The Relationship between a

Strategic Approach to Quality

and Employee Happiness
PhD Thesis

09/30/2015
University of the West of England
By: Adam Stoehr, ID: 09971652
Contents
List of Tables ................................................................................................................................................ 8
List of Figures ............................................................................................................................................. 12
Abstract ....................................................................................................................................................... 14
Chapter One - Introduction ......................................................................................................................... 16
1.1 - Research Area and Background.................................................................................................. 16
1.2 - Rationale for Choice of Area of Study ....................................................................................... 17
1.3 - Theoretical framework/methodology ......................................................................................... 19
1.4 - Research Questions ................................................................................................................. 19
1.5 - Structure of the Thesis ................................................................................................................ 20
1.6 - Contributions to knowledge ........................................................................................................ 24
1.6.1 – Primary Gap – Academic Literature on the Link between A Strategic Approach to Quality
and Employee Happiness .................................................................................................................... 24
1.6.2 – Secondary Gap – Academic Literature on Strategic Quality in a Canadian Context .............. 24
1.6.3 – Usefulness for Practitioners and Policy Makers ..................................................................... 24
Chapter Two - Literature Review – A Strategic Approach to Quality Management .................................. 26
2.1 - Definition of a Strategic Approach to Quality Management ...................................................... 26
2.1.1 - Elements of a Strategic Quality Approach .............................................................................. 30
2.1.1.1 - Quality Theorists - Early Literature on a Strategic Approach to Quality Management ....... 31
2.1.1.2 - International Quality Awards................................................................................................ 38
2.1.1.2.1 - Background of International Quality Awards .................................................................... 39
2.1.1.2.2 - Comparison of the Award Criteria..................................................................................... 44
2.1.1.3 - Literature Comparing a Strategic approach to quality with performance ............................. 51
2.1.1.4 - Summarized elements of a strategic approach to quality management ................................ 55
2.2 - Methodological issues within the strategic approach to quality management literature ............ 63
2.2.1 - Review of Positivist Papers ..................................................................................................... 66
2.2.2 - Review of Interpretivist Papers ............................................................................................... 68
2.2.3 - Review of Post-Modernist Papers ........................................................................................... 71
2.3 - Gaps and Overlaps with the existing Literature.......................................................................... 73
2.3.1 - Overlap with the Current literature .......................................................................................... 73
2.3.1.1 - Overlap 1 - Common approach of impact of strategic quality on performance ................... 73
2.3.1.2 - Overlap 2 - Using Award Winners ....................................................................................... 73

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 2.3.2 - Gaps in the Existing Research ................................................................................................. 74
2.3.2.1 - Morale, Engagement, and Satisfaction ................................................................................. 74
2.3.2.2 - The Canadian context ........................................................................................................... 76
Chapter Three - Employee Happiness ........................................................................................................ 80
3.1 - Employee Happiness .................................................................................................................. 80
3.1.1 – Identifying measures of happiness .......................................................................................... 81
3.2 - Definitions of Satisfaction, Engagement, and Morale ................................................................ 83
3.2.1 - Job Satisfaction ........................................................................................................................ 83
3.2.2 - Engagement ............................................................................................................................. 87
3.2.3 - Morale ...................................................................................................................................... 90
3.3 - Strategic Approach to Quality Management and Employee Measures ...................................... 94
3.4 - Theoretical framework............................................................................................................... 97
3.5 Research Question Detail .............................................................................................................. 98
Chapter Four - Methodology .................................................................................................................... 101
4.1 - Methodological position ........................................................................................................... 102
4.2.1 - Ontological and Epistemological Assumptions ..................................................................... 102
4.2.2 - The Nature of Explanation..................................................................................................... 103
4.2.3 - Types of theory and methods of construction and language.................................................. 104
4.2.4 - Role of the researcher and objectivity ................................................................................... 104
4.2.5 - Concept of Truth .................................................................................................................... 105
4.2.6 - Generalising Results .............................................................................................................. 105
4.2.7 - Paradigm Choice and methods .............................................................................................. 106
4.2.8 - Opinion of critiques – Openness to explore other methods ................................................... 107
4.3 - Research Methods..................................................................................................................... 109
4.3.1 - Initial Pilot Engagement Study .............................................................................................. 109
4.3.2 - Limitations of Pilot Study ...................................................................................................... 110
4.3.3 – Quantitative and Qualitative Methods .................................................................................. 111
4.3.4 - Validity .................................................................................................................................. 114
4.3.5 - Reliability .............................................................................................................................. 116
4.3.6 - Target Audience..................................................................................................................... 117
4.4 - Survey Structure ....................................................................................................................... 118
4.6 - Research design ........................................................................................................................ 121

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 4.6.1 - Survey Access and Audience................................................................................................. 121
4.6.1.1 - Access ................................................................................................................................. 121
4.6.1.2 - Audience ............................................................................................................................. 122
4.6.2 - Population and Samples......................................................................................................... 124
4.6.2.1 - Population ........................................................................................................................... 124
4.6.2.2 - Sample ................................................................................................................................ 125
4.6.3 - Errors, Response Rates, and Analysis ................................................................................... 126
4.6.3.1 - Survey length ...................................................................................................................... 127
4.6.3.2 - Pre-notice ............................................................................................................................ 128
4.6.3.3 - Sponsorship by Excellence Canada and UWE ................................................................... 128
4.6.3.4 - Multiple emails / Steady pressure / Appeals....................................................................... 128
4.6.3.5 - Results ................................................................................................................................ 129
4.6.3.6 - Leverage design/Subject interest ........................................................................................ 129
4.6.3.7 - Formatting .......................................................................................................................... 130
4.6.3.8 - Web Formatting .................................................................................................................. 130
4.6.3.9 - Pre-tested survey................................................................................................................. 130
4.6.4 - Question Design Considerations............................................................................................ 130
4.6.5 - Response Design Considerations ........................................................................................... 132
4.6.6 - A Strategic Approach to Quality Management Questions ..................................................... 133
4.6.6.1 - Introduction Paragraph ....................................................................................................... 133
4.6.7 – Measures of Employee Happiness Questions ....................................................................... 133
4.6.8 - Personal Attributes Questions................................................................................................ 134
4.6.9.1 - Survey Draft creation.......................................................................................................... 137
4.6.9.2 - Wave 1 Pilot ....................................................................................................................... 137
4.6.9.3 - Wave 2 ................................................................................................................................ 139
4.6.9.4 - Wave 3 ................................................................................................................................ 139
4.6.9.5 - Leadership Focus Group ..................................................................................................... 140
4.6.9.7 - Data Analysis ...................................................................................................................... 141
Chapter Five - Data Analysis .................................................................................................................... 143
5.1 – Descriptive Analysis of the Data ............................................................................................. 143
5.1.1 - Response rates by company ................................................................................................... 144
5.1.2 - Frequency Analysis ............................................................................................................... 146

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 5.1.2.1 - Company Name .................................................................................................................. 146
5.1.2.2 - Position ............................................................................................................................... 147
5.1.2.3 - Role within each organisation............................................................................................. 148
5.1.2.4 - Award Winning Status ........................................................................................................ 149
5.1.2.5 - Employment Status ............................................................................................................. 150
5.1.2.6 - Sector .................................................................................................................................. 150
5.1.2.7 - Tenure ................................................................................................................................. 151
5.2.1 - Attitude Scale construction .................................................................................................... 153
5.2.1.1 - Quality Attitude Variable ................................................................................................... 154
5.2.1.2 - Employee Attitude Variable ............................................................................................... 155
5.2.1.3 - Satisfaction Attitude Variable............................................................................................. 157
5.2.1.4 - Engagement Attitude Variable............................................................................................ 159
5.2.1.5 - Morale Attitude Variable .................................................................................................... 161
5.2.1.6 – Three Category Measures .................................................................................................. 163
5.3 – Reliability Analysis for Research Variables ............................................................................ 169
5.3.1 - Quality Measure (37 items) ................................................................................................... 169
5.3.2 - Employee Measure (24 items) ............................................................................................... 170
5.3.3 - Satisfaction Measure (11 items) ............................................................................................ 171
5.3.4 - Engagement Measure (6 items) ............................................................................................. 171
5.3.5 - Morale Measure (7 items) ...................................................................................................... 172
5.4 – Statistical Methods and Tests ................................................................................................... 173
5.4.1 - Frequency Analysis and Descriptive Statistics ...................................................................... 174
5.4.2 - Reliability Analysis ............................................................................................................... 174
5.4.3 - Pearson Correlation ............................................................................................................... 175
5.4.4 - Cross tabulation ..................................................................................................................... 175
5.4.5 - Scatter Diagrams .................................................................................................................... 175
5.4.6 - Chi-squared tests.................................................................................................................... 176
5.4.7 - T- Test/ Mann Whitney U Test .............................................................................................. 176
5.4.8 - ANOVA analysis of variance ................................................................................................ 177
5.4.9 - Bonferroni Test ...................................................................................................................... 177
5.5 - Focus Group Analysis............................................................................................................... 177
Chapter Six - Data Findings ...................................................................................................................... 182

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 6.1 - Construct Relationship Analysis............................................................................................... 182
6.1.2 - Quality and Satisfaction Relationship Analysis..................................................................... 186
6.1.3 - Quality and Engagement Relationship Analysis ................................................................... 188
6.1.4 - Quality and Morale Relationship Analysis ............................................................................ 191
6.2.1 - Impact of Quality ................................................................................................................... 196
6.2.2 - Defining Happiness at work .................................................................................................. 200
6.2.3 - Direction of the causation ...................................................................................................... 202
6.3 - Differences between Award Winners and Non-Winners attitude to quality ............................ 205
6.3.1 - Sub Null Hypothesis 1A: All attitudes towards quality are the same for award winning
organisations by sector ...................................................................................................................... 207
6.3.2 - Sub Null Hypothesis 1B: All attitudes towards quality are the same for award winning
organisations by tenure ..................................................................................................................... 211
6.3.3 - Sub Null Hypothesis 1C: All attitudes towards quality are the same for award winning
organisations by position .................................................................................................................. 216
6.3.4 - Sub Null Hypothesis 1D: All attitudes towards quality are the same for award winning
organisations by company................................................................................................................. 220
6.3.5 – Sub Null Hypothesis 1E: All attitudes towards quality are the same for award winning
organisations by employment status ................................................................................................. 225
6.4 - Differences between Award Winners and Non-Winners attitude to measures of happiness.... 230
6.4.1 – Sub Null Hypothesis 2A: Employee happiness results for award winning organisations are
the same by sector ............................................................................................................................. 230
6.4.2 – Sub Null Hypothesis 2B: Employee happiness results for award winning organisations are
the same by tenure ............................................................................................................................ 235
6.4.3 – Sub Null Hypothesis 2C: Employee happiness results for award winning organisations are
the same by position.......................................................................................................................... 240
6.4.4 – Sub Null Hypothesis 2D: Employee happiness results for award winning organisations are
the same by company ........................................................................................................................ 245
6.4.5 - Sub Null Hypothesis 2E: Employee happiness results for award winning organisations are the
same by employment status .............................................................................................................. 250
Chapter Seven – Discussion...................................................................................................................... 256
7.1 - Implications of the Findings .................................................................................................. 256
7.1.1 – Defining a Strategic Approach to Quality ......................................................................... 256
7.1.1.1 – Implications of the Definition of a Strategic Approach to Quality ................................. 257
7.1.2 – Defining Employee Happiness .......................................................................................... 258

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 7.1.2.1 – Implications of the Definition of Employee Happiness .................................................. 259
7.1.3 – Relationship between a Strategic Approach to Quality and Employee Happiness............ 260
7.1.3.1 – Implications of this Relationship .................................................................................... 261
7.1.4 – Impact of a Strategic Approach to Quality on Employee Happiness ................................ 262
7.1.4.1 – Implications of the Impact of a Strategic Approach to Quality on Employee Happiness
265
7.1.4.2 – Revisiting the Theoretical Framework in light of the Findings ...................................... 266
7.1.5 – Is Employee happiness higher at organisations with strategic quality .............................. 267
7.1.5.1 – Implications of the High levels of Employee Happiness ................................................ 268
Chapter Eight - Conclusion ....................................................................................................................... 271
8.1 - Limitations of the research/reflection ....................................................................................... 272
8.2 - Contributions to Knowledge ..................................................................................................... 273
8.2.1 – Primary Contribution – Academic Literature on the Link between A Strategic Approach to
Quality and Employee Happiness ..................................................................................................... 274
8.2.2 – Secondary Contribution – Academic Literature on Strategic Quality in a Canadian Context
.......................................................................................................................................................... 274
8.2.3 – Usefulness for Practitioners and Policy Makers ................................................................... 275
8.3 - Opportunities for further research............................................................................................. 276
8.3.1 - Countries ................................................................................................................................ 276
8.3.2 - Measures ................................................................................................................................ 276
8.3.3 - Position .................................................................................................................................. 277
8.3.4 - Causation ............................................................................................................................... 277
8.4 - Final Comments ........................................................................................................................ 278
Appendix ................................................................................................................................................... 280
Appendix 1 - Full Survey .................................................................................................................. 281
Appendix 2 - Literature related to Survey Tool ................................................................................ 290
Appendix 3 - Summary of Literature Linking Quality with Performance ........................................ 295
Appendix 4 - Senior leadership reflection questions ........................................................................ 298
Appendix 5 - Survey with references ................................................................................................ 299
Appendix 6 - Methodological Summary ........................................................................................... 308
Appendix 7 - Additional Descriptive Analysis ................................................................................. 313
References ................................................................................................................................................. 323

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List of Tables
Table 2.1 - Deming's 14 Points.................................................................................................................... 33

Table 2.2 - Juran's Trilogy ........................................................................................................................... 34

Table 2.3 - Crosby's 14 Steps ...................................................................................................................... 36

Table 2.4 - Summary of Several Quality Theorists Concepts ..................................................................... 37

Table 2.5 - Global Quality Awards ............................................................................................................. 40

Table 2.6 - Criteria Comparison .................................................................................................................. 46

Table 2.7 - Principle Comparison ................................................................................................................ 49

Table 2.8 - Comparison of Critical Factors of TQM ................................................................................... 57

Table 2.9 - Elements of Strategic Quality ................................................................................................... 58

Table 2.10 - Strategic Approach to Quality Management Construct Based on Literature .......................... 59

Table 3.1 - Job Satisfaction Facet Models ................................................................................................... 86

Table 3.2 - Job Satisfaction Global Model .................................................................................................. 87

Table 3.3 - Employee Engagement Models................................................................................................. 88

Table 3.4 - Multidimensional Models of Employee Morale ....................................................................... 93

Table 4.1 - Positivist Underpinnings General Summary ........................................................................... 106

Table 4.2 - Summary of Methodology ...................................................................................................... 108

Table 4.3 - Leadership Focus Group Participants ..................................................................................... 120

Table 4.4 - Population/Frame Target by Organisation .............................................................................. 124

Table 5.1 - Response Rate by Participating Organisation ......................................................................... 144

Table 5.2 - Response Rates for Full Population Frames ........................................................................... 145

Table 5.3 - Response Rates for Smaller Departmental Population Frames ............................................... 145

Table 5.4 - Frequency Distribution of Target Organisations ..................................................................... 146

Table 5.5 - Frequency Distribution of Position ......................................................................................... 147

Table 5.6 - Distribution of Role Within Organisation ............................................................................... 148

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Table 5.7 - Employment Status ................................................................................................................. 150

Table 5.8 - Tenure Distribution ................................................................................................................. 152

Table 5.9 - Summary Results by Attitude Construct ................................................................................. 153

Table 5.10 - Tests of Normality of Quality Construct Variable ................................................................ 154

Table 5.11 - Tests of Normality of Employee Construct Variable ............................................................ 156

Table 5.12 - Tests of Normality of Satisfaction Construct Variable ......................................................... 158

Table 5.13 - Tests of Normality of Engagement Construct Variable ........................................................ 160

Table 5.14 - Tests of Normality of Morale Construct Variable ................................................................ 162

Table 5.15 - Descriptive Statistics for Quality Construct .......................................................................... 163

Table 5.16 - Recode Example ................................................................................................................... 164

Table 5.17 - Three Category Quality Measure Normality Test ................................................................. 165

Table 5.18 - Summary of Three Category Transformations...................................................................... 166

Table 5.19 - Tests of Normality on Three Category Variables ................................................................. 166

Table 5.20 - Quality Construct Reliability Statistics ................................................................................. 170

Table 5.21 – Employee Happiness Reliability Statistics ........................................................................... 170

Table 5.22 – Satisfaction Measure Reliability Statistics ........................................................................... 171

Table 5.23 – Engagement Measure Reliability Statistics .......................................................................... 172

Table 5.24 – Morale Measure Reliability Statistics .................................................................................. 172

Table 5.25 – Qualitative Review Process .................................................................................................. 179

Table 6.1 - Construct Relationship Analysis Based on 591 Survey Responses ........................................ 184

Table 6.2 – Cross Tabulation of Entire Quality Construct with Entire Employee Construct ..................... 186

Table 6.3 – Three Category Quality Compared with Three Category Satisfaction ................................... 188

Table 6.4 - Three Category Quality Compared with Three Category Engagement .................................. 190

Table 6.5 – Three Category Quality Compared with Three Category Morale .......................................... 192

Table 6.6 – Positive Impact of Strategic Quality on the Organisation ...................................................... 197

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Table 6.7 – Benefits to the Employee from Organisation’s Strategic Approach to Quality ..................... 198

Table 6.8 - Negative Impacts of Quality on Employees ............................................................................ 199

Table 6.9 - Summary of Statistics and Analysis, Quality Sector............................................................... 208

Table 6.10 – Global Results Including Non-Winners – Quality Attitude – Sector ................................... 210

Table 6.11 – New Merged Tenure Categories (n>30) ............................................................................... 211

Table 6.12 - Summary of Statistics and Analysis, Quality Tenure ........................................................... 212

Table 6.13 – Global Results Including Non-Winners – Quality Attitude – Tenure .................................. 215

Table 6.14 - Summary of Statistics and Analysis, Quality Position .......................................................... 217

Table 6.15 – Global Results Including Non-Winners – Quality Attitude – Position ................................ 219

Table 6.16 - Summary of Statistics and Analysis, Quality Company ....................................................... 221

Table 6.17 – Global Results Including Non-Winners – Quality Attitude – Company .............................. 224

Table 6.18 - Summary of Statistics and Analysis, Quality Employment Status ....................................... 226

Table 6.19 – Global Results Including Non-Winners – Quality Attitude – Employment Status .............. 228

Table 6.20 – Sub Null Hypothesis Analysis Summary ............................................................................. 229

Table 6.21 - Summary of Quality Hypothesis Conclusion for All Companies Not Just Award Winners. 229

Table 6.22 - Summary of Statistics and Analysis, Employee Happiness - Sector .................................... 231

Table 6.23 – Global Results Including Non-Winners – Happiness Attitude – Sector .............................. 234

Table 6.24 - Summary of Statistics and Analysis, Happiness - Tenure..................................................... 236

Table 6.25 – Global Results Including Non-Winners – Happiness Attitude – Tenure ............................. 239

Table 6.26 - Summary of Statistics and Analysis, Happiness - Position ................................................... 241

Table 6.27 – Global Results Including Non-Winners – Happiness Attitude – Position............................ 244

Table 6.28 - Summary of Statistics and Analysis, Happiness - Company ................................................ 246

Table 6.29 – Global Results Including Non-Winners – Happiness Attitude – Company ......................... 249

Table 6.30 - Summary of Statistics and Analysis, Happiness Employment Status ................................... 251

Table 6.31 – Global Results Including Non-Winners – Happiness Attitude – Employment Status ......... 253

10
Table 6.32 - Summary of Award Winner Hypothesis Conclusion ............................................................ 254

Table 6.33 - Summary of Employee Happiness Hypothesis Conclusion for All Companies ................... 254

11
List of Figures
Figure 2.1 - Methodology Breakdown of Papers Examined in this Research ............................................. 64

Figure 2.2 - Methodology Breakdown of Papers Published between 1990-1999 Examined in this Research
............................................................................................................................................................ 65

Figure 2.3 - Methodology Breakdown of Papers Published since 2000 Examined in this Research .......... 65

Figure 2.4 - Direct Comparison of Quality Improvement to Nature - Freiesleben (2009) .. Error! Bookmark
not defined.

Figure 2.6 – Number of Articles with Key Words with TQM in the Title of the Article ............................ 75

Figure 2.7 - Academic Literature Word Search – Articles with TQM in the Title and the Specific Country
in the Body of the Text. ...................................................................................................................... 77

Figure 2.8 – Number of Papers Mentioning Excellence Awards ................................................................ 78

Figure 3.1 - Employee Measure of Happiness (adapted from Fisher, 2010) ............................................... 83

Figure 3.2 - Theoretical Framework ............................................................................................................ 97

Figure 5.1 – Award Winning Status .......................................................................................................... 149

Figure 5.2 – Sector Distribution ................................................................................................................ 151

Figure 5.3 – Histogram of the Quality Construct Variable ....................................................................... 155

Figure 5.4 – Histogram of the Employee Construct Variable ................................................................... 157

Figure 5.5 – Histogram of the Satisfaction Construct Variable ................................................................ 159

Figure 5.6 – Histogram of the Engagement Construct Variable ............................................................... 161

Figure 5.7 – Histogram of the Morale Construct Variable ........................................................................ 162

Figure 5.8 – Histogram for Three Category Quality Measure .................................................................. 165

Figure 5.9 – Histogram for Three Category Satisfaction Measure ............................................................ 167

Figure 5.10 – Histogram for Three Category Engagement Measure ........................................................ 167

Figure 5.11 – Histogram for Three Category Morale Measure ................................................................. 168

Figure 5.12 – Histogram for Three Category Employee Construct Measure ............................................ 168

Figure 6.1 – Entire Quality and Employee Constructs .............................................................................. 185

Figure 6.2 – Entire Quality Construct and Single Satisfaction Element ................................................... 187

12
Figure 6.3 – Quality Construct and Engagement Element ........................................................................ 189

Figure 6.4 – Quality Construct and Morale Element................................................................................. 191

Figure 6.5 – Frequency of Codes .............................................................................................................. 194

Figure 6.6 – Codes Grouped Together Into Themes ................................................................................. 195

Figure 6.7 – Prevalence of Code Group as a Percentage........................................................................... 196

Figure 6.9 – Flow Chart of Survey Analysis –Three or More Categories................................................. 206

Figure 6.10 – Flow Chart of Survey Analysis – Two Categories.............................................................. 207

Figure 7.1 – Revised Theoretical Framework – Depicting Two Way Relationship .................................. 266

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Abstract

This research explores the relationship between a strategic approach to quality management in

Canadian organisations and employee happiness. In particular, it investigates how a strategic

approach to quality management relates to and impacts on employee satisfaction, engagement,

and morale.

Understanding the relationships between a strategic approach to quality management and

employee happiness helps companies, policy-makers, and academia. Companies can use the

conclusions to decide on the value of a quality management system as it relates to employees.

The findings provide answers to employees, management, and labour unions that need to

understand the impact a strategic approach to quality will have on them. Policy-makers can use

the findings to set the agenda for closing Canada’s productivity gap. Knowledge of this

research can support policy-maker decisions to simplify the process for implementing a strategic

approach to quality, realizing the benefits for participating organisations and employees at those

organisations. This research helps academia fill two gaps in the literature: The primary gap is to

understand the impact that the implementation of a strategic quality approach has on employee

happiness (namely satisfaction, engagement, and morale). The secondary gap is the focus on

Canadian organisations. There are relatively few studies that investigate a strategic approach to

quality that focus on Canadian companies. Much of the research related to strategic quality

employs data from American, Asian, Australian, and European organisations whereas this

research uses data from exclusively Canadian organisations. This is the only academic research

(to the knowledge of the researcher) that uses original Canada Awards for Excellence recipient

results to draw conclusions. In this research, organisations with a strategic approach to quality

14
(Canada Awards for Excellence recipients) are compared with similar size organisations with no

defined approach to quality (non-winners).

A 66-question survey was used with 591 respondents representing 58.68% response rate from 12

Canadian organisations. The participating organisations were a mix of small and medium size

organisations ranging in size from 5 employees to 400 employees in both the service and

manufacturing sectors. The survey respondents included 315 from Canada Award for

Excellence winners and 276 from non-winners. Of the 12 organisations studied, five are Canada

Award for Excellence winners and seven of them are non-winners.

The research provides evidence that organisations taking a strategic approach to quality have a

positive impact on the employees of that organisation. The research has found significant

connections between an organisation’s level of strategic quality and the effect on employees in

terms of morale, engagement, and satisfaction.

The survey alongside focus group analysis shows that there is a clear relationship between

strategic quality and employee happiness. The findings indicate that the impact of implementing

quality is positive and results in benefits for both the organisation as a whole and the individual

employee. Significant differences are noted between Canada Award for Excellence winners and

non-winners.

15
Chapter One - Introduction
1.1 - Research Area and Background

The research outlines the relationship between a strategic approach to quality and employee

happiness. Surveys and focus groups were conducted with organisations dedicated to a strategic

approach to quality management and organisations lacking dedication to a strategic approach to

quality management. A comparison between strategic quality award winners and non-winners

was done to delineate between companies that are dedicated to strategic quality management and

those that are not. The results were also analysed to understand the relationship between and

impact of a strategic approach to quality on employee happiness.

The context in which this research is carried out concerns Canadian organisations. The success

of Canadian industry in competing in the global economy has continuously declined since the

1970s (Conference Board of Canada, 2011). Productivity, competition for global investment, and

a lack of progress compared to other countries has led to this position. Growth in Canadian

labour productivity, defined as GDP per hour worked, has steadily decreased and now trails the

U.S. and the majority of other G7 countries (Mendleson, 2010). The Canadian business sector

output per hour growth and labour productivity growth has trailed that of the United States.

Figures for labour productivity, a measure of real GDP per hour, suggests Canada's economic

performance has lagged behind that of the United States (Sharpe, 2004). Between the first

quarter of 1997 and the first quarter of 2011, labour productivity in Canada declined 17 per cent

relative to that of the United States (Statistics Canada, 2011). The rate of productivity growth in

the United States was significantly higher than that in Canada during the second half of the

1990s (Crawford, 2002).

16
To address performance issues including productivity, some organisations have adopted a

strategic approach to quality management that fosters continuous improvement. A strategic

approach to quality is a mindset of continuous improvement, moving away from detection of

problems to one of prevention of future problems (Crosby, 1980; Juran, 1980; Deming, 1982;

Deming, 1986). In Canada, organisations that are successful in implementing a strategic

approach to quality are often recognized with the Canada Awards for Excellence. The Canada

Awards for Excellence are presented annually to private and public sector organisations of all

sizes that have successfully implemented a strategic approach to quality (Excellence Canada,

2012). In this research Canada Awards for Excellence recipients are compared with non-winning

organisations.

1.2 - Rationale for Choice of Area of Study

The rationale for researching this subject area is due in part to the researcher’s professional

background and follows on from a pilot study carried out by the researcher (detailed in section

5.3.1). The choice is also based on the lack of academic research in linking a strategic approach

to quality with employee happiness (gaps detailed in section 2.3). Further rationale for the

choice is due to the lack of consistent definitions of a strategic approach to quality and employee

happiness in the literature.

The principles of a strategic approach to quality include: involved leadership, a primary focus on

the customers, an environment of cooperation and teamwork, a preventative approach to process

management, a factual approach to decision making, an environment of continuous learning and

people involvement, and a culture that supports continuous improvement and innovative thinking

(Crosby, 1980; Juran, 1980; Deming, 1982; Deming, 1986; Saraph et al., 1989; Dean and Bowen,

17
1994; Flynn et al., 1994; Waldman, 1994; Ahire et al., 1996; Zeitz et al., 1997; Eskildsen and

Dahlgaard, 2000; Excellence Canada, 2000; SAI Global, 2004; NIST, 2009; EFQM, 2010). A

strategic approach to quality management is when quality approaches move beyond incremental

operational improvements to those that influence the strategy process for the organisation

(Leonard and McAdam, 2004). The literature states that strategic quality management theory is

mainly derived from three sources including academic theorists, evaluation against formal

international awards criteria (such as Canada Awards for Excellence, Baldrige, EFQM,

Australian Business Excellence awards), and studies comparing successful implementation of

strategic quality with measurements of firm performance (Tari, 2011).

This study employs employee satisfaction, employee engagement and employee morale

measures to represent overall employee happiness. These measures have been used to fill a gap

in the literature linking a strategic approach to quality management with three measures that have

not been used in the prior studies concerning quality. The impact on employees and employee

happiness studied in this research includes employee satisfaction, engagement, and morale.

Employee satisfaction, employee engagement, and employee morale are three frequently used

constructs related to happiness at work (Fisher, 2010). Using both quantitative and qualitative

methods the research shows that employee satisfaction, engagement, and morale are higher when

an organisation implements a strategic approach to quality management.

There is evidence to show that a strategic approach to quality management can deliver higher

customer satisfaction and productivity (Wollner, 1992), although there is less agreement on

whether a strategic approach to quality results in an improvement of employees’ working

conditions, leading to higher job satisfaction. Studies have found that, in some cases, workers

18
feel that efforts to achieve higher quality have led to a variety of changes: more demanding jobs,

more responsibility, and less job autonomy (Lam, 1996). Other studies suggest employees fear

and resist activities associated with a strategic approach to quality management (Stewart et al.,

2010).

1.3 - Theoretical framework/methodology

The theoretical framework that is tested within this thesis is presented in Section 3.4, following a

review of the literature on both a strategic approach to quality and measures of employee

happiness. This framework shows the links derived from the literature, that were later explored

by analyzing surveys and focus group results obtained from a diverse group of businesses in

Canada. The literature review outlines the rationale for the categories of employee measures that

are used to link with a strategic approach to quality management for this research. A diagram

outlining the framework is provided in Chapter three (see Figure 3.2).

The research takes a positivist methodological position anchored with ontological and

epistemological assumptions that the world is ordered and that events are discrete and observable

(detailed in Chapter Four). The researcher takes a position that causal explanations are possible

and can be explained by studying patterns of the social structures and generalising these patterns.

This research takes a deductive approach to theory generation whereby the researcher takes a

role of an objective detached observer. The research takes the position that truth is possible to

observe using surveys and focus groups and that the findings can be generalised and used beyond

the organisations targeted for the research.

1.4 - Research Questions

The main research question of this thesis is:

19
  What is the relationship between a strategic approach to quality and employee happiness?

In order to answer this question, the following sub-questions were explored:

1. What constitutes ‘a strategic approach to quality’?

2. What constitutes ‘employee happiness’?
3. Is there a relationship between a strategic approach to quality management and employee
happiness?
4. What is the specific impact of a strategic approach to quality on employee happiness?
5. Is employee happiness higher at organisations with a strategic approach to quality?

These questions focus on closing gaps in the existing literature related to the lack of research

linking a strategic quality approach to employee happiness. It also provides insight into the

Canadian context with data explored from Canadian organisations. Question five is explored

using 2 hypotheses and this is detailed in chapter three, the hypotheses are derived from the

literature, and are described in detail in section 3.5. The hypotheses explore the relationship and

if the adoption of a strategic approach to quality, impacts negatively or positively on employees.

1.5 - Structure of the Thesis

The overview of the research is displayed in Figure 1.1. The following is a brief summary of

each of the chapters of the thesis.

20
 Figure 1.1 – Overview of the Research

Impact of Quality on Employees

Research Questions Research Objectives

1) What constitutes ‘a strategic approach to quality’? (Chapter 2)
1) Explore the link between quality
2) What constitutes ‘employee happiness’? (Chapter 3)
3) Is there a relationship between a strategic approach to quality
management and its effect on
management and employee happiness? (Chapter 6, section 6.1) employees
4) What is the impact of a strategic approach to quality on employee 2) Explore the connections between
happiness? (Chapter 6, section 6.2) organisations who have high levels
5) Is employee happiness higher at organisations with a strategic approach
of quality and high levels of
to quality? (Chapter 6, sections 6.3 and 6.4)
employee measures
3) Establish a constructed measure
for a strategic approach to quality
management
4) Establish a constructed measure
for employee measures of morale,
engagement, and satisfaction

Introduction – Chapter 1

Literature, Methodology, Methods, and Quality Awards – Chapters 2, 3, 4,

Strategic Employee Quality Research Methodology

Happiness
Quality Awards Methods
defined
Defined

Research Methods – Chapter 4 Research Domain

Target Audience (award Survey
Quantitative and Qualitative Comparing employee measure results
winners and non-winners) questions
for organisations with a strategic
approach to quality (primarily CAE
Validity and Reliability Survey and Focus Group Structure Winners) with organisations without a
Research strategic approach to quality (primarily
Audience Samples Survey Design considerations Time line non-winners)

Data Analysis – Chapter 5 Analysis and Findings – Chapters 6

Descriptive Response Frequency Data Relationship Impact Analysis

Analysis Prep Analysis – 6.1 – 6.2
Analysis7 Rate

Attitude scale Reliability Statistical Focus

construction Analysis Methods Group CAE Award winners vs.
Non-winners – 6.3, 6.4
Research Question detail
21

Discussion and Conclusion – Chapters 7, 8

1.5.1 - Chapter Two – Literature Review – A Strategic Approach to Quality Management

Chapter two provides an extensive review of the existing literature concerning a strategic

approach to quality management. The chapter defines a strategic approach to quality as stated in

the literature, outlines contributions of academic theorists, and then focuses on various relevant

studies comparing quality with organisational performance. The chapter also reviews, evaluates,

and critiques the existing methodological approaches to quality management research.

1.5.2 - Chapter Three – Literature Review – Employee happiness

Chapter three defines, presents and justifies the use of satisfaction, morale, and engagement as

employee measures of happiness. The construct is introduced as a broader definition of employee

happiness including satisfaction, engagement, and morale. The chapter also presents the

theoretical framework that is tested within this thesis. The chapter ends with a complete listing

of research questions with all of the related hypotheses.

1.5.3 – Chapter Four– Methodology

Chapter four outlines the positivist paradigm that informs this research. The chapter goes on to

outline how the research data focus mainly on quantitative data supported by qualitative data.

The structure of both the survey and the focus group sessions is detailed. Considerations of

survey design and response rate errors are also outlined. The chapter ends with a summary of the

various stages of the research from survey design to conclusions.

1.5.4 - Chapter Five – Data Analysis

Chapter five shows the specific details of the data analysis including response rates, frequency,

and descriptive analysis. Data preparation and attitude scale construction are outlined. The

22
chapter also provides descriptive and reliability analysis of the survey results. A detailed

overview of the various statistical tests including frequency analysis, descriptive statistics,

reliability analysis, Pearson correlation, cross tabulation, scatter diagrams, chi squared, t-

test/Mann Whitney U test, and ANOVA analysis of variance are outlined and justified.

1.5.5 - Chapter Six – Data Findings

Chapter six presents the specific results of the surveys and focus groups; all of the research

questions are answered in this chapter. Using relationship, impact, and statistical analysis this

chapter explores if employees working at organisations with a strategic focus on quality (award

winning organisations) have significantly higher morale, satisfaction, and engagement.

1.5.6 - Chapter Seven – Discussion

The discussion provides a commentary of the main findings of the research. The implications of

the findings are explained in the context of the literature. The theoretical framework is also

repositioned in light of the specific results. Included in the implications is a discussion of the

practical application of the results. The chapter answers each of the five research questions and

concisely summarizes the principal implications of the findings.

1.5.7 - Chapter Eight – Conclusions

Drawing on the findings and the discussion, chapter eight reflects on contribution to knowledge,

the research limitations, and suggests opportunities for further research. The contribution to

knowledge is explored in some detail in the next section.

23
1.6 - Contributions to knowledge

The aim of the thesis is to understand the relationships between a strategic approach to quality

and employee happiness. Target audiences for the diffusion of the research findings include

academia, practitioners, and policy makers.

1.6.1 – Primary Gap – Academic Literature on the Link between A Strategic Approach to
Quality and Employee Happiness

A key contribution of this research to academia is that it addresses gaps in the literature. The

principal gap in the existing research is to understand the relationship between the

implementation of a strategic approach to quality and employee happiness (in the areas of

satisfaction, engagement, and morale). This research expands on prior literature linking

strategic quality with organisational results (Ritter, 1991; O’ Brien and Voss, 1992; Hendricks

and Singhal, 1996; Kivimaki et al., 1997; Curkovic et al., 2000; Wilson and Collier, 2000).

1.6.2 – Secondary Gap – Academic Literature on Strategic Quality in a Canadian Context

A secondary contribution to the literature that this research makes is the focus on Canadian

organisations. There is little research about a strategic approach to quality that is focused on

Canadian companies. Most of the research related to strategic quality has been carried out using

data from American, Asian, Australian, and European organisations. This research uses data

from exclusively Canadian organisations.

1.6.3 – Usefulness for Practitioners and Policy Makers

A third contribution to knowledge of this research is that companies and practitioners can use the

conclusions to decide on the value of a strategic approach to quality as it relates to employees.

24
The findings provide answers to employees, management, and labour unions that need to

understand the impact a strategic approach to quality will have on them.

This chapter introduced the research area and provided rational for the choice of the area of study.

All of the chapters of this thesis were introduced in the context of the thesis structure. The

primary and secondary contributions to knowledge were shared highlighting how academia,

practitioners, and policy makers might make use of the conclusions. The next chapter will

review the literature related to a strategic approach to quality.

25
Chapter Two - Literature Review – A Strategic Approach to Quality
Management

This chapter provides an extensive review of the existing literature relating to strategic quality

management. The literature states that quality management theory is mainly derived from three

sources including academic theorists, including Deming, Juran and Crosby, evaluation against

formal awards criteria (such as the Canada Awards for Excellence, Baldrige and EFQM), and

studies comparing successful implementation of quality with measurements of firm performance

(Tari, 2011). The chapter defines a strategic approach to quality as stated in the literature; it

outlines contributions of academic theorists and focuses on various relevant studies comparing a

strategic approach to quality with organisational performance.

The chapter also presents the methodological approaches taken by the literature relating to a

strategic approach to quality, in order to justify the chosen paradigm for this research. The

chapter ends by identifying existing gaps in that academic literature. Two such gaps in the

academic literature are identified. The first gap is the lack of available literature around

employee happiness, specifically around employee engagement, morale, and satisfaction. The

second gap is the relative lack of available literature focused on the Canadian context and

Canadian organisations.

2.1 - Definition of a Strategic Approach to Quality Management

This section defines a strategic approach to quality management answering the first of the

outlined research questions of the thesis. Namely: What constitutes ‘a strategic approach to

quality’?

26
A strategic approach to quality management is when quality approaches move beyond

incremental, operational improvements to those that influence the strategy process for the

organisation (Leonard and McAdam, 2004). Garvin (1988) states that the subject of quality has

evolved from a narrow technical discipline whose mandate was to detect manufacturing

problems towards a strategic approach of competitive significance. A strategic approach to

quality management is when quality is defined from the customer’s point of view, built into the

organisational strategic planning process, and obtained through an organisation-wide

commitment (Garvin, 1988 p. 217).

Garvin (1988) also highlights the strategic approach to quality as the fourth era of quality after

inspection, statistical process control, and quality assurance. Organisations that are adopting

quality management approaches that merely include elements of quality assurance and quality

control are missing the competitive potential of a strategic approach to quality, which includes

quality explicitly in the strategic planning process (Kanji et al. 1992).

In the literature it is difficult to find consensus on the definition of quality. Various academic

theorists prefer slightly different versions. The definition is variable because the concept of

quality is looked at from various perspectives. Garvin (1984) classifies the definition of quality

according to five different categories.

1) Transcendent definition: quality is synonymous with “innate excellence”

2) Product based definition: quality consists of precise and measurable variables

3) User-based definition: those goods that best satisfy the users’ preference are the highest

quality

4) Manufacturing-based definition: quality is conformance to requirement

27
 5) Value-based definition: defines quality in terms of costs and prices (Garvin, 1984)

The terms used by authors also differ. Some refer to quality as an operational issue, some refer

to quality as a strategic issue. Here, the term ‘a strategic approach to quality’ is used to describe

a particular body of the literature that deals with quality as a subject that is strategically

important to the organisation. The stance that this research takes is closest to the transcendent

definition that Garvin (1984) refers whereby quality relates to ‘Innate Excellence’. Most of the

companies surveyed were service organisations in the private and public sector (see details in

chapter five) with no products so the product-based, user-based, manufacturing-based, and value-

based definitions were not as relevant. There was only one manufacturing organisation (award

winner 1) in the survey data and conformance to requirements was not a relevant measure in the

quality construct of the research.

A term that the literature often links to what is written about ‘strategic approaches to quality

management’ is Total Quality Management or TQM (Morenzo-Luzon and Peris, 1998). TQM

provides the characteristics to respond to key economic trends and impacts and hence to form an

appropriate strategy (Tan et al., 2000). It is looked at as a strategic approach when an

organisation includes TQM explicitly in the strategic planning process (Kanji et al. 1992). TQM

is also considered a strategic approach to quality when it moves beyond an element that is co-

ordinated at the operational level to include all aspects and disciplines of an organisation (Harber

et al., 1993). In other words, ‘a strategic approach to quality management’ delivers continuous

improvement of an organisation’s key measures of competitiveness and overall performance

(Wollner, 1992).

28
Current conceptions of TQM include strategic planning, the human relations’ perspectives of

Juran (1980) and Crosby (1980), and the participatory management and statistical measurement

approaches of Deming (Hyde, 1992). A strategic approach to quality management is an

integrated approach to achieving and sustaining high quality output, focusing on the maintenance

and continuous improvement of all the functions within an organisation in order to meet or

exceed the requirements of the customer (Flynn et al., 1994) and other stakeholders. There is

evidence in both the literature on strategic management, and on TQM, that an increasing

integration of the ideas and ideals of quality and strategy is occurring (Vinzant and Vinzant,

1999).

The term TQM became popular in the 1990s and was based on the work of W. Edwards Deming

(Deming, 1982; Deming, 1986; Evans and Lindsay, 2008). TQM is defined as the application of

quality management principles to all aspects of the organisation. TQM is a management

philosophy and set of practices that establish an organisation-wide focus on quality which

stresses the principles of customer satisfaction, employee involvement and continuous

improvement in quality (Curkovic et al. 2000). TQM is often used to describe a strategic

approach to quality management. Mehra et al. (2001) describe TQM as a quality-based

management strategy (strategic orientation) that promotes enterprise-wide quality through a

strong focus on customer orientation.

Quality management theory is derived from three main sources: (Tari, 2011, p. 624)

1) Contributions from leading academic theorists (Deming, 1986; Juran, 1980; Crosby

1980).

29
 2) Evaluation against formal quality awards assessment criteria like the Canada Awards for

Excellence, the European Quality Award, the Malcolm Baldrige National Quality Award

and the Deming Prize (Excellence Canada, 2000; SAI Global, 2004; NIST, 2009; EFQM,

2010)

3) Studies comparing successful implementation of quality with measurements of firm

performance (Saraph et al., 1989; Flynn et al., 1994).

These three sources are the basis for the quality construct outlined in this thesis. The next section

outlines the elements of a strategic quality approach.

2.1.1 - Elements of a Strategic Quality Approach

The elements of a strategic approach to quality management were reviewed from three different

perspectives. The first was from the perspective of various quality theorists. These theorists are

among those who are commonly referred to as “Quality Guru’s” (Kruger, 2001; Evans and

Lindsay, 2008). The second was in the form of international awards’ criteria. The third was

from studies comparing the implementation of quality with firm success.

A strategic approach to quality is a mindset of continuous improvement, moving away from

detection of problems to one of prevention of future problems (Crosby, 1980; Juran, 1980;

Deming, 1982; Deming, 1986). The principles that achieve this include involved leadership, a

primary focus on the customers, an environment of cooperation and teamwork, a preventative

approach to process management, a factual approach to decision making, an environment of

continuous learning and people involvement, and a culture that supports continuous

improvement and breakthrough thinking (Saraph et al., 1989; Mizuno, 1990; Bessant, 1991;

Schein, 1992; Barker, 1993; Flynn et al., 1994; Handy, 1995; Ahire et al., 1996; Black and Porter,

30
1996; Zeitz et al., 1997; Samson and Terziovski, 1999; Eskildsen and Dahlgaard, 2000;

Excellence Canada, 2000; Pannirselvam and Ferguson, 2001; SAI Global, 2004; NIST, 2009;

EFQM, 2010).

2.1.1.1 - Quality Theorists - Early Literature on a Strategic Approach to Quality

Management

The early development of the total quality movement was substantially influenced by a few

quality pioneers (Kruger, 2001 p. 146). Three of the most often cited authors on quality

management are W. Edwards Deming, Joseph M. Juran, and Philip B. Crosby (Evans and

Lindsay, 2001; Kruger, 2001; Evans and Lindsay, 2008; Zairi, 2013). The philosophies of

Deming, Juran and Crosby provide fundamental principles on which total quality is based

(Motwani, 2002). These quality theorists are often referred to as “Quality Guru’s” in both

academic and popular publications (Bendell, et al., 1995; Kruger, 2001; Evans and Lindsay,

2008; Zairi, 2013). In this thesis, the contributions of Deming, Juran, and Crosby were the

primary focus in terms of quality theories. The work of other quality theorists including Armand

V. Feigenbaum, Kaoru Ishikawa, Bill Conway, Genichi Taguchi, Shigeo Shingo, and W.G.

Ouchi are generally considered as more derivative of the work of Deming, Juran, and Crosby

(Bendell, et al., 1995; Maguad, 2006; Zairi, 2013). This section will review the elements of

these three main theorists and other authors’ quality management philosophies and link it back to

the questions in the survey used for this research.

Several authors have stated Deming’s importance/influence on the subject of a strategic approach

to quality management. Evans and Lindsay (2008 p. 92) state that "No individual has had more

influence on quality management than Dr. W. Edwards Deming". While Sosik and Dionne (1997

p. 447) support this further by identifying Deming as “perhaps the world's premier total quality

31
management guru”. Further statement of Deming’s importance is given by Hahn (2002 p. 290)

who points out that “Deming is probably the best-known statistician, in the eyes of the general

public, whoever lived.”

Deming’s work is among the research that informs the data collection methods of this research.

Deming argued that managers must shift away from short-term goals and focus on long-term

strategy. Deming's approach emphasised building quality into the organisation strategically,

rather than leaving it to be the parts of the organisation associated with production alone

(Deming, 1982; Deming, 1986; Evans and Lindsay, 2008). Deming also believed in continuous

learning and training of job skills for self-improvement (Deming, 1982; Deming, 1986).

Deming’s perspective on quality management can be summarized in his 14 points (Table 2.1).

