9

TLE Computer
Systems
Servicing
Quarter 1 – Module 6:
Engage in quality improvement

Week 6

SELF-LEARNING MODULE

DIVISION OF GENERAL SANTOS CITY

TLE Computer Systems Servicing – Grade 9
Self-Learning Module (SLM)
Quarter 1 – Module 6: Engage in quality improvement
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.

Development Team of the Module

Writers: Lieza Mae c. Olaguir

Editors: Wilma M. Abendan , Ilene E. Pinili
Reviewers: Amalia C. Caballes
Illustrator: None
Layout Artist: Donabella P. Pagalan
Cover Art Designer: Reggie D. Galindez
Management Team: Romelito G. Flores, CESO V – Schools Division Superintendent
Mario M. Bermudez, CESO VI – Asst. Schools Division
Juliet F. Lastimosa, CID Chief
Sally A. Palomo, EPS - LRMS
Gregorio O. Ruales, EPS – ADM Coordinator
Amalia C.Caballes – Education Program Supervisor EPP/TLE/TVL

Printed in the Philippines by Department of Education – General Santos City

Office Address: Tiongson St., Lagao, General Santos City

Telefax: (083) 552-8909
E-mail Address: depedgensan@deped.gov.ph
 9

TLE Computer
Systems
Servicing

Week 6
Quarter 1 – Module 6:
Engage in quality improvement

SELF-LEARNING MODULE

DIVISION OF GENERAL SANTOS CITY

Introductory Message
For the facilitator:

Welcome to the TLE Computer Systems Servicing 9 Self-Learning Module (SLM) on

Engage in quality improvement!

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.

ii
For the learner:

Welcome to the (TLE Computer Systems Servicing - Grade 9) Self-Learning Module

(SLM) on Engage in quality improvement!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!

This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of

the lesson. This aims to help you discover
and understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will

help you transfer your new knowledge or

iii
 skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!

iv
 What I Need to Know

This module was designed and written with you in mind. It is here to help you
master the Applying Quality Standards. The scope of this module permits it to be
used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the
standard sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.
Applying Quality Standards has a learning outcome:

(TLE_IACSS9-12AQS-Ic-3)

 LO3 – Engage in quality improvement

After going through this module, you are expected to:

1. Participate process improvement procedures in relative to workplace
assignment;
2. Carry out work in accordance with process improvement procedures;
3. Monitor performance of operation or quality of product of service to ensure
customer satisfaction.
 What I Know

Before you are going learn many things today on assessing your own work in
accordance with the workplace procedures, let us test your prior learning through
answering the questions below.

Pre-Test

Directions: Write the letter of the correct answer on the space provided.

____1. Which of the following best describe a Quality Improvement?

a. Maintain the integrity of a process.

b. Source of employment opportunities and technological advances.
c. Provide enough confidence that a product or service will satisfy the given
requirements.
d. Purposeful change of a process to improve the reliability of achieving an
outcome.

____2. What is the key to successful problem resolution?

a. Use the money for solving the problem

b. Use the mind ability to solve the problem on your own.
c. Use the appropriate tools based on the nature of problem
d. Use the relationship with the owner with there is a problem

____3. Which of the following has the correct dimensions of attributes in operations
management?

a. Quality<->Productivity<->Speed<->Cost
b. Quality<->Dependability<->Flexibility<->Cost
c. Quality<->Flexibility<->Support<->Cost<->Productivity
d. Quality<->Dependability<->Speed<->Flexibility<->Cost

____4. In the manufacturing industry, why it is commonly called that quality drives
productivity?

a. Because quality is in process control

b. Because improved strategy strikes quality.
c. Because the characteristics of modern quality is universal
d. Because improved productivity is a source of greater revenues

____5. What do you mean by PDCA in Quality improvement?

a. Plan, Do, Check, and Act

b. Prepare, Do it, Chill and Act
c. Plan, Does, Check, and Active
d. Profit, Do, Check and Accounts
____6. What is the most common process for quality improvement?

a. PDCA
b. PROFIT
c. Checklist
d. Flowcharts

____7. What is a planned or systematic action necessary to provide enough

confidence that a product or service will satisfy the given requirements
for quality?

a. Quality
b. Quality Control
c. Quality Assurance
d. Quality Improvement

_____8. In the PROFIT model, T is stands for what particular process?

a. Train the employee and see to it the correct procedure
b. Trace the corrective action and very the desired correct procedure
c. Take offs the unnecessary implemented procedures and check the
desired result
d. Track the effectiveness of the implementation and verify that the
desired results are met.

