This competency will allow you to demonstrate your ability to create a presentation for colleagues that will highlight the benefits of technological growth and how such growth impacts society's structure, organizational structure, individual identity, and language. Instructions: You have recently started working for a local department store in the Operations Department. Upon settling into your new position, you come to realize that they have outdated business practices. In your past work experience, you have utilized various forms of technology to complete daily job functions and have been part of updating technology to meet the demands of your organization. Technological advances can address all areas of the business including, but not limited to, how applicants apply for positions, the type of phone and computer systems operated, cash register functions, marketing methods, etc. You have shared your thoughts with your supervisor, and he has tasked you with putting together a narrated presentation, with visuals for your peers, to share the overall benefits of utilizing modern technology to help improve overall efficiency for the business and help to expand the consumer base for the store. For this narrated visual presentation, you are to reflect upon and include discussion of the following topics or categories: Demonstrate how digital and technological growth can assist the organization: Provide a definition for digital growth. Explain how digital growth has impacted organizations. Describe how digital growth impacts society as a whole and your store in the future. Demonstrate how an individual creates their own digital identity, how it can impact organizational identity, and how these can be impacted by changes to technology: Explain some key methods of identity development. How can technology and digital forums help with personal or organizational identity formation? What do individuals and employees as a whole have to do with developing the identity of an organization? Demonstrate challenges and benefits to upgrading technological resources: Describe main sociological theories that can describe an individual or a store's ability to access technological resources. Identify some key examples of societal change due to technology. What does this imply for your store? What is the digital divide and how can this impact the use of technology in your store? Examine your organization through a sociological perspective and explain benefits of change to the organization: Conflict Theory - How is it defined and how would a Conflict Theorist justify upgrades in technology Symbolic Interaction Theory - How is it defined and how would a Symbolic Interactionist justify or explain the need for upgrades to technology? Outline additional theories that can help explain the need for technological growth at your store. Demonstrate the ability to evaluate the evolution of language within online environments and with the use of enhanced technology: Examine some of the changes to technology that have impact language and communication. Discuss differences in access to and familiarity with technology such as generational differences, socioeconomic differences, etc. How might this impact your store? Consider how communication could change within your store for employees and consumers with various types of technology. Demonstrate how deviance in the physical and virtual world could impact your store: Provide a definition deviance in both the physical and the virtual world. Explain how deviant behaviors have led to changes at your store and what considerations should be taken into account when upgrading technology at your store. Consider Conflict Theory and Symbolic Interaction theory and how they would explain deviance and a method to overcome it at your store. On your final narrated visual, provide a summary that directly ties together your visuals and discussion points, and provide an overall statement of the benefits of updating technological resources to help the store run more efficiently. Before recording your final narration, rehearse your presentation as if you are delivering it to a live audience so that you are fully prepared. Your presentation should be fluent and fluid in nature so that it is clear that you are the expert on the material that you are presenting to your audience.

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This is where you submit the Excel document containing your work on the SPC project. All answers should be recorded in the Excel document, or you may type the memos and the answers in a separate Word document.There are two cases in this project. Below are the details on the two cases in the SPC Project (Based on Chapter 6S Statistical Process Control). In this module, there is an Excel spreadsheet labeled SPC Project - BLANK New_2019 that has the sample data and includes spaces to add your SPC Control Chart data (for Case 1) and includes the data to build the SPC Charts in Case 2. That Excel file should be submitted during Week 5. Make sure to substitute your name for the word BLANK when you save the Excel file.Case 1: Frito-Lay Salt TestA. Read the first case (Frito-Lay) description below.B. Watch the video in this module for the Frito-Lay case (the video must be watched in its entirety to get full credit).C. You must also submit a Word document containing a memo to Angela McCormack and answering the additional two questions.Case 1 DescriptionFrito-Lay, the multi-billion-dollar snack food giant, produces billions of pounds of product every year at its dozens of U.S. and Canadian plants. From the farming of potatoes-in Florida, North Carolina, and Michigan-to factory and to retail stores, the ingredients