Honors 3354-1: Preparation for Business Studies: Quality ...
BUS/STAT 456: Quality Management
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Class Time and Room: 8:00-9:15 SM TR Janssen Engineering Bldg 025
Instructor:
Scott Metlen Ph.D. Associate Professor of Operations Management
Phone: 208-885-5480
E-mail: metlen@uidaho.edu
Home Page:
Office Hours: when you can catch me, or leave a message for me to call you for off campus students
On campus students same as above and T R 10:00-12:00 W 8:00-9:00
Text: Evans, J. R. and Lindsay, W. M. (2017), Managing for Quality and Performance Excellence, 10th Edition, Cincinnati: Cengage.
Course Learning Objectives: The course objectives are to: (1) expand your critical thinking skill, (2) expand your communication skill, (3) expand your tool pack for decision making, (4) provide an understanding of what Quality Management is, how to achieve it, and how to measure quality (management of quality), and (5) through the project, expose you to industry and vice versa (help find employment).
Skill Each Student Should Have at Course Completion: be able to produce a comprehensive Quality Control Policy for any process
| | |BUS456 on Campus |Through EO | |
|Grading | | | | |
| |Homework: |10% |15% | |
| |On Line Reward for Reading Notes |10% |00% | |
| |Project: |35% |35% | |
| |Three Exams/Projects: |45% |50% | |
| | | | | |
Homework (HW): I assign team homework/cases regularly and it will usually be due the week after I assign them. The successful completion of these problems will be essential to learn the material in this class to achieve high performance on the tests and term project. When grading HW assignments, I will be interested not only in the content, but also in your ability to communicate. Do your HW with the appropriate software program and email it to me at metlen@uidaho.edu. For those of you taking this course off campus, you do not have to be on a team and the only due date you have is to be finished by the end of the semester. You work at your own pace.
Grading Philosophy: Homework and Tests: I have tried some things relative to HW and tests the last few years that has generated positive feedback relative to learning and fairness. Students can find HW, tests, and projects that I assign somewhat challenging/frustrating. The questions and instructions often appear to students to be open-ended, vague and often deal with open ended and vague scenarios; similar to scenarios you will find when you begin managing. Because the scenarios mimic situations you will encounter when you become managers or require the type of insight/understanding you will need as managers (my belief) I feel it is important to continue with such questions. In the past, many students would answer superficially (at least in my opinion), get a poor grade, get upset, and not learn. In addition, some student teams would not work as teams; there was free riding, some dissent, and general team problems.
Team problems are an issue you will be facing the rest of your business career. When a team member is experiencing serious life issues, other team members will often, and should step up and cover for that member. However, when a team member abuses such privileges when there is no serious issue, they are often fired. In this class, teams can either ‘discipline’ a team member with a lower grade and/or ‘fire’ an individual from the team for not participating fully. Firing can only be don after documented efforts have been taken, directed towards complete participation by all. The last effort towards complete participation would be enlisting my help in motivating participation. If a person is fired from a team, they will receive a zero on the homework and project portion of the class making it impossible to pass the course. You choose your own team, 3-5 members. If the team does not recommend a lower grade for a person who does not contribute equally, I will exercise my duties as a professor to adjust the grade accordingly based on my observations of the student’s involvement and understanding of the materials related to the assignment.
I will either assess the homework and hand it back with feedback relative to displayed ability and guidance of how to improve (if it is possible to improve the answer) and/or provide the answer for you to compare with your work for you to determine how you could have answered the questions more appropriately. Math based homework feedback is only the answer returned when the homework is handed in. Written assignments will have feedback and a ‘best answer’ returned. Given the homework displays a good-faith effort, the grade will be 1/1. However, if a good-faith effort is not displayed or no homework is handed in, the grade will be 0/0. To achieve high performance on the test and project, it is imperative that homework material is not only understood, but that you can perform at a high level in completing homework tasks. Homework is not listed on the syllabus. Homework is assigned during class and is listed on the website. Off campus students do not have to complete homework nine.
I will evaluate the tests and project. If a person scores below an 80% on the first two tests, they will have an option of retaking a like test with the stipulation that the highest score achievable is an 85%. Such a score is analogous to weighting the two tests in some manner, but it gives an individual who scored below a 70 the opportunity to achieve a high grade and still have some ownership of their poor performance on the first try. For example, if a person scored a 30% on the first try and a 95% on the second and the weights were 40% and 60% respectfully, that person would only earn a 69%, yet that person would have displayed mastery over the subject. Under the proposed rule, that person would receive an 85%. The 10% difference in this case is lost because of the poor showing on the first test.
The weight of each test score for the final grade will be adjusted on an individual bases so that the high score has more weight than the low score.
Final letter grade for the class will be assigned based on your final score: 89.5+ = A, 79.5 to 89.4 = B, 69.5 to 79.4 = C, 59.5 to 69.4 = D, 59.4- = F.
