- Published: October 31, 2021
- Updated: October 31, 2021
- University / College: Auburn University
- Level: Undergraduate
- Language: English
- Downloads: 19
Learner Log Book Quality Management Tools & Techniques LLB I. INSTRUCTIONS The purpose of the Learners Log Book (LLB) is to document the achievementsof the learner in a central repository that will be considered as evidence on the effectiveness of the learning process. It is a monitoring tool that e-tutors use to report on individual learners progress and it is a way of ensuring that learners:
Are engaged in their learning process.
They are experimenting by doing the tasks subscribed to them by the e-tutor.
Avoid plagiarism because learners have to be engaged on a continuous basis and the informal assessment can therefore be used to ensure consistency with the main formal assessment.
Provide e-Tutors with the opportunity to get to know the learners evaluate them and mentor them properly.
There are templates which will reflect whether learners read, whether they understand, whether they assimilate the knowledge, whether they develop enquiry ability, whether they have the potential to conduct critical thinking and whether they can reflect on the knowledge accumulated by relating to real situations.
The onus is mainly on learners to furnish the required information in the templates after each unit based on the Read and Analyze Activity. After filling the information in the template they need to e-mail it back to the e-Tutor.
e-Tutor will then comments on the work done and the involvement that takes place and give overall impressions on the learners at the end of the module.
II. GENERAL INFORMATION
Date of Submission:
Date of Received Feedback: ————————————————
III. SUMMARY (100-200 words)
The article titled “Towards a Better Understanding of Quality” by Hardie & Walsh (1994), gives an overview about the notion of quality management from a modern day perspective, elaborating on different theories. Discussion of the article initially emphasizes the traditional differences between qualities preferred and the actual quality outcomes. In subsequence, the article elaborates that with the implementation of the new methods, certain relationships could be identified among the different states of conditions, which has been referred with relation to (1) “how things ought to be” and (2) “how things are”. To be noted in this regards, the article successfully details out the quality relations among the different states and assists in understanding the common witnessed quality issues that impose strong impressions on the performance of an organization. Correspondingly, the article clearly diagnoses the quality problem faced in different states, providing a framework of the quality relations (Hardie & Walsh, 1994).
IV. KEY LEARNING POINTS
The key learning points of the article can be identified with reference to the findings inferred by the authors. To be noted in this regards, the differences of the quality relations of the two states of “how things ought to be” and “how things are”, form the common base of arguments in various theories concerning quality management. As noted in the article, the issues regarding quality aspects, prevailing in an organization, can be identified in terms of the gaps persisting between the two states mentioned above. However, with the gradual introduction of new and more elaborated definitions of quality, several quality relations among the states can be identified, based on which, a framework can be designed to identify and rectify the identifiable quality problems.
V. CRITICAL ANALYSIS
The article was initially aimed at elucidating the traditional approach of quality resolution with reference to the definitions elaborated by theorists. From a critical perspective, it can be asserted that the authors have been successful in defining the different theories in a much comprehensive manner, with reference to the traditional approaches and definitions on quality management. However, throughout the discussion, the authors may be criticised to have been bias in evaluating the referred theories and definitions, as the article lacked a comparative analysis of both the appropriateness and deficiencies of the theories. Notably, in the article, emphasis has been laid on supporting the views by taking evidence from the theories presented by different authors on the same line of quality relation, lacking critical mode of analysis. Correspondingly, the qualitative analysis of the article is quiet visible from the use of the different models and theoretical explanations wherein due significance have been provided towards validating their arguments about the relation among the states. A detailed analysis has been provided on the different use of the models in the present day. With the use of the models, the author has also elucidated the different approaches and its applicability in the future. The article presents an elaboration on the approaches laid by the other theorists, drawing successful evidences to make the arguments strong enough to be accepted widely.
VIII. LEARNING REFLECTIONS
Observing the different viewpoints argued by the authors in the referred article, I was able to develop a refined understanding on the traditional and the modern approaches of quality management. According to my viewpoint, the traditional approach of quality management has elaborated only on the difference between the quality relations of the different states. However, I intend to take a wider research based on the learning I could gather from the article, as the article presents only a partial view of the aspects related to quality definitions, also lacking elaboration on the best practices to counter the gaps persisting between the two identified states.
IX. e-TUTOR COMMENTS AND FEEDBACK
Hardie, N. & Walsh, P. (1994). Towards a better understanding of quality. International Journal of Quality & Reliability Management, 11(4), pp. 53-63,