PROBLEMS OF IMPLEMENTING TQM PRINCIPLES IN LITHUANIAN CHEMICAL ENGINEERING ENTERPRISES

Transcription

1 VADYBA / MANAGEMENT m. Nr. 2(11) 21 PROBLEMS OF IMPLEMENTING TQM PRINCIPLES IN LITHUANIAN CHEMICAL ENGINEERING ENTERPRISES Julius Christauskas, Nin Bizys Besides democracy and a market economy, new ideas, products, complicated machinery and concepts have been introduced and created in Lithuania since In order to move forward and attain higher levels of quality, the principles of Total Quality Management (TQM) have been applied, especially in the education of technical tertiary students that do not always gain business knowledge in their courses and because there is a global crisis in many areas of tertiary technical education. This paper concerns an investigation of the attitudes of chemical engineering specialists towards the main principles of TQM and the results of a questionnaire that shows some problems and the need to change educational directions. The authors agree with similar government policy guidelines that education and economic ministries should work together to stimulate students activities related to the functioning of market economy behavior and include the basic principles of TQM at secondary and tertiary levels [1]. According to some specialists TQM has gone out of fashion and reengineering came in. Lithuania is still dealing with TQM and hopefully an understanding of the application of TQM will lead universities and companies to understand the need to go back to the drawing board, look at all their processes and redesign them [2]. Key words: total quality management, chemical engineering. Introduction The main point of TQM lies in the fact that each organization, group or person, related to an organization (chemical industry) should function as an integral unit. There are many versions of TQM in the business world but regardless of the version applied, a company must follow certain paradigms and more specifically, have a program of continuous TQM improvement [3-6]. The main difference between traditional planned management and the TQM reveals that the success of an organization is substantially influenced by training and qualification improvements of employees. This work concerns the investigation of attitudes of chemistry specialists towards the main principles of TQM. In a post-modern society, sustained training is an essential part of an individual s professional development because according to Masaaki Imai, we can buy knowledge but not the wisdom of TQM [7]. Rapid changes, speedy development of technologies and the chemical industry induce enterprises to work harder and in new ways, in order to broaden employees knowledge/wisdom, competencies and skills because in any organization the greatest asset is its people. Few enterprises are able to compete successfully in the labor/economy market unless it invests in staff development, because theoretical knowledge is translated to wisdom in each individual and applied in the workforce. An open and cooperative culture has to be created by the management throughout the organization, where the real action takes place. At this time in Lithuania employment has priority over cooperative aspects within the workforce because of the soviet legacy that has left many workers without an understanding of the need to work together and/or teamwork. Employees have to feel that they are actively responsible for client/customer satisfaction and the society s needs, which in itself is a relatively new way of doing business in Lithuania. Employees will not feel empowered to do so if they are excluded from the development of visions, strategies and plans in their workplace within the enterprise. It is important that employees participate in company activities and input some of the decisions and changes but the know how of doing this is not part of secondary or tertiary education at this time in Lithuania, except in say management courses [4]. Employees are unlikely to behave responsibly if they see the management behaving irresponsibly, e.g. saying one thing and doing the opposite. This involves a good ethical code within the workplace, which is lacking both in educational institutions and workplaces in Lithuania at the present time. Further, changes are needed across the board in the structure of the education system and the workplace, where a balance of theory and practice is required for a holistic preparation of each citizen. Methods of investigation and characteristic of the investigated groups The paper aims at (i) identifying the need for TQM, (ii) naming the main principles of TQM for a Lithuanian survey, (iii) presenting a survey of Lithuanian Chemical Engineers and (iv) identifying some educational changes that are needed to improve TQM in Lithuania. To achieve successful goals, methods of social investigations were used and a questionnaire based on the hierarchy of TQM principles by Deming was presented to chemistry specialists throughout Lithuania. 18 principles were listed in decreasing importance order (Table 1) and presented to 80 chemical laboratory

