Apa Format Template for Article Critique - Excel by kni63117

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									Course Syllabus, General Information
Dr. John W. Sinn, Professor. jwsinn@bgnet.bgsu.edu www.bgsu.edu/colleges/technology/faculty/sinn
QS 727. Documentation-based Process Improvement (3 credits, even years, fall). Generation of model system
for process improvement and technical problem solving for variation reduction based on documentation in
teams at one or more organizational sites. Web-based.
1. INSTRUCTIONAL STRATEGY, ASSESSING STUDENT LEARNING OUTCOMES, ASSIGNMENTS
Assessment is done via three main assignments: 1) Review of Literature; 2) Book Review; and 3) Model
System in Teams, and each of these is explained further, in detail, in specific worksheet tabs below, in addition
to content rollout. Asside from the instructor's own writings, no specific, single, text is used, but the course
relies upon student research, via the assignments, to pursue and provide content. The course is conducted
very similarly to a seminar, where regular chats are conducted around the content identified in student
research, and students lead the discussions in chat in systematic, disciplined ways.
2. COURSE OUTCOMES
Several outcomes are anticipated in the course, for students, driven primarily by the three assignments, and
the overall conduct of the course:
1. Organize and lead multiple chats, based on other work done as part of one or more assignments.
2. Document and analyze course content and process, as regular assignments based in Excel worksheets,
done as opportunities to develop and communicate about lean analysis and documentation systems.
3. Develop/evolve a model lean documentation project system, based around content and process worksheets
completed as research in the course, and done within a team environment.
4. Compile a review of literature, bibliography of appropriate sources abstracted as key analysis to support and
validate all else in the course, both individually and in teams.
5. Conduct a robust book review, contributing to the growth of knowledge as individuals and collectively within
teams, as part of a model assessment and innovation system.
6. Prepare the model system assignment as a possible submission for publication.
3. ASSESSMENT SYSTEMS POINTS SUMMARY
  Student Activity      % Weight   **Potential Points?        How Many, Other?                   *When?
 Review of literature     50%        50 points total         Weeks 2-11, ten topics          Across the course
    Book review           25%         25 points total            One review                  Mid-term to final
   Model system           25%        25 points total        One model, done in team          Mid-term to final
Content, Rollout, Applications
Course content and applications will be supplied, on a timely basis, posted in blackboard as needed. As is noted
in the rollout below, across the course there will be eight separate toolkit assignments drawn from the Lean, Six
Sigma, Quality Transformation Toolkit (LSSQTT), along with two ROL's done per team determinations as related
to model development. All applications, to be completed relate directly to LSSQTT content, and are based in MS
excel. These will also be posted in a timely manner as needed across the course. Several separate application
workbooks will be posted, each having a key role in the course. All worksheets should be completed/updated for
each of the ROL's; the application workbook and all worksheets will each need to be improved upon as part of the
course.

