . . . . . . . . . . . . . . . . . . . . . . . . 2.4.3 Rules for Brainstorming . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.4.4 Guideline for Conducting Brainstorming . . . . . . . . . . . . . . . .

19 19 20 21 22 22 23 23 24 27 27 30 31 31

3 What Are the Major Elements of Students’ Quality Circles? . . . . . . . 3.1 SQC Principles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.2 SQC Approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.2.1 Inner Actualization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.2.2 Collaborative Advantage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.2.3 Factual Transparency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.2.4 Continual Improvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.3 SQC Problems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.4 SQC Problem Solving Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.4.1 Select Topic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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3.4.2 3.4.3 3.4.4 3.4.5 3.4.6 3.4.7

Set Target . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Plan Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Analyze Causes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Implement Countermeasures . . . . . . . . . . . . . . . . . . . . . . . . . . . Check Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Standardize Controls . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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4 What Are the Basic Tools of Students’ Quality Circles? . . . . . . . . . . . . 4.1 Students’ Quality Circles Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.2 Six SQC Quantitative Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.2.1 Graph and Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.2.2 Pareto Diagram . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.2.3 Frequency Distribution Histogram . . . . . . . . . . . . . . . . . . . . . . 4.2.4 Control Run Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.2.5 Corelation Scatter Diagram . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.2.6 Radar Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.3 Six SQC Qualitative Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.3.1 Check Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.3.2 Paired Ranking Diagram . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.3.3 Cause-and-Effect Diagram . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.3.4 Affinity Diagram . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.3.5 Activity Planning Matrix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.3.6 Tree Diagram . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4.4 SQC Toolbox . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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5 How to Implement Students’ Quality Circles in Academia? . . . . . . . . 5.1 Institutionalization for SQC in Academia . . . . . . . . . . . . . . . . . . . . . . 5.1.1 Motives for Introducing SQC . . . . . . . . . . . . . . . . . . . . . . . . . . 5.1.2 Preparation and Declaration of SQC Policy . . . . . . . . . . . . . . 5.1.3 Formation of SQC Promotion Office . . . . . . . . . . . . . . . . . . . . 5.1.4 Appointment of SQC Facilitators . . . . . . . . . . . . . . . . . . . . . . . 5.2 Training and Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5.2.1 Seminar on Change Management . . . . . . . . . . . . . . . . . . . . . . . 5.2.2 Seminar cum Workshop on TQM and Quality Circles . . . . . 5.2.3 Workshop on Participatory Management . . . . . . . . . . . . . . . . 5.2.4 In-house Workshop on SQC Practices . . . . . . . . . . . . . . . . . . . 5.3 Initiating Students’ Quality Circles . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5.3.1 Special Precautions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5.3.2 Pilot SQC Team . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5.4 Recognition and Motivation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5.4.1 SQC Case Study Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5.4.2 SQC Case Study Report Presentation and Evaluation . . . . . . 5.5 Sustainability of Students’ Quality Circles . . . . . . . . . . . . . . . . . . . . . 5.5.1 Sustainable Establishment of SQC in Academia . . . . . . . . . . 5.5.2 SQC at All Levels of Education . . . . . . . . . . . . . . . . . . . . . . . . 5.5.3 Students’ Quality Circles as Curricular Subject . . . . . . . . . . .

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5.6 Frequently Asked Questions (FAQ) on SQC . . . . . . . . . . . . . . . . . . . . 110 6 How Students’ Quality Circles Are Evolving in the World? . . . . . . . . . 6.1 Total Quality Management and Quality Control Circles . . . . . . . . . . 6.2 From QCC Japan to Students’ Quality Control Circle (SQCC) India . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.2.1 World Council for Total Quality and Excellence in Education (WCTQEE) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.2.2 International Conventions on Students’ Quality Control Circles (SQCC) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.3 From SQCC India to Students’ Quality Circles (SQC) in Nepal . . . 6.3.1 Purpose of Students’ Quality Circles . . . . . . . . . . . . . . . . . . . . 6.3.2 SQC: The 3rd Generation of QC Circle . . . . . . . . . . . . . . . . . . 6.3.3 QUEST-Nepal: An Institution for SQC Promotion in Nepal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.3.4 SQC: Quality Mindset and Myths . . . . . . . . . . . . . . . . . . . . . . 6.4 Total Quality Person Index (TQPI) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 What Students’ Quality Circles Masters Say About SQC? . . . . . . . . . . 7.1 Officials at World Council for Total Quality and Excellence in Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7.1.1 Dr. (Mrs) Vineeta Kamran, Executive Director . . . . . . . . . . . 7.1.2 Com. Shan Ruprai JM, Director General (Australia and New Zealand) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7.1.3 Assoc. Prof. Dr. Hayal KÖKSAL, Director General (Turkey) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7.1.4 Abdul Wahid Mir, Director General (Pakistan) . . . . . . . . . . . 7.2 Officials at Quality Circles in Education for Students’ Personality Development, Nepal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7.2.1 Nirajan Adhikari, IPP and Chairman, National SQC Council . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7.2.2 Subarna Raj KC, Officiating President . . . . . . . . . . . . . . . . . . 7.2.3 Surina Sunayani Gurung, Vice President . . . . . . . . . . . . . . . . 7.2.4 Deepak Gautam, Executive Secretary . . . . . . . . . . . . . . . . . . . 7.2.5 Singa Lama, Secretary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7.3 Students’ Quality Circles Master Trainers . . . . . . . . . . . . . . . . . . . . . . 7.3.1 Bhojraj Subedi, Member National SQC Council . . . . . . . . . . 7.3.2 Ashesh Bhattarai, Hub Coordinator . . . . . . . . . . . . . . . . . . . . . 7.3.3 Narayan Prasad Sapkota, Member National SQC Council . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7.4 Students’ Quality Circles Graduates . . . . . . . . . . . . . . . . . . . . . . . . . . . 7.4.1 Himal Gautam, St. Xavier’s School, Godawari, Nepal . . . . . 7.4.2 Bishesh Bhattarai, SQC Graduate, Jhapa Model English School, Nepal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

117 117 120 121 123 125 126 128 129 130 132 135 137 137 139 140 141 142 143 144 146 147 149 150 150 152 153 154 154 156

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Contents

8 How Students Present Their SQC Case Study? . . . . . . . . . . . . . . . . . . . . 8.1 How to Concentrate on Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.2 Consumption of Junk Foods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.3 Teenage Aggression . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.4 Weak in Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8.5 Wastage of Food, Kathmandu University High School . . . . . . . . . . .

159 160 160 160 160 160

Reading Material . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163 Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199

List of Figures

Fig. 1.1 Fig. 1.2 Fig. 1.3 Fig. 1.4 Fig. 1.5 Fig. 1.6 Fig. 1.7 Fig. 1.8 Fig. 1.9 Fig. 1.10 Fig. 2.1 Fig. 2.2 Fig. 2.3 Fig. 2.4 Fig. 2.5 Fig. 3.1 Fig. 3.2 Fig. 3.3 Fig. 3.4 Fig. 3.5 Fig. 3.6 Fig. 4.1 Fig. 4.2 Fig. 4.3 Fig. 4.4 Fig. 4.5 Fig. 4.6 Fig. 4.7 Fig. 4.8

Small innocent child . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inquisitive students 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Schematic flow diagram of education system . . . . . . . . . . . . . . . . Person having good and smart personality . . . . . . . . . . . . . . . . . . Clean verses already scripted board . . . . . . . . . . . . . . . . . . . . . . . . Process of behavior intervention . . . . . . . . . . . . . . . . . . . . . . . . . . Extra cocurricular activities and their benefits . . . . . . . . . . . . . . . Age and the learning capability . . . . . . . . . . . . . . . . . . . . . . . . . . . Responses on intangible benefits by SQC team . . . . . . . . . . . . . . Student personalities developed by SQC . . . . . . . . . . . . . . . . . . . . House of Students’ Quality Circles . . . . . . . . . . . . . . . . . . . . . . . . Students dreaming for future . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Quality pyramid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Nine dots and four lines problem . . . . . . . . . . . . . . . . . . . . . . . . . . Solution of nine dots and four lines problem . . . . . . . . . . . . . . . . Four-prong SQC approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Four types of problems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SQC seven-step problems solving cycle . . . . . . . . . . . . . . . . . . . . Student select their own problem . . . . . . . . . . . . . . . . . . . . . . . . . . Go to root cause and not symptoms . . . . . . . . . . . . . . . . . . . . . . . . No recommendations please . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Line graph showing trend of student’s failure percentage . . . . . . Bar graph showing individual marks of five students . . . . . . . . . . Pie chart of proportion of students (boys and girls) using abusing words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Data table from check sheet of students not wearing proper uniform . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pareto table of not wearing uniform by students . . . . . . . . . . . . . . Pareto diagram of students not wearing proper uniform . . . . . . . Raw data tabulation of 120 absent students . . . . . . . . . . . . . . . . . . Frequency table of students’ absent days . . . . . . . . . . . . . . . . . . .

2 3 4 6 9 9 10 10 13 14 20 24 25 28 29 37 43 45 47 50 52 60 61 61 62 62 63 64 64 xxiii

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Fig. 4.9 Fig. 4.10 Fig. 4.11 Fig. 4.12 Fig. 4.13 Fig. 4.14 Fig. 4.15 Fig. 4.16 Fig. 4.17 Fig. 4.18 Fig. 4.19 Fig. 4.20 Fig. 4.21 Fig. 4.22 Fig. 4.23 Fig. 5.1 Fig. 5.2 Fig. 5.3 Fig. 5.4 Fig. 6.1 Fig. 6.2 Fig. 6.3 Fig. 6.4 Fig. 6.5 Fig. 7.1 Fig. 7.2 Fig. 7.3 Fig. 7.4 Fig. 7.5

List of Figures

Histogram (frequency diagram) of students absent days . . . . . . . Control chart for monitoring of school bags . . . . . . . . . . . . . . . . . Observed pair data of students of age vis-a-vis abusing words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Scatter diagram of students’ age vis-a-vis abusing words . . . . . . Data table for observing the characteristics of non-uniformity in school dress . . . . . . . . . . . . . . . . . . . . . . . . . Radar chart of students (boys and girls) identifying different characteristics of students uniform . . . . . . . . . . . . . . . . . Check sheet or tally sheet for collecting information of school bag weights of sample students . . . . . . . . . . . . . . . . . . . Pair ranking worksheet for prioritizing problems . . . . . . . . . . . . . Initiating cause-and-effect diagram of football defeat . . . . . . . . . Cause-and-effect (fish bone) diagram of football defeat . . . . . . . Small portion (29 out of 125 ideas) of verbal data collected as life skills component . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sample affinity diagram . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Activity planning matrix (5 W–1 H) . . . . . . . . . . . . . . . . . . . . . . . Tree diagram for unhygienic foods . . . . . . . . . . . . . . . . . . . . . . . . Tentative referral chart for selecting and applying 12 SQC tools in 7 SQC process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Chairman of a school is expressing full support for SQC . . . . . . One example of SQC steering committee . . . . . . . . . . . . . . . . . . . SQC master training at Kathmandu 2005 . . . . . . . . . . . . . . . . . . . Students presenting their SQC case at FNCCI, Kathmandu . . . . a Author with Hitoshi Kume (1996). b Author with Noriaki Kano (1998) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Author with Jagdish Gandhi and CMS family 2005 . . . . . . . . . . . Inauguration of international convention on SQC at Kathmandu by P. M. of Nepal, 2010 . . . . . . . . . . . . . . . . . . . . . SQC theme song launched at national convention 2019 . . . . . . . . Total quality person grid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Jagdish Gandhi photograph . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Vineeta Kamran . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Nirajan Adhikari . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Bhojraj Subedi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Himal Gautam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

65 65 67 67 68 69 70 72 73 73 75 75 77 79 80 86 88 91 99 119 122 124 130 133 136 137 143 150 155

List of Tables

Table 5.1 Table 6.1

SQC case study presentation evaluation chart . . . . . . . . . . . . . . . Evolution of SQC from QCC with their major differences . . . . .

103 128

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About the Author

Dinesh P. Chapagain is Former Professor of business management and Dean of engineering at Kathmandu University and has more than 50 years of experience in industry and education. Prof. Chapagain is Founder President and Chief Patron of QUEST-Nepal (acronym of Quality Circles in Education for Student’s Personality Development in Nepal), a not for profit organization established by educationists who believe in improving prospects of students and developing them into quality people by implementing SQC (Students’ Quality Circles) as co-curricular activity in education institutions. He has presented keynote speeches at several national and international conferences on the subject of quality in education. He is the recipient of various prestigious national and international awards including life time achievement award from World Council for Total Quality and Excellence in Education and Asia Pacific Quality Organization’s Presidential Award.

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Chapter 1

Why Students’ Quality Circles is Necessary in Academics?

Education is the most powerful weapon which you can use to change the world. Nelson Mandela, Noble Laurette for Peace (1993)

Abstract An educational institute is not only a center for providing appropriate knowledge and skills but a character building institution as well. We define total quality person (TQP) as a person having pro-social personality or in other words who is smart as well as good in nature. TQP is a smart person having the right attributes to compete and excel in the society. Also, TQP is a good person who possesses the pro-social character to work collaboratively for the betterment of the society. When a person is young and his mindset is clean, it is easier to change his perception and develop his personality traits and habits. Students’ Quality Circle (SQC) is an innovative intervention process at educational institution for students’ personality development. SQC is a small team of like-minded students who meet regularly in their institutional premises to identify, analyze, and solve their own problems. The primary purpose of SQC is to enhance the pro-social personality of students and thus empower them with modern tools and technology as well as boost their moral values. Research finding has shown that students who have practiced SQC at their early age have developed 11 character attributes, skills, and habits. Keywords Total quality person · Catch them young · Students’ Quality Circles

1.1 The Man-Making Institution Knowledge is inherent to all human beings. No knowledge comes from outside; it is all inside, and we only try to facilitate a person to make himself useful to his family, community, society, country, the whole world, and the universe. Wise people who have transferred their knowledge into wisdom and served the society knew how to use the inner knowledge they possessed. In the process, they have postulated new philosophies and theories and made physical innovations that have helped establish this universe as a worth place for living. Wise people like Plato, Aristotle, Epictetus, © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2022 D. P. Chapagain, Students’ Quality Circles, https://doi.org/10.1007/978-981-19-1080-7_1

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1 Why Students’ Quality Circles is Necessary in Academics?

Fig. 1.1 Small innocent child

Lao Tzu, Confucius, Jack Newton, Albert Einstein, Swami Vivekananda, J. Krishnamurti, and many others from our modern history have already proved the concept that human beings have the potential to become knowledgeable and wise if only they were to follow the truly disciplined life. A common stimulating feature that all human beings possess, something which other animals generally do not possess, is inquisitiveness. In Fig. 1.1 a small innocent child wants to know more about the small creature swimming on a pond. However, his mother seems worrying on missing his school bus. A human being observes curiously the natural phenomena and repeatedly asks why? Why on earth does the river flow from the higher land to the lower land? Why one human being kills another human being? Why people somewhere live happily while people in other places suffer? There are trillions of questions from billions of population on this earth. And, thousands of scientists and philosophers are searching for the right answer. So far, the inherent capabilities of people in diverse fields have helped the whole world trying to answer these questions and thus made it possible for many people to live in peace and prosperity and lead useful lives. A child at the age of one or two years also expresses his curiosity about the nature—why the fire is hot and the snow cold; why the chilly is spicy, the lemon is sour and the sugar is sweet; why? why? and why? If the child is fortunate, he gets the right answer from his parents and from his immediate family members. Giving satisfactory answers to these small children is really an arduous task. Generally, the answers will be, “Children, just understand that fire is always hot and snow is always

1.1 The Man-Making Institution

3

Fig. 1.2 Inquisitive students 2

cold. The God has created like this. We cannot make the snow hot and the fire cold. So, you just have to remember these things.” Or, the teacher has to say to inquisitive students as shown in Fig. 1.2, “listen to what I am saying and you will know when you grow up.” Sometimes, we feel that it is very difficult to satisfy a child who asks too many questions. Other times, we find ourselves getting irritated when the child asks too many questions. In such situations, we tell them to keep quiet and not ask too many questions. Or, we refer them to some teacher who knows the answers. As a matter of fact, that is how the education system of a child started. The institution started with wise people who had the knowledge of the natural phenomena and who could explain to small children who had many questions. Fundamentally, it was thought that the teacher who had enough knowledge could also answer to the child who raised questions. That was the basic premises on which educational institutions developed everywhere. Nowadays, an educational institution develops a curriculum which it considers is important, and the teacher teaches the children accordingly thinking that the children should know what is prescribed by the curriculum. In the process, the learning phenomenon has been reversed. We seem to have forgotten that all human beings have inherent knowledge, and our responsibility as teachers is only to facilitate them make the best use of their potential so that they can develop as useful human beings capable of serving others. An educational institute is a man-making institution where students are assembled in classrooms and imparted with modern-day knowledge and skills—the knowledge and skills necessary to develop their personalities and capability to lead the society in

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1 Why Students’ Quality Circles is Necessary in Academics?

Fig. 1.3 Schematic flow diagram of education system

various fields. These institutes nurture the students to match their personalities with the need of the society. The society needs people of various trades and professions such as the medical practitioners, businessmen, engineers, scientists, administrators, clerks, farmers, artists, philanthropists, politicians, knowledge-based workers, laborers, and many others. The academic degree provided by an educational institute alone is not a guarantee that a person has imbibed the leadership qualities from his field of study. In general, a person’s leadership qualities include, among others, his mastery of a subject; his capability to develop his own vision and voice in the subject useful to the society; his strength in inspiring other people to listen to his voice and follow him; his respect for human beings and all creations of nature both physical and emotional. Of course, it is a challenge to all educational institutions to ensure that their student graduates possess these leadership attributes besides acquiring the knowledge and skills which teachers normally attempt to bombard into the students’ heads. A schematic flow diagram of a system approach of an educational institute is shown in Fig. 1.3. Educational institutions get the supply of students that aspire to develop themselves as useful citizens from within the population. In the process, values, in terms of knowledge, skills, and personalities are progressively added to these students on a periodic basis in stages (1, 2, 3, …, N stages) thus building up their character. Through periodic evaluation and inspection of their quality, the students are awarded with graduation certificates indicating emergence from the educational institutes into the real world where they are absorbed by the population again. Three main stakeholders assume very important roles in this whole educational system. The supplying population, the absorbing or consuming population, and the teachers at educational institutes decide the quality attributes need of a useful citizen, differently. The supplying population decides on the quality of education at the institutes as they bear the expenses of education for the students. They advocate for good and quality education. They are guardians, policy advocates, sponsors, and leaders of the society. It constitutes the input side of the system.

1.1 The Man-Making Institution

5

The absorbing population absorbs and uses the graduates of the educational institutes. In this sense, this population consists of the real customers. They are industries, corporate houses, higher educational institutes and society at large. This population demands the quality of graduates as per their needs. This population constitutes the output side of the system. The processors or teachers and experts in the educational institutes decide on the quality attributes that their students will be value added with. They admit students process them through teaching and facilitating, then evaluate them and later on award on graduation. Today, educational institutes have developed several curricula, cocurricular, and extracurricular programs along with several teaching–learning methodologies to enhance the personalities of modern students. Beside the core curriculum utilizing latest knowledge and useful skills, many popular cocurricular and extracurricular teaching methods incorporate outdoor and indoor sports, music, drama and arts, quiz, elocution and debates, nature interactions, and many other innovative techniques. It is the responsibility of educational institutions to make students into appropriate human resources for the society. For this, a combination of factors such as the quality mindset of teachers, appropriate curricula with co/extra curricula, effective teaching–learning methodology, and harmonious learning infrastructure and environments is required. This is imperative to transform an ordinary person into a quality person useful to the society.

1.2 Total Quality Person A quality product is not a matter of chance but a product of careful designing, processing, and servicing. The quality people also are not produced by chance. They are the result of constant grooming. Total quality person or in other words pro-social person is one with astute commitments, positive outlook, social responsive, and leadership abilities and have a strong desire to excel. It is the responsibility of the education system to develop an individual into a total quality person. The society will comprise of total quality people only when all educational institutions understand the meaning of a right education system and implement it with correct approach and methodology. Total quality person (TQP) is a person with personality attributes of smartness as well as goodness. They are smart and competitive based on their knowledge and skills. They possess excellent capability to understand the nature, their scientific relationships with the human beings, plants and animals and the universe. They exude creativity and innovative thoughts to enhance the life quality of the people leaving in this world. Moreover, total quality person epitomizes goodness and harmonizes all living and non-living things with spiritual and emotional feelings. They have a mindset of cooperation and collaboration for working together in the society and improving continuously for the betterment of all. Figure 1.4 imagines a person having

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1 Why Students’ Quality Circles is Necessary in Academics?

Fig. 1.4 Person having good and smart personality

two heads working together. One head says “I am smart, I will win” and at the same time other his or her other head says “I am good, I will serve people.” Thus, when it comes to personality building of students it must be based on making them smart and good. The modern-day educational institutes, in general, are found to focus more on developing the smart attributes of the students and less focused on their good attributes. There is no doubt that the knowledge and skills of a person can be built up within the environment of the school. However, what about the character and the personality of a person? Is it possible to make some changes on the character of a person? More difficult is to develop beliefs, values, and habits. Whether the personality traits of a person are naturally acquired phenomena or derived through conscious/subconscious nurturing has always been a subject of long debate among theoreticians and practitioners, both. Scientists have postulated several theories related to the fields of biology, psychology, and sociology to provide rational inputs to this debate. Guardians want to change the personality of their children according to their own desires and needs. Teachers, on the other hand, strive to change the personality of their students as per their desires and established norms. Is there a gap in understanding of the personality requirements of a child between these two direct actors of education system, i.e., guardians and teachers? Can we really change the personality of a child? Who is responsible for this? In fact, both the guardians and teachers are equally responsible for this. It has been found that some specific characteristics of individual personality can definitely be changed, and this is something that both guardians and teachers should understand and work for in a concerted manner.

1.2 Total Quality Person

7

Defining and understanding the personality of a person is quite difficult. One of the earliest scientific readings on personality can be found in the theory of traits propounded by Gordon W. Gordon. They came out from the domain of psychotherapists of that time to explain the nature of a healthy human being and defined the term “traits” as a personal disposition. They defined trait as a generalized and focalized neuropsychic system (peculiar to the individual), with the capacity to render many stimuli functionally equivalent, and to initiate and guide consistent (equivalent) forms of adaptive and expressive behavior. They collected around 18,000 thousand terms that could describe a trait of a person. Like Alport, many psychoanalysts and sociologists admit that naming traits is a complex task that requires a serious approach, and, at the same time, identifying them is another important one. In short, traits are real and exist within the person. Traits guide the person’s thinking, feeling and behaving and, in the process, make their behavior consistent. There are two approaches to explain this complex term—the human personality. One is biological and another is sociological. The biological personality theorist, Hans Eysenck regards personality as being primarily an in-born phenomenon. According to him, personality is more like the color of the eye or the height of the person rather than some learned phenomena. He has proposed a scheme of deciding personality with three dimensions: neurotic versus stable, extroverted versus introverted, and stupid vs. intelligent. Eysenck’s theory leans toward the nature end of the continuum. The second approach is social learning approach which is closer to the nurture end of understanding personality. Social learning theory proposed by Albert Bandura emphasizes how both environmental and cognitive factors interact to influence human learning and behavior. The Five Factors Model, or Big Five model of personality propagated by Robert McCrae and Paul Costa, namely Openness to learning, Conscientiousness, Extravert, Agreeableness, and Neuroticism (OCEAN) considers the social learning approach together with the biological approach. This model serves as a bridge between the biological and social learning approach. Today, all educational institutes believe in character building of students. Besides developing the knowledge and skills of the students, they also focus on the development of their personality and traits. Hence, they take the approach of social learning for nurturing the personality of students. The question then arises—what traits of the students does the community or the society prefer the most? Again, there are two approaches to answer this. The first one is to follow the norms and standards that educationists have long established through numerous studies and research. The second one is to identify the traits by seeking the opinions of the key stakeholders of the schools themselves, i.e., the guardians and the teachers. The traits of a quality people, combination of smartness and goodness (S&G), should be taken as an approach in character building of students by educational institutes. Honesty, commitment, human relations, positive outlooks, communication skills, creativity, risk taking, sense of humor, adaptability, sportsmanship, forward looking, physical stamina, knowledge, tolerance, skills, self-confidence, continuous learning, desire to excel, team work and social responsiveness are generally referred as the leadership personality attributes of quality people. All these attributes need to be built to possess the personality aggregate “smartness” and “goodness.”

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1 Why Students’ Quality Circles is Necessary in Academics?

Educational institutions must adopt a new teaching–learning approach for the development of leadership personality of students and, specifically, to address these attribute issue. It is not enough for educational institutes merely to impart knowledge and skills and consider their students smart enough to compete in the world. Today, they also must incorporate in their programs the ways of developing all the attributes of a student required to be a quality person (QP). This requires the institutions to adopt an approach with a set of pro-socio behavioral intervention for developing the quality mindset of children from the early age at school level. Since deskilling adults and framing new habits and building characters at later stage of life are difficult, children and young ones should be the target for character building in these educational institutes.

1.3 Catch Them Young Can the mindset of a person be changed? Does a person possess certain behavioral attributes by nature or can they be nurtured? A lot of discussion is taking place regarding this. We are aware that there is a number of behavior modeling techniques available to change the behavior of a person. Researches have indicated that if proper intervention techniques are followed, the mindset of a person can be changed. However, specific behavior attributes that are present by nature, that are derived through genetic or hereditary influences may not be changed. Clean and already scripted board as shown in Fig. 1.5 shows clearly the fact that scripting on a clean board is easier than writing scripts on adults’ head which is already full of mental scripts written earlier. Character traits of a person mainly depend on genetic and acquired environmental factors. These character traits give rise to a person’s mindset or attitude which in turn reflects his behavior. The schematic diagram in Fig. 1.6 illustrates this process of behavioral intervention. Behavior of a person can be seen as anti-social or pro-social. The quality mindset described here highlights the importance of exhibiting prosocial behavior to be a total quality person. Understanding the environmental factors and then applying appropriate interventional techniques is necessary to change the mindset of a person, and to ensure that the person exhibits a pro-social behavior required of a total quality person and not as an anti-social one. The pro-social behavior of a person is a function of acquired environmental factors and genetic factors. Thus, the pro-social behavioral intervention may be considered an important technique to develop a quality mindset in a person, and the educational institute that provides an appropriate socio-behavioral intervention may produce graduates with quality mindset or pro-social person. Educationists have developed various intervention programs such as the character educational intervention or value educational intervention to build up positive character or pro-social behavior of students. Teaching moral education, ethics, and value system to school children have immensely helped to develop positive attitudes of students toward the society. Cocurricular and extracurricular activities like sports,

1.3 Catch Them Young

9

Fig. 1.5 Clean verses already scripted board

Fig. 1.6 Process of behavior intervention

dramatics, debating, and music are quite common. Competing students in these activities have also contributed to develop positive and quality mindset among students. These interventions are more effective during early ages of the students. The benefits that students derive from competing in these cocurricular and extracurricular activities are immense are shown in Fig. 1.7. If a student is encouraged in outdoor sports like football, cricket, basketball, or similar sporting activities, he enhances his personality in terms of teamwork, desire to

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Fig. 1.7 Extra cocurricular activities and their benefits

excel, self-confidence, physical stamina, sportsmanship, and similar other character attributes. Likewise, the student motivated to participate in indoor sports like tennis, badminton, table-tennis, and other similar activities will enhance his personality in terms of desire to excel, skills, sportsmanship, physical stamina, self-confidence, and other similar character attributes. Moreover, the student trained and encouraged to participate in competitions like quiz, debate, elocution and other similar skill activities will develops knowledge, communication skills, desire to excel, and other similar character attributes. A student involved in creative activities such as music, painting, arts, poetry, etc. develops creativity, desire to excel, self-confidence, human relations, commitment, etc. The learning curve in Fig. 1.8 roughly depicts the relationship between the age and the learning capability of people. Intervention for a three-year child may not be very Fig. 1.8 Age and the learning capability

1.3 Catch Them Young

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effective, but beyond 5-year age, the learning capability increases very fast up to the age of 25 years. Young students between 10 and 25 years acquire skills, knowledge, and habits required for their life very fast. Then the curve shows saturation level where maximum inputs are necessary for even a small behavioral change. Thus, the slogan “catch them young” is true and should be followed. Scripting with a new note on a clean board is always easier and more effective than deskilling adults by erasing various scripts already written in their minds during their early schooling life period. The latter is not only difficult but sometimes even counterproductive as well. Presently, an innovative pro-social intervention is being experimented in many countries to develop the quality mindset among students at an early age. This is done through the program of Students’ Quality Circles (SQCs) at schools, colleges, and universities. SQC activity has been introduced some places as extracurricular activity. But SQC has also been used as cocurricular subjects at some places. However, at some places SQC has also been used as curricular subjects. It is proved to be more beneficial to use as curricular subjects than any other particular set of extracurricular activities being implemented to produce quality mindset among students. SQC requires students to practice regularly with commitment and sincerity so that the integrated benefits of being smart and good persons can be developed. Educational institutes striving to develop pro-social people or total quality people are recommended to incorporate SQC in their respective teaching–learning methodologies.

1.4 Students’ Quality Circles Students’ Quality Circles (SQCs) are defined in simple terms as: • A small team of young students working together with a common purpose; • To identify their own recurring problems, analyze their root causes, and solve these problems permanently leading to continuous improvements; • By using systematic, scientific, and analytical SQC approach, tools, and techniques; • For developing pro-social personality of all team members with collaborative and creative leadership traits. Students’ Quality Circles (also popularly called as SQC) is thus a team of young students who work to solve their problems through a participatory approach. This helps to develop the pro-social quality attributes of the members working in the team. SQC is generally (but not necessarily) formed with a team of like-minded students of the same institution although they could be from different standards and grades. One institute may have number of Students’ Quality Circles or SQCs. The membership in each team is limited to four to maximum ten only. The members of the SQC come forward voluntarily to form a team. The chief or the principal of the institute does not interfere in the formation of the team. Since the SQC, as an informal group, works to cater to the needs of its own members, the members are motivated to participate in the Circle activities on their own will. This way, a SQC team works

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as a motivated group of students of the institute for their leadership personality development and, at the same time, solving some small problems of their own. The members of Students’ Quality Circle meet regularly with a definite purpose. The meeting generally takes place on a weekly basis in a set place in the school premises in a vacant class room, laboratory, computer room, sport complex, canteen, dormitory, or any other convenient place where the students can meet and discuss without disturbances. The time of meeting is generally limited to one hour every week. Students do not waste much time in discussion. Each Circle fixes its meeting schedule for a particular time and day in a week. The time, day, and venue of the meeting are strictly adhered to the plan unless some unavoidable circumstances arise. Different SQC teams of the school may set different time and venue for their meeting. The main focus of the SQC team is to identify, analyze, and solve problems. In this context, three specific activities are performed by it. (1)

(2)

(3)

Members of each SQC team identify their problems and its phenomena to be taken up for solving. Members identify a small problem which the majority of students have been facing, one that is very important and frequently causing trouble to the students. Generally, the members of the SQC team will not take up a problem related to their teachers or institution management, or problem related to the nation or the world. These may be problems which they cannot solve by themselves. The SQC team then analyzes the phenomena and the problem in detail. Each member involves himself in observing, quantifying and defining the problem. They participate in group discussions to devise countermeasures to solve the problem. The SQC team evaluates and solves the problem with its phenomena to present it to others. The members generally do not recommend others to solve their problem, but rather solves the problem by themselves. They implement the action plan they have developed on the countermeasures as a team. After one cycle of problem solving is completed, the SQC team takes up another important problem for solution. Thus, each SQC team works for continuous improvement by solving problems one after the other.

The main purpose of involving students to solve their problem is to develop their leadership potential and build a team of quality people with pro-social personality. The SQC team helps in self-development of individual member as well as mutual development of all members. In the process of identifying, analyzing, and implementing the countermeasures to solve the problems they have selected, individual members develop various leadership qualities. They learn to work in a team collaboratively using quantitative and qualitative tools analytically and creatively to solve problems, which in turns helps them develop their potential. When Students’ Quality Circles are launched and activated as cocurricular, extracurricular or curricular activities in an educational institute, the environment of creating personality development among students is institutionalized. The educational institute is then said to be moving toward developing people having pro-social personality for the society. And, when SQC is established as curricular subjects in

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any educational institute, we may call that the all graduates of that school will have good as well as smart character.

1.5 Potential of Students’ Quality Circles Early research reports of Students’ Quality Circle activities implemented in different parts of the world have proclaimed various benefits of practicing SQC in educational institutes. Beside the tangible benefits of solving problems of students in the respective educational institutes, a number of intangible benefits have also been cited in various international forums. Based on an analysis of 36 randomly selected cases presented in five international conferences on Students’ Quality Circles held in India in 1999, 2001, and 2003, in Mauritius in 2000 and USA in 2002, the benefits of SQC were clustered which is highlighted in Fig. 1.9. Among these cases, 21 were from India, five from Sri Lanka, three from Mauritius, three from Nepal, two from Singapore, and two from Bangladesh. The ages of students involved in these sample exercises ranged from 6 to 24 years, the average age being 12 years.

Fig. 1.9 Responses on intangible benefits by SQC team

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The intangible benefits expressed by the SQC teams confirmed that educational institutes implementing SQC activities were capable of developing various personality character attributes essential for producing total quality person—person who is both good and smart and who are capable of leading quality life. Practicing SQC activities in educational institutes creates the environment needed to deliver various benefits in the personality development of students. Students actively participating in SQC activities have observed that they have developed a number of leadership traits, skills, and habits. Many teachers and students have endorsed these pro-social personality traits. These include many of the required quality character attributes to be a total quality person. One eleven headed imaginary person is shown in Fig. 1.10. The eleven heads represent here the eleven personality traits in different forms like habits, skills, attitudes, and behaviors. • Self-confidence Students develop confidence in their knowledge, action and capability to deliver positive results even in difficult situations. This happens when a group of students

Fig. 1.10 Student personalities developed by SQC

1.5 Potential of Students’ Quality Circles

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in SQC solves their problem by themselves and not depending on others. Their confidence in analyzing the environment and service delivery starts to develop in their mindset. They become forward looking, desire to excel, and develop capability to take risks when they feel self-confident. • Self-discipline Students instill self-discipline on their habit. When students in SQC start to identify and solve their own problems rather than always cuing on other’s problems, they become self-aware and develop a mindset of honesty and commitment. The self-disciplined character attributes of commitment and honesty are also developed when SQC members assemble every week at the same time for discussions and analysis. • Interpersonal and public relations Students develop the confidence in interpersonal and public relations skill. In the process of problem observation and also during implementation of the action plan to solve problem, the students have to meet and interact with a number of other people besides their own team members. They meet other students of their own grade, their seniors and juniors, their teachers, their guardians and sometimes people in the society who directly and indirectly influence the problems. Students involved in SQC develop confidence in public relations which is a very important character attributes of leadership. • Empathy Students develop an attitude of empathy toward other human being and colleagues. During discussions and brainstorming, SQC team members always listen to others and give due importance to the views and opinions of others. While implementing countermeasures to solve problems, they show understanding for other people with whom they have to work. Students with empathetic behavior also develop spiritually. They develop peaceful and humorous character and perform their work in a sporting manner. • Social responsibility Students develop a feeling of social responsibility. At the time of identifying problems, the SQC members personally start exploring the problem’s phenomena keeping in sight the community’s sensitivities and well-being. They develop high regard for the community they deal with. The students’ community members include all students, teachers, administrators, guardians, and the society where they live. This way, the students develop social responsibility character attributes such as adaptability, tolerance, and doing something good for the society.

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• Time management skills Students develop the skills of managing time. SQC members have limited time to work. In one hour each week, some ideas, analyses, or conclusion have to be drawn. Besides, at least one problem has to be solved within one semester or a year. Students involved in SQC know the importance of time. They develop skills in prioritizing activities, preparing action plans for analysis and implementing countermeasures within scheduled time. Students learn to deliver services on time, a character attribute which is very important for a leader. • Scientific and analytical skills Students develop scientific, logical, and analytic skills. SQC activities involve a lot of data collection on the features of the problems and phenomena, observation, analyzing the causes and root causes. They utilize various problem solving tools and techniques. Students develop the habit of analyzing with facts and figures and learn several qualitative and analytical tools during the process. • Communication skills Students develop excellent communication skills and confidence in expressing their views and listening to others. Students having difficulty in expressing their opinions in front of others develop confidence in communicating and sharing their views and opinions during brainstorming sessions. Besides, they also develop skills in presentations of their cases in front of a mass during the annual day function or seminars and conferences. Communication skill is one of the most important character attributes of leadership which students develop after involving in SQC activities. • Creativity and lateral thinking habits Students develop the skill in lateral thinking and generating creative ideas. Students involved in SQC activities participate actively in several brainstorming sessions. The brainstorming exercises kindle the lateral thinking process among the students and help develop their habit of thinking creatively and always coming up with innovative ideas. The lateral thinking mindset is an important character attribute of a leader. • Working habits in a team Students develops habit of working in a team. SQC is essentially a team-building program. Students realize the importance of group dynamics and the concept of creating synergic effect of a team working together. Individuals understand how to work in a team effectively. As a team, they participate in identifying, analyzing, and solving common problems. Thus, students develop the personality attributes of working collaboratively to achieve a common objective.

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• Broader vision more than bookish knowledge Students involved in SQC acquire broad and in-depth knowledge of life and the surrounding environment. They are quick to acquire knowledge and skills prescribed in the curriculum from their teachers in the class. They enjoy getting knowledge beyond their books. They learn a lot in the process of sharing and interacting with their SQC team members and also during the observation of the features of the problem. The information collection and analysis of the problem provides the scope for broadening their insights and visions. Such extra knowledge and skills help to create good leadership for the future. Key Ideas in This Chapter • It is the responsibility of an educational institute to prepare total quality people or pro-social person for the well-being of the society. An educational institute is not only a center for providing appropriate knowledge and skills, but a character building and man-making institution as well. • A person having pro-social personality or a total quality person (TQP) is a person who is smart as well as good in nature. TQP is a smart person having the right attributes to compete and excel in the society. Together with this, TQP is also a good person who possesses the social character to work collaboratively for helping the society. • When a person is young and his mindset is clean, it is easier to change his perception and develop his personality traits and habits. Students at the younger age should be targeted for pro-social behavioral interventions to change their mindset in building up competencies and character. • Students’ Quality Circle (SQC) is an innovative behavioral intervention program at educational institution for personality development of students. SQC is a small team of like-minded students who meet regularly in their institutional premises to identify, analyze, and solve their problems for their self and mutual development. • Students involved in SQC activities develop various leadership personality attributes in their character and habits. Though the basic activity of SQC is to solve problems, the main purpose of implementing SQC in education is to develop pro-social personality of students and prepare them total quality people.

Chapter 2

What Are the Fundamentals of Students’ Quality Circles?

In management, the first concern of the company is the happiness of people who are connected with it. If the people do not feel happy and cannot be made happy, that company does not deserve to exist. Kaoru Ishikawa, Father of Total Quality Management and QC Circle

Abstract The basics of the Students’ Quality Circle (SQC) can be explained by a framework represented by a house of SQC. Strong foundations for SQC are the societal needs of value in education and commitment from the top management of the educational institution. There are three pillars of the SQC house. The first is appreciation and problem solving, second is quality mindset, and the third one is quality skill. The lintels and beams are lateral and analytical thinking, self-discipline, and self-confidence. The roofs are the good and smart characters of the students and the Steeple is the total quality person. SQC goes parallel with various dimensions of quality mindset of students. SQC applies round-robin brainstorming practice and enhances lateral thinking and analytical thinking for developing self-discipline and self-confidence among students. Students practicing SQC needs a quality brainstorming skill. Students need to use this skill every time they work on SQC. While brainstorming students understands the way to avoid the barriers for lateral thinking. Five golden rules are suggested for SQC. Brainstorming is a process of developing creative ideas in a team. Keywords Quality mindset · Round-roving brainstorming · House of SQC

2.1 House of Students’ Quality Circles SQC is an approach to develop total quality people or pro-social people by inculcating quality consciousness among all students and making each individual a total quality person. Students learn more effectively when the environment is pleasant, and the process of learning is joyous. Students enjoy problem solving exercises when they work with their colleagues voluntarily and participate in SQC team activities for their self and mutual benefits without any obstacles from teachers and administrators. Once © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2022 D. P. Chapagain, Students’ Quality Circles, https://doi.org/10.1007/978-981-19-1080-7_2

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Fig. 2.1 House of Students’ Quality Circles

a SQC team solves their common problems, the students become motivated to learn more. Continuous participation in SQC activities gradually develops the leadership personality of students along with their quality mindset. They enjoy learning as they go through the activities of identifying, analyzing, and solving problems. The fundamental of Students’ Quality Circle can be explained with the house of SQC as shown in Fig. 2.1. The house of SQC is based upon certain sound foundations without which the Circle activities cannot be started. When the condition of soil and foundation are correctly set, the three main pillars are put up for the lintels and beams to be constructed on which roofs are properly spread. The roof itself completes the house but the main objective is the top “Gajur” which is the main purpose of establishing SQC in educational institutes.

2.1.1 Foundation of SQC There are two basic requirements as foundation for establishing Students’ Quality Circle in any educational institute. • Need of value education. Primarily, the society consisting of parents, the state, and educational institutes with teachers and administrators must realize that a

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value education is very important, and everyone should be concerned toward imparting such a value education to the students. If this is not present, at least some awareness programs are required rather than initiating Students’ Quality Circle activities. • Commitment from the top. People in the top and senior positions such as the chairperson, director, manager, convener, or principal of the educational institute should be aware of the strength of the SQC in developing the personality and character of the students. The executives who are responsible for delivering the systems for developing the character of the students should also show their total commitment to adopt in the institute the approach of SQC for developing quality people.

2.1.2 Three Pillars If the foundations at the educational institutes are set with the need for value education and the commitment of the top executives, the pillars have to be erected. There are three such pillars. • Appreciation and problem solving. Students are made aware of the need to develop the desire to excel and look forward to continuous growth and development and encouraged to participate in SQC activities. Students are provoked or stimulated to regularly identify the ideal situation they desire of every environment they live with and to develop self-confidence to bridge the gap between the ideal and present situation. The central pillar of the SQC is preparing students to appreciate the situation and solve the problem for continuous improvement. • Quality mindset. Students are geared to form pro-social attitudes, behavior as well as habits, thereby developing quality mindset in them. Some of the quality mindset that students need to observe include respecting humanity, being conscious on prioritizing, managing by facts, working with plan-docheck-act wheel, preventing recurrences of problems, orienting toward delighting customers, controlling variation and dispersion, and always considering the motto quality first. This transformation is another important pillar of the Students’ Quality Circle. • Quality skills. Students are trained on various tools and techniques for identifying, analyzing and solving problems. They learn to use the QC tools and techniques like brainstorming, systematic problem solving approach, and the SQC tools. Brainstorming is one of the skills of developing creativity and lateral thinking. This skill is very important and useful for SQC team. Brainstorming is used several places during the problem solving activities. The problems in SQC are solved by the SQC team with systematic problem solving approach. There are basically seven steps of SQC problem solving process. The tools which Students’ Quality Circles use to identify, analyze, and solve are called SQC tools. Students in SQC should develop the skills of application of these SQC tools. The SQC tools are identified mostly from among the basic, advanced QC tools with some adjustment

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and other socio behavioral tools. The SQC tools are simple to construct and also to utilize but strong enough to solve problems and develop the personality of students. Skill development is the third pillar of the SQC.

