Course quality system

qs_4650_syllabus.xlsx

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COVER

Course:	QS 4650		Spring 2015
Project Title (provide brief title in adjacent cell):
Team Members: (teams form at assignment 1, in place at assignment 2). Typically 8-10 persons are on team, and team leader/assistant leader may remain constant, while other functions rotate.
DMAIC Worksheet Status: This identifies the worksheets to be completed, and by whom, for each assignment, congruent with rollout of work in tab 2. DMAIC worksheets are both numbered and un-numbered, to be completed as assignments throughout the course per tab 2. Each assignment must be managed and completed by the team under the leadership of the team leader (s) with all cooperating to assist. All team members should be shown with responsibilities and status of work for each assignment submitted by team.
Worksheet/Assign	Status	Due Date	Who Is Responsible	Comments/Other
1.1 Team Demo
1.2 Proj Charter
1.3 Prob Desc
1.4 PPP PDCA
1.5 DMAIC Meth
1.6 KPI Data
1.7 SIPOC
1.8 A3
EROL's***
IROL's***
DMAIC Critiques
Personal Critique*
Audit*
Power Point
Bibliography**
FACR**
Team Model/Mgmt			Team leader/assistant 1 or 2
Functions with * and may be combined if team is smaller--ideally 10 people compose team. * can be done by assistant team leader if team is smaller. Otherwise all un-numbered functions are assigned to one (usually different) person on team for each assignment. All will do at least one numbered DMAIC worksheet (upper listing) each assignment as well as a un-numbered task at the lower area (note there are nine un-nmbered tasks, all in yellow, including the team leadership functions).

1Intro

Course Syllabus, General Information
QS 4650. Leadership For Lean Six Sigma (3) II. Leadership focus around individual tools and techniques as foundation of continuous improvement in the lean and six sigma environment. The scientific application of common lean and six sigma tools will be applied as a transformational and improvement strategy. Team-based project configuring e-portfolio in ISO 9000 infrastructure. Prerequisites: QS 3600 and QS 3650.
Dr. John W. Sinn, Professor. Email [email protected]; related e-text and assignment materials are located at http://www2.bgsu.edu/colleges/technology/faculty/sinn/TQTT.htm
1. INSTRUCTIONAL STRATEGY, ASSESSING STUDENT LEARNING OUTCOMES, ASSIGNMENTS
Aside from instructor-provided writings, no specific, single, text is used, but the course relies upon student research, via assignments, along with instructor-provided content. Assignments address content identified in student and instructor research and writings, and all deliver/lead work, as learning, in systematic, disciplined ways. Each assignment is designed equivalent to be roughly equal to traditional course tests. Most course content (exception is EROL content which students research on their own) is provided at website provided above, freely available to students. Most work (beginning at assignment 2) is intentionally done in teams, similar to how actual organizational work is completed--all done around a simulated project using fictional information configured by students in teams.
2. COURSE OUTCOMES
1. Organize, manage, effectively apply and develop further where needed and appropriate, multiple quality tools for improvement (DMAIC lean sigma analysis systems) similar to the way they are used in organizations. 2. Conduct, and develop, a model lean sigma analysis project system, as a technical project applying quality tools/DMAIC worksheets, both independently and compiled as collective team portfolio at each assignment. 3. Compile a review of literature, resulting in a bibliography of appropriate sources abstracted to validate findings, analyses, conclusions, and recommendations (FACR's) tied to quality tools/DMAIC worksheets. 4. Critique/assess your/others' work for improvement in a electronic environment, leading to effective management and communication of ideas and objectives' accomplishment, independently and as a team. 5. Build and present a portfolio, including a power point presentation, throughout course, first done independently by each student, and eventually compiled in team for each assignment, to document accomplishments.
3. ***ASSESSMENT SYSTEM/ASSIGNMENT RESPONSIBILITIES SUMMARY
Student Activity	%	**Potential Points?	*How Many, Other?	*When?
ROL's internal (IROL)	15%	app 6 pts each/45 tot	All do two per assignment, 7-8 topics	Each assignment
ROL's external (EROL)	15%	app 6 pts each/45 tot	All do two per assignment, 7-8 topics	Each assignment
Bibliography	5%	15 points total	All contribute, rotationally one compiles	Across the course
DMAIC WS/Critique	20%	60 points total	All do two WS's+critique, rotationally one compiles	Two each/topic
Personal Critique	5%	15 points total	Each assignment, 7-8 topics	Across the course
Audit	5%	15 points total	One for team, rotating assignment	Each assignment
Power Point Pres	10%	30 points total	One for team, rotating assignment	Across the course
FACR systems	5%	15 points total	One for team, rotating assignment	Across the course
Book Review	5%	15 points total	One per individual	Due finals week
Team Portfolio/Model	15%	45 points total	One, compiled in team, starting assignment 2	Across the course
*See due dates in syllabus tab 2--all done in team starting assignment 2--individuals also graded separately when appropriate.
**Total points approximately 300, but audit feedback is letter grade each assignment--may be different for team/individuals.
***Audit tab 11 explains how feedback is provided--articulated with this listing/cover page for assigning work each assignment.