           Week/                                                                                            Workbook
Assignment Date                                  LSSQTT Title, Other Topic                                  Application
   Overview      1 (8-24)   Get organized, help all understand systems/syllabus; Engage team on tool 1 in
   /LSSQTT                                blackboard, online; ROL assignment focus, chats                       CA 1
LSSQTT Tool 1    2 (9-8)
                              “Team Building, Leadership, Communicating The Project And Change”                 CA 1
LSSQTT Tool 15 3 (9-14)                                                                                     CA 1, CA 2, CA
                               "Genealogy Of Selected Lean, Six Sigma, Quality Management Tools"                   4
LSSQTT Tool 17 4 (9-21)           "Standard Operating Procedures (SOP) For Lean And Six Sigma:
                                             Infrastructure For Understanding Process"                       CA 1-2, CA 4
LSSQTT Tool 16 5 (9-28)           “ISO And QS 9000: Supplier Relationships Guiding Launch And
                                                      Synchronous……”                                           CA 1-5
LSSQTT Tool 18 6 (10-5)
                              Launch Data And Documentation For Advanced Quality Planning……...                 CA 1-5
LSSQTT Tool 19 7 (10-12)
                                    "Quality Management Systems For Continuous Improvement"                    CA 1-5
LSSQTT Tool 20 8 (10-19)
                                "Synchronous And JIT Production: Lean, Six Sigma Best Practices"               CA 1-5
LSSQTT Tool 21 9 (10-26)    Mid Term Assessment/Phase I Review; "Total Productive Maintenance, First
                                             Line Management For Improvement"                                  CA 1-5
 TBD by team    10 (11-2) ROL topics congruent with model system under development; Book review also
                                                 fully in motion by individuals                                CA 1-5
 TBD by team    11 (11-9) ROL topics congruent with model system under development; Book review also
                                                 fully in motion by individuals                                CA 1-5
 TBD by team     12 (11-   Book review and team based model system projects are in full motion--teams
                   16)                      holding chats, managing work as needed                             CA 1-5
 TBD by team     13 (11-   Book review and team based model system projects are in full motion--teams
                   23)                      holding chats, managing work as needed                             CA 1-5
 TBD by team     14 (11-   Book review and team based model system projects are in full motion--teams
                   30)                      holding chats, managing work as needed                             CA 1-5
 TBD by team    15 (12-7) Book review and team based model system projects are in full motion--teams
                                            holding chats, managing work as needed                             CA 1-5
 TBD by team     16 (12- Final assessment/Phase II review; Presentation of models and book reviews by
                   14)                               teams and individuals                                     CA 1-5