2.1.3 Lintels and Beams The house of SQC is not complete without spreading the roof on the pillars. The roof can be built only when the lintels and beams are constructed properly to bear its load. A number of personality character attributes are developed while practicing SQC. This is the time when strong lintels and beams of the house are constructed. Generally, the thinking process and self-realization of students that symbolize two lintels and beams bear the load of the roof of the house. • Thinking process. Students practice the use of both left and right sides of the brain in a balance way in the process of conceptual and practical thinking. While practicing brainstorming and utilizing tools like cause and effect, relations diagram, and other qualitative and subjective tools for solving problems, the students develop lateral thinking capability and become more creative and innovative. While working in teams for problem solving exercises and utilizing tools like Pareto analysis, histogram, control chart, and other quantitative and objective tools, they develop analytical thinking capability and become more scientific and logical in nature. These balanced thinking processes then can bear the load of the roof. • Self-realization. Students realize that they have tremendous strengths to march forward into the future to make this world enjoyable and useful. Students practice SQC with like-minded colleagues possessing quality mindset to solve problems. Appreciating the world and respecting humanity develops self-discipline and selfconfidence as their first nature. The self-realization nature of students then can bear the load of the roof of the house.

2.1.4 Roof When the foundations are set to start the SQC, the three pillars are erected and the lintels and beams of the house are firmly constructed, the roof is then set in the house to make a complete structure. The following two characters of a person form the roof of the house of Students’ Quality Circle. • Good character. After developing balanced mindset and self-realization through continuous participation in SQC activities, the students develop a character of goodness. Individual students like to solve problems and voluntarily join participate in some Circle activities to work in teams. They appreciate the capability of their colleagues and develop the habit of continuously improving to make this

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world a wonderful place to live for everybody. This is nothing but implanting a good character attribute within their personality framework. • Smart character. After learning various quantitative or qualitative tools and techniques for solving problems and practicing them in SQC exercises on a continuous basis, students develop the character of smartness. Students acquire various skills to solve problems and, in the process, develop self-confidence, and the desire to excel. They appreciate the difficulties of the complex world and realize their capability to fight and compete so that they can excel in their work in the future. Developing the desire for continuous improvement and always achieving excellence in work is nothing but implanting a smart character attribute within their personality framework.

2.1.5 Steeple (Gajur) The purpose of the Students’ Quality Circle is not achieved unless the Gajur is embedded on the top of the roof. Only then does the house that is built become fit to live in. The Gajur of the house symbolizes the total quality person. SQC transforms individual students into total quality persons. Thus, the educational institutes initiate and promote SQC embark on the path of developing their graduates into quality people.

2.2 Appreciation and Problem Solving Human beings have unlimited potential of imagination. By imagining the future and appreciating the past events and processes, one can send positive signals to the society. It has been observed since prehistoric period that all developments are the results of our imagination. In our mythology, we imagined our characters flying in the pushpakbahan (vehicle of flower) like birds. Today, we are flying in airplanes. We imagined that we could see events occurring far away while sitting in our room through dibyadristi (eternal eye). Today, we use satellite television to roam the entire world to see what is happening there. We appreciate what were done before and always stretched our imagination for the betterment of the future. This is a natural trait of human beings. Appreciating what was done and seen in the past and then dreaming about the future to realize what is in our imagination is nothing but attempt at continuous improvement in the quality of our lives. Students are taught right at the early age not to stop appreciating the creations of god and our ancestors. Students’ Quality Circles (SQCs) emphasize on continuous improvement through imagination and discovery for the betterment of the future. Young students dream to be a doctor while studying biology at the school as shown in Fig. 2.2. The word “problem” portrays the connotation of something not pleasant, and one to be avoided, but problems are everywhere. Dissatisfaction compels us to start

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Fig. 2.2 Students dreaming for future

imagining for the betterment for the future. If there were no problems and people were satisfied with the present state, then development would cease. The world would then become static and people unimaginative. If people stopped dreaming for the betterment, then the world would not be a worthy place to live. A “problem” is defined as a gap between the ideal situation perceived by one and the actual situation in which he lives. Viewed this way, “problem” does not become a problematic word but rather a yardstick for continuous improvement. In other words, a problem is a circumstance that a person has perceived consciously or subconsciously and that the person or the society to which he belongs must resolve. Resolving the gap between the ideal and the present situations is problem solving. In Students’ Quality Circles, students are trained to solve their own problems which are basically created by them and which they will be motivated to solve themselves.

2.3 Quality Mindset Only a person who possesses quality mindset can deliver quality services. Students, who will, in the future, become businesspersons, politicians, engineers, doctors,

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lawyers, or employees must have the mindset for quality. Thus, the students actively involved in SQC must possess quality mindset. To understand quality in a wider and deeper form, we have to observe its four dimensions, namely, the hard dimension, the soft dimension, the customer dimension, and the human dimension. When a product conforms to its stated or implied specification, the quality is said to be satisfied. This is the hard dimension of quality. On the other hand, there are the methods and system characteristics of products and services that we can neither see nor touch, but determine quality. This is the soft dimension. Then there is the customer dimension, which has been assuming greater importance these days. Despite satisfactory hard and soft sides of the products, there may still be some customers who are not satisfied with them. Thus, it is important to understand the customer side of quality. The understanding of quality is still not complete with these three dimensions. The person who procures, processes, and sells the product or service has to be seen as another equally important dimension of quality, especially his attitude toward quality. This is the human dimension. Thus, the totality of these four dimensions can define quality more adequately and accurately from input perspectives. Quality can be understood as a pyramid of four dimensions as shown Fig. 2.3 with the human dimension as the base and hard dimension, soft dimension, and customer dimension as its three faces. The human side defines quality as a combination of culture, values and mindset of a person. Only a person with quality character attributes believes in producing products with quality hardware and software and also strives to satisfy customers through continuous improvement. Thus, it is important to understand how we can develop this quality mindset in a person. Different literatures have defined quality mindset in different ways. These definitions emerged as outputs of practical experiences of best organizational results but definitely not the product of conceptual research results. Some experts refer to them as quality languages, some as quality slogans, while others as major behaviors of Fig. 2.3 Quality pyramid

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quality persons. I would like to refer to this as the quality mindset of a human being. A person should possess the following mindset to be able to deliver quality in totality. • • • • • • • •

Respecting humanity Prioritizing Managing by facts Following plan-do-check-action (PDCA) cycle Working for recurrence prevention Thinking next process is customer Controlling dispersion in the process Setting quality mindset.

Respecting humanity. One should emerge out of the traditional thinking that a teacher knows everything and that students should only follow the direction of the teacher. One should respect the immense capability of all individuals. A person with the mindset for respecting human beings feels that each individual has unlimited capability to think, create, innovate, and solve problems. And, he respects other’s views, too. Prioritizing consciousness. In today’s hectic lifestyle, people have a lot of tasks to perform and, at the same time, deal with a lot of problems and opportunities. A person with quality mindset does not work haphazardly. He is clear about his priorities. He manages to work through successful prioritization in delivering quality services to his customers and the society. Managing by facts. Contrary to many people who live in the world of fiction, a person with quality mindset talks and works only with facts. He has the habit of measuring and standardizing the activities. He manages by relying on facts and figures. Following PDCA cycle. A person with quality mindset always plans his activities before starting a work and compares its effectiveness with the objective of the plan. Whenever there is a deviation in the performance, corrective action is taken to improve the plan in the next phase. Considering planning and checking activities only as some auxiliary activities will tarnish the effectiveness of the job. Hence, one should adopt the plan-do-check-act (PDCA) wheel to deliver quality performance. Working for recurrence prevention. We constantly solve one problem after another in our daily lives. Many of us do so merely by analyzing the symptoms. The result is that the problem recurs repeatedly. On the other hand, a person with quality mindset analyzes the root cause of the problem logically and systematically before devising countermeasures to solve the problems. This way, rather than recurring, the problem is solved permanently. A person with quality mindset must ensure that the same mistakes do not recur repeatedly. Thinking next process is customer. It is worth contemplating that whatever one does is basically to serve others whether directly or indirectly. One should bear in mind that these others are the customers—consumers, clients, friends, or even neighbors or community. Thus, one’s actions bear effect on somebody. A person with quality mindset ensures that the outcomes of his activities produce a positive effect and should never harm others in any way.

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Controlling dispersion in the process. If the process is controlled effectively, the output is bound to be of quality. A person with quality mindset believes in process improvement rather than controlling the output. He should develop the attitude of controlling the source and the process as well. Setting quality mindset. Above all, the mindset of people must be fully oriented toward quality. Quality for compliance and quality for empowerment. The right mindset of students is another very important basis of Students’ Quality Circle. The members participating in the Circle should possess quality mindset. They should agree on the fundamentals of quality and quality mindset. On the other hand, in the process of collaborating in problem solving exercises in the team by utilizing the tools and techniques of Quality Circle, the students develop quality mindset exponentially.

2.4 Brainstorming as Fundamental Quality Skill Problem solving is nothing but making change for betterment. It is a paradox that while “change” is natural, inevitable, and universal; people generally resist “change.” This resistance comes from the mindset developed over time as ingrained by what we are taught by our culture, by parents at home and by teachers in educational institutes in our young age. It is essential that a person be appreciative, proactive and adaptive for change not only for development but also for sustenance in life. One of the basics requirements of SQC is to overcome the resistance to change. There are three types of people in the society: those who merely watch the change and are surprised with the change and its effects; those who see the change and adapt to the change get benefit out of it; and lastly, those who cause the change to happen. The first type of people thinks that nature is governed by the logic, rules, and regulations where nothing changes except the time, whereas the second type of people thinks that change is natural and one has to learn to appreciate the change, find out ways to adapt to it, and reap benefits out of this change. The third type thinks that he is capable of making a change for the betterment and acts proactively. SQC prepares students to be of this third type of people.

2.4.1 Lateral and Vertical Thinking Process The purpose of thinking is to collect information and make the best possible use of it. Because of the way the mind works to create fixed concept patterns, a person cannot make the best use of new information unless he has the capability or willingness to restructure the old patterns into new concept patterns. In the traditional school of thinking, students are taught to refine such patterns and establish its validity. Various logics, rules, and regulations are established and students are asked to memorize all these to frame up the pattern of thinking.

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Fig. 2.4 Nine dots and four lines problem

Exercise to understand a thinking process, an example. Let us look at the problem of nine dots and four straight lines as shown in Fig. 2.4. This is a classical problem to understand the lateral thinking process. The problem is to join nine dots as shown in the figure which must follow on without raising the pencil from the paper. Try to join all nine dots with four lines without lifting your pen. At first, it seems so easy and various attempts are made to link up the dots. Then it looks that one always needs more than four lines. After various attempts, it seems that it is an impossible problem. Thinking process may be vertical and lateral. Vertical thinking is concerned with proving and developing concept patterns. Lateral thinking is concerned with restructuring such patterns (insight) and provoking new ones (creativity). In our traditional educational system, we rely mostly on persuading students in vertical thinking. In SQC activity, students are encouraged to use both thinking processes—vertical as well as lateral. Vertical thinking is logical thinking, whereas lateral thinking is creative thinking. And, vertical thinking and lateral thinking are complementary to each other. Skills in both vertical and lateral thinking should be developed among students. The distinction between these two types of thinking processes—vertical and lateral thinking can be understood as follows: Vertical thinking is selective, lateral thinking is generative; • Vertical thinking is selective, lateral thinking is generative. • Vertical thinking moves only if there is a direction in which to move, lateral thinking moves in order to generate a direction. • Vertical thinking is analytical, lateral thinking is provocative. • Vertical thinking is sequential, lateral thinking makes jumps. • With vertical thinking, one has to be correct at every step, whereas with lateral thinking, one does not have to be. • With vertical thinking, one concentrates and excludes what is irrelevant, whereas with lateral thinking, one welcomes chance intrusions.

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Fig. 2.5 Solution of nine dots and four lines problem

• Vertical thinking follows the most likely paths, and lateral thinking follows the least likely. • Vertical thinking is a finite process, whereas lateral thinking is a probabilistic one. Once more let us look at the solution of nine dots and four straight lines problem as shown in Fig. 2.5. Nine dots are joined by four straight lines without lifting pencil from the paper. While solving the problem, we generally make two unconscious assumptions while joining the lines with dots. One is that straight lines must join all dots, and another is that the lines must not extend beyond boundaries set by outline of outer dots. If one can breaks through this second assumption and lines go beyond the boundary then problem is easily solved as shown in the box. Four points to be understood from this exercise that are important to note for developing lateral thinking skills. 1. 2. 3. 4.

One can never join the dots if one never believes that they can be joined. They are difficult to join in first attempt. It can be joined all of a sudden when we can think out of box. It is always easier to exercise in a group.

In SQC, students utilize their lateral thinking capability that increases the process of identifying and solving problems. They learn to get out of the frame to create new ideas and new solutions. Students take advantage of logical or vertical thinking from the knowledge they acquire during their regular school courses and combine this with creative or lateral thinking in SQC activities to come out with innovative ideas during brainstorming sessions. Development of lateral thinking skills among students

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is an important benefit of SQC. During group exercises, students conceptualize new patterns of ideas as they begin to think creatively, and share and learn new ideas.

2.4.2 Barriers for of Lateral Thinking There are few barriers to lateral or creative thinking which one should understand and take care while brainstorming. • Blurting out without thinking: Some people are of the habit of giving ideas without thinking properly. Such a habit stops a person from thinking creatively. He believes that whatever comes to his mind is the best idea. Give a little bit time to listen to the ideas of others and build new ideas of your own. • Fear of looking foolish: Certain people hesitate to give their ideas in the group thinking that their ideas may not be relevant to the context or not as valuable or as good as others’ ideas or may not be appreciated by others. Such a person feels that other members will make a fool out of him if he gives his ideas. This attitude hampers lateral thinking and development of his creative thinking skills. Do not think that your idea is bad one; maybe it is an excellent one. Be confident. • Rigid, not able to find alternative ways: No matter how hard they try, some people cannot think of any alternative to the idea they have thought of in the first place or to what they have heard from others. They tend to stick rigidly to one line of thinking. Such an attitude blocks the thinking process as the person evaluates the first idea that comes to him and cannot think beyond that. This stops the development of the person’s creative thinking skills. • Not giving important to other’s ideas: Some are of the habit of not giving importance to the ideas of others either because they think that the other members in the group are fools, have no capability to come up with new ideas, or because their own ideas are the best. This again hinders the development of their creative thinking skill. Give importance to the ideas of others. Do not pre-evaluate their ideas by yourself. Let the group decide in the evaluating process. Consider the ideas of others as equally good and present your ideas. Brainstorming in a group generates new creative ideas within the concept of group dynamics. Lateral thinking among members starts building new ideas over ideas suggested by others. To start brainstorming, however, students have to first make clear the barriers to creative thinking mentioned explained earlier. Exercise in brainstorming helps students to develop creative thinking skill and coming up with new ideas and concepts. Members of SQC brainstorm several times to come out with new and creative ideas during the process of identifying, analyzing, and solving their problems.

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2.4.3 Rules for Brainstorming The participants of a brainstorming forum should strictly adhere to certain rules so that useful and creative ideas are developed through group consensus. There are five rules which are sometimes also called as five golden rules of brain storming. The group members remind these rules to all members at the beginning of all brainstorming sessions. RULE 1: No criticism. The members in brainstorming session cannot criticize other members on any ground. If a member criticizes another member’s idea, then many members may just remain quiet and not give any idea as they may think that their idea may also be criticized. Hence, equal opportunity is provided to all members. No criticism to avoid fear of all members. RULE 2: Freewheeling. The members in brainstorming create new ideas coming out of the existing frame of mind. As nobody criticizes, members may come up with any idea which may not appear relevant at first. All innovations comes out from creative ideas which may not be acceptable at first within the existing logic and vertical thinking. Members in a group do not criticize, rather everybody motivates to think laterally and come out with innovative idea. RULE 3: Maximum contribution. Each and every member contributes in generating ideas. If not criticized by other members, even silly ideas, members will be motivated to generate more ideas. The group with the participation of all members generates maximum number of ideas for the same reason which helps to evaluate and come with a very useful idea. RULE 4: Note down all ideas. One member takes the responsibility to immediately note down all ideas that are generated during discussion. However, this member also participates in the brainstorming session. The ideas generated are noted on a board or a large sheet of paper. He notes down each and every idea raised, even repetitions, even those that appear silly or out of context. If somebody’s idea is omitted or missed, then this will kill the lateral thinking process in the brainstorming session. RULE 5: Incubate ideas. After a significant number of ideas have been generated, the brainstorming session has to be stopped for some time before evaluating those ideas. When to stop depends on the type theme, the momentum at which ideas are being generated, and the composition of the group. The break time, also known as incubation time, may vary from 10 min to an hour to a day or even a week. Incubation allows generated ideas to mature and sink in the minds of the members which is very important for the effective and efficient evaluation of the host of ideas.

2.4.4 Guideline for Conducting Brainstorming Brainstorming is conducted in the discussion forum of Students’ Quality Circle to generate large number of ideas within a short period of time. The SQC members brainstorm in a cordial environment with all members participating in fun and without

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any biases and observing the five golden rules. Members preferably sit in a round table to portray equality among the members, and care is taken to remove possible distractions. SQC adopts the round-robin brainstorming method giving opportunity to all members to participate. A brainstorming session generally follows the following seven steps. 1. 2. 3. 4. 5. 6. 7.

Remember the brainstorming rules Concentrate on the topic of discussion Generate, collect, and note down all ideas generated Brainstorm more till ideas exhaust Incubate the ideas Evaluate the ideas generated Minute the proceedings and result of brainstorming session. Step 1: Remember the brainstorming rules. Hang a flipchart with the golden rules of brainstorming clearly written in large letters in a convenient position on the wall for all members to view during the session. Each rule should be reviewed to remind all members before the start of the session. It is very important for all members to strictly adhere to the rules. Step 2: Concentrate on the topic of discussion. One member writes the topic for discussion defines it and explains the purpose of the brainstorming session. Before starting the brainstorming session, it is very important for all to understand clearly about the topic so that they can contribute their ideas fully. The purpose of brainstorming may be one of many purposes as identifying problems, developing forms and check sheets for observing or evaluating the phenomena and features of the problem, finding out the causes of the problems, designing the implementation plans, and so on. One member, chosen by the rest on consensus, should lead the discussion. The selected member is termed as the Circle leader. The Circle leader assumes the role of a moderator and also participates in all discussions. Step 3: Generate, collect, and note down all ideas generated. The Circle leader asks all members to give their ideas on the topic turn by turn in the sequence of their seating arrangement. He writes the ideas expressed by each member immediately on a flipchart or a board without writing the name of the member. Writing down one’s ideas immediately for everyone to see is considered important as this motivates members to develop new and useful ideas by lateral thinking. If for some reason a member cannot express his idea during his turn, rather than wait for him longer to say something, he simply “passes” his turn to the member seating next to him. Putting too much pressure on a person to “say something” is found to be counterproductive to generate new ideas. Step 4: Brainstorm more till ideas exhaust. The process of freewheeling and generating ideas from all members turn by turn is carried out in a number of cycles as long as new ideas keep coming. All ideas are written down every time they are expressed. A member who “passes” his turn in one cycle is encouraged to give an idea in another cycle. He may be in a better position to evolve an idea next time as he has been listening to other’s idea. The brainstorming session of Students’

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Quality Circle becomes successful when the members are regularly reminded to follow its five golden rules. Step 5: Incubate the ideas. After a significant number of ideas are generated or members have exhausted all ideas on the given topic, the members of brainstorming session take break for some period. This is necessary to give maturity to the ideas that have already been generated. Members get the chance to recap on the ideas they have expressed as well as those expressed by others. The ideas written on the board or flipchart are not erased till the meeting resumes again. Some member may wish to look back at the ideas during the incubation period to supplement or reconfirm his ideas. The duration of the break depends on the purpose of the brainstorming, availability of time and urgency of the project. Since SQC meets once a week, if brainstorming is done in one particular session, the break could be of one week until the next session. If the topic is short and the collection of ideas finishes within half an hour, the break may be 10 min only. The members may leave the meeting place for a change and come back to the meeting room after ten minutes only. Step 6: Evaluate the ideas generated. After the stipulated incubation period, the SQC reassembles for the evaluation session. The process of evaluation generally involves addition, deletion, disintegration/simplification, and integration/combination of ideas and then their prioritization. Some members would have developed new perspectives to the topic in discussion during the incubation period. The Circle leader moderates this session. To start with, he enquires whether members have any new ideas or points to add to the existing list of ideas, and he incorporates the forthcoming ones to the list. Next, going over each idea, the leader asks members to identify other ideas from the list that have similar meanings. Such similar ideas are then deleted or erased from the list until it consists of individual ideas with distinctly separate meanings. Next, members identify single large ideas that possess multiple sub-ideas. These are broken down into two or more specific and simpler ideas. Again, such ideas that have been separated are compared with other listed ideas, and duplications are deleted as in the previous step. In the next step, members integrate individual ideas into group of ideas on the basis of their common relationships or hierarchical groups. These groups of combined ideas are classified and labeled separately by rephrasing with appropriate words. This exercise results in streamlining a large number of scattered ideas into a small list of 5–10 unambiguous and specific ideas. Lastly, each member is asked to assign a score of 0–10 to each idea in the list based on their judgment of the level of important of each idea. The score may range from 0 (for the least important) and 10 (for the most important). The total scores of all members assigned to individual ideas are used for the prioritization of the ideas. Step 7: Minute the proceedings and result of brainstorming session. The Circle leader minutes the details of brainstorming such as the date, time, venue, topic, and purpose of brainstorming including the attendance of the participants. The minute also highlights the scoring and prioritized list of ideas to justify the

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decision made in consensus with all the SQC members. The minute is circulated among all the members and is the returned to the Circle leader after signing on it indicating that they have read the minute and agree to the decision. Preparing the minute is necessary to maintain discipline and harmony among all members. Brainstorming develops lateral thinking skills of members. It also develops cohesiveness among the members and develops team spirit and the mindset for accepting and respecting views of others. Besides personality development of the members, it also helps to identify creative ideas and prioritize them in consensus. Brainstorming is done extensively during the process of problem solving and is, thus, one of the most important bases of Students’ Quality Circle. Key Ideas in This Chapter • The basics of the Students’ Quality Circle can be explained by the house of SQC. The foundations are the needs of quality education and commitment from the top; the three pillars are appreciation and problem solving, quality mindset, and quality skills; the lintels and beams are lateral and analytical thinking, self-discipline and self-confidence; the roofs are the good and smart characters of the students and the Steeple (Gajur) is the total quality person. • SQC produces students having good and smart quality characters that eventually help them to be successful leaders on their profession and whom we can call as pro-social quality persons. • SQC solves their own problems for the future in a team by appreciating the past and working for continuous improvement. • SQC takes into consideration various dimensions of quality mindset from respecting humanity to quality first. • SQC applies brainstorming practice as one of the fundamental skills and enhance lateral thinking and analytical thinking for developing self-discipline and selfconfidence among students.

Chapter 3

What Are the Major Elements of Students’ Quality Circles?

The difference between what we do and what we are capable of doing would suffice to solve most of the world’s problem. Mohandas Karam Chand Gandhi, Father of Nation, India

Abstract There are four major elements which governs the activities of Students’ Quality Circles (SQCs). They are SQC principles, SQC approach, SQC problems, and SQC problem solving process. Teachers and students involved in SQC activities need to understand and follow these four important elements to operate SQC in a right direction to fulfill the purpose of developing pro-social personality of students making them good and smart. SQC activity enjoyed by students for their pro-social development is based on seven broad principles which represent the SQC movement’s fundamental beliefs. SQC works with a personality focused four-prong SQC approach to solve their common problem. Students at SQC team selects only those problems which should be self-identifiable and solvable as well as quantifiable, measurable and presentable, too. SQC team basically identify, analyze, and solve problems. While solving a problem, SQC uses the seven steps of scientific and systematic problem solving process. The SQC process consists of selecting topic, setting target, planning activities, analyzing causes, implementing countermeasures, checking results, and standardizing controls. These seven steps are further divided into twenty-three elementary steps. Keywords SQC principles · SQC approach · SQC problems · SQC process

3.1 SQC Principles The purpose of SQC is to develop students’ pro-social personality making them good and smart citizen. A seven-point principle of Students’ Quality Circles (SQC) is developed based on the discussion of its justification in education and its fundamentals. Students involved in SQC work with these values, beliefs, and motto. A catchphrase of SQC “Together We Can …” is inspired from these principles.

© The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2022 D. P. Chapagain, Students’ Quality Circles, https://doi.org/10.1007/978-981-19-1080-7_3

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1. 2. 3. 4. 5. 6. 7.

3 What Are the Major Elements of Students’ Quality Circles?

We always solve our problems ourselves for continual improvements. We always act with facts and figures. We always think logically and creatively. We always collaborate in a team with others. We always compete with ourselves for enhancing our knowledge and skills. We always be good at heart to serve others. We always be smart at brain to excel and lead.

We always solve our problems ourselves for continual improvements. Students who are aspired to be a pro-social person and involve himself or herself believe on three points written on this principle. One is continual improvement. Continual improvement describes to stepwise improve for betterment, slowly improving from one stage to another stage till they reach the ideal stage. Hence, SQC never stops. It only takes rest and moves again. Another point is “our problems” which means students are not solving other’s problem but their own problem which is disturbing them from time to time. Third point is “solve ourselves” which means students solve problem themselves and not recommending others to solve. Thus, the first point of SQC principle motivates student to solve their own problems by themselves. We always act with facts and figures. Here, in this sentence, act and facts/figures are two important points. Student who wants to really grow as a pro-social person having good and smart personality always work with facts and figures while solving problems. Students understand that data and correct information are really important for discussion and come out with correct solution. This second principle of SQC, when carried by students for future they may be a better citizen in the working field. We always think logically and creatively. Generally, students are either motivated to think logically or creatively. Literary people or artists, musicians always think creatively to produce their new creation. Scientists, engineers, and entrepreneurs generally thinks logically to come out with minimum risk at their work. SQC drags student to think logically with data, statistics by using quantitative tools. Together with this, student also needs to apply creative thinking while brainstorming as well as using qualitative tools for solving problems. Thus, this third principle of thinking inspires student to use both of their mental dimensions. We always collaborate in a team with others. Student working in SQC problem solving activities is “collaborating” with SQC team members in a team which helps to develop collaborating habit even after their graduation from their studies. Even difficult problem they can solve in a team. The fourth principle is also very strong to change the personality of students. We always compete with ourselves for enhancing our knowledge and skills. The word “competition” is understood in a little bit different way for SQC students. It is self-competition. Students are inspired to have competition with self rather than winning by competing with others. Students are advised to be better today than yesterday and better tomorrow than today. This is kaizen in human behavior. The word is so redefined on SQC by this principle. This is fifth principle of SQC. We always be good at heart to serve others. This sixth point of SQC principle motivates student to be good at heart. In other words, explore your emotional nature

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while working in a team with others while solving SQC problems. This is important to enhance good character to help others, also in future. We always be smart at brain to excel and lead. The seventh point of SQC principle motivates student to be smart at their head. They need to explore all knowledge and skills required for them to collect information, analyze its cause, and solve respecting other’s knowledge and wisdom, too. These seven-point principles of SQC need to be remembered by all SQCians, or those who are involved in SQC. They need to take it as main motivating and inspiring words for changing their personality, character, and habit. Moreover, while taking parts in SQC activities, everyone need to follow these principle.

3.2 SQC Approach Students while exercising SQC activities adopt four-prong approach while solving their common problems. During the SQC problem solving process, the purpose of enhancing pro-social personality of its individual members is achieved. They keep on their mind that they have to memorize and adhere to all these four approaches on each steps they take for SQC problem solving activities. The SQC team meets regularly, they identify and analyze these problems, and they also solve their problems by themselves to complete a SQC project. In the process of doing so, they need to continuously remember these four-prong approaches at the back of their mind and take full attention to these approaches, concurrently. The four-prong approach of Students’ Quality Circles may be understood as in Fig. 3.1. This model suggests that four approaches which must be adopted concurrently keeping “Personality First” in the center point of each activity of SQC project are: inner actualization collaborative advantage, factual transparency, and continual improvement. Fig. 3.1 Four-prong SQC approach

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3.2.1 Inner Actualization Self-motivation is a must for individual’s inner actualization. When student is motivated and comes forward to join a SQC team of school for the first time, the student must know that it is for himself or herself to develop his or her personality during each step or tasks of the problem solving process and other tangible and intangible benefits that come out after the completion of the project can be considered as by-product of the process. SQC students should understand that while they are identifying problems they are sharing their problems voluntarily with others without any external pressure. The SQC students understand that while they are collecting information for observing problems and causes they are utilizing their individual’s personal relations and tactics to dig out the hidden and not-observed facts. The SQC students understand that while they are searching for causes, major causes and root causes of a problem they are just voluntarily contributing critically and logically many ideas within the group without showing any superiority and inferiority complexes within the team members. The SQC students understand that while establishing countermeasures for the root causes to solve the problem, the individual members voluntarily contribute themselves in implementing the action plan themselves without taking helps or taking minimum help from external factors. These are all parts of inner actualization approach. The SQC team members should look inwards individually and collectively in team members how much they benefit during each steps of problem solving. All personality features like self-confidence, self-discipline, individual creativity, and rationality are voluntarily approaches for inner realization. Students must approach each steps or tasks of the SQC project with inner realization on their mind. From the beginning of the project like identifying the theme of the project, the SQC team must concentrate on their own problem realized by themselves rather than picking up some external themes pin pointed by others. The inner actualization approach must be followed by SQC.

3.2.2 Collaborative Advantage Teamwork with a focused goal is a must for gaining collaborative advantage. Each member student of SQC team must understand that if worked in a group rather than individually can produce synergic effect in any activities. However, each member of the team should follow some codes of conduct and discipline set for the team to work. Actually, a team of students having different ideas, skill, and knowledge can produce good results if all focused in some specific goal and strictly follow the code of conduct. Brainstorming techniques with strict rules and stepwise procedure are one methodology which can produce collaborative approach. Hence, brainstorming in a group must be adopted to bring all group members in harmony in the midst of diversity.

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SQC students should understand that while identifying a specific theme of the problem, they should perform brainstorming several times in a team with all members following strictly the rules of specific round-robin brainstorming technique. While observing the features, phenomena, and characteristics of the problem, all members must act together and collectively prepare check sheets required to collect information on the characteristics of the problem to identify the problem’s nature in details. Data collection may be done individually but giving responsibility to all members and the data compilation should be done collectively in a group to avoid any human errors and confusion in interpretation of data among the group members. To define the problem and set target for its solution is, of course, the collaborative activity. All member students of the team should jointly make necessary charts and graphs as required for the specific problem solving steps in a large paper discussing collectively. It should not be that one member prepare Pareto diagram, another prepares cause-and-effect diagram, and another prepare scatter diagram. No! This is not at all the approach of SQC. Each member must freely give individual ideas without criticizing others for identifying causes of the problem while conducting cause-and-effect analysis. Each member in a team must be involved while defining countermeasures and preparing an implementation plan. Again, the responsibility of implementing the countermeasures may be given to individual members but the plan should strictly be made with everyone participating for collective ownership on the plan. Each member must be involved in each step of problem solving process. Sometimes, it is mistaken that the Circle leader will make charts, graphs, and presentation media and prepare for presentation. No! Remember SQC need to generate collaborative advantage. Sometime people confuse the words like “cooperation,” “coordination,” and “collaboration.” SQC adheres to collaborative approach in each step of problem solving process. Cooperation alone without having emotional feelings but just jointly working together may not produce benefits as expected by SQC. Coordination just following the rules and working for stated responsibility alone may not produce the expected benefits. Collaboration is generating ideas, developing love among each SQC member and working jointly for solving problems using all three jewels: “3H” of human being, i.e., hands, hearts, and heads. All members of SQC team must collaboratively work to generate and share the benefits with all. It is not a competition psychology but collaboration psychology that works in SQC. SQC demands collaboration from each member to become good and smart. SQC does not give room to individual smartness for work. Each member wins! SQC is a win–win approach.

3.2.3 Factual Transparency Collecting and giving decision with facts and figures is a must for making the SQC project transparent to everyone. Each member student of SQC team must understand that he or she should never give judgment in any SQC steps with just their intuition. Some smart student member of SQC team may not hesitate to give his opinion or judgments just because he or she thinks so or because he or she likes it like that. He

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or she should give his ideas with clear perspective having factual background. SQC does give importance to facts and figures. Do facts and figures mean all data and information in numerical values? No! It may be in terms of qualitative values, like verbal data without numbers. Fictions and stories have no space in SQC projects. Hence, the SQC team must focus on gathering information and use SQC tools to come out with conclusion in each step of QC problem solving projects. SQC Students should understand that from the very first stage of problem and theme identification, there is importance of discussions on facts. First, SQC team discusses on the problem they are facing. During the brainstorming sessions, students should take the approach of real facts. Each member should first internalize the real meaning of the topic they are discussing and give ideas depending on their experience, not on the ideas they have learned or heard from somewhere. Of course, the list of problems gathered during the brainstorming process will not be in numbers but in words. Ideas expressed orally or written are noted down and these ideas are also facts. SQC tries to solve a problem of students, and it is expected that the team will brainstorm only on the topic in which they have more experience. The observation tally sheet is one appropriate tool to collect numerical data. Tally sheet generates real numerical data based on facts. While conducting analysis for identifying root cause of the problem, SQC team should choose relevant and basic visual SQC tools. Each student of the SQC team should realize at this time of analysis that the analyses should have strong scientific and factual basis and also should be understandable by all members of the team. That is one of the reason that the Quality Circle approach is to use the visual aids like graphs and chart as tools for analysis, discussion, transparency and which will be easier to convince other audiences, too. After analyses of the problem, while introducing the countermeasures, a well-designed action plan should be made. This should include all 5W and 1H (Why, What, Where, When, Who, and How) while preparing the action plan. That means, the plan also should be made factual and transparent. During the presentation of the case, also the team should take care that they try to convince others only with factual figures and visual diagrams. This approach is thus called factual transparency, which each members of the SQC team and all SQC teams should follow in each stage of the systematic problem solving project. SQC team uses SQC visual tools for their discussion session. The tools are simple but have enough statistical bases. In other words, various types of check sheets, graphs, charts, and diagrams are used as SQC tools for collecting data and analyzing causes of the problems. SQC team should provide enough evidence for the validity, reliability, practicality, and relevance of the collected data and analytical diagrams for transparency to take ownership by each SQC member and also to convince other audiences who listens to them.

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3.2.4 Continual Improvement Solving students’ problem at schools or home slowly and progressively is a must for making the SQC project sustainable and liked by all stakeholders—teachers, parents, and other students. Each member student of SQC team must understand that he or she cannot solve the problem of educational institute in one semester. It may take long time, and if one SQC team starts it, another may follow to eradicate the problems they have identified. The problem solving process is continuous; however, students should understand that some time has to be given for standardizing and naturalizing the progress they have made during a planned period. Hence, SQC is for continual improvement of students’ problem. SQC students should understand that from the very first stage of problem and theme identification, PDCA cycle approach should be taken up. After first brainstorming session to identify the problem, the list should be evaluated and should be made more specific and understandable to all. Sometime, people are confused whether SQC project should apply the approach of continuous improvement or continual improvement. Students have break during their semesters; similarly, SQC project also needs a break in its improvement to naturalize the improvement. A Japanese word KAIZEN is very famous to conceptualize “continual improvement for the betterment.” Mr. Masaaki Imai, the promoter of Kaizen, said in an interview with “Kaizen means ongoing improvement involving everybody, without spending much money.” Problems can be solved innovatively at one shot. However, it may not be sustainable and one inventor or a team can do it nicely with huge long-term investment effect. But to make the sustainable improvement in any sort of problem requires a team work, a team formed by the beneficiaries, or with the ones who have full experience on the problem. Quality Circle team solves the problem slowly and discretely with minimum amount of support and investment from management. The SQC team is such team who is solving the problems of students and needs minimum amount of support and investment from school administration. KAIZEN approach is perfect for SQC project. Thus, students should take the approach of continual improvement and not the continuous improvement on identifying, analyzing as well as solving problems. SQC team selects its own members’ problem which they feel at their school or at their home. The team should not try to solve others’ problems. It is because they neither have full information on others’ problem nor they can analyze accurately without collecting facts. Moreover, they would not have their own experience on others’ problem. For example, at present, there is a massive economic recession since last many years in the West. It is of course a big problem. Many students know about it and if they try to solve it, do they have experience or can they themselves solve it? They can only suggest others to solve. And, SQC demands students to solve their own problems only by the team members themselves with minimum support from outsiders. Students should not take up the problem to solve of which they cannot observe themselves and collect factual information, which they cannot analyze accurately and even worse is which they cannot solve. Students are advised not to take big

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problems occurring outside their own environment. However, the university students may take a bigger problems affecting education system, sociocultural system, political system, economic and management system within a boundary limit of their own educational institutes. School SQC team should take smaller problem created mainly by themselves whose symptoms or phenomena are widely prevailing in their own schools.

3.3 SQC Problems Students encounter various types of problems on their studies or at homes. Basically, their problems can be classified in two different versions. One version is based on how the problems approach a person or, in other words, how a person’s attention is drawn toward them. Three types of problems are identified in this first category. Everyday problems. These are the type of problems students encounter daily for example, forgetting to bring exercise books, difficulty in answering questions asked by the teacher, forgetting the mathematical formula in the examination, etc. Problems given to students to solve. These are the types of problems that teachers or parents ask students to solve—for example, clean the room, bring the vegetables from the market, go to the community to teach, etc. Problem students have sought out or imagined. These are issues that students perceive as problems. They may appear as problems only when students imagine that the ideal situation should be different from the present situation. Though things appear to be going smoothly at present, students imagine such problems. Rather than problems, these are issues for future development—for example, heavy load of school bag, improper school uniform, drowsiness in class, etc. These are the types of problems that SQCs are inspired to seek solutions to. Second version of problems is based on the obviousness of their reasons, i.e., known causes and difficulty of attaining their solutions, i.e., unknown countermeasures. Four types of problems are identified in this version as shown in Fig. 3.2. Simple problems (Type C). These are the problems with simple causes, and the actions needed to solve them are also quite obvious. Students can solve this type of problems by using their existing knowledge and skills. Examples of this type are practicing maximum number of exercises using the formula to memorize mathematical formula, sweeping the classroom twice daily before starting and during lunch time to make the class clean, and so on. Problems requiring external support (Type B). These are problems whose causes are known from the existing situation but they need lot of external efforts to solve them. Students can identify the causes of these problems very easily but cannot solve by themselves. They need help in terms of time and money from the teachers, administrators, principal, parents, or at times from communities. For example, improving the environment of the school by working on the greenery of

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Fig. 3.2 Four types of problems

the compound needs plants and labor for which the student requires the help of the school administrator. Likewise, to avoid crowding in the school bus, the school has to hire more vehicles which only the school can decide on. Problems needing special care (Type D). These are the problems whose solutions seem to be known but the real causes are not known. Students can work immediately to resolve the solution even without knowing the root causes of the problems. Such problems require great care. Acting in ignorance of the causes of a problem often means that one is acting against the present phenomena or symptoms but not eliminating the root causes. In this type of problem, students solve the phenomena but not the actual problem, and hence, the chances of problem recurrence are very high. For example, strict supervision in the canteen may temporarily solve the problem of food wastage by students but will not solve it permanently. Likewise, appointing one student as monitor to maintain the discipline of students will not change the mindset of students. The children may remain silent in class and appear disciplined for some time only. Once the monitor is out of sight, students start misbehaving in the class even more than before. Problems really worth solving (Type A). These are the problems that are really difficult to solve, since neither their causes nor their countermeasures are known. Students can use their knowledge, skills and imagination to identify the causes and their countermeasures to solve the problems permanently. This creates excitement among them. Reducing the heavy load of school bags, improving grades in difficult subjects, reducing food wastages in canteen, etc. may be cited as examples of this type of problem. SQC works to solve the problems of this fourth type (Type A), which are problems actually worth solving. Type A problems cannot be solved easily but needs a systematic and careful approach. Members of the SQC will be motivated to resolve the problem while developing their personality using four-prong SQC approach of problem solving. The QC problem solving approach is wherein one traces the causes of the phenomenon by repeatedly asking “why?” and identifies the root causes of the problem working with facts. They then identify the countermeasures for the causes

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by asking the question “how?,” implement the countermeasures, and evaluate their effects. One of the premises of SQC is motivation of the students to be imaginative or creative for continuous improvement. Students are inspired to identify problems beyond the present situation and to adopt the QC way of problem solving and improve the situation continuously. This exercise helps to develop the personality of all members involved in SQC. Moreover, problems which the SQC team takes up as a theme for their SQC problem solving activities should fulfill the following three criteria: • Problem should be self-identified. Each one of the SQC team members must have enough experience on the theme of the problem. In other words, they themselves must identify their own problems. School administration should not give work to the students. • Problem should be self-solvable. The problem should be a simple one which the SQC team members can observe and analyze by themselves. As well as the team should have confidence of reducing the problem to some extent by themselves without taking much help and assistance from others. They may take advice from school administration. • Problem should be quantifiable, measurable, and presentable. The symptom or phenomena of the problem should be in abundant at schools which can be quantifiable and measured in numbers. If the problems are psychological and behavioral, then also it is necessary to quantify them in appropriate manner. Also, when it is presented to school management, teachers and other students everyone in the school should realize its magnitude and its impact.

3.4 SQC Problem Solving Process Students conduct problem solving exercise as a team through SQC activities. They identify, analyze, and solve their problems in a scientific and systematic manner on a continuous basis in team and, in the process, develop their pro-social personality. The proponents of Quality Circle have featured seven steps for systematically approaching the three core activities—identifying, analyzing and solving the problems. The systematic approach of addressing the problems is referred to as “The QC 7-step problem-solving cycle” or simply “The QC Story.” Students’ Quality Circles adopts the same seven-step process. Step-by-step problem solving helps students to be creative and analytic. During the process, they recognize the importance of teamwork and form the habit of listening to the ideas of others. They develop self-confidence. They appreciate that the world is beautiful and that they can continuously improve for the betterment of the society. The conventional approach to problem solving is primarily based on experience, intuition, and trial and error. These attributes are generally found among the school administrators, principals, and the teachers. Whenever there is a problem, they either

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solve it by themselves or expect the students to do so as per the instructions given by them based on their personal experience and knowledge. The SQC problem solving process covers three major activities—identify, analyze, and solve. These are further divided into seven sequential steps. Figure 3.3 shows the seven steps QC problem cycle. Unlike the conventional approach, the SQC way of solving problem is more systematic and scientific process of problem solving, Students may not have enough experience to solve the problem. Therefore, they tackle the problem based on analysis of facts. They resort to lateral thinking in identifying the root causes and solve their problem permanently. This approach contains three major processes, that is, identification of the problem, identification of the causes of the problem, and then devising countermeasures and solving the problem. This way, the problem disappears permanently, and students are motivated to take up further problems.

Fig. 3.3 SQC seven-step problems solving cycle

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The seven steps may be further divided into several sub-steps to complete a cycle of one exercise of problem solving. 1. 2. 3. 4. 5. 6. 7.

Select topic Set target Plan activities Analyze causes Implement countermeasures Check results Standardize controls.