2 22 VADYBA / MANAGEMENT m. Nr. 2(11) specialists in Lithuania in order to determine the understanding and application of TQM principles. Responses from more than 70 chemical engineering specialists were recorded. Differences between the main principles of TQM were investigated and deviations from the recommended values were then established. Also references from related literature are made to support the main ideas that are presented in this paper [8-10]. Table 1. Hierarchy of TQM principles by Deming No TQM principles 1 Decision of management to attain the highest quality of work. 2 Decision to satisfy requirements of the consumer 3 Rendering of some functions and responsibility from the top level down 4 Group influence on the individual in team work 5 Regulation of system and processes inside the organization 6 Definition of quality and the creation of the quality standards 7 Quality measurement in chemistry laboratories 8 Sustainable quality improvement in chemistry laboratories 9 Comparison of experiences at other chemistry laboratories 10 Perception of the whole process 11 Improvement of employees qualifications and training 12 Definition of problems in one's organization 13 Solution of problems in one's organization 14 Quality assurance in one's organization 15 Active management in chemistry laboratories-actions for avoiding problems 16 Ensuring quality of material suppliers 17 Communication inside the organization 18 Recognition and inducement of employees, i.e. a reward system Every survey participant firstly had to read all 18 TQM principles in the questionnaire and then mark them recording so that the most important principle (his/her opinion) is in the first place and the least important is in the 18 th place. Responses were obtained from 71 specialists. Characteristics of the investigated group are presented in the Table 2. Table 2. Characteristics of participants Job position Leaders Heads of laboratory Specialists Engineers Quantity A total of 48 females and 17 males participated in the investigation, average age was 43 years. The youngest participant was 25 years old and the oldest one was 68 years old. Total number of males/females is not the same as the total number of participants because gender was not indicated in some questionnaires, but the forms were completed correctly and considered as being valid. Results of the investigation The principle shown in the 1 st place-18 points were given and in the last place only 1 point. Values proposed by Deming were used for the comparison and resulted in the recommended values. An average of specialists values was collected and these results defined differences between the specified different groups and the following were chosen: 1. representatives of an age group between years old (n=16); 2. representatives of an age group between years old (n=25); 3. representatives of an age group between years old (n=19); 4. representatives of an age group between years old (n=11). The total sum of points for attitudes towards every TQM principle was calculated and then an average was defined. Calculated results are shown in Table 3 and Figs 1-2. Most important and least important principles in different age groups are shown in Figs. 1. and 2.

3 VADYBA / MANAGEMENT m. Nr. 2(11) 23 Table 3. Averages of points given to every principle No Age Age Age Age ,31 15,04 16,20 16, ,50 12,42 12,15 9,73 3 6,44 6,08 5,35 6,09 4 4,75 6,50 7,58 6, ,30 12,10 13,00 14, ,00 11,90 13,40 12, ,80 10,50 11,70 10, ,20 12,10 12,90 12,00 9 3,75 4,17 5,65 4, ,30 11,40 11,70 12, ,38 10,33 10,65 10, ,40 10,50 10,70 12, ,88 10,92 8,59 9, ,13 10,5 9,4 9, ,50 7,08 7,10 8, ,38 5,79 4,25 7, ,56 7,04 4,70 5, ,50 6,58 6,80 5,55 An interesting result from the survey indicated the relationship between the time employees were educated in their special field (chemistry) and their attitudes towards the TQM principles. The younger graduates had a more developed knowledge of TQM principles but both young and older chemistry laboratory employees felt less empowered in the workplace because of the overall lack of TQM strategies and the active implementation of principles. This suggests the need for developing TQM further by management and educators. The 1st principle Goals Groups depending on the age of participants Fig. 1. The repartition of points of the 1 st principle The first principle was the most important for all groups/ages (Fig. 1. and Table 3.) because it affects the whole organization. The least important principle (Fig 2) was the 9 th principle (except group 3 where least important was expressed in the 3 rd principle) because few employees experience working and the functioning of other chemistry laboratories, nor were they directly involved in this area of organization.

