Course Outline and Syllabus |
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Outline for QET 101/171 Survey of Total Quality
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Week 1
Introductions and Course Layout
- Instructor, Class, (Icebreaker)
- Course Requirements,
- Expectations,
- Course Organization
The Big Picture:
- Evolution of Quality
- Improvement of Quality
- Requirements for Improving Quality
Teamwork:
- Role of Team Members
- Stages of Team Development
Readings and Homework #1
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Link to Power Point Presentations
Visit Module Supporing Materials at NCME
Complete Pretest on Quality Foundation Skills
Read about Brainstorming in either the Pocket tools or The Quality Toolbook
Read from the Quality Foundations Supplement and Reference Guide pages 1-5 and Appendix A - Deming's 14 points and Seven Deadly Diseases
Read "The First Session" in the Teamwork Module and ALT#3
Complete Diagnostic Assessment Sheet: Teamwork Module
Complete the Icebreaker exercise Truths or Lies by posting your answers to the Discussion Forum.
Homework questions to be answered and posted to the Discussion Board in the QET101 my.sinclair.edu
- How are you effected by global competition? What part does Quality play in that equation?
- What portion of your time do you spend fire-fighting problems and what portion do you use for planning?
- Define: What is Quality? (Your definition)
- What is the difference between Quality, Quality Control and Quality Assurance?
Visit Module Supporting Materials - work through the supportive Pre/Active Materials for ALTs 1, 2, and 3 in the Teamwork Module ----- Focus on Brainstorming and Conducting a Meeting activities
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Group Task Define:
- What is Quality?
- Team Creates Definition of Quality on flip chart.
- Discuss in Class
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Week 2
Teamwork Continued
- Determining Ground Rules
- Setting Agendas
- Decision making
- Dealing with Conflict
Big Picture: Deming's Fourteen Points and Seven deadly diseases
Homework #2
Readings for next class:
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Group Activity: Teamwork Module
Do ALT#3 : The Meeting
Team determines and then documents results by either by use of Flip Chart (in-class) or discussion posting (on-line)
- Selection of the seven survivors,
- Writeup of the decision making process.
- Team ground rules
- Team recorder turns in completed agenda and team evaluation.
Activity: Organize your team
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Week 3
Basic Statistical Variation
Measures of Central Tendencies
Measures of Variability
- Range,
- Standard deviation
Normal Curve
Homework #3 Reading Assignment for next class:
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Questions and practice using calculator and determing descriptive statistics on sample data
Questions to be answered and emailed or posted:
Determine the Average, Range, estimated standard deviation, Average + 3 standard deviations and Average - 3 standard deviations for the Histogram Data Set - Lines A and Line B
Read about Histograms in either the Pocket tools or The Quality Toolbook
Do Preactivity Course enhancements for
ALT#3 Coin Toss and
ALT#4 Is a Kiss Just a Kiss? in Basic Statistical Variation Module
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Basic Statistical Variation Module
Do ALT #1: Measures of Central Tendency participants complete Checksheets and answers
Do ALT #2: Measures of Variability participants complete Checksheets answers
Team Recorder turns in Agenda.
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Week 4
Basic Statistical Variation
- Frequency Distributions
- Histograms
Homework #4
Readings:
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Questions and practice creating a Histogram using sample data
Visit Web site on Histograms
Questions to be answered and emailed or posted:
Assignment: Create Histograms for the Line A and Line B data and answer the following Discussion Questions:
- Describe the differences between the two lines.
- Can the production lines meet customer requirements?
Do Preactivity assignments at the Course enhancements on the Introduction, ALT#2, and ALT#3 in the Quality Foundations Module
Review the following course enhancement on input output models and flow charts
Read the Quality Foundations Supplement and Reference Guide pages 6-11 and either the PQ Systems Pocket tools or Quality Toolkit. under flowcharts and input output diagram
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Basic Statistical Variation Module
Do ALT #3: Coin Toss
- Participants complete Checksheets
Do ALT #4: Is a Kiss Just a Kiss?
- Participants complete Checksheets
Team Recorder turns in or posts Agenda.
Group posts results to WebCT
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Week 5
Quality Foundations
Systems Principles:
Customers
Process
Readings: |
Link To Power Point Presentation on Systems Principles
Problems to be answered and emailed or posted:
Discussion Question: when would you use a Deming Flow Chart versus A top down flow charts versus an Input/ Output model?
