MANE 6319 - Quality Management Systems

Description	Master Document
Author(s)	Doug Timmer, Ph.D.
Copyright	Copyright © 2024 Doug Timmer

Welcome to MANE 6319 - Quality Management Systems

Welcome to MANE 6319 - Quality Management Systems for the Summer 2024 semester! This document will provide an online master document for all of the handouts for MANE 6319. This document was created using a technology that will be covered in class and promises to have several advantages:

The master document is searchable. It will be possible to search all of the handouts simultaneously.
This document is formatted for viewing on smartphones, tablets and web browsers.
Finally, these documents are designed to accessible and support text-to-speech functionality including mathematical equations.

Classroom Information ↵

MANE 6319 - Quality Management Systems

Summer III 2024

Welcome

Welcome to MANE 6319: Quality Management Systems! My name is Dr. Doug Timmer and I will be your instructor for this course. I have a wealth of research and work experience in quality/quality management and look forward to sharing that information with you. My picture is shown below.

Picture of Dr. Timmer

This picture was created using a neural network that transferred the style from van Gogh's Starry Night painting (shown below ) to a picture of me in my office.

Starry Night Painting

Course Description

"Introduces philosophies, tools and methodologies of TQM, quality systems (ISO 9000, ISO 14000, 6-sigma), bench marking, quality function deployment, Taguchi method, Failure Mode and Effects Analysis (FMEA) and management tools."

Course Organization

This course is offered as online asynchronous course. I would like to have a voluntary Zoom/Teams meeting on Monday evening at a time to be determined. The weekly Zoom meetings will provide students a chance to ask me questions and provide me a chance to survey how students are progressing.

Instructor Response Time

I will respond within one business day to any emails that I receive.

Course Technology

Since this course is offered remotely, it is essential that you have access to a computer, preferably with a webcam, and internet access. The micro-lectures will be accessible through the internet. All assignments and tests will be administered through UTRGV's learning management system Blackboard.

Learning and Teaching Philosphy

I am a strong believer in grit and the attitude of "NOT YET" versus "I can't do this". It is my hope that you will adopt grit, growth mindset and "NOT YET" attitude. A lesson is provided on my learning and teaching philosophy.

What's Next?

Get the textbook and start going through the course material. I look forward to working with you this semester!

MANE 6319: Quality Management Systems

Syllabus

Summer III 2024

Subject to any new Texas legislative mandate changes.

Course Information

MANE 6319, Section 90L

Meeting Days, Time, Location: Online

Campus Maps

Course Modality: Online Asynchronous Course (OASYNC)

Instructor Information

Instructor Name: Dr. Douglas Timmer

UTRGV E-mail: douglas.timmer@utrgv.edu

Office Phone: 956-665-2608

Office Location: EENGR 3.224B

Office Hours: M-R 10:00 - 12:00, or by appointment

Welcome and Teaching Philosophy

Welcome to MANE 6319: Quality Management Systems. This is one of my favorite courses teach! After not teaching this course since summer 2020, I am excited to teach Quality Management once again. I have industrial experience in quality and quality improvement. Once I attended a seminar led by Dr. Deming whom you will hear more about later in the course.

Course Description, Prerequisites & Course Modality

Course Description

"Introduces philosophies, tools and methodologies of TQM, quality systems (ISO 9000, ISO 14000, 6-sigma), bench marking, quality function deployment, Taguchi method, Failure Mode and Effects Analysis (FMEA) and management tools."

Prerequisites

Consent of instructor.

Course Modality

This course is offered in the asychronous online mode.

Course Assignments & Learning Objectives

Learning Objectives

Student Learning Outcome	Program Student Learning Outcomes	Major Course Requirement/Major Assignment/Examination
1. Identify the pioneers of total quality management and their contributions to the field of total quality management	1. Develop, manage and evaluate technical, business, and human performance processes in engineering setting	Quality Pioneer Report
2. Explain the fundamental definitions of total quality management and continuous improvement	1. Develop, manage and evaluate technical, business, and human performance processes in engineering setting	Learning Objective 2 Assignment
3. Recognize the role of management in total quality management	4. enhance leadership and technical skills to advance into management roles in a range of engineering fields	Learning Objective 3 Assignment
4. Appraise customer satisfaction using quantitative and qualitative methods	2. develop, manage, and evaluate technical, business, and human performance processes in engineering setting	Learning Objective 4 Assignment
5. Apply the commonly used quality systems and standards	1. Develop, manage and evaluate technical, business, and human performance processes in engineering setting	Learning Objective 5 Assignment
6. Organize teamwork in total quality management	2. develop, manage, and evaluate technical, business, and human performance processes in engineering setting	Learning Objectiver 6 Assignment
7. Specify the role of engineers in total quality management	4. enhance leadership and technical skills to advance into management roles in a range of engineering fields	Learning Objective 7 Assignment
8. Manage continuous improvement and benchmarking activities	2. develop, manage, and evaluate technical, business, and human performance processes in engineering setting	Learning Objective 8 Assignment
9. Assess the skills and knowledge to lead a total quality management implementation project	2. develop, manage, and evaluate technical, business, and human performance processes in engineering setting	Learning Objective 9 Assignment

Course Assignments

I expect all students to fully participate in the course and exhibit professional behavior. Your learning will be evaluated using the following types of assignments.

Participation

Various assignments will be made throughout the course that will be clearly indicated as participation. Examples of participation assignment include discussion board entries, course diary entries, and submission of Quality Pioneer Draft reports.

Learning Objective Assignments

For Learning Objectives 2-8, individual assignments will be assigned on a weekly basis. The Learning Objective Assignments are individual assignments and are worth 10% of the semester grade each.

Quality Pioneer Report

Groups of three to four students will be formed by the instructor and each group will prepare a technical report. Throughout the semester, portions of the report will be submitted for feedback from the instructor. The final report will be worth 10% of the semester grade.

Assessment of Learning

Course Average

An overall course average will be calculated using the weighting scheme previously mentioned.

Component	Weight	Cumulative Weight
Learning Objectives 2-8 Scores	10% each	80%
Final Quality Pioneer Report	10%	90%
Participation Average	10%	100%

Final Letter Grade

Your final letter grade will be assigned using the overall Course Average score provided above.

Course Average	Letter Grade
90 - 100	A
80 - 90	B
70 - 80	C
< 70	F

Late Work

Descriptions of each assignment, including due dates, will be provided throughout the course. All assignment should be submitted on or before their due date through Blackboard. The following rules apply:

10% penalty per day for work submitted after the due date,
After one week, no credit will be given for late work,
No late work will be accepted after study day,
Certain assignments will will not be accepted late (these assignments will clearly be labelled).

Missing Assignments

Student who miss graded assignments will receive a grade of zero. If you are ill or have a serious problem that prevents you from submitting an assignment on the day it is due, please contact me prior to the due date (if possible) and arrangements for an alternative due date will be made.

A Typical Week

A typical week in MANE 6319 will follow the pattern described in the table below.

Day of the Week	Activity
Monday morning	Current Week's Material posted in Blackboard
Monday evening	Optional Zoom meeting, time to be determined
Wednesday evening	Previous Week's assignment(s) are due

Required Readings, Technology Needs, and Resource Materials

Textbook - required

Students are encouraged to explore renting a digital copy to reduce textbook costs.

Goetsch, David L. and Davis, Stanley B. Quality Management for Organizational Excellence: Introduction to Total Quality, 8th edition. New Jersey: Pearson Education Inc., 2016 (ISBN: 978-0-13-379185-3).

textbook information

Blackboard

This course will utilize Blackboard for its course management software. Blackboard is maintained by the Center for Online Teaching and Technology (COLTT). You can access Blackboard through any Java-enabled web browser. Suitable web browsers are installed in the Intel lab in the Engineering build and other computer laboratories throughout campus.

To access Blackboard you will need an UTRGV e-mail account. Most students should have an UTRGV email account.

Tentative Calendar of Activities (Required on all syllabi.)

The calendar of activities is provided below.

Week	Topic	Assignments
1 (June 3-9)	Course Preparation	None
2 (June 10-16)	Learning Objective 1	Quality Pioneer Report
3 (June 17-23)	Learning Objective 2	Learning Objective 2 Assignment
4 (June 24 - 30)	Learning Objective 3	Learning Objective 3 Assignment
5 ( July 1 - 7 )	Learning Objective 4	Learning Objective 4 Assignment
6 (July 8 - 14)	Learning Objective 5	Learning Objective 5 Assignment
7 (July 15 - 21)	Learning Objective 6	Learning Objective 6 Assignment
8 (July 22 - 28)	Learning Objective 7	Learning Objective 7 Assignment
9 (July 29 - August 4)	Learning Objective 8	Learning Objective 8 Assignment
10 (August 5 - 11)	Learning Objective 9	Learning Objective 9 Assignment
11 (August 16)	Final Quality Pioneer Report	Final Quality Pioneer Report Submission

Quality Pioneer Report Schedule

The schedule of Quality Pioneer Report deadlines is provided below.

Assignment	Deadline
Group Formation	June 12, 2024
Quality Pioneer Selection	June 19, 2024
Quality Pioneer Bibliography	July 10, 2024
Quality Pioneer Biography Draft	July 17, 2024
Quality Pioneer Contributions Draft	July 24, 2024
Quality Pioneer Key Elements Draft	July 31, 2024
Quality Pioneer Final Report	August 16, 2024

All topics and assignments are tentative and subject to change. Adequate advanced notice of examinations will be provided.

Important Dates

A subset of the Summer III 2024 Academic calendar containing important dates is provided below. The entire academic calendar is available at https://www.utrgv.edu/_files/documents/admissions/utrgv-academic-calendar.pdf.

Date	Event
June 3	First day of classes
June 4	Last day to add a class or register
June 18	Census Day (last day to drop without it appearing on the transcript)
June 19	Juneteenth Holiday. No Classes
July 4	Fourth of July Holiday. No Classes
July 29	Last day to drop (grade of DR) or withdraw (grade of W)
August 15	Study Day. No classes
August 16	Final Exams. Final Quality Pioneer Report due.
August 19	Grades Due at 3 p.m.

Course Policies and Procedures

We value a positive and supportive learning environment, and for us to thrive together, we must recognize that our responsibilities, actions, and contributions can impact and transform our learning. The course policies listed below are created to ensure your success by fulfilling course expectations while remaining flexible to account for unexpected events.

ATTENDANCE

Students are expected to attend all scheduled classes. UTRGV's attendance policy excuses students from attending class if they are participating in officially sponsored university activities, such as athletics, accommodation by Student Accessibility Services (SAS), observance of religious holy days, or military service.

Should extenuating circumstances, accommodations related to long-term complications from medical conditions should go through SAS. Students should contact the instructor in advance of the excused absence and arrange to make up missed work or examinations.

Recorded Lectures

The use of classroom recordings is governed by the Federal Educational Rights and Privacy Act (FERPA), UTRGV's acceptable-use policy, and UTRGV HOP Policy STU 02-100 Student Conduct and Discipline. A recording of class sessions will be kept and stored by UTRGV, in accordance with FERPA and UTRGV policies. Your instructor will not share the recordings of your class activities outside of course participants, which include your fellow students, teaching assistants, or graduate assistants, and any guest faculty or community-based learning partners with whom we may engage during a class session. You may not share recordings outside of this course. As referenced in UTRGV HOP Policy STU 02-100 Student Conduct and Discipline, doing so may result in disciplinary action.

COURSE DROPS

Please consider the following information when referencing course drops. Instructor-initiated drops can have significant financial consequences for students. According to UTRGV policy, students may drop any class without penalty earning a grade of DR (drop) until the official drop date. Following that date, students must be assigned a letter grade and can no longer drop the class. Students considering dropping the class should be aware of the "3-peat rule" and the "6-drop" rule so they can recognize how dropped classes may affect their academic success. The 6-drop rule refers to Texas law that dictates undergraduate students may not drop more than six courses during their undergraduate career. Courses dropped at other Texas public higher education institutions will count toward the six-course drop limit. The 3-peat rule refers to additional fees charged to students who take the same class for the third time.

ACADEMIC INTEGRITY

Members of the UTRGV community uphold the Vaquero Honor Code's shared values of honesty, integrity and mutual respect in our interactions and relationships. In this regard, academic integrity is fundamental in our actions, as any act of dishonesty conflicts as much with academic achievement as with the values of honesty and integrity. The Writing Center is an excellent resource to assist in learning about and avoiding plagiarism in writing. Violations of academic integrity include, but are not limited to: cheating, plagiarism (including self-plagiarism), and collusion; submission for credit of any work or materials that are attributable in whole or in part to another person; taking an examination for another person; any act designed to give unfair advantage to a student; or the attempt to commit such acts (Board of Regents Rules and Regulations, STU 02-100, and UTRGV Academic Integrity Guidelines). All violations of Academic Integrity will be reported to Student Rights and Responsibilities through Vaqueros Report It.

Student Support Resources

We are committed to your personal, academic, and professional success; please know you can reach out to me for questions and/or I can help you identify the resources you need. UTRGV offers student support resources designed to contribute to your well-being and academic excellence.

Students seeking academic help in their studies can use university resources in addition to an instructor's office hours. University Resources include the Advising Center, Career Center, Counseling Center, Learning Center, and Writing Center. These centers provide services such as tutoring, writing help, counseling services, critical thinking, study skills, degree planning, and connections student employment (through Handshake and HR Student Employment). In addition, services, such as the Food Pantry are also provided. Locations are listed below.

Center Name	E-mail	Brownsville Campus	Edinburg Campus
Advising Center	AcademicAdvising@utrgv.edu	BMAIN 1.400, (956) 665-7120	EITTB 1.000, (956) 665-7120
Career Center	CareerCenter@utrgv.edu	BINAM 1.105, (956) 882-5627	ESTAC 2.101, (956) 665-2243
Counseling Center	Counseling@utrgv.edu	BSTUN 2.10, (956) 882-3897	EUCTR 109, (956) 665-2574
Food Pantry	FoodPantry@utrgv.edu	BCAVL 101 & 102, (956) 882-7126	EUCTR 114, (956) 665-3663
University Library	www.utrgv.edu/library, circulation@utrgv.edu	BLIBR, (956) 882-8211	ELIBR, (956) 665-2585
Learning Center	LearningCenter@utrgv.edu	BMSLC 2.118, (956) 882-8208	ELCTR 100, (956) 665-2585
Writing Center	WC@utrgv.edu	BUBLB 3.206, (956) 882-7065	ESTAC 3.119, (956) 665-2538

Financial Need

Students who demonstrate financial need have a variety of options when it comes to paying for college costs, such as scholarships, grants, loans and work-study. Students should visit the Student Services Center (U Central) for additional information. U Central is located in BMAIN 1.100 (Brownsville) or ESSBL 1.145 (Edinburg) or can be reached by email (ucentral@utrgv.edu) or telephone: (956) 882-4026. In addition to financial aid, U Central can assist students with registration and admissions.

Blackboard Support

If you need assistance with course technology at any time, please contact the Center for Online Learning and Teaching Technology (COLTT).

Campus:	Brownsville	Edinburg
Location	Casa Bella (BCASA) 613	Education Complex (EEDUC) 2.202
Phone	956-882-6792	956-665-5327
Toll Free	1-(866)-645-4555
Support Tickets	Submit a Support Case via our Ask COLTT Portal
Online Support	Chat with a Support Specialist online.
24/7 Support	Need Blackboard assistance after hours? You can call our main office numbers, (956)-882-6792 or (956)-665-5327, to speak with a support representative.

University Policy Statements

We care about creating a safe and supportive learning environment for all students. The University policy statements below are intended to create transparency for your rights and responsibilities as students. We each contribute to ensuring a safe and positive environment through our actions and conduct, and students are encouraged to advocate for their needs.

STUDENT ACCESSIBILITY SERVICES

Student Accessibility Services staff can be contacted at either campus to learn about and explore accessibility services.

Campus:	Brownsville	Edinburg
Location:	Music and Learning Center (BMSLC, 1.107)	University Center (EUCTR, 108)
Phone:	phone (956) 882-7374	phone (956) 665-7005
e-mail	ability@utrgv.edu

STUDENTS WITH DISABILITIES

Students with a documented disability (physical, psychological, learning, or other disability which affects academic performance) who would like to receive reasonable academic accommodations should contact Student Accessibility Services (SAS) for additional information. In order for accommodation requests to be considered for approval, the student must apply using the mySAS portal and is responsible for providing sufficient documentation of the disability to SAS. Students are required to participate in an interactive discussion, or an intake appointment, with SAS staff. Accommodations may be requested at any time but are not retroactive, meaning they are valid once approved by SAS. Please contact SAS early in the semester/module for guidance. Students who experience a broken bone, severe injury, or undergo surgery may also be eligible for temporary accommodations.

Title IX of the Education Amendments of 1972 prohibits sex discrimination, which includes discrimination based on pregnancy, marital status, or parental status. Students seeking accommodations related to pregnancy, pregnancy-related condition, or parenting should submit the request using the form found at Pregnancy and Parenting | UTRGV.

For questions about campus support services or public benefit programs for students who are pregnant, or parenting contact the Parenting Liaison officer in the Dean of Students Office.

Edinburg: UCTR rm. 325	Phone: 956.665.2260
Brownsville: BCAVL rm. 209	Email: dos@utrgv.edu

SEXUAL MISCONDUCT AND MANDATORY REPORTING

In accordance with UT System regulations, your instructor is a "Responsible Employee" for reporting purposes under Title IX regulations and so must report to the Office of Institutional Equity & Diversity (OIED@utrgv.edu) any instance, occurring during a student's time in college, of sexual misconduct, which includes sexual assault, stalking, dating violence, domestic violence, and sexual harassment, about which she/he becomes aware during this course through writing, discussion, or personal disclosure. More information can be found at www.utrgv.edu/equity, including confidential resources available on campus. The faculty and staff of UTRGV actively strive to provide a learning, working, and living environment that promotes personal integrity, civility, and mutual respect that is free from sexual misconduct, discrimination, and all forms of violence. If students, faculty, or staff would like confidential assistance, or have questions, they can contact OAVP (Office for Advocacy & Violence Prevention) at (956) 665-8287, (956) 882-8282, or OAVP@utrgv.edu.

DEAN OF STUDENTS

The Dean of Students office assists students when they experience a challenge with an administrative process, unexpected situation, such as an illness, accident, or family situation, and aids in resolving complaints. Additionally, the office facilitates student academic related requests for religious accommodations, support students formerly in foster care, helps to advocate on behalf of students and inform them about their rights and responsibilities, and serves as a resource and support for faculty and campus departments.

Vaqueros Report It allows students, staff, and faculty a way to report concern about the well-being of a student, seek assistance in resolving a complaint, or report allegations of behaviors contrary to community standards or campus policies. The Dean of Students can be reached by email (dos@utrgv.edu), phone (956-665-2260), (956-882-5141), or by visiting one of the following office locations: Cavalry (BCAVL) 204 or University Center (EUCTR 323).