and final product of Lay's chips, for example, are inspected at least 11 times: in the field, before unloading at the plant, after washing and peeling, at the sizing station, at the fryer, after seasoning when bagged (for weight), at carton filling, in the warehouse, and as they are placed on the store shelf by Frito-Lay personnel. Similar inspections take place for its other famous products, including Cheetos, Fritos, Ruffles, and Tostitos.In addition to these employee inspections, the firm uses proprietary vision systems to look for defective potato chips. Chips are pulled off the high-speed line and checked twice if the vision system senses them to be too brown.The company follows the very strict standards of the American Institute of Baking (AIB), standards that are much tougher than those of the U.S Food and Drug Administration. Two unannounced AIB site visits per year keep Frito-Lay's plant on their toes. Scores, consistently in the "excellent" range, are posted, and every employee knows exactly how the plant is doing.There are two key metrics in Frito-Lay's continuous improvement quality program: (1) total customer complaints (measured on a complaints per million bag basis) and (2) hourly or daily statistical process control scores (for oil, moisture, seasoning, and salt content, for chip thickness, for fryer temperature, and for weight).In the Florida plant, Angela McCormack, who holds engineering and MBA degrees, oversees a 15-member quality assurance staff. They watch all aspects of quality, including training employees on the factory floor, monitoring automated processing equipment, and developing and updating statistical process control (SPC) charts. The upper and lower control limits for one check point, salt content in Lay's chip, are 2.22% (UCL) and 1.98% (LCL), respectively. To see exactly how the limits are created using SPC, watch the Frito Lay Control Charts video in the Module below that accompanies this case.In the Excel document (below in this Module) you are going to create a new set of UCL and LCL measurements based on the below sample data and using the provided population parameter for standard deviation. Calculate the measurements and show your work.Angela is evaluating a new salt process delivery system and wants to know if the upper and lower control limits at 3 standard deviations for the new system will meet the upper and lower controls specifications currently used (2.22 and 1.98). The population standard deviation is s = .07 and each sample is n=4. In a Word document, write a memo to Angela explaining whether or not the new salination process (from which we obtained the sample data) is delivering a new set of UCL/LCL measurements that is within the specifications set by the current set of control limits. In other words, does the new set of UCL/LCL measurement exceed the prior limits (meaning it is unacceptable) or equals or is less than the current specifications?Additionally, in the same Word document, answer the following two critical thinking questions about Frito-Lay's current quality process.Question 1: How much of an improvement in variability did Frito-Lay make by implementing SPC?Question 2: What are the steps Karen Engels and Barbara Boudreau go through as part of a testing cycle?The data (in percent) from the initial trial samples using the new salting process are:Sample 1:1.982.112.152.06Sample 2:1.992.02.081.99Sample 3:2.202.102.202.05Sample 4:2.182.012.231.98Sample 5:2.012.082.142.16Case 2: Stensil Fertilizer and Chemical Co. Inorganic Fertilizer TestingA. Read the second case (Stensil) description below (also found in the Excel file, second tab).B. Watch the second video in this module which explains how to build an SPC chart in Excel (the video must be watched in its entirety to get full credit).C. You must also submit a Word document containing a memo to Bill Evans, Quality Control Manager for Stensil.Case 2 DescriptionStensil Fertilizer and Chemical Company produces both organic and inorganic fertilizers. Organic fertilizers are generally safe, but inorganic fertilizers are carefully monitored by the EPA due to the presence of hazardous waste materials (hazmat). Most bags contain some hazardous content, but theoretically there should be none. The EPA allowable specification is 90 parts per million (PPM). The quality control department at Stensil feels that there is no problem with hazardous material content, which has been averaging just over 50 PPM. The production department estimates that a substantial investment would be required to lower the amount of this contaminant. These two departments, after consulting with the marketing department and the EPA, suggest that a control chart be set up to monitor hazmat content. Five samples will be tested per day and plotted as one point on the chart. Use the data in Table 1 to set up the control limits. Then, after the limits are in place for this process, use Table 2 to determine whether or not the process remains in control for the week of September 6—10.The Excel file includes a second tab for the Stensil Fertilizer Case (Case 2). This is the data you need for the problem. Build an appropriate SPC X-bar Chart and R-chart for the Table 1 data on this tab of the Excel worksheet.Then, test to determine whether the Table 2 data indicates the process is under control for that period. Show your work for this part in the same Excel worksheet and submit it.Assuming the role of Quality Control Analyst, write a memo (using Word) to the Manager of Quality Control for Stensil Fertilizer & Chemical Company (Bill Evans) explaining the process you went through and making a recommendation regarding current hazmat levels in Stensil's fertilizer.