Change Management Process | Crash Course for UGC NET Education PDF Download

Change Management Process

Change management process is a wider concept dealing with goals, processes and technologies. An institution's success depends on how well it adapts to changes in a planned manner.

Change Management

Change management is a systematic approach dealing with the transition or transformation of an organisation's goals, processes and technologies. The purpose of change management is to implement strategies for effecting change, controlling change and helping people to adapt to change. Furthermore, in respect to education, it affects employees (teachers) as well as students.

Since an organisation's success depends on how well it adapts to change, management of these situations is crucial. This is where change management comes into play. Preventing changes is not always possible, as they are inevitable sometimes. more aways

However, it is possible to plan for changes and overcome them. The management must always strive to ensure changes happen, smoothly. The organisation and its members must not find changes too drastic.

Any kind of change in management is followed by

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Change results from the pressure of forces, which are both inside and outside the organisation..

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The whole organisation tends to be affected by change in any part of it.

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Change takes place in all parts of the organisation, but at varying rates of speed and degree of significance,

Need for Planned Change

The best hope for successful planned change occurs when teachers are participants in exchange networks that foster collaborative opportunities to work with other school leaders. Successful change requires appropriate alignment of structures and processes.

Strategic change is the process of managing change in a structured and thoughtful way in order to achieve organizational goals, objectives and missions.

To plan change, managers must predict and diagnose the need for change. An Organisational Development theory, developed by Larry E Greiner is helpful in change management. Greiner's model shows organisation as it evolves through the five stages of growth, and the end of each of these stages is marked by a crisis that calls for a change.

The five stages of growth are as follows

I.

Creativity The founders of the organisation dominate this stage and the emphasis is on creating both a product and a market. But as the organisation grows, management problems occur that cannot be handled through informal communication. The founders find themselves burdened with unwanted management and management growth. It is at this point that the crisis responsibilities and conflicts between the employees of leadership occurs and the first revolutionary period begins.

II.

Direction During this period, a strong manager, who is acceptable to the founder and who can pull the organisation together, is appointed. During this phase, the new manager and key staff take most of the responsibility for instituting direction, while lower level supervisors are treated

more as functional specialists than autonomous decision-making managers. Lower level managers begin to demand more autonomy and the next revolutionary period begins.

Ill. Delegation This stage often possesses problems for top managers, who have been successful at being directive. They may find giving up responsibility difficult. Moreover, lower level managers generally are not accustomed to making decisions for themselves. As a result, numerous organisations founder during this revolutionary period, adhering to centralised methods, while lower level employees grow disenchanted and leave the organisation.

IV.

This stage is characterised by the use of formal systems for achieving greater coordination, with top management as the watchdog. It results in the next revolutionary period, the crisis of red tape. This crisis most often occurs when the organisation has become too large and complex and is managed through -formal programs and rigid systems. If the crisis of red tape is to be overcome, the organisation must move to the next evolutionary phase.

V.

Collaboration The last of Greiner's phases emphasise greater spontaneity in management action, through teams and the skillful confrontation of interpersonal differences. Social control and self-discipline take over from formal action. Greiner's Model shows uncertainty about what the next revolution of change will be, but anticipates that it will center on the psychological saturation of employees, who grow emotionally and physically exhausted by the intensity of teamwork and the heavy pressure for innovative solutions. To plan change, managers must predict and diagnose the need for change. Greiner's Model of Organisational Growth and Change can help managers understand how the need for change relates to the organisational cycles.

Three Step-Model of Change

Today, the concept of change management is a familiar one in most businesses. But, how businesses manage change (and how successful they are at it) varies enormously depending on the nature of the business, the change and the people involved. And a key part of this, depends on how well people within it understand the change process.

One of the cornerstone models for understanding organisational change was developed by Kurt Lewin, back in the 1940s and still holds true today. His model is known as Unfreeze-Change-Refreeze, which refers to the three stage process of change that he describes. Lewin, a physicist as well as a social scientist, explained organisational change using the analogy of changing the shape of a block of ice.