MANDATORY COURSE EVALUATION PERIOD

Students have the opportunity to complete an ONLINE evaluation of this course, accessed through your UTRGV account http://my.utrgv.edu. Course evaluations are used by the instructor to better understand the student experience in the course, which can inform revisions of the course to ensure student success. Additionally, course evaluations are also used by the instructor for annual performance review and promotion applications, teaching award applications, among others. For these reasons, your feedback, reflections, and insights on your experience in the course are invaluable to ensure student success and a quality education for all. You will be contacted through email with further instructions. Students who complete their evaluations will have priority access to their grades.

Online evaluations will be available on or about:

To be announced

Grit Lesson

Strategies for Succeeding in the Classroom (and in life)!

This module provides suggestions on how to be successful in the classroom and by extension in your life. You are encouraged to study these strategies and if they seem reasonable to you, adapt them for this class.

Key Concepts

The following key concepts are provided in this module:

Grit is the ability to apply sustained effort towards your goals (and is the biggest predictor of life-long success),
"Effort Counts Twice" (effort is more important than talent in achieving goals),
Adopt a growth mindset and grow your brain, and
Utilize the attitude of "Not Yet" (versus never).

Grit

Angela Duckworth, a psychologist, studied the topic of who is successful and why. One of the focuses of her research was on whether talent or effort was more important. Conventional wisdom would say that talent (and intelligence) is much more important than effort. One of Dr. Duckworth’s conclusion is that effort counts twice and is more important than talent!

“Science shows that grit, the sustained application of effort towards lifelong goals, is the biggest predictor of life-long success. Dr. Duckworth states grit can be grown and recommends the following four steps:

Develop a fascination,
Daily improvement,
Greater purpose, and
Adapt a growth mindset.

Further information about grit can be found at this excellent YouTube video.

Growth Mindset

A growth mindset was one of the recommendations from Dr. Duckworth on how to grow grit based upon research from Dr. Dweck. Students with a growth mindset view intelligence as a muscle that can be grown rather than a trait like eye color. Studies have shown that students with a growth mindset do better in school than students with a fixed mindset. Further information about how a growth mindset improves your education and the difference between a fixed and growth mindset is available in this YouTube video created by Bryan University.

Never versus Not Yet

A key component of a growth mindset is the attitude of never versus not yet. Henry Ford had a famous quote: "Whether you think you can or you can't, you're right." If you think that you can't, you have a fixed mindset and as Henry Ford, said you can't. Thomas Edison was asked about the number of failed experiments that he had regarding his attempts to invent the light bulb. Mr. Edison responded that "I have not failed. I've just found 10,000 ways that won't work." This is an excellent example of a growth mindset and the attitude of not yet. Mr. Pastrana discusses the not yet attitude in his YouTube video.

Ended: Classroom Information

Week One Learning Materials ↵

MANE 6319

Week 1

Classroom Lesson 1

The topic for the first classroom lesson is netiquette. Since a large portion of the course will be conducted online, it is very important all participants use correct netiquette to avoid bad online behavior

Content

According to Wikipedia, netiquette is "...short for network etiquette is a set of social conventions that facilitate interaction over networks." It is important to provide a set of ground rules to govern our behavior online. We will follow the core rules contained in this excerpt of Virginia Shea's book Netiquette which is available online.

MANE 6319

Week 1

Classroom Lesson 2 - Discussion Boards

Discussion boards are a commonly used tool in online education. A discussion board is an asynchronous conversation or discussion. Discussion topics are posted and moderated by the instructor. The first discussion assignment is an icebreaker activity called Truth and Lies. Each person will post a discussion entry containing two truthful statements and one false statement. Try to make your statements outrageous as possible and difficult to guess which statement is false. You are to monitor this discussion board and reply to at least three students' postings with your guess as to which statement is false. This is a fun way to get to know some of the people in the class. The final portion of this assignment will be to reveal your false statement.

Content

Please review the content at provided at each of the following bullet items:

Discussion Assignment 1
Review the Week 1, Lesson 2 Video

MANE 6319

Week 1

Classroom Lesson 3 - Online Quizzes

A portion of your assessment will be based upon online quizzes taken through Blackboard. Each quiz will contain a clearly defined topic as well as logistical details such as deadline, duration, number of attempts and how the grade will be determined. Your first quiz in this course will be a syllabus quiz. The syllabus quiz is the only quiz in this course that you will have an unlimited number of attempts and your highest score will be recorded. In general, you will have single, time-limited attempt for each online.

MANE 6319

Week 1

Classroom Lesson 4 - Course Diary

I am asking each student to occasionally create diary entries for this course. Your diary entries will be another part of you participation grade. Diaries are an important learning tool that will cause you to pause and reflect on your learning experience. We will use the Journal tool within Blackboard for creating course diary entries.

Content

Please review the content at the link:

Diary Assignment 1

MANE 6319

Week 1

Classroom Lesson 5 - Drop Box

The drop box tool allows users to upload files to be evaluated. It is a tool that will be used frequently throughout the course and you need to practice using a drop box during week 1. Please upload any file to the week 1 drop box. You will receive one participation point for completing this task.

Content

Please review the content at the link:

Drop Box Assignment 1

MANE 6319

Week 1

Classroom Lesson 6 - Groups

You will work in groups assigned by the instructor for your Quality Pioneer Report. It is necessary to wait until the second week to allow the enrollment to finalize before making group assignments. Blackboard will randomly assign students to group.

Ended: Week One Learning Materials

Week Two Learning Materials ↵

Student Learning Objective 1

Identify the pioneers of total quality management and their contributions to the field of total quality management.

Learning Objective A

Restate fundamental definitions of quality and quality management

Content

Quality is a term that most people inherently understand but have a difficult time explaining. This module contains an explanation of quality and presents several definitions of quality and quality management.

Slide 2: Overview

Quality is a simple concept that is very hard to define
As a start, people consider elements of quality
- Quality involves meeting or exceeding customer expectations
- Quality applies to products, services, people, processes and environments
- Quality is an ever-changing state (i.e. what is considered quality today may not be good enough to be considered quality tomorrow)

Slide 3: Besterfield's Quality Elements

Table 1-3: The Dimensions of Quality

Dimension	Meaning and Example
Performance	Primay product characteristics, such as the brightness of the picture
Features	Secondary characteristics, added features, such as remote control
Conformance	Meeting specifications or industry standards, workmanship
Reliability	Consistency of performance over time for the unit to fail
Durability	Useful life, includes repair
Service	Resolution of problems and complaints, ease of repair
Response	Human-to-human interface, such as the courtesy of the dealer
Aesthetics	Sensory characteristics, such as exterior finish
Reputation	Past performance and other intangibles, such as being ranked first

Source: Besterfiled, et. al. (2003).

Table 1-3: The Dimensions of Quality

Slide 4: Definitions of Quality

From Montgomery's Quality Control Textbook (source: Montgomery (2005))
- "Quality is inversely proportional to variability"
- "Quality is fitness for use"
From your textbook
- Quality is a dynamic state associated with products, services, people, processes and environments that meet or exceeds expectations
ANSI/ASQ Definition (source: Glossary TAbles for Statistical Quality Control, 3rd edition)
- "The totality of features and characteristics of a product or service that bear on its ability to satisfy given needs."

Slide 5: Quality Management

ASQ (source: Glossary and Tables for Statistical Quality Control) provides the following definition of quality management

Quality management is the totality of functions involved in the determination and achievement of quality

Note: Quality management is a part of overall management and includes quality assurance and quality control.

Student Learning Objective 1

Identify the pioneers of total quality management and their contributions to the field of total quality management.

Learning Objective B

Explain fundamental definitions of total quality.

Content

The topic of Module B is total quality and total quality management. I particularly like the textbook authors' definition of total quality as "an approach to doing business that attempts to maximize the competitiveness of an organization through the continual improvement of the quality of its products, services, people, processes and environments." Another important concept is achieving total quality from the Besterfield textbook.

Slide 6: Total Quality

Figure 1-2 Total Quality: What It Is and How It Is Achieved
What it is
- Total quality is an approach to doing business that attempts to maximize the competitiveness of an organization through the continual improvement of the quality of its products, services, people, processes, and environments.
How It is Achieved
- The total quality approach has the following characteristics:
  - Strategically based
  - Customer focus (internal and external)
  - Obsession with quality
  - Scientific approch to decision making and problem solving
  - Long-term commitment
  - Teamwork
  - Continual improvement of people, processes, products, services, and environments
  - Education and training
  - Freedom through control
  - Unity of purpose
  - Employee involvement and empowerment
  - Peak performance as a priority

Figure 1-2 Total Quality: What it is and How it is Achieved

Slide 7: Achieving Total Quality

Customer Focus
- Measures
  - Statistical process control
  - Benchmarking
  - Quality Tools
- People
  - Quality is built in
  - Quality is expected, not inspected
  - Employees are empowered
- Processes
  - Continual improvement
  - "Good enough" is never good enough

Figure 1-1 Three-legged Stool of Total Quality

Student Learning Objective 1

Identify the pioneers of total quality management and their contributions to the field of total quality management.

Learning Objective C

Compare and contrast different approaches to total quality management.

Content

The topic of Module C is achieving total quality. Another important concept is achieving total quality from the Besterfield textbook. Carefully examine the relationship between gurus, tools and techniques, principles and practices and product or service realization and their impact on customers.

Slide 8: Achieving Total Quality - Detailed Framework

Figure 1-1 TQM Framework

Source: Besterfield, et. al. (2003)

Slide 9: Two Views of Quality

Productivity vs. quality
How quality is defined
How quality is measured
How quality is achieved
Attitude towards defects
Quality as a function
Responsibility for quality
Supplier Relationships

Slide 10: Besterfield's Two Views of Quality

Quality Element	Old View	TQM
Definition	Product-oriented	Customer-oriented
Priorities	Second to service and cost	First among equals to service and cost
Decisions	Short-term	Long-term
Emphasis	Detection	Prevention
Errors	Operations	Systems
Responsibility	Quality Control	Everyone
Problem Solving	Managers	Teams
Procurement	Price	Life-cycle costs, partnerships
Manager's Role	Plan, assign, control and enforce	Delegate, coach, facilitate and mentor

Slide 11: Key Elements to Total Quality

Strategically based
Customer focus
Obsession with quality
Scientific Approach
Long-term Commitment
Team Work
Continual Improvement
Education and Training
Freedom through control
Unity of Purpose
Employee Involvement and Empowerment
Peak performance as a top priority

Slide 12: Besterfield's Approach to Total Quality

A committed and involved management to provide long-term top-to-bottom organizational support,
An unwavering focus on the customer, both internally and externally,
Effective involvement and utilization of the entire work force,
Continuous improvement of the business and production process,
Treating suppliers as partners
Establish performance measures for the processes

Student Learning Objective 1

Identify the pioneers of total quality management and their contributions to the field of total quality management.

Learning Objective D

Summarize the contributions of quality pioneers.

Content

The topic of Module D is quality pioneers.Your textbook focuses on Deming, Juran, Pareto and Crosby. Additional quality pioneers are provided in the supplementary material from the Summer's textbook.

Resources

Summers (2011) Chapter 2 - Organizational Philosphy from Lean Six Sigma: Process Improvement Tools and Techniques

Slide 13: Quality Pioneers

Your textbook mentions 3: Deming, Juran and Crosby
In your handouts for Student Learning Objective 1 read Summer who focuses on Feigenbaum, Shewhart, Deming, Juran, Crosby
The focus of your first learning objective

Slide 14: Deming

Viewed by many as the founder of the TQM movement
Book mentions major contributions as Deming cycle, Deming's 14 points, and the 7 deadly diseases
Deming is a favorite of mine; I attended one of his workshops
The highest quality award in Japan is the Deming medal

Slide 15

Picture of W. Edwards Deming

Slide 16: Deming Cycle

Deming called this the Shewhart Cycle
Often presented as 4 step process: Plan-Do-Check (or study)-Act
Very similar to the Six Sigma methodology of Define-Measure-Analyze-Improve-Control

Slide 17: Deming's 14 Points

Presented in Figure 1-4 on page 12
Serve as the foundation of much Total Quality management
Investigate the relationship between Deming's 14 points and the following documents: Figure 1--2, Key Elements to Total Quality, Besterfield's Approach to Total Quality

Slide 18: Juran

Juran is an internationally recognized authority on quality
Juran's contributions:
- Three Basic Steps to progress
- Ten Steps to Quality Improvement
- The Pareto Principle
- The Juran Trilogy

Slide 19: Pareto Principle

Due to Vilfredo Pareto, "80% of the trouble comes from 20% of the problems."

Juran applied to management by stating we should focus on 'vital few' sources of problems and not be distracted by trivial many
Pareto chart is often used to implement Pareto principle

Sample Pareto Chart

Slide 20: Juran's Managerial Breakthrough Approach

Figure 2-3 Holding the status quo (fighting fires)

Juran Figure 2-3

Juran Figure 2-4

Slide 21: Crosby

Crosby was a quality practitioner known for his advocacy of zero defects management
Crosby's contributions:
- Crosby's quality vaccine
- Crosby's 14 steps to quality improvement (figure 1--10 on page 15)
- Crosby's four absolutes (quality tip on page 15)

Slide 22: Other Quality Pioneers

There are a number of people that were on the border of quality control/quality management
Your textbook focused strictly on quality management
Influential quality control figures include Shewhart, Feigenbaum, Taguchi, Ishikawa, Harry and Shingo

Student Learning Objective 1

Identify the pioneers of total quality management and their contributions to the field of total quality management.

Learning Objective E

Forecasting the future of Total Quality Management

Slide 23: Trends in Quality Management

Increasing global competition
Increasing customer expectations
Opposing economic pressures
New approaches to management

Slide 24: Future Quality Management Characteristics

Total commitment to continually increasing value for customers, investors and employees,
Firm understanding that market driven means that quality is defined by customers, not company,
Commitment to leading people with a bias for continuous improvement and communication,
Recognition that sustained growth requires the simultaneous achievement of four objectives continually forever: (a) customer satisfaction, (b) cost leadership, (c) effective human resources, and (d) integration with the supplier base, and
Commitment to fundamental improvement through knowledge, skills, problem solving and teamwork.

Slide 25: Future Quality Management Characteristics, continued

A commitment to fast-paced, constant learning, and an ability to respond quickly to changes in the competitive environment
A commitment to achieving end-to-end collaboration using web-based, on-demand tools that are fully integrated throughout the supply chain
A commitment to maintaining an environment in which creativity, critical thinking, and innovation are not just encouraged and supported, but demanded

MANE 6319 - Quality Management Systems

Quality Pioneer Report - Overview

Overview

As a group, you will prepare a written technical report focusing on a quality pioneer. Your group will select a quality pioneer, research his/her career and contributions and prepare a written report with references. Quality pioneers, some of which were studied, include Kaoru Ishikawa, W. Edwards Deming, Joseph Juran, Philip Crosby, Genichi Taguchi, Mikel Harry and Shigeo Shingo. You may also select other quality pioneers with my approval. Your report will be submitted electronically through group Quality Pioneer Drop Box (BlackBoard).

Assignment to groups will be determined by the instructor. Given the short amount of time in a summer course, this arrangement is necessary. Team size is usually three to four members.

The report is explained in greater detail below. I will try to accommodate everyone's selection of a quality pioneer but you may not receive your first choice. Order of preference will be based upon order of submission.

Milestones

In the course of completing the Quality Pioneer Report, you will complete the following assignments.

Submit selection of quality pioneer for report. Please submit three people and rank your selections (Quality Pioneer Report Assignment 1),
Submit a bibliography with a minimum of one journal and one book reference. You may not use the course textbook as your book reference (Quality Pioneer Report Assignment 2),
Submit draft of biography (Quality Pioneer Report Assignment 3),
Submit draft of contributions (Quality Pioneer Report Assignment 4),
Submit draft of key elements contributions (Quality Pioneer Report Assignment 5), and
Submit final report (Quality Pioneer Report Assignment 6.)

Report

You will prepare a professional type-written report containing references and a bibliography describing your quality management pioneer and the relationship between his/her contribution and total quality management. You will prepare the following submissions in preparation of your Final Quality Pioneer Report submission:

Bibliography
Biography
Quality Management Contributions
Discussion of Key Elements Contributions

Bibliography

A bibliography is a list of references used in a research paper. As part of your first learning objective, you will provide a one-page document containing your bibliography. You are required to find a minimum of one journal article and one book reference containing information about your quality pioneer that you will use in your report (you may not use your textbook as the book reference).

Biography

The biographical section is a summary of the life of your selected quality management pioneer. Your biography should contain as much information about your subject as possible; where and when he/she was born, when he/she died, where he/she was educated, work experiences and awards. The biography should not contain a description of the contributions of your pioneer to the field of quality management.

Contributions to Quality Management

The contributions section contains the information regarding the contributions that your pioneer made to the field of quality management. List and explain the contributions of your quality management pioneer. Include a discussion of the importance of the contributions to the field of quality management.

Discussion of Key Elements

The discussion section of your report contains a discussion of the 11 critical elements for quality management found on pages 7-8 of your textbook (or in Figure 1-2 on page 4). Discuss how the contributions of your quality management pioneer addresses each key element.

Formatting and Submissions

The text of your report (excluding the bibliography) must be a minimum of five pages. You may use double-spacing with 12 point fonts and 1" margins. You will submit a rough draft that I will critique and return to you. The rough draft will be submitted as document using the assignment drop box. You will submit your final report in two different manners. The first method for my grading is to place a document in the final Quality Pioneer drop box. You will also post a text version of your report in the Learning Objective One Report Discussion Area. In a future Learning Objective One assignment, you will compare your quality management pioneer with a different quality management pioneer.

Grading

Groups will submit each Quality Pioneer to the appropriate drop box. The submission of your draft section will be assessed using rubric contained in the drop box. Each draft submission will count towards the Participation grade. In addition to the Participation score, your instructor will provide detailed evaluation of the content of your submission. This evaluation information is not a component of the Participation grade and is intended to improve the quality of the final report.

Your final Quality Pioneer report will be evaluated using the following rubric.

Component	Weight
Biography	20%
Contributions to Quality Management	30%
Discussion of Key Elements	30%
Bibliography	10%
Spelling, Grammar and References	10%

Quality Pioneer Report Schedule

The final schedule for the development of the Quality Pioneer Report is provided below.

Course Week	Assignment	Due Date
2	Quality Pioneer Report Assignment 1	6/19/2024
4	Quality Pioneer Report Assignment 2	7/10/2024
7	Quality Pioneer Report Assignment 3	7/24/2024
8	Quality Pioneer Report Assignment 4	7/31/2024
9	Quality Pioneer Report Assignment 5	8/7/2024
10	Quality Pioneer Report Assignment 6	8/16/2024

MANE 6319

Week 2

Classroom Lesson 7 - Quality Pioneer Groups

The Qualilty Pioneer Group assignments have been completed and can be accessed through Blackboard.