____9. Which of the following definition that relates to a Flowchart?

a. It shows the cause and effect diagram that describes the relationship
between variables.
b. It is an organize data by category and shows how many times each
particular value occurs.
c. It puts data in hierarchical order which allows the most significant
problems to be corrected first.
d. It is a process in as much detail as possible by graphically displaying
the steps in proper sequence.

____10. What is the other term for the cause and effect diagrams?

a. Collar diagram
b. Pareto diagram
c. Fish bone diagram
d. Descending order diagram

____11. Which of the following describes a check sheets?

a. Help organize data by rows

b. Help organize data by shapes
c. Help organize data by category
d. Help organize data by using numerous boxes
____12. What is the use of histogram in organizing data?

a. Grouped data in rows

b. Create a average of variability
c. Display the capability of the process
d. Plots data in a frequency distribution table
____13.Which of the following is not part of the displaying process of Control
charts?
a. Determine the data by row and column
b. Determine upper and lower limits average
c. Determine the collected data within statistics
d. Determine statistical calculations of raw data.

____14. Which of the following is not the work of auditors?

a. Tests quality
b. Audits and reviews
c. Writes procedures
d. Prepare checklists

____15. What do you call to the operational techniques and activities that are used
to fulfil requirements for quality?

a. Accreditations
b. Quality Control
c. Quality Assurance
d. Quality Improvement
Lesson
Engage in quality
6 improvement
Are you ready to learn new things in this module? Then let's begin to explore
and learn again. How will you test the quality of a certain material? Are you
satisfied of its quality and standard? Can you improve it? How? Then, let’s begin
our new topic for this module. Get ready!

What’s In

In your previous lesson, you have learned about on assessing the quality of
received materials and assessing your own work based on the workplace standards.
I know you have already knowledge on quality standards. But, let’s widen your
knowledge about it, especially on how you are going to engage in the quality
improvement. To start with, you may now proceed to the next activity.

Notes to the Teacher

The teacher will assess the work of the students, check the
output once done and write the feedbacks to assess. The teachers
also encourage the learners to read carefully the information
written in this module for them to understand and can answer
properly the activities given.
 What’s New

What do you know about the quality improvement?

The quality improvement is a formal approach to the analysis of practice

performance and efforts to improve performance. One of the essential of quality
improvement is helping you to prepare for the transition to more value-based
practices.

Activity 1.0: WHAT TELLS THE OBLONG?

Direction: Complete the concept map below by writing your ideas inside the oblong.

____
___ ___
QUALITY

____ ___
 What is It

What is Quality improvement?

Quality improvement is a formal approach to the analysis of performance

and systematic efforts to improve it.

The quality of a product or service refers to the perception of the degree to

which the product or service meets the customer’s expections. Quality has no
specific meaning unless related to a specific function and/or object. Quality is a
perceptual, conditional and somewhat subjective attribute.

In technical usage, quality can have two meanings:

2. The characteristics of a product or service that bear on its ability to

satisfy stated or implied needs.
3. A product or service free of deficiencies.

The dimensions of quality refer to the attributes that quality achieves in

operation management: qualiy<-> dependability<-> speed<-> flexibility <-
>cost.

 Quality supports dependability

 Dependability supports speed
 Speed supports flexibility
 Flexibility supports cost

In the manufacturing industry it is commonly stated that “Quality drives

productivity.” Improved productivity is a source of greater revenues, employment
opportunities and technological advances. The best way to think about quality is in
process control. If the process is under control, inspection is not necessary.
However, there is one characteristic of modern quality that is universal. In the past,
when we tried to improve quality, typically defined as producing fewer defective
parts, we did so at the expense of increased cost, increased task time, longer cycle
time, etc.