4 24 VADYBA / MANAGEMENT m. Nr. 2(11) The 9th principle Goals Groups depending on the age of participants Fig. 2. The repartition of points of the 9 th principle Table 3. and Figs 1-2. show that the importance of principles 1 and 9 are not similar to Deming s distribution of the principles. Analysis of differences of attitudes to TQM principles showed that the last principle (recognition/inducement of employees) was overestimated by all groups and principles 3-4 were expressed in lower places than in the order recommended by Deming because Lithuanian chemistry employees are less involved in organizational matters at this time in Lithuania s company development. Table 4. Averages of attitudes according to gender Principle Females 15,69 12,29 6,02 6,31 12,83 12,83 10,83 12,38 4,36 Males 16, ,81 5,81 11,81 13,38 11,13 12,06 4,06 Principle Females 11,19 10,65 10,88 9,94 9,81 7,29 5,77 5,77 6,17 Males 14,19 9,81 11,44 7,94 10,13 8,06 5,13 5,50 5,75 In the female s group-1, 2, 5, 6 and 10 principles were very important and show that females are aware of the overall aims of their part in the organization as well as customer requirements. The first principle: Decision to attain the highest quality of work, the second Decision to satisfy the requirements of the consumer, the fifth Regulation of system and processes inside the organization, the sixth-definition of quality and the creation of the quality standards, the tenth Perception of the whole process. Attitudes towards experiences of other chemistry laboratories were mentioned in the last place because of employees lack of knowledge and experiences in how other companies function etc. In the male group the most important were principles 1,6 and 10 because they require clarity and an understanding of the whole picture. Least important for both males/females was principle 9 showing that both groups lack knowledge/experiences of other work places, work conditions and organization strategies, etc. Deviations from recommended values Attention was directed at the evaluation of deviations from optimal values, as recommended by the USA scientist Edward Deming. Results of all groups were lined up according to importance, and deviations from recommended values were defined in Table 5.

5 VADYBA / MANAGEMENT m. Nr. 2(11) 25 Table 5. Distribution of deviations between groups No Averages for deviations in different groups Females Males ,31-1,25-0,69-2,96-1,8-1,91 2-4,71-4,13-3,50-4,58-4,85-7,27 3-9,98-10,19-9,56-9,92-10,65-9,91 4-8,69-9,19-10,25-8,50-7,42-9,00 5-1,17-2,19-1,75-1,88-1,00 0,27 6-0,17 0,38 0,00-1,13 0,40-0,55 7-1,17-0,88-0,19-1,46-0,30-1,27 8 1,38 1,06 1,19 1,08 1,90 1,00 9-5,65-5,94-6,25-5,83-4,35-5, ,19 5,19 3,25 2,38 2,70 3, ,65 1,81 2,38 2,33 2,65 2, ,88 4,44 3,44 3,54 3,70 5, ,94 1,94 2,88 4,92 2,59 3, ,81 5,13 5,13 5,50 4,40 4, ,29 4,06 3,50 3,08 3,10 4, ,77 2,13 2,38 2,79 1,25 4, ,77 3,50 3,56 5,04 2,70 3, ,17 4,75 4,50 5,58 5,80 4,55 Deviations of different groups (The 3rd principle) Deviations Groups Fig. 3. Deviations for the 3 rd principle Largest deviations (Fig 3) of all groups are almost the same, i.e. about 10 points from the recommended values and the importance of the principle, Rendering of some functions and responsibility from the top level down, was markedly underestimated. This shows, that no one wanted to give some of his/her functions and responsibility to the lower group/level. A similar situation was observed with large deviations (9 points) from the recommended values (Fig 4) and the importance of the principle, Group influence on the individual in teamwork was markedly underestimated as well because of the work culture in Lithuania where there is little understanding of the need for working as a team and the importance of synergy within the workforce at this time. Large deviations in all groups exist (from-7, 42 to-10, 25) where the largest deviation of this principle was in the youngest group, showing an absence of an adequate psychological work climate and a tendency for working in isolation.

