Quality Tools Booklet

8/2/2019 Quality Tools Booklet

1/24

1

Table of Contents

Affinity Diagram Pages 3-5Fishbone Diagram Pages 6-9

Plus/Delta Pages 10-11

Be A Star Page 12

Issue Bin Page 13

Bar Chart Pages 14-16

Pareto Chart Page 17

Histogram Page 18

Share-A-Workday

Quality Tool Booklet

NGT Voting Pages 19-20Flowchart Page 21-22

Scatter Diagram Page 23

Control Chart Page 24


2/24

2

Presentation Directions:

1. As a group, read about the tool and learn about it yourselves.

2. Teach us how to use the quality tool by setting up a typical classroom

situation whereas the workshop participants are your students.

2. Teach the group as much as you can about the quality tool by explaining

purpose and the process steps as your present. Explain any special

vocabulary terms as needed.

3. Include answers to the following questions. When the students use this typeof tool, what kinds of skills are they learning? What type of learning

environment is created? How does the tool help students solve problems?

How does the quality tool help students analyze data?

Present as a group so that all team members have a role in the presentation.

Table One Fishbone Diagram

Table Two Pareto Chart & Histogram

Table Three Light-Voting

Table Four - Flowchart


3/24

3

Affinity Diagram

Purpose: This quality tool is used to brainstorm, to gather lots

of ideas. Taking it one step further, it is used to group relatedideas.

Living Things

hair

bugs

dogs

scales

lettuce

mice

bones

fat

treespeople

snakes

animals

protein

grass earthworms

vitamins

fur

lice

flowers

Step 1 Random Placement


4/24

4

Living Things

hair

bugs

dogs

scales

lettuce

mice

bones

fattreespeople

snakes

animals

protein

grass

earthworms

vitaminsfur

lice

flowers

Step 2 Natural GroupingsAffinity Diagram cont.


5/24

5

Living Things

hair

bugs

dogs

scales

lettuce

mice

bones

fattreespeople

snakes

animals

proteingrass

earthworms

vitamins

fur

lice

flowers

Step 3 Titled Categories

Animals Plants Food forLiving Things

Parts of LivingThings

Affinity Diagram cont.


6/24

6

CAUSE & EFFECT DIAGRAM (FISHBONE)

A Cause & Effect Diagram is used when you need toidentify, explore, and display the possible causes of a

specific problem or condition. Fishboning represents asophisticated form of brainstorming.

EFFECT

Cause Cause

Cause CauseCause


7/24

7

Why

students

earn

poor

grades?

Major

Cause

Major

Cause

Major

Cause

Major

Cause

SupportingIdeas

The Cause & Effect Diagram or Fishbone Diagram is also

called the Ishikawa Diagram, named after Dr. Kaoru

Ishikawa who first introduced this tool.More information

about Dr. Ishikawa is on the back of this sheet.

This diagram representsthe relationship between someeffect and all the possible causes. The effect or

problem is stated on the right side of the chart and the

major influences or causes are listed on the left.

Fishbone Diagrams are drawn to clearly illustrate the

various causes affecting a process by sorting out and

relating the causes. For every effect, there are likely to be

several major categories of causes. The major causesmight be summarized under categories referred to as

People, Methods, Materials, Procedures, Machinery,

Environment, and/or Policies. However, you may use any

major category that emerges or helps people think

creatively.

A well-detailed Cause & Effect Diagram will take on the

shape of a fish skeleton and hence the alternate name,Fishbone Diagram. From this well-defined list of possible

causes, the most likely are identified and selected for

further analysis. When examining each cause, look for

things that have changed, deviations from the norm or

patterns. For each cause, ask, Why does it happen? and

list the responses as branches off the major causes. Look

for causes that appear repeatedly. Reach a team consensus.

Gather data to determine the relative frequencies of the

different causes.

EffectCauses

Tips for using the Fishbone Diagram

Try not to go far beyond the area of control of thegroup in order to minimize frustration.

If ideas are slow in coming, use the major causecategories as catalysts, e.g., What in materials iscausing?

Make sure everyone agrees completely on theproblem statement.

Remember you dont have to swallow the whole fish!

After fleshing out each bone on the diagram, you only

have to bite-off what you can chew.

Cause & Effect Diagram (Fishbone Diagram)


8/24

8

Dr. Kaoru Ishikawa

Dr. Kaoru Ishikawa

The career of Kaoru Ishikawa is some ways parallels theeconomic history of contemporary Japan. Ishikawa, likeJapan as a whole, learned the basics of statistical qualitycontrol developed by Americans.

Perhaps Ishikawas most important contribution has been his

key role in the development of a specifically Japanese qualitystrategy. The hallmark of the Japanese approach is broadinvolvement in quality, not only top to bottom within theorganization, but also start to finish in the product life cycle.

