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Godina (Volume) 14 Broj (Number) 2, April - Juni (April - June)
2017.
67
MAŠINSTVO ASOPIS ZA MAŠINSKO INENJERSTVO
JOURNAL OF MECHANICAL ENGINEERING Godina (Volume) 14, Broj (Number)
2, Zenica, April – Juni (April – June) 2017.
Uredništvo (Editorial): Fakultetska 1, 72000 Zenica Bosnia and
Herzegovina Tel: +387 32 449 145 Fax: +387 32 246 612 e-mail:
[email protected] [email protected]
[email protected]
Osniva i izvršni izdava (Founders and Executive Publisher):
University of Zenica Faculty of Mechanical Engineering Fakultetska
1, 72000 Zenica Bosnia and Herzegovina Recenzioni odbor (Review
committe): Dr. Nermina Zaimovi-Uzunovi, Dr. Fuad Hadikaduni, Dr.
Safet Brdarevi, Dr. Sabahudin Jašarevi, Dr. Nedeljko Vukojevi
Glavni i odgovorni urednik (Editor and Chief): Prof. Dr. Sc. Safet
Brdarevi
asopis izlazi tromjeseno (The journal is published quarterly)
Uredniki odbor (Editorial Board): Dr. Safet Brdarevi (B&H), Dr.
Joe Duhovnik (Slovenia), Dr. Vidosav Majstorovi (Serbia), Dr. Milan
Jurkovi (Croatia), Dr. Sabahudin Ekinovi (B&H), Dr. Gheorge I.
Gheorge (Romania), Dr. Alojz Ivankovi (Ireland), Dr. Joan Vivancos
(Spain), Dr. Ivo ala (Croatia), Dr. Slavko Arsovski (Serbia), Dr.
Albert Weckenman (Germany), Dr. Ibrahim Paši (France), Dr. Zdravko
Krivokapi (Montenegro), Dr. Rainer Lotzien (Germany)
Tehniki urednik (Technical Editor): Prof. Dr. Sabahudin Jašarevi
Štampa (Print): Štamparija Fojnica d.o.o., Fojnica Ureenje
zakljueno (Preparation ended): 30.06.2017.
asopis je evidentiran u evidenciji javnih glasila pri Ministarstvu
nauke, obrazovanja, kulture i sport Federacije Bosne i Hercegovine
pod brojem 651. asopis u pretenom iznosu finansira osniva i izdava.
asopis MAŠINSTVO u pravilu izlazi u etiri broja godišnje. Rukopisi
se ne vraaju
The Journal is listed under No 651 in the list of public journals
in the Ministry of science, education, culture and sport of the
Federation of Bosnia and Herzegovina. The Journals is mostly
financed by founder and publisher. Frequency of Journal MAŠINSTVO
is 4 issues a year. Manuscripts are not returned
asopis objavljuje naune i strune radove i informacije od interesa
za strunu i privrednu javnost iz oblasti mašinstva i srodnih grana
vezanih za podruje primjene i izuavanja mašinstva. Posebno se
obrauju slijedee tematike: - tehnologija prerade metala, plastike i
gume, - projektovanje i konstruisanje mašina i postrojenja, -
projektovanje proizvodnih sistema, - energija, - odravanje
sredstava za rad, - kvalitet, efikasnost sistema i upravljanje
proizvodnim i poslovnim sistemima, - informacije o novim knjigama,
- informacije o naunim skupovima - informacije sa
Univerziteta,
The journal publishes scientific and professional papers and
information of interest to professional and economic releases in
mechanical engineering and related fields. In particular, the
following topics are treated: - Technology for processing metal,
plastic and rubber, - Design and construction of machines and
plants, - The design of production systems, - Energy, - Maintenance
funds for the work, - Quality and efficiency of the system and the
management of production and business systems, - Information about
new books, - Information about scientific meetings - Information
from the University,
68
RIJE UREDNIKA Poštovane kolegice i kolege U 54 broju etrnaeste
godine izlaenja asopisa „MAŠINSTVO“ predstavljamo Vam 4 rada, od
kojih je jedan namjenski napisan za asopis i tri rada preuzeta sa
dvije nauno-strune konferencije, gdje su bili uvodni referati.
Radovi su iz razliitih oblasti mašinstva: Analiza ošteenje koinog
diska koordinatnom mjernom mašinom i 3D modeliranjem (odravanje,
tehnika dijagnostika, modeliranje), poboljšanje strategije
kvaliteta – Opšti cilj, razliite metode (upravljanje kvalitetom),
Evaluacija radne uspješnosti akademskog osoblja (upravljanje
ljudskim resursima u specifinim poslovnim sistemima) te Odravanje i
uinak strojeva na gradilištima (odravanje, upravljanje proizvodnim
sistemima). Takoe Vas informišemo o novoj konstrukciji CNC mašine,
autora Amera Sarajlia, mladog ininjera i uskoro poduzetnika kroz
realizaciju projekta uz pomo Agencije za razvoj ZEDA iz Zenice. Tu
su informacije i o Nauno-strunom skupu QUALITY 2017 i Okruglom
stolu Upravljanje kvalitetom u visokoškolskim organizacijama u BiH.
Na prvoj strani korica predstavljamo jednu Laboratoriju Tehnikog
fakulteta iz Bihaa, a na zadnjoj strani korica predstavljamo jednu
uspješnu BiH firmu iz oblasti metalskog kompleksa. Pozivamo Vas da
date svoj doprinos asopisu Mašinstvo na Vašu korist, korist struke
i nauke.
Vaš glavni i odgovorni urednik Prof. emeritus dr. Safet
Brdarevi
EDITORIAL Dear Colleagues In the 54 issue of the fourteenth year of
publishing the Journal "MAŠINSTVO" we present you 4 papers, one of
which was dedicated to the journal and three papers were taken from
two scientific and professional conferences, where they were
introductory papers. The papers are from different fields of
machinery: Analysis of disc brake fracture by a coordinate
measuring machine and 3D modeling (maintenance, technical
diagnosis, modeling), Improvement of the quality strategy - General
objective, different methods (quality management), Academic staff
performance evaluation (Human Resource Management in Specific
Business Systems) and Maintenance and impact of machinery on
construction sites (maintenance, production system management). We
also inform you about the new construction of the CNC machine, the
author of Amer Sarajli, a young engineer and soon an entrepreneur
through the project implementation with the ZEDA Development Agency
from Zenica. There is also information on the Scientific and
Professional Conference QUALITY 2017 and the Round Table on Quality
Management in Higher Education Organizations in BiH. On the first
side of the hoop we present one Laboratory of the Technical Faculty
from Biha, and on the back of the platform we present one
successful BiH company in the field of metal complex. We invite you
to give your contribution to the Journal Machine for your benefit,
the benefit of the profession and the science.
Your editor in chief Prof. emeritus dr. Safet Brdarevi
SADRAJ
1. Analiza ošteenja koionog diska koordinatnom mjernom mašinom i 3D
CAD modeliranjem Kari A., Lemeš S. 69
2. Strategije poboljšanja kvaliteta Zajedniki cilj i raznovrsnost
naina Hamrol A. 75
3. Evaluacija radne uspješnosti akademskog osoblja – Objektivni
model Dedi E. 81
4. Odravanje i uinak strojeva na gradilištima Vidakovi D., Lackovi
Z., Ivanovi M. 91
Informacije 105
CONTENTS
1. Analysis of Disc Brake Fracture Using Coordinate Measuring
Machine and 3D CAD Modeling
Kari A., Lemeš S. 69
2. Quality Improvement Strategies Common Goal And Variety Of Ways
Hamrol A. 75
3. Academic Staff Evaluation – Objective Model Dedi E. 81
4. Maintenance And Effect Of Machines Worked On Construction Site
Vidakovi D., Lackovi Z., Ivanovi M. 91
Information 105
Instruction for authors 116
Mašinstvo 2(14), 69 – 74, (2017) A. Kari and S. Lemeš: ANALYSIS OF
DISC BRAKE…
69
ANALIZA OŠTEENJA KOIONOG DISKA KOORDINATNOM MJERNOM MAŠINOM I 3D
CAD MODELIRANJEM
ANALYSIS OF DISC BRAKE FRACTURE USING COORDINATE
MEASURING MACHINE AND 3D CAD MODELING
Amel Kari1, Samir Lemeš2 University of Zenica 1Faculty of
Mechanical Engineering 2Polytechnic Faculty Kljune rijei: disk
konice, ošteenje Keywords: disc brakes, fracture Paper received:
27.01.2017. Paper accepted: 19.04.207.
Struni rad REZIME Koioni disk je u toku svog radnog vijeka izloen
razliitim optereenjima koja uzrokuju trošenje koione površine,
deformaciju, promjenu strukture, pojavu zaostalih napona itd. Cilj
ovog rada je mjerenjem ravnosti i potrošenosti koione površine
utvrditi glavni uzrok pojave pukotina na koionoj povšini, te dati
glavne smjernice u cilju produavanja ivotnog vijeka koionog diska i
spreavanja katastrofalnog otkaza. Za mjerenje ravnosti i
potrošenosti koione površine korištena je koordinatna mjerna mašina
Zeiss Contura G2, a podaci su dodatno analizirani u 3D CAD softveru
Solidworks.
Professional paper
SUMMARY A brake disc is exposed to various loads during its
operational life, which cause braking surface wearing, disc
deformation, structural changes, residual stresses etc. The goal of
this paper is to find out the main cause of fractures on braking
surface, by measuring flatness and wear of braking surface, and to
give main guidelines to prolong the operational life and to prevent
catastrophic failures. Measurement of flatness and wear was
performed on coordinate measuring machine Zeiss Contura G2.
Obtained results are then further analyzed using 3D CAD software
Solidworks.
1. INTRODUCTION The main purpose of brake is to decelerate or to
stop the moving vehicle. In that process, friction causes vehicle
deceleration, but also heats the braking system. Braking systems
act as heat accumulators, where kinetic energy is absorbed in
braking systems as heat, or transfers to air by convection. Focus
of this paper is to determine the main cause of brake disc fracture
using coordinate measuring machine Zeiss Contura G2 and 3D CAD
software Solidworks. The analysis was carried out on a brake disc
of Mercedes Atego truck, on which two radial cracks were spotted
(Figure 1). Amongst numerous papers that analyzed this topic, the
work of scientists H. Abendroth, T. Steffen, W. Falter and R. Heidt
should be emphasized. They described in detail the process of
cracks creation in presence of braking load and brake disc
overheating, and they performed the analysis by both numerical and
experimental tests [1].
