COVERCourseQS 4650Spring 2015Project Title (provide brief title i.docx

COVERCourse:QS 4650Spring 2015Project 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/AssignStatusDue DateWho Is
ResponsibleComments/Other1.1 Team Demo1.2 Proj Charter1.3
Prob Desc1.4 PPP PDCA1.5 DMAIC Meth1.6 KPI Data1.7
SIPOC1.8 A3EROL's***IROL's***DMAIC CritiquesPersonal
Critique*Audit*Power PointBibliography**FACR**Team
Model/MgmtTeam leader/assistant 1 or 2Functions 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).
1IntroCourse Syllabus, General InformationQS 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.h
tm 1. INSTRUCTIONAL STRATEGY, ASSESSING
STUDENT LEARNING OUTCOMES, ASSIGNMENTSAside
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 SUMMARYStudent Activity%**Potential
Points?*How Many, Other? *When?ROL's internal
(IROL)15%app 6 pts each/45 totAll do two per assignment, 7-8
topicsEach assignmentROL's external (EROL)15%app 6 pts
each/45 totAll do two per assignment, 7-8 topicsEach
assignmentBibliography5%15 points totalAll contribute,
rotationally one compilesAcross the courseDMAIC
WS/Critique20%60 points totalAll do two WS's+critique,
rotationally one compilesTwo each/topicPersonal Critique5%15
points totalEach assignment, 7-8 topicsAcross the
courseAudit5%15 points totalOne for team, rotating
assignmentEach assignmentPower Point Pres10%30 points
totalOne for team, rotating assignmentAcross the courseFACR
systems5%15 points totalOne for team, rotating
assignmentAcross the courseBook Review5%15 points totalOne
per individualDue finals weekTeam Portfolio/Model 15%45
points totalOne, compiled in team, starting assignment 2Across
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 ConROContent, Rollout, DeliverablesCourse 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.ht
m. 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 #/ ReadingWeek
(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 1Week 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, 3Assignment #2 LSSQTT Tool
23Week 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 teamsAssignment #3
LSSQTT Tool 15Week 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 portfolioAll 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 25Week 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 portfolioAll do DMAIC 3.5; Continue 1's &
2's; Do 3.6, 3.7, 3.8, 3.9, FACR; Rotate and compile, ppt and
portfolioAssignment #5 LSSQTT Tool 24Week 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 allAssignment #6 LSSQTT Tool 26Week 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 QSRWeek 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 27Week 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.ht
m 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
AssignmentOne 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 FormatTo 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.
4EROLExternal Review of literature (EROL) External Critique
AssignmentEROL 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 FormatTo 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

5AnnBibAnnotated BibliographyAt 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 SourceKey
Concepts/Ideas Presented By Author
6DMAIC CADMAIC 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 FormatTo delete rows
7PCPersonal 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 FormatTo 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.
8ProjModTeam 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 FormatTo
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.
9PortPptPortfolio, 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 FormatTo delete rows
10AudAudit Checklist, QS 4650; Spring 2015Assignment
1Person/ CourseBib APAInt ROL CritExt ROL CritDM-AIC

CritPers CritPort PrepPPT PrepSelf Asses AuditDMAIC Work
SheetsFA-CRWrit-ing QualBig Ideas Detail Ex-plainQues Rais-
ed?On TimeFor-matAssig-nment GradeCOMMENTS/OTHERQS
3710 Team Self Assessment/Continuous Improvement At This
AssignmentThis 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.
11FACRFindings, 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.MemberProject
ObjectiveAnalysis MethodFindings Conclusion,
RecommendationPerson doing work--to compile the final
worksheetSpecific project objective statedOften 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 SummaryDMAIC 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.
12BkRevBook 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 FormatTo 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.
13emailsQS 6260-7260; emailsPersonBGSU 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]https://bgsu.instructure.com/courses/99
1267/users/653879https://bgsu.instructure.com/courses/991267/
users/3469901https://bgsu.instructure.com/courses/991267/users
/680338https://bgsu.instructure.com/courses/991267/users/7081
63https://bgsu.instructure.com/courses/991267/users/925601http
s://bgsu.instructure.com/courses/991267/users/3382089https://b
gsu.instructure.com/courses/991267/users/3370749https://bgsu.i
nstructure.com/courses/991267/users/3640309https://bgsu.instru

