Case Study: Tip Top Markets

Purpose

The purpose of this case study is two-fold. One is to learn to work on a remote, virtual team. The second purpose is to assess the case study and apply and discuss potential solutions using the quality tools discussed in Chapter 9. This is your time to show o? your ability to analyze data and make sense of a lot of information. A skill that is in high demand. Go beyond the obvious, think like a manager. You can't tackle every problem, which one is most critical? There are a lot of customer complaints. Are some similar with the same root cause? Possibly bucket these into one category.

Although this case study is rather simplistic and a team may not be necessary, I want you to learn how to work together and develop good communication skills. Besides, two heads are better than one! Your ?nal report most likely will be much better, with enhanced insights.

Business Soft Skills: Employers place a lot of value on the ability of potential employees to work with others and contribute to the organization. This requires good soft skills. You can google "Business Soft Skills" on the internet and ?nd several references. By de?nition: Soft skills are character traits and interpersonal skills that characterize a person's relationships with other people. In the workplace, soft skills are considered to be a complement to hard skills, which refer to a person's knowledge and occupational skills. Depending on the source, some key elements are adaptability, teamwork, problem- solving, etc...

NOTE: If needed use this discussion board to communicate with your team member Discussion Board

 for Case Study  Teams (h  ttp s:/ iu.instructure.com/courses/2069299/discussion_topics/11700271)   

Task and Submission Requirements

1. Review the case study at the end of Chapter 9 titled "Tip Top Markets".
2. Create charts to help you analyze the data. Bucket complaints that are related to the same root cause.

 

to talk about the ?ndings related to that chart. Possibly you will make more charts then you use in the report, this is part of the analysis phase.

  Use check sheets, Pareto diagrams, and run charts. Do not put charts in your report if you are not going

3. Then construct a cause-and-e?ect diagram for the leading category in your Pareto diagram. Pareto diagrams are used to brainstorm potential causes of a problem. Do this for one problem the store is experiencing.
4. Provide a clear summary of the problem and a list of recommendations. Listing recommendations as bullet points is helpful. Then each bullet point should be supported by its own paragraph referring to the supporting data.

4a) Very clearly designate what information is provided in each graph/chart and what did you glean from each graph. The discussion should refer to them.

4b) This is a suggestion, but typically su?cient responses will most likely need about two pages, double-spaced, 11 pt font. This does not include charts. Your report most likely will include 4-7 charts.

5. On July 15th changes were implemented, do the results re?ect an improvement? The charts and diagrams should support your argument. In your discussion, be sure to refer back to them.
6. Complete the Individual Evaluation of Team Performance for the case study.
7. Only one person submits the assignment but all team member names must be posted on the submission document.
8. Provide a title page that includes all team members who participated. 9) Add page numbers in the footer.

 

NOTE:

I am not going to tell you which charts or diagrams to use, that depends on your teams' analysis. However, the team may create some charts that prove to not be relevant, so leave them out of the discussion.

Having charts and diagrams that do not support the discussion is negative and will lower your score.

When discussing quality improvement initiatives go back through all the concepts and text material in Chapter 9, such as TQM, process improvement teams, and training. Also, review Deming's 14 points for ideas. The solution may include implementing some quality tools to monitor performance, such as checklists. If this is one of your suggestions, be sure to describe just what data is captured by the checklist. You can also use control charts, which are discussed in Chapter 10.

Be creative here and think as if this was your business. What would you do di?erently? What information do you need? Go outside of what is discussed in the text and present possible solutions that you've

  encountered in your own job or personal life.

Grading Rubric

 

Overall Writing (10 points) Based on the use of grammar, spelling, and overall presentation.

9-10 pts for excellent grammar, spelling and presentation 7-10 pts for minor errors

0-6 pts for major error or poor presentation Charts and Graphs (40 points)

34-40 pts if all required charts are present to support the discussion or charts requested in the assignment

28-33 pts, missing some charts, not properly labeled, not clear what information is presented 0-27 pts, unsatisfactory creation of charts, several missing, not labeled, not needed

Recommendations (50 points)

Scoring Band A (High Level) 43-50: This level will be marked by both superior quantity and quality. Responses at this level will indicate evidence of multiple ways of looking at and utilizing the quality concepts and tools. There will be a good illustration of the ability to think both broadly and speci?cally and to be able to relate the content to quality management systems. The question as to if there has been improvement must be clearly answered.

Scoring Band B (Satisfactory Performance) 38-42: This level will be marked by adequate quantity and quality. There will be places where a further expansion of concepts would have been useful. There will be a good basic understanding of concepts in the case study although there may not be many novel approaches to the problem. Evidence that the problem has been seriously considered will be present. Did not address if changes resulted in improvements.

Scoring Band C (Improvement Needed) 0-36: This level will be marked by either inadequate quantity and/or quality. There will be limited use of textbook material. There will be little or no evidence about considering how the ideas and concepts for quality management might have been used in the analysis and solution(s) to the problem.

 

View Rubric

Case Study
Criteria	Ratings			Pts
	5 to >4.29 pts	4.29 to >3.57 pts	3.57 to >0 pts
	Full Marks	Satisfactory	unsatisfactory
Organization view longer description	Excellent organization, easily read. No grammatical errors	Some grammatical errors. The presentation reads well.	The presentation is poor and the reader cannot easily follow the discussion. Major grammatical errors that impact readability. Graphs are not labeled or di?cult to read.	/ 5 pts

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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Case Study
Criteria	Ratings			Pts
	35 to >31.5 pts	31.5 to >26.6 pts	26.6 to >0 pts
	Full Marks	Satisfactory	Unsatisfactory
Recommendations and Identi?cation of Trends view longer description	This level will be marked by both superior quantity and quality. Responses at this level will indicate evidence of multiple ways of looking at and utilizing the quality concepts and tools. There will be a good illustration of the ability to think both broadly and speci?cally and to be able to relate the content to quality management systems. Students successfully identify at least four trends indicated by the data. Students successfully answer the question if the improvement e?orts undertaken were successful.	This level will be marked by adequate quantity and quality. Students identify less than four trends present in the data. There will be places where a further expansion of concepts would have been useful. There will be a good basic understanding of concepts in the case study although there may not be many novel approaches to the problem. Evidence that the problem has been seriously considered will be present. It may not have addressed the question of whether or not there was an improvement since changes were implemented.	This level will be marked by either inadequate quantity and/or quality. There will be limited references to the textbook. Little or no evidence about considering how the ideas and concepts for quality management might have been used in the recommendation. The question of improvement after implementing changes is not addressed.	/ 35 pts

 

 

 

 

 

 

 

 

 

(https:/ iu.instructure.com/courses/2069299/modules/items/26620127)

 

Submit A(hststipgsn:/m/ieu.nintstructure.com/cours