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Quality Tools For Problem Solving

Different quality tools are available for solving problems. Depending on the type of a problem, an

organization can select the appropriate tool.

PDCA Cycle

The Plan-Do-Check-Act (PDCA) cycle, includes four stages: plan, do, check, and act. The “plan” stage is

needed to determine the goals and objectives of the problem-solving process. The “do” stage is important for implementing the solution. The “check” stage is needed to check the outcome of the

solution against the planned goals and objectives. Finally, the “act” stage is needed to implement the

complete solution or to make the required adjustments to the solution. The PDCA cycle can be used in

solving almost all types of problems.

Flowchart

A �owchart depicts the basic �ow of information in a process. It is used to chart the inputs, steps,

functions, out�ows, and timings of a process. Flowcharts are useful in a brainstorming session, where the participants can look at the �ow of process information, determine if there are speci�c problems in

the process, and then provide suggestions for potential solutions to the problems.

Survey

A survey can be useful in obtaining relevant feedback from internal and external customers. Internal

customers may provide feedback on products, services, and processes, while external customers may

offer feedback on a speci�c issue relative only to the consumption or utilization of a product or a

service.

Each tool for problem solving purposes is applicable in a different area.  See the Supplemental Material entitled “Problem Solving Examples” to lean about scenarios in which each of these tools would be

effective. 

Additional Materials

View a PDF transcript of Problem Solving Examples 

(media/week4/SUO_BUS4101%20W4%20L2%20Problem%20Solving%20Examples.pdf?

_&d2lSessionVal=83vkmmrsczcH8ATfvgTLx0emF&ou=90832)

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Strategy Execution

Executing quality management strategies generally involves a number of changes in an organization.

Often, employees offer strong resistance to these changes, and it becomes dif�cult for the

management to execute the strategies properly to achieve the desired improvements in quality. To

ensure a smooth execution of the strategies, it is important to understand the reasons for resistance and the best practices to use to help avoid resistance.

Avoiding Resistance

As a quality management professional in an organization, you have devised some strategies. Execution

of these strategies would result in quite a few changes in the processes followed by the organization.

As some individuals may be threatened by the changes, some ways to avoid resistance to the changes

are as follows: 

Send a message explaining the changes before executing the strategies. When you are expecting a strong resistance to the process change, it would not be a good idea to wait to reveal the plans

until right before executing the process change strategies. It is often dif�cult for employees to

adjust to the organization’s change in direction.

Inform employees of the changes and the details of how these changes might eliminate some of

their current positions. It is important to remember that avoiding details of the changes is only a

temporary solution. Employees need to know how the new processes will impact their current

duties or whether these processes will eliminate their current duties or positions.

Organize meetings and training with all involved parties to share the objectives and expected

results of the imminent process changes. Meetings and training are two key elements helpful in

achieving a smooth transition from an existing process to a changed one. It is the management’s

responsibility to ensure the employees who are affected by the change understand the

importance of and reasons for the change.

Since change of any type is often dif�cult in organizations, the need to overcome resistance regularly exists.  See the Supplemental Media entitled “Communicating Changes” to see additional guidelines for

dealing with those who may resist the changes required in order to improve quality and

competitiveness. 

Additional Materials

Communicating Changes 

(media/week2/SUO_BUS4101%20W2%20L1%20Communicating%20Changes.pdf? _&d2lSessionVal=83vkmmrsczcH8ATfvgTLx0emF&ou=90832)

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View a PDF transcript of Do's n Dont's (media/transcripts/SU_BUS4101_W2_L2_G1.pdf?

_&d2lSessionVal=83vkmmrsczcH8ATfvgTLx0emF&ou=90832) 

Page 1 of 1 BUS4101 Quality Management

© 2013 South University

Dos and Don’ts of Avoiding Resistance

As a quality management professional in an organization, you have devised some strategies. Execution of these strategies would result in quite a few changes in the processes followed by the organization. For example, these strategies recommend the automation of the delivery processes, which would reduce the extent of the work done by the employees in the delivery department. You are expecting a strong resistance, which might impact the execution of the strategies. In this situation, what are the things you would do or not do to avoid resistance and ensure a smooth transition to the new processes?

• Send a message explaining the changes before executing the strategies. When you are expecting a strong resistance to the process change, it would not be a good idea to wait to reveal the plans until right before executing the process change strategies. It is often difficult for employees to adjust to the new and different opportunities for the organization. They may feel uncomfortable or deprived, and, therefore, you may not be able to achieve the desired results from the process changes. Therefore, it is critical for you to address their concerns before executing the process change strategies. In addition, instead of sending a message, you may arrange a meeting in which all involved parties receive the same information at the same time. By doing this, you can clarify their doubts and be on the same page in order to make the transition easier.