3.4.1 Select Topic Topic selection is the first and the foremost steps of any SQC activities. Although any problem may be selected for solving, some guidelines need to be followed. The Circle should strictly select the problems that the students face regularly and not problems faced by the teachers or the parents. They should only select the problem that they can solve themselves with minimum assistance from teachers, administration personnel or parents. The problem may be a minor one, but it is best that the students select a problem that emerges in their routine activities. The Circle follows three sub-steps to select the topic—identify students’ roles, identify and list problems, and prioritize and select topic. Identify student’s roles. Students in the Circle discuss and identify their roles in the educational institute. They clearly discuss their responsibilities, the discipline they have to maintain in the school, and the objective and purpose of their attaining education etc. They also discuss the fulfillment of purposes and lapses in their responsibilities. Identify and list problems. Students brainstorm in the Circle by recognizing their individual and collaborative strengths and by identifying the challenges they face at the institute. The theme of the brainstorming session is to identify and list the problems that students face currently and regularly. The members try to figure out their real problem without assistance of their teachers and school authorities. Brainstorming is a noble exercise in lateral thinking in which the students, after a few rounds, starts generate numerous ideas. Students enlighten themselves by recognizing their individual as well as their collective problems amidst all friends in the Circle. The outcome of the first brainstorming session is a list of problems faced by all students. Students only can select from among their own problems and created by them and no other problems which they cannot solve as shown in Fig. 3.4. Prioritize and select topic. The list may contain numerous problems. Since the Circle cannot tackle all problems at one time, it prioritizes the problems and selects only one of them to tackle. One important criterion considered during prioritization and selection of the topic is the frequency of problem recurrence. How often do the students face this problem? The second criterion is the magnitude of the impact the

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Fig. 3.4 Student select their own problem

problem has on the physical and mental health of students. The third criterion is the extent of external influence on the problem. Problems occurring regularly are scored high. Likewise, problems having more negative impact on the health of students are also given higher score. The problems created by external environments are given lesser score. All these three criteria may or may not be quantifiable. If quantifiable, then the primary data are collected by the students while available secondary data is collected and analyzed. If not quantifiable, then the team designs some scoring mechanism and the data analyzed subjectively. Prioritization and ranking of the problems is done after allotting scores by individual team members in the Circle, either subjectively or objectively, to each individual problem listed before. QC tools are used to collect, analyze, and prioritize data for ranking the problems. The Circle then selects the problem on the top in the ranked list, which they consider can be solved on their own without much support from the administrators of the institute.

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3.4.2 Set Target A problem is defined as the gap between the present and the ideal situation. In the second stage, SQC should understand the situation of the problem they have selected to solve. This means that students should know the types and amount of symptoms or phenomena of the problem that they are facing. Students should also be aware of the symptoms or phenomena of the problem that they desire. The desired status is the ideal situation. The difference between this status and the status should be understood as the real problem. Quantification is very important. Quantifiable target has to be fixed before analyzing and solving the problem. The Circle follows three sub-steps while setting the target—identify characteristics, observe the characteristics and set targets. Identify characteristics. Students first discuss the phenomena or symptoms of the problem in the team to identify the symptoms the problem have generated. First, they identify the characteristics of the symptoms. The characteristics can be in terms of time, place, human, equipments, materials, etc. The problem selected may have generated some undesired results among the students in one more of these characteristics. Students identify the major characteristics of the symptoms of the problem previously selected that needs further study and observation. Observe the characteristics. Students in the Circle then prepare the check sheet or tally sheet with the characteristics identified in the previous step to collect information required to understand clearly the present situation as well as the trend of the symptoms of the problem. To solve the problem, students have to observe the symptoms and their characteristics in detail with quantifiable information. Again, the check sheet or tally sheet is utilized for this. Students in the Circle collect information of the present situation individually or in the group. This way, students not only collect the information for further analysis but also understand the complete nature of the symptoms and the problem during the process of information collection. Students should define the problem highlighting the characteristics and the impact and effect it has created to students. Set targets. In this step, the students in the Circle first compile the information collected and come out with information regarding the present situation of the problem in a specific and quantifiable manner. The students then brainstorm to identify the ideal situation. They discuss what would be the ideal situation if the symptom or the problem disappeared. They also discuss ways to eradicate the problem or ways to solve it only up to a limited level. After discussion, the students come to some conclusion of the ideal situation that the students like to see regarding the problem. This level may be the ideal situation for the initial stage. Students then set the target for solving the problem. The target is nothing but the gap between the present situation and the ideal situation agreed by all participants of the members of the SQC. The target should answer three questions—what? by how much? and, by when? The facilitator, teacher, or the administrator should not moderate while identifying the target. The target should be set solely by the team members through consensus.

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3.4.3 Plan Activities Planning is an important activity before any implementation. It is important to plan all the activities in specific details for problem solving. In this step, students ensure that the problem solving activities is going smoothly. If a problem occurs during the problem solving exercise, they are able to identify the reason and rectify it for improving effectiveness and efficiency of the process. The Circle follows three substeps to formulate a plan for problem solving—decide activities, decide schedule, and draw action plan. Decide activities. Students in the Circle should first identify the sequential activities that have to be worked out for problem solving. The activities identified at this stage are not actually meant to eradicate the problems. These activities are generic and broader in nature. Activities like collecting information for understanding the situation, analyzing causes, identifying countermeasures, implementing countermeasures, evaluating the effectiveness of the countermeasures, standardization of the system, etc. are considered as most generic and broadly defined activities for problem solving. Decide schedule. After identifying activities for solving the selected problem, students in the Circle set time for starting and finishing the particular set of each activity. Students discuss the projected time and the likely time for each work and needs to be agreed by all members of the Circle. Generally, the time for one problem solving ranges from two months to six months. Draw action plan. After identifying the generic activities of problem solving and setting time for each activity, the students recognize appropriate members for allotting responsibility for each activity. Students discuss and agree to take up the responsibility for each activity like data collection, root cause analysis identifying countermeasures to reduce the problems, implementation and monitoring the problems by involving all members. Some activities may be done individually, but most will be done collaboratively or by a sub-group in the Circle. Students then prepare an action plan that includes the detail schedule, responsibility, and activities to be carried out.

3.4.4 Analyze Causes The QC way of problem solving takes the systematic approach of eliminating the root cause of the problem and reducing the undesired gap permanently rather than just avoiding the symptoms of the problem. Students go to root cause not symptoms which is illustrated in Fig. 3.5, as doctor advices do not take the medicines before diagnosing the disease. Students take the QC methods to permanently solve problems in SQC. So, go to root causes and not stick-on symptoms. Thus, they should identify the root causes of problems before proceeding to identify the countermeasures to solve the problem. After identifying the problem to be tackled by SQC and preparing an action plan to solve the problem, students analyze the root causes of the problem. The

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Fig. 3.5 Go to root cause and not symptoms

SQC follows four further steps to identify the root causes of the problems—identify primary causes, analyze root causes, analyze relationships, decide cause to tackle, and identify countermeasures. Identify primary causes. Students first have a discussion session to identify the causes of the problem selected. The primary causes are generally one or more wide factors (causes in wider sense) like school administration, teachers, guardians, environments, methods, students, and so on. Students discuss these individual factors and consider the appropriate ones as the primary causes of the problem. Then, with the help of the, the primary causes and problems are drawn on a chart to start the brainstorming session. Analyze root causes. Students conduct brainstorming exercise to list down possible sub-causes of each problem within the primary causes identified earlier. SQC tool the “Fishbone Diagram” is used to structure the brainstorming session. During the brainstorming session, students generate various ideas by asking for each problem “why this problem has occurred?” The ideas generated by asking a series of “why” are all posted on the Fishbone Diagram. All these causes and sub-causes lead to the root causes of the problem. The students have to tackle all these causes to eliminate the problems right from their roots. This is the way to solve problems permanently. However, since it is practically not possible to nip at the roots of all causes, students should prioritize and select only a few but vital causes to tackle. Analyze relationships. From the list of sub-causes and primary causes of the problem, students have to identify the root causes. In doing so, they discuss and

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prioritize few root causes, about 5–10, from among various root causes listed in the Fishbone Diagram. Then all individual members assign independent scores to the short-listed root causes, and with the help of another QC tool, the Pareto diagram, prioritize the root causes. So far, the root causes are prioritized through subjective judgment only. Other QC tools such as histogram, control chart and scatter diagram are utilized to analyze the relationships between the various root causes and the problem. Students collect data on causes of each problem. They analyze the relationships between each cause and problem, and this helps them figure out the causes in order of their importance for tackling the problem. Decide causes to tackle. Students select few but vital causes responsible for the problem. They get a clear picture of the problems and causes as they brainstorm to identify the various causes within the primary factors and select a few of them subjectively. The relationships between the problem and the selected causes are then analyzed objectively with facts. In doing so, the students then understand the complete nature of the problem. Students are now ready to narrow down to around five major causes responsible for creating the problem. These causes should be those that the students can tackle. Identify countermeasures. Once the problem and its causes are identified, more than half the problem is solved. It has been observed that the problem starts diminishing as students collect data on the problem and causes and discuss on these matters both within and outside the Circle. This acts to motivate the students who are trying to solve the problem. In this step, students decide, on consensus, the major causes that have to be tackled with appropriate countermeasures. The students brainstorm to develop creative countermeasures. The countermeasures should not be in the form of recommendations to teachers, administrators, parents or the society. Countermeasures should be those that the students involved in the Circle can handle by themselves. Countermeasures that necessitate external support should be avoided and not considered for further exercise. Problems are solved by the team members. No recommendations, please, refer Fig. 3.6.

3.4.5 Implement Countermeasures After identifying appropriate countermeasures to eradicate the root causes of the problem, the SQC members proceed to implement the countermeasures to solve the problem. Once the problem is solved, they embed the procedure in the system (also known as standardization) so that the problem is solved permanently. The Circle prepares the plan for implementing the identified countermeasures and proceed accordingly. Students observe the plan-do-check-act (PDCA) principle while implementing the countermeasures. In doing so, they also seek the help of other friends besides the Circle members, if necessary. The Circle follows three sub-steps to plan and implement the countermeasures.

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Fig. 3.6 No recommendations please

Decide activities for countermeasures. After deciding the countermeasures, the Circle first brainstorm to identify the activities that need to carried out to implement the countermeasures. The students discuss on the purpose of each activity, and attempts to ensure that every activity is simple, practical, and cost and time effective. For this, group agreement is very important as it evokes ownership of the plan. Draw implementation plan. Students formulate a comprehensive plan for the implementation of the countermeasures. A standard plan comprising of “5 Ws and 1 H” format is used for the purpose. The five “W”s stand for Why (the purpose of activity), What (the activities to be carried out), Where (the places to carry out the activities), When (starting and finishing time for each activity), Who (person responsible for each activity), and one “H” or How (refers to the method of carrying out the activities). To draw up implementation plan, students discuss on each countermeasure, the purpose and activities to fulfill this purpose. Then, they discuss on the place and schedule for each activity and the Circle members responsible to implement these activities. The plan prepared in a tabular form becomes a handy reference for implementation. Implement Plan. Students in the Circle then carry out, individually or as a team, the activities spelled out in the plan. They also take help of other students in the institute wherever necessary. If necessary, they may seek a little support of the administrators and teachers as well. However, it is important that the members of the Circle take the sole responsibility of implementing the countermeasures by themselves.

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3.4.6 Check Results One important but generally neglected step of the general problem solving is checking the result after implementing the plan for countermeasures. After implementation of the plan, if the results are not checked or evaluated, the real benefit of the plan will not be observed. However, in SQC, students in a team evaluate the results to identify the tangible and intangible benefits of the total problem solving exercise. The process of evaluating the plan consists of the following three sub-steps. Evaluate results. Students prepare check sheets or tally sheets to collect information on the phenomena or the problems after implementing the countermeasures. They discuss and prepare the data collection sheet in a simple format as done previously. The members of the Circle collect information and analyze the present situation of the problem. Compare results with target. After collecting and analyzing information of the present situation, the Circle members compare this with the target set in the beginning. If the present performance or the result is close to the target, then it is considered that the root causes had been correctly identified, and the countermeasures were also correct. The Circle then proceeds to identify the benefits of the whole problem solving exercise. However, if the evaluation shows unsatisfactory results, it is understood that either the root causes were not correctly identified or the implemented countermeasures were not correct. In this case, the Circle has to go back and repeat the process from Step 4 (Analysis of the causes) until the problem is solved with the removal of root causes. Identify benefit. Students then review the whole problem solving process and list the benefits accrued to individual members and to the team of the Circle. Some benefits are quantifiable (tangible)—such as reduction in the gap between the ideal situation and the situation before the problem solving exercise, indicating achievement of the target. Some benefits such as confidence build up and learning of the problem solving tools are not quantifiable (intangible). Students recognize and spell out all benefits derived from the exercise through brainstorming session. This helps to share the experiences among the members of the Circle, which in turn, develops confidence among the team members.

3.4.7 Standardize Controls Once the identified problem is solved and the benefits are discussed, the Circle does not stop the SQC problem solving exercise here and forget about what the members have done. The members document the systematic problem solving process and disseminate the knowledge to other students. This way, other students and the education institute will adopt the meticulous work the Circle has carried out. This way, the students help institutionalize the improvement they themselves have demonstrated. This process develops the students’ personality in terms of self-realization

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and self-confidence. The Circle follows three sub-steps to standardize the improved system. Standardize the system. It is necessary to keep track of the improvement that students have made through QC exercise. The Circle students prepare a manual or a written document based on the experience of the problem solving exercise they have successfully carried out. The manual includes tips on ways to avoid the problems that the students face. At the same time, it also includes a code of conduct devised by the students, and the correct approach and discipline that create results which students will generally like to feel, hear, and see. Educate and train others. Solving a problem by SQC team is not meant for the benefit of that particular Circle only. The method and knowledge of problem solving should be disseminated to all students in the institute. After solving a problem and subsequently preparing the manual, the SQC plans to educate and disseminate that knowledge to other students and the administrators of the institute. This motivates other students to participate in Quality Circle exercise. The administrator and the chief executive of the educational institute also become more willing to help in this regard. However, it is the Circle members who should take the initiatives to plan, implement, and review the whole dissemination process. Maintain a monitor system. In this stage, the administration of the educational institute takes the initiative to adopt the improvement system that the SQC has proposed through the manual and code of conduct. The administrator establishes a monitoring system with the assistance of a team of students. Continuity of the improved system is ensured by incorporating it in the institution itself. The seven steps then conclude one cycle of problem solving. Students in the Circle then return to Step 1 to identify a new problem and then repeat the whole process again. The Circle may form with different volunteer members or may retain the same members in the group for new problem. This systematic approach of QC problem solving continues till the students leave the educational institute. This is a continuous process with cyclic in nature. Students while working in SQC utilize some specific tools. The identified SQC tools are used to collect information, generate ideas, analyze causes, plan for effective improvements, establish controls, and evaluate the process. The members of SQC team identify, analyze, and solve their problems with the help of these SQC tools. The tools are used either for quantitative (numerical) data or for qualitative (verbal) information. Though the SQC tools are based on mathematical, statistical and logical concepts, they are quite simple to formulate, interpret, and apply. Thus, students of all levels can easily use most of these tools. More details about the SQC tools are provided in next chapter. Key Issues in This Chapter • Students’ Quality Circle’s catchword is “Together We Can…” • Student involved in SQC believes and values the seven-point principles of Students’ Quality Circles.

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• Student involved in SQC adopts the four-prong SQC approach, keeping in mind while solving problems, concurrently the concept of inner actualization, collaborative advantage, continual improvement, and factual transparency with focus on personality development. • The SQC team takes only those problems for SQC activities which should be self-identifiable and solvable as well as quantifiable, measurable, and presentable, too. • Student identify, analyze, and solve the problems in SQC by adopting a scientific and systematic seven-step problem solving process. The seven steps are further broken down to many other smaller steps which are important to consider while processing for students’ problem.

Chapter 4

What Are the Basic Tools of Students’ Quality Circles?

Technology is nothing. What is important is that you have a faith in people, that they are basically good and smart, and if you give them tools, they will do wonderful things with them. Steven Paul Jobs, American business leader and microcomputer icon

Abstract Specific tools are identified, adjusted, and selected for students by a group of SQC masters having two decades of facilitating experience with students in SQC activities. These are selected from basic QC Circle tools, management tools, and behavioral research tools. SQC tools have some specific features like ease of construction by students, ease of understanding, capable of using in a group, and ease of presentation. Six quantitative tools are identified for SQC. All these tools have statistical and mathematical background but still have been made simple for young students to work in SQC activity. Six qualitative tools which use mostly verbal or observational data but have logical and rational backgrounds are selected for students to work in SQC activity. These tools are mostly used by the social scientist for behavioral research. Some specific tools are effective in some particular steps of problem solving while some tools are not so effective. Moreover, many SQC tools are used in combination at different stages in certain steps. All SQC tools are visual tools and are used mostly for discovering problems, organizing information, prioritizing, understanding relationships of variables, generating ideas, making plans, taking actions, checking effectiveness, establishing control mechanism, and many others. Keywords SQC quantitative tools · SQC qualitative tools · SQC toolbox

4.1 Students’ Quality Circles Tools Students’ Quality Circles harnesses students’ pro-social personality development with good and smart characters. This has been possible because of their continuous involvement in analytical and creative processes which were not addressed or underserved by the mainstream education system. Then, the very critical question arises: How has SQC single handedly been able to address that essence of education? The

© The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2022 D. P. Chapagain, Students’ Quality Circles, https://doi.org/10.1007/978-981-19-1080-7_4

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answer to this question is simply the use of various SQC tools in different phases of SQC process. Initially, SQC started using the seven basic QCC tools for the purpose but with the evolution of SQC as its third Generation of QCC, all the tools have been redefined, refined and customized for the use of young students. Moreover, five more tools from other streams have been adapted and added to make 12 SQC tools. The incomparable beauty of SQC is that from the very early age of their lives, students get opportunity to learn, use, and interpret different analytical tools, which inculcates analytical, critical, creative and lateral thinking in them, which later becomes their mindset and culture. But why 12 SQC tools? Aren’t they too many? Why do they need them so many? Such questions may naturally arise. For this, we have to understand the broadness of SQC process. Basically, SQC involves in identification, analysis, and solution of problems that the students face in the course of their learning and development. In SQC, all three processes, which are further divided into seven steps, are backed up by systematic, scientific, and practically relevant tools. Each and every tools have their different purposes and uses in SQC. These very tools are SQC’s real catalysts of the personality development. If we only have a hammer, we tend to see every problem as a nail. We strongly felt the need of varied tools, specific for different purposes. SQC is what we can call a flip in the orthodox approach of solving young students’ problems by their elders or teachers. SQC motivates students to solve their problems on their own. Moreover, it transforms their reactive nature into being proactive and obedient nature into being responsible. All problems cannot be fixed by a single tool. We have revised, refined, redefined, and selected specific SQC tools so that they could be practically used with a specific purpose in SQC process giving the students opportunities to identify, analyze, and solve their problems on their own. In general, SQC tools are visual tools and are used for discovering problems, organizing information, generating ideas, analyzing causes, making plans, taking action, effecting improvements, and establishing control mechanism. The basic SQC tools used in SQC activities have the following criteria: • Ease of construction: SQC teams use tools that do not require difficult calculations or complicated drawings. Moreover, SQC tools can be mastered in a few hours of study and practice. • Ease of understanding: SQC teams use those tools only which are visual and immediately understandable. • Capable of using in a group: SQC teams use only those tools that can be used by everybody working together, or in a team. • Ease of presentation in mass: SQC tools are always visible and so are easy and effective to present convincingly to the mass during the sharing process. Students in Students’ Quality Circle activities should learn the brief descriptions, construction and application of all these twelve basic SQC tools before involving in SQC. The SQC tools are practical and simple and are very easy to learn. Brief introduction, with examples are given here for students and teachers for acclimatizing the tools to start with SQC activities. Teachers as SQC facilitators are advised to learn

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more and facilitate students in the beginning. Then, students can pick up themselves. Facilitators have to check the progress of SQC team work, regularly. Specific tools are identified, adjusted, and selected for students by a group of SQC masters having two decades of facilitating experience with students in SQC activities. These 12 SQC tools are selected from basic QC Circle tools, management tools and behavioral research tools. Among these, six tools are quantitative SQC tools. All these six tools have statistical and mathematical background but still have been made simple for young students to work for SQC activity. Six qualitative tools which use mostly verbal or observational data but have logical and rational backgrounds are also selected for students to work in SQC activity. These tools are mostly used by the social scientists for behavioral research. Some specific tools are effective in some particular steps of problem solving while some tools are not so effective. Students therefore need to carefully select and apply it. Moreover, many SQC tools may also be used in combination at different stages in certain steps. The 12 identified SQC tools are listed under quantitative and qualitative tools as below: SQC Quantitative Tools • • • • • •

Graph and chart Pareto diagram Histogram Control run chart Scatter corelation diagram Radar chart.

SQC Qualitative Tools • • • • • •

Check sheet/tally sheet Pair ranking table Cause-and-effect diagram Affinity diagram Activity planning matrix Tree diagram.

4.2 Six SQC Quantitative Tools 4.2.1 Graph and Chart They are diagrams drawn on graph paper or chart paper through plotting data and showing temporal changes, statistical breakdowns and relationships. Line and bar graphs are the basics on which many other tools are developed. Pareto diagram, histogram, control chart, and scatter diagram are all specialized form of line and bar graphs. Similarly, pie chart is the basic chart for any proportionate data plotting like radar chart.

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Fig. 4.1 Line graph showing trend of student’s failure percentage

Example It has been identified that many students of Grade VII fail in mathematics. The SQC wants to see the trend of student failures in the particular subject in the class. The data of failure rate of students was plotted on a two-axis graph. To understand its trend, they drew a line graph, as shown in Fig. 4.1. A bar graph, rather than a line graph, is useful to illustrate relative marks scored by the students. Suppose the scores secured by Ram, Kitty, Harry, Denial, and Eke are 15, 30, 20, 20, and 25 out of 100 total score, respectively, the same can be illustrated in the bar graph as shown in Fig. 4.2. The bar graph gives a clear visual picture of students scoring the lowest marks and the difference among students. Pie charts are useful to illustrate proportions. Suppose, data collected through a check sheet shows that out of total 400 students observed, 20 out of 160 girls and 40 out of 240 boys use filthy language, then a pie chart is effective to show that there are 60% boys and 40% girls among which 5% girls and 10% boys use filthy language. See Fig. 4.3 with this pie chart, students visually, and very easily understand the case. Otherwise, it is difficult to understand the status looking only the data.

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Fig. 4.2 Bar graph showing individual marks of five students

Fig. 4.3 Pie chart of proportion of students (boys and girls) using abusing words

4.2.2 Pareto Diagram This is one form of specialized combination graph, bar, and line graph combined together. It is a diagram used to stratify a large number of undesirable events or factors according to their causes or manifestations and plotted in order of importance. The Pareto diagram makes it easy to see and understand which of these factors have the most serious effect on the problems as well as their relative proportions. The Pareto

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Fig. 4.4 Data table from check sheet of students not wearing proper uniform

Fig. 4.5 Pareto table of not wearing uniform by students

diagram is used to prioritize both the problems and the causes. It is normally used in combination with cause-and-effect diagram. Example It has been observed that students are not wearing school uniforms properly, and it is required to find out where the maximum problem stands. With the help of check sheet, SQC members collect information from Grade VI to Grade X on the number of students not wearing proper uniform classes. The check sheet depicts the information as data table in Fig. 4.4. The Pareto analysis is conducted to visualize the characteristics of the information and to prioritize the occurrence of the problem in particular class. Before charting a Pareto diagram, the Pareto table needs to be prepared by sorting out the collected data in descending order and calculating the cumulative percentage of data as shown in Fig. 4.5. The data is then transferred on the graph paper showing a combination of line and bar graphs as shown in Fig. 4.6. While plotting the Pareto diagram, the absolute data is plotted as bar graph and cumulative percentage as line graph. The Pareto diagram thus plotted is a very effective tool to observe the problem area as well the proportion of the problem characteristics. Refined for SQC. In many cases, the problems encountered by SQC will be of behavioral and psychological nature. It is likely that students may not find the Pareto’s principle of 80/20 ratio on the graph. It will be inappropriate to discuss the problem prioritization and selection of few vital problems or causes based on this principle. However, the Pareto diagram is a very strong tool and easy as well as convincing tool to select problems and/or causes on the basis of descending order bar graphs.

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Fig. 4.6 Pareto diagram of students not wearing proper uniform

4.2.3 Frequency Distribution Histogram This is a specialized bar graph to determine the frequency distribution of data or occurrences of events. It is prepared by dividing the data range into subgroups and counting the number of points in each subgroup. The number of points or frequency of occurrence is then plotted as the height on the diagram. It is useful to prepare separate stratified histograms for each of the major primary causes of the problem and examine the relationships between the distributions and the variance with skewness. Example SQC has identified irregularity in the students’ attendance as a topic to study in problem solving. Before analyzing the causes of irregularity, students observe the nature of irregularity by collecting information on attendance of all 140 students of Grade VIII, IX, and X from the school register. Twenty students were found to be present on all school days. The information on the total absent days of 120 students was collected which is shown in Fig. 4.7. It is difficult to understand the nature of the student absenteeism from the raw data. One of the seven QC tools known as histogram is very effective to understand the variance, skewness, and the central tendency. First, the SQC team prepares a frequency table on the basis of the collected raw data. Students noted the 13 maximum and 1 minimum absentee days by observing the data. Then students assume 7 (about 5–10 class intervals are said to be most effective) class intervals and prepare the frequency table by tallying each data in the respective class interval. The frequency table is shown in Fig. 4.8. Students then plot the frequency in a graph paper against the class intervals that show the nature of the data or the students’ absenteeism characteristics. The histogram is shown in Fig. 4.9. Among those absentees, the maximum number of students were absent for six and seven days. The characteristics are almost normal with the graph skewed a little toward the lower side.

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Fig. 4.7 Raw data tabulation of 120 absent students

Fig. 4.8 Frequency table of students’ absent days

4.2.4 Control Run Chart This special form of line graph is prepared by plotting time along the horizontal axis and characteristic value on the vertical axis. Unlike simple line graphs, the control chart shows the upper and lower control limit lines. The control chart is used to check the position of characteristic values outside the control limits and to check undesirable trends or cycles. The control chart shows whether a method adopted for an activity or a process is within control or not. If all character values appear within control limits, then it is considered that the randomness of values is due to unavoidable or chance causes. If many characteristic values fall outside the control limits in the control chart, it is considered that there are some meaningful factors to be investigated; and that the problem is avoidable and should not be overlooked.

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Fig. 4.9 Histogram (frequency diagram) of students absent days

Example After solving the heavy school bag problem of students, the SQC team decided that school bags should be about 2 kg. Also, they decided that there should be a system for adopting this practice among students, teachers, and parents. They also decided that maximum and minimum weights of the bags should be 3 kg and 1 kg, respectively. Students then utilized the control chart to monitor whether this is happening or not. Students decided that every day each seven Circle members randomly select one school bag of one class and weigh it. Every day, the average of data collected by each member is computed, and points are plotted on the control chart for that particular day as shown in Fig. 4.10. The chart showed a preprinted control chart with 2 kg as the central line and 1 kg and 3 kg as lower and upper control limits, respectively.

Fig. 4.10 Control chart for monitoring of school bags

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Here, in first week, it appears that the weight of school bags is increasing. The SQC members thus immediately cautioned the students to be careful and to keep track of the standard that has been developed. By using this control chart, every month the SQC members monitored the process to ensure that the process of controlling the bag weights is working properly. Refined for SQC. The upper and lower limits of the problem occurrences in students’ case will be either not possible or difficult to compute. Hence, simple run chart without control limits will be enough to plot for regularly monitoring for SQC projects.

4.2.5 Corelation Scatter Diagram It is a specialized form of graph with scattered points without line or bar plotted on a graph paper. It can be said as point graph for two variables to check whether they are mutually related or not related. If related then positively related or negatively related. It is prepared by plotting paired sets of data such as class grades and discipline, weight and food habit, etc. against each other on the X and Y-axis. In the process, paired sets of data are collected on the causes and effects, and scattered diagram is plotted to check for correlation between the sets of data. Example In the process of analyzing the causes of the use of foul language by the students, the SQC team members believed that there is a corelationship between the age of the students and the use of foul language. They hypothesized that as students grow up, they start using bad words. Hence, the age of students has positive relationship with the number of times the students use foul words. Students may use a simple scatter diagram to look into the relationship. First, students use a check sheet to collect information on the number of times students of different ages use bad words during one-week period. Each Circle member keeps track of randomly selected students (say five) who frequently use foul language at school. The members then note down the number of times these students use bad words over a period of five weeks—one week for each sample student. Seven members of the Circle then have 35 pairs of data as shown in Fig. 4.11 with the age of a particular student and the corresponding number of times he/she used bad words. The SQC members then plot a scatter diagram as a point graph with age of students as X-axis and number of bad words used per week as Y-axis as shown in Fig. 4.12. The scatter diagram shows clearly that there is a positive relationship between age of students and the incidence of use of bad words. Thus, the hypothesis is proved. With this simple diagram, students identify the causes of the problem and develop countermeasures to concentrate on the root causes for solving problem easily.

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Fig. 4.11 Observed pair data of students of age vis-a-vis abusing words

Fig. 4.12 Scatter diagram of students’ age vis-a-vis abusing words

4.2.6 Radar Chart Radar chart is also known as spider chart or star plot because it looks like spider’s web or stars. Radar chart is a graphical method of displaying multivariate data in the form of a two-dimensional chart of three or more quantitative and qualitative variables represented on axes starting from the same point, origin. The radar chart is a visual representation as a chart consists of a sequence of equiangular spokes, called radii, with each spoke representing one of the variables. The data length of a spoke is proportional to the magnitude of the variable for the data point relative to the maximum magnitude of the variable across all data points. A line is drawn connecting the data values for each spoke. It gives the plot a star-like appearance and the origin of one of the popular names for this chart. Radar charts may be applied by SQC team for interpreting data collected on multivariate nature. It may be used at different steps of SQC problem solving process.

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The major applications are mainly in two steps of Quality Circles activities—(1) to identify the intensity of different features of problem and locate areas where the SQC has to concentrate to solve the problem and (2) to present the status of the features or causes of the problem before and after the improvement process. Example One Students’ Quality Circles (SQC) team wanted to eliminate or at least reduce the school uniform problems they are facing these days at their school. Presently, 1600 boys and 1400 girls were studying at their school. It was one of the medium size schools. After observation, the team identified many features, characters, or categories of the uniform problem. They do not know how to identify the intensity of all these features at one glance. They observed first, brainstormed to identify the possible features, made check sheet for data, and collected information on all identified features. The team designed to pick up randomly 30 students from each grade from grade one to grade ten for observing different features of non-homogeneity of their school uniforms. In total, they could observe 300 students out of which there were 200 boys and 100 girls. The total samples thus were 300 students out of 3000 students, which is 10 percent of the total population. The team tabulated these observed data in a chart and calculated percentage of each observed information as shown in Fig. 4.13. This table shows that the school uniform problem has two dimensions—(1) Gender with two variables—boys and girls and (2) feature with six variables (categories)—dirty shirts, shirt outside the trousers, shocks, stylish shoes, tie pulled down the neck, unclean hair styles, and vulgar ornaments. Thus, it is a multivariable problem and needs multivariable analysis. Not to make the problem very difficult but just to understand the nature and intensity of the features of the problem, the SQC team needs to represent this table visually in a Radar chart as shown in Fig. 4.14. At a glance at this radar chart, we can visually identify that the intensity of the problem

Fig. 4.13 Data table for observing the characteristics of non-uniformity in school dress

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Fig. 4.14 Radar chart of students (boys and girls) identifying different characteristics of students uniform

are at stylish shoes, unclean hairstyles, and vulgar ornaments with the girl and shirt outside the trousers dirty shirts and tie pulled down the neck with the boys. This SQC tool is used to locate the airplane, missiles, or bombers at the sky high above the ground, which is impossible otherwise to locate by our human eye. The radar chart is also equally important to locate the problem features which will not be seen in the cloud of data and information.

4.3 Six SQC Qualitative Tools 4.3.1 Check Sheet Check sheet and or tally sheet are specially designed forms that enable data to be collected simply by putting check marks or tally marks. They are used for tallying the occurrences of the symptoms or causes of problems being addressed and charting them directly. A check sheet is a format on which items to be checked have already been written or printed so that data can be collected easily and concisely. Students first need to prepare check sheet themselves in team to collect information or data.

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The objectives of the check sheets are to make data collection easy and to arrange data conveniently for easy analysis. Example SQC has identified “heavy load of school bag” as the problem. They prepared a check sheet to collect necessary information. The students first selected the lightest and the heaviest bags by simple observation of the school bags that some students normally carried, and weighed them. The weights of minimum and maximum weight were 1.8 kg and 7.2 kg, respectively. This means weights of school bags carried by students ranged between 1.8 and 7.2 kg. With this simple information, the students prepared a pre-written form and distributed to all members to collect the bag weight data. All the sample bags were weighed, and the students gathering the data did not need to write down the weight of each bag. Instead, he simply put one tally for each bag in the respective row of weight category. The sample check sheet is shown in Fig. 4.15. Data collection in the check sheet was faster and easier with minimum error, and the collected data immediately showed the nature of the data itself, i.e., the range of the weights where the maximum number of bag weighed. Refined for SQC. If the data to be collected is behavioral or psychological one, (which is found in most of students’ problems), it may be difficult to collect directly on check sheet. In this case, first the problems are observed through questionnaire or schedules and then transferred it into appropriate tally sheet.

Fig. 4.15 Check sheet or tally sheet for collecting information of school bag weights of sample students

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4.3.2 Paired Ranking Diagram Pair-wise ranking is often used by social scientists and increasingly by community development workers, as a means of prioritizing or ranking lists prepared by communities. Generally in a community group or students’ Circle, those with the loudest voices are often the most powerful, tend to be heard, and get their way. Furthermore, each person has a natural bias toward their own concerns and areas of interest. It is therefore important that when Circles are making important decisions about any resource used like students’ time involvement, this paired ranking for making these decisions and prioritizing problem is used that gives all involved a chance to have their views heard. Pair-wise ranking in which each item on a list is compared in a systematic way with each other provides such a simple and wonderful method. SQC team may use paired ranking diagram for prioritizing problems it has identified and also sometimes for prioritizing causes. It is considered as a stronger tool than simple voting or selecting the most important problem randomly. Example A SQC team discussed their prevalent problems on a team and identified eight important problems they are facing these days. Team wanted to prioritize which most important problems they need to tackle first for solution. They used paired ranking analysis with the help of the paired ranking table. To construct this table, each problem was compared in turn with each of the other problems. First a table is constructed with all identified eight problems on the first column as well as in first row, refer Fig. 4.16 as an example of creating the pair ranking table and working with it to prioritized problem among identified. After preparing the blank table, each problem was compared in turn with each of the other problems. First, work with the first problem no. 1 “Fighting between children” row. Compare the importance between the problem no. 1 with problem no. 2 “Getting up late in morning,” pair wise. If the team members have quantitative data, it is easier. Otherwise brainstorm among team members and come to consensus with only the important problem among this pair no. 1 and no. 2. Say no. 1 is heavier than no. 2, then mark (1) at the junction of no. 1 and no. 2. Proceed further on the same row. Compare problem no. 3 “Delay on finishing home works” with again problem no. 1 “Fighting between children.” Say, the team found problem no. 3 “Delay on finishing home works” is important than no. 1 “Fighting between children,” then place (3) at the junction cell between 3 and 1. Just finish the first row comparing problem no. 1 with all other problems and complete the row first. Then, proceed to compare each pair and place the important problem no. at the junction between the pair. Take for example, comparison between problem no. 7 and problem no. 5. The team has identified that problem no. 7 is more important than problem no. 5. So, (7) is placed at the junction of 7 and 5. Which is heavier between the pair. This process was repeated for all problems until all possible comparisons had been made and the matrix was completed. The number of times a problem had been found to be more important was measured by counting the number of times its

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Fig. 4.16 Pair ranking worksheet for prioritizing problems

problem number appeared in the matrix. Thus there are four “1”s in the matrix. The problem number to appear most times is said to be the most important problem. In this example, problem number 6, the “Noise in the classroom” appears more times in the matrix than any other problem. It was therefore considered to be the most important problem. This need to be checked with all SQC team members who will agree that this was the prioritized problem to take up for solution.

4.3.3 Cause-and-Effect Diagram It is a fishbone shaped diagram on a chart paper for systematically summarizing the relationships between characteristics of a problem (the effect) and their causes. The cause-and--effect diagram is also called Ishikawa diagram and sometimes and sometimes also called fish bone diagram. It is useful for searching out the factors that affect the characteristics, sorting out the relationships between these cause factors and the result characteristics, and depicting these systematically on a large chart

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paper. This diagram is particularly useful to analyze the various causes of problems. SQC brainstorms to identify the characteristics or primary causes, which are then labeled in boxes on the chart at the end of large bones of a fish skeleton. Again, through brainstorming, the causes and root causes are systematically identified and labeled at the end of smaller bones (which are the branches of the larger bones) of the fish. The main problem or the effect is labeled as the head of the fish. The cause-and-effect diagram is generally used in combination with the Pareto diagram. Example A defeat in an interschool football tournament has been taken as a problem by the SQC, and the members brainstorm to identify the primary causes of the failure. They identify spirit, health, strategy, and technique as the primary causes of the problem. To start with, they draw a fish bone diagram on a chart paper and label the problem (effect) on the right side as the head of a fish and four primary causes at the ends of the big bones of the fish. Refer Fig. 4.17 for the initial phase of drawing the cause-and-effect diagram. The students then start labeling the ideas generated through brainstorming as small bones of the fish, labeling root causes in appropriate big bones of related primary causes. Figure 4.18 illustrates a cause-andeffect diagram in a fish bone style. Students enjoy the process of analysis and drawing

Fig. 4.17 Initiating cause-and-effect diagram of football defeat

Fig. 4.18 Cause-and-effect (fish bone) diagram of football defeat

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the diagram. A complete diagram effectively shows the elaborate details of causes and their sub-causes which other interested students, administrators, and teachers can easily comprehend. Refined for SQC: As problems selected by Students’ Quality Circles are mostly found in school premises and the major origin source of causes are found as students, school management, teacher, parents, and others, it is better to start with these four sources in digging out causes while brainstorming and framing cause-and-effect diagram. One should avoid to discuss on the causes from sources like men, machine, methods, and materials as standardized in industrial QCC Circle. Moreover, “5 Whys?” analysis may be added on this cause-and-effect analysis while brainstorming. Then, it will be more structured and comprehensive.

4.3.4 Affinity Diagram Affinity analysis is a strong visual tool for synthesizing large number of language data. Affinity diagram is the outcome of affinity analysis. The affinity diagram is a tool used for pinpointing the problem in a chaotic situation and generating solution strategies. It is used to streamline various confusing ideas expressed by the group members in the Circle discussion. It is a tool for locating and structuring a problem when ideas generated are fuzzy, indeterminate, and ill-defined. Ideas generated during open sessions conducted in free environment generally concern future events, unknown circumstances or new experiences. In such cases, various facts, opinions, stray, and vague ideas are expressed verbally and in unstructured manner. Affinity diagram utilizes these individual verbal data by transferring them into cards, which are then posted and synthesized, based on natural affinities between the collected cards. This exercise brings cohesiveness among students of the SQC. The KJ method, a tool developed by Prof. J. Kawakita of Tokyo Institute of Technology, Japan. He developed the method while working in remote villages in Nepal. Example A SQC team desired to collect life skills components which are most essential for students to enhance leadership personality to grow individually as well as to help the society to develop. The team asked all of their classmates to write on a piece of paper (or post-its) their individual ideas or opinions on important and required life skills components that must be learned in school and handover the team by next Monday. Surprisingly, the team received one hundred and twenty-five opinions on life skills from their classmates. Here, only 29 problems are listed as an example. Refer Fig. 4.19. Synthesizing all these ideas in a concrete form was an arduous work to the SQC team members. The affinity analysis the team members did together and is shown as affinity diagram in Fig. 4.20. The diagram clearly depicts that at least nine components of life skills are necessary for the students which are: (1) Critical thinking— ability to analyze critically the situation, (2) critical thinking—ability of divergent

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Fig. 4.19 Small portion (29 out of 125 ideas) of verbal data collected as life skills component

Fig. 4.20 Sample affinity diagram

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thinking purposefully, (3) self-awareness, (4) empathy, (5) self-esteem, (6) social responsibility, (7) interpersonal relationship and communication skills, (8) decision making and problem solving skills, and (9) coping with emotion and stress skills. As a rule of thumb, if less than 15 items of information or data have been identified; you can skip the affinity process. Instead, you can clarify and combine the ideas and then use one of the decision-making tools to identify the highest priority items.

4.3.5 Activity Planning Matrix Activity planning matrix is a tabular form chart drawn on a chart paper to spell out all required parameters to perform any activity for specific purpose. The required parameters are the objective (Why?), activities (What?), places of implementation (Where?), the time schedule (When?), the responsible person (Who?) and the methods (How?). Sometimes, it is also called 5 W 1 H chart. This is an extended form of simple Gantt chart. Any activity will produce results if proper planning is not done. And, to collaboratively work, planning need also to be done collaboratively, answering all possible questions arises during implementation. Sometimes, the activity planning matrix is also used as a log frame by planners for large projects. Students at SQC team need to prepare a plan for implementation after identifying the countermeasures for reducing the problems identified and analyzed by them. It is a simple visual tool to answer the questions for each activity that students want to implement. The activity planning matrix (APM) may be used to convince all members to act as per the plan so that each member can collaboratively work to solve the problem. It can also be used to evaluate and monitor the activities and transparently look for its overall impact. Example Members of one SQC team who were working since long to reduce the incidence of improper school uniform identified few major root causes and proper countermeasures that may help to reduce their identified problem. Beside many, three major root causes they identified were (1) the awareness about the school uniforms among students, excessive use of different types of ornaments in school and (3) lack of skills on knotting ties. They sat together in one SQC meeting and did brainstorming for preparing a planning matrix which they can follow to reduce these causes for improving the school uniforms at the school premises. The planning matrix consisted of answers to f fundamental questions (5 W and 1 H) that help to make proper and convincing implementation plan for each member. Refer Fig. 4.21 for the activity planning matrix prepared by the SQC team members after discussing on each countermeasure. The question (why?) or the objective of action is identified for the first countermeasure, i.e., to convey the proper information. The team then asked the second question (what?) or the actions necessary for spreading proper information, i.e., orientation, demonstration, poster and cartoon display and notice. The SQC team then identified the place of action asking (where?) for each action they have identified. Orientation and demonstration at assembly place, poster and cartoon

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Fig. 4.21 Activity planning matrix (5 W–1 H)

display at covered hall, and notice at school notice boards. The fourth question (when?) is then asked to each student in the team to fix the time of action. The responsible members or member are then identified asking the fifth question (who?). Consensually all identified their responsible and agreed upon. Last but not least, the sixth question (how) was then discussed and tabulated on the activity planning matrix. For example, here mike was noted down on the last column of the APM. After finishing the planning on the first countermeasure, the matrix is completed for all subsequent countermeasures one by one. It becomes easier for all members of SQC to look at the matrix during the implementation phase as well as for evaluation after its implementation.

