HELP answering the questions below based in the material provided in the attachment. Please make sure to answer it highly detailed for better understanding.

Applying Quality Function Deployment to a University Support Service - (USS)), answer the following questions:

#1) Relative importance of measures of the voice of customers is provided in the House of Quality for USS). If you could change weights of two customer quality criteria, what weight would you assign to them? Explain your rationale.

Quality criteria #1

Quality criteria #2:

#2) Based on the House of Quality for USS, which service facility facets do you think are irrelevant to the analysis? Explain.

#3) Using the relative importance ratings of the customer attributes and setting a score of 1 = weak, 2 = medium and 3 = strong for the relationship matrix in the House of Quality, compute a weighted score for each of the technical requirements. Specifically, list one service facility facet that should be addressed in the QFD process. Explain your rationale.

Figure 12.29 RRC Old Layout Paper High- older/ speed Copler Copler cutter/ duplicating Marie binder machine Paper Study Study stock table table Candy Student and materials Reference materials Service desk Study Study Student table table Jody Laser Typing station station Figure 12.30 RRC House of Quality Planning Procedures Personnel Strong . Medium Weak Service facility facets How? Job/personnel scheduling Resources (equipment) Resources (personnel) Documents handling Nonroutine situations Information handling What ? Customer handling Relative importance Attitudes/morals System capacity Housekeeping Skills/training Customer quality criteria Inventory Selection Layou Primary Secondary Accuracy Reliability Dependability Willingness to help A Responsiveness Prompt service A Knowledge and courtesy of employees Assurance Ability to convey trust and assurance Empathy Caring of and attention to customers 2 . . Tangibles Appearance of physical facility, equipment, personnel, and materials 1APPLYING QUALITY FUNCTION DEPLOYMENT TO A UNIVERSITY SUPPORT SERVICE" This case is based on an application of QFD at Tennessee Technological University to their Re- system. Originally created as a support facility search Resources Center (RRC), an internal service for faculty and student research, the RRC has grown to offer many more services, including test S preparation, manuscript preparation, resumes, fly- cannot be involved in any process related to the ers, brochures, faxing, copying, typing, and com- test. The order is taken by one of the professionals, puter applications. The RRC is staffed weekdays the job is executed, and the final product is locked from 7:30 A.M. to 4:30 P.M. with highly experienced in a file cabinet in a room where student workers support personnel. Jody, the head coordinator of are not allowed. Additionally, some student docu- the RRC, is proficient in specialty computer ap- ments may not be handled by student workers. plications. She has a workstation at her disposal Project papers submitted for typing should not loaded with word-processing, graphics, and desk- be viewed by a student worker who, by chance, top publishing software. Peripherals such as a may be in the same class and have the same laser printer, color printer, and a full-page scanner assignment. allow her to generate high-quality output. Candy Because of limited space in the RRC, little specializes in word processing, and Marie special- distinction can be made between back office and izes in copying, collating, and stapling or bind- front office. A counter is set up to the right of ing. All three are proficient in most of the RRC the door as customers walk in. All workers are functions. stationed behind this counter. As customers need Jobs can be classified as student, teacher, or assistance, they are met at the counter by student rush. Most jobs are single-task oriented and can workers who assist them. If a customer requires be completed by one RRC professional. The pro- a job, then the appropriate work-order forms are fessional may be dependent on student workers filled out. During this time, the customer is in full to process job orders accurately and place them view of the operations. Some frequent customers in the appropriate incoming jobs bin. Some jobs, prefer to relay their job orders directly to the pro- however, are dependent on the other employees' fessionals. As a result of the customized nature of functions. For instance, Candy types the tests, many of the jobs, this direct contact is sometimes and Marie makes the copies and packages the appropriate. Some customers, however, prefer . final product. In these instances, Marie functions to do business with certain RRC representatives, as an internal customer. She becomes dependent which means that RRC professionals occasionally on another professional employee to accomplish have to leave the work they are doing to serve the her job. customer. Students involved in scholarship and work The area to the left of the counter is available study programs are also employed part time to for customer use (see Figure 12.29). Four large support RRC personnel. The RRC, functioning as tables are centrally located for faculty members a unit of the College of Business, is bound by the and students to use for study purposes. The wait- same regulations as other university offices: It has ing area is merely the area between the counter little control over the student employment selec- and these tables. Service lines are not structured, tion process. and service personnel attempt to serve customers The responsibilities of the students include on a first-come, first-served basis. When customers taking work orders and assisting customers in have work orders that can be completed quickly, low-tech functions, such as making copies and they may choose to wait at the counter. Occa- finding research materials. No formal training sionally, a queue develops in front of the service .. is provided. The student workers are briefly counter. informed of the RRC's functions and told to be QFD was used to analyze where a con- courteous to customers. When student workers certed effort might increase the RRC's quality have questions, they ask one of the profession- level as perceived by the customer. Customers als. The student workers are primarily used as requirements were grouped along the five dit an interface between RRC professionals and mensions of service quality (in rank order off customers. importance): reliability, responsiveness, assu A security issue is associated with some of the ance, empathy, and tangibles. These categor documents that the RRC processes. Some faculty were further broken down into secondary members choose to have the RRC type and print quirements as shown in the House of Quality their tests. In these instances, student workers (Figure 12.30). ( Conted ., . )