• Inform employees of the changes and the details of how these changes might eliminate some of their current positions. It is important to remember that avoiding details of the changes is only a temporary solution. Employees need to know how the new processes will impact their current duties or whether these processes will eliminate their current duties or positions. In addition, it is important to remember that business ethics demands you to be honest with your employees regarding how organizational change might affect them.

• Organize meetings and training with all involved parties to share the objectives and expected results of the imminent process changes. Meetings and training are two key elements helpful in achieving a smooth transition from an existing process to a changed one. It is the management’s responsibility to ensure the employees who are affected by the change understand the importance of and reasons for the change.

Communicating Changes Keeping People In The Dark Is Not A Strategy

To understand how to deal with resistance, imagine that you have recommended a chance to the organization’s delivery processes, utilizing much more automation than has been used in the past. This change would reduce the extent of the work done by the employees in the delivery department. You are expecting a strong resistance, which might impact the execution of the strategies. The resistance from the employees in the deliver department may rise from their feelings of discomfort or worry, and, therefore, you may not be able to achieve the desired results from the process changes. Therefore, it is critical for you to address their concerns before executing the process change strategies.

Instead of sending a message to the impacted employees, you might arrange a meeting in which all involved parties receive the same information at the same time. By doing this, you can avoid any misunderstandings and be on the same page in order to make the transition easier. In addition, it is important to remember that business ethics demand that you to be honest with your employees regarding how organizational change might affect them. Not informing them of the changes is only a temporary solution, and may lead to larger problems than those experienced when informing them in advance of the changes. © 2017 South University

SUO Discussion Rubric (80 Points) - Version 1.2 Course: BUS4101-Quality Management SU01

Response No Submission 0 points

Emerging (F-D: 1- 27) 27 points

Satisfactory (C: 28- 31) 31 points

Proficient (B: 32- 35) 35 points

Exemplary (A: 36- 40) 40 points

Criterion Score

Quality of

Initial Posting

/ 40No initial posting

exists to evaluate.

The information

provided is

inaccurate, not

focused on the

assignment’s topic,

and/or does not

answer the

question(s) fully.

Response

demonstrates

incomplete

understanding of the

topic and/or

inadequate

preparation.

The information

provided is accurate,

giving a basic

understanding of the

topic(s) covered. A

basic understanding

is when you are able

to describe the

terms and concepts

covered. Despite

this basic

understanding,

initial posting may

not include

complete

development of all

aspects of the

assignment.

The information

provided is accurate,

displaying a good

understanding of the

topic(s) covered. A

good understanding

is when you are able

to explain the terms

and topics covered.

Initial posting

demonstrates

sincere reflection

and addresses most

aspects of the

assignment,

although all

concepts may not be

fully developed.

The information

provided is accurate,

providing an in-

depth, well thought-

out understanding

of the topic(s)

covered. An in-

depth understanding

provides an analysis

of the information,

synthesizing what is

learned from the

course/assigned

readings.

Participation No Submission 0 points

Emerging (F-D: 1- 13) 13 points

Satisfactory (C: 14- 16) 16 points

Proficient (B: 17- 18) 18 points

Exemplary (A: 19- 20) 20 points

Criterion Score

Participation No Submission 0 points

Emerging (F-D: 1- 13) 13 points

Satisfactory (C: 14- 16) 16 points

Proficient (B: 17- 18) 18 points

Exemplary (A: 19- 20) 20 points

Criterion Score

Participation in

Discussion

/ 20No responses to

other classmates

were posted in this

discussion forum.

May include one or

more of the

following:

*Comments to only

one other student's

post.

*Comments are not

substantive, such as

just one line or

saying, “Good job”

or “I agree.

*Comments are off

topic.

Comments to two or

more classmates’

initial posts but only

on one day of the

week. Comments

are substantive,

meaning they reflect

and expand on what

the other student

wrote.

Comments to two or

more classmates’

initial posts on more

than one day.

Comments are

substantive,

meaning they reflect

and expand on what

the other student

wrote.

Comments to two or

more classmates’

initial posts and to

the instructor's

comment (if

applicable) on two

or more days.

Responses

demonstrate an

analysis of peers’

comments, building

on previous posts.

Comments extend

and deepen

meaningful

conversation and

may include a

follow-up question.

Writing No Submission 0 points

Emerging (F-D: 1- 13) 13 points

Satisfaction (C: 14- 16) 16 points

Proficient (B: 17- 18) 18 points

Exemplary (A: 19- 20) 20 points

Criterion Score

Writing

Mechanics

(Spelling,

Grammar,

/ 20No postings for

which to evaluate

language and

grammar exist.