cture.com/courses/991267/users/3484628https://bgsu.instructure
.com/courses/991267/users/3383738https://bgsu.instructure.com
/courses/991267/users/1256754https://bgsu.instructure.com/cour
ses/991267/users/689956mailto:[email protected]mailto:[email p
rotected]mailto:[email protected]mailto:[email protected]mailto:
[email protected]mailto:[email protected]mailto:[email protecte
d]mailto:[email protected]mailto:[email protected]mailto:[email
protected]https://bgsu.instructure.com/courses/991267/users/34
69950mailto:[email protected]mailto:[email protected]mailto:[e
mail protected]mailto:[email protected]mailto:[email protected]
mailto:[email protected]mailto:[email protected]mailto:[email p
rotected]mailto:[email protected]https://bgsu.instructure.com/co
urses/991267/users/656255https://bgsu.instructure.com/courses/
991267/users/3603788https://bgsu.instructure.com/courses/9912
67/users/3387977https://bgsu.instructure.com/courses/991267/u
sers/3532334https://bgsu.instructure.com/courses/991267/users/
688480https://bgsu.instructure.com/courses/991267/users/34096
62
C3 Took KitTool Kit for Analysis of Financial Statements
Financial statements are analyzed by calculating certain key
ratios and then comparing them with the ratios of other firms
and by examining the trends in ratios over time. We can also
combine ratios to make the analysis more revealing, those
indicated below are exceptionally useful for this type of
analysis. RATIO ANALYSIS (Section 3.1)*NVIDIA Fiscal
Years starts and ends on Jan 31, such that FY13 represents Jan
31,2012 to Jan31, 2013Input Data:20132012Year-end common
stock price$12.26$13.86Year-end shares outstanding (in
thousands)616,756612,191Tax rate15%12%After-tax cost of
capitalLease payments (in thousands)$18,998$21,439Required
sinking fund payments$0$0Balance Sheets(in thousands of
dollars)Assets20132012Cash and
equivalents$906,223$767,218* Added to cash and quivalents
prepaid expense and deferred income taxesShort-term
investments$2,995,097$2,461,70020132012Accounts

receivable$454,252$336,14369,70149,411prepaid expenses and
otherInventories$419,686$340,297103,73649,931deferred
income taxes Total current assets$4,775,258$3,905,358Net
plant and equipment$1,636,987$1,647,570* In addition to
equpment also includes goodwill, intangible assets, and other
assetsTotal
assets$6,412,245$5,552,92820132012641,030641,030goodwillL
iabilities and equity312,332326,136intangible assetsAccounts
payable$356,428$335,072107,481120,332other assetsNotes
payable$0$0Accruals$619,795$594,886 Total current
liabilities$976,223$929,958Long-term
bonds$608,319$477,24620132012 Total
liabilities$1,584,542$1,407,2043,193,6232,900,896additional
paid-in capitalPreferred stock (2,00,000 shares: none
issued)$0$0-1,622,709-1,496,904treasury stockCommon stock
(616,756,134 shares oustanding 2013 and 612,191,412
outstanding in 2012$720$700998110,614accumulated other
comprehensive incomeRetained
earnings$3,246,088$2,730,418Total common
equity$4,827,703$4,145,724* Added to Total Common equity
additional paid-in capital, treasuary stock, and accumulated
other comprehensive incomeTotal liabilities and
equity$6,412,245$5,552,928Income Statements(in thousands of
dollars)20132012Net sales$4,280,159.0$3,997,930.0 Operating
costs$3,631,920.0$3,349,631.0Earnings before interest, taxes,
depr. & amort. (EBITDA)$648,239.0$648,299.0
Depreciation$0.0$0.0 Amortization$0.0$0.0 Depreciation and
amortization$0.0$0.0Earnings before interest and taxes
(EBIT)$648,239.0$648,299.0 Less interest -$13,800.0-
$15,097.0Earnings before taxes (EBT)$662,039.0$663,396.0
Taxes (15.0%, 12.4%)$99,503.0$82,306.0Net income before
preferred dividends$562,536.0$581,090.0 Preferred
dividends$0.0$0.0Net income available to common
stockholders$562,536.0$581,090.0Common
dividends$0.0$0.0Addition to retained
earnings$562,536.0$581,090.0Calculated Data: Operating

