Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
changing business environments when problems arise
ROOT CAUSE ANALYSIS
Root Cause Analysis
Root-cause analysis is gaining significance in the globally changing business environment since problems arise
necessitating for more sophisticated techniques of handling and solving them. Andersen and Fagerhaug
(2013), argue that it is an approach that enables business owners to respond to the question of why a problem
occurred, identifying the origin of a problem following a set of stages with tools connected to it. It is used to
look for the initial cause of the problem. From competition to customer satisfaction challenges, to the quality of
goods and services provided; organizations and enterprises are obliged to be innovative incessantly.
One of the tools I would use is the five why’s since it is useful in any problem-solving procedure. Mostly, it is
employed in the analysis stage as an analytical tool. It is a simple tool that allows one to get to the bottom of
the problem and it is inherently subjective by nature and requires to be backed up by both qualitative and
quantitative analysis. Also, it needs that after the discovery of the cause of a problem that the results from
quantitative and qualitative data are fed into the resolution development. Moreover, it employs a question-
asking technique to sightsee the cause-effect association causing the problem. In essence, the problem solver
repetitively asks “why” in anticipation of a significant inference being arrived at. Usually, at least five questions
ought to be asked. The Five Why’s begins with a statement that needs to be understood and then followed by
asking whether the account is valid. It is then trailed by asking why the report is accurate continuously until
there is no other answer to the question. The fifth number is when one has already identified the cause of the
problem. While some problems’ causes can be defined in the first four stages, there are some that go even
beyond the fifth extra question if the actual causative is yet to be well-known instead of just resolving for an
Another tool that I would use is the cause-effect that has other terms such as the Fishbone, Fishikawa,
Ishikawa, and Herringbone. Here, the different causes are categorized into groups using pointers in the diagram
showing how the causes move towards the unconventionality. These classes are not distinct, but respective
groups consist of apparatus, approaches, dimensions, resources, surroundings, and persons. Basically, this tool
is a causal procedure and strives for understanding the likely reasons by querying interrogations like “what
happened in reality,” “at that time,” “wherever,” “why,” “in what way,” and “so what” till a conceivable reason is acknowledged, and the outcome and implication is scrutinized for each group.
I would employ the five why’s when addressing a problem to do with daily sales if there are reduced sales than
other times. This way, I will be able to determine what happened and reach a conclusion on the bottom of the
In another scenario, I would employ cause-effect tool if the customers are complaining about the quality of services rendered to them since it would enable me to sightsee all the possible causes of the complaint before
settling at any resolution. This will also help in eradicating the problem of poor quality of services entirely and primarily without recurring.
In my final paper, I would consider using the cause-effect analysis tool due to its full usage. It combines other
analysis tools with it bringing out the best resolution. Furthermore, it integrates thinking with a kind of thoughts
diagram driving one to think through all potential origins of a problem, instead of those that are utmost
Andersen, B., & Fagerhaug, T. (2013). ASQ pocket guide to root cause analysis.
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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