These 14 points are intended to be understood and reinforced by senior management constantly

(Deming, 1982; Deming, 1986). Deming emphasises a constancy of purpose where employees

understand the overall aim or mission of the organisation (Deming, 1982; Deming, 1986; Mann,

1985). Deming states that an organisation needs to adopt a new philosophy for strategic quality

as apposed small changes such as a few guidelines, ideas and rules which can be tacked on to the

end of whatever is done now (Deming, 1982; Deming, 1986; Neave, 1987). He also emphasizes

a focus on strategic prevention of problems as opposed to a dependence on inspection activities

and lowest price suppliers (Deming, 1982; Deming, 1986; Scherkenbach, 1986). Deming

emphasizes an approach to continuous improvement that seeks out problems rather than turning

a blind eye (Deming, 1982; Deming, 1986; Neave, 1987). Modern methods of job training and

leadership that help people do a better job are very important to strategic quality according to

Deming (Deming, 1982; Deming, 1986; Mann, 1985). Another one of Deming’s 14 points that

32
is important for a strategic approach to quality is an environment that supports cooperation and

teamwork as opposed to an environment of fear (Deming, 1982; Deming, 1986; Scherkenbach,

1986). In order to have a true strategic approach to quality, different parts of the organisation

must work in teams without any barriers to tackle big problems together (Deming, 1982; Deming,

1986; Neave, 1987). Deming also states that big targets and slogans are not useful in an

organisation that is attempting to improve quality strategically (Deming, 1982; Deming, 1986;

Mann, 1985). If unreasonable requests are made of employees, outputs are less than those that

would have been reached had those requests not been made (Deming, 1982; Deming, 1986;

Neave, 1987). Deming stresses the importance of removing barriers to pride in the work that

people do (Deming, 1982; Deming, 1986; Scherkenbach, 1986). The last of Deming’s 14 points

concerns the commitment of top management (Deming, 1982; Deming, 1986). In order to be

successful, an organisation must clearly define top management’s permanent commitment to

continuous improvement (Deming, 1982; Deming, 1986; Neave, 1987).

Table 2.1 - Deming's 14 Points

Deming’s 14 Points (Deming, 1986)

1) Create constancy of purpose
2) Adopt the new philosophy
3) Cease dependence on inspection
4) Base decisions on quality as well as price
5) Improve constantly and forever
6) Institute training
7) Institute leadership
8) Drive out fear
9) Break down barriers between departments
10) Eliminate slogans.
11) Eliminate management by objectives.
12) Remove barriers to pride of workmanship.
13) Institute education and self-improvement.
14) Top management commitment

33
Deming felt that improvements should be a continuous concern for management and employees.

According to Deming, in order to implement continuous improvement, managers need to create a

work climate of productive co-operation rather than the assignment of blame. Deming (1986)

also established that 95 per cent of variance in the organisational performance is due to system

factors rather than individual factors. The relationship between Deming’s 14 points and the

survey tool in this research is explored in Appendix 2.

Juran is credited with introducing the human element into quality (Juran, 1980; Juran, 1986;

Bailey, 2007). Juran (1980) emphasised management's responsibility for improvements in

quality, which this research is calling a strategic approach to quality management. Juran pushed

for the education and training of managers (Juran, 1980; Juran, 1986). He also felt that resistance

to change was more of a cultural issue and the root cause of quality problems (Juran, 1986).

Juran’s Trilogy is an approach that encompasses many of his views of strategic quality and is

presented in Table 2.2. The relationship between Juran’s Trilogy and the survey tool in this

research is explored in Appendix 2.

Table 2.2 - Juran's Trilogy

Juran’s Trilogy (Juran, 1986)

1) Quality Planning
a. Setting Goals
b. Customer and need identification
c. Product and process design
2) Quality Control
a. Measure performance
b. Compare performance to target
c. Close gaps
3) Quality improvement
a. Achieve higher targets
b. Provide training
c. Continuous improvement

34
Juran's work is consistent with the view that a strategic approach to quality management delivers

continuous improvement of an organisation's key measures of competitiveness and overall

performance (Juran, 1980; Juran, 1986). In terms of quality control, Juran outlined 3 costs of

quality that management need to focus on. These were prevention costs, failure costs, and

appraisal costs (Juran, 1980). Juran also states that the goal of quality management is to achieve

optimum conformance with an emphasis on prevention costs which are less than failure costs

(Juran, 1980; Juran, 1986).

Another writer on quality, Crosby, is known for his concepts of “Zero defects” and “Do it right

the first time (Kruger, 2001 p. 151).” Similar to Deming and Juran, Crosby offers his own

fourteen-step programme for quality improvement (Crosby, 1980). Continuous improvement is

one of the key aspects of the definition of a strategic approach to quality management, namely an

approach that delivers continuous improvement of an organisation’s key measures of

competitiveness and overall performance (Crosby, 1980). The focus is on cultural change rather

than reliance on statistical tools alone (Crosby, 1980). The steps focus attention on prevention

rather than detection. The steps also clarify the roles of top management as leaders, quality

experts as facilitators, and stress the training of workers to manage quality from the front lines

(Crosby, 1980).

35
Table 2.3 - Crosby's 14 Steps

Crosby’s 14 steps (Crosby, 1980)

1) Management commitment
2) Quality Improvement team
3) Quality measurements
4) Cost of quality
5) Quality awareness
6) Corrective action
7) Zero defect planning
8) Supervisor training
9) Zero defects day
10) Goal setting
11) Error cause removal
12) Recognition
13) Quality councils
14) Do it over again

The steps also stress the use of continuous quality improvement teams and quality measurement.

Crosby’s writings also stress the importance of both planning and goal setting (Crosby, 1980).

Crosby stresses the importance of improving processes based on prevention activities (Crosby,

1980). The relationship between Crosby’s 14 steps and the survey tool in this research is

explored in Appendix 2.

36
Table 2.4 - Summary of Several Quality Theorists Concepts

Deming (Adapted from Juran (Adapted from Juran, Crosby (Adapted from

Deming, 1982; Deming, 1986) 1980) Crosby, 1980)

 Leadership/Leadership  Leadership/Leadership  Leadership/Leadership

Commitment Commitment Commitment
 Process Management  Planning  Planning
 Leadership Through  Process Management  Process Management
involvement  Measurement and  Measurement and
 Continuous Learning, Analysis Analysis
training and people  Leadership Through  Leadership Through
involvement involvement involvement
 Prevention Based  Factual Approach to  Factual Approach to
process management decision making decision making
 Cooperation and  Continuous Learning,  Continuous Learning,
Teamwork training and people training and people
 Continuous involvement involvement
improvement  Prevention Based  Prevention Based
process management process management
 Cooperation and  Continuous
Teamwork improvement
 Continuous
improvement

These author’s approaches have been instrumental in the design of sections of the survey which
is detailed in Chapter 4 section 4.6.6

The management philosophies by Deming, Juran and Crosby have contributed to the present

Total Quality Management approach (Kruger, 2001; Evans and Lindsay, 2008). They all agree

that the leadership teams have a responsibility to direct quality initiatives rather than leaving it to

a quality department manager. Deming emphasised management's' responsibility for quality,

Juran highlighted the importance of planning and Crosby raised the issue of attitudes of workers

and managers towards quality (Deming, 1982; Deming, 1986; Juran, 1980; Crosby, 1980).

Together their work has placed quality on the agenda of top management as a strategic rather

than a tactical issue. Hyde (1992) suggests that current conceptions of TQM include strategic

37
planning, the human relations perspectives of Juran and Crosby, and the participatory

management and statistical measurement approaches of Deming. Table 2.4 provides a summary

of the similarities and differences between the quality theorist’s concepts. Appendix 2 shows a

summary of which questions in the survey are related to the quality theorist’s concepts. The next

section provides a background of various international quality awards. This background will

help frame the use of awards criteria along with academic literature to define a strategic

approach to quality.

2.1.1.2 - International Quality Awards

One of the most pervasive and universal methods to categorize elements of strategic quality has

been awards’ criteria such as the Malcolm Baldrige National Quality Award, the European

Foundation for Quality Management Award and the Canada Award for Excellence (Samson and

Terziovki, 1999). When an organisation links excellence model self-assessment with the

strategic planning processes it aids in effective implementation (Davies, 2008).

The use of Quality Award winners and the national awards criteria as the basis for determining

the extent to which a strategic approach to quality management has been successfully

implemented, is also a common approach in the academic literature (Ritter, 1991; Cruise O’

Brien and Voss, 1992; Hendricks and Singhal, 1996; Kivimaki et al., 1997; Wilson and Collier,

2000; Curkovic et al., 2000).

Ritter (1991) showed the link between TQM strategies and employee relations in US

organisations. The basic approach was to examine the performance of selected U.S. companies

that had won the Malcolm Baldrige National Quality Award to see if results had improved since

implementing TQM practices. O’Brien and Voss (1992) used the Baldrige Awards criteria to

38
assess 42 British organisations. Hendricks and Singhal (1996) investigated the impact of

American companies winning quality awards on the market value of firms. Kivimaki et al.

(1997) examines a surgical clinic that won an international prize for successful TQM

implementation and two non-TQM surgical clinics. The study examined the potential changes in

well-being over time concluding that TQM has a positive impact on employee well-being.

Wilson and Collier (2000) used the Malcolm Baldrige framework to prove the relationship that

exists between leadership, human resource management, strategic planning and information and

analysis. Curkovic et al. (2000) evaluate the extent to which the Malcolm Baldrige National

Quality Awards criteria capture the major dimensions of TQM. They conclude that the Malcolm

Baldrige National Quality Awards criteria have a strong and significant relationship with the

overall subject of TQM.

This thesis takes a similar approach to these studies in terms of comparing award winners and

non-winners investigating the impact of winning quality awards on the measures of employee

morale, satisfaction, and engagement. Many of the previous studies using award winners are

from the 1990s and early 2000s and this research will draw more recent conclusion with a focus

on Canadian organisations. In the next section, there is a full comparison of the similarities

between the various international awards criteria and shows how the Canadian Awards for

Excellence criteria are based on similar constructs as the American, European, and Australian

awards.

2.1.1.2.1 - Background of International Quality Awards

This section provides background of various international quality awards. Past studies have used

the criteria that these awards are based on as a model for a strategic approach to quality (Dean

39
and Bowen, 1994; Capon et al., 1995; Black and Porter, 1996). Four of the awards are profiled

in this section to show a comparison of the principles that they are based on and the details of

awards criteria. This section presents these international awards and then identifies the

similarities and differences between them which will be employed during the development of the

strategic quality management construct.

Different countries around the world define a strategic approach to quality in different ways.

Many of them have created an excellence award to recognize organisations that have

implemented a strategic approach to quality management and the first five awards in the history

of excellence awards are listed in Table 2.5. The definition of a strategic approach to quality

management being an approach that delivers continuous improvement of an organisation’s key

measures of competitiveness and overall performance is a common element of these awards

Talwar (2011).

Table 2.5 - Global Quality Awards

Deming Prize – Japan 1951(JUSE, 2012)

Canada Awards for Excellence – Canada 1984 (Excellence Canada, 2012)

Malcolm Baldrige Award – United States of 1987 (NIST, 2009)

America

Australian Quality Award – Australia 1988 (SAI Global, 2004)

European Excellence Award – Countries in 1991 (EFQM, 2010)

Europe

Talwar (2011) identified 100 excellence models being used in 82 countries. This section outlines

the basic constructs of the criteria that the American, Canadian, European and Australian quality

40
awards are based on. This research uses the Canadian, American, Australian and European

national models for Quality Management. Refer to Table 2.6 and 2.7 for a breakdown of the

criteria for each.

Malcolm Baldrige Award

One of the most commonly used models in the world is the Malcolm Baldrige Award

Framework from the United States (NIST, 2009). Many researchers have adopted the Baldrige

Award framework as the basic model of a strategic approach to quality (Dean and Bowen, 1994;

Black and Porter, 1996; Capon et al., 1995). Black and Porter (1996) for example used the

Malcolm Baldrige awards criteria to develop and validate their quality management survey

questions.

The Malcolm Baldrige Award was created in 1987 to help US companies that needed to focus on

quality in order to compete in an ever-expanding, demanding global market (NIST, 2009). The

goal of the Malcolm Baldrige National Award was to enhance the competitiveness of U.S.

businesses. The United States Congress created the Award Program to identify and recognize

role-model businesses, to establish criteria for evaluating improvement efforts, and to

disseminate and share best practices. The award is given out each year by the President of the

United States (NIST, 2009). Several studies have been published to establish the validity of the

Malcolm Baldrige Awards Criteria (Pannirselvam et al., 1998; Samson and Terziovski, 1999;

Curkovic et al., 2000; Pannirselvam and Ferguson, 2001; Rahman, 2001; Jayamaha et al., 2009).

41
Canada Awards for Excellence

Canada has an equivalent model to the Malcolm Baldrige award in the United States and it is

called the Canada Awards for Excellence. The Canada Awards for Excellence is an annual

awards program to recognize business excellence in quality, customer service, and healthy

workplace. Since 1984, the Awards have been presented to private and public sector

organisations of all sizes that are world class. This prestigious award is tangible evidence of an

organisation’s level of excellence (Excellence Canada, 2012).

This award is based on the Excellence Canada Framework for Organisational Excellence, which

is used by numerous organisations as a management model for continuous improvement and the

achievement of significant operational results (Excellence Canada, 2010). Excellence Canada

administers the Canada Awards for Excellence program under the Vice-Regal Patronage of the

Governor General of Canada. “Thus an organisation receiving a gold Canada Award of

Excellence is akin to a Canadian citizen receiving the Order of Canada” (Dalgleish et al., 2013 p.

433).

The criteria for the Canada Awards for Excellence are comprised of seven categories, sometimes

referred to as Drivers (Excellence Canada, 2010):

 Leadership
 Planning
 People focus
 Process management
 Supplier partner focus
 Organisational performance

These categories are characterized by principles, practices and approaches which emphasize.

42
  Leadership through involvement
 Primary focus on the customers
 Cooperation and teamwork (including partnerships)
 Prevention based process management
 Factual approach to decision making
 Continuous learning and people involvement
 Continuous improvement and breakthrough thinking
 Fulfilling obligations to all stakeholders and society (Excellence Canada, 2010):

Thousands of organisations in Canada use the Framework for Excellence criteria to improve the

quality of their organisations (Excellence Canada, 2010). The awards criteria are used for two

major purposes. The first way is as assessment criteria for awards recognition. The second way

is as a strategic approach to quality for organisational improvement (Excellence Canada, 2010).

Australian Business Excellence Awards

The Australian Business Excellence Awards are given annually to recognise organisations for

demonstrated organisational excellence. The Awards have the most rigorous evaluation process

in Australia (SAI Global, 2004).

The Australian Awards were founded in 1988. The Awards’ mission is to promote, nurture,

recognise and celebrate organisational excellence in all its forms. Organisational excellence is

judged against the Australian Business Excellence Framework, an integrated leadership and

management system recognised globally. (SAI Global, 2004)

Jayamaha et al. (2009) showed that the Australian Business Excellence framework passed the

thresholds for minimum requirements on measurement validity and convergent validity.

43
European Foundation for Quality Management Excellence Award

The European Foundation for Quality Management Excellence Awards were established in 1992,

the prize recognises companies with excellent and sustainable results. The award criteria provide

a holistic overview of how effectively the organisation develops and deploys their strategy, in

line with the needs and expectations of their stakeholders. (EFQM, 2010)

The objective of the European Foundation for Quality Management Excellence Award is to

recognise Europe’s best performing organisations, whether private, public or non-profit. To win

the European Foundation for Quality Management Excellence Award, an applicant must be able

to demonstrate that their performance not only exceeds that of their peers, but also that they will

maintain this advantage into the future. A prize winner is an organisation that demonstrates role

model behaviour (EFQM, 2010).

2.1.1.2.2 - Comparison of the Award Criteria

82 countries around the world have a similar criteria and award program (Excellence Canada,

2012). Looking at the Canadian, the American, the Australian and the European models there

are similarities in the basic constructs. Each country uses both criteria/drivers and principles/core

concepts to describe a strategic approach to quality management.

The basic construct of the Canadian Criteria is very similar to these other validated models (refer

to Table 2.6). Looking at the categories/drivers, all four models have a form of Leadership,

Planning, Customer focus, People focus, and Organisational Performance. The Canadian,

American, and European models have a driver of process management. The Canadian and

European models have a specific driver of Supplier/Partner focus. The American and Australian

44
models have a category of Knowledge Management. The Australian model includes a driver on

innovation, quality and improvement. Table 2.9 gives a breakdown of the similarities and

differences of the various awards.

45
Table 2.6 - Criteria Comparison

Relationship Canada Award Malcolm Australian European

between models for Excellence Baldrige Criteria Business Foundation for
(Excellence for Performance Excellence Quality
Canada, 2000) Excellence, Framework (SAI Management
(NIST, 2009) Global, 2004) (EFQM, 2010)
All 4 models Leadership Leadership Leadership Leadership
include
Leadership
All 4 Models Planning Strategic Planning Strategy and Policy and
include Planning Planning Strategy

All 4 Models Customer Focus Customer Focus Customer and Customer

include Market Focus Results
Customer Focus

All 4 Models Employee Focus Workforce Focus People People

include a focus
on Employees
The Canadian Supplier/Partner X X Partnerships and
and European Focus Resources
Models include
Supplier/
Partner Focus
The Canadian, Process Process X Processes
American and Management Management
European
models include
process
management
focus
All 4 models Organisational Results Success and Key
include elements Performance Sustainability Performance
of organisational Results /Society
performance Results /People
Results

The American X Measurement, Data, Information X

and Australian Analysis, and and Knowledge
models include knowledge
Measurement Management
and knowledge
management

46
The Australian X X Innovation, X
model includes a Quality and
driver on Improvement
Innovation,
Quality and
Improvement

The principles/core concepts of the Canadian model are also similar to other validated models.

All four models include an element of leadership involvement. All four models include a focus

on the customer, a factual approach to decision-making, people involvement and continuous

learning as well as a responsibility to society. The American, Australian, and European models

include a focus on results. The Canadian and American models value workforce, cooperation and

teamwork. The Canadian and American models include future focus and prevention based

management as opposed to correction. The European model includes partnership development.

Table 2.7 gives a breakdown of the similarities and differences of the core principles of the

various awards.

Dean and Bowen (1994) conclude that there are three core principles inherent throughout the

various alternative quality frameworks. These are customer focus, continuous improvement, and

teamwork. This section has provided a background of various International Quality awards.

Several studies have used the criteria that these awards are based on as a model for a strategic

approach to quality (Dean and Bowen, 1994; Black and Porter, 1996; Capon et al., 1995). The

American, Canadian, Australian and European awards criteria were profiled to show a

comparison of the principles and criteria questions. The criteria and principles of these four

awards have many similarities and some differences. All four consider leadership, planning,

people focus, customer focus and organisational performance as elements that are important to a

strategic approach to quality. The Canadian and European Models include Supplier/ Partner

47
Focus. The Canadian, American and European models include process management focus. The

American and Australian models include Measurement and knowledge management. The

Australian model includes a driver on Innovation, Quality and Improvement. These international

awards along with quality theorists (section 2.1.1.1) and the wider academic literature on quality

(2.1.1.3) were considered in the creation of the strategic quality management construct.

48
Table 2.7 - Principle Comparison

Analysis of Canada Malcolm Baldrige Australian European

relationship Award for Criteria for Business Foundation
Excellence Performance Excellence for Quality
(Excellence Excellence, (NIST, Framework Management
Canada, 2000) 2009) (SAI Global, (EFQM,
2004) 2010)
All 4 models Leadership Visionary Lead by example, Leadership
include an element through Leadership provide clear and
of leadership involvement direction, build Constancy of
involvement organisational Purpose
alignment and
focus on
sustainable
achievement of
goals.
All 4 models Primary focus Customer Driven Understand what Customer
include a focus on on the Excellence markets and Focus
the customer customers customers value,
now and into the
future, and use
this to drive
organisational
design, strategy,
products and
services.
Canadian and Cooperation Valuing Workforce X X
American models and teamwork Members and
value workforce, (including Partners
cooperation and partnerships)
teamwork
Canadian and Prevention Focus on the X X
American models based process Future
include future management
focus and
prevention based
management as
opposed to
correction
All models include Factual Management by Improve Management
a factual approach approach to Fact performance by Processes
to decision making decision through the use and Facts
making of data,
information and
knowledge to
understand

49
 variability and to
improve strategic
and operational
decision-making.
All models include Continuous Organisational and Develop and People
people involvement learning and Personal value people’s Development
and continuous people Learning/Agility capability and and
learning involvement release their Involvement
skills,
resourcefulness
and creativity to
change and
improve the
organisation.

All models include Continuous Systems Continuously Continuous

continuous improvement Perspective / improve the Learning,
improvement and and Managing for system/ Develop Innovation
innovation focus. breakthrough Innovation agility, and
thinking adaptability and Improvement
responsiveness
based on a
culture of
continual
improvement,
innovation and
learning.
All models include Fulfilling Societal Behave in an Corporate
a responsibility to obligations to Responsibility ethically, socially Social
society all and Responsibility
stakeholders environmentally
and society responsible
manner.

The American, X Focus on Results Focus on Results

Australian, and and Creating value sustainable Orientation
European models results, value and
include a focus on outcomes
results
The European X X X Partnership
model includes Development
partnership
development.

50
This section provided a comparison of the principles and awards criteria of four international

quality awards. It presented these international awards, identified the similarities and differences

between them which will be employed during the development of the strategic quality

management construct.

2.1.1.3 - Literature Comparing a Strategic approach to quality with performance

This section explores the literature that shows the links between a strategic approach to quality

management and many elements of performance including customer satisfaction, financial

performance, product quality, stock performance, and employee measures. These studies help

give a wider focus to the literature, these authors have followed up on the early theorists work

detailed in section 2.1.1.1. The following summary highlights literature that shows links between

a strategic approach to quality management and customer satisfaction, financial performance,

and stock performance. These studies informed the research in terms of approach. The studies in

this section all compared a strategic approach to quality management with various elements of

organisational performance. The approaches overlap with methods chosen in this research

detailed in Chapter four. The abundance of studies related to these topics and the lack of studies

related to measures of engagement, satisfaction, and morale, highlighted a gap in the literature

for research that links a strategic approach to quality with measures of happiness. The gaps are

outlined in section 2.3.

Links between a Strategic Approach to Quality Management and Customer Satisfaction

The link between a strategic approach to quality management and customer satisfaction has been

well researched. There are several studies that link a strategic approach to quality management

with customer satisfaction. Anderson et al. (1995) showed that employee fulfillment has a direct

51
effect on customer satisfaction. Grandzol and Gershon (1997) indicated that customer focus has

a significant effect on product/service quality. They also showed that employee fulfillment,

cooperation, and customer focus, positively impact customer satisfaction. Choi and Eboch (1998)

and Forza and Glippini (1998) showed that TQM practices have a strong positive effect on

customer satisfaction. Rungtusanatham et al. (1998) linked continuous improvement with

customer satisfaction. Das et al. (2000), among others, said that quality practices are positively

correlated with customer satisfaction. In their study of 1,469 firms in the manufacturing sector

they showed the significant positive correlation between customer satisfaction and a firm’s

performance as defined by market share increase, and Return on Assets (Das et al., 2000).

Ahire and O’Shaughnessy (1998) showed how firms with high top management commitment,

have higher quality products. They also state that customer focus, supplier quality management,

and empowerment emerge as significant predictors of product quality. Ho et al. (2001) showed

how employee relations and training has an indirect effect on product quality through quality

data and reporting, and supplier quality management.

Refer to Appendix 3 for a summary of the links between the benefits of a strategic approach to

quality and customer satisfaction. These studies were considered when constructing the survey

questions in this research in terms of the definition of a strategic approach to quality and the

construct used to measure it.

Links between a Strategic Approach to Quality and Financial Performance

Some studies have linked a strategic approach to quality with an organisation’s financial

performance. Powell (1995) showed how executive commitment, an open organisation, and

52
employee empowerment, produce significant correlations to financial performance made up of

sales, growth, profitability, and revenue growth. Hendricks and Singhal (1997) showed that

implementing an effective TQM program improves performance of firms. They defined

performance as a function of market returns, operating income, sales, sales/employees,

sales/assets, cost/sales, capital expenditure/assets, number of employees, and assets. Adam et al.

(1997) linked senior management involvement and recognition, with financial performance

defined as net profit as a percentage of sales, return on assets, and sales growth. Chenhall (1997)

showed that there is a relationship between TQM and performance as defined by growth in sales,

return on sales, return on assets, and growth in overall profitability. Grandzol and Gershon

(1997) showed a relationship between continuous improvement, and financial performance as

defined by return on investment, market share, capital investment ratio, and product/service

quality. Easton and Jarrell (1998) showed how the adoption of TQM is linked with increased

financial performance as defined by net income/sales, net income/assets, operating income/sales,

operating income/assets, net income and operating income per employee, sales per employee,

total inventory to sales and cost of goods sold, and cumulative daily stock returns. Wilson and

Collier (2000) showed how process management and information management, have significant

and positive direct effects on financial performance as defined by market share, market share

growth, Return On Investment and Return On Investment growth, Return On Sales and Return

On Sales growth, and customer satisfaction. Douglas and Judge (2001) showed how the extent

to which TQM practices are implemented is positively and significantly related to perceived

financial performance as defined by growth in earnings, growth in revenue, changes in market

share, return on assets, and long run level of profitability.

53
Some research shows the link between a strategic approach to quality and a company’s stock

market performance. Hendricks and Singhal (1996) showed how the stock market reacts

positively to winning quality award announcements. This positive reaction is a function of a

perceived decline in systemic risk, and positive feelings associated with the effectiveness of the

firm’s quality improvement programs. In 2001, Hendricks and Singhal showed how effective

implementation of TQM principles and philosophies leads to improvement in long run stock

performance.

Interestingly some studies have also had the opposite opinion. Several studies have indicated a

failure of quality implementation approaches to increase the economic returns of firms. Ittner and

Larcker (1996) found that certain process management techniques improve profitability while

others have little effect on financial performance. They found that long-term partnerships with

suppliers and customers are associated with higher performance. However the value of other

techniques such as statistical process control, process capability studies, and cycle time analysis

appeared to have less of an impact. Keiningham et al., (1994) caution organisations who are

implementing quality programs and cites that as many as two-thirds of these programs have

failed to achieve significant results. Kearney (1992) claimed that 80 per cent of initiatives failed

to produce any tangible benefits. The researcher took this into consideration in the chosen data

collection methods of survey and focus group. The results of this research contradict this

conclusion in terms of improvements to employee morale, satisfaction and engagement.

Refer to Appendix 3 for a summary of the links between the benefits of a strategic approach to

quality and aspects of financial performance. These studies were considered when constructing

the survey questions in this research.

54
2.1.1.4 - Summarized elements of a strategic approach to quality management

This section summarizes the various factors that were considered from the literature in the

creation of the quality construct. Various authors (Saraph et al. 1989; Flynn et al., 1994;

Waldman, 1994; Powell, 1995; Ahire et al. 1996; Black and Porter, 1996; Zeitz et al., 1997;

Samson and Terziovski, 1999) have identified critical factors of a strategic approach to quality

including (1) leadership involvement; (2) Measurement, analysis, and knowledge management;

(3) process management; (4) innovation and quality design; (5) employee training and

empowerment; (6) supplier quality management; and (7) customer involvement and satisfaction

that are summarized in Table 2.8.

Other authors (Kearney, 1992; Porter and Parker, 1993; Anderson et al. 1994; Dale and Cooper,

1994; Dean and Bowen, 1994; Wilkinson et al., 1994; Larson and Sinha, 1995; Mintzberg, 1998;

Mukherjee and Lapre, 1998; Quazi et al. 1998; Dow et al., 1999; Scholtes, 1999; Yusof and

Aspinwall, 1999; Ravichandran and Rai, 1999; Curkovic et al. 2000; Eskildsen and Dahlgaard,

2000; Wilson and Collier 2000; Davies et al. 2001; Pannirselvam and Ferguson, 2001;

Westlund, 2001; Ahmad and Schroeder, 2002; Kanji, 2002; Soltani, 2005; Davies, 2008; Soltani

and Wilkinson, 2010) have suggested common elements of a strategic approach to quality

including (1) planning; (2) people focus; (3) leadership; (4) process management; (5) leadership

involvement; (6) cooperation and teamwork; (7) supplier focus; (8) customer focus; (9) fulfilling

obligations to all stakeholders and society; (10) continuous improvement; (11) people

involvement; and (12) prevention based process management, that are summarized in Tables

2.6A, 2.6B, and 2.6C.

55
The common factors and elements from Table 2.8, 2.9, 2.9B and 2.9C were considered in the

construction of the quality construct in Table 2.10 as shown in the third row of the data showing

which questions were linked to the various articles. Appendix 2 shows the relationship between

the common factors and elements and the survey tool.

56
Table 2.8 - Comparison of Critical Factors of TQM

Saraph et al. Flynn et Ahire et Waldman Powell Black and Samson and Zeitz et
(1989) al. (1994) al.(1996) (1994) (1995) Porter Terziovski al.(1997)
(1996) (1999)
Top Top Top Upper Leadership Management
management management management management Executive Strategic quality support
leadership support commitment commitment commitment management People Use of data
and and corporate management
Quality data and Quality Internal quality Striving adopting quality culture Supplier
reporting information information continually to philosophy Customer Focus relationships
usage improve Quality
Process employee Measurement improvement Strategic Employee
Process
management Design quality capabilities and and zero measurement Planning improvemen
Product management work processes defects system and ts
management
design Employee mentality communication Information and
training involvement of analysis Customers
Workforce Process improvement Supervision
Product/service management Supplier a focus on improvement information Process
design Supplier quality quality and Operational Management
Training involvement management flexible quality planning
and attempts to manufacturin Performance
Supplier quality Employee supplier involve external g External
management involvement performance suppliers and interface
Customer customers Training management
Role of the involvement Employee Closer to Supplier
quality Suggestions use of scientific suppliers partnerships
department and problem Employee
Customer
Employee solving empowerment People and
Employee empowerment techniques; customer
focus
relations Closer to management
SPC usage leadership customer
Benchmarking practices Benchmarkin Customer
oriented towards g satisfaction
values and orientation
vision

quality culture

57
Table 2.9 - Elements of Strategic Quality

Dean and Eskildsen and Davies, 2008 Pannirselvam Soltani and Wilson and Soltani, 2005 Ravichandran
Bowen, 1994 Dahlgaard, and Ferguson, Wilkinson, Collier 2000 and Rai, 1999
2000 2001 2010
Leadership Leadership Planning - Leadership Leadership Planning Leadership Planning
Strategic
Planning
Process People Focus People Focus People Focus Customer Prevention Supplier
Management Focus based process Focus
People Focus – management
Process Process People
Performance
Leadership Management Management Involvement People Focus
Management
through
involvement
Supplier Cooperation Prevention
Process
Partner Focus and teamwork based process
Management –
Cooperation management
Alignment
and teamwork
Leadership with other
through systems
Customer involvement
Focus
Cooperation
Cooperation and teamwork
Continuous and teamwork
Improvement
People
involvement

Table 2.9.B - Elements of Strategic Quality

Wilkinson et Dow et al., Anderson et al. Curkovic et al. Kearney, 1992 Mintzberg, Dale and Scholtes, 1999
al., 1994 1999 1994 2000 1998 Cooper, 1994
Leadership Planning People Focus Process Leadership Leadership Leadership Leadership
Management
Prevention Supplier Focus Process
based process Management Supplier Focus
management

Table 2.9.C - Elements of Strategic Quality

Yusof and Quazi et al. Davies et al. Kanji, 2002 Porter and Larson and Ahmad and Mukherjee (Westlund,
Aspinwall, 1998 2001 Parker, 1993 Sinha, 1995 Schroeder, and Lapre, 2001)
1999 2002 1998
Leadership Planning Leadership Leadership Planning Customer People Focus People Focus Fulfilling
Focus obligations to
all stakeholders
and society

The multidimensionality of the strategic quality approach construct must be considered when

researching this subject (Kaynak, 2003). The 37 questions in the survey (described in detail in

section 4.6.6) link with the following multidimensional construct of a strategic approach to

58
quality management. This construct is based on the relevant academic literature including the

writings of leading quality theorists and the drivers and principles from the Canadian, American,

Australian and European awards criteria. The specific links with the literature are detailed in

Table 2.10.

Table 2.10 - Strategic Approach to Quality Management Construct Based on Literature

Drivers Intent/Important element Literature Reference

Leadership - Aim of the organisation is (Crosby, 1980; Juran, 1980; Deming,
understood 1982; Deming, 1986; Saraph et al., 1989;
- Leaders set the direction Kearney, 1992; Dale and Cooper, 1994;
- Leadership commitment to Dean and Bowen, 1994; Flynn et al.,
continuous improvement 1994; Waldman, 1994; Wilkinson et al.,
1994; Powell, 1995; Ahire et al., 1996;
Black and Porter, 1996; Zeitz et al.,
1997; Mintzberg, 1998; Samson and
Terziovski, 1999; Scholtes, 1999; Yusof
and Aspinwall, 1999; Eskildsen and
Dahlgaard, 2000; Excellence Canada,
2000; Davies et al. 2001; Pannirselvam
and Ferguson, 2001; Kanji, 2002; SAI
Global, 2004; Soltani, 2005; NIST, 2009;
EFQM, 2010; Soltani and Wilkinson,
2010)
People Focus - Measurement of employee (Saraph et al., 1989; Anderson et al.
satisfaction 1994; Flynn et al., 1994; Waldman,
- Encourage employees to 1994; Ahire et al., 1996; Black and
provide ideas for Porter, 1996; Zeitz et al., 1997;
improvement Mukherjee and Lapre, 1998; Samson and
- Recognize employees for Terziovski, 1999; Eskildsen and
good work that relates to Dahlgaard, 2000; Excellence Canada,
the aim of the organisation 2000; Wilson and Collier 2000;
Pannirselvam and Ferguson, 2001;
Ahmad and Schroeder, 2002; SAI
Global, 2004; Davies, 2008; NIST, 2009;
EFQM, 2010; Soltani and Wilkinson,
2010)

Process - Document key processes (Crosby, 1980; Juran, 1980; Deming,

Management - Monitor key processes 1982; Deming, 1986; Saraph et al., 1989;
- Analyze important Feigenbaum, 1991; Anderson et al. 1994;
processes to determine Dean and Bowen, 1994; Flynn et al.,

59
 opportunities for 1994; Waldman, 1994; Powell, 1995;
improvement Samson and Terziovski, 1999; Eskildsen
and Dahlgaard, 2000; Excellence
Canada, 2000; Curkovic et al. 2000;
Pannirselvam and Ferguson, 2001;
Davies, 2008; NIST, 2009; EFQM, 2010)

Planning - Strategic planning process (Crosby, 1980; Juran, 1986; Saraph et al.,
exists 1989; Porter and Parker, 1993; Powell,
- Incorporation of client and 1995; Black and Porter, 1996; Quazi et
employee input into al. 1998; Dow et al., 1999; Samson and
planning Terziovski, 1999; Ravichandran and Rai,
1999; Excellence Canada, 2000; Wilson
and Collier 2000; SAI Global, 2004;
Davies, 2008; NIST, 2009; EFQM, 2010)
Continuous - Everyone must be given (Crosby, 1980; Juran, 1980; Deming,
learning and the opportunity to develop 1982; Deming, 1986; Saraph et al., 1989;
people their full potential and to Flynn et al., 1994; Waldman, 1994;
involvement make a positive Powell, 1995; Ahire et al., 1996; Black
contribution to the and Porter, 1996; Excellence Canada,
organisation’s pursuit of 2000; SAI Global, 2004; Davies, 2008;
excellence NIST, 2009; EFQM, 2010; Soltani and
Wilkinson, 2010)

Customer Focus - Everyone strives to meet (Saraph et al., 1989; Dean and Bowen,
or exceed the customer’s 1994; Flynn et al., 1994; Waldman,
requirements 1994; Larson and Sinha, 1995; Powell,
- Measurement of client 1995; Black and Porter, 1996; Zeitz et
satisfaction al., 1997; Samson and Terziovski, 1999;
- Use the client feedback for Excellence Canada, 2000; Wilson and
future improvement Collier 2000; SAI Global, 2004; NIST,
2009; EFQM, 2010)

Leadership - Senior leaders are directly (Crosby, 1980; Juran, 1980; Deming,
through involved in direction, 1982; Deming, 1986; Saraph et al., 1989;
involvement facilitation, reinforcement, Dean and Bowen, 1994; Flynn et al.,
communication and 1994; Waldman, 1994; Ahire et al., 1996;
support for continuous Zeitz et al., 1997; Excellence Canada,
improvement. 2000; Eskildsen and Dahlgaard, 2000;
SAI Global, 2004; NIST, 2009; EFQM,
2010)

60
Continuous - No matter how much (Crosby, 1980; Deming, 1982; Deming,
improvement improvement has been 1986; Juran, 1986; Dean and Bowen,
and accomplished, there are 1994; Waldman, 1994; Powell, 1995;
breakthrough always practical and Ahire et al., 1996; Black and Porter,
thinking innovative ways of doing 1996; Zeitz et al., 1997; Excellence
even better Canada, 2000; SAI Global, 2004; NIST,
2009; EFQM, 2010)
Supplier Partner - Include suppliers and (Saraph et al., 1989; Flynn et al., 1994;
Focus partners in process Waldman, 1994; Powell, 1995; Ahire et
improvement al., 1996; Black and Porter, 1996; Zeitz
et al., 1997; Dow et al., 1999;
Ravichandran and Rai, 1999; Curkovic et
al. 2000; Eskildsen and Dahlgaard, 2000;
Excellence Canada, 2000; EFQM, 2010)

Factual - Decision should be based (Crosby, 1980; Juran, 1986; Saraph et al.,
approach to upon measured data not 1989; Flynn et al., 1994; Waldman,
decision making simply on the basis of 1994; Ahire et al., 1996; Black and
instinct, authority, or Porter, 1996; Zeitz et al., 1997;
anecdotal data Excellence Canada, 2000; SAI Global,
2004; NIST, 2009; EFQM, 2010)
Measurement, - We measure and analyze (Crosby, 1980; Juran, 1986; Saraph et al.,
Analysis, and our processes for 1989; Flynn et al., 1994; Powell, 1995;
knowledge improvement Ahire et al., 1996; Black and Porter,
Management - We have a structured 1996; Zeitz et al., 1997; Samson and
knowledge management Terziovski, 1999; SAI Global, 2004;
system NIST, 2009)

Primary focus - The primary aim of (Dean and Bowen, 1994; Flynn et al.,
on the everyone in the 1994; Waldman, 1994; Powell, 1995;
customers organisation must be to Black and Porter, 1996; Zeitz et al.,
fully understand, meet and 1997; Samson and Terziovski, 1999;
strive to exceed the needs Excellence Canada, 2000; Wilson and
of the customer Collier 2000; SAI Global, 2004; NIST,
2009; EFQM, 2010)

Cooperation - Teamwork is nurtured and (Deming, 1982; Deming, 1986; Dean and
and teamwork recognized within and Bowen, 1994; Waldman, 1994;
(including between organisations Excellence Canada, 2000; Eskildsen and
partnerships) Dahlgaard, 2000; Pannirselvam and
Ferguson, 2001; Davies, 2008; NIST,
2009)

61
Prevention - A mindset of prevention as (Crosby, 1980; Juran, 1980; Deming,
based process against correction is 1982; Deming, 1986; Waldman, 1994;
management applied to eliminate the Excellence Canada, 2000; NIST, 2009;
root causes of problems. Soltani and Wilkinson, 2010)

Innovation, - Employees are encouraged (Waldman, 1994; Ahire et al., 1996;

Quality and to innovate and find new Black and Porter, 1996; Zeitz et al.,
Improvement and better ways of doing 1997; Excellence Canada, 2000; SAI
their work Global, 2004)

Focus on - The organisation must (Saraph et al., 1989; Flynn et al., 1994;
Results and have a focus and Ahire et al., 1996; SAI Global, 2004;
Creating value awareness of how it NIST, 2009; EFQM, 2010)
creates value and results

Organisational - Levels and trends are (Samson and Terziovski, 1999;

Performance improving in customer, Excellence Canada, 2000; SAI Global,
employee, process, 2004; NIST, 2009; EFQM, 2010)
supplier/partner, and
financial performance
measures.

Fulfilling - An organisation is seen as (Excellence Canada, 2000; Westlund,

obligations to part of society and should 2001; SAI Global, 2004; NIST, 2009;
all stakeholders have a responsibility EFQM, 2010)
and society towards it.

This section defined a strategic approach to quality as stated in the academic literature; it

outlined contributions of academic theorists and focused on various relevant studies comparing a

strategic approach to quality with organisational performance. Based on this literature review a

construct for a strategic approach to quality was introduced. This construct (Table 2.10) is the

basis for the survey tool that is used in this thesis. The construct is expanded into specific survey

questions that are outlined in section 4.6.6. The next section provides an extended theoretical

analysis of the literature to justify the research methods chosen in this thesis.

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2.2 - Methodological issues within the strategic approach to quality management literature

This section will describe the methodological approaches of the literature related to a strategic

quality approach. This extended theoretical analysis helped the researcher justify the methods

chosen in this thesis. The subject of paradigms will be addressed in greater depth in chapter four.

This section is limited to looking at the paradigmatic choices made by those that have written the

existing literature in the field.

The methodological approaches to the subject of strategic quality are primarily taken from a

positivist paradigm. Quality management is dominated by rational paradigms for the

measurement and management of quality. The positivist paradigm is inherent in the literature

addressing the accreditation of quality and total quality management (Combe and Botschen,

2004).

Out of all the papers examined within this thesis, 79 per cent came from a positivist perspective,

17 per cent were written from an interpretivist perspective, and 4 per cent were written from a

post-modernist perspective. Appendix 6 and Figure 2.1 give a full methodological breakdown of

the examined papers.

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 Figure 2.1 - Methodology Breakdown of Papers Examined in this Research

When the papers listed in Appendix 6 are grouped by decade, there have been more interpretivist

papers since 2000. Between 1990 and 1999 the breakdown of papers examined within this

research was 82 per cent positivist. Out of the papers examined in this research published since

2000, 30% of them took an interpretivist stance. A positivist approach was taken in 67 per cent

of the papers examined in this research that were published since 2000 (see Figures 2.2 and 2.3

for a full breakdown). Although the trend may indicate a movement away from the positivist

paradigm, it seems to remain the dominant approach for the quality management research that

the researcher has encountered.

64
Figure 2.2 - Methodology Breakdown of Papers Published between 1990-1999 Examined in this Research

Figure 2.3 - Methodology Breakdown of Papers Published since 2000 Examined in this Research

65
2.2.1 - Review of Positivist Papers

As noted above, the majority of the papers (79 per cent) that were analyzed in this research took

a positivist approach. The positivist/functionalist approach is derived from natural sciences

(Burrell and Morgan 1979). They seek to discover laws that reflect the natural world. From a

positivist point of view quality management research fits well into this research of the natural

world. Freiesleben’s (2009) comparison of the principles of quality improvement to the

principles of biological evolution, providing an understanding of how the published authors in

the field (79 per cent of the papers reviewed), see the subject. These positivist/functionalist

researchers see the subject as something very close to nature. A scientific subject that can be

measured precisely, simplified, and described (Burrell and Morgan 1979).

The same ontology and epistemology are present in many of the positivist papers. Samson and

Terziovski (1999) empirically test the effectiveness of TQM implementation. It uses Cronbach

Alpha tests in order to meet professional standards of reliability and validity. The research

methods included a 246-question mail survey targeted to a stratified random sample of 4000

manufacturing sites. Survey responses were received from 1289 sites and the data was analysed

using factor analyses, multiple regression, and other statistical calculations, with the analysis

facilitated by the use of SPSS. Two hypotheses were tested and the results showed that the

relationship between TQM practices and organisational performance is significant in a cross

sectional sense, in that TQM practice intensity explains a significant proportion of variance in

performance (Samson and Terziovski, 1999).

Positivists generally bring a view of realism to theoretical entities (Hacking, 1983). They believe

that a single mind-independent reality is apprehendable (Guba and Lincoln, 2005). They also

66
state that although qualitative views, based on practical experience are of substantial value,

empirical evidence is needed for 'scientifically based' frameworks.

Samson and Terziovski (1999) are typical of many quality management researchers. They

interpret a multiple R-value of 0.463 to indicate a relatively strong relationship between TQM

practices and organisational performance, accompanied by an F-statistic for the regression that is

highly significant. The relationship is significant in a cross sectional sense, in that TQM practice

intensity explains a significant proportion of variance in performance. They take the complex

subject of TQM and reduce it to 7 key elements namely: 1) Leadership 2) People management 3)

Customer Focus 4) Strategic Planning 5) Information and analysis 6) Process Management 7)

Performance (Samson and Terziovski 1999). The authors test the theory that already exists

namely “Are the elements of TQM reliable and valid for measuring and predicting organisational

performance (Samson and Terziovski 1999 p. 394)?”

The dominance of the positivist approach to quality management within the research literature

continues to the present day. The majority of the papers published in the last few years including

Lam et al., (2012) carry out research using a positivist paradigm. They use survey data from 150

service firms to examine the association between TQM, market orientation, and service quality.

Using three hypotheses the study provides empirical evidence that TQM has a positive and

significant relationship with both market orientation and service quality.

Only one paper out of the 61-reviewed positivist papers specifically mentions the paradigm as

positivist. Oakland and Tanner (2008 p. 737) say “A positivist approach was taken for the

research, as there was a desire to seek support for relationships across a variety of organisations”

The other 60 papers had almost no reference to paradigms at all. Most researchers used the

67
terms methodology and methods interchangeably. If they did mention methodology it was

almost always to refer to the tools used (surveys, questionnaires, interviews etc.) to carry out the

research rather than the more advanced/sophisticated philosophical and methodological issues.

Another consistent feature of the majority of the papers reviewed was the overall research

process. The process of research in a positivist paradigm is generally deductive in nature (Blaikie,

1993). Using a deductive approach the researcher starts with theory, moves to a hypothesis, and

ends with findings (Bryman and Cramer 1990). Findings are observed, recoded and analyzed

then used to refute or verify the hypothesis.

2.2.2 - Review of Interpretivist Papers

Similar ontologies and epistemologies were present in many of the interpretivist papers. The

interpretivist papers reviewed used in depth case studies (64 per cent), grounded theory (27 per

cent), and mixed methods (9 per cent), as the primary methods.

One example by McAdam et al. (2008) came at their research from an interpretivist perspective

using grounded theory. The authors use thick descriptions and multiple methods including

participant observation, semi structured and unstructured interviews, ethnographic observations,

facilitated focus groups, organisation meetings, facilitated management discussions, social

constructionism workshops, focus groups, critical action research and review of company

documents and archives. Also they show that analysis is done with words comparing, contrasting,

and organising outcomes into themes (Miles and Huberman 1994).

