Vous êtes sur la page 1sur 10

The Family Car

Group 3
Abdulrahman Evas, Faamoana Junior, Ford Alex,
Kilburn Melanie, Salas Talissa, Staffa Erika
Salt Lake Community College
Comm. 1010-053
December 5, 2016

Table of Contents
Executive Summary
.2

Project Description.
.3
Methods .

.3

Conclusion .
.6

Appendices
Appendix 1: Team Contract . .

.7

Appendix 2: Comparison Chart .


.8

Appendix 3: Participation Points .


.9

Executive summary
This report will overview the process that group 3 went through
to achieve a conclusion that fit all parameters were set to help the
Warner family.
The issue that we were set to find a solution for was to find the
most efficient way to get the Warner family a way to travel between

work and school in the most cost efficient way while not causing too
much stress on each of the four members of the family. Going through
weighing the positive and negative characteristics the problem
represented, noting who it affected, and what our best solutions were
based on comparing criteria.
The final solution represented was to combine a hybrid of taking
online classes and using the bus if otherwise needed.

Project Description
Case study number 11 is about a family of four, the Warners. The
parents both work, and own two cars. They have two kids, one in
college and one in High School. The kids, Savannah and Troy want to
be able to drive to their schools, but the parents need the cars to go to
2

work. Ms. Warner drops the kids at school in the morning, and they
either get a ride home from a friend, or wait at school until their Mom
can pick them up.
Our challenge was to find a way to allow the Warners to buy another
car without putting a financial hardship on the family, and at the same
time reducing the inconvenience on all family members.
We need to find a solution for this problem because it would be less
stress on the parents and prevent everyone from using their entire
spare time waiting or driving.
The solution we came up with was to have the kids utilize online
classes,
and use the bus system if they need to go
somewhere when the parents were not available. Our solution will
cause less accident risk, save gas, save time, reduce stress, more
rest/sleep and help build responsibility.
Methods
Thinking on prior discussions and building upon each in a
synergistic effect each idea was easily built upon which encouraged
many brainstorming sessions. Throughout the process of forming ideas
based on solutions we could think of we had one question we tried
daring answer:
What is the most efficient transportation solution that will meet the
needs of the warner family with the least amount of financial and
situational (drivers) stress?
We went through the reflective thinking process to solve the
question through a series of identifying all of the intricate parts that
our solutions affected. This is a very efficient way to address the best
solution to a problem addressed.
Characteristics:
Beginning the process of reflective thinking to solve our problem we
addressed specific negative and positive characteristics of the problem
the Warner family experienced in finding the best transportation
means. We compiled a list of the positive and negative aspects of their
current predicament.
Characteristics of the problem: Neg.: -Each want a car but not enough
funds (expenses)
-Highschooler doesnt have a job
-To look or be cool
-Different schedules
Pos.: -Two cars and all can drive

-all able to get gas


-all in the same area

Next in the process we began to look at who it affected to clarify the


needs of each individual. Overall there was a categorization matrix that
started to form. We began to realize that the parents had their
hierarchy over the kids and they would consistently need a car to
supply them as the primary income holders of the family. Another
angle that was considered was the prospect of gender per car which
was another part of the reflective brainstorming process.
Stakeholders:

Parents
&
kids

-boy on bus, -daughter has one car, -mom &


dad

-Kids out way later -more stress, another job for parents.
History: We recalled on the evidence given that the kids whenever they
Girls
could get a ride they would so we compiled that as an option in selecting
&
a solution. We also concluded that many people have organized a job so
guys
they have adjusted their schedules. One technique that has been used on
similar problems was that buses are setup for schools and many
workplaces as well.
-People discovered bus routes/schedules: time consuming but doesnt require
driving
Hinders the driver
-Work schedule adjustments
-carpooling: works most times
Helps if you dont have a car and if
parents cant make it.

Policies and politics: After considering what methods have been


done in the past we needed to move to the next issue. Which is
what alters the efficacy of the solutions we were to formulate. It is
the social, political, and ethical climate in which the solutions would
be presented to.
Gas
Payments
Know hot to drive: some choose not to drive due to stress
(political)
Everyone is expected how to drive in the family & be on
insurance (ethical)

Resources: Considering the ubiquity of transportation needs, as


a team we found that resources for such a well known subject
were unneeded and thus went only with primary resources.
Personal experience
Talk to everyone in the group
Our goal is to provide a plan that will help the Warner family with
their transportation needs. So we considered seven criteria that the
solution chosen would implement.