1. UVOD Osnovna funkcija konice je da uspori ili zaustavi kretanje
vozila. Pri tome se javlja trenje, koje usporava automobil, ali i
zagrijava koioni sistem. Koioni sistemi se ponašaju kao toplotni
akumulatori, u kojima se kinetika energija apsorbuje u obliku
toplote unutar koionih sistema ili se konvekcijom prenosi na zrak.
Ovaj rad je usmjeren na otkrivanje glavnog uzroka otkaza koionih
diskova korištenjem koordinatne mjerne mašine Zeiss Contura G2 i 3D
CAD softvera Solidworks. Analiza je izvršena na koionom disku
kamiona Mercedes Atego, na kojem su ustanovljene dvije radijalne
pukotine (Slika 1.) Od mnogobrojnih istraivanja koji su analizirali
ovaj problem, posebno treba istai rad naunika H. Abendroth, T.
Steffen, W. Falter i R. Heidt, koji su detaljno opisali proces
nastajanja pukotine u prisustvu optereenja i povišene temperature
koionog diska, a istraivanje su proveli i numerikim i
eksperimentalnim provjerama [1].
Mašinstvo 2(14), 69 – 74, (2017) A. Kari and S. Lemeš: ANALYSIS OF
DISC BRAKE…
70
a.) b.) Slika 1. Pukotine na koionoj površini diska (a – vanjska
površina, b – unutrašnja površina)
Figure 1. Cracks on braking surface of the disc (a – inner surface,
b – outer surface)
Convection and conduction heat process inside braking systems were
described in details by A.R. Daudi and M. Narrain, who applied CAE
and FEM technologies in their work [2]. 2. BASIC INFORMATION ABOUT
DISC
BRAKES Main characteristics of disc brakes:
• Simple construction, • Rapid cooling, • Rapid drying, • Braking
intensity control.
Brake disc fracture occurs commonly, and one could search for a
cause in some of the following factors:
• Wear of brake disc, • Surface inhomogeneities (decorative
openings, vents, eccentricity), • Corrosion.
Brake disc wear is an inevitable phenomenon, as a result of
constant friction of brake pads, as well as of multiple machining
process to flatten braking surface. Corrosion is a phenomenon which
every braking system is faced with. If a vehicle is in permanent
use, the braking surface is protected from corrosion by continuous
friction wear. In case of vehicles, that are not being used for a
longer time, corrosion damages braking surface, and the first use
that follows, the damages cause unevenness, rapid wear and
additional heating. Vented brake discs are more exposed to
corrosion, which penetrates into the structure and can cause
fracture. The occurrence of cracks on brake disc indicates that
disc should be replaced. Cracks on the disc cause impacts during
braking, uneven heating and rapid wearing of braking surface, and
all this finaly causes the cracks to rapidly expand in depth of
material. If brake disc with crack is not replaced in a timely
manner, the disc often
Proces konvekcije i kondukcije toplote unutar koionih sistema
detaljno su opisali A.R. Daudi i M. Narrain, koji su u svom
istraivanju primijenili CAE i MKE tehnologije [2]. 2. OSNOVNI
PODACI O DISK
KONICAMA Osnovne karakteristike disk konica:
• Jednostavna konstrukcija, • Brzo hlaenje, • Brzo sušenje, •
Kontrola intenziteta koenja.
Problem pucanja koionog diska je esta pojava u praksi, a uzrok se
moe traiti u nekom od sljedeih faktora:
• Istrošenost koionog diska, • Nehomogenost površine (ukrasni
i
ventilacioni otvori, ekscentrinost), • Korozija.
Istrošenost koionog diska je neminovna pojava, a rezultat je
stalnog trenja disk ploica, ali i višestruke strojne obrade u cilju
poravnavanja koione površine. Korozija je pojava sa kojom je suoen
svaki koioni sistem. Ukoliko je vozilo u stalnoj upotrebi, koiona
površina je zaštiena od korozije zbog stalnog trošenja trenjem. Kod
vozila koja se due vremena ne koriste, korozija napada koionu
površinu ošteujui je, a tokom prve naredne upotrebe tako nastala
ošteenja uzrokuju neravnine, ubrzano trošenje i dodatno
zagrijavanje. Koioni diskovi sa ventilirajuim otvorom su naroito
izloeni koroziji, koja ulazi u strukturu i moe uzrokovati lom.
Pojava pukotine na disku je pokazatelj da je disk potrebno
zamijeniti. Pukotine na disku uzrokuju udare pri koenju,
neravnomjerno zagrijavanje i ubrzano trošenje ploice, a sve to
dovodi do ubrzanog širenja pukotine u dubinu materijala. Ukoliko se
koioni disk sa pukotinom na vrijeme ne zamijeni, esto se desi da se
disk u potpunosti
Mašinstvo 2(14), 69 – 74, (2017) A. Kari and S. Lemeš: ANALYSIS OF
DISC BRAKE…
71
completely falls apart, which can lead to catastrophic
consequences. 3. EXPERIMENTAL DETERMINATION
OF DISC BRAKE FAILURE CAUSE The braking surface flatness was
measured by scanning with circular path of measuring tool. The
measurement was performed by 8 different radii arranged in the
following way:
• The inner surface was measured by circular paths with radii: 250,
270, 310, 330, and 350 mm,
• The outer surface was measured by circular paths with radii: 310,
330, and 350 mm.
Software of the measuring machine allows three- dimensional preview
of the results, but in order to obtain real picture of surface
curvature, further data processing must be done. In order to obtain
a clearer picture of brake disc surface curvature, and since the
surface flatness deviation is not visible by naked eye, measured
coordinates are processed with MS Excel, multiplying the difference
between the mean of z-axis coordinates and the current values of z-
axis coordinates with a certain scaling factor, according to the
expression: ∑ (1) where: k – scaling factor, j - number of the
measured point, n - total number of points, For this example the
scaling factor was k=30.
raspadne, što moe uzrokovati katastrofalne posljedice. 3.
EKSPERIMENTALNO
ODREIVANJE UZROKA OTKAZA KOIONOG DISKA
Ravnost koione površine izmjerena je krunom putanjom mjernog alata.
Mjerenje je izvršeno sa ukupno 8 definisanih radijusa rasporeenih
na sljedei nain:
• Unutrašnja površina izmjerena je na krunim putanjama radijusa
250, 270, 290, 310, 330 i 350 mm,
• Vanjska površina je izmjerena po krunim putanjama radijusa 310,
330 i 350 mm.
Softver mjerne mašine omoguava 3D prikaz rezultata, ali, da bi se
dobila stvarna slika površine koionog diska, potrebno je dodatno
obraditi dobivene rezultate. Da bi se dobila jasnija slika
zakrivljenosti koione površine diska i s obzirom da odstupanje
ravnosti površine nije vidljivo golim okom, izmjerene koordinate su
pomou MS Excel preraene mnoenjem razlike srednje vrijednosti
z-koordinate i trenutne vrijednosti z-koordinate odreenim faktorom
uveanja, prema izrazu: ∑ (1) gdje je: k - faktor uveanja, j - redni
broj izmjerene take, n - ukupan broj taaka, Za ovaj primjer faktor
poveanja je k=30.
Slika 2. Izmjerene take na koionoj površini diska uitane u softver
Solidworks
Figure 2. Measured points on braking surface loaded in Solidworks
software
Mašinstvo 2(14), 69 – 74, (2017) A. Kari and S. Lemeš: ANALYSIS OF
DISC BRAKE…
72
The coordinates of measured points are imported into Solidworks 3D
model using "Scan to 3D" from the "Add-ins" menu. In this example,
all measured points are loaded together, for better visualisation
of surface curvature (Figure 2). In order to further improve the
surface model created, loaded points were connected into curves,
and a curved surface which closely reflects the actual state of the
curvature of the brake disk surface was created. The curved surface
could be created in several ways, but for this example, function
"Surface Loft" from the menu "Insert Surface" was used. However,
creating surface in this way requires all points measured with the
same measurement radius to be connected with a curve. Even this is
quite a tedious job, the surface created in this way precisely
describes the curvature of the original disc surface. The final
appearance of the surface reveals many minor variations that are
present across the entire surface. However, the most important
thing to note is the curvature of the brake disc surface in the
radial (Figure 3) and polar direction (Figure 4), which are present
on both sides of the disc.
Koordinate taaka se u 3D Solidworks model unose naredbom "Scan to
3D" iz menija "Add- ins". U ovom primjeru su radi jasnijeg prikaza
ravnosti uitane istovremeno koordinate svih taaka obje površine
(Slika 2). S ciljem daljeg unapreenja jasnoe prikaza uitane take su
povezane krivuljama i kreirana je zakrivljena površina koja
priblino prikazuje stvarno stanje zakrivljenosti koione površine
diska. Povezivanje taaka u zakrivljenu površinu mogue je izvršiti
na više naina, a za ovaj primjer korištena je funkcija "Surface
Loft" iz menija "Insert Surface". Meutim, da bi se na ovaj nain
kreirala površina, potrebno je prethodno sve take jedne krunice
spojiti jednom krivuljom. Iako je to dosta zahtjevan zadatak,
površina kreirana na ovaj nain precizno opisuje zakrivljenost
površine. Konaan izgled površine pokazuje mnogo manjih neravnina
koje su prisutne du cijele površine. Meutim, najznaajnije je
primijetiti savijenost površine koionog diska u radijalnom pravcu
(Slika 3) i u polarnom pravcu (Slika 4) koje su prisutne na obje
strane diska.
Slika 2. Zakrivljenost koione površine u radijalnom pravcu Figure
3. Curvature of braking surface in radial direction
Mašinstvo 2(14), 69 – 74, (2017) A. Kari and S. Lemeš: ANALYSIS OF
DISC BRAKE…
73
Slika 3. Zakrivljenost koione površine u polarnom pravcu Figure 4.
Curvature of braking surface in polar direction
Slika 4. Pozicija pukotine na unutrašnjoj površini diska
Figure 5. Crack position on the inner side of the disc 4.
