Team learning in a QA team : the case of a toy company

Pao Yue-kong Library Electronic Theses Database

Team learning in a QA team : the case of a toy company

 

Author: Lam, Ngai-ming Terry
Title: Team learning in a QA team : the case of a toy company
Degree: M.B.A.
Year: 1999
Subject: Teams in the workplace -- China -- Hong Kong -- Case studies
Organizational learning -- China -- Hong Kong -- Case studies
Toy industry -- China -- Hong Kong -- Quality control -- Case studies
Hong Kong Polytechnic University -- Dissertations
Department: Dept. of Management
Pages: viii, 98, [8] leaves : ill. ; 30 cm
Language: English
InnoPac Record: http://library.polyu.edu.hk/record=b1479889
URI: http://theses.lib.polyu.edu.hk/handle/200/4604
Abstract: This project aims at establishing a QA team through the introduction of team learning. Team learning is proposed by Senge (1990). It is one of the five "component technologies" for achieving a learning organisation. The QA team established is responsible for the inspection and quality related activities of the three merged sister companies - Europlay & Tronico, Ideal and Max Zapf. It was merged following to the dismissal of Europlay & Tronico's QA team in January 1998. The establishment of QA team went through a five phases implementation process - recruitment, setting up procedures, implementing taught methodology, starting open discussion and finally implementing dialogue session. For all the three companies, there are over 1000 listed items which cover a wide range of product categories. Moreover, there are more than 200 suppliers. In order to cope with wide range of products, flexibility of QA team is very important to ensure its effectiveness of inspection arrangement. Quality requirement, procedures and safety standards were introduced to inspectors in the taught methodology phase so that they can have more understanding on those areas. Open discussion allows inspector to discuss the problems they had encountered in the last week so that the others can learn from his/her experience. Inspector were encouraged to think and give comment on various issues discussed in open discussion session. It facilitates sharing of knowledge among inspectors and prepare for the flexible scheduling. Dialogue session provide team members an environment to talk freely and openly by seeing each other as colleagues and suspending assumptions. However, it was found that formal dialogue session is not feasible for the QA inspectors. Properties of dialogue can be added to the routine meeting with inspectors for a more open mode of discussion. In this project, it was found that learning methodology of QA team should be somewhere between taught methodology and discovery methodology. Strict rules and guidelines need to be enforced in order to maintain consistency and conformity of QA team. At the end of this project, recommendations are given for future improvement of the effectiveness in QA team and communication with the other departments.

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