Cause less accidents

Save gas

Save time

Give less stress

More rest/sleep

Build more responsibility

The possible solutions that we brainstormed were all scrolled down on


a spare whiteboard that each of us individually submitted as a group.
Many were submitted and a few of them were accidentally organized
as the listing took place.
Online/homeschool, groups, bus, walking, bike, jetpack,
camel/horse, carpool, new car, reschedule, dont go, grow
up
We made a chart to organize the criteria to the top solutions that we
chose out of the brainstorming synergy. The chart illuminated a few
realizations that we came across that many ideas that we first
discarded were to be the best answers.
Online/ho
Split
Bu Carpooli Walking/bi Adjust
me
into
s
ng
ke
schedul
schooling
grou
e
ps
Cost
3.5
4.5-5
3
3.5-4
5
2
-4
Stress
3-4
2.5-3
5
2.5-3
4
1
Time
4.5
3
3
4.5
2.5-3
1
Safety
5
4
2.5
2.5
1
2

Totals:
Averag
e:

17.5

15.5

4.37

3.87

14
3.
5

13

12.5

3.25

3.12

1.5

After coming up with the most realistic solution based on the criteria
average on our chart we began to formulate a feasible approach to
implement our best solutions. A few of the first steps were
hypothesized to be a process that was already done by the family but
we included it for any unlikely scenario.

Get Computer/wifi
Apply for online classes
Get a comfortable study area @ home
Figure out bus schedules
Get bus pass

Conclusion:
Overall throughout the entire process of being part of a team was
a strength in achieving the results without the data to be too
exhausting for any individual in the process. We first addressed what
problem that needed to be answered, noted the good and bad that
came of it, considered what was needed politically and what we
needed to produce an effective solution through weighing each option
to the needs of the family, and finally decided the overarching solution
decision. Tying our top solutions of implementing online classes and
using the bus was effective since it covered transportation needs in a
cost effective and non-stressful manner. A sage decision in coming up
with the final solution to a problem is to combine the best solutions if
possible.

Appendix 1: Group 3 Team contract


Class: COMM 1010-041
Semester: fall 2016
Date created: December 4, 2016
Alex Ford-801-573-5449 mamewatchinu@gmail.com
Erika Staffa-801-244-2432 stretch531@yahoo.com
Eyas Abdulrahman- 801-856-1455 ayasazad@gmail.com
Junior Faamoana- 385-900-6990 henerymatogi@yahoo.com
Melanie Kilburn-385-272-8461 melanie.kilburn8094@yahoo.com
Talissa salas -801-529-4192 talissasalas@yahoo.com
Relational norms:
Keep a lighthearted environment
Clarify/just ask
Open mind/open comm
Task norms:
Try to attend, if not text
Setup goals/ tasks
Team Member Roles
Relational roles:
1. Talissa good printer
2.melanie-writer, keeping on track
3.Alex encourager
4.jr suggestions
5. Erika-creative ideas

Appendix 2: Solution Analysis Chart


Online/ho Split Bu Carpool Walking/b
me
into
s
ing
ike
schooling grou
ps
Cost
3.
4.5-5
3
53.5-4
5
4
Stress
3-4
2.5-3
5
2.5-3
4
Time
4.5
3
3
4.5
2.5-3
Safety
2.
5
4
2.5
1
5
Totals
17.5
15.5 14
13
12.5
:
Avera
3.
4.37
3.87
3.25
3.12
ge:
5

Adjust
sched
ule
2
1
1
2
6
1.5

Appendix 3: Group 3 Member Participation Points


1. Alex Ford, is our team leader he attended all the meeting and was on time
to almost all of them. He also made the group email and reminded the group
through text messages.
B. Erika Staffa, was always prepared and on time. Erika was always positive
and willing to help. Also, she wasnt afraid to think freely.
C. Eyas Abdulrahman, also was great about thinking solutions, and helped us
figure out how to put our thoughts into words. He used humor, yet was
always professional.
D. Junior Faamoana, was great at thinking about different solutions. He kept
the discussion light with his positive attitude.

E. Melanie Kilburn, was the scribe for our team. She attended all the meetings and was
on time. She was eager to participate and gave interesting points.
F. Talissa Salas, was a large help for the teams togetherness. She always kept the
meetings on track and reminded the team our subject through thoughtful and engaging
questions.

Centres d'intérêt liés