Total Quality Management Assignment

Total Quality Management Assignment

Final Assignment

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Written assignment (case, essay) Activity brief BBA323 Total Quality Management Online campus

Professor: Antonia Koumproglou | antonia.koumproglou@euruni.edu

Description Question One (600 words):

A. Please introduce your own definition of Business Excellence within the perspective of sustainable development. Provide a critical fully-referenced definition and critical discussion. Please discuss lean six-sigma and benchmarking as enablers of business excellence

B. Please select an organization which is renown for its Business Excellence on operational and strategic level and provide a critical account of its Business Excellence model and the TQM metrics used to gauge its performance

Question Two (600 words):

Apply the Malcom Baldridge Business Excellence Framework in your given organization in order to:

1. Mention its strategic quality mission, vision and corporate values.

2. Discuss its strategic quality planning and the role of leadership in its successful implementation.

3. Analyze critically the alignment the organization achieves between customer focus and internal processes.

4. The role of Human Resources in the successful achievement of Business Excellence.

Conclusion (300 words): Why are companies striving for business excellence better suited for global competition?

Format This activity must meet the following formatting requirements:

• Font size 12

• Double-spaced

• 1500 words

• Harvard Referencing System

• pdf only

Goal(s) • Describe the TQM strategic process and its stages within the tourism organizations

• Gain knowledge of the different programs and policies of TQM design, implementation and follow up within the tourism firms

Due date Date: 17th September 2021 at 14.00h CEST

Weight towards final grade

This activity has a weight of 60% towards the final grade.

Learning outcomes

1. analyze the principles, theories, concepts and dynamics of TQM;

2. apply these principles and tools in case study analysis;

3. develop planning, research, analytical and problem-solving skills through case studies of real business situation;

4. integrate the concepts &techniques learned through application in the preparation of case study analysis.

Assessment criteria

Rubric: written assignment see below

Rubric: written assignment

Criteria Accomplished (A) Proficient (B) Partially proficient (C) Borderline (D) Fail (F)

Problem identification

The business issue has been correctly identified, with a competent and comprehensive explanation of key driving forces and considerations. Impact on company operations has been correctly identified. Thorough analysis of the issue is presented.

The student correctly identified the issue(s), taking into account a variety of environmental and contextual drivers. Key case information has been identified and analyzed.

The student correctly identified the case (issues), considering obvious environmental/contextual drivers. There is evidence of analysis, but it lacks depth.

The student correctly identified the issue(s) but analysis was weak. An absence of context – the work is basically descriptive with little analysis.

The student failed to correctly identify the issue(s); analysis was incorrect or too superficial to be of use; information was misinterpreted.

Information gathering

The student showed skill in gathering information and analyzing it for the purposes of filling the information gaps identified. Comprehensive and relevant.

Relevant information gaps were identified and additional relevant information was found to fill them. At least two different types of sources were used. The student demonstrates coherent criteria for selecting information but needs greater depth.

The student correctly identified at least one information gap and found relevant information, but which was limited in scope. Some evidence of sound criteria for selecting information but not consistent throughout. Needs expansion.

An information gap was identified and the student found additional information to fill it. However, this was limited in scope. Weak criteria for the selection of necessary information.

Information was taken at face value with no questioning of its relevance or value. Gaps in the information were not identified or were incorrect.

Conclusions The student evaluated, analyzed, synthesized all information provided to create a perceptive set of conclusions to support the decisions and solutions.

The student evaluated, analyzed and synthesized to create a conclusion(s) which support decisions and solutions.

The student reached conclusions, but they were limited and provided minimal direction for decision-making and solutions.

The conclusion was reasonable but lacked depth and would not be a basis for suitable strategy development.

The student formed a conclusion, but it was not reasonable. It was either unjustified, incorrect or unrelated to the case in hand.

Solutions The student used problem solving techniques to make thoughtful, justified decisions about difficult and conflicting issues. A realistic solution was chosen which would provide maximum benefit to the company. Alternative solutions were explored and ruled out.

The student used problem solving techniques to make appropriate decisions about complex issues. Relevant questions were asked and answered. A realistic solution was chosen. Alternatives were identified, explored and ruled out.

The student used problem- solving techniques to make appropriate decisions about simpler issues. The solution has limited benefit but does show understanding of implications of the decision. Alternatives were mentioned but not explored.

The student used problem solving techniques to make decisions about simpler issues but disregarded more complex issues. Implications of the decision were not considered. Alternatives were not offered.

The student formed a conclusion, but it was not reasonable. It was either unjustified, incorrect or unrelated to the case in hand.

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