PFuller Portfolio

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MY PORTFOLIO DEMONSTRATING ACHIEVEMENT OF
INSTITUTIONAL OUTCOMES THROUGH SUCCESSFUL COMPLETION
OF THE [BUSINESS QUALITY MANAGEMENT]
Submitted By
Phillip C. Fuller
Southwestern College
2015

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Title Page...............................................................................................................................1
Introduction ...........................................................................................................................3
Institutional Outcome: Critical Thinking ..................................................................................6
Artifacts.............................................................................................................................6
Reflection of Outcome ...................................................................................................6
Experiential Learning and Future Learning Goals:.....................................................10
Institutional Outcome: Ethical Reasoning............................................................................... 12
Artifacts...........................................................................................................................12
Reflection of Outcome ......................................................................................................12
Institutional Outcome: Leadership ......................................................................................... 16
Artifacts...........................................................................................................................16
Reflection of Outcome .................................................................................................16
Institutional Outcome: Communication.................................................................................. 20
Artifacts...........................................................................................................................20
Institutional Outcome: Career Preparation.............................................................................. 23
Artifacts...........................................................................................................................23
Experiential Learning and Future Learning Goals......................................................30

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INTRODUCTION
My name is Philip Fuller, a Senior Technical Support Engineer for Raytheon
Company, holding an active role in the Patriot Missile Support Center (PMSC) by
managing support processes and engineering change review and approval, performing
facility auditing with regards to product, process and personnel; as well as being identified
as a quality trainer to provide required training to workforces within the program in a global
setting. I have been around Patriot air defense just shy of 20 years. Within that time I have
gained knowledge and expertise through formal training, hands-on experience and
mentoring. The entire time has been a continuous evolution to where I have landed now.
My previous experiences range from operating and maintaining a missile launcher and
leading subordinates to satisfy standard requirements. From being a veteran of the Unites
States Army, of seven years, I’ve grew into having a technical career in actually installing
upgrades on Patriot missiles in different countries; following on to representing the United
States government to foreign allies by leading multiple training efforts in support of
product assurance plans and initializing a facility for production and recertification.
Moving away from the typical experience, there is an education that backs up the
experience presented. In 2013 I achieved and Associates degree of Applied Science in
Electronics and Computer Technology from DeVry University. Enduring the rigorous
format, while stateside and overseas, and content of the electronics course provided me
system theory approach in regards to electronics, processors, computers, programming and
various language. As learning is continual, the required assessments lead me to where my
last education venture, business quality management.

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Through varying assessments and stepping back to examine myself as a
professional and listening to my peers, I discovered the right fit for my strengths lead to a
profession in quality. Considering that I did not have the definitive background in quality,
education became an issue; however, the level of education required had to meet the
demand of international travel and a full time work schedule. After much research and
comparison, Southwestern College Professional Studies (SCPS) provided the quality
curriculum combined with the desired management skillset along with the required
mobility.
Moving to the current state, I am nearing completion of my Bachelors of Science
degree from Southwestern College. In retrospect, the skills and concepts engrained from
the SCPS has given clarity to examine processes and products beyond the immediate
personal reaction. The immediate reflection are the principles presented in SCPS’ Business
Quality Management (BQM) course 301. Within BQM 301, the foundation for quality was
revealed and the pioneers of the quality as to what is means today; and how to implement,
or even attain certification with , governing bodies of quality such as International
Standards Organization (ISO) and the American Society for Quality (ASQ) and the
benefits associate with having those associations.
Looking deeper at the concepts that have been brought forward is today’s current
collaborative workforces and how to not just manage them but how to cope being a part of
the mobile workforce as I currently am. Adding to the concepts that may not fit the bill of
typical quality was marketing. Within the demanding requirements of SCPS’ marketing
curriculum I’ve been able to develop a product, identify the market for that product,
develop a marketing plan and high level logistics to support the process, product and

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company. Highlighting on the how manage projects, SCPS’ project management has
provided the skillset to examine an end result, couple with some creative reverse type
planning, and create individual stages , or work breakdown structures, to get the job done
on time and within budget. To complete the explanation of skills retrieved from SCPS,
there is Six Sigma. Using the principles provided within the courses I’ve been able to lead
a brainstorming session and present a project that will LEAN a processes, identify root
causes, control the process, increase customer satisfaction and ultimately save the support
center over $100k over a three year span through the use of the tools and ideals presented
from SCPS.
Looking into the future and considering the experience, skillsets, strengths and
education I have gained, I have determined that I will be a quality manager. My LinkedIn
profile header indicates: “because inflight missile repair is not an option”; the devil is in
the details and it’s my duty to find him. Some of those additional steps may include: a Six
Sigma Green Belt will have be achieved to convey to prospective employers that I have
proved how to examine, improve, control and use a data driven approach to change. I will
pursue a certificate in Earned Value Management (EVM) which will prove that I can
accurately and systematically manage a project and use the evaluation data to estimate
future work and capabilities.
With this portfolio I will confirm my accomplishments at Southwestern College
and demonstrate that I have met the institutional outcomes; inclusive to: critical thinking,
ethical reasoning, leadership, communication and career preparation. The institutional
outcomes will be supported by completed course work with a narrative explanation of
concepts and theories gained from the coursework and future learning possibilities.