Quality Pioneer Groups

Tools for Groups

Each group is provided with a complete set of Blackboard tools that may be utilized in completing the Quality Pioneer Report assignments. As an illustration, Group 3 is displayed and notice that Dr. Timmer's student preview account has been added. This was done so that a demonstration can be completed. Each group will be offered the opportunity to Dr. Timmer to their group or exclude Dr. Timmer. A screen snapshot of the tools is shown below.

Quality Pioneer Group Tools

Ended: Week Two Learning Materials

Week Three Learning Materials ↵

Student Learning Objective 2

Explain the fundamental definitions of total quality management and continuous improvement.

Learning Objective A

Examine the economics of poor quality.

Content

Quality is a term that most people inherently understand but have a difficult time explaining. This module provides an explanation of total quality, total quality management and the economics of poor quality.

Slide 1: Costs associated with Poor Quality

Figure 2.1: Factors to Consider when Quantifying the Costs of Poor Quality

Figure 2.1

Traditional Costs


Waste	Customer Returns
Rejects	Inspection
Testing	Recalls
Rework

Hidden Costs


Excessive Overtime	Handling Complaints
Pricing Errors	Expediting
Billing Errors	System Costs
Excessive Turnover	Planning Delays
Premium Freight Costs	Late Paperwork
Development Cost of the Failed Product	Lack of Follow-up
Field Service Costs	Excess Inventory
Overdue Receivables	Customer Allowances
Unused Capacity

Slide 2: SPC Productivity Example

Productivity Example

Slide 3: 4 Categories of quality Costs

Prevention,
Appraisal costs,
internal failure costs, and
external failure costs

Slide 4: Prevention Costs

Quality planning and engineering
New product reviews
Product/process design
Process control
Burn-in
Training
Quality data acquisition and analysis

Slide 5: Appraisal Costs

Inspection and test of incoming material
Product inspections and testing
Materials and services consumed
Maintaining accuracy of test equipment

Slide 6: Internal Failure Costs

Scrap
Rework
Retest
Failure analysis
Downtime
Yield losses
Downgrading/off-specing

Slide 7: External Failure Costs

Complaint Adjustment
Returned Product/material
Warranty charges
Liability costs
Indirect costs

Student Learning Objective 2

Explain the fundamental definitions of total quality management and continuous improvement.

Learning Objective B

Rank factors associated with productivity and competitiveness.

Content

The content of the Module B micro-lecture provides definitions of productivity and competitiveness. Factors inhibiting competitiveness are also examined. These factors tend to occur as either business- or govenment-related issues, family related factors and education related factors.

Slide 1: Productivity

Use a definition very similar to textbook

\[ \mbox{productivity}=\frac{\mbox{value of outputs}}{\mbox{cost of inputs}} \]

Traditional approach is to reduce denominator
US has had a long run of productivity increases that has sustained economic growth

Slide 2: Graph of US Productivity

Slide 3: Competitiveness

The report points out that there are wide variety of definitions of competitiveness. Main from an economics standpoint.

Competitiveness is the ability of a country to achieve sustained high rates of growth in GDP per capita (World Economic Forum)
Competitiveness is the degree to which a nation can, under free trade and fair market conditions, produce goods and services which meet the test of international markets, while simultaneously maintaining and expanding the real incomes of its people over the long-term. (OECD)
Competitiveness is the ability to achieve success in markets leading to better standards of living for all.

Slide 4: Factors Inhibiting Competitiveness

Business- and Government-Related Factors
Family-related factors
Education-related factors

Slide 5: Nearshoring

Nearshoring is a practice where a company partners with suppliers, manufacturers and other supply chain stakeholders located in a neighboring or nearby country
Three Main Reasons to Nearshore
- Geographical closeness,
- Cultural and Time Zone Affinities, and
- Skilled Workforce

Source

Slide 6: Project Management and Competitiveness

Businesses compete in essentially the same categories that are monitor projects (project management)

Project Goals

Source: Meredith, Shafer, and Mantel (2018). Project Management: A Strategic Managerial Approach, 10th edition. John Wiley & Sons.

Slide 7: Final Comments

Manufacturing focused definition of competitiveness
What is impact of offshoring (using cheap labor) on productivity and competitiveness and near shoring?
What are methods to improve competitiveness?

Student Learning Objective 2

Explain the fundamental definitions of total quality management and continuous improvement.

Learning Objective C

Assess the competitiveness of the local region and the nation utilizing a quality management approach.

Content

The content of the final module examines competitiveness in the United States and the Rio Grande Valley. In particular, information from the McAllen Economic Development Corporation is presented showing strong employment results in Northern Mexico and Southern Texas.

Slide 1: Quality Of Life and Competitiveness

Figure 2-2: Quality of Life Issues in the United States

Many of the higher paying manufacturing jobs are being exported to foreign countries
The number of people having to work at more than one job to maintain their quality of life has increased continually since the 1960s
The most financially rewarding work years have historically been those between ages 40 and 50. In the 1950s, people in this age bracket experience a 36% increase in real income. By 2001, their counterparts had experienced a decline in real income
The gap between the haves and have-nots in society is growing

Figure 2-2

Slide 2: US Manufacturing Jobs

Manufacturing Sector Employment from 1960 to 2024

Slide 3: McAllen Economic Development

Companies Recruited by McAllen Economic Development Corporation, 1899 - 2023

Slide 4: Global Advantages of US Companies

Strong entrepreneurial spirit
Presence of a 'small capitalization' stock market for small- and mid-sized companies
Rapidly advancing technologies
Comparatively low taxes
Low rate of unionization
World-class system of higher education

Slide 5: Global Disadvantages of US Companies

Expanding government regulation
A growing 'underclass' of have-nots
A weak public school system (K-12)
A poorly skilled labor force and poor training opportunities
An increasing protectionist sentiment (to restrict imports)
Growing public alienation with large institutions (public and private)

Classroom Lesson 8

Creating a PDF of the course website.

Open Course Website

Open course website and click on Print Site at bottom of menu

Print Site Step 1

Print Site

Notice that this item contains a consolidated class website with all pages in one document
Use Web Browser's commands to print/save PDF file

Deming Picture

The following picture was taken at a Dr. Demings workshop in December 1988.

MANE 6319 - Quality Management Systems

Student Learning Outcome 2 Assignment

Assigned: June 17, 2024

Due: June 26, 2024

There are two components to this assignment:

Learning Objective Two Online Quiz (50%), and
Discussion Assignment 2.1 (50%) on page 31.

Online Quiz

Please complete the Learning Objective 2 Online Quiz before the end of the day on Wednesday June 26, 2024. You have a single 30-minute attempt. Material from the first two learning objectives is included in this quiz.

Discussion Assignment 2.1

Prepare a PDF document and submit to the Learning Objective 2 Drop Box before the end of the day on Wednesday June 26, 2024.

This is the only assignment that the assignment will be provided for you. You are expected to purchase the textbook and this assignment appears on page 31.

Discussion Assignment 2.1

Guidelines for Answering Discussion Questions

Well-written answers that exhibit deep consideration, outside research and personal reflection are expected. The following hints may help understand expectations for written assignments:

Just copying material from the textbook is C-level work,
Please look for additional, outside information on the assignment,
Please include personal experiences and reflection.

Ended: Week Three Learning Materials

Week Four Learning Materials ↵

Student Learning Objective 3

Recognize the role of management in total quality management

Learning Objective A

Make use of SWOT analysis for strategic planning

Content

Strengths-weaknesses-opportunities-threats (SWOT) is a traditional business tool used for strategic planning. A SWOT analysis is both focused on internal and external forces and agents.

Slide 2: SWOT Analysis

Strengths-Weaknesses-Opportunities-Threats
Strategic planning
Strengths and weaknesses are internally focused
Opportunities and threats are externally focused

Slide 3: SWOT Questions for Strengths

These are positive, internal factors that affect how your business performs. Although they may be difficulty to change, they should be within your control:

What are we good at?
What do we do better than anyone else?
What is our competitive advantage?
What do we do that no one else does?
What resources do we have at our disposal?
What are our ecommerce company's advantages?
What advantages do our employees have?
What valueable assets does our company have?
What do our customers like about our business?

Notes:

Material taken from https://www.shopify.com/blog/74665093-want-to-future-proof-your-business-try-a-swot-analysis (no longer available)

Slide 4: SWOT Questions for Weaknesses

These are negative, internal factors that affect how your business performs. Although they may be difficulty to change, they should be within your control:

What are we bad at?
What do our competitors do better than us?
What do our customers complain about?
What disadvantages does our team carry?
What is holding us back?
Which resources are we lacking?
What could we improve?

Notes:

Material taken from https://www.shopify.com/blog/74665093-want-to-future-proof-your-business-try-a-swot-analysis (no longer available)

Slide 5: SWOT Questions for Opportunities

These are external factors that could affect your business in a positive way. They may be largely out of your control, but you can choose to leverage them:

What potential regulation changes could help our business?
Is the market changing in a favorable way?
Is the current economy going to affect us in a positive way?
What opportunities have we not pursued yet?
What new opportunities are becoming available?
Is our cost of goods going down?
Is there a way for us to acquire useful resources that we do not already have?

Notes:

Material taken from https://www.shopify.com/blog/74665093-want-to-future-proof-your-business-try-a-swot-analysis (no longer available)

Slide 6: SWOT Questions for Threats

These are external factors that could affect your business in a negative way. They may be largely out of your control, but you can create a contingency plan to minimiz the damage:

Who are our existing competitors?
What new entrants to the market could threaten our ecommerce business?
Is our market size declining?
Is the industry changing in a way that could negatively impact our business?
Is our cost of goods increasing?
Is a supply we rely on becoming scarce?
Are regulations changing in a way that could hurt our business?
Is our manufacturer unreliable?

Notes:

Material taken from https://www.shopify.com/blog/74665093-want-to-future-proof-your-business-try-a-swot-analysis (no longer available)

Slide 7: Amazon SWOT

Strengths
- Most recognized and trusted e-commerce brand worldwide
- Remarkable logistics offer unmatched customer experience
- Retail competitors serve as unwilling "Amazon showrooms"
Weaknesses
- Wide range of offerings, including some marginal and risky "blue sky" endeavors
- Persistent report about potential safety and labor concerns at Amazon facilities
- Extremely low margins on many offerings, further compromised by free shipping

Source: https://www.bluleadz.com/blog/top-3-swot-analysis-examples

Slide 8: Amazon SWOT

Opportunities
- Launch of new headquarters offers both economies of scale and great publicity
- Brand poised to benefit hugely from the development of in-house TV and films
- Significant - maybe even unique - chances to grow operations in global markets
Threats
- Smaller online retailers often outperform Amazon in specific niches on price and quality
- Expansion has highlighted Amazon as a regulatory target, spurring aggressive taxation
- The retail-VR transformation in the coming years may present unexpected challenges

Source: https://www.bluleadz.com/blog/top-3-swot-analysis-examples

Appendix

Shopify Strengths Screen Capture

Shopify Strengths

Shopify Weaknesses Screen Capture

Shopify Weaknesses

Shopify Opportunities Screen Capture

Shopify Opportunities

Shopify Threats Screen Capture

Shopify Threats

Student Learning Objective 3

Recognize the role of management in total quality management

Learning Objective B

Compare the mission and vision statements of organizations with Collin's BHAGs (big, hairy, audacious goals)

Content

Mission and vision statements are important components of a company's culture. In addition to the textbook material, read Collin's material on BHAGs (big, hairy, audacious Goals). Resources for Learning Objective B are provided below:

Excerpt from Collin's Built to Last (Chapter 5)

Slide 9: Vision Statement

Statement that tells what the organization wants to become, and its reason for existing
Everything about the organization should support the realization of the vision
Characteristics of a good vision statement:
- Easily understood,
- Brief, but comprehensive,
- Challenging, yet attainable,
- Stirs excitement,
- Creates unity of purpose,
- Not concerned with numbers,
- Sets the tone.

Slide 10: Amazon's Vision Statement

Amazon's vision statement is "To be Earth's most customer-centric company, where customers can find and discover anything they might want to buy online." This vision statement underscores the organization's main aim of becoming the best e-commerce company in the world. The following components or characeristics are emphasized in Amazon's vision statement:

Global reach

Customer priorization

Widest selection of products

Source: Link to Amazon's Vision Statement

Slide 11: UTRGV's Vision Statement

To be one of the nation's leaders in higher education, its premier Hispanic-serving instituion, and a highly engaged bilingual university, with exceptional educational, research, and creative opportunities that serve as catalysts for transformation in the Rio Grande Valley and beyond.

Source: Link to UTRGV Vision Statement

Slide 12: Mission Statement

The mission takes the next step and describes who the organization is, _what" it does, and _where" it is going
Rules of thumb:
- Describe the who, what, and where of the organization, making sure the who components describes the organization and its customers,
- Be brief, but comprehensive. Typically one paragraph should be sufficient to describe an organization's mission,
- Choose wording that is simple, easy to understand, and descriptive,
- Avoid how statements. How the missio nwill be accomplished is described in the "Strategies" section of the strategic plan

Slide 13: Amazon's Mission Statement

Amazon's mission statement is as follows: "We strive to offer our customers the lowest possible, prices, the best available selection, and the utmost convenience." This mission statement promises an attractive e-commerce service to satisfy customers' needs. The following components or features are identifiable in Amazon's mission statement:

Lowest prices

Best selection

Utmost convenience

Source: L>ink to Amazon's Vision Statement

Slide 14: UTRGV's Mission Statement

To transform the Rio Grande Valley, the Americas, and the world through an innovative and accessible educational environment that promotes student success, research, creative works, health and well-being, community engagement, sustainable development, and commercialization of university discoveries.

Source: Link to UTRGV Mission Statement

Slide 15: BHAG Notable Examples

Notable examples: + JFK's Moon Challenge: This nations should commit itself to achieve the goal, before this decade is out, of landing a man on the moon and returning him safely to the earth + Microsoft: A computer on every desk and in every home + AIESEC: Engage and develop eery young person in the world + SpaceX: Enable human exploration and settlement of Mars + Blackpool FC: Reach English Premier League + Google: Organize the world's information and make ti universally accessible and useful + Hong Kong Broadband Network: Be the largest IP provider in HongKong by 2016 + SolarAid: To eradicate the keosene lamp from Africa by 2020 + Gift of Life Marrow Registtry: To cure blood cancer through marrow donation by ensuring a match for every patient in need, whenever they need one + Volve: By 2020 no one should be killed or seriously injured in a new Volve + Feedin Everyon No Matter What: Prevent Starvation even if the sun is blocked by Nuclear Winter, Volcanic winter or Impact Winter

Note: These examples were taken from an expired Wikipedia article. A screen caption of the article is provided in the Appendix.

Appendix: Screen Capture of Wikipedia's BHAG Notable Examples

bhagWikipedia

Student Learning Objective 3

Recognize the role of management in total quality management

Learning Objective C

Integrate guiding principles, objectives and action plans into an organizations daily operations

Content

Mission and vision statements are important components of a company's culture. In addition to the textbook material, read Collin's material on BHAGs (big, hairy, audacious Goals). Resources for Learning Objective B are provided below:

Excerpt from Collin's Build to Last, Chapter 5

Slide 17: Guiding Principles

The guiding principles establish the framework within which it will pursue its mission
Each principle encompasses an important organization values an important organization value
Represent the foundation of an organization's culture

Slide 18: Amazon's 14 Leadership Principles

Amazon's 14 Leadership Principles

Source:Link to Amazon's 14 Leadership Principles

Slide 19: Amazon's 14 Leadership Principles, continued

Amazon's 14 Leadership Principles

Source:Link to Amazon's 14 Leadership Principles

Slide 20: UTRGV Values

UTRGV Values

Source: UTRGV Values

Slide 21: Strategic Objectives

Strategic objectives translate an organization's vision and mission into measurable terms.
Objectives are more specific than mission statement but still broad
Characteristics of well-written strategic objectives
- Are stated broadly enough that they don't have to be continually rewritten
- Are state specifically enough that they are measurable, but not in terms of numbers
- Are each focused on a single issue or desired outcome
- Are tied directly to the organization's mission and vision
- Are all in accordance with the organization's guiding principles
- Clearly show what the organization wants to accomplish

Slide 22: Developing Action Plans

The action plan consists of specific tactics that are well-defined, finite projects and activities undertaken for the purpose of achieving a specific desired outcome
Well-written action plans have the following characteristics:
- Provide the "how" for achieving broad strategic objectives
- Are specific in nature
- Are measurable
- Can be quantifiable
- Can be accomplished within a specified time frame
- Can be assigned to a specific individual or group
- Are tied directly to a broad objective

Slide 23: UTRGV Core Priorities

UTRGV Core Priorities

Source:UTRGV Core Priorities

Slide 24: UTRGV Student Success Core Priority

UTRGV Student Success Core Priority

Source: [UTRGV StudentSuccess Core Priority](https://www.utrgv.edu/strategic-plan/core-priorities/student-success/index.htm

Student Learning Objective 3

Recognize the role of management in total quality management

Learning Objective D

Consider ethical decision in quality management

Content

Ethical behavior is particularly important in a total quality setting in which trust, integrity, and values figure prominently in everydaty human interactions.

Our discussion of ethics is influenced by the textbook material and the Code of Ethics for Engineers. Ethics are a reflection of our values and beliefs.

Resources for Learning Objective D are provided below:

NSPE Code of Ethics for Engineers

Slide 25: Ethics Defined

There is no one definitive definition.

Inquiry into the nature and grounds of morality where morality is taken to mean moral judgments, standards, and rules of conduct
Ethics is study of human behavior within moral context

For engineers,

Engineers must perform under a standard of professional behavior that requires adherence to the highest principles of ethical conduct Source - NSPE, Code of Ethics for Engineers)

Slide 26: Guidelines for Determining Ethical Behavior

Test
- Is it legal?
- Is it balanced?
- How will it make me feel about myself?
Figure 4-1: Tests of Ethical Behavior
- Morning-After Test
- Front-Page Test
- Mirror Test
- Role Reversal Test
- Commonsense Test

Figure 4.1 from textbook

Slide 27: Trust and Total Quality

Figure 4-2: Elements of Total Quality That Depend on Trust
- Communication
- Interpersonal Relations
- Conflict Management
- Problem Solving
- Teamwork
- Employee Involvement and Empowerment
- Customer Focus

Figure 4.2 from textbook

Slide 28: Values and Total Quality

Values are the deeply held beliefs that form the very core of who we are
Ethical behavior begins with values
Values that lead to ethical behavior are fairness, dependability, integrity, honesty and truthfulness
Values that lead to peak performance include achievement, contribution, self-development, creativity, synergy,quality and opportunity

Slide 29: Code of Ethics for Engineers

Fundamental Canons. Engineers, in the fulfillment of their professional duties, shall:
1. Hold paramount the safety, health, and welfare of the public
2. Perform services only in areas of their competence
3. Issue public statements only in an objective and truthful manner
4. Act for each employer or client as faithful agents or trustees
5. Avoid deceptive acts
6. Conduct themselves honorably, responsibly, ethically, and lawfully so as to enhance the honor, reputation and usefulness of the profession

Source: NSPE Code of Ethics

Student Learning Objective 3

Recognize the role of management in total quality management

Learning Objective E

Analyze employee motivation using Maslow's Hiearchy of Needs and Herzberg's 2-Factor Theory

Content

Maslow and Herzberg studied employee motivation. They examined factors that affect motivation tied to ethics and ethical behavior

Slide 30: Maslow's Hierarchy of Needs

Maslow's Hierarch of Needs

Source: Link to Maslow's Hierarchy of needs

Slide 31: Maslow's Pyramid

Needs must be satisfied in order from the bottom up
People focus most intently on their lowest unmet need
After a need has been satisfied, it no longer works as a motivating factor

Slide 32: Herberg's 2-Factory Theory

Herzberg proposed the Motivation-Hygiene Theory (2-factor theory) of job satisfaction
Satisfaction, which is primarily the result of motivation factors. These factors help increase satisfaction but have little effect on dissatisfaction
Dissatisfaction is primarily the rest of hygiene factors. These factors, if absent or inadequate, cause dissatisfaction, but their presence has little effect on long-term satisfaction

Slide 33: Motivator Factors

Achievement
Recognition
Work itself
Responsibility
Promotion
Growth

Slide 34: Hygiene Factors

Pay and benefits
Company Policy and Administration
Relationships with co-workers
Physical Environment
Supervision
Status
Job Security

Slide 35: Hygiene Dynamics

Please read the hygiene dynamics portion in your week 2 materials

Slide 36: Wikipedia Discussion

Advantages
- Free
- Available by internet
Disadvantages
- Anyone can post or modify an entry
- Entries may not be correct or accurate
Use with caution!