4.3.6 Tree Diagram The tree diagram is also called systematic diagram, tree analysis, analytical tree, or hierarchy diagram which helps to break down broad categories of activities into finer

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and finer levels of detail. Developing the tree diagram helps to move our thinking step by step from generalities to specifics. It looks just like a tree branch starting from one big branch to several sub-branches hence is popularized with the name of tree diagram. Example One Students’ Quality Circle (SQC) team of a secondary school wanted to solve their problem of eating unhygienic foods by schoolmates. The team conducted several brainstorming sessions, observed keenly its phenomenon and identified magnitude of the problem of unhygienic junk foods usually eaten by students at schools and at home. The team even identified major causes and root causes of this problem but they were having difficulties in identifying specific tasks they have to perform to reduce the junk food intakes by students. They already used check sheets, Pareto diagram, and cause-and-effect diagram up to this level and they were searching some QC tools which can assist them to identify the specific tasks. They learned about one tool called “tree diagram,” which is a simple visual tool for identifying required specific tasks for eradicating the root causes and solving the problem. They could identify four major root causes of taking excessive unhygienic foods by students. These were (1) availability of unhygienic junk foods at school canteen, (2) bringing unhygienic junk foods as tiffin from home, (3) absence of strict monitoring system at school, and (4) lack of awareness among parents, administration and students (PAS) regarding bad effects on students’ health. The SQC team brainstormed with the help of “tree diagram” to identify hierarchical objective-strategies-activities-tasks diagram which helped them to prepare a master activity plan for countermeasure to reduce junk foods intake by students. The outcome of the brainstorming through tree diagram is shown in Fig. 4.22. The SQC team members thus could identify 31 different specific tasks as shown on the rightmost (fourth) column of the tree diagram. These tasks are necessary to be acted upon to reduce the four major root causes of the problem in hand, i.e., the hygienic junk foods intake by students. Then, the team may develop an action planning matrix with the help of 5 W and 1 H method to develop a master plan for action to reduce the junk foods intake and make all students healthy and safe from bad effects of unhealthy foods.

4.4 SQC Toolbox All teachers and students practicing SQC problem solving activities, or SQCians, must carry a SQC toolbox with them all the time and properly develop skills through learning and practicing at appropriate steps of problem solving process. As a carpenter, doctor, or other professionals do, the students should learn the skills to select and apply as per necessary. The SQC toolbox consists of 12 SQC tools as briefed above. The SQC tools are very useful to students for their problem solving procedure. They are not only useful for solving SQC problems right now but also are very strong tools to solve future problems they faced beyond schools. However, one has to remember that students at schools generally take up their psychosocial,

4.4 SQC Toolbox

Fig. 4.22 Tree diagram for unhygienic foods

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behavioral, psychological, curriculum, and pedagogical problems which actually are different from technical problems encountered at the industries with major causes lying on men, machine, methods and materials. Moreover, SQC practices are recommended from primary schools to high university level students. However, the knowledge and skills may be different. A tentative table, as shown in Fig. 4.23 is given as a reference to students for referring which tools to be used at which steps of problem solving. However, this table just refers as a suggestion and can be explore more by students themselves. The experience of more than 20 years working with students at school and university level some fruitful thoughts are germinating among the SQCians. Everyone now recommends that SQC is for empowerment and not for compliance. Previously, QCC was thought for compliance. Hence, wherever we find new tools appropriate for students to use in a team, one should try to see whether these tools satisfy or not the four fundamental basics outlined previously, such as ease of construction, ease of understanding, capable of using in a group, and ease of presentation in a mass. These are the four fundamental basic conditions to select SQC tools. Finally, the 12 basic SQC tools presented above have been conceptualized as the handy working tools and reinvention, refinement, and customization for the use of specificity of country, society, level of students. With the course of time, we need

Fig. 4.23 Tentative referral chart for selecting and applying 12 SQC tools in 7 SQC process

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more tools, and lots of Kaizening will also be required in these tools as well. So, the prime need of time is that SQC fraternity universally moves together with continual improvements in the SQC practices worldwide. Key ideas in This chapter • The SQC tools should have some specific features like ease of construction, ease of understanding, capable of using in a group, and ease of presentation. • SQC tool box consists of twelve tools useful for identifying, analyzing, and solving SQC problems. These are drawn from either basic QCC tools, QC management tools, and behavioral and social research tools. • Out of the identified 12 tools for Students’ Quality Circles, six are of quantitative nature and six are of qualitative nature. • As the maturity of students grow after gaining more skills, they can select and use these tools when and where required. • Though these SQC tools are of very basic nature which young school students are able to learn and use them, these tools have statistical and research backgrounds which students effectively can use even in higher problem research in advanced stage of education and working fields.

Chapter 5

How to Implement Students’ Quality Circles in Academia?

Sow an act, and you reap a habit, sow a habit and you reap a character, sow a character and you reap a destiny. Abraham Lincoln, 16th President of United States of America

Abstract The chief executive of the educational institute who wants to establish SQC in his institute needs to show his or her full commitment and involvement by promulgating a SQC policy for the institute and by developing annual plan as per the policy for achieving the defined objective with the consent of all stakeholders, especially teachers, non-teaching staff, and guardians. An educational institute that wants to establish SQC activity in the institute should initiate with a pilot SQC team. After some presentations of the problem solving cases by the pilot teams, other SQC are formed as more teachers and students understand its purpose and become interested to join in SQC activities. The education programs like seminars, trainings, and workshops are continuously organized for all people involved in SQC activities. Institutes need to take initiative to organize seminars and conferences from time to time. The management needs to send their students to attend and present their cases of SQC projects at regional, national as well as international conferences conducted by other organizations inside and outside the country. SQC has already been initiated as a curricular subject in Nepal incorporating few social behavior and leadership issues. Curriculum has also been designed for SQC. Keywords SQC policy · SQC training · SQC case study

5.1 Institutionalization for SQC in Academia Academic institutions will be interested in introducing Students’ Quality Circle as a program to develop problem solving skills of their students, if they are made aware of its importance. Moreover, institutions always encourage all to implant various skills among students as well as change the students’ positive behavior. First, the chief executives and all top management of institution need to be fully motivated and inspired to establish SQC at their respective institution. The respective people © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2022 D. P. Chapagain, Students’ Quality Circles, https://doi.org/10.1007/978-981-19-1080-7_5

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need to participate in the appropriate training and educational programs. The SQC policy needs to be formed and deploys to all teachers, administrators, and students as well. SQC promotion office with adequate SQC facilitators needs to be established.

5.1.1 Motives for Introducing SQC There could be a number of motives to introduce SQC in their institutions. These motives could be one or the combination of the following reasons. • The chief executive or the principal or the head teacher of the institution wants to introduce Students’ Quality Circle in his institution because he was highly impressed by the presentations made by students during one of the national or international SQC conventions he had attended. • A teacher attends the SQC facilitators’ skill training and wants to introduce SQC because he feels he can experiment something different with students, a knowledge which his other colleagues in the institute do not have. • The management wants to introduce SQC in the institute as a promotional propaganda to attract more guardians and students to boost the institute’s enrollment. • Students want to initiate SQC in their respective institutes because some of their friends in other institutes that have introduced SQC are highly appreciative of the SQC experience. • The chief executive, principal, or the head teacher understand that SQC teams are good in solving problems, and thus, they would like to introduce SQC to solve managerial problems which they cannot solve on their own. • The government or the guardian community are aware of the importance and benefits of SQC and ask the educational institute to introduce this program. • Management understands that SQC helps to develop the pro-social personality of students in educational institutions and so they want to initiate the program at their institutes as well. We have all heard that “little knowledge is dangerous.” Likewise, swimming cannot be learned only by reading books on the concepts and theories on swimming, nor can it be learned by watching others who can swim. Attempting to introduce SQC with little knowledge about SQC or simply by listening to presentations made by others may not provide the desired result. Students’ Quality Circle is a simple and practical approach of producing quality person possessing pro-social personalities of goodness and smartness. The educational institutes that feel they are strongly motivated to develop quality personalities of their students should first understand the basics of SQC before they proceed to introduce and promote it in their institutes. Listening to others’ presentations and reading various literatures on the subject alone do not help in promoting and getting benefit out of this approach. To avail the real benefits of SQC, one has to actually initiate and practice it and open up the propensity to learn for students. It is just

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like the experience of learning to swim or ride the bicycle. The prime motive of establishing SQC at the institution must be focused on the development of pro-social personality of students and make them good and smart person. The top management may be a chairperson, chief executive, principal, head teacher, or others at the top of the pyramid, leads in the process of education at the institute, and takes the responsibility of the outcome of students’ performance at all spheres of activities. The top management should be well aware of the process and outcome of Students’ Quality Circle program. He or she should be motivated to establish SQC for the holistic personality development of the students. The personal involvement and commitment of the top management is an important prerequisite for the success and sustainability of SQC in the institute. SQC is an activity of students who engage in solving their problems with collaboration. They follow systematic problem solving techniques and utilize some basic tools to do so. In a game of football, the players use their own creativity and individual skills to score goals, but at the same time, they have to abide by strict rules of the game. The same applies to SQC where SQC members have the freedom to demonstrate their creativity while following a number of standard norms. Once the top management agrees and is fully committed to establishing SQC as a regular program of the school or college, the management has to frame-up a well-defined mechanism and structure to initiate and promote SQC in the institute in a sustainable manner. Initial preparation, establishing SQC promotion office, piloting, and facilitating SQC are four-step process to initiate SQC in any educational institutes.

5.1.2 Preparation and Declaration of SQC Policy The first step in establishing SQC in an educational institute is to develop a SQC policy for the institute by its chief executive. The chief executive may prepare the quality policy in consultation with various senior colleagues, teachers, administrators, and even guardians of the institute. SQC policy is a simple and clear statement that reflects the commitment of the chief executive and his senior colleagues toward the quality systems of students and quality outputs in the educational institute. A quality policy generally addresses four topics which are clearly defined in writing on it. These topics relate to (i) the major policy issue on establishing the institute, (ii) the objective, outcome, and targets of the educational institute or the types of students the institute wants to produce, and (iii) the strategy or approach to be taken to achieve the objective. These three topics are hierarchical and interlinked with each other. An example of SQC quality policy of a school is given here for reference. ‘We are committed to develop our students in a holistic manner and make individually a pro-social quality person. All our students will be a leader of their fields, and each will be a useful person to the society. We will establish Students’ Quality Circle in the school to facilitate the overall development of our students.’

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The policy statement should not be taken as a mere slogan to be hanged on the wall or a statement merely printed on the letterhead. Rather, it should be seen as a live guidance in all activities. After defining the SQC policy of the institute, the chief executive declares the policy to all stakeholders showing his commitment for the policy statements. Such a declaration is generally made in an assembly of guardians, teachers, administrative staffs, and students. Please refer Fig. 5.1 where the chairman of a school is speaking in front of all teachers, guardians, and students that he fully supports to establish SQC in their school. The chief executive makes it a point to repeat the quality policy in such gatherings on other occasions as well, such as during morning assembly of students, teachers’ meeting, staff meeting, etc., and even during informal gatherings both in-house and outside. The quality policy is prominently displayed on notice boards, in classrooms, and other important premises. Normally, a special occasion needs to be planned to declare the quality policy for the first time. This particular date of the year may be remembered by the institute as its SQC day. All this is done for the display of commitment of the chief executive and to ensure the seriousness of others in the matter of preparing quality people at the school.

Fig. 5.1 Chairman of a school is expressing full support for SQC

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5.1.3 Formation of SQC Promotion Office Establishment and promotion of Students’ Quality Circle in a sustainable manner demands a responsible office within the institute properly mandated to take charge of all necessary activities needed for SQC. A team of motivated teachers and staffs are asked to form an informal in-house voluntary organization within the institute to function as the secretariat for SQC. Such a group is generally known as the SQC steering committee. The management allots necessary space to form a SQC promotion office. This office assumes the responsibility for initiating SQC activities, training and motivating SQC members, and promoting SQC further in the school/college. Individual members of the steering committee also work as facilitators of SQC activities. Caution is taken not to overburden the institute or any teachers in terms of cost and time. SQC Steering Committee. The SQC steering committee is generally led by the chief executive himself to demonstrate his involvement and commitment to the program. Alternatively, it could be some very senior teacher to take up the key position. Other members of the steering committee may be from among senior teachers and heads of departments of administrative sections. The teachers asked to join the steering committee can be from any faculty such as science, literature, humanities, sports, culture, and others. One of the committee members is appointed as the member secretary or the SQC promotion officer whose role is considered pivotal for the promotion of SQC activity in the institute. The number of members in the committee depends on the size of the educational institute. For an institute with less than 500 students, three teachers may be sufficient. If the student size is more than 2000, 5–10 teachers may be necessary to facilitate SQC activities involving different grades and levels. An example of the SQC steering committee is shown in Fig. 5.2. The teachers and administrative staff who function as facilitators of SQC activities, as well as members of SQC steering committee, should be totally committed and motivated toward the quality policy. They should be trained on the fundamentals and elements of SQC. Duties and responsibilities of steering committee • Update quality policy: The quality policy may need revision in due course to adapt to the environmental demands. The steering committee periodically reviews and updates the quality policy when necessary. It also takes the responsibility of promoting the quality policy in different forums. • Evaluate progress of the Circles: The steering committee, with SQC facilitators also as members, determines the evaluating criteria to measure the performance of different SQC groups and evaluates them periodically. Problems of certain Circles are brought to the notice of the steering committee and are solved by the committee. The committee members identify the problems faced by each Circle and suggest countermeasures to solve them immediately.

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Fig. 5.2 One example of SQC steering committee

• Identify rewarding criteria for SQC: The concept of competition and awards for the best member of a Circle is not good as everybody works in a team. No SQC member should be punished, but rather, they should be rewarded for their team performance and spirit of collaboration. However, the criteria and methods for awarding different Circles may differ. The steering committee sets the criteria for rewarding Circles and recognizing them for their good performance so that they are motivated to work further. • Prohibited issues for steering committee: Certain issues are considered out of bounds for SQC steering committee as well as for SQC activities. Issues concerning an individual’s nature and personalities, personal grievances of teachers and students, and issues on managerial and administrative work of the educational institute are prohibited for the steering committee to deal with. The responsibility of steering committee is also to monitor whether the SQC team has not taken the issues prohibited for SQC activities

5.1.4 Appointment of SQC Facilitators The steering committee headed by the chief executive of the institute needs to give responsibility to someone to work as SQC facilitator. The facilitator may be a teacher, non-teaching staff or any other external volunteer confirmed by the SQC steering

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committee of the institute. Main duties and responsibilities of a facilitator (who is also a SQC steering committee member) will be as follows: • Train students who volunteer to participate in SQC program. The students are trained on SQC principles, approach, systematic problem solving process, and all SQC quantitative as well as qualitative tools required for SQC. They also trained students on brainstorming skills. • Ensure that the Circle is meeting regularly every week. Remind them about the meetings, occasionally. Ensure that necessary logistics required for the SQC meeting and other activities are available. • Attend initial meetings of the Circles as observer. The facilitators should never try to advice the Circle in selecting problem for Circle activity. Be a good friend of the Circle. • Make necessary arrangements whenever the Circle needs some advice or help from the institute. Merely facilitate the Circle and let students themselves take the lead in identifying, analyzing, and solving their problems. • Maintain a record of the Circle meetings. This also ensures that the Circles meet regularly every week. It reminds them about meetings each week. Report the progress of the Circle at the steering committee.

5.2 Training and Education As Prof. Kaoru Ishikawa always insists to tell that quality starts with education and ends with education, SQC also starts with education and continue for education. The main purpose of incorporating SQC in the education system is to develop the personality of students. This can be possible only by educating the responsible stakeholders for establishing SQC as an integral part of quality education in academia. Without embarking proper knowledge of the SQC fundamentals and its elements for all involved including the chief executive, administrator, teachers, and students, the SQC exercise will be futile. Hence, education and training on SQC have to be started before starting the SQC exercise itself. This sort of education and training is done continuously, not only in the beginning. This allows for rational improvements in the application of the SQC approach, tools, and techniques. Different levels of seminars, workshops, and training programs are designed to educate different levels of stakeholders. These seminars may be conducted at four hierarchical levels. Seminars can be organized in-house with the assistance of qualified instructors. Or, the institute may send their teachers, staffs, and students outside to attend seminars organized by qualified institutions and instructors. QUEST-Nepal and its master trainers are available in Nepal for conducting these seminars and trainings. Seminar # 1: Seminar on change management Seminar # 2: Seminar cum workshop on SQC implementation as an integral part of TQM Seminar # 3: Workshop on participatory management

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Seminar # 4: In-house workshop on SQC practices.

5.2.1 Seminar on Change Management Title and Purpose. Effective Change for Continual Improvement in Education through TQM Principles and Practices in Academia. Participants will learn how to • Understand various levels of quality from different perspectives and define the dynamic nature of the quality in education • Identify customers of the educational institute and their respective needs from the TQM concept • Apply leading-edge research in change management to successfully meet the challenges of change in their own institute and communities • Motivate themselves and others to create the internal and external environments most conducive to success for all • Build quality mindset of all involved in producing a quality person at academia • Initiate the total quality management (TQM) journey on their own educational institute for enhancing performance excellence of the institute. Participant’s profile. Senior leadership team, promoters, chief executives, principals, head teachers, principals, and managers of schools, colleges, and universities. 20–30 participants at one sitting. Course contents and duration. Change management, TQM principles and practices, quality evolution, internal and external customers, SQC principles. Half-day (3 h) introductory seminar. Seminar methodology: 40% interactive, 60% direct instruction through lecture.

5.2.2 Seminar cum Workshop on TQM and Quality Circles Title and purpose. Implementation and Promotion of Quality Circles in Educational Institutes for Continuous Improvement in Academia. Participants will learn how to • Understand various levels of quality from different perspectives and identify customers of educational institutes from the TQM concept • Deploy management policy and plans of the institute up to the classroom level • Apply management tools like benchmarking and brainstorming to motivate themselves and others to appreciate and identify problems for continuous improvement in educational process • Apply systematic problem solving tools and techniques and motivate all to participate and develop creativity and innovation in a team

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Fig. 5.3 SQC master training at Kathmandu 2005

• Initiate Quality Circles (QCs) in their own institutes as an integral part of the TQM journey for continuous improvement in academia. Participants Profile. Deans, principals, heads of departments, vice principals, teachers, managers, and administrators of schools, colleges, and universities. About 40 participants at one time. Course content and duration. TQM Journey, quality evolution, policy deployment (Hoshin Kanri), SQC principles, QC problem solving approach, tools and techniques for two days (12 h) skill development seminar cum workshop. Seminar Methodology: 70% interactive and exercise, 30% direct instruction through lecture. In Fig. 5.3, we can see one such training program with SQC master trainers in Kathmandu.

5.2.3 Workshop on Participatory Management Title and purpose. Initiation of Students’ Quality Circle to produce total quality person in educational institutes. Participants will learn how to • Form voluntary groups of students and initiate SQC for self and mutual development • Appreciate students’ own strengths and identify problems that can be solved by their own efforts with creativity and innovation • Collect data and information and observe the situation efficiently and effectively

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• Analyze critically the root causes of the problems and identify their countermeasures • Prepare an action plan and implement it as a team for eliminating the students’ problem on a continual basis • Motivate themselves and others to create the internal and external environments most conducive to the success for all. Participant’s profile: Administrators, teachers, facilitators, and students. About 50–60 participants at one time. Course Content: Brainstorming rules and procedures, SQC principles, SQC Approach, SQC problem solving procedures, SQC tools, and SQC initiation for five-day (30 h) application workshop. Workshop methodology: 90% interactive and exercise, 10% direct instruction through lecture.

5.2.4 In-house Workshop on SQC Practices Title and purpose. Introduction and Facilitation of Quality Circles in Educational Institution. Participants will learn how to • Promote QCs among teachers, non-teaching staffs, and students • Practice SQC tools and techniques in a systematic manner to identify, analyze, and solve their own problems • Prepare reports on the cases in the Circles have worked • Communicate and present the cases in the SQC anniversary, national and international conferences • Establish the SQCs principles in a sustainable way for the enhancement of the institutional performance and produce the total quality person. Participants Profile: SQC facilitators and SQC students who have already taken SQC seminars and are practicing SQC. 30–100 participants at one time. Course contents and duration. Motivation, SQC principles, approach, tools and procedures, communication, case report writing and presentation for one year (200 h about 4 h each week). Facilitation and evaluation workshop. Workshop methodology: 100% interactive and exercise.

5.3 Initiating Students’ Quality Circles The experience of SQC is a psychosocial and behavioral one. It takes a long time to experience the benefits from it. Since SQC is a new experiment in education, it may be quite difficult for everyone to grasp it totally at the initial stage. Moreover, SQC must be exercised with stepwise participation of students. Hence, it is not wise

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to initiate Quality Circle as a compulsory curriculum throughout the educational institute, at one time. Students involved in SQC program should find it interesting as they learn and work together in a friendly environment. In this context, it is advisable to form one or a few pilot teams to initiate at the institute. The individual steering committee member, with the advice of the department heads or class teachers of the students, collect the names of students who would like to join the SQC activities voluntarily. Initially, each facilitator may have one pilot SQC team to handle. The facilitator explains about SQC to these volunteer students and asks them to form a team. The SQC team may consist of 4–10 students in a group. Initially, there may be up to five pilot SQC projects. Experience has shown that it is sometimes necessary to have more than one Quality Circle in one institute to avail the opportunity of sharing knowledge among different teams and excel in their teamwork. The facilitator provides the venue and decides the specific day of the week and time for SQC meeting. The time is generally of one hour at one sitting and one day in one week. The time for the meeting is preferably set to be held during the school time and on a working day of the week and not on holidays. The venue should preferably be their own class or the library, science laboratory, computer laboratory, canteen or any other premises within the school/college. Initially, the facilitator provides training to his pilot team on SQC principles, brainstorming rules and practices, the SQC story and basic QC tools. At this stage, it is not necessary to provide comprehensive skill training of all these topics to students. The students will learn all these gradually as they work on their own specific topics. The facilitator only gives simple introduction of these topics to his team. The facilitator helps the SQC in each stage of their SQC exercise. The pilot SQC needs a lot of support of the facilitator in the early stages. After solving few problems, the SQC teams become capable of developing indigenous mechanisms within the framework provided for SQC exercise. Rather than involving in identifying and analyzing the problems, the facilitator simply facilitates the process by providing basic knowledge of the tools and techniques of QC problem solving and providing logistics from the institute side. Thus, in the pilot phase, one facilitator may handle and personally participate in the meetings of one or two Circles. Later, as the pilot Circle acquires experience, the facilitator will be in a position to facilitate five or six SQC teams simultaneously. The facilitator helps the students to conduct brainstorming sessions and encourages the Circles to use the seven-step formula of problem solving.

5.3.1 Special Precautions There are few important precautions that need to be observed from the initiation of SQC establishment. These precautions need to be understood by all concerned students, guardians as well as teachers and administrators. Otherwise, all the benefits we discussed here will not be realized.

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For School Administration. There are few but very important issues that school administrator need to take precaution from the very beginning of SQC initiation in the institution. • Never try to include SQC activities at your school before understanding, what it is and what it does to the growth of your students. Introduce SQC at your school as a method to develop pro-social personality of your students. • Never select students to form a SQC team. Each student has to agree among themselves to form a team. • Never suggest problems to SQC team. They have to identify themselves. • Never allow SQC team to work on the school administration problems. They need to identify their own problems that have maximum impact on their educational and psychosocial growth. • Never provide data and information to SQC team, just facilitate to collect them. They have to collect themselves. • Never ask suggestions and recommendations for the solution of the problem from the SQC team. Just facilitate them; they have to solve their problems themselves. • Never harass or de-motivate students of SQC team during the course of SQC problem solving process, rather facilitate them by providing space, time and one teacher to facilitate them. • Never form a SQC team at the school just with an objective of sending them for presenting their case studies at national and international conventions. Promote SQC team activities as a continuous child-friendly teaching–learning environment in your school. • Never ask students to finish their SQC project in haste. Let them take enough time as per the SQC problem solving process demands. • Never provide ideas for pinpointing causes or countermeasures of the problem to SQC team members, students have to brainstorm, use different tools, and detect causes and countermeasures themselves. Just give them clue of tools they may apply and teach them how to apply those tools appropriately. • Never involve yourselves directly for solving the problem recognized by SQC team as their project work. Only facilitate students to solve problems by supporting them to eliminate the root causes identified by them. For Students Joining SQC. There are few but very important issues that students who are motivated to join in the Students’ Quality Circles activities. Students need to take precaution from the very beginning of SQC initiation in the institution. • Never team up with colleagues whom your teacher has recommended but you don’t like to work with, rather select like-minded, or homogeneous colleagues of your own. Never keep yourself silent while brainstorming, open up your mind and come out with ideas as much as you can think of when your turns come. • Never criticize your colleagues for his or her idea or action. Rather go with all team members hand on hand.

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• Try not to be absent in any SQC team meeting. Each meeting is important, as you may miss information or decisions which may be important during problem solving process. • Never select huge and impossible problem as your theme of SQC team activities. Try to detect only those problems which are created because of the students and which can be solved by students themselves. • Never try to work out with conclusions without knowing the facts and data. Always work with facts and figures. • Never come to conclusion instantly take time to observe, get information, and analyze root causes to solve it. • Never recommend the school management for the action to get the solution. The SQC team member should take the responsibility for the solution. • Never use computer technology in initial stage. Use pencil and paper with cut and paste methods in a team for brainstorming, identifying problem, and analyzing it with visual and simple tools. However, for taking countermeasures for solution, modern technologies like audiovisual and information technology may be used for effectiveness. For presentation purposes, the ICT may be taken.

5.3.2 Pilot SQC Team Students in SQC team need to follow six stages for initiating a pilot Students’ Quality Circles at their schools. 1.

2.

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Self-introduction of Circle members: Each student member gives brief introduction turn-by turn telling his/her name, age, academic level (class, section, batch, etc.), his interest, hobby, and why he is interested in the SQC. This breaks the communication barrier among all students and each student gets a sense of equality. The facilitator takes note of the details mentioned by the students for future reference. Select SQC team leader: The students then elect one member of the team to work as the Circle leader for the particular project they will be working on. They can select next leader for other subsequent projects. This exercise is generally done in a democratic way. The facilitator normally asks each student to recommend in writing three persons among them for the role of the leader for the particular project. The facilitator selects and announces the name that gets the maximum nomination. If there is a tie, the students vote secretly for one name among the tied names and select the one with the highest votes. The major role of the Circle leader is to minute all the meetings and processes of the SQC exercise. Such minute is necessary to prepare a presentation case which is used for presentation in external seminars or future gatherings in the school. Another role of the Circle leader is to moderate the discussion and coordinate the SQC exercise. Give a name for the Circle: The third step is to give an appropriate name for the Circle. This is done in the first pilot project through the process of brainstorming.

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A name lends an identity to the Circle and motivates the members. The elected leader takes the lead for conducting brainstorming session. He reminds the members of the brainstorming rules and procedures and asks each student to suggest an appropriate name turn-by-turn. The leader, as a member of the team, also suggests names. After writing down all the different names on the board, the students collectively evaluate and select the best name, one that is appreciated by all. The students feel proud to have this name as it came from their own minds and not given by an outsider. The facilitator observes whether the brainstorming rules and procedure have been followed properly or not. He simply provides cues over the brainstorming rules and procedures to the students. Identify the problem or theme for Circle exercise: The next step is to identify a proper theme or the problem the Circle will handle. This is done through another brainstorming session as consensus on the theme is very important. The students apply the QC approach, tools, and techniques, deliberate with facts and figures, and prioritize the recurring problems. The problem identified should be simple enough to be solved by the students, but at the same time, one having the maximum impact on their development. The facilitator helps in selecting the appropriate tools and techniques in the initial stage of the exercise. Discuss the features of the problem: Circle members then try to understand the problem in qualitative and quantitative terms, and also the depth and width of the problem. Each student shares his perspectives on the selected problem. One idea leads to another idea, and a series of new ideas are evolved during the brainstorming session. These arguments bring forth various features and characters of the problem and highlight different levels of impact in different areas of their development. Brainstorming session conducted in a harmonious environment lends to valuable understanding of the problem and its features. The SQC team then defines the problem very clearly as they understood and not by looking at dictionary, encyclopedia, Google, or Wikipedia. Again, the facilitator presents himself in the session only as an observer and does not participate in the brainstorming session. Conduct SQC exercise regularly: Circle members identify a day on a week, time, and venue for their regular meeting. Then, in subsequent meetings, the SQC team members make appropriate check sheets and collect data after observing and understanding the features of the problem. They analyze the data to find out the nature of the problem. They use appropriate SQC tools like graphs, charts, Pareto analysis, cause-and-effect analysis, etc., for visual understanding and brainstorming on a team. They identify the root causes of the problem using cause-and-effect analysis. They develop countermeasures and the implementation plan to act accordingly. The students continue the problem solving activities every week following the SQC process of seven steps of systematic problem solving till the problem is permanently solved. The facilitator sits through these weekly meetings as an observer providing advice only whenever necessary.

The SQC team generally takes six or months to complete a project depending on the complexity of the problem. After solving the problem taken up in the pilot

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project, the SQC team takes up another problem and goes through the same systematic problem solving approach.

5.4 Recognition and Motivation Although students practicing SQC activities are self-motivated to work and conduct QC problem solving exercises, recognition of their efforts caters to their ego and self-esteem and reinforces long-term sustainability of the SQC program. It has been observed that after solving one problem, the SQC team fails to generate enough energy to start another exercise with new problems. They tend to dig the same ground and not be motivated enough to venture into new exercise. One should not forget that the main purpose of the SQC exercise is to develop the pro-social personality leadership personality and not merely to teach the SQC tools and techniques to the students and solve problem. Students’ personality can be developed through repetitively solving different kinds of problems by adopting the SQC principles, SQC approach, SQC process, and SQC tools. This way, students develop overall personality featured with self-confidence, self-discipline, creativity, analytical power, good interpersonal relations, respect for humanity, etc. All these make what we call a quality person having good and smart personality. Thus, it is very important that the SQC members are constantly motivated and duly recognized for their dedicated efforts. It also motivates other students to join in. It is the responsibility of the steering committee to provide such recognition on a continuous basis to each SQC team and to motivate more students to participate in SQC activities. The SQC steering committee need to undertake and facilitate the following activities for motivating the SQC team on a continuing basis. Regular follow-up of SQC activities. The steering committee regularly monitors and evaluates the progress of work being done by each SQC. The concerned facilitator provides necessary feedback to the steering committee. The steering committee reviews the minutes of the Circles, evaluates the Circles by collecting information on the frequency of meeting, attendance of the students in each meeting, number and types of themes completed, number of cases prepared and presented, etc. This is another way of expressing commitment and interest of the chief executive who is also chairperson of the steering committee. This motivates the SQC team members as well as the facilitators. Scheduling SQC meeting. Circles generally meet for about an hour during tiffin or lunchtime allowing for more informality and free flow of ideas. This also does not hamper the normal study class routine. However, not all students prefer to use their leisure time for work. In fact, it may de-motivate them from participating in the SQC activities. It is the duty of the respective facilitator and the steering committee to provide broader guidelines for allotting the appropriate meeting time so that more students are motivated to join in the SQC activities. Some successful SQC organizers have used the following modalities.

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• Students meet before and/or after the regular class, one day each week. This is an appropriate modality for residential students. For non-residential students, the institute makes special arrangement to transport students of SQC to and from the schools/college before or after the Circle meetings. This may motivate the students to join SQC activities. • The institute designs the regular school routine scheduling one hour on a particular day for the extracurricular and cocurricular activities. The students of SQC devote their time for Circle activity during the scheduled time every week. • Students come for the Circle meetings during weekends on their own just as they come for football or basketball games. • The institute schedules one hour in the regular routine for SQC class for specific grades/classes. This makes SQC a compulsory activity for all or most students to participate in. This may be appropriate when majority of the students of the particular grades are willing to join SQC activities. • Students resort to virtual meetings over Internet at a particular time during each weekend holiday. Students conduct SQC exercise through discussion forums in the net. This is a new concept but may not be very appropriate. SQC embodies group dynamics. e-discussions through computers restrict body languages and person-to-person feelings which are important ingredients to build cohesiveness among the group members. The chief executive, steering committee, facilitator, and the SQC members may determine the time and day for individual SQC meetings depending on the compatibility of the institute in general and the motivation of the students in particular. Inter-SQC information exchange. When a theme of one Circle is completed, a presentation session is arranged at the institution level itself. The Circle that has completed the theme first prepares the case of its project work in the format of the QC Story or as per the seven-step QC formula. Then, the particular SQC team presents its case before an audience of students of other SQC teams and the members of the steering committee including the chief executive or top executives of the institute. The system of SQC case presentation in front of a mass promotes recognition from the guardians, teachers, and the chief executive for the work done by the Circles. The SQC team members receive feedback for improvement during the presentation session. One golden rule to be followed by the audience is that nobody should criticize or comment negatively on the work done by the students. After all, the purpose of the presentation is to improve communication and self-confidence of the students, and to give due recognition to motivate them. It also helps students of other Circles to learn from the experience of other fellow SQC teams. Even, sometimes it is wise to take the SQC team to quality professionals forum or business forum to showcase their SQC case studies. This will motivate the students as the professionals and corporate world give comments to young students. Figure 5.4 shows one such incidence where the KU high school students presented their SQC case study in front of corporate managers at the Federation of Nepalese Commerce and Industries (FNCCI).

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Fig. 5.4 Students presenting their SQC case at FNCCI, Kathmandu

Evaluating SQC team’s work for recognition. One of the biggest difficulties in promoting SQC is the sensitivity of its evaluation. Recognition for good work is given to the whole group and not to any particular member. The SQC emphasizes on the promotion of all group members and not an individual, the philosophy being that a group provides synergetic effect in the process while an individual member, irrespective of the capability he possesses, cannot generate the desired results. The evaluating team is selected by the steering committee, or alternative, the committee itself may evaluate the SQC team. The evaluation should be based on specific criteria like frequency of meeting, frequency of presentations inside and outside the institution, attendance of members, number of themes completed, development of new methods in operating SQC, development and application of new techniques, etc. Very often, people are mistaken in thinking that the SQC team is evaluated or should be evaluated on the basis of cost saved or the school problems solved by the SQC. Actually, the process is evaluated and not the quantifiable results like the cost reduction. The evaluation is done in light of the purpose which is the development of the personality of students. The SQC steering committee develops the system for recognition of SQC as per their vision, capacity, and nature. Monitory recognition is never suggested. The mode of recognition ranges from sending the team for presentation in another institute, sending the team on field visit and recreation in another city or country, sending the team to national and international conferences, and in other countries to attend and/or present their SQC cases, and so on. Holding frequent SQC conferences and exchanges. Holding in-house SQC conferences every six months or annually and sending SQC team to other institutes

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provide strong recognition to the work of the students. Periodic SQC case presentations in front of other students and the chief executive inside the school/college and going out to present cases in other institutes accelerate the process of personality development of students involved in the SQC exercise. The chief executive personally announces the establishment of SQC at the institute. A particular day is declared as SQC day for the promotion of quality policy. The chief executive promises his commitment and requests the involvement of all teachers, staffs, students, and parents in the overall development of students’ personalities and the development of the institute in a collective way. This day every year may be considered for holding the annual SQC conference in the institute. Since November is celebrated as the quality month internationally, the institute may select an appropriate day as the quality day of the school/college this month. It is also possible to integrate the institution’s quality day with the institution’s establishment day or the parent day. If students are recognized properly and continuously motivated, more students will be interested to be involved in SQC activities. After the success of the first SQC exercise, students try to generate more ideas and like to see their solution in action.

5.4.1 SQC Case Study Report The primary purpose of motivating students to participate in SQC team activities in academia is to implant pro-social personality traits on them. It is to make them good and smart. Hence, after SQC team solves a problem or theme and before going to tackle another problem, they must be motivated to write a SQC case study report on the completed project. The report may be used to publish in some education magazines. The SQC team should also be motivated to prepare presentation materials and present at the larger mass. Some standard format is developed to assist students for preparing report and presenting the SQC case study. The format is popularly known as the SQC Story. The report should be interesting to all readers and listeners just like a story. That is the reason it is called the SQC story. And, if followed in a standard format, the complicated problem solving practice also looks like simple and easy process. Here, computers with appropriate software are also used for easiness and effectiveness in writing a report, charting tools, and presentation. When preparing SQC case study reports, it is efficient as well as effective to follow the QC Story format. Reporting the problem solving activities in story style enables the results to be communicated intelligibly and concisely. The standard format for reporting a problem solving activity of Students’ Quality Circle is in a QC Story format, which we can call as SQC Story. The report looks clear if follows three major headings: Introduction, Problem solving process, and Conclusion with future plan, as given here.

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Introduction • Background: (Name of the Circle, name of the academic institution, name of all student members with their respective age and grade they are studying, average age of the students involved in the Circle, theme of the problem, etc.) • Outline of the Circle Activities: (Starting date of the Circle, venue, day and time schedule of the meetings, no. of meetings, average attendance of the members in meetings, types of the tools used, support from the institution and facilitators, enjoyment and challenges faced during the meetings, acknowledgment, etc.). Problem Solving Process • Identification of the Problem: Concise definition of the problem, reasons for selecting the problem to tackle, losses and bad impact due to the problem, ideal situation desired, present situation, target for solving the problem, etc. • Recognition of the Problem Features: Investigation tools and techniques used, nature of occurrence of the problem, time, place, type and symptoms of the problem, outline of the characteristics of the problem, etc. • Detecting the Main Causes: Tools and techniques used to identify the main causes of the problem, list down the causes and root causes, method of prioritizing the main causes, the hypothesis for cause and effect, test of hypothesis, etc. • Preparing Action Plan with Countermeasures: Countermeasures identified, action plan with time schedule, responsible students, place, and methodology details, charts and tables used to prepare action plan, etc. • Act to Eliminate the Causes: When and how the activities carried out, problems faced during implementation, support received, support and techniques used during the implementation, etc. • Confirmation of the Effectiveness of the Action: Tools and techniques used to investigate symptoms and problem, the status of the problem after implementation of the action plan, how much target, side effects on any other area, if any, etc. • Permanent Elimination of the Causes: How sure that the problem is permanently eliminated, manuals and standardization prepared if any, training or dissemination of the knowledge done, etc. Conclusion with Future Plan • Review of the Activities and Planning for the Future: Experience of the problem solving activities in a team, conclusion, tangible and intangible benefits acquired during the problem solving process, future plan for the problem solved by the team, future plan of the Quality Circle team with new problem and another team, etc. Decide on your framework and clarify the main points you want to get across, the key points of the activities, and anything else you want to emphasize. Write the SQC case study report in A4 size paper with 2.5 cm margin in all four sides in 5–10 pages. Print all text (electronic or digital version) in 12 points Times New Roman font, headings in 12 point, capital case, and bold. Sub-headings in 12 point sentence case and bold. Use headings, subheadings, and punctuation effectively. Keep sentences

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short and plain and use bullets wherever possible. Avoid long words and jargons, use simple language. Indicate the QC tools wherever used. Make use of diagrams and pictures to get your message across visually—a picture is worth thousand words. Use tables, graphs, charts, etc., along with the text with proper numbering and references. The SQC case study report prepared as above in a text format sometimes needs to be presented before others in in-house or external seminars. Use presentation software to prepare slides for presentation to others.

5.4.2 SQC Case Study Report Presentation and Evaluation The team of SQC students when present in front of audience at conferences, seminars an evaluation is done by experts. SQC case study activities are generally evaluated by the SQC facilitators, SQC master trainers or the expert on SQC who have enough knowledge of Students’ Quality Circle activities. The evaluators understand the basics of SQC, its purpose, approaches, tools, and techniques with deep and wider perspectives. The evaluation criteria for Quality Control Circles in industry and Quality Circle in academia with students are totally different, as the purpose of these two Circles are different. There are basically eight parameters to be judged through evaluation chart by the evaluators as shown in Table 5.1. The seven parameters are exactly the same as that of the seven steps of systematic problem solving. In addition to these seven parameters another important one is the presentation skill of the team. The process of any job is more important than its results when we are talking in a quality domain. Hence, quality inspection at each stage of process is necessary to be evaluated. Each stage of processing can be evaluated with four levels of practice done by the SQC team. The four levels can be defined as (a) Very satisfactory, (b) Satisfactory, (c) Not satisfactory, and (d) Very poor, with scores of 8, 4, 2, and 0, respectively. One evaluation report sheet for SQC case study is suggested here as a reference for evaluators.

5.5 Sustainability of Students’ Quality Circles Once SQC is established in an institution on a pilot basis, next process is to make it sustainable for the future. Students working in one or more SQC projects advances on their studies and will leave the institution but the institution need to adhere to Students’ Quality Circles activities sustainably.

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Table 5.1 SQC case study presentation evaluation chart 1. How was the Given by the problem selected school [0] by the Circle?

Chosen by the leader of Circle [2]

By subjectively voting by each Circle members [4]

By objectively measuring the impact and importance [8]

2. How does the Circle set the target for improvement in the problem?

No! not set at the beginning [0]

Yes! But in qualitative terms which cannot be measured [2]

Yes! In quantitative terms but without observing the present and ideal status [4]

Yes! In quantitative terms by observing the present status and visualizing ideal status [8]

3. How the Circle has planned the problem solving activities?

Circle initiated the problem solving activities without planning [0]

Circle has thought a plan but has not placed in paper before starting activities [2]

Circle has prepared a schedule for the 7 steps of problem solving sequence and worked accordingly [4]

Circle has used 5 W and 1 H framework for planning the problem solving activities and worked accordingly [8]

4. How were root causes of the problem identified?

By intuition and By using judgment only [0] brainstorming and choosing the most appropriate cause by consensus [2]

By using some quantitative basic statistical tools and cause-and-effect diagram [4]

By observing and re-observing the problems and causes through using appropriate quantitative and qualitative tools [8]

5. How the countermeasures were implemented to solve the problem?

Circle provided a list of recommendations to the school administration and requested to act [0]

Circle prepared a list of recommendation and asked the fellow students to follow the instructions [2]

Circle together with other friends and school administration implemented the countermeasures [4]

Circle developed appropriate plan and implemented it without any, or minimum support from the school administration [8]

6. How the results were checked after implementation?

By observing the problem only once immediately after the problem solving exercise [0]

By observing the status of phenomena of the problem before and after exercise [2]

By checking quantitatively the problem status and evaluating it against its previous status [4]

By monitoring the problem status regularly by the Circle members with statistical tool and evaluating it with the set target [8] (continued)

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Table 5.1 (continued) 1. How was the Given by the problem selected school [0] by the Circle?