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INSTITUTIONAL OUTCOME: CRITICAL THINKING
Artifacts
OMGT 422 Personal
Decision
BQM 444 Post
Project Evaluation
BQM 301 Conflict &
Resolution
Reflection of Outcome
Within the major classes required for Southwestern College’s Business Quality
Management (BQM) program there are building blocks that support institutional outcomes.
In this particular instance the outcome is critical thinking. Examining the core courses,
there is not a single one that develops the skill of critical thinking. Each course has
independently sharpened and honed my ability to look a situation, or scenario and surely
look at the issues being presented, consider all the influences that are associated with it and
make a decision. There were varying individual inputs that referenced different aspects of
managing processes and people. A particular highpoint is this program has persuaded me
to look at situations and the people aspect to get perspective prior to making a decision.
Other critical scenarios that were engrained is the use of decision making tools, such as
flow charts and decisions trees. Not to be overlooked, which could be one of the most
important concepts, is the cause and effect. Having an understanding of how a decision
creates a ripple, or trickle, effect to more than just the immediate item.
Re-enforcing the building block approach previously mentioned, the critical
thinking skill obtained from this degree has instilled a very detailed concertation prior to
executing. Take for instance the writing of a paper in very specific formats. Prior to sitting
down to actually write, there is a process that has to be followed. Within that writing
process there is much to think of, analyze the weighted the value of information, the

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validity of the source and the order or presentation to support the ideals. Further support of
the outcome being critical to the degree, there is planning that is required to effectively
complete projects. Therein the project completion the skill to look at an end result; backup
each task to create individual Work Breakdown Structures (WBS). Those WBS’s are
completed either sequential or concurrently; depending on the tasks and personnel required
to complete the work. Critical thinking was also applied in managerial accounting to
calculate all outlying costs of a product and determine the sell price and deduct other taxes
and depreciation of equipment. All of those outlying cost are a piece of the actual cost the
products. It is imperative to examine all the information to make the right decision; in this
case if the wrong sale price is assigned, the company will fail. Lastly, effective marketing
of a product to ensure success. If the marketing plan is not sound there will be failure. The
best way to ensure success is to examine all relevant data, such as product, target audience
competition products and price, and the results of a strategic market test.
Reference the Personal Decision artifact from Southwestern College’s managerial
accounting OMGT422. The artifact in question is a personal essay. Within that artifact,
there is a detailed explanation on processes to make a decision. In this particular instance,
the decision was a personal decision. There are many tools to use when making a decision.
The artifact presented displays how I’ve been able to look beyond just a common want and
-ensured the outcome would fit the need. The personal decision artifact shows the
methodical process of deciding to accept a job or decline the offer. Being geographically
separated from any type of family, of course I wanted to uproot my family at the first
chance I could get. However, using the skills that were embedded in the BQM program, I
actually made a bit of a decision tool. While it was not the typical graphic tool, the

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fundamentals were still present. From the individual results of the required process
questions, they all pointed to accept the position. Needless to say, I used the tools and skills
to make a personal decision that directly affected my family and me.
Moving forward to artifact Post Project Evaluation from Southwestern’s BQM444
Project Management. Inside this artifact, there’s an argument to support the post review
and ignore it. However, within this artifact, I’ve learned how critical thinking is just as
important when looking back as it is prior to and during a process. Considering a major
portion of quality is to continually improve and educate the workforce, it is imperative to
conduct a post review. Being able to look back at the project and measure each individual
process against the WBS and the cost, we can analyze the defects that will assist in future
planning or bidding contracts. The bottom dollar comes into account. Using the post project
review lessons learned can be used as a shortfall prevention tool when making decisions
on the next attempt. I’ve benefited from this artifact by understanding that the critical
thinking can, and should be applied, even after a project is complete. The old saying of
hind sight is 20/20 can still ring true, but in this aspect it is more of a learning tool of what
went right with the plan, process, and people.
Proceeding to the final artifact, Conflict and Resolution, from Southwestern’s
Business Quality Management BQM301. From this artifact, I’ve learned that a manager
must be aware of items beyond cost, production schedules and pass to defect ratio; the
human factor must be considered. The skill of critical thinking, in this aspect, moves to the
conflict that can and will happen in the workplace. Using the critical thinking skill in this
situation requires a person or manager examine the type of workplace and workforce they
wish to have. With that said, the manager has to create policy that is fair, balanced and

