8IM,CREDIT ASQ

Task 1 (1 page)

Assignment 8 returns to textbook for Case Problem 8-B on page 304 in the "Organization" section. 

As you learned in Chapter 1 of your textbook, managers have four resources to carry out mission/functions.  Basically they are the people, the budget, tools/equipment available and finally the information.  Yet managers often need to consider utilizing those resources and their time on functions that, at least on the surface, don't have much to do with a company's or organization's goals.  Review the case  problem on page 304 and consider the importance of social gatherings and the development of a corporate culture.  Spending significant amounts of resources on these functions certainly sends a message to everyone involved that the leadership of the organization believes this to be true but that may not always be true as this case problem implies. 

Tasks: First, answer the four questions at the end of the case problem.   Then, ask yourself, "If I were the CEO of this company, would they continue, halt or modify future company picnics? 

TASK 2

The assignment is to create an exam questions, answers, and references (e.g. multiple choice, matching, and essay), using the course textbook 4th edition (2013 or the latest), The Certified Manager of Quality/Organizational Excellence Handbook, ASQ.  Your Q-A must come from some of these 19 chapters from the course textbook. No reproduction from any sources can be included without prior permission from the instructor.

Prior to start creating an exam, students will examine the 2 handouts attached with this item: 1) examples of creating exam and 2) evaluation sheet.

after you completed creating an exam, you will fill out the evaluation sheet. The final product with be a set of exam and the evaluation sheet. Below is an example of question, answer, and reference. More examples of MC, Matching, and Essay are attached with this document.

Note: 2 handouts attached in this document; 1) examples of creating exam, and 2) evaluation sheet

 

Samples of creating question, answer, and reference

Question: What is intrinsic motivator?

a. it is typically given by another person.

b. it takes place on the job and help us to enjoy working

c. it is a job outcome, e.g. pay bonus

d. It relates to employee benefits and compensation package.

Answer: B. Intrinsic motivator/reward is the internal satisfactions that a person receives as a result of doing well a particular task in an organization. It helps us to enjoy working.

Reference: Tucker, McCarthy, and Benton (2003) The Human Challenge. Chapter 6, page, 140.

Question: Job enrichment means:

a. direct control of the employee

b. less freedom and challenge on the job

c. including larger areas of responsibility

d. none of the above

Answer: C. Job enrichment changes jobs to include larger areas of responsibility. Jobs are restructured so they will become intrinsically more interesting.

Reference: Tucker, McCarthy, and Benton (2003) The Human Challenge. Chapter 6, page, 145.

 

 

Additional information:

To generate a good exam, it is important to consider the intended complexity levels of the test questions for that topic; these levels may include easy, medium, difficult. Bloom’s Taxonomy suggests the “Level of Cognition” or “Ranking of Thinking Skills”. The table below indicates Bloom’s levels of cognitive activity in a grid moving (left to right) from simple to complex, and it lists a number of verbs describing activities for each mode of thinking.  Bloom's Ranking of Thinking Skills

Knowledge	Comprehension	Application	Analysis	Synthesis	Evaluation
List  Name  Identify  Show  Define  Recognize  Recall  State  Visualize	Summarize Explain  Interpret  Describe  Compare  Paraphrase  Differentiate  Demonstrate  Classify	Solve  Illustrate  Calculate  Use  Interpret  Relate  Manipulate  Apply  Modify	Analyze  Organize  Deduce  Contrast  Compare  Distinguish  Discuss  Plan  Devise	Design  Hypothesize  Support  Schematize  Write  Report  Justify	Evaluate  Choose  Estimate  Judge  Defend  Criticize

Bloom, B. S. (Ed.). (1956). Taxonomy of educational objectives, Vol.1: The cognitive domain. New York: McKay.

 

ASQ’s revision in 2001 is presented below in rank order, from least complex to most complex.

Remember (Knowledge Level) Recall or recognize terms, definitions, facts, ideas, materials, patterns, sequences, methods, principles, etc.

Understand (Comprehension Level) Read and understand descriptions, communications, reports, tables, diagrams, directions, regulations, etc.

Apply (Application Level) Know when and how to use ideas, procedures, methods, formulas, principles, theories, etc. Analyze (Analysis Level) Break down information into its constituent parts and recognize their relationship to one another and how they are organized; identify sublevel factors or salient data from a complex scenario.

Evaluate (Evaluation Level) Make judgments about the value of proposed ideas, solutions, etc., by comparing the proposal to specific criteria or standards.

Create (Synthesis Level) Put parts or elements together in such a way as to reveal a pattern or structure not clearly there before; identify which data or information from a complex set is appropriate to examine further or from which supported conclusions can be drawn.