The authors spread their research over 2 phases. Phase 1 of the study chose 19 cases then Phase 2

narrowed them down to 4 cases. These four cases were selected to be re-examined to focus more

68
deeply on the most pertinent questions and initial theoretical constructs. They follow Weick’s

view that settings should be chosen for their access to the phenomenon under study rather than

for their representativeness (Weick, 1995).

At the start of their analysis McAdam et al. (2008) criticize most research on TQM that comes

from a positivist point of view. The paper mentions typical TQM studies and the resulting data,

and its use, is often premised on cause and effect rationality and fails to supply 'deep rich data' to

address 'meanings', phenomena and 'complex' socio-political events, which is a feature of

strategic TQM. Their approach is consistent with Easterby-Smith et al. (2012) as they have a

basic belief that the world is constructed, subjective and the observer is part of the observed

(Easterby-Smith et al. 2012).

McAdam et al. (2008) admit that the observer is part of the observed. They state that much

deductive research on TQM involves a strict separation between the researcher and the

practitioner. This polarity is viewed as preserving “objectivity”. However, the Grounded Theory

methodology incorporates these factors as increasing the richness of the data and the

understanding of the phenomena involved (McAdam et al., 2008). Their methods show that they

are trying to understand the situation from a perspective of deep meaning. They too are

consistent with Weick (1995) as they believe those participants’ (and not the researchers) texts

should be central to the research (Weick, 1995). Applying the grounded theory method the

researcher does not formulate the hypotheses in advance since preconceived hypotheses result in

a theory that is ungrounded from the data (Glaser and Strauss 1967). McAdam et al. (2008) state

that theory building by Grounded Theory capitalises on the rich practitioner based knowledge

base of TQM. Sources of data can include TQM team meetings, interviews with TQM managers

69
and TQM case studies (McAdam et al., 2008). Overall McAdam et al. (2008) believe that a

concept derives its meaning from a context or horizon within which it stands. They are in line

with Miles and Huberman’s (1994) thinking of how research should be conducted through an

intense contact with the life situation. The goodness criteria are based on authenticity, trust and

persuasiveness (Guba and Lincoln, 2005).

A second more recent paper by Soltani and Wilkinson (2010) shows similar underpinnings. In

this study the authors use a multi-case study approach of three organisations where they conduct

detailed interviews with managers at both the senior and middle levels. They stress that the case

study design is appropriate because it investigates a phenomenon within its real-life context.

They are interested in research methods where significant events or variables cannot be

manipulated experimentally. The diversity of the multiple case design and multiple perspectives

adopted in terms of sector, the hierarchical levels of the participants and their responsibilities, as

well as different approaches to managing TQM offers an in-depth view in their findings. The

results of the interviews were used in the analysis of the research findings. Rather than provide a

statistical breakdown of the results as you would see in a typical positivist paper, this paper

provided verbatim statements that arose during the interviews. The authors derive meaning from

these statements and conclude that senior management exerts a major influence in establishing

the tone and atmosphere of the TQM organisation.

Also in contrast to the positivist papers, the interpretivist papers address the topic using an

inductive approach. Blaikie’s model (Figure 2.5) for inductive theory creation shows how the

interpretivist papers created their theory.

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 Figure 2.4 – Inductive Methods – Adapted from Blaikie 1993

Theories

Generalisations

Observations

McAdam et al. (2008) developed the theory of the TQM lifecycle model and showed that a

credible and rigorous inductive alternative exists to replace the common practice of solely

relying on deductive data and research methodology in TQM. Similarly, Soltani and Wilkinson

(2010) started with case study observations, leading to generalisations based on their

interpretations of the interviews, the paper settled on the theory that senior managers exerts a

major influence in establishing the tone and atmosphere of the TQM organisation.

2.2.3 - Review of Post-Modernist Papers

There were far fewer papers on Quality management research that derive from this paradigm (for

example, 4 per cent of the papers reviewed by this research). Three post-modernist papers

related to quality management were reviewed. The first used video analysis, the second used

storytelling, and the third was a presentation of alternate histories.

Downs and Eastman (2001) specifically state that they are taking a postmodern approach. They

suggest that knowledge is constructed and mediated by values and power relations. They

71
deconstruct TQM and organisational change by examining the specific circumstances

surrounding the construction of quality in the context of the Malcolm Baldrige Award and the

Quest for Excellence films. TQM is examined as a linguistic construction. The authors stress the

hidden agendas of quality management to create uniformity everywhere (Downs and Eastman,

2001). Using film theory they uncover what the films mean and what the authors intended them

to mean. They conclude after a frame-by-frame analysis that quality actually justifies the US

economic and political system.

In a second paper coming from the same paradigm by Boje and Winsor (1993), the authors state

that TQM masquerades under a costume of worker development, involvement, and

empowerment, its hidden charter is revealed by the patterns of control which are deliberately

woven into the fabric of human existence through its process of rational, concurrent engineering.

The paper uses the method of alternative history storytelling to show how TQM seeks to perfect

control systems that for the most part are directed towards workers’ bodies, souls and spirits.

Specifically, the move toward embodying desirable values within the labour process constitutes

an attempt to dominate the way the worker thinks. The attempt of this paper is to scrutinize TQM

for hidden agenda to create a culture such that the workers become unable or unwilling to discern

the division between their own values and beliefs and the productivity and quality objectives of

the corporation (Boje and Winsor, 1993).

This section described the methodological approaches of the literature related to a strategic

quality approach. This extended theoretical analysis helped the researcher justify the positivist

methods chosen in this thesis. The next section highlights where this research overlaps with

existing literature on a strategic approach to quality and where it fills identified gaps.

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2.3 - Gaps and Overlaps with the existing Literature

This section will present where there are overlaps between this thesis and existing literature,

what existing studies overlook, and summarize the some of the biggest gaps in the literature.

2.3.1 - Overlap with the Current literature

There are two major overlaps between this thesis and the literature. The first overlap is the

general approach of analysing the impact of strategic quality and performance. The second

overlap is the usage of national award winners as one of the factors in determining the degree to

which a strategic approach to quality has been implementing within the target organisation.

2.3.1.1 - Overlap 1 - Common approach of impact of strategic quality on performance

There are several similarities between this research and other studies in the literature. The

research questions overlap with several studies in terms of the relationship between a strategic

approach to quality and various elements of organisational performance. For example, several

authors have studied the relationship between quality and customer measures (Grandzol and

Gershon, 1997; Choi and Eboch, 1998; Forza and Glippini, 1998; Rungtusanatham et al., 1998;

Das et al., 2000), others have compared the impact of strategic quality on financial performance

(Powell, 1995; Hendricks and Singhal, 1997; Adam et al., 1997; Douglas and Judge, 2001).

These and other studies (detailed in section 2.1.1.3) link strategic quality with many elements of

organisational performance. This thesis presents new data to support some of the conclusions of

these studies and overlaps in terms of approach.

2.3.1.2 - Overlap 2 - Using Award Winners

Many studies use award winners and the national awards criteria as the basis for determining the

extent to which a strategic approach to quality has been successfully implemented (Ritter, 1991;

73
Cruise O’ Brien and Voss, 1992; Hendricks and Singhal, 1996; Kivimaki et al., 1997; Wilson

and Collier, 2000; Curkovic et al., 2000). These studies are summarized in section 2.1.1.3 and

were used by the researcher as examples of how to measure a strategic approach to quality.

2.3.2 - Gaps in the Existing Research

This section shows what existing studies overlook, and summarizes the biggest gaps. There are

two gaps in the existing research on the benefits of a strategic quality approach. The biggest gap

in the existing research is what impact the implementation of a strategic quality approach has on

the employees (satisfaction, engagement, and morale).

2.3.2.1 - Morale, Engagement, and Satisfaction

Relatively little has been written about the impact of quality on the employee measures of morale,

engagement, and satisfaction. This reflects a broader based weakness in the quality literature in

that there is an emphasis on technical aspects of Quality Management with rather less attention

being given to human resources (Wilkinson, 1994). In addition, the existing research has a very

diverse opinion of the benefit to employees. Some studies conclude a positive impact on

employees (Kayis et al., 2003) and some studies conclude a negative impact on employees (Lam,

1996).

Many papers including those detailed in section 2.1.1.3 examine a strategic approach to quality

and various aspects of performance. To understand the more popular elements of a strategic

approach to quality in the literature the researcher did a search of the SCOPUS database for

articles with “TQM” in the title and the words morale, engagement, satisfaction, customer,

performance, financial, quality, and happiness in the body of the text.

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 Figure 2.5 – Number of Articles with Key Words with TQM in the Title of the Article

Figure 2.6 shows the most popular topic was “Quality” with 1271 articles, the next most popular

was “Customer” with 868 articles, followed by “Performance” with 838 TQM articles using that

term. The least frequent word combinations were “Happiness” with 6 articles, “Employee

Engagement” with 10 articles, “Employee Morale” with 66 articles, and “Employee Satisfaction”

with 163 articles. This search of the SCOPUS database shows that the gaps in the TQM research

relate to the subjects of employee happiness with the fewest articles published related to

employee morale, engagement, and satisfaction. There were only 13 articles in the SCOPUS

database with TQM in the title that mentioned “employee engagement”, “employee satisfaction”,

and “employee morale” in the same article. This thesis contributes to the strategic approach to

quality literature in the subject area with the fewest number of studies from the above search.

The second gap that this research addresses is that of the Canadian source of data.

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2.3.2.2 - The Canadian context

The second gap is that there is very little research on the topic of strategic quality that is focused

on Canadian companies. Most of the research has been done using data from American, Asian,

Australian, and European organisations. More Canadian data on the link between a strategic

approach to quality and employee happiness will help academia, Canadian organisations and

Canadian policy makers. If Canadian organisations had more access to information about the

value of a strategic approach to quality, there may be more Canadian organisations realizing the

benefits associated with strategic quality. Canadian policy makers can use the findings to inform

their decisions related to the agenda for closing Canada’s productivity gap.

To understand the lack of Canadian data the researcher did a search for the word ‘Canada’ in the

academic literature with TQM in the title. 66 or 7 per cent of the articles with TQM in the title

have been published with the word ‘Canada’ in the body of the text. This is compared to 336

with ‘USA’, 243 with ‘Japan’, 179 with ‘Europe’ and 112 with ‘Australia’ (Figure 2.7). This

search was conducted on August 5, 2013 using the UWE library search function of the SCOPUS

database with the advanced search function. The exact same search approach was used for the

other countries replacing ‘Canada’ with the words ‘USA’, ‘Japan’, ‘Europe’, and ‘Australia’.

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 Figure 2.6 - Academic Literature Word Search – Articles with TQM in the Title and the Specific Country in the Body of
the Text.

Another search comparison confirms the lack of Canadian data in the quality management

literature. The researcher searched the existing literature (on August 5, 2013 using the UWE

library search of SCOPUS database) for references to the most popular national quality awards.

The number of studies mentioning the Canada Awards for Excellence was 49, compared with

4,461 studies mentioning the Malcolm Baldrige Award, 2,344 mentioning the European

Foundation for Quality Management award and 447 mentioning the Australian Excellence

Award. See Figure 2.8 for a percentage breakdown of this data. The Canadian mentions

represent 1 per cent of the total number of papers that mention Excellence Awards.

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 Figure 2.7 – Number of Papers Mentioning Excellence Awards

This chapter provided an extensive review of the existing literature relating to strategic quality

management. A strategic approach to quality management was defined as stated in the literature

from three perspectives. The first outlines contributions of leading quality theorists, the second

compares international awards criteria, and the third focuses on various academic studies

comparing quality with organisational performance. A quality construct was outlined from these

three perspectives. The chapter also presented the methodological approaches taken by the

literature relating to a strategic approach to quality, in order to justify the chosen paradigm for

this research. The chapter ended by identifying existing gaps in that academic literature.

The next chapter will outline the elements of employee satisfaction, engagement, and morale.

The chapter will define and justify the use of satisfaction, morale, and engagement as the

78
employee happiness used in this research. A theoretical framework linking a strategic approach

to quality with these three elements will be outlined.

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Chapter Three - Employee Happiness

The last chapter provided a literature review to define a strategic approach to quality

management. The elements were defined and a construct for a strategic approach to quality

management was presented. This chapter defines and justifies the use of satisfaction, morale,

and engagement as the employee measures of happiness used in this research. This chapter

concludes with the theoretical framework that forms the basis for this study.

Employee happiness is measured at a personal cognitive level (satisfaction), the group level

(morale) and the personal affect level (engagement). Relatively little has been written about the

impact of a strategic approach to quality on the employee measures of morale, engagement, and

satisfaction. This reflects a broader based weakness in the quality literature in that there is an

emphasis on technical aspects of Quality Management with rather less attention being given to

human resources (Wilkinson, 1994).

3.1 - Employee Happiness

Happiness in the workplace is related to a person’s own experiences of work. "People are happy

to the extent that they believe themselves to be happy (Rego and Cunha, 2008 p. 740)."

Workplaces play a key role in people's happiness (Gavin and Mason, 2004), while general

happiness in life is related to a person’s happiness at work (Rego and Cunha, 2008).

According to Diener (2000) general happiness is a three-dimensional construct that includes life

satisfaction, the presence of positive emotional experiences, and absence of negative emotional

experiences. Happiness is not a term that has been extensively used in academic research on

employee experiences in organisations (Fisher, 2010). However, a number of constructs in

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organisational behaviour have some overlap with the broader concept of happiness at work

(Fisher, 2010). Employee Satisfaction is the most frequently used measure of happiness at work

in organisational research (Cranny et al. 1992). As the previous chapter demonstrated,

‘employee satisfaction’ was the most frequent term used in strategic quality research compared

with the other measures of employee happiness (see Fig 2.7). Employee satisfaction, employee

engagement, and employee morale are three frequently used constructs related to happiness at

work (Fisher, 2010).

This study employs employee satisfaction, employee engagement and employee morale

measures to represent the overall employee happiness. These measures have been used as, first,

the rigour of the construct outlined in academic literature which looks at impact from three

different perspectives. Second, this research fills a gap linking a strategic approach to quality

management with three measures that have not been used in the prior studies. Third, the

researcher intends to go beyond the research carried out in the pilot study, in order to address the

limitations of linking a strategic approach to quality with employee engagement in isolation as

opposed to alongside employee satisfaction and employee morale measures.

3.1.1 – Identifying measures of happiness

The majority of organisational behaviour research on happiness at work uses constructs related

to job satisfaction (Fisher, 2010). These constructs are generally defined and measured using a

specific predictor at the personal level only (Brief and Weiss, 2002). Taking a broader approach

to defining the construct measure provides researchers with a better ability to understand

complex elements (Ones and Viswesvaran, 1996). Broader traits will also have more explanatory

power than narrower traits (Peterson, 1965). Schmidt (1971) similarly concludes that broad

81
predictors will predict broad criteria better than specific predictors. This research uses a broader

definition of employee happiness including satisfaction, engagement, and morale.

Fisher (2010) suggests focusing happiness at work measures on the work itself, the job, and the

organisation as a whole. The three broad measures that are useful in this framework are

engagement, job satisfaction, and organisational commitment or feelings of attachment and

belonging (Fisher, 2010). The approach used in this research is designed to go beyond a one

dimensional view of happiness at work, using a broader construct that includes the personal

cognitive level (employee satisfaction), the group level (employee morale), and the affect level

including concepts of involvement and enjoyment of the work itself (employee engagement).

Figure 3.1 shows the links between the elements of the construct of employee happiness (Fisher,

2010). Satisfaction at the personal level, focussing on job features (Eagly and Chaiken, 1993) is

combined with engagement at the affective level with a focus on job involvement (Mowday et al.

1979; Meyer and Allen, 1991; Macey and Schneider, 2008) and morale at the group or collective

level (Baehr and Renck, 1958; Cook et al. 1981; Schneider and Bowen, 1985; Johnson, 1996;

Johnsrud, 1996; Ryan et al. 1996; Johnsrud et al., 2000; Griffith, 2001). The next three sections

define the individual elements of the employee happiness construct.

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 Figure 3.1 - Employee Measure of Happiness (adapted from Fisher, 2010)

Satisfaction Engagement

 cognitive and affective  affective components

satisfaction
 organisational
 personal level commitment

 job features  Job involvement

 Personal level

Morale

 Unit Level

 collective

 group mood

3.2 - Definitions of Satisfaction, Engagement, and Morale

This section provides an overview of the literature defining job satisfaction, employee

engagement, and employee morale. These three measures are collectively used in this research

as an overall measure of employee happiness.

3.2.1 - Job Satisfaction

Extensive research has been conducted on the subject of job satisfaction (Hoppock, 1935; Weiss

et al., 1967; Smith et al., 1969; Hackman and Oldham, 1975; Locke, 1976; Ironson et al., 1989;

Sackett and Larson, 1990; Eagly and Chaiken, 1993; Spector, 1997; Ellickson and Logsdon,

2001). Job satisfaction is an attitude that contains both cognitive and affective components

83
(Eagly and Chaiken, 1993). Job satisfaction refers to "the extent to which people like

(satisfaction) or dislike (dissatisfaction) their jobs" (Spector, 1997, p. 2). Job satisfaction is

associated with increased productivity and organisational commitment, lower absenteeism and

turnover, and with increased organisational effectiveness (Ellickson and Logsdon, 2001).

Hoppock (1935) defined job satisfaction as “any combination of psychological, physiological,

and environmental circumstances that causes a person truthfully to say, ‘I am satisfied with my

job’” (Hoppock, 1935, p. 47). Employees may be satisfied with some aspects of their jobs, while

being dissatisfied with others. It is assumed that employees are able to balance the specific

satisfactions against the specific dissatisfactions and arrive at a composite satisfaction with the

job as a whole (Hoppock, 1935).

Locke (1976) describes satisfaction as an affect: "a pleasurable or positive emotional state

resulting from an appraisal of one's job or job experiences" (Locke, 1976, p. 1300). Satisfaction

can be looked at on a global basis or by facets of satisfaction (Ironson et al., 1989). Smith et al.

(1969) describe job satisfaction as the opinions a worker has about their job. They developed a

‘Job Descriptive Index’ (JDI) questionnaire that measures five facets including work, pay,

opportunities for promotion, supervision, and co-worker. Another commonly used facet model

developed by Hackman and Oldham (1975) includes the categories of skill variety, task identity,

task significance, autonomy, and feedback. Another frequently sited model is the Minnesota

Satisfaction Questionnaire (Weiss et al., 1967) that focuses on descriptions and evaluations of

job features. This research will use an adapted version of these employee satisfaction approaches

focusing on a personal cognitive level. These facet models are summarized in Table 3.1.

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If the construct being measured is sufficiently narrow or is unambiguous to the respondent, a

single-item measure is adequate (Sackett and Larson, 1990). Some researchers suggest a single-

item measure of overall job satisfaction is preferable to a scale based on a sum of specific job

facet satisfactions (Scarpello and Campbell, 1983). Ironson et al. (1989) developed a single item

‘Job in General’ scale to measure job satisfaction as a global measure that this research will use

in the survey. They conclude that useful measures of job satisfaction can be constructed that vary

on the continuum from specific to general (Ironson et al., 1989). Since this research diagnoses

specific areas of high or low levels of satisfaction this study will use a combination of global and

facet scales to measure the impact on employees (Ironson et al., 1989). Table 3.2 summarizes

these global models of satisfaction.

Satisfaction is not a sufficient measure of employee happiness on its own. Brief and Weiss

(2002) argue that the most frequently used measures of job satisfaction ignore affect and have a

predominant focus on the cognitive components. Table 3.1 shows four job satisfaction facet

models. These models focus on cognitive components at a personal level of overall job

satisfaction. The common elements of these four models are related to job features and facets

like pay, skill variety, level of supervision and variety in work (Weiss et al., 1967; Smith et al.,

1969; Hackman and Oldham, 1975; Locke, 1976). Table 3.2 shows two commonly used global

models of job satisfaction. Ironson et al. (1989) literally use one question. Hoppock (1935) uses a

global approach with a focus on five overarching questions. This research will use an adapted

version of these employee satisfaction approaches focusing on a personal cognitive level. The

next section outlines the elements of engagement and describes how these elements enhance the

overall measures of employee happiness used in this research by including affect components.

85
Table 3.1 - Job Satisfaction Facet Models

Job Range of Affect Minnesota Satisfaction Job Diagnostic Survey

Descriptive Theory (Locke, Questionnaire (Weiss et (Hackman and Oldham,
Index 1976) al. 1967) 1975)
(Smith et
al., 1969)
Work: Satisfaction is  Ability Utilization Skill variety: The degree to
feelings determined by a  Co-workers which a job requires a variety
about discrepancy between  Moral Values of challenging skills and
current what one wants in a  Achievement abilities
work job and what one has
in a job.
Pay: When a person  Creativity Task identity: The degree to
feelings values a particular  Recognition which a job requires
about facet of a job,  Activity completion of a whole and
current pay satisfaction is  Independence identifiable piece of work
impacted either
positively or
negatively.
Opportuniti  Responsibility Task significance: The
es for  Advancement degree to which the job has a
promotion:  Security perceivable impact on the
Feelings  Supervision— lives of others, either within
about Human Relations the organisation or the world
promotion at large
opportunity
Supervision  Authority Autonomy: The degree to
: feelings  Social Service which the job gives the
about the  Supervision-- worker freedom and
supervision Technical independence in scheduling
you receive  Company Policies work and determining how
the work will be carried out.

Co-worker:  Social Status Feedback: The degree to

feelings  Variety which the worker gets
about the  Compensation information about the
majority of  Working effectiveness of his or her
people you Conditions efforts, either directly from
work with the work itself or from
others.

86
Table 3.2 - Job Satisfaction Global Model

Commonly used Job Job in General (Ironson et Job satisfaction blank

al., 1989) number 5 (Hoppock, 1935)
Satisfaction global Models

 Think of your job in  How do you like your job?

general. All in all what is  How much of the time do
it like most of the time? you feel satisfied?
 How do you feel about
changing jobs?
 If you could choose any
job, which would you
choose?
 How satisfied are you
compared with other
people?

3.2.2 - Engagement

Engagement is an important employee measure of happiness as it measures people’s feelings

about their job (Fisher, 2010). This section outlines how engagement is defined and will

contribute towards the structure and shape of the survey.

Many definitions exist in the literature on employee engagement. The common elements suggest

that employee engagement is a desirable condition that has both attitudinal and behavioural

components including organisational purpose, involvement, commitment, passion, enthusiasm,

focused effort, and energy (Macey and Schneider, 2008). There are multiple levels of influences

that shape people's personal engagements and disengagements at work (Kahn, 1990). Kahn

(1990) suggests that engagement is the amount of authentic physical, cognitive, and emotional

self that individuals devote to their work. It includes the feelings of attentiveness, connection,

integration and focus that accompany moments of high engagement. Engagement has

components of organisational commitment, job involvement, and the affective components of

job satisfaction (Fisher, 2010).

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Mowday et al. 1979 defines engagement as predominantly assessing the affective form of

commitment and understanding the extent to which employees identify with and accept the

organisation's goals, how they are willing to exert effort towards these goals and how strongly

they desire to stay a part of the organisation. Meyer and Allan (1991) divide their construct into

three components including affective commitment, continuance, and normative commitment.

Another element of engagement is thriving at work, which combines feelings of vitality and

energy with beliefs that one is learning, developing and making progress (Spreitzer et al., 2005).

Table 3.3 shows three employee engagement models. These models focus on the affective

components of employee engagement. The common elements of these three models are related to

the feelings and emotional attachments that employees have about their work and job (Mowday

et al. 1979; Meyer and Allen, 1991; Macey and Schneider, 2008).

Table 3.3 - Employee Engagement Models

Commitment Measurement of organisational Framework of

(Meyer and Allen, commitment (Mowday et al. 1979) Engagement (Macey and
1991) Schneider, 2008)
Affective commitment- I am willing to put in a great deal of Trait Engagement: Positive
representing emotional effort beyond that normally expected views of life and work
attachment to the in order to help this organisation be
organisation successful.

I talk up this organisation to my

friends as a great organisation to
work for.

I feel very little loyalty to this

organisation.

I would accept almost any type of

job assignment in order to keep
working for this organisation.

I find that my values and the

organisation’s values are very

88
 similar.

Continuance - feeling I am proud to tell others that I am State Engagement: Feelings

you need to stay part of this organisation. of energy, absorption
because the loss you'd
experience by leaving is I could just as well be working for a
greater than the benefit
different organisation as long as the
you gain from leaving
type of work was similar.

This organisation really inspires the

very best in me in the way of job
performance.

It would take very little change in my

present circumstances to cause me to
leave this organisation.

I am extremely glad that I chose this

organisation to work for over others I
was considering at the time I joined.

Normative There’s not too much to be gained by Behavioural Engagement:

commitment - sticking with this organisation Extra-role behaviour
involves feeling that indefinitely.
one has an obligation
to the organisation Often. I find it difficult to agree with
and its people this organisation’s policies on
important matters relating to its
employees.

I really care about the fate of this

organisation.

For me this is the best of all possible

organisations for which to work.

Deciding to work for this

organisation was a definite mistake
on my part.

The level of employee engagement has a direct relationship with how involved the employee is

in their job (Mowday et al. 1979). Job involvement is a state of engagement with a job,

89
identifying with the work, and viewing the job as central to one’s identity and self-esteem, this

approximates to the opposite of the concept of alienation or meaninglessness (Brown 1996).

Lodahl and Kejner (1965) use a 20 question, five-factor model to measure job involvement.

For measures of happiness at work it is necessary to understand employees at a cognitive and

affective personal level as well as at a unit/group level (Fisher, 2010). Engagement in this

section, along with job satisfaction defined in section 3.2.1, both cover affective and cognitive

attitudes towards personal work. The next section defines employee morale and parallels

satisfaction and engagement, but with more of a focus on group level satisfaction and

engagement.

3.2.3 - Morale

Person-level measures like job satisfaction and engagement are two of the most commonly used

measures of happiness at work (Fisher, 2010). As discussed in section 3.1.1, this study aims to

go beyond the usual measures to include the measure of morale in order to ensure a global group

view of happiness is included in the research.

Morale is a quality of mind and spirit that combines courage, self-discipline, and endurance

(Baynes, 1967). Low psychological morale implies that the individual sees themselves as one

who is powerless or socially unimportant (Doherty, 1988). Many varied definitions of morale

exist and they can be grouped using at least three distinct approaches namely the classical needs

psychology, the hierarchy of needs, and emphasis upon the significance of interactions among

members of a working group (Baehr and Renck, 1958). The definitions of morale are often

related to unit/group level satisfaction or collective satisfaction (Fisher 2010).

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Baehr and Renck (1958) break morale down into five factors that represent certain basic attitudes

in the general industrial population that affect the morale of employees. These factors have

similarities to factors affecting job satisfaction detailed in Table 3.1. Johnsrud (1996) includes

satisfaction, enthusiasm, commitment, loyalty, willingness to work, and dedication to a common

goal as an umbrella model for morale. Many of these factors are already mentioned in some of

the models for engagement described in Table 3.3. Johnsrud et al. (2000) later introduced a three

dimension model that includes institutional regard, mutual loyalty and quality of work. Other

studies consider the following elements of employee morale: physical working conditions, work

schedule, job security, advancement opportunities, strategic goal clarity, accessibility to

organisational information, teamwork and cooperation, employee involvement, recognition and

rewards, supervision, job skill improvement, autonomy, interest, perceptions of customer

satisfaction, perceptions of service delivery quality, and overall job satisfaction (Cook et al.

1981; Schneider and Bowen, 1985; Johnson, 1996; Ryan et al. 1996; Griffith, 2001). Table 3.4

shows four employee morale models. These models focus on morale from a group or unit level

perspective. The common elements of these models are related to employee feelings about the

overall work environment and the institutional regard (Baehr and Renck, 1958; Cook et al. 1981;

Schneider and Bowen, 1985; Johnson, 1996; Johnsrud, 1996; Ryan et al. 1996; Johnsrud et al.,

2000; Griffith, 2001).

As seen in Table 3.4 there is an overlap in some of the concepts between morale, satisfaction,

and engagement. For example, morale overlaps with engagement in terms of loyalty and wanting

to stay. Morale overlaps with satisfaction in terms of attitudes towards colleagues and bosses.

The differences then come in when the global results for the entire group are considered. Morale

is considered as collective satisfaction or the unit-level construct of happiness at work (Fisher,

91
2010). Unit-level morale is defined as the average number of reports of the extent to which each

person in the unit is individually engaged with his or her job (Harter et al. 2002).

Therefore the overall “employee happiness” construct includes questions about all three elements

(satisfaction, engagement, and morale). The study will incorporate all three aspects, measuring

employee happiness at a personal cognitive level (satisfaction), the group level (morale) and the

personal affect level (engagement).

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Table 3.4 - Multidimensional Models of Employee Morale

5 Factors of Employee Morale Elements Umbrella Three dimensions of

morale (Baehr and Renck, (Cook et al. 1981; Morale Morale (Johnsrud et
1958) Schneider and (Johnsrud, al., 2000)
Bowen, 1985; 1996)
Johnson, 1996; Ryan
et al. 1996; Griffith,
2001)
Organisation and Physical working Satisfaction Institutional regard:
Management: the conditions, with the work employees' sense that
employee's relationship with environment they are valued and
management and the work schedule, being treated fairly
organisation which
management job security,

Immediate Supervision: Advancement Enthusiasm Mutual loyalty:

attitude toward immediate opportunities, strategic employees' loyalty to
supervision goal clarity, the organisation as
accessibility to well as their belief
organisational that they and their
information, opinions matter to the
organisation
Material Rewards: material Teamwork and Commitment Quality of work:
rewards the employee gets cooperation, employee satisfying,
from his work both in terms involvement, stimulating, and
of pay and in terms of purposeful work on
employee benefits employees
Fellow Employees: Recognition and Loyalty to the
friendliness of fellow rewards, supervision, institution
employees and their ability
to work together without
friction
Job Satisfaction: intrinsic Job skill improvement, Willingness to
satisfactions associated with autonomy, interest, work
actually doing the job and
with the belief that the job is
worthwhile and affords
opportunities for personal
growth and development
Perceptions of Dedication to
customer satisfaction, common goals.
perceptions of service
delivery quality, and
overall job satisfaction

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3.3 - Strategic Approach to Quality Management and Employee Measures

Relatively few studies exist that show the link between a strategic approach to quality and

employee measures. This section summarises some of the relevant literature that compares

quality with employee measures.

Dow et al. (1999) made the link between leadership, human resource management, customer

focus, and operating performance as defined by several factors including morale and productivity.

Using a large, random sample of manufacturing sites, Dow et al. (1999) show that “Employee

commitment,” “shared vision”, and “customer focus” combine to yield a positive correlation

with quality outcomes.

Wilkinson et al. (1994) found that a commitment to quality management resulted in an

improvement in employee. However, there were still a large proportion felt that quality

management had no effect on morale and 9 per cent felt that there was either a minor or major

deterioration in morale as a result of the quality implementation.

Psychogios et al. (2009) found that the implementation of TQM had a positive impact on

autonomy for middle managers. They said implementation of TQM improved middle manager

autonomy, which they define as the freedom of an individual to perform tasks and control their

work. Similarly, Ahire et al. (1996) found a positive relationship between practices related to

people management including empowerment, commitment and training and other quality

strategies including product design, process management or the utilization of internal and

external information for quality. They concluded that people management is an important factor

for the successful implementation of TQM.

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Wilson and Collier (2000), used the Malcolm Baldrige framework as a reference point, proving a

relationship exists between leadership, human resource management, strategic planning and

information and analysis. Another study indicated that TQM strategies, if properly designed and

implemented, can significantly improve company performance based on employee relations,

operating procedures, customer satisfaction and financial performance (Ritter, 1991). The basic

approach was to examine the performance of selected U.S. companies that had won the

prestigious Malcolm Baldrige National Quality Award to see if results had improved since

implementing TQM practices. Pannirselvam and Ferguson (2001) performed an empirical

analysis on a sample of companies and observed a significant relationship between leadership

and human resource management.

Some studies show a specific link between a strategic approach to quality management and

employee measures. Kayis et al. (2003) conducted a study of the Korean and Australian banking

industry and concluded that there is a strong positive relationship between TQM practices and

employee satisfaction. These results challenge the results of the Lam (1995) study where he

found a negative impact of TQM programmes on employee satisfaction (Kayis et al., 2003).

Another study conducted in Malaysia by Karia et al. (2006) showed that TQM practices have a

positive effect on employees’ work-related attitudes that include job satisfaction.

Samson and Terziovki (1999) found that three elements of a strategic approach to quality

including leadership, people management, and customer focus have a significant positive effect

on performance, including employee morale and productivity. Others argue that the cost of

quality is not worth the gain (Kearney, 1992; Keiningham et al., 1994; Ittner and Larcker, 1996).

Strategic quality management can improve performance only if it is “driven by a well-conceived

95
market strategy formulated by top management and a trained, empowered workforce” (Handfield

et al., 1998 p. 13).

One method associated with quality management is lean manufacturing or lean thinking

(Womack and Jones, 1996). Research by Stewart et al., (2010) focusing on the British auto

industry stated that under a lean process improvement strategy, the workplace was characterized

by a pace of work so intense that most workers say they could not maintain it until retirement.

They also documented systematic increases in workplace stress and dissatisfaction with these

managerial initiatives (Stewart et al., 2010). Similarly, Wilkinson et al. (1994) noted that quality

management appears to make managerial jobs more demanding, by requiring more in the way of

people-management and technical skills, and by making greater demands on the manager’s time.

Another study investigating the impact of total quality management on front line supervisors and

their work (Lam, 1996) concluded that TQM does not necessarily result in an improvement of

employees’ working conditions, leading to job satisfaction. Lam (1996) showed that TQM

practices were seen by some workers as increasing pressure on employees by getting them to

take on more work and responsibility.

Building on the literature review, the next section presents a theoretical framework (see Figure

3.2) that depicts the link between a strategic approach to quality and employee happiness

explored in this study.

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3.4 - Theoretical framework

The theoretical framework that is tested within this thesis is presented in Figure 3.2. The

literature review led to the shaping of the theoretical framework by defining exactly what is

meant by a strategic approach to quality and employee happiness. The literature review also

highlighted gaps in the research that can be addressed by this study.

Figure 3.2 - Theoretical Framework

Employee
Satisfaction

Strategic
Approach Employee
Employee
to Quality Happiness
Morale
Management

Employee
Engagement

The framework starts with a strategic approach to quality management and then by measuring

employee satisfaction, employee morale and employee engagement links to overall employee

happiness. The approach that an organisation takes to quality will have an impact on employee

satisfaction (cognitive), employee engagement (affective), and employee morale (group level).

The effect of these three elements will collectively shape the employees overall happiness.

Note that an adapted version of this theoretical framework appears in Figure 7.1 in light of the

results presented in Chapter 6.

97
3.5 Research Question Detail

The main research question of this thesis is:

 What is the relationship between a strategic approach to quality and employee happiness?

In order to answer this question, the following 5 sub-questions and related hypotheses were

explored:

1) What constitutes ‘a strategic approach to quality’? (Chapter 2)

2) What constitutes ‘employee happiness’? (Chapter 3)
3) Is there a relationship between a strategic approach to quality management (column A)
and employee happiness (column B)? (Chapter 6, Section 6.1)

Column A: Drivers of a Strategic Column B: Employee Happiness (refer to

Approach to Quality (refer to strategic employee happiness construct in section
quality approach construct in section 4.6.6) 4.6.7)
1. Leadership 1. Employee satisfaction
2. Planning 2. Employee engagement
3. Customer Focus 3. Employee morale
4. People Focus
5. Process Management
6. Supplier Partner Focus
7. Organisational Performance
8. Measurement, Analysis, and
knowledge Management
9. Innovation, Quality and
Improvement
10. Leadership through involvement
11. Factual approach to decision
making
12. Primary focus on the customers
13. Continuous learning and people
involvement
14. Prevention based process
management
15. Cooperation and teamwork
(including partnerships)
16. Fulfilling obligations to all
stakeholders and society
17. Focus on Results and Creating value

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 18. Continuous improvement and
breakthrough thinking

4) What is the specific impact of a strategic approach to quality on employee engagement,

satisfaction and morale? (Chapter 6, Section 6.2)
 What is the direction of the causation between these factors?

5) Are employee happiness and quality results higher at organisations with a strategic
approach to quality? (Chapter 6, Sections 6.3 and 6.4)

Null Hypothesis 1: All quality attitude results are the same within the award winning
organisations (Chapter 6, Section 6.3)

 Sub Null Hypothesis 1A: All quality attitude results are the same for award
winning organisations by sector
 Sub Null Hypothesis 1B: All quality attitude results are the same for award
winning organisations by tenure
 Sub Null Hypothesis 1C: All quality attitude results are the same for award
winning organisations by position
 Sub Null Hypothesis 1D: All quality attitude results are the same for award
winning organisations by company
 Sub Null Hypothesis 1E: All quality attitude results are the same for award
winning organisations by employment status

Null Hypothesis 2: All employee happiness results are the same within the award
winning organisations (Chapter 6, Section 6.4)

o Sub Null Hypothesis 2A: All employee happiness results for award winning
organisations are the same by sector
o Sub Null Hypothesis 2B: All employee happiness results for award winning
organisations are the same by tenure
o Sub Null Hypothesis 2C: All employee happiness results for award winning
organisations are the same by position
o Sub Null Hypothesis 2D: All employee happiness results for award winning
organisations are the same by company
o Sub Null Hypothesis 2E: All employee happiness results for award winning
organisations are the same by employment status

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This chapter defined and justified the use of satisfaction, morale, and engagement as the

employee measures of happiness used in this research. The literature showed that employee

happiness can be measured at a personal cognitive level (satisfaction), at the personal affect level

(engagement) and at the group level (morale). A theoretical framework was introduced that

depicts the link between a strategic approach to quality and employee happiness explored in this

study. The framework will be tested using surveys and focus groups. The survey and focus

group results will determine the impact of a strategic approach to quality management on

measures of employee happiness. The findings will answer the research questions outlined in

sections 1.4 and 3.5.

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Chapter Four - Methodology

The previous chapters outlined the literature on a strategic approach to quality and employee

happiness. This chapter utilizes the literature review and outlines an extended theoretical review,

which helps justify the methods chosen in this thesis. Based on this methodological review, the

researcher outlines and justifies the positivist paradigm that informs the research.

The second half of the chapter shows the specific details of the research design including how

the audience is chosen and accessed. The choice of a mixed approach of surveys (quantitative)

and focus groups (qualitative) to support the validity and reliability of the data collected. The

target audience of Canada Awards for Excellence winners and non-winners is outlined with

details of the population and sample targets. The chapter ends with a preliminary review of the

survey and focus group structure.

A justification is given for the choice of samples and the population studied. Details of the 3

sections of the survey are outlined with all considerations of question and response rate design.

Justification for all three sections of the survey are provided with details of the 37 questions that

measure employee attitudes towards a strategic approach to quality, the 24 questions to measure

employee happiness, and the 4 questions that define the personal attributes of the survey taker for

analysis purposes.

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4.1 - Methodological position

This section outlines the methodological position taken in this research. The ontological and

epistemological assumptions that underpin the methodology and methods are explored. The

methodology combines the ontological and epistemological assumptions into the practicalities of

carrying out the research. In this research, methodology has a very different meaning than

methods. Methodology refers to the whole research process and how methods are incorporated

into that process (Creswell, 2009). Methods refer to the tools used to carry out the research e.g.

surveys, focus groups, or statistical analysis (Creswell, 2009). Methodology includes the role

each method has to play in achieving the objectives of the research, how they are carried out in

order to reduce any potential sources of errors and how the results and data gained from the

methods are analysed.

This research takes a positivist methodological position anchored with choices made regarding

ontological and epistemological assumptions, the nature of explanation, the types of theory and

methods of construction and language, the role of the researcher and objectivity, the concept of

truth, and generalising results across time and space (Blaikie 1993). These underpinnings shape

the choices to use a mixed methods approach that is explored later in the chapter.

4.2.1 - Ontological and Epistemological Assumptions

This research takes the ontological assumption that the universe is ordered and that events are

discrete and observable. The researcher sees social reality as a complex set of cause and effect

relationships. This research also takes the epistemological assumption where truth can be found

by observing events and irregularity in a closed system.

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A strategic approach to quality management is in the researcher’s view a measurable process.

The hypotheses discover if the adoption of a strategic approach to quality, impacts negatively or

positively on employees. This research shows that this relationship can be found with large

samples of data from a cross section of organisations. The events are observed using a 65

question survey targeted to a sample of employees at a variety of Canadian organisations in the

private and public sector. This survey is built using three different measurable constructs based

on the literature review. These constructs link to the theoretical framework in section 3.4. The

first 37 questions of the survey measure employee attitudes towards a strategic approach to

quality. These questions link with a multidimensional construct of a strategic approach to

quality management. This construct includes all of the drivers and principles from the Canadian,

American, Australian and European models for a strategic approach to quality as well as input

from quality theorist writing and the wider academic literature on quality (refer to section

2.1.1.1). The next 24 questions in the survey measure employee happiness, which include a

multidimensional construct of job satisfaction, engagement, and morale. This construct is based

on the literature review detailed in section 3.2. The researcher firmly believes that truth has been

found using this approach and that this will uncover both adequate and legitimate knowledge

about the thesis questions.

4.2.2 - The Nature of Explanation

The question of explanation is around source and whether or not it lies in social structures or in

individual motives (Blaikie 1993). It also sees whether we can explain using causal explanations

or by using reason explanations. The former follows the logic of explanation used in the natural

sciences, where the later rejects these and replaces them with the reasons or motives social actors

can give for their actions (Blaikie, 1993). This research is under the assumption that in quality

103
management, causal explanations are possible by studying patterns of the social structures and

generalising these patterns.

4.2.3 - Types of theory and methods of construction and language

This research takes a deductive approach to theory generation where findings are produced that

support or refute the hypothesis through data collection and analysis (Bryman and Cramer, 1990).

The theory is that a strategic approach to quality management has a relationship with employee

measures of satisfaction, morale, and engagement. A hypothesis is drafted for each of the

employee measures of happiness. Then observations are made using the 65 question online

survey, correlation, and other statistical calculations are made. This deductive approach produces

findings and shows the relationship between a strategic approach to quality management and

employee happiness. These findings are tested empirically and the results are generalised to other

organisations. This research uses theory neutral observation language to describe the results and

findings of the survey.

4.2.4 - Role of the researcher and objectivity

Using a detailed survey as the primary data collection method is the objective method. The role

of detached observer is concerned with objectivity and is associated with positivism and the

logics of deduction (Blaikie 1993). The only person at the organisation that the researcher has

any personal contact with is the site contact. The other survey participants are completely

independent of the researcher.

Regarding objectivity the following questions need to be answered, namely: What does it mean

to be “objective,” and what do methods and results have to be like to be objective (Blaikie

1993)? Being objective means keeping the data and values separate because values and

104
prejudices of the researcher can contaminate the data (Blaikie 1993). This research uses methods

that are replicable. For example, the same correlations and statistical tests can be used by other

researchers to test the validity of the results, and if carried out in the same way, will lead to the

same results.

4.2.5 - Concept of Truth

A claim is made true by the world being the way the claim says it is. A claim is

epistemologically objective when its truth holds independently of any individual's thoughts or

feelings about it (Meckler and Baillie, 2003). A property is ontologically subjective if it is

essentially dependent on mentality. Organisational Science makes epistemologically objective

claims about properties that are ontologically subjective in the sense of being observer-dependent

(Meckler and Baillie, 2003). Although they exist independently of any individual person they

depend on our collective attitudes and activities. In this sense, claims of organisational science

are social constructions. They can be true nonetheless (Meckler and Baillie, 2003). This research

takes the position of an unprejudiced observer objectively seeing the world or at least attempting

to see the world as it really is. The researcher reports these observations in theory neutral

language. The research takes the position that truth is possible to observe using surveys and

focus groups.

4.2.6 - Generalising Results

This research takes the approach that the findings can be generalised and used beyond the

organisations targeted for the research. As the methods are valid and reliable (detailed in section

4.3.4 and 4.3.5) and representative of the samples (detailed in section 4.6.2) the results will be

usable to apply to the greater populations and beyond.

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4.2.7 - Paradigm Choice and methods

The researcher believes the world is ordered, external and objective. The research focuses on

facts to look for causality and laws. The approach to building the constructs for a strategic

approach to quality management and employee happiness is consistent with reducing phenomena

to simple elements. The survey strategy is in line with the belief that the researcher is

independent from that which is being researched. The researcher methods are in line with

excluding subjective interpretations. The deductive approach using hypotheses is supportive of

theory testing. The targets set for organisations with statistically valid samples of people

completing the survey are supportive of the notion of using large samples (Williams, 1978;

Babbie, 1990; Blaikie, 1993). Consistent with the paradigm choice, the researcher writes in the

third person. A summary of positivist underpinnings is in Table 4.1.

Table 4.1 - Positivist Underpinnings General Summary

Underpinnings: (Easterby-Smith et al., 2012)

- World is external and objective
- World is independent of observer
- Focus on facts
- Look for causality and laws
- Reduce phenomena to simple elements
- Researcher is independent from that which is being researched
- No subjective interpretation by the researcher
- Theory testing
- Large samples
- Ordered universe
- Discrete and observable events
- Truth is possible. Theory is true because it agrees with the facts
- Scientific constructions of validity, reliability, and objectivity

The researcher believes that truth is possible by finding objective facts in discrete and observable

events. In terms of methods the research primarily uses quantitative survey methodology, which

106
is supported by some focus group data collection. These methods are valid, reliable, and

objective.

4.2.8 - Opinion of critiques – Openness to explore other methods

Positivism’s ontology has been criticized as an inadequate view of the nature of social reality.

Some say that positivism takes for granted the socially constructed world (Blaikie, 1993). Since

positivism treats the world of nature as a closed system other factors are often ignored. In open

systems, a large number of generative mechanisms will be exercising their powers to cause

effects that positivists do not account for. They are therefore criticized of not reflecting the

complexity of the mechanisms that are operating (Blaikie, 1993).

This research rests on the assumption that positivism is a more than adequate way to know or

understand the world. However, based on the numerous critiques (Van Maanen, 1995) of this

paradigm the researcher is sensitive to the weaknesses of the methodology. Based on this line of

thinking, this research approach is predominantly positivist. Some qualitative data collection

methods including focus groups were carried out to gain a deeper insight into some of the areas

of the research. This does not change the research paradigm, it just strengthens the research by

considering a more open and deep discussion with a key contact at the organisation. The

researcher understands and recognizes the different points of view and is using these views to

bring forth new and useful knowledge on the subject of a strategic approach to quality

management. The researcher believes that this openness to other points of view and approaches

strengthen the validity of the research.

