Share-A-Workday

Quality Tool Booklet

Table of Contents
Affinity Diagram Fishbone Diagram Plus/Delta Be A Star Issue Bin Bar Chart Pareto Chart Histogram Pages 3-5 Pages 6-9 Pages 10-11 Page 12 Page 13 Pages 14-16 Page 17 Page 18
1

NGT Voting Flowchart

Pages 19-20 Page 21-22

Scatter Diagram Page 23 Control Chart Page 24

Presentation Directions: 1. 2. 2. As a group, read about the tool and learn about it yourselves. Teach us how to use the quality tool by setting up a typical classroom situation whereas the workshop participants are your students. 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. Include answers to the following questions. When the students use this type of 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?

3.

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
2

Table Four - Flowchart

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 related ideas. Step 1 Random Placement

Living Things
dogs hair lettuce trees

fat people

vitamins

grass
flowers scales bugs mice

earthworms protein

snakes
lice
3

fur
bones animals

Affinity Diagram cont. Step 2 Natural Groupings Living Things people mice bugs trees fat protein vitamins hair

flowers
grass

scales
bones

animals
snakes dogs earthworms lice

lettuce

fur

Affinity Diagram cont. Step 3 Titled Categories Living Things Animals Plants trees fat flowers hair scales bones fur protein vitamins Food for Living Things Parts of Living Things

people
mice bugs animals snakes dogs earthworms

grass
lettuce

lice

CAUSE & EFFECT DIAGRAM (FISHBONE)

A Cause & Effect Diagram is used when you need to identify, explore, and display the possible causes of a specific problem or condition. Fishboning represents a sophisticated form of brainstorming.
Cause Cause

EFFECT

Cause

Cause

Cause
6

Cause & Effect Diagram

(Fishbone Diagram)
Major Cause
Supporting Ideas

Causes
Major Cause

Effect

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 represents the relationship between some effect 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 causes might 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.

Why students earn poor grades?

Major Cause

Major Cause

Tips for using the Fishbone Diagram Try not to go far beyond the area of control of the group in order to minimize frustration. If ideas are slow in coming, use the major cause categories as catalysts, e.g., What in materials is causing? Make sure everyone agrees completely on the problem 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. 7

Dr. Kaoru Ishikawa The career of Kaoru Ishikawa is some ways parallels the economic history of contemporary Japan. Ishikawa, like Japan as a whole, learned the basics of statistical quality control developed by Americans. Perhaps Ishikawas most important contribution has been his key role in the development of a specifically Japanese quality strategy. The hallmark of the Japanese approach is broad involvement in quality, not only top to bottom within the organization, but also start to finish in the product life cycle. The bottom-up approach is best exemplified by the quality circle. As a member of the editorial board of Quality Control for the Foreman, as chief executive director of Quality Control Circle Headquarters at the Union of Japanese Scientists and Engineers (JUSE), and as editor of JUSEs two books on quality circles (QC Circle Koryo and How to Operate QC Circle Activities), Ishikawa played a major role in the growth of quality circle.

One of Ishikawa's early achievements contributed to the success of quality circles. The cause-and-effect diagramoften called the Ishikawa diagram and perhaps the achievement for which he is best knownhas provided a powerful tool that can easily be used by non-specialists to analyze and solve problems. Although the quality circle was developed in Japan, it spread to more than 50 countries, a development Ishikawa never foresaw. Originally, Ishikawa believed circle depended on two factors unique to Japanese society. But after seeing circles thrive in Taiwan and South Korea, he theorized that circles could succeed in any country that used the Chinese alphabet. Ishikawas reasoning was that the Chinese alphabet, one of the most difficult writing systems in the world, can be mastered only after a great deal of study; thus, hard work and the desire for education became part of the character of those nations. Within a few years, however, the success of circles around the world led him to a new conclusion: Circles work because they appeal to the democratic nature of humankind Wherever they are, human beings are human beings, wrote Ishikawa in 1980. The American Society for Quality (ASQ) established the Ishikawa Medal in 1993 in honor of an individual or team for outstanding leadership in improving the human aspects of quality. The wide acceptance of many of Ishikawas ideas and the numerous honors he has received from around the world show how successful his revolution has been.

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

8
Dr. Kaoru Ishikawa

Cause & Effect Diagram

(Fishbone Diagram)

+
Strengths

Plus/Delta
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
10

+
Strengths Opportunities for Improvement (OFIs)

Plus/Delta

Rate the activity with a score from 1 to 4 with 4 being the highest. Circle one. 1 Lowest 2 3 4 Highest

+
Strengths

Plus/Delta
Opportunities for Improvement (OFIs)

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

1 Lowest

4 Highest

BE A STAR
1. Im a star when I . 2. Im a star when I .

BE A STAR
1. Im a star when I . 2. Im a star when I .

3. Im a star when I .
4. Next time I will.

3. Im a star when I .
4. Next time I will.

12

ISSUE BIN/Parking Lot

Purpose: 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.
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. 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. 13

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?
2.

Bar Charts of Progress Should Include

a. Title
b. x and y Axis Labels c. up or down Arrow

d. Key
e. Short- and Long-Term Projection Line or Slope
14

(y) 28 24 20 16 12 8 4 0
Week 1 Week 2

CHART TITLE
long-term

BEST

Short-term

(x) Key projection 15 actual data

(y) 100 80

CHART TITLE
Short-term long-term

BEST

60
40 20

0
Week 1 Week 2

(x) Key projection 16 actual data

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 vertical bar 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.
School/Customer Complaints
100

af et er

nt en

At te n

Se

In -

M ai

type of complaint

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.
17

Tr a

ns

po

Example: In the chart on School/Customer Complaints, 80% of the complaints are coming from three areas: Maintenance, Attendance, and InService.

% of com plaints

80 60 40 20 0

40 25 15 10 5 5

ce

rv ic

nc

ia

tio

da

rta

M is

an

c.

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.

Acceptable Bus Arrival Time

15
Lower limit

14
Upper limit

frequency

10
6

7 4 3

5
1

4 2

0
7:52 7:54 7:56 7:58 8:00 8:02 8:04 8:06 8:08 8:10 8:12 arrival tim e at school

60 data points (10 bus drivers logged their arrival time over 6 day period of time)

Assuming that the perfect arrival time is 8:00 and the goal is to arrive within 5 minutes of the scheduled arrival time, attention needs to be paid to the causes of the later arrival times. 18

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

LIGHT-VOTING

Student
ZOO MUSEUM

#1
3 1

#2
3 0

#3
3 2

#4
3 4

total 12 7

FARM

4
2 1 10

1
4 0 10

1
2 0 10

8
8 5 40
19

EGG RANCH 0 VET SUMS 4 10

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.

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 everyone to 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 the list 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.

20

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, necessary resources 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

Complex activity

Decision Group meeting

Report

Contribution

Multiple reports

The End!

21

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.
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. 22

Purpose: When you need to display what 100 happens to one variable when 80 another variable changes in order 60 to test a theory 40 that the two variables are 20 related. It shows possible cause and 0 effect relationships. 30 60 90 120 150 It cannot prove that Study Time Minutes one variable causes the other, but it does make it clear whether a relationship exists and the strength of that relationship. The direction and tightness of the cluster give a clue to the strength of the relationship between the two variables. If you find the values being repeated, circle that point as 23 many times as appropriate.

Test Scores

Purpose: 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.

Control Chart

UCL upper control limit

average

A Control Chart is simply a run chart with statistically determined upper (Upper Control LCL 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.

lower control limit

24