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meets regulatory guidelines. Conflict management should start with conflict prevention by
having policies and procedures in place to govern the behavior that is expected of the
professional. Not only to focus on the conflict itself, there also to be a culture created that
not only provides punitive guidance, but also allows for a reward system that is equally
fair. While some may think this concept applies more for ethics or leadership, it takes a
deeper concentration to create the rules than follow them.
In an attempt to finalize the reflection of the outcome, it again becomes difficult to
narrow the achievement to a single course. While the BQM301 course provided the basis
for me to understand how quality came about and what industry requirements are, it also
provided me the perspective to understand what cultures are conducive for optimal output.
Through the use of case studies and varying scenarios I have gained and applied
the understanding involved in critical thinking. This claim is substantiated by the level of
detail that is required to implement a complete marketing plan that includes research,
competitors, advertising and target market selection with a test market plan. Going beyond
the academic portion, I have used the critical thinking skills to create new procedures with
limited information and the system to be used was sight unseen. With minimal, and vague,
information I completed a proper operations procedure with regards to safety, people and
machine. The procedure has since been verified by the country and accepted. Lastly, I have
been able to lead a cross functional team through brainstorming session to keep the meeting
focused to actual possible root causes vice excuses; in order to address or create a root
cause corrective action plan.

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Experiential Learning and Future Learning Goals:
Moving away from strictly the educational setting, I use the critical thinking skill
embedded in the BQM program daily. My current occupation requires me to manage
process change. While the initial change request may appear to be virtually harmless, or
even simplistic, the certified process and regulatory requirements from CMMI have to be
met; inclusive to documented acceptance or tracking of configuration changes. When
administering a change, the request has to be fully investigated to foresee the potential
ripple effects of tooling, test equipment and other items that are affected by the single
change. If the request passes safety requirements, I further verify the change that affects
two to six facilities are examined thoroughly and unique items are handled accordingly. To
highlight one single change request, I brought to the attention of test engineers the newly
selected equipment did not meet the Army safety power requirements for explosive
environments. Using critical thinking in that particular instance had to possibility of saving
lives.
One of my future learning goals for critical thinking is to obtain a level II Raytheon
Mission Assurance (MA) certification before November 2016. The course curriculum is
extremely lengthy and will be balanced with full time work and international travel. As
with many things that are quality related, there is a great deal of critical thinking or
analyzing that happens. This particular MA course will provide skills and other knowledge
to make determinations about products or processes. The decisions can resemble
conformance, supplier trends and first article inspections when accepting the first run of
material or assets. This certification will remain in line with not just Southwestern’s critical
thinking institutional outcome, but also the depths of quality. Also included in the

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curriculum is Statistical Process Control (SPC) and quality in operations. Achieving this
qualification will also remain in focus for the Earned Value Management (EVM)
certification I desire; which some of the foundation courses are actually EVM courses.
Following through with future learning, I want to obtain a level III MA certification
in Supplier Quality Engineer (Supplier QE) by November 2017. The Supplier QE looks
beyond the product output. He/she/me will examine the inputs of the process from the start.
The Supplier QE analyzes the suppliers, quality control and policy in operations, the
processes suppliers use and product and process performance measurement reporting from
suppliers. All of the data will be analyzed to determine if the existing supplier, or a new
supplier will be identified as an Authorized Qualified Supplier (AQS); and vendor that is
selected based on product performance and reliability. From that point forward, the
Supplier QE can also perform oversight of the supplier of even processes to ensure the
product is certified to the contractual agreements. Bottom line, the Supplier QEensures the
product and process compliant of hardware, software, and services at a supplier's or
subcontractor's facility prior to use by Raytheon.

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INSTITUTIONAL OUTCOME: ETHICAL REASONING
Artifacts
BQM 301 Avionics
Future Planning
BQM 320
Leadership & Diversity
BQM 301 Process
Lockout
Ethics come in many different forms; albeit either towards human conduct or
professional ethics or even personal decisions. When one has to make a decision either
personal or professional, there has to be some sort of check in place to ensure the decision
is the right thing to do without a violation to people or even a decision that was made out
of an emotional heat or pleasantry. Going through the diverse program at Southwestern
College’s business quality management program, I have been exposed to several different
scenarios or probing queries to understand how I would make a decision or how companies
would make decisions.
Examine the first artifact presented from BQM 301Business Quality Management
course, Avionics Future Planning. Within that particular artifact the CEO of the company
Trans-Tech noticed a changing trend in the avionics industry. Instead of struggling through
the changes, certain actions were taken to meet the demands of the future and sustain the
company for years to come. When considering how this particular artifact resembles an
ethical reasoning, understand the CEO took action on trends in the industry. The actions
the CEO took supported the people. While there was changes to happen, the professional
measures taken were data driven. Thus, ethical considerations against personnel were
virtually eliminated. The choices were not based on any discriminatory factors inclusive to
age, sex, ethnicity or even the tenure a person had with the company.