2 ConRO

Content, Rollout, Deliverables
Course content will be supplied, on a timely basis, as needed. As is noted in the rollout below, across the course there will be eight separate toolkit assignments drawn from the Lean, Six Sigma, Quality Transformation Toolkit (LSSQTT), along with other specifics explained in tabs and notes below. LSSQTT readings are located at http://www.bgsu.edu/colleges/technology/faculty/sinn/TQTT.htm. All work to be completed relates directly to LSSQTT content, and is also heavily oriented to DMAIC worksheets based in MS Excel, to be posted in a timely manner as needed across the course in Canvas.
Assignment #/ Reading	Week (Date)	LSSQTT Title, Other Topic (topics and assignments may intentionally continue over time, accumulatively)	DMAIC Tool Worksheet (Ext ROL can relate to this work)
Assignment #1 LSSQTT Tool 1	Week 1 (1-12 to 1-23)	Review/understand syllabus; Engage all in Canvas, online; Start assignment #1: “Team Building, Leadership, Communicating The Project And Change”; Pay close attention to announcements/discussions in Canvas	All DMAIC 1 worksheets started, completed (some may be finished at assignment 2, 3
Assignment #2 LSSQTT Tool 23	Week 3 (1-26 to 2-6)	Continue improving, all understand course requirements, syllabus; "Economic Considerations, Cost Related Documentation And Quality Relationships"; Watch Canvas announcements/discussions and use new content in all IROL/EROL's; Teams beginning to form, compile assignment	All do Data Coll Tut individually; Do DMAIC 1, start 2.3, 2.4, 2.5, 2.8, FACR--All assigned/done in teams
Assignment #3 LSSQTT Tool 15	Week 5 (2-9 to 2-20)	"Genealogy Of Selected Lean, Six Sigma, Quality Management Tools"; ROL topics relate to model system project, teams maturing, improving; Watch Canvas announcement/discussions; rotationally assign team members to compile all work in portfolio	All do DMAIC 3.2 individually; Do all DMAIC 1's and 2's, 3.1, 3.3, 3.4, FACR; rotate, compile
Assignment #4 LSSQTT Tool 25	Week 7 (2-23 to 3-6)	"Data, Basis For Kaizen, Six Sigma, Quality Systems, Service"; ROL topics relate to model system project, teams maturing, continuous improvement noted; Watch Canvas announcement/discussions; rotationally assign team members to compile all work in portfolio	All do DMAIC 3.5; Continue 1's & 2's; Do 3.6, 3.7, 3.8, 3.9, FACR; Rotate and compile, ppt and portfolio
Assignment #5 LSSQTT Tool 24	Week 10 (3-9 to 3-27)	"Ongoing Process Control Plan (OPCP), Foundational Infrastructure For Quality Communication"; Teams formed and fully functioning, improving; and be sure to research new content in all IROL and EROL topics; rotationally assign team members to compile all work in portfolio	All do 3.1.1, 3.1.2 or 3.1.3. Do 4.1/4.2, 5.6, 5.9, 5.10, 5.11 FACR; Rotate, compile; update all
Assignment #6 LSSQTT Tool 26	Week 12 (3-30 to 4-10)	"Failure Mode And Effects Analysis (FMEA), Quality Function Deployment (QFD), Base For Reliable Quality Communication"; research new content in all IROL and EROL topics; rotationally assign team members to compile all work in portfolio	All do DMAIC 5.5. Mature, refine all DMAIC sheets, FACR; Rotate, compile, support team
Assignment #7 TBM and/or QSR	Week 14 (4-13 to 4-24)	Time-based Management (TBM) and Quality System Requirements (QSR) ppt's posted for ROL's; Assure that all persons on team are identified by work in portfolio cover sheet; research new content in all IROL and EROL topics	All do DMAIC 5.4. Mature, refine all DMAIC sheets, FACR; Rotate, compile, support team
Assignment #8 LSSQTT Tool 27	Week 16 (4-27 to 5-8)	Book review, team projects completed; "Information Technology, Maintenance And Safety: Pivotal Manufacturing And Non-manufacturing Services"; Team portfolios/ppt's evolving, all team work and compiling clearly identified	All do DMAIC 4.1.1. Mature, refine all DMAIC sheets, FACR; Rotate, compile, support team
Notes to help all understand the content, course rollout and deliverables:
1. This can/may be modified by instructor, with careful communication, to best accomplish course outcomes.
2. Each two week cycle has two internal ROL's; two external ROL's; and, two DMAIC critiques.
3. Details for each weekly assignment, done in two week cycles driven by LSSQTT readings, are shown in tabs below.
4. Additional details for each assignment will be provided in Canvas as preparation for posting areas for work submissions.
5. All work is placed in bi-weekly Excel portfolio, based on tabs below, synthesized/reassembled at each assignment.
6. All work submitted at/done in Canvas--important to pay attention to/use this as main course communication tool.
7. LSSQTT readings are available at http://www.bgsu.edu/colleges/technology/faculty/sinn/TQTT.htm
8. DMAIC worksheets will be furnished in Canvas, along with examples of past work to help guide teams.

