Week 8 – Assignment: Present Recommendations for Improved Product Recall Processes

Week 8 – Assignment: Present Recommendations for Improved Product Recall Processes
Instructions  
In February, 2014, General Motors announced an ignition switch recall that included around 2.6 million vehicles worldwide.  This recall ignited a great deal of controversy over the efficacy of operational practices that allowed the recall to become an issue, thus threatening the safety of GM customers and seriously eroding public trust in the organization.

As a business analyst skilled in the area of operational excellence, you are to produce a presentation that leverages your skills in all areas of Operations Management and provides credible recommendations for improvement in the GM operational structure that is responsible for selling and servicing the vehicles involved in this critically important recall.  Therefore, the scope of your review will be limited to what the corporation did and/or should have done once the fatal flaw was detected.  Your review should not encompass processes upstream from the service function, which eliminates the need to analyze engineering, design, manufacturing, and assembly operations.

Your audience for this presentation will be six top GM executives responsible for activities in service operations, which includes, for purposes of this assignment, those responsible for investigating, launching, and managing product recalls.  Your presentation should include:

· List of key relevant issues related to the ignition recall, including near-term and long-term negative impact.

· Discussion of findings related to current or past service / recall practices leading to the current situation.

· Recommendation for leveraging Information Technology personnel and resources to improve the recall process.

· Recommendations for improving operations and supply chain management independent of IT operations.

· Timeline for completing next steps toward an improved recall process.

Incorporate appropriate animations, transitions, and graphics as well as speaker notes for each slide. The speaker notes may be comprised of brief paragraphs or bulleted lists.

Support your presentation with at least five scholarly resources. In addition to these specified resources, other appropriate scholarly resources may be included.

Length: 15-20 slides (with a separate reference slide) Notes Length: 150-200 words for each slide

Be sure to include citations for quotations and paraphrases with references in APA format and style where appropriate. Save the file as PPT with the correct course code information.

The following rubric applies to the grading for this Signature Assignment.

Grading Rubric
Criteria
  Content (15 points) Points
1 Listed key relevant issues related to the ignition recall, including near-term and long-term negative impacts. 2
2 Discussed the findings related to current or past service / recall practices leading to the current situation. 3
3 Made recommendations for leveraging Information Technology personnel and resources to improve the recall process as well as for improving operations and supply chain management independent of IT operations. 5
4 Included a timeline for completing next steps toward an improved recall process. 5
  Organization (10 points)  
1 Included speaker notes for each slide, animations, transitions, and graphics. Included a minimum of five scholarly references, with appropriate APA formatting applied to citations and paraphrasing. Presentation is 15-20 slides long. 10
Total 25
Due Date  
Jul 14, 2018 11:59 PM

Rubric Name: PLO_MBA_1_EvaluateOrgHealth

Learning_Outcome Inadequate Remember Understand Apply Analyze Evaluate Create
Evaluate the health of an organization This item is not demonstrated or represents lower academic achievement than foundational undergraduate knowledge. Describe the health of an organization.

The student repeats the assessments of others. Little to no analysis is made. Facts are stated clearly without integration or elaboration. Measurements and data, if used, are accurate and represent an understanding of the requirements for the first steps in evaluating an organization.

Explain the health of an organization.

The student re-states others’ assessments in his or her own words and includes evidence to illustrate conclusions. Facts are stated clearly with some elaboration. Measurements and data, if used, are accurate and relevant.

Determine the health of an organization.

The student follows predefined steps for determining organizational health. Processes are obvious or commonly expected for the situation. Analysis is limited to predetermined conclusions based on well-defined guidelines.

Assess the health of an organization.

Analysis of data, procedures, and evidence used are not obvious. Evidence from multiple sources is incorporated to deliver a clear composite picture of the organization’s health. Conclusions result primarily from the student’s own reasoning and analysis.