Lewin's Change Management Model

Kurt Lewin described the Freeze Model of Change, which suggests that change involves a shift from one still condition by means of a state of activity to a different still condition. If you have a large cu be of ice, but realise that what you want is a cone of ice, what do you do? First, you must melt the ice to make it amenable to change (unfreeze). Then you must mould the iced water into the shape you want (change). Finally, you must solidify the new shape (refreeze). By looking at change as a process with distinct stages, you can prepare yourself for what is coming and make a plan to manage the transition, looking before you leap, so to speak. All too often, people go into change blindly, causing much unnecessary turmoil and chaos.

any successful change process, you must first start by understanding, why the change must take place. As Lewin put it, "Motivation for change must be generated before change can occur. One must be helped to re-examine many cherished assumptions about oneself and one relations to others". This is the unfreezing stage from which change begins.

Unfreezing

This first stage of changes involves preparing the organisation to accept that change is necessary. It involves breaking down the existing status quo, before you up a new way of operating. Key to this is developing a compelling message, showing why the existing way of doing things cannot continue. This is easiest to frame, when you can point to declining sales figures, poor financial results, worrying customer satisfaction surveys, or as such. This shows that things have to change in a way that everyone can understand. To prepare an organisation successfully, you need to start at its core i.e. you need to challenge the beliefs, values, attitudes and behaviours that currently defines it.

Using the analogy of a building, you must examine and be prepared to change the existing foundations, as they might not support addon storeys. Unless this is done, the whole building may risk, collapse.

This first part of the change process is usually the most difficult and stressful. When you start cutting down the way things are done, you put everyone and everything off balance. You may evoke strong reactions in people and that's exactly what needs to be done.By forcing the organisation to re-examine its core, you effectively create a (controlled) crisis, which in turn can build a strong motivation to seek out a new equilibrium. Without this motivation, you won't get the buy in and participation necessary to effect any meaningful change.

Changing/ Moving

After the uncertainty created in the unfreeze stage, the moving/changing stage is where people begin to resolve their uncertainty and look for new ways to do things. People start to believe and act in ways that support the new direction.

The transition from unfreeze to change or move does not happen overnight, people take time to embrace the new direction and participate proactively in the change. A related change model, the Change Curve, focuses on the specific issue of personal transitions in a changing environment and is useful for understanding this aspect, in more detail.

In order to accept the change and contribute to making it successful, people need to understand how it will benefit them. Not everyone will fall in line, just because they change them. Not eve is necessary and will benefit the company. This is a common problem that should be avoided.

Time and communication are the two keys to the changes occurring successfully. People need time to understand the changes and they also need to feel highly connected to your organisation, throughout the transition period. When managing change, this can require a great deal of time and effort and hands on management is usually the best approach.

Refreeze

When the changes are taking shape and people have embraced the new ways of working, the organisation is ready to refreeze. The outward signs of the refreeze are a stable organisation chart, consistent job descriptions and so on. The refreeze stage also needs to help people and the organisation internalise or institutionalise the changes.

This means making sure that the changes are used all the time, and that they are incorporated into everyday business. With a new sense of stability, employees feel confident and comfortable with the new ways of working.

The rationale for creating a new sense of stability in our ever changing world is often questioned. Even though, change is constant in many organisations, this refreezing stage is still important. Without it, employees get caught in a transition trap where they aren't sure how things should be done, so nothing ever gets done to full capacity. In the absence of a new frozen state, it is very difficult to tackle the next change initiative, effectively. How do you go about convincing people that something needs changing, if you haven't allowed the most recent changes to sink in? Change will be perceived as change for change's sake and the motivation required to implement new changes, simply won't be there.

As part of the refreezing process, make sure that you celebrate the success of the change. This helps people to find closure, thanks them for enduring a painful time and helps them believe that future change will be successful.

Japanese Model of Change

It is seen that with respect to any model of change, the Japanese model is most renowned. There are two major kinds of Japanese model i.e. Poka Yoke and Just-In-Time. They can be explained as given below

Just-In-Time

The Just-In-Time Inventory system is a management strategy that aligns raw material orders from suppliers directly with production schedules. Companies use the inventory strategy to increase efficiency and decrease waste by receiving goods only as they need them for the production process, which reduces inventory costs. This method requires producers to forecast demand accurately.

