Total Quality Managment

Case Study Analysis
Written assignment (case, essay)
Midterm Activity brief
BBA323 Total Quality Management
Online campus
Professor: Antonia Koumproglou | antonia.koumproglou@euruni.edu
Description Case Study 1:
Choosing a global brand that is well-known for its strategic TQM approach,
please answer the following questions:
1. What is the quality management philosophy of the brand? The types of
quality management approaches can be classified into various categories
such as the Crosby approach, the Deming and Juran’s approach. Which of
these approaches do you think best describes your chosen brand’s
philosophy and why. (400 words)
Please revise Willey Book Chapter pages 142-150
2. Please analyse the range of quality controls the brand applies and
explain how service to the customer can be improved through the
application of these quality control methods (TQM tools, inspection, quality
assurance etc…). (400 words)
3. Please provide a few recommendations to the brand so that it can
enhance its added value in the minds of consumers? (200 words)
Format This activity must meet the following
formatting requirements:
• Font size 12
• Double-spaced
• 1000 words
• Harvard Referencing System
• pdf only
Due date Date: 23rd August 2021 at 14.00h
CEST
Weight towards
final grade
This activity has a weight of 40%
towards the final grade.
Goal(s) • Review the concept of service quality and its dimensions
• Define the principles and philosophy of TQM
• Establish the TQM core principles and drivers
Assessment
criteria
Rubric: written assignment see below
Learning
outcomes
Outcome 1: analyze the principles, theories, concepts and dynamics of
TQM
Outcome 2: apply these principles and tools in case study analysis;
Outcome 3: integrate the concepts &techniques learned through
application in the preparation of case study analysis
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 problemsolving 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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