Create a Deming Flow Chart for a company or organization where you work or have worked, (paid or voluntary) share this work with a classmate or friend.
Create a Top Down Flow Chart for signing up for this class. Start at Admissions thru the first class session.
Create an Input/Output model for making a Bacon, Lettuce and Tomato Sandwich (Toasted White Bread)
Reading Assignment for next class:
Quality Foundations Module ALT#4: The Beads-Process Variation
Quality Foundations Supplement and Reference Guide: Read pages 12-13 and Appendix C Control Chart Construction and Interpretation
Visit Web site Basic Chart Construction and Control Charts - Individual and Moving Range and Discussion of Special Cause and Common Cause Variation
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Group selects a company or large process to analyze and then completes the following ALTs in the Quality Foundations Module
ALT #2: The Customer Map
- Participants complete Customer List and
- Customer map grid
ALT #3: The System Map
- Team creates a system map
- See assessment rubric on page 30
- Team Recorder turns in Agenda.
Group also prepares a Input/Output model for one portion of the process
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Week 6
Quality Foundations: Statistical Control
- Actions to Improve the Process
- Constructing a Control Chart
- Interpretation
Assessment and Homework #6
Readings |
Examples and Discussion
Powerpoint - Statistical Control
Create a Individual and Moving Range CC for the first 25 points using line A Histogram data
Post answer to Discussion Board: Was the Line A process in statistical control? Give supportive numbers. Explain what action should to taken.
Take Home Exam #1 Finish by next week (will be posted on the discussion board)
Read in Quality Foundations Supplement and Reference Guide pages 14-17
Quality Foundations Module ALT#5: The Coin Game-Process Documentation and Continuous Improvement
Visit Web site System Alignment and System Improvement
Review reference materials in either the PQ Systems Pocket tools or Quality Toolkit. and visit the following websites on how to construct and analyze
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Quality Foundations Module
ALT #4: The Beads-Process Variation
Participants complete control charts
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Week 7
Continuous Improvement
Plan-Do-Study-Act
- System Alignment
- System Improvement
Quality Costs, Pareto Analysis, and the Cause and Effect Diagram
Homework #7
Readings: |
Link to Power Point Presentaion
Problems to be answered and posted to the discussion board:
Pareto Analysis
- Create two Pareto Charts using XYZ printing company data based on chart on occurences and one on dollars.
Cause & Effect Diagrams
- Homework #7:
- Create a cause and effect diagram for possible causes for why you might be late to work or school (choose either work or school)
- Why are the conclusions different between the pareto charts based on frequency and on dollar loss?
- Which chart makes the most sense from a process improvement effort?
Visit and review Web site: Force Field Analysis
- Quality Foundations Module ALT#6: Implementing Change
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- Read about Robotic Gripper Inc. in Quality Foundations Module
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Quality Foundations Module
ALT#5: The Coin Game-Process Documentation and Continuous Improvement
Post solution to Discussion Board and share in class
Group Activities creating Pareto Charts, Cause and Effect Diagrams and other quality tools.
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Week 8
Planned Change
- Problem Solving Models
- Difficulty of Change
- Psychological
- Use of Force Field Analysis
Homework #8
Transfer Activity :
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Quality Foundations Module
ALT #6: Planned Change
Group Project: Quality problems at Robotic Grippers, Inc. (Choose one to solve pdf download) and presentation rubric
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Students to post questions to discussion board related to course content review.
Review the following site and determine the problem classification for the two case problems post to the discussion board and be prepared to defend your determination (Is the problema a decision, troubleshooting, diagnosis-solution, design, etc.)
Elements of Process Improvement
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Group Group compiles questions to ask RGI Plant Manager "Joe Quality" and to post to discussion board over next week |
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Week 10
Review for Final/Team Project Time
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Course content review discussion continues on-line and on-site
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Group compiles "Joe Quality" answers to questions and creates materials for following week presentation. |
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Week 11
Team Presentations
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In Class/Take Home Final Exam
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Robotic Gripper Team Presentations |
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Course Title: |
Survey of Total Quality /Laboratory |
| Course Number: |
QET 101/171 |
| Credit Hours: |
3 total |
| Lab Hours: |
2 total |
| Prerequisite(s): |
MET198 |
Course Description:
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Basic principles, concepts and philosophy of total quality. Extensive use of teamwork, problem-solving activities and tools. |
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Primary Instructor: |
Jim Houdeshell |
| Department: |
Quality Engineering Technology |
| Email: |
jim.houdeshell@sinclair.edu |
| Additional Information: |
QET Department People Page
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Required Texts:
• Quality Foundations, NCME, Sinclair Community College, 1998
• Basic Statistical Variation, NCME, Sinclair Community College, 1999.