Evaluate the health of an organization

An ideal end-state is envisioned and compared with the current state. Conclusions include not only an explanation of the current state, but a determination of the relative health of the organization as compared with the ideally envisioned state.

Improve the health of an organization.

Plans or strategies are formulated that will help realize the ideal end state. These plans are supported by evidence from the health evaluation and commonly accepted best practices.

Overall Score Inadequate Remember Understand Apply Analyze Evaluate Create
Associated Learning Objectives

Rubric Name: PLO_MBA_5_DeliverBusinessSolutions

Learning_Outcome Inadequate Remember Understand Apply Analyze Evaluate Create
Deliver effective business solutions This item is not demonstrated or represents lower academic achievement than foundational undergraduate knowledge. List possible business solutions.

Solutions are rudimentary and obvious for the general business situation. The student re-states solutions and their benefits from others’ work.

Explain possible business solutions.

Solutions are rudimentary and obvious for the general business situation. The student explains the pros and cons of the solutions in a general sense without necessarily applying them to the specific situation or set of facts.

Determine possible business solutions.

Solutions and their potential benefits are well-explained. One of more possible solutions are proposed. Selected solutions are appropriate for the situation and represent solid understanding of the facts and nuances of the proposals.

Assess possible business solutions.

Solutions are very well suited to the situation. A thorough analysis is made on all possible solutions and each is weighed carefully against the others. The selected solution or possibilities are among the best that could be chosen for the situation from the usual possibilities.

Deliver effective business solutions.

Explanation of the selected solution is effective and persuasive. The situation’s current state is evaluated and an explanation of next steps for implementing the solution is presented.

Create effective business solutions.

Competency at the prior level is demonstrated along with a novel or unique solution that incorporates knowledge from many different areas. The student goes beyond the usual possibilities for the situation and proposes something truly remarkable.

Overall Score Inadequate Remember Understand Apply Analyze Evaluate Create
Assessment Method:  Overall Rubric Score
Required Performance:  Evaluate

Rubric Name: ILO_3_M_QuantitativeReasoning

Learning_Outcome Inadequate Remember Understand Apply Analyze Evaluate Create
Maters – Analyze interpretation, representation, calculation, application, and analysis of data and information in authentic contexts. This item represents lower academic achievement than foundational undergraduate knowledge. Outlines mathematical information/forms (e.g., equations, graphs, diagrams, tables, words). Simply repeats information presented in mathematical forms from resources, and struggles with conclusions about what the information means. Student is able to mimic calculations provided in course examples, but struggles with generalizing those skills to other problems. As a result, conclusions are limited and rather basic. Explainsmathematical information/forms (e.g., equations, graphs, diagrams, tables, words). Student is able to explain information presented in mathematical forms, but is unable to apply the information to draw meaningful conclusions about what the information means. Calculations attempted represent only a portion of the calculations required to comprehensively solve the problem. As a result, conclusions are more summative in nature. Applies mathematical information/forms (e.g., equations, graphs, diagrams, tables, words). Provides accurate explanations of information presented in mathematical forms, but occasionally makes minor errors related to computations or units. Calculations attempted are mostly successful and represent most of the calculations required to comprehensively solve the problem. Student applies information to draw plausible conclusions from this work. Examinesmathematical information/forms (e.g., equations, graphs, diagrams, tables, words). Examines explanations of information presented in mathematical forms. Calculations attempted are essentially successful and sufficiently comprehensive to solve the problem. Student draws reasonable, appropriate, and analytical conclusions. Critiquesmathematical information/forms (e.g., equations, graphs, diagrams, tables, words). Critiques information presented in mathematical forms. All calculations attempted are successful and used to support solution to problem. Conclusions are appropriate and justified based on appropriate mathematical information. Producesmathematical information/forms (e.g., equations, graphs, diagrams, tables, words). Provides accurate explanations of information presented in mathematical forms. Makes appropriate inferences based on that information. All calculations attempted are successful and used to make appropriate interpretations. Conclusions are thoughtful, insightful, and carefully qualified.
Overall Score Inadequate Remember Understand Apply Analyze Evaluate Create
Associated Learning Objectives
Learning Objective