6 26 VADYBA / MANAGEMENT m. Nr. 2(11) Deviations of different groups (The 4th principle) Deviations Groups Fig. 4. Deviations for the 4 th principle Deviations of the 6 th TQM principle i.e. creating standards are in all groups smallest (Fig. 5.). This principle in some cases is overestimated and underestimated showing that the creation of standards is not seen as part of the employee s overall responsibility. Deviation in the 3 rd group (25-35 years) is equal to zero and the largest deviation is in the 4 th group (35-44 years): -1,46 points. According to Joseph M. Juran, unless there are changes and a process that reaches for new and higher levels of performance, there remains control [8]. As the survey s results indicate, there is control from above or by others, rather than breakthroughs and the improvements of work and standards. Deviations of diff erent groups (The 6th principle) Deviations Groups Fig. 5. Deviations for the 6th principle The authors of this article argue that unless further training in organization/functioning at any workplace becomes a regular part of an on-site process, the employees cannot achieve or be part of the development of TQM. In-house seminars/training, especially for technical/chemistry workers is essential to employees also because of the formal and theory-laden courses at universities, which do not provide for business principles and/or knowledge of how to plan, control, campaign for and improve the quality of work and work conditions.

7 VADYBA / MANAGEMENT m. Nr. 2(11) 27 Conclusions 1. Attempts to implement TQM often fail because top management does not lead and become committed to developing/sharing knowledge and the wisdom of TQM. Instead delegates pays lip service to the application of TQM principles and this results in an us-them division of duties and responsibilities and employees working in isolation by performing only their given duties. 2. Management focuses on controlling the overall process because it rarely has a policy/strategy for doing more. Rewarding teamwork is almost non-existent in Lithuania where wages are the only reward. 3. Some TQM principles are overvalued and others are underestimated because Lithuanian employees still hold traditional work values and approaches to work and the structures of organizations. 4. Until Lithuanian organizations/companies actively implement both policies and strategies for developing TQM, attitudes of employees will remain more the concern of the management rather than the concern of all those employed in the organization. 5. Development of TQM principles should begin at secondary schools and continue into university and further education, as part of the theory taught, so that employees will have basic business principles and technical knowledge in the workplace. 6. There is also a need for company managers/employees to continue their studies after graduating so as to maintain the ideas, concepts and skills of good management and increase their abilities to reach higher TQM levels. 7. The needs of 21 st century education, employment and TQM etc. will be met when there is cooperation, united planning and an education system that recognizes and implements life-long learning within its society as part of the global picture. REFERENCES 1. Document by the Council of Ministries, pub by Phare-Step 1 Program, 1991, page Kellaway L. The Good, the Fad and the Ugly, from Business, the Ultimate Resource, published by Perseus Press, 2002, page Christauskas. J. Siemi ski. Evaluation of some personality characteristics of highway building and surveying engineers, Civil Engineering and Environment, Proceedings. Vilnius Technika, 1998, p Christauskas J. The problems of developing civil engineers qualifications, Engineering education in Lithuania, II. Vilnius, Technika, 1996, p Barczyk C.C. Total Quality Management, Vilnius: Eugrimas, 1999, p Christauskas J., Skerys K., A view of highway building specialists at Total Quality Management. The 6 th International Conference, Environmental Engineering, Selected papers, Vol. 2 Vilnius Gediminas Technical University Press, Technika 2005, p Imai M. The True Total Quality, Business the Ultimate Resource, Perseus Publishing, 2002, pp Juran J. M. Quality Management, Business Thinkers, Business the Ultimate Resource, Perseus Publishing, 2002, pp Jaraiedi M. and Ritz D., Total Quality Management Applied to Engineering Education, Quality Assurance in Education, Vol. 2 No. 2, 1994, MCS University Press, , pp Jaraiedi M. and Ritz D. TQM Applied to Engineering Education, Quality Assurance in Education, Vol 2 No 1, 1994, MCS Press, pages 39-40