APPLYING QUALITY STANDARD

Program/ Course : Computer Hardware Servicing NC II

Unit of Competency : Apply Quality Standards
Module Title : Applying Quality Standards

INTRODUCTION:
This module contains information and suggested learning activities on Computer Hardware
Servicing NCII. It includes training materials and activities for you to work on.

Completion of this module will help you better understand the succeeding module on Computer
Hardware Servicing.
This module consists of 3 learning outcomes. Each learning outcome contains learning activities
supported by each instruction sheet. Before you perform the instructions, read the information sheets
and answer the self-check and activities provided to determine you have acquired the knowledge
necessary to perform the skills portion of the particular learning outcome.

Upon completion of this module, report to your teacher for assessment to check your acquisition
of knowledge and skills w/c are required in this module. If you pass the assessment, you will be given a
certificate of completion.

SUMMARY OF LEARNING OUTCOMES:

Upon completion of the module you should be able to:

LO1 Assess Condition of Received Equipment/Materials

LO2 Assess own work
LO3 Validate owns work for quality improvement

_
checklist A list of things to be checked or done.
_
durability able to exist for a long time without significant deterioration;
_ a diagram that shows step-by-step progression through a procedure or
flowchart system especially using connecting lines and a set of conventional
symbols.
_
Computer Refers to the electronic and mechanical components that make a
hardware computer system.
_ a representation of a frequency distribution by means of rectangles
histogram whose widths represent class intervals and whose areas are proportional
to the corresponding frequencies.
_
hostile having or showing unfriendly feelings.
_ International Organization for Standardization; International Standards
ISO
Organization
_
OHS Occupational Health and Safety
_
PPE Personal Protective Equipment
_
quality Essential character nature; degree or grade of excellence.
_
a two-dimensional graph in rectangular coordinates consisting of points
scatter diagram
whose coordinates represent values of two variables under study.
_
standards Something accepted as a basis for comparison.

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Program/ Course : Computer Hardware Servicing NC II
Unit of Competency : Apply Quality Standards
Module Title : Applying Quality Standards

Introduction:

This lesson contains information and learning activities on planning characterizing of material’s software
and hardware and identifying/reporting faults in accordance to industry standards

Learning Outcome 1 : Assess quality of received materials

ASSESSMENT CRITERIA:

1. Work instruction is obtained and work is carried out in accordance with standard operating
procedures.
2. Received materials are checked based on the workplace standards and specifications.
3. Defective materials related to work are identified and isolated.
4. Defective materials/parts are recorded and/or reported to the concerned person-in-authority
in accordance with workplace procedures.
5. Safety precautions are observed at all times.

REFERENCES:

 http://www.empf.org/empfasis/aug04/prop.htm
 http://www.lakeland.cc.il.us/~internal/policymanual/10fiscalaffairs/1026.POL.htm

 www.gao.gov/new.items/d0871.pdf]

 www.plant-materials.nrcs.usda.gov/pubs/nmpmcnl6045.pdf

 www.cdpr.ca.gov

 www.freepatentsonline.com

The student must relate material properties to product and process quality. These are the factors that
must be taken into consideration when choosing the right material for their components and assemblies:

1. Selection of material

Material selection is one of the most common tasks of a technician. The ability to assess the
material’s impact on the performance of a product is crucial for reliable performance. Sometimes, buyers
prefer to purchase products that are well known. Examples are the name HP for printer and Intel for
some computer hardware.

2. Testing of material

A good testing program is a tool for both the agency and the integrator/supplier; it typically
identifies the end of the “development” phase of the project, establishes the criteria for project acceptance,
and establishes the start of the warranty period.

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 3. Cost of material

The cost of material is also considered when buying or selecting materials for a specific project.
Component designers do not become rich by choosing unnecessarily expensive materials! So as well as
considering the high performance when choosing materials, we also need to consider the cost. What's the
easiest way of considering cost at the same time as making sure we have the appropriate materials for a
specific project?

Characteristics of common materials for increased security are

one of the factor in the design and planning process. Evaluation of
longevity criteria and assessment of site environmental factors are vital
to project planning.
Specific knowledge about the project and general common
sense must dictate design and material selection. Although many
materials can offer enhanced protection, often the most cost-efficient
and readily available material that provides reasonable life expectancy
for the project must be considered.