Background and History

JIT is a Japanese Management Philosophy which has been applied in practice since the early 1970s in many Japanese manufacturing organisations. It was first developed and perfected within the Toyota manufacturing plants by Taiichi Ohno as a means of meeting consumer demands with minimum delays. Taiichi Ohno is frequently referred to as the father of JIT.

Toyota was able to meet the increasing challenges for survival, through an approach that focused on people, plants and systems. He realised that JIT would only be successful, if every individual within the organisation was involved and committed to it, if the plants and processes were arranged for maximum outputs and efficiency and if quality and production programs were scheduled to meet demands, exactly.

This manufacturing has the capacity, when property adapted to the organisation, to strengthen the organisation's competitiveness in the marketplace, substantially by reducing wastes and improving product quality and efficiency of production. There are strong cultural aspects associated with the emergence of Just In Time in Japan. This is said to be the management philosophy and not a technique.

further errors from being made. Many solutions are simple, cheap and effective.

Originally, it referred to the production of goods to meet customer demand exactly on time, quality and quantity, whether the customer is the final purchaser of the product or another process, further along the production line.

Poka Yoke

Poka Yoke is a Japanese phrase that means error prevention. It is a mechanism that is put in place to prevent human error. It was developed in the 60s of the previous century by Shlgeo Shlngo from Japan. He was an engineer at the Toyota car factory. It is still the most famous multinational business using Poka Yoke today. It is used to prevent and resolve defects during the production process, eliminating the need for quality control after the process. It is a frequently used method in lean manufacturing and six sigma to ensure as few errors in a production process as possible.

A Poka is an inadvertent error and Yoke is for prevention. It forces actions to be carried out correctly, leaving no room for misunderstandings. It's about measures that prevent

They can be integrated into the product design process steps.

The most famous examples are smartphones. After all, there is only one way to place the SIM card in the phone. It is impossible, to do it wrong.

In short, Poka Yoke is a continual improvement that offers a way to move the QMS (Quality Management System) towards a higher level of performance.

Stages of Poka Yoke

Few stages of Poka Yoke are:

Define During this phase, the problem causing the defect is described and defined. It needs to be an objective description, that doesn't draw conclusions right away. It's possible to monitor the shop floor during the production process. This is also indicated with the word 'Gemba', which is a Japanese word for shop floor. The shop floor is where the process happens, and that's where the causes of problems may also be hiding. If the problem occurs at the end user, it is a good idea to define the problem objectively from this perspective.

Measure Usually, the measuring stage is applied in case of complex problems in the production process. A test is used to discover how often the problem occurs. A percentage is then calculated based on the results. The higher the percentage, the more important it is to solve the problem at its source. Apart from a production error, it may also be a case of user error. In such a case, a so called test group would be used that tests the product over a certain period. The outcome of this, determines how the problem will be dealt with and solved.

Analyse During this stage, it becomes clear whether a Poka Yoke measures can be applied. The process is analysed thoroughly and the cause of the defect is tracked down. Only when the source of the issue is clear, can the search for a solution begin.

Improve During this stage, analysis is used to deal with the cause of the problem. A solution is developed and implemented. In many cases, Poka Yoke's solutions seem obvious, but have a significant positive impact. They prevent the same mistake from being made in future.

Control During this stage, the effect of the change is measured. If the Poka Yoke measures in question, works well and the chance of further potential error is negligible. It concludes with the zero quality control and zero defects.

Types of Poka Yoke

Three types of Poka Yoke can be identified for quickly and easily delivering solutions for production problems. They are

Visual Aids These aids are clear and show the work instructions. These may be pictograms in a user manual or a traffic sign that shows a restriction or warning.

Visual Control These refer to directing behaviour and warning in case of deviations. One example would be a traffic sign, that lights up red, when drivers are speeding and green, if they stick to the speed limit.

Fail Safes They force the user to either do or not do something. For instance, this can be road closures for motorway maintenance. Arrows on signs, force drivers to go from 3 to 2 and from 2 to 1 lanes. The arrows are followed by red Xs on the signs, until 2 of the 3 lanes are closed.

Cost of Quality

Cost of Quality is defined as a methodology that allows an organisation to determine the extent to which its resources are used for activities, that prevent poor quality, that appraise the quality of the organisation's products or services and that result from internal and external failures. Having such information, allows an organisation to determine the potential savings to be gained, by implementing process improvements. As defined by Philip B Cosby in his book, Quality is Fuel, the cost of quality has two main components i.e. cost of good quality {or the cost of conformance) and the cost of poor quality {or the cost of non-conformance).