Chosen by the leader of Circle [2]

By subjectively voting by each Circle members [4]

By objectively measuring the impact and importance [8]

7. How the exercise is standardized to make use by the school in future?

The case study is prepared to present in the school seminars and conventions [2]

The Circle has presented the case study exercise results to all students and teachers in the school [4]

Circle has prescribed to keep the countermeasures as a code of conduct of the school apply to all students [8]

By all members in turn, sometime looking at text not knowing exactly what they have done and what they wanted to communicate [2]

By all members with confidence what they are communicating but monotonous and not really interesting for others to concentrate on [4]

By all members in an interesting and convincing way with full confidence [8]

The exercise is taken only as one of the case studies of students [0]

8. How was the By the leader presentation skill reading only the of the Circle text [0] members?

5.5.1 Sustainable Establishment of SQC in Academia The following activities are suggested to ensure sustainable establishment of SQC at the academic institution. Develop and execute annual plan for SQC. The institute develops an appropriate annual plan for promoting its SQC program allocating budget and manpower for logistics, training and education, visits to other institutions to attend seminars and conferences, etc. The detailed SQC plan defines the responsible manpower for each activity, time schedule for those activities, estimated expenses, monitoring and evaluation mechanisms, etc. The SQC steering committee regularly executes the SQC promotion plan and periodically conducts self-evaluation to assist in execution. The committee revises the plan every year for improvement. Conduct and repeat SQC education. The SQC activity is a continuous improvement project. The person involved for this needs to develop new approaches, techniques, and tools to cater to the problems occurred at the students’ level. New technologies are developing every day just as new problems are emerging. The technologies also offer new opportunities and approaches for solving the problems. Problems are unstoppable and when one problem is solved, even permanently, new problems appear. Hence, SQC education is a continuous process. The education in the form of seminar, training, workshop, and other methods is necessary to upgrade the knowledge and skills on SQC approaches, QC tools, and techniques. Appropriate levelwise in-house educational programs are necessarily conducted to the chief executive,

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other managerial staffs, teachers, and students. And occasionally, they are sent to the educational programs conducted outside the school/college to learn and share the knowledge acquired by others. Integrate countermeasures developed by SQC. Problems once solved by the SQC teams may be forgotten as they are generally seen as some products of the program, and the institute may not get the benefits from it. The students may also be de-motivated to continue if the institute ceases to recognize and utilize their products. The school/college has to ensure the sustainability of its SQC activities. For this, the SQC steering committee, particularly the chief executive, takes the initiative to integrate all countermeasures developed by SQC into the regular and routine practices and system of the school/college. Attend national and international conferences. Concerned stakeholders of the national educational system such as the educationists, guardians of the society, managers, teachers, and students should all be involved in promoting the concept of SQC through national and international conferences which are important media to learn and share the knowledge and skills of SQC. This is a way toward developing prosocial person, sustainably in academia. Students present the cases highlighting the problems and issues they have identified, analyzed, and solved in front of the national and international dignitaries. This makes students resolute with self-confidence that they can solve all sorts of problems now and in the future. They even disclose the benefits they have received from the SQC exercise. This may reciprocally motivate the educationists and the guardian of the society. The chief executive of the institute facilitate for conducting of the conferences and sending the participants at national and international conferences.

5.5.2 SQC at All Levels of Education Students’ Quality Circle possesses the potentials of any conventional cocurricular or extracurricular activities and can, therefore, be introduced and promoted at all levels of education. SQC activities can be successfully carried out with a group of small children at pre-primary school level as well as with mature students in universities. In terms of levels of educational programs offered, educational institutes can be broadly classified as nursery, primary, secondary, undergraduate, and graduate studies. SQC at different educational levels may function in different contexts, the approach and the purpose of the SQC activity remain the same. In addition to all these, SQC has already been tried as curricular subjects at some schools in Nepal. • In nursery education The average age of children in nursery ranges from about 3 to 5 years. They are trained specially with lots of play and joy. Even in this age group, with proper facilitation, the children can spell out their problems and also prioritize them. As it is their problem, they can find out the causes, may be very simple, and try to solve it. The facilitators have to be careful to handle SQC at this age,

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as the nursery teachers are already well-trained for nursery students. Examples of some problems of SQC of this level may be late waking up, missing out of breakfast, nasty tiffin, late in catching school bus, etc. Brainstorming exercise with the assistance from SQC facilitators helps students to proceed further to identify root causes by themselves. The causes and countermeasures may be going to bed on time, not watching TV late night, sharing tiffin with friends, and so on. Actually, SQC at this level uses very simple analytical tools and techniques, which the facilitator has to train the children depending on individual team. The children become very proud and eager to present their cases. They immediately develop self-confidence and other personality attributes even at this stage. • In primary education On an average, children of about 6–10 years of age study at this primary education level. This is almost five years of study period where students are taught all fundamentals of literacy and numerology with languages, mathematics, social studies, and other basics. SQC at this level also helps students identify problem in their own perspective and solve them accordingly. Some typical problems observed in SQC activity at this level are homework overload, heavy load of school bag, failure to catch buses on time, etc. Their observation and analysis are mostly based on simple mathematics with graphs and charts. Creativity and lateral thinking will be highest at this level. The students are found using arts and skit to present their cases. After practicing the SQC activities, the students at this level are found to possess positive attitude and the desire to excel. At this level, personality development of students initiates in a very tangible way. • In secondary education The age group at this level is about 11–17 years and comprises of almost seven years of study. Students are imparted with basic knowledge required to learn advanced courses on science, humanities, businesses, and technology. The teenager students at this level are very enthusiastic to learn more about their surrounding community/society and its effect on their lives. Students involved in SQC at this level can immediately list out the problems faced by them. They are fast in collecting relevant information and analyzing the causes of the problems. A student at this level is observed at the greatest gradient of the learning curve. Some problems cited by students at this SQC level are improper dressing of school uniform, failing in mathematics, lack of socialization, scared in mass speaking, etc. The solutions suggested for these problems are addressing the “why,” “what,” and “how” about school uniform, coaching by friends to learn mathematics, and socializing through extracurricular activities, and so on. Students engaged in SQC are found to be extensively utilizing both logical and lateral thinking processes as reflected by their analyses. Personality development at this level is most effective. Being in the highest slope of learning curve, these teenager students develop their personalities with maximum attributes after practicing SQC. • In undergraduate education Students in undergraduate level are of about 18–22 years of age. They are young and energetic, and during almost five years of study in this level, they acquire

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specialized knowledge and skills to pursue professional lives in the future. Specialized undergraduate courses on natural sciences, engineering and technology, medical sciences, arts and humanities, legal and political sciences, business education, laws, and other professional courses are offered to students. At this level, maximum effort is made to integrate bookish knowledge with the external environment. SQC at this level takes up higher levels of problems that the students face in their courses. Some examples of problems taken by SQC at this level are equipment problems at laboratories, computer virus problems in networking, diagnosis problems of patients, and so on. Students involved in SQC learn and use all basic SQC tools to analyze the root causes in solving their problems. However, the primary purpose of implementing SQC at this level of education is to develop the personality of the students. SQC is implemented as their cocurricular or extracurricular activities in addition to their regular professional courses. In addition to the latent benefit of personality development of students who are involved in SQC activities, the tangible benefits derived from the problem solved by them will be an important bonus to the colleges or universities implementing SQC. • In graduate education Students of age group 23–28 years at this level are enthusiastic and mature and possess high academic aptitudes. They have the attitude for self-learning and with less coaching inputs from teachers. However, it is difficult to convince students of this level to participate in SQC. Nevertheless, those that have understood the immense benefits of SQC activities have taken up SQC as cocurricular or extracurricular activity along with their own specialized graduate studies of master level or doctorate level. Students involved in SQC at this level easily identify their problems and analyze and solve them easily. Some problems taken up by SQC at this level may be references collection, inefficient time management, inappropriate curriculum, lack of innovation, etc. Richard Ennals, Professor Emeritus of Kingston University and former Vice Chairman of World Council for Total Quality and Excellence in Education (WCTQEE) has given yet another option of SQC activities in University education. In principle, one can link Students’ Quality Circles in different universities at various regions, opening up new opportunities for collaboration and mobility. Through a focus based on SQCs, students can avoid some of the issues of curriculum incompatibilities. Once one recognizes that student group really work and learning can be self-managed, many obstacles are automatically removed. Increasingly our students are becoming familiar with social media, and they also have prior work experience. Then physical mobility can be complemented by virtual mobility. Thus, educational institutes offering courses at various levels can introduce and promote the Students’ Quality Circle to their students. The purpose of implementing SQC is same as enhancing pro-social and leadership personality in students and makes them smart as well as good. It is to prepare total quality person. The process is the same—identifying, analyzing, and systematically solving students’ problems

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in a team. Only the levels of tools and techniques utilized may differ as per the level of education and age group of students.

5.5.3 Students’ Quality Circles as Curricular Subject Students’ Quality Circle activities do not give the expected result if the students present the same case every time or if the students cease to take up new problems. This is a continuous process. Students having successfully conducted a couple of SQC problem solving exercises in grade one go to grade two feeling that since they have already learned the tools and techniques of SQC, they don’t need to be involved any further in SQC activities. However, stopping here does not provide enough opportunity for the students to develop their personality as envisaged by the SQC concept. The steering committee and the group of facilitators, and the strong commitment of the chief executive creates the environment for the students to take interest in handling new problems with more vigor and energy than they have worked for in their previous grades. The SQC activities may continue with the same SQC teams or with some new colleagues. The problem level will be different from the previous one, or even the same problem may be continued if it has not been fully solved. Continuation of SQC by students and its institutionalization by the school/ college are important if one is to reap the real benefits of developing the pro-social personality of the students, or to make them good and smart. After successful initiation of pilot SQC projects, as the number of students interested to join in SQC activities increases, the motivated institute introduces SQC as a regular extracurricular activity for its students. Then, many students may opt to take parts in SQC extracurricular activities and their mindset will be directed toward pro-social behavior. When SQC is introduced as extracurricular activities in school, it will be felt necessary that SQC activities need to be introduced as cocurricular class by allotting one special period to all levels of schooling to embrace all students at the school for SQC work. Actually, the students who could not participate in SQC activities will start questioning why we are left behind in such a wonderful teamwork where we get opportunity to empower ourselves. It is necessary to the chief executive of schools slowly introduce SQC as cocurricular after having enough SQC facilitators and interest coming from students. An Example, Curricula for SQC at Junior School. After introducing SQC as cocurricular class, allotting special time to the students’ team to work for SQC, the time comes when the chief executive of educational institution introduces SQC as a regular curricular subject to embrace many social behavior topics on it. One such curriculum has been developed by QUEST-Nepal for Grade 6 (average age 12 years) to Grade 8 (average age 14 years) and already applied in Nepal since 2013. SQC addresses “Life skills approach to education” concern of UNICF. It prepares students to become team players, manage time, develop communicative skills,

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acquire systematic and scientific approach to problem solving, be empathetic to fellow beings, learn to work under difficult situations in a scientific manner and contribute to the overall well-being of the individuals and society. The main objective of the course is to prepare good and smart citizens having prosocial personality traits who are able to collaboratively manage problems occurring in life for creating a better society. After the course, the students will enhance their knowledge, skills and attitude on creativity, self-confidence, self-discipline, interpersonal relationships, empathy, social responsibility, teamwork, broader vision, time management, analytical tools, and communication. Course contents Unit I: Positive thinking—5 periods per week Learning objective of the unit: To understand and develop positive attitude. Contents: Behavior and attitude, positive thinking. Unit II: Team building—5 periods Learning objective of the unit: To develop team leadership and collaborative behavior. Contents: Teamwork, decision making, team leadership, and teamwork practice. Unit III: Continuous improvement—5 periods Learning objective of the unit: To understand the concept and practice of continuous improvement. Contents: Kaizen, P-D-C-A cycle, 5 S theory and practice. Unit IV: Brainstorming—5 periods Learning objective of the unit: To develop creative thinking and enquiring attitude Contents: Logical and creative thinking, barriers of creative thinking, brainstorming rules and round robin brainstorming procedure. Unit V: Introduction to SQC—5 periods Learning objective of the unit: To understand the nature, scope and benefits of SQC Contents: Definition and scope, evolution, benefits, and model case showcase. Unit VI: Systematic problem solving—8 periods Learning objective of the unit: To understand the process of systematic problem solving and decision making. Contents: Working with facts, 7 steps of QC problem solving, problem hierarchy and critical thinking. Unit VII: Basic SQC qualitative tools—8 periods Learning objective of the unit: To learn, understand, and practice the qualitative visual QC tools. Contents: Check sheets, voting, TPN analysis, paired ranking, cause-and-effect analysis, and five whys analysis. Unit VIII: Basic SQC quantitative tools—9 periods Learning objective of the unit: To learn, understand, and practice the quantitative visual QC tools. Contents: graphs, charts, control run chart, and Pareto diagram (without cumulative).

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Unit IX: Planning and Evaluation—6 periods Learning objective of the unit: To understand and practice the planning and monitoring process. Contents: Gant chart, 5 W and 1 H and run chart. Unit X: SQC case study project work—106 periods Learning objective of the unit: To develop problem solving skills and social responsiveness. Contents: Formation of team to evaluation of the project. Unit XI: Communication skills—13 periods Learning objective of the unit: To get the hands-on knowledge on basic ICT tools and communication skills. Contents: Communication skills, computer skills, case study report preparation and presentation skills teaching–learning methodology for SQC subject. Teaching Learning Methodology for SQC Subject. The course requires adoption of theoretical as well as practical approach. Theoretical class: 40 (approx: 25%), Practical class: 135 Periods (i.e., approx 75%). During theoretical classes, the teacher will explain the concepts of various problem solving approach, tools and techniques and guide the students to practice those tools and techniques during practical classes. The SQC Case study project work will require students to collect data, analyze data, and come out with solutions to those problems and prepare work plan to implement and evaluate the solutions implemented. Teaching medium may be in English or Nepali as per the media of the school. Elicitation techniques, problem-based learning, individual, peer and group works and experimental learning methods of teaching– learning techniques are employed for the development of pro-social behaviors of students. Evaluation of SQC Curricular subject. The course requires implementation of both formative and summative evaluation with Theory marks: 40; Practical marks: 60. Continuous Assessment System will be incorporated for evaluation. External evaluation is suggested for final SQC case study presentation. Evaluation chart is attached. Parents, teachers, and peers evaluation will be the basis of CAS.

5.6 Frequently Asked Questions (FAQ) on SQC Are there any relationship between Students’ Quality Circle (SQC), total quality management (TQM), and Appreciative Inquiry (AI)? Students’ Quality Circle, or in short SQC, is defined as a small team of voluntary students at the same educational level who meets regularly in study place to identify, analyze and solve their recurring problems for developing their quality mindset with good and smart personality. Dr. Jagdish Gandhi has experimented SQC in his City Montessori School, Lucknow, India. Total quality management, or in short TQM, is defined as a systematic, scientific, and institution-wide activity to solve recurring problems for continuously delighting customers through its products and services.

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Dr. Edward Deming has first introduced the concept of 14 point principles which has been practiced in Japan and which ultimately turned out as TQM philosophy. Appreciative inquiry, or in short AI, is defined as an institutional development method that engages all levels of an institution including customers and suppliers for renewing, changing, and improving the performance of the institution. This famous Organizational Development AI method is conceptualized and promoted by Dr. David Cooperrider. TQM and AI are both universally recognized organizational development methods for improving performance of institutions and are applicable in all sectors including manufacturing, health service, hospitality, educational, trading, and others. On the other hand, SQC is an innovative teaching method for shaping the behaviors of young children to make them total quality person. Thus, the purpose and areas of application of both TQM and AI are similar, whereas SQC has fundamental difference with TQM and AI in its purpose and area of application. However, the approach of TQM and the approach of AI are quite different for improving performance of an organization. TQM believes that there are problems in the organization, and there is scope of solving problem with everyone’s effort. Thus, TQM is said to be using “deficiency model.” On the other hand, AI believes that there are positive strengths in each individual and organization, and this 112 Students’ Quality Circles positivity can be enhanced to improve performance of the organization. Thus, AI is said to be using “asset-based model.” The approach of Students’ Quality Circle (SQC) of solving problem is similar to the approach of TQM. The approach is different with AI. Thus, it can be said that SQC is a sub-component of TQM in education, involving Students with a secondary purpose of problem solving and primary purpose of personality development. SQC has positive relationship with TQM and negative relationship with AI. SQC and TQM help to develop collaboration, whereas AI motivates to develop individuals. How to distinguish the terminologies like quality of a product, quality of a service and quality of a human being? Understand the “QUALITY” terminology, first. The definition of QUALITY is as simple as this: Having characteristics that delight its users now and always in future. Thus, the product will be said to have its quality if its consumers and customers feel happy after using it. The service will be said to have quality if the users of the service feels full satisfaction and be happy. Similarly, a person as a human being is said to have its quality if the universal society which (s)he belongs to feel proud of having him or her as its citizen. Have students participated in SQC projects been really turned out as total quality person? Yes! There are many examples of SQC alumni being total quality person. We identify total quality person simply as how the person behaves socially. If the person is good for always ready to serve the society and is smart for always trying to do scientific enquiry and not content with the present status then he or she is said to be a total quality person (TQP). SQC shapes students to have both of these characteristics during the process of SQC projects. However, we should always be careful that

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students have properly processed the SQC project in a team taking systematic and scientific approach taking necessary time with dedication and commitment, and not just preparing for the presentation at the national and international conferences. The presentation preparation is just a byproduct work of case study as motivation to students. Actual process of SQC case study project is taking appropriate time, conducting round robin brainstorming, analyzing with facts and figures, and solving by taking appropriate countermeasures. The group of students completing one SQC project should not stop there but try again to solve another one after another important recurring problem. After completing three-four projects, you will find students of the team will develop the good and smart characters to be a total quality person. Can we utilize the outputs of SQC projects practically in real life? Oh sure! We need to utilize the valuable output of SQC project. Instead of replicating the outcome of any SQC project, it will be better if students study their problem themselves and try to find out solutions of their problem on their own environment and situation. This will help them to build their personality, which is the primary purpose of having SQC project in any educational institution. However, a particular SQC team should not stop the SQC project immediately after the problem is solved. The process of SQC advises us that after the problem is solved the SQC team must monitor for certain period and see whether the problem is solved permanently or not. If the problem reappeared again the SQC team should reassess the root causes and implementation of countermeasures and continue till the problem is solved permanently. If the problem is solved permanently then the SQC team should standardize it by making a manual by including the characteristics of problem, its root causes and the implementation plan of countermeasures, and train all involved- all other students, staffs, teachers, and managers of the educational institute. Thus, we can. How all students in a classroom can be motivated to participate in SQC projects? Simply by demonstrating how a particular SQC team is approaching the problem and solving them. Ask the SQC team to present their findings in the class from time to time. After one project is finished and presented, it is certain that other students slowly move forward to participate in the SQC case study project and form a team to solve their particular problem to develop their personality. Moreover, the educational institution which wants all student of a particular class be involved in the SQC project should allot one hour lecture session per week to SQC for all students to participate in the SQC project on a regular basis, as a cocurricular subject, or, even as a curricular subject. SQC team must work within the scheduled class session and should not feel as an overload by any students. Is it necessary that SQC projects are introduced to all students in a school? Yes! If we want all our students of our institute be quality people or pro-social citizen then we need to motivate all our students to participate in Students’ Quality Circle projects. It is a must. This is what happened with the case of Quality Control Circles (QCC) first introduced in industries in Japan in 1962. In initial years, there were few thousand Quality Circles in certain industries only. Then, slowly all workers started

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participating and within one decade all workers of all industries in Japan started working in Quality Circles in Japan. Not only that seeing its benefits many Circles started forming in American, European, Southeast Asian countries started forming QCs in industries and now there more than billion Quality Circles are working in the world in industries. Moreover, the top management, directors, principals, head teachers of school should take initiation by preparing few teachers as SQC facilitators and allot at least one period per week in class schedule for all classes of the school. Another important part is that the school should observe a SQC or quality day annually and ask all SQC team to present their cases before all students, teachers, staffs, and parents. This will motivate all students to share among themselves and also parents to pursue their students to participate in SQC projects. How much theoretical knowledge should be given to students to work on SQC projects? Students must learn four approaches of SQC with Kaizen mindset, plan-do-checkact wheel, teamwork, and brainstorming. All students involved in SQC project first should be trained on these approaches of SQC. Secondly, they should learn the systematic problem solving process, which is very important. They should digest it wholeheartedly. Students should be trained on the steps and reminded strictly that they should follow the stepwise procedure properly and cannot jump fast to solve the problem. Lastly, students must learn the basic tools like check sheet, graph and charts, Pareto diagram, cause-and-effect diagram, activity planning matrix, affinity diagram, pair ranking table, etc., in the initial stage of SQC learning. They should be trained how to collect data in the easier and efficient way using check sheet. They should be trained how to dig out root causes through brainstorming and root and cause diagram. After few SQC projects, students can learn other advanced tools for problem identification, analysis, and solution. Students should be told in brief about the history of SQC and its purpose. How to provide updated knowledge on SQC to students? As other subjects of learning, SQC is also not a static concept. Knowledge on SQC is ever growing, and we need to update our knowledge and train students with new updated concepts and working tools of SQC. SQC is relatively new concept, and it has borrowed tools from other subjects. Initially, it started as a replica of Quality Control Circles practiced by workers in industries. Thus, naturally it borrowed tools from industrial Quality Control Circles. When SQC shifted its priority on its purpose from solving problems of schools to developing personality of students, doctrine is changing very fast. Instead of calling Students’ Quality Control Circles, educationists are calling it Students’ Quality Circle. People are taking it as a tool of personality development and are even thinking of keeping it as cocurricular subject to all students. We have to keep track of these changes for betterment and go on updating the knowledge on SQC to share with the students involved in SQC. Presently, SQC is considered as a multidimensional subject incorporating the dimensions of quality management, educational leadership, children psychology, personality theories, quantitative and

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qualitative research methods, inter- and intrapersonal communications and information and communication technology. Facilitators must search as well as research available knowledge on these subjects; amalgamate them to update continuously the concept, approach, techniques, and tools on SQC for motivating and training the SQC students. QUEST-Nepal has initiated to conduct master trainers laboratory for this purpose of updating knowledge from 2010 and need to continue to come out with new ideas for betterment. How can we monitor that the problems identified, analyzed, and solved by students through SQC projects are permanently disappeared? It is advised that school in general and facilitators in particular must keep track of all SQC projects operating at schools. Unique ID no. should be given to each SQC project and record of all SQC projects should be kept. We know that the problems solved by the SQC project have secondary importance and the most important purpose of SQC project is to develop the personality of students involved on it. However, the record of problems and case study report should be kept at schools and monitored whether the problems solved by the particular SQC team is permanently solved or not by the particular facilitator using the control chart prepared by the team. The record should be used for motivating other teams and to make the showcase for others to learn. How to minimize and simplify the application of QC tools in SQC projects? Don’t try to minimize the application of QC tools. And, don’t overuse too. Just use the appropriate tools at appropriate places. Don’t use redundant tools. Don’t try to use many tools for the same purpose. First, identify the purpose of using tools in the process and apply the appropriate tools. Basic QC tools are simple easy tools based on the strong statistical background. Learn more advanced tools too and apply as your practice on SQC project deepens. How to select the right tools and techniques at appropriate problem solving process of SQC project? It is the purpose that decides which tools to be used. The tools should be efficient, simple, and readily verifiable agreed by all student members. How to distinguish causes, major causes, and root causes of a problem? The symptom of a problem is many times visible, but problem itself may not be visible and even may be difficult to describe for many people. Sometimes we may be confused with the words like symptom of a problem and problem itself. SQC project always analyze hierarchical problems to find out first the symptom, then many hierarchical problems and their respective causes, then identify major causes. In the end, once root causes are properly identified, countermeasures are designed to address these root causes which will the problem permanently. It believes that unless we identify root causes and counteract on it, the problem cannot be solved permanently.

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Where to use Pareto analysis in problem prioritization or cause prioritization? The purpose of Pareto analysis is to prioritize variables. Pareto analysis may be done for prioritization of problem as well as prioritization of causes. What is the significance of cumulative frequency line in Pareto diagram? A Pareto diagram is a combination graph, combination of bar and line graph. Bar graph consists of absolute figure of the occurrence of variable (problems or causes) in primary Y-axis, and cumulative frequency line is a line graph drawn with cumulative frequency of occurring of variable (problems or causes) in secondary Y-axis. The bar graph in Pareto diagram depicts clearly which the trivial few important variables are. And, the cumulative frequency line graph depicts clearly how much these few important variables are. Thus, only drawing bar graph in Pareto diagram, we may identify and show the variables of importance. But, when we add the cumulative frequency line graph, we can identify and show the magnitude of the importance of the identified variables. The significance of cumulative frequency line in Pareto diagram is to show the magnitude of importance to prioritize the variables (problems or causes). How we use Pareto analysis for unrelated problems? Generally, Pareto analysis is done for prioritizing among many variables which are more or less related to some specific phenomenon. The experience has shown that once the problem prioritized through Pareto analysis is solved, other variables also decrease. To identify unrelated problems, another statistic tool called scatter diagram is plotted in two axes and determine the nature of relationship and identify the correlation between these two variables. If these two variables are found to be unrelated, then the plotted points in the scatter diagram will have no exact trend. Once, scatter diagram depicts that there is no relationship between two variables; we may discard the unrelated variable from Pareto analysis. What is the significance of Scatter diagram and how to use it in SQC projects? Scatter diagram is a point graph plotted with data of occurrences of two variables on two axes to identify the relationship between these plotted variables. This is an important tool for identifying the relationship between one specific problem with one specific cause and also to identify the relationship between two causes of one specific problem. (a) If the pattern of points or dots plotted on the graph has upward trend, then the variables are said to have the positive correlation depending on the trend line slope. That means if one variable increases other will also increase with the proportion of the slope. (b) If the pattern of points or dots plotted on the graph has downward trend, then the variables are said to have negative correlation again depending on the trend line gradient. This means, if one variable increases other will decrease with the proportion of the slope.

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(c) If the pattern of points or dots plotted on the graph does not show any pattern then the variables are said to have no correlation. This means, we cannot predict that if one variable increases, then another variable may increase, or may decrease. It is uncertain. Key Ideas in This Chapter • Motive for establishing Students’ Quality Circle activity in educational institutes should be only to develop pro-social personality of students and make them both good and smart persons. • Chief executive of the educational institute who wants to establish SQC in the institute shows his full commitment and involvement by creating a quality policy for the institute and developing annual plan as per the policy for achieving the defined objective with the consent of all stakeholders. • Roles and responsibilities of the chief executive in initiating and promoting SQC are a leader who continuously provides recognition and motivation to his staff, teachers, and students. The role of steering committee is pivotal in making plan and evaluating the SQC exercise to make it purposeful. The roles and responsibilities of facilitators are to facilitate students by providing skills training and encouraging students in the problem solving activities and working as an observer in SQC exercises. • An educational institute that wants to establish SQC activity in the institute should initiate with a few pilot SQC teams. After some presentations of the problem solving cases by the pilot teams, other SQC are formed as more teachers and students understand its purpose and become interested to join in SQC activities. • As the main purpose of SQC activity is to develop the personality of students, Students’ Quality Circle should begin with education and end with education. It is a continuous process. The education programs like seminars, trainings, and workshops are continuously organized for all people involved in SQC activities. However, the program for people of different levels such as chief executive, managerial staffs, teachers, and students may be of different modules and organized at different times and durations. • Students should be continuously motivated to improve the process of SQC activities and take deep and joyful interest on their self as well as mutual development. SQC teams are given ample opportunity to present their cases in front of other students, teachers, managerial staffs, parents, and the chief executive. Students develop self-discipline and confidence and, if motivated, more and more students take part in SQC activities. • Students should be provided continuously an opportunity to show to the outside world that they can do, or the kinds of problems they can solve on their own in a collective manner. This motivates all students involved in SQC activities. Institutes should take initiative to organize and send their students to attend and present regional, national as well as international conferences conducted by other organizations inside and outside the country. • SQC has already been initiated as curricular subject in Nepal incorporating few social behavior and leadership issues.

Chapter 6

How Students’ Quality Circles Are Evolving in the World?

EGO is the only requirement to destroy any relationship, so be a bigger person, skip the E and GO. APJ Abdul Kalam, Aerospace scientist and 11th President of India

Abstract The concepts of TQM and Quality Control Circles were developed in Japan and promoted to other parts of the world by Japanese Union of Scientists and Engineers (JUSE). Jagdish Gandhi, CMS, Lucknow, India, brought the concept and tools and techniques of QC Circle and applied among students at his school, and Students’ Quality Control Circle (SQCC) was born. World Council for Total Quality and Excellence in Education (WCTQEE) was formed with the participation international quality experts and educationists in 1999. The author developed Students’ Quality Circles (SQC) as an adapted version of QC Circle suitable for students. The purpose of applying QC Circle with students is just to develop personality which match with the need of the society. Students practices SQC with its own improvised principles, purpose, approach, tools, and techniques at educational institutions to develop their pro-social personality. A non-governmental organization named QUEST-Nepal is established in Nepal in 2006 to promote Students’ Quality Circles all around the nation. It organizes national and international conventions on Students’ Quality Circles (SQC) since 2005 on various parts of the country. Moreover, a two-dimensional conceptual model of total quality person index has also been developed to measure the effectiveness of SQC. Keywords Quality control circles · Students’ quality control circles · Total quality person index

6.1 Total Quality Management and Quality Control Circles Quality is a buzzword in this modern world. It is pervasive in every sphere of life. People demand for quality products and quality services and quality environment, and they demand improvements in the quality of life. Everybody considers quality as a prime factor for the development of people and the society in general. Thus, © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2022 D. P. Chapagain, Students’ Quality Circles, https://doi.org/10.1007/978-981-19-1080-7_6

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quality is considered the prime mover of our lives. However, one thing is clear— quality products and services are not a matter of chance but needs sincere efforts by all the people involved and constantly, intelligently, and laboriously grooming on it. Moreover, only quality people can produce quality products and deliver quality services. The second half of the past twentieth century saw the emergence of the consumer society. The concept of giving utmost importance to quality actually evolved immediately after the Second World War. Japan was destroyed completely by the war, and it became very difficult to get out of the disastrous effects of the war. Products and services produced by Japan were either non-durable or non-functioning. In other words, the quality of Japanese products was so bad that they were not accepted by outside world. To come out of this desperate situation, the Japanese Union of Scientists and Engineers (JUSE) looked upon quality experts from the USA to teach them about quality. Edwards Deming, the stalwart that turned around Japan’s economic misery, was one of those invited. Deming’s historic lecture on statistical quality control to about 200 Japanese managers, engineers and scientists in 1950s brought a revolution in the quality management field. After that, Deming gave several lectures to Japanese industrialists to take them out from the war-torn economy. His lectures became highly popular because he explained the concept of quality in a very simple manner. He urged managers, engineers, and scientists to adopt the 14-point principle which called for everyone to look at quality management from a different perspective which we today know as total quality management. Then, several principles and practices developed by experts like Joseph M. Juran, Kaoru Ishikawa, Philip Crosby, Feigenbaum brothers, Noriaki Kano, Hitoshi Kume, and many others from Japan, USA, and Europe added important essence to the TQM concept. The author got opportunity to learn from TQM experts like Noriaki Kano and Hitoshi Kume of Japan in 1990s. Today, total quality management is recognized and widely practiced as a successful technique. Photographs of the author with Kano and Kume are shown in Fig. 6.1 for enhancing customer delight, productivity development, and economic development and thereby improving the life quality of the people. TQM principles focus on participatory approach to solve problems and improve continuously to share the benefits by all. By applying and practicing the principles of total quality management, Japan started to become the super economic power since 1970s. Gradually countries around Japan like Korea, Taiwan, Singapore, and other newly industrialized country adopted the Japanese management techniques and benefited from these quality management techniques. With the participation of employees and solving problems continuously, the stupendous economic growth of these Asian countries invaded the Western countries and attracted customers of these economies towards their products and services. The strength of TQM was only later realized by the Western countries. The USA and European economies realized “If Japan can do, why we can’t?” Presently, smart companies all over the world have adopted the TQM principles proving that the TQM is a universal quality management principle for participation, empowerment and compliance.

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Fig. 6.1 a Author with Hitoshi Kume (1996). b Author with Noriaki Kano (1998)

Quality Control Circle (QC Circle) is recognized as the heart of the TQM principles. The QC Circle is a team approach for solving problems and is practiced as an integral part of total quality management in business. The concept of Students’ Quality Circle (SQC) has been derived from the TQM principles and applied in educational institutions (schools, colleges, etc.). It is a seed that grows into a larger TQM which develops the business of organizations and the economy of the nation. For TQM to work effectively, it needs people with quality mindset. SQC produces people with the appropriate quality mindset trained with various problem solving approaches, tools, and techniques and the mindset for continuous improvement. Thus, SQC is the small seed sown in educational institutions to nurture the quality mindset of students who will later become politicians, businessmen, social workers, engineers, doctors, lawyers, workers, and others from

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different spheres of life and develop into what we call a quality person. SQC is highly instrumental in developing the economy, society, and nations.

6.2 From QCC Japan to Students’ Quality Control Circle (SQCC) India The credit for bringing the TQM concept of customer delight, productivity, and economic development in the business organizations, and eventually delighting society from Japan to value education and personality development of persons in educational institutions goes to Jagdish Gandhi. Gandhi, recipient of UNESCO Peace Award started a small Montessori school with five students in a culturally rich town, Lucknow of India. Today, City Montessori School (CMS) enjoys a worldwide reputation for providing value education with a quality to a great mass of students. This school also has the distinction of being listed in the Guinness Book of Records for having the largest number of students at different branches in one city. The story of transformation of TQM concept in business to personality development in education goes like this. In 1992, Jagdish Gandhi visited Japan to understand how the country developed so fast within 30 years to provide a reasonably good life quality to its people. He was in search for a magic formula for such outstanding development. He talked to a number of managers and employees in various industries, and everybody had a common answer. He perceived that Quality Circle activities and total quality management are the important components that had created the right development environment in Japan. Gandhi concluded that if Quality Circles are instrumental in the development of industries, its principles should work for the development of educational institutes as well. If it can produce quality products and services to delight customers in industries, why can’t it be used to produce quality person as products of the educational institutions to delight the society? He brought back to India loads of books and reference materials about Quality Circles and total quality management and gave them to one of his many principals, Dr. Vineeta Kamran, to study them to apply TQM and Quality Control Circles in City Montessori School. Surprisingly, Kamran saw a potential for larger application of Quality Circles in the school. The concept could be applied not only among teachers and staffs of the school but also among students. With the assistance of a senior engineer and quality expert, Prakash Bihari who was working in the Indian Railways, Kamran started to experiment Quality Circles among students in City Montessori School in 1993. Sucheta Bihari of CMS Lucknow was the leader of the world’s first Students’ Quality Control Circle that created lot of interest and space after its historic presentation on October 27, 1994, in Hong Kong International Conference on Quality Control Circle (ICQCC). The first Quality Control Circle of students received great recognition when the young children presented their case study in front of international quality experts. Senior quality experts from around the world observed the problem

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solving skills and presentation skills of the students through Quality Control Circles and endorsed the idea of introducing TQM tools and techniques among students in educational institutions as well. This way journey of TQM in Japanese industries started to initiate SQCC in Indian school. It took another three to four years to promote the concept of Quality Control Circles among students. CMS first promoted the concept in its schools and presented Quality Control Circle cases in international conferences on Quality Control Circles held in different cities of the world. In 1997, CMS organized the 1st International Convention on Students’ Quality Control Circles (ICSQCC 1997) in Lucknow, India. The concept of Quality Control Circles was endorsed by many quality experts and educationists who agreed to promote the concept among students to develop their overall personality. As the concept of Quality Control Circle implementation among students was relatively new, it was felt necessary to institute an international forum to promote it worldwide. Many educational institutes and quality professionals, in individual and intuitional capacities, of several countries have been working to establish appropriate systems in different forms for providing quality education to students.

6.2.1 World Council for Total Quality and Excellence in Education (WCTQEE) On February 23rd, 1999, an international body called World Council for Total Quality and Education (WCTQEE) was formed at CMS Lucknow with a purpose of promoting the idea of establishing total quality management in educational institutes and Quality Control Circles activities among students. There were 13 signatories from eight countries who agreed to form the world council in consensus. Initial signatories of different countries were Jagdish Gandhi, CMS (Chairman), Wayne Kost, USA (Chief advisor), Vineeta Kamran, CMS (Exec. Director), PC Bihari, Lucknow (Exec. Director), Andre Lim, Mauritius (Exec. Director), Lim Shi Huey, Singapore (Exec. Director), Donald Dewar, USA (Research and training), Hans J. Muller, Switzerland (Exec. Director), Tom Adair, USA (Director General) Henry Jayaveera Sri Lanka (Director General), AMM Khairul Bashar, Bangladesh (Director General) and Dinesh Chapagain, Nepal (Director General). Thus, the author was exposed with the QC Circle in education for the first time in 1999. Refer Fig. 6.2 the author with Dr. Jagdish Gandhi and CMS family. Thus, eight countries represented in the initial formation of the world council are Bangladesh, India, Mauritius, Nepal, Singapore, Sri Lanka, Switzerland, and the USA. By 2019 representatives, educationists, and quality professionals from different countries from various regions like Australia, Germany, Hong Kong, Iran, Israel, Japan, Kuwait, Malaysia, China, Thailand, Mozambique, Philippines, Qatar, Turkey, and UK agreed to join in the world council. As the concept is getting wider acceptance, the member countries are also increasing each year.

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Fig. 6.2 Author with Jagdish Gandhi and CMS family 2005

The purpose of the WCTQEE can be meaningfully extracted from the first letter issued to all signatories by the Chairman of the World Council, Jagdish Gandhi, immediately after the formation of the Council on May 5th, 1999. …If humankind is to be saved from total chaos, confusion and conflict, it can be only through the proper education of our children. And education, let us remember, is amongst “the greatest of all great services that can possibly be rendered by a man to Almighty God”. Therefore, we at the World Council should not rest and must constantly strain every nerve for popularizing SQCCs amongst school children all over the world. As visualized by all of us, we should endevour to make every student a Total Quality Person, a pride of human race and also a highly productive and competitive future citizen and gift of God to mankind….

From above statement, the vision of WCTQEE can be simply stated as “To make every student a total quality person.” Similarly, the mission of WCTQEE can be expressed as “Popularizing Students’ Quality Control Circles among children all over the world.” In 2009, the Coordination Committee meeting formally endorsed the constitution, policies, and guidelines of WCTQEE, 2009. The participation, mission, vision, and strategy are shown in the box. The major responsibilities and activities that have been envisaged by the WCTQEE from its inception are as follows. • Collecting and developing resource materials through publication of magazines, books, and audiovisuals; • Organizing of conventions, workshops, seminars, and exhibitions; • Organizing training for teachers, students, school administrators, parents, Ministry of Education on total quality in education and providing them certificates; and

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• Providing awards and recognition to individuals or organizations, which have made significant contributions to the area of quality in education. There are office executives, advisors, and director generals for each country working with the commitment endorsed by the Coordination Committee of World Council. Every individuals linked with WCTQEE are sincerely and with dedication are striving hard for making every student a total quality person. In Mauritius and Bangladesh, the director generals Mr. Madhukar Narayan and Prof. MR Kabir are using the forum of existing quality associations of their respective countries called Mauritian Society for Quality Control Circles (MSQCC) and Bangladesh Society for Total Quality Management (BSTQM), respectively, to promote the concept of total quality person (TQP) and Students’ Quality Control Circles (SQCC) as propagated by WCTQEE. In Nepal and Pakistan, the director generals Prof. Dinesh Chapagain and Mr. Wahid Mir have established a new organization at their respective countries which is named as Quality Circles in Education for Students’ Personality DevelopmentNepal (QUEST-Nepal) and Empowerment through Quality Education, Innovation and Productivity-Pakistan (EQUIP-Pakistan), respectively, with an aim of promoting SQC and TQP throughout the country. The mission and vision as well as the strategy are very much compatible with that of WCTQEE. In UK, the director general Mr. David Hutchins with coordination of former cochairman Dr. Richard Ennals have launched SQC in Kingston University and other schools with new perspective and scope. In Turkey, the director general Dr. Hayal Koksal initiated IMCEE Circle which has the same purpose and techniques as SQCC. She has successfully institutionalized ICT-based international Seagull project, very similar to the concept of SQCC. Besides regular SQCC activities, with the same concept of quality for empowerment with new special models of team activities for special (having disabilities) students and pro-poor students are becoming popular in Mauritius and India. In other countries of the world too, the concept of Quality Control Circles among students is becoming popular in different names. But the sole purpose is empowering students enhancing their personality making each citizen total quality person, as defined by Dr. Jagdish Gandhi.

6.2.2 International Conventions on Students’ Quality Control Circles (SQCC) The WCTQEE, in its first meeting on February 23rd, 1999, had decided that international convention on Students’ QC Circles be organized annually with CMS Degree College hosting it every alternate year beginning from 1999, and other nations on rotation. Nepal organized 13th International Convention at Kathmandu in Nepal. Refer Fig. 6.3 ICSQC inauguration honored by then prime minister of Nepal Mr. Madhav Nepal, Jagdish Gandhi and the author.

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Fig. 6.3 Inauguration of international convention on SQC at Kathmandu by P. M. of Nepal, 2010

The most important attractions of all these conventions have always been the SQCC case presentations by young students of different schools. On observing the case presentations, one can realize how much benefits the SQC approach can bring to the students in developing their personalities. The leadership personality with characteristics is quite apparent among the students. The presentations by students from different parts of the world using the same approach of QC problem solving in teams and applying various QC tools are really worth watching. The students display self-confidence and self-discipline as they demonstrate their capability to identify their own problems, analyze with facts and figures, devise creative countermeasures and solve their own problems the QC way. The personality development of students by exercising the SQC activities in teams is inspiring. The international conventions also provide the opportunity to listen to new concepts and ideas presented by quality gurus, experts, and educationists from various countries and offer great knowledge sharing their experiences. It is a forum where quality experts from various parts of the world assemble in one venue share and learns the new subject of quality in education and approaches to prepare total quality person in educational institutes. The approach of Students’ Quality Circles in education for preparing total quality person has been repeatedly endorsed by these personalities during these international conventions.

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6.3 From SQCC India to Students’ Quality Circles (SQC) in Nepal Since 1999, when the World Council for Total Quality and Excellence in Education (WCTQEE) established and the author was designated as Director General for Nepal, he started thinking about what really total quality person means, what does really quality and excellence is and does Students’ Quality Control Circles really develop a highly productive and competitive future citizens. As having an engineering management profession and certified to initiate Quality Control Circles within industries (service as well as production), and being university professor teaching quality management to graduate students he became excited to experiment with this new concept of SQCC among young students. The author was really excited to know the impact of this new fusion version of SQCC. The author believed the philosophy but could not understand the outcome and impact of SQCC as total quality person. He listened to many professionals at CMS but found there is a missing linkage between the process and its outcome. He tried to understand exactly what will be the impact of applying Quality Control Circles in young students. The author personally experimented with young students. He found some personality changes of students. When summing up the changes in habit, behavior and personality, the author found it is a personality which can be termed as pro-social personality, that is the personality of a person which society adores very much and which is necessary for a person to live and grow in the society with prestige and happiness. Or, in simple term, a person having pro-social personality will have a combination of good and smart personality. The same person who has smart personality having an inner desire to excel and good personality having an inner desire to serve others can be called as pro-social person. With this notion, in the first step in 1999 itself, the author canceled the word “control” from the Students’ Quality Control Circle. He recommended at the world council for it and was not successful. However, many colleagues from different parts began writing and talking about SQC instead of SQCC. Now, the website of World Council has taken my version of SQC and the brochure of 22nd international convention has pronounced it as ICSQC without the word “control.” Everyone knows that students are not going to control anything. They just develop their personality. The author published a guide book on SQC: An approach to prepare total quality people in 2005. The author continuously conducted research and also presented at different international conferences and conventions on quality in different parts of the world. In the second step, the author talked with many quality professionals and educational leaders on the impact of SQC at student level, teacher level, and school level. It is finally agreed that this intervention has very little to do with TQM in education. It is a separate approach to prepare quality person. So satisfied the author started digging more on it. Students are not going to solve any quality problems for school management, and they may reduce few problems but not solve them for the school administrative purpose. They are not experienced of the problems of the school,

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society, and the nation and so cannot brainstorm to find out the root causes of the problem. This is the fundamentals of Quality Circles that the person who is experienced and has skill on his work knows the sophistication of the problems faced at his work and so can dig out inside the problem and detect the root causes. And, it is so useless to involve young students to solve the problems on which they don’t have any experience. The author considered it is a fundamentally different concept in SQCC, and he called it Students’ Quality Circles (SQC).