3IROL

Review of literature (IROL) Internal Critique Assignment

One IROL is due with each assignment. IROL assignment has 7-8 separate reviews, based on course rollout, with each person critiquing a separate unique section of the assigned LSSQTT reading for that assignment cycle (see tab 2 below). Deliverables for internal LSSQTT sections include items 1-4 below, each done as a box using template format provided here. During each reading assignment, two separate ROL templates should be prepared and posted in Canvas by required date of the assignment cycle, one for each section reviewed, and all part of the broader portfolio for that assignment cycle. Compiling of all IROL reading materials will be assigned at the team level. Note that if you have taken a course with Dr. Sinn in the past, and have used the same reading, please critique different material.

1. ABSTRACT/BIG IDEAS. Internal critiques abstract readings referenced which are approximately 100-150 words, each, and which capture the thrust of content and concept, as an overview, provided by the author in the LSSQTT. Abstract should explain main points, or "big ideas" covered by the author, with a brief overview/explanation of each.

2. STRENGTHS/WEAKNESSES/QUESTIONS. Provide the main strengths and weaknesses, and questions, which were evident as a result of the reading. If you were to rewrite/rework the reading, what would you develop further, and/or expand upon, change to be even stronger, and in what ways. What questions did the reading cause you to raise, and what are your responses.

3. PROJECT/MODEL RELATIONSHIP. Reflect on, consider longer term model project all are moving toward in last half of the course. While fairly general at the outset, since the project is only being defined in "sketchy" ways, as the course moves along, sections reviewed should be increasingly targeted toward the project, intentionally. By the time the course concludes, most sections should be congruent with the project.

4. POWER POINT and PORTFOLIO PRESENTATION. Your work should be prepared as a professional portfolio (Excel documentation) and power point presentation which can stand alone to communicate effectively what needs to be stated as deliverables. The portfolio and power point should include all appropriate individual work based on teams being fully formed at about assignment 2-3, and all on the team contributing to meeting objectives.

Instructions for Changing Format

To delete rows place/click the cursor on the row desired, go to "edit" pulldown above and come down to delete, select entire row, and OK.

To add rows place/click the cursor on the row desired, go to "insert" pulldown above and come down to row, and click--row will be added.

To create rows go to "format" pulldown above and come down to cells; at "text control" select wrap text and merge cells; and then OK.

To expand an existing row, allowing more lines of text, click on line (number at left) of text/box and move downward to desired size.

4EROL

External Review of literature (EROL) External Critique Assignment

EROL assignment has 7-8 separate reviews, based on course rollout, with each person critiquing a separate external article related to the assigned LSSQTT reading for that assignment cycle (see tab 2 below). Deliverables for each external article include items 1-5 below, each done as a box using template format. During each reading assignment, two separate external ROL templates should be prepared and posted in Canvas by the required date of the assignment cycle, one for each article reviewed, and all part of the broader portfolio. Compiling of all EROL reading materials will be assigned at the team level. Note that if you have taken a course with Dr. Sinn in the past, and have used the same reading, please critique different material.