Before proceeding with your work on a specific computer project, you should evaluate the
material options and system requirement. The characteristics of the materials to be used for specific
project must be:

 of good quality

- This is the most important factor when purchasing materials for your use.
Products are durable and safe to use because they meet the highest standard.

 Reliable
- This means that you can be sure that it will perform its function well and will
operate safely.

 suitable for application/purpose

- Choose the materials which are very necessary to make the project possible.
Making a list of products/materials needed for the project is a good trait of a wise
consumer.

 low cost
- It doesn’t mean that you will choose for the less expensive one and exclude the
quality.

These are the things to be considered when:

A. Receiving Materials:
1. Match the items listed on the packing slip with the items received and double
check the serial number of each material to make ensure that you receive the
correct item for your department or stores.
2. Make sure that you are receiving the materials indicated on the purchase order
check the quantity and discount given by the store/manufacturer/supplier.
3. All materials should be in good condition.
4. Terms regarding installation and/or set-up of equipment are met.

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B. Receiving Reports
Whenever goods are received:
1. The person receiving the goods must document, using the administrative software, that all goods were
received for each requisition.
2. Any exceptions must be noted so that defective goods can be returned.
C. Return of Merchandise
If merchandise is incomplete or defective, the supervisor will return them to the supplier or to the
store where there bought and make arrangements for them to be replaced or for their replacement.
D. Making an Inventory Report
All materials received must be listed and reported to determine how many are in stock,
purchased or have been damaged.

Methodology
The teacher will be the assessor. And he/she will ask student to perform any of the following
task: 1.) One student will act as receiving officer; 2.) others will be responsible for monitoring and
coordinating the checking arrangements and; 3.) others must generate reports when receiving the
equipment/materials.
The receiving officer will record the date of receipt, name of materials purchased,
quantity, official receipt number, signature of the person who received the materials
then he/she will sign his/her name afterwards. The Quality checker will identify w/c
materials are in good condition w/c are damaged and need replacement. This will also
be recorded.
Feedback
Once the receiving officer has completed all the reports, the assessor will check if the receiving
officer has provided all the data needed in the report.

Example of Log Report (to be completed by the receiving officer)

Quality
Date Received O.R. # Item Name Quantity Signature
Checker

Example of Assessment of Materials Received (to be completed by the Quality checker)

Quality Checker: Date:

Total no. in Total no.

Item Name Comments
Good Condition of Defective

You are assigned to be the receiving officer for the Month of June. Make a Log Report as well us an
Assessment Report using the data found below. Make sure you record all the items listed and if they are
in good condition or not. Write your answer on a sheet of paper. Do this in a matrix form.

1. - June 9, 2008
- 5 pcs. Hard disk, 2 pcs. 128MB SDRAM memory chips
- Received from Jun Salcedo (PC chain), OR #20256
- Found out that 1 defective Hard disk replacement is required.

2. - June 15, 2008

- 1 pc. Refill ink cartridge from STARINK Shop, OR# 5623

3. - June 20, 2008

- 10 pcs. PS/2 keyboard, 10 pcs. Optic mouse, 2 pcs. power supply
- Received from Allan Rivera (Octagon), OR#12544
- 3 pcs. defective keyboard need replacement

4. - June 28, 2008

- 2 pcs. CD-Rom drive
- Received from Jun Salcedo (PC Chain), OR#20400

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Program/ Course : Computer Hardware Servicing NC II
Unit of Competency : Apply of Quality Standards
Module Title : Applying Quality Standards

Learning Outcome 2 : Assess Own Work

Introduction
This lesson contains information and learning activities on identifying work related errors, observing
workplace procedures, and specifying quality standards.

ASSESSMENT CRITERIA:

1. Work performance is identified in accordance with workplace procedures.

2. Completed work is checked against workplace standards.
3. Errors are identified and corrected.
4. In case of deviations from specific quality standards, causes are documented and reported in accordance
with the workplace’s standard operating procedures.

