Total quality management Final Assignment Written assignment (case, essay) Activity brief BBA323 Total Quality Management Online campus Profes

Total quality management Final Assignment

Written assignment (case, essay)
Activity brief

BBA323 Total Quality Management

Online campus

Profes

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Total quality management Final Assignment

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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