1. BIBLIOGRAPHIC ENTRIES. Critiques should include a bibliographic entry done according to APA format. This should be developed into a full scale reference list incrementally (see tab 5). Compiling of all IROL bibliographic materials will be assigned at the team level.

2. ABSTRACT/BIG IDEAS. External critiques abstract articles referenced which are approximately 100-150 words, each, and which capture the thrust of content and concept, as an overview, provided by the author of the article. Abstract should explain main points, or "big ideas" covered by the author, with a brief overview/explanation of each.

3. STRENGTHS/WEAKNESSES/QUESTIONS. Provide the main strengths and weaknesses, and questions, which were evident as a result of the reading. If you were to rewrite/rework the reading, what would you develop further, and/or expand upon, change to be even stronger, and in what ways. What questions did the reading cause you to raise, and what are your responses.

4. PROJECT RELATIONSHIP. Reflect on, consider longer term model project all are moving toward in last half of the course. While fairly general at the outset, since the project is only being defined in "sketchy" ways, as the course moves along, articles reviewed should be increasingly targeted toward the project, intentionally. By the time the course concludes, most articles should be congruent with the project.

5. POWER POINT and PORTFOLIO PRESENTATION. Your work should be prepared as a professional portfolio (Excel documentation) and power point presentation which can stand alone to communicate effectively what needs to be stated as deliverables. The portfolio and power point should include all appropriate individual work based on teams being fully formed at about assignment 2-3, and all on the team contributing to meeting objectives.

Instructions for Changing Format

To delete rows place/click the cursor on the row desired, go to "edit" pulldown above and come down to delete, select entire row, and OK.

To add rows place/click the cursor on the row desired, go to "insert" pulldown above and come down to row, and click--row will be added.

To create rows go to "format" pulldown above and come down to cells; at "text control" select wrap text and merge cells; and then OK.

To expand an existing row, allowing more lines of text, click on line (number at left) of text/box and move downward to desired size.

5AnnBib

Annotated Bibliography
At each assignment, it is anticipated that all will conduct external ROL's as detailed in the EROL tab to address this part of the ongoing work. As each EROL (and related bibliographic work) is completed, the documentation of key information must be logged in routinely to develop a individual bibliographic listing first, and then eventually a team bibliographic listing collectively. The key documentation information, expected, is identified below based on the form and format provided, and you will need to insert additional lines/boxes with each additional assignment source (s). The annotated bibliography should be completed according to APA format, and utilizing all articles and book reviews completed throughout the course, and eventually should reflect all sources/information reviewd by the team. Note that you do not need to do annotations for Dr. Sinn's work (IROL).
APA Bibliographic Information For Each ROL Source						Key Concepts/Ideas Presented By Author

6DMAIC CA

DMAIC Critique Assignment (CA)

DMAIC CA assignment has two separate reviews, based on course rollout over the term, for each person on the team. One review is the work as assigned within the team, to be brought forward each assignment cycle and managed/synthesized to be part of the team portfolio (note that a single DMAIC review can be provided with several sheets summarized if a person was assigned multiple worksheets at the team level--but information must be clearly delineated for each sheet according to crieria below). The other DMAIC review is the separate/individual work as assigned for all to complete, usually a single DMAIC sheet with data, done for most assignment cycles. Team assigned DMAIC worksheets will be presented as one cumulative summary in the team portfolio--based on compiling of all DMAIC CA materials as assigned at the team level. Format remains the same for each of the two parts of this work--as defined below.

1. BIG IDEA "QUESTIONS". Critiquer provides "BIG" ideas developed relative to doing DMAIC worksheet, pertaining to course ideas and goals. Big ideas are commonly focused on questions relative to the DMAIC worksheet reviewed, and could include: a) how might this worksheet be used in the workplace to aid in improvement projects? b) how does this worksheet relate to a broader lean sigma system for improvement? c) what specific training might be necessary for people on a team in the workplace, to assure timely and accurate completion of the worksheet?

2. MAIN FINDINGS BASED ON WORKSHEET COMPLETION. Provide main findings based on completion of DMAIC worksheet, using real or simulated data (care should be taken not to use data which may appear like other's). Questions to be addressed could include: a) what does the data tell us? b) how do we interpret data for improvement in a project? c) how might we collect better data based on what we see in the findings? Data findings and analysis should also be used to demonstrate application of worksheet to address project objectives via the FACR worksheet.