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Transitioning to artifact two, Leadership & Diversity also a requirement from
Southwestern College’s BQM 320 Organizational Leadership, displays principles on how
to approach a processes and products that are performed in different countries and cultures.
With these items being identified virtually eclipse some other issues that are underlying
the process. The local communities have different traditions, rules and norms. Being in a
globally different location, there’s a highly different approach to some items. Focus on
social responsibility becomes a factor. Globalization has forced companies to be more
attentive the changed demographics and cultures of the outlying stakeholders and the
values in which the generational and geographic differences hold. When crossing cultural
lines it is critical to have a meeting to express the clear desires and results expected from
both parties; also gain the full understanding of the culture that is being represented, not
letting basic human rights to be violated under the mask of the culture differences. As a
manger or representative of the company, it is imperative to be aware and supportive of
those norms while balancing the ethics of the company and those applicable laws in the
home land base of the company.
Moving forward to the final artifact presented Process Lockout; another
requirement from BQM 301Business Quality Management course. Within the artifact the
focus is strategic planning, vision and implementing necessary changes. Throughout the
process of attempting to put the company back on track, the managers and executives used
a neutral party consulting firm and overlooked most, if not all, of their employees and
middle managers. One may ask again how these actions fall into ethical reasoning. All
decisions were analyzed and made in a professional way without regards to persona
preference. To highlight another factor the environment used was also off site and neutral.

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Why is this approach relevant? Being a manger, decisions will have to be made that may
not be in the best personal interest of those being affected. However, there is a greater need
for the company to make that change. Removing the personal influences to the decision
making process allowing the processes to take shape and make adjustments as needed.
Currently, I am using an ethical approach to customer request and facility visit
efforts. Examining the customer request processing and much of the actions that happen
undocumented, I have pushed to have a standard system in place to address the request
with the proper coding and level of effort. It seemed the customer that expressed the most
urgency got their request answered ahead of others. This type of actions shows favoritism
without just cause.
It is without doubt that I have gained the skills and knowledge required to meet the
institutional outcome of ethical reasoning. This outcome was achieved through case
studies, scenario review, in real time skill use and group leadership. I have gained the
viewpoint to incorporate the followers and peers to have an equal share in an environment
or typical situations. Furthermore, I have also understood that ethics goes beyond the
typical civil suite type actions and incorporates corporate and social responsibilities;
particularly in a global market or physically in a new country. A manager has to be sensitive
to the local cultures and balance the local norms while not violating the laws of the home
country.

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Future learning goals will be environmentally dependent. While it is understood
that human rights violations are not acceptable, the professional ethics will come into
consideration. While there are many various codes of conduct based on professional
discipline, at this time the ethics, beyond the basic human interaction and other general
understood, will depend on the company policy. My goal for those particular situations are
to become well versed in the policies, the language that is used, and the potential situations
where the possible violations could occur. For instance, being an exempt employee and in
a travel status, I am not allowed to charge the contract more time that my normal tour of
duty; even if total travel time is 14 hours. Charging actual travel time is an absolute ethical
violation to the company; and could insist on disciplinary action.
Additional learning opportunities stem from the numerous demands from the US
State Department to thoroughly document any and all items that are considered to be
technical data prior to exporting to or importing from a foreign country. Stemming from
that requirement, I will learn what my role is in the export and import transactions and how
policy is changed and implemented. Understanding the import and export can assist in
preventing unauthorized exports or imports and retaining the corporate trust and
responsibility. With the regulations being monitored and updated regularly, the end date
for this particular goal is not feasible as the subject is dynamic. I will, however, remain
vigilant on the requirements and prohibitions.

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INSTITUTIONAL OUTCOME: LEADERSHIP
Artifacts
BQM 320
Generation X Leaders
BQM 444 THAAD
Failure & Recovery
BQM 310 Global
Program Managing
Leadership comes in many different styles. Going through the many different
course in the Business Quality Management curriculum at Southwestern College I have
been exposed to many different leadership perspectives and approaches. These perspective
and attributes have been effectively used in my professional ventures. Having early
exposure to leadership roles and other attributes in my military career has laid a foundation
for being a leader. However, the refinement has happened through Southwestern College’s
high quality management program. In order to convey some or the attributes presented, I
will provide some of the artifacts I’ve submitted for various requirements.
The first artifact to consider is the Generation X Leaders. This artifact was required
in Southwestern College’s BQM 320 Organizational Leadership. The ideals that are being
presented is to highlight how the members of the Generation X (Gen X) have been exposed
to certain environmental and social struggles and how they’ve now grown into being the
managers and leaders. The changes in the socio-economic culture had Gen X change the
view and planning phases from long term to more short-term approaches. The barriers that
are presented to the Gen X has required an approach that differs from the norm; more
opportunities and impacts are done through non-profit organizations, allowing growth and
change to meet the needs of the desired change, they made their own opportunities. The