6.3.1 Purpose of Students’ Quality Circles Students’ Quality Circles (SQC) is reengineered from the Quality Control Circles originally developed in Japan. The QC Circle headquarter of Japanese Union of Scientists and Engineers (JUSE), which serves as a center for continuing education on QC Circles, defines a QC Circle as “a small group consisting of first-line employees who continually control and improve the quality of their work, products, and services; they operate autonomously and utilize quality control concepts and techniques and other improvement tools, tap members’ creativity, and promote selfand mutual development.” In explaining fundamentals of QC Circles, JUSE added further more as “QC Circle activities aim to develop members’ capabilities and achieve self-actualization, make the workplace more pleasant, vital and satisfying, improve customer satisfaction, and contribute to society.” Based on this definition and explanation of QC Circle headquarter of JUSE, one can draw the important features of QC Circle like small group, continual control and improvement in the quality of work, products, and services, Autonomous operation, utilization of quality control concepts, techniques, and other improvement tools, tapping member’s creativity and lastly, promotion of self- and mutual development. The last feature of self and mutual development is taken as the most important and focused feature of Students’ Quality Circles (SQC) as a teaching–learning pedagogy in academic institution. Regarding self- and mutual development feature of QCC, JUSE has briefed the following, A QC Circle contributes not only to the development of a sound working environment but also to the enhancement of individuals’ abilities and potentials. In other words, the activities lead also to self- and mutual development of members. Through the activities, skills that members can expect to develop are: creativity, expressiveness, persuasiveness, analysis, observation, action negotiation, leadership, cooperation, understanding and concentration.

Thus, there are two major purposes of establishing and promoting QC Circle activities at industries in general. They are as follows in priority order: • To enhance the operating capability of industries by solving their quality and productivity problems for economic development of each industry and the nation in large.

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• To enhance the skills and capability of employees by training them the systematic problem solving methods and scientific tools for their self-development and mutual development. Here, we have to remember that the industries are managed and run by human beings and they add utility value to non-livings to produce products and services. Whereas, the educational institutes are managed and run by human being but they add knowledge value to human beings to produce precious human beings. The purpose of establishing and operating QC Circle activities among employees of industries is exactly the same as of QC Circle of teaching and nonteaching employees of educational institutes. However, we have to give a fresh look with a little bit different perspective to identify the purpose of establishing and operating Quality Circle of students. In other words, students are not direct paid employees of the institutes, but just like a human being in different stages of a processing line and their responsibility should be kept limited and should not be burdened for institutional capability development. However, we should always motivate them for institutional capability development indirectly. The Employees’ Quality Control Circle, whether they are teaching or non-teaching staffs, should be established and operated exactly in the same manner as of the original purpose of QC Circle activities. When we motivate students to take part in Quality Circle activities, and after they formed a team called Students’ Quality Circle (SQC), the purpose must be understood in a different manner. Purposes are the same, but prioritization is in a reverse-order second priority of the original is kept as the first priority and the first priority of original is kept as the second priority. In identifying the purpose of QC activities—the SQC version, readjustment is made in the originally identified purposes of industrial QC Circle. The readjustments are: • The priorities of purposes are changed. The second priority of skills and capability development of QC Circle has been considered as the first priority of SQC. • The word “employees” has been changed to “students.” • The word “industry” has been changed to “institution.” The word “Control” from the Quality Control Circle (QC Circle) is removed and is called Students’ Quality Circle or, in short SQC. SQC is a Circle (team) of students for developing their quality (quality mindset). SQC is not a replication of QC Circle in education but is redefined and reengineered form of QC Circle in education. SQC is an innovative and student centered teaching–learning pedagogy if established as one of the cocurricular activities in educational institutions involving young students. These students will develop their quality mindset and be a pro-social or quality person. The purpose of SQC, thus, is prioritized differently. “Personality First” is the purpose and motto of SQC. SQC is established and promoted in educational institutions to inculcate the pro-social mindsets in young students through enhancing their physical, mental, emotional, and spiritual personality, and transferring all students as total quality person synchronizing together both their Good and Smart characters.

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6.3.2 SQC: The 3rd Generation of QC Circle The Quality Circle (QC) of students is called Students’ Quality Circles (SQC), or Circles or collaborative team of students working for developing quality mindset of students. Students’ Quality Circles evolved in Nepal through learning and practicing extensively in educational institutes may be called as the third generation of Quality Control Circles (QC Circle) practiced throughout the world. Table 6.1 depicts the difference among these three generations. 1st Generation: Early 1960s, Japan. Edward Deming and Joseph Juran ignited Japanese Union of Scientists and Engineers (JUSSE), and Kaoru Ishikawa conceptualized and applied as the famous Quality Control Circles (QCC) for quality and productivity improvement in industries. 2nd Generation: Early 1990s, India. Jagdish Gandhi imported QC Circle methods from Japan and world leaders in quality and education assembled at World Council for Total Quality and Excellence in Education (WCTQEE) and initiated and Table 6.1 Evolution of SQC from QCC with their major differences No.

particulars

1st generation: Quality Control Circles (QCC)

2nd generation: Students’ Quality Control Circle (SQCC)

3rd generation: Students’ Quality Circles (SQC)

1

Initiated at

Industries in Japan

Educational Institutions Schools in Nepal in India

2

By institution

Japanese Union of Scientists and Engineers (JUSE)

City Montessori School (CMS), Lucknow

QUEST-Nepal

3

Year

1962

1992

2006

4

Purpose

To solve productivity and quality problems of products and services as well as workers’ self- and mutual development

To prepare total quality people for total quality management

To develop students with good and smart citizens for the nation

5

Application

Voluntary participation by workers

Voluntary participation Compulsory by students as participation by all extracurricular activities students as cocurricular course

6

Techniques

Identify, analyze, and Identify, analyze, and solve problems solve problems

Identify, analyze, and solve problems

7

Tools

7 basic QCC tools, 7 new management tools, industrial engineering tools

7 basic QCC tools

12 basic SQC tools

8

Problem types

Productivity and quality problems

Students, educational institutions, society and national problems

Specific to the students problems

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advocated to apply it among students at schools as Students’ Quality Control Circle (SQCC) to produce total quality person for total quality management. 3rd Generation: Early 2000s, Nepal. Prof. Dinesh P. Chapagain redefined Quality Circles for students as Students’ Quality Circles (SQC) to make them good and smart person with its unique SQC Approach, SQC purpose, SQC application, and SQC tools and techniques.

6.3.3 QUEST-Nepal: An Institution for SQC Promotion in Nepal Prominent quality professionals and educationists in Nepal collaboratively established an institution called QUEST-Nepal, a short form for QUality Circles at Education for Student’s personality developmenT in Nepal in 2006 with new approach of solving student’s own problem to promote SQC throughout the country. The catchword of QUEST-Nepal is “Together We can …”. QUEST-Nepal started giving trainings to teachers on facilitating SQC in schools and those teachers who have developed skills on facilitating SQC team are named as SQC facilitators. QUEST-Nepal continued to convene seminars, hub (regional) and national conventions of SQC since 2005 at different parts in Nepal. QUEST-Nepal has designed a new concept of SQC master trainers laboratory (SQCMasterLab) and initiated it with mindful and dedicated SQC facilitators. The purpose was to have a research and development forum among experienced SQC facilitator for concretizing the SQC thought. Since 2010, QUEST-Nepal started this laboratory and is still in continuation. The master Lab of 2012 decided to develop a curriculum for SQC and suggested to include SQC in regular education system at the school. Some schools initiated with new curriculum from the same year. The master Lab participants revisited the purpose, approach, process, and tools of SQC. SQC was derived initially from industrial QCC and adopted educational SQCC and has been applied in Nepal since last two decades, the SQC master Lab participants thought to reengineer for kaizening it thoroughly from the concepts to applications. In 2018, new version of SQC evolved with new concepts, principles, purpose, process, and tools. QUEST-Nepal endorsed SQC, as the third generation of QCC for young students in academia with new purpose of personality first, 7-point SQC principle, 4-prong SQC approach, and 12 basic SQC tools. A SQC theme song is created and publicly launched in 2019 national convention at Kathmandu, Nepal. Fig. 6.4 depicts the occasion where SQC students dedicate the song to all SQC master trainers, facilitators and students. QUEST-Nepal is devoted to promote SQC in all schools of Nepal and believes that it is applicable universally in schools of other countries, too. Moreover, with a notion of quality is a journey not destination, SQC needs to be continually improved as the educational environment changes.

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Fig. 6.4 SQC theme song launched at national convention 2019

6.3.4 SQC: Quality Mindset and Myths Quality is a journey not a destination. Students at their early age always strive to learn more and more on different subjects. They will learn with a stronger appetite if they get the opportunity to learn with joy. SQC is one of the subjects where they have ample opportunity to learn and play with various types of visual tools and textures. They enjoy continual learning. So, we encourage them from the very beginning with this slogan—Quality is a journey not a destination. Don’t stop learning new tools and techniques and don’t stop solving your problems. Once one problem is solved start with another one, you will get enjoyment. If you use one tool today, try to apply another in next process. Even SQC facilitators, SQC master trainers are also trying to improve the approach, process and tools from time to time. The third generation with 12 SQC tools is one strong example of this mindset. Think outside the square within a Circle. When students are given opportunities, they can creatively think outside the box. Creativity is strong and wild at earlier age when they are young. There is no limit for imagination. However, in practice, when we come to identify the problem and solve it, it needs a focused and defined border. One needs to identify the constraints and assumption to select the problem to solve and implement the countermeasures for solution. So, we encourage students to brainstorm and come out with creative and wild ideas “thinking-out-of-the-box

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within-a-room” to make it more practical. It does not mean restricting for wild thought but think wildly and also consider its practical limit. SQC team thus take this as a slogan—think outside the box within a Circle. Collaborate with others and compete with yourself. Young students always like to make friends and play, study, and solve problems collaboratively with them. SQC is such a program where students enjoy working collaboratively. Problem solving in a team is the main guideline of SQC process. But these days education system is pressuring students to be competitive enough for competing with each other and get the more grades and awards than others. However, in SQC process we ask our students to compete with you or self-competition and collaborate with others. It means collaborate with others to solve your problems but you need to compete with yourself and not with others. Compete with yourself means be better yourself than yesterday and be better tomorrow than today. Don’t stop competing with self. The mindset then changes. Is SQC a case study preparation and presentation? No, it is a myth. SQC is not a case study of problem solved by students and making a power point presentation and or report preparation. And, it is not a subject of presentation. Actually, it is not necessary to prepare a case study and presentation slides if students are not supposed to present before others. SQC is a process of personality development and not a case study preparation and presentation. Presentation programs are set just to motivate students to show case their work or process of their problem solving. Is SQC a voluntary participation for students? No, it is a myth. SQC should not be left as voluntary participation must be kept as a compulsory participation by all students. SQC must be practiced by all students of the school so that all students will have a chance of developing their pro-social personality. Why to give chances only to few students. The concept of voluntary participation came in industry because the Quality Control Circles are designed primarily to solve productivity and quality problems at the industry. We need to give chance to all students to involve themselves in SQC activities or SQC process so that they all get equal participation for their empowerment. Moreover, SQC is a disciplined practice for students’ teamwork, time management, systematic problem solving, and using structured statistical tools. Is SQC a Quality education? No, it is a myth. SQC is not a quality education by itself but it is quality in education. Quality education is a broader term and involves hundreds of criteria to fulfill and satisfy the set standards. However, we can call SQC as one quality feature in education. In education system, the development of pro-social personality of students and empowerment is one of the most important features. And, SQC fits properly and satisfy this criterion. So, we call SQC as a bonus or extra cream on the top of the education cake. Quality mindset that will be implanted within SQC students during the process is one that matters. Thus, SQC is not a quality education itself but just a quality feature in education. Is SQC a Quality Circle of students? No, it is a myth. SQCs do not stand bluntly as Quality Control Circles of students but it is a Circle of quality students. SQC students do not solve any quality problems. Students just solve their recurring problems they face in daily life at school and home. Then, why we call quality students and why we call Circles? We are saying quality students because they are

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developing their quality mindset while practicing SQC activities. And, it is Circle because the SQC team does not have any head or tail. Everyone in the Circle is equal in hierarchy. It is a Circle organization, neither of vertical nor of horizontal nature.

6.4 Total Quality Person Index (TQPI) The author has prepared a conceptual model of total quality person with twodimensional character of good and smart. Besides, the author has also tried to develop an objectively measuring scale, a psychometric instrument to measure the character of a person as an instrument to identify his or her TQP index. The TQP index instrument is aimed to be a valid, reliable, and practical psychometric scale. This model and the scale will help to measure the personality (good and smart) of students who are practicing SQC exercise. Personality refers to individual differences in characteristic patterns of thinking, feeling, and behaving. Sometimes, it is said that the character of a person is inbuilt inside a person’s nature and cannot be changed or nurtured. However, it is the responsibility of educational institutions to remodel a person’s nature to make him or her total quality person (TQP) to satisfy the societal needs. The author believes that nurturing a person’s character is possible through the practice of Students’ Quality Circle and likes to define a total quality person’s character as a manifestation of certain personality traits called good and smart that dispose one to habitual courses of action. It is understood that a person who believes whole heartedly to the social values and behaves accordingly, who can be taken in confidence for his commitment and dedication, who is pleasant and smiling all the time, who listens to understand other’s view, and who is ever ready to serve the needy people is a person with good character. And, a person who has self-confidence, who always likes to learn and share new knowledge, who has a strong desire of excelling, who is capable of leading others, and who likes to develop skills and teach acquired skills to other people is a person with smart character. In this world, majority people are either very smart or very good but few people have both smart and good character. Pro-social people or total quality people are those who have both smart and good character. Moreover, good and smart characters can be understood as two sides of a coin. Both sides of a coin should be genuinely stamped to get its economic or social value in the market. Good and smart characters can be explained by two-dimensional character model as Blake and Mouton’s management grid. The framework is illustrated by a total quality person (TQP) character grid as shown in Fig. 6.5. The TQP character grid has one hundred (10×10) minor grids, as shown in figure to position graphically total quality person index (TQPI) of a person. In an extreme, a person who has TQPI of 1×10 has excellent smart character but has minimum good character. On the other hand, who has a TQPI of 10×1 has excellent good character but has minimum smart character. A person who has a TQPI of 10×10 has excellent both in good as well as smart character; on contrary, a person who has a TQPI of

6.4 Total Quality Person Index (TQPI)

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Fig. 6.5 Total quality person grid

1×1 has minimum in both good and small character. Collectively, a person can be classified by his or her individual TQPI into four major types. People scoring Low in both smart as well as good character scales: TQPI of these people falls within the quadrant on grids in between 1×1, 1×5, 5×5, 5×1. In general, these people need to be coached more to enhance both of their good and smart characters to make them a total quality person. People scoring low in good but high in smart character scales: TQPI of these people falls within the quadrant on grids in between 1×6, 1×10, 5×10, and 5×6. In general, these people need to be coached more to enhance their good character to make them a total quality person. People scoring high in good but low in smart character scales: TQPI of these people falls within the quadrant on grids in between 6×1, 6×5, 10×5, and 10×1. In general, these people need to be coached more to enhance their smart character to make them a total quality person. People scoring high in both good as well smart character scales: TQPI of these people falls within the quadrant on grids in between 6×6, 6×10, 10×6, and 10×10. In general, these people are self-motivated to enhance their smart and good characters to make themselves a total quality person having TQPI of 10×10. First and foremost, a valid and reliable objectively measuring psychometric instrument is necessary to identify the two-dimensional total quality person index (TQPI) of an individual. The measurement on that TQPI scale helps to identify the positioning

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of individuals on the TQP character grid. Then, the educational institute can benefit to identify TQPI positioning of students before and after their SQC participation to identify objectively the real benefits of SQC implementation. Key Ideas in This Chapter • Students’ Quality Circle is an adapted version of Quality Control Circles exercised in industries for quality improvement and continuous development. Quality Control Circles in industries are considered are one of the most important components of total quality management. • The concepts of TQM and Quality Circles were developed in Japan and promoted to other parts of the world. Students’ Quality Control Circles (SQCC) was developed in India with the inspiration drawn from the Japanese TQM experience. • World Council for Total Quality and Excellence is a forum developed in 1999 with the participation of experts and educationists to promote the approach of SQCC all over the world. • International conventions on Students’ Quality Control Circles are organized annually in different countries to share and learn the knowledge on SQCC. • Experts from various countries have observed and recommended that the SQCC approach to make total quality person in academia must be applied everywhere as an extracurricular activities. • In Nepal, an organization called QUEST-Nepal is established to promote Students’ Quality Circles all around the country. Some updating of the primarily designed SQCC is done to call it as Students’ Quality Circles in Nepal. • Students’ Quality Circles (SQC) practiced in Nepal is the third generation of the Quality Control Circles (QCC) developed in Japan. • A conceptual model of total quality person index is proposed by the author to measure the effectiveness of SQC.

Chapter 7

What Students’ Quality Circles Masters Say About SQC?

Even from my sick bed, even if you are going to lower me into the grave and I feel something is going wrong, I will get up. Lee Kuan Yeu, Singapore’s first Prime Minister

Abstract SQC as a popular instrument for the pro-social personality development of students at educational institutes is being accepted in different parts of the world. Educationists and quality experts of many countries have expressed their satisfaction over the process and the outcomes thereby. Presenting the cases of SQC on international and national conventions is not enough for overall impact on the mission of making each citizen of the world as a total quality person. Now the time has come to recommend for including SQC as a curricular subject in schools and colleges. SQC masters have expressed that the approach should be extended to other nations, too. In many countries, educational institutes have already adapted the SQC approach in creative ways considering the practical aspects and indigenous needs of these countries. Opinions from few prominent international quality and education experts, QUEST-Nepal officials, SQC master trainers, and SQC graduates who have already practiced SQC for some years are collected.

In 2019, the author received a very inspiring mail from Dr. Jagdish Gandhi, founder and manager of City Montessori School, Lucknow, who created the history of Quality Control Circles application in education for the first time in the world and coined the term total quality people (TQP). I must here tell categorically after QC Jai Jagat successful experiments persons like Late Neelum De-Silva, N. R. De-Silva, Late Donald L Dewar, David Hutchins and yourself enthused and propelled the quality movement in academics with your selfless service to better cause of global students and also in promoting the need and imperativeness of quality movement in making education a meaningful instrument in uniting the world and promoting the harmony along with of course having a cherished career. You have developed the Nepal Model of Students Quality Circle that incorporates its spreading in the difficult but beautiful terrains of Nepal, empowering and © The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2022 D. P. Chapagain, Students’ Quality Circles, https://doi.org/10.1007/978-981-19-1080-7_7

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Fig. 7.1 Jagdish Gandhi photograph

involving all the stakeholders in the education process including management, principals, directors, teachers, and students. I have in fact learnt from you that a good leader creates more leaders and not followers. You are the patriarch and a “Deming” of Nepal who has become a legend in his lifetime by spreading SQCs, facilitating to host national conventions every year by different schools and colleges and also in making SQC a part of curriculum in the country. We shall remember your first SQC “Aum” that has very intelligent young students participating in our ICSQCC, 1999. Quality and peace is alter ago one cannot survive without the other. It has to be understood that it is the mind that thinks and strategies war but it is the same mind that emanates the idea of peace and harmony. The meaningful education plays the role of making our mind filled with scientific knowledge and how this knowledge can be made apparatuses of world unity and world peace by making our planet without abject poverty, wars, terrorism, diseases, and putting the mother planet atop weapons of mass destruction including atomic bombs. It needs to groom total quality person TQP as a prelude to strive for total quality management. This message from a visionary personality like Dr. Jagdish Gandhi (Fig. 7.1) always needs to be adhered every time we propagate the application of Students’ Quality Circles in academia. All of us are preparing our students important, talented, and service-oriented leaders for future generations. SQC is a very effective tool in this process. Opinions from different players of SQC like (1) officials of World Council for Total Quality and Excellence in Education (WCTQEE), (2) officials of QUEST-Nepal, (3) SQC master trainers at Nepal, and (4) SQC graduates or students who had experience of SQC projects at their respective school and who are now either studying at higher education or working at their fields of expertise. The opinions of all these groups regarding impressions on SQC and its prospects and challenges are separately kept here on their own words, as received through e-mails.

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7.1 Officials at World Council for Total Quality and Excellence in Education Opinions from Executive Director and few Director Generals of different countries at WCTQEE are compiled and kept here for inferences. Impression of Vineeta Kamran, Shan Ruprai, Hayal Koksal, and Abdul Wahid Mir are asked for providing their opinions on their involvement, prospects, and challenges of Students’ Quality Circles. These are opinions from only few representative WCTQEE officials.

7.1.1 Dr. (Mrs) Vineeta Kamran, Executive Director

Vineeta Kamran Fig. 7.2 is an intelligent, dedicated, and dynamic lady who has wholeheartedly accepted to experiment Quality Control Circles (QCC) with her students for the first time in the world. She believes on its benefits to the institution to introduce TQM after the application of QCC among students. Her thought-provoking message is always SQCC for TQM at institution. Her message of taking progressive and dynamic approach to ensure quality consciousness in the value system, conducts and behavior of students, and of course in the delivery of goods and services is remarkable. She is principal of CMS Kanpur Road Lucknow.

Fig. 7.2 Vineeta Kamran

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The essence of education is preparing the students for the future, and the purpose of any system of education has clearly two functions: to preserve and to provide for change. It must preserve those values, beliefs, customs, rites, rituals, and the knowledge that make the long-term survival of a society possible. At the same time, education must aim at giving opportunities for personal development and confidence to adapt to new situations as we change these, when we find that necessary. Quality education enables people to develop all of their attributes and skills to achieve their potential as human beings and members of the society. Today when I look back, I recall the year 1990 when I started heading an institution, under the dynamic leadership of Dr. Jagdish Gandhi, the Founder Manager of City Montessori Schools whose energy, zeal, and enthusiasm leaves an indelible mark upon all. In 1992, Dr. Jagdish Gandhi, Founder Manager, City Montessori Schools (CMS) during his visit to Japan first became aware of Quality Control Circles and how Prof. Ishikawa who had infused this philosophy into the fabric of Japanese organizations resulting in the incremental progress of Japan. Dr. Gandhi’s conviction made me realize the potential of Quality Control Circles and the importance of introducing it among the school students so that they develop the habit of critical thinking and become problem solvers from a very young age. CMS with a cooperative and encouraging background provided opportunity for experimentation to introduce, practice, and propagate QC Circle philosophy among the students. In 1994, the world’s first SQCC Jai Jagat was constituted within CMS and participated in the International Convention on Quality Control Circles at Hong Kong. Since then Quality Circle philosophy has been effectively adopted in schools in Sri Lanka, Mauritius, Nepal, Bangladesh, Thailand, Pakistan, UK, and USA for infusing a spirit of excellence, emotional development, humanness, harmony, cooperation, character building, and discipline to sculpt a total quality person apart from creating a participative management culture and fostering continuous improvement through teacher–student–parent–community partnerships and the concept of benchmarking. In the changed world scenario, this movement is aimed at empowering the youths by “catching them young.” CMS has constituted the World Council for Total Quality and Excellence in Education which is engaged in honing their skills and talents and utilizing their ingenious vision, ideas, and thoughts to revolutionize education and make it truly inclusive, progressive, and liberating. CMS also organizes International Convention on Students Quality Control Circles since 1997 to provide a global platform to the students apart from training them from the beginning with quality consciousness as their second nature. The contribution of QUEST-Nepal, under the dynamic leadership of Prof. Dinesh Chapagain has been immense in the growth and propagation of Students’ Quality Circles in Nepal. It has revolutionized the concept of Students’ Quality Circles and is institutionalizing SQC at primary to tertiary level academic institutions in the country in order to make each student a highly productive and cooperative future citizen. The SQC movement shall ever remain indebted to Prof. Chapagain not only

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for his valuable benefaction but also for being instrumental in transforming the educational landscape by inculcating quality awareness among the students in Nepal. His visionary zeal, farsightedness, and dedication are exemplary and worth emulating. Vineeta Kamran. August 2021.

7.1.2 Com. Shan Ruprai JM, Director General (Australia and New Zealand)

Shan Ruprai has 30 years of in-depth experience at the senior level both in government and in private sectors specializing in quality and other related fields in Australia. He is decorated with Juran Medal for quality and many other international awards. He is a famous international keynote speaker on quality and business excellence. He was president of Asia Pacific Quality Organization for 9 years and Chairman of Australian Organization for Quality 11 for years. He is Chairman Australian Institute of Business Improvement. I used Quality Control Circles in the engineering and manufacturing processes. My firsthand practical experience and successful learning outcomes with objective evidence was in Nepal in September 2010 when I attended the NQPC’s International Conference on Quality as the President of the Asia Pacific Quality Organization. The innovative introduction of the SQC in the education institutions by the worldfamous Professor Dinesh P. Chapagain is well-respected around the world. Dinesh the Guru of SQC model brings the best in students at an early age leading to creating successful future global leaders. After Nepal, China, Indonesia, Sri Lanka and later in Lucknow at City Montessori School in 2014 as the President of APQO, I experienced the presentations by the students that were confident, creative, analytically skilled, experts in time management, and much more. This is a true reflection of creating future global leaders through successful SQC framework and tools. Sometimes in quality management the outcomes are based on COMPLIANCE; however, SQC focuses more on Quality EMPOWERMENT that is a must in this new brave world. Knowledge and skills developments are good, the education system must consider character building and skills required for the twenty-first century for the students, teachers, and the leaders of the education system. I see enormous benefits for the global society to flourish where student come from the education system that practices SQC. Students become Global leaders, Prime Ministers, CEO’s, scientists, engineers, and the skills developed during the SQC within the education system will benefit the society and others. For me as an employer and a professional, SQC is adding value to humankind from early age.

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To address the challenges of SQC, we need to ensure buy-in/support from parents, teachers, school leaders, governments, employers, quality professionals, businesses, and politicians. Continual education of the teachers and the leadership team for competency. Ensure reporting outcomes are backed up with accurate quality data and KPIs. Invite SQC experts into the education institutions to improve and assist in the modern implementation. Extend SQC to universities, medical field, and other areas. SQC needs to scan the ever-changing global environment and identify key emerging issues in advance to continually improve. This handbook with eight chapters captures the requirements of a best-in-class SQC with tools. This book discusses not just one time but the sustainable benefits that will stick. SQC has proven record of effectiveness. Congratulation Professor another winner for the benefit of the global society. Shan Ruprai. August 2021.

7.1.3 Assoc. Prof. Dr. Hayal KÖKSAL, Director General (Turkey)

Dr. Koksal is a lovely dynamic leader among Turkish educationists and has written many books on Imece Circles, which is equivalent to Students’ Quality Circles. She is taking the approach of educating teachers to learn on the subject to teach at schools at village institutions. Her international empowerment program called ICT Seagull is very successful. She was the convener of international convention on Imece (QC) Circles held at Istanbul in Tukey on 2007. We used to meet from time to time and learnt a lot from her on many occasions. I have been an academician (Associate Professor) in the field of “Higher Education Studies.” I gained this title through my quality-focused studies at various faculties of different universities for 36 years after a ten-year secondary school teaching profession in ELT. I am not only an educator but a quality expert, an author, an NGO leader, and a peace mentor. I worked as the advisor and localizer of the Microsoft Innovative Teachers Program of Turkey. After meeting TQM in early 1990s, it has become my main ambition teaching and applying it to educational settings. I designed and gave TQ-focused courses at Engineering Faculties of Marmara, Yildiz Technical and Kültür Universities. I started “Quality in Sports” movement at the Sports Faculty of Marmara University. I was the first instructor in Turkey giving “Quality in Education” course at Yeditepe and “Quality in ELT” course at Bo˘gaziçi Universities. In 1998, I wrote my first book about total quality management at Schools, now I am writing the 18th one. I am also running an NGO based on quality and collaboration.

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I first met Quality Circles at a factory in Turkey in 1998. It had aimed at improving the quality of products and relationships of workers and managers. Based on that, I prepared a team-based project. Problem solving and using technology effectively were essential. I adapted SQC philosophy into Turkish culture as “˙Imece Circle” by adding Google Scholar search and technology. I designed an international project called “ICT Seagulls” in 2002. Then I was invited to CMS in 2003 and seeing SQCs there impressed me a lot. My methodology was awarded by the World Bank in 2005. After that my ICT Seagulls project has been popular first nationally and then internationally. For 8 years, it is being conducted at universities and for 3 years MA students have taken part in it. Since 2017, community Circles have been gaining popularity in and out of the country. Up to now, teams from USA, UK, India, Nepal, Sri Lanka, and South Africa studied almost 500 ˙Imece Circles projects. Based upon lifelong learning, it has been developing gradually. I believe it is the only and the best tool of the pandemic days, as well. It is easy to teach and to apply. After a two-hour training (face to face and/or online), teams start applying it. CMS in India and Nepal QUEST are the best leaders of SQC movement in the world. I have tried different age and interest groups like universities, community leaders, and the challenged. I know that students learn easily and produce highly through SQC/imece. Hayal Koksal. August 2021.

7.1.4 Abdul Wahid Mir, Director General (Pakistan)

Abdul Wahid Mir, a saint by nature and highly acclaimed educationists of Pakistan attended many national conventions at Nepal and international conventions on SQC at other countries. He has established EQUIP-Pakistan for making a difference in the lives of the students by upholding the norms of SQCs. He has developed strong sense of SQC in his school as well as in many other schools in Pakistan. He has recently written a book on SQC in collaboration with Dr. Kamran Moosa which is published by the IAQ think tank on education. An educationist dreams of only one thing: empowered students–students with a conscience, proactive approach to add value to the life. In my 36 years as an educationist, I have always sought opportunities and tools that would add value to the lives of my children–my students. In this quest, in 2005 I was introduced to the idea of Students’ Quality Circles in City Montessori School, Lucknow, India. To start with it looked a straightforward idea of developing leadership skills of children but very soon I realized that I needed a mentor to learn the intricacies of this new world of Quality. Luckily I met in Nepal in the same year, the Quality Guru Prof. Dr. Dinesh P. Chapagain, whose eyes shone when he spoke of the revolutionary ideas he had for

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Students’ Quality Circles. His vision to develop Quality people who are “smart and good” using SQCs was so clear that I didn’t have to think twice before embarking on this journey with him. Dr. Dinesh trained me to become a master trainer of SQCs. After coming back to Pakistan with that knowledge and comprehension I launched EQUIP-Pakistan-an organization to introduce the revolutionary idea of SQCs. Within a short span of time, thousands of students from all over the country joined this movement of total quality and got a chance to change their lives by learning problem solving, critical thinking, analytical, communication, and collaboration skills. These skills are what prepare them to find their goals and achieve them, in the twenty-first century. Students’ Quality Circles have been recognized by the UNESCAP as a tool for improving employability for the youth, whereas they have also been included in one of the 50 best practices in 6th International Best Practice Competition held at Global Organizational Excellence Congress, Abu Dhabi, UAE on December12th, 2018. It gives me immense pleasure to inform all the stakeholders, that owing to SQCs, the practicing students have developed a deeper understanding of individuals they interact with on a daily basis. This has led to empathy, actively finding ways to resolve conflict, and learning to take a stand for yourself and those around them. Students and teachers alike have become sensitive to events taking place in their surroundings. SQCs are going strength to strength with more and more students coming on board every year. Even during the pandemic, students managed to conduct case studies and present them in a virtual conference. Analytical skills acquired by students during case studies stay with them lifelong. Research is being done, and books are being authored by champions of quality movement emphasizing how SQCs change the lives of the students for the better. Learning skills and tools through SQCs are just an added benefit. The main focus and benefit will always be to develop quality persons and inculcate a quality mindset in them from a very young age to achieve the target of a quality society. I wish you all the best in completing this project that will without a doubt contribute to the quality movement in Nepal and rest of the world! Abdul Wahid Mir. August 2021.

7.2 Officials at Quality Circles in Education for Students’ Personality Development, Nepal Opinions from officials QUEST-Nepal are compiled and kept here for inferences. Impression of Nirajan Adhikari, Subarna Raj KC, Surina S. Gurung, Deepak Gautam, and Singa Lama are asked for providing their opinions on their involvement, prospects, and challenges of Students’ Quality Circles in Nepal. These are opinions from only few representative QUEST-Nepal officials.

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7.2.1 Nirajan Adhikari, IPP and Chairman, National SQC Council

Nirajan Adhikari, Fig. 7.3 an educationist by heart with a strong mind, commitment, and hard, work entered the SQC domain in 2004 during the first national convention in Nepal. He took the command of the institution (QUEST-Nepal) believing that unless we make our institution strong enough with financial and knowledge resources, we cannot deliver our services of SQC all around the country. It is his never-ending effort that SQC is promoted to many parts of the country, availing enough resources to handle the promotional project. He is at present working as Principal of Nirvana Academy and adjunct faculty in Kantipur Valley College, Kathmandu. I am fortunate to mention with great pleasure that in 2004, while I was working at Heartland Academy, Kathmandu, the then Principal of Kathmandu University High School, my closest friend Mr. Narayan Pradhan introduced me with SQC for the first time. With big enthusiasm, I started learning about SQC and implemented it in my Fig. 7.3 Nirajan Adhikari

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school and a SQC team of Heartland participated in the first national convention on SQC in 2005 at St. Xavier’s School, Lalitpur, Nepal. In the long course of facilitating hundreds of young students at different schools, I became a passionate student of quality, a practitioner of innovative approaches in education and a close observer of personality traits of students who worked with me in SQC. I got opportunity to work with national and international networks of teachers, school leaders, educationists, quality experts and gurus to explore, learn, create, and share. I have observed students developing pro-social personality through SQC. They learn and practice various human and technical skills necessary to live a quality life. They become good and smart person in the course of working with various tools, techniques, and approaches of SQC in a systematic problem solving process. I have seen students grown with self-discipline, empathy, positive attitude and creative thinking, good communication and presentation skills, teamwork and collaborative leadership skills, analytical and problem solving skills, networking, and social skills through SQC. As SQC is a new educational approach, it is difficult to implement as a curricular subject of study due to inflexible and flat educational systems and structures in various nations. However, it is not impossible if we create massive awareness and commitment toward quality education among educationists and government authorities. They need to understand that we have an opportunity to produce quality person and quality human resources for this world with the help of this innovative educational process of SQC. SQC not only develops the quality mindset of students, it helps in building character which should be the core objective of education. Nirajan Adhikari. September, 2021.

7.2.2 Subarna Raj KC, Officiating President

Mr. Subarna Raj KC fully dedicated teacher and administrator having a strong sense of information and documentation entered the SQC promotional program in 2005 with full commitment. He believes on documentation for quality and has a strong belief on SQC for empowerment. He is one of the main resource persons for all SQC master trainers laboratory which QUEST-Nepal is organizing since 2010. He is working as vice principal—Administration and Activities at St. Xavier’s School, Godavari, Nepal. One day my principal told me to look after one of the outreach program for our students. That time I was working as a computer teacher. I was told to take some students and attend a program and get the idea of how does this innovative idea of SQC functions and whether it is beneficial to our students or not and we will start in

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our school as well. It was the first national convention of Students’ Quality Circles. In the year 2005, for the first time I got involved in the unique venture of quality movement SQC and still one of the member of the movement also taking it as integral part of professional and personal life. I was working in the educational environment where we focus on all-round development of the students we are trained to focus on all the aspects of human life. When we heard first the first time from Respected Prof. Dinesh P Chapagain that SQC works for the personality development of the students, it enhances good and smart personality of the students we decided to adopt it and try it out with our students. We decided to start SQC as one of the regular and compulsory extracurricular activities for the students conducting once a week. Over the period of 15 years SQC is one of the central attraction of the students, and as an education community, we see the clear difference among those students who are part of SQC. They develop self-disciplined, self-confidence, and communication skills. We have been observing lots of creativity developed with border vision and planning skills. Our students are developing the skills to understand each other their feeling and working in a team. These students don’t see problem as a problem they see it as an opportunity to solve it scientifically. In this whole process of engagement to solve the problem, these students are so occupied and focused that they are having good relationship with friends and teachers. So as an educational community we feel that students are more collaborative, they understand themselves and their potential, they don’t only talk; they talk with facts and figures and they also understand that gradually problem can be solved. It is not possible to tackle and solve the problem at once. In this process of problem identification, analyzing, and solving the problem, their personality is drastically changed. There are plenty of benefits to students. Their personality is developed, and they also learn the skills which they will need in the professional market when they graduate and on top of that a good and smart human being is developed which is the need of the time today. Not only students, while working with students we teachers also learned and developed our personality. We feel proud that SQC is expanding to all parts of Nepal. Moreover, international forum also takes SQC movement of Nepal as an example. There are still some constraints. We need to make all the schools aware about the SQC and its benefits and make all the schools to have SQC as their integral curricular activity. For this, heads of the educational institutes must be aware of the benefits of SQC and fully committed to it. Once the head of the institute is convinced and fully willing to have SQC in the institute, there will be enthusiastic teachers to take movement forward. There is huge scope of SQC in the future. Personality development initiative takes long time to show the result. We don’t get quick result. After working for 15 years now slowly, the educational institution started realizing that SQC really makes a difference in students. Now our SQC graduates and going to the workplace with the mindset of good and smart character which is making huge difference in the workplace. To have a better world, this is the character every human being must

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have. We have to make SQC movement successful all over the world for the better world and its possible only working together. Together we can… Subarna Raj KC. August 2021.

7.2.3 Surina Sunayani Gurung, Vice President

Surina Gurung is a lovely dynamic lady with soft voices, and deep knowledge has already taken the responsibility of organizing the national convention on SQC two times in 2009 and 2018 with grand colors. She believes on SQC as a development tool for physical, social, and emotional aspects of students. She is at present Principal of Galaxy Public School, Kathmandu. Our birth as human beings is nothing short of a miracle. The main purpose of our existence is to live in peace, to serve God, to learn, to work, and to help people in need. Every human being on this earth must possess these excellent, distinctive, attributes, or characteristics to live in harmony with others. I feel blessed and privileged because of the quality of life I have. Thanks to my mentors and gurus who have engaged my life in a meaningful manner. During the summer of 2009, I had the privilege to meet Prof. Dinesh P. Chapagain who is known as the Quality Guru of Nepal. During our meeting, the Professor suggested that Galaxy Public School should conduct the 5th National Convention on Students’ Quality Circles 2009. As per his suggestion, Galaxy Public School conducted this prestigious student-oriented program from November 26 to 28, 2009, with the active involvement of 1300 students from different parts of Nepal. After the completion of the event, we realized the importance of this program. The Students’ Quality Circle was successful in triggering the overall development of children. We could see remarkable changes in students. This was possible because we had focused on the core development areas like physical, social, and emotional aspects of children. The details are as follows: Physical Development. The development of a child’s brain cells and muscles to develop their senses and improve their intelligence and wisdom. Social Development. The development of a child’s ability to communicate, coordinate, and collaborate with others. Emotional Development. The development of a child’s awareness of itself and to understand and share its feelings with others. Our school also hosted the 14th National Convention on Students’ Quality Circles in 2018 from 1 to November 3, 2018, with the participation of 1200 students. The annual convention helped students to bring about their overall physical, social, and

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emotional development by participating in case studies, educational events, skill development programs, and workshops. Despite our success, we have a long way to go. We need to use our expertise in government and community schools. Schools in remote parts of Nepal should not be deprived of our techniques. All students of Nepal must benefit from our experiences. The main scope of Students’ Quality Circles cannot be measured in terms of quantity since there are various factors which are responsible for the development of students. There is a vast scope for Students’ Quality Circle in everyday life and in every field because its the way people show quality and excellence through their work and character. Students’ Quality Circle is the only tool toward the creation of better citizens for a country’s future. Surina Sunayani Gurung. August 2021.

7.2.4 Deepak Gautam, Executive Secretary

Deepak Gautam is most polite and disciplined teacher who is always happy to help students, other teachers, and the educational society in general. SQC is deep inside his heart. He is a driver of promoting SQC at different parts of the country from east to west. He is principal at Apex School, Tilottama, Lumbini State, Nepal. I encountered with Students’ Quality Circles (SQC) activities for the first time as an observer in the Second National Convention of SQC in 2006. Since then, I am continually involved in SQC activities of Nepal with different roles and responsibilities. The same year I registered myself as member and my school as an institutional member of QUEST-Nepal and involved students in the SQC activities. I started to volunteer spreading the knowledge and skills of SQC in the schools of my district and other districts of the country effectively. I trained SQC tools, techniques, methods, approaches to the students and teachers by visiting various parts of Nepal. SQC has proved to be a significant help in my personal, professional, and social life. I also see its benefits in the attitude of my students, school, and parents’ community. • The communication skills learnt and practiced during the SQC case studies through interaction with teachers, students, school community, family members, and other members of the society for data collection is an exciting experience for the students at an early age. • The SQC movement has created a network of proactive schools and teachers at national and international levels. Teachers and students from schools of Nepal participate in these conventions organized at various parts of the country and in

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foreign countries like India, UK, Sri Lanka, Bangladesh, Pakistan, and Mauritius are the examples of the countries hosting International Conventions of SQC. • Change in attitude of students from competing with others to competing with self and collaborating with others can be seen as an effect of the SQC. • I, as a SQC teacher, benefitted in my professional life by learning the tools, techniques, processes, and approaches in the facilitators training and in master trainer’s laboratory. They are useful in my decision-taking process as a principal. I experienced social development through my involvement in training teachers and students at schools in various parts of the country voluntarily. My social and professional network further increased through SQC when I took part in the national and international conventions of the SQCs. The future of SQC movement in Nepal is very bright because it teaches the tools, techniques, principles, and approaches and is useful in student life, in professional life, and in social life. In fact, it teaches those useful things at an early age, and therefore, it converts into students’ attitudes. Thus, SQC can give good and smart citizens to society and country. In case of Nepal particularly, teaching practical tools, techniques, principles, approaches of SQC can be a boon for the students. They are seen differently from other students in school and in society due to the personality traits developed during the SQC case study process. It can be used in any place and any kind of educational institution since it does not need any added time and resources except the commitment of the teachers and students to excel in life by developing skills and attitudes. Moreover, SQC curriculum of the government, for classes 6, 7, and 8 has created a space for its implementation in schools. SQC conventions are the largest programs with the opportunity for a substantial number of students to take part in. The local and national conventions are increasing collaboration among the students and schools and the new concept of “compete with self and collaborate with others” as said by Prof. Dinesh P. Chapagain is increasing. However, the major restraint for the implementation of SQC in the schools of Nepal is the lack of commitment to teach skills and qualities to the students in teachers. It requires proactive teachers ready to learn these tools, techniques, processes, and approaches first and serve voluntarily. Another restraint is the school leadership which is not aware of the benefits this program can give to the students and the teachers. Deepak Gautam. August 2021.

