Refining the Problem StatementObjectivesThis assignment helps .docx

Refining the Problem Statement
Objectives
This assignment helps you develop the skills to master the
following course competencies:
· Develop innovative and sustainable solutions to strategic and
global operations management challenges.
· Apply theories, models, and practices of global operations
management to address business problems.
· Integrate operations management analyses into general
business management planning and decision making.
· Communicate in a manner that is professional and consistent
with expectations for members of the business professions.
Instructions
You have examined and broadly identified the organizational
problem you will address in your OIP, and have begun to
identify the new process you would propose to address it. The
next critical step is to refine your problem statement by
defining and demonstrating the problem and process in detail.
There are a number of tools you can use to do this. Two of the
most useful are the cause-and-effect diagram and the process
flowchart.
For this assignment, complete the following:
· Create a cause-and-effect diagram to identify, analyze, and
graphically depict all potential causes related to the problem, in
order to uncover its root causes.
· Create a graphic flowchart that briefly details all of the steps
you will need to implement in your new process, over time.
Identify what this flowchart reveals about the following:
· Previously unidentified yet important steps.
· Products or services that should have been undergoing quality
checks but were not.
· Instances in the old process when critical information was not
shared among all involved people and functions.
· Create a before-and-after flowchart that illustrates the process

that was used before your proposed improvements and what it
might look like after your recommendations are incorporated.
· Based on the preliminary problem statement you developed in
Unit 2, briefly describe the scope of your process improvement
objective. For this assignment, focus on only one of the
contributing causes of the problem.
· Write a refined version of your problem statement based on
what you have learned about your objective by using the
diagram and flowchart tools.
Submission Requirements
· Written communication: Written communication should be
free of errors that detract from the overall message.
· APA formatting: Resources and citations should be formatted
according to current APA style and formatting standards.
· Resources: Minimum of 3 sources required.
· Font and font size: Times New Roman, 12 point.
· Review the assignment scoring guide to ensure you have met
all of the criteria of this assignment.
Insert your diagrams and flowcharts into the Word file
document for this assignment.
Resources SEE ATTACHMENT
· Refining the Problem Statement Scoring Guide.
· The Fishbone Diagram | Transcript.
· Writing Feedback Tool.
Scanned with CamScanner

Biology 100 Debate/Final Paper
Where to find peer-reviewed papers* that you don’t have to pay
for:
PLOS ONE (http://www.plosone.org/)
Google Scholar (http://scholar.google.com/)
CiteSeerx (http://citeseerx.ist.psu.edu)
GetCITED (http://www.getcited.org/)
Microsoft Academic
Research (http://academic.research.microsoft.com/)
Bioline International(http://www.bioline.org.br/)
Directory of Open Access Journals (http://www.doaj.org/)
BioOne (http://www.bioone.org/)
Science and Technology of Advanced
Materials(http://iopscience.iop.org/1468-6996/)
ScienceDirect (http://www.sciencedirect.com/)
For direction in evaluating your sources and constructing a
bibliography:
https://owl.english.purdue.edu/owl/resource/614/01/
*IMPORTANT NOTE: If you pulled a source from Google
Scholar, it is not necessarily peer-reviewed. Check. Also,
reviews are NOT peer reviewed.
PLOS ONE is a peer reviewed, open-access journal, and is
highly respected. This is why it is listed first.

BIOLOGY 100 DEBATE TOPIC
Below is the topic for your debate along with some brief
information.
QUESTION: Should Washington State Ban the Use of Single-
Use Polystyrene/Styrofoam Containers?
Many cities around the country, including Seattle, have or are
working towards banning the use of polystyrene/ styrofoam
containers. Although it is technically recyclable, marked with
the number “6” for recycling purposes, there are very few
recycling facilities in the United States that actually recycle the
products. In addition, they must be completely cleaned and
dried properly to be able to be recycled which is difficult for
consumers to continuously do, therefore, most of the products
end up in landfills where it does not break down since it is not
biodegradable. Should the state of Washington pass a state wide
ban?
Position:
** Environmental Protection Agency: Promotes
Since polystyrene/ styrofoam is not biodegradable it has a large
impact on the environment. The EPA’s stance is to protect the
environment.
Biol 100