CONCLUSION The appearance of radial cracks could be directly
related to curvature in radial direction, because of which uneven
pressure of braking pads on disc surface causes additional bending
stresses (Figure 3). Curvature in polar direction (Figure 4) causes
impacts and vibrations, which have additional negative influence on
braking disc stress state. Impacts cause dynamic load, which causes
cracks even with normal load intensity, and it also causes faster
propagation of cracks. Overheating, as a main cause of braking
surface deflection, could be prevented by regular cleaning and
corrosion protection of venting opening whenever brake pads are
replaced. Installation of sensors that would signal overheating of
brake disc would almost completely eliminate the problem of
overheating. Bimetal switches which would trigger the alert sound,
or turn on signal light in
4. ZAKLJUAK Izgled radijalnih pukotina moe se direktno povezati sa
savijenošu u radijalnom pravcu usljed koje neravnomjeran pritisak
koione ploice uzrokuje dodatne savojne napone (Slika 3). Neravnost
u polarnom pravcu (Slika 4) je uzronik udara i vibracija koje
dodatno negativno utiu na naponsko stanje diska. Udari uzrokuju
dinamiko optereenje koje dovodi do pojave pukotina ak i pri
normalnom optereenju, a dodatno pospješuje i propagaciju pukotina.
Pregrijavanje kao osnovni uzrok pojave neravnina na koionom disku
moe se sprijeiti redovnim išenjem i zaštitom od korozije
ventilirajueg otvora pri svakoj izmjeni koionih ploica. Ugradnja
senzora koji bi signalizirali pregrijanost koionog diska bi skoro u
potpunosti eliminisala problem pregrijavanja. Kao senzori mogle bi
se koristiti i bimetalne
Mašinstvo 2(14), 69 – 74, (2017) A. Kari and S. Lemeš: ANALYSIS OF
DISC BRAKE…
74
case of overheating, could also be used as sensors. In case of
modern car models with central coumputer, brake disc overheating
could be signalised on central display.
sklopke, koje bi u sluaju pregrijavanja proizvodile upozoravajui
zvuk ili bi upalile signalnu lampicu na instrument tabli vozila.
Kod modernijih modela automobila sa centralnim kompjuterom,
pregrijavanje konice bi se moglo signalizirati na centralnom
ekranu.
5. REFERENCES - LITERATURA [1] H. Abendroth, T. Steffen, W. Falter,
R.
Heidt. Investigations of CV rotor cracking test procedures.
Professional Engineering Publishing, 2000. Brakes 2000. pp. 149-
163.
[2] Gajek, A. Testing of ABS operation in stand conditions.
Professional Engineering Publishing, 2000. Brakes 2000. pp. 229-
239.
[3] Reif, Konrad. Fundamentals of Automotive and Engine Technology.
Friedrichshafen, Germany: Springer Vieweg, 2014.
[4] M. Oru, R. Sunulahpaši. Lomovi i osnovi mehanike loma. Zenica:
Univerzitet u Zenici, Fakultet za metalurgiju i materijale,
2009.
[5] Daudi A.R., Narain M. CAE prediction and experimental
verification of maximum temperature of cool running 72 curve fin
brake rotor design. Professional Engineering Publishing, 2000.
Brakes 2000. pp. 123-139.
[6] Wirth A., McClure S., Anderson D.
Thermally sprayed surface coatigs suitable for use in automotive
brake and clutch applications. Professional Engineering Publishing,
2000. Brakes 2000. pp. 175- 185.
[7] Roger L. Vehicle sensitivity to brake torque differences - test
and simulation results. Professional Engineering Publishing, 2000.
Brakes 2000. pp. 239-251.
[8] Koetniyom S., Brooks P.C. , Barton D.C. Finite element
prediction of inelastic strain accumulation in cast-iron brake
rotors. Professional Engineering Publishing, 2000. Brakes 2000. pp.
139-149..
Coresponding author: Amel Kari University of zenica, Mašinski
fakultet Email:
[email protected] Phone: +387 32 449 120
Mašinstvo 2(14), 75 – 80, (2017) A. Hamrol: QUALITY IMPROVEMENT
STRATEGIES…
75
STRATEGIJE POBOLJŠANJA KVALITETA
Adam Hamrol Poznan University of Technology, Department of
Management and Production Engineering Kljune rijei: kvalitet,
kontinuirana poboljašnja, Six Sigma, TQM, Kaizen Keywords: quality,
continuous improvement, Six Sigma, TQM, Kaizen Paper received:
25.04.2017. Paper accepted: 10.05.2017.
Conference paper SUMMARY For about sixty years principles of TQM,
Kaizen, Six Sigma and others continuous improvement strategies
(CIS) play a vital role in quality engineering and management. They
are presented in many books, scientific and professional journals,
consulting companies offers and first of all in the Internet as an
easy tool (almost a patent) for an efficient running a company and
its never ending improvement. The goal of this paper is
presentation and systematisation of relation existing between all
these CIS. It is indicated in the paper that all off them make use
of a common set of principles, methods and tools. Great attention
is paid to one of author’s observation, that CSI allow
professionals (e.g. designers, technologists, managers) more
efficient usage of their knowledge, especially tacit knowledge. It
is stressed their importance in creating a friendly environment for
harmonious development of so called hard and soft skills and
competences. However the condition is a systematic and not
occasional use of them.
Rad sa konferencije
REZIME Prije oko šezdeset godina principi TQM-a, Kaizen-a, Six
Sigma i drugih strategija kontinuiranog poboljšanja (CIS) odigrale
su kljunu ulogu u inenjeringu i menadmentu kvalitete. Predstavljeni
su u mnogim knjigama, naunim i strunim asopisima, konsultantske
firme nude ih prije svega na Internetu kao jednostavan alat (gotovo
patent) za uinkovito poslovanje firme i njeno kontinuirano
poboljšanje. Cilj ovog rada je ppokazati i sistematizovati odnose
izmeu svih ovih strategija kontinuiranog poboljšanja. U radu je
naznaeno da se svi oni koriste zajednikim skupom naela, metoda i
alata. Velika panja posveena jee jednom autorovom promatranju, da
strategije kontinuiranog poboljšanja dopuštaju strunjacima (npr.
dizajneri, tehnolozi, menaderi) uinkovitije korištenje njihova
znanja, posebno tercijalnog (prešutnog) znanja. Naglašava se
njihova vanost u stvaranju prijateljskog okruenja za usklaen razvoj
tzv. tvrdih i mekih vještina i kompetencija. Meutim, stanje je
njihova sustavna i ne povremena upotreba.
1. INTRODUCTION
Principles, methods and tools gathered under names of TQM, Kaizen,
Six Sigma and Lean have been receiving considerable attention and
recognition among practitioners and scientists for several dozen
years. In many sources, such as books, journals, Internet and
offers of counseling companies, they are often presented as the
“golden mean” for constant quality improvement. This means
improving a company, including realized processes, produced goods
or offered services. However, these tools are seen very
differently, as a philosophy, a concept or a
strategy of improvement [5]. Each of these roles has its
justification. They are a philosophy, because they explain a reason
behind the constant improvement. They have a character of a
concept, because they give a general idea of improvement and allow
selecting what is the most beneficial for a given company. Lastly,
they are strategies, as aim of their use is obtaining competitive
advantage.
TQM, Kaizen, Six Sigma and Lean are products which are greatly
advertised and sold, but they are too often taken without any
criticism whatsoever. Poland is a good example for this.
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Experiencing with them in Poland began when the command economy,
dominated by orders and controlled distribution, ceased to exist.
During transition into the market economy, Polish companies have
been greedily acquiring all the novelties arriving from the western
countries [6]. The companies introducing their departments in
Poland have transferred ready organizational solutions, as well as
elements of their work culture alongside technologies and machines.
It should be acknowledged that it gave us a mighty impulse for
development [1]. However, this enthusiasm suppressed any critical
attitude in majority of managers. A wonderful idea by Deming to
name the cycle of efficient operation as the PDCA cycle was
acknowledged without any criticism – if possible, managers wanted
to explain everything what was to be done in companies on the basis
of its principle. In a nutshell, people believed and often still
believe that everything that comes “from there” is better, more
effective and efficient.
Of course, it must be admitted that what is proposed, for example,
by the Japanese school, is worth respecting. But the Japanese
methods are not a panacea. Being able to appreciate achievements of
others, we must be also able to look on them with a healthy dose of
criticism and look for our own way, if they do not fit into our
conditions. The more so that in the past, also during the command
economy era, Polish scientists and practitioners had some brilliant
ideas for improving operation of companies. Today, we have enough
knowledge and many own experiences to present courage of own
interpretation and implement own solutions, also in scope of
organization and management of a company, fitting our
organizational and work culture.
2. STRATEGIES OF EXPEDITIOUS OPERATION
As regards the TQM, Kaizen, Six Sigma, Lean and ISO 9000, their
importance in continuous improvement is emphasized [2,3,7]. They
also have a strong position for application during phases of
ensuring and maintaining proper conditions for realization of
processes [2]. That is why the author calls them the Strategies of
Expeditious Operation (SEO). The notion of
1 The Bourgeois Gentleman, Molière, 1670
“expeditious operation” is broad enough to contain effects of all
the activities in a company –not only concerning the improvement.
They are a support in each phase of the Product Life Cycle (PLC).
Tools and methods of Lean and Six Sigma are irreplaceable in
ensuring proper conditions, while standardized management systems,
such as systems compatible with ISO 9001, are helpful in
maintaining them. Aim of all the described concepts – although to a
various degree – is quality improvement, lowering of costs and
supplying products in time.
It must be clearly emphasized, that founding rules of SEO were used
since the very first moment the human started to consciously manage
resources at his disposal. That is because they are based on common
sense and result directly out of practice of daily work. Everyone
wants to lose as little time and money as possible, avoid wastage,
which is applying the main Lean principle in daily life. Everyone,
before deciding about any change, first defines a need for it and
then tries to assess both possibilities and potential risks of its
implementation. Consequently, the change is introduced and then an
evaluation is formulated whether it was beneficial or not.
