TOTAL QUALITY

Total Quality

Abstract

Extension educators use program evaluation as a tool for measuring the effectiveness of teaching. Program evaluation consists of four steps: (a) designing an evaluation instrument to gather data, (b) gathering and analyzing the data, (c) comparing data with standards, and (d) making recommendations for improvement. Program evaluation can provide credible information for decision makers. However, little is said about the variations in the data or about teaching quality. By modifying traditional Extension education evaluation methods to include continuous quality improvement techniques, we can make our evaluation process more appropriate and effective. Statistical quality control charts provide a process for measuring variation, determining sources of variation, and making modifications to improve the quality of teaching. Evaluation data collected about Extension programs always exhibit variation. To improve program quality we must control and reduce the variance that exists among programs. Statistical control charts can be used to monitor these variations. Once measured, appropriate action can be taken to reduce variations and, thus, control and improve quality.

Total Quality

Introduction

Quality improvement, in particular Total Quality Management (TQM), has had a major influence on U.S. management philosophy (Ross, 1993). While not a modern idea, quality improvement has gained interest in recent years. For most of the 20th century, productivity was the primary emphasis for most profit and non- profit organizations; the emphasis, however, is now changing to quality. The reason is simple; neither price, technology, nor quantity is sufficient to differentiate products or services from the competition. One thing that attracts and keeps customers is the "extra value" of quality--as defined by the customer (Cannie, 1991).

The College of Food, Agricultural, and Environmental Sciences at The Ohio State University has begun a Continuous Quality Improvement (CQI) process. One of the goals of the CQI project is to support and ensure quality teaching and excellence throughout the college, including Ohio State University Extension (OSU Extension). Extension program personnel at OSU use program evaluation as a tool for measuring the effectiveness of their teaching. Typically program evaluation consists of designing an instrument to gather data, gathering and analyzing the data, comparing the data with standards and benchmarks, and commending accomplishments and correcting shortcomings (Buford, Bedeian, & Lindner, 1995).

While several sources of information for performance evaluation exist within OSU Extension, clientele input is highly regarded as an important source of information. A series of valid and reliable evaluation instruments were designed by OSU Extension to gather evaluation data on effective teaching for Extension program personnel (Spiegel, 1992).

This set of materials is known as the Evaluation of Effective Extension Teaching (EEET). Group Form I measures teaching effectiveness. This evaluation instrument consists of nine statements with a five-point, Likert-type scale and a space for comments. The form uses the following scale: 1=Strongly Disagree, 2=Disagree, 3=Neither Disagree nor Agree, 4=Agree, and 5=Strongly Agree. The following statements are included in Group Form I: The Instructor ... (a) was well prepared, (b) was interested in helping me, (c) showed respect for all persons attending the workshop, (d) stimulated me in wanting to learn, ...