3. STANDARD OPERATING PROCEDURE (SOP) FOR COMPLETING WORKSHEET. A step by step procedure should be listed, in order, sufficient for preparing/supporting others in the use and application of this worksheet. This procedure should be referred to as the SOP for the worksheet.

4. STRENGTHS and WEAKNESSES. Main strengths and weaknesses are identified relative to course focus. That is, if you were to rewrite/rework the DMAIC worksheet, what would you change, and/or what would you add or delete.Minimum areas to be addressed should include: a) what changes in procedures could aid in improvement, and ease of use? b) what changes in format could aid in ease of use, improvement in the sheet? c) how might procedures and/or format be used differently to help train/prepare persons in the workplace to better be able to use the sheets?

5. PROJECT/FACR RELATIONSHIP. Reflect on, consider longer term model project all are moving toward in last half of the course. While fairly general at the outset, since the project is only being defined in "sketchy" ways early on, as the course moves along, worksheets reviewed should be increasingly targeted toward the project, intentionally. Specific references in support of the FACR work, although completed separately and likely be someone else, should be included. By the time the course concludes, most worksheets should be congruent with, and in support of, both the project in general and the FACR worksheet in particular.

Instructions for Changing Format

To delete rows place/click the cursor on the row desired, go to "edit" pulldown above and come down to delete, select entire row, and OK.

To add rows place/click the cursor on the row desired, go to "insert" pulldown above and come down to row, and click--row will be added.

To create rows go to "format" pulldown above and come down to cells; at "text control" select wrap text and merge cells; and then OK.

To expand an existing row, allowing more lines of text, click on line (number at left) of text/box and move downward to desired size.

7PC

Personal Critique (PC)

PC helps all see how each other complete and assess work, leading to best practices--it is not a "grading assignment". PC requires one review for each reading (see tab 2 below), critiquing one different individual every assignment cycle, automatically assigned, in Canvas, in previous cycle. PC format/general requirements are explained below. No PC is due for the first assignment cycle--and it is anticipated that the PC will be assigned at the team level, rotationally.

1. General Details. Who was critiqued, what was the assignment ROL topic provided by the instructor, when was the PC posted in Canvas, and so on?

2. BIBLIOGRAPHIC ENTRIES. Was bibliographic information included, and properly done according to APA guidelines? Is a bibliography being built for the entire course, showing each work cumulatively (each person should be building a total reference list as part of the course).

3. ABSTRACT/BIG IDEAS. Based on your review of abstracts/big ideas for ROL's, was it clear what the reviewer found--with sufficient detail and analysis provided? Was the ROL relevant to the broader project and model being pursued? Was interest generated for you to read the materials critiqued? List multiple questions you raised based on the abstract and big ideas reviewed for this PC.

4. STRENGTHS/WEAKNESSES. Based on your review of the strengths and weaknesses for the ROL's, was it clear what the reviewer concluded--with sufficient detail and analysis provided? Would you pursue reading materials critiqued based on conclusions reached? List questions you raised based on the strengths and weaknesses presented in the reviews.

5. PROJECT RELATIONSHIP. Based particularly on the ROL provided by the critiquer, was this professionally prepared, clear--with sufficient details provided, able to "stand alone", not requiring preparer presence to explain? Were all parts of the assignment completed, and done appropriately to effectively communicate to you and others?

6. FINDINGS ANALYZED, OPPORTUNITIES FOR IMPROVEMENT. Based on the materials you reviewed, what recommendations would you offer to the preparer for improvement. Note that it is unacceptable to say that no recommendations are offered. As with all parts of this and all assignments, it is anticipated that there will be substantial responses offered for each area.

Instructions for Changing Format

To delete rows place/click the cursor on the row desired, go to "edit" pulldown above and come down to delete, select entire row, and OK.

To add rows place/click the cursor on the row desired, go to "insert" pulldown above and come down to row, and click--row will be added.

To create rows go to "format" pulldown above and come down to cells; at "text control" select wrap text and merge cells; and then OK.

To expand an existing row, allowing more lines of text, click on line (number at left) of text/box and move downward to desired size.

8ProjMod

Team Model Assignment

The team model assignment is to be done between about mid term and final, although it can be started before mid term if individuals agree, collectively to do so. All work in teams of 8-10 to build a model system which is the optimal organizational entity to facilitate new product development and launch organizationally--with assignment deliverables further detailed below. The project can be either a real or simulated project, but all on team must agree and support whatever is pursued--up front.