Note 1. This can be modified by instructor and/or team, with careful communication, to best do outcomes
Note 2. Chats are encouraged at least weekly, instructor role diminishes as team gets increasingly organized
Note 3. Each assignment has new team leaders, rotating alphabetically to cumulatively grow/improve……..
Note 4. Team leaders facilitate/manage threads, chats, project portfolio assignments, compilations
Review of literature (ROL) Critique Assignment
ROL assignment has 10 separate reviews each week (weeks 2-11) based on course rollout over the
term, with each person reviewing/critiquing (a) the author's posted LSSQTT work; (b) an article or
other substantive source; and (c) all applied to a CA worksheet under development for that
assignment. ROL work will be conducted in a single large team. Format and general requirements for
assignments are explained below, with all work to be completed in template provided. Critique
assignments (2-5 points identified below) are posted by all on Tuesday evening; a chat is done on
Wednesday evening, conducted by the leaders for the week; and, all chat findings and peer
assessments are collected and compiled by leaders by Thursday evening and posted for all on Friday.
Points 6-9 should be conducted by team leaders with all work compiled for presentation at rollout due
date. Leadership is alphabetical, with two persons leading per assignment/chat--managing the final
compile of all work done. If an individual is not present for chat, they can synthesize findings based on
postings and chat archives.
1. BIBLIOGRAPHIC ENTRIES. Critiques should include a bibliographic entry done according to APA
format. This includes one entry for LSSQTT writings and separate articles by each person, as well as
a separate continuous application (CA) worksheet selected by each person on the team (this
information can be placed in this/multiple boxes, and then expanded to accommodate user needs.
Italicized explanatory information, as part of the template, can/should be deleted).
2. ABSTRACT. Critiques abstract the article referenced which is approximately 100-150 words, and
which captures the thrust of content and concept, as an overview, provided by the author. This
includes one entry for LSSQTT writings and separate articles by all on the team, as well as a
separate/different continuous application (CA) worksheet selected by each person on the team (this
information can be placed in this box, and the box expanded to accommodate user needs. Italicized
explanatory information, as part of the template, can/should be deleted).
3. BIG IDEAS. Critiquer provides "BIG" ideas (further developed relative to the abstract, overview),
pertaining to course ideas, presented in items reviewed. Big ideas are commonly presented as
critiquer responses to questions they pose relative to the author's views. This includes one entry for
LSSQTT writings and separate articles by each person on the team, as well as a separate/different
continuous application (CA) worksheet selected by each person on the team (this information can be
placed in this or multiple boxes, and the box expanded to accommodate user needs. Italicized
explanatory information, as part of the template, can/should be deleted).
4. STRENGTHS. Critiquer should provide the main strengths, relative to course ideas, presented in
items reviewed. That is, if you were to rewrite/rework the article/LSSQTT materials, what would you
develop further, and/or expand upon, change to be even stronger, and in what ways--note that this
may or may not be related to big ideas presented as part 3? This includes one entry for LSSQTT
writings and separate articles by each person on the team, as well as a separate/different continuous
application (CA) worksheet selected by each person on the team (this information can be placed in
this box, and the box expanded to accommodate user needs. Italicized explanatory information, as
part of the template, can/should be deleted).
5. WEAKNESSES. Main weaknesses are identified relative to course focus. That is, if you were to
rewrite the article/LSSQTT materials, what would you change, and/or what would you add or delete--
and note again that this may or may not be related to part 3, big ideas? This includes one entry for
LSSQTT writings and separate articles by each person on the team, as well as a separate/different
continuous application (CA) worksheet selected by each person on the team (this information can be
placed in this or multiple boxes, and the box expanded to accommodate user needs. Italicized
explanatory information, as part of the template, can/should be deleted).
6. CA VALUE ADDED. Each person on the team selects a CA from the assigned workbook to critique
and improve. Critiquer should answer the question, "what is the value added in this continuous
application (CA), for colleagues as we grow the knowledge base, specifically, in the course"? This is
done in part based on each critiquer reviewing the selected/assigned CA within the context of the
team model under development, and each person on the team trialing information/data in the CA, and
improvements in the form/format/procedures (this information can be summarized in this or multiple
boxes, and the box expanded to accommodate user needs. Italicized explanatory information, as part
of the template, can/should be deleted).
7. SELF ASSESSMENT. All provide a self assessment of their work to indicate how they think they
have done on this assignment. This should include qualitative statements for improvement, and an
overall grade assigned as A, B, C, as well as use of the audit checklist provided, and so on (this
information can be placed in this box, and the box expanded to accommodate user needs. Italicized
explanatory information, as part of the template, can/should be deleted).
8. PEER ASSESSMENT (All critique leaders only). All peers provide an assessment of the critique
leaders' work, as a statement, indicating how the leader did on the total assignment--to be completed
and posted separately after the chat--and compiled here--by leaders after all are provided. This
should include qualitative statements for improvement, separate for each of the leaders on their
separate work submitted, and an overall grade assigned as A, B, C, as well as use of the audit
checklist provided, and so on (this information can be placed in this or multiple boxes, and the box
expanded to accommodate user needs. Italicized explanatory information, as part of the template,
can/should be deleted).
9. CHAT, FINDINGS. Based on the critique prepared, leaders convene a chat focused on the
content/concept. Leaders should be prepared to stimulate all and provoke a well disciplined
discussion of interest to all. Main findings from the chat should be synthesized and compiled--as part
9--by all in the course, although they will be posted separately by all after the chat and provided by the
leaders in their final compile (this information can be placed in this or multiple boxes, and the box
expanded to accommodate user needs. Italicized explanatory information, as part of the template,
can/should be deleted).
10. FINAL COMPILE. The total critique assignment should be synthesized into a single worksheet
(multiple printed pages) with all 9 points above--completed and provided by the leaders for that week
only. All others do only 1-7 independently, contributing collectively on 9 (this information can be
placed in this or multiple boxes, and the box expanded to accommodate user needs. Italicized
explanatory information, as part of the template, can/should be deleted).
Instructions for Changing Format
To delete rows place/click the cursor on the row desired, go to "edit" pulldown above and come down to delete, select entire
row, and OK.

To add rows place/click the cursor on the row desired, go to "insert" pulldown above and come down to row, and click--the row
will be added above.

