SUMMARY
The most common dimensions that have characterized this teaching are shown and how a new approach is urgently motivated fundamentally, from the pedagogical point of view, by the training and development of ways of acting regarding quality management in the students of said career, approach that in no way obviates the existing traditional dimensions, but places them in their right place imbricated in two new basic dimensions, which will allow the teaching of subjects with a deep professional character and the much-needed systemic and process approaches.
INTRODUCTION
The efforts and concerns that different States, and within these various organizations, carry out to greatly improve the work of the pedagogue in its mission to train professionals of today and of the future are widely known, as education is known, and especially Higher Education fulfills an essential function in the development of individuals and societies.
In our country, after the triumph of the revolution, Higher Education has always had as its main objective to prepare professionals capable of satisfying the needs present in the society that serves as its environment, which are modified over time, forcing a process constant improvement in the training of these professionals, requiring continual clarification of their specific content, on more stable strategic bases.
At present, with the collapse of the socialist field, the country has been forced to enter the international market with characteristics totally different from the once traditional market. For this and other reasons, Higher Education has carried out an accelerated process of improving and adapting teaching to these new realities.
Industrial Engineering is one of the careers that due to the characteristics of the professional profiles that comprise it, these changes have been clearly demonstrated. Precisely within its curriculum, among the disciplines of the practice of the profession, the Quality discipline, conceived from the genesis of the career, has become a revolutionary development since its introduction.
The increasingly growing trend towards globalization of the economy and international trade, together with the scientific-technical achievements achieved, the more complex and advanced communication networks, have considerably elevated the role of Quality as a determining factor in the processes of production and services. The trade has highlighted the need for solid Quality Management systems.
Achieving high quality products and services at low costs has become an indispensable condition for obtaining high rates of productivity and efficiency; and be more competitive. Only then will the country survive the voracity of new markets. Only companies that are characterized and work for the quality of their products and services survive in the market, achieve notoriety and prosper.
Never before in these times have companies had to deal with such competitive and changing markets, as well as face such highly demanding consumers; therefore, in this context, in order to remain a company, you must know how to manage Quality. There are innumerable Cuban companies that need to know how quality is managed and managed, and precisely the Industrial Engineering degree is the only one that includes the most comprehensive quality training for future professionals within its curriculum, hence the importance of perfect the teaching of this subject for the achievement of this endeavor.
Taking these elements into account, the main objective of this work is to make an analysis of how the didactics of said discipline should be approached in the Industrial Engineering career, answering the questions: What criteria should prevail in the didactics of said discipline: the epistemological or the professional? And how should the content of the subjects of the discipline be sequenced?
JOB RESULTS
It is very common to hear among teachers who are dedicated to teaching a science or branch of knowledge in Higher Education that the selection and order of the contents that are taught are precise, and it is also very true that curricular designs prevail traditional and not very new conceptions, where sometimes the contents that are designed are a partial or total copy of what certain authors considered in textbooks. It is also very frequent that these contents are organized in such a way that they follow the logic of the development of science or a specific branch of knowledge, an epistemological approach prevailing in these cases. But it would be questionable in these cases if the professionals to solve the problems present in their spheres of action do so according to the logic of their science. Obviously not,because professional problems are situations that occur in the objects of the profession that require professional ways of acting for their elimination or reduction, where the objects are analyzed in their entirety and need the combination of various dimensions, in which contributions come together from different sciences at the same time. So to solve professional problems it is essential to confront them with professional ways of acting, which is far from the simple application of the logic of science or branch of knowledge, and thus the contradiction between science and profession is somewhat resolved..where objects are analyzed in their entirety and need the combination of several dimensions, in which contributions from different sciences come together. So to solve professional problems it is essential to confront them with professional ways of acting, which is far from the simple application of the logic of science or branch of knowledge, and thus the contradiction between science and profession is somewhat resolved..where objects are analyzed in their entirety and need the combination of several dimensions, in which contributions from different sciences come together. So to solve professional problems it is essential to confront them with professional ways of acting, which is far from the simple application of the logic of science or branch of knowledge, and thus the contradiction between science and profession is somewhat resolved..
A content sequence involves analyzing the contents that are intended to be sequenced, establishing a selection of the aspects that are considered most relevant and defining the relationships that must be established in their development at a given moment and over time (Del Carmen, 1996). In order to carry out a sequencing process, it is vital to establish the basic dimensions, as well as those that are subordinated or subsumed in them and the principles that must guide it.