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overall force that the power of change and reckoning that Gen X has is forcing lawmakers
to notice make laws that address the winds of change. As a manger of personnel, it is
important to understand a person’s background. While the artifact is conveying how the
Gen X members have used opportunity over loyalty, it is important to use this type of
information to establish some sort of employee appreciation; accompanied with a definitive
professional development program.
Transition artifact two, THAAD Failure & Recovery the final submission for BQM
444 Project Management. Within the document the path traveled from bidding a project to
failure to auditing to corrective actions taken. The largest outcome that stands out in this
artifact is how the leadership of the contractor, Lockheed, accepted the failures in
scheduling and performance. Looking beyond those failures, a collaboration and cost plus
approach was accepted and implemented by Lockheed and the US Army. The focus went
to the product and the leadership from both organizations to ensure success of a product to
provide the necessary protection outcomes. Leaders implemented new testing, allocated
different personnel for success. The bottom line from the artifact is the leadership of
Lockheed accepted responsibility of the failures and lack of testing. Those are tough things
to admit as a leader, accepting responsibility for failure; yet to learn from it brands future
success.
To complete the leadership outcome review, I bring attention to the final artifact,
Global Program Managing. Within this artifact, there are multiple organizations working
in parallel to accomplish a common goal. The ideals that are taken away from this artifact
brings attention to the capabilities and capacitates that are available to attain a common
mission. This artifact brings attention that even though geographically separated, the

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individual functions can still work. Examining the artifact, take notice the missions are the
same in multiple facilities, yet each one answers to the same higher command. What did I
take away from this? Simply put, if there is a definitive structure to management process
and effective communication is in place, the higher command can remain confident the
mission will be done to standard without a sacrifice to quality. The skills retained from the
BQM program relative to leadership include understanding team dynamics and how to
implement decisions with a full understanding on how people experience different stages
with change. These dynamics can range from physical location, to age or generational gaps
and the type of social networks that may or can be embedded into the workforces. Not to
overlook the negative, an approach to managing conflict with prevention and ways to
change to culture through policy implementation; that can include specific
incentive/punitive programs or even other work life balance programs.
The specific skills were demonstrated in the academic environment through
multiple scenario and case studies; also I’ve created project plans for teams that are
geographically separated. Lastly, I’ve taken the lead role in the group projects within
SCPS. Regarding he group project lead role, I noticed none of my classmates showed
initiative to take action. From that point I solicited concurrence the topic. From concurrence
I assigned roles and responsibilities to all team members, myself included, while keeping
the senior executive, Professor Chaffin, informed. Furthermore, I created a schedule for
each milestone to be submitted by; with consideration given to team members’ location
and time zone. Expecting a margin of error, the deadlines were assigned with a pad to allow
review and revision prior to submission.

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Leadership is a broad category. Currently there are multiple positions that are titled
as managers, leaders and supervisors. Virtually all of those types of positions have their
own individual requirements based on the discipline; from change manger, to quality
manger to project manager. Currently my future learning goals are more focused on value.
Being in a junior management graded position, the near term future learning goal for me is
Earned Value Management (EVM). The driving factor in desiring this certification is to
see the value of work being performed, how my current and possibly future company views
and calculates the performance. Having achieved that certification will provide me with
the capabilities to effectively bid work to be performed; ensuring the amount is not under
bid or over bid confirming acceptable corporate growth. The anticipated completion date
form the EVM certification is expected to be within calendar year 2019.
The following leadership consideration Project Management certification.
Knowledge that is provided from this particular objective include traits to see the end
project and how to collaborate with functional managers to obtain buy-in to start a project
underway. From that point forward, the progress is mostly in an upwards trend; unless there
are other indicators stating otherwise. Furthermore, from the skillsets that are included
within this particular certification include a process management more so than people;
however, that is not overlook that the project manager is responsible for the project team
that is the main personnel to implement the project. If this PM certification will be obtained,
the end date for completion is December 2019.

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INSTITUTIONAL OUTCOME: COMMUNICATION
Artifacts
BQM 301
Automotive
BSAD 394 Martin
Guitar Case Study
BQM 444 Balancing
Teams and Technologies
Being a college student at Southwestern College, one institutional outcome that is
consistent with all of the required classes is communication. Rather the skill be APA
formatting, grammar structure or even the typical punctuation. A cumulative skill, effective
communication is key in the educational setting and the professional setting. To support
the institutional outcome of communication, artifacts will be presented to display the skills
and how they are used in certain types of scenarios and other situations.
BQM 301 Automotive is a simplistic representation of how the automobile industry
had evolved. Not to overlook the information that was presented and documented within
this artifact, there has been a continual evolution of the automobile industry. In this
particular artifact the evolution has been clearly documented in the various changes that
simplistically start from invention creation to modernization of not just the automobile;
with also the process in assembling the product.
Artifact BSAD 394, marketing, is a detailed analysis on the C.F. Martin Guitar
Company. The considerations that were evaluate within this project included, people,
environment, adaptability and the corporate commitment to the workforce. This effort was
a collaborative group project; with each team member contributing to the success of the
project. From this project we’ve communicated, in explicate detail, how the company has