This section presented and analysed the existing methodological approaches to quality

management research then justified the use of a positivist paradigm for this research. This

107
research takes a positivist methodological position anchored with ontological and

epistemological assumptions that the world is ordered and that events are discrete and observable.

The researcher takes a position that causal explanations are possible and can be explained by

studying patterns of the social structures and generalising these patterns. This research takes a

deductive approach to theory generation where the researcher takes a role of an objective

detached observer. The research takes the position that truth is possible to observe using surveys

and focus groups and that the findings can be generalised and used beyond the organisations

targeted for the research. A summary of the methodology is presented in Table 4.2. The next

section will outline the specifics of the chosen research methods.

Table 4.2 - Summary of Methodology

Positivist

Ontological  Universe is ordered

Assumptions  Events are discrete and observable.

Epistemological  Truth can be found by observing events and irregularity in a

Assumptions closed system.

Methodology  Mixed approach using both quantitative and qualitative

methods.
 Sequential explanatory strategy.
 Collection and analysis of quantitative data followed by the
collection and analysis of qualitative data that builds on the
results.

Methods Surveys, focus groups, statistical analysis

Types of Data Mainly measurable, observable, quantitative data supported by

qualitative data

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4.3 - Research Methods

This section outlines a pilot study, reviews the choice of a mixed approach of surveys

(quantitative) and focus groups (qualitative) to support the validity and reliability of the data

collected. The target audience of Canada Awards for Excellence winners and non-winners is

outlined with details of the population and sample targets. The chapter ends with a preliminary

review of the survey and focus group structure.

4.3.1 - Initial Pilot Engagement Study

Between March 2010 and February 2011, the researcher participated in a pilot study working

alongside Aon Hewitt and Associates, a leader in the field of employee engagement

measurement.

For 12 years Aon Hewitt and Associates has conducted a “50 best Employers in Canada”

employee engagement study that includes 28 engagement drivers with over 100 questions related

specifically to employee engagement (Aon Hewitt, 2010). Every year Aon Hewitt chooses a

special topic to link with engagement. Having identified the gaps in the existing literature and

research around engagement, it was suggested by the researcher to Aon Hewitt that a strategic

approach to quality management would be a suitable topic for the 2011 special research study.

They agreed to work with the researcher on the following research question: “Do organisations

with a strategic approach to quality have higher levels of employee engagement?” The study was

based on quantitative surveys completed by a large sample of people (134,000 completed

surveys) from 251 target organisations. Aon Hewitt conducted the data collection and data

analysis with no involvement of the researcher.

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The role of the researcher was to create a construct of a strategic approach to quality

management that could be used in the annual survey. The researcher created the quality construct

of 15 questions, which was then added to the 2011 “50 best Employers in Canada” study as a

special research topic. Data collection took place in June/July 2010. 251 organisations

participated in the survey including a total of 134,000 completed employee surveys from a total

population in those organisations of 320,000.

The results indicated that organisations with high commitment to quality have high levels of

employee engagement (Crawford and Stoehr, 2011). The significant Pearson correlation (at the

0.01 level) between the engagement construct and the quality construct was 0.81 and the R2

value was 0.6509.

4.3.2 - Limitations of Pilot Study

In this pilot study the researcher was limited to a maximum of 15 questions for the quality

construct. As detailed in Appendix 5 the survey used for this research has a more robust model

for a strategic approach to quality management that includes 37 questions. Also the research was

limited in the employee construct, to questions only relating to employee engagement.

Appendix 5 outlines the survey used for this research that includes 24 questions relating to

engagement, satisfaction, and morale. As detailed in chapter three the research measures

employee happiness from a perspective that goes beyond engagement alone, looking at

engagement, satisfaction and morale.

Also in this pilot study the sample of organisations and data collection methods were decided on

by Aon Hewitt. The respondents all scored relatively highly in the variable linked to quality and

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excellence commitment. Beyond creating the strategic approach to quality construct, the

researcher did not have any control over the data collection and analysis of the data.

Part of the rationale for this thesis is that it gives the researcher the opportunity to take full

control of the data collection and analysis, rather than in the case of the pilot where the data

collection and analysis were carried out by Aon Hewitt. This allowed for exploration of the

pattern and tested it further in terms of connecting a strategic approach to quality management

with three employee measures of happiness. The additional questions and control of methods

allow for more comparisons with the elements of a strategic approach to quality management.

There was also an opportunity to explore underlying theory in more depth in the form of an

academic study.

4.3.3 – Quantitative and Qualitative Methods

The research uses a sequential mixed methods approach with both a quantitative survey method

supported by qualitative focus groups. This method adopts a sequential explanatory strategy

where collection and analysis of quantitative data is followed by the collection and analysis of

qualitative data to build on the results (Greene et al., 1989; Morse, 1991; Creswell, 2009). This

method supports the earlier stated positivist philosophical assumptions and stance. The breadth

of the survey data allows for the examination of relationships between variables related to a

strategic approach to quality management and employee engagement/satisfaction/morale. The

survey results are meant to simplify a strategic approach to quality management into identified

variables. These objective variables were analyzed statistically to test the impact of a strategic

approach to quality management on employees. In order to understand the impact a strategic

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approach to quality has on different employees, these data were also analysed to see if there are

differences between attitudes to quality/happiness from the various variables including:

- Leadership, management and front line employees.

- Private sector, public sector and not-for-profit organisations

- Long term, medium term, and short term employees

- Awards winning organisations and non-winning organisations

- Full time, and part time employees

- Between the various participating organisations

To enrich the data, focus groups were conducted with key members of the leadership team from

each of the target organisations. This was to help interpret results of the questionnaire data and

improve the validity.

The purpose of the survey was to generalise from the sample to the entire population. Sampling

techniques were used as an efficient method of collecting data that represents the opinions of

larger populations (Williams, 1978). With samples, inferences can be made about employee

satisfaction/engagement/moral on the entire population (Babbie, 1990).

A survey method was used because of its strength in establishing relationships between the data

(Bryman and Bell, 2007) and also using data to test theory. The survey gives the advantage of

breadth (Bryman and Bell, 2007) as access to many more employees than there would have been

with focus groups alone. The resulting data gives more explanatory power with advanced

statistical techniques (Bryman and Bell, 2007). This breadth allows for the identification of

attributes of a large population from a relatively small sample (Fowler, 2002).

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Rapid turnaround time in data collection was another advantage of the chosen survey method.

Surveys were launched for each of the target organisations and data was collected within a four-

week period for each target. Data collection is more useful when collected in a constrained time

period (Fink, 2002). When data collection is spread over too long a period of time the differences

in results could be due to the time of year the employee is completing the survey rather than their

opinion of the subject itself (Fowler 2002).

The surveys were conducted using web-based tools because of the distribution advantages (Sue

and Ritter, 2007) including lower cost, further reach and convenience (Sue and Ritter, 2007).

Web surveys have several advantages, including shorter transmitting time, lower delivery cost,

more design options, and less data entry time (Fan and Yan, 2010). The survey is cross sectional

and the data were collected for each target organisation at one point in time.

Interviews and focus groups with site contacts and senior leadership executives were also used to

discuss the results of the surveys. These face-to-face interviews and focus groups strengthened

the research by considering a more open and deep discussion with a key contact at each

organisation. The larger focus group was recorded and the detailed notes and recording transcript

were taken by the researcher. The focus group included 30 senior executives from a cross section

of organisations. The question of impact (both positive and negative) of the implementation of a

strategic quality approach was the main discussion point. The Focus groups were necessary to

establish broader context of the data. There is value in understanding meaning and motive by

exploring issues face-to-face with the research subjects (Bryman and Bell, 2007).

The intent was to confirm the survey data with a qualitative approach. This gave the advantage

of mixed methods (Bryman and Bell, 2007). If there is a low response with one method, this can

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be compensated for with the use of another (Bryman and Bell, 2007). It allowed for more depth

in the discussion into the reasons why the respondents gave certain answers in the questionnaire.

The advantages of focus groups are that the participants can provide historical information and it

allows the researcher to control the line of questioning (Creswell, 2009)

4.3.4 - Validity

Validity is concerned with the assessment that the scale measures what it is supposed to measure

(Creswell, 2009). Validity is about whether the inference one makes is appropriate, meaningful,

and useful given the individual or sample with which one is dealing and the context in which the

test user and individual/sample are working (Zumbo, 2009). Validity is whether we are

measuring the right concept or not. Does the measure allow the researcher to draw meaningful

and useful inferences? There are several approaches to test how valid the measures are, including

content validity, predictive validity, and construct validity (Hair et al., 1992).

Content validity is concerned with whether the items measure the content they were intended to

measure (Creswell, 2009). It is the degree to which the domain of properties or characteristics of

a concept one desires to measure are in fact captured by the measures (Bagozzi, 1994). A

measure has content validity if there is a general agreement among the subjects and researchers

that the instrument has measurement items that cover all the content domain of the variables

being measured (Nunnally and Bernstein, 1994).

Predictive validity also known as external or criterion validity is concerned with the extent to

which the model is related to independent measures of organisational performance (Hair et al.,

1992).

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Construct validity asks if the scores serve a useful purpose and have positive consequences when

they are used in practice (Humbley and Zumbo, 1996). Messick (1990) identified six

distinguishable aspects of construct validity evidence: content, substantive processes, score

structure, generalisability, external relationships, and consequences of testing. He and others

(Humbley and Zumbo, 1996; Zumbo, 2009) have argued strenuously that validity cannot rely

solely on any one of these complementary forms of evidence in isolation from the others.

In this research, validity has been achieved, and the instruments used have a good degree of

validity. The survey was the main data collection method and the focus group was used to help

validate the findings. The focus group was used to support/strengthen the finding of the survey.

Several techniques have been used to accomplish this. Validity and reliability of the survey

instrument are shown in chapter five.

Firstly, the survey and focus group questions were developed using a deductive process based on

the literature review stage of this research. Selection of the measurement items in the survey was

based on the extensive review of the literature and the evaluation criteria of major international

quality awards from Canada, the United States, Australia, and Europe. The overall quality

construct based on these awards models was also cross-referenced with the work of quality

theorist writings and with academic literature (Section 2.1.1.4). The survey in this research has

content validity because the instrument has measurement items that cover all the content domain

of the variables being measured.

Secondly, the survey was tested and revised. The research director and other academics were

asked to give their feedback on the survey, and the survey was piloted with quality experts

known to the researcher to make any suggestions concerning clarity of the wording, correct use

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of specific words, ambiguity, consistency of the questions, and overall presentation. As a result

of this pilot, some amendments to improve questions, format, and scales were made to improve

the survey.

Lastly, focus groups with senior leadership were held after the survey data collection as a second

data-gathering instrument, which contributed to the validity of this research. The data themes

converged from several sources including the focus groups, the survey data, and the literature

review.

4.3.5 - Reliability

Reliability refers to whether the measurement scale is consistent and stable. In other words,

reliability is the extent to which a test or procedure produces similar results under constant

conditions on all occasions (Bryman and Bell, 2007). Reliability questions if the items’

responses are consistent across constructs and if the scores are stable over time, were the

instrument to be administered a second time (Creswell 2009).

Reliability of the survey instrument is tested using the item-to-total correlation and Cronbach`s

Alpha analysis. This analysis is detailed in section 5.3 and it shows that the strategic quality and

employee measures of happiness are reliable constructs. Validity and reliability of the

measurements enhance the methodological rigour of the research and provide a meaningful

explanation of the phenomena that are being investigated (Bryman and Bell, 2007). The results

of surveys have the advantage of generalisability (Bryman and Bell, 2007; Babbie, 2011). The

disadvantage of this method is that the depth of information is not as accessible as it would have

been using a more qualitative approach (Bryman and Bell, 2007; Creswell, 2009).

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Quantitative research methods gave the advantage of measurement. Measurement allows the

researcher to delineate fine differences between people including differences in attitudes, belief,

and experience (Bryman and Bell, 2007). Valid and reliable measurement gave a consistent

device for making these distinctions. Measurement provided the basis for more precise estimates

of the degree of relationship between concepts (Bryman and Bell, 2007). It allowed for

connections between elements of a strategic approach to quality and elements of job satisfaction,

engagement, and morale.

4.3.6 - Target Audience

Two audiences were targeted within the research population

1. Quality Award winners

2. Non Quality Award Winners

In previous studies related to a strategic approach to quality, the organisations have been difficult

to label as excellent (Rust et al., 1995). In this research, employees of organisations who have

won the prestigious Canada Award for Excellence were surveyed. The Canada Award for

Excellence is an award given to organisations that demonstrate a commitment to quality

principles and criteria. These principles and criteria are the basis for a strategic approach to

quality (Excellence Canada, 2009).

The awards are among the most prestigious business honours in Canada, bringing to the winners

national and international recognition, enhancing prestige, and imparting a definite marketing

edge. The winners “Canada's best according to rigorous evaluation criteria” are ideal role models

for other Canadian firms, demonstrating concrete examples of business excellence and providing

inspiration for others to follow (Rogers, 1991).

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Winners are chosen based on a rigorous adjudication process that includes a submission, an

onsite assessment, and a final jury panel selection (Excellence Canada, 2011). Winning an

award of excellence provides independent third party certification that the organisation has

implemented an effective strategic approach to quality.

4.4 - Survey Structure

The survey addresses two levels. The first measures the employee perceptions of the

organisations’ approach to quality and the second measures the employee happiness.

The first level of the survey is based on the strategic quality approach construct. It includes 37

questions (detailed in section 4.6.6) and measure employee perceptions of a strategic approach to

quality. These questions are based on the academic literature on a strategic approach to quality

management, which included writing, by key professionals in the field of quality, quality awards

criteria and the relevant academic literature.

The second level of the survey is based on the impact on the employee measures construct

detailed in section 3.2. It includes 24 questions (detailed in section 4.6.7) that measure employee

happiness. As per the model in Figure 3.2, employee happiness is examined from three

perspectives including employee satisfaction, employee engagement, and employee morale. The

questions are based on the literature review.

This survey has 65 questions and is organised into three sections (See Appendix 1 for the

complete survey instrument).

- Section 1 measures the extent of the organisations strategic quality approach

- Section 2 measures of employee happiness

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 - Section 3 includes personal attributes questions

4.5 - Focus Group Structure

The qualitative focus group approach was used to compliment and support the quantitative

survey data analysis. The focus group was organised to include an open discussion about the

problems, issues and benefits of implementing a strategic quality approach. It was conducted on

December 5, 2012 with 22 senior executives.

Table 4.3 shows an anonymised list of participants in the focus group detailing job titles of those

taking part. 18 out of the 22 participants (82 per cent) were Executive level. Of the participants

11 of them (50 per cent of the total participants) were Presidents and CEOs. The four

participants not included as executives in the above total were three Vice Presidents and one

Director.

This approach was chosen as opposed to individual interviews because of the difficulty of

gathering these high level executives for this type of research. The focus group was facilitated

and led by the researcher.

The advantages of this approach are that participants are able to provide deep thinking and

insight about the problems and advantages. It also allowed the researcher to control the line of

questioning. The questions were unstructured and generally open-ended and were intended to

elicit views and opinions from the participants (Creswell, 2009)

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Table 4.3 - Leadership Focus Group Participants

Name Position Organisation

Respondent 1 Vice President, Private Sector 1

Respondent 2 Executive Director Public Sector 1
Respondent 3 Senior Vice President Not for Profit 1
Respondent 4 Editor-in-Chief Private Sector 2
Respondent 5 Commissioner Public Sector 2
Respondent 6 CEO Not for Profit 2
Respondent 7 Chief Operating Officer Private Sector 3
Respondent 8 President Private Sector 4
Respondent 9 Senior Vice-President, Private Sector 5
Operations
Respondent 10 Chief Executive Officer Private Sector 6
Respondent 11 President and CEO Private Sector 7
Respondent 12 ADM Public Sector 3
Respondent 13 Vice-President, Human Not for Profit 3
Resources
Respondent 14 President and CEO Private Sector 8
Respondent 15 President and CEO, Private Sector 9
Respondent 16 CEO Private Sector 10
Respondent 17 President and Chief Executive Not for Profit 4
Officer
Respondent 18 President Private Sector 11
Respondent 19 Vice President, Customer Public Sector 4
Service,
Respondent 20 Director and Founder Private Sector 12
Respondent 21 Director, Private Sector 13
Respondent 22 Chief Administrative Officer Public Sector 5

The focus group explores three themes detailed in section 5.5:

1) How do you define “happiness at work”?

2) What is the impact of a strategic approach to quality on an organisation?

3) What is the direction of the causation? (Assuming there is causation)

The limitations of this approach were that the responses were indirect and filtered views of the

focus group members (Creswell, 2009), it provided information in a designated place rather than

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the natural field setting (Creswell, 2009), and the researcher’s presence had a bias the responses

(Creswell, 2009).

The focus group was recorded and the digital file of the recording is stored by the researcher

along with a transcript of the notes that run to 35 pages in length.

4.6 - Research design

This section shows the specific details of the research design including how the audience is

chosen and accessed. A justification is given for the choice of samples and the population studied.

Details of the 3 sections of the survey are outlined with all considerations of question and

response rate design. Justification for all three sections of the survey are provided with details of

the 37 questions that measure employee attitudes towards a strategic approach to quality, the 24

questions to measure employee happiness, and the 4 questions that define the personal attributes

of the survey taker for analysis purposes.

4.6.1 - Survey Access and Audience

This section outlines who the audience was for the survey and how they were accessed.

4.6.1.1 - Access

The survey is web based and was sent out with an email invitation. Web surveys have several

advantages, including shorter transmitting time, lower delivery cost, more design options, and

less data entry time (Fan and Yan, 2010; Sheehan and Hoy, 1999; Weible and Wallace, 1998).

The cost of an e-mail survey is estimated to be 5-10 per cent of a paper survey. The cost savings

are derived primarily from the reduction and/or elimination of paper and mailing costs in an e-

mail survey (Sheehan and Hoy, 1999; Weible and Wallace, 1998).

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4.6.1.2 - Audience

The target audience is employees of Canada Award for Excellence winners and non-winners.

Follow-up calls/emails were issued to increase the number of respondents and to decrease non-

response bias (Goulet, 1977). Working with the Excellence Canada and the University of the

West of England’s sponsorship helped get the necessary responses from these organisations

(Dillman, 1991).

The target list was of Award winners who have won the Canada Awards for Excellence award in

the past eight years, between 2005 and 2013. The names of the participating organisations have

been removed to protect their anonymity. These winners are a mix of service and manufacturing

organisations.

1) Winner 1 – Private Sector, Manufacturing Organisation, 200 employees (accepted)

2) Winner 2 – Private Sector, Service Organisation, 5 Employees (accepted)
3) Winner 3 – Not for Profit, Service Organisation, 84 Employees (accepted)
4) Winner 4 – Not for Profit, Service Organisation, 400 Employees (accepted)
5) Winner 5 – Private Sector, Service Organisation, 250 Employees (accepted)
6) Winner 6 (declined)
7) Winner 7 (declined)
8) Winner 8 (declined)
9) Winner 9 (declined)
10) Winner 10 (declined)
11) Winner 11 (declined)
12) Winner 12 (declined)

The study also targeted a selection of non-award winners that matched the list of award winners

in terms of size. For example, with Winner 1 (200 employees) surveyed as the award winner,

Non-Winner 4 (215 employees) with a similar number of employees was approached as a

contrast. Another example of a paired target was Winner 3 (84 employees) with the non-winning

organisation Non-Winner 6 (98 employees). In some cases, organisations with a similar number

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of employees declined to participate. In these cases like the case of Winner 5 (250 employees) it

was required to find more than one smaller non-winning organisations to meet the research target.

Those organisations are listed in the following Non-Winner target list (the names of the

participating organisations have been removed to protect their anonymity).

1) Non-Winner 1 – Not for Profit, Service, 15 employees (accepted)

2) Non-Winner 2 – Private Sector, Service, 25 employees (accepted)
3) Non-Winner 3 – Public Sector, Service, 54 employees (accepted)
4) Non-Winner 4 – Not for Profit, Service, 215 employees (accepted)
5) Non-Winner 5 – Private Sector, Service, 20 employees (accepted)
6) Non-Winner 6 – Not for Profit, Service, 8 employees (accepted with the frame of the
senior leadership team)
7) Non-Winner 7 – Public Sector, Service, 98 employees (accepted)
8) Non-Winner 8 (declined)
9) Non-Winner 9 (declined)
10) Non-Winner 10 (declined)
11) Non-Winner 11 (declined)
12) Non-Winner 12 (declined)
13) Non-Winner 13 (declined)
14) Non-Winner 14 (declined)

The aim of the researcher is to have just as many results from employees at winning

organisations as there are from non-winning organisations. No other pairing criteria were used

in the selection of target organisations. As detailed in Chapter 5, the aim was achieved with 53

per cent of the responses from winners and 47 per cent of responses from non-winners.

For both the winners and non-winners a site contact person was selected who was most

interested in the results. This helped increase responses because channelling the survey through

the most interested manager improves participation (Verma and Young, 2000).

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4.6.2 - Population and Samples

The use of samples to obtain relatively precise information about a population is a very efficient

technique (Williams, 1978). Samples were used to represent populations in this study.

4.6.2.1 - Population

Population is defined as the universe of people from which the sample is to be selected (Bryman

and Bell, 2007). The target population in this study was the entire staff of each of the target

organisations. In some cases like with Winners 3 and 5 and Non-Winners 1, 2, 4, and 5 the

population target was the entire organisation. In other cases like with Winners 1, 2, and 4 and

non-winners 3 and 6, the population target was narrowed based on the level of participation the

organisation agreed to (refer to Table 4.4 for a summary) The range of employees targeted at

each of the participating organisations is from senior management to front line employees. This

range allowed for the assessment of both the approach the organisation takes to quality, and

employee happiness measures. In the case where access to email was limited for some

employees the population frame was narrowed to employees with access to email and computers

(Winner 1, Non-winner 4).

Table 4.4 - Population/Frame Target by Organisation

- Winner 1: Employees with computers

- Winner 2: Entire quality services office
- Winner 3: Entire organisation
- Winner 4: Entire division
- Winner 5: Entire corporate office
- Non-Winner 1: Entire organisation
- Non-Winner 2: Entire organisation
- Non-Winner 3: Entire Branch
- Non-Winner 4: Employees with computers
- Non-Winner 5: Entire organisation
- Non-Winner 6: Entire leadership team

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 - Non-Winner 7: Entire division

4.6.2.2 - Sample

A sample is the segment of the population that is selected for investigation. A representative

sample is one that reflects the population accurately (Bryman and Bell, 2007). The population

frame is the materials or devices which delimit, identify, and allow access to the elements of the

target population (Wright and Tsao, 1983). The population frame in this research includes all

employees at the target organisation with email addresses.

This research uses random probability samples of the entire population frame to select

respondents. This is the survey method that has an increased chance of obtaining a representative

sample (Couper et al., 2001). Randomization is a necessary pre-requisite for a valid

interpretation of the outcome of a statistical test (Fisher, 1955)

The sample was selected using the following process for each target organisation (Bryman and

Bell, 2007).

1) Population was defined and counted with help from the site contact

2) Population frame (those with emails) were counted (N)

3) A appropriate sample size was calculated (n) based on the population frame size

4) The employees in the population frame were numbered.

5) Random numbers were generated and selected “n” different random numbers that lie

between 1 and N.

6) This method was used for each organisation that participated in the survey.

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For the smaller organisations the entire population was used as the target frame.

Example of Sampling for Winner X Corporate Operations:

- 250 employees with email addresses is the Total Population Frame

o N=250

- Random Sample of 150 were targeted

o n=150

- The 250 employees were numbered. Random numbers were generated and 150 of the

250 were chosen based on this random number selection. Out of those 150, 129 surveys

collected.

4.6.3 - Errors, Response Rates, and Analysis

Online surveys have at least two unique challenges related to coverage error and sampling error

(Couper et al., 2001). Coverage error is the proportion of the target population that is not covered

by the frame and the difference between those covered and those not covered (Groves, 1989).

For online surveys the coverage error arises because not everyone in the population may have

access to the Internet, which could result in a biased sample (Couper et al., 2001). To reduce this

coverage error, if organisations have a significant number of employees without internet/email

access, paper copies of the survey with cover letters were made available. These paper based

surveys were then manually entered into the database of responses. For example, in the case of

Winner 1, several of the surveys were delivered by mail and they were manually entered into the

database by the researcher.

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Sampling error is the difference between a sample and the population from which it is selected

(Bryman and Bell, 2007). For web surveys sampling error can occur when people who would

normally have access to the Internet do not for some reason (namely in a location without

internet access for the day or if internet service is down) resulting in a biased sample (Couper et

al., 2001). This sampling error was reduced by sending multiple reminders at different times

(Goulet, 1977).

All attempts were made to increase the response rates in order to avoid non-response bias. This

bias occurs when researchers do not obtain information from a sizable portion of the sample

members and when the missing members' responses affect conclusions about the variables of

interest (Bryman and Bell, 2007). Sample members may become non-respondents because they

refuse to respond, lack the ability to respond, or are inaccessible to the researcher (Williams,

1978). Maximizing survey response is the best available option to reduce non-response bias (Yu

and Cooper, 1983).

Response rate is formally defined as the number of completed questionnaires divided by the

number of eligible sample members (Kviz, 1977). The main issue concerning response rates is

that it has become one of the primary ways for judging successful survey research (Frohlich,

2002). Therefore it was critical in this research to maximize response rates. The following

strategies were used to maximize response rate.

4.6.3.1 - Survey length

One major issue with a survey of this nature was the length. The length might discourage

potential respondents from completing the survey. Dillman (1978) says that the shorter a survey

is, the better; and that it must not be longer than 11 pages or 125 items (Dillman, 1978). Others

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have found that a questionnaire length of 41–50 questions over 4-5 pages delivered the highest

average response rate (Yu and Cooper, 1983). Another study found that if a survey is under four

or five pages then resistance was lower and the response rate was higher (Yammarino et al.,

1991). In this research the number of questions was limited to 65 and the number of pages to five

so that it is still short enough to be user friendly but long enough to be valuable and valid.

4.6.3.2 - Pre-notice

Notice was sent out in advance to each of the organisation that the survey is coming. This pre-

notice helped generate early interest (Allen et al., 1980). When people know the survey is

coming it enhances understanding of the importance when it arrives (Yu and Cooper, 1983).

This pre-notice was in the form of an email to the main contact people to share internally.

4.6.3.3 - Sponsorship by Excellence Canada and UWE

This survey was sponsored by Excellence Canada and the University of the West of England,

Bristol. Excellence Canada agreed to allow use of their logo on the survey and wrote an

introduction message to the survey. This endorsement built credibility for the study (Dillman,

1991) as it showed who else is interested in the results (Presser et al., 1992). It also increased the

relevance of participating (Khurana and Talbot, 1998).

4.6.3.4 - Multiple emails / Steady pressure / Appeals

The survey was distributed in multiple waves of emails. This served as a reminder to participants

and showed that the survey is important. Multiple studies have shown that multiple mailings

consistently yield more responses (Goulet, 1977; House et al., 1977; Comer and Bryner, 1982).

Steady pressure was also applied to the participants by way of reminder emails and calls to the

site contact. This pressure increased the survey’s perceived relevance (Dowlatshahi, 1998; Jiang

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et al., 2000). These emails made direct and sincere requests for help to get response rates up.

This approach of appeals for help has been shown to work better than flattering statements about

how potential respondents are “making a difference” (Houston and Nevin, 1977; Childers et al.,

1980).

4.6.3.5 - Results

In the initial correspondence with contact for each site, the researcher promised to share the

results with the participating organisations. This encouraged participation because respondents

saw a tangible payback for their time to complete the survey (Yammarino et al., 1991). The

aggregate results were made available to all of the participating organisations. The researcher

met with each of the site contacts to present the results formally and help them understand the

trends and themes.

4.6.3.6 - Leverage design/Subject interest

For each of the target organisations the researcher identified an interested site contact. This site

contact’s name and office were included on the “invitation to participate” email. In many of the

award winning organisations the researcher had personal contacts with the senior executives and

leveraged their endorsement for increased participation. This use of leveraged survey designs

helps overcome low perceived relevance by keeping subtle, but firm pressure on often busy

managers to complete surveys (Forker, 1997). Where possible the researcher channelled the

survey to the most interested manager as this helped improve participation (Song and Parry,

1999).

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4.6.3.7 - Formatting

The survey is formatted using carefully positioned questions that make the survey look easy to

complete. Survey formatting can minimize the respondent’s expected effort (Dillman, 1978). A

survey’s format, including carefully positioned questions that make the survey look easy to

complete, potentially improve response rates (Fox et al., 1988). In the absence of an interviewer

to motivate the respondent or to provide guidance on how to answer each question, the

respondent seeks such information from the instrument itself (Schwarz, 1995). The respondent

uses the verbal and visual elements of the interface to provide guidance (Ware, 2000). Simple

formatting is used for this survey (see Appendix 1 for an example of the paper and web survey).

4.6.3.8 - Web Formatting

The web survey has multiple questions per screen rather than one question per screen, as this

leads to faster completion times and less missing data (Couper et al., 2001). The web survey has

radio buttons rather than open text boxes for answers, as this leads to less missing data (Couper

et al., 2001).

4.6.3.9 - Pre-tested survey

The survey was pre-tested by a small sample with similar background to those whom the main

questionnaire was sent. Feedback from these pre-tests was used to revise the survey. These pre-

tests helped to improve readability, question order, and remove ambiguous questions

(Dowlatshahi, 1998). See section 4.6.9 for timeline of researcher methods.

4.6.4 - Question Design Considerations

Question statements are as short as possible in order to increase respondents’ comprehension

(Foddy, 1993; Dillman, 2000; Fink, 2003; Holbrook et al., 2006). All questions are a maximum

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of 20 words per sentence to ensure comprehension (Oppenheim, 1992). Each section or group of

questions is preceded by a 16-64 word introduction in order to enhance comprehension and

increase data quality (Blair et al., 1977; Andrews, 1984).

Grammatical complexities are minimized. Questions employ the active voice rather than the

passive voice, use nouns rather than pronouns, and avoid the possessive form. Using this

approach reduces the cognitive demands on the respondents and frees up mental capacity in

order to think about a response (Brislin, 1986; Dillman, 2000; Dornyei, 2003).

Some of the questions (including questions 1, 2, 3, 4, 8, 13, 15, 19, 20, 21, 22, 23, 29, 33, 35, 38)

may evoke a “socially desirable response.” Social desirability refers to a tendency to respond in a

manner that makes the respondent look good rather than to respond in an accurate and truthful

manner (Holtgraves, 2004). An attempt to reduce this tendency was made in the survey design

by using some indirect questions and by using the phrase “Don’t happen to know” in the

introduction to sections 1 and 2. This phrase allows respondents to think a bit longer to retrieve

knowledge on the topic (Brace, 2004) and signals to participants with less firm attitudes that it is

acceptable to volunteer a “don’t know” response (Bradburn et al., 2004). The survey also avoids

more than one verb or more than one concept in a single question. Using more than one verb or

concept (double barrelled questions) is detrimental to accuracy (Brislin, 1986; Fowler, 1992).

Where possible the survey is designed to include general questions about a topic before specific

questions about the same topic. For example question 40 asks about job satisfaction in general

and then questions 41-50 ask about satisfaction with the various facets of job satisfaction. This is

important because specific questions have been shown to influence responses to general

questions but not the other way around (Schuman and Presser, 1996; Baker, 2003).

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The survey avoids negatively worded questions or statements. Negatively worded statements and

questions take longer to process and have a greater number of mistakes by respondents (Weems

et al., 2002).

Personal attribute questions about the respondents are at the end of the survey rather than at the

beginning in order to avoid negative feelings of personal information impacting on the answer

behaviour or participation (Converse and Presser, 1986; Oppenheim, 1992).

4.6.5 - Response Design Considerations

Where appropriate, the survey includes a “Don’t Know” response. This gives a more accurate

picture of the question being asked (Schuman and Presser, 1996). The “Don’t Know” response is

available for all of the questions in sections 1 and 2 of the survey.

The scale used for sections 1 and 2 is a 7 point scale. 7 point scales have been shown to be more

reliable (Cronbach, 1951) as it allows greater differentiation of responses than the 5-point scale

(Finn, 1972; Cox, 1980; Schwarz and Hippler, 1991). Also a 7 point scale is better when dealing

with more abstract judgments (Foddy, 1993). The survey questions in this study deal with

abstract judgments rather than absolute judgments. The inclusion of a middle option increases

the validity and reliability of a response scale (Schuman and Presser, 1996). Since these 7 point

scales gives multiple-indicator measures with equal distances between categories, they are

treated as interval/ratio data (Bryman and Bell, 2007). Having these attribute variables allows for

univariate (one variable at a time) analysis using frequency Tables, and bar charts. Bivariate

(two variables at a time) analysis using contingency Tables, scatter diagrams, Pearson’s r, and

comparing means to analyze relationships. Multivariate (3 or more variables) analysis is done

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using contingency Tables (Bryman and Bell, 2007). A summary of statistical tests is detailed in

section 5.4.

4.6.6 - A Strategic Approach to Quality Management Questions

This section outlines the specific questions that were chosen by the researcher to measure the

organisation’s strategic approach to quality management. The specific links between the

questions chosen and the literature review are clearly outlined.

4.6.6.1 - Introduction Paragraph

The 37 quality management questions are preceded by the following introduction paragraph.

Blair (1977) and Andrews (1984) are among authors who state that an introduction paragraph is

a good way to enhance comprehension and increase data quality.

Example introduction paragraph: “The following questions are about your organisations

strategic commitment to quality. Answer the questions using the 7 point scale where 1 means

strongly disagree and 7 means strongly agree. If you can’t answer the question or don’t happen

to know a response select the “Don’t Know” option.”

The 37 questions have been chosen due to their relevance with international awards criteria,

writings by leading academic theorists, and academic literature. The specific linkage with these

three categories is outlined in Appendix 5.

4.6.7 – Measures of Employee Happiness Questions

The employee satisfaction questions are preceded by the following introduction in order to

enhance comprehension and increase data quality (Blair et al., 1977; Andrews, 1984).

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The following questions are about your personal satisfaction at work. Answer the questions

using the 7 point scale where 1 means very dissatisfied and 7 means very satisfied. If you can’t

answer the question or don’t happen to know a response select the “Don’t Know” option.

The employee engagement and morale questions are preceded by the following introduction in

order to enhance comprehension and increase data quality (Blair et al., 1977; Andrews, 1984).

The following questions are about your engagement and morale at work. Answer the questions

using the 7 point scale where 1 means strongly disagree and 7 means strongly agree. If you

can’t answer the question or don’t happen to know a response select the “Don’t Know” option.

As in the case of the analysis of the questions found in Appendix 5, 7 point scales give multiple-

indicator measures with equal distances between categories, they are treated as interval/ratio data.

Having these attribute variables allows for univariate (one variable at a time) analysis using

frequency Tables, and bar charts. Bivariate (two variables at a time) analysis using contingency

Tables, scatter diagrams, Pearson’s r, and comparing means to analyze relationships.

Multivariate (3 or more variables) analysis is done using contingency Tables (Bryman and Bell,

2007).

4.6.8 - Personal Attributes Questions

A limited number of personal factual/attribute questions are included. These questions are used

as a statistical variable in the analysis. When considering employee attitudes to satisfaction,

engagement and morale, demographic variables should be considered to comprehend thoroughly

the possible factors that impact employee happiness (Fosam et al., 1998). Demographic attributes

comprise of factors that define individuals like tenure, position, and job status. The assumption is

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that given that the workforce of any organisation is not demographically homogeneous, one

expects employee satisfaction to differ across sub-groups (Fosam et al., 1998). When attempting

to understand relationships and impacts of strategic quality, it is important to understand whether

demographic characteristics influence perceptions towards strategic quality and employee

happiness. After conducting a literature review (Lee and Wilbur, 1985, Bedeian et al, 1992;

Guimaraes and Igbaria, 1992; Bilgic, 1998; Lim and Teo, 1998; Samson and Terziovki, 1999;

Sureshchandar et al., 2003), the survey includes four attribute questions (refer to Appendix 5).

The first attribute question is about the respondent’s role at the organisation. It is critical in the

analysis to distinguish between senior leadership, management, and front line employees. When

it comes to implementing a strategic quality approach typically approaches related to the criteria

are created by senior leadership, then cascaded to management, then deployed to front line

employees (Samson and Terziovki, 1999). The role questions are closed ended question with

three responses. “Senior Leadership, Management (I report to Senior Leadership), and Front

Line Employee (I primarily report to Management).” Since there are more than two variables

that cannot be ranked the variable type is nominal (Bryman and Bell, 2007).

The second attribute question determines the number of years of service at the organisation. Job

tenure can make significant variations in an individual’s work-related attitudes (Lee and Wilbur,

1985; Guimaraes and Igbaria, 1992; Lim and Teo, 1998). When an individual has been on the

job for a long time, their investments in the job and organisation may be greater than someone

who has been on the job for a short period (Lim and Teo, 1998); this could influence an

individual’s intention to leave the organisation, job satisfaction, and organisational commitment

(Lim and Teo, 1998). It is critical in the analysis to distinguish between employees who are new

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and those who have been with the organisation for a number of years. Time is important to

understanding an organisation’s approach to quality (Sureshchandar et al., 2003). Exposure to a

strategic quality approach over time is a relevant factor. The ‘years of service question’ has four

possible response bands. “Less than 6 months, 6 months – 2 years, 3-5 years, 6-10 years, 10+

years.” Having these variables makes analysis easier and more insightful. Since there are more

than two variables that can be rank ordered and the distances between them are not equal, the

variable type is ordinal (Bryman and Bell, 2007).

The third attribute question determines employment status. It is important to distinguish between

full time employees and part time employees. This question has four possible responses

including Full time, Part time, Temporary Position, and Other. The “Other” category allows the

user to suggest a better description. Having these variables makes analysis easier and more

insightful. Since there are more than two variables that cannot be ranked, the variable type is

nominal (Bryman and Bell, 2007).

The fourth attribute question determines whether the respondent works for an organisation that

has won the Canada Award for Excellence. Since the results of the electronic are anonymous,

there is no way of knowing if the respondent works for one of the award winning target

organisations or not. This question allows for some analysis of award winners and the construct

of a strategic approach to quality. The possible responses are “Yes, No, and Don’t know”. Since

there are more than two variables that cannot be ranked the variable type is nominal (Bryman

and Bell, 2007).

Having these attribute variables allows for univariate (one variable at a time) analysis using

frequency Tables, and bar charts as well as bivariate (two variables at a time) analysis using

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 contingency Tables and comparing means. Multivariate (3 or more variables) analysis is done

using contingency Tables (Bryman and Bell, 2007).

The attribute questions are preceded by the following introduction in order to enhance

comprehension and increase data quality (Blair et al., 1977; Andrews, 1984).

Introduction “The following questions are to help us analyze the data. Answer the questions

using the appropriate response selection.”

4.6.9 - Survey and Focus Group Timeline

This section outlines the sequence of events from survey draft creation to data analysis. Figure

4.1 depicts the process in a flow chart.

Figure 4.1 – Research Sequence Flow Chart

Survey Draft Pilot Survey Survey Leadership Data

Creation Wave 1 Wave 2 Wave 3 Focus Group Analysis

4.6.9.1 - Survey Draft creation

The first step in the data gathering process was the initial draft of the survey. The questions were

developed as detailed in section 4.6.6-4.6.8 based on the literature. The initial version of the

survey was created using the online survey tool Survey Gizmo. The survey was then tested in

three ways. The first was to pilot the survey with a small organisation targeting the entire

population frame.

4.6.9.2 - Wave 1 Pilot

There were three stages to the Wave 1 Pilot. The first stage was to get feedback on the survey

tool from academic colleagues. Feedback from the researcher’s director of studies was solicited

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and incorporated into the survey design. The researcher’s director of studies felt that the detail

about the wording of the survey questions and various steps taken to ensure high response rates

was very strong.

The second stage of the first wave was to solicit feedback from experts on the subject of strategic

quality about the validity of the questions. The researcher approached 3 people who are well

respected quality content experts (Expert Contact 1: 30 years of experience and Chair of the

design committee for the Canada Award for Excellence Criteria, Expert Contact 2 –Lead

Assessor for the Canada Awards for Excellence, Expert Contact 3 – Adjudicator and Jury Panel

Member of the Canada Awards for Excellence) and asked them to provide feedback on the

question set. They all felt that the survey questions were designed and written in a way that

would accurately capture an organisations approach to quality management. The quality expert

opinion is that the survey tool measures what it is supposed to measure. For example, one of the

quality content experts, who once worked with W. Edwards Deming, said: “Excellent questions

to measure the strategic approach to quality. I am keenly interested in reviewing your results.”

The third and final stage of the first wave was a full pilot. The pilot organisation was Non-

Winner 1 and the target population was the entire organisation with 15 full time employees. The

entire population was chosen as the sample and 14 of the 15 employees completed the survey for

a 93 per cent response rate. After the 2 week data collection period, feedback was solicited from

the organisation. Several of the survey takers were interviewed face to face and asked the

following questions:

1) Did you feel that the survey was too long?

2) Did you understand the questions?
3) Did you feel there was any unnecessary repetition?

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 4) What was your overall feeling about the survey tool?

All of the respondents spoke positively about the survey tool. Feedback on question design and

survey structure was considered and incorporated back into the survey. After the first wave

feedback, the survey was confirmed to be ready for a larger distribution in Wave 2.

4.6.9.3 - Wave 2

After the first wave pilot, several target organisations were approached. The researcher followed

up with each of them with a personal phone call and email with a link to the survey.

Five out of the eleven target organisations agreed to participate in the research. Winner 1,

Winner 2, Non-Winner 2, Non-Winner 4, and Non-Winner 5, all agreed to participate in the

research. (The names of the participating organisations have been removed to protect their

anonymity)

After wave 2 the researcher was provided with some additional feedback from academic

colleagues. One of the researcher’s progression exam examiners suggested that an additional

attribute questions around quality tools be added to the research questions set. Based on this

feedback the following new question was added to the survey tool to be answered by wave 3

targets. (See Appendix 5 for details) This new questions allows for more comparison analysis

between organisations with high levels of quality focus and those with lower levels.

4.6.9.4 - Wave 3

The third and final wave of survey data collection targeted fifteen organisations and six of them

accepted the invitation to participate. Winner 3, Winner 4, Winner 5, Non-Winner 3, Non-

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Winner 6, and Non-Winner 7 all participated in the research. The names of the participating

organisations have been removed to protect their anonymity.

After the survey data collection period the results were analysed and the qualitative focus group

with senior leaders was organised to get a deeper understanding of the results.

4.6.9.5 - Leadership Focus Group

The initial analysis was shared with the focus group members. The focus group was organised to

include an open discussion about the initial results. The focus group also included a deep

discussion about the problems, issues and benefits of implementing a strategic quality approach.

It was conducted on December 5, 2012 with 22 senior executives. The list of the participants in

the Leadership focus group is listed in section 4.5 in Table 4.3

This approach was chosen as opposed to individual interviews because of the difficulty of

gathering these high level executives for this type of research. The focus group was facilitated

and led by the researcher.

The advantage of this approach was that participants were able to provide deep thinking about

the problems and advantages of implementing strategic quality. It also allowed the researcher to

control the line of questioning. The questions were open-ended and were intended to elicit views

and opinions from the participants.

The following 3 themes were explored:

1. How do you define “happiness at work”

2. What is the impact of a strategic approach to quality on an organisation

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 3. What is the direction of the causation

Prior to the focus group the senior leaders were emailed 10 questions to reflect on. The pre-

meeting reflection questions are available in Appendix 4.

The focus group was recorded and the digital file of the recording is available to the researcher.

4.6.9.7 - Data Analysis

After all the data was collected from the surveys and focus group. The data analysis was

facilitated by the use of the SPSS software tool. Various statistical techniques were used and the

details are given in the next chapter.

This chapter reviewed and outlined an extended theoretical review, which justified the methods

chosen in this thesis. The underpinnings of three methodological approaches or paradigms were

reviewed. Based on this methodological review, the positivist paradigm that informs this

research was justified.

The second half of the chapter showed the specific details of the research design including how

the audience is chosen and accessed. The reasons for a mixed approach of surveys (quantitative)

and focus groups (qualitative) to support the validity and reliability of the data collected were

outlined. The target audience of Canada Awards for Excellence winners and non-winners was

reviewed with details of the population and sample targets. A justification was given for the

choice of samples and the population studied. Details of the 3 sections of the survey were

outlined with all considerations of question and response rate design. Justification for all three

sections of the survey were provided with details of the 37 questions that measure employee

attitudes towards a strategic approach to quality, the 24 questions to measure employee

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happiness, and the 4 questions that define the personal attributes of the survey taker for analysis

purposes.

The research timeline was shared explaining the various waves of the research and when and

how the data were collected. The next chapter provides the details of the survey and focus group

results with a full data analysis.

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Chapter Five - Data Analysis

Chapter four outlined both the research methodology and research methods used in this thesis.

This chapter shows the specific details of the data analysis including response rates, frequency,

and descriptive analysis. Data preparation and attitude scale construction are outlined. The

chapter also provides descriptive and reliability analyses of the survey results. Each of the

constructed measures were tested for reliability using Cronbach’s Alpha and item-to-total

correlation. The results show that each of the constructs were reliable. The data analysis was

facilitated by the use of the SPSS software tool.

A detailed overview of the various statistical tests including frequency analysis, descriptive

statistics, reliability analysis, Pearson correlation, cross tabulation, scatter diagrams, chi squared,

t-test/Mann Whitney U test, ANOVA analysis of variance are outlined and justified.

5.1 – Descriptive Analysis of the Data

This section focuses on providing general information about the respondents and participating

organisations. The intent is to provide a profile of the sample in the research. Frequency analysis

is used according to the following characteristics:

 Company names
 Position
 Award winning status
 Employment status
 Sector
 Tenure

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5.1.1 - Response rates by company

The overall response rate for all organisations was 59.13 per cent. This excludes the poor

response rate achieved from Winner 4. All of the participating organisations had excellent

response rates. These response rates are listed in Table 5.1.

Table 5.1 - Response Rate by Participating Organisation

Company Response Rate

Non-Winner 1 93%
Non-Winner 2 48%
Winner 1 56%
Non-Winner 4 53%
Non-Winner 5 100%
Non-Winner 3 66%
Winner 3 52%
Non-Winner 7 73%
Winner 5 55%
Winner 2 – Quality 100%
Services Office
Non-Winner 6 87%
Leadership Team
Winner 4 3.75%

Each of the participating organisations had a response rate ranging from 48 per cent for Non-

Winner 2 to 100 per cent for Non-Winner 5 and Winner 2 - Quality Services Office. The

rigorous error reduction and response maximizing approaches detailed in section 4.6.3 proved to

work well. Response rates for email surveys of 40 per cent are considered average, 50 per cent

are considered good, and 60 per cent are considered very good (Sheehan, 2001). According to

this scale the overall response rate of 58.68 per cent for this research is between good and very

good.