1. GENERAL TEAM DEMOGRAPHICS. Team should include a general worksheet (or multiples) which details who is on the team, their backgrounds, and their general role in the project.

2. ORGANIZATIONAL CONTEXT. The model should be based on a simulated or real organization, with general information included to be number and type of employees; history and evolution; types of product; locations of facilities; strategic plan highlights; among others.

3. MAIN COMPONENTS' FUNCTIONING FOR COMPETITIVENESS. A detailed description of each of the main components in the model should be done, including the main areas covered in each assignment cycle. This should address not only each individual component, but also relationship of components, which will help assure competitiveness organizationally.

4. GRAPHICAL DEPICTION, DESCRIPTION OF MAIN COMPONENTS. There should be a graphical depiction of the overall model, and a contextual description of main components. Flow chart is the recommended graphical depiction method, although others can be used, but all main components' function, and how they relate to the broader model, must be included.

5. IMPLEMENTATION PLAN. Based on growth anticipated in the model, include a plan for implementation at other organizational locations, with a projected implementation budget, timeline, key performance measures, training required, and other main features related to launching and sustainment over time. The implementation plan should also be articulated directly with all parts above, to show how the system will be managed over time.

6. ANNOTATED BIBLIOGRAPHY. The model should include a annotated bibliography completed according to APA format, and utilizing articles and book reviews completed for the course, as well as new ideas developed in addition to these.Note that this part of the assignment should be intentionally related to the ROL course assignments--as well as all other components and functions of team work.

Instructions for Changing Format

To delete rows place/click the cursor on the row desired, go to "edit" pulldown above and come down to delete, select entire row, and OK.

To add rows place/click the cursor on the row desired, go to "insert" pulldown above and come down to row, and click--row will be added.

To create rows go to "format" pulldown above and come down to cells; at "text control" select wrap text and merge cells; and then OK.

To expand an existing row, allowing more lines of text, click on line (number at left) of text/box and move downward to desired size.

9PortPpt

Portfolio, Power Point

As is noted in the ROL and assignment tabs, a portfolio should be developed. This should be based around individual work, evolving toward a team portfolio, by each person, consistent with the model project assignment. Both the Excel and power point portions of the portfolio are anticipated to evolve iteratively throughout the course, along the lines identified below, and including all other tab assignment elements. The power point presentation is assigned by the team leader/team to be updated by a team member, rotationally at each assignment.

1. GENERAL DETAILS. The portfolio has an Excel workbook and a power point presentation, both interactive and supportive, explanatory of one another--consider that the power point is a quick overview, an "Executive Summary", to explain the workbook portion of the portfolio. Please note that as all work is being completed, it will be important to indicate where and how you intend to use the work in your portfolio presentation (since this is audited as part of the full assignment).

2. ORGANIZATION, COVER PAGE. Work examples should be provided, taken directly from weekly/biweekly assignments. When doing weekly work, consider what the organization of the portfolio should be, starting with a cover page in the Excel workbook to explain all details, similar to a table of contents. Again, the Excel longer detailed version, should be explained in power point.

3. BIBLIOGRAPHIC LISTING. This should be a direct take-off of all regular assignments, and it should reflect APA format in a highly organized and systematic manner.

4. ABSTRACT/BIG IDEAS/STRENGTHS/WEAKNESSES. Team should create a synthesis of all abstracts and big ideas which demonstrates the ability to conceptually summarize and capture main ideas in work. Key strengths and weaknesses noted throughout the course may also be included here. Part of the challenge is to evaluate information and to include only the best of the best, keeping it as short as possible, but with useful and relevant information for the future.

5. PROJECT/MODEL RELATIONSHIP. Incrementally, evolutionarily, as teams become engaged around the major project, all need to reflect what has been done to contribute to the team, but provided as a individual effort to the compiler for the team portfolio/power point presentation.

6. OPPORTUNITIES FOR IMPROVEMENT/FACR. Based on the materials provided, what recommendations would you offer for self-improvement? It is anticipated that this will include references to various assignments, and be refelctive of findings and analysis throughout the course--best done with the FACR, routinely. Anticipated to be driven by ROL and DMAIC CA information, the detailed and systematic documentation can, again, demonstarte your ability to make effective decisions and recommendations based on analysis and review of information.