Instructions for the Final Paper
You will submit your bib via email, but your draft, outline and
final papers must be submitted on paper.
These due dates are firm – extensions will not be made.
Due Friday, Oct 26th: A 3-source References page featuring
three papers or sources you have tracked down. Two of these
must be peer-reviewed, while the other may be another
legitimate source (a government paper, as opposed to the
Washington Post, for example). You will use CSE format. You
must include three .pdf attachments or working links (your
sources) for credit. You will email this to your TA and cc your
professor.
Rubric for the Bib:
3 points: Title included. Excellent sources, contain scientific
data in support of position from agencies or groups that are
credible (example: scholarly journals, US Forest Service, the
Lands Council, WA Department of Ecology, etc.) Format
correct.
2.5 points: Same as above, but “References” title lacking.
Format correct.
2 points: Not as good of sources as above, but directly support
topic; lack quantity and quality of scientific data. Format
correct.
1.5 points: Not as good of sources as above, but directly support
topic; lack quantity and quality of scientific data and/or format
is not correct.
1 point: Generally on topic, but little or no scientific data.
Format is not correct.
0 points: pdfs not provided by student, or broken links are
provided.
Don’t know how to add a pdf to a Word doc? Google “how to
attach a pdf to a word doc.”
Due IN LAB, ON PAPER, Friday, Nov 9th: an outline of your

paper. This will be reviewed by your TA.
Rubric for the outline:
2 points: includes an appropriate title, background, body
paragraphs, and conclusion have been well thought out.
1 point: outline attempted, but title is missing or little effort is
apparent.
0 points: outline is a generic outline from the internet, and does
not appear to reflect the topic at hand.
Due IN LAB, ON PAPER, Friday Nov 17th: Rough Draft of
Final Paper. The rough draft is worth 5 points. This will be
reviewed by both your TA unless the draft reflects poor effort;
in which case it will be reviewed by me.
There is a 1000 word minimum, and your paper must be double-
spaced. Please use 1-inch margins and Times New Roman font.
Rubric for the draft:
5 points: Solid title, Well-developed explanation of the topics
and subtopics at hand, supported by data, has appropriately
named bibliography, and in-text citations that match.
4 .5 points: Title poor or lacking, well-developed explanation of
the topics and subtopics at hand, supported by data, correct
bibliography, and in-text citations that match.
4 points: Title poor or lacking, some development needed for
topic, supported by data, correct bibliography, and in-text
citations that match.
3 points:: Title poor or lacking, lots of development needed for
topic, supported by data, correct bibliography, and in-text
citations that match.
2 points: Title poor or lacking, lots of development needed for
topic, and problems with supportive data, bibliography,
and/or in-text citations.
0-1 points: TA can’t make sense of your draft, draft referred to
instructor.
Due IN LAB, ON PAPER, Friday Nov 30th: The Final Position
Paper at the time of the Final Debate (the last lab). The final

paper is worth 8 points, and is part of your Lecture and
Participation grade. You will be submitting a paper copy at the
beginning of the hour- late papers will not be accepted.
Rubric for the final: separate document. You will print and
submit the rubric with your final paper.
There is a 1000 word minimum, and your paper must be
double-spaced.
Please use 1-inch margins and Times New Roman font,* and
abstain from the use of “filler” sentences; they will be noticed
and graded accordingly.
* Attempts to bump paper “length” by using cute fonts or
larger-than-one-inch margins will be rewarded by the
subtraction of 20% of your total grade.
The Debate, when you will explain and defend a topic from your
paper, will occur Friday November 30th (a required lab) and is
worth 5 points. Note that the Debate is part of your lab grade,
and missing the final debate will be counted as a lab absence.
Frequently Asked Questions:
Q: Is this an annotated bib?
A: No.
Q: Does my references page count toward my total word count?
A: Not in college.
Q: I am an excellent researcher, and I have many great sources.
Should I include them all in the bib?
A: No. I would like your TA to grade 3 sources. You may use
300 sources on your draft and final, if you like.
Q: I don’t know what CSE format is. Can I just make it up as I
go?

