ANSI ASQ Z1.11-2011 Quality management system standards Requirements for education organizations《质量管理系统标准.对教育机构的要求》.pdf

1、AMERICAN NATIONAL STANDARDQuality management system standardsRequirements for education organizationsAMERICAN SOCIETY FOR QUALITY600 N. PLANKINTON AVENUEMILWAUKEE, WI 53203-2914ASQ/ANSI Z1.11-2011(This page intentionally left blank) AMERICAN NATIONAL STANDARD Quality management system standards Requ

2、irements for education organizations Approved as an American National Standard by: American Society for Quality May 31, 2011 American National Standards: An American National Standard implies a consensus of those substantially concerned with is scope and provisions. An American National Standard is

3、intended as a guide to aid the manufacturer, the consumer, and the general public. The existence of an American National Standard does not in any respect preclude anyone, whether he or she has approved the standard or not, from manufacturing, purchasing, or using products, processes, or procedures n

4、ot conforming to the standard. American National Standards are subject to periodic review and users are cautioned to obtain the latest edition. Caution Notice: This American National Standard may be revised or withdrawn at any time. The procedures of the American National Standards Institute require

5、 that action be taken to reaffirm, revise, or withdraw this standard no later than five years from the date of publication. Purchasers of American National Standards may receive current information on all standards by calling of writing the American National Standards Institute. ASQ/ANSI Z1.11-2011i

6、ii 2011 by ASQCopyright Protection Notice for the ASQ/ANSI Z1.11-2011 Standard. This standard is subject to copyright claims of ISO, ANSI, and ASQ. Not for resale. No part of this publication may be reproduced in any form, including an electronic retrieval system, without the prior written permissio

7、n of ASQ. All requests pertaining to the ASQ/ANSI Z1.11-2011 Standard should be submitted to ASQ.Note: As used in this document, the term “International Standard” refers to the American National Standard adoption of this and other International Standards.ASQ will consider requests for change and inf

8、ormation on the submittal of such requests regarding this Standard. All requests should be in writing to the attention of the Standards administrator at the address below.ASQ Mission: The American Society for Quality advances individual and organizational performance excellence worldwide by providin

9、g opportunities for learning, quality improvement, and knowledge exchange.Published by:COPYRIGHT PROTECTED DOCUMENTPDF disclaimerThis PDF file may contain embedded typefaces. In accordance with Adobes licensing policy, this file may be viewed but shall not be edited or printed. In downloading this f

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11、he PDF-creating parameters were optimized for printing. Every care has been taken to ensure that the file is suitable for use by our customers. In the unlikely event that a problem relating to it is found, please inform ASQ at the address below.ASQ/ANSI Z1.11-2011ivAlso available from ASQ Quality Pr

12、ess: ANSI/ISO/ASQ Q9001-2008: Quality management systemsRequirements ASQ ANSI/ISO/ASQ QE19011S-2008: Guidelines for management systems auditingU.S. version with supplemental guidance added ASQ ISO 9001:2008 Explained, Third Edition Charles A. Cianfrani, Joseph J. Tsiakals, and John E. (Jack) West A

13、Practical Field Guide for ISO 9001:2008 Erik Valdemar Myhrberg ISO 9001:2008 for Small and Medium-Sized Businesses, Second Edition Denise E. Robitaille Optimizing Student Learning: A Lean Systems Approach to Improving K12 Education Betty Ziskovsky and Joe Ziskovsky Running All the Red Lights: A Jour

14、ney of System-Wide Educational Reform Terry Holliday and Brenda Clark Permission to Forget: And Nine Other Root Causes of Americas Frustration with Education Lee Jenkins Transformation to Performance Excellence: Baldrige Education Leaders Speak Out Sandra Cokeley, Margaret A. Byrnes, Geri Markley, a

15、nd Suzanne Keely, editors Charting Your Course: Lessons Learned During the Journey Toward Performance Excellence Robert Ewy and John G. Conyers Continuous Improvement in the History and Social Studies Classroom Daniel R. McCaulley Continuous Improvement in the Mathematics Classroom Melody J. Russell

16、 Continuous Improvement in the Language Arts Classroom Vickie Hedrick Continuous Improvement in the English Classroom Janelle R. Coady Continuous Improvement in the Science Classroom, Second Edition Jeffrey J. Burgard Root Cause Analysis: Simplified Tools and Techniques, Second Edition Bjrn Andersen