Therefore, PDCA cycle is unconsciously realized. Often we determine
the weakest links in a stream of our daily activities, e.g. by
avoiding particularly crowded junctions or by leaving at a specific
day time to avoid traffic jam – in other words, we utilize the Lean
principles. We try to introduce small improvements around ourselves
to help in our daily lives, inadvertently creating new Kaizen. The
TQM also accompanies us secretly in our daily life. An example
could be engaging the whole family in organization of Christmas
holidays, with more or less aware attempt to reinforce bonds and
improve mutual understanding. It is probably appropriate to compare
it all to a famous quote from Molière – “Good heavens! For more
than forty years I have been speaking prose without knowing it.”1
Through analogy to the Molière character, we have been always
applying TQM, Lean, Kaizen but only when they were named, we
realized their significance.
SEO are not scientific theories, they are above all a set of
practical rules and principles and methods and tools of continuous
improvement, aiding them on an operational level. They
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developed spontaneously, they had and still have hundreds of
interpreters. That is why their recognition is fuzzy and ambiguous.
For some, Kaizen is part of Lean and for others – the other way
around. For many, the TQM is an organized system, for some – it is
a set of rules to obey. There can be an impression that “everything
is everything”. On the other hand, there is nothing wrong with it,
as not the whole concepts of Lean or Six Sigma are used daily, but
rather specific tools and methods related to them, such as the
control chart, Pareto analysis, Kanban or SMED – how to use them is
beyond any doubt. But this lack of agreement regarding the
nomenclature is a certain hindrance in communication between both
practitioners and theoreticians of continuous improvement.
Despite existing differences, SEO are complementary towards each
other. Relations between the strategies can be schematically
presented as in Fig. 1 and describe as a commentary below:
“High efficiency of operations is a challenge for each company. The
effects do not come by themselves, hard work is necessary.
Achieving, maintaining and improving high efficiency can be
imagined as rolling a stone upwards a slope. Height of the stone is
here a metaphor for efficiency and the slope – difficulties which
are to overcome while maintaining and improving it. A moment of
hesitation and the stone goes down. Maintaining of achieved level
and improving it cannot be stopped – being aware of this means
building the TQM. The TQM creates a thought climate from the
client’s viewpoint – fulfilling his requirements. But the TQM is,
to a large extent, a way of building good solutions by convincing,
influencing and calling to
consciousness of employees. An ally, a partner and in many cases an
equivalent of the TQM thinking is the Kaizen culture – allowing to
smoothen the road, to reduce roughness. After certain time, TQM and
Kaizen may become insufficient. That is why good practices and
effective solutions must be solidified. The “solidifier” role is
played by the standards, it is the best if they are created
according to guidelines and requirements by a known other standard
– the most recognized one is the ISO 9000. Implementation of a
standard is a support (illustrated by the “wedge” in the Figure),
preventing sliding of the cylinder of efficiency (expeditiousness,
effectiveness, benefit).
The TQM and Kaizen build a friendly environment for achieving high
expeditiousness of operations. However, they are not aggressive
enough towards the costs. In this scope, they are aided by Lean,
TOC and Six Sigma. They underline significance of financial side of
the improvement, simultaneously making the road to high efficiency
less steep (inclination of the slope is reduced) and they give
additional impulse for improvement (the Six Sigma pushes the
cylinder of efficiency), not in the role of the proverbial
Sisyphus, but as an efficient tool.” Even if the narration
presented above is too literary, a little naive and even biased, it
shows that all the strategies of expeditious operation create one
family. And just as in the family, they can live amicably together
(although they do not have to); they can also, as each family
member, lead their own, self-dependent life. But in more difficult
moments, they always support each other.
Figure 1. Relations between TQM, Kaizen, Lean, Six Sigma, TOC, ISO
9001
TQM Kaizen
ISO 9001
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3. PRINCIPLES, METHODS AND TOOLS
The strategies of expeditious operations in themselves only have a
certain potential. They gain operational power only in connection
with rules, and above all tools and operational methods. However,
they must be applied regularly and consistently, not only from time
to time. According to a known old German proverb, “Uebung macht den
Meister”, meaning “practice makes perfect”. This proverb refers to
a concept, which is known as the daily practice. Practice is a set
of activities performed regularly in certain situations. In a
specific operation, practice is skills and knowledge gained through
multiple and continued performance.
Following this trace, it can be said that a strategy, a rule, a
method or a tool becomes a practice in a company, if it is
regularly applied and is an element of daily routine of employees
and managers. In such case it becomes a Practice of Expeditious
Operation (PEO), if, thanks to its application, human performance
efficiency, as well as operational and business efficiency of
processes and a whole company are increased. Thanks to application
of PEO, professional mastery of employees can be better used for
company’s benefit.
Assigning a specific PEO to a particular group is a result of its
properties [5,8]. As follows:
- strategy is distinguished by a certain general idea, concerns a
whole company (is not related to any particular area of activity of
a company), its realization requires rules, methods, tools and
guidelines,
- rule – indicated that certain activities and attitudes are good
for achieving intended results,
- method – is a determined methodology of operation, concerns
particular area of operation of a company, its realization requires
certain tools,
- tool – just as a method, it has determined methodology of
operation, but it is usually simple and does not require use of
other tools (tools are usually intuitive in use).
It should be underlined, that definite majority of tools were
invented before popularization of the improvement concept, see
Fig.2. Today, a given tool and method can be assigned to many
concepts, similarly as a given concept is assigned to many methods
and tools.
Figure 2. Evolution of chosen strategies, methods and tools of
expeditious operation
Incubation time of strategies for expeditious operation
Basic Statistical Tools Design of Experiments
Pareto Principle PDCA Control Chart Sampling – quality
control
Kanban FMEA Poka Yoke
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Relying on certain elaborations, it can be said that all concepts
use all tools and methods. Indeed, there is a lot of truth in this
statement. However, disputing how a given company, declaring that
it applies TQM rules, can implement a specific tool (e.g. TPM)
which is not an essence of TQM, is a discussion of purely academic
character. On the other hand, saying that we use TPM in TQM is a
certain infelicity. But if it helps thinking or acting towards
improvement, it should be of no concern. 4. SYNERGY OF SEO
AND
OCCUPATIONAL PROFICIENCY Tools and methods of Lean, Kaizen or Six
Sigma are often used with an intention of improving products,
operations and processes, which are, simply saying, designed in an
incorrect way. Such a proceeding can hardly be named improvement,
it is merely a form of repair. That is because the described
concepts are not a cure for all or most of a company’s problems, as
sometimes suggested by neophytes and specialists from consulting
companies’, often really believing in it. In reality, these methods
are just a support for design engineers, process engineers,
salesmen, IT specialists, planners etc. That is because performing
of daily duties relies on fundamental professional preparation,
regarding basic activity of a company. Its success is dependent on
professional knowledge and competences of employees.
Sometimes it resembles an approach of a tribal shaman (healer), who
does not know fundamentals of human anatomy and physiology and
still attempts to heal people. Nowadays, when companies aim at
being “lean”
and friendly for their stakeholders (employees, society,
environment), mere mastery in a given profession is not enough to
achieve high operational expeditiousness of processes (higher than
competitors). Today, operational expeditiousness means more than,
e.g., in 70s of XXth century. In that time, it meant mostly
supplying products with a competitive price (in the market economy;
the command economy was ruled by different principles). Today,
operational expeditiousness comprises also minimization of wastage,
limiting influence on natural environment and creation of human-
friendly environment. There is no way it can be achieved without
extra competences. In a modern company, even someone of very high
professional qualifications, a true master in operations regarding
a given profession, must take care of the so-called soft
competences, which are skills such as cooperation, time management,
work organization, creativity, learning, communicating etc. It is a
frequent case, when a brilliant specialist loses its market
position with a worse one, but distinguished by soft competences.
The soft competences – in comparison with the hard ones – are less
dependent on knowledge. They depend highly on character, temper,
attitude, openness for change, willingness for cooperation etc.
They are gained through operations requiring creativity, teamwork,
attempting endeavors with results dependent not only on knowledge
and professional skills, but also on being open and flexible. The
TQM, Kaizen, Lean, Six Sigma, Theory of Constraints together form a
brilliant environment for its harmonious and synergic development,
see Fig. 3.
Figure 3. Synergy of SEO
Synergy
Soft competences
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5. REFERENCES - LITERATURA [1] Boek M., Hamrol A.: Analysis of
efficiency
of Lean Manufacturing and Six Sigma in a production enterprise,
Management and Production Engineering Review – MPER, No. 3,
2012
[2] Cox J., Schleier J., Handbook: Theory of Constrains, McGraw
Hill, 2010, New York.
[3] Deming W.E. Out of the crisis, The MIT Press1982, London
[4] Goldratt E.M.: The Goal, North River Press 2005, Great
Barrington
[5] Hamrol A.: Strategies and practices of efficient production.
Lean, Six Sigma and others, Scientific Publishing House (PAN).
Warsaw 2015
[6] Hamrol A.: How political and economic circumstances can
influence pursuits of excellence in quality management, TQM&BE,
volume 2, 2011
[7] Oakland J.S.: Total Organizational
Excellence, Butterworth Heineman 2007 Oxford
[8] Starzynska B, Hamrol A.: Excellence toolbox: Decision support
system for quality tools and techniques selection and application,
Total Quality Management & Business Excellence, 2013, Vol. 24,
No. 5.
Coresponding author: Adam HAMROL, prof. dr hab. in. Poznan
University of Technology Department of Management and Production
Engineering ul. Piotrowo 3, 60-965 Pozna tel.: +48 61 665 27
74
Rad je objavljen na Konferenciji „QUALITY 2017“, Neum 17-20 May
2017 The paper was published at the Conference “QUALITY 2017”, Neum
17-20 May 2017
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ACADEMIC STAFF EVALUATION – OBJECTIVE MODEL
Enes Dedi University of Biha Kljune rijei: evaluacija, radna
uspješnost, akademsko osoblje, visokoškolske ustanove Keywords:
evaluation, job performance, academic staff, higher education Paper
received: 16.04.2017. Paper accepted: 10.05.2017.