The bottom-up approach is best exemplified by the qualitycircle. As a member of the editorial board of Quality Controlfor the Foreman, as chief executive director of Quality ControlCircle Headquarters at the Union of Japanese Scientists andEngineers (JUSE), and as editor of JUSEs two books on

quality circles (QC Circle Koryoand How to Operate QCCircle Activities), Ishikawa played a major role in the growthof quality circle.

One of Ishikawa's early achievements contributed to the successof quality circles. The cause-and-effect diagramoften called theIshikawa diagram and perhaps the achievement for which he isbest knownhas provided a powerful tool that can easily beused by non-specialists to analyze and solve problems.

Although the quality circle was developed in Japan, it spread tomore than 50 countries, a development Ishikawa never foresaw.

Originally, Ishikawa believed circle depended on two factorsunique to Japanese society. But after seeing circles thrive inTaiwan and South Korea, he theorized that circles could succeedin any country that used the Chinese alphabet. Ishikawas

reasoning was that the Chinese alphabet, one of the mostdifficult writing systems in the world, can be mastered only after agreat deal of study; thus, hard work and the desire for educationbecame part of the character of those nations. Within a fewyears, however, the success of circles around the world led him

to a new conclusion: Circles work because they appeal to thedemocratic nature of humankindWherever they are, humanbeings are human beings, wrote Ishikawa in 1980. The

American Society for Quality (ASQ) established the IshikawaMedal in 1993 in honor of an individual or team for outstandingleadership in improving the human aspects of quality.

The wide acceptance of many of Ishikawas ideas and thenumerous honors he has received from around the world show

how successful his revolution has been.

Sources:American Society for Quality: About: Kaoru IshikawaThe Memory Jogger for Education, GOAL/QPCFuture Force KIDS THAT WANT TO, CAN, AND DO!,McClanahan and Wicks


9/24

9

Cause & Effect Diagram (Fishbone Diagram)


10/24

10

Plus/Delta+

Strengths Opportunities for Improvement(OFIs)

Rate the activity with a score from 1 to 4 with 4 being the highest. Circle one.

1 Lowest 2 3 4 Highest


11/24

11

Strengths

Op

portunitiesforImprovement(OFIs)

Plus/Delta

+Ratetheactivitywithascorefrom

1to4with4beingthehighest.Circleone.

1

Lowest

2

3

4

Highest

Plus/Delta

+

Ratetheactivityw

ithascorefrom

1to4

with4beingthehighe

st.Circleone.

1

Lowest

2

3

4

Highest

Strengths

O

pportunitiesforImprovement(OFIs)


12/24

12

BE A STAR

1. Im a star when I .



4. Next time I will.

BE A STAR




4. Next time I will.


13/24

13

ISSUE BIN/Parking LotPurpose: The Issue Bin or Parking Lot is a method for -

collecting ideas or challenging questions that deserve further

discussion or investigation at a later or more appropriate time.

capturing concerns or issues that pop-up in class (teachers

lounge, during a workshop, other).

gathering suggestions.

opening the channels to communication in a constructive way.

recording complaints.

Issue Bin/Parking Lot

*More time for art, please

*We need two more computers in here.

*Susie is picking on me.

*Can we go on a field trip?

Notes:

1. Keep the pages after they are

posted and discussed so some

sort of summary can be

produced for personal or

school use. A log book might

be one way of doing this.

2. Students can help with

recording at the end of the

week, remind the

teacher/class that an issue is

still active, and work with

peers to help resolve issues.


14/24

14

Bar Charts of Progress Should Include

a. Title

b. x and y Axis Labels

c. up or down Arrowd. Key

e. Short- and Long-TermProjection Line or Slope


15/24

15

CHART TITLE(y)

(x)

BEST

Key

projection

actual data

Week 1 Week 2

28

16

20

24

12

8

4

0

Short-term

long-term


16/24

16

CHART TITLE(y)

(x)

BEST

Key

projection

actual data

Week 1 Week 2

100

60

80

40

20

0

Short-term long-term


17/24

17

School/Customer Complaints

40

2515 10

5 5

0

20

40

60

80

100

Maint

enan

ce

Atte

ndan

ce

In-Se

rvice

Cafet

eria

Transp

ortation

Misc

.

type of complaint

%

ofcomplaints

Pareto charts are probably the most simple data analysis tool. A Pareto (named

after Vilfredo Pareto, an Italian economist) chart is a special form of the verticalbar graph that helps you determine which problems to solve in what order. It

helps direct attention and efforts to the truly important problems. You will

general gain more by working on the tallest bar than tackling the smaller bars.

Figure out where 80% of the problems are and begin there.

Example: In the chart on

School/Customer Complaints, 80% of the

complaints are coming from three areas:

Maintenance, Attendance, and In-

Service.

Purpose: When you need to display the relative importance of all the problems or

conditions in order to: choose the starting point for problem solving, monitor

success, or identify the basic cause of a problem.