17、 and Tom Fagerhaug The Certified Manager of Quality/Organizational Excellence Handbook, Third Edition Russell T. Westcott, editor To request a complimentary catalog of ASQ Quality Press publications, call 800-248-1946, or visit our Web site at www.asq.org/quality-press. ASQ/ANSI Z1.11-2011v(This pag

18、e intentionally left blank) Contents Foreword.YLLL Introduction.i1. Scope 2. Normative references . 3. Terms and definitions . 4. Quality management system requirements . 4.1 General requirements . 4.2 Documentation requirements . 5. Management responsibilities . 45.1 Management commitment . 4 5.2 S

19、tudent focus . 5 5.3 Quality policy 55.4 Planning . 55.5 Responsibility, authority, and communication 65.6 Management review . 6 6. Resource management . 7 6.1 Provision of resources 7 6.2 Human resources 76.3 Infrastructure . 8 6.4 Learning environment 8 7. Providing education services . 8 7.1 Plan

20、ning provision of education services . 87.2 Determining education requirements . 9 7.3 Design and development 107.4 Purchasing . 13 7.5 Provision of education services 14 7.6 Control of monitoring and measurement devices 16 8. Measurement, analysis, and improvement . 16 8.1 General 16 8.2 Monitoring

21、 and measurement . 16 8.3 Control of nonconforming education service . 18 8.4 Analysis of data . 18 8.5 Improvement . 19 ANNEX A (informative): Self-assessment for education organizations 20 ANNEX B (informative): Examples of education processes, measures, records, and tools . 23 ANNEX C (informativ

22、e) Flowcharts . 28Bibliography 30 ASQ/ANSI Z1.11-2011viiForeword The 2009 version of ANSI/ISO/ASQ Z1.11 was revised and validated by a consensus process of the American Society for Quality Standards Committee. The writing group members are from education organizations registered to ISO 9001:2008, or

23、 are experts in the design of instruction, or are quality professionals who have applied quality principles to education organizations. Writing Group Members Terrance Bullock. PMP, Exec. Director Project Management, Saint Louis Public Schools Christopher Chinapoo, CMQ/OE, CQA Prison Service Training

24、 College, Trinidad and Tobago Ian Hohan. Professor, Assessor EFQM Excellence Award, Institute for Quality Education, Romania Fred Karr, PhD, Consultant Quality Awareness/Education, Information Sciences and Processes Walter Lamia, MBA PhD Student in School of Education, Colorado State University Henr

25、y J. Lindborg. PhD, Professor Marian University, Dir. National Institute for Quality Improvement Nora Meneces, PhD. Professor, Head Quality Management, School of Engineering, Uruguay Glenn Noreen, MBA, Executive Director Ingenium Schools, Barack Obama Charter School Fernando Padro, Associate Profess

26、or Monmouth University; Secretary, ASQ Education Division Leah Radix, MBA, CMQ/OE Quality Assurance Manager, YTEPP Limited Trinidad and Tobago Carlo Enrico Rossi, Consultant K-12 public schools in Northern Italy Robin Roth. PhD CMQ/OE, President Robin Taylor Roth Enterprises LLC, Integrated Learning

27、 Solutions Brijendra Saxena, Principal Tolani Maritime Institute, MS (Quality Management), India. Agni Shah. Professor Sheridan Institute of Technology and Advanced Learning, Canada Becky Starnes, Associate Professor Department of Public Management, Austin Peay State University P Thareja , Professor

28、, Department Head Punjab Engineering College, Chandigarh, India JoCeal Urbaniak, President, Training and RAB accredited quality management systems Auditor Robert Vickroy, CMU, Instructor University of Phoenix, quality management systems Auditor Richard Vurdela, MBA,MC-PR, PMP President, IQ Systems I

29、nc, Faculty School of Business, Canada IWA2 GTa Standard Mexico Evelyn Acosta-Navarrete INLAC Mexico Maria Asuncion Martinez Secretaria de Educacion Publica, DGAC Diana Bolanos Optimal Education Siglum XXI Margarita Matsumoto-Muray Secretaria de Educacion Publica, SEB, IWA2 Secretariat Victor H. Per

30、ez, Instituto de Capacitacin de la Industria Quimico Farmaceutica Bertha Sarmina-Garcia Apoyo a la Calidad Educativa, A. C. Miguel Tufino-Velazquez Instituto Politcnico Nacional, ESFM Leonardo Rivera-Oropeza Universidad Autonoma del Estado de Hidalgo F. Craig Johnson, Group Leader ASQ Education Divi