The detailed response rates by company are listed in Tables 5.2 and 5.3. The first Table shows

the organisations where the entire organisation was the population frame and the second Table

144
shows the organisations where a smaller department within the organisation was the population

frame.

Table 5.2 - Response Rates for Full Population Frames

Overall response rate for Full organisational Frame: 564/961 = 58.68%

- Non-Winner 1: 14/15 for a 93 per cent response rate for the entire organisation
- Non-Winner 2: 12/25 for a 48 per cent response rate for the entire organisation
- Non-Winner 3: 36/54 for a 66 per cent response rate for the entire Branch
- Non-Winner 4: 115/215 for a 53 per cent response rate for employees with computers
- Non-Winner 5: 20/20 for a 100 per cent response rate for the entire organisation
- Non-Winner 7: 72/98 for a 73 per cent response rate for the entire division
- Winner 1: 113/200 for a 56 per cent response rate for employees with computers
- Winner 3: 44/84 for a 52 per cent response rate for the entire organisation
- Winner 5: 138/250 for a 55 per cent response rate for the entire corporate office

Table 5.3 - Response Rates for Smaller Departmental Population Frames

Overall response rate for the small frames: 12/13 = 92.3 per cent

- Winner 2 – Quality Services Office: 5/5 for 100 per cent response rate for the entire
quality services office
- Non-Winner 6 - Senior Leadership Team: 7/8 for 87.5 per cent response rate for the
entire senior leadership team

In the case of Winner 4 that was a late addition to Wave 3 of the research, there was a

disappointing response rate of 3.75 per cent or 15 completed surveys out of 400 employees that

were targeted. This was due to several reasons that were determined by conducting a telephone

interview with the site contact. It was concluded that both bad timing and survey fatigue were

contributing factors to the low response rate. Since this low response rate was not typical

compared with all of the other organisations surveyed, the results from Winner 4 were rejected

and not used during the detailed analysis. The main concerns with using the data were overall

validity, reliability, and generalisability of this sample.

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5.1.2 - Frequency Analysis

Frequency analysis was used for data reduction purposes and to develop an overall

understanding of the survey responses and a general picture of how the sample group responded.

The initial analysis used descriptive analysis for the whole sample.

5.1.2.1 - Company Name

Table 5.4 shows the number of responses from each of the target organisations. After the survey

period a total of 591 results were collected. In some cases like with Winner 5, Non-Winner 2,

Non-Winner 1, Non-Winner 4, Non-Winner 5, Winner 3, Non-Winner 3, Non-Winner 7, and

Winner 1 the entire organisation was targeted. In other cases like with Winner 2, Non-Winner 6,

and Winner 4 smaller population frames were targeted within the larger population.

Table 5.4 - Frequency Distribution of Target Organisations

Company Name
Frequency Percent Valid Percent Cumulative
Percent
Non-Winner 1 14 2.4 2.4 2.4
Non-Winner 2 12 2.0 2.0 4.4
Winner 1 113 19.1 19.1 23.5
Winner 2 5 .8 .8 24.4
Non-Winner 3 36 6.1 6.1 30.5
Non-Winner 4 115 19.5 19.5 49.9
Non-Winner 5 20 3.4 3.4 53.3
Valid
Non-Winner 6 Leadership
7 1.2 1.2 54.5
Team
Winner 3 44 7.4 7.4 61.9
Winner 4 15 2.5 2.5 64.5
Non-Winner 7 72 12.2 12.2 76.6
Winner 5 138 23.4 23.4 100.0
Total 591 100.0 100.0

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The three organisations with the most respondents were Winner 5 with 23.4 per cent of the total

and Non-Winner 4 with 19.5 per cent of the total and Winner 1 with 19.1 per cent of the total.

The three organisations with the fewest respondents were Winner 2 representing 0.8 per cent of

the total, the Non-Winner 6 leadership team representing 1.2 per cent of the total and Non-

Winner 2 representing 2 per cent of the total.

5.1.2.2 - Position

Samples of all types of employees in the entire population were targeted. This included Senior

Leadership, Management (those who primarily report to Senior Leadership), and front line

employee (those who primarily report to Management). As per Table 5.5 out of the 591 results

10 per cent were senior leadership, 32.9 per cent were Management, and 57.1 per cent were front

line employees.

Table 5.5 - Frequency Distribution of Position

Which of the following best describes your role at your organisation

Frequency Percent Valid Percent Cumulative
Percent
Senior Leadership 58 9.8 10.0 10.0
Management (I report to
190 32.1 32.9 42.9
Senior Leadership)
Valid Front Line Employee (I
primarily report to 330 55.8 57.1 100.0
Management)
Total 578 97.8 100.0
Missing System 13 2.2
Total 591 100.0

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5.1.2.3 - Role within each organisation

The distribution of role within each separate organisation is listed in Table 5.6. Each organisation

had representation from all three roles with the exception of Non-Winner 4 that had no

respondents from the leadership team and Non-Winner 6 that only had respondents representing

the leadership team of the organisation.

Table 5.6 - Distribution of Role Within Organisation

Company Name * Which of the following best describes your role at your organisation
Cross tabulation
Count
Which of the following best describes your Total
role at your organisation
Senior Management Front Line
Leadership (I report to Employee (I
Senior primarily
Leadership) report to
Management)
Non-Winner 1 6 3 5 14
Non-Winner 2 2 8 2 12
Winner 1 8 58 47 113
Winner 2 1 3 1 5
Non-Winner 3 1 5 30 36
Non-Winner 4 0 12 103 115
Company
Non-Winner 5 1 6 13 20
Name
Non-Winner 6
7 0 0 7
Leadership Team
Winner 3 1 8 31 40
Winner 4 2 5 8 15
Non-Winner 7 3 10 59 72
Winner 5 26 72 31 129
Total 58 190 330 578

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5.1.2.4 - Award Winning Status

Out of the returned survey results 315 (53.3 per cent) were from individuals at Canada Awards

for Excellence Winning organisations and 276 (46.7 per cent) were from non-winning

organisations. This distribution is very close to achieving the target (50:50 split) that the

researcher was planning for. This equal representation shown in Figure 5.1 provides for adequate

data to do comparisons of winners and non-winners detailed in Chapter six.

Figure 5.1 – Award Winning Status

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5.1.2.5 - Employment Status

Out of the returned survey results the majority (84.6 per cent) were completed by full time

employees. 10 per cent were completed by part time employees and 5.4 per cent were completed

by other people. See Table 5.7.

Table 5.7 - Employment Status

Employment status
Frequency Percent Valid Percent Cumulative
Percent
Full time 489 82.7 84.6 84.6
Part time 58 9.8 10.0 94.6
Temporary
Valid 23 3.9 4.0 98.6
position
Other 8 1.4 1.4 100.0
Total 578 97.8 100.0
Missing System 13 2.2
Total 591 100.0

5.1.2.6 - Sector

The majority of the survey responses were from private sector organisations at 48.73 per cent of

responses. Not for profit organisations represented 29.27 per cent of those surveyed, and Public

sector government organisations represented 22 per cent of the responses. See Figure 5.2.

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Figure 5.2 – Sector Distribution

5.1.2.7 - Tenure

Out of the survey responses 38.6 per cent were from people who worked at the organisation for

more than 10 years. The next largest group was 3-5 year term employees representing 22.8 per

cent of the total. The smallest group of survey responses came from employees with less than 6

months on the job representing 6.6 per cent. See Table 5.8. Approximately ¾ had over 3 years of

experience in the organisation. This indicates that the majority of the people answering the

survey were with the organisation for a relatively long time and had experienced the

organisation’s culture for that length of time. This section gives an indication of the calibre of the

respondents.

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Table 5.8 - Tenure Distribution

How long have you worked at your organisation

Frequency Percent Valid Percent Cumulative
Percent
Less than 6 months 38 6.4 6.6 6.6
6 months – 2 years 96 16.2 16.6 23.2
3 - 5 years 132 22.3 22.8 46.0
Valid
6-10 years 89 15.1 15.4 61.4
More than 10 years 223 37.7 38.6 100.0
Total 578 97.8 100.0
Missing System 13 2.2
Total 591 100.0

5.2 – Data Preparation

The survey responses were coded to be compatible with Statistical Package for Social Science

(SPSS). SPSS is one of the most widely used software packages for social research (Cramer

1998). These data were then analysed to achieve the research objectives.

Since the data were collected electronically there was no need to manually enter the data into the

program. Results collected using Survey-Gizmo were converted to SPSS analysis compatible

format. Each survey question was given a unique variable label. For example, question 1 on the

survey ``Employees understand the overall aim or mission of the organisation`` was given the

variable label AimMission.

After the data labelling processes had been completed, all measures were then assessed for their

reliability and validity. As previously mentioned validity and reliability of the measurements

enhances the methodological rigour of the research and provides a meaningful explanation of the

phenomena that are being investigated.

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5.2.1 - Attitude Scale construction

The following method was used to construct an attitude scale for quality, employee, morale,

engagement, and satisfaction. The data was transformed from the ordinal Likert scale to a

constructed, continuous attitude scale.

Several attitude scales were created including QUALITY, EMPLOYEE, SATISFACTION,

ENGAGEMENT, and MORALE1. The descriptive statistics are in Table 5.9 for each of the

attitude variables.

Table 5.9 - Summary Results by Attitude Construct

Descriptive Statistics
N Minimum Maximum Mean Std. Deviation

Quality 590 1.97 7.00 5.6070 1.00627

Employee 580 1.29 7.00 5.5521 1.03277
Satisfaction 580 1.45 7.00 5.6105 .93450
Engagement 577 1.00 7.00 5.6399 1.29968
Morale1 578 1.00 7.00 5.3881 1.22442
Valid N (listwise) 577

The attitude constructs transformed the ordinal data into a continuous attitude scale by

combining the separate ordinal variables into new variables. All of the survey questions that

were related to each attitude were combined together into a single attitude variable. This was

done in SPSS by transforming the individual survey responses for all of the attitude related

questions into new variables called QUALITY, EMPLOYEE, SATISFACTION,

ENGAGEMENT, and MORALE1.

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5.2.1.1 - Quality Attitude Variable

The QUALITY variable is the mean of 37 separate variables. These 37 variables are the first 37

questions on the survey that relate to a strategic approach to quality management. It is computed

using the transform variable function in SPSS with the following command:

MEAN(AimMission,Direction,Slcommit,effectiveL,Plan,inputPc,inputPe,MtorExceed,MeasrCsat,cFBimpr

ov,MeasrEsat,ideasEnc,Recog,ProDoc,FollPro,MonPro,AnaPro,SuppPro,ClientPerf,EmpPerf,ProPerf,S

uppPerf,FinanPerf,KnolMan,Innovation,LeadInvol,FactDec,PrimaCust,EmpDev,Suggestions,PrevVSCor

r,CoopTeam,CoopInspire,SocialRes,ValueCust,ContImp,PersContImp)

As seen in Appendix 7 Table a7.1 the variable is based on 590 survey responses and the mean

for the QUALITY variable is 5.6070 and the std. deviation is 1.00627.

Based on the tests of Normality detailed in Table 5.10, both Komogorov-Smirnov and Shapiro-

Wilk tests confirm that the data in the construct are significant at 0.000. This means that the data

are not normally distributed. This limits some of the statistical options that rely on the

assumption of normally distributed data.

Table 5.10 - Tests of Normality of Quality Construct Variable

Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk

Statistic df Sig. Statistic df Sig.

Quality .083 590 .000 .936 590 .000

a. Lilliefors Significance Correction

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As seen in Figure 5.3 the data for this construct are negatively skewed with a skewness of -.940.

This further confirms the fact that the data are not normally distributed and the statistical tests

relying on the assumption of normality will not be usable.

Figure 5.3 – Histogram of the Quality Construct Variable

5.2.1.2 - Employee Attitude Variable

The employee attitude variable includes all 24 questions related to employee happiness

(questions 38-61 of the survey). These include all of the questions related to engagement, morale,

and satisfaction combined.

The ordinal data was transformed into a continuous attitude scale by combining the separate

ordinal variables into a new variable called Employee. All of the survey questions that were

155
related to employee measure attitude were combined together into a single employee attitude

variable. It is computed using the transform variable function in SPSS with the following

command:

MEAN(JobInGenral,WorkSat,PaySat,OppsSat,SuperviSat,PeopleSat,SkillsVar,WholeTask,Impac

tOthers,Freedom,Feedback,Recommend,Say,Stay,Leave,BestWork,ContributeMr,OpinionMatter

s,Morale,Hours,BreaksLunch,Valued,Fairness,Likeworking)

As seen in Appendix 7 Table a7.2 the variable is based on 580 survey responses and the mean

for the Employee variable is 5.55 and the standard deviation is 1.03.

Based on the tests of Normality detailed in Table 5.11, both Komogorov-Smirnov and Shapiro-

Wilk tests confirm that the data in the construct are significant at 0.000. This means that the data

are not normally distributed. This limits some of the statistical options that rely on the

assumption of normally distributed data.

Table 5.11 - Tests of Normality of Employee Construct Variable

Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk

Statistic df Sig. Statistic df Sig.

Employee .109 580 .000 .927 580 .000

a. Lilliefors Significance Correction

As seen in Figure 5.4 the data for the Employee construct are negatively skewed with a skewness

of -1.042. This further confirms the fact that the data are not normally distributed and the

statistical tests relying on the assumption of normality will not be usable.

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Figure 5.4 – Histogram of the Employee Construct Variable

5.2.1.3 - Satisfaction Attitude Variable

The satisfaction attitude variable includes all 11 questions related to employee satisfaction

(questions 38-48 of the survey). The ordinal data was transformed into a continuous attitude

scale by combining the separate ordinal variables into a new variable called Satisfaction. All of

the survey questions that were related to satisfaction were combined together into a single

attitude variable.

The SATISFACTION variable is the mean of 11 separate variables. It is computed using the

transform variable function in SPSS with the following command:

MEAN(JobInGenral,WorkSat,PaySat,OppsSat,SuperviSat,PeopleSat,SkillsVar,WholeTask,Impac

tOthers,Freedom,Feedback)

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As seen in Appendix 7 Table a7.3 the variable is based on 580 survey responses and the mean

for the Satisfaction variable is 5.6105 and the standard deviation is 0.93450.

Based on the tests of Normality detailed in Table 5.12, both the Komogorov-Smirnov and

Shapiro-Wilk tests confirm that the data in the construct are significant at 0.000. This means that

the data are not normally distributed. This limits some of the statistical options that rely on the

assumption of normally distributed data.

Table 5.12 - Tests of Normality of Satisfaction Construct Variable

Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk

Statistic df Sig. Statistic df Sig.

Satisfaction .104 580 .000 .935 580 .000

a. Lilliefors Significance Correction

As seen in Figure 5.5 the data for the satisfaction construct are negatively skewed with a

skewness of -1.074. This further confirms the fact that the data are not normally distributed and

the statistical tests relying on the assumption of normality will not be usable.

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 Figure 5.5 – Histogram of the Satisfaction Construct Variable

5.2.1.4 - Engagement Attitude Variable

The Engagement attitude variable includes all 6 questions related to employee engagement

(questions 49-54 of the survey). The ordinal data were transformed into a continuous attitude

scale by combining the separate ordinal variables into a new variable called engagement. All of

the survey questions that were related to engagement were combined together into a single

attitude variable.

The ENGAGEMENT variable is the mean of 6 separate variables. It is computed using the

transform variable function in SPSS with the following command:

MEAN(Recommend,Say,Stay,Leave,BestWork,ContributeMr)

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As seen in Appendix 7 Table a7.4 the variable is based on 577 survey responses and the mean

for the Engagement variable is 5.6399 and the std. deviation is 1.29968.

Based on the tests of Normality detailed in Table 5.13, both the Komogorov-Smirnov and

Shapiro-Wilk tests confirm that the data in the construct are significant at 0.000. This means that

the data are not normally distributed. This limits some of the statistical options that rely on the

assumption of normally distributed data.

Table 5.13 - Tests of Normality of Engagement Construct Variable

Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk

Statistic df Sig. Statistic df Sig.

Engagement .148 577 .000 .877 577 .000

a. Lilliefors Significance Correction

As seen in Figure 5.6 the data for the engagement construct are negatively skewed with a

skewness of -1.244. This further confirms the fact that the data are not normally distributed and

the statistical tests relying on the assumption of normality will not be usable.

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Figure 5.6 – Histogram of the Engagement Construct Variable

5.2.1.5 - Morale Attitude Variable

The Engagement attitude variable includes all 7 questions related to employee morale (questions

55-61 of the survey). The ordinal data were transformed into a continuous attitude scale by

combining the separate ordinal variables into a new variable called Morale1. All of the survey

questions that were related to Morale were combined together into a single attitude variable.

The MORALE1 variable is the mean of 7 separate variables. It is computed using the transform

variable function in SPSS with the following command:

MEAN(OpinionMatters,Morale,Hours,BreaksLunch,Valued,Fairness,Likeworking)

As seen in Appendix 7 Table a7.5 the variable is based on 578 survey responses and the mean

for the Engagement variable is 5.3881 and the standard deviation is 1.22442.

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Based on the tests of Normality detailed in Table 5.14, both the Komogorov-Smirnov and

Shapiro-Wilk tests confirm that the data in the construct are significant at 0.000. This means that

the data are not normally distributed. This limits some of the statistical options that rely on the

assumption of normally distributed data.

Table 5.14 - Tests of Normality of Morale Construct Variable

Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk

Statistic df Sig. Statistic df Sig.

Morale1 .109 578 .000 .930 578 .000

a. Lilliefors Significance Correction

As seen in Figure 5.7 the data for the Morale construct are negatively skewed with a skewness of

-.956. This further confirms the fact that the data are not normally distributed and the statistical

tests relying on the assumption of normality will not be usable.

Figure 5.7 – Histogram of the Morale Construct Variable

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5.2.1.6 – Three Category Measures

For various statistical tests the data were transformed into three category measures. This made

for easier analysis of cross tabulations. The quality, employee, morale, satisfaction and

engagement constructs were all transformed from 7 point scales to 3 point categories. These five

transformations were completed using the following process.

Using the computed attitude scale, three groups were defined and the data were transformed into

these three categories:

Category 1: below average (0 through to (mean -1 standard deviation)

Category 2: average (mean + and - one standard deviation.

Category 3: above average (mean+1 standard deviation) through to highest value

Table 5.15 - Descriptive Statistics for Quality Construct

Descriptive Statistics
N Mean Std. Deviation

Quality 590 5.6070 1.00627

Valid N (listwise) 590

For the quality attitude the ranges were therefore

1= 0 through 4.6
2 = 4.6 through 6.6
3= greater than 6.6

This was calculated in SPSS using the following function in Table 5.16. The same approach was

used for all of the three category recoding. The new three category quality measure is listed in

Appendix 7, Table a7.6 descriptives.

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Table 5.16 - Recode Example

RECODE Quality (Lowest thru 4.6=1) INTO quality3cat.

VARIABLE LABELS quality3cat 'quality3cat'.

EXECUTE.

RECODE Quality (4.6 thru 6.6=2) INTO quality3cat.

VARIABLE LABELS quality3cat 'quality3cat'.

EXECUTE.

RECODE Quality (6.6 thru Highest=3) INTO quality3cat.

VARIABLE LABELS quality3cat 'quality3cat'.

EXECUTE.

EXAMINE VARIABLES=quality3cat

/PLOT BOXPLOT STEMLEAF HISTOGRAM NPPLOT

/COMPARE GROUPS

/STATISTICS DESCRIPTIVES

/CINTERVAL 95

/MISSING LISTWISE

/NOTOTAL.

Although the data appear to be normal in the histogram in Figure 5.8 the tests of Normality

detailed in Table 5.17, both Komogorov-Smirnov and Shapiro-Wilk tests confirm that the data in

the construct are significant at 0.000. This means that the data are not normally distributed.

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Table 5.17 - Three Category Quality Measure Normality Test

Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk

Statistic df Sig. Statistic df Sig.

quality3cat .345 590 .000 .733 590 .000

a. Lilliefors Significance Correction

Figure 5.8 – Histogram for Three Category Quality Measure

Similar transformations were performed for the Employee, satisfaction, engagement, and morale

measure. Each 7 point scale was transformed into three categories using the category guidelines

below. Refer to Table 5.18 for the ranges used for the three categories.

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Category 1: below average (0 through to (mean -1 standard deviation)

Category 2: average (mean + and - 1 standard deviation).

Category 3: above average (mean+1 standard deviation) through to highest value

Table 5.18 - Summary of Three Category Transformations

Employee Categories Satisfaction Categories Engagement Categories Morale Categories

Category 1: (0-4.52) Category 1: (0-4.60) Category 1: (0-4.34) Category 1: (0-4.16)
Category 2: (4.52-6.58) Category 2: (4.60-6.55) Category 2: (4.34-6.94) Category 2: (4.16-6.61)
Category 3: (>6.58) Category 3: (>6.55) Category 3: (>6.94) Category 3: (>6.61)

The following tests of normality were performed on the new variable. Refer to Appendix 7,

Table a7.7 for the descriptives of the new variables.

Table 5.19 - Tests of Normality on Three Category Variables

Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk

Statistic df Sig. Statistic df Sig.

sat3cat .357 577 .000 .721 577 .000

eng3cat .337 577 .000 .746 577 .000
mor3cat .343 577 .000 .736 577 .000
employee3cat .343 577 .000 .738 577 .000

a. Lilliefors Significance Correction

Although the data appear to be normal in the histogram in Figure 5.9 through 5.12, the both

Komogorov-Smirnov and Shapiro-Wilk tests of Normality detailed in Table 5.19, confirm that

the data in the new three category constructs are significant at 0.000. This means that the data

are not normally distributed.

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Figure 5.9 – Histogram for Three Category Satisfaction Measure

Figure 5.10 – Histogram for Three Category Engagement Measure

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Figure 5.11 – Histogram for Three Category Morale Measure

Figure 5.12 – Histogram for Three Category Employee Construct Measure

In the next section the reliability of all of these constructs will be examined.

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5.3 – Reliability Analysis for Research Variables

Item-to-total correlation and Cronbach`s Alpha were used to measure reliability of the quality

and employee constructs. The item-to-total measure is the correlation of the item and a

composite score of all the other remaining items. If an item had low item-to-total correlation, it

would be removed from the construct. This method is considered as the most common procedure

used by the researchers in guaranteeing the reliability of a multi-item scale (Churchill, 1979).

The measure is used to determine the relationship of a particular item to the rest of the items in

that dimension. The process helps to ensure the items making up that dimension share a common

core (Churchill, 1979). Ferketich (1991) recommended that corrected item-total correlations

should be above 0.30 to be considered a good scale.

The Cronbach`s Alpha is the reliability based on this internal consistency (Nunnally, 1978). The

technique is a good estimate of reliability of constructs. If the construct had a low Cronbach`s

Alpha it would need to be adjusted. A Cronbach`s Alpha value of 0.70 is an acceptable minimum

for a scale that is newly developed (Nunnally and Bernstein, 1994).

Each of the constructed measures were tested for reliability using Cronbach’s Alpha and item-to-

total correlation namely, Quality Measure, Employee happiness, Satisfaction Measure,

Engagement Measure, and Morale Measure.

5.3.1 - Quality Measure (37 items)

The Cronbach`s Alpha for the quality measure which includes 37 elements is 0.978 (Table 5.20).

This is well above the acceptable minimum of 0.70.

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Table 5.20 - Quality Construct Reliability Statistics

Quality Construct Reliability Statistics

Cronbach's Alpha Cronbach's Alpha Based on Standardized Items N of Items

.978 .978 37

The Item-total statistics for the 37 item quality construct are all above the minimum acceptable

value of 0.30. Refer to Appendix 7, Table a7.8.

All items in the quality construct were found to have a high item-total correlation, well above the

acceptable level of 0.30 (Ferketich, 1991). Also all Cronbach`s Alpha measures were

significantly higher than the acceptable level of 0.70 (Nunnally, 1978). These results confirm

that the quality construct scale used is reliable.

5.3.2 - Employee Measure (24 items)

The Cronbach`s Alpha for the employee measure which includes 24 elements is 0.959 (Table

5.21). This is well above the acceptable minimum of 0.70.

Table 5.21 – Employee Happiness Reliability Statistics

Employee Happiness Reliability Statistics

Cronbach's Alpha Cronbach's Alpha Based on Standardized Items N of Items

.959 .962 24

The Item-total statistics for the 24 item employee happiness construct are all above the minimum

acceptable value of 0.30. Refer to Appendix 7, Table a7.9.

All items in the employee happiness construct were found to have a high item-total correlation,

well above the acceptable level of 0.30 (Ferketich, 1991). Also the Cronbach`s Alpha measure

170
was significantly higher than the acceptable level of 0.70 (Nunnally, 1978). These results

confirm that the employee measure construct scale used is reliable.

5.3.3 - Satisfaction Measure (11 items)

The Cronbach`s Alpha for the satisfaction measure which includes 11 elements is 0.898. (Table

5.22) This is well above the acceptable minimum of 0.70.

Table 5.22 – Satisfaction Measure Reliability Statistics

Reliability Statistics
Cronbach's Alpha Cronbach's Alpha Based on Standardized Items N of Items

.898 .903 11

The Item-total statistics for the 11 item satisfaction measure construct are all above the minimum

acceptable value of 0.30. Refer to Appendix 7 Table a7.10.

As is the case with previous measure constructs, all items in the satisfaction measure construct

were found to have a high item-total correlation, well above the acceptable level of 0.30

(Ferketich, 1991). Also the Cronbach`s Alpha measure was significantly higher than the

acceptable level of 0.70 (Nunnally, 1978). These results confirm that the satisfaction measure

construct scale used is reliable.

5.3.4 - Engagement Measure (6 items)

The Cronbach`s Alpha for the engagement measure which includes 6 elements is 0.938 (Table

5.23). This is well above the acceptable minimum of 0.70.

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Table 5.23 – Engagement Measure Reliability Statistics

Reliability Statistics
Cronbach's Alpha Cronbach's Alpha Based on Standardized Items N of Items

.938 .942 6

The Item-total statistics for the 6 item engagement measure construct are all above the minimum

acceptable value of 0.30. Refer to Appendix 7, Table a7.11.

Consistent with the other measure constructs, all items in the engagement measure construct

were found to have a high item-total correlation, well above the acceptable level of 0.30

(Ferketich, 1991). Also the Cronbach`s Alpha measure was significantly higher than the

acceptable level of 0.70 (Nunnally, 1978). These results confirm that the engagement measure

construct scale used is reliable.

5.3.5 - Morale Measure (7 items)

The Cronbach`s Alpha for the morale measure which includes 7 elements is 0.890. (Table 5.24)

This is well above the acceptable minimum of 0.70.

Table 5.24 – Morale Measure Reliability Statistics

Morale Reliability Statistics

Cronbach's Alpha Cronbach's Alpha Based on Standardized Items N of Items
.890 .899 7

The Item-total statistics for the 7 item morale measure construct are all above the minimum

acceptable value of 0.30. Refer to Appendix 7, Table a7.12.

All items in the morale measure construct were found to have a high item-total correlation, well

above the acceptable level of 0.30 (Ferketich, 1991). Also the Cronbach`s Alpha measure was

172
significantly higher than the acceptable level of 0.70 (Nunnally, 1978). These results confirm

that the morale measure construct scale used is reliable.

A number of statistical techniques have been used to study the research variables and their

relationships. The next part gives a brief discussion of these techniques.

5.4 – Statistical Methods and Tests

This section outlines the statistical tests that were used to analyse the data from the surveys.

Statistical tests were used to distinguish real effects of importance from effects that are in

consequence of errors of random sampling or uncontrolled variability (Fisher, 1955).

In this study the researcher used IBM SPSS Statistics Version 20 for Windows utilizing the

following statistical techniques:

- Frequency Analysis and Descriptive Statistics

- Reliability Analysis

- Pearson Correlation

- Cross tabulation

- Scatter diagrams

- Chi squared,

- t-tests/Mann Whitney U

- ANOVA analysis of variance

- Bonferroni

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5.4.1 - Frequency Analysis and Descriptive Statistics

Frequency analysis is used for analyzing all nominal or ordinal categorical variables (Babbie,

2011). In section 5.1.2 several frequency Tables are outlined for each of the attribute variables,

showing the number and percentage of case for each value. These are variables with a fixed

number of discrete values (Babbie, 2011). In this research frequency analysis is used to enable

the researcher to describe the results by company names, position, award winning status,

employment status, sector, and tenure.

Descriptive statistics are used to measure central tendency and dispersion of the data. In section

5.2 the researcher uses mean and standard deviation to describe and measure the attitude scales.

The most frequently used measure of central tendency is the mean (Saunders et al., 2012). The

mean is appropriate for the analysis of variables at the interval or ratio level of measurement

(Babbie, 2011). Standard deviation is a measure of dispersion appropriate to ratio variables that

indicates the extent to which the values are clustered around the mean or spread away from it

(Babbie, 2011).

5.4.2 - Reliability Analysis

Reliability refers to the extent to which a measuring instrument contains variable errors

(Frankfort-Nachmias and Nachmias, 1996). Reliability refers to whether the measurement scale

is consistent and stable. In other words, reliability is the extent to which a test or procedure

produces similar results under constant conditions on all occasions (Bryman and Bell, 2007).

Reliability of the survey instrument is tested using the item-to-total correlation and Cronbach`s

Alpha analysis. This analysis is detailed in section 5.3 and it shows that the strategic quality and

employee measures of happiness are reliable constructs.

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5.4.3 - Pearson Correlation

Pearson Correlation is used to measure the extent to which two variables are associated. These

measures reflect the strength and the direction of association between the variables, and the

degree to which one variable can be predicted from the other (Frankfort-Nachmias and Nachmias

1996). It ranges from +1 to -1. A correlation of +1 means that there is a perfect positive linear

relationship between variables, a correlation of -1 means that there is a perfect negative linear

relationship between variables, and a correlation of 0 means that there is no linear relationship

between variables (Frankfort-Nachmias and Nachmias 1996). Pearson correlation is used in this

study to find relationships between the quality and employee constructs.

5.4.4 - Cross tabulation

Cross tabulation Tables are used to show the distribution of one variable for each category of a

second variable (Babbie, 2011). In this research cross tabulation Tables were used to compare

the differences in attitude towards strategic quality/employee happiness between all of the

variable groups from the attributes section of the survey.

5.4.5 - Scatter Diagrams

A scatter diagram is a graphic plotting of the values of two variables, with one variable serving

as the x-axis and the other as the y-axis of the graph. The strength of the relationship between

the variables is indicated by the closeness of the points to an imaginary straight line (Saunders et

al., 2012). Scatter diagrams are used in chapter six, section 6.1 to depict the relationship between

the quality construct and the employee measure constructs. The positive relationship is evident

because the scatter diagram shows as the values of the quality construct increase so do those for

the employee measure constructs.

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5.4.6 - Chi-squared tests

The chi square test shows how likely it is that two variables are associated. It is based on a

comparison of the observed values in a Table with what might be expected if the two

distributions were entirely independent (Saunders et al., 2012). In this research the chi-squared

test is used to determine the significance of the differences among the independent groups;

specifically to investigate the differences in attitude to quality and employee happiness between

the attribute variables including sector, award winning status, tenure, position, company, and

employment status.

5.4.7 - T- Test/ Mann Whitney U Test

The t test is used to test for significant differences between different kinds of means (Babbie,

2011). In this study the t test was used to identify the differences in attitude to quality by sector,

award winning status, tenure, position, company, and employment status. One of the

assumptions for using this test is that the data are normally distributed (Saunders et al., 2012).

As seen in section 5.2 the quality and employee constructs are not normally distributed as they

are all negatively skewed. Hays (1994) and Saunders et al. (2012) say that the assumption of

normality for t tests can be ignored with valid results.

The Mann Whitney test that is the non-parametric version of the t-test for non-normal data

(Saunders et al., 2012) was also performed on these data because the assumption of normality

was violated. In all cases both the t-test and Mann Whitney U test were performed the same

conclusions were confirmed by both tests.

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5.4.8 - ANOVA analysis of variance

One-way ANOVA or analysis of variance is used to test whether three or more groups are

different (Babbie, 2011). ANOVA analyses the spread of data values by comparing means. The

F statistic represents these differences (Saunders et al., 2012). If the likelihood of any difference

between groups occurring by chance alone is low, this will be represented by a large F ratio with

a probability of less than 0.05. This is termed statistically significant. One of the assumptions of

using one-way ANOVA analysis is that the data for each group should be normal (Babbie, 2011).

However, “this assumption is not particularly important provided that the number of cases in

each group is large (30 or more)” (Saunders et al., 2012 p. 520).

Since each group in this study has more than 30 cases, one-way ANOVA was used to identify

the differences in attitudes towards quality and employee happiness by sector, award winning

status, tenure, position, company, and employment status. If the results of ANOVA were

significant (p<0.05), a post-hoc analysis with a Bonferroni method was conducted to identify

differences in attitude towards quality and employee happiness among the variables.

5.4.9 - Bonferroni Test

When a significant F test result in the ANOVA test the null hypothesis was rejected, in these

cases a Bonferroni post hoc test was used to understand which groups differ from the rest. In

chapter six, sections 6.3 and 6.4 a Bonferroni post hoc test was used to identify differences

between award winners and non-winners in attitudes towards quality and measures of happiness.

5.5 - Focus Group Analysis

The focus groups were conducted on December 5, 2012. The session was recorded and

transcribed and the audio and summary notes are being held by the researcher. The researcher

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faced several common tasks regarding this qualitative data. The transcript data needed to be

organised and managed. The data needed to be segmented and coded into themes with meaning.

Computer software can help speed all these tasks (Drisko, 1998). Speeding up common tasks

allows the researchers to put more time into the interpretation that the software cannot perform

(Drisko, 1998).

To speed up the analysis process, the focus group data were analysed using computer assisted

Qualitative Data Analysis Software (QDAS). QDAS can broadly be categorised as text

managers, code-and-retrieve programs and theory builders (Miles and Weitzman 1994). QDAS

tools have the potential to increase reflexive and ethical practices, transparency of choices and

collaboration during the research process (Paulus et al, 2014).

The chosen QDAS software of ATLAS.ti can also help researchers make sense of qualitative

data. It extends the researcher's mental capabilities to organise, to remember, and to be

systematic (Konopasek, 2008). Muhr (1997) refers to ATLAS.ti as “the knowledge workbench.”

Atlas.ti enables researchers to visualise thoughts and mental operations. These “thoughts can be

stored, recollected, classified, linked, filtered out in great numbers … and made meaningful in

sum (Konopasek, 2008).”

The data analysis was conducted using the following approach (Adapted from Creswell (2009)).

These steps allowed for a systematic process of analysing the textual data. A systematic process

of analysis is aimed at improving the reliability of this analysis.

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Table 5.25 – Qualitative Review Process

Data Analysis in Qualitative Research - Adapted from Creswell (2009)

1) Organising and Preparing the Raw data (recorded and transcribed)
2) Reading through all the data
3) Coding the data using ATLAS.ti
4) Arrive at Themes
5) Interrelating Themes
6) Interpreting the Meaning of the Themes

The first step was done by recording the focus group with an audio device. The audio recording

is stored by the researcher but not included here for ethical reasons. Once recorded, the

researcher transcribed the recording into a 35-page transcript that is also being stored by the

researcher. A summary of flip chart notes and group discussions were also prepared and are in

the researchers protected files for ethical reasons.

The second step was done by reading through all the data. This was to obtain a general sense of

the information to understand the overall meaning. Notes were completed to capture the

researcher’s general thoughts about the data.

The third step of coding was done to segment the data into categories. Coding is the process of

organising the material into chunks or segments of text before bringing meaning to information

(Rossman and Rallis, 1998, p. 171). The data were coded into 18 categories that were derived

from the content. Refer to Appendix 7, Table a7.13 for Coding Summary with word count.

The top three codes used were return on excellence, return for the organisation, and engagement.

The most frequently used codes show a pattern that can be grouped into the themes of definition,

impact of excellence, and causation.

In addition to the code analysis a word count analysis of the transcript was also performed. This

was to aid with data reliability and to overcome the subjective views of the researcher. This

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analysis in Table a7.14 in Appendix 7 shows the most frequently used words in the transcript.

Common insignificant words like “the, and, an” were removed from the results. Table a7.14 is

limited to the words that appeared in the transcript more than 20 times. Engagement, people and

satisfaction (theme of definition) were the top three words used in the transcript. Other

commonly used words like ‘people’, ‘employees’, ‘impact’, and ‘cause’ form the basis for the

other two themes of impact of excellence and causation.

The next step was done by grouping the codes and frequent words into themes and descriptions

for analysis. As will be detailed in Chapter six, section 6.2 the themes were grouped into three

categories. The first category was the common definition of engagement, moral and satisfaction.

The second category was the specific impact of excellence on both the organisation and the

employees. The third theme was the direction of the causation.

The last step was to interpret the meaning of the themes. That analysis is detailed in Chapter six,

section 6.2 and focuses on the lessons learned in comparison to the survey data analysis and the

information gleaned from the literature.

This chapter showed the specific details of the data analysis including response rates, frequency,

and descriptive analysis. Data preparation and attitude scale construction are outlined. The

chapter also provides descriptive and reliability analyses of the survey results. Each of the

constructed measures were tested for reliability using Cronbach’s Alpha and item-to-total

correlation namely. The results show that each of the constructs are reliable.

A detailed overview of the various statistical tests including frequency analysis, descriptive

statistics, reliability analysis, Pearson correlation, cross tabulation, scatter diagrams, chi squared,

180
t-test/Mann Whitney U test, ANOVA analysis of variance are outlined and justified. The next

chapter provides the data findings that answer the research questions.

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Chapter Six - Data Findings

Chapter five provided the specific details of the data analysis including response rates, frequency,

and descriptive analysis. A detailed overview of the various statistical tests were outlined and

justified.

This chapter takes the valid and reliable data discussed in chapter five and outlines the specific

results of the surveys and focus groups. All of the research questions are answered within this

chapter. Section 6.1 uses relationship analysis to show how a focus on strategic quality has a

significant correlation to the employee satisfaction, engagement, and morale. Section 6.2 shares

results of the senior leadership focus groups that dealt specifically with the positive and negative

impacts of an organisation’s approach to strategic quality on employees. The last two sections of

the chapter show how employees working at organisations with a strategic focus on quality

(award winning organisations) have significantly higher morale, satisfaction, and engagement.

Also there is evidence to show that attitudes towards quality and attitudes towards employee

happiness are the same regardless of sectors, position, company, tenure, and employment status.

All award winners have similar and consistently higher attitudes to quality and employee

happiness.

6.1 - Construct Relationship Analysis

This section uses relationship analysis to show how a focus on strategic quality has a significant

correlation to the employee satisfaction, engagement, and morale. The section begins with global

construct relationships then explores the relationship between elements within each construct to

see which elements have the strongest relationships. Pearson Correlation is used to measure the

extent to which the quality measures are associated with employee happiness.

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The detailed analysis answers the following question: Is there a relationship between a strategic

approach to quality management (column A) and employee happiness (column B)

Column A: Drivers of a Strategic Column B: Employee Happiness (refer to

Approach to Quality (refer to strategic employee happiness construct in 4.6.7)
quality approach construct in 4.6.6)
1) Leadership  Employee satisfaction
2) Planning  Employee engagement
3) Customer Focus  Employee morale
4) People Focus
5) Process Management
6) Supplier Partner Focus
7) Organisational Performance
8) Measurement, Analysis, and knowledge
Management
9) Innovation, Quality and Improvement
10) Leadership through involvement
11) Factual approach to decision making
12) Primary focus on the customers
13) Continuous learning and people
involvement
14) Prevention based process management
15) Cooperation and teamwork (including
partnerships)
16) Fulfilling obligations to all stakeholders
and society
17) Focus on Results and Creating value
18) Continuous improvement and
breakthrough thinking

In Table 6.1 the relationship between the entire constructs are listed. The quality construct (18

elements) is significantly correlated at the 0.01 level with the entire employee happiness

construct (3 elements) at.780. This is a strong positive significant correlation, which means that

the two constructs are related.

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Table 6.1 - Construct Relationship Analysis Based on 591 Survey Responses

Correlations
Quality Morale1 Employee Satisfaction Engagement
** ** **
Pearson Correlation 1 .758 .780 .691 .734**

Quality Sig. (2-tailed) .000 .000 .000 .000

N 590 578 580 580 577

** ** **
Pearson Correlation .758 1 .926 .777 .818**
Morale1 Sig. (2-tailed) .000 .000 .000 .000
N 578 578 578 578 577
** ** **
Pearson Correlation .780 .926 1 .935 .928**
Employee Sig. (2-tailed) .000 .000 .000 .000
N 580 578 580 580 577
** ** **
Pearson Correlation .691 .777 .935 1 .798**
Satisfaction Sig. (2-tailed) .000 .000 .000 .000
N 580 578 580 580 577
** ** ** **
Pearson Correlation .734 .818 .928 .798 1

Engagement Sig. (2-tailed) .000 .000 .000 .000

N 577 577 577 577 577

**. Correlation is significant at the 0.01 level (2-tailed).

The relationship between the entire quality construct (all 18 drivers) and the entire employee

happiness construct (all 3 measures) is represented in Figure 6.1. Using the 591 results the

correlation is 0.780, which is significant at the 0.01 level. A value of measures of association

between 0.30 and 0.99 is considered evidence of strong association and the relationship is

considered extremely interesting (Babbie, 2011).

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Figure 6.1 – Entire Quality and Employee Constructs

Looking at a cross tab analysis (Table 6.2) of the 3-category quality attitude measure and the 3-

category employee happiness measure (construction of these three category attitude measures is

detailed in chapter three) there is a positive relationship between the two variables. There are no

cases (0 per cent) where an individual felt that the quality measures were at a 1 (below average)

and employee happiness was at a 3 (above average). 34.1 per cent of the time respondents felt

that the quality measures were at a 2 (average) and employee happiness was at a 1 (below

average). 65.9 per cent of the time when people felt that quality measures were 1 (below

average) they also felt that employee happiness was at a 1 (below average). 100 per cent of

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respondents (59.1 per cent at above average and 40.0 per cent average) who thought that quality

measures were average or above average had above average employee happiness results.

Table 6.2 – Cross Tabulation of Entire Quality Construct with Entire Employee Construct

quality3cat * employee3cat Crosstabulation

employee3cat Total

1.00 2.00 3.00

Count 60 28 0 88
1.00
% within employee3cat 65.9% 7.1% 0.0% 15.2%

Count 31 333 38 402

quality3cat 2.00
% within employee3cat 34.1% 84.1% 40.9% 69.3%

Count 0 35 55 90
3.00
% within employee3cat 0.0% 8.8% 59.1% 15.5%
Count 91 396 93 580
Total
% within employee3cat 100.0% 100.0% 100.0% 100.0%

The results of the Pearson correlation, the scatter diagram, and the cross tabulation are all

indicating that there is a strong positive relationship between an organisations overall strategic

approach to quality and higher levels of employee morale, satisfaction, and engagement. It seems

that as an organisation’s quality scores increase there is a higher collective level of satisfaction,

engagement, and morale for employees. The next section looks at the relationship between

quality and satisfaction alone.

6.1.2 - Quality and Satisfaction Relationship Analysis

Table 6.1 shows how the Quality Construct (18 elements) is significantly correlated at the 0.01

level with the Satisfaction element at 0.619. This is a strong, positive, significant correlation,

which means that quality and satisfaction are related. Out of the three elements of employee

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happiness, satisfaction had the lowest Pearson correlation. However, this is still considered a

very strong positive relationship (Babbie, 2011).

The following scatter diagram (Figure 6.2) shows the relationship between the entire quality

construct (all 18 drivers) and employee satisfaction (1 of the 3 employee measures of happiness).

Figure 6.2 – Entire Quality Construct and Single Satisfaction Element

Looking at a cross tab analysis (Table 6.3) of the 3-category quality attitude measure and the 3-

category satisfaction measure, there is a positive relationship between the two variables. There

are no cases (0 per cent) where an individual felt that the quality measures were at a 1 (below

average) and the satisfaction measure was at a 3 (above average). 46.2 per cent of the time

respondents felt that the quality measures were at a 2 (average) and the satisfaction measure was

at a 1 (below average). 53.8 per cent of the time when people felt that quality measures were 1

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(below average) they also felt that the satisfaction measure was at a 1 (below average). 100 per

cent of respondents (57.6 per cent at above average and 42.4 per cent average) who thought that

quality measures were average or above average had above average satisfaction results.

Table 6.3 – Three Category Quality Compared with Three Category Satisfaction

quality3cat * sat3cat Crosstabulation

sat3cat Total

1.00 2.00 3.00

Count 43 45 0 88
1.00
% within sat3cat 53.8% 11.0% 0.0% 15.2%

Count 37 326 39 402

quality3cat 2.00
% within sat3cat 46.2% 79.9% 42.4% 69.3%

Count 0 37 53 90
3.00
% within sat3cat 0.0% 9.1% 57.6% 15.5%
Count 80 408 92 580
Total
% within sat3cat 100.0% 100.0% 100.0% 100.0%

The results of the Pearson correlation, the scatter diagram, and the cross tabulation are all

indicating that there is a strong positive relationship between an organisations overall strategic

approach to quality and higher levels of employee satisfaction. Results indicate that as an

organisation’s quality scores increase there is a higher level of satisfaction for employees. The

next section looks at the relationship between quality and engagement alone.

6.1.3 - Quality and Engagement Relationship Analysis

Table 6.1 shows how the quality construct (18 elements) is significantly correlated at the 0.01

level with the engagement element at 0.734. This is a strong, positive, significant correlation,

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which means that quality and engagement are related. This is considered a very strong positive

relationship (Babbie, 2011).

The following scatter diagram (Figure 6.3) shows this relationship in graphical form. As the

quality construct measure gets higher the engagement measure seems to move in the same

direction.

Figure 6.3 – Quality Construct and Engagement Element

The cross tab analysis (Table 6.4) provides further evidence that there is a strong relationship

between the 3-category quality attitude measure and the 3-category engagement measure. There

was one single case (1.1 per cent) where an individual felt that the quality measures were at a 1

(below average) and the engagement measure was at a 3 (above average). 45.4 per cent of the

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time respondents felt that the quality measures were at a 2 (average) and the engagement

measure was at a 1 (below average). 54.6 per cent of the time people felt that quality measures

were 1 (below average) they also felt that the engagement measure was at a 1 (below average).