• Teamwork, NCME, Sinclair Community College, 1999
• Quality Foundations Supplement and Reference Guide, Carillon Technologies Limited, 2001.
• PQ Systems Pocket Toolbook or Quality Toolkit. |
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Required Tools and Materials: Microsoft Excel and Word 97 or later
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Program Outcomes:
- Apply skills to the management of a quality program.
- Plan, control, and assure product and process quality
- Apply problem solving and quality improvement tools and processes.
- Apply qualitative methods including, prediction, experimental design, data selection, collection, and statistical analysis to the improvement of a product or process.
- Apply statistical process control techniques and capability analyses to determine the state of statistical control and conformance to product and process requirements.
- Function effectively on teams,
- Communicate effectively,
- Understand professional, ethical, and social responsibilities,
- Demonstrate respect for diversity and a knowledge of contemporary professional, societal, and global issues.
Course Objectives:
Upon completion of this course, the student will be able to:
- Apply Deming's principles of profound knowledge to organizational improvement.
- Evaluate team performance based on team principles.
- Utilize teamwork principles to encourage effective teamwork.
- Explain and implement an effective problem-solving process within a team.
- Collect, process, and display data so that usable information is represented.
- Prepare basic charts and graphs.
- Make inferences based on data analysis
- Apply measures of central tendency and variability.
- Solve real-world problems by designing and/or conducting a statistical experiment and by interpreting and communicating the outcome.
- Describe in general terms the normal curve and use its properties to make conjectures about sets of data that are normally distributed.
- Apply quality principles to individual and organizational improvement
- Interpret the impact of quality on the supply chain.
- Interpret the needs of internal and external customers.
- Monitor and evaluate customer service to provide ongoing customer satisfaction
- Apply the concepts of statistical variation and common cause versus special cause.
- Create an Individual and Moving Range Control Chart for sample data.
- Apply the Theory of Knowledge to the Plan-Do-Study-Act Cycle
- Identify barriers to change and change enhancers within an organization
- Use some tools of world class quality (force field analysis, control charts, systems diagrams, and process documentation to develop approaches to
- Determine if a process requires System Alignment (Troubleshooting) or System Improvement (Diagnosis-Solution) and then propose the appropriate solution process
Resource Links:
ASQ learn about Quality Great site with resources/ podcasts etc.
Free Excel Problem Solving Tools at FreeQuality.org
NCME Module and Robotic Gripper Supportive Materials
Checklists and Worksheets Link to QET Formal Laboratory Report Example Document |
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Grade Requirements:
| QET 101 - Exam One |
30 |
| QET 101 - Homework Assignments |
20 |
| QET 101 - Exam Two |
30 |
| QET 101- Discussion Board Participation |
20 |
| Total Points = |
100 |
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| QET 171- Group Evaluation |
25 |
| QET 171 - Laboratory Group Participation |
25 |
| QET 171 - Participant Guides Worksheets |
25 |
| QET 171 - Transfer Activity Presentation (Individual (10) and Team (15)) |
25 |
| Total Points = |
100 |
Grading Scale:
- A --------------90 TO 100%
- B --------------80 TO 89.9%
- C --------------70 TO 79.9%
- D --------------60 TO 69.9%
Homework, Exams, and Discussion Board Postings - General Evaluation Criteria:
- Has the problem been defined and interpreted properly?
- Has an orderly approach been taken in analyzing the problem?
- Has the problem been solved? Is the answer correct?
- Is it legible?
- Is it neat?
- Is the spelling correct?
- Has good grammar and sentence structure been used?
- The discussion board evaluation is based on both frequency and quality of postings.
Rubric For Online Discussion Board
9 -10 pts. - Demonstrates an excellent understanding of key concepts; contributes in a timely and relevant manner; meets or exceeds minimum number of assigned postings,; writes clearly and logically
7-8 pts. - Demonstrates an adequate understanding of most key concepts; generally contributes in a timely and relevant manner; meets minimum number of assigned psotings; generally writes clearly and logically
5-6 pts. - Demonstrates a limited understanding of key concepts; contributes in a spotty manner; short perfunctory postings; writing is limited and disjointed.
1-4 pts. - Rarely particpates freely; short irrelevant remarks |
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