Rad sa konferencije REZIME Evaluacija radne uspješnosti akademskog
osoblja predstavlja poseban izazov u visokoškolskom obrazovnom
sistemu u Bosni i Hercegovini. Ustaljena praksa samopredstavljanja
apsolutnog autoriteta na javnim visokoškolskim ustanovama je poela
slabiti pojavom privatnih visokoškolskih ustanova na kojima su
poslodavci traili rezultate, predstavljali svoja oekivanja, ali i
zahtjeve studenata. Suoeni sa novim razvojem u ovoj oblasti, lanovi
akademske zajednice se nalaze pred velikom nepoznanicom i strahuju
da bi se primjenom raznih modela ustvari iskrivila slika njihovog
doprinosa, vrijednosti uinka i zasluga, te shodno tome i ukinule
ili problematizirale beneficije koje koriste. Ovaj rad daje
detaljan pregled stanja, oekivanja i zahtjeva za ispravno
postupanje, te predstavlja jedan objektivni model.
Conference paper
SUMMARY Academic staff evaluation poses a unique challenge in
higher education system in Bosnia and Herzegovina. The established
practice of self- representing the absolute authority in public
higher education institutions attenuated by the emergence of
private higher education institutions where the employers sought
for the results, expressed their own, as well as students’ demands.
Encountered with new development in this domain, the members of
academic community are facing an unknown and are feared that the
application of various models would in fact deteriorate the image
of their contribution, the value of their results and credits, and
consequently recall or query the benefits at their disposal. This
paper provides a detailed overview, expectations and demands for
proper practice, and represents an objective model to be
used.
1. TERMINOLOŠKE DILEME EVALUACIJE
Vrjednovanje rezultata rada predstavlja neizostavnu aktivnost svake
radne organizacije, bez obzira na vrstu poslova i djelatnosti
kojima se bavi. Iako ocjenjivanje rada akademskog osoblja nije
potpuno usvojena praksa, ono je postalo svakodnevnica i ovaj rad
pokušava dati odgovore na kljune dileme vezane za ocjenjivanje
radne uspješnosti akademskog osoblja. Potrebno je u uvodu istai da
u našem obrazovnom sistemu, akademsko osoblje, s izuzetkom redovnih
profesora, zakljuuje ugovore na odreeno vrijeme i produenje ugovora
nije uslovljeno iskljuivo uspjehom u nastavnom procesu.
Specifinosti visokog obrazovanja dodatno uslonjavaju ovaj proces,
tako da je pored evaluacije nastavnog rada, potrebno uspostaviti
sistem koji vrjednuje i istraivaki rad i publicistiku,
administrativne
1. TERMINOLOGICAL EVALUATION DILEMMAS
Evaluation of performance results represents a required activity of
every working organization, no matter what the type of business or
work. Even though academic staff evaluation is not absolutely
accepted practice, it has become a part of everyday life so this
paper tries to answer the key dilemmas related to academic staff
performance evaluation. It must be stressed in this introduction
that in our educational system, academic staff, except for
full-time professors, sign definite duration contracts and contract
renewal is not related only to teaching success. Specific features
of higher make this process even more complicated, so, apart from
teaching evaluation, it is necessary to establish a system of
evaluating research, publications, administration and wider
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aktivnosti, te doprinos razvoju društva u cjelini. Akademsko
osoblje je svjesno potrebe evaluacije kvaliteta svoga rada, ali
istovremeno s teškoom prihvataju modele evaluacije koji su drugaiji
od njihove percepcije „bitnih“ karakteristika rada akademskog
osoblja. Radna uspješnost, odnosno koncepti poput radnog uinka i
rezultata rada su definisani iz nekoliko perspektiva. Mawoli i
Abdullahi [1] predstavljaju više definicija kojima je zajednika
odrednica da radna uspješnost predstavlja mjeru u kojoj zaposlenik
ostvaruje postavljeni zadatak i koliko taj ostvareni zadatak
doprinosi realizaciji organizacijskih ciljeva. Nadalje,
ocjenjivanje performansi obino provodi samo direktno nadreeni, za
razliku od evaluacija akademskog osoblja koje naješe sadre
cjelokupnu sliku koju daju i studenti i radne kolege. Isto tako,
fokus ocjenjivanja performansi je ogranien samo na opis radnog
mjesta, dok se kod evaluacija akademskog osoblja, bez obzira na
nivo i zvanje, vrjednuju najmanje tri razliita aspekta – nastava,
istraivanje i administrativni poslovi. 2. O NASTAVNICIMA I
EVALUACIJI
NASTAVNIKA Upravljanje uinkovitosti zaposlenika i njeno
ocjenjivanje svoje porijeklo ima u industriji, a temeljna
karakteristika je periodinost, koja u odreenim modelima sadri i
definisanje i postavljanje ciljeva. Bush i Middlewood [2] navode da
je formalna, periodina evaluacija nastavnog procesa u SAD
uspostavljena 1970-ih, te su rezultati bili prikladni za
administrativne poslove utvrivanja visina plaa i promocija osoblja,
ali ne i za unaprijeenje nastavne prakse. Ovi autori takoer
predstavljaju injenicu da je uloga nastavnika razliita, tako da je
i ocjenjivanje uinkovitosti nastavnika kontekstualno i kulturološki
uslovljeno. Kao primjer navode se obrazovni sistemi u Africi, Kini
i u nekim Zapadnim crkvenim školama gdje je vjerovanje sastavni dio
osvnovnih vrijednosti, te kao takvo kondicionira sistem evaluacije
uinkovitosti. Obrazovanje je sve više regulirana oblast koja pored
transparentnosti i odgovornosti namee zahtjev argumentirane i
mjerljive pozitivne prakse rukovoenja. Svjedoimo konstantnom
smanjenju raspoloivih finansijskih resursa u javnom sektoru, tako
da su sve glasniji zahtjevi za efikasnijim korištenjem i uporedbom
sa ostvarenim rezultatima. Iz svega proizilazi potreba za
konstantnim unaprijeenjem metoda mjerenja radnog uinka i ostvarenih
rezultata i ishoda.
contribution to society. Academic staff is aware of the need to
evaluate the quality of their work, but at the same time, they have
difficulties accepting an evaluation model different from their own
perception of “relevant” academic staff features. Work efficiency,
namely concepts of job performance and results are defined from
several perspectives. Mawoli and Abdullahi [1] represent several
definitions with a common feature depicted as a measure of
accomplishment of defined tasks and how that tasks contributes to
the overall organizational goals. Furthermore, performance
evaluation is usually performed by only direct supervisor, while
academic staff evaluation entails the entire image created by both
students and colleagues. Moreover, the focus of performance
evaluation is only on working position description, while academic
staff evaluation, no matter what the level or title is, deals with
at least different aspects – teaching, research and administrative
duties. 2. ON TEACHERS AND TEACHER
EVALUATION Employee performance management and its evaluation were
established in industry with periodicity as its basic feature, in
some systems entailing goal setting as well. Bush and Middlewood
[2] state that formal, periodic evaluation of teaching process in
the USA was established in 1970s and the results were appropriate
for administrative tasks like remuneration calculation and staff
promotion, but not for teaching practice enhancements. These
authors also portray the fact that teacher roles are different, so
the evaluation of teacher performance is contextually and
culturally conditioned. Educational systems in Africa, China and
some western church schools, where belief is among basic values,
are mentioned as the examples that condition performance evaluation
systems. Education is more and more regulated profession that,
apart from transparency and responsibility, requires the
argumentative and measurable examples of positive leadership
practices. We are witnessing the constant reduction in available
funds in public financing schemes, so the demands for more
efficient use and results comparison are becoming ever louder. All
these make the need for continuous enhancements of performance and
outcome evaluation methods more apparent.
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2.1. Ciljevi i funkcije evaluacije Ocjenjivanje i evaluacija
nastavnika bi morala unaprijediti uenje, ili barem nastavu.[3]
Stoga, unaprijeenje kvaliteta procesa uenja mora biti prisutno u
bilo kojoj evaluaciji rada nastavnika. Proces evaluacije mora
osigurati ostvarivanje eljenih ciljeva unutar organizacije. Iz
perspektive menadmenta, sistem evaluacije radnog uinka postaje
potpuno besmislen ako nema snagu rezultiranja odgovarajuim mjerama
u interesu VŠU. Mnoge studije u sektoru visokog obrazovanja ukazuju
na duboku podjelu u percepciji izmeu nastavnog osoblja i menadmenta
u pitanjima profesionalne odgovornosti. Problem lei u tome što su
sistemi evaluacije ili previše preskriptivni, oslanjaju se na
brojke, ili su previše uopeni i neodreeni, kao npr. oekivanje da
ocjenitelj da ocjenu od nezadovoljavajui do izuzetno, bez da se
daju jasne smjernice šta te ocjene predstavljaju i na koji nain da
se formiraju. Craftova [4] navodi dodatne razlike izmeu razvojne
evaluacije, formativne, sumativne, evaluacije odgovornosti,
kvalitativne i kvantitativne, te primjene otvorenog ili zatvorenog
pristupa. Sistem evaluacije koji se koristi na VŠU istovremeno
oblikuje radnu kulturu i kvalitet akademskih rezultata te
institucije. Stoga je veoma bitno da VŠU koje ele poboljšati svoje
rezultate u oblasti obrazovanja i uenja studenata moraju
istovremeno razvijati sistem evaluacije nastavnog procesa.[5]
Procesom evaluacije nastavnog procesa mogue je istovremeno
doprinijeti unaprijeenju nastave, nagraditi izuzetne primjere,
prilagoditi zadatke, zaštititi pojedince i ustanove, potvrditi
proces izbora osoblja, zadovoljiti propise i zakone, unaprijediti
procese odluivanja, postaviti osnovu za planiranje karijere, te
doprinijeti radnoj atmosferi i motivisanju. Evaluacija takoer mora
zadovoljiti potrebe profesionalnog razvoja nastavnika, te izbjei
nesklad izmeu linih i prioriteta obrazovne ustanove. Evaluacija moe
posluiti ne samo kao sredstvo identifikacije potreba, ve i za
definisanje potrebnih koraka za ostvarenje tih potreba i
usaglašenih ciljeva. Evaluacija treba rezultirati unaprijeenjem
stanja i/ili oslobaanjem od onih koji ostvaruju prosjene ili
ispodprosjene rezultate.
