BUS4101 Week 2 Project RubricCourse BUS4101-Quality Managem

BUS4101 Week 2 Project Rubric
Course: BUS4101-Quality Management SU01
Criteria
No Submission
0 points
Emerging (F
through D Range)
(6-7)
7 points
Satisfactory (C
Range) (7-8)
8 points
Proficient (B
Range) (8-9)
9 points
Exemplary (A
Range) (9-10)
10 points
Criterion Score
Selected a
company with
which

everyone in
the class
would be
familiar.
/ 10Did not identify a
company.
Unsupported
with research.
Identified a
company with
which no other
person in the
class would likely
be familiar.
Lacked credible
research support.
Selected a
company with

which few, if any,
people in the
class would be
familiar.
Weakly
supported with
research.
Selected a
company with
which most
people in the
class would be
familiar.
Sufficiently
supported with
research.
Selected a
company with

which everyone
in the class
would be
familiar.
Well supported
by research.
Criteria
No Submission
0 points
Emerging (F
through D Range)
(6-7)
7 points
Satisfactory (C
Range) (7-8)
8 points
Proficient (B
Range) (8-9)
9 points
Exemplary (A
Range) (9-10)
10 points
Criterion Score

Criteria
No Submission
0 points
Emerging (F
through D Range)
(6-7)
7 points
Satisfactory (C
Range) (7-8)
8 points
Proficient (B
Range) (8-9)
9 points
Exemplary (A
Range) (9-10)
10 points
Criterion Score
Analyzed the
company in
terms of the
seven
dimensions of
an

organization's
culture that
were given.
/ 10Did not identify
seven
dimensions.
Unsupported
with research.
Identified seven
dimensions.
Lacked credible
research support.
Described seven
dimensions.
Weakly
supported with
research.
Analyzed the

company in
terms of the
seven
dimensions of
the
organization’s
culture.
Sufficiently
supported with
research.
Thoroughly
analyzed the
company in term
of the seven
dimensions of
the
organization’s
culture.

Well supported
by research.
Criteria
No Submission
0 points
Emerging (F
through D Range)
(6-7)
7 points
Satisfactory (C
Range) (7-8)
8 points
Proficient (B
Range) (8-9)
9 points
Exemplary (A
Range) (9-10)
10 points
Criterion Score
Criteria
No Submission
0 points
Emerging (F
through D Range)
(6-7)

7 points
Satisfactory (C
Range) (7-8)
8 points
Proficient (B
Range) (8-9)
9 points
Exemplary (A
Range) (9-10)
10 points
Criterion Score
Explained why
the
organization is
viewed as
having either a
traditional
culture or a
quality culture.
culture.

Unsupported
with research.
Identified
culture.
Lacked credible
research support.
Described
culture.
Weakly
supported with
research.
Explained why
the organization
is viewed as
having one of the
two forms of
culture.
Sufficiently

supported with
research.
Offered a
compelling
explanation as to
why the
organization is
viewed as having
one of the two
forms of culture.
Well supported
by research.
Criteria
No Submission
0 points
Emerging (F
through D Range)
(6-7)
7 points
Satisfactory (C
Range) (7-8)
8 points

Proficient (B
Range) (8-9)
9 points
Exemplary (A
Range) (9-10)
10 points
Criterion Score
Criteria
No Submission
0 points
Emerging (F
through D Range)
(6-7)
7 points
Satisfactory (C
Range) (7-8)
8 points
Proficient (B
Range) (8-9)
9 points
Exemplary (A
Range) (9-10)
10 points
Criterion Score

Explained why
the
organization's
culture would
increase or
decrease its
chances of
success.
culture impact.
Unsupported
with research.
Identified culture
impact.
Lacked credible
research support.
Described
culture.

Weakly
supported with
research.
Explained why
the
organization’s
culture would
increase or
decrease its
chances of
success.
Sufficiently
supported with
research.
Clearly explained
the
organizations’
future success

based on the
form of culture
that it currently
has.
Well supported
by research.
Criteria
No Submission
0 points
Emerging (F
through D Range)
(6-7)
7 points
Satisfactory (C
Range) (7-8)
8 points
Proficient (B
Range) (8-9)
9 points
Exemplary (A
Range) (9-10)
10 points
Criterion Score

Criteria
No Submission
0 points
Emerging (F
through D Range)
(6-7)
7 points
Satisfactory (C
Range) (7-8)
8 points
Proficient (B
Range) (8-9)
9 points
Exemplary (A
Range) (9-10)
10 points
Criterion Score
Wrote in a
clear, concise,
and organized
manner;
demonstrated
ethical

scholarship in
accurate
representation
and attribution
of sources (i.e.,
APA); and
displayed
accurate
spelling,
grammar, and
punctuation.
/ 10Submission
contains no
discernible
overall intent in
author’s
selection of
ideas.