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The cost of poor quality affects;

internal and external costs, resulting from failing to meet requirements.

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The cost of good quality affects:

{i) Cost for investing in the prevention of non-conformance to requirements,

(ii)

Costs for appraising a product or service for conformance to requirement.

The cost of quality is the cost of producing, finding, correcting and preventing defects. Quality costs are the total of the cost, incurred by investing in the prevention of non-conformances to requirements, appraising a product or service for conformance to requirements and failing to meet requirements.

Quality Cost Categories

Fegenbaum (1956) categorised quality cost into Prevention Appraisal Failure Costs (PAFC). The failure costs can be further classified into subcategories i.e. internal and external failure costs. This classification is widely used.

Prevention Cost

The cost of any action taken to investigate, prevent and reduce the risk of non-conformity or defect. Typical examples of prevention costs are quality training, quality assurance and quality planning. They are also incurred to prevent or avoid quality problems. These costs are associated with the design implementation and maintenance of the quality management system. They are planned and incurred before actual operation.

They could include

Product or Service Requirements Establishment of specifications for incoming materials, processes, finished products and services.

Quality Planning Creation of plans for quality, reliability, operations, production and inspection.

Quality Assurance Creation and maintenance of the quality system.

Training Development, preparation and maintenance of programs. The cost of all activities, specifically designed to prevent poor quality of teachers and students. Examples may be cost of admission policy, review, selection process, facility induction and training policy review.

Appraisal Cost

The cost of evaluating the achievement of quality requirements including, cost of verification and control performed at any stage of the quality loop. Examples of appraisal cost are inspection, quality audits and acceptance tests. These costs are associated with the supplier's and customer's evaluation of purchased materials, processes, products and services to ensure that they conform to specifications.

They could include

Verification Checking of incoming material, process setup and products against agreed specifications.

Quality Audits Confirmation that the quality system is functioning correctly.

Supplier Rating Assessment and approval of suppliers of products and services. The cost associated with measuring, evaluating or auditing students and teachers to assure conformance to quality standards and excellent academic performance requirements.

Failure cost

The cost of failure is divided into two factors i.e. internal failure cost and external failure cost.

They can be explained as below: They could include:

Internal Failure Cost

The cost arising within an organisation, due to non-conformities or defects at any stage of the quality loop, such as cost of scrap, re-work, re-tests, re-inspection, re-design, scrap, replacement, rework and repair can be mentioned as typical examples of an internal failure.

External Failure Costs

External failure costs are incurred to remedy defects, discovered by customers. These costs occur when products or services that fail to reach design quality standards are not detected, until after transfer to the customers.

They could include

Repairs and Servicing Both returned products and those in the field.

Warranty Claims Failed products that are replaced or services that are re-performed under a guarantee.

Complaints: All work and costs associated with handling and servicing customer's complaints.

Returns Handling and investigating rejected or recalled products, including transport costs.

The cost may result from students, not confirming to the requirements of potential employers. Internal failure cost, occuring prior to the students getting out of the institution. For example, examination, testing, re-vieweing, coaching, counselling, etc. External failure cost may be the loss of institutional image, due to non-performance of the students in various organisations and blocking future prospects. An excellent education system should view itself as a learning organisation, where all employees are engaged in learning from world class research and development organisation, universities and corporate management development centres.

Cost Benefit Analysis

The term cost benefit analysis, implies a systematic comparison of the magnitude of the costs and benefits of some form of investment, in order to assess economic profitability. All forms of investment involve a sacrifice of the present consumption, in order to secure future benefits in the form of higher levels of output or income. It provides a means of appraising these future benefits in the light of the costs that must be incurred at present. The purpose of such analysis is to provide a measure of the expected yield of the investment, as a guide to the rational allocation of resources.

The importance of such analysis can be understood from its underlying assumptions, given as below

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Resources are scarce.

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These scarce resources can be used for alternative purposes.

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Decision makers want to use them in a rational way, i.e. where they provide the maximum benefit.

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Their costs and benefits can be measured.