98.9 per cent of respondents (49.5 per cent at above average and 49.5 per cent average) who

thought that quality measures were average or above average had above average engagement

results.

Table 6.4 - Three Category Quality Compared with Three Category Engagement

quality3cat * eng3cat Crosstabulation

eng3cat Total

1.00 2.00 3.00

Count 53 33 1 87
1.00
% within eng3cat 54.6% 8.5% 1.1% 15.1%

Count 44 310 46 400

quality3cat 2.00
% within eng3cat 45.4% 80.1% 49.5% 69.3%

Count 0 44 46 90
3.00
% within eng3cat 0.0% 11.4% 49.5% 15.6%
Count 97 387 93 577
Total
% within eng3cat 100.0% 100.0% 100.0% 100.0%

The results of the Pearson correlation, the scatter diagram, and the cross tabulation are all

indicating that there is a strong positive relationship between an organisations overall strategic

approach to quality and higher levels of employee engagement. Results indicate that as an

organisation’s quality scores increase there is a higher level of engagement for employees. The

next section looks at the relationship between quality and morale alone.

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6.1.4 - Quality and Morale Relationship Analysis

Table 6.1 shows how the quality construct (18 elements) is significantly correlated at the 0.01

level with the morale element at 0.758. This is a strong, positive, significant correlation, which

means that Quality and morale are related. This is the strongest correlation out of all the elements

of employee happiness.

The following scatter diagram (Figure 6.4) shows this relationship in graphical form. As the

quality construct measure gets higher the morale measure moves in the same direction.

Figure 6.4 – Quality Construct and Morale Element

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The cross tab analysis (Table 6.5) also indicates that there is a strong relationship between the 3-

category quality attitude measure and the 3-category morale measure. There were no cases (0 per

cent) where an individual felt that the quality measures were at a 1 (below average) and the

morale measure was at a 3 (above average). 40 per cent of the time respondents felt that the

quality measures were at a 2 (average) and the morale measure was at a 1 (below average). 60

per cent of the time people felt that quality measures were 1 (below average) they also felt that

the morale measure was at a 1 (below average). 100 per cent of respondents (51.1 per cent at

above average and 48.9 per cent average) who thought that quality measures were average or

above average had above average engagement results.

Table 6.5 – Three Category Quality Compared with Three Category Morale

quality3cat * mor3cat Crosstabulation

mor3cat Total

1.00 2.00 3.00

Count 54 34 0 88
1.00
% within mor3cat 60.0% 8.6% 0.0% 15.2%

Count 36 319 45 400

quality3cat 2.00
% within mor3cat 40.0% 80.6% 48.9% 69.2%

Count 0 43 47 90
3.00
% within mor3cat 0.0% 10.9% 51.1% 15.6%
Count 90 396 92 578
Total
% within mor3cat 100.0% 100.0% 100.0% 100.0%

The results of the Pearson correlation, the scatter diagram, and the cross tabulation are all

indicating that there is a strong positive relationship between an organisations overall strategic

approach to quality and higher levels of employee morale. Results indicate that as an

organisation’s quality scores increase there is a higher level of morale for employees.

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This section showed that based on the Pearson correlation analysis, the scatter diagrams, and the

cross tabulation analysis, it is clear that there is a significant positive correlation between quality

and employee happiness. The quality construct has very strong correlation of 0.780 with the

employee construct. There is also a significant correlation between the quality construct and each

element of employee happiness. Morale had the strongest correlation at 0.758. Engagement was

the second strongest correlation at 0.734. Satisfaction had the least correlation at 0.691, which is

still a strong significant relationship. The next section shows the both the positive and negative

impact of strategic quality on employees.

6.2 - Issues and Findings 2 – What is the impact of strategic quality on employees

This section shares the results of the senior leadership focus groups that dealt specifically with

the definition of engagement, morale and satisfaction, the positive and negative impacts of an

organisation’s approach to strategic quality on employees, and the direction of the causation.

The focus groups were conducted on December 5, 2012. The session was recorded and

transcribed and the audio and summary notes are being held by the researcher. The data analysis

was conducted using ATLAS.ti. The data were coded into 18 categories (refer to Figure 6.5).

Return on excellence was the most frequently used code with 71 occurrences. Return for the

organisation, engagement, definition, and employees better off were the next most frequently

used codes with 50, 37, 36 and 36 respectively. In total there were 420 codes used throughout

the transcript.

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Figure 6.5 – Frequency of Codes

Grouping these codes together (Figure 6.6) reveals the three most prevalent themes of the focus

group. When the codes are grouped together codes related to the Impact were the most frequent

with 204 total codes in that group. The definition of happiness at work was the second biggest

group with 109 codes in that group. The third most used codes were related to causation with 74

codes in that group. The 33 remaining code references that did not fit into any of these categories

were labelled as “other”. The “Impact” group included codes 1, 2, 5, 7, and 9 combined. The

“Definition” group included codes 3, 4, 12, 13, 15 and 18. The “Cause” group included codes 6,

8, 11, and 16. The “Other” group included the remaining codes that did not fit in any of the other

groups including 10, 14, and 17.

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Figure 6.6 – Codes Grouped Together Into Themes

The impact theme represented 48 per cent of the cited codes. The definition theme represented

26 per cent of the cited codes. The causation theme accounted for 18 per cent of the cited codes

and the other category was the remaining 8 per cent. Refer to Figure 6.7.

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Figure 6.7 – Prevalence of Code Group as a Percentage

These three themes are summarized in section 6.2.1, 6.2.2 and 6.2.3. The focus group sessions

will be described with rich thick description to convey the findings. From the leadership focus

group with 22 senior executives (recorded and retained by researcher) it was determined that the

strategic quality implementation impacts employees in many ways. The focus group discussion

led to powerful insights into how a strategic focus on quality can lead to improved employee

satisfaction, morale, and engagement. This group helped define happiness at work, gave specific

examples of the impact of quality on happiness, and discussed the direction of the causation.

6.2.1 - Impact of Quality

As per Figure 6.7 the transcript codes revealed that the impact of quality was the most prevalent

theme of the discussion. The focus group members stressed that there are both positive and

negative impacts of implementing a strategic approach to quality management.

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After analysing the transcript the two most significant elements of positive impact were split up

in two categories. The first is how implementing a strategic approach to quality will benefit the

organisation and the second is how implementing a strategic approach to quality will benefit the

individual employee.

A quote from the transcript regarding performance improvements “In this case we identify

customer satisfaction connected to quality and excellence, we have better financial performance,

we are able to sustain a high quality brand, a high value proposition and to be able charge a

premium for that higher quality level of service or product. This improves the reputation for the

organisation.”

The benefits of implementing quality to the organisations can be categorized as either

performance improvements or the benefits associated with being recognized as a leader (See

Table 6.6).

Table 6.6 – Positive Impact of Strategic Quality on the Organisation

Performance Improvements Recognition Improvements

- Customer satisfaction increase - Maintain brand/position
- Financial performance increase - Can sustain a high quality brand and
- Productivity increase charge a premium where appropriate
- Increased resilience and being able to go - Increase reputation
through tough times - Retention/recruitment benefits
- Can count on staff to see you through - Awards and certifications and the good will
storms that accompany these awards.
- Increased mental health/wellness
- Helps meet strategic objectives
- Shared values, teams
- Trust/caring culture

The group concluded that measurable performance improvements like customer satisfaction

increases, financial performance increases and productivity increases were happening as a result

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of their strategic quality management initiatives. The following quote from one of the leaders

summed up the discussion around measures: “We thought obviously excellence programmes

drives cost down, drives transaction cost down, drives per unit cost down, and increase the

accuracy of our work (Quote by Public Sector, Chief Administrative Officer).”

There are also several benefits to individual employees that were identified. These benefits are

valuable in telling the “what’s in it for me” story. There were several benefits identified and they

are summarized below in Table 6.7.

Table 6.7 – Benefits to the Employee from Organisation’s Strategic Approach to Quality

- Opportunities both professional and personal

- Job success/sustainability
- Pride
- Stable employment
- Reputation
- Happier/Healthier
- Growth and Development
- Ownership/empowerment/contribution
- Loyalty
- Increased self-awareness
- Sense of belonging
- Co-worker cohesion
- Political credibility/respect
- Freedom/autonomy
- Enhanced career path
- Financial/performance recognition
- Peer recognition
- Clear understanding of direction
- Personal alignment to common goal “I make a difference”

The following quote represented the general opinion of the positive impact of a strategic

approach to quality on employees. “We identified several benefits for employees through the

various programmes and initiatives, opportunities for personal, professional development and

career goals. There is a greater level of trust among teams where the business is committed to

quality and excellence. There is job stability but also more solid organisation because it’s more

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effective. Generally there is a happier and healthier workforce (Quote from Private Sector

President and CEO).”

There was also some discussion about the negative impact of quality on employees. The negative

impacts were also explored with some thought on how these can be overcome. A quote from one

of the CEO’s in the room told the story of the perception of more work: “Out of the shoot people

think that there is an increase in process and documentation, and there is probably more work,

and who is going to do it, and who is going to do my job if I’m involved in it (Quote from

Private Sector, President and CEO)?”

The negative impacts on employees were coded 28 times in the transcript. This represents 7 per

cent of all coding. Refer to Table 6.8 for a summary of the most prevalent negative impacts. It

was stressed by some of the participants that these negative impacts could be overcome with the

right communication strategy. The following quote supports this thinking. “The key to

eliminating or countering this we thought was about trust, about commitment, about

accountability and it’s about communication, and so identifying clearly what it is the journey we

are on and what it is going to look like when we get there, and what are the milestones on the

way so we can celebrate (Quote from Private Sector, President and CEO).” The way to overcome

these negative impacts was to increase trust, outline leadership commitment and accountability

and to implement a staged communication strategy.

Table 6.8 - Negative Impacts of Quality on Employees

- Perception of increased workload

- Perception of Front end workload on documentation and process
- Lack of understanding on who is going to do all this work?
- Can be perceived as unfair when there is not a clear line of accountability
- Perception that we must not be doing a good enough job today if we are trying to improve
- General fear of change from status quo

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 - “Here we go again” mentality associated with “flavour of the month” programs

This section summarized the leadership focus group’s discussion about the impact of a strategic

approach to quality on employees. The following section outlines the group’s opinion about the

definition of what they called “happiness at work”.

6.2.2 - Defining Happiness at work

Defining happiness at work was the second most prevalent code theme. The group agreed that

happiness at work is a function of engagement, morale, and satisfaction. This confirmed and

further validated the choice of employee measures of happiness that were based on the literature

as outlined in Chapter three.

The group defined an "engaged employee" as one who is fully involved in, and enthusiastic

about their work, and thus will act in a way that furthers their organisation's interests. The group

thought that engaged employees “say” good things about their organisations, they “stay” at their

organisations, and they “thrive” and go over and above what is being asked of them. One of the

CEO’s said “The hallmarks of engagement will be innovative work places where people take

ownership, where people are proactive, where there is a high level of dedication to their work,

and to not only professionalism but excellence beyond professionalism, just going over and

above, with a connectedness and commitment to the organisational vision, mission, goals and

objectives (Quote from Private Sector, President and CEO).”

Satisfaction was looked at in two ways. There was affective job satisfaction, which reflects the

degree of pleasure or happiness their job in general induces. There was also cognitive job

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satisfaction, which is defined as being a more objective and logical evaluation of various facets

of a job like pay, supervisor and other needs. A quote from the discussion regarding satisfaction

will add description to this definition. “We saw the base line as being satisfaction. Things like

working conditions, pay scale, supervision, your boss, co-workers, work life balance, sort of like

the base in the hierarchies of needs if you will (Quote from Private Sector, President).”

Morale was said to be the most fragile of the three items and is the capacity of a group of people

to pull together persistently and consistently in pursuit of a common purpose. The group said that

“The basics of satisfaction drive morale and when we looked at morale we identified it to be the

belief in the organisation, a sense of well-being, recognition, support, and care (Quote from

Private Sector President).”

The focus group saw a link between the three items and there was consensus that satisfaction was

a basic need and that morale was dependant on satisfaction and that engagement was the ultimate

goal and it was dependant on both morale and satisfaction. Figure 6.8 shows the relationship

between the three variables as outlined by the focus group members. As you go from the base of

the triangle from satisfaction to morale to engagement. The employee is more likely to stay and

go over and above the call of duty.

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Figure 6.8 : Employee Engagement is reliant on the basics of morale and satisfaction

Happy Employee
Engagement

Morale

Basic Need Satisfaction

The following quote from the transcript was an analogy to explain Figure 6.8. “It’s about the

head, the heart, and hands. Your head’s in the game (Satisfaction), your heart’s in it (Morale)

your committed passionately about it (Engagement), you feel like you are part of a team and you

want to make a difference, if you are engaged you want to put your back in it and that’s the kind

of engagements score that we try to achieve (Quote from Private Sector President and CEO).”

The next section will summarize the discussion on the direction of the causation.

6.2.3 - Direction of the causation

Causation was the third most prevalent theme when the codes were grouped. The causation

discussion was hoping to answer the following question: “Is it a focus on quality that causes

happy employees or is it happy employees that cause quality?” The consensus was that you

cannot have one without the other. The following quote sums up the discussion around causation

“Our group had complete consensus on the link between quality and satisfaction, I mean, I was

expecting some possibility of some debate about it but it was just so matter of fact, I think all of

us had lived it, it just seems so inherently obvious to us that it’s essential that the two are linked

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to achieve excellence I don’t think you can have one without the other (Quote from Private

Sector Chief Operating Officer).”

What was beyond debate among those in the focus groups was that the relationship exists. Focus

group members felt strongly that you cannot truly fix business problems without having happy

employees. You cannot have happy employees without having a focus on quality principles. The

following quote was consistent with the general view: “We talked about the direction between

one with the other, I think it’s a bit of a theoretical debate about which one comes first but I think

it’s beyond the debates you can’t have one without the other, I don’t think you can truly fix

business problems without having the engagement element and I think we are all in agreement

(Quote from Private Sector Chief Operating Officer).”

When you create an environment that fosters strategic quality then everything else becomes

possible. When leadership teams remove barriers and empower employees to fix their own

problems then happiness can thrive. The following quote was the general point of view among

those in the focus group on empowerment: “The word empowerment came up a lot,

empowerment was probably one of the biggest links between the two, when you are creating an

environment of empowerment that’s what makes everything possible and when you get people

fixing their own problems we talked about rewards earlier, one of the key thing we talked about

rewards to the company it’s actually rewards to the employee, a clear path to financial rewards

(Quote from Public Sector Senior Vice President).”

The conclusion on causation was that it’s an iterative process where positive results from a

strategic quality focus lead to happier employees and happier employees then contribute more to

the strategic quality focus. The opposite vicious cycle is also possible and should be noted where

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unhappy employee’s poor attitudes and negative behaviours impacting the organisations ability

to implement quality making them more unhappy among other related points.

There were three major themes of the focus group qualitative discussion. First there is a clear

positive relationship between an organisation that successfully implements quality and higher

levels of employee engagement, satisfaction, and morale. Some of the specific examples of

benefits to the organisation are improved performance in the area of customer satisfaction,

financials/bottom line, and process management. Also, the organisation can be recognized for

their efforts and see benefits of recognition and improved reputation. The benefits are not only

for the organisation because the individuals within these organisations also see clear tangible

benefits including financial/performance recognition, growth and development, enhanced career

path, sense of belonging, and the ability to make a difference.

Second the group defined employee happiness at work. Happiness at work is a function of

employee engagement, satisfaction and morale. This is consistent with the literature outlined in

chapter three. Engagement was the most significant driver of an organisation’s quality journey.

Employee engagement was a key measure for organisations implementing quality and good

levels of engagement was dependant on good job satisfaction and good morale.

Third, the group discussed the direction of the causation. In theory there is a start and a finish to

this equation. However in reality this cycle does not appear to have a clear starting line. An

organisation’s commitment to quality helps foster an environment that makes people happy at

work. Happier people at work help make implementation of quality easier. So this cycle has an

iterative, virtuous nature that needs continued nourishment on both ends. The next section uses

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statistical analysis to compare attitudes towards quality and happiness measures for award

winning organisations and non-winners.

6.3 - Differences between Award Winners and Non-Winners attitude to quality

This section compares the results from award winning organisations to non-winning

organisations. The section illustrates how employees are significantly happier (higher morale,

satisfaction, and engagement) at organisations that have a strategic focus on quality (award

winners). Attitudes towards quality are compared using chi squared, cross tab, and ANOVA/t-

test analysis of variance to show how all award winners have similar attitudes to quality.

The minimum sample size needed for valid t-tests and ANOVA analysis using the survey data

was n=30 (Bartkowiak and Sen, 2007; Boos and Hughes-Oliver, 2000). One of the assumptions

of using one-way ANOVA analysis and t-test is that the data for each group should be normal

(Babbie, 2011). However, “this assumption is not particularly important provided that the

number of cases in each group is large (30 or more)” (Saunders et al., 2012 p. 520). In this

chapter each ANOVA/T-tests are done for groups with greater than 30 cases in each group.

Null hypothesis 1 was tested to determine if attitudes towards quality differ between award

winners and non-winners. If award winners are different than non-winners conclusions can be

drawn to further illustrate the relationship and impact of a strategic approach to quality on the

organisation.

Null Hypothesis 1: All quality attitude results are the same within the award winning
organisations

 Sub Null Hypothesis 1A : All quality attitude results are the same for award
winning organisations by sector

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  Sub Null Hypothesis 1B : All quality attitude results are the same for award
winning organisations by tenure
 Sub Null Hypothesis 1C : All quality attitude results are the same for award
winning organisations by position
 Sub Null Hypothesis 1D : All quality attitude results are the same for award
winning organisations by company
 Sub Null Hypothesis 1E : All quality attitude results are the same for award
winning organisations by employment status

Each of the Sub Null Hypotheses was examined to determine significant differences using the

approach in the following flow charts (Figure 6.9 and 6.10). For attributes with three or more

categories (tenure, position, and company) cross tabulation analysis, Chi-Square tests, ANOVA

analysis, and estimated marginal means with Bonferroni analysis were used (Skinner et al., 1989;

Babbie 1990; Chambers and Skinner, 2003; Babbie, 2011). The cross tabulation analysis and bar

charts show if differences exist at all, the chi-square test confirms if the differences are

statistically significant, the ANOVA analysis shows the differences between categories, the

estimated marginal means and Bonferroni analysis shows which categories have statistically

significant differences (Skinner et al., 1989; Babbie 1990; Chambers and Skinner, 2003; Babbie,

2011).

Figure 6.9 – Flow Chart of Survey Analysis –Three or More Categories

Cross Chi-Square ANOVA Estimated

Tabulation Tests Analysis Marginal Means
Analysis & and Bonferroni
Bar Chart Analysis

For attributes with two categories (sector, award winning status, and employment status), cross

tabulation analysis, chi-square test, t-tests, and Mann-Whitney U analysis were used (Skinner et

al., 1989; Babbie 1990; Chambers and Skinner, 2003; Babbie, 2011). The cross tabulation analysis

206
and bar charts show if differences exist between categories, the chi-square test confirms if the

differences are statistically significant, the group statistics shows if the means of the attributes

are different, the t-test and where data was not normally distributed a non-parametric Mann

Whitney U analysis was also performed to show if the differences in means are statistically

significant (Skinner et al., 1989; Babbie 1990; Chambers and Skinner, 2003; Babbie, 2011).

Figure 6.10 – Flow Chart of Survey Analysis – Two Categories

Cross Chi-Square Group t-test and

Tabulation Tests mean Mann-
Analysis & Statistics Whitney U
Bar Chart

6.3.1 - Sub Null Hypothesis 1A: All attitudes towards quality are the same for award
winning organisations by sector

This section presents the results of the survey, analysing potential differences in attitude towards

quality by sector looking at award winners only. If the findings indicate that award-winning

organisations are different by sector than non-winners, then conclusions can be drawn about the

relationship and impact of a strategic approach to quality on employee happiness. The section

will show that attitudes towards quality are the same for award winners regardless of sector.

Table 6.9 provides a summary of all of the statistics and conclusions based on the analysis. The

cross tabulation analysis and bar charts showed no unexpected differences in the results. The

chi-square test was not significant and confirmed there were no unexpected differences. The

group mean statistics showed minor differences between the two categories. The t-test and

Mann Whitney U analysis confirmed that the differences were not statistically significant.

207
Table 6.9 - Summary of Statistics and Analysis, Quality Sector

Test Chart or Table – Sector for Award Winners What it means

Cross Tab  Pattern seems

Analysis & to be
Bar Chart consistent
with that of a
random
sample
 The expected
distributions
for both
private and
not for profit
were similar
to the actual
distributions

Chi-Square  Chi-squared
Tests test of 3.094
is not
significant
 Confirms that
there are no
differences
between
sector
attitudes
towards

208
 quality

Group  Indicates that

mean there are no
Statistics major
differences in
means
between
private sector
and not-for-
profit award
winners

t-test and  Shows a non-

Mann- significant t-
Whitney U test for award
winners by
sector.
 Suggests that
the
differences
are not
statistically
significant.
 The Mann-
Whitney U
test confirms
the t-test
results.

The results show that there are no significant differences in attitude towards quality between

Private Sector organisations that have won the Canada Awards for Excellence and not-for-profit

organisations that have won the award. Sub Null hypothesis 1A is therefore accepted because

attitudes towards quality are the same for award winning organisations by sector.

209
Table 6.10 – Global Results Including Non-Winners – Quality Attitude – Sector

Estimated Marginal Means and Bonferroni Analysis What it means

 Indicates that
for the global
results
(including
non-winners)
there are
significant
differences
between
sectors
 Private Sector
employees
have
significantly
higher
attitudes to
quality than
and both
Public and
Not-for-Profit
organisations.

When considering the global results in Table 6.10 the conclusions are different. These findings

indicate that award-winning organisations are significantly different by sector than all of the

organisations (including non-winners). Looking at the global results, private sector organisations

have significantly higher attitudes than public and not-for-profit organisations. The contrasting

results suggest that a strategic approach to quality has an equalizing impact on the attitude to

210
quality by sector. The differences that were evident in the global results are no longer different

when considering award winners only.

6.3.2 - Sub Null Hypothesis 1B: All attitudes towards quality are the same for award
winning organisations by tenure

This section presents the results of the survey, analysing potential differences in attitude towards

quality by tenure looking at award winners only. If the findings indicate that award-winning

organisations are different than non-winners, then conclusions can be drawn about the

relationship and impact of a strategic approach to quality on employee happiness. The section

will show that there are significant differences between the longer-term employee’s attitudes to

quality and the medium term employees.

Since the “less than 6 months” category only had 14 responses for award winners, the “less than

6 months” category was merged with the “6 month – 2 year” category. This was done to meet the

minimum number of responses to have a valid test (Bartkowiak and Sen, 2007; Boos and

Hughes-Oliver, 2000; Saunders et al., 2012). Refer to Table 6.11 for the new distribution of

tenure.

Table 6.11 – New Merged Tenure Categories (n>30)

Between-Subjects Factors
Value Label N

2.00 0-2 years 65

3.00 3-5 years 74

tenure2 4.00 6-10 years 38

More than 10
5.00 110
years

Table 6.12 provides a summary of all of the statistics and conclusions based on the analysis. The

cross tabulation analysis and bar charts showed that there were some unexpected results. The

211
significant chi-square test confirmed these differences statistically. The ANOVA analysis

showed that there were differences between categories. The estimated marginal means and

Bonferroni analysis showed that longer term employees (more than 10 years) felt significantly

different than shorter term employees (3-5 year).

Table 6.12 - Summary of Statistics and Analysis, Quality Tenure

Test Chart or Table – Tenure for Award Winners What it means

Cross Tab  More than 10

Analysis & years
Bar Chart category
seems
unexpected
 Expected
count was 3.8
people in the
“below
average”
category and
there are
actually 0.
Similar
unexpected
results in
“average” and
“above
average.”
 Indicating
that longer-
term
employees
have a higher
attitude
towards
quality than
expected

212
Chi-Square  Significant
Tests differences in
attitude are
confirmed
 Confirms that
the
differences in
attitude
towards
quality
between the
various
tenures for
award
winners are
significant.

ANOVA  Shows a
Analysis significant
test
suggesting
that the
differences
are not due to
randomness.

Estimated  Employees
Marginal with more
Means and than 10 years
Bonferroni at award
Analysis winning
organisations
have a
significantly
(at the 0.05
confidence
level) higher
attitude
towards
quality than
the 3-5 year
employees.

213
  All of the
other
categories
were different
but not
significantly
different.

The analysis has indicated that the sub null hypothesis 1B should be rejected. There are

significant differences between the longer-term employee’s attitudes to quality and the medium

term employees. Shorter-term employees and the longest-term employees have the highest

attitude towards quality. It should be noted that the 3-5 year employees and 6-10 year employees

still have a mean that is above the average score of 2. There does not seem to be a linear

relationship in these results. This would be interesting to explore further in future research.

214
Table 6.13 – Global Results Including Non-Winners – Quality Attitude – Tenure

Estimated Marginal Means and Bonferroni Analysis What it means

 The attitude
towards
quality appear
different in
the graph
 These
differences
are not
statistically
significant
 Therefore
there are no
significant
differences
between
tenure for the
global results.
 All lengths of
service have a
similarly low
attitude
towards
quality.

When considering the global results in Table 6.13 the conclusions are different. Instead of having

significant differences the results indicate similarly low attitudes regardless of tenure. Looking

at the global results there are no significant differences in attitude to quality by tenure. The

215
contrasting results suggest that a strategic approach to quality impacts attitude in a positive way

for all tenures and in a larger significant way for the shortest-term employees (less than six

months) and the longest-term employees (more than 10 years).

6.3.3 - Sub Null Hypothesis 1C: All attitudes towards quality are the same for award
winning organisations by position

This section presents the results of the survey, analysing potential differences in attitude towards

quality by position looking at award winners only. If the findings indicate that senior leadership

have different attitudes towards quality than management and front line employees, then

conclusions can be drawn about the relationship and impact of a strategic approach to quality on

employee happiness. The section will show that there are no significant differences between the

attitudes to quality when you consider position.

Table 6.14 provides a summary of all of the statistics and conclusions based on the analysis. The

cross tabulation analysis and bar charts showed no unexpected differences in the results. The

chi-square test was not significant and confirmed that no unexpected differences existed. The

ANOVA analysis showed no differences between the three categories. The estimated marginal

means showed that there seemed to be some differences but the Bonferroni analysis confirmed

that these differences were not statistically significant.

216
Table 6.14 - Summary of Statistics and Analysis, Quality Position

Test Chart or Table – Position for Award Winners What it means

Cross Tab  Most of the

Analysis & actual values
Bar Chart in each
category are
the same as
the expected
values.
 A few
differences
are evident in
 Front-line
employees
have more
than expected
in in below
average and
Senior
Leadership
and
Management
have fewer
than
expected.

Chi-Square  Test is not

Tests significant
 Shows that
the
differences
noted in cross
tab are not
statistically
significant.

217
ANOVA  Test is not
Analysis significant
 Shows that
there are no
significant
differences
between
categories.

Estimated  The picture

Marginal shows a
Means and difference
Bonferroni between front
Analysis line and
senior
leadership
 The analysis
confirms that
there are no
significant
differences
between
positions.
 Differences
exist but they
are not
statistically
significant.

This analysis has confirmed the acceptance of sub null hypothesis 1C because attitudes towards

quality are all the same for award winning organisations. There is no significant difference

218
between senior leadership, middle management and front line attitudes towards quality. The

differences between attitudes to quality between positions in the wider population could be an

interesting area for future research. This is a very interesting difference from the global results

analysis that showed significant differences between front-line and both management and

leadership in all organisations (not just award winners).

Table 6.15 – Global Results Including Non-Winners – Quality Attitude – Position

Estimated Marginal Means and Bonferroni Analysis What it means

 Front line
employees
seem to have
a lower
attitude to
quality than
both senior
leaders and
management
 the statistics
confirm the
significant
differences
between
Senior leaders
and both
management
and front line
employees

219
When considering the global results in Table 6.15 the conclusions are different. These findings

indicate that award-winning organisations are significantly different by position than all of the

organisations (including non-winners). Looking at the global results, senior leadership has

significantly higher attitudes than management and front line employees. The contrasting results

suggest that a strategic approach to quality has an equalizing impact on the attitude to quality by

position. The significant differences that were evident in the global results are no longer

different when considering award winners only.

6.3.4 - Sub Null Hypothesis 1D: All attitudes towards quality are the same for award
winning organisations by company

This section presents the results of the survey, analysing potential differences in attitude towards

quality by award winning companies. If the findings indicate that the individual award winners

have different attitudes towards quality, then conclusions can be drawn about the relationship

and impact of a strategic approach to quality on employee happiness. The section will show that

there are no significant differences between the attitudes to quality when you consider company.

Table 6.16 provides a summary of all of the statistics and conclusions based on the analysis. The

cross tabulation analysis and bar charts showed that one of the companies has lower than

expected results. The chi-square test was significant and confirmed that including Winner 4, the

differences were significant. The ANOVA analysis (n>30) showed no differences between the

award winners. The estimated marginal means showed that Winner 3 seemed to have different

attitudes than the other winner but the Bonferroni analysis confirmed that these differences were

not statistically significant.

220
Table 6.16 - Summary of Statistics and Analysis, Quality Company

Test Chart or Table – Company for Award Winners What it means

Cross Tab  Winner 4 was

Analysis & the only
Bar Chart organisation
out of the
award
winners to
have a lower
than expected
number of
results in the
“above
average”
category and
a higher
number than
expected in
the “below
average”
category.
 All of the
other
organisations
had
statistically
expected
results in each
category
suggesting
that there is
no significant
difference
between
them.

221
Chi-Square  The chi-
Tests square was
significant (at
the 0.01
confidence
level) which
shows that the
companies
(including
Winner 4)
have
significantly
different
attitudes
towards
quality.

ANOVA  Winner 2 and

Analysis Winner 4
were
excluded
from the
ANOVA
analysis
because there
were too few
data points in
the database
 Results not
significant,
showing that
there are no
differences.

222
Estimated  The picture
Marginal shows that
Means and Winner 3 has
Bonferroni a lower
Analysis attitude to
quality than
the other two
winners.
 The analysis
confirms that
there are no
significant
differences
between the
winners.
 None of the
differences
are
statistically
significant.

This analysis leads to the acceptance of sub null hypothesis 1D because attitudes towards quality

are the same for award winning organisations by company. There are no significant differences

between the various award winning organisations attitudes towards quality.

This is a very interesting difference from the global results analysis that showed significant

differences between all of the companies in the data set.

223
Table 6.17 – Global Results Including Non-Winners – Quality Attitude – Company

Estimated Marginal Means and Bonferroni Analysis What it means

 There appear
to be
differences
between
companies in
the chart
 These
significant
differences
are confirmed
in the
statistics.
 Award
winners all
have
significantly
higher
attitudes to
quality than
non-winners

224
When considering the global results in Table 6.17 the conclusions are different. These findings

indicate that award-winning organisations have significantly higher attitudes to quality than all of

the non-winning organisations. The contrasting results suggest that a strategic approach to

quality is having a positive impact on employee attitude to quality. The differences that were

evident in the global results are no longer different when considering award winners only.

6.3.5 – Sub Null Hypothesis 1E: All attitudes towards quality are the same for award
winning organisations by employment status

This section presents the results of the survey, analysing potential differences in attitude towards

quality by position type. The majority of the employees for the award winners were full time

employees. Based on the 9 people who were part time and temporary the statistics show that

there are no significant differences between employment statuses.

Table 6.18 provides a summary of all of the statistics and conclusions based on the analysis. The

cross tabulation analysis and bar charts showed that there are no unexpected results. The chi-

square test was not significant and confirmed that there were no differences.

225
Table 6.18 - Summary of Statistics and Analysis, Quality Employment Status

Test Chart or Table – Employment Status for Award Winners What it means

Cross Tab  Expected

Analysis & results were
Bar Chart not different
than the
actual results.
 No
unexpected
differences
between full
time, part-
time, or
temporary
positions.

226
Chi-Square  The Chi
Tests Square tests
are not
significant.
 There are no
differences
between full
time and part
time
employee
attitudes
towards
quality in
award
winning
organisations.

ANOVA No analysis because there were fewer than 30 people in two of the categories.
Analysis

Estimated No analysis because there were fewer than 30 people in two of the categories.
Marginal
Means and
Bonferroni
Analysis

No further analysis was performed on employment status for winners because there were too few

results (less than 30) for all of the categories other than full time employees. Based on the

analysis, sub null hypothesis 1E is accepted because there are no significant differences in

attitude towards quality between the employment statuses within award winning companies.

227
Table 6.19 – Global Results Including Non-Winners – Quality Attitude – Employment Status

Estimated Marginal Means and Bonferroni Analysis What it means

 The means
appear
different
between full
time and part
time
employees
 The
significant t-
test statistic
confirms the
significant
difference
between full
time and part
time
employees

When considering the global results in Table 6.19 the conclusions are different. These findings

indicate that award-winning organisations are significantly different by employment status than

all of the organisations (including non-winners). Looking at the global results full time

employees have significantly different attitudes than part time employees. The contrasting

results suggest that a strategic approach to quality has an equalizing impact on the attitude to

quality by employment status. The differences that were evident in the global results are no

longer different when considering award winners only.

This section and supporting subsections showed that with the exception of tenure, each of the sub

null hypotheses were accepted. A summary of conclusions is presented in Table 6.20.

228
Table 6.20 – Sub Null Hypothesis Analysis Summary

Sub Null Hypothesis Null Accepted Conclusion

or Rejected?
1A: All attitudes towards quality are the same Accepted Private Sector is the same as
for award winning organisations by sector Not For Profit

1B: All attitudes towards quality are the same Rejected Long Term Employees have
for award winning organisations by tenure higher attitude to quality than
medium term employees
1C: All attitudes towards quality are the same Accepted No Significant differences
for award winning organisations by position

1D: All attitudes towards quality are the same Accepted No Significant differences
for award winning organisations by company
1E: All attitudes towards quality are the same Accepted No Significant differences
for award winning organisations by
employment status

Analysis of the same attributes for the whole data set (not just award winners) showed many

significant differences. A summary of these global results is available in Table 6.21. The

implications of these results will be discussed further in Chapter Seven.

Table 6.21 - Summary of Quality Hypothesis Conclusion for All Companies Not Just Award Winners

Attribute Conclusion
Sector Private Sector has higher attitude than Public and
Not For Profit
Award Winning Status Award Winners have Higher attitude than Non-
Winners
Tenure No significant differences
Position Front line employees have significantly lower
attitudes than Leaders and Management
Company Lots of differences between companies. Award
winners generally higher than non-winners
Employment status Full time employees have a significantly higher
attitude to quality than part time.

229
6.4 - Differences between Award Winners and Non-Winners attitude to measures of
happiness

The last section showed that with the exception of tenure there were no significant differences in

attitude towards quality at award winners. The section uses the same statistical analysis to

compare attitudes toward measures of happiness. The results show that employee attitudes

towards measures of happiness have no significant differences when comparing the different

attributes.

Null hypothesis 2 was tested to determine if attitudes towards employee happiness differ

between award winners and non-winners. Each of the Sub Null Hypotheses was examined to

determine significant differences using the approach in flow charts outlined in section 6.3

(Figure 6.9 and 6.10).

Null Hypothesis 2: Employee happiness results are the same within the award winning
organisations

o Sub Null Hypothesis 2A: Employee happiness results for award winning
organisations are the same by sector
o Sub Null Hypothesis 2B: Employee happiness results for award winning
organisations are the same by tenure
o Sub Null Hypothesis 2C: Employee happiness results for award winning
organisations are the same by position
o Sub Null Hypothesis 2D: Employee happiness results for award winning
organisations are the same by company
o Sub Null Hypothesis 2E: Employee happiness results for award winning
organisations are the same by employment status

6.4.1 – Sub Null Hypothesis 2A: Employee happiness results for award winning
organisations are the same by sector

This section presents the results of the survey, analysing potential differences in attitude towards

employee happiness by sector looking at award winners only. If the findings indicate that award-

winning organisations are different by sector than non-winners, then conclusions can be drawn

230
about the relationship and impact of a strategic approach to quality on employee happiness. The

section will show that attitudes towards employee happiness are the same for award winners

regardless of sector.

Table 6.22 provides a summary of all of the statistics and conclusions based on the analysis. The

cross tabulation analysis and bar charts showed no unexpected differences in the results. The

chi-square test was not significant and confirmed there were no unexpected differences. The

group mean statistics showed minor differences between the two categories. The t-test and

Mann Whitney U analysis confirmed that the differences were not statistically significant.

Table 6.22 - Summary of Statistics and Analysis, Employee Happiness - Sector

Test Chart or Table – Employee Happiness - Sector for Award What it means
Winners

Cross Tab  Pattern seems

Analysis & to be
Bar Chart consistent
with that of a
random
sample.
 The expected
distributions
were similar
to the actual
distributions
for not-for-
profit sector
and winners.

231
Chi-Square  Chi-squared
Tests test of 0.618
is not
significant
 This confirms
that there are
no differences
between
sector
attitudes
towards
employee
happiness
when award
winners are
examined in
isolation.

Group  Indicates that

mean there are no
Statistics & major
Mean Rank differences in
means
between
private sector

232
 and not-for-
profit award
winners
 Mean rank
and sum of
ranks once
again
indicating that
there is not a
big difference
between
award
winners in
either of the
two sectors.

t-test and  Non-

Mann- significant t-
Whitney U test for award
winners by
sector.
 Mann-
Whitney U
confirms that
the mean rank
for Private
Sector award
winners is not
significantly
different from
Not-for-Profit
award
winners.

Sub null hypothesis 2A is therefore accepted because attitudes towards employee happiness are

the same for award winning organisations by sector.

233
Table 6.23 – Global Results Including Non-Winners – Happiness Attitude – Sector

Estimated Marginal Means and Bonferroni Analysis What it means

 Attitude
towards
happiness
appear
different in
the chart
 The statistics
confirm
significant
differences
between
Private sector,
not-for-profit,
and public
sector
organisations.

When considering the global results in Table 6.23 the conclusions are different. These findings

indicate that attitudes towards happiness for award winning organisations are significantly

different by sector than all of the organisations (including non-winners). Looking at the global

results, private sector organisations have significantly higher attitudes than public and not-for-

profit organisations. The contrasting results suggest that a strategic approach to quality has an

234
equalizing impact on employee happiness by sector. The differences that were evident in the

global results are no longer different when considering award winners only.

6.4.2 – Sub Null Hypothesis 2B: Employee happiness results for award winning
organisations are the same by tenure

This section presents the results of the survey, analysing potential differences in attitude towards

employee happiness by tenure looking at award winners only. If the findings indicate that

award-winning organisations are different than non-winners, then conclusions can be drawn

about the relationship and impact of a strategic approach to quality on employee happiness. The

section will show that there are significant differences between the longer-term employees and

the medium term employee’s attitudes to employee happiness.

Table 6.24 provides a summary of all of the statistics and conclusions based on the analysis. The

cross tabulation analysis and bar charts showed that there were some unexpected results. The

significant chi-square test confirmed these differences statistically. The ANOVA analysis

showed that there were differences between categories. The estimated marginal means and

Bonferroni analysis showed that longer term employees (more than 10 years) and shorter-term

employees (0-2 years) felt significantly different than medium term employees.

235
Table 6.24 - Summary of Statistics and Analysis, Happiness - Tenure

Test Chart or Table – Tenure - Happiness for Award Winners What it means

Cross Tab  More than 10

Analysis & years category
Bar Chart seems
unexpected
 Indicating that
longer-term
employees have
a higher attitude
towards
employee
happiness than
expected.
 There are far
fewer than
expected results
in the below
average
category.
 There are very
few results for
the longest (more
than 10 years)
and shortest (less
than 6 months)
term employees
in the below
average
category.

Chi-Square  Significant
Tests differences in
attitude are
confirmed
 Confirms that the
differences in
attitude towards
employee
happiness
between the
various tenures
for award

236
 winners are
significant.

ANOVA  Shows a
Analysis significant test
suggesting that
the differences
are not due to
randomness.

Since the “less than 6 months” category only had 14

responses for award winners, the “less than 6 months”
category was merged with the “6 month – 2 year”
category for the purposes of the ANOVA analysis.
Estimated  Doing a
Marginal univariate
Means and analysis on the
Bonferroni new 4 tenure
Analysis categories, it is
seen that the
variance is
significant.
 Shows a
significant test
suggesting that
the differences
are not due to
randomness.
 Employees with
more than 10
years at award
winning
organisations
have a
significantly (at
the 0.05
confidence level)
higher attitude
towards
employee
happiness than
the 3-5 year and

237
 6-10 year
employees.
 It is also clear
that 0-2 year
employees are
have
significantly
higher attitudes
towards
employee
happiness than 3-
5 year
employees.

The analysis has indicated that the sub null hypothesis 2B should be rejected. There are

significant differences between the longer-term employee’s attitudes to employee happiness and

the other employees. These differences could be explored in future research. The pattern in the

Estimated Marginal Means graph has a similar u-shape to the findings for tenure and quality.

These similarities could be explored in future research.

238
Table 6.25 – Global Results Including Non-Winners – Happiness Attitude – Tenure

Estimated Marginal Means and Bonferroni Analysis What it means

 There appears
to be
differences in
employee
happiness by
tenure
 The statistics
confirm that
the
differences
are
statistically
significant.
 Employees
with less than
6 months are
significantly
happier than
most other
groups

When considering the global results in Table 6.25 the conclusions are slightly different. Similar

to the award winners only, there are significant differences in employee happiness by tenure.

The differences are that the happiness levels are lower for the global results than they are for

239
award winners only. The contrasting results suggest that a strategic approach to quality impacts

employee happiness in a positive way for all tenures and in a larger significant way for the

shortest-term employees (less than six months) and the longest-term employees (more than 10

years).

6.4.3 – Sub Null Hypothesis 2C: Employee happiness results for award winning
organisations are the same by position

This section presents the results of the survey, analysing potential differences in attitude towards

employee happiness by position looking at award winners only. If the findings indicate that

award-winning organisations are different than non-winners, then conclusions can be drawn

about the relationship and impact of a strategic approach to quality on employee happiness. The

section will show that there are significant differences between the senior leadership and front

line employees in terms of their attitude towards employee happiness.

Table 6.26 provides a summary of all of the statistics and conclusions based on the analysis. The

cross tabulation analysis and bar charts showed some unexpected differences in the results. The

chi-square test was significant and confirmed the differences were significant. The ANOVA

analysis showed differences between the categories. The estimated marginal means showed that

there seemed to be some differences and the Bonferroni analysis confirmed that these differences

were statistically significant between front line employees and senior leadership.

240
Table 6.26 - Summary of Statistics and Analysis, Happiness - Position

Test Chart or Table – Position for Happiness - Award Winners What it means

Cross Tab  Management

Analysis & results have
Bar Chart very similar
actual results
to expected
results.
 The senior
leadership
group have a
higher
number of
results in the
“above
average”
category than
expected and
a lower
number in the
“below
average
category”
than
expected.
 The front line
employees
groups have a
higher
number of
results in the
“below
average”
category than
expected.

241
Chi-Square  Test of
Tests 11.786 is
significant
which
confirms that
there are
significant
differences
between
position

ANOVA  The variance

Analysis is significant
at the 0.01
confidence
level.

Estimated  This means

Marginal that at award
Means and winning
Bonferroni organisations
Analysis there are
significant
differences in
the attitude
towards
employee
happiness
between
senior
leaders,
middle
managers,
and front line
employees.
 Confirms that
there are
significant
differences

242
 between
senior
leadership
and front line
employees.

This analysis has confirmed the rejection of sub null hypothesis 2C because attitudes towards

employee happiness are different between positions for award winning organisations. This

difference would be an interesting area for future research.

243
Table 6.27 – Global Results Including Non-Winners – Happiness Attitude – Position

Estimated Marginal Means and Bonferroni Analysis What it means

 Attitude to
happiness
appear
different
looking at the
chart
 the statistics
confirm
significant
differences
 Each position
is
significantly
different than
the other
positions

When considering the global results in Table 6.27 the conclusions are different. In award

winners there were only differences in attitude towards employee happiness between Senior

Leadership and Front Line employees. Looking at the global results, Senior Leadership has

significantly higher attitudes than both Management and Front Line employees. The contrasting

results suggest that a strategic approach to quality has an equalizing impact on the attitude to

employee happiness by position. Some of the significant differences that were evident in the

244
global results are no longer different when considering award winners only. In addition all levels

of happiness were higher at award winning organisation compared with non-winning

organisations.

6.4.4 – Sub Null Hypothesis 2D: Employee happiness results for award winning
organisations are the same by company

This section presents the results of the survey, analysing potential differences in attitude towards

employee happiness by award winning companies. If the findings indicate that the individual

award winners have different attitudes towards quality, then conclusions can be drawn about the

relationship and impact of a strategic approach to quality on employee happiness. The section

will show that there are no significant differences between the attitudes to employee happiness

when you consider company.

Table 6.28 provides a summary of all of the statistics and conclusions based on the analysis. The

cross tabulation analysis and bar charts showed that one of the companies has lower than

expected results. The chi-square test was not significant and therefore showed that differences

were not significant. The ANOVA analysis (n>30) showed no differences between the award

winners. The estimated marginal means showed that Winner 2 and 3 seemed to have lower

attitudes than Winner 5 but the Bonferroni analysis confirmed that these differences were not

statistically significant.

245
Table 6.28 - Summary of Statistics and Analysis, Happiness - Company

Test Chart or Table – Happiness - Company for Award Winners What it means

Cross Tab  Winner 4 was

Analysis & the only
Bar Chart organisation
out of the
award
winners to
have a lower
than expected
number of
results in the
“above
It must be noted that due to the low response rate discussed average”
category and
in chapter 5 the validity and representativeness of the sample a higher
number than
for Winner 4 were questionable. expected in
the “below
average”
category.
 All of the
other
organisations
had
statistically
expected
results in each
category
suggesting
that there is
no significant
difference
between
them.

246
Chi-Square  The chi-
Tests square of
14.063 was
not significant
(at 0.08
confidence
level), which
means the
companies do
not have
significantly
different
attitudes
towards
employee
happiness.

ANOVA  Winner 2 and

Analysis Winner 4
were
excluded
from the
ANOVA
analysis
because there
were too few
data points in
the database
 Results not
significant
showing that
there are no
differences.

247
Estimated  The picture
Marginal shows that
Means and Winner 3 has
Bonferroni a lower
Analysis attitude to
happiness
than the other
two winners.
 For the
separate
companies
(n>30), there
are no
significant
differences (at
the 0.05
confidence
level) in the
attitude
towards
Employee
happiness.

This analysis leads to the acceptance of sub null hypothesis 2D because attitudes towards

employee happiness are the same for award winning organisations by company.