To create rows for writing (not restricted by single row/column "excel" format) select row/column area desired; go to "format"
pulldown above and come down to cells; at "text control" select wrap text and merge cells; and then OK.

To expand or shrink an existing row, allowing more lines of text, click on the line of existing text/box and then move the cursor
to the left; at the bottom of the number click and drag.
Book Review/Critique Assignment (BRC)
The Book Review Critique (BRC) assignment is intended to be done between about mid term and final
(although the assignment can be started before mid term if individuals wish), with each person
reviewing/critiquing a book as the main source of information. All do one review related to course
content, per their choice, but the text should be substantive, consisting of a minimum of 10 chapters
and 250-300 pages or more. Format and general requirements for these assignments are explained
below, with all documentation to be completed in the template provided. The book review assignment
should be posted, in it's entirety, by early in the final week of the course, allowing the instructor time to
review all work prior to the end of the course.

1. BIBLIOGRAPHIC ENTRY. The review should include a bibliographic entry done according to APA
format (this information can be placed in this or multiple boxes, and the box expanded to
accommodate user needs. Italicized explanatory information, as part of the template, can/should be
deleted).
2. TOTAL TEXT ABSTRACT. The review should have a single abstract which is approximately 200-
300 words, and which captures the thrust of content and concept, as an overview, provided by the
author of the text (this information can be placed in this or multiple boxes, and the box expanded to
accommodate user needs. Italicized explanatory information, as part of the template, can/should be
deleted).

3. CHAPTER-BY-CHAPTER ABSTRACTS. Each chapter should have a single abstract which is
approximately 100 words, and which captures the thrust of content and concept, as an overview,
provided by the author of the chapter, using a separate box for each chapter (this information can be
placed in this or multiple boxes, and the box expanded/replicated to accommodate user needs.
Italicized explanatory information, as part of the template, can/should be deleted).

4. BIG IDEAS. "BIG" ideas (further developed relative to the total text), pertaining to Lean
Systems/Process Documentation Analysis ideas, are presented. Big ideas are commonly presented
as critiquer responses to to questions they pose relative to the author's views (this information can be
placed in this or multiple boxes, and the box expanded to accommodate user needs. Italicized
explanatory information, as part of the template, can/should be deleted).
5. STRENGTHS. Critiquer should provide the main strengths, relative to Lean Systems/Process
Documentation Analysis ideas, presented in the total text. That is, if you were to rewrite the article,
what would you develop further, and/or expand upon, change to be even stronger, and in what ways--
note that this may or may not be related to big ideas presented as part 4? (this information can be
placed in this or multiple boxes, and the box expanded to accommodate user needs. Italicized
explanatory information, as part of the template, can/should be deleted).
6. WEAKNESSES. Critiquer should provide the main weaknesses, relative to Lean Systems/Process
Documentation Analysis ideas, presented in the total text. That is, if you were to rewrite the text what
would you change, and/or what would you add or delete--and note again that this may or may not be
related to part 4, big ideas? (this information can be placed in this or multiple boxes, and the box
expanded to accommodate user needs. Italicized explanatory information, as part of the template,
can/should be deleted).

7. VALUE ADDED. Critiquer should answer the question, "what is the value added in this text, for
colleagues as we grow the knowledge base, specifically, in Lean Systems/Process Documentation
Analysis, and generally in technology management?" (this information can be placed in this or multiple
boxes, and the box expanded to accommodate user needs. Italicized explanatory information, as part
of the template, can/should be deleted).
8. COMPARISONS TO OTHER TEXTS. Critiquer should answer the question, "what is the
relationship of this text to other related texts, for colleagues as we grow the knowledge base in Lean
Systems/Process Documentation Analysis, and generally in technology management?" (this
information can be placed in this or multiple boxes, and the box expanded to accommodate user
needs. Italicized explanatory information, as part of the template, can/should be deleted).