There are different variables (Hernández, 1999) that can be kept in mind in the content sequencing process: the characteristics of the students, the elements that are taken into consideration (objectives, content or activities), the relationships established between them, the analysis techniques used to establish the sequences, the scope of the considered sequences, the type of recommended sequencing strategies and the degree of intervention of the different agents that interact in the design.
Although not all these opinions are disregarded, in this work the analysis focuses on two basic criteria: one linked to the analysis of the content and the application to its sequencing, and another that guarantees the presence of the professional's ways of acting.
Now what should be sequenced? There are two basic points of view in relation to this question: that of those who consider that the learning results should be sequenced and that the contents will appear as a necessity to achieve them; and that of those who believe that the contents and learning outcomes should be sequenced included as a necessity for their mastery. The former use empirical analysis procedures, task analysis, while the latter use rational procedures, content analysis.
It is one of the objectives of this work to focus on how the content of the subjects of the Quality discipline should be sequenced in the Industrial Engineering career.
There really are many alternative ways to organize teaching or the subject of how to think about quality, and the subject matter in this sense is quite broad and multidimensional. Among these dimensions, the following can be highlighted:
1. The fundamental concepts and the role of quality in the business mission.
2. The processes of the Juran trilogy: planning, control and quality improvement.
3. The hierarchical level of the students.
4. The statistical and managerial tools and techniques used in the context of their management, some of a basic nature and others of an advanced nature.
5. The various philosophies and models of quality management that have proliferated in the world.
It is also worth adding other dimensions of great relevance and popularity in this list, such as:
6. ISO 9000 standards for Quality Management.
7. Documentation of quality systems according to the ISO 9000 approach.
8. The quality and environmental management, of great boom mainly in developed countries.
With this large number of alternatives it is possible to design training courses based on any combination of dimensions, including basic concepts, Juran Trilogy processes, tools and techniques, among others.
In the case of training for quality in the Industrial Engineering career, it has been observed how in the conception of the programs of the discipline and subjects the presence of the epistemological has been defended rather and the professional aspect has been neglected, manifesting a biasing towards the dimensions of the fundamental concepts and the tools and techniques, and in the last subjects or subjects referred to the quality management.
The current organization in this matter does not guarantee in a harmonic and systemic way the aspirations that are established at the profession and career level for this professional, where they want to achieve that:
1. The integrative approach organized around the processes predominates, instead of the old functional approach.
2. Increase the interrelationships finances-machines-men-materials-energy-information in conjunction with the environment to obtain quantity, quality and assortment of the products and services that must result from the different processes of a business organization, in the desired terms. and effectively, efficiently and competitively; when before the fundamental task was the coordinated use of men, equipment and materials.
3. Expand your organizing role with that of change process manager and extend it to the entire value chain process from supplies to after-sales services.
In order to guarantee training in any subject that has a deep professional character in higher education, teachers should not be oblivious to what the professional aspires from the career levels and avoid that these aspirations remain at the level of the study plan.. It is essential that the aspirations of the starting levels materialize in the curricular designs of the subjects.
So, if the intention with the current industrial engineer is to be a manager of change processes that ensures quantity, quality, assortment and opportunity with efficiency, effectiveness and competitiveness in any business organization of production or service, which to be manager has to manage and to manage is forced to plan, implement, control and improve, this is the logic of his performance or his professional way of acting.
Therefore, in the case of this professional, when deciding his training for quality, two new dominant dimensions must be considered:
1. The key processes that ensure quality.
2. The way of acting or the logic of their professional performance.
Thus, the basic division and combination is best done according to the key processes that ensure quality simultaneously with the way of acting of this professional; and following this basic division, the rest of the aforementioned dimensions should be gradually interwoven, among which are the tools and techniques that according to Juran (1990) constitute a “Shopping List” from which a selection is made as appropriate.
From here the following questions may arise: how should the development of the professional's way of acting be achieved? In all the key processes that ensure quality at the same time or from process to process? Or otherwise?
To answer them, it is important to firstly realize that quality is a result, which is obtained not by the algebraic sum of the contributions or contributions that are generated in the processes that ensure it, but by the integration of the different contributions in said processes. systemic form.
Now what would these processes be? These would be those that have an impact on quality: processes according to the product life cycle and strategic quality management.