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7.2.5 Singa Lama, Secretary

Singa Lama is an intelligent monk, learner, and trainer by heart. He is a strong believer of SQC for pro-social personality development and has developed many resources to propagate the message of SQC and promoted SQC through training at different parts of the country. He is a pillar of SQC facilitators in Nepal. He is Principal and Cofounder of Golden Gate English Secondary School, Bhaktapur and Adjunct Faculty, Kantipur Valley College, Lalitpur, Nepal. Prior to 2012, I was experimenting many educational concepts and approaches in my school because I was looking for some kinds of opportunity to innovate the way we catered education. Then I got encountered with SQC Movement, initiated by Prof. Dinesh P. Chapagain—the legendary Quality Guru. I feel so fortunate to have joined it in 2012 AD initially as a trainee of Facilitators’ Skills Training and then as participant of SQC MasterLab and ever since, my life has never been the same again. SQC has changed the way I looked upon the life and the world. To make it clear, let me say, SQC soon became my philosophy of life. The way I perceived the problems of life, the way I responded and reacted to and solved them were reconfigured with the time-tested SQC tools. It also drastically changed the way I managed my school and work—with far better results and satisfaction. The best part of it was that I could pass on these miraculous tools and approaches to young students for whom I was dedicated. The most gratifying aspect of getting involved in and implementing SQC was the joy of introducing this transformative educational innovation in the young generation and see the evidences of transformation, day after day. We could clearly observe and asses the evolution of personality qualities like collaboration and teamwork skills, communication skills, creative thinking and problem solving skills in the students. Actually, we are not only eyewitnesses but also the heart witnesses of such transformation in the young students. Seeing the worth, value, and prospect of SQC, I decided to devote myself in the movement and joined QUEST-Nepal, a not-for-profit organization solely dedicated for promotion of SQC in Nepal and worldwide, as Executive Member in 2014 and then as Secretary in 2018. Besides, I have been actively involved as SQC master trainer to train teachers nationally and internationally to prepare them as SQC facilitators and master trainers. SQC’s future in Nepal can be seen very rewarding and expanding; based on the momentum, it has gained so far with millions of SQC graduates, thousands of facilitators, hundreds of master trainers, standardized training courses and toolkits, government-approved curriculum and textbooks, and Nepalese education sector welcoming change and innovation. Yet, implementing it in the public schools and making it a part of National Education Policy have always been an unanswered

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challenge. If we can break these challenges, we can SQCialize the entire Nepalese education sector for continuous betterment. Singa Lama. August 2021.

7.3 Students’ Quality Circles Master Trainers Opinions from Students’ Quality Circles Master Trainers of QUEST-Nepal are compiled and kept here for inferences. Impression of Bhojraj Subedi, Ashesh Bhattarai, Narayan Prasad Sapkota are asked for providing their opinions on their involvement, prospects, and challenges of Students’ Quality Circles at their respective region. These are opinions from only few representative SQC master trainers.

7.3.1 Bhojraj Subedi, Member National SQC Council

Bhojraj Subedi Fig. 7.4 is a perfect gentleman and educationist at heart and mind. SQC and QUEST-Nepal were introduced to him in 2009, and he is regularly participating in its all program. He is SQC facilitator, master trainer, and member of National SQC Council. At present, he is teaching English at Rashtriya Bibhuti Samudayik Shiksha Sadan, Dumarwana, Pradesh 2, Nepal. My participation in the 5th National Convention on Students’ Quality Circles in 2009 is a major turning point for me to plunge in the community of Students’ Quality Fig. 7.4 Bhojraj Subedi

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Circles. The plenary speeches, quality discussion and students’ activities on the very program made me passionate toward Students’ Quality Circles. A question always hit my mind “Is it possible to shape good and smart characters through Students’ Quality Circles?” During the course of Students’ Quality Circles’ practice, I found that it is the best approach for the personality development of the students. Many tremendous changes have seen in terms of character, learning domain, leadership, relational build up, and so on among the practitioners through Students’ Quality Circles for which I have witnessed. Exemplary Characters and Behaviors: Students’ Quality Circles has proved the best approach for the character building of the students. The students are better equipped with human characters in comparison to other students. The students have developed the qualities like self-confidence, self-discipline, self-awareness, effective communication skills, scientific and collaborative mindset, cooperation, thinking for others, etc., after their active participation on Students’ Quality Circles. Tremendous human and moral characters have been developed among the SQC practitioners through Students’ Quality Circles which are essential for positive transformation of an individual, community, nation, and the world. Their personality traits are highly recorded and become the source of motivation to others. Excellence in Learning Domain: Comparatively, the SQCians are showing excellence in their knowledge, skill, and learning. They are competent in the subject matter, technology, and other arenas of knowledge. They have learnt various life skills and art of living to make their lives productive and meaningful. Hence, Students’ Quality Circles have been producing the competent human resources required in the various fields. Transformative Role through Leadership: The SQC practitioners have demonstrated themselves in the front liner inside and outside the school. Their transformative leadership role is widely admired in the school, college, workplace, and community. The glimpse of the positive transformation of the society is sure to be anticipated in the coming days ahead. Sharing and Working for Others: A good culture of sharing has been cultivated among the SQC Practitioners. The mutual bond and relationship are closely built up among the SQC practitioners which is the great strength. Many evidences show that there is the high practice of sharing, caring, and supporting among the SQC Practitioners. Most of the practitioners are seen too much concerned toward the problem of others and spreading helpful hands to solve their problems. Expansion in Relationship: The SQC practitioners have acquainted with new people and atmosphere building intrapersonal and public relationship through good communication and adjustment skills. They have utilized the extension of relationship for the acquisition of knowledge on culture, way of living, civilization, and other domains. Goal for Future: Matured and rational decisions are mostly carried out by the SQCians; as a result, it is easier to determine and shape the life goals. They have crystal vision for future so that they don’t have hesitation to choose the future career. The pinnacle of career development has been achieved through Students’ Quality Circles.

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Students’ Quality Circles have become the best approach for the personality development of students with the proper adoption and practice of its approaches, principles, methodologies, tools, and techniques in academia. The initial doubts and confusions regarding Students’ Quality Circles are gradually converting into validity to work as a catalyst for the personality development because of its proven history. Bhojraj Subedi. September 2021.

7.3.2 Ashesh Bhattarai, Hub Coordinator

Ashesh Bhattarai is a dynamic teacher having potential of strong social relationship and communication. He has popularized SQC to public schools even in remote area of Nepal. A strong believer and promoter of SQC. At present, he is Managing Director, Mount Valley English School, Palpa, Gandaki Pradesh, Nepal. I am teaching students with age ranges 4–20 years. As I like educational transformation, I got joined with SQC, one of the best practices to have continual development in multiple sector of student’s holistic development. It was like about 14 years back when I was only a school teacher, teaching in a private school as employee got heard about national convention of SQC from Principal of a Missionary School. Got some hard copy materials regarding it which made me crawl on unknown path of SQC. I unwillingly prepared students for the convention. But I unfortunately couldn’t get participate in that convention. I found only by the activity of case study, participated students could be transformed into multiple intelligent sectors. I found unbelievably their confident level is increasing very high, their oratory capacity, collaborative capacity as well as presentation technique changed. Then I really admired with the process that changed behavior of my students to pro-social. Then I participated in very first Palpa Hub convention and took facilitator’s training as well as attended master trainer’s laboratory organized by QUEST-Nepal. I myself got many opportunities to have continuous professional development due to SQC. First of all I realized what the real quality in education is. I found myself determined how can we achieve real quality in students that makes them perfect in sense of good and smart both characters. I opened many SQCs in my school, nearby schools and made students trained as well as teachers as SQC facilitators. During this journey, I found students changed their habit to work in group with collaborative skill. They developed their confident level, showed communicative skill. Later on I found students having empathy, management skills, wider vision, creativity as well as responsibility. On top of that, SQC made students goal focused. In many years of my educational journey, I found most of the students don’t have their goals in

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their life. SQC is that boon helped student to determine their goal in life as well as transformed them to focus on goal to achieve outcomes in each activity. I got a golden opportunity to introduce SQC in local level by convincing concerned authorities. There is regular allocation of budget for SQC in each year by Mathagadhi RM for last 4 years. It is proved as milestone to spread SQC in very remote schools and students those who are underprivileged. This is very good example of support of local government in educational transformation of student in terms of quality meanwhile most of the policymakers takes physical infrastructure as indicator of good quality. As we talk constraints of SQC, to be frank it is limited to private and self-sufficient schools. We have to spread this very meaningful and best practice to those underprivileged students too among community schools. As it is our own invention of Nepal, we have to implement in our schools as cocurricular activities. As our father of SQC Prof. Dinesh Sir is still active, we have to enrich profound SQC with a lot of resource materials academically and literally. I always wish to work with SQC and stay SQCian. Ashesh Bhattarai. September 2021.

7.3.3 Narayan Prasad Sapkota, Member National SQC Council

Narayan Prasad Sapkota, a science teacher and real educationist at heart is with QUEST-Nepal since 2013 as SQC facilitator and then as master trainer. He is working as Academic Dean, JCA School, Pokhara. Gandaki Pradesh, Nepal. Three years back I got a call from Canberra Australia from one of my students who was involved in Students’ Quality Circle (SQC) stating that during enrollment in Australian National University she was asked—“What special skill have you learnt from your student life during your high school?” She had responded that she was part of SQC and she has cultivated so many life skills. Immediately she was offered full scholarship. Her phone call was to thank for everything I had done to motivate, inspire, and empower through SQC. I always feel myself motivated to work better for the young kids who have so much natural talent and as a learning facilitator our duty is to show right direction, move with them, and learn along with them. Looking back my SQC involvement I reflect back my working days in Sudesha School, Lalitpur. In 2013, I got to know that there is one very good program for students that focuses on students’ problem solving approach. As a school teacher, it might be very useful to minimize reoccurring problems among our students. Then my first involvement in the program was in the Hub Convention in the Mount View

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School. Me along with my first five SQCians were as an observer. My realization leaped frogged after 11th National Convention on SQC, 2015. Immediately after 2015, I was SQC facilitator thanks to then vice president Mr. Ravi Bhattarai, my first SQC trainer. “Catch them young” is the phrase which very appropriately defines and outlines the need for Students’ Quality Circles in the academia. I have seen visible positive changes among students in terms of positive attitude and behaviors, teamwork, communication, collaboration, leadership skills, etc., and in a broad term personality development through it. The problem solving process tools and techniques teach them lifelong skills for self-management and contribute in the society. However, there are several constraints for the effective implementation of SQC. From my experience of past years, it shows that as schools are focusing on competition rather than collaboration, so it is really difficult to instill collaborative approach. Many schools are using it as business tool, and SQC has been limited to seasonal activities—conventions. As a volunteer mission, it is very obvious that many educators may not carry out with same enthusiasm and dedication, since our society is quite materialistic and we want instant return. Despite many constraints, I am pretty sure that SQC and its mission have everlasting scope as twenty-first century is all about progressive journey in all sectors of society. I invite every educator to be part of SQC—long-lived SQC and its mission of total quality personality. Together We can! Narayan P. Sapkota. August 2021.

7.4 Students’ Quality Circles Graduates Opinions from graduates of Students’ Quality Circles are compiled and kept here for inferences. Impression of Himal Gautam and Bishesh Bhattarai is asked for providing their opinions on their involvement, prospects, and challenges of Students’ Quality Circles activities at their respective schooling. These are opinions from only few representative SQC graduates.

7.4.1 Himal Gautam, St. Xavier’s School, Godawari, Nepal

Himal Gautam Fig. 7.5 is a smart and well-behaved exemplary SQC graduate. He was involved in national as well as international conventions on SQC in

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2010 as student participant. He initiated alumni of SQC graduates called Global Net in 2010. He is presently a research fellow doing his doctorate degree at BI Norwegian Business School, Oslo, Norway. I was introduced to the concept of SQCs while I was in school. The idea of a bunch of students getting together, discussing their problems, and working on a tangible solution was indeed fascinating. I jumped straight in. I vividly remember working with an enthusiastic team to identify problems, breaking them down, narrowing on a plan of action using various tools and techniques, and finally working on putting those ideas into practice. In the years, after I finished my schooling, I ventured into advertising and market research. Currently, I am a doctoral researcher at the Center for Corporate Governance Research (CCGR) at BI Norwegian Business School in Oslo. Along the journey, I might have stopped using those specific tools and techniques, but the approach and the mindset stayed with me. Every time I hit a roadblock, or run into a complex situation, I break the situation down, see what the causes are, and deal with the causes in the order of importance. Having worked with this structure for nearly five years during my schooling, this approach is second nature to me now. I find that it helps me stay organized, stay focused, and significantly less stressed even in very complicated situations. Working as a part of a Circle instills a way of looking at issues from a solutionoriented perspective. You no longer look at big problems and get overwhelmed but learn to immediately work on solving them piece by piece. This is an extremely valuable skill in both personal and professional settings. I view the tools and techniques I used as an abstraction of how one would think through the process of solving complex real-life problems. In a day-to-day setting, while one may not necessarily use a Pareto matrix to prioritize problems or map out an Ishikawa diagram to break Fig. 7.5 Himal Gautam

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down the causes of the problem, but the underlying principles of organizing your thoughts and prioritizing the challenges ahead hold the same value. In the current setting where repetitive tasks are getting phased out of the workplace, the ability to think through and solve complex problems is becoming even more important. SQC “catches them young” and prepares students to master this essential skill. While working with students, it is very important to emphasize the underlying intuition behind the tools and techniques used so that they can take those ideas with them in their perennial toolbox. If the students go too far down the rabbit hole of being constrained by the tools, they use instead of using those tools to provide structure to their creative problem solving processes, they will not be able to make the most out of their experience after their schooling years. SQC has the potential to initiate a generation of solution-oriented thinkers across industries and disciplines who can emerge as leaders in their respective domains. Himal Gautam. August 2021.

7.4.2 Bishesh Bhattarai, SQC Graduate, Jhapa Model English School, Nepal

Bishesh Bhattarai is a smart and well-behaved exemplary SQC graduate. He was involved in national as well as international conventions on SQC in 2015 as student participant. He is the receipant of Mansha Memorial Total Quality Person Award of QUEST-Nepal in 2015. He is presently studying Mechanical Engineering at Kathmandu University, School of Engineering, Dhulikhel, Bagmati Pradesh, Nepal. Students’ Quality Circles (SQC) does not refer to the team of students having full of qualities but it refers to the team of students who are devoted to learn, achieve good and smart character, seek for better qualities for our holistic development, happiness, and success. I am Bishesh Bhattarai currently enrolled in undergraduate program of Kathmandu University on Electrical and Electronics Engineering. The journey of SQC began for me before 7 years. I was a grade 7 student studying in Jhapa Model English Higher Secondary School (JMES) when I heard about SQC for the first time. At that time, the concept of Students’ Quality Circle had really made a positive impact on my mind. Only 10 students out of 600 students from a school could participate in the National Convention for Students’ Quality Circle (NCSQC). It was an insane challenge for a 14-year-old kid to be in 10 out of 600. I took that challenge as an opportunity and continued to grind, polish myself. The day had come where a 14year-old kid would start his journey of total quality person. I participated in three

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National Conventions. I was also able to secure the Mansha Memorial Total Quality Person Award (MMTQPA) in 2015 convention which was held at Apex School, Butwal. I would provide 90% of the credit to SQC for making me what I am today. The ordinary behavior of human being is to seek for an instant change. I had been thinking the same previously. But SQC never refers to the instant change. Instead of it, gradual change and improvement is what SQC refers. The skill sets that SQC offers is not only limited within a certain group of students. Rather than that it can be used for the welfare of the community as well. Self-discipline, self-confidence, problem solving skills, time management skills, etc., are the major skill sets that SQC has been providing. SQC has never focused only in academics, and it has been focusing on producing people with good and smart characters. Production of total quality person (TQPs) is one of the main mottos for SQC. Ultimately, these students are the foundation of strong and educated community. Strong and educated community results to a strong nation. In my opinion, the future perspective of SQC is wider than it is today. The QC tools that I used 7 years ago are now the same tools that I am using as an undergraduate student. These QC tools teach us the scientific life skills to tackle various problems at our own. SQC in the near future would be the best platform for any students to learn life skills, academic skills, and quality skills. The production of students with good and smart character would ensure the better foundation for a strong and educated nation. As John Ruskin has quoted “Quality is never an accident; it is always the result of intelligent effort,” SQC assures that the small amount of effort by the students would lead them toward the path of total quality person. Together We Can!!!! Bishesh Bhattarai. August 2021. Key Ideas in This Chapter • The concept of QC Circles is applied in academia in varied forms. In India, it started so as to develop total quality person who will be motivated to work for total quality management which is the need of the present-day society. Internationally, it is agreed that this process needs to be refined with more behavioral and technological inputs. • Students’ Quality Circles developed in Nepal by QUEST-Nepal have gained momentum in Nepal producing SQC graduates each year by multiplications through motivating volunteer SQC master trainers and officials. • After schools, SQC graduates have not only used the tools and techniques of SQC but also have found positive ways of looking at the global problems. • SQC graduates have been developed as pro-social person or in other words total quality person.

Chapter 8

How Students Present Their SQC Case Study?

Excellence is not a gift, but a skill that takes practice. We don’t act rightly because we are excellent, in fact we achieve excellence by acting rightly Plato, 5th century Greek Philosopher

With the notion of “seeing is believing,” four Students’ Quality Circles (SQC) case study presentations prepared and presented by young students studying at different environment, one from India and four from Nepal are presented here for quick reference. It is indeed a pleasure to present the first ever SQCC case study done by students of CMS Kanpur Road Lucknow, India, the pioneer of SQC activities in the world. This SQC case study report was presented at the Hong Kong ICQCC, 1994. A case study presentation of students of Mount View English Boarding School is also presented here. This school is the first school of Nepal to implement SQC in 2013 as cocurricular in the world. The readers may look at these presentations just to get a firsthand reference to know how the problems identified by students differ in nature depending on their level of education and the context of their study environment. More than this how differently the students observe at the problems and find out their root causes. How they try to solve and motivate to go further in the future. However, the process they followed are same—Identification, analysis, and solve. This is the core message of the Students’ Quality Circles (SQC) learning with joy. One can also notice that the sequence of problem solving and the tools applied are almost the same irrespective of the problem and the contextual environment. These Students’ Quality Circles (SQC) case study presentation slides are given here just to give a glimpse of few cases out of thousands of cases that SQC team had solved and presented at different context. These are not the ones with the best outcomes but are placed here because they were easily available. Some are incomplete and needs further processing but some are good enough to refer. These are the real-time case studies received through officials at WCTQEE and QUEST-Nepal at different times. It should not be understood that the same problem would be seen Supplementary Information The online version contains supplementary material available at (https://doi.org/10.1007/978-981-19-1080-7_8).

© The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2022 D. P. Chapagain, Students’ Quality Circles, https://doi.org/10.1007/978-981-19-1080-7_8

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8 How Students Present Their SQC Case Study?

everywhere and not necessarily the same list of causes and countermeasures would be applied to solve the similar problem that students are facing. The period required to identify, analyze the problem, and its solution also vary from team to team. The countermeasures and solving methods are also different.

8.1 How to Concentrate on Studies Presentation of SQC case study practiced by “The QC-Jai Jagat” of CMS Kanpur Road, Lucknow, India, during May to November 1993 with students of avg. age of 13 years (seven months).

8.2 Consumption of Junk Foods Presentation of SQC case study practiced by “The Neptune Students’ Quality Circles” of Neptune Boarding High School, Kathmandu, Nepal, during May to July 2008 with students of avg. age of 15 years (three months).

8.3 Teenage Aggression Presentation of SQC case study practiced by “The Enlightened Minds” of Galaxy Public School, Kathmandu, Nepal, during May to October 2012 by students of avg. age of 15 years (six months).

8.4 Weak in Study Presentation of SQC case study practiced by the “The Vajra Circle” of Mount View Boarding School, Bhaktapur, Nepal, during May to August 2012 by students of avg. age of 13 years (four months).

8.5 Wastage of Food, Kathmandu University High School Presentation of SQC case study practiced by “The Reality QC” of Kathmandu University High School, Dhulikhel, Nepal, India, during September 2011 to May 2012 with students of avg. age of 14 years (eight months).

8.5 Wastage of Food, Kathmandu University High School

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Key Ideas in This Chapter • Problems are different at different environment, different schools, different grades, or age of students. However, all problems are simple and student related. • All students are trying to follow the same procedure of identifying and analyzing the causes. However, the causes and countermeasures are different. • The period required to identify, analyze the problem, and its solution also varies from team to team. • The countermeasures and solving methods are also different. • Students have expressed that they have developed their habit, attitude, and character during the problem solving process. Most importantly, they love to work in a team.

Reading Material

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Scripting on a Clean Board rather than Deskilling Adults: A sustainable approach for TQM promotion, A paper presented by Prof. Dinesh P. Chapagain, 7th National Quality Conference, Dhaka, Bangladesh, 1–2 November 2012 Reading Material. Lessons Learnt during Students’ Quality Circle Implementation in Nepal, A Paper presented by Prof. Dinesh P. Chapagain, Asian Network for Quality (ANQ) Congress, Incheon, Korea,17–18 October 2007 Reading Material. Developing Culture through Students’ Quality Circles: An innovative educational process in initiated in Asia, a keynote speech prepared and presented by Prof. Dinesh P. Chapagain at Asian Network for Quality (ANQ) Congress at Kathmandu, Nepal, 21 September 2017.

Reading Material 1 Scripting on a Clean Board rather than Deskilling Adults: A sustainable approach for TQM promotion “Karmande-badhikaraste ma falesu kadachana Ma karma-fal-hetur-bhuma te sango-astwo-karmani” Paper presented by Prof. Dinesh P. Chapagain, 7th National Quality Convention, 1–2 November, 2002, Dhaka, Bangladesh. 1.

One of the common languages of the total quality management [TQM] is very much in line to this shlok from the Geeta: “Give emphasis on the process, continuously improve it, and don’t worry about the result; the result is bound to come.” Obviously, improving the process continuously will not only satisfy or delight, but will even astonish the customers with surprising results. It will

© The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2022 D. P. Chapagain, Students’ Quality Circles, https://doi.org/10.1007/978-981-19-1080-7

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generate the “WOW” effect. And, this is the most important Mantra of building a “Win–Win” Situation in the society we live in.1 TQM: Is it a foreign Subject? 2.

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The pursuit of TQM and quality management implementation and consolidation in Nepal has been rather frustrating, and TQM professionals here are beginning to think that TQM is a foreign subject which cannot be harvested in this country. I have read about such difficulties experienced in almost all countries. How can Nepal be any different? The importance of TQM and Quality Circle and their benefits in productivity enhancement and improving competitiveness has been known in Nepal since the last two decades. The Ministry of Industry and the National Productivity and Economic Development Center (NPEDC), a focal point of the Asian Productivity Center, Japan, has been promoting this concept in various industries in the public and private sectors through training and consultancy services. A number of Nepalese entrepreneurs, professionals, academicians, some supervisors, and work leaders have developed awareness about productivity, quality management system, and total quality management. But, there are hardly any organizations actually implementing TQM on a continuous basis. The term TQM itself has become a favorite word of many consultants and trainers. The question is, why is TQM not being effectively applied in Nepalese organizations in spite of its awareness among concerned stakeholders? I put this question obliquely to two famous Deming Prize winners, Dr. Hitoshi Kume2 and Dr. Noriaki Kano.3 They are recognized as the left and right hands of Prof. K. Ishikawa, father of Quality Control Circles and TQM in Japan. The reply of both these Japanese champions of TQM was the same—TQM is a universal concept, and it is feasible in all countries in all types of organizations, both manufacturing, service, and even in government. They said that TQM was definitely made and tested in Japan with overwhelming success, but it has been successfully adopted by many developing and developed countries. My endeavor at implementing TQM in Nepal found little success. The reason was the lack of continuity. Continuity is the apparent key to the success of TQM. I discussed this matter with some TQM champions of this region too, as they have more or less the same culture and values as we have. I learnt

Astonish Customers Always by Understanding the Time Value of Quality [TVQ] Concept; a paper presented by the author at the 3rd International Convention on Quality Control Circles, 26–28 July 2000, Mauritius. 2 I got an opportunity to meet Dr. Kume at Tokyo in July 1996 during the Executive Seminar on Total Quality Management organized by the AOTS, Japan. Dr. Kume has written several books along with the famous book titled “Management by Quality,” 1995. 3 I met Dr. Kano at Kathmandu, Nepal in September 1998 during his lecturing tour on Total Quality Management organized by the AOTS Japan and Nepal AOTS Alumni Society. He is widely recognized for the development of Kano’s methodology in TQM and the book titled “TQM in Service Industries” edited by him.

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from Mr. Sunil G. Wijesinha4 of Sri Lanka and Mr. AMM Khairul Basar5 of Bangladesh that successful implementation of TQM depends on macroenvironmental factors such as economic growth, the sociocultural values and beliefs of entrepreneurs, attitudes of trade unions, government commitments, etc. And, TQM and productivity movement need more time in our part of the world. Then, three years ago, I got a chance to meet the American quality management champion Mr. Donald L. Dewar6 at Lucknow, India. Revealing the teething problems he faced while implementing Quality Circles at Lockheed and other industries in USA, he said that TQM looks like universal phenomena, but a lot of training and education was necessary, especially for entrepreneurs or managers. It is an arduous process, but when the entrepreneurs realize its importance, it will immediately begin to show results. For this, unstinting top management commitment is a prime necessity.

TQM in Nepal: A Continuity Problem 7.

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I had an opportunity to present the Nepal experience7 , and the difficulties faced in implementing a sustainable TQM system during a regional seminar on Japanese Style Management at Colombo, Sri Lanka three years back. Those cases were highly regarded and endorsed by the participants agreeing Sri Lanka too had similar experience. In fact, I learnt that the cases reflected similar situations in most countries, and that I need not feel so frustrated after all. There, one of the senior resource persons assured me saying that it was rather difficult to deskill adults; and so it may take some time, but success will be achieved in the long run. That made me quite happy then. Two typical cases are highlighted here, which may shed light on the problems of TQM implementation in Nepal. The obvious reason for the problems expressed in the case is nothing but the thinking and preference profiles of individuals whose foundations lie in their psychosocial and cultural backgrounds. It is of no use talking only about the technical aspects of TQM and Quality Circles if we cannot improve these individual traits. Two typical cases are highlighted here, which may shed light on the problems of TQM implementation in Nepal. The obvious reason for the problems expressed

I have regular meetings with Mr. Wijesinha in various regional and international quality seminars. Mr. Wijesinha, CEO of Merchant Bank of Ceylon is a pioneer and successful promoter of productivity in Sri Lanka. He is also the recipient of the famous APO productivity award. 5 I have regular contacts with Mr. Bashar, General Secretary of Bangladesh Society of Total Quality Management, who is a promoter of TQM in Bangladesh and has written books on Quality Circles and 5-S in Bengali language for Bangladeshi people. 6 Mr. Dewar, President of QCI International, USA is the one who implemented Quality Control Circles successfully in USA for the first time in 1973 at the famous Lockheed Company where he was working as industrial engineer. His contributions to the quality worlds are many. He is president of the internationally renowned monthly magazine of “Quality Digest,” USA. 7 The paper “Application of Japanese Management in Nepalese Industries” presented at the Regional Convention on Japanese Style Management organized by the Japan Sri Lanka Technical and Cultural Association (JASTECA) at Colombo in 1999 by the author covers 5 cases of problems faced by him while implementing TQM in Nepal.

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in the case is nothing but the thinking and preference profiles of individuals whose foundations lie in their psychosocial and cultural backgrounds. It is of no use talking only about the technical aspects of TQM and Quality Circles if we cannot improve these individual traits.

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Although Quality Circle program in Nepal started around the 1980s, they have not been able to really take off due to the problem of continuity. An observation of various enterprises that implemented the program revealed that application was not done wholeheartedly by the owners or the top managers, but only by the initiatives of some energetic managers or external experts. Something, therefore, is missing that is hindering the success of this universal concept in Nepal. What are missing are the zeal for continuous improvement, the approach of collaborative action, and the passion for systematic problem solving. At this juncture, it becomes necessary to understand the traits, thinking processes, and preferences of individual stakeholders. Stakeholders, here, include employers/managers, workers/staff, and customers/communities. So, in a country like Nepal, instead of trying to convince entrepreneurs to implement TQM simply by narrating its

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virtues and successes in countries like Japan, USA, and Singapore, the whole approach to TQM has to be reengineered to a different mode. We have to reach out to the roots, start by nurturing the individual traits toward the psychological profiles that are suitable for TQM. TQM: A Psychosocial Substance 10.

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The big question is WHY it was easier to develop and implement TQM in Japan? How did the 1954 JUSE seminar motivate scientists and engineers to develop the foundation of TQM? The answer to this is getting quite clear now. If we look at the context of the time, the Second World War had cleanslated the brains of the Japanese industrialists and bureaucrats operating during that period. Everything was devastated—the infrastructure and the peoples’ psyche—and everybody had to start from scratch. While Americans induced some insights to rebuilding the nation, Japanese quality gurus started writing scripts on the clean slates of Japanese people regarding new methods of group dynamics and continuous problem solving for improving the quality of life. Thus, TQM is more of a psychosocial substance. It should not be seen merely in the context of some simple technical tools, but more as a study of human behavior. Here, an attempt is made to explore what lies behind TQM and the making of total quality people—people who can make the world a place worth living in. To understand the human psychosocial traits, many writers have postulated a number of theories. It is worth noting here Herrmann’s four-quadrant brain model.8 The research carried out by Roger Sperry9 and others in the 1960s have revealed the dual function of the brain. The left hemisphere of the brain, which controls the right side of the body, appears to have the function of logical, analytical, sequential, and rational thinking, whereas the right hemisphere tends to perceive the world and people in a global mode, i.e., instantaneous initiative, visual, synthesizing, emotional, and expressive. Recently, a new dimension has been added to this famous brain theory by Ned Herrmann who differentiated the left and right brain into four clear quadrants: upper left (Quadrant A) lower left (Quadrant B), lower right (Quadrant C), and upper right (Quadrant D). Studies have revealed that 7% of the people have single dominant, 60% have double dominant, 30% have triple dominant, and only 3% have quadruple dominant profiles. Every individual possesses some dominance profiles. There is nothing like good or bad in individuals having any of these profiles. Understanding TQM philosophy and utilizing its techniques and tools need people

Ned Herrmann’s “Whole Brain Business Book” published by McGraw Hill, NY, 1996. He has also developed Herrmann Brain Dominance Instrument [HBDI] that permits one to become aware of his thinking preferences in order to use them better in one’s personal and professional life. 9 Referred in the handouts in the “Symposium on Innovative Human Resources Management Practices: Thinking and Innovating through the Whole Brain Model” August 22 – 24, 2001, organized by APO and TPI, Bangkok.

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with quadruple dominant profiles, preferably ones preferring Quadrant A and Quadrant B, and using Quadrant C and Quadrant D.

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TQM puts emphasis on people to be more process-oriented. David Cooperriders’s Appreciative Inquiry (AI) theory, in essence, contends that the fact of an organization is not a problem to be solved, but “a miracle to be embraced.”10 It postulates the 4D cycle (discovery, dream, design, and destiny cycle) for organization development (OD). AI emphasizes on entrepreneurs to be persons who can dream, have wide vision, and ones with the capability to envisage the future and its environment. TQM, as such, does not disagree with this. Its only contention is that far-out dreams may be harmful. Taking a step-by-step problem solving approach at the process level is better. It subscribes to the slow and steady wins the race philosophy. It assumes that creatively solving problems continuously with an eye on customers’ expectations, and applying the PDCA11 (plan, do, check, and act) cycle helps them to be competitive. However, TQM needs people in the organization with appropriate values that make them recognize the important of being

David Cooperrider and Suresh Srivastava, “Appreciative Inquiry in Organizational Life,” in R. W. Woodman and W. A. Pasmore, eds., Research In Organizational Change and Development, Vol. 1, Greenwich, CT: JAI Press, 1987. 11 Dr. W. Edwards Deming’s “Out of the Crisis,” MIT Centre for Advanced Engineering Study, Cambridge, MA, 1986 is a very important book for understanding this W. Shewhart or Deming Cycle.

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• Customer (process)-oriented not only profit (result)-oriented • Collaborative (unidirectional cooperation) not only participative (democratic exercise) • Problem solvers (continuous improvement) not only dreaming (innovation). 15.

This requires an overall orientation of managers, supervisors, and workers toward understanding the customers and their needs, and solving problems continuously in a collaborative way to improve the process. Such orientation depends on the values, beliefs, and traits of each individual within whose minds these psychosocial scripts are written right from their early childhood—at home, at school and, later, at their working place. According to Stephen Covey, individual behaviors are reflected as per the script written earlier.12

Scripting TQM Values in Human Brain 16.

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Human behavior theorists are on a continuous search for better ways of motivating people for organizational development. The psychologists are trying to enhance their understanding of individual traits to develop different approaches of deskilling adults through experimental learning. These methods are widely used for changing the behavior and attitude of the working people for effective implementation of TQM. TQM is actually a working culture rather than a management system, and it has to be infused in an organization for creating conducive environment for enhancing performance. Deskilling adults proved to be an arduous and time-consuming process. It is very difficult to change or rescript as time passes, or at later stages of life. The question, therefore, arises whether the individual traits come by nature or they are nurtured. The answer to this is that some traits come naturally, while many are nurtured. Parents at home do the nurturing or rescripting of a newborn child; for a school going child, teachers at the school do this; and, the boss largely contributes to this as far as his subordinate is concerned. Thus, scripting on a clean board is rather easier and an effective approach than deskilling the skills that one has acquired by his/her experience. However, we cannot wait for some nightmares like that Japan went through to clean slate our brain to gain from the virtues of TQM in our countries. Furthermore, with the strong assaults of globalization on our developing economies, we cannot afford longer time to deskill our workers and entrepreneurs to implement TQM in a sustainable manner in our places. An alternative approach is to start much earlier—targeting the children, i.e., attuning the behavior of children so that they have positive inclination toward development through creatively and continuously solve problems for improvement. The brain-slate of a child is always clean and therefore readily accepts any script on it. To bring about positive changes in the behavior of a person, one has to infuse reinforcements at his earlier age. This is a universal fact.

Stephen R. Covey, “The Seven Habits of Highly Effective People,” Simon & Schuster Ltd., UK, 1992.

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That is why educational curricula are carefully developed to teach ethical and cultural norms and inculcate progressive value system in life. Today’s school and going children and university students will be tomorrow’s managers, workers, entrepreneurs, or leaders. When the attitude and behavior of the student are molded in a manner that empowers him to identify the challenges (problems) of the world, analyze them with facts of life, and solve them thoroughly by collaborating with other fellow friends for continuous improvement, then implementing TQM will not be very difficult. Total Quality People for Total Quality Management 20.

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Swami Vivekananda has once referred to educational institutes as man-making organizations. Educational institutes have the responsibility of producing total quality people (TQP)—persons who can develop their latent capabilities, productive skills and who can coordinate their expression for the enrichment and progress of society. This is the saying of Mr. Jagadish Gandhi,13 a visionary man who started a campaign of Students’ Quality Circle to make Total Quality People for the future. While exploring the attributes of Japan’s progress during his visit to that country in 1992, Mr. Gandhi identified Quality Circles and TQM as the main contributors to the country’s success. He reasoned that if this management philosophy could work in the shop floors of Japan why couldn’t it work in the school grounds. After returning to India, with his very qualified and dedicated lieutenants, Dr. Vineeta Kamran and Mr. Prakash Bihari, he initiated the Students’ Quality Circle (SQC) in City Montessori School, Lucknow, India. Making tiny students exercise Quality Control Circles in a Classroom was a remarkable and historic job. As these students are going to be our future managers and workers, one can imagine the positive effects the Students’ Quality Circle (SQC) can have. Quality people are those with commitment, positive outlook, leadership abilities, and the desire to excel. The quality people are not created by chance, but a constant and conscious effort is needed to groom them. They have to be trained right from the beginning with quality consciousness as their second nature. Our academic institutions and schools have to adopt innovative ideas to respond to changing times. Their responsibility lies not only in imparting formal education but also in shaping the attitudes and personalities of their pupils. In institutions like these, empowerment programs like Quality Circles have tremendous potential in molding children into total quality people, total quality citizens, and total human beings. Forming Students’ Quality Circle (SQC) at schools, colleges, and university will help to realize these objectives. On the similar principles of Quality Circles in industries, the SQC is a small group of voluntary students of the same school that meets regularly one hour a week to carry out problem solving activities

Mr. Gandhi is the Founder Manager of City Montessori School, Lucknow, India, a school with 23,000 students. This school with the maximum number of students in a single city has the distinction of figuring in the Guinness Book of World Record.

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for self-development and mutual development. In the process, the students of SQC improve their personality and communication skills and develop a sense of social responsibility and global outlook. Students’ Quality Circle program introduced as an integral part of TQM in schools and universities will help to reorient the psychosocial traits of students who as future leaders and managers can promote TQM culture in their respective organizations to develop win–win playing fields. The definition of Students’ Quality Circle (SQC) in line with the Quality Control Circle (QCC) of TQM would be: • • • • • •

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a small group of voluntary students of the same school who meets regularly one hour a week to identify analyze and solve their problems for their self-development and mutual development for improving personality and communication skills developing a sense of social responsibility and global outlook.

CMS School at Lucknow, India, is probably the first school in the world that experimented with this approach. There, I found the solution to the problem I was long facing—the difficulty in implementing TQM in industries in a sustainable manner. SQC, the Students’ Quality Circle (not to be confused with statistical quality control) is an ideal approach to script the minds of students with the idea of solving problems in a collaborative manner right from the young age. The principles of SQC can be expressed as 10Cs: • • • • • •

making a Complete person, having Creativity, Commitment, and Communication skills; developing Cooperation, Coordination, and Collaboration among peers; striving always for Continuous improvement, by adopting Circle activities, and systematically solving Common problems.

These principles, if introduced into the young brains of the children during their student life, their activities in the future will be directed toward continuous improvement, which is the Mantra of TQM. Students’ Quality Circle (SQC) in Nepal 26.

I am witnessing the growth of SQC in Nepal since I first introduced this concept in 1999. Tiny students have solved many interesting problems, which were very difficult for the teachers to even identify. The school principals are now taking interest in this noble methodology of child development. Thanks to the World Council for Total Quality and Excellence in Education, which has been organizing annual conventions since 1997.

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27.

Himalaya Vidya Mandir14 in Siphal, Kathmandu is the first educational institute in Nepal that tried this new concept of SQC. In 1999, they formed one Circle with six students with an average age of 14 years from classes VIII and IX. They practiced Circle activities during the school time. This Circle bagged a special award in the 2nd International Convention on Students’ Quality Circle (2nd ICSQCC) held in December 1999 in India. Under the name “AUM,” they presented a case titled “Toward Maintaining Discipline Among Students”15 in which they identified the following benefits after involving in Students’ Quality Circle activities. They • • • • • • • • • • • •

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learnt to tackle a problem systematically developed consciousness about wearing school uniform properly learnt to prioritize to identify the best from the rest developed the capacity to think creatively developed consciousness toward quality learnt to be more specific undertook more interest in the systems in school learnt to manage time through action plan improved school environment developed unity among SQC members by respecting other’s views developed power of expression understood that group work can produce synergy effect in solving problems.

Whereas, the first time two principals, two teachers, and six students participated in the 2nd International Convention on SQC (1999) held in India, eleven principals/directors/conveners of schools from the eastern region of Nepal participated in the 3rd International Convention on SQC held at Mauritius in 2000. It was quite encouraging to note that in the 4th International Convention on SQC held in Lucknow (2001) 15 schools with 84 principals/teachers and students actively participated. They bagged several awards, too. The interest is growing and in the 5th International Convention on SQC held recently in July 2002 in Kentucky, USA eleven principles and directors and one student participated. A National Forum for Students’ Quality Circle is already established in Nepal with Mr. Keshab R. Nepali16 as convener and principals from different schools as executive members. The major objective of this forum is to train facilitators, promote the concept of SQC, organize national conventions, etc. The SQC is active in many schools at the eastern part of the country. At present, the schools from cities like Kathmandu, Dharan, Biratnagar, Urlabari, Itahari are practicing

Ms. Savitri Singh, the founder principal was very interested in grasping the opportunity to introduce this very new concept of SQC in Nepal for the first time. 15 The Quality Circle case was presented at the 2nd International Convention on Students’ Quality Control Circle, December 15–18, 1999, CMS Lucknow, India. 16 Mr. Keshab R. Nepali is Director of Studies at Vijayapur School at Dharan, Nepal.

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the Students’ Quality Circle. Much more effort is still necessary to place the concept of SQC within the mainstream of education system in the country. The efforts of those principals who are keen on developing total quality people really need to be appreciated. This will definitely set a platform for the future to implement TQM and to gain the competitive edge in any business in the future, and for the development of our people, our country, and the whole world.

Proposal for Humble Initiation 31.

Here, I like to propose that scripting on a clean board rather than deskilling adults is a correct approach of implementing TQM for countries like ours that are late starters of TQM. And, Students’ Quality Circle is an initiating strategy.

Reading Material 2 Lessons Learnt during Students’ Quality Circle Implementation in Nepal (Original version of QCC from industrial domain to produce quality products and services are now being reengineered to produce quality people at classrooms in educational institutes) Paper presented at the Asian Network for Quality Congress in Incheon, Korea October 17–18, 2007, by Prof. Dinesh P. Chapagain Abstract Educational institutes are character-building organizations, and students are products of these organizations. It is an axiom that only quality people can produce quality products and deliver quality services. It is the responsibility of educational institutes to inculcate quality mindset among students by introducing innovative teaching–learning processes. Students’ Quality Circle is one such innovative and successful process. Since last decade, some educational institutes of Asian countries—Nepal, India, Bangladesh, Sri Lanka, Pakistan, Philippines, Hong Kong, Singapore, Turkey—are conducting experiments to introduce Students’ Quality Circle in classrooms with the intention of preparing total quality people. During the Students’ Quality Circle (QC) activities in schools, students identify, analyze, and solve their problems at school and at home by applying various QC tools in a QC team using QC story of systematic problem solving approach. This paper highlights the content analysis of the secondary information compiled from the proceedings of the recent national and international conventions on Students’ Quality Circles using KJ method. The result depicts that students have developed several characters deemed necessary to build leadership quality. Students participating in Students’ Quality Circle activities have developed eleven types of leadership traits, skills, and habits like self-confidence, self-discipline, interpersonal relations, boarder vision,

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creativity, social responsibility, communication skills, scientific and analytical skills, time management skills, empathy, and working habits in a team. The experiment of integrating Students’ Quality Circles in the classroom as cocurricular activities together with regular curriculum seems very successful. However, some constraints and challenges still exist in implementation of Students’ Quality Circle in a sustainable manner. The paper also tries to highlight cautionary notes which are derived from the lessons learnt while introducing Quality Circles among young students at educational institutes in Nepal. Keywords Total quality people Students’ Quality Circle

1. Students’ Quality Circle: An Experiment in Education Students’ Quality Circle is a cocurricular activity which is integrated together with regular courses at educational institutes. The shortest definition of Students’ Quality Circle is: • • • • • •

A small group of students of same educational institute Who meet regularly in their study place for a particular period To identify, analyze, and solve their problems Occurring in their schools or at home Using systematic problem solving tools and techniques For their personality development.

