chan2002

Applying QFD in the clothing manufacturing sector:
a case study on improving a distance-learning
program in Hong Kong
K. Chan
Institute of Textiles & Clothing, The Hong Kong Polytechnic University,
Hung Hum, Hong Kong
S.F. Chan
Institute of Textiles & Clothing, The Hong Kong Polytechnic University,
Hung Hum, Hong Kong
Catherine Chan
Institute of Textiles & Clothing, The Hong Kong Polytechnic University,
Hung Hum, Hong Kong
Keywords
Quality function deployment,
Clothing industry,
Distance learning, Kaizen,
Hong Kong
Abstract
This paper describes a project
which uses the quality-functiondeployment technique to improve
a distance-learning program,
operated by a government training
organization in Hong Kong, for
junior staff in the clothingmanufacturing industry. The scope
of this study is twofold: it
identifies 12 appropriate study
modules for modifying the course
content; and it identifies the kinds
of supporting services which help
students to study the course. An
evaluation is made of the existing
study modules and supporting
services that are identified as
successful. Suggestions are made
regarding bridging the gap
between importance and
satisfaction for some of the
important quality dimensions. The
methodology attempts to
translate customers' voices into
various design features of the
products and services in order to
prepare the course for continuous
improvement.
Managerial Auditing Journal
17/1/2 [2002] 86±91
# MCB UP Limited
[ISSN 0268-6902]
[DOI 10.1108/02686900210412298]
[ 86 ]
Introduction
Quality has become the most important
factor in the global competition today.
Increasing demand for quality by customers
has caused more and more companies to
realize that they have to provide quality
products and/or services for competing in
the marketplace successfully. To meet the
challenge of this global revolution, many
businesses have introduced quality
initiatives and adopted total quality
management (TQM) strategies. Quality
Function Deployment (QFD) is one of the
TQM techniques which is a customeroriented approach for translating customers'
voices into various design features of
products and services.
Background of the study
Since the transformation from being a
manufacturing center to a servicing center in
late 1980s, the kind of manpower required by
the Hong Kong clothing industry has been
changing dramatically from blue-collar to
white-collar. To cope with the change, a
government training organization
introduced a distance-learning program for
the local clothing industry in 1995. The target
customer group is junior staffs of the clothing
industry. The course has been operated for
over five years. Although the reaction is
acceptable, when compared to other similar
part-time courses of the organization, it is
undeniable that there is room for
improvement. The course has been facing a
problem of relatively low industry
recognition. The management believes that it
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is the time to take an overall review for
making some improvement in order to grow
and prosper. This study is going to use the
TQM technique of quality function
deployment (QFD), to make improvements
for the program.
Project objectives
The objectives of this study are twofold. The
first objective is to identify appropriate
modules for strengthening the course content
so as to help in enhancing the working
capabilities of junior clothing-related staffs of
the industry. The second objective is to
strengthen appropriate kinds of supporting
services to be provided by the course so as to
assist students in studying the course.
QFD
QFD stresses cross-functional integration
and its intent is to incorporate the ``voice of
customer'' into all phases of product
development and production cycle through
planning and into the marketplace (Shin et
al., 1998). There are three major objectives of
QFD ± to identify who is the customer, what
the customer wants and how to fulfill the
customer's wants (Zairi and Youssef, 1996).
Essentially, QFD is part of TQM to ensure
that the product meets customers'
expectations. QFD matches customers'
requirements with the necessary
corresponding system design elements. The
priority of the system design elements
enables efforts and resources to be
concentrated on improving these in order to
effectively meet customers' needs (Ermer,
1995). The main tool of QFD, the QFD matrix
commonly known as the house of quality
(HOQ), provides a powerful graphical display
that is able to condense an extensive amount
K. Chan, S.F. Chan and
Catherine Chan
Applying QFD in the clothing
manufacturing sector: a case
study on improving a distancelearning program in
Hong Kong
Managerial Auditing Journal
17/1/2 [2002] 86±91
of information and depict interrelationships
between the various elements.
