Quality control tools (QCT)

1

Total Quality Management

Seven QC Tools

Need for problem solving

Flow charts

Check sheets

Histogram

Pareto

Cause effect diagram

Scatter diagram

Run charts and Control charts

Problem Solving

How to Know that there is a problem?

Diagnostics?

Analysis

Interpretation

Problem Solvers

Self-negating/despairing type

“Someone else‟s fault” type

Ostrich Type

QC Problem solving type

What is a QC approach?

Views problems as “Opportunity “ for improvement

Focuses on continuous improvement thru PDCA

Looks for quantification

Looks for trends/past data to support

Analysis in a group mode

Implementation and again look for opportunities for improvement

Benefits of QC approach

Review activities & plans for future

Useful information to other groups/individuals

Report constitutes a concise record of the activities-accumulative experience

Encourages group‟s team spirit

Improves people‟s ability to use the right QC tool for right purpose

What are the

Seven QC Tools?

Flow Charts

Check Sheets

Histograms

Pareto Diagrams Cause and Effect Diagrams or Ishikawa

Diagrams

Scatter Diagrams

Run Charts and Control Charts

2

Characteristics

• Simple and easy to use tools

• Operated at the shop floor level

• Motivates quantitative orientation and

helps in promoting “MANAGEMENT-by-

FACT and DATA”

• Cast in PDCA cycle

Histogram

What is it? A Histogram is a bar graph

usually used to present frequency data

How does it Work? Define Categories for Data

Collect Data, sort them into the categories

Count the Data for each category

Draw the Diagram. Each category finds its place on the x-Axis.

The bars will be as high as the value for the category

What is its use?

Histograms provide an easy way to evaluate the distribution of Data over different categories

Histograms

LSL USL

Example:

Take the failure rate of a machine over a period of x weeks. Now Assign every week the number of failures that occurred. Draw the Histogram. Let the bar represent the weeks. The height of the Bar on the y-axis is the number of failures that occurred during that week.

Interpretations

When combined with the concept of the normal curve and the knowledge of a particular process, the histogram becomes an effective, practical working tool in the early stages of data analysis. A histogram may be interpreted by asking three questions:

• How well is the histogram centered? The centering of the data provides information on the process aim about some mean or nominal value.

• How wide is the histogram? Looking at histogram width defines the variability of the process about the aim.

• What is the shape of the histogram? Remember that the data is expected to form a normal or bell-shaped curve. Any significant change or anomaly usually indicates that there is something going on in the process, which is causing the quality problem.

Typical Distributions

• Depicted by a bell-shaped curve

• Most frequent measurement appears as center of distribution

• Less frequent measurements taper gradually at both ends of

distribution

• Indicates that a process is running normally (only common causes

are present).

Normal


• Distribution appears to have two peaks

• May indicate that data from more than one process are mixed together

o Materials may come from two separate vendors

o Samples may have come from two separate machines.

BIMODAL

3


• Appears to end sharply or abruptly at one end

• Indicates possible sorting or inspection of non-conforming parts.

CLIFF-LIKE


• Also commonly referred to as a comb distribution, appears as an alternating jagged pattern

• Often indicates a measuring problem

o Improper gage readings

o Gage not sensitive enough for readings.

SAW-TOOTHED


• Appears as an uneven curve; values seem to taper to one side.

SKEWED

Limitations of Histograms

• Histograms are limited in their use due to the random order in which samples are taken and lack of information about the state of control of the process.

• Because samples are gathered without regard to order, the time-dependent or time-related trends in the process are not captured.

• This lack of information on process control may lead to incorrect conclusions being drawn and, hence, inappropriate decisions being made.

• Still, with these considerations in mind, the histogram's simplicity of construction and ease of use make it an invaluable tool in the elementary stages of data analysis.

Sample Observations X (Five per sample)

1 50.04 50.03 50.02 50.00 49.94

2 49.96 49.99 50.03 50.01 49.98

3 50.01 50.01 50.01 50.00 49.92

4 49.95 49.97 50.002 50.10 50.02

5 50.00 50.01 50.00 50.00 50.09

6 50.02 50.05 49.97 50.02 50.09

7 50.01 49.99 49.96 49.99 50.00

8 50.02 50.00 50.04 50.02 50.00

9 50.06 49.93 49.99 49.99 49.95

10 49.96 49.93 50.08 49.92 50.03

11 50.01 49.96 49.98 50.00 50.02

12 50.04 49.94 50.00 50.03 49.92

13 49.97 49.90 49.98 50.01 49.95

14 50.00 50.01 49.95 49.97 49.94

15 49.97 49.98 50.03 50.08 49.96

16 49.98 50.00 49.97 49.96 49.97

17 50.03 50.04 50.03 50.01 50.01

18 49.98 49.98 49.99 50.05 50.00

19 50.07 50.00 50.02 49.99 49.93

20 49.99 50.06 49.95 49.99 50.02

Inside diameter of metal sleeves (in mm)