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transitioned from making the typical 6-string guitar through varying models of strings
instruments that appeared to be dependent upon workforce availability and global
influences and conditions. Adaptability has been one of the key successes in the C.F.
Martin Company’s history. To examine further, the team conveyed how quality approaches
were used to identify areas that required multiple iterations of rework, this example and
implemented corrective action was displayed with the presentation to include automated
processes for the polishing of the guitar.
Transitioning to the final artifact, BQM 4444 Balancing Teams and technologies.
From this artifact, I’ve communicated how through evolution the types of teams have
moved to more a non-traditional facet; understanding that work teams are not always
located in the same location at the same time. Within the artifact there were multiple
considerations to the multiple possible environments the displaced or remote employees
could be placed in; without losing sight of the individual mental barriers they may
encounter with possible alternatives that could mitigate the barriers. To provide a short
recap of the artifact, the intent is to identify and mitigate risks associated with having
displaced employees within an organization.
At the present time I have used all of the skills and traits that are expected to support
the outcome of communication through effective use of varying methods of
communication with regards provided to the audience that would be on the receiving end
of the transmitted message. Application and consideration was also given to the type of
message and essentially the content that was embedded into the message. For example, the
artifact provided for from the marketing class had multiple technologies that were
embedded into the presentation to capture the intended audiences’ attention.

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To reaffirm the skills that are expected to be presented or mastered from this
particular outcome, I have used various methods and technologies to reach out to an
intended audience to transmit a specific message; with methods including the typical
research papers and presentations. Using a detailed approach to transmission, I have
examined the message to great detail with heavy consideration being given to the audience
that is intended to receive the message, and from that point forward the broadcast type was
determined. Examining my current use of the skill set, I have placed an emphasis on the
audience that is intended to receive the message more than the message itself. For instance,
my current audience is a technical writer with limited experience in the actual process and
parts. Understanding that, I have been able to cater the message to the audience in a format
that is easily understood by all parties involved; increasing the effectiveness of the
communication and the process.
My future learning goals for this particular institutional outcome is focused more
towards the use of associated software. Considering the typical software is capable of doing
some amazing things to visualize messages, provide a standard template or even provide
the operating procedures with embedded flash files to provide the real examples; the list is
virtually endless. However, my knowledge on how to effective use these capabilities is
limited. Under normal circumstance I use the Adobe Acrobat Pro in a limited capacity. I
intend to use the help feature and various other external assistances more effective use for
standardizing documents for publishing in our community.

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To caveat another potential opportunity is the use of XML applications. Currently,
there is a direct correlation to the Adobe books that are reviewed for final and implemented;
yet, the process behind the scenes is written with XML. Learning how XML works and
how to write some of the coding can provide benefits in relation to processing and
identifying some of the pitfalls that are associated with typical lost in translation excuse as
to why a change was not properly implemented. The anticipated date of completion for this
particular goal is June 2016.
INSTITUTIONAL OUTCOME: CAREER PREPARATION
Artifacts
BASD 394 New
Product Marketing
OMGT 422 Cost and
Product
BQM 450 Diesel
Statistics
BQM 444 Projects
and Control
BQM 320
Leadership Optimizing Change
BQM 310 Team
Mobility.docx
BQM 301 Quality
and Continous Improvement
CAPS 495 Career
Research Summary
Southwestern College has provided me with a great foundation to build upon with
their institutional outcomes of communication, leadership, ethical reasoning and critical
thinking. However, what is not conveyed is that each of the major courses each have their
own specific objectives that complement each other and support the four previously
mentioned outcomes for Southwestern College. The major classes, in random order include
Marketing, Managerial Accounting, Statistics, Project Management, Organizational
Leadership, Team Management, Quality Management and Senior Capstone. All eight of
the mentioned classes in one form or another provides the students the avenue to grown as

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an individual and professionals. From those major classes I will present an artifact from
each and provide a reflection of a skill that I have obtained from the artifact or the class as
a whole.
Communication is ultimately the largest skillset that I’ve honed through my tenure
in the BQM program. Communication is not only speaking or writing, it is also listening,
understanding the necessity in communicating effectively. Ultimately communication is a
two-way process. This skill was applied particularly in the writing and PowerPoint
presentations that I’ve had to create. Those skills are still used today when creating work
documents. Again, using the communication skill, I have created electronic surveys that
have assisted in defining a lack of standardization, creating operational procedures and
even program level documents that have been enforced as standards within the global
community. Another perspective that has just recently really presented itself on an ethical
aspect of critically thinking and change implementation. During the viewing of a virtual
tool validation, I noticed an area that could create possible discrimination against people
that may have limited mobility or overweight personnel. This, to me, is unacceptable as
people should not be overlooked in situations and should be considered in virtually all
aspects of operations. Reverting to the BQM program description, I’ve been able to lead
change in an organization through leadership, communication quality metrics and
processing times by way of improving internal processing that has been approved through
engineering changes.
Starting with the first artifact BASD 394 New Product Marketing. This artifact is
the final project for the marketing course. The high level tasks required of this product was
to develop or improve an existing product. The work that was involved in the project