Instructions for Changing Format

To delete rows place/click the cursor on the row desired, go to "edit" pulldown above and come down to delete, select entire row, and OK.

To add rows place/click the cursor on the row desired, go to "insert" pulldown above and come down to row, and click--row will be added.

To create rows go to "format" pulldown above and come down to cells; at "text control" select wrap text and merge cells; and then OK.

To expand an existing row, allowing more lines of text, click on line (number at left) of text/box and move downward to desired size.

10Aud

Audit Checklist, QS 4650; Spring 2015

Assignment 1

Person/ Course

Bib APA

Int ROL Crit

Ext ROL Crit

DM-AIC Crit

Pers Crit

Port Prep

PPT Prep

Self Asses Audit

DMAIC Work Sheets

FA-CR

Writ-ing Qual

Big Ideas

Detail Ex-plain

Ques Rais-ed?

On Time

For-mat

Assig-nment Grade

COMMENTS/OTHER

QS 3710

Team Self Assessment/Continuous Improvement At This Assignment

This audit/assessment tool will be used in two ways in the course: first it is used by the team as a self-improvement tool; second it is used by the instructor as feedback to the teams, based on the completed portfolio submitted at each assignment. Your self assessment of the work submitted should be provided to the rotationally assigned, and written here, for each assignment. When considering what A, B, C type grade to assign yourself, reflect on criteria as laid out above/below, and outcomes in "Intro" syllabus tab to arrive at your own grade and assessment. Team should address specific areas which you are striving to improve, and how this will come about, individually and collectively. Remove these directions before submitting--and remember to assign a specific, overall, grade to yourself--consistent with the completion of the columns above (you should actually place an X in those boxes where deficiencies may exist), similar to how the instructor will assess your work at each assignment cycle.

Explanation of general audit/assessment actions (feedback to be provided by instructor):

1. Feedback will typically be provided by the instructor, beginning Friday at the end of the two week assignment cycle.

2. Persons enrolled in two courses submit dual assignment/template completions (one for each course), all done in a single portfolio.

3. Each two week cycle has two internal ROL's; two external ROL's; two DMAIC critiques; two personal critiques, all driven by LSSQTT.

4. Most categories above are intentionally aligned with assessment rubrics from syllabus--be sure to review these carefully if there are questions.

5. Additional explanation and details related to specific assignments will be furnished by instructor as needed at each assignment.

6. X indicates that work was not adequately completed in the category shown--communication with instructor is advised.

7. Errors can occur for various reasons in instructor observations--some correctable based on participant input--and grades can change up/down.

8. Persons enrolled in two courses submit dual assignment/template completions (one for each course), but a single portfolio is encouraged.

9. Categories in red above are most substantive for assessment points/outcomes at "course info" tab--others are contextual but of different order.

11FACR

Findings, Analysis, Conclusions and Recommendations (FACR)
FACR's are used to document results for each individual DMAIC tool--and related ROL's. Generally these are associated with a specific objective, although they may address more than one objective in the work and project. The goal is to determine how effectively the tool application worked, and in what ways? Also, what was found when it was used, what could be concluded, and what was the recommendation based on use? Note that rows can be added to (and inserted) and a general summary statement should be added at the bottom of the FACR.
FACR's should be done for all DMAIC tools and related ROL content, and all on the team, per syllabus assignment rollout, although final compilation is assigned by the team leader as the project team forms up. Iterations for different information and/or data sets for the same worksheet are intentionally to be configured as multiple sets of data for the same worksheet, as a way to "test" and/or further develop (often done using simulated data at the first half of the course, matured later in team). It is also true that worksheets can/should be modified and improved as part of the work of the team, if recommended by them. ROL content, when significant, should also be referenced as part of FACR.
All first use the worksheet independently, as a separate exercize. After all on team have used the worksheet, and posted in the appropriate Canvas area, one person on the team is assigned to compile all worksheet data and documentation. After all separate worksheets for a given DMAIC tool are compiled, all DMAIC worksheets are synthesized in the FACR system as part of the team portfolio. As each DMAIC toolset is completed across the semester and course, these are added, cumulatively. Note that typically a single line is used for each objective, directly below this box.
Member	Project Objective	Analysis Method	Findings	Conclusion,	Recommendation
Person doing work--to compile the final worksheet	Specific project objective stated	Often called the "methodology", what DMAIC tool/worksheet was used and how? Note that frequently multiple worksheets contribute to the same analysis method used. ROL information reviewed may be included here as part of the analysis.	What was found when the DMAIC worksheet (s) was/were used. Note that this is what is often referred to as "the basis" for what we can conclude as being accomplished. What content in ROL's was important for solving the problem?	What can be concluded based on what was found--and were any additional methodological analyses used to derive this conclusion? Note that recommendations can only be made where a logical flow of analysis, findings and conclusions have been established.	Frequently, given the nature of the work, it is not fully conclusive at this stage and therefore many times we must go back and apply other tools and methods, continuing the work to be able to reach legitimate conclusions.
FACR Summary	DMAIC tools used, and what was found, concluded, how analyzed, and recommendations provided, are summarized in a "synthesized" manner here. The FACR should be treated similar to the methodology of any project, or applied research, as a key problem solving strategy. This FACR is also frequently/typically one of the key components used by management to assess the success of a project. Significant/pivotal ROL content and information should also be referenced.