A: Nope – have a look at the CSE pdf that I’ve uploaded.
Q: I have a newspaper article I want to use. How many points is
this usually worth for the bib?
A: Use the article to find out which studies, papers, or
government docs are being referred to, and go track down those
studies, papers, or docs. Submit those instead.
Q: I found my scholarly articles on the Internet. Does that mean
they’ve come from websites, and I can only use one?!?
A: No. Most scholarly articles you’ll encounter you’ll find on
EBSCOhost, Web of Science, Wiley Online, etc. If the articles
are peer-reviewed and on-topic, you may absolutely use them.
You’d only want to use one online article from the Lands
Council, however, as this is not a peer-reviewed scientific
journal.
Q: Should I type this, or can I turn it in on college-lined paper?
A: Any paper assigned at the college level will be typed, unless
you’re taking a handwriting course. This is not a handwriting
course.
Q: I need you/my TA to double check a source for me. Should
this 40-page article down and bring it to you?
A: No. You may send a link, and I/your TA will tell you if it is
peer reviewed or not.
Q: Where can I get help?
A: First, your TA. Second, the EWU Writer’s Center at the
library. They will not write your paper for you, but they will
make it better.*
*Your writing coach may encourage you to frame direct quotes
within quotation marks. Do not do this – the sciences do not
include direct quotes in writing. Paraphrase, paraphrase,
paraphrase – and don’t forget your in-text citation!

The Writing Feedback Tool (WFT) is not a grading rubric.
Rather, it is a guide to Capella writing
resources that your instructor may recommend. Your instructor
may or may not use this tool to provide
feedback on your writing assignment; however, you are always
encouraged to view the WFT and to use
the writing resources as needed.
Criteria
Needs
Work
Satisfactory Exceptional CapellaCoach
Instructor
Comments
1. Critical Reading
• Follows the
assignment.
• Selects and
interprets sources
appropriately.

Capella Writing
Center
The Writing
Process:
Overview. Full-
text PDF, pages
11–16: Critical
Reading of
Primary and
Secondary
Sources.
Capella Library
Sources: What
Can You Use for
Your Research?
Presentation:
Peer-reviewed
Articles and How

to Find Them.
or
Libguide: What
Is Peer Review?
2. Abstract and
Executive Summary
• Summarizes the
main idea(s) of the
paper.
• Evaluates
scholarship related
to those idea(s).
• Expresses writer's
unique perspective.
Capella Writing
Center
Common Writing
Assignments

The Writing
Process:
Overview. Full-
text PDF, pages 7
–11: Critical
Print
Capella Writing Feedback Tool
Page 1 of 9Capella Writing Feedback Tool
10/23/2018http://www.capella.edu/interactivemedia/OnlineWriti
ngCenter/writing_feedback_tool.html
Criteria
Needs
Work
Instructor
Comments
Thinking and
Writing.
Business and

Technical
Writing.
Business and
Technical
Writing
Presentation.
The Writing
Center: Strategies
for Writing from
Secondary
Sources.
The Writing
Center:
Developing a
Scholarly Voice.
Capella Library
Evaluating
Sources.

Library Research
Handbook: What
Did You Find?
Evaluating.
3. Introduction
• Forecasts the scope
and structure of the
paper.
• States the purpose
of main idea(s) of
the paper.
• Demonstrates
critical thinking by
providing the
writer's unique
perspective on the
main idea(s).
Capella Writing

Center
The Writing
Process: Drafting.
Full-text PDF,
page 22:
Introductions.
The Writing
Process: Drafting.
Full-text PDF,
page 20: Main
Ideas.
Criteria
Needs
Work

Instructor
Comments
Common Writing
Assignments
Developing a
Thesis Statement.
The Writing
Process:
Overview. Full-
text PDF, pages 7
–11: Critical
Thinking and
Writing.
4. Body: Organization
• Demonstrates
organizing ideas in
logical order to

support the main
idea(s) of the
paper.
• Presents
paragraphs with
1. Main idea
(ex. topic
sentence).
2. Evidence to
support the
main idea (ex.
cited facts).
3. Analysis of
evidence (ex.
interpretation
of what those
facts mean in
terms of the

main idea(s)).
4. Link to next
paragraph or
section (ex.
transitions).
Capella Writing
Center
The Writing
Process:
Overview. Full-
text PDF, pages 7
–11: Critical
Thinking and
Writing.
The Writing
Process: Drafting.
Full-text PDF,
pages 20–27.

Grammar
Handbook:
Paragraph
Structure. Full-
text PDF, pages
25–34.
Creative Inquiry.
Common Writing
Assignments
APA Style and
Formatting
module.
Criteria
Needs
Work

Instructor
Comments
APA Style and
Format: Headings
and Subheadings.
MEAL Plan.
Reverse
Outlining.
5. Body: Evidence
• Demonstrates
integrating
reputable outside
sources with
1. Summaries.
2. Paraphrases.
3. Quotes.
Capella Writing

Center
The Writing
Process:
Overview. Full-
text PDF, pages 7
–11: Critical
Thinking and
Writing.
The Writing
Process: Drafting.
Full-text PDF,
page 23: Using
Sources.
Academic
Honesty.
APA Style and
Format. In-Text
Citations.