REFERENCES:

 http://en.wikipedia.org/wiki/Customer_service
 http://en.wikipedia.org/wiki/Quality_standard
 http://www.technet.unsw.edu.au/tohss/swp.htm
 http://xnet.rrc.mb.ca/healthsafety/safeworkprocedures

Workplace Procedure is a set of written instructions that identifies the health and safety issues that may
arise from the jobs and tasks that make up a system of work.
Working procedure should be written when:
 designing a new job or task
 changing a job or task
 introducing new equipment
 reviewing a procedure when problems have been identified
The working procedure should identify:
 the teacher for the task or job and the students who will undertake the
task
 the tasks that are to be undertaken that pose risks
 the equipment to be used in these tasks
 the control measures that have been formulated for these tasks
 any training or qualification needed to undertake the task
 the personal protective equipment to be worn
 action to be undertaken to address safety issues that may arise while
undertaking the task
Following certain procedures is very important to perform a given
operation. The table on the next page shows different elements and their
corresponding performance criteria to be able to identify occupational health
and safety hazards, and assess risk, as well as follow instructions and
procedure in the workplace with minimal supervision. The students will also
be capable of participating and contributing to OHS management issues.

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 ELEMENT PERFORMANCE CRITERIA

7.1 Hazards identified

7.2 Problems encountered in managing risks associated
with hazards
Examples of OHS issues which may 7.3 Clarification on understanding of OHS policies and
need to be raised by workers with procedures
designated personnel may include: 7.4 Communication and consultation processes
7.5 Follow up on reports and feedback.
7.6 Effectiveness of risk controls in place
7.7 Training needs
8.1 Recommendations on changes to work processes,
equipment or practices
8.2 Listening to the ideas and opinions of others in the
Examples of contributions may team
include: 8.3 Sharing opinions, views, knowledge and skills
8.4 Identifying and reporting risks and hazards
8.5 Using equipment according to guidelines and
operating manuals
TYPES AND WORK-RELATED ERRORS
A. Quantity of work (untimely completion, limited production)
1. Poor prioritizing, timing, scheduling
2. Lost time
• Tardiness, absenteeism, leaving without permission
• Excessive phone use, break time, use of the Internet
• Misuse of sick leave
3. Slow response to work requests, untimely completion of assignments
4. Preventable accidents
B. Quality of work (failure to meet quality standards)
1. Inaccuracies, errors
2. Failure to meet expectations for product quality, cost or service
3. Customer/client dissatisfaction
4. Spoilage and/or waste of materials
5. Inappropriate or poor work methods

Work Behavior Which Result in Performance Problems

A. Inappropriate behavior (often referred to as "poor attitude")
• Negativism, lack of cooperation, hostility
• Failure or refusal to follow instructions
• Unwillingness to take responsibility ("passing the buck")
• Insubordination
B. Resistance to change
• Unwillingness, refusal or inability to update skills
• Resistance to policy, procedure, work method changes
• Lack of flexibility in response to problems
C. Inappropriate interpersonal relations
• Inappropriate communication style: over-aggressive, passive
• Impatient, inconsiderate, argumentative
• Destructive humor, sarcasm, horseplay, fighting
• Inappropriate conflict with others, customers, co-workers, supervisors
D. Inappropriate physical behavior
• Smoking, eating, drinking on the job
• Sleeping on the job
• Alcohol or drug use
• Problems with personal hygiene

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Good customer service is the lifeblood of any business. You can offer promotions and slash prices to bring in as many new
customers as you want, but unless you can get some of those customers to come back, your business won't be profitable for long.
Good customer service is all about bringing customers back. And about sending them away happy - happy enough to pass
positive feedback about your business along to others, who may then try the product or service you offer for themselves and in
their turn become repeat customers.
1) Answer your phone.
Get call forwarding. Or an answering service. Hire staff if you need to. But make sure that someone is picking up the phone when
someone calls your business. (Notice I say "someone". People who call want to talk to a live person, not a fake "recorded robot".)
For more on answering the phone, see Phone Answering Tips to Win Business.
2) Don't make promises unless you will keep them.
Not plan to keep them. Will keep them. Reliability is one of the keys to any good relationship, and good customer service is no
exception. If you say, “Your new bedroom furniture will be delivered on Tuesday”, make sure it is delivered on Tuesday.
Otherwise, don't say it. The same rule applies to client appointments, deadlines, etc.. Think before you give any promise -
because nothing annoys customers more than a broken one.
3) Listen to your customers.
Is there anything more exasperating than telling someone what you want or what your problem is and then discovering that that
person hasn't been paying attention and needs to have it explained again? From a customer's point of view, I doubt it. Can the
sales pitches and the product babble. Let your customer talk and show him that you are listening by making the appropriate
responses, such as suggesting how to solve the problem.
4) Deal with complaints.
No one likes hearing complaints, and many of us have developed a reflex shrug, saying, "You can't please all the people all the
time". Maybe not, but if you give the complaint your attention, you may be able to please this one person this one time - and
position your business to reap the benefits of good customer service

5) Be helpful - even if there's no immediate profit in it.