Quality Management terms:

 Quality improvement can be distinguished from quality control in that

Quality Improvement is the purposeful change of a process to improve the
reliability of achieving an outcome.
 Quality Controls the ongoing effort to maintain the integrity of a process to
maintain the reliability of achieving outcome.
 Quality Assurance the planned or systematic actions necessary to provide
enough confidence that a product or service will satisfy the given
requirements for quality.
Quality Assessment includes: Accreditation, Audits, and Inter comparisons
 Accreditation programmers address the full range of laboratory quality
assurance components, including; procedures, documentation, training,
calibration, maintenance, corrective actions, and measurement accuracy
and precision.
 Auditors may be staff from other work areas within the organization, or as
an independent assessment by experts from other organizations audits and
reviews should be performed in accordance with written procedures and
checklists.

Quality and Task-Completion Checking

With development teams of two or three in daily contact and frequently

exchanging views and criticisms, detailed, written quality and task-completion
checking procedures may be felt to be unnecessary. Procedures still need to be
agreed and the results need to be documented. The need to check quality and task
completion applies at all stages of the development process but is underlined
especially during the prototype validation stages.

The importance of documenting checks applies whatever the size of the team
and whatever the complexity of the software. In the production of assets, this may
involve checking to confirm the following:

 that all the asset files listed in the product specification document have been
produced;
 that files are correctly named;
 that files are the correct byte size or near the projected file size (examining
the file-sizes in a directory listing can be helpful in identifying problem files
which are either much too large or much too small);
 that files are the correct resolution (screen-size and bit depth in the case of
graphics; duration, sampling frequency and bit-depth in the case of sound
files);
 that the quality of files displaying on the target monitor or heard on target
listening equipment is acceptable.
Note that sampling is seldom a satisfactory checking method. Checking should be
exhaustive, unless for reasons of time or economy this is impossible. Usually,
however, trying to economize on checking and testing is a false economy and
cutting corners here will often come back to haunt the development team. At the
end of the day, all files will need to be tested and, if at all possible, this should be
done sooner rather than at a later trial stage.
 BASIC INFORMATION OF QUALITY PERFORMANCE

Quality = Performance

Expectation

Performance:

 The action or process of performing a task or function.

 The capabilities of a machine or product.
 The extent to which an investment is profitable.
A Performance Measure:

Is a quantitative tool that provides an indication of an organization’s

performance in relation to a specified process or outcome?

Performance improvement:

Performance improvement is defined as a series of administrative and

programmatic processes designed for the achievement of organizational and
individual results.

Procedures for Evaluating Process Performance

Figure 1.0: Procedures for evaluating

Quality Improvement
performance
Processes

Manufacturers can choose from a variety of tools to improve their quality

processes. The trick is to know which tools to use for each situation and increasing
the sophistication of the tools in the repertoire. To implement and follow up, the
most commonly used and well-known quality process is the plan/do/check/act
(PDCA) cycle. Other processes are a takeoff of this method, much in the way that
computers today are takeoffs of the original IBM system. The PDCA cycle promotes
continuous improvement and should thus be visualized as a spiral instead of a
closed circle.
 PLAN DO
Identify your
problems Test potential
Solutions

ACT
CHECK
Implement
the Best Study Results
Solution

Figure 2.0: PDCA Cycle

Another popular quality improvement process is the six-step PROFIT model

in which the acronym stands for:

P Problem definition
R Root cause identification and analysis
O Optimal solution based on root cause(s)
F Finalize how the corrective action will be
implemented
I Implement the plan
T Track the effectiveness of the implementation and
verify that the desired results are met.

If the desired results are not met, the cycle is repeated. Both the PDCA and
the PROFIT models can be used for problem solving as well as for continuous
quality improvement. In the companies that follow total quality principles,
whichever model is chosen should be used consistently in every department or
function in which quality improvement teams are working.

Once the basic problem-solving or quality improvement process is

understood, the addition of quality tools can make the process proceed more
quickly and systematically. Seven simple tools can be used by any professional to
ease the quality improvement process: flowcharts, check sheets, Pareto diagrams,
cause and effect diagrams, histograms, scatter diagrams, and control charts. (Some
books describe a graph instead of a flowchart as one of the seven tools.)

The key to successful problem resolution is the ability to identify the

problem, use the appropriate tools based on the nature of the problem, and
communicate the solution quickly to others. Inexperienced personnel might do best
by starting with the Pareto chart and the cause and effect diagram before tackling
the use of the other tools. Those two tools are used most widely by quality
improvement teams.

FLOWCHART

Flowcharts describe a process in as much detail as possible by graphically

displaying the steps in proper sequence. A good flowchart should show all process
steps under analysis by the quality improvement team, identify critical process
points for control, suggest areas for further improvement, and help explain and
solve a problem.

