Quality in Unexpected Places

Let me share a great story of supply chain management with excellent quality from a service sector in India. 

The Mumbai India Tiffinwallas (Dabbawallas) are international figures now thanks to Forbes Global. The Forbes story details the efficiency which with they deliver the Tiffins (lunch boxes) of their customers. Around 5,000 Tiffinwallas deliver 175,000 lunches everyday and take the empty Tiffins back. They only make One Mistake in 2 months.

This means there is one Error on every 16 million transactions. This is a more than Six Sigma quality performance.

Following are the excerpts of the Forbes 1998 story:

These are the men who deliver 175,000 lunches (or "Tiffin") each day to offices and schools throughout Mumbai, the business capital of India. The meals are prepared in the homes of the people who commute into Mumbai each morning and delivered in their own Tiffin carriers. After lunch, the process is reversed. And what a process - in it's complexity, the 5,000 Tiffinwallas make a mistake only about once every two months, according to Ragunath Medge, president of the Mumbai Tiffinmen's Association. That's one error in every 8 million deliveries, or 16 million if you include the return trip. "If we made 10 mistakes a month, no one would use our service," says Medge.

How do they do it? The meals are picked up from commuters' homes in suburbs around central Mumbai long after the commuters have left for work, delivered to them on time, then picked up and delivered home before the commuters return.

Each Tiffin carrier has, painted on its top, a number of symbols which identify where the carrier was picked up, the originating and destination stations and the address to which it is to be delivered. After the Tiffin carriers are picked up, they are taken to the nearest railway station, where they are sorted according to the destination station. Between 10:15 a.m. and 10:45 a.m. they are loaded in crates onto the baggage cars of trains. At the destination station they are unloaded by other Tiffinwallas and re-sorted, this time according to street address and floor.

The 100-kilogram crates of carriers, carried on Tiffinwallas' heads, hand-wagons and cycles are delivered at 12:30 p.m., picked up at 1:30 p.m., and returned where they came from.

The charge for this extraordinary service is just 150 rupees ($3.33) per month, enough for the Tiffinwallas, who are mostly self-employed, to make a good living. After paying Rs. 60 per crate and Rs.120 per man per month to the Western Railway for transport, the average Tiffinwallas clears about Rs. 3,250 ($65 per month). Of that sum, Rs. 10 goes to the Tiffinmen's Association. After minimal expenses, the rest of the Rs. 50,000 a month that the Association collects goes to a charitable trust that feeds the poor. Superb service and charity too. Can anyone ask for more?

Let us recap the Supply Chain Drivers: 

1). Facility - They use railway platform as temporary facility for tiffin carriers crates assembly.
2). Inventory - There is No inventory to maintain, as the fresh home-cooked food is delivered daily.
3). Transportation - They use hand-wagons, bicycles, and railway system for delivery.
4). Information - They use simple chalk sticks for marking tiffin carriers, no fancy computers needed.
5). Sourcing - There is no need to source any raw materials, as the food is supplied by the customers.
6). Price - Customers pay only 150 rupees ($3.33) per month for tiffin delivery.

And what is more amazing is that this is run by people, most of whom are illiterate.

If we keep an excellence focused mindset and empower our employees, we can delight the customers with great quality. Then our operations will go on for a long time like Mumbai's Tiffinwallas, who are providing service since 1880. 

I look forward to hearing your thoughts on quality in unexpected places. 

Overcoming Education Challenges in India using US Baldrige in Education Framework

In 2020, average Indian is expected to be only 29 years old against 37 years in China and the US, 45 years in Western Europe, and 48 years in Japan ("Harnessing Indian Youth Power", The Economic Times, May 25, 2009). This youth power in India is a double-aged sword, if it is not managed effectively. The youth in India needs to get proper education and training, as education is an engine of economic growth.

Primary (up to age 14) and Secondary Education (age 14-18):

Let us explore some challenges and opportunities for educating Indian youth. The World Bank statistics found that fewer than 40 percent of adolescents in India attend secondary schools (age 14-18). The Economist reports that half of 10-year-old rural children could not read at a basic level, over 60% were unable to do division, and half dropped out by the age 14. An optimistic estimate is that only one in five job-seekers in India has ever had any sort of vocational training (The Economist, December 11, 2008). 