2.1. Goals and functions of evaluation Assessment and evaluation of
teachers should enhance learning, or at least teaching.[3]
Therefore, the enhancement of quality of learning process must be a
part of any evaluation scheme used for teacher performance
evaluation. The evaluation process must ensure the achievement of
set goals within the organization. From the managerial perspective,
the process of performance evaluation becomes absolutely useless if
it cannot achieve defined goals relevant for a higher education
institution. Many studies in higher education sector indicate wide
divide in perception between academic staff and management, when it
comes to professional responsibility. The problem lies in
evaluation systems that are either too prescriptive and rely solely
on numbers, or are too general and unspecified, e.g. they expect
that evaluator should evaluate between unsatisfactory and exemplar,
without clear guidelines what these evaluations represent and how
should be formed. Craft [4] mentions additional differences between
developmental evaluation, formative, summative, evaluation of
responsibility, qualitative, quantitative and use of open or closed
approach. Evaluation system used at HEI forms the institutional
culture, as well as the quality of academic results of that
institution. Therefore, it is crucial for institutions that want to
improve their results in education and learning to develop the
system of evaluation of educational process as well.[5] The process
of evaluation of educational process provides for teaching
enhancements, rewarding the exquisite examples, adjust tasks,
protect individuals and institutions, confirm staff selection
process, satisfy legal requirements, improve decision making
processes, create foundation for career development and contribute
to the overall working atmosphere and motivation. Evaluation must
also satisfy needs for teacher professional development and avoid
dissonance between personal and institutional priorities. The
evaluation could serve not just as a tool for needs identification,
but also as a tool for defining necessary steps towards realization
of these needs and agreed objectives. It should result in
improvements and/or getting rid of those that achieve average or
under average results.
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2.2. Modeli evaluacije Radni uinak je multidimenzionalan koncept
koji se sastoji od više vrsta ponašanja. Buller [6] predstavlja
„Sveobuhvatni sistem evaluacije akademskog osoblja“ koji je razvio
Raoul Arreola u saradnji sa Lawrence Aleamoni i usavršio 2007.
godine. Znaaj ovakvog pristupa je u tome što smanjuje nivo
subjektivnosti u procesu evaluacije akademskog osoblja. Osnovna
karakteristika ovog modela je proces u osam koraka koji osigurava
maksimalnu sveobuhvatnost i objektivnost evaluacije akademskog
osoblja. Prvi korak zahtjeva da se definiše uzoran primjer
akademskog osoblja. Drugi korak pretpostavlja da se odrede
vrijednosti parametara uzornog modela akademskog osoblja. Trei
korak je utvrivanje svojstava uzornog primjera akademskog osoblja.
etvrti korak je utvrivanje teinskih faktora za svaku komponentu
svojstva, na nain da se odrede prioriteti i teinski faktori svakog
mjerljivog ponašanja. Petim korakom se definišu prikladni izvori
informacija, odnosno naini praenja i mjerenja ovih ponašanja.
Šestim korakom se odreuju teinski faktori izvora informacija, te se
odreuju prioriteti i teinski faktori za svaki izvor informacija. U
sedmom koraku se odreuje nain na koji e informacije biti
prikupljane. Osmim korakom je predvieno upotpunjavanje sistema na
nain da se prikupe informacije, analiziraju i izvjesti o
rezultatima. Pa ipak, ovakav model nee dobiti podršku svih,
posebice akademskog osoblja iz podruja humanistikih nauka, koji se
generalno protive kvantifikaciji kojom se iskrivljuje stvarna slika
kompleksnosti uloge akademskog osoblja. Türk [7] navodi da se
evaluacija nastave prati kroz broj sati nastave i broj uspješnih
kandidata u procesu mentorstva, prilagoeno na osnovu nivoa nastave
i jezika. Takoer, u obzir se uzima broj publikacija u referentnom
periodu, prilagoen na osnovu kvaliteta objavljene publikacije.
Ocjena postignuta evaluacijom moe biti korigovana na osnovu
kvalitativnih pokazatelja koji nisu zastupljeni u kvantitativnom
mjerenju od strane direktno pretpostavljenog. Ranije je navedeno da
je potrebno osigurati prihvaenost sistema evaluacije meu akademskim
osobljem. Pa ipak, ovdje je nuno istai razlike utemeljene na
kulturološkim osnovama. Odnos prema akademskom osoblju je rezultat
odreenog društva i preovladavajue kulture.
2.2. Evaluation models Job performance is a multidimensional
concept made of several types of behavior. Buller [6] represents
“comprehensive faculty evaluation system” developed by Raoul
Arreola and Laawrence Aleamoni and further improved in 2007. The
importance of such an approach is in its reduction of subjectivity
in academic staff evaluation process. The main feature of this
model is the eight-step process that ensures maximal
comprehensiveness and objectivity in the process of academic staff
evaluation. The first step requires determination of academic staff
role model. The second step assumes determination of parameter
values of the role model. The third step is defining roles of the
role model. The fourth step is determination of role features
weights, in a way to define priorities and weights for every
observable behavior. The fifth step should define appropriate data
source, i.e. the ways to monitor and measure these behaviors. The
sixth step defines weight factors for every information source. In
the seventh step, one should define ways how information should be
acquired. The eighth step assumes completion of the system by
collecting information, analyzing it and reporting on the results.
Nevertheless, such a model will not be accepted by all, especially
by academic staff in Humanities that in general are against
quantification which distorts the true and complex image of
academic staff roles. Türk [7] states that evaluation of teaching
is done through the number of lecture hours and successful
mentoring of students, scaled to the level and language of
instruction. Furthermore, the number of publications in reference
period, scaled to the quality of publication, is also taken into
account. The score achieved in the evaluation process might be
adjusted according to qualitative indicators not present in
quantitative measurements by direct superior. It was mentioned
earlier that the acceptance of evaluation system among academic
staff should be achieved. However, one must be aware of differences
based on cultural differences. Attitudes towards academic staff are
the results of certain societies and overwhelming cultures.
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Tako Bush i Middlewood [2] navode primjere Japana gdje je fokus na
zajednici, a ne na pojedincu, te je kao takav, sistem evaluacije
razliit u odnosu na Zapadno poimanje uloge pojedinca. Drugi primjer
kulturološke razliitosti je evidentan u islamskim društvima gdje se
nastavnik doivljava kao drugi otac, te se shodno tome i poštovanje
i odnos prilagoava, tako da je detaljna evaluacija rada nastavnika,
ne samo skoro nemogua, ve i antiislamska. Direktan primjer su
medrese u Pakistanu gdje vjerska percepcija uslovaljava sve druge
aktivnosti, pa tako i evaluacije rada akademskog osoblja. 2.3.
Proces evaluacije Ocjenjivanje radne uspješnosti se bavi procesom
praenja i evaluacije radne uspješnosti s ciljem identifikacije
potreba za unaprijeenja, kao i rad sa zaposlenicima kako bi se
poveala njihova efektivnost i maksimalno iskoristili njihova znanja
i vještine. Pri tome, potrebna je odrednica sistemskog pristupa
ovom pitanju, a u veim organizacijama obavezna je i strunost onih
koji provode proces, kao i poznavanje radnog procesa i radnog
mjesta, odnosno zahtjeva tog radnog mjesta. Buller [6] objašnjava
pristup Greg Martina koji proces evaluacije nastavnog osoblja
predstavlja u etiri osnovna koraka. Prvi korak je definisanje
kriterija po kojima e akademsko osoblje biti evauirano. Drugi korak
je uspostava jasnih standarda za svaki kriterij, odnosno precizno
definisanje šta predstavlja oekivani kvalitet u nastavi,
istraivanju i administrativnim poslovima. Trei korak je
predstavljen odabirom indikatora koji odreuju nivo ostvarene
uinkovitosti. etvrti korak je integracija ostalih relevantnih
informacija u sistem godišnje evaluacije zaposlenika. Nuno je
osigurati da proces evaluacije bude svima jasan i prihvaen, posebno
zbog toga što u ekstremnoj situaciji administracija ustanove moe
otpustiti lana akademskog osoblja koji nikada nee priznati ili
izjaviti da je ostao bez posla zbog lošeg rada ili
nekompetentnosti. Za odranje morala u ustanovi, potrebno je da
ostali zaposlenici budu upoznati sa ovakvom odlukom i razlozima
koji su utemeljeni na pedagoškim standardima, normama i
vrijednostima ustanove, kao i da vide da se pravino
postupa.[3]
Bush and Middlewood [2] mention the examples of Japan where
cultural focus is on the community as such, not the individual, so
the evaluation system as well, is rather different when compared to
Western comprehension of the role of an individual. Another example
of cultural differences is evident in Muslim societies where
teacher is seen as another father, so the respect and attitude
toward the teacher are adjusted accordingly. Detailed evaluation of
teacher performance in such context is, not just almost impossible,
but also anti-Islamic. Direct examples are madrasas in Pakistan
where religious perception precondition all other activities,
including academic staff performance evaluations. 2.3. Evaluation
process Job performance evaluation is about monitoring and
evaluating performance with an objective to identify the needs for
improvements, as well as to work with employees in order to
increase their efficiency and maximize the use of their knowledge
and skills. Therefore, systematic approach is needed and in larger
organizations, also the expertise of those managing the process, as
well as knowledge of work processes, work postions and demands for
those positions. Buller [6] explains Greg Martin’s approach which
presented academic staff evaluation in four basic steps. The first
step is defining academic staff evaluation criteria. The second
step is the establishment of clear standards for each criterion,
i.e. precise definition of what is anticipated quality in teaching,
research and administrative duties. In the third step, there is
selection of indictors that define the level of accomplished
effectiveness. The fourth step is integration of all other relevant
information in the system of annual employee evaluation. It must be
assured that the evaluation process is clear to and accepted by all
participants, especially because in the extreme cases, the
institution’s administration might fire an academic staff member
that will never admit or state that she lost academic job due to
poor performance or incompetence. In order to maintain morale in
the institution, it is crucial that all the employees are familiar
with such a decision and reasons based on the pedagogical
standards, norms and institutional values, and to see fair
treatment. [3]
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Literatura o evaluaciji nastavnog osoblja predstavlja ope metode
evaluacije poput intervjua sa nastavnicima, testova kompetencija,
indirektnog mjerenja, observacija na nastavi, evaluacija od strane
studenata, evaluacija kolega, uspjeha studenata, i samoevaluacija
akademskog osoblja. 2.4. Elementi evaluacije Praktian problem
primjene bilo kojeg modela evaluacije predstavlja odabir broja
kriterija, odnosno indikatora na osnovu kojih se vrši evaluacija.