Quality as a result is not in each process, but appears due to the relationships that exist between all processes, which constitute a dynamic, open, complex system with a large dose of human and technological components. Likewise, the properties of water emerge, which do not occur in oxygen or hydrogen separately, just as life emerges through the interaction of various entities of different nature. It is not by chance, but by the very nature of quality that in the latest version of the ISO 9000 standards of 2000 for Quality Management, the following are referenced among the principles of Quality Management:
- Process-based approach: A desired result is achieved more efficiently when activities and related resources are managed as a process.
- System approach to management: Identifying, understanding and managing interrelated processes as a system, contributes to the effectiveness and efficiency of an organization in achieving its objectives.
As we have wanted to express, quality is generated in a process system with the aforementioned characteristics. In objects of this type, different authors such as Dilthey (1972), Schleiermacher (1976), Heidegger (1974), Gadamer (1977), Ricoeur (1969, 1975) and others have expressed the advisability of using the hermeneutic-dialectic method, which “It is a movement of thought that goes from the whole to the parts and from the parts to the whole” (Martínez, 1989), so that in each movement the level of understanding increases: the parts receive meaning from the whole and the whole acquires meaning of the parts.
All these authors have demonstrated, convincingly, that the process of our knowing in objects with qualities such as those mentioned is hermeneutic-dialectic.
So now the questions asked can be answered. The training in Quality Management for industrial engineers must start from the understanding of the system of processes that assure quality (the whole), then being consistent with the hermeneutic-dialectic method, the individual processes (the parts) must be studied and finally to Through the parts with the whole range of interactions that are gradually understood, the whole is reached again. This allows us to affirm that the professional's way of acting must be achieved in this process system, firstly by individual processes, until reaching a state in which the interaction of all processes as a system is understood, and it is at this time that You must develop the professional's way of acting in the whole.
CONCLUSIONS
• It is shown that the criterion that must prevail in the teaching of the Quality discipline is the professional, over the epistemological, being the basic or dominant dimensions for the formation of Quality Management in the Industrial Engineering career:
- The key processes that ensure quality.
- The way of acting of the industrial engineer.
• The feasibility and convenience of taking into account the systemic approach is based, materialized through the application of the hermeneutic-dialectic method in the teaching of Quality Management for industrial engineers.
RECOMMENDATIONS
In order to give a deeply professional character to the teaching of Quality Management in the Industrial Engineering career, it is essential to include the ways of acting as a basic dimension to keep in mind, both in its curriculum design and in the dynamics of the process. teaching-learning in the subjects that make up this discipline.
BIBLIOGRAPHY
1. Carmen, L. del. The analysis and sequencing of educational content / L. Del Carmen._ _ Barcelona: Ed. Horsori, 1996._ _ 243 p.
2. Hernández Escobar, A. Approach to an idea: the sequencing of the contents in the Petrology class. Igneous rocks. Mining and Geology (Cuba) 16 (4): 10 –13, Dec., 1999.
3. Juran, JM Juran and leadership for quality. A manual for managers / JM Juran._ _ Mexico: Ed. Diáz de Santos, 1990._ _ 363 p.
4. Dilthey, W. The Rise of Hermeneutics / W. Dilthey._ _ United States of America: Ed. New Literary History, 1972._ _ 221 p.
5. Gadamer, HG Truth and method: foundations of a philosophical hermeneutics / HG Gadamer._ _ Spain: Ed. Salamanca, 1977._ _ 114 p.
6. Heidegger, M. Being and time / M. Heidegger._ _ Mexico: Ed. Díaz de Santos, 1974._ _ 114p.
7. Ricoeur, P. Le conflict des interpretations / P. Ricoeur._ _ Paris: Ed. Sevil, 1969._ _ 221 p.
8. Ricoeur, P. Hermeneutics and structuralism / P. Ricoeur._ _ Buenos Aires: Ed. Megapolis, 1975._ _ 184p.
9. Schleiermacher, F. Werke, Scientia Verlag / F. Schleiermacher._ _ Germany: Ed. Aaelen, 1976._ _ 210p.
10. Martínez, M. Human Behavior / New research methods._ _ Mexico: Ed. Trillas, 1989._ _ 287 p.
11. NISO 9000: 2000. Quality Management System. Foundations and Vocabulary.
12. NISO 9001: 2000. Quality Management System. Requirements
Download the original file