Special notes
1. Class attendance is expected. If you miss a class, you are responsible for catching up and determining if any homework was assigned. If your absence is for a good reason (my opinion, with a minimum bound based on University excused absences), I will help you catch up. If you miss due to good powder (snow), you just fell asleep, or some like reason you get to catch up on your own.
2. You will need a laptop, we will be using excel in class and word & excel on the tests.
3. Being prepared for each class session is important to keep you from wasting your time. You are expected to have some concept of the material we will be covering in class prior to class. How much concept, enough so that you can participate in discussions or ask questions of the material presented in class. Familiarity of the material in the books assigned to this class, reading the posted information on the web, and googling the topic will help you develop the basic knowledge needed to make class valuable to you. Answers to a series of questions (Answer to Question Set One, Two, Three, Four, and Five) under the Discussion/Reading tab on the website) are posted on the web site. We will discuss these as needed. These questions should guide your reading. In addition, to guiding your reading, the class is scheduled in the order of the 19 process steps needed to create an effective process and quality control policy for that process (under Frameworks on the web site as ‘Process to Create a QCP’).
4. All tests will be take home, completed on a computer, and be open book/computer/note.
5. Each person must be on a team that completes a final project. The details (website>BUS456>Framworks>Process to Create a QCP) and guidelines (website>BUS456>Projects and Homework>Project Guidelines) of this project are posted on the website.
6. Academic honesty and integrity are core values at the University of Idaho; academic dishonesty or misconduct is NOT tolerated. Cheating and plagiarism violate UI’s code of academic conduct [Student Code of Conduct 2300 – UI handbook]. Anyone found cheating on course examinations, quizzes, and assignments, may receive up to an “F” in the course and will have a letter noting the incident attached to their permanent file. University administrators may take further disciplinary actions.
7. Note for Students with a documented disability: Reasonable accommodations are available for students who have a documented disability. Please notify the instructor during the first week of class of any accommodation(s) needed for the course. Late notification may mean that requested accommodations might not be available. All accommodations must be approved through Disability Support Services located in the Idaho Commons Building, Room 306 (phone: 885-6307; email: dss@uidaho.edu; website: access.uidaho.edu.
8. Safe Learning Environment: The University of Idaho is committed to creating a safe learning environment for all students. Consistent with this, UI policy and Title IX prohibit sexual misconduct, which includes sex or gender-based harassment, sexual assault, intimate partner violence, stalking, and retaliation. If you have experienced any form of sexual misconduct, know that help and support are available. Please be aware that all University of Idaho employees are mandatory reporters and are required to report any information they receive about sexual misconduct to the university’s Title IX Coordinator within 24 hours (Idaho State Board Policy, Section I, I.T.). Visit to learn more about which resources on campus and within our community are confidential. If you would like to report an incident, you may do so anonymously by visiting uidaho.edu/vandalcare or you can directly contact the Office of Civil Rights and Investigations at 208-885-4285 or ocri@uidaho.edu.
9. This class consists of two parts, qualitative and quantitative, but both parts inform and enable effective processes and the creation, execution, and control of processes and their associated Quality Control Policy (QCP). The class project is to create a new or improve an existing process along with aspects of a QCP for some specific process, both of which take lots of time and time series data. Time series data, by its nature, also takes time to gather. Thus, the project is not one which can be executed the last week of class, but is one that will take the entire semester to complete. Therefore, we will be exploring the qualitative and quantitative parts congruently, as needed to make continuous progress with your projects. Juran called quantitative quality control ‘little q’ (the control of products, both goods and services), while ‘big Q’ includes little q and the quality of processes, systems, organization, and leadership (both qualitative and quantitative). The order of the 19 points (Points that have to be addressed under the ‘Project and Homework’ tab) you must address to compete your project is the order of the class. Note that these points have readings associated with them.
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|Week 1-16 Tuesdays & |Topic: What is quality and TQM and what is it in manufacturing |Reference and Exploratory Reading |
|Thursday Qualitative |and services? Who are the gurus of quality and what did they |Parts 1 and 3 of Evans and Lindsay CH 1-5 |
| |have to say and why did they say it? How were their ideas put |and 10-14 |
| |into “quality awards”? How do strategy, management, and HR | |
| |influence quality, and how does TQM influence strategy, | |
| |management, and HR? Relationships amongst company culture, | |
| |human beings, and output. | |
|Week 1-16 Tuesday & |Tools: Statistical Thinking, Design of Experiments, |Reference and Exploratory Reading |
|Thursday |Reliability, Taguchi Loss Function, Capability, Continual |Part 2 of Evans and Lindsay CH 6-9 |
|Quantitative |improvement, Six Sigma, Lean, SPC, Quality Control Policy | |
| |Design | |
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