I am needing assistance with this eight slide powerpoint. I’ve listed the instructions below and put the reading below. Will tip well :

Hi.. I am needing assistance with this eight slide powerpoint. I’ve listed the instructions below and put the reading below. Please please please assist with no copied work. Will tip well 🙂

You are on a quality team from your company’s office of quality. The chief quality officer (CQO) has asked your team to follow up on a set of facts that have been called to the office’s attention. Read through the facts presented to you. While reading these facts, you will find some common themes to work from.

Checklist: Based on pages 200-201 in Chapter 8 of your text, address the following:

  • Use the facts provided to identify the problems, and analyze these with a cause-and-effect diagram:


The ad that ran on television for a new physical fitness product, has been unsuccessful in promoting the product.

Thousands of emails have been received at the company headquarters complaining of gender discrimination regarding the ad.

The Production team is wanting to know if manufacturing and production should be stopped.

The Ad Council has been contacted with respect to the ad to consider whether it violates truth in advertising.

Millions of dollars have already been invested in this product.

The 5-person team consists of two people who share a hidden agenda to sabotage this product’s success.

  • Set the team goals and establish criteria that will determine whether the solution to the provided facts will be effective.
  • Do implementation and assessment plan based on pages 200-201 of the text.
  • Access the Assignment rubric.

Access the Assignment rubric.

Your Microsoft® PowerPoint® presentation should consist of eight content slides and an additional slide each for the title and references utilizing the current APA format, and style. Include your supporting notes for your bulleted slide items in the notes section. A maximum of two short citations are allowed in the total presentation.

200 Part Three Sharing Leadership through Task Processes CREATING AN IMPLEMENTATION PLAN


Our experience reveals that teams often go astray at the implementation stage. They may have really superb ideas, but when it comes to putting them into action, something slips. They miss some of the details that would have made those ideas work. Without appropriate follow-up, important decisions made in the previous phase can get lost or be implemented wrongly (Borges, Pino & Valle, 2005).

Implementing a proposal begins with the original goals and vision for the team’s work. In other words, what will the final product look like? Keep this idea in front of you at every stage of the following steps:

1. Brainstorm a checklist. Include everything that must be done to implement the proposal, and ask yourselves, “Who does what, when, where, how, and from what resources?”

2. Divide the brainstormed list by categories. Consider issues such as: • Resources needed—money, information, technological support, and per- missions as well as cooperation required from authorities, agencies, and

organizations • Actions that must be taken to get the proposal under way—contacts to be

made, communication needs, materials to be obtained, applications to be made for permissions and licenses, and arrangements to be made for space, guests, equipment, and so on

• Steps to achieve each action • People responsible for each action • Time required for each step

3. Decide precisely who is responsible for each step. Make sure each person commits to his or her responsibilities. Duplicate and distribute the list to all members. At implementation meetings, go over this list to check progress, and make any necessary revisions. Human beings have a touching faith in their memories; unfortunately, it is unjustified. No matter how many times a flight crew may have flown a Boeing 747, you still want the pilots on your flight to use the preflight checklist again.

4. make a flowchart with time factors. If you’ve carefully considered the practicality issues of your plan, you already may have a clear idea of how long the implementation will take. Now, however, you need to establish the time for each individual step—and this is when reality sets in. On a flowchart, map out each step, its time allotment, and who is responsible. Some steps will overlap; in other cases, one step must be completed before another can begin. Mapping the steps develops a strategy or work plan for the entire process. Recall that Figure 8.2 shows a flowchart developed for analyzing problem sources. This same approach can be used to display a working plan, which then is used to monitor the implementation process.

Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.



Chapter 8 Problem Analysis and Decision Making 201

Whether your task was small or enormous, you still want to know how well you accomplished it. In Chapter 4, we talked about ways to assess your team’s pro- cesses. In this chapter, we talk about ways to get feedback on how well your team’s decision works after it’s been implemented.

First, look at your goals, and then draft questions about their achievement. If your goal was to involve more freshmen in student activities, you need to find out how many freshmen actually participated in specific events. Intermediate questions, however, might be, how many freshmen know where the Student Activities Office is? How many activities do freshmen know about? The clearer and more specific your questions, the more directly you can answer them.

Next, devise ways of finding answers to these questions. Possible approaches include:

• Questionnaires or surveys aimed at the people affected by your project • Tallies of actual participants compared with some benchmark figures • Pre- and post-project tests or surveys • Observations and assessments by objective sources

Each of these methods can yield useful information about the effectiveness of your work. But assessment cannot be haphazard; it needs to be a regular part of the process. These guidelines should help you develop an assessment plan that works:

• Everyone involved in the plan should be involved in assessing it. Where possible, assessment data should be user-generated.

• Assessment should be planned ahead of time. Methods should address the goals, instrumental objectives, and vision of the final task. When the assessment is not preplanned, people often suspect the motives.

• Assessment should be continuous. Feedback should occur on a regular basis, beginning early in the implementation period, so you can use the information to make changes quickly if things don’t go as expected.


One of the major benefits to an implementation plan is avoiding escalation of com- mitment. Escalation occurs when a group continues to pursue a course of action just because it feels it has gone too far to quit. When faced with negative results of its decision, the group decides to simply keep going in its current direction and just “work harder,” hoping that events will change course. Escalation usually happens because groups either do not have processes in place to review feedback about their program (positive or negative), or because they discount negative information they do receive (Keil, Mann & Rai, 2000). Research consistently demonstrates that groups who appropriately define their problem, carefully decide on a solution, and have a complete implementation plan can avoid this common phenomenon (Keil, Depledge & Rai, 2007).

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