18/24

18

Histogram: When you need to discover and

display the distribution of data by bar graphing

the number of units in each category.

A Histogram displays the distribution of measurement data, such as scores, size, time,

or temperature. This is critical since we know that all repeated events will produce

results that vary over time. A Histogram reveals the amount of variation

that any process has within it.

Assuming that theperfect arrival time is8:00 and the goal is toarrive within 5 minutes

of the scheduledarrival time, attentionneeds to be paid tothe causes of the laterarrival times.

60 data points (10 bus drivers logged their

arrival time over 6 day period of time)

Acceptable Bus Arrival Time

12

4

6

14

98

7

4

32

0

5

10

15

7:52 7:54 7:56 7:58 8:00 8:02 8:04 8:06 8:08 8:10 8:12

arrival time at school

frequency

Lower limit Upper limit


19/24

19

Light-Voting(also called NGT-Nominal Group Technique)

LIGHT-VOTING

ZOO 3 3 3 3 12

MUSEUM 1 0 2 4 7

FARM 2 4 1 1 8

EGG RANCH 0 2 4 2 8

VET 4 1 0 0 5

SUMS 10 10 10 10 40

totalStudent #1 #2 #3 #4

Light-Voting, a decision-making process, gives everyone an equal voice. It helps kids

make a thoughtful decision that the whole team is willing to support.


20/24

20

Purpose: Getting lots of ideas about a situation or problem from kids can be

fun but trying to decide on just the right one is tough for a group of kids,

or adults for that matter. Everyone seems to have a favorite. The

problem/situation selected to work on is often that of the person who speaks

the loudest or who has the most authority. Using this tool allows everyoneto participate and everyone to win.

Step 1 Introduce the tool and let kids know why you are doing this. Write

the purpose and desired outcomes so the class can see.

Step 2 Post list of ideas.

Step 3 Determine the number of votes. Count the number of items on thelist and divide by 3. This will be the number of votes per kid. Example: 12

ideas, 12/3=4. So, each student can vote for 4 items.

Step 4 Cast votes. Example: First choice = 4 points, Second choice = 3

points, Third choice = 2 points, Fourth choice = 1 point.

Step 5 Tally votes.

Step 6 Discuss results to make sure everyone agrees to the final decision.


21/24

21

Purpose: Flowcharts are a simple, easy way to construct charts that show the major steps in a process. To

begin, they can be as simple as listing major steps. But, as the kids get more familiar with the symbols,

they will be able to identify not only steps in the process, but also key players, decision points, necessaryresources and timelines. Flowcharts provide excellent documentation of a program and can be useful for

examining how various steps in a process are related to each other. They are widely used in problem

identification. Sometimes it is helpful to draw two flowcharts, one with the actual steps in a process and

one with how the process should work. Comparing the two charts will show where there are differences

and where problems generally arise.Flowchart Symbols

Activity

Decision

Report

Complex

activity

Group meeting

Multiple reports The End!

Contribution


22/24

22

Caution:

Students may get bogged down in too many details. To eliminate this problem, have students brainstorm

all the steps that could be included first. Then, make two columns for the steps putting the major steps in

one column and the those that are not as important in a second column. Finally, flowchart only the major

steps. If a process seems to good to be true, it might be necessary to put potential issues/problems as

written notes beside some of the steps.

Step 1 Introduce the tool, explain the value and write the purpose.

Step 2 Introduce the symbols and explain each one.

Step 3 Identify the process; put a title.

Step 4 Identify key players; list people or groups who are directly involved

across the top of the flowchart.

Step 5 Brainstorm major steps.

Step 6 Select a beginning and draw the steps in the process by using the

correct symbol.

Step 7 Review the steps to ensure accuracy. If necessary, identify

resources, barriers, and issues. Adjust steps in the process to accommodate

change.


23/24

23

30 60 90 120 150

10080

60

40

20

0

T

estScores

Study Time Minutes

Purpose: Whenyou need todisplay what

happens to onevariable whenanother variablechanges in orderto test a theory

that the twovariables arerelated. It showspossible cause andeffect relationships.

It cannot prove thatone variablecauses the other, but it does make it clear whether a relationship existsand the strength of that relationship. The direction and tightness of the

cluster give a clue to the strength of the relationship between the twovariables. If you find the values being repeated, circle that point asmany times as appropriate.


24/24

24

average

UCLupper control limit

LCLlower control limit

Control ChartPurpose: When you

need to discover how

much variability in a

process is due to random

variation and how much

is due to unique events

and/or individual actions

to determine whether a

process is in statistical

control.

A Control Chart is simply

a run chart with

statistically determined

upper (Upper Control

Limit) and possible lower

(Lower Control Limit)

lines drawn on either side

of the process average.

The UCL is three standard deviations above the average and the LCL is

three standard deviations below the average.

Quality Tools Booklet

Documents

Transcript of Quality Tools Booklet