Student Learning Objective 3

Recognize the role of management in total quality management

Learning Objective F

Describe the role and importance of management in ethics and ethical behavior.

Content

Managers play an important role in ethics. Management and especially direct managers are the interface between the organization and the employees and must play a prominent role in ethical organizations.

Slide 37: Manager's Role in Ethics

Set an example of ethical behavior,
Help employees make ethical choices,
Help employees follow through and exhibit ethical behavior

Slide 38: Organization's Role in Ethics

Create an internal environment that promotes, expects, and rewards ethical behavior
Set an example of ethical behavior in all external dealings
Figure 4-4: Guidelines for Handling Ethical Dilemnas
- What solution is most likely to build trust among those involved?
- What solution fits best into the company's value system?
- What solution will pass the morning-after, front-gate, mirror, role reversal, and commonsense tests?
- What solution is most liekly to enhance the organization's integrity?
- What solution is the most responsible option?

Figure 4-4 from textbook

Slide 39: Beliefs versus Behavior

Employees are extremely perceptive at detecting differences between beliefs and behavior.

Possible reasons for disparity:
- Self-interest and self-protection
- Conflicting Values
- Tangible or Intangible, Immediate or Deferred
- How does management reward ethical behavior?
- How does management unknowingly promote unethical behavior?
- Does management unknowingly reward unethical behavior?

Student Learning Objective 3

Recognize the role of management in total quality management

Learning Objective G

Explain supply chains and the importance of partnering.

Content

Chapter 5 presents partnership and strategic alliances. "Partnering is a long-term commitment between two or more organizations for the purpose of achieving specific business goals and objectives by maximizing the effectiveness of each participant's resources (see Besterfield, 2003). A traditional or "old-fashioned" view of partnerships is given in Figure 5-2.

Figure 5.2

Currently most companies operate within or manage a supply chain. A view of a simple supply chain is given in Figure 5-3.

Figure 5.3

Ishikawa established his principles for supplier partnerships.

Slide 40: Ishikawa's 10 Principles

Both the customer and supplier are fully responsible for the control of quality
Both the customer and the supplier should be independent of each other and respect each other's independence
The customer is responsible for providing the supplier with clear and sufficient requirements so that the supplier can know precisely what to produce
Both the customer and the supplier should enter into a nonadversarial contract with respect to quality, quantity, price, delivery method and terms of payment

Source

Slide 41: Ishikawa's 10 Principles, continued

The supplier is responsible for providing the quality that will satisfy the customer and submitting necessary data upon the customer's request
Both the customer and the supplier should decide the method to evaluate the quality of the product or service to the satisfaction of both parties
Both the customer and the supplier should establish in the contract the method by which they can reach an amicable settlement of any disputes that may arise

Slide 42: Ishikawa's 10 Principles, continued

Both the customer and the supplier should continually exchange information, sometimes using multifunctional teams, in order to improve the product or service quality
Both customer and the supplier should perform business activities such as procurement, production and inventory planning, clerical work, and systems so that an amicable and satisfactory relationship is maintained
When dealing with business transactions, both the customer and the supplier should always have the best interests of the end user in mind

Slide 43: Reflections on Ishikawa

Lots of common sense ideas,
Think of how this is consistent with principles of total quality management

Ended: Week Four Learning Materials

Week Five Learning Materials ↵

Student Learning Objective 4

Specify the role of engineering in total quality management.

Learning Objective A

Determine the state of an organization's quality culture.

Content

Chapter 6 deals with the quality culture of an organization. A culture of a company is the way that the company operates. Hopefully, the culture aligns with the vision, mission and quality statement that a company professes.

Module A observes that changing the culture of an organization is a difficult task. It requires strong leadership.

Slide 3: Quality Culture

A quality culture is an organizational value system that results in an environment that is conducive to the establishment and continual improvement of quality. It consists of values, traditions, procedures and expectations that promote quality.

Figure 6-1: Characteristics Shared by Organizations with a Quality Culture
- Behavior matches slogans
- Customer input is actively sought and used to continually improve quality
- Employees are both involved and empowered
- Work is done in teams
- Executive-level managers are both committed and involved; responsibility for quality is NOT delegated
- Sufficient resources are made available where and when they are needed to ensure the continuous improvement of quality
- Education and training are provided to ensure that employees at all levels have the knowledge and skills needed to the continuously improve of quality
- Reward and promotion systems are based on contributions to the continual improvement of quality
- Fellow employees are viewed as internal customers
- Suppliers are treated as partners

Figure 6-1: Characteristics shared by Organizations with a Quality Culture

Slide 4: Creating a Total Quality Culture

To attempt implementing total quality without creating a quality culture invites failure
Reasons culture change must precede (or at least parallel) total quality implementation:
- Change can not occur in a hostile environment
- Moving to total quality takes time
- It can be difficult to overcome the past

Slide 5: Changing Leaders to Activate Change

Cultural change is one of the most difficult challenges an organization will ever face!
Leadership from the top is essential
Senior managers may be the staunchest defenders of the status quo
Questions to assess senior management:
Are the current leaders fully knowledgeable of the need to change and the ramification of not changing?
Are the current leaders able to articulate a vision for the new organization?
Have the current leaders set the tone for change and established an organization-wide sense of urgency?
Are the current leaders willing to remove all obstacles to cultural change?
Do the current leaders have a history of following through on change initiatives?
Are the current leaders willing to empower employees at all levels of the organization to make cultural change?

Slide 6: Overcome Resistance to Change

Figure 6-2: Change Causes a Classic Confrontation: Irrestible Force versus Immovable Object
Advocates of Change
- Desired Change
- Benefits of Change
Resisters of Change
- Desired Status Quo
- Consequences of Change
Figure 6-3: Steps in Facilitating Change
Step 1. Begin with a new advocacy paradigm
Step 2. Understand the concerns of potential resisters
Step 3. Implement change-promoting strategies

Figure 6-2: Change Causes a Classic Confrontation: Irresistible Force Versus Immovable Object

Figure 6-3: Steps in Facilitation Change

Slide 7: Implementing Change-Promoting Strategies

Involve potential resistors
Avoid surprise
Move slowly at first
Start small and be flexible
Create a positive environment
Incorporate the change
Provide a quid pro quo
Respond quickly and positively
Work with established leaders
Treat people with dignity and respect
Be constructive

Slide 8: Steps in the Conversion

Figure 6-5: Quality Culture Conversion Checklist
Identify the attitudes, behaviors, processes, and procedures that are to be changed
Put the planned changes in writing
Develop a comprehensive plan for making the changes
Make sure all change advocates are familiar with the emotional transition people go through when confronted with change
Identify the key people in the organization who can either make the conversion work or make sure it doesn't work
Get the identified key people on the team (turn them into advocates)
Take a hears and minds approach when introducting the new culture
Apply courship strategies to bring people along slowly but steadily
SUPPORT, SUPPORT, SUPPORT

Figure 6-5: Quality Culture Conversion Checklist

Student Learning Objective 4

Specify the role of engineering in total quality management.

Learning Objective B

Recommend alternative approaches to improve an organization's quality leadership.

Content

The topic for Module B is quality leadership. Characteristics of leadership and leadership concepts are examined. Most of the material for this module is taken from Besterfield (2003).

Slide 9: Characteristics of Quality Leaders

They give priority attention to external and internal customers and their needs,
They empower, rather than control, subordinates,
They emphasize improvement rather than maintenance,
They emphasize prevention,
They encourage collaboration rather than competition,
They train and coach, rather than direct and supervise

Source: Besterfield (2003)

Slide 10: Characteristics of Quality Leaders, continued

They learn from problems,
They continually try to improve communications,
They continually demonstrate their commitment to quality,
They choose suppliers on the basis of quality, not price,
They establish organizational systems to support the quality effort,
They encourage and recognize team effort

Source: Besterfield (2003)

Slide 11: Leadership Concepts

People, paradoxically, need security and independence at the same time,
People are sensitive to external rewards and punishments and yet are also strongly self-motivated,
People like to hear a kind word of praise,
People can only process a few facts at a time (leaders keep things simple)
People trust their gut reaction more than statistical data,
People distrust a leader's rhetoric if the words are inconsistent with the leader's actions

Source: Besterfield (2003)

Student Learning Objective 4

Specify the role of engineering in total quality management.

Learning Objective C

Appraise the impact of internal politics within an organization

Content

Chapter 13 discusses overcoming politics, negativity and conflict in the workplace. This chapter is a logical follow-up to implementing a culture change as discussed in chapter 6 as these issues often accompany change.

The topic for Module C is internal politics. Major issues address in this module include identifying motivational factors that lead to internal politics, how to recognize internal politics and lobbying, the impact of internal politics and internal politics prevention.

Slide 12: Internal Politics

Several motivations drive internal politics: personal insecurity, self-interest, a hunger for power, ambition, ego and the need for acceptance
Figure 13-6: Methods Checklist: Internal Politicians
Lobbying
Building coalitions
Applying Pressure
Electioneering
Spreading rumors and gossip

Figure 13-6: Methods Checklist: Internal Politicians

Slide 13: Lobbying

Figure 13-7: Lobbying Tactics of Internal Politicians
Contacting people formally (by appointment) to present a personal point of view
Engaging people in informal discussions (over lunch, on the golf course, in the hall, etc.) and presenting a personal point of view
Providing carefully screened information on a selective basis
Doing favors to establish quid pro quo relationships
Helping lighten the workload of selected people
Applying pressure directly to individuals
Applying pressure through third parties
Exploiting personal relationships

Figure 13-7: Lobbying Tactics of Internal Politicians

Slide 14: Impact of Internal Politics

Effects of Internal Politics on an Organization (Figure 13-8):
Loss of morale due to infighting, buck passing, and rumormongering
Questionable decisions made for reasons other than what is best for the organization
Counterproduction internal competition that saps the organization of its competitive energy
Loss of the best and brightest employees as they make a statement about their dissatisfaction by leaving
Perpetuation of outdated processes, procedures, and technologies as internal politics is used to promote organizational inertia by those opposed to change
Constant conflict as the political machinations of one group are encountered by those of others
Loss of quality, competitiveness, and customers as the organization's focus is diverted from what really matters

Figure 13-8: Effects of Internal Politics on an Organization

Internal Politics Prevention

Figure 13-9: Main Components of an Internal Politics Prevention Program
Strategic Planning Component
Leadership Component
Reward/Recognition Component
Performance Appraisal Component
Customer Focus Component
Conflict -Management Component
Cultural Component

Figure 13-9: Main Components of an Internal Politics Prevention Program

Student Learning Objective 4

Specify the role of engineering in total quality management.

Learning Objective D

Construct solutions that minimize the impact of negativity within an organization.

Content

The topic for Module D is negativity. Negative is defined as any behavior by an employee (at any level) that works against the optimum performance of an organization. Tips for recognizing, and overcoming negativity are presented in the accompanying micro-lecture.

Slide 16: Negativity

Negativity is any behavior on the part of any employee at any level that works against the optimum performance of the organization.
Common categories of negativity are:
Control disputes,
Territorial disputes,
Dependence and independence issues,
Need for attention and responsibiltiy,
Authority,
Loyalty issues,

Slide 17: Recognizing Negativity

"I can't" attitudes
"They" mentality
Critical conversations
Blame fixing

Slide 18: Overcoming Negativity

Communicate
Establish clear expectations
Provide for anxiety venting
Build trust
Involve employees

Student Learning Objective 4

Specify the role of engineering in total quality management.

Learning Objective E

Develop skills to identify and mitigate the harmful effects of conflict within an organization

Content

The topic for Module E is conflict. Tips are provided for managing and handling conflict. An interesting topic is the stimulation of conflict as a beneficial activity.

Slide 19: Managing Conflict in Organization

Human conflict is a normal and unavoidable
Managers must be proficient in conflict management
Interesting comment -- "Managers have two specific responsibilities regarding conflict: conflict resolution and conflict stimulation."

Slide 20: Causes of Conflict

Figure 13-11: Causes of Workplace Conflict
Communication Problems
Different perspectives
Different values
Role ambiguity
Incompatible goals
Limited resources

Figure 13-11: Causes of Workplace Conflict

Slide 21: Handling Conflict

Determine how important the issue is to all people involved
Determine whether all people involved are willing and able to discuss the issue in a positive manner
Select a private place where the issue can be discussed confidentially by everyone involved
Make sure that both sides understand that they are responsible for both the problem and the solution
Solicit opening comments from both sides
Guide participants toward a clear and specific definition of the problem
Encourage participants to propose solutions
Evaluate the cost versus gains of all proposed solutions and discuss them openly
Reflect on the issue and discuss conflict-resolution process

Slide 22: Stimulating Conflict

Are you surrounded by employees who always agree with you and tell you only what you want to hear?
Are your employees afraid to admit they need help or that they've made mistakes?
Do decision makers focus more on reaching agreement than or arriving at the best decision?
Do managers focus more emphasis on getting along with others than on accomplishing objectives?
Do managers place more emphasis on not hurting feelings than on making quality decisions?
Are employees highly resistant to change?
Is the turnover rate unusually low?
Do employees, supervisors, and managers avoid proposing new ideas?

Student Learning Objective 4

Specify the role of engineering in total quality management.

Learning Objective F

Categorize leadership and decision making styles

Content

The topic for Module F is leadership styles and decision making.

Slide 23: Leadership

“Leadership is the ability to inspire people to make a total, willing and voluntary commitment to accomplishing or exceeding organizational goals.”

Slide 24: What Leaders Must Do

Overcome resistance to change
Broker the needs of constituency groups inside and outside of the organization
Establish and ethical framework

Slide 25: Decision Making Styles

Figure 9-3: Leadership Styles:
Autocratic
Democratic
Participative
Goal-oriented
Situational

Figure 9-3: Leadership Styles

Slide 26: Myths about Leadership

Leadership is a rare skill
Leaders are born, not made
Leaders are charismatic
Leadership exists only at the top
Leaders control, direct, prod and manipulate
Leaders don’t need to be learners

Student Learning Objective 4

Specify the role of engineering in total quality management.

Learning Objective G

Develop leadership skills for managing change.

Content

The topic for Module G is leadership and change.

Slide 27: Leadership and Change

Today’s global markets and competitive environment require constant change
Leadership is crucial to successfully implementing changes
Strategy for managers:
Have a clear vision and corresponding goals,
Exhibit a strong sense of responsibility,
Be an effective communicator,
Have a high energy level,
Have the will to change

Slide 28: Change Facilitation Model

Figure 9-5: Change Facilitation Model
1. Establish an understanding of the reality of continual change
2. Establish and charter the steering committee
3. Establish "antenna" mechanisms for anticipating change
4. Develop a vision of the organization after the change
5. Communicate the change vision to all stakeholders
6. Implement the change
7. Incorporate the change process in the organizational culture

Figure 9-5: Change Facilitation Model

Student Learning Objective 4

Specify the role of engineering in total quality management.

Learning Objective H

Distinguish between leadership and management and their respective roles and responsibilities.

Content

The topic for Module H is leadership versus management. People often confuse leadership and management. A common misbelief is that managers are leaders. This module presents a thorough comparison of leadership versus management. A key component to leadership is trust building.

Slide 29: Leadership versus Management, part 1

Management	Leadership
Coping with complexity	Coping with change
Planning and budgeting for complexity	Setting the direction for change through the creation of a vision
Capacity to carry out plans through organizing and staffing	Aligns people to work toward the visition
Ensures the accomplishment of plans through controlling and problem solving	Inspires people to want to accomplish the plan

Source: Textbook, page 126

Slide 30: Leadership versus Management, part 2

Managers	Leaders
Administer	Innovate
Managers are copies	Leaders are originals
Maintain	Develop
Focus on system and structure	Focus on people
Rely on control	Inspire
Take the short view	Take the long view
Ask how and when	Ask what and why
Accept the status quo	Challenge the status quo
Do right things	Do the right thing

Source: Goetsch and Davis (2000). Quality management : introduction to total quality management for production, processing, and services. Prentice-Hall (New Jersey), page 257

Slide 31: Trust Building and Leadership

Vital to succeeding in today’s competitive environment
Strategies
Taking the blame and sharing the credit
Pitching in and helping
Being consistent
Being equitable

Student Learning Objective 4

Specify the role of engineering in total quality management.

Learning Objective I

Create problem solving solutions

Content

The topic for Module I is problem solving. The first methodology is the plan-do-check-act (PDCA) cycle for continuous improvement as a problem solving technique. A second methodology is define-measure-analyze-improve-control (DMAIC process from Six Sigma). The final methodology is a general problem solving framework from the textbook.

Slide 32: Continuous Improvement

Figure 5-4: Continuous Process Improvement Cycle (PDSA):
Phase 1. Identify the opportunity
Phase 2. Analyze the process
Phase 3. Develop the optimal solution(s)
Phase 4. Implement
Phase 5. Study the results
Phase 6. Standardize the solution
Phase 7. Plan for the future

Source: Besterfield

Figure 5-4: Continuous Process Improvement Cycle

Slide 33: Six Sigma Approach

Six Sigma Process (DMAIC)
Define
Measure
Analyze
Improve
Control

Six Sigma Approach

Slide 34: Problem Solving Framework

The Decision Making process is a logical sequenced series of activities through which decisions are made.

Figure 16-3: Decision-Making Model
Identify or anticipate the problem
Gather the facts
Consider the alternatives
Choose the best alternative
Implement
Monitor and adjust

Figure 16-3: Decision-Making Model

Student Learning Objective 4

Specify the role of engineering in total quality management.