Opepoznato je pravilo da se sa što više indikatora moe donijeti
detaljnija i preciznija evaluacija. Pa ipak, statistiki
pokazatelji, odnosno indikatori, trebaju doprinijeti evaluaciji a
ne zamijeniti je. [8] Na osnovu definisanih poslova lanova
akademskog osoblja, elementi evaluacije moraju minimalno obuhvatiti
nastavu, istraivaki rad i administrativne poslove. Iako je
istraivaki rad po mnogo emu drugaiji od klasinog „proizvoda“,
potreba za mjerenjem kvaliteta i poreenjem sa drugima je prisutna.
Kod istraivanja se mjere i porede objavljeni radovi, napisane
knjige, izlaganja na konferencijama i sl. tako da su ove
publikacije ustvari fokus evaluacija. Jedan od pristupa je broj
citiranja pri emu se kvantificiraju pokazatelji kvaliteta
istraivakog rada, u pogledu same publikacije i primjenjenih
indeksa. Drugi primjer je brojanje patenta, ali i ovdje je jasno da
imamo velike probleme. Trea mogunost pretpostavlja uvid u kvalitet
istraivanja, uzimajui za primjer Eigenfactor, H-indeks, ISI impakt
faktor ili SCOPUS-ov normalizirani impakt po lanku kao validnu
mjeru kvaliteta istraivakog rada. Pored ovih pomenutih indeksa, u
upotrebi je i veliki broj drugih, ukljuujui Kineski indeks u
društvenim naukama, Azijski nauni citatni indeks i Indijski citatni
indeks. Iako se još uvijek raspravlja o tome da li i u kolikoj
mjeri studenti treba ili mogu da ocjenjuju svoje nastavnike, ova
praksa je prihvaena i prisutna u obrazovnim sistemima visokog
obrazovanja i neizostavan je segment svake ozbiljne analize
kvaliteta rada na visokoškolskoj ustanovi. Studentske evaluacije se
primarno tiu evaluacije nastave, te kao takve trebaju biti ispravno
percipirane kao indikator stanja u toj sferi. Ni u kojem sluaju ne
bi smjele biti iskljuivi pokazatelj kvaliteta rada akademskog
osoblja, posebno iz razloga što je evaluacija obojena karakterom
nastavnika.[7]
Literature on academic staff evaluation presents general evaluation
methods like teacher interviews, competence tests, indirect
measurements, teaching observations, student evaluations, peer
evaluations, students’ results and academic staff self-evaluation.
2.4. Evaluation elements A practical problem with any evaluation is
selecting the number of criteria, i.e. indicators for evaluation. A
generally accepted rule is the more criteria, the more detailed and
precise evaluation will be. However, statistical indicators should
contribute to the evaluation and not replace it. [8] According to
the defined set of duties of academic staff, evaluation elements
must entail at least teaching, research and administration. Even
though research activities are in many aspects different from
classical “product”, there is also need to measure and compare the
results with others. In research, published papers, written books,
conference speeches etc. are measured and compared, so these
publications actually become the focus of evaluation. One of the
approaches takes into account the number of citations where
research quality indicators are quantified in terms of publication
themselves and applied indices. Another example might be counting
patents, but there are serious problems with such an approach too.
The third possibility assumes the insight into the research quality
by taking Eigen Factor, H-index, ISI impact factor or SCOPUS
normalized impact per paper as a valid measure of the quality of
research. Apart from these indices, there are many other indices in
use, including Chinese Social Science Citation Index, Asian Science
Citation Index and Indian Citation Index. Even though there are
still discussions whether and how students should and could
evaluate teachers, the practice is already accepted and present in
higher education systems and mandatory aspect of any serious
analysis of quality at HEI. Student evaluations are primarily
related to teaching and should be treated properly as an indicator
in this sphere. In any case, student evaluations should not be the
only indicator of quality of work of academic staff, especially
because the evaluation is colored by teacher’s character.[7]
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3. PREDSTAVLJANJE OBJEKTIVNOG MODELA EVALUACIJE
Objektivni model ocjenjivanja radne uspješnosti akademskog osoblja
predstavljen je holistikim pristupom evaluaciji akademskog osoblja,
tako da obuhvata obrazovne aktivnosti, nauno- istraivaki rad i
nenastavne obaveze. Za svaku od ovih osnovnih oblasti napravljene
su detaljnije klasifikacije, i to na nain da je svo akademsko
osoblje moglo davati svoje prijedloge za izmjene i dodavanja
stavki, kao i bodovne vrijednosti predloenog sistema evaluacije.
Proces definisanja kategorija, stavki u kategorijama i bodovnih
vrijednosti za svaku stavku je trajao tri mjeseca i tek nakon
iscrpnih rasprava usvojen je okvir i sistem evaluacije. Sistem je
definirao da svaki lan akademskog osoblja popunjava
samoevaluacijsku tabelu, za svaki od predefinisanih elemenata, te
da prikupi i dostavi dokaze centralnoj administrativnoj slubi
univerziteta. Sistemom je predvieno da jedino rektor univerziteta
nee biti evaluiran. Popunjavanje samoevaluacijske tabele
pretpostavlja unošenje brojane vrijednosti i mnoenje sa bodovnom
vrijednosti za svaku stavku. U nekim poljima je bilo potrebno
unijeti i dodatne informacije, poput autora, naziva radova i urnala
i sl. Za ovo je korištena elektronska forma koja je automatski
vršila izraune pojedinanih i ukupnih vrijednosti. Direktni nadreeni
lana akademskog osoblja su imali mogunost davanja komentara i
opaanja o radu lana akademskog osoblja, ali nisu imali mogunost
mijenjanja rezultata postignutih u ovom sistemu evaluacije.
Primjenjen je sistem ocjenjivanja od pet definisanih kategorija.
Ustanova je definirala svoj prihvatljivi prag kvaliteta i sve koji
ga ostvare ocijenila pozitivnom, zadovoljavajuom ocjenom. Kako bi
se ostvario cilj dodatnog motivisanja i ukazivanja na eljena i
oekivana ponašanja i prakse, istaknuto je najboljih 10% i
dodijeljena su im odreena priznanja. Na ovaj nain se ostvario i
cilj evaluacije koja doprinosi razvoju nastavnika. Ustanova je u
stanju definisanjem svoga praga i faktorizacijom bodovnih skala
usmjeravati akademsko osoblje u eljenom pravcu i na odgovarajui
nain. Oblast nauno-istraivakog rada je detaljnije podijeljena na
klasu Publikacije, radovi i reference i klasu Projekti, patenti i
nagrade. Za svaku posebnu klasu je odreen teinski faktor decimalnog
karaktera, po 0,20.
3. PRESENTING AN OBJECTIVE EVALUATION MODEL
An objective performance evaluation model is presented through a
holistic approach to academic staff evaluation. Therefore, it
includes educational activities, scientific and research work and
administrative duties. For every of these three basic areas,
detailed classifications are prepared in a way that academic staff
could give their proposals for changes and additions of particular
features and numerical values within the system. The process of
categorical definitions, items in each category and numerical
values for each item lasted for three months and just after the
detailed discussions was adopted as a framework and evaluation
system. The system defined that every academic staff member should
fill-in self- evaluation table, for every pre-defined item and to
provide evidence to central university administration service. The
system assumed that only Rector is exempt from this evaluation
scheme. Filling-in the self-evaluation table assumed entering
numerical values and points multiplication for each item. For some
items, it was necessary to provide additional information, like
authors, journal and paper titles etc. Electronic form was used so
the points were calculated automatically for every single item, but
the general score too. Direct line superiors could provide comments
and notes on academic staff member work, but could not alter the
scores calculated in the process. The evaluation system made of
five pre-defined categories was used. The institution defined its
acceptable threshold level of quality and everyone who achieved it
was evaluated with a positive, satisfactory score. In order to
achieve additional motivational goal and to indicate desirable and
expected behaviors and practices, top 10% were identified and
rewards were given to them. By doing this, a contribution to
teacher development was secured as an evaluation goal. The
institution is capable to, through defining its threshold level and
factorization of scoring scales, direct academic staff in a
desirable direction and in proper way. The scientific-research area
was further divided in two classes – Publications, papers and
references, and Projects, patents and awards. Each class had its
decimal weight factor and in this particular case it was the same
for both these classes – 0.20.
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Klasa Publikacije, radovi i reference je bila podijeljena na 11
stavki, sa dodatnim podjelama, ovisno od specifinosti svake stavke.
Svaka pojedina stavka je precizno opisana tako da ne postoji
mogunost pogrešnog svrstavanja rezultata rada akademskog osoblja, i
za svaku su dodijeljeni bodovi. Raspon bodova je od 2 do 100, a za
odreene stavke je definisan prihvatljivi maksimum, bilo bodovno,
bilo koliinski. Dodatni koeficijent koji je korišten u ovoj oblasti
je broj autora i faktorisanje je izvršeno na 4 nivoa, sa
vrijednostima od 0,4 do 1. Klasa Projekti, patenti i nagrade je
podijeljena na 4 stavke sa detaljnijim podjelama. Raspon bodova je
odreen od 10 do 150. Oblast obrazovnih aktivnosti je podijeljena na
tri klase: Predmeti, Konsultacije i Studentska anketa. Teinski
faktor za Predmete je 0,20, dok je za druge dvije klase 0,10. U
okviru klase Predmeti, predvieno je da se evaluacijom napravi
distinkcija izmeu sata predavanja na dodiplomskom i diplomskom
studiju. Korišteni omjer je za 50% vea bodovna vrijednost sata na
diplomskom studiju. Klasa Konsultacije je podijeljena na 5 stavki a
raspon bodova je od 2 do 15. Klasa Studentska anketa predstavlja
rezultate anketiranja studenata koji se izraavaju bodovnim
vrijednostima na skali od 1 do 5 tako da u ukupnom rezultatu
evaluacije akademskog osoblja predstavlja istu brojanu vrijednost.