It is used to address only those types of alternatives, where the outcomes can be measured in terms of their monetary values. For example, educational alternatives that are designed to raise productivity and income, such as vocational education, have outcomes that can be assessed in monetary terms and can be evaluated according to cost benefit analysis. However, most educational alternatives are dedicated to

improving achievement or some other educational outcome that cannot be easily converted into monetary terms.

Cost of Education

For purposes of the cost benefit analysis of investment, it is necessary to define cost in terms of the total cost of a project, such as secondary education, i.e. all real resources that are used up by the project. These are called the opportunity costs, since every investment represents the sacrifice of alternative opportunities of using the resources either for present consumption or for some form of investment. There are other opportunity costs which accrue on account of the students' attending schools, instead of helping their parents in their occupations, like farming. Such opportunity costs are called foregone earnings and they are measured by what students could have earned, had they been employed. This cost item is also considered for calculating the total cost of education.

Benefits of Education

An important objective of investment in education is to identify and measure the benefits of education, which is more difficult than the measurement of costs. Just as there are private and social costs, there are also private and social benefits that accrue, i.e. benefits to the individual and those that accrue to the society. Further, there are also other non-economic benefits, the both to the individual and to society. If education is an investment, it contributes to future incomes by imparting skills and knowledge educated manpower, thus improving the productivity of labour.

If the productivity of the educated workers is higher than that of the uneducated workers, it will be reflected in a higher output and in higher earnings of the educated.

Therefore, we require an estimate of the additional life time earnings of the educated people. Ideally, these data should be collected by comparing the earnings of the educated and uneducated workers, over their whole working lives. Therefore, the usual practice is to use cross sectional data (data across various sections of earners at a particular point of time) to estimate an average age education i.e. earning profile for the workers of the same age with different levels of education and for workers of the same level of education with different age groups.

Cost Effective Analysis

It refers to the consideration of decision alternatives, in which both their costs and consequences are taken into account in a systematic way. It is a decision oriented tool, it is designed to ascertain which means of attaining particular educational goals are most efficient. For example, there are many alternative approaches for pursuing such goals, such as raising reading or mathematics achievement. These include the adoption of new materials or curriculum, teacher training, educational television, computer-assisted instruction, smaller class sizes and so on.

The cost effective solution to this challenge is to ascertain the costs and effects on reading or mathematics achievement of each alternative and to choose that alternative, which has the greatest impact on raising achievement scores, for any given resource outlay.

Purpose

The purpose of cost effective analysis in education is to ascertain which program or combination of programs, can achieve particular objectives at the lowest cost. The underlying assumption is that different alternatives are associated with different costs and different educational results. By choosing those with the least cost for a given outcome, society can use its resources more effectively.

Those resources that are saved through using more cost effective approaches, can be devoted to expanding programs or to other important educational and social endeavours.

Method

The method of doing cost effective analysis can be summarised briefly, but it is best to refer to more extensive treatments of the subject if a study is being contemplated. Cost effectiveness begins with a clear goal and a set of alternatives for reaching that goal. Comparisons can be made only for alternatives, that have similar goals, such as improvement of achievement in a particular subject or reduction in absenteeism or in dropouts.

A straight forward cost effectiveness analysis cannot compare options with different goals and objectives, any more than a standard type of evaluation could compare results in mathematics, with results in creative writing. Alternatives being assessed should be options for addressing a specific goal, where attainment of the goal can be measured by a common criterion such as an achievement test. It should be noted that a more complex, but related form of analysis and cost utility can be used to assess multiple objectives.

Educational Role

Methods of cost effectiveness analysis can assist the planner in evaluating educational programs. This concept should be broadened to include resource effectiveness analysis, which can be divided into two study areas i.e. resource analysis and analysis of effectiveness. Constructing a resource/cost model is suggested to handle the problems of resource allocation, by relating the programs to resources and costs. Defining and measuring the effectiveness of an educational program, must preceed the analysis of cost effectiveness of alternative programs. The complexity of the learning process requires the production of a set of measures or indicators.