Errors in basic
writing
conventions are
sufficiently
numerous to
prevent reader
comprehension.
No attempt at
Academic/APA
formatting in
presentation
Submission
contains random
presentation of
ideas, which
prevents
understanding
the majority of

author’s overall
intent.
Errors in basic
writing
conventions are
sufficiently
numerous to
prevent reader
comprehension
of majority of the
work.
Academic/APA
format is
attempted, but
errors are
significant.
Ideas are
presented in a

way that forces
the reader to
make repeated
inferences in
order to identify
and follow the
author’s overall
intent.
Errors in basic
writing
conventions
interfere with,
but do not
prevent, reader
comprehension.
Academic/APA
format is
attempted but

errors are
distracting.
The reader can
follow the
author’s overall
intent as stated.
The reader
noticed a few
errors in basic
writing
conventions but
these few errors
do not interfere
with reader
comprehension.
Using
Academic/APA
format,

accurately. Errors
are noticeable
but minor.
The writer’s
overall argument
and language are
clear and tightly
focused, leaving
the reader with
no room for
confusion about
author’s intent.
Text is basically
error free, so
that a reader
would have to
purposely search
to find any errors

that may be
present.
Using
Academic/APA
format
proficiently. Text
is basically error
free.
Total / 50
Overall Score
No Submission
0 points minimum
Emerging (F through D Range)
35 points minimum
Satisfactory (C Range)
40 points minimum
Proficient (B Range)
45 points minimum
Exemplary (A Range)
50 points minimum

Continuous Improvement
Kaizen is a Japanese word for a process of continuous
improvement. The Kaizen approach can be used
for the continuous improvement of processes involved in basic
day-to-day activities, as well as in the
overall change of an organization. Kaizen encompasses all the
strategies for continuous improvement
and involves not only the management, but also the customers
and employees of an organization.
Organizations use a variety of approaches and methods to
achieve the continuous improvement of
processes. However, having a road map based on a strategic
process is always helpful in such
implementations. Five strategies for a successful continuous
improvement approach are as follows:
1. Make sure you understand the process that needs to be
improved. This understanding might
include a description of the way in which the process is
currently handled.
2. Analyze the existing process, make the necessary changes,
and delineate a standard process map
for everyone to follow. This step will make sure everyone is

doing the same thing.
3. Eliminate errors by evaluating the process; determine if it is
the most appropriate method for
doing a particular task.
4. Streamline the process to make sure it is the most ef�cient.
5. Make sure there are no variations and reevaluate the process
to check for errors. You may use
SPC to accomplish this task.
Related to the continuous improvement of processes,
benchmarking is another method used to
implement total quality management. Benchmarking is a process
for comparing an organization's
operations or processes with those of a world class leader for
the operation or process under
consideration. It is important to note benchmarking focuses on
processes, not products. An example
of such benchmarking could be an auto parts retailer
benchmarking their own shipping procedures
against Land’s End’s shipping process, for which Land’s End is
well known.
In the decades after World War II, Japanese industry embraced
the ideas of continuous improvement.
The Supplemental Media entitled “Kaizen” describes the �ve
elements of the Kaizen approach.

Additional Materials
View a PDF transcript of Kaizen
(media/week5/SUO_BUS4101%20W5%20L2%20Kaizen.pdf?
_&d2lSessionVal=vlG2w4GLnr9erI10ZCLnbwrV8&ou=90832)
https://myclasses.southuniversity.edu/content/enforced/90832-
17106883/media/week5/SUO_BUS4101%20W5%20L2%20Kaize
n.pdf?_&d2lSessionVal=vlG2w4GLnr9erI10ZCLnbwrV8&ou=9
0832
Decision Making
Steps in the Decision-Making Process
Let's use the example of Ivory International to understand the
steps in the decision-making process.
The problem that Ivory International was experiencing was that
their sales team was consistently not
achieving their sales goals. In the planning stage of the PDCA
cycle, the management of Ivory
International identi�ed cost as a root cause of the business
problem, and, accordingly, they came up
with a number of solutions. Let's see how the decision-making
process helps the management decide
on the most appropriate solution.
1. Identify the problem.

