TOTAL QUALITY MUSIC SCHOOL - Book 3
BOOK 3 - TABLE OF CONTENT
MANAGEMENT MACRO-PROCESS
414 Pages - 4 Processes - 16 Procedures - 64 Tables - 24 Figures
CHAPTER 1.
1. MANAGEMENT MACRO-PROCESS – DOCUMENTATION MANAGEMENT PROCESS
1.1 From paper documentation management to digital management
1.2 Finality
1.3 Disclosure of school documentation to stakeholders in the “Music School Organization”
1.4 Multimedia documentation as a formative-didactic resource
1.5 The computerized document management system
1.6 Document flow management system
1.7 Document control system
1.8 Protocol registration
1.9 Transfer of documents to the historical archives
1.10 Scheme of the document management process
1.11 Documentation of the Documentation Management Process
1.12 Identification of potential risks/opportunities related to the Documentation Management Process
APPENDIX
MANAGEMENT MACRO-PROCESS Operating Instructions (OI)
OI-01 Operating instructions for drafting procedures instructions, forms, checklist and questionnaire
DOCUMENTATION PROCESS – Operating Procedures
OP-16 Management internal and external documentation
OP-17 Management of documentation of the experience
OP-18 Management of internal digital documentation
OP-19 Managing “Controlled documentation”
OP-20 monitoring and verification of the documentation management process
DOCUMENTATION PROCESS – Modules
MO-17 Controlled documentation distribution sheet
MO-18 Identification of potential risk/opportunities related to the Documentation Management Process
DOCUMENTATION PROCESS – Checklist
CL-04 Checklist – Documentation Management process –
CHAPTER 2.
2. MANAGEMENT MACRO-PROCESS – COMMUNICATION MANAGEMENT PROCESS
2.1 Analysis of the scenario
2.2 Communication transparency
2.3 Communication: foundations of Quality
2.4 Internal communication
2.5 External communication
2.6 Communication as a system of relationships: “Organizational Communication”
2.7 The Communication plan
2.8 Flowchart of the Communication Management Process
2.9 Documentation of the Communication Management Process
2.10 Identification of potential risks/opportunities related to the Communication
Management Process
APPENDIX
COMMUNICATION MANAGEMENT PROCESS – Operating Procedures (OP)
OP-21 Management of internal and external communication
OP-22 space Monitoring and verification of the Communication Management Process
COMMUNICATION MANAGEMENT PROCESS – Modules (MO)
MO-19 identification of potential risk/opportunities related to the Communication Management Process
COMMUNICATION MANAGEMENT PROCESS – Checklist (CL)
CL-05 checklist – Communication Management process
CHAPTER 3.
3. MANAGEMENT MACRO-PROCESS – SUPPLY CHAIN MANAGEMENT PROCESS
3.1 Purchasing service
3.2 Supplier management and control
3.3 Maintenance management
3.4 Warehouse Management
3.5 Management for disposal of obsolete products
3.6 Flowchart legend
3.7 Documentation of the supply chain management Process
3.8 Identification of potential risks/opportunities related to the Supply Chain Management Process
APPENDIX
SUPPLY CHAIN MANAGEMENT PROCESS – Operating Procedures (OP)
OP-23 Management and control of suppliers (Service and Products)
op-24 Maintenance management
OP-25 Purhasing management
OP-26 Warehouse management
OP-27 Obsolete product management
OP-28 operating Monitoring and verification of the Supply Chain Management Process
SUPPLY CHAIN MANAGEMENT PROCESS – Modules
MO-20 Supplier evaluation grid
MO-21 Request for the purchase of goods/productd and service
MO-22 Suppier Sheet
MO-23 Product offer request
MO-24 Product purchase order
MO-25 Service purchase order
MO-26 Qualified suppliers list
MO-27 Non-Conforming product
MO-28 Identification of potential risk/opportunities related to the Supply Chain Management Process
SUPPLY CHAIN MANAGEMENT PROCESS – Questionnaire
QU-09 Supplier evaluation
SUPPLY CHAIN MANAGEMENT PROCESS – Checklist
CL-06 checklist – Product quality control at reception
CL-07 checklist – Supply Chain Management Process
CL-08 checklist – Supplier evaluation Audit
CHAPTER 4.
4. MANAGEMENT MACRO-PROCESS – RESOURCE MANAGEMENT PROCESS
4.1 The tangible resources
4.2 The human resources
4.3 The Intangible Resources
4.4 Continuing vocational training
4.5. Flowchart Legend
4.6 Documentation of the Resource Process
4.7 Identification of potential risks/opportunities related to the Resource Management Process
APPENDIX
RESOURCE MANAGEMENT PROCESS – Operating Procedures
OP-29 The organizational and operational phases of managing employee continuing training
OP-30 Financial resources management
OP-31 Monitoring and verification of the Resource Management process
RESOURCE MANAGEMENT PROCESS – Modules
MO-29 Individual professional development plan
MO-30 Request for enrollment in training courses
MO-31 Communication of the list of training courses
MO-32 Communication and authorization to participate in training courses
MO-33 Attendance register
MO-34 Course instructor’s report
MO-35 Identification of potential risks/opportunities related to the Resource Management Process
RESOURCE MANAGEMENTPROCESS – Questionnaire
QU-10 criteria for initial, ongoing, intermediate and final evaluation
QU-11 selection criteria for the “End of Year concert”
RESOURCE MANAGEMENT PROCESS – Checklist
CL-09 Checklist – Resource management process
Bibliographic references
CHAPTER 1. The beginning
1. MANAGEMENT MACRO-PROCESS – DOCUMENTATION MANAGE-
MENT PROCESS
Traditional documentation is outdated, based as it is on an archival approach and with a collection and preservation perspective. (Torello E. 2011). School Leadership considers documentation:
■ as a dynamic resource to support didactic innovation and increase the quality of formative offering;
■ as a tool available to all internal and external stakeholders;
■ as an enhancement and exchange of significant experiences;
■ as visibility of school activity.