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Table 6.29 – Global Results Including Non-Winners – Happiness Attitude – Company

Estimated Marginal Means and Bonferroni Analysis What it means

 Differences
in attitude
towards
happiness
seem to be
evident in the
chart.
 These
significant
differences
are confirmed
in the
statistics.

249
When considering the global results in Table 6.29 the conclusions are different. These findings

indicate that award-winning organisations are significantly different by company than all of the

organisations (including non-winners). Looking at the global results, some organisations have

significantly higher attitudes to happiness than other organisations. The contrasting results

suggest that a strategic approach to quality has an equalizing impact on the attitude to happiness

by company. The differences that were evident in the global results are no longer different when

considering award winners only.

6.4.5 - Sub Null Hypothesis 2E: Employee happiness results for award winning
organisations are the same by employment status

This section presents the results of the survey, analysing potential differences in attitude towards

employee happiness by position type. The majority of the employees for the award winners were

full time employees. Based on the 8 people who were part time and temporary the statistics show

that there are no significant differences between employment statuses.

Table 6.30 provides a summary of all of the statistics and conclusions based on the analysis. The

cross tabulation analysis and bar charts showed that there were no unexpected results. The chi-

square test was not significant and confirmed no differences.

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Table 6.30 - Summary of Statistics and Analysis, Happiness Employment Status

Test Chart or Table – Happiness - Employment Status for Award What it means
Winners

Cross Tab  Expected

Analysis & results were
Bar Chart not different
than the
actual results.

251
Chi-Square  The Chi
Tests Square test is
not
significant.
 There are no
differences
between full
time and part
time
employee
attitudes
towards
employee
happiness in
award
winning
organisations.


ANOVA No analysis because there were fewer than 30 people in two of the categories.
Analysis

Estimated No analysis because there were fewer than 30 people in two of the categories.
Marginal
Means and
Bonferroni
Analysis

Based on the analysis, sub null hypothesis 2E is accepted because there are no significant

differences in attitude towards employee happiness between the employment statuses within

award-winning companies.

252
Table 6.31 – Global Results Including Non-Winners – Happiness Attitude – Employment Status

Group statistics and T-test Analysis What it means

 There appear
to be
differences in
attitude to
happiness in
the group
statistics.
 The t-test
confirms the
differences
are
significant.
 Full time
employees
have a higher
attitude to
happiness
than part time
employees.

When considering the global results in Table 6.31 the conclusions are different. These findings

indicate that award-winning organisations are significantly different by employment status than

all of the organisations (including non-winners). Looking at the global results full time

employees have significantly different attitudes to happiness than part time employees. The

contrasting results suggest that a strategic approach to quality has an equalizing impact on the

attitude to happiness by employment status. The differences that were evident in the global

results are no longer different when considering award winners only.

This section and supporting sub-sections show that with the exception of tenure and position,

each of the sub null hypotheses were accepted (Table 6.32). Analysis of the same attributes for

253
the whole data set (not just award winners) showed many significant differences (Table 6.33).

The implications of these results will be discussed further in Chapter Seven.

Table 6.32 - Summary of Award Winner Hypothesis Conclusion

Sub Null Hypothesis Null Accepted Conclusion

or Rejected?
2A: Employee happiness results for award Accepted No Significant differences
winning organisations are the same by sector
2B: Employee happiness results for award Rejected Long-term employees have a
winning organisations are the same by tenure higher attitude to employee
happiness than the other
employees.
2C: Employee happiness results for award Rejected Senior leadership have a
winning organisations are the same by higher attitude towards
position employee happiness than
front line employees.
2D: Employee happiness results for award Accepted No Significant differences
winning organisations are the same by
company
2E: Employee happiness results for award Accepted No Significant differences
winning organisations are the same by
employment status

Table 6.33 - Summary of Employee Happiness Hypothesis Conclusion for All Companies

Sub Null Hypothesis Conclusion

Sector Private Sector is higher than Public and Not
For Profit
Award winning status Award Winners have Higher attitude than
Non-Winners
Tenure Less than 6 months is higher than most
other categories. More than 10 years is
higher than 3-5 years.
Position Significant differences between every
variable. Senior Leaders are higher than
middle and front line.
Company Lots of differences between companies.
Award winners generally higher than non-
winners
Employment status Full time employees have a significantly
higher attitude than part time.

254
This chapter outlined the specific results of the surveys and focus groups. The significant

relationship between a focus on strategic quality and employee happiness was highlighted. Both

the positive and negative impacts of an organisation’s approach to strategic quality on employees

were discussed highlighting how organisations with a strategic approach to quality (award

winners) have significantly different attitudes towards the quality and employee happiness than

the global population. This indicated that employees within award winning organisations are

much more similar in their attitude towards quality and happiness regardless of sector, position,

company, tenure, and employment status. All award winners have similar and consistently

higher attitudes to quality and employee happiness. The next chapter will discuss and explain the

implications of the findings in the context of literature. The findings will be related back to the

relevant literature and theory and practical applications will be discussed.

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Chapter Seven – Discussion

The last chapter presented the data findings and specific results of the surveys and focus groups.

Throughout chapters two, three and six, all of the research questions were answered with specific

reference to the relevant literature and data. This chapter provides a commentary and discussion

of these results. The discussion is organised from the specific to the general. The implications

of the findings are explained in the context of the literature. The theoretical framework is also

repositioned in light of the specific results. Included in the implications is a discussion of the

practical application of the results.

7.1 - Implications of the Findings

This section answers the research questions and concisely summarizes the principal implications

of the findings. All of the research questions presented below will be answered and supported

with results. The answers will be explained and interpreted in the context of the literature.

1) What constitutes ‘a strategic approach to quality’? (Chapter 2)

2) What constitutes ‘employee happiness’? (Chapter 3)
3) Is there a relationship between a strategic approach to quality management and employee
happiness? (Chapter 6)
4) What is the specific impact of a strategic approach to quality on employee engagement,
satisfaction and morale? (Chapter 6)
5) Are employee happiness and quality results higher at organisations with a strategic
approach to quality? (Chapter 6)

7.1.1 – Defining a Strategic Approach to Quality

A strategic approach to quality was defined in Chapter 2 as when quality approaches move

beyond incremental operational improvements to those that influence the strategy process for the

organisation. Specifically, a strategic approach to quality is multifaceted and includes a strategic

focus on leadership, planning, customer, people, process management, supplier/partner,

256
organisational performance, measurement, analysis, knowledge management,

innovation/quality/improvement, leadership through involvement, factual approach to decision

making, primary focus on the customers, continuous learning and people involvement,

prevention based process management, cooperation and teamwork, fulfilling obligations to all

stakeholders and society, results, creating value, and continuous improvement and breakthrough

thinking.

This definition was derived from academic theorists (Deming, 1986; Juran, 1980; Crosby 1980),

international awards criteria (Excellence Canada, 2000; SAI Global, 2004; NIST, 2009; EFQM,

2010) and literature comparing strategic quality with organisational performance (Saraph et al.,

1989; Kearney, 1992; Dale and Cooper, 1994; Dean and Bowen, 1994; Flynn et al., 1994;

Waldman, 1994; Wilkinson et al., 1994; Powell, 1995; Ahire et al., 1996; Black and Porter,

1996; Zeitz et al., 1997; Mintzberg, 1998; Samson and Terziovski, 1999; Scholtes, 1999; Yusof

and Aspinwall, 1999; Eskildsen and Dahlgaard, 2000; Davies et al. 2001; Pannirselvam and

Ferguson, 2001; Kanji, 2002; Soltani, 2005; Soltani and Wilkinson, 2010).

7.1.1.1 – Implications of the Definition of a Strategic Approach to Quality

This definition was critical to this thesis because the literature didn’t have a consistent or

universal definition of a strategic approach to quality. Much of the literature as described in

chapter two associated the term total quality management or TQM with the greater subject of a

strategic approach to quality (Ritter, 1991; Hyde, 1992; Kanji et al., 1992; Harber et al., 1993;

Chenhall, 1997; Hendricks and Singhal, 1997; Kivimaki et al., 1997; Choi and Eboch, 1998;

Easton and Jarrell, 1998; Forza and Glippini, 1998; Morenzo-Luzon and Peris, 1998; Samson

and Terziovski, 1999; Vinzant and Vinzant, 1999; Curkovic et al., 2000; Tan et al., 2000;

257
Douglas and Judge, 2001; Mehra et al., 2001; Kayis et al., 2003; Karia et al., 2006). A universal

definition of a strategic approach to quality gives clarity to the subject being addressed. It takes

the subject beyond the term TQM, to a modern, useful, definition that can be used in future

research related to a strategic approach to quality.

A strategic approach to quality has surfaced more frequently in academic literature since the

primary work on the literature review was completed in late 2012 (Alidrisi and Mohamed, 2012;

O'Heron and Jarman, 2014; Mosadeghrad, 2014). These and other researchers use similar

underpinnings to inform their definitions of strategic quality including both soft behavioural

aspects of management with the harder management tools and techniques (Alidrisi and

Mohamed, 2012). Strategic quality is when continuous quality improvement is included in

strategy formulation, strategy implementation, and strategy evaluation (Mosadeghrad, 2014).

There continues to be a primary focus on using the terms total quality management or TQM in

association with a strategic approach to quality. At least 853 academic papers were published in

2014 and 174 already in 2015 using TQM as the underlying definition for a strategic approach to

quality for example: (Narimani et al, 2014; Ebrahimi et al, 2014; Hakami Nasab et al, 2014;

Calvo-Mora et al, 2015; Dubey, 2015). The definition of a strategic approach to quality outlined

in this thesis can help researchers move beyond TQM into a more holistic view of strategic

quality informed by quality theorists, international quality awards, and literature comparing

strategic quality with organisational performance.

7.1.2 – Defining Employee Happiness

As outlined in chapter three, this thesis defines measures of employee happiness from the

personal cognitive level (satisfaction) the group level (morale) and the personal affect level

258
(engagement). Employee happiness is when employees are working together with positive

satisfaction, engagement, and morale at the personal and collective levels. This definition of

employee happiness takes a broader approach than the majority of happiness at work research

that usually focuses on job satisfaction only. Taking a broader approach to defining the construct

measure provides a better ability to understand complex elements and has more explanatory

power than narrower traits.

7.1.2.1 – Implications of the Definition of Employee Happiness

There continues to be a scarcity of research related to employee happiness. A happy workforce

is a much under-researched phenomenon (Jenkins and Delbridge, 2014). One of the problems

continues to be the difficulty in defining happiness at work. Some researchers (Robertson and

Cooper, 2011) have linked the terms employee happiness with psychological well-being. They

define psychological well-being as the “affective and purposive psychological state that people

experience while they are at work (Robertson and Cooper, 2011 p.54).” Consistent with the

definition used for this research, there is a clear distinction between employee happiness and job

satisfaction. Job satisfaction is seen to be a ‘narrower construct’, which refers to whether people

are satisfied with the job itself (Robertson and Cooper, 2011 p.34). Happiness at work is

influenced by broader factors, which may include the values and reputation of the organisation,

the opportunity for integrating work and non-work and the degree of communication within

organisations (Robertson and Cooper, 2011). Once again there is the consistent notion that

happiness at work is an umbrella concept that includes a number of constructs at the person level

to aggregate attitudes at the unit level (Indhira and Shani, 2014). These factors are in line with

how this research defines the collective elements of satisfaction, engagement, and morale.

259
Since “with rare exceptions, happiness is not a term that has been extensively used in academic

research on employee experiences in organisations (Fisher, 2010, p385),” the definition outlined

in this thesis provides an example of how this concept can be used and measured. Future

researchers can use this definition to help move beyond the traditional measures of job

satisfaction into a more holistic view of employee happiness that includes satisfaction,

engagement, and morale at the personal and collective levels.

7.1.3 – Relationship between a Strategic Approach to Quality and Employee Happiness

Chapter six, section 6.1 showed that there is a significant correlation between strategic quality

and all three elements of employee happiness. The results show that there is a clear relationship

between a strategic approach to quality and employee happiness with an overall correlation of

0.780. The strongest relationship was between strategic quality and morale with a significant

correlation of 0.758. Engagement and satisfaction also had strong, significant correlations at

0.734 and 0.691 respectively. The focus group members also confirmed the relationship between

strategic quality and employee happiness. There was general consensus among the focus group

participants that in their experience they have noticed strong relationships between happy

employees (high engagement, morale, and satisfaction) and the implementation of a strategic

quality approach.

These results are consistent with other studies investigating the relationships between quality

management and organisational performance (Anderson et al. 1995; Grandzol and Gershon,

1997; Choi and Eboch, 1998; Forza and Glippini, 1998; O’Shaughnessy, 1998; Rungtusanatham

et al., 1998; Das et al., 2000; Ahire and Ho et al., 2001) and measures of employee happiness

(Ritter, 1991; Wilkinson et al., 1994; Ahire et al., 1996, Dow et al., 1999; Samson and Terziovki,

260
1999; Wilson and Collier, 2000; Pannirselvam and Ferguson, 2001; Kayis et al., 2003; Karia et

al., 2006; Psychogios et al., 2009) detailed in the literature review.

More recent studies pertaining to elements of employee happiness have also found similar

relationships (Alsughayir, 2014; Mosadeghrad, 2014; Al-Ettayyem and Al-Zu’bi, 2015). In line

with the conclusions in this thesis, Alsughayir (2014) found significant relationships between job

satisfaction and TQM practices. Similarly, a positive relationship between TQM practices and

non-financial organisational performance was found in the Jordanian banking sector (Al-

Ettayyem and Al-Zu’bi, 2015). Practices such as visionary leadership, education, training,

empowerment, and teamwork were related to employees’ job satisfaction (Mosadeghrad, 2014).

Although these results don’t expand to the definition of employee happiness used in this research,

the findings are consistent.

7.1.3.1 – Implications of this Relationship

These relationship results highlight the strong connection between a strategic approach to quality

and all three elements of employee happiness. Most previous research focused on one of the

elements. This broader relationship analysis provides a deeper insight into how the specific

elements of a strategic approach to quality (leadership, planning, customer, people, process

management, supplier/partner, organisational performance, measurement, analysis, knowledge

management, innovation/quality/improvement, leadership through involvement, factual approach

to decision making, primary focus on the customers, continuous learning and people involvement,

prevention based process management, cooperation and teamwork, fulfilling obligations to all

stakeholders and society, results, creating value, and continuous improvement and breakthrough

thinking) link with engagement, satisfaction, and morale.

261
Knowledge of these significant relationships can help close the primary gap that was identified in

chapter two. Relationships between a strategic approach to quality and happiness as they are

defined in this thesis are almost non-existent. As outlined in the literature review there are some

studies that link elements of each (Ritter, 1991; Wilkinson et al., 1994; Ahire et al., 1996, Dow et

al., 1999; Samson and Terziovki, 1999; Wilson and Collier, 2000; Pannirselvam and Ferguson,

2001; Kayis et al., 2003; Karia et al., 2006; Psychogios et al., 2009). However, there are still

relatively few studies that investigate the effect of quality on employee happiness. Alsughayir

(2014 p. 169) points out for example “While extensive research has been done on total quality

management (TQM) practices, few studies have investigated their effect on employee job

satisfaction.” This research contributes some much-needed knowledge to this gap in the

literature.

7.1.4 – Impact of a Strategic Approach to Quality on Employee Happiness

Chapter six outlined the impact of a strategic approach to quality on employee happiness from

three distinct perspectives. The first was the negative impact on the employee, the second was

the positive impact on the employee, and the third was the general impact on the organisation.

The results showed that with high levels of leadership commitment, there can be a very positive

impact of a strategic approach to quality on both employees and the organisation as a whole.

The negative impacts were mainly around the perception of increased workload, and the general

fear of change from the status quo. These negative impacts were consistent with some other

research outlined in the literature review (Kearney, 1992; Keiningham et al., 1994; Wilkinson et

al., 1994; Lam, 1995; Lam, 1996; Ittner and Larcker, 1996; Handfield et al., 1998; Stewart et al.,

2010). The way to overcome or reduce these negative impacts was to increase trust, outline

262
leadership commitment and accountability, and to implement a staged communication strategy.

These strategies to overcome the negative impacts are supported by some recent research on this

topic (Mosadeghrad, 2014; Alsughayir 2014). Understanding these potential negative impacts is

important for organisations and employees who are considering a large-scale implementation of

a strategic approach to quality.

The positive impacts of a strategic approach to quality on employees included

financial/performance recognition, growth and development, enhanced career path, sense of

belonging, and the ability to make a difference. These results were consistent with other studies

comparing the impact of a strategic impact on quality on employees (Ritter, 1991; Wilkinson et

al., 1994; Ahire et al., 1996, Dow et al., 1999; Samson and Terziovki, 1999; Wilson and Collier,

2000; Pannirselvam and Ferguson, 2001; Kayis et al., 2003; Karia et al., 2006; Psychogios et al.,

2009, Mosadeghrad, 2014). Employees working at organisations with a higher focus on strategic

quality had more opportunities for formal and informal recognition in the form of both financial

and performance recognition. Organisations with a strategic approach to quality had a higher

level of focus on continuous learning and continuous improvement and as a result employees

were more likely to grow and develop and move forward more quickly on their chosen career

path. With higher levels of engagement, employees tend to stay at their organisations longer

and had a greater sense of belonging. Similarly with higher levels of happiness, employees were

more resilient in tough times and felt that their efforts were really making a difference for their

organisations. This is consistent with recent research noting that TQM has a significant positive

effect on employee satisfaction (Alsughayir, 2014) and with research on the advantages of

happiness (Lyubomirsky et al., 2005) that shows that happiness leads to better secure jobs,

greater levels of resilience, superior productivity, less burnout, and less turnover.

263
The benefits to the organisation included improved performance in the area of customer

satisfaction, financials/bottom line, and process management. Also, the organisation can be

recognized for their efforts and see benefits of recognition and improved reputation. These

impact results are in contrast to several studies that suggest that the choice to implement a

strategic approach to quality can have a negative impact on employees and is not worth the effort

(Kearney, 1992; Keiningham et al., 1994; Wilkinson et al., 1994; Lam, 1995; Lam, 1996; Ittner

and Larcker, 1996; Handfield et al., 1998; Stewart et al., 2010). The results in this thesis refute

some of these finding and show that the effort required for implementing a strategic approach to

quality included a clear benefit to the organisation beyond higher levels of employee happiness.

These results are consistent with literature on the benefits of employee happiness. Amabile and

Kramer (2011), say that people perform better when they are happier. People are more

productive and creative when they have more positive emotions (Amabile and Kramer, 2011).

Also customer perceptions of service quality are greatly affected by service employee

engagement (Menguc et al., 2013). Others say that employee engagement is positively

associated with customer satisfaction, customer loyalty, productivity, and profitability, and

negatively associated with employee turnover (Harter et al., 2002). There is also evidence that

employee happiness leads to superior productivity, less turnover, better performance, and greater

sales (Lyubomirsky et al., 2005). The impact results in this thesis can help organisations

understand that the implementation of a strategic approach to quality is worth the effort in terms

of the benefits to employee happiness and the organisation as a whole.

264
7.1.4.1 – Implications of the Impact of a Strategic Approach to Quality on Employee
Happiness

The findings provide answers to employees, management, and labour unions that need to

understand the impact a strategic approach to quality will have on them. Understanding the

positive impact that this approach to quality has on employees may guide decisions by leadership

teams to implement such an approach within their organisations. Implementing a strategic

approach to quality should not only have a positive impact on employee happiness, it should also

impact company performance in terms of improvement in the areas of customer satisfaction,

financials/bottom line, and process management (see section 6.2). Also, the organisation can be

recognized for their efforts and see benefits of recognition and improved reputation.

Policy makers can use the findings to set the agenda for closing Canada’s productivity gap. The

success of Canadian industry in competing in the global economy has continuously declined

since the 1970s (Conference Board of Canada, 2011). Productivity, competition for global

investment, and a failure to innovate at the same rate as other countries has led to this position.

To address performance issues including productivity and employee morale, some organisations

have adopted a strategic approach to quality management. Knowledge of this research could

influence policy maker decisions to simplify the process for implementing a strategic approach

to quality. Providing Canadian organisations with more access to information on the value of a

strategic approach to quality may enable more Canadian organisations to realize the benefits

associated with strategic quality, potentially reversing the current gap in productivity. Policy-

makers will be provided with an insight into how strategies may be developed that support the

implementation of quality or government funded training programs for organisations in Canada.

265
7.1.4.2 – Revisiting the Theoretical Framework in light of the Findings

The theoretical framework that was tested within this thesis was presented in Figure 3.2. The

literature review led to the shaping of the theoretical framework. The literature review also

highlighted gaps in the research that were addressed by this study. The theoretical framework

implied directional causality starting with a strategic approach to quality that influences

employee happiness. Given the results of the surveys and focus group discussions on impact of

quality and causation, the theoretical framework was adjusted to reflect the iterative nature of the

relationship. It was seen that positive results from a strategic quality focus lead to happier

employees and happier employees then contribute more to the strategic quality focus.

Figure 7.1 – Revised Theoretical Framework – Depicting Two Way Relationship

Employee
Satisfaction

Strategic
Approach Employee
Employee
to Quality Happiness
Morale
Management

Employee
Engagement

Figure 7.1 depicts the revised theoretical framework with double-headed arrows because happier

employees also have an impact on the organisations ability to implement the strategic approach

to quality. The framework shows that a strategic approach to quality management has a clear

relationship with measures of employee satisfaction, employee morale, and employee

266
engagement, which relates to overall employee happiness. The results showed that the approach

that an organisation takes to quality will have an impact on employee satisfaction (cognitive),

employee engagement (affective), and employee morale (group level). The effect of these three

elements will collectively shape the employees overall happiness. Drawing on the focus group

discussion on causation it is noted that levels of employee happiness also have an impact on the

organisations ability to implement a strategic approach to quality. Further research could be

conducted to understand the specific cause and effect relationships between these two constructs.

The conclusion of this research is that there is a virtuous relationship between the two where

positive improvement in one can have a positive improvement in the other.

7.1.5 – Is Employee happiness higher at organisations with strategic quality

It was seen in chapter six (sections 6.3 and 6.4) that employees at award winning organisations

had a significantly higher attitude towards both quality and employee happiness. The results

show that people are significantly and consistently happier (higher morale, satisfaction, and

engagement) at organisations with at strategic approach to quality (award winners). It was also

seen that regardless of attributes, the award winning organisations tended to be more similar in

their levels of happiness. This was in contrast to when the award winners were not separated

from the entire data set. The assumption regarding demographic attributes was that given that the

workforce of any organisation is not demographically homogeneous, one expects employee

satisfaction to differ across sub-groups (Fosam et al., 1998). This was true for the entire data set

where people in different demographic groups (tenure, position, sector, company, employment

status) had significantly different levels of employee happiness. This was not the case however

when considering award winners in isolation. The organisations with a strategic approach to

quality (award winners) had very different results in that people in different groups were not

267
significantly different (tenure, position, sector, company, employment status). People who work

at organisations with a strategic approach to quality were similarly positive and consistent

regardless of tenure, position, sector, company, and employment status. The results indicate that

a strategic approach to quality becomes an attitude equaliser when it comes to employee

happiness. Levels of satisfaction, engagement, and morale were all similarly high across the

various demographics.

7.1.5.1 – Implications of the High levels of Employee Happiness

The results indicate that for award winners (those with a strategic approach to quality) the

various groups are much more similar to each other. Not only are they similar but also they are

similarly positive in their attitudes towards quality and the employee measures of satisfaction,

engagement, and morale. This result is in contrast to the assumption regarding demographic

attributes that the workforce will generally feel differently about these measures across different

groups (Fosam et al., 1998).

Satisfaction, engagement, and employee morale research into employment status, tenure, sector,

and position show that these demographic attributes make a difference in the results. For

example employment status tends to makes a difference to employee attitudes to satisfaction

(Conway and Briner, 2002). Some research shows that part-time workers are less satisfied

(Miller and Terborg, 1979), and others claim that part-time workers are more satisfied than full-

time workers (Fenton O’Creevy, 1995; Sinclair et al., 1999). Also tenure seems to differ in

terms of satisfaction. Some studies have said that tenure is high in the early stages of a career

then falls and then climbs again towards the end of a career (Hunt and Saul, 1975; Lee and

Wilbur, 1985). Sector also seems to generally differ in terms of attitudes to measures of

268
happiness. Smith and Nock (1980) found intrinsic and extrinsic differences between public and

private sector organisations in terms of their employee satisfaction. Other studies had similar

conclusions that public and private sector organisations were different (Schneider and Vaught,

1993; Wang et al., 2012). Finally an individual’s position in the organisation impacts their

measures of happiness. For example Kawada and Otsuka (2011) that higher stress positions had

significantly lower levels of satisfaction.

Since the results of this thesis indicate that a strategic approach to quality can help equalize

measures of employee happiness, organisations can dedicate resources to strategic quality to help

reduce differences in attitude. In the context of the theoretical framework in Figure 7.1,

organisations can adopt a strategic approach to quality to improve the levels of employee

happiness. These improved levels of employee happiness can then facilitate the implementation

of the strategic approach to quality.

Higher levels of employee happiness (engagement, morale, and satisfaction) can then lead to

benefits for the organisation in the form of more customer loyalty (Salanova et al., 2005;

Gonring, 2008), employee retention (Demourouti et al., 2001; Sonnentag, 2003), employee

productivity (Kahn, 1990; Appelbaum et al., 2000; Judge et al., 2001; Frenkel, 2003, Sonnentag,

2003; Weakliem and Frenkel, 2006; Macey and Schneider, 2008), manager self-efficacy

(Luthans and Peterson, 2002), organisational performance (Harter, 2000; Harter et al., 2002),

bottom line profit (Macey and Schneider, 2008; Graen, 2008), and successful organisational

change (Graen, 2008). For employees, the benefits include a sense of worth (Kahn, 1990;

Cartwright and Holmes, 2006) and health and well-being (Kahn, 1990; Rothbard, 2001; Mauno

et al., 2007). These tangible benefits of employee measures of happiness may encourage

269
organisations to pursue strategies that support the implementation of a strategic approach to

quality. The impact results of this thesis noted in section 7.1.4 contribute to the literature above

with similar conclusions in the context of a strategic approach to quality and employee happiness.

This chapter provided a commentary and discussion of the thesis results. The implications of the

findings were explained in the context of the literature. The theoretical framework was also

repositioned in light of the specific results. Included in the implications was a discussion of the

practical application of the results. The next chapter will reflect on research limitations and

suggest opportunities for further research.

270
Chapter Eight - Conclusion

The previous chapter provided a commentary and discussion of all of the research questions.

The implications of the findings were explained in the context of the literature. The theoretical

framework was also repositioned in light of the specific results. Drawing on the findings and

discussion, chapter eight reflects on research limitations, highlighting how the findings will

contribute to knowledge, and suggests opportunities for further research.

This thesis provides evidence that an organisation that takes a strategic approach to quality

management has a positive impact on the employee behaviour of that organisation. The research

has found significant connections between an organisation’s level of strategic quality

management and employee happiness in terms of morale, engagement, and satisfaction.

The first four chapters of this thesis set the foundation of the research. The introduction sets the

context of the research. The literature review chapters two and three defined both a strategic

approach to quality and employee happiness as stated in the literature. Strategic quality was

arrived at from three perspectives. The first is from the contributions of quality theorists, the

second is from the perspective of international awards criteria, and the third was from the

perspective of academic studies comparing quality with organisational performance. Quality and

employee constructs are outlined and justified based on the literature. A theoretical framework is

presented that is derived from the literature review.

The fourth chapter provided a justification for the positivist methodological position that shapes

the ontological and epistemological assumptions that guide the methods chosen by the researcher.

After the paradigm justification, chapter four describes the research methods in detail. The

271
research uses both survey and focus group methods to arrive at its conclusions. This mixed

methods approach added to the validity and reliability of the results. The results of both the

survey and focus groups were analysed using a systematic process aimed at improving reliability

and generalisability. Chapter four ends with a detailed justification of the survey instrument

based on the literature for both a strategic approach to quality and employee measures of morale,

satisfaction, and engagement.

Chapter five shows all of the descriptive and frequency data analysis. The data constructs are

tested and based on these results the chosen appropriate statistical tests are outlined and justified.

Chapter six of the thesis provides a detailed description of all the issues and findings. Each of the

hypotheses and sub-hypotheses outlined in the introduction are either accepted or rejected based

on this analysis. The first section shows the correlation between a strategic approach to quality

and the elements of employee happiness. The next section provides a robust review of the

leadership focus group that uncovered the impact of strategic quality on employees. The last two

sections illustrate how employees are significantly happier (higher morale, satisfaction, and

engagement) at organisations that have a strategic focus on quality (award winners).

8.1 - Limitations of the research/reflection

Upon reflection, there are a few limitations of the research that will be improved on in future

iterations of this research. The limitations were primarily related to method choices. Having

more data (more organisations participating and more focus groups conducted) would have made

the conclusions even stronger.

Since the survey was the primary data collection method, it only allowed for certain types of

analysis. If time and cost were not factors in completing this research, the researcher would have

272
liked to follow up with each of the target organisations and conducted multiple interviews and

focus groups with all levels of staff. This research reduced the impacts of this limitation by

conducting the senior leadership focus group. This focus group complimented the survey data

analysis with deep and rich descriptions of the impact of quality on employees. Another way that

this limitation was reduced was with follow up conversations between the researcher and the site

contact. For example, with Winner 4, the low response rate was a topic of deep discussion and

attempts were made to improve the response rate before removing the results from the data

analysis.

Another limitation was the lack of normally distributed data. The population and sample sizes for

this research were well within the accepted levels for valid research. However, the data

constructs were not normally distributed. This lack of normal distribution limited the statistical

analysis to tests that were valid non-normal groups or for groups with greater than 30 responses.

If the data was normally distributed it would have allowed for multiple regression analysis and

structural equation modeling that would have helped to better understand causation between

quality and employee happiness. This research reduced the impacts of this limitation by

conducting the senior leadership focus group to better understand causation. Also, non-

parametric tests were used when necessary to understand the differences in means.

8.2 - Contributions to Knowledge

Understanding the relationships between a strategic approach to quality and employee happiness

helps companies, policy makers, and academia. Companies can use the conclusions to decide on

the value of a quality management system as it relates to employees. The findings provide

answers to employees, management, and labour unions that need to understand the impact that a

273
strategic approach to quality will have on them. Knowing the positive impact that quality has on

employees will guide decisions by leadership teams to implement quality within their

organisations. This implementation should not only impact employee happiness, it should also

impact company performance in terms of improved performance in the area of customer

satisfaction, financials/bottom line, and process management. Also, the organisation can be

recognized for their efforts and see benefits of recognition and improved reputation.

8.2.1 – Primary Contribution – Academic Literature on the Link between A Strategic

Approach to Quality and Employee Happiness

This research helps academia because it fills some of the gaps in the literature. There are two

gaps in the existing research on the benefits of a strategic quality approach. The biggest gap in

the existing research is what impact the implementation of a strategic quality approach has on the

employees (satisfaction, engagement, and morale). This research expands on the work that has

already been done with a particular focus on Canadian organisations (Ritter, 1991; Cruise O’

Brien and Voss, 1992; Hendricks and Singhal, 1996; Kivimaki et al., 1997; Wilson and Collier,

2000; Curkovic et al., 2000).

8.2.2 – Secondary Contribution – Academic Literature on Strategic Quality in a Canadian

Context

The second contribution to the literature that this research makes is the focus on Canadian

organisations. There is very little research about a strategic approach to quality that is focused on

Canadian companies. Most of the research related to strategic quality has been done using data

from American, Asian, Australian, and European organisations. This research uses data from

exclusively Canadian organisations. This is the only research (to the knowledge of the

researcher) that uses original Canada Awards for Excellence recipient results to arrive at

274
conclusions. Thousands of studies have been conducted using Malcolm Baldrige, EFQM,

Deming Prize, and Australian Business Excellence award winners. This is the first to use Canada

Awards for Excellence results to arrive at significant conclusions.

8.2.3 – Usefulness for Practitioners and Policy Makers

A third contribution to knowledge of this research is that companies and practitioners can use the

conclusions to decide on the value of a strategic approach to quality as it relates to employees.

The findings provide answers to employees, management, and labour unions that need to

understand the impact a strategic approach to quality will have on them. Understanding the

positive impact that this approach to quality has on employees may guide decisions by leadership

teams to implement such an approach within their organisations. Implementing a strategic

approach to quality should not only have a positive impact on employee happiness, it should also

impact company performance in terms of improvement in the areas of customer satisfaction,

financials/bottom line, and process management (see section 6.2). Also, the organisation can be

recognized for their efforts and see benefits of recognition and improved reputation.

Policy makers can use the findings to set the agenda for closing Canada’s productivity gap.

Knowledge of this research could influence policy maker decisions to simplify the process for

implementing a strategic approach to quality. If Canadian organisations had more access to

information about the value of a strategic approach to quality, there would be more Canadian

organisations realizing the benefits associated with strategic quality. If there were more

organisations implementing strategic quality there could be a reversal in the current gap in

productivity. Ideas that could be explored by policy makers are strategies to provide incentives to

implement quality or government funded training programs for organisations in Canada.

275
8.3 - Opportunities for further research

Several opportunities for further research exist. Similar research could be done in a different

context. Different countries, different measures and a deeper study of causation and position

would contribute to the current literature.

8.3.1 - Countries

The same research could be conducted with organisations from other countries. This would show

if there are significant differences in attitude towards quality and employee happiness between

countries. Understanding where Canadian organisations measure up against the international

context would contribute greatly to the quality management literature.

8.3.2 - Measures

Conducting more research using the newly validated quality construct could contribute to quality

management research. Understanding how a strategic quality approach impacts other important

organisational measures in a Canadian context would fill gaps in the existing literature. These

measures could be related to customer, performance, product quality, and supplier/partner

performance. For example:

- Customer measures: satisfaction, experience, loyalty etc.

- Performance Measures: stock price, profit, revenue, return on assets, market share,

growth in sales etc.

- Process Performance: Lead Time, cycle Time, time in queue, process satisfaction etc.

- Product Quality measures: Fit for use, meeting specifications, product satisfaction, etc.

- Supplier Partner measures: supplier relationship, supplier longevity, etc.

276
8.3.3 - Position

The results of this research showed some very interesting results regarding the significant

differences between senior leaders, middle managers, and front line employee attitudes towards

quality and employee happiness. These results could be analyzed further to understand the

reasons for these significant differences. If organisations understood the reasons for these

differences they could help set better strategies to overcome the problems associated with them.

Position seemed to be the most different in terms of attitudes to quality and employee happiness

but a deeper understanding of tenure, sector, and employment status could also provide very

interesting conclusions.

8.3.4 - Causation

This research focuses on the relationship between the factors and the impact of those

relationships. Linking back to the findings, there was a strong correlation between quality and

measures of employee happiness. Further work could look at strengthening the conclusions by

delving more in depth to see if this is a causal link and if so, in which direction. This would build

on the results that were uncovered during the senior leadership focus group. Understanding the

causal link between these factors would help organisations set strategy and resources

appropriately to benefit from the results. The original theoretical framework suggested that a

strategic approach to quality caused higher levels of employee satisfaction, engagement, and

morale, leading to higher employee happiness. The findings of this research resulted in an

adjustment of the theoretical framework to reflect the iterative nature of the relationship. Further

research could discover what elements of a strategic approach to quality have more of a causal

influence on employee happiness.

277
8.4 - Final Comments

This research explored the relationship between a strategic approach to quality management in

Canadian organisations and employee happiness. The research provides evidence that

organisations taking a strategic approach to quality have a positive impact on the employees of

that organisation. The research has found significant connections between an organisations level

of strategic quality and the levels of employee happiness in terms of morale, engagement, and

satisfaction. The findings indicate that the impact of implementing quality is positive and result

in benefits for both the organisation as a whole and the individual employee. Significant

differences exist between Canada Award for Excellence winners and non-winners. Canada

Award for Excellence winners have higher levels of employee happiness than non-winners.

These higher levels of employee happiness exist throughout the organisation and are the same

regardless of demographic attribute.

This conclusion highlighted how the findings will contribute to knowledge, reflected on the

research limitations, and suggested opportunities for further research. The research showed that a

strategic approach to quality has a clear positive impact on employee happiness. The impact of

implementing quality is positive and results in benefits for both the organisation as a whole and

the individual employee. When considering all of the organisations, there are significant

differences between the various groups’ (award winning status, company, sector, tenure, position,

employment status) attitudes towards employee happiness and quality. When the award winners

are analysed in isolation there are less differences between the various groups. Overall there is

278
clear evidence that employees are happier (higher employee morale, engagement, and

satisfaction) at organisations with a strategic approach to quality (award winners).

279
Appendix

280
Appendix 1 - Full Survey

The full question set is below:

Section 1: Strategic Commitment to Quality

The following questions are about your organisations strategic commitment to quality. Answer
the questions using the 7 point scale where 1 means strongly disagree and 7 means strongly agree.
If you can’t answer the question or don’t happen to know a response select the “Don’t Know”
option.

1) Employees understand the overall aim or mission of the organisation

Strongly Disagree        Strongly Agree  Don’t Know

1 2 3 4 5 6 7

2) Senior Leaders provide clear direction for the future

Strongly Disagree        Strongly Agree  Don’t Know

1 2 3 4 5 6 7

3) Senior Leaders demonstrate a commitment to continuous improvement

Strongly Disagree        Strongly Agree  Don’t Know

1 2 3 4 5 6 7

4) I see strong evidence of effective leadership from senior leaders

Strongly Disagree        Strongly Agree  Don’t Know

1 2 3 4 5 6 7

5) We have a comprehensive and structured planning process which regularly sets short and
long term goals

Strongly Disagree        Strongly Agree  Don’t Know

1 2 3 4 5 6 7

6) We incorporate Customer/client input into the planning process

Strongly Disagree        Strongly Agree  Don’t Know

1 2 3 4 5 6 7

7) We incorporate employee input into the planning process

281
Strongly Disagree        Strongly Agree  Don’t Know
1 2 3 4 5 6 7

8) We all work together to meet or exceed our internal / external customers / clients needs.

Strongly Disagree        Strongly Agree  Don’t Know

1 2 3 4 5 6 7

9) We regularly measure our customer/client satisfaction.

Strongly Disagree        Strongly Agree  Don’t Know

1 2 3 4 5 6 7

10) We incorporate customer/client feedback into our product and/or services improvement

Strongly Disagree        Strongly Agree  Don’t Know

1 2 3 4 5 6 7

11) We regularly measure our employee satisfaction

Strongly Disagree        Strongly Agree  Don’t Know

1 2 3 4 5 6 7

12) My ideas for improvement are encouraged

Strongly Disagree        Strongly Agree  Don’t Know

1 2 3 4 5 6 7

13) We are recognized appropriately (formally or informally) for good work

Strongly Disagree        Strongly Agree  Don’t Know

1 2 3 4 5 6 7

14) We document important processes

Strongly Disagree        Strongly Agree  Don’t Know

1 2 3 4 5 6 7

15) I follow our processes / policies to ensure our work is of the highest quality

Strongly Disagree        Strongly Agree  Don’t Know

1 2 3 4 5 6 7

16) We monitor important processes

282
Strongly Disagree        Strongly Agree  Don’t Know
1 2 3 4 5 6 7

17) We analyze important processes to determine opportunities for continuous improvement

Strongly Disagree        Strongly Agree  Don’t Know

1 2 3 4 5 6 7

18) Our suppliers and or partners work closely with us to improve important processes

Strongly Disagree        Strongly Agree  Don’t Know

1 2 3 4 5 6 7

19) In general, our customers / clients think we are a great organisation

Strongly Disagree        Strongly Agree  Don’t Know

1 2 3 4 5 6 7

20) In general, our employees think we are a great organisation

Strongly Disagree        Strongly Agree  Don’t Know

1 2 3 4 5 6 7

21) In general, our processes are working well

Strongly Disagree        Strongly Agree  Don’t Know

1 2 3 4 5 6 7

22) In general, our suppliers and or partners think we are a great organisation

Strongly Disagree        Strongly Agree  Don’t Know

1 2 3 4 5 6 7

23) In general, we are meeting our financial performance goals as an organisation

Strongly Disagree        Strongly Agree  Don’t Know

1 2 3 4 5 6 7

24) We have well established methods to share knowledge about our important processes

Strongly Disagree        Strongly Agree  Don’t Know

1 2 3 4 5 6 7

25) The organisation encourages employees to find completely new ways to get our work
done effectively.

283
Strongly Disagree        Strongly Agree  Don’t Know
1 2 3 4 5 6 7

26) Senior Leaders are actively involved in direction of continuous quality improvement

Strongly Disagree        Strongly Agree  Don’t Know

1 2 3 4 5 6 7

27) Whenever possible, we use facts / data to guide the decisions we make in this
organisation.

Strongly Disagree        Strongly Agree  Don’t Know

1 2 3 4 5 6 7

28) Our primary focus is to meet or exceed the customers / client needs

Strongly Disagree        Strongly Agree  Don’t Know

1 2 3 4 5 6 7

29) The organisation encourages all employees to develop to their full potential

Strongly Disagree        Strongly Agree  Don’t Know

1 2 3 4 5 6 7

30) I regularly make suggestions that will help us improve the quality of the work we do.

Strongly Disagree        Strongly Agree  Don’t Know

1 2 3 4 5 6 7

31) We look for ways to prevent errors / problems rather than making corrections later.

Strongly Disagree        Strongly Agree  Don’t Know

1 2 3 4 5 6 7

32) We create positive relationships (both inside and outside our organisation) through co-
operation and teamwork.

Strongly Disagree        Strongly Agree  Don’t Know

1 2 3 4 5 6 7

33) The co-operation / teamwork in this organisation inspire me to do my best work every
day

Strongly Disagree        Strongly Agree  Don’t Know

1 2 3 4 5 6 7

284
34) This is a socially and environmentally responsible organisation.

Strongly Disagree        Strongly Agree  Don’t Know

1 2 3 4 5 6 7

35) We focus on creating value for our customers/clients

Strongly Disagree        Strongly Agree  Don’t Know

1 2 3 4 5 6 7

36) We are all focused on continuously improving how we do our work.

Strongly Disagree        Strongly Agree  Don’t Know

1 2 3 4 5 6 7

37) I do my part to make sure we constantly improve how we do our work.

Strongly Disagree        Strongly Agree  Don’t Know

1 2 3 4 5 6 7

Section 2: Impact on Employee Happiness

The following questions are about your personal satisfaction at work. Answer the questions
using the 7 point scale where 1 means very dissatisfied and 7 means very satisfied. If you can’t
answer the question or don’t happen to know a response select the “Don’t Know” option.

38) Think of your job in general. All in all, how do you feel about it most of the time?

Very Dissatisfied        Very Satisfied  Don’t Know

1 2 3 4 5 6 7

39) How do you feel about the work you do most of the time?

Very Dissatisfied        Very Satisfied  Don’t Know

1 2 3 4 5 6 7

40) How do you feel about the pay you get now?

Very Dissatisfied        Very Satisfied  Don’t Know

1 2 3 4 5 6 7

41) How do you feel about the opportunities you have for promotion now?

285
Very Dissatisfied        Very Satisfied  Don’t Know
1 2 3 4 5 6 7

42) How do you feel about the kind of supervision you get on your job?

Very Dissatisfied        Very Satisfied  Don’t Know

1 2 3 4 5 6 7

43) How do you feel about the majority of people with whom you work with?

Very Dissatisfied        Very Satisfied  Don’t Know

1 2 3 4 5 6 7

44) My work allows me to use a variety of skills

Very Dissatisfied        Very Satisfied  Don’t Know

1 2 3 4 5 6 7

45) My work allows me to complete whole tasks

Very Dissatisfied        Very Satisfied  Don’t Know

1 2 3 4 5 6 7

46) My work has an important impact on the lives of others, either within the organisation or
the world at large

Very Dissatisfied        Very Satisfied  Don’t Know

1 2 3 4 5 6 7

47) I have freedom and independence to determine how my work will be carried out

Very Dissatisfied        Very Satisfied  Don’t Know

1 2 3 4 5 6 7

48) I regularly get feedback about the effectiveness of my efforts, either directly from the
work itself or from others

Very Dissatisfied        Very Satisfied  Don’t Know

1 2 3 4 5 6 7

The following questions are about your engagement and morale at work. Answer the questions
using the 7 point scale where 1 means strongly disagree and 7 means strongly agree. If you can’t
answer the question or don’t happen to know a response select the “Don’t Know” option.

49) I would, without hesitation, recommend this organisation to a friend seeking employment

286
Strongly Disagree        Strongly Agree  Don’t Know
1 2 3 4 5 6 7

50) Given the opportunity, I tell others great things about working here

Strongly Disagree        Strongly Agree  Don’t Know

1 2 3 4 5 6 7

51) It would take a lot to get me to leave this organisation

Strongly Disagree        Strongly Agree  Don’t Know

1 2 3 4 5 6 7

52) I rarely think about leaving this organisation to work somewhere else

Strongly Disagree        Strongly Agree  Don’t Know

1 2 3 4 5 6 7

53) This organisation inspires me to do my best work every day

Strongly Disagree        Strongly Agree  Don’t Know

1 2 3 4 5 6 7

54) This organisation motivates me to contribute more than is normally required to complete
my work

Strongly Disagree        Strongly Agree  Don’t Know

1 2 3 4 5 6 7

55) I feel that my opinion matters to the organisation

Strongly Disagree        Strongly Agree  Don’t Know

1 2 3 4 5 6 7

56) Morale is good here

Strongly Disagree        Strongly Agree  Don’t Know

1 2 3 4 5 6 7

57) I work reasonable hours

Strongly Disagree        Strongly Agree  Don’t Know

1 2 3 4 5 6 7

58) I take time for breaks and lunch

287
Strongly Disagree        Strongly Agree  Don’t Know
1 2 3 4 5 6 7

59) I feel valued

Strongly Disagree        Strongly Agree  Don’t Know

1 2 3 4 5 6 7

60) I feel that I’m being treated fairly

Strongly Disagree        Strongly Agree  Don’t Know

1 2 3 4 5 6 7

61) I like working here

Strongly Disagree        Strongly Agree  Don’t Know

1 2 3 4 5 6 7

Section 3: Attributes

The following questions are to help us analyze the data. Answer the questions using the
appropriate response selection.

62) Which of the following best describes your role at your organisation:

 Senior Leadership,
 Management (I report to Senior Leadership),
 Front Line Employee (I primarily report to Management)

63) Which of the following Quality Tools/techniques does your organisation use? (Choose as

many as you wish)

o Communities of Practice
o Failure Mode and Effects Analysis (FMEA)
o Process Mapping
o Value Stream Mapping
o ISO 9000
o Internal or external benchmarking
o Control chart
o Balanced Scorecard
o Five S's

288
 o Pareto Chart
o Histogram
o TQM (Total Quality Management)
o Quality Circles
o Six Sigma
o Scatter Diagram
o "In-house" method
o Lean
o Excellence Canada/NQI (National Quality Institute)
o Root Cause Analysis
o Other Please enter an 'other' value for this selection.