Indian and International Quality Assurance Agencies

The National Assessment and Accreditation Council (NAAC) is India's premier higher education quality assurance agency. The NAAC quality assurance process has benefited from a thorough study of established accreditation mechanisms, worldwide. It is however, designed to meet the needs of one of the world's largest, most diverse and most complex systems of higher education, which comprises 17, 967 institutions catering to the needs of some 10.5 million students.

On an international level, the International Network for Quality Assurance Agencies in Higher Education (INQAAH E) is a world wide association that is active in theory and practice of quality assurance in higher education. INQAAHE is a quality assurance community with shared interests, a common language and understanding of how things are done with regard to a very specific field of work.

National Assessment Accreditation Council (NAAC}

Historical Overview of NAAC

The National Assessment and Accreditation Council (NAAC) is an autonomous body established by the University Grants Commission {UGC) of India to assess and accredit institutions of higher education in the country. It is an outcome of the recommendations of the National Policy of Education (1986) which laid special emphasis on upholding the quality of higher education in India.

To address the issues of quality, the National Policy of Education (1986) and the Programme of Action (POA, 1992) advocated the establishment of an independent national accreditation body. Consequently, the University Grants Commission established the NAAC in 1994 under its Article 12, CCC, as an autonomous body with its headquarters at Bengaluru.

NAAC as a premier quality assurance agency has always been responsive to the ever changing higher education scenario as well as stakeholder's requirements. The NAAC functions through its General Council (GC) and Executive Committee (EC) where educational administrators, policy makers and senior academicians from a cross section of the system of higher education are represented. The Chairperson of UGC is the President of GC of the NAAC, the Chairperson of the EC is an eminent academician in the area of relevance to the NAAC.

Objectives of NAAC

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Assess and accredit institutions of higher learning.

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Stimulate the academic environment and quality of teaching and research in accredited institutions.

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Generate awareness of quality in education.

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To embed self-assessment in the quality culture of the institution.

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Share information on successful quality strategies.

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Encourage innovations, self-evaluation and accountability in higher education.

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Help institutions to achieve self-actualization institutional strengths and weaknesses,

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Focus on improvement of quality.

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Promote necessary changes, innovations and reforms in all aspects of the institutions for excellence.

Functions of NAAC

NAAC is entrusted with the primary function of assessing and accrediting higher education institutions of the country.

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Provide guidance to institutions for preparing their -Study Reports (SSRs).

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Preparing in house pre-visit documents for assessors.

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Assessing and accrediting institutions.

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Coordinating the on-site' visit to its effective completion.

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Evolving appropriate instruments of accreditation fine tuning them whenever necessary.

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Develop pre and post accreditation Identifying enlisting and creating a pool of efficient assessors.

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Identifying enlisting and creating a pool of efficient assessors.

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Providing appropriate training to assessors.

To supplement the functions of NAAC in addition to assessment and accreditation, it also undertakes the following functions

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Disseminates the NAAC process and quality enhancement mechanisms through relevant publications.

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Organizes seminars/workshops/conferences to share and discuss issues related to quality in higher education.

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Partner with stakeholders for promoting assessment and accreditation.

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Promotes the establishment of quality assurance units i.e.

(i)

Internal Quality Assurance Cell (IQAC)

(ii)

State Level Quality Assurance Cell (SLQAC)

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Establishes collaborations with other national and international professional agencies, involved in assessment and accreditation..

Role of NAAC

Role of NAAC in the changing scenario of higher education needs to be re-defined with respect to recognition cum accreditation, programme accreditation, national level ranking of universities, preparation of national benchmarks, national and international database, research and development centres, etc.

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Assessment and accreditation by NAAC may be made mandatory for all higher education institution of the country

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NAAC may start programme accreditation.

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Ranking of institutions may be very much relevant when compared to grading. All accreditation agencies, including NAAC are to be accredited once in three years.

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While NAAC could be accredited by recognized international accreditation bodies, NAAC could perform this function for all the multiple accreditation agencies getting recognized by the Government of India.

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NAAC needs to continue to be an apex assessment and accreditation body for higher education institution, in the country providing vision and leadership

Initiatives of NAAC

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Quality sustenance and promotion of sensitizing institutions to concepts, such as credit transfer, student's mobility and mutual recognition.

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Networking among accredited institutions in order to promote exchange of best practices.

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Formation of quality circle for follow-up of accreditation outcomes.