12BkRev

Book Review/Critique Assignment (BRC)

The Book Review Critique (BRC) assignment should be done between about mid term and final, with each person reviewing/critiquing a book. All do one review related to course content, per their choice, but the text should be substantive, consisting of a minimum of 10 chapters and 250-300 pages or more. General requirements are explained below, with all documentation to be completed in template provided. The book review assignment should be posted, in it's entirety, by early in the final week of the course. There are differences in the graduate and undergraduate student assignments--and this can result in possible extra credit for undergraduate students.

1. BASELINE ASSIGNMENT GRADE DETERMINATION. Graduate students doing the assignment should review and report on all chapters. Undergraduate students must complete 2 chapters, minimum, and all other components of the assignment. Additional chapters reviewed, at the option of the student, done to the standard outlined below, may result in a better grade.

2. BIBLIOGRAPHIC ENTRY. Include a bibliographic entry done according to APA format.

3. TOTAL TEXT ABSTRACT. Provide a single abstract, approximately 200-300 words, capturing the thrust of content and concept, as an overview, based on the author of the text.

4. CHAPTER-BY-CHAPTER ABSTRACTS and BIG IDEAS. Each chapter should have a single abstract which is approximately 100-150 words, and which captures the thrust of content and concept, as an overview, provided by the author of the text, using a separate box for each chapter. Additionally, "Big Ideas" are commonly presented as part of the abstract, focused around questions the critiquer posits relative to what the author has provided.

5. STRENGTHS and WEAKNESSES. Provide the main strengths, relative to Lean Six Sigma Systems Analysis and Quality and Change ideas, presented in the text. That is, if you were to rewrite the article, what would you develop further, and/or expand upon, change to be even stronger, and in what ways--this may or may not be related to big ideas presented as part 4.

6. VALUE ADDED. Critiquer should answer the question, "what is the value added in this text, for colleagues as we grow the knowledge base, specifically, in Lean Six Sigma Systems Analysis and Quality and Change, and generally in technology management?"

7. COMPARISONS TO OTHER TEXTS. Answer the question, "what is the relationship of this text to other related texts, for colleagues as we grow the knowledge base in Lean Six Sigma Systems Analysis and Quality and Change ideas, and generally in technology management?"

Instructions for Changing Format

To delete rows place/click the cursor on the row desired, go to "edit" pulldown above and come down to delete, select entire row, and OK.

To add rows place/click the cursor on the row desired, go to "insert" pulldown above and come down to row, and click--row will be added.

To create rows go to "format" pulldown above and come down to cells; at "text control" select wrap text and merge cells; and then OK.

To expand an existing row, allowing more lines of text, click on line (number at left) of text/box and move downward to desired size.

13emails

QS 6260-7260; emails
Person	BGSU email address(es)
Daniel Adkins	[email protected]
Lucas Balistreri	[email protected]
Jeremy Espinoza	[email protected]
Andrew Frost	[email protected]
Roger Gregory	[email protected]
Robert Kupka	[email protected]
Jodi Lamson-Scribner	[email protected]
Matthew Leopold	[email protected]
James McDowell	[email protected]
Shawn McMahon	[email protected]
James Mehallow	[email protected]
Todd Minniefield	[email protected]
Matthew Misconin	[email protected]
Trenton Morrell	[email protected]
Adam Nicely	[email protected]
Edwin Pennington	[email protected]
Cory Pfeffenberger	[email protected]
William Stuart	[email protected]
Craig Wreede	[email protected]