One tube of Ivory toothpaste weighing 184 ounce is priced at
$10. This price is beyond the purchasing
capacity of the targeted market segment.
2. Gather and analyze relevant data.
The management uses various tools to gather demographic data,
competitive market data, and data
about customer expectations. Next, they analyze the data to
identify patterns.
3. Consider alternative solutions.
Based on the data analysis, the management proposes a number
of alternative solutions, such as
reducing the price of the product and making the product
available in smaller tubes.
4. Choose the best alternative.
While weighing the alternative solutions, the management
discovers it is not possible to reduce the
product price while maintaining the product quality, and
compromising quality is not in keeping with
Ivory's quality policy. On the other hand, making the product
available in smaller tubes will help retain
the quality and also �t the purchasing capabilities of the
targeted market segment. Therefore, the
management chooses the second solution as the best alternative.

5. Implement, monitor, and adjust the chosen solution.
The management then implements the chosen solution, monitors
the results, and adjusts the solution
to achieve the best results.
While problem solving focuses on �nding solutions to
problems, decision making focuses on
preventing problems. Decision making is the process of
selecting one course of action from among
multiple alternatives. A well-evaluated decision about the best
course of action is expected to achieve
the desired outcomes, goals, and objectives, and thereby,
prevent problems. Successful decision
making depends not only on its expected outcome but also on
the process employed in making the
decision.
Several individuals may be involved in determining the best
solution, which might lead to subjectivity
in the decision-making process. It is important to reduce
subjectivity and adopt an objective decision-
making approach. However, even after making an objective and
appropriate decision for the
organization, management will still need to make adjustments to
the solution so it works most
effectively.

Kaizen
Five Key Elements of the Japanese Approach to Continuous
Improvement
Let’s look at an example to understand how the Kaizen
approach can be used to implement a continual
improvement of processes. The customer service department in
Elevate Accounting has been cited for low
morale, which is having a considerable impact on customer
relations. The management of Elevate
Accounting can use the five elements of the Kaizen approach to
address this problem and to ensure the
continuous improvement of employee morale.
• Straighten Up
Many employees perform tasks they do not need to do.
Therefore, the management can work with the
employees to get rid of the unnecessary tasks and streamline the
process. This step will reduce the workload
of the employees and lead to increased productivity and
satisfaction.
• Put Things in Order
The management can make sure the employees have the required
tools available at all times. They should
help employees create an organized and productive workplace,
which helps improve employee confidence
and morale.

• Clean Up
The management should help employees have clean work areas
and a safe work environment.
• Encourage Personal Cleanliness
Having a clean work environment includes having clean
employees. Therefore, the management should
encourage employees to be well groomed, promoting a
professional ambience. The management should
compliment the employees when they look nice or when they
have a meeting and go out of their way to
look good.
• Encourage Discipline
Discipline should be a personal goal for the management and
the employees. It is important to set realistic
goals so employees can discipline themselves and attain and
exceed these goals.
© 2017 South University
SUO Discussion Rubric (80 Points) - Version 1.2
Course: BUS4101-Quality Management SU01
Response
No Submission
0 points

Emerging (F-D: 1-
27)
27 points
Satisfactory (C: 28-
31)
31 points
Proficient (B: 32-
35)
35 points
Exemplary (A: 36-
40)
40 points
Criterion Score
Quality of
Initial Posting
/ 40No initial posting
exists to evaluate.
The information
provided is
inaccurate, not
focused on the
assignment’s topic,

and/or does not
answer the
question(s) fully.
Response
demonstrates
incomplete
understanding of the
topic and/or
inadequate
preparation.
The information
provided is accurate,
giving a basic
topic(s) covered. A
basic understanding
is when you are able
to describe the

terms and concepts
covered. Despite
this basic
understanding,
initial posting may
not include
complete
development of all
aspects of the
assignment.
The information
displaying a good
topic(s) covered. A
good understanding
is when you are able
to explain the terms

and topics covered.
Initial posting
demonstrates
sincere reflection
and addresses most
aspects of the
assignment,
although all
concepts may not be
fully developed.
The information
providing an in-
depth, well thought-
out understanding
of the topic(s)
covered. An in-
depth understanding

provides an analysis
of the information,
synthesizing what is
learned from the
course/assigned
readings.
Participation
No Submission
0 points
Emerging (F-D: 1-
13)
13 points
16)
16 points
Proficient (B: 17-
18)
18 points
Exemplary (A: 19-
20)
20 points
Criterion ScoreParticipation
No Submission

