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Six Sigma and the Malcolm Baldrige models Essay Sample

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Six Sigma and the Malcolm Baldrige models Essay Sample

Six sigma and Malcolm Baldrige training models are total quality based programs. The underlying principle for both is to improve quality of processes at all levels, be it planning, organizing, leading or controlling, or be it production, sales or marketing. When it comes to an educational institution both plays a vital role in the provision of continuous improvement criterion. Six-Sigma is a TQM process that works as an avenue for the measurement of advancement by use of capability analysis. (Harrington, 2001) Sigma (σ) or standard deviation is the statistical measurement symbol for dispersion, and six refers to the percentage conformance at 99.9999998%.

Hence, improving a process until it is essentially defect-free. This strategy requires an extremely meticulous gathering of data with statistical analysis for the immediate scrutiny of defect areas, to eliminate them, and to make the process error-free. (Harry, 1991) There are two kinds of components to Six-Sigma, the management, and the technical. The former relates to the alignment of right projects to right personnel, the latter relates to five-stages of process improvement: Define, Measure, Analyze, Improve, and Control. Malcolm Baldrige Quality assessment model has the following seven components: leadership, strategic planning, student and stakeholder focus, information and analysis, faculty and staff focus, educational and support process management, and organizational performance results.

With the models in hand, an educational institution can make their principles based on these criterions and develop short and long-term goals. The two models work best in integration, eventually leading to a real breakthrough. That is to apply each of the five components of six-sigma model on the core values of Baldrige model. (Grizell, 2006) The component of leadership includes organizational leadership, and public responsibility and citizenship. Former comprises institute’s management and faculty and latter is to the quality of students for the better development and enhancement of the society.

Aligning with the six-sigma model, define the kind of leaders required in both management and faculty, according to the demands of the students and the vision of the institution. While recruiting, measure their educational backgrounds and experiences. Once recruited, keep on analyzing through feedback systems. Improve upon the lacking areas by training the management as well as informing the faculty about the areas to look into. Finally, control and verify if all is going as defined at the first stage and look for deviations to improve upon.

The same technique goes for the leadership as responsibility towards citizens. Defining what educational expertise does the society needs, not only at present, but also in the future to compete and sustain in the Global society. Measure and compare the current standards of the institution to other institutions by means of gathering data. Analyze and look for introducing newer knowledge support areas. Improve those areas.

Finally, reassess them in accordance to the objectives set. The same technique can help set guidelines for improvement at all levels, from the number of students per faculty, to the designed curriculum and its understanding, the use of various activities, the opportunities for co-curricular activities, personal grooming of both students and teachers, the environment of the institution, the facilities provided; library and labs, students’ councils formed, etc. Conclusively, the two models provide challenging criterions but cannot be alternatives to each other. Therefore, it will be best to apply them together, and put effort to bring total quality altogether at all levels.


Grizell, Paul. (2006). Alignment of Baldrige with Six Sigma. New York Press.

Harrington, H. James. (2001). Six Sigma’s Long term Impact. Quality Digest.

Harry, Mikel. (1991). Six Sigma. Springer.

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