31、sion Representative Frank Caplan, Editor President, Quality Systems Consultants ASQ/ANSI Z1.11-2011viiiIntroduction 0.1 General ASQ/ANSI/ Z1.11 is about people in education organizations who study, learn, teach, train, and administer to create value for their community. The perception of value creat

32、ed is the degree to which requirements are fulfilled (Quality). The organizations senior leaders are accountable for resources they allocate (Management). The organizations academic and administrative processes interact with each other (System). This Quality Management System enables an education or

33、ganization to assess the degree to which it fulfills its requirements, controls its resources, and stabilizes its processes. Requirements for education organizations appear in published course syllabi, curriculum, behavioural objectives, and contracts for training. In addition, education organizatio

34、ns must comply with regulatory requirements, laws and the requirements of Z1.11. Education organizations that meet Z1.11 requirements can expect consistent learning (at no additional cost) through the rigorous implementation of the following: a) strategic plans to identify strengths, weaknesses, opp

35、ortunities, and threats, b) action plans to integrate curriculum, learning objectives, technology, teaching methods, and results, c) effective processes that realize planned activities and achieve planned results, d) instructional and administrative Plan-Do-Check-Act cycles to improve processes, e)

36、analysis of performance results to identify process improvement opportunities, and f) processes for addressing concerns of students and other interested parties. 0.2 Quality management principles The education organization should develop its own guiding principles and values, consistent with its mis

37、sion and vision. Its processes should meet the educational requirements and enable excellence based on the following general principles. a) Focus on students Quality in education is the degree to which educational requirements are fulfilled by students. Standards specify what students are expected t

38、o know and be able to do. Performance standards contain coherent and rigorous content for fulfilling students learning requirements and for encouraging performance excellence. ASQ/ANSI Z1.11-2011ixEducational organizations establish or apply existing federal and state student performance criteria by

39、 grade level and proficiency levels within grade levels. Student learning is continually evaluated to identify opportunities for improvement. Higher education student learning requirements, performance standards, and skill acquisition are established by academic disciplines and professional performa

40、nce standards. Planned student learning results are achieved by planned education activities, by application of appropriate technology, by refined teaching methods, and by designed curricula. b) Senior leadership Senior leaders (top management) establish unity of purpose, direction, and an internal

41、environment to direct and control school activities. Results are validated for consistency with relevant, nationally recognized academic and professional performance standards. Senior leaders performance is evaluated by school board members, by peer reviews, or by external advisory boards. c) Value

42、of faculty and staff involvement Capable people at all levels are fully involved in activities designed to benefit students. Qualified faculty and staff members work with students and interested parties to ensure that all students have a fair, equal, and sufficient opportunity to attain performance

43、excellence. Accountability systems, faculty preparation and training, curriculum design, and instructional materials are aligned to achieve planned academic results. d) Support for process management Planned academic results are achieved with adequate resources provided at the time needed. The instr

44、uction processes follow approved procedures to achieve effective and efficient learning. Instructional processes are designed to ensure value for students and improve educational effectiveness. Process information includes specific requirements, planned learning activities, and planned results. Proc

45、esses for student achievement depends on flexibility, innovation, knowledge, skill, communication, and information flow. Process management requires a safe and supportive work climate. e) Systems perspective Strategic objectives are converted into action plans to accomplish learning objectives. Stra

46、tegies are successfully deployed and planned results achieved. Systematic planning identifies strengths, weaknesses, opportunities, and threats, as well as the ability to manage the system. Resources are optimized to ensure that skilled and competent people can work effectively and efficiently. f) C

47、ontinual improvement A permanent objective of education is continual improvement. Systematic methods are in place to evaluate and improve learning and support processes. Analysis of effective transitions between education levels may require multilevel teams and transfer agreements to maintain contin

48、uity of students learning requirements. g) Factual approach to decision-making Effective decisions are based on the rational analysis of objective data and information. Local school service agencies provide assistance in analyzing data to identify and address problems in instruction. Colleges and un

49、iversities may have institutional research offices for planning, analysis, and performance ASQ/ANSI Z1.11-2011xreview to enable decision-making based on relevant information. Planned activities and their planned results address critical needs and provide an effective analytical basis for decisions. Data are verified and validated to add value for students and interested parties. h)