Flowcharts can be simple, such as the one featured in Figure 3, or

they can be made up of numerous boxes, symbols, and if/then directional steps. In
more complex versions, flowcharts indicate the process steps in the appropriate
sequence, the conditions in those steps, and the related constraints by using
elements such as arrows, yes/no choices, or if/then statements.

Figure 3.0: A basic

production process
flowchart displays
several paths a part
can travel from the time
it hits the receiving
dock to final shipping.

CHECK SHEETS

Check sheets help organize data by category. They show how many times
each particular value occurs, and their information is increasingly helpful as more
data are collected. More than 50 observations should be available to be charted for
this tool to be really useful. Check sheets minimize clerical work since the operator
merely adds a mark to the tally on the prepared sheet rather than writing out a
figure (Figure 4). By showing the frequency of a particular defect (e.g., in a molded
part) and how often it occurs in a specific location, check sheets help operators
spot problems. The check sheet example shows a list of molded part defects on a
production line covering a week's time. One can easily see where to set priorities
based on results shown on this check sheet. Assuming the production flow is the
same on each day, the part with the largest number of defects carries the highest
priority for correction.

Fi gur e 4.0. Because it clearly organizes data, a check sheet is the easiest way to track
information

PARETO DIAGRAMS

The Pareto diagram is named after Vilfredo Pareto, a 19th-century Italian

economist are caused by 20% of the potential sources.

A Pareto diagram puts data in a hierarchical order (Figure 5), which allows
the most significant problems to be corrected first. The Pareto analysis
technique is used primarily to identify and evaluate nonconformities, although it
can summarize all types of data. It is perhaps the diagram most often used in
management presentations.

To create a Pareto diagram,

the operator collects random
data, regroups the categories
in order of frequency, and
creates a bar graph based on
the
results.
 Figur e 5.0 By rearranging random data, a Pareto diagram identifies and ranks
nonconformities in the quality process in descending order.

CAUSE AND EFFECT DIAGRAMS

The cause and effect diagram is sometimes called an Ishikawa diagram after
its inventor. It is also known as a fish bone diagram because of its shape. A cause
and effect diagram describes a relationship between variables. The undesirable
outcome is shown as effect, and related causes are shown leading to, the said
effect. This popular tool has one severe limitation, however, in that users can
overlook important, complex interactions between causes. Thus, if a problem is
caused by a combination of factors, it is difficult to use this tool to depict and solve
it.

Figure 6. Fish bone diagrams display the various possible causes of the final effect.
Further analysis can prioritize them.

A fish bone diagram displays all contributing factors and their relationships
to the outcome to identify areas where data should be collected and analyzed. The
major areas of potential causes are shown as the main bones, later, the subareas
are depicted. Thorough analysis of each cause can eliminate causes one by one,
and the most probable root cause can be selected for corrective action. Quantitative
information can also be used to prioritize means for improvement, whether it be to
machine, design, or operator.

HISTOGRAMS

The histogram plots data in a frequency distribution table. What

distinguishes the histogram from a check sheet is that its data are grouped into
rows so that the identity of individual values is lost. Commonly used to present
quality improvement data, histograms work best with small amounts of data that
vary considerably. When used in process capability studies, histograms can display
specification limits to show what portion of the data does not meet the
specifications.

After the raw data are collected, they are grouped in value and frequency
and plotted in a graphical form

(Figure 6). A histogram's shape shows the nature of the distribution of the data, as
well as central tendency (average) and variability. Specification limits can be used
to display the capability of the process.

Figure 7. A histogram is an easy

way to see the distribution of the
data, its average, and variability.
SCATTER DIAGRAMS

A scatter diagram shows how two variables are related and is thus used to test for
cause and effect relationships. It cannot prove that one variable causes the change
in the other, only that a relationship exists and how strong it is. In a scatter
diagram, the horizontal (x) axis represents the measurement values of one variable,
and the vertical (y) axis represents the measurements of the second variable. Figure
8 shows part clearance values on the x-axis and the corresponding quantitative
measurement values on the y-axis.

Figure 8. The plotted data points in a scatter diagram show the relationship
between two variables.