Learning Objective J

Employ the scientific approach in total quality management.

Content

The topic for Module J is the scientific approach. This module contains a discussion of the scientific approach, objective versus subjective information and information technology.

Slide 35: Objective vs. Subjective

All approaches to decision making fall into either objective or subjective
Subjective decision making is based upon intuition, experience and incomplete information
Objective decision making
Figure 16-5: Factors that Contribute to Objective Decision Making
- Time
- Complete accurate information (facts)
- Freedom to selecte the best alternative

Figure 16-5: Factors that Contribute to Objective Decision Making

Slide 36: Scientific Approach

One of the keys to success in a total quality setting is using the scientific approach
Consider Juran’s 85/15 rule

There is a widely held belief that an organization would have few, if any, problems if only workers would do their jobs correctly. As Dr. Joseph M. Juran pointed out years ago, this belief is incorrect. In fact, the potential to eliminate mistakes and errors lies mostly in improving the 'systems' through which work is done, not in changing the workers. This observation has evolved into the role of thumb that at least 85% of the problems can only be correct by changing systems (which are largely determined by management) and less than 15% are under a worker's control - and the split may lean even more towards the system.

Find source

Juran's 85/15 Rule

Slide 37: Role of Information and IT

Information is critical to decision making
“Information can be defined as data that have been converted into a usable format that is relevant to the decision-making process”

Slide 38: Information Quality Issues

Sufficiency
Accuracy
Timeliness
Intellectual Property
Security
Cybercrime
Privacy
Pollution (2M web pages are added per day)
Creativity
Control and Prevention

Slide 39: Information Overload

Figure 16-7: Information Overload
Problems caused by information overload
- Too much attention given to unimportant matters
- Too little attention given to important details
- Unnecessary, unproductive delays
- Confusion
- Frustration

NOTE: the following figure and textbook reference Figure 16-6. In the 8th edition, this is Figure 16-7.

Figure 16-6: Information Overload

Ended: Week Five Learning Materials

Week Six Learning Materials ↵

Student Learning Objective 5

Organize teamwork in total quality management.

Learning Objective A

Develop effective teams.

Content

Chapter 10 deals with teamwork. Most endeavors have become so large and complex that they cannot be completed by a single person. Therefore, teams must be utilized and to be competititve, teams must function well.

The topic for Module A is teams and teamwork. Four types of teams are presented in this module as well as characteristics of successful teams.

Slide 1: Teams

A team is a group of people with a common, collective goal
Rationale for teams:
Two or more heads are better than one
The whole (the team) is greater than the sum of its parts (individual team members)
People in teams get to know each other, build trust and as a result want to help each other
Teamwork promotes better communication

Slide 2: Types of Teams

Process Improvement Team
Cross-functional Team
Natural Work Team
Self-directed/self-managed work teams

Source: Besterfield (2003)

Slide 3: Characteristics of Successful Teams

Sponsor
Team charter
Team composition
Training
Ground Rules
Clear Objectives
Accountability
Well-defined decision procedures
Resources
Trust
Effective problem solving
Open communications
Appropriate leadership
Balanced participation
Cohesiveness

Source: Besterfield(2003)

Student Learning Objective 5

Organize teamwork in total quality management.

Learning Objective B

Utilize stages of team development to improve teamwork.

Content

Building teams is the topic for Module B. Good teams do not just happen, they have to be built. A large part of the team-building process involves developing trust. Stages of team development as well as roles of team members are discussed in this module.

Slide 4: Team Makeup and Size

"Teams should be composed of those who are most likely to be able to satisfy the team's mission efficiently and effectively."
Most recommendations for teams size is 5 to 12
Six is often given as an ideal team size

Slide 5: Stages of Team Development

Forming - the beginning stage where members become aware of the boundaries of acceptable behavior

Storming - the most difficult state where members start to realize the amount of work that lies ahead

Norming - the stage where members begin to work together

Performing - the stage where the team members have settled their relationships and expectations

Adjourning - this stage is reserved for temporary teams (projects)

Slide 6: Team Member Roles

Team Leader
Faciliatator (not a team member)
Recorder
Timekeeper
Team Member

Source: Besterfield (2003)

Slide 7: Effective Team Meetings

Meetings should be regularly scheduled
An agenda should be developed
Agendas should contain: opening focus, previous meeting feedback, agenda review, agenda items, summary and action items
Periodically, the meetings should be evaluated by the participants

Source: Besterfield (2003)

Edge Method

Approach used in scouting
Notice arrows at each stage of Tuckman's Team Development Model
Notice suggested leadership method

Source: How Team Development...

EDGE Method

Student Learning Objective 5

Organize teamwork in total quality management.

Learning Objective C

Create high performing teams.

Content

The topic for Module C is high performing teams. The goal of every organization should be the formation of high performing teams! High performing teams to not just happen. Theya re the result of good management and leadership practices combined with good employees. Several important issues regarding high performing teams are discussed in this module.

Slide 14: Teams are not Bossed - Teams are Coached

Coaches give their teams a clearly defined charter
Coaches make team development and team building a constant activity
Coaches are mentors
Coaches promote mutual respect between themselves and team members and among team members
Coaches make human diversity within a team a plus

Slide 15: Character Traits that Promote Teamwork

Figure 10-2: Character Traits that Promote Teamwork

Honesty/integrity
Selflessness
Dependability
Enthusiasm
Responsibility
Cooperativeness
Initiative
Patience
Resourcefulness
Punctuality
Tolerance/sensitivity
Perserverance

Figure10-2: Character Traits that Promote Teamwork

Slide 16: Decision Making Methods

Nondecision
Unilateral decision--made by one person (usually the leader)
Handclasp decision--one person decides and another agrees to the decision
Minority-rule decision--few members dominate the discussion and impose their will
Majority-rule decision--most members agree on the solution
Consensus --all members agree on the solution

Source: Besterfield (2003)

Slide 17: Structural Inhibitors

Unit structure
Accountability
Unit goals
Responsibility
Compensation and recognition
Planning and control

Slide 18: More on High Performing Teams

Characterics of High Performing Teams
Share a common purpose / goals
Build relationships for trust and respect
Balance task and process
Plan thoroughly before acting
Involve members in clear problem-solving and decision making procedures
Respect and understand each others' "diversity"
Value sunergism and interdependence
Emphasize and support team goals
Reward individual performance that supports the team
Communicate effectively
Practice effect dialogue instead of debate Identify and resolve group conflicts
Critique the way they work as a team, regularly and consitently
Practice continuous improvement

Source: http://www.improve.org/team1.html (inactive)

Characeristics of High Performing Teams

Student Learning Objective 5

Organize teamwork in total quality management.

Learning Objective D

Analyze communications as a process.

Content

Chapter 11 discusses effective communications. The topics selected from chapter 11 are communications, listening and interpersonal skills, communication media and improving communications.

The topic for Module D is communications. Communication involves the transfer of a message through appropriate media. One of my favorite videos regarding communication involves a navy ship (please watch the video provided in the references). Two parties were talking in the video involving a navy ship but communication was not occurring.

Resources for Learning Objective D are provided below:

Communication video

Slide 19: Communication

Communication is the transfer of a message (information, idea, emotion, intent, feeling or something else) that is both received and understood
Hearing is not communicating

Slide 20: A Communication Problem

Please watch the communication problem video from the Module D resources now.

Slide 21: Communication Levels

Figure 11-2: Communications Levels:
One-on-One Level
Team or Unit Level
Company Level
Community Level

Figure 11-2: Communication Levels

Slide 22: Communications as a Process

There are four categories of media: verbal, nonverbal, written and electronic.

graphic showing sender as a block on the left side, receiver as a block on the right side. There is a two-directional arrow connecting sender and receiver. Above the arrow is the medium

Student Learning Objective 5

Organize teamwork in total quality management.

Learning Objective E

Appraise listening and interpersonal skills.

Content

The topic for Module E is listening and interpersonal skills. For communication to occur, a message must be received by one of the parties. This invariably requires listening and listening is often a task that many do not do well. Everyone can fall into the traps of inhibitors for good listening. Listening is a skill that can be improved by practice and effort.

Slide 23: Communicate by Listening

One of the most important communication skills is listening
Take the Assessment in Figure 11-5 in your textbook to see if you are a good listener
"Hearing is a natural process, listening is not"
Definition: Good listening means receiving the message, correctly decoding it and accurately perceiving what it means

Slide 25: Inhibitors to Good Listening

Figure 11-6: Inhibitors of Effective Listening
Lack of Concentration
Preconceived Ideas
Thinking Ahead
Interruptions
Tuning Out
Interference

Inhibitors of Effective Listening

Slide 26: Listening Emphatically

Figure 11-7: Listening Improvement Checklist:
Remove all distractions
Put the speaker at ease
Look directly at the speaker
Concentrate on what is being said
Watch for nonverbal cues
make note of the speaker's tone
Be patient and wait
Ask clarifying questions
Paraphrase and repeat
No matter what is said, control your emotions

Figure 11-7: Listening Improvement Checklist

Slide 27: Listening Responsively

Figure 11-8: Descriptors of Responsive Listening
Active
Alert
Vigilant
Sensitive
Creative

Figure 11-8: Descriptors of Responsive Listening

Slide 28: Improving Listening Skills

Upgrade your desire to learn
Ask the right questions
Judge what is really being said
Eliminate listening errors

Slide 29: Interpersonal Relationships

Figure 11-14: Management Strategies for Interpersonal Relationships
Recognition of the need
Careful Selection
Training
Measurement and Reward

Figure 11-14: Management Strategies for Interpersonal Relationships

Student Learning Objective 5

Organize teamwork in total quality management.

Learning Objective F

Categorize communication media used in total quality Management.

Content

The topic for Module F is communication media. We communicate in several major modes: nonverbal, verbal, and written. This moduled examines each major communication model.

Slide 30: Non-verbal Communication: Important Points

"You've got 7 seconds to make a first impression"
"You broadcast verbal and nonverbal signals that determine how others see you"
"and whether people realize it or not, they respond immediately to your facial expressions, gestures, stance and energy, and they instinctively size up your motives and attitudes"

Slide 31: Components of nonverbal Communication

Table 11-1: Components of Nonverbal Communiation

Body Factors	Voice Factors	Proximity Factors
Posture	Volume	Relative positions
Dress	Pitch	Physical arrangements
Gestures	Tone	Color of the room or environment
Facial expressions	Rate of speech	Fixtures
Body poses

Slide 32: Non-verbal Communication: Proximity Factors

Have comfortable chairs for visitors
Arrange chairs so you can sit beside visitors rather than behind your desk
Choose soft, soothing colors rather than harsh, stark or overly bright or busy colors
If possible, have refreshments such as coffee, soda and snacks available for visitors

Slide 33: Verbal Communication

Figure 11-10: Asking Questions Effectively

Drop Your Defenses
State Your Purpose
Acknowledge Emotions
Use Open-Ended Questions
Phrase Questions Carefully

Figure 11-10: Asking Questions Effectively

Slide 34: Verbal Communication

Textbook points out that verbal communication ranks closely to listening in importance in a total quality setting

Slide 35: Improving Verbal Communication Skills

Figure 11-9: Improvement of Verbal Communication Skills

To improve your Verbal Communication
Show Interest
Be Friendly
Be Flexible
Be Tactful
Be Courteous

Figure 11-9: Improvement of Verbal Communication Skills

Slide 36: Asking Questions Effectively

Questioning is an important part of verbal communication
Questioning lets you determine what employees really think and feel
Be warned that emotions are involved

Slide 37: Written Communication: Helpful Rules

Plan before you write
Be brief
Be direct
Be accurate
Practice self-editing

Slide 38: Written Communication: Self-Editing

One-draft writers are rare
Sending first drafts can be very embarrassing
Recommendation
- First draft concentrate on what you say
- Second draft concentrate on how you say it
Dr. Timmer's recommendations
- Read it aloud
- Give yourself a few days (if possible) between drafts. So you can read what is on the page and not what you think you have written

Slide 39: Writing Better Reports

Define the problem
Develop a workplan (see figure 11--13)
Gather relevant data
Process findings
Develop conclusions
Make recommendations

Student Learning Objective 5

Organize teamwork in total quality management.

Learning Objective G

Describe strategies for improving communication in total quality management.

Content

The topic for Module G is improving communication. Everyone can communicate better. Several strategies for improving communication are presented in this module. Material from project management regarding communications is also included.

Slide 40: Strategies

Keep up to date
Prioritize and determine time constrains
Decide whom to inform
Determine how to communicate
Communicate and follow up
Check understanding and obtain feedback

Slide 41: Selecting the Appropriate Communication Mode

Written Communication
Effective for general information and information that requires action
Not effective for message that requires immediate action, commending an employee (first verbally, then written)
Verbal Communication
Appropriate when reprimanding employees or attempting to resolve conflict (may require private communication)

Slide 42: Electronic Communication

Advantages
Messages can be sent rapidly
Messages can be transmitted simultaneously to large number of employees
Messages can be printed
Messages can be prompted and acknowledged
Disadvantages
Inability to transmit body language, voice tone, facial expressions and eye contact
Overuse of electronic communications

Slide 43: Project Management Approach

Linear Responsibility Chart from Project Management. Columns in table represent different project roles and rows contain work breakdown structure items. Each cell may contain a label such as responsible, support, notification, or approval.

Source: Meredith and Mantel (2003).

Slide 44: Project Management Approach, continued

Linear Responsibility Chart from Project Management. Columns in table represent different project roles and rows contain work breakdown structure items. Each cell may contain a label such as responsible, support, notification, or approval. This table is less graphical than the previous example

Source: Meredith and Mantel (2003).

Slide 44: Project Management Approach, continued

Verbal Responsibility Chart is a table with four columns. The colulmn contents are 1) activity, 2) Initiate Action, 3) Resposible Individduals work with, and 4) Clear Action with. Rows contain activities

Source: Meredith and Mantel (2003).

Student Learning Objective 5

Organize teamwork in total quality management.

Learning Objective H

Construct effective training.

Content

Chapter 12 deals with education and training. These are two very important topics that repeatedly apper in Deming's 14 points and the 11 key elements for total quality management from the textbook.

The topic for Module H is training and education. There are a variety of reasons to train ranging from improving deficiencies in the work force to becoming a world-class organization. Training is a must for any organization. ABET has emphasized that all engineers should be life-long learners.

Slide 45: Training Education, and Learning

Training is an organized, systematic series of activities designed to enhance an individual's work-related knowledge, skills and understanding or motivation
Education is a broader term of with training is a subset
Learning is the acquistion of understanding

Slide 46: Instructional Methods

Figure 12-4: Instructional Methods Checklist (6th edition)
Videotapes
Lecture
Demonstration (one-on-one)
Slides/Transparencies
Role-Playing
Audiotapes
Film
Simulation
Case Studies
Self-study Instruction
Videoconferencing and Teleconferencing
Computer Referencing and Online

Slide 47: Why Train?

Quality of existing labor pool
Global competition
Rapid and continual change
Technology transfer problems
Changing demographics

Slide 47: Quality of Labor Pool

Youth in the US spend barely 9% of their first 18 years in school
Approximately 93% of the largest US companties must teach employees the three R's and other basic skills
When compared with their conterparts in Canada, Europe and Asia, 23-year old people in the US place last in math and science

Slide 48: HS Graduate Rates in the Valley

Texas has a high school graduation rate of 60%
Almost 18% of state's high schools were tagged dropout factories
- Schools were labeled dropout factories if the size of the senior class is 60% or less than the size of the freshman class
Nearly 2 dozen RGV schools were labelled "dropout factories"
Criticism: simplistic approach that does not account for high mobility rate (17 to 19%)

Source: The McAllen Monitor, November 1, 2007

Slide 49: Rapid and Continual Change

Rapid and continual change represents an insurmountable barrier to employees who are not functionally literate
Functionally literate means academic performance at the 4.0 to 8.9 grade level
US Employee facts:
Almost 30 million adults in the US are functionally illiterate
Approximately 20% of the US workforce has a reading comprehension level of 9th grade or lower
Approximately 2.5 million people enter the work force with only limited language skills

Slide 50: Changing Demographics

Figure 12-7: Changing Demographics in the Workplace

More than 80 percent of all new entrants into the workforce are women, minorities or immigrants
The average age of employeed people is increasing
More than 20 percent of all new entrants into the workforce are immigrants with limited English language skills

Figure 12-7: Changing Demographics in the Workplace

Slide 51: Benefits of Training

Figure 12-8: Checklist of Training Benefits
Fewer Production Errors
Increased Productivity
Improved Quality
Decreased Turnover Rate
Lower Staffing Costs
Improved Safety and Health
Fewer Accidents
Minimized Insurance Costs
Increased Flexibility of Employees
Better Response to Change
Improved Communication
Better Teamwork
More Harmonious Employee Relations

Figure 12-8: Checklists of Training Benefits

Student Learning Objective 5

Organize teamwork in total quality management.

Learning Objective I

Formulate highly effective training plans utilizing appropriate educational pedagogy.

Content

The topic for Module I is making training effective. This module provides a discussion of making training effective. There are several interesting topics in this module including: evaluating training, learning styles and e-learning.

Slide 52: Training Needs Assessment

Place training dollars where training emphasis is needed most
Ensure that training promotes goals of the organization:
What knowledge, skills, and attitudes do our employees need to have to be world-class?
What knowledge, skills, and attitudes do our employees currently have?

Slide 53; Providing Training

Internal approaches:
One-to-one training
On-the-job computer based training
Formal group instruction
Media instruction
External approaches:
Enrolling employees in short-term training
Enrolling employees in long-term training (such as college)

Slide 54: Evaluating Training

General Approach
Was the training provided valid?
Did the employees learn?
Has the learning made a difference?
Purchased training materials
Does the program have specific behavioral objectives?
Is there a logical sequence for the program?
Is the training relevant for the trainee?
Does the program allow trainees to apply the training?
Does program accommodate different levels of expertise?
Does the training include activities that appeal to a variety of learning styles?
Is the philosphy of the program consistent with that of the organization?
Is the training credible?
Does the program provide follow-up activities to maintain the training on the job?

Slide 55: Learning Styles

Material contained in LdPride.net handout
Three primary styles
Visual learner
Auditory learner
Tactile/kinestic learner

Slide 56: Principles of Learning

People learn when they are ready to learn
People learn more easily when what they are learning can be related to something they already know
People learn best in a step-by-step manner
People learn by doing
The more often people use what they are learning, the better they will remember and understant it
Success in learning tends to stimulate additional learning
People need immediate and continual feedback to know if they have learned

Slide 57: Four-step Teaching Method

Preparation encompasses all tasks necessary to get participants prepared to learn, trainers prepared to teach and facilities to accomodate the process
Presentation is a matter of present the material participants are to learn
Application is a matter of giving learners opportunities to use what they are learning
Evaluation is a matter of determining the extent to which learning has taken place

Slide 58: Dale's Cone of Experience

Dale's Cone of Experience

Source: URL to Teacher World dot com containing Dale's Cone of Experience

Slide 59: Bloom's Taxonomy of Learning

Bloom's Taxonomy of learning represented as a pyramid. The levels represent different levels of cognitive achievement ranging from the lowest level, knowledge, to the highest level: Evaluation. The levels are knowledge, comprehension, application, analysis, synthesis, and evaluation

Source: Web link to Bloom's Taxonomy of Learning

Slide 60: Different Types of Training

Quality training
Orientation training
Customer training
Ethics training

Slide 61: E-learning

Understand that one of the strengths of e-learning is scalability
Don't try to provide e-learning opportunities without support
Blend e-learning and classroom activities
Design student assessments of online learning so that students cannot copy answers out of books
Don't force a quick swithch from classroom to e-learning
Remeber that e-learning is a tool, not a strategy

Ended: Week Six Learning Materials

Week Seven Learning Materials ↵

Student Learning Objective 6

Apply the commonly used quality systems and standards.

