Pepsi Company Quality Management Discussion Paper
Assignment ID Number AFFGEHU83939HD Type of Document Essay Writing Format APA/MLA/Harvard Academic Level Masters/University References/Sources 4 References
Hi-Sport is a tiny firm that makes sports coats with logos. Excellent quality has always been a priority for the organization. This has mostly been accomplished by meticulous examination, a process known as “inspecting the quality in.” As a result, the firm’s final inspection reject rate has always been high. As a result, too many jackets have been destroyed or sold as “seconds” at a discount. It has also resulted in a significant number of defective jackets slipping through inspection and landing in the hands of buyers. The result has been a shaky customer reputation and prices that are too exorbitant to compete with imports or large American manufacturers. Management tried everything it could to persuade the production workers to do a better job, but it appeared that all of their efforts to eliminate mistakes were futile. It looked that sometimes the best of intentions and good ideas just made things worse. The managers hired a manufacturing consultant with experience in statistics and process control a few weeks ago. He advised them to focus on getting their processes under control initially. They began their program with the consultant’s assistance by identifying and removing many unique reasons of variation. Machines that needed repair and calibration, some staff with insufficient training, and the lack of documented work instructions for specific tasks were among the special factors. Hi-quality Sport’s has clearly increased by the six-week point. It was deemed by management that it was time to try the creation of a control chart. The managers wanted a control chart that could respond to nonmeasurable features because rejects were based on pass/fail criteria for numerous characteristics. The p-chart, np-chart, and c-chart are three frequent charts that fit this condition. The p-chart could aid in reducing the number of defective jackets. The np-chart might be useful in reducing the amount of defective jackets. The c-chart may be useful in reducing the amount of flaws in a jacket. They determined that the c-chart would provide them with what they needed, which was to use one jacket as a sample and track the flaws detected in it. One jacket was reviewed every hour for 30 consecutive working hours for the initial chart-development data. The information is provided in the table below. The information was organized into the five most prevalent defect kinds, with a sixth column containing all other types of flaws found. At the end of the 30th hour, the 30 jacket samples had yielded 46 total faults.
Control Chart from Hi-Sport as a Spc Exercise
You’re the consultant, and because this is Hi-first Sport’s foray into control charts, you’ll have to assist it in its creation. Calculate c, UCL(c), and LCL from the data table (c).
Create a control chart next. Allow for some “headroom” above the upper control limit to account for any out-of-limit occurrences that may occur. Make the chart long enough horizontally to include all of the data points in the table, as well as a few additional days of real-time data points as SPC tracking begins.
Now, on the chart, plot the necessary data from the table. Is the process under control, or are there any lingering specific causes? What are your options now? Complete your assignment by either (a) presenting Hi-Sport with a control chart that depicts an in-control process or (b) discarding the current data and starting over by identifying the particular causes that impeded success the first time around.
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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