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included to determine the product, or improvement, determine the target audience, and
develop a marketing plan, advertisement, competition and product cost. The skillsets that
I gained from this project include the ability to make a business decision based on data that
has been substantiated. Continuing on the ability to create a vision, strategy and effective
planning to accomplish the goal of the company. Lastly, I’ve learned to effectively use
technology to create brochures to reach the target audience; and even a commercial that
include videos and background music. The skills gained also allows me the insight to have
a better understanding how a company can either re-invent themselves or use targets of
opportunity to branch out into arenas.
Looking to the next artifact OMGT 422 Cost and Product from the managerial
accounting class. From this class I’ve been given the knowledge to get a real understanding
of cost and supply planning. To be more specific in regards to the costs, within each
operation from ordering, to storage, to loading and so forth, there is a financial cost and
amount of time associated with that portion of the process. Being able to determine the
dollar value and time required for each supporting process to the product allows me to
know exactly how much supply of flour, for example, is needed to make 250,000 cookies.
Or, how long it takes for the person to create an order to the machine that will use it. That
type of approach allows proper planning to understand exactly how much supply is needed,
when it needs to be order and so on. Having this knowledge under my belt could allow me
to keep cost low by only ordering the right amount of product without having an undue
storage and handling costs associated with the supplies. These actions also provide the
opportunity to use Just in Time (JIT) concepts to have product setup on automatic
deliveries for long run product lines.

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Moving to the next artifact BQM 450 Diesel Statistics, from Statistical Techniques
provides a proportional cost comparison between different sets data, vehicle types. The
skillset obtained from the course however, provided me with a deeper understanding of
how sampling is performed, how to read and display statistical data; and a high level
multifaceted approach to probability. Further knowledge was provided with focus on the
difference between quantitative and descriptive data. Using the skills from the curriculum
I’ve been able to analyze data, sort it to fit certain views and provide detail level histograms
with upper and lower limits displays. Further probability skills that were acquired from this
course allowed the knowledge have an approximate estimation of an outcome as it relates
to events within the parameter set on the sample population.
Artifact BQM 444 Projects and Control is from the Project Management (PM)
course. Within that particular artifact, a simple process is defined analyzed and compared
on how it benefits a project; with different perspectives from varying levels within an
organization or members of the teams. The skills learned from the project management
class include: using PM concepts, planning, effective resource management, ethical
considerations to people and environments, and leading a team through execution of a
project. The most important skill that comes from this course is planning. Within PM, there
a final result or job is broken down into what is known as a Work Breakdown Structure
(WBS). These WBS’s are created by members of the project team that consist of a diverse
group with varying specialties. In most within the WBS, which can also be tied to a
schedule, the project manager can assess the project to see its health; as is it where is should
be. From the PM artifact, I’ve provided an overview of the PM process, how to assess
project health for schedule and evaluate the controls that may or may not be in place. Yet,

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one process within the process is at times overlooked, the post review, from this pod the
lessons learned are documented for reduction in repeating them.
Artifact BQM 320 Leadership Optimization is from the organizational leadership
course. This course has provided me with a new perspective on leadership theory,
experiences related to being a leader, how to examine the leaders role in a projects of
different sorts and how to lead in an operation setting. The artifact, though, presents an
inevitable thing, change. This artifact, though not too lengthy, coincides with the expected
course outcomes previously mentioned. As people get into a rhythm of doing, when change
comes about there is a defined process on what to expect from the workers. Within the
artifact the references to the SARA model and the Krüss-Ross curve are referenced. These
tools identify the stages of reaction and it relates on how change and people. Also, there
are possible solutions of approaches to be proactive in not only managing the people, but
also managing the change. The ultimate goal for these types of scenarios is to build a team,
effective communication, having the team on board with change and/or the mission
statements of the company; all with minimal or controlled conflict.
The artifact from BQM 310 Team Management BQM 310 Team Mobility. The
expected course outcomes for BQM 310 include concepts required for the management of
effective teams, understand theory for managing teams, apply principles of team
management (case studies) and analyze environment and generate plans for managing
teams. These skills are presented within the artifact BQM 310 Team Mobility. Within this
artifact I have created/mirrored and scenario that involves a truly diverse population with
varying environments. To show how the skills from the evolved from the BQM 310 course,