Learning Objective A

Compare Total Quality Management principles to the ISO 9001 system.

Content

This module introduces ISO 9001 and presents a comparison of ISO 9001 versus TQM. The benefits of registration are also provided.

Slide 2: History of ISO 9001

The present version of ISO 9001-ISO 9001:2015 - is the fifth iteration of the standard. Here is a brief history of ISO 9001 through the years:

ISO 9001:1987. The first publication of ISO 9001. Truly a manufacturing standar and very heavily focused on documentation. The requirements were based on U.S. military standards used by government contractors since World War II.

ISO 9001:1994. A minor revision to the standard. Still very proscriptive and focused on manufacturing. Difficult for services providers to interpret and apply.

ISO 9001:2000. A significant revision of the standard with a focus on continuous improvement, customer satisfaction, leadership, and process management. An attempt to make the standard more applicable to service providers, and to make it more flexible in general.

ISO 9001:2008. A very minor revision with only slight changes in wording. No actual requirements were added, removed, or changed.

ISO 9001:2015. A significant revision to the standard and another step away from its manufacturing origins. Much more of a model for managing and improving an organization, with risk lying at the heard of the standard. An excellent framework for long-term success and customer satisfaction.

Source: https://www.qualitydigest.com/inside/standards-article/121015-iso-90012015-introduction.html

Slide 3: Benefits of Registration

Wider customer acceptance of products and services
Improved effectiveness and reliability of its processes
Improved quality of products and services
Improved organizational performance and competitiveness

Slide 4: TQM versus ISO 9000

Figure 14.3: Total Quality Management Characteristics Compared With Those of ISO 9000.

Characteristics of Total Quality Management	ISO 9000	TQM
Customer focus (internal and external)	✓	✓
Obsession with quality		✓
Scientific approach to problem solving	✓	✓
Long-term commitment	partial	✓
Teamwork		✓
Continual process and product improvement	✓	✓
Education and training intensive	✓	✓
Freedom through control		✓
Unity of purpose	✓	✓
Employee involvement and empowerment	partial	✓

Slide 8: Eight Principles: ISO 9000's Basis

"ISO 9000 QMS is based on eight principles from total quality management (TQM):"

Understand the customer's needs, meet the customer's requirements and strive to exceed the customer's expectation,
Establish unity of purpose and organizational direction and provide an environment that promotes employee involvement and achievement of objectives,
Take advantage of fully involved employees, using all their abilities for the benefit of the organization, .
Recognized that things accomplished are the results of processes and that process along with related activities and resource must be managed,
The multiple interrelated processes that contribute to the organization's effectiveness are a system and should be managed as a system,
Continual improvement should be a permanent objective applied to the organization and to its people, processes, systems and products,
Decisions must be based on the analysis of accurate, relevant and reliable data and information, and
Both the organization the supplier benefitting from one another's resources and knowledge results in value for all.

Student Learning Objective 6

Apply the commonly used quality systems and standards.

Learning Objective B

Analyze business operations using the eight clauses of ISO 9001.

Content

The details of the ISO 9001 quality standard are presented in this module. There are ten requirements or clauses that define ISO 9001.

Supplemental Reading Material

Slide 6: ISO 9001:2015 Manual

Would like for each to student to have copy; $139 for 29 page booklet is not practical
Will share portions from manual and book on ISO 9001 auditing that do not violate copyright law

Slide 7: ISO 9001 Clauses

ISO 9001:2008	ISO 9001_2015
0. Introduction	0. Introduction
1. Scope	1. Scope
2. Normative References	2. Normative References
3. Terms and Definitions	3. Terms and Definitions
4. Quality Management System	4. Context of the Organization
5. Management Responsibility	5. Leadership
6. Resource Management	6. Planning
7. Product Realization	7. Support
8. Measurement, Analysis and Improvement	8. Operations
	9. Performance Evaluations
	10. Improvement

Source: Link to ISO 9001 Clauses

Slide 8: Clause 4 Overview

Overview of Clause 4

Source: Tricker, Ray (2016)

Slide 9: Clause 4.3 Overview

Clause 4.3 Overview

Source: Tricker, Ray (2016)

Slide 10: Clause 4.3 Details

Determining the Scope of the Quality Management Systems

Source: ISO 9001:2015 Manual

Slide 11: The Major Clauses

The Ten Clauses of ISO 9001 in Graphical Form

Source: Tricker, Ray (2016)

Process Schematic

Figure 1 - Schematic representation of the elements of a single process

Sources of inputs - inputs - Activities - Outputs - Receivers of Outputs

Source: ISO 9001:2015 Manual

Plan Do Check Act Cycle

ISO 9000 Version of Plan-Do-Check Act Cycle

Source: ISO 9001:2015 Manual

Student Learning Objective 6

Apply the commonly used quality systems and standards.

Learning Objective C

Create implementation plans for ISO 9001.

Content

This module presents an overview of implementing ISO 9001. An implementation plan, discussion of internal audits and registration are included.

Slide 14: Implementation - Besterfield

Top management committment
Appoint the management representative
Awareness
Appoint the implementation team
Training
Time Schedule
Select element owners
Review the present system
Write the documents
Install the new system
Internal audit
Management review
Preassessment
Registration

Slide 15: Internal Audit Objectives

Determine that actual performance conforms to the document QMS
Initiate corrective action activities in response to deficiencies
Follow up on noncompliance items from previous audits
Provide continued improvement in the system through feedback to management
Cause auditee to think about the process, thereby encouraging possible improvements

Slide 16: Internal Audits

Auditor
- Audits should be performed by qualified individuals who have received training in auditing principles and procedures
- Auditees should not audit their own work areas

Slide 17: Registration Process

Application for ISO 9000 registration
Document review
Preassessment (optional, but recommended)
Assessment
Registration
Follow-up surveillance

Student Learning Objective 6

Apply the commonly used quality systems and standards.

Learning Objective D

Construct ISO 9001 documentation.

Content

This module presents documentation requirements for ISO 9001 and introduces other sector-specific quality standards based upon ISO 9001.

Slide 18

Dilbert ISO 9000 Cartoons

Slide 19: Quality Management System Documentation

Quality Policy
Quality Manual
Quality Objectives
Quality Procedures
Forms, records, etc.

Slide 20: Documentation Pyramid

Besterfield Figure Showing ISO 9000 Documentation

Source: Besterfield (2003)

Slide 21: Sector-Specific Standards

Sector-specific applications of ISO 9001

ISO has a range of standards for quality management systems that are based on ISO 9001 and adapted to specific sectors and industries. These include:

ISO 13485 - Medical Devices ISO 17582 - Electoral organizations at all levels of government ISO 18091 - Local government ISO/TS 22163 - Business management system requirements for rail organizations ISO/TS 29001 - Petroleum, petrochemical and natural gas industries ISO/IEC 90003 - Software engineering

Source: Sector-Specifice Applications of ISO 9001

Slide 22: Automotive Sector

IATF 16949:2016 vs ISO 9001:2015

IATF 16949:2016 is not a stand-alone quality management standard but is implemented as a supplement to, and in conjunction with ISO 9001:2015.

IATF 16949:2016 does not contain the ISO 9001:2015 text. The contains only the automotive specific additional requirements; however, organizations are still required to comply with ISO 9001:2015

The IATF 16949 requirements are fully aligned with the ISO 9001:2015 high-level structure.

Source: IATF 16949:2016 versus IOS 9001:2015

Slide 23: 16949 Tools

What are the Quality Core Tools

The Quality Core Tools are defined as five supplemental techniques and/or methods which support the expectations of IATF 16949. These tools are documented separately through the publication of five manuals available through Automotive Industry Action Group (AIAG). The traditional five core tools are listed in their order of use when designing products or processes:

Advanced Product Quality Planning (APQP)

Failure Modes and Effects Analysis (FMEA)

Measurement Systems Analysis (MSA)

Statistical Process Control (SPC)

Product Part Approval Process (PPAP)

Source: What are the Quality Core Tools (IATF 16949)

Slide 24: APQP

What is Advanced Product Quality Planning

Advanced Product Quality Planning (APQP) is a tool box of methods and techniques which are used to assure product quality by communicating requirements, specifications and risks. APQP is a structured approach to product and process design which facilitates communication between suppliers, design communities and customers. APQP supports the never ending and relentless continuous improvement intent of IATF 16949.

Source: What are the Quality Core Tools (IATF 16949)

Slide 25: PPAP

What is Production Part Approval Process (PPAP)

Production Part Approval Process (PPAP) is a standardized process in the automotive and aerospace industries. PPAP demonstrates through documentation that as manufactured, the product and process perform as specified by design intent and purchasing requirements. The elements of PPAP are related to APQP in that they are created at key times during product and process design. The evidence of conformance is collected and provided as validation of proper planning. PPAP promotes a clearer understanding of the requirements to manufacturers and suppliers. PPAP also helps to ensure that the processes selected to manufacture parts can consistently reproduce the parts at planned production volumes. For automotive industry suppliers, the PPAP process is currently governed by the PPAP manual published by the Automotive Industry Action Group (AIAG).

Source: What are the Quality Core Tools (IATF 16949)

Student Learning Objective 6

Apply the commonly used quality systems and standards.

Learning Objective E

Compare Six Sigma to total quality management and ISO 9001.

Content

The final module for student learning objective 6 provides an overview of Six Sigma.

Slide 26: Introduction

Superficial introduction to Six Sigma
Will be discussed again in Learning Objective 8 (Chapter 19)

Slide 27: Goals of Six Sigma

Six Sigma

The goal of Six Sigma is to increase profits by eliminating variability, defects and waste that undermine customer loyalty.

Six Sigma can be understood/perceived at three levels.

Metric: 3.4 Defects Per Million Opportunities. DPMO allows you to take complexity of product/process into account. Rule of thumb is to consider at least three opportunities for a physical part/component - one for form, one for fit and one for function, in absence of better considerations. Also you want to be Six Sigma in the Critical to Quality characteristics and not the whole unit/characteristics.

Methodology: DMAIC/DFSS structured problem solving roadmap and tools.

Philosophy: Reduce variation in your business and take customer-focused, data driven decisions.

Six Sigma is a methodology that provides businesses with the tools to improve the capability of their business processes. This increase in performance and decrease in process variation leads to defect reduction and vast improvement in profits, employee morale and quality of product.

Here's an article with more detail on Six Sigma: What is Six Sigma?

Source: What is Six Sigma?

Slide 28: Overview of Six Sigma

Six Sigma: An Overview + Different opinions on the definition of six sigma + Six Sigma is a Philosophy + Six Sigma is a Set of Tools + Six Sigma is a Methodology + Six Sigma as a Measure + Six Sigma as a Metric + Six Sigma Structure

Source: slide share - lean six sigma green belt

29: Six Sigma Measure

six sigma is a measure

Source: slide share - lean six sigma green belt

Slide 30: Six Sigma Frameworks

Program	Six Sigma	Lean Six Sigma	DFSS
Focus/Theme	Variation, Defects, Cost of Poor Quality	Waste/speed, cycle time, delivery cost of operation	Reliability and Robustness, Design features
Methodology	DMAIC	DMAIC	DMADV
Tools	SIPOC, CTQ, SPC, FMEAN, DOE, QFD, CoQ, ANOVA, Hypothesis, Regression, MSA (R and R)	5S, Value Mapping, Time Study, TPM, Cellular Production, Takt Time, Poke Yoke	VOC, QFD, FMEA, CTQ, Gage R and R, DOE, Reliability Analysis, SPC, Systems Engineering

Source: slide share - lean six sigma green belt

Slide 31: Six Sigma DMAIC Process

Digital Six Sigma DMAIC Improvement Process

Source: link to slide share

Slide 32: Design for Six Sigma

Product/Process DFSS - 14 Steps

Source: link to design for six sigma

Slide 33: Team Member Roles

Master Black Belt. The highest level of Lean Six Sigma knowledge and experience. Often a full-time role mentoring Black Belts and coaching Lean Six Sigma Belts.

Champion Belt. The Champion Belts are senior members of the organisation who offer support to ensure the success of the project. Their role requires an understanding of the key concepts and methods.

Black Belt. Typically operate Lean Six Sigma projects as a full-time role within an organisation. They lead Green & Yellow belts & can overcome complex problems.

Green Belt. Trained to lead small Lean Six Sigma projects usually within one department. They can also assist Black Belts on larger projects.

Yellow Belt. Project team members with an understanding of key concepts and basic tools. Their role is to assist Green Belts.

White Belt. Team members who have been prepared with a basic knowledge of Lean Six Sigma so that they can support but not actively participate in projects.

Lean Six Sigma Team Roles

Source: "link to Team Member Roles

Slide 34: Early History of Six Sigma

history of six sigma

Source: link to early history of six sigma

Slide 35: Difference Between TQM and Six Sigma

TQM	Six Sigma
A business philosply which explains the ways of managing people and business processes in order to ensure customer satisfaction at every stage of the business	A tool of measuring the quality which drives towards perfection

Source: link to difference between tqm and six sigma

Student Learning Objective 6

Apply the commonly used quality systems and standards.

Learning Objective F

Predicting the future of ISO 9000.

Content

The final module for student learning objective 6 predicts the future of ISO 9000

ISO Revision Process

Typical update cycle is 6-8 years; expected new version 2023 (from 2015 version) ¹
In 2021, ISO announced it would skip the next scheduled revision ¹
In 2023, ISO announced it would immediately commence revising ISO 9001:2015 ¹

ISO TC 176/SC2/WG29

Update will be a 2-year process ²
Revision date is uncertain but will probably be 2026
There is a three-year transition when both standards (old and new) are in effect

Expected Changes

This material is taken from ¹

Integration of emerging technologies, including the rapid increase in digization and the use of artificial intelligence (AI) in automated decition marking [sic],
Inclusion of ethics and integrity and alignment with company decisions, actions and interactions with stakeholders,
Expansion of the concept of customer satisfaction to become the entire customer experience,
Renewed focus on quality assurance (this could also lead to increased pressure to get ISO 9001 certified, a develepment that ISO would certainly appreciate)
Clarifications for service providers and strengthening service requirements (some even suggest a separate standard for services),
Further clarifications that the QMS is an integral part of the business processes

Ended: Week Seven Learning Materials

Week Eight Learning Materials ↵

Student Learning Objective 7

Appraise customer satisfaction using quantitative and qualitative methods.

Learning Objective A

Predict customer satisfaction in supply chains.

Slide 2: Customer Satisfaction

TQM implies an organizational obsession with meeting or exceeding customer expectations, to the point that customers are delighted.
Organizations continually need to examine their quality system to see if it is responsive to ever-changing customer requirements and expectations.
Dr. Deming added that quality also means anticipating the future needs of the customer. Customer satisfaction, not increasing profits, must be the primary goal of the organization

Slide 3: Customer Satisfaction, cont.

Customer satisfaction seems simple enough, and yet it is far from simple. Customer satisfaction is not an objective statistic but more of a feeling or attitude
Whether a customer is satisfied cannot be boiled down to a yes or no answer
Since customer satisfaction is hard to measure, the measurement often is not precise

Slide 4: Who is the Customer?

A customer can be defined as one who purchases a product or service. There are two types of customers: external and internal
All processes have outputs which are used by internal or external customers and inputs which are provided by internal or external suppliers
Consider the professor's job

Slide 5

Besterfield (1999) Figure 3-3: Customer/Supplier Chain

Source: Besterfield (1999)

Slide 6

Figure 7-1: Traditional Viewo of Suppliers and Customers showing that Customers and Suppliers are Strictly External Entities

Slide 7

Figure 7-2: Contemporary View of Supplies and Customers showing that Employees are Suppliers and Customers to Each Other

Slide 8: Internal Customer/Supplier Relationships

This formula is recommended by Besterfield
Contains three basic questions:
What do you need from me?
What do you do with my output?
Are there any gaps between what you need and what you get?
Can be applied to more than just internal relationships
Leader's role is to process work through the internal customer-supplier chain by helping workers guarantee that the end product or service fully satisfies the end user

Slide 9: Customer Perception of Quality

Pricing is often not the distinguishing characteristic when making major purchases.
ASQ survey on end user perceptions of important factors that influenced purchases showed the following rankings:
1. Performance
2. Features
3. Service
4. Warranty
5. Price
6. Reputation

Student Learning Objective 7

Appraise customer satisfaction using quantitative and qualitative methods.

Learning Objective B

Using Customer Feedback.

Slide 10: Customer Feedback

Customers (and their needs) continually change
Customer feedback must be continually solicited and monitored
Feedback enables the organization to:
Discover customer dissatisfaction
Discover relative priorities of quality
Compare performance with the competition
Identify customers' needs
Determine opportunities for improvement

Slide 11: Feedback Mechanisms

Comment cards
Surveys
Focus Groups
Toll-free telephone lines
Customer visits
Report cards
The Internet
Employee feedback
American Customer Satisfaction Index

Slide 12: Using Customer Complaints

Every single complaint should be accepted, analyzed and acted upon, for it represents the tip of the iceberg
"The average organization takes their customer base for granted, assuming that no complaints is good news."
Examine table 3--2 from Besterfield.

Survey of Dissatisfied Customers showing majority of customers complain to no one

Slide 13: Using Customer Complaints, cont.

A different survey showed that more than half of dissatisfied customers will buy again if they believe their complaint has been heard and resolved. Only one-fifth will buy again if their complaint is not heard
Studies have shown that the better the service at the point of sale, the fewer the complaints and the greater the sales volume
Employees who are dissatisfied with their organization are as noticeable as dissatisfied customers. It's just as important to focus on employee satisfaction as customer satisfaction.

Slide 14: Identifying Customer Needs

Presented in Goetsch and Davis
Prepared by Scholtes
Six-step strategy
1. Speculate about the results
2. Plan how to gather the information
3. Gather the information
4. Analyze the results
5. Check the validity of your conclusions
6. Take action as indicated

Slide 15: Customer Value Analysis

Presented in Goetsch and Davis
Customer Value analysis is the process used to determine what is important to customers
Process contains five steps:
1. Determine what attributes customers value most
2. Rate the relative importance of the attributes
3. Assess your organization's performance relative to the prioritized list of attributes
4. Ask customers to rate all attributes of your product/service against the same attributes of a competitor's product/service
5. Repeat the process periodically

Slide 16: Customer Retention

Currently customer satisfaction is the critical component in customer retention, but the two factors are not necessarily synonymous.
Reichheld points out that "it may seem intuitive that increasing customer satisfaction will increase retention and therefore profits, the facts are contrary. Between 65 and 85 percent of customers who defect say they were satisfied or very satisfied with their supplier"

Slide 17: Customer Retention, cont.