Applications of QFD in education
Following the widespread application of QFD
for developing products and services in
various industries, higher education is one of
the recent areas in which its potential has
been challenged. There are several examples
of QFD technique being applied in education;
for instance, Hillmer et al. (1995) reported an
attempt to apply QFD for evaluating an MBA
education in which the requirements of
various groups of customers of the program
were sought. In the paper they explored the
application of QFD and illustrated the stages
in great detail. At the end they discussed how
to use the derived information from QFD to
improve the delivery of the MBA program
and how to evaluate the success of the
process undertaken. Wiklund and Wiklund
(1999) also reported a successful application
of QFD for improving the courses of Division
of Technology and Statistics at University of
Technology of Sweden. They remarked that
the early involvement of students in course
development had facilitated the
identification of underlying reasons for
dissatisfaction. Not only had the efficiency of
continuous improvement improved, the
systematic structure of QFD had driven the
work forward and was generating new ideas
all the time.
With reference to the experiences shared
from other papers of using QFD to improve
various educational courses, this research
project planned to attempt to use QFD for
improving a distance-learning program that
was exclusive for the clothing industry in
Hong Kong.
Identifying appropriate study
modules to be offered by the course
The aim of this part is to identify 12
appropriate study modules to be offered by
the program that could help to enhance
working capabilities of junior merchandisers
in the clothing industry.
Methodology
The survey was divided into two parts. The
first part consisted of two questionnaires, A
and B, which were used to find out working
activities of junior merchandisers.
Questionnaire-A was to be completed by the
merchandising managers of clothing
companies and Questionnaire-B was to be
filled by individual junior merchandisers.
The second part of the survey, to be done by
the QFD team members, was to assign
importance values for customer
requirements against design elements of the
QFD matrix. Working activities of junior
merchandisers would be the customer
requirements whilst study modules would be
the design elements for the HOQ. The
correlation scale 9-3-1, with strong (weight of
9), medium (weight of 3), weak (weight of 1)
and no relationship, was used to describe the
relationship between each design element as
it intersected with each customer
requirement. The results on the bottom of the
QFD matrix included absolute values and
relative rankings of importance that enabled
us to focus on those study modules that were
the most important for meeting customer
requirements effectively (Table I).
The course at present consists of 11 study
modules, five core and six elective modules.
Before the start of this study, the
management discussed and agreed to expand
the program to 12 modules ± five core and
seven elective modules. Based on the QFD
results in Table I, 12 study modules are
proposed in accordance with the exciting
program structure as well as their
importance ranking on the resulting QFD
matrix. It is suggested to drop the existing
Module 1 (Hong Kong Clothing Industry)
since it could not provide immediate and
significant benefits to the students. Two
modules, ``Module 25 ± Computing
Application for Clothing Management'' and
``Module 18 ± English Clothing Terminology''
are suggested to be added to the program.
Since Module 25 ranked first in the QFD
matrix, it was important enough to be added
as a core module for replacing the to-bedropped Module 1. Module 18 will be
introduced as an elective module. Table II
summarizes the proposed new program
content.
Identifying effective kinds of
supporting services to be provided
The aim of this part was to identify
appropriate kinds of supporting services to
be provided by the course for assisting
students on meeting their learning objectives
effectively.
Methodology
The methodology of this part was same as
described earlier. In the QFD matrix,
customer requirements (learning objectives
of the course) were listed as rows whilst the
first column was used to list the importance
of each requirement. The other columns
specify the design elements (supporting
services) that were required to meet the
[ 87 ]
[ 88 ]
A
2
1
3
5
3
6
1
3
5
5
1
5
5
6
9
4
Develop new customers
Participate in promotion activities such as
exhibitions, fashion show and campaigns,
etc.