Performance and Cash Flows20132012Net operating working
capital (NOWC)$803,938.0$513,700.0Total operating
capital$2,440,925.0$2,161,270.0Net Operating Profit After
Taxes (NOPAT)$551,003.2$567,909.9Net Cash Flow (Net
income + Depreciation)$562,536.0$581,090.0Operating Cash
Flow (OCF)$551,003.2$567,909.9Free Cash Flow
(FCF)$271,348.2N/ACalculated Data: Per-share
Information20132012Earnings per share
(EPS)$0.91$0.95Dividends per share (DPS)$0.00$0.00Book
value per share (BVPS)$7.83$6.77Cash flow per share
(CFPS)$0.91$0.95Free cash flow per share
(FCFPS)$0.44N/ALIQUIDITY RATIOS (Section
3.2)Industry20132012AverageLiquidity ratios Current
Ratio4.894.202.22 Quick Ratio4.463.831.3ASSET
MANAGEMENT RATIOS (Section
3.3)Industry20132012AverageAsset Management ratios
Inventory Turnover10.2011.754.78 Days Sales
Outstanding38.730.69
Christopher Buzzard: To calculate the DSO ratio, a 365-day
accounting year was used.25.6*Industry leader Fixed Asset
Turnover2.612.431.89*Industry leader Total Asset
Turnover0.670.720.63DEBT MANAGEMENT RATIOS (Section
3.4)Industry20132012AverageDebt Management ratios Debt
Ratio24.71%25.34%39.30%*Industry leader Debt-to-Equity
Ratio0.330.340.65*Industry leader Market Debt
Ratio17.33%14.23%24.40*Industry leader Times Interest
Earned46.9742.94196.79*Incorrect for 2013 and 2012 as
interest combined is income not expense EBITDA Coverage
Ratio128.36
Brigham: (EBITDA + Lease Payments) / (Interest + Loan
Payments + Lease Payments)
105.60N/APROFITABILITY RATIOS (Section
3.5)Industry20132012AverageProfitability ratios Profit
Margin13.14%14.53%19.96% Basic Earning

Power10.11%11.67%17.63%*Industry leader Return on
Assets8.77%10.46%12.56% Return on
Equity11.65%14.02%19.43%MARKET VALUE RATIOS
(Section 3.6)Industry20132012AverageMarket Value ratios
Price-to Earnings Ratio13.4414.6025.77*NVIDIA doesn't
account for depreciation in their 10-K statements Same P/E
P/CF Ratio because there is no depreciation Price-to-Cash Flow
Ratio13.4414.60
Christopher Buzzard: P/CF ratio is calculated by dividing the
price by the net cash flow per share.
Brigham: (EBITDA + Lease Payments) / (Interest + Loan
Payments + Lease Payments)
Christopher Buzzard: To calculate the DSO ratio, a 365-day
accounting year was used.9.66 Price-to-
EBITDA11.6613.095.13*Industry Leader Market-to-Book
Ratio1.572.053.59TREND ANALYSIS, COMMON SIZE
ANALYSIS, AND PERCENT CHANGE ANALYSIS (Section
3.7)TREND ANALYSISTrend analysis allows you to see how a
firm's results are changing over time. For instance, a firm's
ROE may be slightly below the benchmark, but if it has been
steadily rising over the past four years, that should be seen as a
good sign.A trend analysis and graph have been constructed on
this data regarding Nvidia's ROE over the past 5 years. (Nvidia
and indusry average data for earlier years has been
provided.)ROENVIDIAAMDIntel2009-1.2%-
213.1%12.93%2010-
2.7%107.4%10.82%20118.7%56.7%25.16%201215.9%37.7%27.
15%201311.7%-111.2%22.66%Figure 3-1 Rate of Return on
Common EquityCOMMON SIZE ANALYSISIn common size
income statements, all items for a year are divided by the sales
for that year.Figure 3-2 Common Size Income
StatementsIndustry CompositeNvidia201320132012Net