Class Boundaries

Midpoint Frequency Cumulative frequency

49.89-49.91 49.90 1 1

49.91-49.93 49.92 3 4

49.93-49.95 49.94 6 10

49.95-49.97 49.96 11 21

49.97-49.99 49.98 14 35

49.99-50.01 50.00 23 58

50.01-50.03 50.02 21 79

50.03-50.05 50.04 11 90

50.05-50.07 50.06 4 94

50.07-50.09 50.08 3 97

50.09-50.11 50.10 3 100

Class boundaries, midpoints and frequencies

4

Check Sheet

Creates easy-to-understand data

Builds, with each observation, a clearer picture of the facts

Patterns in the data become

obvious quickly

COMPONENTS REPLACED BY LAB

TIME PERIOD: 22 Feb to 27 Feb 2002

REPAIR TECHNICIAN: Bob

TV SET MODEL 1013

Integrated Circuits ||||

Capacitors |||| |||| |||| |||| |||| ||

Resistors ||

Transformers ||||

Commands

CRT |

Check Sheets

Pareto Charts

What is it? A Pareto Chart is a Histogram

+ a cumulative line

How does it Work? Similar like a Histogram

First define categories, collect Data and sort them into the Categories. Count the occurrences for each category.

Now rank the categories starting with highest value.

Draw cumulative points above all the bars and connect them into a line.

Type

X Pareto Charts

What is its use? Pareto Charts are used to apply the 80/20 rule of

Joseph Juran which states that 80% of the problems are the result of 20% of the items. A Pareto Chart can be used to identify that 20% root causes of problem. For instance, 80 percent of machine breakdown come from 20 percent of the machines, and 80 percent of the product defects come from 20 percent of the causes of defects.

Type

X

Pareto Charts

The important few and ... the many that distort the view... but don’t matter

Decide the collection period

Identify the main problem causes or categories

Collect data on check sheet or tally sheet

Tabulate the frequency of each category

List them in descending order

Arrange the data as in a bar chart

Determine cumulative totals and %

Pareto Charts

Example: A certain machine has different kinds of failures that

occur. The Maintenance department identifies these types of failures and counts their occurrence over a period of 3 month. The Data is then added up. The Failures are ranked by their occurrence values starting with the most frequently occurring failure.

A histogram is drawn with bars representing the types of failures. Furthermore cumulative values are assigned to the failure types and drawn into the diagram.

Now determine the point were the cumulative line crosses the 80% mark. Concentrate of the failure types that lie left of this mark.

5

Pareto Charts

Types of defects

Perc

enta

ges o

f defe

cts

found

100%

50%

NUMBER OF CAUSE DEFECTS PERCENTAGE

Poor design 80 64 % Wrong part dimensions 16 13 Defective parts 12 10 Incorrect machine calibration 7 6 Operator errors 4 3 Defective material 3 2 Surface abrasions 3 2

125 100 %

Pareto Charts

Pe

rce

nt

fro

m e

ach

ca

use

Causes of poor quality

0

10

20

30

40

50

60

70 (64)

(13) (10)

(6) (3) (2) (2)

Pareto Charts

Pareto Charts In most cases, two or three categories will tower above the

others. These few categories, which account for the bulk of the problem, will be the high-impact points on which to focus. If in doubt, follow these guidelines: Look for a break point in the cumulative percentage line.

This point occurs where the slope of the line begins to flatten out. The factors under the steepest part of the curve are the most important.

If there is not a fairly clear change in the slope of the line, look for the factors that make up at least 80% of the problem.

If the bars are all similar sizes or more than half of the categories are needed to make up the needed 80%, try a different breakdown of categories that might be more appropriate.

Type

X

The Jodhpur traffic department handed out the following challan during Diwali holidays. Make a check sheets and a Pareto diagram for the types of infraction.

Challan No.