The other day I popped into a local watch shop because I had lost the small piece that clips the pieces of my watch band together.
When I explained the problem, the proprietor said that he thought he might have one lying around. He found it, attached it to my
watch band – and charged me nothing! Where do you think I'll go when I need a new watch band or even a new watch? And how
many people do you think I've told this story to?
6) Train your staff (if you have any) to be always helpful, courteous, and knowledgeable.
Do it yourself or hire someone to train them. Talk to them about good customer service and what it is (and isn't) regularly. Most
importantly, give every member of your staff enough information and power to make those small customer-pleasing decisions, so
he never has to say, "I don't know, but so-and-so will be back at..."
7) Take the extra step.
For instance, if someone walks into your store and asks you to help them find something, don't just say, "It's in Aisle 3". Lead the
customer to the item. Better yet, wait and see if he has questions about it, or further needs. Whatever the extra step may be, if you
want to provide good customer service, take it. They may not say so to you, but people notice when people make an extra effort
and will tell other people.
8) Throw in something extra.
Whether it's a coupon for a future discount, additional information on how to use the product, or a genuine smile, people love to
get more than they thought they were getting. And don’t think that a gesture has to be large to be effective. The local art framer
that we use attaches a package of picture hangers to every picture he frames. A small thing, but so appreciated.

Program/ Course : Computer Hardware Servicing NC II

Unit of Competency : Apply Quality Standards
Module Title : Applying Quality Standards

Learning Outcome 3 : Validate One’s Work for Quality Improvement

Introduction
This lesson contains information and learning activities on checking quality output and procedures and identifying quality
improvement process in accordance to industry standards.

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ASSESSMENT CRITERIA:

1. Work is carried out in accordance with process improvement procedures.

2. Performance of operation or quality of service is monitored to ensure customer satisfaction.

Quality
1. The characteristics of a product or service that bear on its ability to satisfy stated or implied needs.
2. Product or service free of deficiencies.
The quality of a product or service refers to the perception of the degree to which the product or service meets the customer's
expectations. Quality has no specific meaning unless related to a specific function and/or object. Quality is a perceptual,
conditional and somewhat subjective attribute.
The dimensions of quality refer to the attributes that quality achieves in Operations Management:

Quality <-> 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 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 upon 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 document checking 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 displayed 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

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corners 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.
Quality Improvement Processes

Manufacturers can choose from a variety of tools to improve their quality processes. The idea is to know which tools to use for
each situation.
Easy to implement and follow up, the most commonly used and well-known quality process is the plan/do/check/act (PDCA)
cycle (Figure 1). 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.

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 companies that follow total quality principles, which ever model is chosen
should be used consistently in every department or function in which quality improvement each team.

Figure 1. The most common process for quality

improvement is the plan/do/check/act cycle outlined
above. The cycle promotes continuous improvement and
should be thought of as a spiral, not a circle.
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.

FLOWCHARTS
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 2, 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.

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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 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 3). 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.

PARETO DIAGRAMS

Pareto diagram puts data in a hierarchical order (Figure 4), therefore the
most significant problems 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.

CAUSE AND EFFECT DIAGRAMS

Figure 5. Fish bone diagrams display the

various possible causes of the final effect.
Further analysis can prioritize them

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.
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 bone, 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.

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HISTOGRAMS

Figure 6. A histogram is an easy way to see the distribution of the data, its
average, and variability.

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.

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, that
there is a relationship between the variable it also reflects the strength of the said
relationship. while it reveals 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 7 shows part
clearance values on the x-axis and the corresponding quantitative measurement values on
the y-axis.

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 arithmetical calculations of
raw data from earlier trials (Figure 8).
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.

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