Rubric Name: ILO_4_M_CriticalThinking

Learning_Outcome

Inadequate Remember Understand Apply Analyze Evaluate Create
Masters – Evaluate own and others’ assumptions and arguments. This item represents lower academic achievement than foundational undergraduate knowledge. Outlines issue/problem to be considered in authentic context. Issue/problem to be considered is simply stated without clarification or description of context. Information is taken from source(s) without any interpretation/evaluation. Viewpoints of experts and own/others’ assumptions are taken as fact, without question. Conclusion is inconsistently tied to some of the information discussed; related outcomes (consequences and implications) are oversimplified. Explains issue/problem to be considered in authentic context. Issue/problem to be considered is stated but context description leaves some terms undefined, ambiguities unexplored, boundaries undetermined, and/or backgrounds unknown. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Viewpoints of experts and own/others’ assumptions are taken as mostly fact, with little questioning. Conclusion is logically tied to information (because information is chosen to fit the desired conclusion); some related outcomes (consequences and implications) are identified clearly. Ascertainsissue/problem to be considered in authentic context. Issue/problem to be considered is stated, described, and clarified so that context understanding is not seriously impeded by omissions. Information is taken from source(s) with enough interpretation/evaluation to allow for application. Viewpoints of experts and own/others’ assumptions are subject to questioning. Conclusion is logically tied to information and most related outcomes (consequences and implications) are identified clearly. Analyzesissue/problem to be considered in authentic context. Issue/problem to be considered is stated clearly and described comprehensively, delivering relevant information necessary for full understanding of context. Information is taken from source(s) with enough interpretation/evaluation to develop a comprehensive analysis. Viewpoints of experts and own/others’ assumptions are questioned relatively thoroughly. Conclusions and related outcomes (consequences and implications) are logical and reflect student’s informed evaluation and ability to place evidence and perspectives discussed in priority order. Evaluate issue/problem to be considered in authentic context. Issue/problem to be considered is stated clearly and context is described comprehensively, delivering relevant information necessary for full understanding of all sides/perspectives of the issue/problem. Information is taken from source(s) with enough interpretation/evaluation to develop a comprehensive analysis comparing and contrasting viewpoints of experts and own/others’ assumptions. Conclusions are logically tied to a range of information, including opposing viewpoints; related outcomes (consequences and implications) are identified clearly. Specifyissue/problem to be considered in authentic context. Issue/problem to be considered is stated clearly and context is described comprehensively, delivering relevant information necessary for deducing possible solutions to issue/problem. Information is taken from source(s) with thorough interpretation/ evaluation to develop a comprehensive synthesis of experts’ viewpoints and own/others’ assumptions, in order to infer next steps. Conclusions are logically tied to a range of information, including a synthesis of viewpoints and assumptions, in order to produce clear outcomes (consequences and implications).
Overall Score Inadequate Remember Understand Apply Analyze Evaluate Create

