Instructions Submit your final presentation. It should be 10 to 12 slides in length, and should represent a compilation of your learning, incorporating all instructor feedback from your three mileston

Instructions Submit your final presentation. It should be 10 to 12 slides in length, and should represent a compilation of your learning, incorporating all instructor feedback from your three mileston
WCM 610 Final Project Guidelines and Rubric Overview For the final project in this course, you will develop an executive summary presentation with speaker notes. Imagine that you are a human resource professional in an organization that is struggling with a conflict regarding a critical strategic project. Leaders in the org anization are looking to you to assess the conflict, determine what the k ey issues are, and recommend an action plan to resolve it. Organizational managers, and especially human resource professionals, need to develop a mindset that sees organiz ational conflict as a naturally occurring, expected event in any organization. Con flict brings attention to “pinch points” in organizations and needs to be perceived as an opportunity for improvement, not as a distraction to the job at hand. This course introduces key concepts of organizational conflict in this context, and provides you with some common industry tools and templates you will use as you se ek to understand the root causes of a conflict and develop action plans to address them . In this project , you will use organizational tools associated with the define, measure, analyze, improve, and control (DMAIC ) process , a Six Sigma problem -solving methodology that many organizations use to solve a variety of issues. By following the rudimentary elements of the DMAIC process , you will define the problem, measure its impact on the organ ization, analyze the issue in order to assess ho w best to resolve it, develop recommendations to improve the situation (propose a solution), and suggest an ongoing process to ensure the proposed solution controls the issue, preventing a flare -up or reoccur rence of the original issue. The project is divided into three milestones , which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in Modules Three , Fiv e, and Seven. The final pr oduct will be submitted in Module Nine. In this assignment, you will demonstrate your mastery of the following course outcomes:  Analyze conflicts involving organizational culture for determining the root causes of dissonance between organizational values and the individual values of its members  Propose data -driven processes that determine critical variables present in conflicts between employees for addressing organizational confl ict situations  Develop evidence -based strategies for addressing future conflicts involving organizational culture  Assess the effectiveness of organizational leadership for informing organizational leaders on how to increase employee engage ment, foster collaboration, and build ef fective teams  Develop appropriate gap -analysis strategies for assessing the congruence of ethical, moral, and legal variables present in conflict situations betwee n employees and organizational values Prompt For your project, you will choose one of the case studies provided —Final Project Case Study One or Final Project Case Study Two —and develop an executive summary presentation with speaker notes and citations based on the case study. In your presentation, you will analyze the case study, determine th e c ause of the conflict, recommend corrective actions to resolve the conflict, and make recommendations to avoid similar conflicts in th e future. Specifically, the following critical elements must be addressed: I. Defining Goals : In this section, you will summarize the desired resolution to the conflict in the case study based on your knowledge of the o rganization’s business goals, customer needs, and the process that needs to improve . A. Construct a problem statement that clearly a rticulates the personnel conflict that has arisen. Be sure to consid er the project scope and future – state goal i n contextualizing the conflict. B. Complete a stakeholder analysis , identifying the key stakeholders that are involved in or affected by t he current situation and future -state goal as articu lated in the problem statement. C. Develop a high -level suppliers, inputs, process, outputs, and customers (SIPOC) process map, identifying the quantitative a nd qualitative variables that are likely to contribute to the conflict. II. Measuring Performance: In this section, you will create a process to gather data on the current situation. A. Propose a process to effectively collect data on the identified variables (from the SIPOC analysis) and appropriately evaluate it. B. Construct an Ishikawa d iagram (fishbone diagram) of the variables that contribute to the conflict, selecting the critical variables that require further analysis. C. Describe the role of these critical variables in developing corrective changes to address the conflict in the problem state ment. III. Analysis: In this section, you will begin to create a picture of what the future state will look like, focusing on the proposed solutio n. A. Determine the root cau ses of the conflict by assessing the variables you identified and the information provided in the case study. B. Construct questions you would ask of the stakeholders (voice of customer ) if this were a live situation to pressure test your initial assessment of the probable root causes . C. Using the “Five Whys” process, c onstruct additional questions you anticipate needing to ask as stakeholder s