CONTROL CHARTS

A control chart displays statistically determined upper and lower limits

drawn on either side of a process average. This chart shows if the collected data are
within upper and lower limits previously determined through statistical
calculations of raw data from earlier trials (Figure 9).

In preparing a control chart, the mean upper control limit (UCL) and lower
control limit (LCL) of an approved process and its data are calculated. A blank
control chart with mean UCL and LCL with no data points is created; data points
are added as they are statistically calculated from the raw data.

Fi gur e 9. Data points that fall

outside the upper and lower
control limits leads to
investigation and correction of
the process
 What’s More

Activity 2.0: FILL IN THE BLANKS

Directions: In this activity, you are going to fill in the blanks in order to complete
the sentence.
1. A _________ displays statistically determined upper and lower limits
drawn on either side of a process __________.
2. A __________ is an easy way to see the _________ of the data, its average, and
variability.
3. _________ describes a process in as much detail as possible by graphically
displaying the steps in proper ___________.
4. _______ sheets help organize data by ___________.
5. A ____________ puts data in a hierarchical order which allows the most
significant ___________ to be corrected first.

Activity 2.1: WIDE IT OUT

Directions: Give the importance of the following tools used in quality

improvement process.
Scatter Diagram

_____________________________________

Flow Charts

_____________________________________

Check Sheets

_____________________________________

Pareto Diagrams

_____________________________________

Histograms

_____________________________________
 What I Have Learned

Activity 3.0: FEEL IT OUT!

Directions: Answer the following questions below.
1. Among the tools used in the quality improvement process, which
one of it is the best to use? Explain. (Chose only one)

2. How will you define quality improvement?

3. In the production of assets, what are the confirmations that need

to consider?

4. What do you mean by PDCA cycle? Explain.

Activity 3.1: IDENTIFICATIONS
Directions: You are going to identify and provide the correct answer of the
following questions below.
______________ 1. It is the planned or systematic actions necessary to provide
enough confidence that a product or service will satisfy the given requirements for
quality?

_______________ 2. What is the tool used to display specification limits to show

what portion of the data does not meet the specifications?

_______________ 3. It is a formal approach to the analysis of performance and

systematic efforts to improve it?

________________ 4. It minimizes the clerical work since the operator merely adds a
mark to the tally on the prepared sheet?

___________________ 5. It is defined as a series of administrative and programmatic

processes designed for the achievement of organizational and individual results?
 What I Can Do

Activity 4.0: GRAPH IT!

Directions: Create a simple concept map of the given list of data below.

Scatter Diagram Pareto Diagram Flow Chart

Cause and Effect diagram Check sheets Control charts
Histogram

Variables are related hierarchical order graphically displaying the steps

Ishikawa diagram organize data by category

upper and lower limits drawn frequency distribution table

Activity 5.0: TRY IT OUT!

Objective: You are part of the team for quality assurance in a computer
company, during the meeting; the CEO of the company wants improvements
of the current product in the market which is the HP laptop flip. As part of
the quality assurance team, how will you provide good idea and process to
improve the current product in the market? How will you start the process?
Write your inputs below.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_____________.
 Assessment

A. MULTIPLE CHOICES
Directions: Read the question carefully and write your answer on the space
provided.
___ 1. Which of the following describes the protection of quality of the product
during handling, storage, packaging and delivery?

a. Handling, storage packaging and delivery

b. Control of non-conforming products
c. Internal quality audits
d. Quality records

___ 2. What is an easy way to see the distribution of the data, its average, and
variability?
a. Histogram
b. Checklist
c. Flowcharts
d. Pareto Diagram

____3. What is the planned or systematic action necessary to provide enough

confidence that a product or service will satisfy the given requirements for
quality?

a. Quality
b. Quality Checker
c. Quality Assurance
d. Quality Improvement checker

____ 4. Which of the following describes the scatter diagram?

a. Shows how two variables are related and is thus used to test for cause
and effect relationships.
b. Displays statistically determined upper and lower limits drawn on either
side of a process average.
c. Display specification limits to show what portion of the data does not
meet the specifications.
d. Shows how many times each particular value occurs, and their
information is increasingly helpful as more data are collected.
____ 5. What do you mean by PDCA in Quality improvement?

a. Plan, Do, Check, and Act

b. Prepare, Do it, Chill and Act
c. Plan, Does, Check, and Active
d. Profit, Do, Check and Accounts
____ 6. What is the other term for the cause and effect diagrams?