Rubric Name: ILO_5_M_InformationLiteracy

Learning_Outcome Inadequate Remember Understand Apply Analyze Evaluate Create
Masters – Determine resources needed in order to support a decision or address a problem. This item represents lower academic achievement than foundational undergraduate knowledge. Identifiesinformation/resources needed. Minimal and obvious information sources are selected that contain the exact terms in the research question. Chooses a few information sources. Some sources have questionable credibility. Student uses mostly quotes; uses information in ways that are repetitive of the original context; and sometimes demonstrates a lack of understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information. Summarizesinformation/resources needed. Types of information sources selected mostly relate to concepts or answer research question, but unrelated information is also provided or more sources are needed. Chooses the minimum information sources required. Selects sources using limited criteria (such as relevance to the research question); credibility of some sources is questionable. Student sometimes incorrectly uses citations and references; mostly uses summary, or quoting; uses information in ways that are somewhat repetitive of the original context; and mostly demonstrates an understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information. Usesinformation/resources needed. Types of information sources selected shows student can ascertain resources related to concepts and/or needed to answer a research question, but work would benefit from more sources. Chooses a variety of information sources. Selects sources using basic criteria (such as credibility, relevance to the research question, and currency). Student correctly uses citations and references with only minor mistakes; uses some paraphrasing followed by summary or quoting; uses information in ways that are true to original context; and demonstrates an understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information. Examinesinformation/resources needed. Types of information sources selected shows student is able to apprise resources related to concepts and/or needed to answer a research question. Chooses a variety of information sources appropriate to the scope and discipline of the research question. Selects sources using multiple criteria (such as credibility, relevance to the research question, currency, and authority). Student correctly uses citations and references; uses summary and paraphrasing, with some quoting; uses information in ways that allow for analysis of original context; distinguishes between common knowledge and ideas requiring attribution; and demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information. Critiquesinformation/resources needed. Types of information sources purposefully selected to represent multiple views directly related to concepts and/or needed to answer a research question from various perspectives. Chooses a variety of information sources appropriate to the scope and discipline of the research question that represent multiple points of view. Evaluates sources using multiple criteria (such as credibility, relevance to the research question, currency, authority, and points of view).  Student correctly uses citations and references; uses paraphrasing, followed by summary, and minimal quoting; uses information in ways that allow for evaluation of original context; distinguishes between common knowledge and ideas requiring attribution; and demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information. Producesinformation/resources needed. Types of information sources selected from exhaustive search that directly relate to concepts or answer research question, as well as sources that prepare deduction of next steps. Chooses a variety of information sources appropriate to the scope and discipline of the research question as well as resources to support next steps. Selects sources after considering the importance (to the researched topic) of the multiple criteria used (such as credibility, relevance to the research question, currency, authority, audience, and bias or point of view). Student correctly uses citations and references in practically all instances; uses mostly paraphrasing or summary; uses information in ways that build upon the original context; distinguishes between common knowledge and ideas requiring attribution; and demonstrates a full understanding of the ethical and legal restrictions on the use of published, confidential, and/or proprietary information.
Overall Score Inadequate Remember Understand Apply Analyze Evaluate Create

Rubric Name: ILO_6_M_ResearchSkills

Learning_Outcome Inadequate Remember Understand Apply Analyze Evaluate Create
Masters – Determine research skills necessary to complete the culminating experience for degree. This item represents lower academic achievement than foundational undergraduate knowledge. Outlinesresearch/practice problem and scholarly literature. Theories and paradigms related to research problem or area of practice are merely listed. Student is able to identify pertinent topics/discussions to be included in final graduate culminating experience, but clear alignment issues are present. Summarizesresearch/practice problem and scholarly literature. Theories and paradigms related to research problem or area of practice are described. Student is able to articulate pertinent topics/discussions to be included in final graduate culminating experience, but clear alignment is missing at times. Providesresearch/practice problem and scholarly literature. Theories and paradigms related to research problem or area of practice are provided. Student is able to ascertain pertinent topics/discussions to be included in final graduate culminating experience, but alignment could be clearer. Examinesresearch/practice problem and scholarly literature. Theories and paradigms related to research problem or area of practice are explored. Student is able to document pertinent topics to be included in final graduate culminating experience, and all elements of project/product are aligned. Critiquesresearch/practice problem and scholarly literature. Theories and paradigms related to research problem or area of practice are evaluated. Student is able to support pertinent topics to be included in final graduate culminating experience, and alignment is clear. Synthesizesresearch/practice problem and scholarly literature in order to construct novel insights or generate new knowledge. Theories and paradigms related to research problem or area of practice are integrated. Student is able to incorporate pertinent topics to be included in final graduate culminating experience, and alignment is clearly depicted throughout.
Overall Score Inadequate Remember Understand Apply Analyze Evaluate Create