According to current estimates, 80% of all primary schools are government schools making the government the major provider of free education. However, because of poor quality of public education, 27% of Indian children are privately educated (Global Envision, June 14, 2005). With more than 50% children enrolling in private schools in urban areas, the balance has already tilted towards private schooling in cities; even in rural areas, nearly 20% of the children in 2004-2005 were enrolled in private schools (2009). According to some research, private schools often provide superior results at a multiple of the unit cost of government schools (2007-2009).

Post Secondary Higher Education (age 18 and above):

As per Report of the Higher education in India, key issues are related to Expansion, Inclusiveness, Quality, and Finance (University Grants Commission [UGC], September 2010). The access to higher education measured in term of Gross Enrollment Ratio (GER) increased from 0.7% in 1950/1951 to 1.4% in 1960–61. By 2006/2007 the GER increased to about 11 percent. By 2012, (the end of 11th plan objective) is to increase it to 15%.

Education and The World Bank:

Education is fundamental to development as it contributes strongly to economic growth. It also holds sustainable, proven benefits for people in terms of higher earnings, better health, and greater resilience to shocks.

Helping countries reform their education systems to promote learning for all is a central thrust of the World Bank’s Education Strategy. The concept is broad, recognizing that it takes multiple actors and reforms to realize progress.

Why Systems?

Because a systems approach focuses on education outcomes, and how inputs contribute best. The results depend not only on having enough classrooms, teachers, and textbooks but also on having the policy environment, resources, and accountability mechanisms that can promote—and not obstruct—education results.

SABER (Systems Approach for Better Education Results) is a global knowledge platform that is helping countries assess their education policies and identify actionable priorities to help education systems achieve learning for all. Policy areas covered by SABER include early child development, student assessment, teachers, and workforce development. 

• By collecting data on policies and institutions that matter for success (according to evidence) and producing an objective snapshot of how well the system is performing in relation to global good practice (and other countries).
• By providing metrics to measure and monitor progress.
• By promoting cross-country learning.

US Baldrige Performance Excellence in Education Framework:

In the Unites States, by the Act of Congress in 1987, the Baldrige Performance Excellence Award Program was established. In 2001, Education category was included in the Program. Since 2001, there are nine educational institutes that have won the prestigious national award for Excellence in Education. It includes six K-12 schools, one community college, one undergraduate business school, and one university. You can learn more about Baldrige in Education at http://www.nist.gov/baldrige/publications/education_criteria.cfm.

These criteria focus on Systems Approach and include seven categories starting with Leadership and ending with Results. Personally, I have a pleasure to use the Baldrige Criteria at AT&T Bell Laboratories, Naperville, Illinois School System, and in my Operations Management/Quality Management courses since 1993 at various business schools in the Chicago area and in India.

During my recent visit to India in December 2012, from the American Society for Quality (ASQ) India, we conducted a one-day workshop on "Baldrige Excellence in Education and Transformation Journey" at the Mahamaya Technical University (MTU) in Noida, UP. With the visionary leadership and commitment from Prof. Shiban Kak, the Vice Chancellor of MTU, we at ASQ India plan to continue the educational excellence journey at number of institutes within MTU. 

The ASQ India has a singular focus of uplifting educational excellence at all levels (primary, secondary, and in higher education areas). We firmly believe, that by using the Baldrige in Education Criteria, one can begin the assessment of an institution, identify areas of strengths, and opportunities for improvement. There are various role model examples of Baldrige Award Winners in Education. Learning and adapting some of the best practices from the winners will serve Indian Educational Institutions well.

I welcome your thoughts and comments on this critical issue of improving education system in India.

Risk Taking, Fear of Failure, and Innovation

From the dawn of civilization our ancestors took variety of risks, failed at some, gathered themselves up, and made innovative progress to usher us in the modern age.