Lowenstein (myth of customer satisfaction) "Conventional wisdom of business, academia, and the consulting community is that ...if satisfied, the customer will remain loyal. Reality proves that customer loyalty or retention is a more complex, yet more definitive indicator of quality performance"
Recommendation "To retain customers over the long term, organizations must turn them into partners and proactively seek their input rather than waiting for and reacting to feedback provided after a problem has occurred."

Slide 18: Customer Retention, cont.

High employee retention has a significant impact on high retention of customers. One way companies can manage customer retention is to pay attention to their present employees and to who they are hiring

Slide 19: Service Organizations

Historically quality improvement has been focused on manufacturing
Huge opportunities in service organizations
Strategies are harder to implement in service organizations
"Customer service is the set of activities an organization uses to win and retain customers' satisfaction. It can be provided before, during, or after the sale of the product or exist on its own."

Student Learning Objective 7

Appraise customer satisfaction using quantitative and qualitative methods.

Learning Objective C

Collect Voice of Customer Information.

Slide 1: Overview

QFD developed by Dr. Mizuno. First applied at Kobe shipyards in 1972. Credited with 61% reduction in startup costs
First used in the US at Xerox in 1984
Planning tool to fulfill customer satisfaction
Focuses on "Voice of Customer"
Seeks to bridge gap between customer needs and engineering/production

Slide 2: Overview, continued

QFD can be used:
Product planning
Part development
Process planning
Production planning
Service industries

Slide 3: QFD Teams

Implementation of QFD requires a large investment of time
Scope of project must be clearly defined
Time and inter-team communications are very important
Team meetings are also very important
Two types of teams:
New product
Improving an existing product
Teams are composed of members from marketing, design, quality, finance and production

Slide 4: Benefits of QFD

Improves customer satisfaction
Reduces implementation time
Promotes teamwork
Provides documentation
See Figure 12--1 from Besterfield

Besterfield Figure 12-1: Benefits of QFD

Slide 5: Voice of Customer

Key principles:
Customer dictates the attributes of a product
Customer satisfaction, like quality, is defined as meeting or exceeding customer expectations
Words used by customer to describe their expectations are often referred to as the voice of the customer
The following questions are useful for gathering data:
What does the customer really want?
What are the customer's expectations?
Are the customer's expectations used to drive the design process?
What can the design team do to achieve customer satisfactions?
Discuss customer information and ways that an organization collects data on next slide

Slide 6: Collecting Customer Information

Besterfield Figure 12-2: Types of Customer Information and How to Collect it

Slide 7: House of Quality

Graphical planning tool
Elements include
Customer requirements
Technical description
Relationship between customer requirements and technical description
Interrelationship between customer requirements
Competitive analysis
See figure 12--3 from Besterfield (next slide)

Slide 8: House of Quality

Besterfield Figure 12-3: House of Quality

Slide 9: Building a House of Quality

List customer requirements (WHATs). Often refined from primary to secondary to tertiary requirements (see Figure 12-5)
List technical descriptors (HOWs). Once again refined from primary to secondary to tertiary requirements
Develop a Relationship matrix between the WHATs and HOWs
Develop an interrelationship matrix between HOWs
Competitive assessment
Develop prioritized customer requirements
Develop prioritized technical descriptors

Student Learning Objective 7

Appraise customer satisfaction using quantitative and qualitative methods.

Learning Objective D

Construct a house of quality diagram used in quality function deployment (QFD).

Slide 9: Building a House of Quality

List customer requirements (WHATs). Often refined from primary to secondary to tertiary requirements (see Figure 12-5)
List technical descriptors (HOWs). Once again refined from primary to secondary to tertiary requirements
Develop a Relationship matrix between the WHATs and HOWs
Develop an interrelationship matrix between HOWs
Competitive assessment
Develop prioritized customer requirements
Develop prioritized technical descriptors

Slide 10: Customer Requirements

Besterfield Figure 12-5: Refinement of Customer Requirements

Slide 11: Relationship Matrix

Graphically represents the degree of influence between customer requirements (whats) and technical descriptors (hows)

Slide 12: Example Relationship Matrix

Besterfield Figure 12-8: Adding Relationship Matrix to the House of Quality

Slide 13: Interrelationship Matrix (the roof)

What is purpose?
Assign symbols for correlations:
- $\bullet$ (solid circle) represents a strong positive relationship
- $\circ$ (single circle) represents a positive relationship
- $\times$ represents a negative relationship
- $\ast$ represents a strong negative relationship
Once again, numerical values are assigned: $\bullet=+9$, $\circ=+3$, $\times=-3$ and $\ast=-9$

Slide 14: Sample House of Quality

Besterfield Figure 12-9: Adding Interrelationship Matrix to the House of Quality

Slide 15: QFD Process

The overall flow is given in Figure 12-15 on page 344
Phase 1. Product planning
Phase 2. Part Development
Phase 3. Process Planning
Phase 4. Production planning

Slide 16: QFD Process Flow

Besterfield Figure 12-15: The QFD Process

Slide 17: Goetsch & Davis's QFD

Figure 17-1: QFD Matrix Structure

Note: The figure shown above is from a previous version of the textbook that I prefer over the current Figure 17.1 on page 283 of the eighth edition

Ended: Week Eight Learning Materials

Week Nine Learning Materials ↵

Student Learning Objective 8

Manage continuous improvement and benchmarking activities.

Learning Objective A

Create plans to implement continuous improvement activities in a total quality management environment.

Content

Your textbook provides an excellent coverage of different methodologies to achieve continuous improvement. One item that is noticeably missing is a discussion and graphic for Plan-Do-Check-Act cycle.

Plan-Do-Study-Act Plan in 7 Phases

A more complicated version of the PDCA cycle is shown above that includes seven steps or phases. A new topic in the sixth edition of the textbook is the inclusion of six sigma. I have not added this topic to the handouts and the learning module. The Six Sigma approach is based upon the DMAIC approach. A figure from the Six Sigma Institute (http://www.sixsigmainstitute.com/images/lean%20six%20sigma%20DMAIC%20integration.png) is shown below.

Define-Measure-Analyze-Improve-Control Cycle

Notice the similarities between the PDCA approach and the DMAIC approach.

Slide 2: Continual Improvement

Fundamental principle of TQM (review Deming's 14 points and Key Elements of TQM)
Solving problems is not continual improvement (the underlying causes still exits and will reoccur)
Reading Deming's quote about putting out fires
Authors' activities are shown in Figure 19-1 on page 327

Slide 3: Figure19-1

Figure 19.1: Essential Improvement Activities

Essential Improvement Activities
Communicate
Correct Obvious Problems
Look Upstream
Document and Progress and Problems
Monitor Changes

Figure 19.1: Essential Improvement Activities

Slide 4: Scientific Approach

"Making decisions based on data, looking for root causes of problems, and seeking permanent solutions instead of relying on quick fixes"
A strategy
Collect meaningful data
Identify root causes of problems
Develop appropriate solutions
Plan and make changes

Slide 5: Kaizen

Japanese approach to continual improvement
Value System
"Continual improvement of all things, at all levels, all the time, forever"
Elements of Kaizen are present in Figure 19-3 on page 333

Slide 6: Figure19-3

Figure 19.3: Elements of Kaizen

Elements of Kaizen
Customer Focus
Teamwork
Just-in-Time
Quality Circles
Automation
Labor/Management Cooperation
Total Productive Maintenance

Figure 19.3: Elements of Kaizen

Slide 7: Kaizen Five-Step Plan

Often called the 5 S's

Seiri--straighten up
Seiton--put things in order
Seiso--clean up
Seiketsu--personal cleanliness
Shitsuke--discipline

Slide 8: Besterfield's Comments on Kaizen

Focuses on

Value-added and non-value-added work activities
Muda, seven classes of waste (over-production, delay, transportation, processing, inventory, wasted motion and defective parts)
Principles of motion study
Principles of materials handling
Documentation of standard operating procedures
Five S's
Visual management
Just-in-time
Poka-yoke
Team dynamics

Slide 9: What is missing?

I found it interesting that the authors did not include

Plan-Do-Check-Act
Define-Measure-Analyze-Improve-Control

Student Learning Objective 8

Manage continuous improvement and benchmarking activities.

Learning Objective B

Construct benchmarks in a total quality management environment.

Content

Benchmarking is a process that allows companies to evaluate and compare their performance to other organizations. Benchmarking has the potential to lead to important improvement. It also has a potential disadvantage that tempts organizations to copy from other organizations. Please be aware that copying from other organizations does not advance you past that organization but can only bring you up to parity.

Slide 10: Benchmarking

Definition. Benchmarking is measuring performance against that of best-in-class organizations, determining how the best in class achieve those performance levels and using the information as the basis for goals strategies, and implementation.
Reasons to benchmark:
Tool to achieve business and competitive objectives.
Forces company to look external. Less surprises
Allows goals to be set objectively
Saves time and money. Not re-inventing the wheel.
Weaknesses of benchmarking:
Best-in-class performance is a moving target
Does not focus on innovation

Slide 11: The Process of Benchmarking

Besterfield states that the core techniques are contained in the following six steps
1. Decide what to benchmark
2. Understand current performance
3. Plan
4. Study others
5. Learn from the data
6. Use the findings

Slide 12: Authors' Approach to Benchmarking

Obtain management commitment
Baseline your own processes
Identify and document both weak and strong processes
Select processes to be benchmarked
Form benchmarking teams
Research the best-in-class
Select candidate best-in-class benchmarking partners
Form agreements with benchmarking partners
Collect data
Analysis data establish the gap
Plan action to close the gap or surpass
Implement change to the process
Monitor Results
Update benchmarks: continue the cycle

Slide 13: Deciding What to Benchmark

Start by reviewing mission statement and critical activities (critical success factors.)
Use quality tools to help in selection
Think in terms of metrics

Slide 14: Understanding Current Performance

Necessary to (thoroughly) understand and document process
Careful examination of exceptions
Try to quantify everything
Be careful of accounting data

Slide 15: Planning

Organize team (if not done already)
Use public information to build list of candidates.
Three main types
- Internal Benchmark. Look for other division performing same function. Advantage: easy data, no confidentiality concerns.
- Competitive Benchmark. Obvious choice. Difficult to get information.
- Process Benchmark. Advantages: easier to get external input. Data is often available in the public domain.

Slide 16: Studying Others

Three techniques for conducting research: Questionnaires, site visits and focus groups.

Slide 17: Learning from the Data

Analyze the data (helpful questions)
Is there a gap between the organization's performance the performance of the best-in-class organizations?
What is the gap? How much is it?
Why is there a gap? What does the best-in-class do differently that is better?
If best-in-class practices were adopted, what would be the resulting improvement?
Three outcomes:
Parity. Approximate equal results.
Positive Gap. Congratulations are in order.
Negative Gap. Work to be done.

Slide 18: Using the Findings

If negative gap is found, changes must be made or benchmarking is waste of time.
Requires development and execution of action plans (teamwork)
Results are objective

Slide 19: Pitfalls and Criticisms

Too much focus on copying others
Not a panacea
Not substitute for innovation

Ended: Week Nine Learning Materials

Week Ten Learning Materials ↵

Student Learning Objective 9

Assess the skills and knowledge to lead a total quality management implementation project.

Learning Objective A

Construct strategies for implementing TQM projects.

Content

The ninth and final learning objective addresses implementing a total quality management project. This is a large endeavor that requires strong management support and leadership. Chapter 22 provides suggestions and strategies for implementing total quality management.

Slide 1: Background

Read the introduction to chapter 22 (in blue text) on pages 396-397
Consider the impact of TQM upon Japanese industries

Slide 2: Rationale for Change

Limitations of traditional approach
We are bound to short-term focus
The traditional approach tends to be arrogant, rather than customer-focused
We seriously underestimate the potential contributions of our employees, particularly those in hands-on functions
The traditional approach equates better quality with higher costs
The traditional approach is short on leadership and long on "bossmanship"

Slide 3: Requirements for Implementation

Commitment by Top Management
Commitment of resources
Organization-wide Steering Committee
Planning and publicizing
Vision statement and guiding principles
Goals and objectives
Total Quality implementation plan
Awards and Recognition program
Infrastructure that supports deployment and continual improvement
Procedures
Organization
Union considerations

Slide 4: Role of Top Management: Leadership

Leaders pull rather than push
leaders know where they want to go
Leaders must be courageous and trustworthy
Leader's most important role after forming the vision and setting the course is helping people to do their jobs with pride

Slide 5: Implementation Plans

5 must are presented on page 408
20-step plan by authors is presented in figure 22-10

Slide 6: Figure 22-10 - The Goetsch-Davis 20-Step Total Quality Implementation Process

Figure 22-10: The Goetsch-Davis 20-step Total Quality Implementation Process

Slide 7: Things to Avoid

Don't train all the employees at once
Don't rush into total quality by putting too many people into teams
Total quality implementation must not be delegated
Don't start an implementation before you are prepared

Ended: Week Ten Learning Materials

Quality Pioneer Report Supplemental Information ↵

SafeAssign Explanation

Explain SafeAssign output and how it is used to detect academic dishonesty.

Example Document

A document explaining control charts was created
First section "Tell me about control charts (Chat GPT)" was created by Chat GPT
Second section "Montgomery Textbook" was copied from a textbook
Third section "Timmer Conference Paper" was copied from a conference paper/presentation
Fourth section "Human, Chakaborti, and Smit Paper" was copied from a journal article
Fifth section "References" was copied from the Human, et. al. paper
SafeAssign report

SafeAssign Output - section 1

Section 1

SafeAssign Output - section 2

Provides a list of the source of the matches found (numbered and color coded)

Section 2

SafeAssign Output - section 3

Displays submission with matches highlighted

Section 3

SafeAssign Output - section 4

Display submitted and source matches
Most important section

section 4

A Guide to Plagiarism and Paraphrasing

An excellent online resource is Online Learning: A Guide to Plagiarism and Paraphrasing from Purdue Global.

Citations

Basic Principles of Citation

Source

Guidelines for Citations

Guidelines

Example 1 - Citing Quoted Material

This example is taken from Quantatitve professional paper template available at https://apastyle.apa.org/style-grammar-guidelines/paper-format/sample-papers.
Quoted materials require a page number

Example1

Example 2 - Multiple Sources

This example shows multiple sources cited in a paraphrase

Example 2

Example 3 - Another Method of Citing

Notice how the source is the subject of the sentence

Example 3

References

All works that contain citations must provide a section containing references

References

APA Style Poster

Source

Ended: Quality Pioneer Report Supplemental Information

Individual Assignments ↵

MANE 6319 - Quality Management Systems

Discussion Assignment 1

Assigned: June 3, 2024

Due: June 12, 2024

As an icebreaker and to learn to use the discussion board, we will use the Truth and Lies Activity. You are to create a thread on the Discussion Assignment 1 board that contains two true statements and one false statement. Please try to make statements that are outrageous and also reveal your personality. Also, try to create statements that are not obviously true or false. In other words, do not make the false statement obvious. This assignment will serve the dual purpose of learning Blackboard Discussion Boards and learning more about your classmates.

We will observe the following schedule:

Post initial statement by end of day on Thursday June 6
Reply to three different students' postings by end of the on Tuesday June 11 (try to guess their false statement)
Post your false statement on Wednesday June 12.

Grading

This assignment is worth 5 points towards your participation grade. Your discussion board entries will be evaluated using the following rubric.

Component	Score
Make initial posting with 2 true and 1 false statement (1 point)
Reply to three other students' postings (3 points)
Post your false statement (1 point)

MANE 6319 - Quality Management Systems

Diary Assignment 1

Assigned: June 3, 2024

Due: June 12, 2024

Your first course diary assignment is to answer the following questions:

Why am I taking this class?
What do I hope to learn in this class?
What experiences have I had with total quality management?
What experiences have I had with online learning.

Grading

This assignment is worth 4 points towards your participation grade. Your submission will be evaluated using the following rubric.

Component	Score
Q1. Why am I taking this class (1 point)
Q2. What do I hope to learn in this class (1 point)
Q3. What experiences have I had with total quality management? (1 point)
Q4. What experiences have I had with online learning? (1 point)

MANE 6319 - Quality Management Systems

Drop Box Assignment 1

Assigned: June 3, 2024

Due: June 12, 2024

Upload any PDF document to the Drop Box Assignment 1. The contents of the PDF document is not important. This is an assignment to ensure that for future assignments you can use a Drop Box

Grading

This assignment is worth 1 point towards your participation grade. Your submission will be evaluated using the following rubric.

Component	Score
Upload a PDF document (1 point)

MANE 6319 - Quality Management Systems

Student Learning Outcome 2 Assignment

Assigned: June 17, 2024

Due: June 26, 2024

There are two components to this assignment:

Learning Objective Two Online Quiz (50%), and
Discussion Assignment 2.1 (50%) on page 31.

Online Quiz

Please complete the Learning Objective 2 Online Quiz before the end of the day on Wednesday June 26, 2024. You have a single 30-minute attempt. Material from the first two learning objectives is included in this quiz.

Discussion Assignment 2.1

Prepare a PDF document and submit to the Learning Objective 2 Drop Box before the end of the day on Wednesday June 26, 2024.

This is the only assignment that the assignment will be provided for you. You are expected to purchase the textbook and this assignment appears on page 31.

Discussion Assignment 2.1

Guidelines for Answering Discussion Questions

Well-written answers that exhibit deep consideration, outside research and personal reflection are expected. The following hints may help understand expectations for written assignments:

Just copying material from the textbook is C-level work,
Please look for additional, outside information on the assignment,
Please include personal experiences and reflection.

MANE 6319 - Quality Management Systems

Course Diary Assignment 2

Assigned: June 24, 2024

Due: July 3, 2024

Please prepare a course diary entry that address the following four questions based upon the information found in Learning Objectives 1 through Learning Objective 3 (weeks 2 - 4). For this entry, I want you to create elevator statements for each answer. Wikipedia provides an excellent overview of elevator pitches and you should read this short entry before proceeding. Your elevator talks should be 30 seconds to two minutes in length if read aloud.

Please explain to your boss, supervisor or potential boss, the most important concept that you have learned in the first three learning outcomes and why it is import.
Please explain to your boss, supervisor or potential boss, the most surprising concept that you have learned in the first four learning outcomes of the course and why it surprised you.
Please explain to your instructor, the most confusing, unclear topic in the first four learning outcomes of the class.
Please explain to your instructor how or if your expectations for the class have changed after the first three weeks.

You are to write a paragraph addressing each question (preferably clearly labeled). The length of your response is not specified but you must clearly communicate your responses using complete sentences, correct spelling and grammar.