Oblast nenastavnih dunosti je definisana kroz 10 stavki sa
detaljnijim podjelama a raspon bodova je od 2 do 150. Ovdje su
definisane stavke administrativnih zadataka sa navedenim
administrativnim i rukovodnim funkcijama na univerzitetu, zatim
lanstva u tijelima univerziteta, ueše u promotivnim aktivnostima i
organizacija skupova. Takoer je evaluiran i širi doprinos zajednici
kroz stavke voenja strunih udruenja, strunih aktivnosti izvan
univerziteta i medijskog prisustva. Visokoškolska ustanova moe
definisati obim eljenih rezultata svojih uposlenika u svim
kategorijama, izraunati bodovne vrijednosti i iste definisati kao
normu. Ovo normiranje je mogue uraditi na nivou svake od stavki
korištenog obrasca, ali je bolje definisati bodovnu vrijednost i
limite u pojedinim stavkama kako bi se osigurala raznolikost i
distribucija nastavnikog djelovanja u podrujima na osnovu linih
preferenci, tako da bi oekivanja od lana akademskog osoblja bila da
ostvari:
Publications, papers and references class had eleven sections with
additional item divisions, depending on specific features of every
section. Every single item was described in details, so there was
no possibility to misclassify one’s results, and every item had its
numerical value. Item values were spread between 2 and 100, and
certain items had its quantitative limitation, either in terms of
maximum acceptable points or occurrences. Additional factor used in
this class was the number of authors and factoring was done in four
categories with values between 0.4 and 1. Projects, patents and
awards class had four sections with further item divisions. Item
values were between 10 and 150. Educational activities area was
further divided into three classes – Courses, Consultations and
Student evaluation. Weight factor for Courses was 0.2., and for
other two classes was 0.10. Courses class anticipated distinction
between lecture hours in courses taught at undergraduate and
postgraduate levels. The used ratio was 50% higher values for
lecture hour in postgraduate courses. Consultations class was
divided in five sections with item values between 2 and 15. Student
evaluation class was represented by the results of student
evaluations on a scale from 1 to 5 and in this system it kept the
same values in overall evaluation. Administrative duties area was
present through 10 classes with detailed items and item values were
between 2 and 150. It included administrative tasks related to
administrative and managerial functions at university, memberships
in university bodies and committees, participation in promotional
activities and events organizations. A wider contribution to
society was evaluated in this area through items like running
professional associations and professional activities outside the
university and media presence. A higher education institution could
define the volume of desirable results for its employees in all
areas and classes, calculate numerical values and define them as a
norm. This norm-setting could be done at the level of a single
item, but it is a way better to do it at area and/or class levels
in order to provide for certain differences and distribution of
academic staff activities in the areas of their personal
preferences, so there could be an anticipation from a member of
academic staff to achieve:
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o Publikacije, radovi i reference – 120 bodova,
o Projekti, patenti i nagrade – 90 bodova, o Obrazovne aktivnosti –
50 bodova, o Administrativne dunosti – 20 bodova,
svi bodovi bez faktorisanja. Ovaj primjer predstavlja optimalan
pristup izmeu potpune akademske slobode i potpunog definisanja
ciljanih rezultata ustanove. Ovo optimalno rješenje daje odreeni
nivo slobode svakom lanu akademskog osoblja i istovremeno osigurava
ostvarenje eljenih ciljeva ustanove. Nadalje, modifikacijom ovih
vrijednosti, ustanova šalje jasnu poruku svom akademskom osoblju u
kojim podrujima oekuje vee rezultate i šta je fokus ustanove za
narednu godinu.
o Publications, papers and references – 120 points,
o Projects, patents and awards – 90 points, o Educational
activities – 50 points, o Administrative duties – 20 points,
prior
to factorization. This example represents an optimal approach
between total academic freedom and total control of institutional
results. This optimal solution gives certain level of freedom to
every member of academic staff and at the same time provides for
acquisition of institutional goals. Furthermore, by modifying the
item values and factors, the institution is sending a clear message
to its academic staff about the institutional focus in the
following year, about its expectations and expected staff results
in certain areas.
5. REFERENCES - LITERATURA [1] Mawoli, M. A.; Abdullahi, Y. B.:
An
Evaluation of Staff Motivation, Dissatisfaction and Job Performance
in an Academic Setting, Australian Journal of Business and
Management Research, ISSN 1839-0846, Vol. 1, No. 9, December 2011,
pp. 1-13
[2] Bush, T.; Middlewood, D.: Leading and Managing People in
Education, SAGE Publications London, 2005.
[3] Mercer, J.: Appraising higher education faculty in the Middle
East, Management in Education, ISSN 0892-0206, Vol. 20, No. 1,
February 2006, pp. 17-26
[4] Craft, A.: Continuing Professional Development: a practical
guide for teachers and schools, RoutledgeFalmer London, 2000.
[5] Toch, T.; Rothman, R.: Rush to Judgment: Teacher Evaluation in
Public Education. Education Sector Reports, Education Sector
Washington, D.C., 2008.
[6] Buller, J. L.: Best Practices in Faculty Evaluation: A
Practical Guide for Academic Leaders, Jossey-Bass San Francisco,
2012.
[7] Türk, K.: Performance Management of Academic Staff and its
Effectiveness to Teaching and Research – Based on the Example of
Estonian Universities, Trames Journal of the Humanities and Social
Sciences, ISSN 1736-7514, Vol. 20 , No. 1, March 2016, pp.
17-36
[8] Türk, K.: Performance Appraisal in the University of Tartu, EBS
Review, ISSN 1406-0264, No. 17, Autumn 2003, pp. 143-150
Coresponding author: Enes Dedi University of Biha Email:
[email protected] Phone: +387 61 105 722
Rad je objavljen na Konferenciji „QUALITY 2017“, Neum 17-20 May
2017 The paper was published at the Conference “QUALITY 2017”, Neum
17-20 May 2017
Mašinstvo 2(14), 81 – 90, (2017) E. Dedi: ACADEMIC STAFF
EVALUATION…
90
Mašinstvo 2(14), 91 – 104, (2017) D. Vidakovi et all: MAINTENANCE
AND EFFECT OF…
91
MAINTENANCE AND EFFECT OF MACHINES WORKED ON CONSTRUCTION
SITE
Drislav Vidakovi1, Zlatko Lackovi1, Milan Ivanovi2 1University J.
J. Strossmayer in Osijek, Faculty of Civil Engineering, Osijek
2Panon – Institute for strategic studies, Osijek Kljune rijei:
graevinski strojevi troškovi, odravanje, planiranje, uinak
Keywords: construction machinery, costs, maintenance, planning,
effect Paper received: 10.04.2017. Paper accepted:
16.06.2017.
Rad sa konferencije REZIME U radu je pojašnjeno znaenje i vanost
uinka graevinskih strojeva obzirom na specifinosti njihove uporabe.
Opisani su naini organizacije aktivnosti odravanja strojeva na
gradilištima i ukazano je na utjecaj koji to ima na njihov uinak.
Naglašene su mogunosti unaprjeenja postojee prakse izvoaa
graevinskih radova i istaknuta je potreba praenja ostvarenih uinaka
i izrade i kontinuiranog auriranja internih baza podataka koji su
podloga za planiranje i odluivanje o realizaciji mehaniziranih
radova.
Conference papaer
SUMMARY The paper explained meaning and importance of the impact of
construction machinery due to the specifics of their use. Describes
how organization of maintenance activities of machines on
construction sites and points to the impact this has on their
performance. Accent was placed on possibilities of improving
existing practice of building contractors and emphasized need for
monitoring of achieved results, development and continuous updating
of internal databases which are basis for planning and
decision-making on implementation of mechanized work.
1. UVOD – SPECIFINOSTI UPORABE I ODRAVANJA STROJEVA NA
GRADILIŠTIMA
Strojno izvoeni procesi esto su kritini za rokove i imaju veliko
ueše u realizaciji graevinskih projekata, pogotovo kod niskogradnje
i novogradnje (najviše za zemljane i betonske radove). Graevinska
mehanizacija ima niz bitnih posebnosti u odnosu na uporabu i
odravanje strojeva u industrijskim pogonima, a postoje i izvjesne
slinosti sa strojevima u nekim drugim djelatnostima (npr.
rudarstvu, šumarstvu i brodogradnji). Uporabu strojeva na
gradilištima najviše karakterizira: • razliite karakteristike
obavljanih poslova
tijekom uporabnog vijeka i promjenjivi uvjeti rada (svaki projekt
je jedinstven);
• rad na radnim mjestima privremenog karaktera (promjena mjesta
rada – od gradilišta do gradilišta, a i na jednom gradilištu esto
više mjesta rada);
1. SPECIFICS OF USE AND MAINTENANCE OF MACHINES WORKED ON
CONSTRUCTION SITES
Machine performed processes are often critical for deadlines and
have a lot participation in implementation of construction
projects, especially in engineering and new construction (up by
earth and concrete works). Construction machinery has a number of
important special features in relation to use and maintenance of
machines in industrial plants, and there are certain similarities
with machines in other industries (e.g. mining, forestry and
shipbuilding). Usage of machines on building sites most is
characterized by: • Various characteristics of completed
tasks
over lifetime of a variable operating conditions (each project is
unique);
• Work in workplaces temporary (change of work - from site to site,
and at one site often more places of work);
Mašinstvo 2(14), 91 – 104, (2017) D. Vidakovi et all: MAINTENANCE
AND EFFECT OF…
92
• korištenje strojeva koji nisu uvijek optimalni izbor za odreenu
vrstu radnih zadataka (jer se za postojeu koliinu rada ne isplati
dovoditi drugi stroj);
• rad preteito na otvorenom prostoru (izloenost razliitim
vremenskim nepogodama);
• neujednaenost koliina za realizaciju tijekom dueg vremena rada
(esto i prekidi u radu);
• dislociranost mjesta izvoenja radova od centralnog mjesta za
smještaj strojeva i shodno tome potreba za transportom na svako
gradilište (nekada iziskuje montau i demontau) i organizacija
aktivnosti odravanja strojeva na svakom gradilištu.
Za pouzdano planiranje troškova radova i za vremensko planiranje
realizacije neophodno je poznavanje uinka strojeva koji se
namjeravaju koristiti, i to uinka u konkretnim gradilišnim uvjetima
rada. Jedinini troškovi rada strojeva su direktni troškovi i
izraunavaju se u jedininoj analizi cijena kao umnoak koštanja sata
rada odreenog stroja (koliko košta izvoaa radova) i normativa
vremena, koji treba biti veliina obrnuto proporcionalna prosjenom
ostvarenom uinku. Trajanje svake aktivnosti izraeno u radnim danima
deterministiki se izraunava kao kvocijent umno&s