Numerous issues in

any of the following:

grammar, mechanics,

spelling, use of

Some spelling,

grammatical, and/or

structural errors are

present. Some errors

Minor errors in

grammar, mechanics,

or spelling in the

initial posting are

Minor to no errors

exist in grammar,

mechanics, or

spelling in both the

Writing No Submission 0 points

Emerging (F-D: 1- 13) 13 points

Satisfaction (C: 14- 16) 16 points

Proficient (B: 17- 18) 18 points

Exemplary (A: 19- 20) 20 points

Criterion Score

Citation Style)

and

Information

Literacy

slang, and

incomplete or

missing citations and

references. If

required for the

assignment, did not

use course, text,

and/or outside

readings (where

relevant) to support

work.

in formatting

citations and

references are

present. If required

for the assignment,

utilizes sources to

support work for

initial post but not

comments to other

students. Sources

include course/text

readings but outside

sources (when

relevant) include

non-

academic/authoritati

ve, such as Wikis

and .com resources.

present. Minor

errors in formatting

citations and

references may

exist. If required for

the assignment,

utilizes sources to

support work for

both the initial post

and some of the

comments to other

students. Sources

include course and

text readings as well

as outside sources

(when relevant) that

are academic and

authoritative (e.g.,

journal articles,

other text books,

.gov Web sites,

professional

organization Web

sites, cases, statutes,

or administrative

rules).

initial post and

comments to others.

Formatting of

citations and

references is correct.

If required for the

assignment, utilizes

sources to support

work for both the

initial post and the

comments to other

students. Sources

include course and

text readings as well

as outside sources

(when relevant) that

are academic and

authoritative (e.g.,

journal articles,

other text books,

.gov Web sites,

professional

organization Web

sites, cases, statutes,

or administrative

rules).

Total / 80

Overall Score

No Submission 0 points

minimum

There was no

submission for

this assignment.

Emerging (F to D Range) 1 point minimum

Satisfactory progress has not

been met on the competencies

for this assignment.

Satisfactory (C Range) 56 points minimum

Satisfactory progress has been

achieved on the competencies

for this assignment.

Proficient (B Range) 64 points minimum

Proficiency has been

achieved on the

competencies for this

assignment.

Exemplary (A

Range) 72 points minimum

The competencies for

this assignment have

been mastered.

Employee Empowerment

In the case study of GTH Real Estate, we see how employees play an important role in implementing

quality initiatives. However, the previous discussions on the role of employees were mostly looking at

the involvement of employees in the quality process.  Employee empowerment is signi�cantly different

from employee involvement.

Employee empowerment refers to having employee inputs heard and used, to allowing employees

more freedom and scope in thinking creatively, and to providing more ownership of their jobs. In

addition, employees are also allowed more freedom of expression and encouraged to participate in the

decision-making process of the company.

Challenges to Employee Empowerment

The main challenge to employee empowerment is resistance to change, which might come from

employees, unions, or management: 

Employees

Resistance from employees arises mainly due to skepticism and inertia. People are skeptical about any

change in the existing processes or responsibilities. They try to resist change because adjusting to new

things might be uncomfortable to most of them.

Unions

Labor unions are skeptical about management's intentions behind implementing changes and also

about their probable impact on the employees. These areas of skepticism lead to their resistance.

Management

People in managerial positions often feel insecure with the thought of empowering their team

members. They feel an empowered employee may lead management to lose authority. In addition, other factors, such as personal values, ego, lack of quality training, and organizational structure, may

also lead to resistance. However, it is important for management to recognize the value of

participative management and employee empowerment in the process of implementing total quality

management.

With active participation and constructive feedback from employees, a company not only advances its

competitive advantage, but it also implements a crucial asset in motivating its workforce.  The important tools for facilitating employee empowerment are brainstorming sessions, nominal group

techniques, quality circles, suggestion boxes, and even talking about speci�c problems in group

meetings.  Those who are most directly involved with the day-to-day activities of the business often

have some of the best suggestions for improving day-to-day operations. 

Problem Solving Examples PDCA Cycle An example of the use of the PDCA Cycle is a company that uses the PDCA cycle to understand why its sales team failed to meet its sales targets. Once the company identifies the source of the issue, it can design appropriate solutions that would help to meet the sales targets in the future. If sales targets continued to be missed, then additional cycles through the Cycle would be needed. Flowchart An example of the use of a flowchart is a company that notices a particular part in its manufacturing process is taking more time than usual. The company management arranges a brainstorming session to discuss that part of the process. Management uses a flowchart to understand each step and activity in the process part, and realizes that the delay is being caused by some supplies being located on a different floor from where the work is being performed. By moving the cabinet containing screws near to the workers, they will save time wasted in getting them delivered from the other floor. This simple solution could bring the process time back into alignment with what the organization needs it to be. Survey An example of the use of a survey is a company that conducts an internal survey to gather employee feedback on the effectiveness of a new process. The same company can use an external survey to gather customer feedback on the effectiveness of the new product that is produced by that process. By comparing the results of the surveys, the company may come to realize why the product isn’t selling as quickly as it was predicted to sell, and may be able to pinpoint the source of the issue with the product from the feedback gained from the employees. © 2017 South University