0 points
Emerging (F-D: 1-
13)
13 points
16)
16 points
Proficient (B: 17-
18)
18 points
Exemplary (A: 19-
20)
20 points
Criterion Score
Participation in
Discussion
/ 20No responses to
other classmates
were posted in this
discussion forum.
May include one or
more of the

following:
*Comments to only
one other student's
post.
*Comments are not
substantive, such as
just one line or
saying, “Good job”
or “I agree.
*Comments are off
topic.
Comments to two or
more classmates’
initial posts but only
on one day of the
week. Comments
are substantive,
meaning they reflect

and expand on what
the other student
wrote.
Comments to two or
more classmates’
initial posts on more
than one day.
Comments are
substantive,
meaning they reflect
and expand on what
the other student
wrote.
Comments to two or
more classmates’
initial posts and to
the instructor's
comment (if

applicable) on two
or more days.
Responses
demonstrate an
analysis of peers’
comments, building
on previous posts.
Comments extend
and deepen
meaningful
conversation and
may include a
follow-up question.
Writing
No Submission
0 points
Emerging (F-D: 1-
13)
13 points
Satisfaction (C: 14-
16)

16 points
Proficient (B: 17-
18)
18 points
Exemplary (A: 19-
20)
20 points
Criterion Score
Writing
Mechanics
(Spelling,
Grammar,
/ 20No postings for
which to evaluate
language and
grammar exist.
Numerous issues in
any of the following:
grammar, mechanics,
spelling, use of

Some spelling,
grammatical, and/or
structural errors are
present. Some errors
Minor errors in
grammar, mechanics,
or spelling in the
initial posting are
Minor to no errors
exist in grammar,
mechanics, or
spelling in both the
Writing
No Submission
0 points
Emerging (F-D: 1-
13)
13 points
Satisfaction (C: 14-
16)

16 points
Proficient (B: 17-
18)
18 points
Exemplary (A: 19-
20)
20 points
Criterion Score
Citation Style)
and
Information
Literacy
slang, and
incomplete or
missing citations and
references. If
required for the
assignment, did not
use course, text,
and/or outside

readings (where
relevant) to support
work.
in formatting
citations and
references are
present. If required
for the assignment,
utilizes sources to
support work for
initial post but not
comments to other
students. Sources
include course/text
readings but outside
sources (when
relevant) include
non-

academic/authoritati
ve, such as Wikis
and .com resources.
present. Minor
errors in formatting
citations and
references may
exist. If required for
the assignment,
utilizes sources to
support work for
both the initial post
and some of the
comments to other
students. Sources
include course and
text readings as well
as outside sources

(when relevant) that
are academic and
authoritative (e.g.,
journal articles,
other text books,
.gov Web sites,
professional
organization Web
sites, cases, statutes,
or administrative
rules).
initial post and
comments to others.
Formatting of
citations and
references is correct.
If required for the
assignment, utilizes

sources to support
work for both the
initial post and the
comments to other
students. Sources
include course and
text readings as well
as outside sources
(when relevant) that
are academic and
authoritative (e.g.,
journal articles,
other text books,
.gov Web sites,
professional
organization Web
sites, cases, statutes,
or administrative

rules).
Total / 80
Overall Score
No Submission
0 points
minimum
There was no
submission for
this assignment.
Emerging (F to D Range)
1 point minimum
Satisfactory progress has not
been met on the competencies
for this assignment.
Satisfactory (C Range)
56 points minimum
Satisfactory progress has been
achieved on the competencies
for this assignment.

Proficient (B Range)
64 points minimum
Proficiency has been
achieved on the
competencies for this
assignment.
Exemplary (A
Range)
72 points minimum
The competencies for
this assignment have
been mastered.

BUS4101 Week 2 Project RubricCourse BUS4101-Quality Managem

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