It is through the circulation of documentation and the documentation of experiences (See Figure 1. Chapter 1. Types of documentation and their requirements) that knowledge can become “collective knowledge,” a common resource and an archive of knowledge, thus preserving memory in continuity with the future.
The introduction of tools for analysis, description, and improvement even of the Process of documentation management has been the first step towards the recognition of the quality of the school service provided.
They have also allowed, directly on the transparency and control of administrative action, to increase the efficiency and effectiveness of the “Music School Organization”. Documentation is also an activity of collection, cataloging, and dissemination of materials related to a specific area of the “Music School Organization”.
School Leadership through the Operating Procedures and their related forms related to the Records Management Process, declares, describes, and makes public its organizational model. (See Figure 2. Chapter 1. The documentation management process. The documentation and procedures of the “Music School Organization”).
1.1 From paper documentation management to digital management
One objective of the “Music School Organization” is to limit the use of paper documents to specific needs that cannot be computerized or to particular contexts in which such documents, at least for a transitional period, will have to coexist with computerized documents.
In this context, control measures of a technological, organizational, and procedural nature will be introduced and useful for assessing one’s level of computer security.
1.2 Finality
The finality of the Documentation Management Process is to “train and inform”, that is, to make it clear that managing, organizing, and disseminating school documentation does not mean aggravating the work of the teacher by increasing the volume of obligations but rather it means recovering the value that documenting is a resource
or initiating, developing and carrying out didactic activities. It is an “added value” concerning the student, the teacher, the “system” of the “Music School Organization” itself, of the community and delineates its identity by keeping track of the historical path of growth, to share and disseminate good practices.
1.3 Disclosure of school documentation to stakeholders in the “Musical School
Organization”
Stakeholders of the “Music School Organization” include students, groups of people (parents, families, all staff, community…), companies (suppliers of goods and services), agencies and institutions (public theatres, unions, ministries, other schools organizations…).
It is evident that every “stakeholder” is directly or indirectly involved in the realization of the “Mission” of the “Music School Organization”. This involvement leads to interest, for one reason or another, in developing a synergy, a constructive and lasting relationship. It is equally clear that the “Music School Organization” has the need and interest to maintain and develop such relationships by strengthening, as much as possible, the trust that stakeholders place in it, in a continuous, always proactive, and transparent way, determining moments of common discussion to share ideas and activities stimulating collective reflection. (See Figure 3. Chapter 10. Outline of the dissemination of “Music School Organization” documentation). The most effective way to maintain relations with stakeholders, in addition to the use of verbal communication and direct involvement in school music activities, is to make visible and usable, respecting Privacy, all documentation relating to the activities carried out within the “Music School Organization” demonstrating, in fact, the planning capabilities of the “Music School Organization” itself. The most efficient way is to use the means of communication most easily visible and most used by stakeholders.
There is no shortage of technology available, ranging from the Website (intranet), the opening of an official page on Facebook, the opening of an account on Twitter or other social networks, and the opening of a channel on YouTube and E-mail. 1.4 Multimedia documentation as a formative-didactic resource
The documentation of the multimedia works (video recordings) made during the whole didactic path, in respect of the Privacy (See Module MO-05 Privacy. Request for data consent) and after authorization of the parents of underage students and every individual present and recognizable, is the result of the work done by the teacher and the student and have the purpose of documenting the progress and the artistic performances of the student himself, but above all to spread the didactic experiences, to develop reflections and to widen the collective knowledge. Clear and precise documentation constitutes over time the very identity of the “Music School Organization” and allows the student to retrace and reconstruct the memory of the educational activities carried out.
The documentation of the didactic experience makes it possible not to disperse and enhance the wealth of knowledge built up over the years by the teachers, giving the possibility to colleagues, and in particular to new young teachers, to graft their work in the specific context, taking as their own the experiences made over the years.
Starting from the work already done by other colleagues to trigger new processes, new perspectives can even, in some cases, save time and economic investment, making the activity of the “Music School Organization” more responsive not only to criteria of effectiveness but also of efficiency. School Leadership understands that to document the educational experience, it is necessary to set up classrooms in a dedicated space for hands-on music learning and should be composed as follows:
■ Classroom for practical piano learning
two grand pianos, or one upright for the teacher and one grand for the student; an enclosed cabinet/bookcase and two height-adjustable stools; a platform, connected to the piano pedals, to rest the feet of young students; a desk, an ergonomic office chair, a printer, a computer, and WiFi; four chairs or a small sofa to accommodate, during lessons, the parents of the small student; a fixed camera oriented on the pianos keyboard and connected with the computer; a television connected to the computer to broadcast video recordings of previous
lessons or those posted on YouTube by professionals related to the musical piece in the studio.
■ Classroom for practical learning of other musical instruments Two ergonomic chairs for the student and teacher and a closed cabinet/bookcase; A vertical mirror for wind instrument students and singers; two-stringed instrument platforms and two music stands; a desk, an ergonomic office chair, a printer, a Computer, and WiFi; four chairs or a small sofa to accommodate, during lessons, the parents of the small student; a fixed camera oriented on the pianos keyboard and connected with the computer; a television connected to the computer to broadcast video recordings of previous lessons or those posted on YouTube by professionals related to the musical piece in the studio.