Infraction

1 Excessive speed

2 Expired inspection

3 Improper turn

4 Excessive speed

5 Parking violation

6 Parking violation

7 Excessive speed

8 Parking violation

9 Improper turn

10 Parking violation

Challan No. Infraction

11 Expired inspection


13 Improper turn


15 Excessive speed




19 Excessive speed


Infraction Tally Frequency

Excessive speed //// 5

Expired inspection // 2

Improper turn /// 3

Parking violation //// //// 10

Check Sheet

10 8 6 4 2

6

Flow Charts

What is it? Way of representing a Procedure

using simple symbols and arrows

A Flowcharts shows the activities in a process and the relationships between them. Operations and Decisions can be represented

Input Within

Spec? Process Output

adjust

Yes

No

Flow Charts

How does it Work? Determine what Process or Procedure you want

to represent.

Start at a certain point and go then step by step using flow chart symbols

Document the elements with titles. Let it close with an ending point.

What is its use? A Flow chart lets a process or procedure be

understood easily. It also demonstrate the relationships between the elements.

Input Within

Spec? Process Output

adjust

Yes

No

Flowcharts

The most common symbols Diamond - A choice between two or more alternatives

Arrow - Connects two or more symbols. The diamond is the only symbol that has more than two arrows connected to it

Start - stop Where the process starts and ends

Box A symbol for action steps. The action is spelled out in the box

Flowcharts

Output Input Processing

Flowchart - next level down

Input Output

Processing

Flowchart - one more step down

Dept. 1 Dept. 3

Operation 1

Storage Inspection

Rework

Operation 2 No Yes

Processing in Dept. 2

Dept. 1

Dept. 3

7

Flow Charts

Example:

You intend to repair a certain machine.

First you perform the repair thought to be necessary

Then You check it

If it does not work you continue with repairs

If it works you finish

start

Repair machine

OK?

end

Yes

No

Check machine

Flow Charts

MRI Flowchart

1. Physician schedules MRI 2. Patient taken to MRI 3. Patient signs in 4. Patient is prepped 5. Technician carries out MRI 6. Technician inspects film

7. If unsatisfactory, repeat 8. Patient taken back to room 9. MRI read by radiologist 10. MRI report transferred to

physician 11. Patient and physician discuss

11

10

20%

9

8 80%

1 2 3 4 5 6 7

Scatter Diagrams

What is it? Statistical tool showing a trend in a series of values.

How does it Work? Draw graph with value points

Draw trend line: m*x+a Calculate m value

Calculate a value

Calculate points for trend line.

What is its use? Demonstrating correlations between values and showing

trends for value changes.

Y

X

Scatter Diagrams

Y

X

Scatter Diagrams

Interpretations

If the points cluster in a band running from lower left to upper right, there is a positive correlation (if x increases, y increases).

If the points cluster in a band from upper left to lower right, there is a negative correlation (if x increases, y decreases). If it is hard to see where you would draw a line, and if the points show no significant clustering, there is probably no correlation.

8

Cause and Effect Diagrams

What is it? It‟s a diagram that demonstrates

the relationship between Effects

and the categories of their causes

The Arrangement of the Diagram lets it look like a fishbone it is therefore also called fish-bone diagram

How does it Work? Determine the Effect or Problem you would like to

examine

Categorize the possible causes

find subcategories

Describe the possible causes

effect

Cause b Cause a

Cause d Cause c


What is its use? Enables a team to focus on the content of a problem

Creates a snapshot of collective knowledge and consensus of a team; builds support for solutions

Focuses the team on causes, not symptoms

It is an effective tool that allows people to easily see the relationship between factors to study processes, situations, and for planning.


Causes in a cause & effect diagram are frequently arranged into four major categories. While these categories can be anything:

Manpower, methods, materials, and machinery

(recommended for manufacturing)

Equipment, policies, procedures, and people (recommended for administration and service).



effect

Man Machine

Method Measurement Settings

Quality Problem Quality Problem

Out of adjustment

Tooling problems

Old / worn

Machines Machines

Faulty testing equipment

Incorrect specifications

Improper methods

Measurement Measurement

Poor supervision

Lack of concentration

Inadequate training

Human Human

Deficiencies in product design

Ineffective quality management

Poor process design

Process Process

Inaccurate temperature control

Dust and Dirt

Environment Environment

Defective from vendor

Not to specifications

Material- handling problems

Materials Materials

9

Handling

Liquid Copying paper

Environment Original Copying machine

(why good copy cannot be obtained )

Hand dirtiness

Table dirtiness

Drying time

Paper quality

Transparency

Strength

Curl

Sharpness

Writing pressure

Pencil hardness

Speed

Lamp dirtiness

Operating hours

Lamp brightness

Roll condition

Original setting

Degree of misalignment

Level

Contamination

Newness

Storage period

Paper quality

Degree of exposure

Storage method

Storage period

Causes Effect

Cause-and-Effect Diagram for Making Good Copies

Why poor sales In spite of good quality?