answer your initial question. IV. Improve: The g oal of this section is to demonstrate that the solutio ns you propose should resolve the organizational conflict in the case study, leading to an improved future state. A. Recommend appropriate corrective actions to address the previously determined root caus es of the conflict. B. Propose quantifiable metrics that could measure progress in implementing the recommended corrective actions. C. Identify potential areas of resistance to the recommended corrective actions, providing recommendat ions to reduce such resistance. D. Assess the effectiveness of various leadership styles on employee engagement and employee empowerment in the case study. E. Determine how an effective team -building process could have prevented some of the issues with the dysfunc tional team in the case study. You might consider team -building models l ike Drexler/Sibbet or Tuckman. F. Recommend effective leadership styles and team -building processes that organizational leadership could use to promote increased employee engagement and foste r collaboratio n moving forward. V. Controls: This section will recommend methods that should help ensure the proposed solution resolves the defined problem now and in the future. A. Describe how you would address ethical, cultural, and legal variables that present challenges when working with team members from different backgrounds and different geographic regions. Support your response with relevant examples. B. Explain how organizational values can be identified, validated, and codified to reduce the po tential for organizational dissonance. C. Develop an appropriate gap -analysis strategy to periodically assess the congruence, or lack thereof, between an organization’s espoused values and its enacted values. Be sure to consider the ethical, cultural, and leg al variables in the development of your gap -analysis strategy. Milestones Milestone One : Defining Goals In Module Three , you will take what you have learned about Define and begin your work on your selected case study , establishing the Define phase of the DMAIC process. This milestone is graded with the Milestone One Rubric. Milestone Two : Measur ing and Analyzing Conflict In Module Five , you will provide the Measure and Analyze phases of the DMAIC process and apply them to your selected case study. You wi ll first measure performance by creating a process to gather data on the current situation and then begin to create a picture of what the futu re state will look like, focusing on the proposed solution. This milestone is graded with the Milestone Two Rubric . Milestone Three : The Improve Phase —The Path to Solving Conflict In Module Seven , you will submit a draft of the Improve phase for your selected case study . It should focus on your Improve recommendations, while also probing those recommendations for unwanted consequences. This milestone is graded with the Milestone Three Rubric. Final Submission : Executive Summary Presentation W ith Speaker Notes In Module Nine , you will submit your final presentation. It should contain your compilation of your learning, incorporating all instructor feedback on your three previous milestones and showcasing the DMAIC process for your selected case study. It should be a complete, polished artifact containing all of the critical elements of the final product. It should reflect the incorporation of feedback gained throughout the course. This submission will be graded using the Final Project Rubric. Deliverables Milestone Deliverable Module Due Grading 1 Defining Goals Three Graded separately; Milestone One Rubric 2 Measuring and Analyzing Conflict Five Graded separately; Milestone Two Rubric 3 The Improve Phase —The Path to Solving Conflict Seven Graded separately; Milestone Three Rubric Final Submission: Executive Summary Presentation W ith Speaker Notes Nine Graded separately; Final Project Rubric Final Project Rubric Guidelines for Submission: Your executive summary presentation should be 10 to 12 slides in length, accompanied by speaker notes. It should be of professional quality . U se APA formatting and citations. Critical Elements Exemplary (100% ) Proficient (90% ) Needs Improvement (70% ) Not Evident (0% ) Value Defining Goals: Problem Statement [WCM -610 -01] Meets “Proficient” criteria and problem statement demonstrates a complex grasp of the personnel conflict and how it relates to the project scope and future -state goal Constructs a problem statement that clearly articulates the personnel conflict that has a risen, consideri ng the project scope and future -state goal in contextualizing the conflict Constructs a problem statement that articulates the personnel conflict that has arisen, consideri ng the project scope and future -state goal in contextualizing the co nflict, but problem statement is cursory, lacks clarity, or contains inaccuracies Does not construct a problem statement that articulates the personnel conflict that has arisen 6.4 Defining Goals: Stakeholder Analysis [WCM -610 -01] Meets “Proficient” crit eria and response demonstrates a sophisticated awareness of who is involved in and affected by the current situation and future goal as articulated in the problem statement Completes a stakeholder analysis, identifying the key stakeholders who are involved in or affected by t he current situation and future -state goal as articulated in the problem statement Completes a stakeholder analysis, identifying stakeholders who are involved or affected by t he current situation and future -state goal, but analysis is c ursory or contains inaccuracies, or stakeholders identified are