Risk taking is part of life. If one remains in her/his comfort zone and does not take risks, she/he will not make rapid progress. Again, one needs to recognize what type of risks and what are its consequences. We can take a page from the project management discipline where all projects require proper risk management. The risk management process calls for identification of all risks, analyzing and assessing all risks, developing plans to mitigate risks by minimizing probability of risks occurrence, and establishing contingency plans for dealing with any risks that do manifest.

Let me share my personal example of risk taking and its impact in my life. After high school, I left the comfort of my home to go to Bombay (450 miles away) and stayed in a boarding house. Learning from the benefit of earlier risk taking, two years later I was ready to go to Varanasi (1,000 miles away) for my undergraduate studies in chemical engineering at the Indian Institute of Technology Banaras Hindu University (IIT BHU), a residential university. Again, after four years when opportunity came, I came to Chicago (8,000 miles away) for my graduate work at the Illinois Institute of Technology, Chicago.

My first job was at the Institute of Gas Technology in Chicago in a federally funded energy R&D work. While in between jobs, I took a risk to start my MBA at Keller Graduate School of Management. Then I got an opportunity to join AT&T Bell Laboratories while taking risk to move from chemical engineering to telecommunications. Within a year, a new opportunity arrived to start quality planning and management assignment at the AT&T Bell Labs location in Naperville. Again taking risk, I made a switch and has learned a great deal from the Masters of Quality Management like Dr. Deming and Dr. Juran.

Looking back, I can reflect that the choices I made and risks I took, has served me well. I received best education in chemical engineering and then branched out in management discipline. This solid educational background allowed me to make valuable contributions in corporate,  academic, professional, and non-profit sectors.

Now let us talk about failure. We can learn from Thomas A. Edison and I quote, "I have not failed, I have just found 10,000 ways that won't work." We all remember the First Inaugural Address by President Franklin D. Roosevelt, “The only thing we have to fear, is fear itself.” As a human being, we all have some fear of failure. However, when we undertake any task, it is better to fail early, learn from the failure, and then succeed faster. This formula applies well to all innovative and creative work.

I would welcome your thoughts on risk taking, fear of failure, and innovation.

The 4 Ps of Project Productivity

I want to share my personal observations regarding project productivity from managing various professional and personal projects.

Project Productivity is a multiplier of the following four factors:

1. Planning - Ten percent excellent planning including all project team members is critical to start the project on a sound footing.
2. Promotion - Continually share the value of your project with your team, department, and organization. 
3. Personal Touch - Roll up your sleeves and add value by executing your items flawlessly for the project.
4. Perseverance - Once the project goals are set, persist until the project is successfully completed.

If any one of the factors is trending downward, the overall project productivity will go down, as these factors work in parallel.

In summary, Project Productivity = Planning x Promotion x Personal Touch x Perseverance

I welcome your observations and thoughts for project productivity.

My definition of Quality

From my years of experience as a producer and user of products and services, I have realized that quality is best defined by an user of a product and/or service. When an user experiences a quality transaction, he/she will ask for more of it.

Quality is not just the small "q", or the performance. Quality is a multiplier of Performance (q), Cost (C), and Schedule (S). The big Q is equal to q x C x S. Think of q, C, and S as three legs of a stool. For a stable stool, all three legs must be firmly balanced. I will also add that quality as perceived by a consumer is the quality of Total Experience in the context of big Q.

Let me share some recent experience during my travels in India. My wife and I were on a sightseeing tour of Rajasthan, a western State of India. Our first driver Sanjay was extremely knowledgeable about places we were visiting and gave us the best experience for the first 12 days. Unfortunately, for the last 2 1/2 day of the tour, a new driver was assigned. He was less knowledgeable about the places we were visiting and we did not experience the same level of performance provided by the first driver. Sanjay exceeded our expectations (quality experience) while the second driver did not even meet our expectations (non-quality experience).

I have another example from the hospitality side. After staying at various palaces in Rajasthan (Udaipur, Jaisalmer, Jodhpur, and Jaipur) we arrived at the Taj Gateway Hotel in Agra. We were delighted to experience fabulous service from Taj's hospitality. All transactions at Taj were of highest quality and exceeded our expectations. As a result of this positive experience, we are more likely to stay at Taj Hotels in our future tours.

