16593966 Stage II Dialogue Board
 
Privately Practicing Skill-Sets: The haracter o! "eadershi# $ay %&' %(15
B)D$3&(-15(%B-(3: *uality $anage+entPro!essor ,onald BeachStage II Dialogue BoardPrivately Practicing Skill-Sets: haracter o! "eadershi#olorado Technical niversity .nline.o#aydo ,oinsin$ay %&' %(15$y dialogue enco+#asses a sel!- assess+ent o! +y o/n #ersonal e0#eriences in regards to uality i+#rove+ent #lat!or+s2 The assess+ent is centered on a docu+ent !iling dile++a /ithin +y #ersonal co+#uters docu+ent !iles2 ) cou#le o! +onths ago I noticed that +y co+#uter docu+ent !iles indicated an inconsistency in the #rocess o! na+ing and saving the docu+ents2 The greater #ortions o! the !iles /ere started in 4eruary %(13 thru Se#te+er %(13' and they all #ertained to olorado Technical niversity .nline #hase assign+ents !or all o! the class /ork !ro+ that ti+e2 $y e!!orts /ere centered
on decreasing my cost in the form of time management while eliminating future rework
o! na+ing and saving the !iles2 To acco+#lish this' I had to create a !ile na+e deter+ined y ty#e o! classi!ication o! the class and decide ho/ I /ould continue
with the consistency
 o! the na+e and !or+atting o! the !ile2 lassi!ying the !ile reuired that read' understand' and use the in!or+ation !ound in $Ss saving !iles in di!!erent !or+ats2 .nce I egan #racticing and eca+e cohesive /ith the $S !or+atting instructions' +y docu+ent !iles develo#ed a de!inite consistency in a##earance and they eca+e easier to recogni7e and retrieve' i! reuired !or !urther8!uture use2 ell currently' at least the docu+ent !ileis relialy entered into the syste+-I a+ still trying to create and #rovide i+#roved' de#endale' re#utale and reusale class /ork !iles2 o/ +y docu+ent !iles can tolerate and #ass the scrutiny or analysis o! a #ro!essional digital docu+ent !ile +anager2 )dditionally' I have i+#roved +y student status and8or character and #ersonal organi7ational crediility /hile I a+ still #racticing /ith !or+atting the docu+ent !iles; I a+ also #racticing the !older syste+ /hich is also a relatively ne/ digital !iling techniue !or +e that /ill assist in the sharing !iles /hen a##ro#riate or reuired2 $y docu+ent !iles are attaining a de!inite trans!or+ation in organi7ation/hich should also !acilitate +y ailities !or co+#etitiveness a+ong students /hen de+onstratingour individual educational skill sets to the educated s#ectator <Beach' %(15' $ay %=>2
Solutions leading to All-Inclusive Total Qualitative Management Strategic Perspectives
To understand the signi!icance o! total uality +anage+ent' I agree /ith the engage "earning eBook authors state+ent that ?researching and revie/ing the history o! is uality +anage+ent is de!initely reuired@' #articularly in vie/ o! the !act that I a+ Aust otaining any
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16593966 Stage II Dialogue Board
 
Privately Practicing Skill-Sets: The haracter o! "eadershi# $ay %&' %(15
kno/ledge o! the *ualitative $anage+ent Strategy to#ic during the #revious 1 +onths2 ) it o! convincing details concerning the srcin o!
modern quality assurance
 +ethodologies is their srcinating et/een the 1%
th
 and 3rd centuries B22 during the ancient hinese dynasty2 hen creating s#eci!ications' individual national divisions /ere asse+led and #rovided accountaility!or:
$anu!acture8construction' recorded stock' and +erchandise allocation o! un-+anu!actured +aterials currently kno/n as the su##ly chain +anage+ent
)sse+ly' invention8creation and constructing
Pre#are and #er!or+ance o! ualitative #rinci#les and8or values
Su#ervised $anagerially and e0a+ination or going over <engage "earning' %(13>ntil Aust recently' I have learned that o! the eight various techniues and +ethodologies co+#rising the evolution o! total uality +anage+ent' +aAor all-inclusive strategies !or the nited States is the $alcol+ Baldrige ational *uality )/ard- the +a0i+u+ gratuitous identi!ication !or #er!or+ing e0cellently' the intercontinental IS. 9((( uali!ications  #rocedures- and the no/ 115 year old De+ing #hiloso#hical #rogra+ <engage "earning' %(13>2
Reasons for failing qualitative measures or strategies
 The ualitative +easures that I a##lied in restructuring +y #ersonal co+#uters docu+ent !iles did not !ail' /ell so !ar the +ethodology is +aintained regardless to the co+#uters on8o!! activity2 In an atte+#t o! re#lying to the uestion' and estalished !ro+ reading the discussion  oard #ostings o! other students' !ailure o! uality +easures are occurring due to the !ollo/ing: Insu!!icient +orale encourage+ent /ithin the /ork#lace The inaility to tea+ /ork as a grou#
C0cessive +anagerial concerns !or co+#lying and8or eualing or alancing /ith co+#any uotas and uali!ying on various ins#ections
$anage+ents non-co+#liancy /ith cor#orate #olicy
Insu!!icient co++unication throughout the cor#orations hierarchy
.solete *ualitative Initiatives or enter#rising #lans8#roAects<T. Discussion Board' %(15' $ay %&>
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16593966 Stage II Dialogue Board
 
Privately Practicing Skill-Sets: The haracter o! "eadershi# $ay %&' %(15
,esourcesBeach' ,2 <%(15' $ay %=>2
 BADM, Live Chat 2.
Instructor !ile' &E2 Docu+ented at B)D$3&(-15(%B-(3: *uality $anage+ent2as#0Datedocu+ented$ay%&2engage "earning2 <%(13>2
uality ! "erformance e#cellence
' <&th Cd #2#2 9-11' %=>2 Docu+ented !ro+ olorado Technical niversity2as#0Datedocu+ented$ay%&2ToenAes' 2 <%(15' $ay %6>2
uality management "rograms
 
Discussion Board #ostE2 Docu+ented !ro+ olorado Technical niversity Firtual a+#us B)D$ 3&(:15(%B-(3 2as#0Datedocu+ented$ay%&2
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