Retail shops

Salesmen

Advertising and Sales Customers

Not enough advertising

Product is just delivered

No special displays of samples

Not enough funding available

Have never heard of them

Price is wrong Local stores doesn‟t carry them

No sample to try

Have never used one

Price is wrong

Don‟t sell hard enough

Not enough advertising

Don‟t know enough

Have strong preconceptions

Have no samples displayed

Have never used an A-pen

Don‟t know Much about A-pen

Unenthusiastic about A-pen

Don‟t display them near cash counter

An example of Cause-and-Effect Diagram- Causes of poor sales

Quality

Supervision

Ability

Attention to detail

Airline ticket errors

Material (ticket stock)

Method (printing)

Personnel

Machine

Age

Carbon

Density

Paper Speed

Type

Age Frequency

Maintenance

Tension adjustment

Empty tables are not cleared quickly

Procedures Policy

People

Physical environment

No standard training

Can‟t start cleaning until every body has left

Takes long time to get to the kitchen

Kitchen is far from tables

Not enough staff At busy times

High turnover

Can‟t clear promptly

Customers drink Tea endlessly

Workers don‟t care

Poor morale

Poor pay

Workers not available

Workers take too much time sorting Dishes in kitchen-less time to clear

Bottleneck in kitchen

CE Diagrams

Ishikawa described three basic uses of the CE diagrams:

Dispersion analysis

Process analysis

Cause enumeration

Run Charts

What is it? Run Charts are representing change

in measurement over a sequence or time

How does it Work? Gather Data

Organize Data Measurements (y) must be confronted with time or sequence

of the events.

Chart Data

Interpreting Data

What is its use? Determining Cyclic Events and there average character

Time

Me

asu

rem

en

t

10

Run Charts

Run charts (often known as line graphs outside the quality management field) display process performance over time.

Upward and downward trends, cycles, and large variations may be spotted and investigated further.

Also, an average line can be added to a run chart to clarify movement of the data away from the average.

Time

Me

asu

rem

en

t

Run Charts

Example Oil consumption of a specific machine over a period of

time.

Time

Measure

ment

Run Chart

Example

Run Charts

Two ways to misinterpret run charts:

•You conclude that some trend or cycle exists, when in fact you are just seeing normal process variation (and every process will show some variation). •You do not recognize a trend or cycle when it does exist. Both of these mistakes are common, but people are generally less aware that they are making the first type, and are tampering with a process, which is really behaving normally. To avoid mistakes, use the following rules of thumb for run chart interpretation: •Look at data for a long enough period of time, so that a "usual" range of variation is evident. Is the recent data within the usual range of variation? Is there a daily pattern? Weekly? Monthly? Yearly?

Control Charts

What is it? Statistical tool, showing whether a process is in control or not

How does it Work? Define Upper limit, lower limit and Center line

Draw Chart.

Gather values and draw them into chart

What is its use?

Taking samples of a process and detect possibility of process being out of control

Y

X

Upper limit

Lower limit

Average/Spec

Control Charts

Control Charts

Run charts turn into control charts

One of the single most effective quality control devices for managers and employees

Y

X

Upper limit

Lower limit

Average/Spec

11

Control Charts

Y

X

Upper limit

Lower limit

Average/Spec

Periodic tracking of a process

Common types

X bar, R or range, p or percent nonconforming

Elements of a control chart

upper control limit (UCL), the highest value a process should produce

central line (x bar), the average value of consecutive samples

lower control limit (LCL), the lowest value a process should produce

Control Charts

Y

X

Upper limit

Lower limit

Average/Spec

Constructing a control Chart

Decide what to measure or count

Collect the sample data

Plot the samples on a control chart

Calculate and plot the control limits on the control chart

Determine if the data is in-control

If non-random variation is present, discard the data (fix the problem) and recalculate the control limits

Control Charts

Y

X

Upper limit

Lower limit

Average/Spec

Control Charts

A Process is In Control if:

1. No sample points are outside control limits

2. Most points are near the process average

3. About an equal # points are above & below the

centerline

4. Points appear randomly distributed

Control chart

Upper control limits

Lower control limits

Average

Stable process

Special cause

Unstable process

Common cause

Summary

Seven Q.C. Tools

1- Provide Training in Thinking 2- Raise People‟s Problem Solving Confidence 3- Increase People‟s Ability to Predict Future Events

Benefits of Seven Q.C. Tools

1- Express verbal data diagrammatically 2- Make information visible 3- Organize information intelligibly 4- Clarify overall picture and fine details 5- Get more people involved

Roles of Seven Q.C. Tools

12

FACTS

Data

Numerical Data Verbal Data

Organize

Information

Seven Tools

•Analytical approach

Define problem after collecting numerical data

Exercises Make a check sheet and then a Pareto diagram for the following car

repair shop data.