In summary, when we create a product/service, we need to keep in mind user's perspectives and requirements. Then provide best experience while delivering our product/service. If we can do this consistently, then we can delight our customers.

I welcome your definition of quality.

Going Beyond the Traditional Quality Function

Quality is a common denominator in all walks of life. Quality is synonymous to Excellence.

In my 37 years of professional experience, I have learned the importance of Big Q. The Big Q is a multiplier of quality (q) x cost (C) x schedule (S): Q = q x C x S. Traditionally, quality professionals focus their attention on small "q" or performance (processes, systems, metrics, etc.). However, the quality professionals need to expand their horizons.

Let us begin with the Project Management. Research shows that on an average only 20% of the projects are successful (i.e. they meet performance, cost, and schedule metrics as initially planned). When we dig deeper, we find that the project failures are attributed to lack of five crucial conversations: planning around facts, faithful to the project management process, project sponsors providing support, honestly assessing progress and risks, and all team members pulling their weight. When quality professionals are involved as either a Project Leader or Project Team members, she/he must ensure that all five crucial conversations take place, ensuring excellence in Project Management.

Next, we explore the Change Management. The Sustainable Change Management can be achieved as a result of Enlightened Leadership, Great Project Management, and Excellent Talent Management. The quality professionals are well versed with the discipline of leadership, project management, and employee engagement. They can add great value in managing change and sustaining the gains for a longer term. 

In the Supply Chain Management, the critical aspects are Supply Chain Strategy, Planning, and Operation. One need to address the Six Key Drivers to achieve supply chain excellence. They are: Facility, Inventory, Transportation, Sourcing, Pricing, and Information. When we overlay the quality discipline with the supply chain management, we can have a dynamite situation to achieve Supply Chain Excellence. In the global world, managing supply chain is crucial and quality professionals have a big role to play.

Let us explore the Quality of Life. The quality professionals are well positioned to contribute to improving the quality of life for everyone in an organization using the ISO 26000 Standards (Social Responsibility).

In summary, quality professionals need to approach the world with open eyes and open arms to seek out opportunities and add value. When quality professionals execute their roles and responsibilities with sincerity, they will make this world a little better place, than we inherited it.

I welcome your thoughts on this important topic.

Fast Quality

With advances in technology the rate of change is accelerating at a rapid pace. Real challenge is to keep pace with rapid changes and ensure fast quality to meet or exceed customer expectations.

One of the way to achieve fast quality is to remove clutter and reduce complexity from the system. Let us redefine the KISS principle as "Keep It Simple System". To this end, we need to critically look at systems and processes. Use the Supplier-Input-Process-Output-Customer (SIPOC) diagram to capture processes "as is" and identify all the bottlenecks.Then embark on a journey of continuous improvement. Remember to keep customer requirements in mind. Otherwise, lot of activities are happening, but it does not add value to customers.

I want to share an interesting case from the ASQ Certification Process. To give you the context, I took the ASQ Certified Quality Engineer (CQE) Exam in December 1988. At that time the promised result notification interval was 8 weeks. To my dismay, I received my results in 13 weeks. Working at AT&T Bell Laboratories as an Internal Quality Consultant, I decided to volunteer for the ASQ Certification Board. I joined in 1989 for a five-year term. In 1990, we began a journey of continuous improvement for the Certification Process. We formed a small Process Management Team and used AT&T's Process Quality Management and Improvement (PQMI) Guidelines and Motorola's Cycle-Time Reduction methodology.

After all the bottlenecks from the Certification Process were identified and remedied, the exam result notification interval dropped from 13 weeks in 1988 to 3 weeks in 1993. Now fast forward to 2012 ... the current exam result notification interval is around 1 week. For further details about this cycle-time reduction case, refer to the November 1993 Quality Progress article "ASQC Certification Committee Practices What It Preaches" (pages 99-103), co-authored by M. K. Vora, S. M. Harthun, and R. G. Kingen.

In summary, basic quality tools and techniques when deployed systematically will help us achieve Fast Quality.

I welcome your thoughts on this topic.