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State-wise analysis of accreditation results for policy initiatives.

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Promoting the concept of lead colleges and cluster of colleges for quality initiatives.

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Project grants for accredited institutions for quality innovations.

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Financial support to accredited institutions for conducting seminars/conferences/workshops quality issues in higher education. on

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NAAC and NCTE joint activity for self-appraised and accreditation of teacher education institutions.

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Interaction with other agencies to develop a National Qualification Framework.

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Training programmes for quality promotion and excellence in higher education..

Advantages of NAAC

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Helps the institutions to know strengths, weaknesses and opportunities, through an informed review, .

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Identifies internal areas of planning and resource allocations.

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Enhances collegiality on the campus.

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The outcome of the process provides the funding agencies with objectives and systematic database for performance funding.

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Initiates institutions into innovative and modern methods of pedagogy.

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Given the institution a new sense of direction and identity.

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Provides the society with reliable information on the quality of education, offered by the institution,

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Employers have access to information on standards in recruitment.

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Promotes inter-institutional and intra-institutional interactions.

Performance Indicators

They indicate what concrete actions the student should be able to perform as a result of participation in the program. Once a program's outcomes have been identified, the knowledge and skills necessary for the mastery of these outcomes should be listed. This will allow the desired behaviour of the students to be described and will eliminate ambiguity concerning demonstration of expected competencies. Performance indicators and made up of at least two main elements i.e. action verb and content (referent). The expected behaviour must be specified by name, using an observable action verb, such as demonstrate, interpret, discriminate or define.

Sample performance indicators includes:

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Students will know a professional code of ethics (knowledge).

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Students will be able to describe the problem-solving process (comprehension).

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Students will solve research problems through the applications of scientific methods (applications).

Performance indicator is a type of performance measurement that helps you understand how your organization, department or institution is performing and it allows us to understand if we are headed in the right direction with our strategy.

In education, performance indicators are classified as follows

Academia or Academics

Graduation Rate It determines the number of students who completed their schooling or received a particular certificate or degree within the normal time frame.

Awards This looks at the number of awards granted to students or faculty during each academic calender year.

Research grants This examines the percentage of the grants students or faculty received versus those that were applied for.

Student's Attendance Rate Determining the number of students that have achieved say 90% attendance during a given semester or academic year is vital to track.

Finance

Percentage of Students or Aid It calculates the number of students receiving some kind of financial assistance, like scholarship, money or government aid,

Tuition Cost It examines the cost to each student in a given scholastic timeline to attend the institution,

Ratios

Student to Faculty Ratio Schools may want to examine this ratio to ensure that the students are receiving proper attention.

Faculty to Administration Ratio If this ratio is too low, like if you have only two administrators for 50 faculty members there may be issues with scheduling, organization and finances.

Curriculum

Proficiency Rates for Each Subject This allows us to see not just how our curriculum breaks down, but how each area of curriculum is performing.

Faculty

Number of Training Sessions Per Year Ensuring faculty members are in touch with the latest teaching methods or technologies help ensure that students receive the best educational experience.

Faculty and Staff Attendance If the institution has a low attendance rate from faculty and staff members, this can have a negative impact on the organization as a whole.

Technology

Percentage of Classes Using Technology A high percentage of classes are using technologies or online platforms that have been provided to them

Percentage of Administrators Using Technology Both teachers and administrators should be using the online or classroom based technologies they have been provided for lessons, projects or activities and the percentage will help whether that is happening or not.

Facilities

Classroom Utilization Rate It examines whether we are making the best use of campus space and keeping class as full as possible.

Quality Council of India (QCI}

Quality Council of India (QCI) was set up in 1997, as an autonomous body. It was setup jointly by the Government of India and the Indian industry, represented by the three premier industry associations i.e.

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Associated Chambers of Commerce and Industry of India (ASSOCHAM)

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Confederation of Indian Industry {CII)

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Federation of Indian Chambers of Commerce and Industry (FICCI)

It aims to establish and operate national accreditation structure and promote quality through National Quality Campaign.

The Department of Industrial Policy and Ministry of Commerce and Industry, are the nodal ministries for QCI. The Chairman of QCI is appointed by the Prime Minister, on recommendation of the industry to the government.