Common Writing
Assignments
The Writing
Center: Strategies
for Writing from
Secondary
Sources.
Using
Paraphrases.
Writing Your
Own Academic
Criteria
Needs
Work

Instructor
Comments
Conversation:
Who Said What
to Whom.
Plagiarism.
Academic
Integrity.
Capella Library
Guides by School
and Specification.
Anatomy of a
Scholarly Article.
Presentation:
Peer-reviewed
Articles and How
to Find Them.
or

Libguide: What
Is Peer Review?
Library Research
Handbook: What
Did You Find?
Evaluating.
6. Body: Analysis
• Demonstrates
reflecting on,
explaining, or
refuting outside
sources.
Capella Writing
Center
The Writing
Process:
Overview. Full-

text PDF, pages 7
–11: Critical
Thinking and
Writing.
The Writing
Process:
Revising. Full-
text PDF, pages
27–34.
Criteria
Needs
Work
Instructor
Comments
The Writing

Center: Writing
for an Academic
Audience.
The Writing
Center: Revising
for Results.
What Is the
Literature Review
Mini-site.
7. Conclusion
• Reiterates the main
idea(s) of purpose
of the paper.
• Reiterates the
writer's unique
perspective on the
main idea(s).
• Demonstrates

offering ideas for
future research or
inquiry.
Capella Writing
Center
The Writing
Process: Drafting.
Full-text PDF,
page 26:
Conclusions.
Common Writing
Assignments
8. Documentation Style
• Follows specified
documentation
style.
• Uses headings and

subheadings to
create logical
organization
pattern.
• Incorporates
internal citations
correctly.
• Presents external
citations correctly
Capella Writing
Center
APA Style and
Format.
APA: Finding
Answers.
What's Behind
APA Guidelines?
FAQs on

Academic
Writing.
Plagiarism.
Criteria
Needs
Work
Instructor
Comments
(ex. references in
APA).
Academic
Integrity.
9. Voice (3rd Person)
• Uses appropriate

tone for the
assignment.
• Uses concrete
language.
• Uses signal phrases
to separate self
from sources (ex.
according to the
author noted).
Capella Writing
Center
The Writing
Process:
Overview. Full-
text PDF, pages 4
–7: Scholarly
Writing.
The Writing

Process: Drafting.
Full-text PDF,
pages 25–26:
Coherence and
Transitions.
The Writing
Process:
Revising. Full-
text PDF, pages
31–32: Voice.
The Writing
Center:
Developing a
Scholarly Voice.
Writing in Third
Person.
Writing Your
Own Academic

Conversation:
Who Said What
to Whom.
Voice, Style, and
Tone.
Wordiness.
10. Grammar
Criteria
Needs
Work
Instructor
Comments
• Uses active voice.
• Presents sentences
with subject-verb

agreement.
• Evidences
proofreading
through lack of
errors in sentence
structure and
spelling.
Capella Writing
Center
The Writing
Process:
Polishing. Full-
text PDF, pages
35–43: How to
Edit and How to
Proofread.
Grammar
Handbook:

Sentence
Structure. Full-
text PDF, pages 4
–35.
Grammar
Handbook: Word
Choice. Full-text
PDF, pages 34
–37.
Active and
Passive Voice.
Style: Sentence
Simplicity.
Purdue
University:
Sequence of
Tenses.
11. Punctuation

• Uses standard
American
punctuation and
the punctuation
rules of the citation
style.
Capella Writing
Center
Grammar
Handbook:
Punctuation. Full-
text PDF, pages
47–69.
Grammar
Handbook:
Mechanics. Full-

Criteria
Needs
Work
Instructor
Comments
text PDF, pages
69–73.
Basic Comma
Rules.
Purdue
University:
Punctuation.

THE FISHBONE DIAGRAM
The Fishbone Diagram is also called a cause/effect diagram.
This diagram is used to systematically list the
different causes that can be attributed to a problem (effect).
This visual depiction is a powerful decision
making and analysis tool.
This type of diagram provides a foundation to breakdown a
complex process into manageable factors.
You can then generate ideas for data collection and/or solutions.
You use this diagram when you want to focus attention on one
specific issue, determine resources, link
resources with goals, or determine significant factors to
analyze.
The process begins by drawing a horizontal arrow with the head
pointing to the issue under study.
From this main axis (think of a fish spine), the branches that
represent the primary factors branch out in a
fashion resembling the bones of a fish.
The primary factors vary with the problem under study but will
often include general categories as;
machinery, materials, people, and methods.
The list below outlines the steps to constructing a fishbone
diagram.