9. REFLECTIVE SELF ASSESSMENT. All provide a self assessment of their work, as a statement, to
indicate how they think they have done on this assignment. This should include qualitative statements
for improvement, and an overall grade assigned as A, B, C, as well as use of the audit checklist
provided, and so on (this information can be placed in this or multiple boxes, and the box expanded to
accommodate user needs. Italicized explanatory information, as part of the template, can/should be
deleted).

Instructions for Changing Format
To delete rows place/click the cursor on the row desired, go to "edit" pulldown above and come down to delete, select entire
row, and OK.

To add rows place/click the cursor on the row desired, go to "insert" pulldown above and come down to row, and click--the row
will be added above.

To create rows for writing (not restricted by single row/column "excel" format) select row/column area desired; go to "format"
pulldown above and come down to cells; at "text control" select wrap text and merge cells; and then OK.

To expand or shrink an existing row, allowing more lines of text, click on the line of existing text/box and then move the cursor
to the left; at the bottom of the number click and drag.
Team Lean Model Assignment
The team lean model assignment is intended to be done between about mid term and final, although
the assignment can be started before mid term if individuals agree, collectively as a team, and wish to
do so. All persons will work in teams of 4-6. The intent of the assignment is for each team to build a
model system which is the optimal organizational entity required for facilitating lean projects
organizationally. The assignment deliverables are further detailed in segments below, and it is
anticipated that teams will routinely conduct chats, and be fully empowered in all aspects of their work
at this point in the development of the course.

1. GENERAL TEAM DEMOGRAPHICS. Team should include a general worksheet (or multiples)
which details who is on the team, their backgrounds, and their general role in the project. (this
information can be placed in this or multiple boxes, and the box expanded to accommodate user
needs. Italicized explanatory information, as part of the template,can/should be deleted).
2. TOTAL MODEL ABSTRACT. The model should include an abstract of approximately 200-300
words which captures the overall thrust of content and concept, as an overview (this information can
be placed in this or multiple boxes, and the box expanded to accommodate user needs. Italicized
explanatory information, as part of the template, can/should be deleted).

3. ORGANIZATIONAL CONTEXT. The model should be based on a simulated or real organization,
with general context detailed. Typical information included could be number and type of employees;
history and evolution; types of product; locations of facilities; strategic plan; among other elements
which help all to know better why the lean project model is designed as it is (this information can be
placed in this or multiple boxes, and the box expanded to accommodate user needs. Italicized
explanatory information, as part of the template,can/should be deleted).
4. GRAPHICAL DEPICTION, DESCRIPTION OF MAIN COMPONENTS. There should be a graphical
depiction to describe the overall model, and a contextual description of main components articulated
with parts 5 and 6 below. Flow chart is the recommended graphical depiction method, although others
can be used, but all main components' function, and how they relate to the broader model, must be
included, likely as a standard procedure for use (this information can be placed in this or multiple
boxes, and the box expanded to accommodate user needs. Italicized explanatory information, as part
of the template,can/should be deleted).

5. LEAN WORKSHEET CONTINUOUS IMPROVEMENT. As a key element of part 4 above, it is
critical that the mechanics of how lean project systems will be continuously improved, routinely, are
clearly accounted for. Based on all other elements and information provided, it is critical that how the
organization intends to do lean projects, be fully explained, including the management of all systems
for optimal performance based on continuous improvement. This must include demonstration of
substantial improvements on at least one actual worksheet per person on the team and systemic
general procedural improvements by all (this information can be placed in this or multiple boxes, and
the box expanded to accommodate user needs. Italicized explanatory information, as part of the
template,can/should be deleted).