64) How long have you worked at your organisation?

 Less than 6 months,

 6 months – 2 years,
 3-5 years,
 6-10 years,
 More than 10 years.

65) Employment status

 Full time
 Part time
 Temporary position
 Other

66) Has your organisation ever won a Canada Award for Excellence?

 Yes
 No
 Don’t Know

289
Appendix 2 - Literature related to Survey Tool

2.1A - Deming's 14 Points Related to Survey Questions

Deming’s 14 Points (Deming, 1986) Related Questions in the Survey Tool
1) Create constancy of purpose
2) Adopt the new philosophy
3) Cease dependence on inspection Survey Questions 1, 2, 3, 4, 14, 15, 16, 17, 26,
4) Base decisions on quality as well as 29, 30, 31, 32, 33, 36, 37
price
5) Improve constantly and forever
6) Institute training
7) Institute leadership
8) Drive out fear
9) Break down barriers between
departments
10) Eliminate slogans.
11) Eliminate management by objectives.
12) Remove barriers to pride of
workmanship.
13) Institute education and self-
improvement.
14) Top management commitment

2.1b - Juran's Trilogy Related to Survey Questions

Juran’s Trilogy (Juran, 1986) Related Questions in the Survey Tool

1) Quality Planning Survey Questions 1, 2, 3, 4, 5, 6, 7, 14, 15, 16,

a. Setting Goals
b. Customer and need 17, 24, 26, 27, 29, 30, 31, 32, 33, 36, 37
identification
c. Product and process design
2) Quality Control
a. Measure performance
b. Compare performance to target
c. Close gaps
3) Quality improvement
a. Achieve higher targets
b. Provide training
c. Continuous improvement

290
2.1C - Crosby's 14 Steps
Crosby’s 14 steps (Crosby, 1980) Related Questions in the Survey Tool

1) Management commitment Survey Questions 1, 2, 3, 4, 5, 14, 15, 16, 17,

2) Quality Improvement team
3) Quality measurements 24. 26, 27, 29, 30, 31, 36, 37
4) Cost of quality
5) Quality awareness
6) Corrective action
7) Zero defect planning
8) Supervisor training
9) Zero defects day
10) Goal setting
11) Error cause removal
12) Recognition
13) Quality councils
14) Do it over again

2.1D - Summary of Several Quality Theorists Concepts

Deming (Adapted from Juran (Adapted from Juran, Crosby (Adapted from

Deming, 1982; Deming, 1986) 1980) Crosby, 1980)

 Leadership/Leadership  Leadership/Leadership  Leadership/Leadership

Commitment Commitment Commitment
 Process Management  Planning  Planning
 Leadership Through  Process Management  Process Management
involvement  Measurement and  Measurement and
 Continuous Learning, Analysis Analysis
training and people  Leadership Through  Leadership Through
involvement involvement involvement
 Prevention Based  Factual Approach to  Factual Approach to
process management decision making decision making
 Cooperation and  Continuous Learning,  Continuous Learning,
Teamwork training and people training and people
 Continuous involvement involvement
improvement  Prevention Based  Prevention Based
process management process management
 Cooperation and  Continuous
Teamwork improvement
 Continuous
improvement

291
These author’s approaches have been instrumental in the design of sections of the survey which
is detailed in Chapter 4 section 4.6.6
Survey Questions 1, 2, 3, 4, Survey Questions 1, 2, 3, 4, 5, Survey Questions 1, 2, 3, 4, 5,
14, 15, 16, 17, 26, 29, 30, 31, 6, 7, 14, 15, 16, 17, 24, 26, 27, 14, 15, 16, 17, 24. 26, 27, 29,
32, 33, 36, 37 29, 30, 31, 32, 33, 36, 37 30, 31, 36, 37

2.1E - Comparison of Critical Factors of TQM

Saraph et al. Flynn et Ahire et Waldman Powell Black and Samson and Zeitz et
(1989) al. (1994) al.(1996) (1994) (1995) Porter Terziovski al.(1997)
(1996) (1999)
Top Top Top Upper Leadership Management
management management management management Executive Strategic quality support
leadership support commitment commitment commitment management People Use of data
and and corporate management
Quality data and Quality Internal quality Striving adopting quality culture Supplier
reporting information information continually to philosophy Customer Focus relationships
usage improve Quality
Process employee Measurement improvement Strategic Employee
Process
management Design quality capabilities and and zero measurement Planning improvemen
Product management work processes defects system and ts
management
design Employee mentality communication Information and
training involvement of analysis Customers
Workforce Process improvement Supervision
Product/service management Supplier a focus on improvement information Process
design Supplier quality quality and Operational Management
Training involvement management flexible quality planning
and attempts to manufacturin Performance
Supplier quality Employee supplier involve external g External
management involvement performance suppliers and interface
Customer customers Training management
Role of the involvement Employee Closer to Supplier
quality Suggestions use of scientific suppliers partnerships
department and problem Employee
Customer
Employee solving empowerment People and
Employee empowerment techniques; customer
focus
relations Closer to management
SPC usage leadership customer
Benchmarking practices Benchmarkin Customer
oriented towards g satisfaction
values and orientation
vision

quality culture
Questions in the Questions in Questions in Questions in the Questions in Questions in the Questions in the Questions in
survey that are the survey the survey that survey that are the survey survey that are survey that are the survey
related to these that are are related to related to these that are related to these related to these that are
factors related to these factors factors related to factors factors related to
these factors these factors these factors
1, 2, 3, 4, 5, 6, 7, 1, 2, 3, 4, 11, 1, 2, 3, 4, 8, 9, 1, 2, 3, 4, 5, 6, 1, 2, 3, 4, 5, 6,
8, 9, 10, 11, 12, 1, 2, 3, 4, 8, 12, 13, 18, 24, 10, 11, 12, 13, 1, 2, 3, 4, 5, 7, 8, 9, 10, 11, 7, 8, 9, 10, 11, 1, 2, 3, 4, 8,
13, 14, 15, 16, 9, 10, 11, 12, 25, 26, 27, 29, 14, 15, 16, 17, 6, 7, 8, 9, 10, 12, 13, 18, 24, 12, 13, 14, 15, 9, 10, 11, 12,
17, 18, 24, 26, 13, 14, 15, 30, 35, 36, 37 18, 25, 26, 27, 14, 15, 16, 25, 27, 28, 29, 16, 17, 19, 20, 13, 18, 24,
27, 29, 30, 35 16, 17, 18, 28, 29, 30, 31, 17, 18, 24, 30, 36, 37 21, 22, 23, 24, 25, 26, 27,
24, 26, 27, 32, 33, 36, 37 28, 29, 30, 28 28, 36, 37
28, 29, 30, 35 36, 37

292
2.1F - Elements of Strategic Quality Linked to Survey
Dean and Eskildsen and Davies, 2008 Pannirselvam Soltani and Wilson and Soltani, 2005 Ravichandran
Bowen, 1994 Dahlgaard, and Ferguson, Wilkinson, Collier 2000 and Rai, 1999
2000 2001 2010
Leadership Leadership Planning - Leadership Leadership Planning Leadership Planning
Strategic
Planning
Process People Focus People Focus People Focus Customer Prevention Supplier
Management Focus based process Focus
People Focus – management
Process Process People
Performance
Leadership Management Management Involvement People Focus
Management
through
involvement
Supplier Cooperation Prevention
Process
Partner Focus and teamwork based process
Management –
Cooperation management
Alignment
and teamwork
Leadership with other
through systems
Customer involvement
Focus
Cooperation
Cooperation and teamwork
Continuous and teamwork
Improvement
People
involvement

Questions in Questions in Questions in Questions in Questions in Questions in Questions in Questions in

the survey that the survey that the survey the survey the survey that the survey that the survey that the survey
are related to are related to that are that are are related to are related to are related to that are
these factors these factors related to related to these factors these factors these factors related to
these factors these factors these factors
1, 2, 3, 4, 8, 9, 1, 2, 3, 4, 11, 1, 2, 3, 4, 11, 5, 6, 7, 8, 9, 10, 1, 2, 3, 4, 31
10, 14, 15, 16, 12, 13, 14, 15, 5, 6, 7, 11, 12, 1, 2, 3, 4, 11, 12, 13, 30, 31 11, 12, 13 5, 6, 7, 18
17, 18, 26, 32, 16, 17, 18, 26, 13, 14, 15, 16, 12, 13, 14, 15,
33, 36, 37 32, 33 17, 29, 30, 32, 16, 17, 32, 33
33

2.1G - Elements of Strategic Quality Linked to Survey

Wilkinson et Dow et al., Anderson et al. Curkovic et al. Kearney, 1992 Mintzberg, Dale and Scholtes, 1999
al., 1994 1999 1994 2000 1998 Cooper, 1994
Leadership Planning People Focus Process Leadership Leadership Leadership Leadership
Management
Prevention Supplier Focus Process
based process Management Supplier Focus
management

Questions in Questions in Questions in Questions in Questions in Questions in Questions in Questions in

the survey that the survey that the survey that the survey that the survey that the survey the survey that the survey that
are related to are related to are related to are related to are related to that are are related to are related to
these factors these factors these factors these factors these factors related to these factors these factors
these factors
1, 2, 3, 4, 31 5, 6, 7, 18 5, 6, 7, 14, 15, 14, 15, 16, 17, 1, 2, 3, 4 1, 2, 3, 4 1, 2, 3, 4
16, 17 18 1, 2, 3, 4, 11,
12, 13, 14, 15,
16, 17, 32, 33

293
2.1H - Elements of Strategic Quality Linked to Survey
Yusof and Quazi et al. Davies et al. Kanji, 2002 Porter and Larson and Ahmad and Mukherjee (Westlund,
Aspinwall, 1998 2001 Parker, 1993 Sinha, 1995 Schroeder, and Lapre, 2001)
1999 2002 1998
Leadership Planning Leadership Leadership Planning Customer People Focus People Focus Fulfilling
Focus obligations to
all stakeholders
and society
Questions in Questions in Questions in Questions in Questions in Questions in Questions in Questions in Questions in
the survey that the survey that the survey that the survey that the survey that the survey the survey that the survey the survey that
are related to are related to are related to are related to are related to that are are related to that are are related to
these factors these factors these factors these factors these factors related to these factors related to these factors
these factors these factors
1, 2, 3, 4 5, 6, 7 1, 2, 3, 4 1, 2, 3, 4 5, 6, 7 11, 12, 13 34
8, 9, 10 11, 12, 13

294
Appendix 3 - Summary of Literature Linking Quality with Performance
Elements of a strategic approach to quality Performance Improvement

management

Employee Fulfillment Customer Satisfaction (Anderson et al. 1995)

Customer Focus Product/service quality (Grandzol and
Gershon, 1997)
TQM Practices (management of process Customer Satisfaction (Choi and Eboch 1998;
quality, human resources management, Forza and Glippini , 1998)
strategic quality planning, and information
and analysis)
Continuous improvement Customer Satisfaction (Rungtusanatham et
al., 1998)
Customer focus Market share increase, and Return on Assets.
(Das et al., 2000).
Executive commitment, an open organisation, Financial performance made up of sales,
and employee empowerment, growth, profitability, and revenue growth.
(Powell 1995)
Effective TQM programs Market returns, operating income, sales,
sales/employees, sales/assets, cost/sales,
capital expenditure/assets, number of
employees, and assets. Hendricks and Singhal
(1997)
Senior management involvement and Net profit as a percentage of sales, Return On
recognition, Assets, and sales growth. (Adam et al., 1997)
TQM practices Growth in sales, return on sales, return on
assets, and growth in overall profitability.
(Chenhall, 1997)
Continuous improvement Financial performance as defined by Return
On Investment, market share, capital
investment ratio, and product/service quality.
(Grandzol and Gershon, 1997)
Adoption of TQM Financial performance as defined by net
income/sales, net income/assets, operating
income/sales, operating income/assets, net
income and operating income per employee,
sales per employee, total inventory to sales
and cost of goods sold, and cumulative daily
stock returns. (Easton and Jarrell, 1998)
Process management and information Financial performance as defined by market
management, share, market share growth, Return On
Investment and Return On Investment growth,
Return On Sales and Return On Sales growth,
and customer satisfaction. (Wilson and
Collier, 2000)

295
TQM practices Financial performance as defined by growth
in earnings, growth in revenue, changes in
market share, Return On Assets, and long run
level of profitability. (Douglas and Judge,
2001)
High top management commitment Have higher quality products. (Ahire and
O’Shaughnessy, 1998)
Customer focus, supplier quality Product quality (Ahire and O’Shaughnessy,
management, and empowerment 1998)
Employee relations and training Product quality (Ho et al., 2001)

Awards winning Positive impact on stock price (Hendricks and

Singhal, 1996)
leadership, human resource management, morale and productivity (Dow et al., 1999)
customer focus
Commitment to quality management Improvement in employee morale (Wilkinson
et al., 1994)
TQM strategies Employee relations, operating procedures,
customer satisfaction and financial
performance (Ritter, 1991)
TQM practices Strong positive relationship between TQM
practices and employee satisfaction (Kayis et
al., 2003)
TQM practices Positive effect on employees’ work-related
attitudes including job satisfaction. (Karia et
al., 2006)
Leadership, people management, and Morale and Productivity (Samson and
customer focus Terziovki, 1999)
Leadership Human Resources (Pannirselvam and
Ferguson, 2001)
Significant positive relationships between Eskildsen and Dahlgaard (2000)
leadership, people management, policy and
strategy, and alliances and resources.

Leadership must clearly establish and Davies et al. (2001)

maintain the focus on stakeholders, give
priority to long term strategic planning,
ensure an appropriate structure and system for
continuous improvement, motivate
individuals and teams, and monitor success.
long-term partnerships with suppliers and higher financial performance (Ittner and
customers Larcker (1996)
TQM lead to improvements in customer Wilkinson et. al. (1994)
satisfaction, complaints and teamwork.

296
product design, process management positive relationship between empowerment,
commitment and training (Ahire et al., 1996)
Reliance on detection, reactive strategies and Soltani and Wilkinson (2010)
hard aspects of TQM resulted as opposed to
prevention, proactive strategies and soft
people-based issues leads to unfavourable
results.

297
Appendix 4 - Senior leadership reflection questions

December 5, 2012

Link between Excellence and Employee Satisfaction/Engagement/Morale

Reflection Questions

1) How does your organisation define employee satisfaction

2) How does your organisation define employee morale
3) How does your organisation define employee engagement
4) How does your organisation measure Employee satisfaction/Engagement/Morale
5) How does your organisation measure progress on your organisations excellence journey
6) What is the link between your excellence journey and your employee
satisfaction/morale/engagement
7) What is the return on excellence in terms of your employees
8) What is the return to the organisation of engaged/satisfied/high morale employees?
9) How are your employees better off as a result of your excellence efforts
10) What are some of the negative impacts of your excellence journey on employees?

Pre-meeting Reflection Questions

1) How does your organisation define employee satisfaction

2) How does your organisation define employee morale
3) How does your organisation define employee engagement
4) How does your organisation measure Employee satisfaction/Engagement/Morale
5) How does your organisation measure progress on your organisations excellence journey
6) What is the link between your excellence journey and your employee
satisfaction/morale/engagement
7) What is the return on excellence in terms of your employees
8) What is the return to the organisation of engaged/satisfied/high morale employees?
9) How are your employees better off as a result of your excellence efforts
10) What are some of the negative impacts of your excellence journey on employees?

298
Appendix 5 - Survey with references

Strategic Quality Questions

Drivers Question Literature Reference

Leadership 1. Employees understand the overall (Crosby, 1980; Juran, 1980;
aim or mission of the organisation Deming, 1982; Deming,
2. Senior Leaders provide clear 1986; Saraph et al., 1989;
direction for the future Kearney, 1992; Dale and
3. Senior Leaders demonstrate a Cooper, 1994; Dean and
commitment to continuous Bowen, 1994; Flynn et al.,
improvement 1994; Waldman, 1994;
4. I see strong evidence of effective Wilkinson et al., 1994;
leadership from senior leaders Powell, 1995; Ahire et al.,
1996; Black and Porter,
1996; Zeitz et al., 1997;
Mintzberg, 1998; Samson
and Terziovski, 1999;
Scholtes, 1999; Yusof and
Aspinwall, 1999; Eskildsen
and Dahlgaard, 2000;
Excellence Canada, 2000;
Davies et al. 2001;
Pannirselvam and Ferguson,
2001; Kanji, 2002; SAI
Global, 2004; Soltani, 2005;
NIST, 2009; EFQM, 2010;
Soltani and Wilkinson, 2010)
Planning 5. We have a comprehensive and (Crosby, 1980; Juran, 1986;
structured planning process which Saraph et al., 1989; Porter
regularly sets short and long term and Parker, 1993; Powell,
goals 1995; Black and Porter,
6. We incorporate Customer/client 1996; Quazi et al. 1998; Dow
input into the planning process et al., 1999; Samson and
7. We incorporate employee input into Terziovski, 1999;
the planning process Ravichandran and Rai, 1999;
Excellence Canada, 2000;
Wilson and Collier 2000;
SAI Global, 2004; Davies,
2008; NIST, 2009; EFQM,
2010)
Customer Focus 8. We all work together to meet or (Saraph et al., 1989; Dean and
exceed our internal / external Bowen, 1994; Flynn et al.,
customers / client needs. 1994; Waldman, 1994;

299
 9. We regularly measure our Larson and Sinha, 1995;
customer/client satisfaction. Powell, 1995; Black and
10. We incorporate customer/client Porter, 1996; Zeitz et al.,
feedback into our product and/or 1997; Samson and Terziovski,
services improvement 1999; Excellence Canada,
2000; Wilson and Collier
2000; SAI Global, 2004;
NIST, 2009; EFQM, 2010)

People Focus 11. We regularly measure our (Saraph et al., 1989;

employee satisfaction Anderson et al. 1994; Flynn
12. My ideas for improvement are et al., 1994; Waldman, 1994;
encouraged Ahire et al., 1996; Black and
13. We are recognized appropriately Porter, 1996; Zeitz et al.,
(formally or informally) for good 1997; Mukherjee and Lapre,
work 1998; Samson and
Terziovski, 1999; Eskildsen
and Dahlgaard, 2000;
Excellence Canada, 2000;
Wilson and Collier 2000;
Pannirselvam and Ferguson,
2001; Ahmad and Schroeder,
2002; SAI Global, 2004;
Davies, 2008; NIST, 2009;
EFQM, 2010; Soltani and
Wilkinson, 2010)

Process 14. We document important processes (Crosby, 1980; Juran, 1980;

Management 15. I follow our processes / policies to Deming, 1982; Deming,
ensure our work is of the highest 1986; Saraph et al., 1989;
quality Feigenbaum, 1991; Anderson
16. We monitor important processes et al. 1994; Dean and Bowen,
17. We analyze important processes to 1994; Flynn et al., 1994;
determine opportunities for Waldman, 1994; Powell,
continuous improvement 1995; Samson and Terziovski,
1999; Eskildsen and
Dahlgaard, 2000; Excellence
Canada, 2000; Curkovic et al.
2000; Pannirselvam and
Ferguson, 2001; Davies,
2008; NIST, 2009; EFQM,
2010)

300
Supplier Partner 18. Our suppliers and or partners work (Saraph et al., 1989; Flynn et
Focus closely with us to improve al., 1994; Waldman, 1994;
important processes Powell, 1995; Ahire et al.,
1996; Black and Porter, 1996;
Zeitz et al., 1997; Dow et al.,
1999; Ravichandran and Rai,
1999; Curkovic et al. 2000;
Eskildsen and Dahlgaard,
2000; Excellence Canada,
2000; EFQM, 2010)

Organisational 19. In general, our customers / clients (Samson and Terziovski,

Performance think we are a great organisation 1999; Excellence Canada,
20. In general, our employees think we 2000; SAI Global, 2004;
are a great organisation NIST, 2009; EFQM, 2010)
21. In general, our processes are
working well
22. In general, our suppliers and or
partners think we are a great
organisation
23. In general, we are meeting our
financial performance goals as an
organisation

Measurement, 24. We have well established methods (Crosby, 1980; Juran, 1986;
Analysis, and to share knowledge about our Saraph et al., 1989; Flynn et
knowledge important processes al., 1994; Powell, 1995; Ahire
Management et al., 1996; Black and Porter,
1996; Zeitz et al., 1997;
Samson and Terziovski, 1999;
SAI Global, 2004; NIST,
2009)

Innovation, 25. The organisation encourages (Waldman, 1994; Ahire et al.,

Quality and employees to find completely new 1996; Black and Porter, 1996;
Improvement ways to get our work done Zeitz et al., 1997; Excellence
effectively. Canada, 2000; SAI Global,
2004)

Leadership 26. Senior Leaders are actively (Crosby, 1980; Juran, 1980;
through involved in direction of continuous Deming, 1982; Deming,
involvement quality improvement 1986; Saraph et al., 1989;
Dean and Bowen, 1994;

301
 Flynn et al., 1994; Waldman,
1994; Ahire et al., 1996; Zeitz
et al., 1997; Excellence
Canada, 2000; Eskildsen and
Dahlgaard, 2000; SAI Global,
2004; NIST, 2009; EFQM,
2010)

Factual 27. Whenever possible, we use facts / (Crosby, 1980; Juran, 1986;
approach to data to guide the decisions we make Saraph et al., 1989; Flynn et
decision making in this organisation. al., 1994; Waldman, 1994;
Ahire et al., 1996; Black and
Porter, 1996; Zeitz et al.,
1997; Excellence Canada,
2000; SAI Global, 2004;
NIST, 2009; EFQM, 2010)
Primary focus 28. Our primary focus is to meet or (Dean and Bowen, 1994;
on the exceed the customers / client needs Flynn et al., 1994; Waldman,
customers 1994; Powell, 1995; Black
and Porter, 1996; Zeitz et al.,
1997; Samson and Terziovski,
1999; Excellence Canada,
2000; Wilson and Collier
2000; SAI Global, 2004;
NIST, 2009; EFQM, 2010)

Continuous 29. The organisation encourages all (Crosby, 1980; Juran, 1980;
learning and employees to develop to their full Deming, 1982; Deming,
people potential 1986; Saraph et al., 1989;
involvement 30. I regularly make suggestions that Flynn et al., 1994; Waldman,
will help us improve the quality of 1994; Powell, 1995; Ahire et
the work we do. al., 1996; Black and Porter,
1996; Excellence Canada,
2000; SAI Global, 2004;
Davies, 2008; NIST, 2009;
EFQM, 2010; Soltani and
Wilkinson, 2010)

Prevention 31. We look for ways to prevent errors (Crosby, 1980; Juran, 1980;
based process / problems rather than making Deming, 1982; Deming,
management corrections later. 1986; Waldman, 1994;
Excellence Canada, 2000;
NIST, 2009; Soltani and

302
 Wilkinson, 2010)

Cooperation 32. We create positive relationships (Deming, 1982; Deming,

and teamwork (both inside and outside our 1986; Dean and Bowen, 1994;
(including organisation) through co-operation Waldman, 1994; Excellence
partnerships) and teamwork. Canada, 2000; Eskildsen and
33. The co-operation / teamwork in this Dahlgaard, 2000;
organisation inspire me to do my Pannirselvam and Ferguson,
best work every day 2001; Davies, 2008; NIST,
2009)

Fulfilling 34. This is a socially and (Excellence Canada, 2000;

obligations to environmentally responsible Westlund, 2001; SAI Global,
all stakeholders organisation. 2004; NIST, 2009; EFQM,
and society 2010)

Focus on 35. We focus on creating value for our (Saraph et al., 1989; Flynn et
Results and customers/clients al., 1994; Ahire et al., 1996;
Creating value SAI Global, 2004; NIST,
2009; EFQM, 2010)

Continuous 36. We are all focused on continuously (Crosby, 1980; Deming,

improvement improving how we do our work. 1982; Deming, 1986; Juran,
and 37. I do my part to make sure we 1986; Dean and Bowen,
breakthrough constantly improve how we do our 1994; Waldman, 1994;
thinking work. Powell, 1995; Ahire et al.,
1996; Black and Porter,
1996; Zeitz et al., 1997;
Excellence Canada, 2000;
SAI Global, 2004; NIST,
2009; EFQM, 2010)

303
Employee Happiness Questions - Element of Employee satisfaction

Question
38) Think of your job in general. All in all, how do you feel about it
most of the time? Employee
39) How do you feel about the work you do most of the time? Satisfaction:
40) How do you feel about the pay you get now?
41) How do you feel about the opportunities you have for promotion Construct Adapted
now? from:
42) How do you feel about the kind of supervision you get on your job?
43) How do you feel about the majority of people with whom you work  Smith et al.
with? (1969)
44) My work allows me to use a variety of skills  Hackman and
45) My work allows me to complete whole tasks Oldham (1975)
46) My work has an important impact on the lives of others, either  Hoppock
within the organisation or the world at large (1935)
47) I have freedom and independence to determine how my work will  Locke (1976)
be carried out
48) I regularly get feedback about the effectiveness of my efforts, either
directly from the work itself or from others

Employee Happiness Questions - Employee Morale and Engagement

49) I would, without hesitation, recommend this organisation to a friend

seeking employment Employee Morale and
50) Given the opportunity, I tell others great things about working here Engagement
51) It would take a lot to get me to leave this organisation
52) I rarely think about leaving this organisation to work somewhere
else Construct Adapted
53) This organisation inspires me to do my best work every day from:
54) This organisation motivates me to contribute more than is normally
required to complete my work  Mowday et al.
55) I feel that my opinion matters to the organisation (1979),
56) Morale is good here  Meyer and
57) I work reasonable hours Allen (1991)
58) I take time for breaks and lunch  Macey and
59) I feel valued Schneider
60) I feel that I’m being treated fairly (2008)
61) I like working here  Lodahl and
Kejner (1965)
 Baehr and
Renck, (1958)
 Johnsrud

304
 (1996)
 Cook et al.
(1981)
 Schneider and
Bowen, (1985)
 Johnson,
(1996)
 Ryan et al.
(1996)
 Griffith,
(2001)
 (Schneider and
Bowen, 1985)
 (Johnson,
1996)
 (Ryan et al.
1996)
 (Griffith,
2001)

305
Employee Attribute Questions

Position 1) Which of the following best (Lee and Wilbur, 1985, Bedeian et
describes your role at your al, 1992; Guimaraes and Igbaria,
organisation: 1992; Bilgic, 1998; Lim and Teo,
1998; Samson and Terziovki, 1999;
- Senior Leadership, Sureshchandar et al., 2003)
- Management (I report to Senior
Leadership),
- Front Line Employee (I primarily
report to Management)

Tenure 2) How long have you worked at

your organisation?

- Less than 6 months,

- 6 months – 2 years,
- 3-5 years,
- 6-10 years,
- More 10+ years.

Employment 3) Employment status

Status
- Full time
- Part time
- Temporary position
- Other
Award 4) Has your organisation ever won
winning a Canada Award for
status Excellence?
- Yes
- No
- Don’t Know

New Question:

Which of the following Quality Tools/techniques does your organisation use? (Choose as many
as you wish)
o Communities of Practice
o Failure Mode and Effects Analysis (FMEA)

306
o Process Mapping
o Value Stream Mapping
o ISO 9000
o Internal or external benchmarking
o Control chart
o Balanced Scorecard
o Five S's
o Pareto Chart
o Histogram
o TQM (Total Quality Management)
o Quality Circles
o Six Sigma
o Scatter Diagram
o "In-house" method
o Lean
o Excellence Canada/NQI (National Quality Institute)
o Root Cause Analysis
o Other Please enter an 'other' value for this selection.

307
Appendix 6 - Methodological Summary

Paper Methodological summary

Author(s) Paper Methodology Methods
General Management Practices: US Companies Positivist Survey, and
Auditing Improve Performance through Quality follow up
Office Efforts. interviews
(1990)
Cruise `In Search of Quality: An Assessment of Interpretivist In depth
O’ Brien and 42 British Organisations Using the assessments
Voss (1992) Baldrige Criteria’
Whyte and Witcher The Adoption of Total Quality Positivist Survey
(1992) Management in Northern
England
Lawler et al. (1992) Employee Involvement and Total Positivist Survey
Quality Management
Binney (1992) Making Quality Work: Lessons from Interpretivist Case Study and
Europe’s Leading Companies. interviews (50
companies)
Kearney `Total Quality: Time to Take off the Positivist Survey
(1992) Rose Tinted Spectacles’
Institute of Quality: People Management Matters. Positivist Survey
Personnel
Management (1993)
Boje and Winsor The Resurrection of Taylorism: Total Postmodern Storytelling the
(1993) Quality Management’s Hidden Agenda. hidden agenda
of TQM
Wilson and Durant Evaluating TQM: The Case for a Theory Interpretivist Literature
(1994) Driven Approach review
Flynn et al. (1995) The Impact of Quality Management Positivist Surveys, path
Practices on Performance and analysis
Competitive Advantage
Lawler et al. (1995) Creating High Performance Positivist Survey
Organisations: Employee Involvement
and Total Quality Management
Lam (1995) The impact of total quality management Positivist Survey
on front-line supervisors and their work
Powell (1995) Total Quality Management as Positivist Survey,
Competitive Advantage: A Review and statistical
Empirical Study correlation

Rust et al. (1995) Return on quality (ROQ): Making Positivist Data analysis,
service quality financially accountable hypothesis
testing
Anderson et al. A Path Analytic Model of a Theory of Positivist Surveys, Path
(1995) Quality Management Underlying the analysis
Deming Management Method:
Preliminary Empirical Findings
Hendricks and Quality Awards and the Market Value of Positivist Studied events
Singhad (1996) the Firm: An Empirical Investigation with statistical

308
 test
Lam (1996) Total quality management and its impact Positivist Survey
on middle managers and front-line
workers
Boje et al. (1997) Restoring reengineering Postmodern Storytelling
Chenhall (1997) Reliance on manufacturing performance Positivist Survey,
measures, total quality management and Regression,
organisational performance ANOVA
Forker (1997) Factors affecting supplier quality Positivist Surveys
performance
Adam et al. (1997) An international study of quality Positivist Survey,
improvement approach and firm Regression
performance
Grandzol and Which TQM practices really matter: an Positivist Surveys,
Gershon (1997) empirical investigation Structural
equation
modeling
Ittner and Larcker Measuring the impact of quality Positivist Survey
(1996) initiatives on firm financial performance
Hendricks and Does Implementing an Effective TQM Positivist Studied events
Singhad (1997) Program Actually Improve Operating with statistical
Performance? test
Kivimaki et al. Does the implementation of total quality Positivist Surveys,
(1997) management change the wellbeing and Measures,
work-related attitudes of health care Advanced
personnel? statistics
Ahire and The role of top management Positivist Survey,
O’Shaughnessy commitment in quality management: an Regression, t-
(1998) empirical analysis of the auto parts tests
industry
Easton and Jarrell The Effects of Total Quality Positivist Interviews,
(1998) Management on Corporate Performance: Wilcoxon rank
An Empirical Investigation sum test,
Wilcoxon
signed-rank test
Handfield et al. Quality-driven change and its effects on Positivist Survey
(1998) financial performance
Forza and Flippini TQM impact on quality conformance Positivist Surveys,
(1998) and customer satisfaction: A causal Structural
model equation
modeling
Choi and Eboch The TQM Paradox: Relations among Positivist Survey,
(1998) TQM practices, plant performance, and Structural
customer satisfaction Equation
modeling
Rungtusanatham et A replication study of a theory of quality Positivist Survey,
al. (1998) management underlying the Deming Structural
management method: insights from an Equation
Italian context modelling

309
Pannirselvam et al. Validation of the Arizona Governor's Positivist Score analysis,
(1998) Quality Award criteria: a test of the statistical
Baldrige criteria correlation.
Henderson et al. Energizing the business- creating Interpretivist Case study
(1999) business excellence in a service based
electrical utility
Samson and The relationship between total quality Positivist Surveys,
Terziovski (1999) management practices and operational multiple
performance regression
analysis
Das et al. (2000) A Contingent View of Quality Positivist Survey,
Management--The Impact of Structural
International Competition on Quality equation
modeling
Curkovic et al. Validating the Malcolm Baldrige Positivist interviews from
(2000) National Quality Award Framework managers,
through structural equation modelling Surveys,
Structural
Equation
modelling
Leonard and Grounded theory methodology and Interpretivist Grounded
McAdam (2001) practitioner reflexivity in TQM research Theory, Case
Study
Ho et al. (2001) Total quality management: an empirical Positivist Survey,
test for mediation effect. regression
analysis
Downs and Eastman Images of quality: deconstructing the Postmodern Film analysis
(2001) quest for excellence
Douglas and Judge Total Quality Management Positivist Survey,
(2001) Implementation and Competitive Regression
Advantage: The Role of Structural analysis
Control and Exploration
Hendricks and The Long-Run Stock Price Performance Positivist Studied events
Singhad (2001) of Firms with Effective TQM Programs with statistical
test
Coughlan and Action research for operations Interpretivist Action research.
Coghlan (2002) management Participative
research
Kaynak (2003) The relationship between total quality Positivist Surveys,
management practices and their effects advanced
on firm performance statistics.
Structural
Equation
Modelling
Leonard and The corporate strategic-operational Interpretivist Grounded
McAdam (2002) divide and TQM Theory Case
Study
Kayis et al. (2003) A comparative analysis of cultural, Positivist Survey
conceptual and practical constraints on
quality management implementations--

310
 findings from Australian and Korean
banking industries
Sureshchandar et al. The influence of total quality service age Positivist Advanced
(2003) on quality and operational performance statistics survey
analysis
Combe and Strategy paradigms for the management Interpretivist Case study.
Botschen (2004) of quality: dealing with complexity Paradigm
review
Douglas and Evaluating the Deming Management Positivist Structural
Fredendall (2004) Model of Total Quality in Services Equation
modeling
Svensson and Wood Corporate ethics in TQM: management Interpretivist In depth
(2005) versus employee expectations and interviews
perceptions longitudinal
study
Kaynak and Hartley Exploring quality management practices Positivist Survey
(2005) and high tech firm performance
Karia and Asaari The effects of total quality Positivist Survey
(2006) management practices on
employees’ work-related attitudes
Wilson and Collier An Empirical Investigation of the Positivist Survey,
(2000) Malcolm Baldrige National Quality Structural
Award Causal Model equation
modeling.
Boyer and Swink Empirical Elephants – Why Multiple Interpretivist Literature
(2008) Methods are essential to quality research Review
in Operations and Supply Chain
Management
McAdam et al. A grounded theory research approach to Interpretivist Grounded
(2008) building and testing TQM theory in Theory Case
operations management Study
Oakland and Tanner The relationship between Business Positivist Survey
(2008) Excellence and Performance – An (actually state exploring
empirical study using Kanji’s that they are relationships
Leadership Excellence Model taking a
positivist
approach)
Freieseleben (2009) The quest for Quality as guided Positivist Direct
evolution comparison of
Quality
improvement to
Natural Science
Psychogios et al. Getting to the heart of the debate: TQM Positivist Survey
(2009) and middle manager autonomy.
Soltani and Stuck in the middle with you. The Interpretivist Case Study and
Wilkinson (2010) effects of incongruency of senior and semi structured
middle manager’ orientations on TQM interviews
programmes
Jayamaha et al. A study of the validity of three major Positivist Score analysis,
(2009) business excellence models in the Asia structural

311
 Pacific region equation
modeling
Fry et al. (2010) Proactive coaching for employee Interpretivist Case Study
development and improved business
results
Coelho and Vilares Measuring the return of quality Positivist Advanced
(2010) investments statistics
Kim et al. (2010) European Foundation for Quality Positivist Literature
Management Business Excellence model review
– An integrative review and research
agenda
Kristianto et al. Adopting TQM Approaches to achieve Positivist Survey
(2012) customer satisfaction
Lam et al. (2012) A structural equation model of TQM, Positivist Survey,
market orientation and service quality Structural
Equation
modelling

312
Appendix 7 - Additional Descriptive Analysis

Table a7.1 – Descriptive analysis of Quality Construct Variable

Descriptives
Statistic Std. Error

Mean 5.6070 .04143

95% Confidence Interval for Lower Bound 5.5257

Mean Upper Bound 5.6884

5% Trimmed Mean 5.6763

Median 5.7838

Variance 1.013

Quality Std. Deviation 1.00627

Minimum 1.97

Maximum 7.00

Range 5.03

Interquartile Range 1.30

Skewness -.940 .101

Kurtosis .705 .201

Table a7.2 - Descriptive analysis of Employee Construct Variable

Descriptives
Statistic Std. Error

Mean 5.5521 .04288

95% Confidence Interval for Lower Bound 5.4679

Mean Upper Bound 5.6364

5% Trimmed Mean 5.6235

Median 5.7500

Variance 1.067

Employee Std. Deviation 1.03277

Minimum 1.29

Maximum 7.00

Range 5.71

Interquartile Range 1.29

Skewness -1.042 .101

Kurtosis 1.021 .203

313
Table a7.3 - Descriptive analysis of Satisfaction Construct Variable

Descriptives
Statistic Std. Error
Mean 5.6105 .03880
95% Confidence Interval Lower Bound 5.5343
for Mean Upper Bound 5.6867
5% Trimmed Mean 5.6718
Median 5.8182
Variance .873
Satisfaction Std. Deviation .93450
Minimum 1.45
Maximum 7.00
Range 5.55
Interquartile Range 1.18
Skewness -1.074 .101
Kurtosis 1.605 .203

Table a7.4 - Descriptive analysis of Engagement Construct Variable

Descriptives
Statistic Std. Error

Mean 5.6399 .05411

95% Confidence Interval for Lower Bound 5.5337

Mean Upper Bound 5.7462

5% Trimmed Mean 5.7588

Median 6.0000

Variance 1.689

Engagement Std. Deviation 1.29968

Minimum 1.00

Maximum 7.00

Range 6.00

Interquartile Range 1.67

Skewness -1.244 .102

Kurtosis 1.258 .203

314
Table a7.5 - Descriptive analysis of Morale Construct Variable

Descriptives
Statistic Std. Error

Mean 5.3881 .05093

95% Confidence Interval for Lower Bound 5.2880

Mean Upper Bound 5.4881

5% Trimmed Mean 5.4754

Median 5.5714

Variance 1.499

Morale1 Std. Deviation 1.22442

Minimum 1.00

Maximum 7.00

Range 6.00

Interquartile Range 1.57

Skewness -.956 .102

Kurtosis .680 .203

Table a7.6 – Three Category Quality Measure Descriptives

Descriptives
Statistic Std. Error

Mean 2.0017 .02295

95% Confidence Interval for Lower Bound 1.9566

Mean Upper Bound 2.0468

5% Trimmed Mean 2.0019

Median 2.0000

Variance .311

quality3cat Std. Deviation .55740

Minimum 1.00

Maximum 3.00

Range 2.00

Interquartile Range .00

Skewness .001 .101

Kurtosis .236 .201

315
Table a7.7 Descriptives of new variables

316
Table a7.8 – Quality Construct Item-total statistics.

Quality Construct - Item-Total Statistics

Cronbach's
Corrected Alpha if
Item-Total Item
Correlation Deleted
Employees understand the overall aim or mission of the organisation .560 .978

Senior Leaders provide clear direction for the future .775 .977

Senior Leaders demonstrate a commitment to continuous improvement .733 .977

I see strong evidence of effective leadership from senior leaders .779 .977

We have a comprehensive and structured planning process which regularly sets short and .730 .977
long term goals

We incorporate Customer/client input into the planning process .679 .977

We incorporate employee input into the planning process .741 .977

We all work together to meet or exceed our internal / external customers / client needs. .811 .977

We regularly measure our customer/client satisfaction. .671 .977

We incorporate customer/client feedback into our product and/or services improvement .737 .977

We regularly measure our employee satisfaction .700 .977

My ideas for improvement are encouraged .774 .977

We are recognized appropriately (formally or informally) for good work .705 .977

We document important processes .731 .977

I follow our processes / policies to ensure our work is of the highest quality .688 .977

We monitor important processes .685 .977

We analyze important processes to determine opportunities for continuous improvement .793 .977

Our suppliers and or partners work closely with us to improve important processes .708 .977

In general, our customers / clients think we are a great organisation .758 .977

In general, our employees think we are a great organisation .756 .977

317
In general, our processes are working well .788 .977

In general, our suppliers and or partners think we are a great organisation .778 .977

In general, we are meeting our financial performance goals as an organisation .598 .977

We have well established methods to share knowledge about our important processes .768 .977

The organisation encourages employees to find completely new ways to get our work done .760 .977
effectively.

Senior Leaders are actively involved in direction of continuous quality improvement .801 .977

Whenever possible, we use facts / data to guide the decisions we make in this organisation .793 .977

Our primary focus is to meet or exceed the customers / client needs .724 .977

The organisation encourages all employees to develop to their full potential .776 .977

I regularly make suggestions that will help us improve the quality of the work we do. .522 .978

We look for ways to prevent errors / problems rather than making corrections later. .728 .977

We create positive relationships (both inside and outside our organisation) through co- .781 .977
operation and teamwork.

The co-operation / teamwork in this organisation inspire me to do my best work every day .758 .977

This is a socially and environmentally responsible organisation .754 .977

We focus on creating value for our customers/clients .759 .977

We are all focused on continuously improving how we do our work .808 .977

I do my part to make sure we constantly improve how we do our work .652 .977

318
Table a7.9 – Employee Happiness Item-Total Statistics

Employee Happiness - Item-Total Statistics

Corrected Cronbach's
Item-Total Alpha if Item
Correlation Deleted
Think of your job in general. All in all, how do you feel about it most of the time? .783 .957

How do you feel about the work you do most of the time? .692 .958
How do you feel about the pay you get now? .542 .959
How do you feel about the opportunities you have for promotion now? .698 .958

How do you feel about the kind of supervision you get on your job? .676 .958

How do you feel about the majority of people with whom you work with? .538 .959

My work allows me to use a variety of skills .624 .958

My work allows me to complete whole tasks .599 .958
My work has an important impact on the lives of others, either within the organisation .489 .959
or the world at large
I have freedom and independence to determine how my work will be carried out .638 .958

I regularly get feedback about the effectiveness of my efforts, either directly from the .673 .958
work itself or from others
I would, without hesitation, recommend this organisation to a friend seeking .797 .957
employment
Given the opportunity, I tell others great things about working here .813 .956

It would take a lot to get me to leave this organisation .790 .956

I rarely think about leaving this organisation to work somewhere else .761 .957

This organisation inspires me to do my best work every day .839 .956

This organisation motivates me to contribute more than is normally required to .824 .956
complete my work
I feel that my opinion matters to the organisation .810 .956
Morale is good here .769 .957
I work reasonable hours .476 .960
I take time for breaks and lunch .466 .961
I feel valued .830 .956
I feel that I’m being treated fairly .803 .956
I like working here .865 .956

319
Table a7.10 - Satisfaction Measures Item-Total Statistics

Satisfaction Measures - Item-Total Statistics

Cronbach's
Corrected Alpha if
Item-Total Item
Correlation Deleted
Think of your job in general. All in all, how do you feel about it most of the time? .776 .881

How do you feel about the work you do most of the time? .738 .884
How do you feel about the pay you get now? .523 .897
How do you feel about the opportunities you have for promotion now? .654 .890

How do you feel about the kind of supervision you get on your job? .628 .889

How do you feel about the majority of people with whom you work with? .486 .896

My work allows me to use a variety of skills .708 .885

My work allows me to complete whole tasks .640 .888
My work has an important impact on the lives of others, either within the organisation or .569 .892
the world at large
I have freedom and independence to determine how my work will be carried out .662 .887

I regularly get feedback about the effectiveness of my efforts, either directly from the work .658 .887
itself or from others

Table a7.11 – Engagement Measure Item-Total Statistics

Engagement Measure Item-Total Statistics

Cronbach's
Corrected Alpha if
Item-Total Item
Correlation Deleted
I would, without hesitation, recommend this organisation to a friend seeking employment .818 .928

Given the opportunity, I tell others great things about working here .832 .926

It would take a lot to get me to leave this organisation .846 .924

I rarely think about leaving this organisation to work somewhere else .791 .933

This organisation inspires me to do my best work every day .842 .924

This organisation motivates me to contribute more than is normally required to complete my .814 .927
work

320
Table a7.12 – Morale Measure Item-Total Statistics.

Morale Item-Total Statistics

Cronbach's
Corrected Alpha if
Item-Total Item
Correlation Deleted
I feel that my opinion matters to the organisation .731 .868

Morale is good here .749 .867

I work reasonable hours .491 .896
I take time for breaks and lunch .537 .900
I feel valued .815 .858
I feel that I’m being treated fairly .820 .859
I like working here .770 .868

Table a7.13 - Coding Summary with count

CODES-PRIMARY-DOCUMENTS-TABLE

Code-Filter: All [18]

PD-Filter: All [3]
Quotation-Filter: All [272]
P 1: TOTALS:
return on excellence 71 71
return for the organisation 50 50
engagement 37 37
definition 36 36
employees better off 36 36
link between excellence and happiness 30 30
negative impact 28 28
cause 24 24
solution ideas 19 19
generational differences 16 16
metrics 15 15
morale 15 15
satisfaction 13 13
star performers 13 13
empowerment 5 5
leadership 5 5
multi cultural 4 4
happiness 3 3
TOTALS: 420 420

321
Table a7.14 – Significant Word Count from Focus Group Transcript (More than 20 occurrences)

Total
WORDS Length P1 P2 P3 Count
engagement 10 40 4 26 70
people 6 37 2 17 56
satisfaction 12 20 13 12 45
can 3 27 4 11 42
was 3 40 0 1 41
with 4 31 3 7 41
get 3 27 0 13 40
more 4 23 3 13 39
things 6 30 2 7 39
excellence 10 17 8 13 38
employees 9 15 4 16 35
engaged 7 22 1 12 35
want 4 29 0 6 35
employee 8 11 8 10 29
impact 6 15 5 9 29
organisation 12 20 3 6 29
job 3 7 14 7 28
just 4 23 1 4 28
our 3 26 0 2 28
going 5 19 1 7 27
really 6 22 0 5 27
other 5 18 2 6 26
work 4 14 2 10 26
some 4 22 0 2 24
very 4 18 0 6 24
§ 1 0 0 23 23
them 4 13 0 10 23
up 2 18 0 5 23
will 4 16 1 6 23
being 5 16 2 4 22
quality 7 13 4 5 22
question 8 20 0 2 22
where 5 15 0 7 22
when 4 14 0 7 21

322
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