Work with buyers/designers on product
development
Source materials
Source vendors
Arrange materials and production for
marketing samples such as salesman and
photo samples
Arrange quota classifications at Trade
Department
Prepare production costing for quotations
Prepare quotations to buyers
Negotiate prices and deliveries with
buyers/vendors
Execute vendor appraisal
Arrange materials and production for bulk
orders
Process orders for vendors
Prepare production orders
Execute/follow up lab dip approvals
Conduct fittings
3
9
B
1
1
3
3
1
1
9
3
C
1
9
9
3
3
1
9
1
1
D
1
1
1
1
3
3
1
3
1
3
9
9
3
E
3
1
3
3
3
1
1
1
1
3
F
3
3
3
3
9
3
1
3
G
3
3
3
3
9
3
1
3
3
H
9
3
9
I
1
1
1
9
3
3
1
3
1
9
3
3
3
J
3
3
1
9
9
9
K
1
1
1
1
9
1
L
3
9
1
1
3
M
1
1
1
3
3
9
N
3
1
1
1
3
9
9
O
3
1
3
9
3
P
1
1
3
3
3
9
9
9
Q
3
1
3
9
9
3
R
3
3
3
3
3
1
1
1
1
9
3
3
S
3
3
3
3
3
3
3
9
3
T
3
1
1
1
3
9
U
3
1
3
1
3
V
3
W
Managerial Auditing Journal
17/1/2 [2002] 86±91
Study modules
Working activity of junior merchandisers
Table I
QFD matrix for the study modules of the course
3
3
1
1
X
9
9
3
9
9
9
3
3
3
Z
(continued)
3
3
3
1
1
Y
K. Chan, S.F. Chan and
Catherine Chan
Applying QFD in the clothing
manufacturing sector: a case
study on improving a distancelearning program in
Hong Kong
9
8
6
6
9
4
4
1
2
1
1
Execute/follow up pre-production sample
approval
Execute/follow up accessory approvals
Prepare/follow up production
specifications
Interpret lab-testing reports
Oversee production schedules
Coordinate/execute quality audits of
incoming materials
Coordinate/execute in-line and final
quality audits of clothing products
Handle L/C
Prepare import/export documents
Arrange quota for shipments
Arrange flights for shipment
1
3
1
3
1
3
1
E
9
9
3
3
9
9
F
3
3
3
3
G
3
3
3
3
H
1
1
3
I
4
3
2
7
5
12
6
13
86
1
3
1
1
1
1
J
21
50
1
1
K
19
59
L
21
50
M
18
67
3
N
1
1
P
14
9
81 169
1
1
3
O
R
1
1
3
1
3
S
16
8
10
78 191 132
1
1
3
1
3
1
1
1
Q
15
79
3
3
1
T
24
37
1
1
1
U
23
48
V
19
59
9
9
9
9
W
1
3
Y
17
1
73 410
3
3
X
3
3
3
3
1
1
9
3
3
3
Z
Notes: A = Importance level, B = Hong Kong clothing industry, C = Clothing product development, D = Operation of clothing factory, E = Fabrics and accessories, F = Quality control,
G = Clothing manufacture, H = Knitwear process, I = Pattern making, J = Garment merchandising, K = Clothing marketing, L = Fashion CAD system, M = Garment costing and cost control,
N = Introduction to fashion industry, O = Clothing business, P = Fashion design, Q = Elementary English writing skills, R = Oral English for apparel merchandisers, S = English clothing terminology,
T = Putonghua, U = Sewing practice, V = Apparel retailing, W = Import/export practices, X = Principles of supervision, Y = Introductory management,
Z = Computing application for clothing management
11
25
9
1
D
21 131 209 247 343 192 207 109 206
3
3
1
1
C
Relative
B
Absolute
Working activity important ranking
A
Managerial Auditing Journal
17/1/2 [2002] 86±91
Study modules
Working activity of junior merchandisers
Table I
K. Chan, S.F. Chan and
Catherine Chan
Applying QFD in the clothing
manufacturing sector: a case
study on improving a distancelearning program in
Hong Kong
[ 89 ]
K. Chan, S.F. Chan and
Catherine Chan
Applying QFD in the clothing
manufacturing sector: a case
study on improving a distancelearning program in
Hong Kong
Managerial Auditing Journal
17/1/2 [2002] 86±91
customer requirements. Again, the
correlation scale 9-3-1 was used to describe
the relationship between each design element
as it intersected with each customer
requirement. The results on the bottom of the
QFD matrix included absolute values and
relative rankings that enabled us to focus on
those supporting services that were most
important for meeting students' learning
objectives. Table III illustrates the resulting
QFD matrix.