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an excerpt from the artifact is presented showing a brief overview of the task and high-
level requirements to complete the mission.
A plan to implement defense monitoring and readiness through the use of a
collaborations and world-wide mobile teams and contributors. Within this plan a hierarchy
is provided as well as the operations and process for global communication on an
asynchronous schedule. The mentioned communication system will be used for component
and systems related concerns only. Additionally, the plan will show how the need for face
time with all contributors is needed. That face-to-face meeting will be used for resolve and
planning. As mobile teams are becoming more popular, collaboration between contractors
and military commands will occur. Even though there are separate levels to this union, the
headquarters and operating divisions within the government and supporting contractors are
not in the same place.
BQM 301 Quality and Continuous Improvement is from the BQM 301 course that
has the expected outcomes that include understanding of quality management and finance
and decision making relative to quality improvement. The artifact is about the evolution
from typical operation to an ISO 9001:2008 organization included in the project there will
be an emphasis on the Six Sigma aspects for cost reduction. To provide a significant point,
one of the major factors related to quality is a standard process and or document to
accompany it; and an ISO requirement to have a Quality Management System (QMS) all
in effort to reduce or eliminate process or product variation. One of the pioneers of quality,
Edward Demming, stated in his 14 points to quality to improve continually; also supporting
with Six Sigma. This quality initiative is not without cost. Hence, the understanding that
there’s a cost to quality and return on investment or cost avoidance. Taking from the

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artifact: “trending was adverse weathering was on the fleet; corrosion. TRMD did not have
the capabilities to effectively treat. An industry standard treatment process, through
partnership, was implemented; with an estimated cost saving was reported an estimated 7.5
million dollars over a 3 year time frame.
The final artifact presented is CAPS 495 Career Research Summary essay. This
artifact represents the Southwestern College Senior Capstone course. The expected
outcomes for the career preparation area include assessing industry conditions of a chosen
career based on researched findings, a demonstrative portfolio creation, and to provide an
overall recap of the program level outcomes supported by artifacts. Through detailed
research I have created a primary and secondary career choice based on my individual
strengths, the assessment results and the expected growth of the profession; with the
primary choice being a quality manager.
The BQM curriculum courses, cumulatively, have helped prepare for a future in
quality management. Artifacts have been presented from each of my major course with a
brief on the skills or concepts that I learned and/or used within the artifact presented that
was representing the course. Skills that have been presented range from leadership in a
small team environment, project implementation in a different culture, understanding and
adapting to the generational gaps in people; marketing or business plan development,
making financial decisions based on factual data. As well, understanding the different
dynamics that teams are exposed to; and finally ISO systems and benefits from registration.
All of the skills and traits retained from the various course has placed me in a place
where success as a quality manager will be highly probably. When considering many of

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the quality manager requisitions state comments similar to: working directly with the
customers, customer expectations, collect and analyze data using sorts of statistical tools,
validating processes and all activities to ensure sustainment and advancement of TS16949,
ISO, and customer specific requirements are met.
Experiential Learning and Future Learning Goals
Currently within my role as Senior Technical Support Engineer II for Raytheon I
have to have definitive communication skills, exemplary critical thinking skills and
leadership skills. My typical role is to administer, manage, customer requests by reading
and understanding the entire request and unsaid intention of the request. Then from that
point forward, the request is assigned to the appropriate supporting division with an
accountable owner. To examine beyond the assigning the request forward, I am
responsible for performing a detailed analysis of procedure changes that have been
requested or to be affected by a new part or related equipment for eight processing
facilities. Also, I perform BETA testing on software updates prior to deployment with
detailed test results communicated; inclusive to steps taken to reach the point of failure,
other contributing factors such as sequencing, virus scanning, multiple tabs open in the
same application and so on. Lastly, I am what is known as a certified trainer for the
Patriot Missile processing. Relating that back to SCPS, I have be able to effectively
communicate to trainees to ensure the message is received as intended; without creating
an unprofessional or unethical environment. I’ve used these skills to lead a team of
adjunct instructors to a structured training plan with applicable references.
Looking forward to additional learning, I would like to obtain a Six Sigma Green
Belt certification by June 2016. The skills that are relevant to my career choice from the

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green belt will assist me in identifying waste, provide systematic approaches to perceived
problems. From those skills, I, and the team can view a problem and make decisions and
needed changes that are based on the results of data analysis. Ultimately, this is a needed
step towards becoming a Six Sigma Black Belt.
Beyond the Green Belt Six Sigma possibilities I anticipate I will pursue a Black
Belt Certification. To add emphasis to this goal, the skills learned from the Black Belt not
only tie directly into quality management and process control, it also provides a tool a
manager cold use to make decisions on a daily basis. Ultimately using the tools that are
provided in the Six Sigma processes and certifications assist in identifying value the
customer places on a product or service; while also providing ways to increase value to
the customer and provide business growth. The anticipated date for the Six Sigma Black
Belt certification is no later than (NLT) December 2019.

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