sales100.0%100.0%100.0% Operating
costs72.1%84.9%83.8%Earnings before interest, taxes, depr. &
amort. (EBITDA)27.9%15.1%16.2% Depreciation and
amortization0.0%0.0%0.0%Earnings before interest and taxes
(EBIT)27.9%15.1%16.2% Less interest 0.0%-0.3%-
0.4%Earnings before taxes (EBT)27.9%15.5%16.6% Taxes
(15.0%, 12.4%)7.3%2.3%2.1%Net income before preferred
dividends20.6%13.1%14.5% Preferred
dividends0.0%0.0%0.0%Net income available to common
stockholders (profit margin)20.6%13.1%14.5%In common
sheets, all items for a year are divided by the total assets for
that year.Figure 3-3 Common Size Balance SheetsIndustry
CompositeNvidia201320132012AssetsCash and
equivalents13.0%14.1%13.8%Short-term
investments11.5%46.7%44.3%Accounts
receivable7.1%7.1%6.1%Inventories5.6%6.5%6.1% Total
current assets37.2%74.5%70.3%Net plant and
equipment62.8%25.5%29.7%Total
assets100.0%100.0%100.0%Liabilities and equityAccounts
payable12.6%5.6%6.0%Notes
payable0.4%0.0%0.0%Accruals2.3%9.7%10.7% Total current
liabilities15.3%15.2%16.7%Long-term bonds61.1%9.5%8.6%
Total liabilities76.4%24.7%25.3%Preferred
stock0.0%0.0%0.0%Total common
equity23.6%75.3%74.7%Total liabilities and
equity100.0%100.0%100.0%PERCENT CHANGE ANALYSISIn
percent change analysis, all items are divided by the that item's
value in the beginning, or base, year.Figure 3-4 Income
Statement Percent Change AnalysisBase year =2012Percent
Change in2013Net sales7.1% Operating costs8.4%Earnings
before interest, taxes, depr. & amort. (EBITDA)(0.0%)
Depreciation and amortization0.0%Earnings before interest and
taxes (EBIT)(0.0%) Less interest (8.6%)Earnings before taxes
(EBT)(0.2%) Taxes (15.0%, 12.4%)20.9%Net income before
preferred dividends(3.2%) Preferred dividends0.0%Net income
available to common stockholders(3.2%)Balance Sheet Percent

Change Analysis (not in textbook)Base year =2012Percent
Change in2013AssetsCash and equivalents18.1%Short-term
investments21.7%Accounts receivable35.1%Inventories23.3%
Total current assets22.3%Net plant and equipment-0.6%Total
assets15.5%Liabilities and equityAccounts payable6.4%Notes
payable0.0%Accruals4.2% Total current liabilities5.0%Long-
term bonds27.5% Total liabilities12.6%Preferred stock
(2,00,000 shares: none issued)0.0%Common stock (616,756,134
shares oustanding 2013 and 612,191,412 outstanding in
20122.9%Retained earnings18.9%Total common
equity16.5%Total liabilities and equity15.5%DU PONT
ANALYSIS (Section 3.8) ROE =(Profit margin)(TA
turnover)(Equity
Multiplier)Nvidia201311.65%13.14%0.671.33Nvidia
201214.02%14.53%0.721.34Industry
Average20.72%19.96%0.631.65
NVIDIA 2009 2010 2011 2012 2013 -1.2E-2 -2.69E-2
8.6599999999999996E-2 0.15859999999999999
0.1165224952736322 AMD
2009 2010 2011 2012 2013 -2.1307 1.0742
0.56710000000000005 0.37730000000000002 -
1.1117999999999999 Intel 0.1293 0.1082
0.25159999999999999 0.27150000000000002 0.2266
ROE
(%)

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