Please complete your second course diary entry before the end of the day on Wednesday July 3, 2024.

Grading

This assignment is worth 5 points towards your participation grade. Your submission will be evaluated using the following rubric.

Component	Score
Q1. What is the most important concept and why it is so important? (1 point)
Q2. What is the most surprising concept and why it is so surprising? (1 point)
Q3. What is the most confusing or unclear concept and why it is so confusing? (1 point)
Q4. How has your course expectations changed? (1 point)
Grammar and Spelling (1 point)

MANE 6319 - Quality Management Systems

Assigned: July 1, 2024

Due: July 10, 2024

Student Learning Outcome 4 Assignment

There are three components to this assignment:

Discussion Assignment 13-2 on page 218 of your textbook,
Discussion Assignment 16-2 on pages 280-281 of your textbook, and
GE Case-Study (see below)

GE Case-Study

Read pages 54-58 from the book Quality Beyond Six Sigma by Bause and Wright. Perform a point-by-point analysis using the 11 key elements for total quality management found on pages 7-8 of your textbook.

Assignment Assessment Plan

Your student learning outcome 4 assignment will be evaluated using the following weights.

Component	Weight
Discussion Assignment 13-2
Part 1	10%
Part 2	10%
Discussion Assignment 16-2
Part 1	5%
Part 2	5%
Part 3	5%
Part 4	5%
Part 5	5%
GE Case-Study
1. Strategically based	5%
2. Customer Focus	5%
3. Obsession with quality	5%
4. Scientific approach	5%
5. Long-term commitment	5%
6. Teamwork	5%
7. Continual process improvement	5%
8. Education and training	5%
9. Freedom through control	5%
10. Unity of purpose	5%
11. Employee involvement and empowerment	5%

MANE 6319 - Quality Management Systems

Assigned: July 8, 2024

Due: July 17, 2024

Student Learning Outcome 5 Assignment

There are three components to this assignment:

Discussion Assignment 11-1 on page 174 of your textbook,
Discussion Assignment 12-2 from the sixth edition of your textbook (see below), and
Learning Styles Assignment.

Discussion Assignment 12-2 (6th edition)

Learning Styles Assignment

Review the material from Chapter 11 Section of Learning Modules on learning styles. Complete the online learning styles survey from website for learning styles

Please read the instructions carefully, you are allowed to make multiple selections for each question. Report the results from your learning style survey and suggest an activity that is best suited for your learning style.

Learning Objective 5 Rubric

Your student learning outcome 5 assignment will be evaluated using the following weights.

Component	Weight
Discussion Assignment 11-1, Part 1	20%
Discussion Assignment 11-1, Part 2	20%
Discussion Assignment 12-2, Part 1	10%
Discussion Assignment 12-2, Part 2	10%
Learning Styles Assignment, your style	20%
Learning Styles Assignment, activity for your styles	20%

Upload your submission as a single PDF document to the Learning Objective 5 Drop Box before the end of the day on July 17, 2024.

MANE 6319 - Quality Management Systems

Student Learning Outcome 6 Assignment

Assignment Date: July 15, 2024

Due Date: July 24, 2024

This learning objective addresses commonly used quality systems and standards. The assessment activity for this objective is a written assignment. You will individually submit a PDF document to Student Learning Objective 6 Drop Box that answers Discussion Assignment 14.1 on pages 229-230 of your textbook "ISO 9000 or TQM: Which Will it Be?"

Learning Objective 6 Rubric

Your student learning outcome 6 assignment will be evaluated using the following weights.

Component	Weight
Discussion Assignment 14-1, Part 1	34%
Discussion Assignment 14-1, Part 2	33%
Discussion Assignment 14-1, Part 3	33%

Upload your submission as a single PDF document to the Learning Objective 6 Drop Box before the end of the day on July 24, 2024.

MANE 6319 - Quality Management Systems

Student Learning Outcome 7 Assignment

Assignment Date: July 22, 2024

Due Date: July 31, 2024

Your assignment for Learning Objective 7 is to conduct a quality function deployment (QFD) assignment to construct a house of quality diagram. Your house of quality should contain items 1, 3, 4 and 5 found in Figure 17.1 on page 283 of your textbook. In steps 1 and 2 below, the italicized text contains additional instructions to help explain those steps.

Step 1. Select an Item

Select an inexpensive and common item found around your house or apartment. Your item could be something used within the house or kitchen, used outdoors in the yard or a sports item.

As an example, consider a garden (hand) shovel. Since I am using this item as an example, you may not use it for your assignment. Notice that it might be helpful to include a picture here.

Step 2. Select a Market Segment

Products are designed to meet the needs of their users. For this analysis, assume any market can be divided into commodity, hobbyist, or expert. Notice that the segment you select will have a strong influence on how you construct your house of quality.

Continuing the example, I will select the hobbyist market segment. The commodity market is aimed at the least skill segment that will only occasionally use your item. The hobbyist market segment will have a greater skill level and will use the item more frequently. The expert market segment will have the greatest skill level and will use the item most frequently and heavily. Someone in the commodity market segment would be interested in a garden shovel made of plastic. A person in the hobbyist market segment would appreciate a garden shovel made of steel with a wooden handle. Finally a person in the expert market segment would demand a high quality, durable product; so you would consider more exotic (and expensive) materials such as carbon fiber or titanium.

Step 3. Specify Customer Needs/Requirements

The customer needs are labelled item 1 in Figure 17.1 in your textbook. Your customer requirements must contain a minimum of two primary characteristics and a minimum of three secondary characteristics per primary characteristic. Tertiary characteristics are not required for this assignment. Figure 12-5 in the Learning Objective 7 handouts provides an example of customer requirements.

Step 4. Specify Technical Requirements

The technical requirements are labelled item 3 in Figure 17.1 in your textbook. The technical requirement must contain a minimum of two primary characteristics and each primary characteristic must contain at least three secondary requirements. It is recommended that you have a primary technical requirement regarding the material used in constructing your item and another primary technical requirement that address the manufacturing/assembly of you item. Figure 15-2 in the Learning Objective 7 handouts provides an example of technical requirements.

Step 5. Construct Interrelationships Matrix

The interrelationships matrix is labelled item 4 in Figure 17.1 in your textbook. The values for the interrelationships are typically 9 (high), 3 (medium), and 1 (weak). The values are highly dependent upon the needs of the customer identified in the market segment selection.

Step 6. Construct Correlation Matrix

The correlation matrix is labelled item 5 in Figure 17.1 in your textbook. The values of the correlation capture relationships between the technical requirements amongst themselves. Use the scoring scale found in Figure 12.9 in the Learning Objective 7 handouts.

Step 7. Construct House of Quality and Make Final Selection

Based upon the information gathered in steps 1 - 6, construct a house of quality for your selected item and market segment. Based upon the scoring in your house of quality, select a material and manufacturing process that will satisfy customers in your market segment. Include an explanation of your selection in Step 7.

Student Learning Objective 7 Rubric

Component	Weight
Step 1. Select an Item	5%
Step 2. Select a Market Segment	5%
Step 3. Specify Customer Needs	20%
Step 4. Specify Technical Requirements	20%
Step 5. Construct Interrelationships Matrix	20%
Step 6. Construct Correlation Matrix	20%
Step 7. Construct House of Quality and Make Final Selection	10%

Upload your submission as a single PDF document to the Learning Objective 7 Drop Box before the end of the day on July 31, 2024.

MANE 6319 - Quality Management Systems

Course Diary Assignment 4

Assigned: August 12, 2024

Due: August 16, 2024 (no late submissions)

Create a final journal entry for this class based upon your experiences throughout the entire course. Create elevator type statements to answer the following questions:

Please explain to your boss, supervisor or potential boss, the most important concept that you learned in this class and why it is important?
Please explain to your boss, supervisor or potential boss, the most surprising concept that you learned in this class and why it surprised you?
Please explain to your instructor the most confusing or unclear topic in the course?
Please explain to your instructor how or if your expectations for this class changed?
Please suggest to your instructor a topic that should be removed from the class?
Please suggest to your instructor a topic that should be added to the class?

Your final journal entry is due by the end of the day on August 16, 2024.

Grading

This assignment is part of your participation grade. Your submission will be evaluated using the following rubric.

Component	Score
Q1. What is the most important concept and why it is so important? (1 point)
Q2. What is the most surprising concept and why it is so surprising? (1 point)
Q3. What is the most confusing or unclear concept and why it is so confusing? (1 point)
Q4. How has your course expectations changed? (1 point)
Q5. Suggest a topic to be removed from the course. (1 point)
Q6. Suggest a topic to be added to the course. (1 point)
Grammar and Spelling (1 point)

MANE 6319 - Quality Management Systems

Self/Teammate Evaluation

Assignment Date: August 12, 2024

Due Date: August 16, 2024 (no late submissions)

This participation assignment provides each student the opportunity to self-evaluate their contributions to the Quality Pioneer Report and the contributions of their teammates.

Part 1 - Self-Assessment

Download the Quality Pioneer Self-Assessment.docx file from the Teamwork folder on the Blackboard course site. Please specific the most and least important member of your group. If you leave blank or say that "everyone was the most valuable" or "nobody was the least valuable" you will receive no credit for those responses.

Part 2 - Teammate Assessment

For each teammate, complete the Quality Pioneer Teammate Participation Rubric. You are to evaluate each teammate on seven traits. Please circle the appropriate level of performance for each trait. At the bottom of the form, please list the contributions that your teammate made for the Quality Pioneer Report.

Part 3 - Upload Assessment Documents

Upload your self-assessment and a teammate assessment for each teammate to the Quality Pioneer Team/Self Assessment Drop Box before the end of the day on Friday August 16, 2024.

Self/Teammate Evaluation Rubric

Component	Weight
Submitted Self-Assessment	14%
Clearly named most valuable member	14%
Clearly names least valuable member	14%
Clearly listed self contributions	15%
Submitted all teammate evaluations	14%
Clearly marked level of performance for each teammate	15%
Listed specific contribution for each teammate	14%

Upload your submission as multiple Word documents to the Quality Pioneer Team/Self Assessment Drop Box before the end of the day on Friday August 16, 2024.

Ended: Individual Assignments

Group Assignments ↵

MANE 6319 - Quality Management Systems

Quality Pioneer Report - Assignment 1

The first Quality Pioneer Report assignment is the selection of the quality pioneer that will be the subject of your Quality Pioneer Report

Details

Each group will post a ranked list of Quality Pioneers to the Quality Pioneer Selection Discussion Board. Please provide a first, second, and third choice. The Quality Pioneer Selection Discussion Board will become available at 8:00 pm on Wednesday June 19. Assignments will be made based upon a first-come, first-served basis based upon the posting time on the discussion board.

MANE 6319 - Quality Management Systems

Quality Pioneer Report - Assignment 2

Assignment Date: June 24, 2024

Due Date: July 10, 2024

The second Quality Pioneer Report assignment is the preparation of an annotated bibliography. An annotated bibliography is a list of sources that you intend to use to write a report. For this course, you are writing the Quality Pioneer Report. An annotated bibliography contains both a source and a summary/description of the content of that source. At a minimum your bibliography must contain at least:

At least two journal articles, and
At least one book source (note: you cannot use the textbook as your book source).

If possible, you are encouraged to add more sources; it will make writing the report easier if you have lots of information when you start writing. A reasonable approach is to attempt to find all of the material that will be needed to complete your Quality Pioneer Report while completing the second Quality Pioneer Report Assignment. Your bibliography will be written in the APA style (more details below).

Research Tools

There are many helpful tools for researching potential papers. If you are connected to the internet on-campus, it is usually trivial to download pdf copies of papers.

UTRGV Library Search

My prefered method is to work through the UTRGV library. A screenshot of the UTRGV Library is shown below.

UTRGV Library Home page

Select Ebooks & Database List to access databases containing journal articles. There is a drop-down menu to search for databases by topic activated by clicking on All Subjects.

A-Z Databases

A listing of the databases for Engineering - Manufacturing is shown below.

MANE Databases

In general, Compendex, Engineering Village, Science Direct, SpringerLink, Web of Science contain many articles that will be suitable for your technical report.

Internet Research Sites

The most obvious site is Google Scholar shown below.

Google Scholar Home Page

Another resource is Research Gate.

Research Gate

Bibliography Style

Your bibliograph should be prepared using the APA style. An overview is provided by Purdue Online Writing Lab. An excellent illustration of the use of the APA in preparing a bibliography is provided at APA Poster.

Submission Details

Each group should upload their submission as a single PDF document to their Quality Pioneer Report 2 Drop Box before the end of the day on Wednesday July 10, 2024. Submissions will be evaluated for plagiarism using SafeAssign.

MANE 6319 - Quality Management Systems

Quality Pioneer Report - Assignment 3

Assignment Date: July 8, 2024

Due Date: July 17, 2024

The third Quality Pioneer Report assignment is the preparation of the quality pioneer biography. This assignment is the first major writing assignment of your Quality Pioneer Report.

According to Wikipedia a biography is a "detailed description or account of a person's life. It entails more than basic facts like education, work, relationships, and death—a biography also portrays a subject's experience of these events." The goal of this section is to provide a detailed description of the Quality Pioneer's personal life. Do not focus on the quality contributions or their significance. These topics will be covered in later writing assignments. The submission of the Biography assignment is part of your participation grade. I will evaluate your biography using the rubric shown below. The rubric score of your biography will not be used in calculating your grade but is rather intended to help you improve your report.

It is recommended that your Biography contain three sections: Personal information, educational background and professional experiences. If you provide a fact that is not commonly known, you should provide a reference. The guideline used to evaluate the Biography section is provided below.

Component	Weight
Personal Information	20%
Educational Background	30%
Professional Experiences	30%
Adequately referenced	10%
Spelling and Grammar	10%

Submission Details

Each group should upload their submission as a single PDF document to their Quality Pioneer Report 3 Drop Box before the end of the day on Wednesday July 17, 2024.

MANE 6319 - Quality Management Systems

Quality Pioneer Report - Assignment 4

Assignment Date: July 15, 2024

Due Date: July 24, 2024

The fourth Quality Pioneer Report assignment is the preparation of the quality pioneer contributions to the field of total quality management. This section should contain the information regarding the contributions that your pioneer made to the field of quality management. List and explain the contributions of your quality management pioneer. Include a discussion of the importance of the contributions to the field of quality management. The rubric shown in the table below will be used to evaluate your submission.

It is recommended that your Contributions section contain three sections: list of contributions, explanation of contributions, and significance of contributions. As a reminder if you provide a fact that is not commonly known, you should provide a reference. The rubric used to evaluate the Contribution section is provided below.

Component	Weight
List of Contributions	30%
Explanation of Contributions	20%
Significance of Contributions	30%
Adequately referenced	10%
Spelling and Grammar	10%

Submission Details

Each group should upload their submission as a single PDF document to their Quality Pioneer Report 4 Drop Box before the end of the day on July 24, 2024.

MANE 6319 - Quality Management Systems

Quality Pioneer Report - Assignment 5

Assignment Date: July 22, 2024

Due Date: July 31, 2024 (no late submissions)

The fifth Quality Pioneer Report assignment is the preparation of the quality pioneer key elements discussion section. This section provides a discussion of your Quality Pioneer's contributions towards each of the Key Elements discussed in the course textbook. The rubric shown below will be used to evaluate your submission. The Key Elements of Total Quality are provided on pages 7-8 of your textbook. The first Key Element is Strategically Based and the final Key Element is Peak Performance.

For each Key Element, provide an explanation of how the contributions of your Quality Pioneer address each Key Element. Strive to provide at least a paragraph for each Key Element. It may not be possible to address every Key Element but in general the majority of Key Elements should be addressed by your quality pioneer.

Component	Weight
Key Elements	80%
Adequately referenced	10%
Spelling and Grammar	10%

Submission Details

Each group should upload their submission as a single PDF document to their Quality Pioneer Report 5 Drop Box before the end of the day on July 31, 2024.

MANE 6319 - Quality Management Systems

Quality Pioneer Report - Assignment 6

Assignment Date: July 29, 2024

Due Date: August 16, 2024 (before 11:59 pm)

The sixth and final Quality Pioneer Report assignment is the submission of the final Quality Pioneer Report. You have received general comments and specific feedback for each section of the Quality Pioneer Report. Please pay particular attention to providing citations for new information and not copying material through poor writing. Your submission will also be evaluated using the SafeAssign Originality check. The rubric for the final report is shown below.

Major Category	Component	Weight
Biography	Personal Information	8%
Biography	Educational Background	8%
Biography	Professional Experiences	8%
Contributions	List of Contributions	8%
Contributions	Explanation of Contributions	8%
Contributions	Significance of Contributions	8%
Key Elements	Key Elements Discussion	27%
Adequately Referenced		15%
Spelling and Grammar		10%

Submission Details

Each group should upload their submission as a single PDF document to their Quality Pioneer Report 6 Drop Box before the end of the day on August 16, 2024. No late work will be accepted for this assignment due to the limited amount of time to submit final course grades.

MANE 6319 - Quality Management Systems

Welcome to MANE 6319 - Quality Management Systems

Classroom Information ↵

MANE 6319 - Quality Management Systems

Summer III 2024

Welcome

Course Description

Course Organization

Instructor Response Time

Course Technology

Learning and Teaching Philosphy

What's Next?

MANE 6319: Quality Management Systems

Syllabus

Summer III 2024

Course Information

Instructor Information

Welcome and Teaching Philosophy

Course Description, Prerequisites & Course Modality

Course Description

Prerequisites

Course Modality

Course Assignments & Learning Objectives

Learning Objectives

Course Assignments

Participation

Learning Objective Assignments

Quality Pioneer Report

Assessment of Learning

Course Average

Final Letter Grade

Late Work

Missing Assignments

A Typical Week

Required Readings, Technology Needs, and Resource Materials

Textbook - required

Blackboard

Tentative Calendar of Activities (Required on all syllabi.)

Quality Pioneer Report Schedule

Important Dates

Course Policies and Procedures

ATTENDANCE

Recorded Lectures

COURSE DROPS

ACADEMIC INTEGRITY

Student Support Resources

Financial Need

Blackboard Support

University Policy Statements

STUDENT ACCESSIBILITY SERVICES

STUDENTS WITH DISABILITIES

PREGNANCY, PREGNANCY-RELATED, AND PARENTING ACCOMODATIONS

SEXUAL MISCONDUCT AND MANDATORY REPORTING

DEAN OF STUDENTS

MANDATORY COURSE EVALUATION PERIOD

Online evaluations will be available on or about:

Grit Lesson

Strategies for Succeeding in the Classroom (and in life)!

Key Concepts

Grit

Growth Mindset

Never versus Not Yet

Ended: Classroom Information

Week One Learning Materials ↵

MANE 6319

Week 1

Classroom Lesson 1

Content

MANE 6319

Week 1

Classroom Lesson 2 - Discussion Boards

Content

MANE 6319

Week 1

Classroom Lesson 3 - Online Quizzes

MANE 6319

Week 1

Classroom Lesson 4 - Course Diary

Content

MANE 6319