Students’ Quality Circle is thus a team of students who work to solve their problems through a participatory approach. This helps to develop the leadership qualities of the team members [1]. A Circle is generally formed with a team of students of the same institution, and they could be from different standards and grades. However, one institute may have a number of Circles. The membership in each team should be not less than four but limited to ten. Circle membership is voluntary. The chief executive or the principal of the institute does not interfere in the formation of the team. Since the Circle, as an informal group, works to cater to the needs of its own members, the members are motivated to participate in the Circle activities on their own will. This way, a team or Circle works as a motivated group of students of the institute for their leadership personality development and, at the same time, solving problems of their own. The members of Students’ Quality Circle generally meet with an agenda, on a weekly basis in an agreed venue within the school premises, i.e., in a vacant classroom, laboratory, computer room, sports complex, canteen, dormitory, or any other convenient place where they are not disturbed. The time of meeting is generally limited to one hour every week. Students do not waste much time in discussion. Each

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Circle schedules their meetings in advance. The time, day, and venue of meeting are strictly adhered to unless some unavoidable circumstances arise. Different Circles may set different time and venue for their meetings. Educationists from around the globe are trying to use quality practices and projects at various levels in schools to introduce the concept of quality in the mind of young children. However, the first Students’ Quality Circle is recorded as a case presented by young school children of City Montessori School of Lucknow, India, at the International Conference on Quality Circles in Hong Kong in 1994. Thus, it is more than a decade that Students’ Quality Circles are in practice in educational institutes.

2. Tremendous Potential of Students’ Quality Circle: Content Analysis and Results A content analysis was carried out to identify the potential of the Students’ Quality Circle. Secondary information on the intangible benefits while practicing SQC was collected from the report of the international conventions on Students’ Quality Control Circles held at different places. The simple but widely used content analysis tool for verbal information called K.J. Method was applied to prepare an affinity diagram of the intangible benefits. The analysis has helped to cluster the personality or traits of students that were developed after conducting Students’ Quality Circle exercises as expressed by these Circle members [2]. The traits derived from the content analysis include many of the required character qualities to become a total quality person. The interesting traits found are as follows.

2.1 Self-confidence and Desire to Excel Students develop confidence in their knowledge, action, and capability to deliver positive results even in difficult situations. This happens when a group of students in SQC solves their problem by themselves without depending on others. Their confidence in analyzing the environment and service delivery starts to develop in their mindset. They become forward-looking, have desire to excel and develop capability to take risks when they feel self-confident.

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2.2 Self-discipline and Better Manners Students instill self-discipline. When students in SQC start to identify and solve their own problems rather than always using on other’s problems, they become selfaware and develop a mindset of honesty and commitment. The self-disciplined character attributes of commitment and honesty are also developed when SQC members assemble every week at the same time for discussions and analysis.

2.3 Interpersonal and Public Relations Students develop a confidence in interpersonal and public relations. In the process of problem observation and implementation of the action plan to solve the problem, the students have to meet and interact with a number of other people besides their own team members. They meet other students of their own grade, their seniors and juniors, their teachers, their guardians and sometimes people in the society who directly and indirectly influence the problems. Students involved in SQC develop confidence in public relations which is a very important character attributes of leadership.

2.4 Positive Attitude and Empathy Students develop an attitude of empathy toward other human being and colleagues. During discussions and brainstorming, Circle members always listen to others and give due importance to the views and opinions of others. While implementing countermeasures to solve problems, they show understanding for other people with whom they have to work. Students with empathetic behavior also develop spiritually. They develop peaceful and humorous character and perform their work in an honorable manner.

2.5 Social Responsibility Students develop a feeling of social responsibility. At the time of identifying problems, the SQC members personally start exploring the problem keeping in sight the community’s sensitivities and well-being. They develop high regard for the community they deal with. The students’ community members include all students, teachers, administrators, guardians, and the society where they live. This way, the students

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develop social responsibility character attributes such as adaptability, tolerance, and doing something good for the society.

2.6 Time Management Skills Students develop the skills of managing time. SQC members have limited time to work. Each week, some ideas, analyses, or conclusion have to be drawn within an hour. In addition, at least one problem has to be solved within a semester or a year. Students involved in SQC know the importance of time. They develop skills in prioritizing activities, preparing action plans for analysis, and implementing countermeasures within scheduled time. Students learn to deliver services on time, a character attribute which is very important to be a leader.

2.7 Scientific Problem Solving Skills Students develop scientific, logical, and analytic skills. SQC activities involve a lot of data collection on the features of the problems and phenomena, observation, analyzing the causes, and root causes. They utilize various problem solving tools and techniques. Students develop the habit of analyzing with facts and figures and learn several qualitative and analytical tools during the process.

2.8 Communication and Presentation Skills Students develop excellent communication skills and are confident in expressing their views and listening to others. Students who initially have difficulties in expressing their opinions in front of others develop confidence in communicating and sharing their views and opinions during brainstorming sessions. Besides, they also develop skills in presentations of their cases in front of a mass during the annual day function or seminars and conferences. Communication skill is one of the most important character attributes of leadership which students develop after being involved in SQC activities.

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2.9 Creativity and Lateral Thinking Habits Students develop the skill in lateral thinking and generating creative ideas. Students involved in SQC activities participate actively in several brainstorming sessions. The brainstorming exercises kindle the lateral thinking process among the students and help develop their habit of thinking creatively and always coming up with innovative ideas. The lateral thinking mindset is an important character attribute of a leader.

2.10 Working Habits in a Team SQC is essentially a team-building program. Students realize the importance of group dynamics and the concept of creating synergic effect of a team working together. Individuals understand how to work in a team effectively. As a team, they participate in identifying, analyzing, and solving common problems. Thus, students develop the personality attributes of working collaboratively to achieve a common objective.

2.11 Broader Vision and Academic Knowledge Students involved in SQC acquire broad and in-depth knowledge of life and the surrounding environment. They are quick to acquire knowledge and skills prescribed in the curriculum from their teachers in the class. They enjoy getting knowledge beyond their books. They learn a lot in the process of sharing and interacting with their SQC team members and also during the observation of the features of the problem. The information collection and analysis of the problem provide the scope for broadening their insights and visions. Such extra knowledge and skills help to create good leadership for the future.

3. Students’ Quality Circles in Nepal 3.1 First Knowledge in February 1999 In February 1999, on learning that Quality Circles can be applied in educational institutes for their continuous improvement, not only among teachers and administrators but also among the students for their personality development, I was excited to experiment with the approach in some of these educational institutes. When I

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expressed the desire to experiment with the idea with a few schools in the Kathmandu Valley, the principals of most of the schools approved the idea, with some hesitation for immediate application. The hesitation was but natural. After all, the approach was quite new and educationists had not heard about total quality management and Quality Circles. Those who were aware of TQM related the approach for quality improvement in the industries and businesses. Educational field was different. And they were right in thinking so.

3.2 Pilot Experiment in 1999 When Founder Principal of a medium-sized school, the Himalaya Vidya Mandir in Kathmandu agreed to provide me with the opportunity to test the QC problem solving approach in her school, I was highly encouraged. I could not but help admire the encouraging and risk-taking attitude of this lady. I delivered a one-day seminar to some interested teachers and students on the SQC approach, QC tools, and techniques. On my request, seven students volunteered to form a team for problem solving activity. One teacher also joined in my experiment. I facilitated the team for seven months visiting the school for two hours every week. The SQC team became involved in analyzing and solving the problem which they had identified. These students were very enthusiastic and diligent, and the teacher also learnt to facilitate the team, by observing me. I used the same techniques as the QC techniques applied in some industries I was involved in. The result was excellent. The whole team with the teacher and the Principal participated in the 2nd International Convention on Students’ Quality Circles held in Lucknow, India, and bagged a special award. I learned a lot while facilitating the students during SQC exercises. I learned to adapt the QC techniques for continuous improvement of industries and apply the QC approach for the personality development of students. It was very satisfying to see the transformation of personality of students from individual excellence to group excellence in a holistic manner. It is amazing to see these students striving to be both good and smart rather than becoming smart only.

3.3 Field Experiment During 2000–2003 After my first experiment, I was encouraged to promote the SQC approach of personality development in other parts of the country. In 2000, I provided a brief introduction on the subject to a group of teachers in Biratnagar situated 500 km southeast of Kathmandu. I received a second breakthrough when one very experienced and energetic chairman of a relatively large school from Dharan, Vijaypur High School invited me to give a seminar cum training on facilitating SQC activities to a few teachers of his school and a few other schools of the region. The seminar proved to be a great

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success. On returning to Kathmandu, I learned that about 30 schools of that region had already started SQC activities, and one “National Forum for Students Quality Control” had already been established to promote SQC in the region. The forum developed the environment in the schools of the eastern region of the country for promoting the SQC approach. Many schools adopted this approach and participated in all international conventions, thereafter. Every year a number of SQC teams have been presenting various SQC cases.

3.4 Nationwide Expansion, Years 2003–2005 It then became my ambition to take up SQC as a national project. For this, I received the third breakthrough when one young and intelligent principal of a small school, Kathmandu University High School, immediately accepted the idea of SQC after listening to one of my seminars on the subject and established SQC in his school. After participating in two international conventions held in India and Bangladesh with his students, he approached me to take the SQC approach on a larger forum. We proposed to hold a national convention on SQC to promote this approach. On 26th– 29th October 26th–29th, 2005, the first National Convention on Students’ Quality Circles was held successfully. About 700 students and teachers from different parts of the country attended the convention and approved the SQC approach of making their students a total quality person by developing their leadership personality at the academia. Second National Convention was held at Kathmandu in November. The third National Convention is going to be held on November 6th–7th, 2007, again at Kathmandu, where about two thousand students and teachers are expected to attend and share their experiences on SQC.

3.5 Institutionalization for SQC, 2006 and Now The fourth breakthrough in the initiation and promotion of SQC at the academia in the country happens with the formation of an institution called Quality Circles in Education for Students’ Personality Development in Nepal (QUEST-Nepal). The objective is to further enhance the promotion of SQC as an integral part of TQM in educational institutes in Nepal with the purpose of making students, a total quality people. Many educational institutes have agreed to join in forming this national forum. There are eleven-member prominent board directors of QUEST-Nepal who are all enthusiastic chief executives, educationists, and teachers of the country. QUEST-Nepal is facilitating to introduce SQC as an integral part of curriculum through training, motivating, and disseminating knowledge on SQC.

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4. Lessons Learnt on Students’ Quality Circles Implementation Some issues are quite interesting to rethink on application of Students’ Quality Circles in academia. During the process of its implementation in Nepal, various constraints and challenges occurred. I take this opportunity to share these with you. Some issues are discussed below which may be useful to you.

4.1 Quality Improvement in Institution Vis-à-Vis Preparing Total Quality Person Several quality initiatives are found in educational systems to assure society about the quality of education delivered at the institution. Quality curriculum, quality reading materials, quality teachers, quality teaching–learning logistics, quality evaluation, and quality management systems are all concerns of the government, parents, students and the society in large. The quality status of each factor determines the quality level of the students who graduate from that institute. Designing specific quality parameters, teaching students as per the designed curriculum, and evaluating students at various stages are some of the common approaches of quality control system available among traditional educational institutes. Presently, ISO certification is becoming popular to assure quality to the society by introducing quality management system in the institute. Implementation of total quality management with teaching and nonteaching staff’s participation, policy deployment, and Quality Circles also provide assurance on the quality. All these control and management systems are established to assure society on the quality of the educational institute. Preparing total quality person in educational institute is not related to the quality assurance system of the educational institute. And, establishing Quality Circles among students in educational institute is not to provide assurance to the society on the quality of the institute, but to implant quality ingredients in the mind of the students who are products of the educational institute. The implementation of Students’ Quality Circles is to enhance quality of the product (student) at the institute and not the quality assurance system of the institute itself.

4.2 Basics of Quality Circle is Same whether Applied among Employees or Students The basics of introducing Quality Circles in any organization are to enhance the unlimited latent capability of people involved in QC exercise. If Quality Circle is practiced by the employees of the institute, they will be able to harness their hidden

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talents. Similarly, students at any level who practice Students’ Quality Circles can also enhance their latent capabilities. Another reason behind practicing Quality Circles is to empower its members and to develop harmonious working relationship. As employees of any organization, if Quality Circles are practiced by students it helps develop their confidence and form a cohesive environment among friends.

4.3 Employees’ Quality Control Circles QC in Industry Vis-à-Vis Students’ Quality Circles In Educational Institute Employees who practice Quality Circles in industries are more or less permanent in nature, whereas students involved in Quality Circles are upgrading their qualification every year and leave the institution in very short period. Students are thus a temporary in nature in relation with the institution they are involved in. Employees’ Quality Circle members find their workplace in a more or less permanent home for work, whereas Students’ Quality Circle members find their classroom in a more or less temporary place to learn. Naturally, addressing of the problems will be completely different in scope.

4.4 Personality Development and not Merely Solving Problems Quality Circles in industry or educational institutes as an industry are used as employees’ participation for problem solving with the motive of continuous improvement in process and products. The Employees’ Quality Circles solve workplace problems in a team for continuous improvement. The Students’ Quality Circles solve their own problems in a team for their personality development. Here, one should take care that Students’ Quality Circles are not meant to solve the educational institute’s problems but to develop the personality of students who are involved in the QC problem solving process.

4.5 Students’ Quality Circles not Students’ Quality Control Circle Students are not controlling quality of anything, nor are the quality parameters of students are controlled by anybody during Students’ Quality Circles. Hence, the terminology—Students’ Quality Control Circles is inappropriate and we have to rename it as Students’ Quality Circles. The proposed terminology is short, catchy as well as self-explanatory. The Students’ Quality Circle means students’ team in

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a Circle which neither has head nor tails while practicing brainstorming, who uses QC systematic problem solving tools and techniques for developing quality mindset among team members. The three words Students’ Quality Circles convey a specific and appropriate meaning.

4.6 Nature of Problem for Employees’ versus Students’ QCs In Quality Circle exercises, a homogenous group of people solve their problems. However, the problems analyzed by the employees in the organization and the problems identified by the students are completely different. The nature of the problem to be solved will be different. Employees try to prioritize the problems on the process, working environment and products, whereas students look for problems they are facing due to their own faults. The QC team of the employees can some time recommend the management to solve their problem justifying that the solution will be beneficial to the management to generate more market or profit. However, in case of students, they should not recommend management for solving their problems; rather they should identify the method of solving their problems by themselves. As the purposes of QC exercise among the employees and students are different, the nature and scope of the problem also vary. The purpose of implanting Students’ Quality Circles is to develop personality and not just solving the problem. The nature of problems taken up by students will be very simple within the domain of their own and not going on the domain of teachers or other management staff.

4.7 Compulsory Not Voluntary Participation of Students in QCs In Employees QC exercise the participation is voluntary, whereas in Students’ QC, it should be compulsory and mandatory. The purpose and scope of QC among students is different than Employers’ QC in industries. The main responsibility of the educational institute is to develop character of all its students. Thus, the institute should not encourage only voluntary membership from smart students to participate in Students’ Quality Circle exercise, if QC exercise really develops their personality. Employees’ QC is primarily conducted to improve the process whereas Students’ QC is implemented to improve students’ personality. The environment in educational institute should motivate all students to participate.

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4.8 Time Schedule for Students’ QC Meeting In educational institutes setting time schedule for QC meeting for different groups is an arduous job. Students generally do not get free time during their study periods. Educational institutes should set aside QC schedule permanently, to ask all students for exercising QC activities. Some institutes observing fixed schedule for QC are making good progress in this regard.

4.9 Participation of Private and Public Intuitions It is observed that Students’ Quality Circles are becoming popular among private schools, the schools with good infrastructure, management is progressive in nature and who have students from comparatively higher income group. Students’ Quality Circles neither need extra and heavy monetary investment nor incur large operating costs. It is cheaper than organizing a football game or a cultural program. All it needs is the commitment and interest of the management and teachers. Private and public educational institutes both have equal scope of implementing Students’ Quality Circles.

4.10 Education Sector as Social Overheads of the Government In almost all countries, the education sector is considered as the social overhead of the government. More than the management of the educational institutes, it is the public authorities or the concerned government officers and politicians who have to realize the importance of introducing Students’ Quality Circles as cocurricular activities in the educational institutes. This is to develop the personality of students and to help them become useful quality citizen of the country. The government should definitely be involved in promoting SQCs.

4.11 Institutionalization for Wider Participation For wider participation of Students’ Quality Circles in public and privately run educational institutes, institutionalization of some form with networking of quality professionals, educationists, media and concerned government officials is necessary. The

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institution of that nature should advocate for policy formulation, curriculum development, preparation of resource materials, conducting facilitators’ training and education, students coaching, conferences and seminars, promoting nationwide SQCs and organizing annual conventions. The institute should also take the responsibility of registering the Students’ Quality Circles in the country.

5. Conclusion Adapting Quality Circles approach for students may need some fine-tuning in the original form of Quality Control Circles approach developed 4 decades back in Japan for employees’ empowerment and problem solving. Some issues are identified here for discussion and considerations. The Students’ Quality Circle is a strong tool, for personality development of students, to help them become good citizens, confident, competent, and humane, in today’s twenty-first century. References 1.

2.

Chapagain, Dinesh P.: Guide to Students’ Quality Circle: An Approach to Total Quality People. Network for Quality, Productivity and Competitiveness-Nepal (2006). Chapagain, Dinesh P.: Students’ Quality Circles for Personality Development: An Approach to Prepare Total Quality People, 4th ANQ Congress Proceedings (2006).

Reading Material 3 Developing Quality Culture through Students’ Quality Circles An innovative quality educational process initiated in Asia Keynote speech presented by Prof. Dinesh P. Chapagain at 15th Asian Network for Quality (ANQ) Congress, Kathmandu, September 21, 2017 Abstract Sustainable prosperity—at global or organizational levels—is not possible without a mass of people who prescribe to standard norms, have shared ideas, exhibit behaviors and customs of supporting mutual happiness, peace, and well-being. It is possible to create such a quality culture through proper nurturing of the people to inculcate quality mindset. However, this arduous task needs a long-term strategic educational direction. Students’ Quality Circles (SQC)—an adapted version of Quality Control Circles (QCC) principles—is used in academia to involve students at their early ages in collaboration, mutual learning, and developing positive skills in identifying,

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analyzing, and solving recurring problems at home and schools. In this educational process, SQC creates a learning environment for children to develop pro-social characters. It is a gradual process of making young children good and smart—turning them into total quality persons or TQP, in short. In the future, a collection of such a population creates a quality culture in the society and nation. SQC was initiated in schools in Nepal since the beginning of this century. More than fifty thousand students and one thousand teachers from schools in various parts of the country have already participated in and are practicing SQC activities. These days, these young kids talk about collaboration, problem solving, quality tools, mutual support and are engaged in communication and framing up of programs to form a quality culture in the society. These students—the future policymakers, executives, managers, and workers in different fields—will become total quality persons possessing good as well as smart characters. A two-dimensional model, TQP character grid is conceptualized to explain these two traits of a person. Moreover, a psychometric instrument for objectively measuring an individual’s TQP Index with validity, reliability, and practicality is also developed. The annual Mansha Memorial TQP Award (MMTQP-A) has also been established in Nepal since 2015. Its objective is to motivate students to participate in SQC activities in their schools so that they develop citizens capable of creating quality culture in the community. This innovative educational process that has already gained remarkable grounds in various Asian countries, if introduced among students of early age, will positively develop their quality mindset and create a quality culture which are prerequisites to sustainable prosperity of any organization and the world. Keywords Students’ Quality Circles SQC Total quality person TQP TQP character grid TQPI scale

Background Development, prosperity, sustainability, and quality culture The modern civilization, though five to ten thousand years old, believed in physical development for the prosperity of the citizens. Whether this kind of development really brings prosperity or not has always been a big question. Materialistic development has not brought mental peace and spiritual happiness to all civilization, and these days, this is apparently very remote from the reality. Today the so-called smart people are gaining a lot in the name of knowledge enhancement, scientific and social research and accumulation of wealth. They can “buy” prosperity with this wealth

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believing that they have everything good in their lives. What about most of the population that are not smart enough to build their own wealth and knowledge? Moreover, what about the physically, mentally, and socially disadvantaged population and are not capable of creating prosperity? Who will look after them? Where are the good people? How do we create smart and good people so that the world will be an accumulation of persons collaborating for mutual prosperity? This is probably the answer to establishing sustainable prosperity in the civilization. Prosperity lies in the sense of physical world, mental ability, and spiritual happiness. The factories, mines, roads, airports, dams, atomic energy plants, hotels, hospitals, schools, and many other infrastructures are considered important agents of development and prosperity. Scientific, technological, and managerial revolutions have created newer and smarter methods to continuously maintain development and prosperity of world population. It is the truth. May I go round to other side of the story? The anti-story. Lesser and lesser percentage of people are reaping the benefit from that kind of development, whereas more and more people are becoming weaker and weaker in the society. Thus, there we find prosperity only in fewer countries, fewer population but poverty prevalent among more people and in more countries. The social and economic divisions have created givers and takers like suppliers and customers. The carbon emission, global warming, social displacement, nuclear threats, health hazards, and increasing competition among people will be shaking the quest for sustainable prosperity much more in the coming years. So the question arises—is it possible to have sustainable prosperity? Yes, it is possible! It is possible if we can develop a quality culture among the citizens of the world. Culture is nothing but a manifest of collective behaviors. It is a set of shared beliefs, attitudes, values, goals, and practices that characterize an institution or a community or a country. And, quality culture is characterized by the collection of people who are not only smart but also possess good behavior, attitude, and character. They are smart, and they always strive for their development and prosperity. They are good in their heart; so they collaborate with their fellow citizens with empathy and service motive. The society with total quality persons then forms a quality culture compatible for sustainable prosperity. Can we create a quality culture—in other words, can we prepare a mass of total quality persons having smart and good behaviors? Again, the answer is, yes! It is possible through an innovative educational process called SQC which initiated from Asia and already applied and tested in Nepal.

Students’ Quality Circles (SQC) An Innovative Quality Educational Process Initiated in Asia Quality culture requires an overall orientation of policymakers, administrators, scientists, professionals, managers, and workers toward understanding their customers and their needs and continuously solves problems in a collaborative way to improve the process so that their respective customers are enlightened. Such orientation

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depends on the values, beliefs, and traits of every individual within whose minds these psychosocial scripts are written right from their early childhood—at home, at school and, later, at their working places. Quality people are those with commitment, positive outlook, leadership abilities and the desire to excel. The quality people are not created by chance, but through a constant and conscious effort to groom them. They have to be trained right from the beginning with quality consciousness as their second nature. Our academic institutions and schools have to adopt innovative ideas to respond to changing times. Their responsibility lies not only in imparting formal education but also in shaping the attitudes and personalities of their students. In institutions like these, empowerment programs like SQC have tremendous potential in molding children into total quality people, total quality citizens, and total human beings. Scripting new knowledge and skills on a clean board, that is, the mind of students is always easier and more effective than deskilling adults by erasing scripts deeply engraved in their minds since their early schooling period. The latter is not only difficult but, sometimes, even counterproductive. The slogan “catch them young” is functionally true and should be followed by all educationists to build the quality mindset of people.

Conceptualization and Development of Students’ Quality Circles Students’ Quality Circle popularly known as SQC is one such innovative process which can be understood simply as collaborative learning among students with problem solving as a focal goal. SQC can be defined as follows. “A small team of students of same class who work in a team for continuous improvement by identifying their frequently recurring problems, analyzing their root causes and solving them permanently with the use of systematic and scientific approaches, tools, and techniques leading to development of their pro-social personalities having collaborative and creative leadership traits.” SQC is an adapted version of Quality Control Circles (QCC) exercised in industries for continuous development. We call SQC the 3rd generation (3G) of QC Circle. First Generation: Immediately after the Second World War, Dr. Edward Deming and Dr. Joseph Juran triggered scientists and engineers of Japan to move forward scientifically and collaboratively for continuous improvement in productivity, quality control, and quality assurance. Under the leadership of Dr. Kaoru Ishikawa, Japanese engineers and scientists developed quality control Circle (QCC) and appropriate basic statistical QCC tools. This was in the early 1960s and can be termed as the first generation of QC Circle which is considered as a part of total quality control (TQC). Second Generation: The economic development of Japan through the application of TQM and QC Circle strongly inspired Dr. Jagdish Gandhi at City Montessori

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School, Lucknow, India, to initiate the QC Circle concept to his school for the first time in early 1990s. Dr. Vineeta Kamran, CMS Principal, with technical help from Mr. P. C. Bihari, a quality engineer, experimented with the concept of Students’ Quality Control Circle (SQCC) at her school. This was highly acclaimed by the international community of quality. The World Council for Total Quality and Excellence, a forum was then developed in 1999 with the participation of quality experts and educationists to promote the approach of Quality Control Circles in the academia all over the world. This can be termed as the 2nd generation of SQCC as a component of TQM. Third Generation: Incorporating the concept of SQCC from India and the knowledge on QCC from Japan, Prof. Dinesh Chapagain experimented with this in various schools in Nepal since 2000s with the support of many dedicated educationists and school principals though an institution called QUEST-Nepal (Quality Circles at schools for students’ personality development in Nepal). Thus, SQC was initiated for the first time with the sole objective of preparing pro-social personality of students with the purpose of making them good and smart—actually making total quality person. This can be termed as the 3rd generation of SQC for preparing quality people for the future.

Distinctive Features: QCC, SQCC, and SQC Some issues regarding the application of Students’ Quality Circles in academia are quite interesting to rethink. QCC, SQCC, and SQC are three versions which were gradually improved. The SQC is mainly for developing total quality person and quality culture in the society. Quality assurance of institution for preparing total quality person: Establishing Quality Circles among students in educational institutes is not for providing assurance to the society on the quality of the institute, but to implant quality ingredients in the minds of students who are products of the respective educational institutes. SQCC for personality development and not for problem solving: QC Circles in industries or other institutions are used for employee participation for problem solving with the motive of continuous improvement in process and products. The Students’ Quality Circles solve their own problems in a team for their personality development and not meant to solve the educational institute’s problems but to develop the personality of students. SQC, not SQCC: Students do not control quality of any products, nor are the quality parameters of students controlled by anybody through SQC activities. Hence, the terminology Students’ Quality Control Circles (SQCC) is totally inappropriate and, thus, have named it as Students’ Quality Circles (SQC). Permanency of employees of QC Circle in industry and SQC in schools: Employees’ Quality Circle members find their workplace in permanent homes for work, whereas Students’ Quality Circle members find their classrooms in a more

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or less temporary place to learn. Naturally, addressing of the problems will be completely different in scope. Nature of problem for QCC versus SQC: Just as the purpose of QC exercise among the employees and students is different, the nature and scope of the problems also vary. The purpose of implanting Students’ Quality Circles is to develop the personality and not just solving the problem. The nature of problems taken up by students will be very simple within the domain of their own and not going on the domain of teachers or other management staff. Problem solving tools for QCC and SCC: The seven basic and advanced QC tools are mostly used by QCC and SQCC, whereas the level of understanding of young students and the nature of problems SQC work for solving will not be helpful. The basic concept of tools are almost the same such as visual, simple to draw, which collaboratively can draw and understood in a group and infer the results by everyone immediately. SQC has identified newer tools and has rejected some of the traditional QC Circle tools as per their requirement. Compulsory, not voluntary, participation of students in SQC: For employees of industries, participation in QC exercise or SQCC is voluntary, whereas participation in SQC should be made mandatory. The purpose and scope of QC among students are different from participation of employees in QC activities in industries. The main responsibility of an educational institute is to develop the character of its students. The educational institute should make it compulsory for all students to participate. Schedule for students’ QC meeting: In educational institutes, scheduling QC meetings for different groups is an arduous job. Students generally do not get free time during their study periods. Educational institutes should schedule specific time for QC activities to enable all students to participate in QC activities.

Benefits from SQC The personalities of students exercising SQC embody requisites of a total quality person, ones possessing good, and smart characters. Self-confidence: Students develop confidence in their knowledge, action, and capability to deliver positive results even in difficult situations. This happens when a group of students in SQC solves their problems themselves without depending on others. Their confidence in analyzing the environment and service delivery starts to develop in their mindset. Self-discipline: The self-discipline character attribute of commitment and honesty are developed when SQC members assemble every week at the same time for discussions and analysis.

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Interpersonal relations: In the process of problem observation and implementation of the action plan to solve the problem, the students meet and interact with a number of other people besides their own team members, thus developing interpersonal relations skills. Empathy: During discussions and brainstorming, Circle members always listen to others and give due importance to the views and opinions of others. While implementing countermeasures to solve problems, they also show understanding for other people with whom they have to work. Social responsibility: At the time of identifying problems, the SQC members personally start exploring the problem keeping in sight the community’s sensitivities and well-being. Thus, the students develop character attributes of social responsibility such as adaptability, tolerance, and doing something good for the society. Time management skills: SQC members have limited time to work. Each week, some ideas, analyses, or conclusion have to be drawn within an hour. In addition, at least one problem has to be solved within a semester or a year. They develop skills in prioritizing activities, preparing action plans for analysis and implementing countermeasures within scheduled time. Scientific and analytical skills: SQC activities involve collection of lot of data on the features of the problems and phenomena, and observation, analysis of causes, and root causes. In doing so, the students utilize various problem solving tools and techniques. They develop the habit of working with facts and figures, and in the process, learn several qualitative and analytical tools. Communication and presentation skills: Students who initially have difficulties in expressing their opinions in front of others develop confidence in communicating and sharing their views and opinions during brainstorming sessions. Besides, they also develop skills in presenting their cases in front of large audiences during the school seminars and conferences. Creativity and lateral thinking habits: Students involved in SQC activities participate actively in several brainstorming sessions. The brainstorming exercises kindle the lateral thinking process among the students. This helps in developing the habit of thinking creatively and coming up with innovative ideas. Habit of working in a team: Students realize the essence of group dynamics and the synergies created while working in teams. They understand how to work in a team effectively. As a team, they participate in identifying, analyzing, and solving common problems. Broader vision: Students involved in SQC acquire broad and in-depth knowledge of life and the surrounding environment. They are quick to acquire knowledge and skills prescribed in the curriculum from their teachers in the class. They learn a lot in the process of sharing and interacting with their SQC team members and also by observing the features of the problem.

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SQC Movement in Nepal The development of Students’ Quality Circle can be categorized into three stages. (2000–2005) Learning and sharing stage: The first SQC was introduced on trial in Himalaya Vidya Mandir, Kathmandu with seven students. Every step was closely observed during the application of QCC and SQCC concepts, approaches, techniques, and tools. This experience leads to the conceptualization of the first SQC. Based on this, many principals and teachers of schools of eastern Nepal, namely Biratnagar, Urlabari, and Dharan were given training on SQC. A number of school principals were inspired to attend the international Students’ Quality Control Circle (SQCC) conventions held in Mauritius, USA, Bangladesh, and India. A number of joint seminars and training programs were organized in Kathmandu for teachers and students. All these were instrumental in developing awareness among large educational institutions, and understanding that Quality Circles among students support the development of their pro-social personality, not for solving problems of the institutions. Thus, the first National Convention on Students’ Quality Circles, 2005 was organized by Kathmandu University High School in Kathmandu with the participation of more than 700 students and teachers. The convention resolved that SQC was an innovative tool to develop pro-social personality of students with good and smart characters. It also called for establishing a specific institution to cater to research and development for further promotion of SQC all over the country. (2005–2012) Research and development stage: QUEST-Nepal (Quality Circles in Education for Students’ Personality Development in Nepal) was established in 2006 by a group of forward-looking and like-minded educationists as a nongovernmental and not-for-profit organization, dedicated to research, development and promotion of SQC throughout the country. Many teachers and facilitators became interested to join hands voluntarily, and this trend still continues. The first book on the subject, “Guide to Students’ Quality Circles: An Approach to Prepare Total Quality People” written by Prof. Dinesh Chapagain was widely circulated among Nepalese schools, and later in schools even in Bangladesh and Pakistan. Regular SQC facilitator training to teachers were held in different districts of the country. Discussions with government officials of the education sector were held and awareness program were conducted. The Master Trainers Laboratory was conceived in 2010 for senior SQC facilitators to conduct research and development activities on SQC for continuous improvement of its tools and techniques. Annual national conventions and SQC Master Trainers Laboratory programs have been continued. New tools and techniques suitable for SQC were thus developed.

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(2012 onward) Organization development stage: In 2013, QUEST-Nepal developed an SQC curriculum for students of 6, 7, and 8 classes with the support and coordination of curriculum development unit of Ministry of Education, Government of Nepal. SQC became an elective subjects school curriculum in the social behavior stream. A quality approach to develop quality people has been endorsed by many educationists. Many schools interested in SQC formed hubs for voluntary social networking in different parts of the country. These hubs supported self-motivated principals, teachers, and facilitators to apply SQC and develop more and more quality people. The TQP character grid was developed, and an instrument has been established to objectively check the impact of SQC practices based on a TQP index. Since 2015, a national-level Mansha Memorial TQP Award (MMTQPA) has been established to promote SQC in Nepalese schools. President of QUEST-Nepal represents as the Director-General in the World Council for Total Quality and Education board (WCTQEE) in India, a body that promotes Students’ Quality Control Circles (SQCC). Current status of SQC in Nepal • More than 50,000 students all over the country are participating in SQC activities. • 1200 teachers certified as SQC facilitators are training students on SQC tools and techniques. • 142 SQC master trainers are licensed to conduct research and development on SQC as well as to train more SQC facilitators. • 12 annual national conventions on SQC organized in different parts of the country since 2005. • One international convention on SQC was held in 2010. Guidebook on SQC, school curriculum and coursebook on SQC for classes 6, 7, and 8, the SQC facilitators handbook, and many other resource materials are available for reference. • An annual Mansha Memorial TQP Award was established in 2015, and two batches or 10 SQC students have already been awarded. Total Quality Person (TQP) Character Grid If students at young age are involved in Students’ Quality Circles (SQC), they will develop the pro-social personality having good and smart characters. A person not nurtured with those two characters—good and smart at the same time, may not be a successful person in the society. In other words, such a person will be of less value to the society. A person with good and smart personality is a total quality person (TQP). Good and smart characters can be explained by a two-dimensional character model called the total quality person (TQP) character grid.

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As shown above, the TQP character grid consists of one hundred (10 × 10) minor grids to position total quality person index (TQPI) of a person graphically. At one extreme, a person who has TQPI of 1 × 10 has excellent smart character but has minimum good character. In the other extreme, one who has a TQPI of 10 × 1 has excellent good character but minimum smart character. A person who has a TQPI of 10 × 10 has both excellent good as well as smart character, whereas a person who has a TQPI of 1 × 1 has minimum in both good and small characters. A person can thus be classified by his or her individual TQPI into four major types. We may symbolize these types with typical flower names. However, all flowers are beautiful, lovely, and useful as human beings are. People scoring low in both smart and good character scales: These people are represented by hibiscus, a beautiful but very sensitive and weak flower having no fragrance of its own. They are popularly known in Nepal as पलास फूल (Palas Phool). TQPI of these people falls within the quadrant on grids in between 1 × 1, 1 × 5, 5 × 5, 5 × 1. These people, in general, need more coaching to enhance both their good and smart characters to make them a total quality person. People scoring low in good but high in smart character scales: These people are represented by sunflower, a beautiful and strong flower available in varied colors but has no fragrance of its own. They are popularly known as सू खु ी फूल (suryamukhi) in Nepal. TQPI of these people falls within the quadrant on grids in between 1 × 6, 1 × 10, 5 × 10, and 5 × 6. These people, in general, need more coaching to enhance their good character to make them a total quality person.

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People scoring high in good but low in smart character scales: These people are represented by jasmine, a beautiful flower with excellent fragrance of its own especially at night time but is weak and small in size. They are popularly known as चमल े ी फूल (Chameli) in Nepal. TQPI of these people falls within the quadrant on grids in between 6 × 1, 6 × 5, 10 × 5, and 10 × 1. In general, these people need to be coached more to enhance their smart character to make them a total quality person. People scoring high in both good as well smart character scales: These people are represented by garden rose, a beautiful and strong thorny flower in varied colors and has excellent fragrance of its own useful for decorations and worships. Popularly known as गलु ाफको फूल (Gulaph ko phool) in Nepal. TQPI of these people falls within the quadrant on grids in between 6 × 6, 6 × 10, 10 × 6, and 10 × 10. In general, these people are self-motivated to enhance their smart and good characters to establish themselves as a total quality person possessing the TQPI of 10 × 10. Objectively Measuring TQPI Scale A valid and reliable objectively measuring psychometric instrument is constructed to identify the two-dimensional total quality person index (TQPI) of an individual. The measurement on that TQPI scale helps to position an individual on the TQP Character Grid. Based on that, an educational institute can identify the TQPI of individual students before and after their participation in SQC. This helps to identify the real benefits of SQC implementation objectively. When we talk about quality, standards and measurement are the basic instruments to check the quality. The TQP Character Grid is the standard and TQPI measuring psychometric instrument is a measuring scale to check the quality of SQC application. When SQC is applied in a school, this measuring instrument must be applied to check the result. Two latent variables of the personality traits of TQPI, i.e., “good” character and “smart” character of an individual are each defined with five variables for constructing a concurrent TQPI scale. This is defined through a focus group discussion with SQC master trainers who are school teachers and have working experience of SQC implementation in Nepal. All these variables are broken down into smaller units to understand each variable more clearly. There are five sub-characters within good character: Believer of social and ethical values (respecting seniors, observing state rules and speaking truth), Committed and dedicated (working for quality, working selflessly, working for others), Pleasant looking (positive thinking, ever-smiling, pleasing others with jokes), Compassionate (feeling others’ pain, supporting others, listening others), Societal service (working voluntarily, servicing disadvantaged people and non-attachment with position and money) There are five sub-characters within smart character: Self-confidence (taking risks, discussing for rationality and hardworking), Learning and sharing attitude (striving to learn new knowledge, reading books of different subjects and writing for others), Desire Cto excel (working extra than given responsibilities, striving for continuous improvement and working to get some returns), Desire to attract others (adopting new fashions, living neat and clean and striving to lead others), Desire to

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develop skills (working for self-satisfaction, learning multiple skills, and providing useful training). A scale has validity if it properly represents the theoretical construct it is meant to measure. A scale has reliability (precision of measurement) if repeated measurements under the same circumstances tend to produce the same results. One such TQPI scale had been prepared statistically checking its validity, reliability, and practicality. One web-based self-assessing application has also been prepared. Mansha Memorial Total Quality Person Award We have instituted the Mansha Memorial Total Quality Person Award (MMTQPA), an annual award in the memory of Mansha Sharma, to be awarded to students practicing Students’ Quality Circles (SQC). Five students progressing toward total quality persons will be selected for the award every year. The selection process constitutes of three stages involving different groups of people at every stage. First stage (Institutional recommendation): The institutional heads of schools participating in the national convention on SQC are asked to recommend for the award two students, preferably, one boy and one girl who have categorically demonstrated progressively good and smart characters as defined by QUEST-Nepal for becoming total quality person. The recommendation shall be received by the Award Governing Committee through QUEST-Nepal one month before the convention schedule. Second Stage (Web-based objective self-assessment): The Award Governing Committee will objectively measure the TQPI of all recommended students through web-based electronic media using scientific psychometric instruments and select top 10 students as finalists based on their scores in the test. This shall be organized on the first session of the first day of the convention. It may take about 30 min for the test. One computer for each recommended student with Internet facility is required for the test, or alternatively, students can give the test through their own equipment. Third Stage (Subjective assessment by juries): The finalists will appear on the stage for live performance for the final selection. This session will be scheduled in a panel in front of all students participating in the convention just before the closing ceremony. The selection process may take about 30 min. Selection shall be done by a team of five juries adhering to guidelines on two parameters of TQP like Good (i) Social values and norms, (ii) Commitment and dedications, (iii) Pleasant looking, (iv) Caring and empathetic, and (v) Social work and Smart (1) Self-confidence, (ii) Learning and sharing, (iii) Desire to excel, and (IV) Attractive, and (v) Desire to develop skills. The five SQC graduates who were awarded the Mansha Memorial TQP Award at the 11th National Convention on Students’ Quality Circles (NCSQC), 2015, Butwal were Arju Tamang (14 years/F) of Galaxy Public School, Kathmandu, Sumina Neupane (15 years/F) of St. Xavier’s School, Lalitpur, Suman Shrestha (13 years/F) of Nawaratna English S. School, Bhaktapur, Nhujan Maharjan (14 years/F) of Bright Future School, Kathmandu, and Bishesh Bhattarai (13 years/M) of Jhapa Model HS School, Jhapa. Likewise, the five SQC graduates who were awarded the Mansha Memorial TQP Award at the 12th NCSQC, 2016, Bhaktapur were Prajjwal Dhungana (14 years/M),

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Nepal English Secondary Boarding School, Palpa, Prasant Bhattarai (15 years/M) of St. Xavier’s School, Lalitpur, Rushil Nepal (15 years/M) of Mt. View English S School, Bhaktapur, Dhiraj Shrestha (15 years/M) of Nepal Police HS School, Kavre and Bibasta Poudel (14 years/F) of New Horizon HS School, Palpa. It can be inferred that all flowers are beautiful and useful, and if all flowers in the world are of the same nature, size, color, strength, and fragrance, this world would have been a dull and boring place to live in. Since people in this world have different characters and personalities, we live here happily. There are people who score high in “good” character, and there are also people who score low in it. However, both these types of people are beautiful as well as useful. Similarly, there are people who score high in “smart” character, and there are also people who score low in it. Yet both are beautiful and useful. Nature has created such variations. SQC just helps to boost both the characters and develop total quality person.

Conclusion Students’ Quality Circles (SQC) is an innovative quality educational process which may be considered as the third generation adapted version of Quality Control Circle (QC Circle) initiated and promoted in Japan with an objective of solving quality and productivity problems in manufacturing and service industries. The second objective of QC Circle has been to develop mutual respect for humanity. This QC Circle has been applied among students of young age by CMS Lucknow, India, and is called Students’ Quality Control Circle (SQCC). Its objective is to make them aware of quality tools and techniques and realize the slogan of “Catch Them Young.” SQCC may be considered as the second generation of QCC. The message of SQCC has been spread to as many as 34 countries including USA, UK, Mauritius, Turkey, Pakistan, Bangladesh, Sri Lanka, and Nepal. SQCC is just transferring the application of QCC of industries to students at educational institutes. In Nepal, SQCC has been further refined to adapt at schools, and is referred to as SQC. QUEST-Nepal (Quality Circles in education for students’ personality development in Nepal) has been established to conduct activities related to research and development, training, awareness programs and applications of the approach, tools and techniques of solving problems of the students by the students for the students. In the process, they develop their pro-social personalities for possessing “good” and “smart” characters. It has been widely accepted by many educational institutes in Nepal and has resulted in very positive impacts on the community. The TQP character grid and TQPI measuring scale are helpful to measure the impact of SQC application at the schools. QUEST-Nepal is also monitoring the results by establishing MMTQP award annually. The acceptance of this innovative process can also be gauged by its expansion in many schools and students and the formation of voluntary and self-regulatory hubs in different parts of the country. A person having “good” and “smart” characters is said to be a total quality person. Collection of mass of total quality persons will create quality culture in an institution,

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community, and the whole country. The current parameters of development alone have not brought prosperity in any society. Prosperity comes when all-round development in physical, mind, heart, and soul are aligned in one line. A smart person without having goodness in his or her character has created competitions all over. This competition may have helped the individual to look at lopsided development and has spoiled the world. Collaborate with others and compete with yourself is the keyword. Students’ Quality Circle (SQC), if practiced from the very young age at schools enables students to collaboratively learn to identify their own psychosocial problems, learn of their difficulties, phobias, etc., and analyze their root causes systematically and scientifically using appropriate approaches, SQC tools and techniques and solve them on their own. That way, their personality shines with both good and smart characters. They will be part of the quality culture which will go a long way toward developing sustainable prosperity in the world.

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