• Identify the major cause categories. You can summarize the
causes under categories such as:
◦ Methods, Machines, Materials, People
◦ Places, Procedures, Employees, Policies
◦ Surroundings, Suppliers, Systems, Skills
• Brainstorm potential causes of the problems.
• Review each major category and circle the most likely causes
on the diagram.
• Review the causes that are circled and ask "Why is this a
cause?" Asking why helps you get to the
root of the problem.
Using the fishbone diagram allows you to break down complex
issues into manageable components.
Keep in mind to state causes, not solutions. Take note of causes
that appear numerous times. Test the
most likely cause and verify it with data.
Thank you for reviewing the Fishbone Diagramming Process,
we hope the information we presented is
useful.
CREDITS Subject Matter Expert: Albert Salinas
Page 1 of 2The Fishbone Diagram Transcript

10/23/2018http://media.capella.edu/CourseMedia/ED7662/Fishb
one/fishbone_ts.html
Interactive Design:
Instructional Designer:
Project Manager:
Voice Talent:
Tara Schiller
JodiRae Foss
Alan Campbell
Andy Johnson
L i c e n s e d u n d e r a C r e a t i v e C o m m o n s A t t r i
b u t i o n 3 . 0 L i c e n s e .
Page 2 of 2The Fishbone Diagram Transcript
10/23/2018http://media.capella.edu/CourseMedia/ED7662/Fishb
one/fishbone_ts.html
Refining the Problem Statement Scoring Guide
Due Date: Unit 3
Percentage of Course Grade: 8%.

CRITERIA NON-PERFORMANCE BASIC PROFICIENT
DISTINGUISHED
Analyze a cause-
and-effect diagram
to uncover the root
causes of a process
problem.
18%
Does not create a
cause-and-effect
diagram to uncover
the root causes of a
process problem.
Creates a cause-
and-effect diagram
to uncover the root
causes of a process
problem.
Analyzes a cause-
and-effect diagram
to uncover the root
causes of a process
problem.
Interprets a cause-and-
effect diagram to uncover
the root causes of a
process problem. Justifies
interpretations with
diagram data.

Develop a flowchart
that illustrates a
process before and
after improvements
are made.
18%
Does not develop a
flowchart or does not
identify a process
before and after
improvements are
made.
Develops a
flowchart that
identifies a process
before and after
improvements are
made.
Develops a flowchart
that illustrates a
process before and
after improvements
are made.
Analyzes a flowchart that
illustrates a process
before and after
improvements are made.
Analyze a flowchart
with detailed steps
of a process for
addressing critical

information.
18%
Does not create a
flowchart with
detailed steps of a
process.
Creates a flowchart
with detailed steps
of a process for
addressing critical
information.
Analyzes a flowchart
with detailed steps of
a process for
addressing critical
information.
Interprets critical
information from a
flowchart to identify
missed steps, missing
quality checks, and lack of
communication between
people and cross-
functional areas.
Develop a process
improvement scope
based on a
contributing cause
identified through
research done on an
organization.

18%
Does not identify a
contributing cause of
process problems
through research
done on an
organization.
Identifies a
contributing cause
of process problems
through research
done on an
organization.
Develops a process
improvement scope
based on a
contributing cause
identified through
research done on an
organization.
Interprets a process
improvement scope based
on a contributing cause
identified through
research done on an
organization.
Create a problem
statement based on
information
gathered about a
process and its role

within an
organization.
18%
Does not identify a
problem statement
based on information
gathered about a
within an
organization.
Identifies a problem
statement based on
information
gathered about a
within an
organization.
Creates a problem
statement based on
information gathered
about a process and
its role within an
organization.
Evaluates a problem
statement based on
information gathered
about a process and its
role within an
organization.
Communicate in a
manner that is

professional and
consistent with
expectations for
members of the
business
professions.
10%
Communicates in a
manner that is not
professional or
consistent with
expectations for
members of the
business
professions.
Communicates in a
manner that is
inconsistent with
expectations for
members of the
business
professions.
Communicates in a
manner that is
professional and
consistent with
expectations for
members of the
business
professions.
Communicates in a
manner that is

professional, scholarly,
and consistent with
expectations for members
of the business
professions. Adheres to
APA guidelines and
produces work that is
appropriate for
publication.
Page 1 of 1Refining the Problem Statement Scoring Guide
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