QUALITY MANAGEMENT PERCEPTION ON INSTITUTION PERFORMANCE: EXAMPLE OF A UNIVERSITY sarogluesra@hotmalcom Ghader ZEMESTANI zemestanghader@gmalcom turhanmthat@mynetcom t n yla yla mu Toplam Kalte Anahtar Kelmeler: Abstract Total Qualty Management (TQM) has been a common process appled to mpro compett power of organzatons n all processes formed from past to present Bascally TQM s gatherng labor force organzatons beneftted from human servce or product qualtes and systematcally all factors takng place n the organzaton and mantanng the qualty by makng them work for a common goal on the purpose of meetng the customer needs In the processes that are appled TQM all employees are ncluded n qualty by askng ther opnon The long term goal of TQM s to provde the expected benefts and whle fulfllng ths goal t s amed to meet the expectaton of organzaton employees and all ndvduals n socety and by ths scope t focuses on qualty Due to all these factors TQM can be explaned also as a management model and a t has been supported by seral studes that there s a relatonshp between performance and TQM and ths relatonshp has been a popular muchdscussed ssue Man am of the present study that has been conducted based on an extens lterature s effects on nsttuton performance and to study on ther relatonshp and compare them To reach the am of the study n consequence of an extens lterature rew sx dmensons (Customer Orentaton Leadershp Contnuous Improment Process Management Teamwork and Focusng on Qualty) for the TQM and also sx varables for nsttuton performance (Physcal Envronment Effectness Qualty Productvty Innovaton and Satsfacton) were desgnated Usng these varables a sury was prepared and dstrbuted n the research area Based on the results obtaned from the data the relatonshp t s amed to nstgate wheth regard to sex grade senorty educatonal background and partcpatng n the total qualty management tranng Key words: Total Qualty Management Insttuton Performance Academc and Admnstrat Personnel 1 de kalte belrleyp lar le nn beklentsne cevap rmek hzmet 36
y kalteye br edlmes hata hammeddenn lmesdr ruhu gerekmektedr bu kapsamda arak d sstemn geleneksel br sstem sstemn E al arak Kalte le bekle Toplam Kalte Y n esas al yollada e topluma fayda Kalte poltkala kapsamda TKY temelde ok T t alanlar k beklentlern dkkate alan br br unsur yetenekler tm faalyetlernden memnunyet emldr kapsamda r ller (Sern Aytekn 2009: 8687) lke de erler Samson Terzovsk Kalteye Odaklanma : Temel Lderlk: unsurlar dkkate na mak memurlar olmaktan zyade nsanlar olarak de erler olu tu ancak kapsamda lerlemenn sn dek mzdek sstemmzde meydana gelen herhang br olur 82) 2 KAVRAMSAL ALT YAPI A) da lerle alt brmlere onlara htyac yetk sorumlulu r Kaltey stenen sevyeye getr k : Toplam Kalte Y 'nn d kapsamda ama bu ler n beklents sonunda en okul lke Easton Jarrel kanttatf ler yen felsefe yerne : Toplam Kalte Y ) 37 e planlama karar rme : uygulayan
kurumlarda personeln s ler s de karar almada bu yolla ararak yoluna gtmeler koyacak (Sevmler 2010: 20) Kalteye Odaklanma: en be Kalte br br tc br (Gencel 2001: 174) B) kapsam tbaryle kurulu yada yapan breylern fade edlmesdr genellkle kar tmelerde bu kavramlar de P tematk br Asgharzadeh vd (2010) performans Agarwa a Neely vd (1995): Kalte Zaman Malyet Esneklk; ; Bttch vd (2001) se: Fnansal Fnansal olmayan olarak Fzk Ortam: nn lme dr sayede kurum n daha y hale gelmes hzmetn sunumu hzmet sunan alanlar belrlenen kalte 21) Etknlk: nn Etknlk boyutu aalyetlern sonucunda bu hedefe 2010: 81) Kalte:Kalte etknl sa Kaltenn s ndan tan m ; s kar teknk ellklere uygunlu unun hatas z olma derecesnn br 8) Vermllk: Vermllk; olarak s bu y en az grd kullanablmektr (Sevmler 2010: 10) Yenlk: rakp den gerde kalmamak mevcut teknolojy en uygun sevyede kullanmak yen teknolojlernse temn edlmes le (Sevmler 2010: 85) Memnunyet: (Aydo C) Kurum b ortaya yolla nsan kayna sonucunda faalyetlernn kalte lkeleryle uyumlu hale gelmes sstemsel br gdlmes blncne var n r yolla ka etkleyen performanst Ersoy Ersoy 2011: 8) genel olan adyet duygusu bu yolla nde ; arakta 3 ama 150 150 se 38
B Elde edlen anket formla Pearson Korelasyon Analz 4 I analz sonucunda Tablo 1 II 0932 40 F % F % Cnsyet 144 480 1 5 104 347 Erkek 156 520 6 10 70 233 Toplam 300 100 11 15 55 183 16 20 41 137 30 100 18 30 79 263 Toplam 300 100 31 40 105 351 41 50 91 303 Mezunyet Durumu 25 83 Lse 31 103 Toplam 300 100 54 180 Lsans 78 260 Lsans 80 267 130 433 Doktora 57 190 50 167 Toplam 300 100 90 300 30 100 TKY E Toplam 300 100 107 357 1 3 kez 156 520 Unvan 4 6 kez 22 73 Akademk Personel 150 500 7 9 kez 3 10 150 500 10 daha fazla 12 40 Toplam 300 100 Toplam 300 100 480 k 520 s e 263 18 351 303 %83 u u s s le le le 15 le u se 21 103 lse %180 0 lsans %267 190 u personeln %357 s meslek s 1 le le 7 le III) k hpotezler k Pearson Korelasyon analz yaparak (Tablo 3) olarak 39
Tablo 3 Hpotezler TKY Pearson Korelasyon (2 N 1 le kurum 0887 0000 150 2 le kurum 0825 0000 150 5 bulunmak steyen ; n en ern beklentlerne cevap recek ntelkl lglend konu olan bunu 225 Chan: An ANPBased Management Journal Vol 2 No 3 2010 pp 6889 19 al Beerlen JG Mller CA Performance Measures and Measurement n Supply Chans n the Food System Food Industry Report 2000 856 22 79 12 of sness Vol 71 No 2 1998 pp 253307 nal 62 2001 ss 164218 65 Neely A Gregory M Platts K Internatonal Journal of Operatons & Producton Management Vol 15 No 4 1995 pp 80116 43 Samso of Operatons Management Vol 17 1999 pp 393409 8393 9 ss 82 40