a. Collar diagram
b. Pareto diagram
c. Fish bone diagram
d. Descending order diagram

____7. Which of the following has the correct dimensions of attributes in operations
management?

a. Quality<->Productivity<->Speed<->Cost
b. Quality<->Dependability<->Flexibility<->Cost
c. Quality<->Flexibility<->Support<->Cost<->Productivity
d. Quality<->Dependability<->Speed<->Flexibility<->Cost

____8. What do you call to the operational techniques and activities that are used to
fulfill requirements for quality?

a. Accreditations
b. Quality Control
c. Quality Assurance
d. Quality Improvement

____ 9. What tool that minimizes the clerical work and adds a mark to the tally on
the prepared sheet?

a. Flow charts
b. Check sheets
c. Pareto Diagram
d. Cause and effect diagram

___ 10. Which of the following chart that displays statistically determined upper
and lower limits drawn on either side of a process average?

a. Flow charts
b. Check sheets
c. Control charts
d. Cause and effect diagram
B. TRUE OR FALSE
Directions: Write T if it is correct and F if it is not.

____ 11. All the asset files listed in the product specification document have been
produced.

_____ 12. Files are correctly named.

______13. Files are the correct gig size or near the projected file size

______ 14. Files are in-correct.

_______15. Quality of files displaying on the target monitor or heard on target

listening equipment is acceptable.

Additional Activities

Congratulations! You've made it! I hope you've learned a lot about the lesson in this
module.

Now, define the following below. Apply your knowledge from our lesson in this
module.

1. Quality
__________________________________________________________________________________
__________________________________________________________________________________
_____________________________________________________________________________

2. Check sheets
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3. Pareto Diagram

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4. Cause and effect diagram

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5. Scatter Diagram

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 Assessment
1. A 11. T
2. A 12. T
3. C 13. F
4. A 14. F
5. A 15. T
6. C
7. D
8. B
9. B
10. C
What I have learned
Activity 3.1 What's More Pre-test
1. Quality assurance ACTIVITY 2.0 1. D
2. Histogram 2. C
3. Quality Improvement 1. Control chart, 3. D
4. Check sheets average 4. D
5. Performance improvement 2. Histogram, 5. A
distribution 6. A
3. Flowcharts, 7. C
sequence 8. D
4. Check, category 9. D
5. Pareto diagram, 10. C
problems 11. C
12. D
13. A
14. A
15. B
Answer Key
References

“Seven Basic Tools That Can Improve Quality.” 1998. Mddionline.Com. April 1,
1998. https://www.mddionline.com/design-engineering/seven-basic-tools-
can-improve-quality.

Bandola, Bong. “Applying Quality-Standard (CSS).” LinkedIn SlideShare, January

6, 2018. https://www.slideshare.net/BongBandola/applying-qualitystandard-
css-85792577.

Business Operations Support Services . “Quality Standards Defined.” LinkedIn

SlideShare, September 18, 2014.
https://www.slideshare.net/businessoperationssupportservices/quality-
standards-defined.

Conje, Jerome. “Specification of Materials and Components.” LinkedIn SlideShare,

December 16, 2016. https://www.slideshare.net/Rhyzen28/specification-of-
materials-and-components.

“Basics of Quality Improvement.” Practice Management, March 27, 2018.

https://www.aafp.org/practice-management/improvement/basics.html.

Thanin, Ahmad. “Quality Improvement.” LinkedIn SlideShare, August 16, 2013.

https://www.slideshare.net/ahmadthanin/quality-improvement-25326655.
 DISCLAIMER
This Self-learning Module (SLM) was developed by DepEd – Division of
General Santos City with the primary objective of preparing for and
addressing the new normal. Contents of this module were based on DepEd’s
Most Essential Learning Competencies (MELC). This is a supplementary
material to be used by all learners in General Santos City in all public
schools beginning SY 2020-2021. The process of LR development was
observed in the production of this module. This is version 1.0. We highly
encourage feedback, comments, and recommendations.

For inquiries or feedback, please write or call:

Department of Education – Division of General Santos City

Learning Resource Management System (LRMS)

Tiongson Street, Brgy. Lagao, General Santos City

Telefax No.: (083) 552-8909

Email Address: depedgensan@deped.gov.ph