Repackaging and making improvements
for supporting services
Based on the QFD result on identifying
effective kinds of supporting services to be
provided by the course in Table III, the QFD
team held a discussion about repackaging
and improving the supporting services. All
Table II
Proposed study modules for modifying the program content
Core/elective
Module name
Core modules
Computing application for clothing managementa
Clothing product development
Operations of clothing factory
Fabrics and accessories
Quality control
Clothing manufacture
Knitwear process
Pattern making
Garment merchandise
Clothing marketing
Fashion CAD system
English clothing terminologya
Elective modules
members consented that company/factory
visit would not be considered to be added to
the course at this moment. Besides the fact
that its importance ranking was relatively
very low, the QFD team had some reservation
about seeking company and/or factory
support. Nevertheless, it was agreed to keep
the telephone and fax counseling for the
course. Not merely is the cost involved for
this supporting service is negligible, but the
cancellation might arouse student
dissatisfaction even if they do not use it
frequently. Under the big thrust of Internet,
the course has started to offer e-mail
counseling; this is just another channel for
students to counsel tutors whilst the costs to
be involved is negligible.
Conclusion
This research project has demonstrated that
the application of QFD as a TQM tool for
redesigning an industrial distance-learning
program shows great promise. In future
studies, the correlation between any pair of
study modules will be in turn determined and
represent in the ``roof'' of the HOQ. The
competitive bench marking against any
other distance-learning program of the same
nature will be finished in the ``customer
assessment'' compartment.
QFD shows that the process of ascertaining
customer needs, prioritizing them and
directing resources towards customer
satisfaction is a realizable goal. However,
QFD is only the beginning of the process of
continuous improvement. Every subsequent
Note: a New modules
Table III
QFD matrix for the learning objectives of students on the course
Supporting service
Learning objective
To acquire opportunities for workshop practice
To increase job promotion opportunities
To develop interests in the subjects
To enrich industrial knowledge
To obtain an academic certificate
To learn some new issues of the industry
To expand relationship network
To prepare for multiple career development in the
industry
To collect some learning and reference materials of
the industry
To solve actual work problems
Learning objective importance ranking
Absolute
Relative
[ 90 ]
Importance Study
level
materials Study aids
4
6
4
10
7
5
1
9
9
9
9
1
3
9
9
7
3
3
6
6
9
9
323
1
224
4
276
3
1
Tutorial
classes
3
3
9
9
3
3
Workshop
tutorial
Tel/fax
classes counselling
9
3
9
3
3
3
Library
9
9
3
1
9
3
3
9
9
3
3
9
3
195
5
39
7
307
2
108
6
Company
and/or
factory
visits
3
3
9
3
K. Chan, S.F. Chan and
Catherine Chan
Applying QFD in the clothing
manufacturing sector: a case
study on improving a distancelearning program in
Hong Kong
Managerial Auditing Journal
17/1/2 [2002] 86±91
contact with customers will be an
opportunity for making improvements in
light of customer voices. Customer needs and
perceptions of quality change are requiring
every product and service supplier of every
industry to inquire and to listen, again and
again.
References
Ermer, D.S. (1995), ``Using QFD becomes an
educational experiences for students and
faculty'', Quality Progress, Vol. 28, pp. 131-6.
Hillmer, S.C., Hillmer, B.H., Wilson, B. and
Yochim, J. (1995), ``Applying quality function
deployment to improve an MBA education'',
in Roberts, H.V. (Ed.), Academic Initiatives in
Total Quality for Higher Education, ASQC,
Milwaukee, WI.
Shin, J.S., Fong, K.H. and Kim, K.J. (1998),
``Complexity reduction of a house of quality
chart using correspondence analysis'', QMJ,
Vol. 98 5 No. 4, pp. 46-58.
Wiklund, P.S. and Wiklund, H. (1999), ``Student
focused design and improvement of
university courses'', Managing Service
Quality, Vol. 9 No. 6, pp. 434-43.
Zairi, M. and Youssef, M.A. (1996), ``Quality
function deployment ± a main pillar for
successful total quality management and
product development'', International Journal
of Quality & Reliability Management, Vol. 12
No. 6, pp. 9-23.
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