Objectives of QCI

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To establish and maintain an accreditation on quality the country

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To provide right and unbiased information. related standards.

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To spread the quality movement in the country through the National Quality Campaign.

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To facilitate u pgradation of equipment techniques, related to quality. forums.

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To represent India's interest in international

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To help establish brand equity of Indian products and

They become the world's leading national apex facilitation, accreditation and surveillance organisations, to continuously improve the climate, systems, processes and skills for total quality.

It also focuses on helping India achieve and sustain total quality and reliability, in all areas of life, work, environment, products and services, at individual, organisational, community and societal levels.

Roles of QCI

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To Promote Quality improvement.

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To set goals and time frames.

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To make recommendations to the executive staff.

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To monitor progress, and for improvement. success areas

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To provide technical assistance with quality improvement projects.

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To promote communication about quality improvement effort throughout the organisation.

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To provide an annual written report on activities, accomplishments and future projects.

International Network for Quality Assurance Agencies in Higher Education (INQAAHE}

The International Network for Quality Assurance Agencies in Higher Education (INQAAHE) is a world-wide association of organisations that is active in the theory and practice of Quality Assurance (QA) in Higher Education (HE). The greater majority of its members are Quality Assurance Agencies (CAA) (as full members), that operate in many different ways.

However,it also welcomes other organisations (as associate members), that have an interest in QA in HE, and individuals with major interest in HE (as affiliates). Thus, INQAAHE offers its members the many benefits of being part of such an active group of workers in its QA in HE.

It was established in 1991, with only 8 members. Today the total membership exceeds 300 members. Distance Professional accreditation has become more important as more Higher Education Institutions (HEIs), delivering Fundamental to the work of the INQAAHE, the key values that education as well as vocational education have become increasingly more important, as is the need for recognition of prior learning. HE has become more global, than ever before.

programs in different modes, enter the market. All these have thrust QA agencies into ever expanding roles. INQAAHE is a QA community, with shared interests, a common language and an understanding of how things are done, with regard to a very specific field of work. It provides a forum for the discussion of global issues that go beyond national or regional boundaries, such as cross border education. Members have the opportunity to learn from what others are doing, both from their successes and failures and thus, have now set the ground for the development of a QA profession.

Aims of INQAAHE

The central purpose and role of INQAAHE is to promote and advance excellence in higher education, through the support of an active international community of quality assurance agencies. In order to achieve this goal, the network focuses on the development of the theory and practice of quality assurance, the exchange and understanding of the policies and actions of its members and the promotion of quality assurance for the benefit of higher education, institutions, students and society at large.

Values of INQAAHE

Fundamentals to the work of INQAAHE,The key values that the support the policy and practice of quality assurance are as follows

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Recognition of the value of collective wisdom, gathered from the practices of a diverse set of members and their ability to address the challenges of the educational and social structures, in which they operate. INQAAHE celebrates this diversity, which has also made it possible to identify and highlight commonalities and fundamental principles that underpin good practice and guide the operation of Quality Assurance (QA) agencies.

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Belief in the primacy of academic freedom and institutional integrity and a commitment to the idea that quality and quality assurance are primarily the responsibility of higher education institutions, themselves.

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A fundamental understanding of the importance of working in partnership among members, with higher education institutions, regional, international government and non-government organisations, as well as the business sector, in order to provide member support, guidance, information and advocacy for quality assu ranee.

Objectives of INQAAHE

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To create, collect and disseminate information on current and developing theory and practice in the assessment, improvement and maintenance of quality in higher education.

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To undertake or commission research, in areas relevant to quality in higher education.

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To express the collective views of its members on matters relevant to quality in higher education, through contacts with international bodies and by other means.

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To promote the theory and practice of the improvement of quality in higher education.

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To provide advice and expertise, to assist existing and emerging quality assurance agencies.

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To facilitate links between quality assurance agencies and support networks of quality assurance agencies.

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To assist members, to determine the standards of institutions operating across national borders and facilitate better informed international recognition of qualifications.

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To assist in the development and use of credit transfer and credit accumulation schemes, to enhance the mobility of students between institutions (within and across national borders)..

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To enable members, to be alert to improper quality assurance practices and organisations. To organise, on request, reviews of the operation of members.