6. GLOBAL TRANSFER AND DEVELOPMENT. As a key element of the model, it is critical that the
mechanics of how lean projects will occur in a global context. Based on all other elements and
information provided, it is critical that how the organization intends to do lean project systems
development, alongside actual projects and other ongoing work, be fully explained, including the
management of all systems for optimal performance (this information can be placed in this or multiple
boxes, and the box expanded to accommodate user needs. Italicized explanatory information, as part
of the template,can/should be deleted).
7. IMPLEMENTATION PLAN. The model should include a plan for implementation, with
rationale/need for such a system, a projected implementation budget, timeline, key performance
measures, training required, and other main features related to launching and sustaining such a
system over time. The implementation plan should also be articulated directly with parts 4, 5 and 6
above, to show how the system will be managed over time, costs after launch to maintain, and
justification for the system in terms of actual payback to the organization (this information can be
placed in this or multiple boxes, and the box expanded to accommodate user needs. Italicized
explanatory information, as part of the template,can/should be deleted).

8. ANNOTATED BIBLIOGRAPHY. The model should include a annotated bibliography completed
according to APA format, and utilizing articles and book reviews completed for the course, as well as
new ideas developed in addition to these (this information can be placed in this or multiple boxes, and
the box expanded to accommodate user needs. Italicized explanatory information, as part of the
template,can/should be deleted).

9. PREPARATION TO PUBLISH. The model assignment should be prepared by the team, in a
separate word document, to be submitted for consideration as a publication in a peer-reviewed
journal. Preparation should include review criteria for the journal (this information can be placed in this
or multiple boxes, and the box expanded to accommodate user needs. Italicized explanatory
information, as part of the template,can/should be deleted).

10. SELF, TEAM ASSESSMENT. All provide a self assessment of their work, as a statement, to
indicate how they think they have done on this assignment. Each also addresses their view on the
team performance, as a statement of the overall work. This should include qualitative statements
related to value added by all, and potential areas for improvement in the actual model, and an overall
grade assigned as A, B, C, use of the audit checklist provided, and so on (this information can be
placed in this or multiple boxes, and the box expanded to accommodate user needs. Italicized
explanatory information, as part of the template,can/should be deleted).
Instructions for Changing Format
To delete rows place/click the cursor on the row desired, go to "edit" pulldown above and come down to delete, select entire
row, and OK.

To add rows place/click the cursor on the row desired, go to "insert" pulldown above and come down to row, and click--the row
will be added above.

To create rows for writing (not restricted by single row/column "excel" format) select row/column area desired; go to "format"
pulldown above and come down to cells; at "text control" select wrap text and merge cells; and then OK.

To expand or shrink an existing row, allowing more lines of text, click on the line of existing text/box and then move the cursor
to the left; at the bottom of the number click and drag.
Audit Checklist, QS 627/727 Fall 2009              ROL Assignment 7 (may be modified for use in other work by teams)
       Person          Lead   Compile   Abstract    Topic   Strength Big Ideas Details   Writing   ChatFind   VA Self   On Time   Format   Assign   COMMENTS/OTHER
                                        Content     Model    Weak              Explain              Assess    Assess                       Points
     Person 1           4        4         4          5        5        4         3         3         4          4         4        4       48
     Person 2                              5          5        5        4         5         5         5          5         5        5       49




Notes/Explanation:
1. Lower value (1-3) connotes that the work requires improvement, and consultation with instructor may be needed.
2. 5 in a column connotes that the work was adequately completed in the category shown for the assignment indicated.
3. If a category has no value, or low value, it would generally indicate that a issue occurred and communication with instructor is advised.
4. Lead and compile value's are done at point of leading in course--these will normally be blank until an individual's turn occurs alphabetically.
5. Most categories are intentionally aligned with assignment rubrics from syllabus--be sure to review these carefully if there are questions.
6. Errors may have occurred for various reasons in instructor observations--may be corrected based on input from participants.
7. Grades can definitely change between now and the end of the course, based on numerous circumstances.
8. The audit checklist is designed primarily for use with ROL assignments but may be used by teams in other work as well.
9. Team leaders for a given assignment merges all individual inputs into one large team assessment for all to review and improve from.
10. Individuals all complete an assessment of their own work, independently, for compilation into the larger assignment.
11. Individuals all complete an assessment of team leaders for the weekly assignment, during week of their leadership.

								
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