not relevant given the problem statement Does not complete a stakeholder analysis, identifying the stakeholders who are involved or affected by t he current situation and future -state goal 6.4 Defining Goals: Process Map [WCM -610 -01] Meets “Proficient” criteria and process map demonstrates keen insight into the quantitative and qualitative variables that are likely to contribute to the conflict Develops a high -level SIPOC process map, identify ing the quantitative and qualitative variables that are likely to contribute to the conflict Develops a SIPOC process map, identifying the quantitative and qualitative variables that are likely to contribute to the conflict, but process map is cursory or c ontains inaccuracies Does not develop a SIPOC process map 6.4 Measuring Performance: Identified Variables [WCM -610 -02] Meets “Proficient” criteria and proposed process demonstrates keen insight into how to collect and appropriately evaluate data on identified variables Proposes a process to effectively collect data on the identified variables and appropriately evaluate it Proposes a process to collect and evalua te data on identified variables but proposition is cursory or illogical, collection method is not effective, or evaluation process is not appropriate Does not propose a process to collect and evaluate data on identified variables 6.4 Measuring Performance: Ishikawa Diagram [WCM -610 -02] Meets “Proficient” criteria and critical variables identified demonstrate a sophisticated awareness of the complexities of problem being addressed Constructs an Ishikawa (fishbone) diagram of the variables that contribute to the conflict, selecting critic al variables that require further analysis Constructs an Ishikawa (fishbone) diagram of variables that contribute to the conflict, selecting the variables that require further analysis, but variables selected are not logical or are not critical for further analysis Does not construct an Ishikawa (fishbone) diagram of the variables that contribute to the conflict 6.4 Measuring Performance: Critical Variables [WCM -610 -02] Meets “Proficient” criteria and description makes particularly cogent connections betw een the critical variables and the conflict articulated in the problem statement Describes the role of critical variables in developing corrective changes to address the conflict in the problem statement Describes the role of different variables in develop ing corrective changes to address the co nflict in the problem statement but description is cursory or contains inaccuracies, or variables discussed are not critical to resolving the conflict Does not describe the role of different variables in developing corrective changes to address the conflict in the problem statement 6.4 Analysis: Root Causes of Conflict [WCM -610 -03] Meets “Proficient” cri teria and determined root causes demonstrate keen insight into the complexity of the conflict Determines the root causes of the conflict by assessing the variables identified and the information provided in the case study Determines the root causes of the conflict by assessing the variables identified and the informa tion provided in the case study but determination is cursory or illogical Do es not determine the root causes of the conflict by assessing the variables identified and the information provided in the case study 3.2 Analysis: Questions of the Stakeholders [WCM -610 -03] Meets “Proficient” criteria and questions demonstrate keen insight into the complexi ty of determining the root causes of conflict from stakeholder interviews Constructs questions to ask the stakeholders to pressure test the initial as sessment of probable root causes Constructs questions for stakeholders to pressure test the initial as sessment of probable root causes but questions are cursory or illogical Does not construct questions for stakeholders to pressure test the initial as sessment of probable root cause s 3.2 Analysis: Additional Questions [WCM -610 -03] Meets “Proficient” criteria and questions expertly inte grate information provided and t he “Five Whys” process Uses the “Five Whys” process to construct additional questions that may need to be asked as stakeholders answer initial que stions Constructs additional questions that may need to be asked as stakeholders answer initial que stions but questio ns are illogical or do not use th e “Five Whys” process Does not construct additional questions that may need to be asked as stakeholders an swer initial questions 3.2 Improve: Corrective Actions [WCM -610 -03] Meets “Proficient” criteria and recommended actions demonstrate a sophisticated approach to addressing the causes of the conflict Recommends appropriate corrective actions to address the previously determined root causes of the conflict Recommends corrective actions to address the previously determined root causes of the conflict but recommendation is cursory or corrective actions are not appropriate Does not recommend corrective actions to address the previously determined root causes of the conflict 3.2 Improve: Quantifiable Metrics [WCM -610 -03] Meets “Proficient” criteria a nd proposed metrics demonstrate a nuanced approach to measuring the progress in implementing the recommended corre ctive actions Proposes quantifiable metrics that could measure progress in implementing the recommended corrective actions Proposes metrics that could measure progress in implementing the recommended corrective actions but proposal is cursory or illogical Does not propose metrics that could measure progress in implementing the recommended corrective actions 3.2 Improve: Areas of Resistance [WCM -610 -03] Meets “Proficient” criteria and recommendations demonstrate keen insight into how corrective actions might be resisted Identifies potential areas of resistance to the recommended corrective actions, providing recommendations to reduce such resistance Identifies potential areas of resistance to the recommended corrective actions, providing recommendations to reduce such resistance, but recommendations are cursory or illogical Does not identify potential areas of resistance to the recommended corrective actions 3.2 Improve: Leadership Styles [WCM -610 -04] Meets “Proficient” criteria and assessment demonstrat es a complex grasp of the impacts of leadership styles on employees Assesses the effectiveness of various leadership styles on employee engagement and employee empowerment in the case study Assesses the effectiveness of various leadership styles on employ ee engagement and employee empowerment in the case study but assessment is cursory, illogical, or contains inaccuracies Does not assess the effectiveness of various leadership styles on employee engagement and employee empowerment in the case study 6.4 Improve: Team -Building Process [WCM -610 -04] Meets “Proficient” criteria and determination demonstrates a complex grasp of what makes team -building processes effective Determines how an effective team -building process could have prevented some of the issue s with the dysfunctional team in the case study Determines how a team -building process could have prevented some of the issues with the dysfunctional team in the case study but determination is cursory, contains inaccuracies, or does not describe effective team -building strategies Does not determine how a team – building process could have prevented some of the issues with the dysfunctional team in the case study 6.4 Improve: Effective Leadership and Team Building [WCM -610 -04] Meets “Proficient” criteria and recommendations demonstrate keen insight into what m akes leadership styles and team -building processes effective Recommends effective leadership styles and team – building processes that organizational leadership could use to promote increased employee engagement and foster collaboration moving forward Recommends leadership styles and team -building processes that organizational leadership could use to promote increased employee engagement and foster collaboration moving forward but recommendations are il logical or are not based on effective leadership styles and team -building processes Does not recommend leadership styles and team -building processes that organizational leadership could use to promote increased employee engagement and foster collaboration moving forward 6.4 Controls: Ethical, Cultural, and Legal Variables [WCM -610 -05] Meets “Proficient” criteria and response demonstrates a complex grasp of the potential challenges presented by ethical, cultural , and legal variables when working with team members from different backgrounds and geographic regions Describes method of address ing ethical, cultural, and legal variables that present challenges when working with team members from different backgrounds an d geographic regions and supports response with relevant examples Describes method of address ing ethical, cultural, and legal variables that present challenges when working with team members from different backgrounds and geographic regions and supports re sponse with examples, but description is cursory or contains inaccuracies, or supporting examples are not relevant Does not describe method of address ing ethical, cultural, and legal variables that present challenges when working with team members from dif ferent bac kgrounds and geographic regions 6.4 Controls: Organizational Values [WCM -610 -05] Meets “Proficient” criteria and explanation demonstrates a keen insight into the potential for organizational values to reduce organizational dissonance Explains how organizational values can be identified, validated, and codified to reduce the potential for organizational dissonance Explains how organizational values can be identified, validated, and codified to reduce the potentia l for organizational dissonance but explanation is cursory, illogical, or contains inaccuracies Does not explain how organizational values can be identified, validated, and codified to reduce the potential for organizational dissonance 6.4 Controls: Gap -Analysis Strategy [WCM -610 -05] Meet s “Proficient” criteria and gap -analysis strategy makes especially cogent connections between an organization’s espoused values and its enacted values Develops an appropriate gap – analysis strategy to periodically assess the congruence, or lack thereof , between an organization’s espoused values and its enacted values , considering ethical, cultural, and legal variables in the development of the strategy Develops a gap -analysis strategy to periodically assess the congruence, or lack thereof, between an organization’s espoused values and its enacted values , considering ethical, cultural, and legal variables in the development of the strategy, but strategy is cursory, illogical, or not appropriate Does not develop a gap -analysis strategy to periodically assess the congruence, or lack thereof, between an organization’s espouse d values and its enacted values 6.4 Articulation of Response Submission is free of errors related to citations, grammar, spelling, syntax, and organization and is prese nted in a prof essional and easy -to- read format Submission has no major errors related to citations, grammar, spelling, syntax, or organization Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas 4 Total 100%