Presentation on theme: "LIFELONG LEARNING PROGRAMME LEONARDO DA VINCI Transfer of innovation 2010-1-GR1-LEO05-03967 EcoQualify III: Workshop 4 – May 30 th - June 1 st, 2012 -"— Presentation transcript:
LIFELONG LEARNING PROGRAMME LEONARDO DA VINCI Transfer of innovation 2010-1-GR1-LEO05-03967 EcoQualify III: Workshop 4 – May 30 th - June 1 st, 2012 - Bucharest WP4: Testing of the Quality Assurance System in Bulgaria REPORT ON
AuditorsRetailersTeachers/Trainers Invited to participate in the testing phase Participated Invited to participate in the testing phase Participated Invited to participate in the testing phase Participated 1066612 9
One of the auditors gave some additional remarks on the Quality Handbook.
too complicated……….. questions are difficult to answer…………
Fig.1.1. Evaluation of the following topics: The organic retail topic is being approached by the project in a satisfactory way The monitoring criteria regarding to educational institutions audits are relevant for the purpose of the tasks The Quality Handbook is adequate for the target group The Quality Handbook is applicable in my country The Quality Handbook is flexible The Quality Handbook is reliable The audit system of Eco-Qualify is practicable for your national conditions and requirements Auditors
Fig.1.2. Evaluation of the topics regarding to their necessity for the further development of the Quality Assurance sector
Auditors Fig.1.3. Answers to the questions related to the Quality Handbook
The results showed that as a whole the auditors in the country are not well-acquainted with the specific contents of the Quality Handbook. There is a need of additional specialisation. This analysis showed the importance of EcoQualify III project for the quality assurance systems in organic retail training in the country.
An auditor’s remarks on the Quality Handbook concerning the processes which are specific for the quality assurance systems
1. The abbreviation “ORA” should be written by its full name in the text. 2. Applying the quality assurance system needs a definition of the concepts used in the Handbook which will help the users in implementing activities according to the requirements. For example the Personal Matrix (A04_003) is not defined in respect to its purpose and use. It will be useful to include in Part 1 a section called “Terms, definitions and abbreviations”. A similar practice is applied in the creation of standards, quality handbooks, procedures and documents in the management systems.
3. In Structure and handling of documents (A01_001) is written that “This document determines the structures of all Quality Assurance System documents” but the documents are not determined. The users should go through the rest of the Handbook. For example in Criteria regarding educational institutions audits (A07_003) it is pointed: Policy of the Institute; The Legal Contracts of Institute; Housekeeping Organizational Chart. There is a need of definitions of the terms.
The same is the case and for the Quality Handbook. In p.8.1 of the same document it is written: 1. Writing the handbook / quality-manual, a) Contents (see below), 2. Creation of all major documents, a) For the acquisition of office workers and teachers; and in 14. Structure and responsibilities of local QM (A 12_001) the quality handbook is pointed too. Furthermore, in the procedures a number of operative documents and records are quoted.
In this connection the section 1 Structure and handling of documents (A01_001) could be named “Requirements towards the documentation and management of documents” where the documents required by the Quality assurance system to be classified and determined and the requirements towards the management of documents to be précised – identification, approval, confirmation, change, distribution, management of documents of external origin, etc.
4. The review of the common rules of the system shows that the topic of auditing the Quality assurance system is considered in several sections: Failure Management (A05_001), Criteria regarding educational institutions audits (A07_003), Certification - Structure (A08_001), The structure and responsibilities of External Quality Management (A12_002), as well as in Part 2: Checklist. It is possible that this diversity could confuse the users and they could miss some important requirements concerning auditing when developing the system.
It will be more efficient if the auditing rules are united in one or two sections – “Internal audits and third-party audits (certification)”. At the end of 2011 a new international standard ISO 19011:2011 was published “Instructions for auditing management systems” which can present some directions of planning, organization, implementation and documentation of the audits of the system. In the current version of this Handbook a full text was not proposed in respect to the organization of audits, and especially their planning.
5. The same is the situation in respect to the Quality Manager, the requirements towards the status, obligations, responsibilities and rights are distributed among the different sections. It will be more advisable to be differentiated in a separate section or a point in some of the sections. 6. The system needs a process connected to the information exchange – internal and external, with the interested parties. The requirements towards this process are worth to be differentiated in a separate section – “Information exchange”. 7. An unchanging part of the quality assurance systems is undertaking actions of correction. This question is just marked in the Handbook in Failure Management (A05_001), Structure and responsibilities of local QM (A12_001), The structure and responsibilities of External Quality Management (A12_002) and Part 2: Checklist. It should be concentrated in the section Failure Management.
Retailers Fig.2.9. Demanding topics of training
Retailers Fig.2.10. Most essential topics for business and staff’s competence
Retailers Fig.2.11. Topics from the Quality Handbook regarding to their relevance
Retailers Fig.2.12. Staff attending training in topics related to the shop and the assortment
Retailers Fig.2.13. Topics regarding retailers training on business development
Fig.2.14.1. Becoming a trainer in organic retailing Retailers
Fig.2.14.2. Topics of interest to provide training in Retailers
Fig.2.15. Types of training tools preferred in organic retailing training Retailers
Generally, the retailers interviewed did like the Quality Handbook as a whole and the idea of introducing the Quality Assurance System (QAS) in organic retail training was welcomed. It was common expression that this is very important activity, especially in a situation when the organic sector in the country is not well-developed and particularly organic trade and specialised training related to it.
Fig.3.13. Answers to the question “Would you consider any additional content regarding the special conditions and requirements in your country?” Trainers
The results showed good opportunities for application of the Quality Handbook and the Quality assurance system in organic retail training in the country just with some small changes and adaptations to the national environment. It means that this would be an internationally established standard applied in Bulgaria and giving the bases for comparisons and recognition of qualifications.