Ticket No.

Work

1 Tires

2 Lubes & oil

3 Tires

4 Battery

5 Lubes & oil

6 Lubes & oil

7 Lubes & oil

8 Brakes

9 Lubes & oil

10 Tires

Ticket No.

Work

11 Brakes

12 Lubes & oil

13 Battery

14 Lubes & oil

15 Lubes & oil

16 Tires

17 Lubes & oil

18 Brakes

19 Tires

20 Brakes

Ticket No.

Work

21 Lubes & oil

22 Brakes

23 Transmission

24 Brakes

25 Lube and oil

26 Battery

27 Lubes & oil

28 Battery

29 Battery

30 Tires

An Air-conditioning repair department manager has compiled data on the primary reason for 41 service calls for the previous week, as shown in the table. Using the data, make a check sheet for the problem types for each customer type, and then construct Pareto diagram for each type of customer

Job Number

Problem/ Customer type

301 F/R

302 O/R

303 N/C

304 N/R

305 W/C

306 N/R

307 F/R

308 N/C

309 W/R

310 N/R

311 N/R

Job Number


312 F/C

313 N/R

314 W/C

315 F/C

316 O/C

317 W/C

318 N/R

319 O/C

320 F/R

321 F/R

322 O/R

Job Number


323 F/R

324 N/C

325 F/R

326 O/R

327 W/C

328 O/C

329 O/C

330 N/R

331 N/R

332 W/R

333 O/R

Job Number


334 O/C

335 N/R

336 W/R

337 O/C

338 O/R

339 F/R

340 N/R

341 O/C

Problem type N= Noisy W= Runs Warm F= Equipment failure O= Odour

Customer type C= Commercial Customer R= Residential Customer

Prepare the run chart for the occurrence of defective computer monitors based on the following data, which an analyst obtained for making the monitors. Workers are given break at 10:15 a.m. and 3:15 p.m., and a lunch break at noon. What can you conclude?

Interval start time

Number of defects

8:00 1

8:15 0

8:30 0

8:45 1

9:00 0

9:15 1

9:30 1

9:45 2

10:00 3

10:30 1

Interval start time

Number of defects

10:45 0

11:00 0

11:15 0

11:30 1

11:45 3

1:00 1

1:15 0

1:30 0

1:45 1

2:00 1

Interval start time

Number of defects

2:15 0

2:30 2

2:45 2

3:00 3

3:30 0

3:45 1

4:00 0

4:15 0

4:30 1

4:45 3

Prepare a scatter diagram for each of these data sets and then express in words the apparent relationship between the two variables. Put the first variable on the horizontal axis and the second variable on the vertical axis

Age 24 30 22 25 33 2 7 36 58 37 47 54 28 42 55

Absenteeism rate 6 5 7 6 4 5 4 1 3 2 2 5 3 1

Temperature (F) 65 63 72 66 82 58 75 86 77 65 79

Error rate 1 2 0 0 3 3 1 5 2 1 3

Prepare a flowchart that describe going to the library to study for an exam. Your flowchart should include these items: finding a place at the library to study, checking to see if you have your book, paper, highlighter, and so forth; traveling to library, and the possibility of moving to another location if the place you chose to study starts to get crowded. Suppose that a table lamp fails to light when turned on. Prepare a simple cause-and-effect diagram to analyze possible causes.

13

The operations manager of the firm that produces frozen dinners had received numerous complaints from supermarkets about the firm‟s dinners. The manager then asked his assistant, Ram, to investigate the matter and to report his recommendations.

Ram‟s first task was to determine what problems were generating the complaints. The majority of the complaints centered on five defects: under filled packages, a missing item, spills/mixed items, unacceptable taste, and improperly sealed packages.

Next, he took sample of dinners from the two production lines and examined each sample, making note of any defects that he found. A summary of these results is shown in the table.

The data resulted from inspecting approximately 800 frozen dinners. What should Ram recommend to the manager?

Date Time Line Under-filled

Missing item

Spill/ Mixed

Unacceptable taste

Improperly Sealed

12/5/09 0900 1 √√ √ √√√

12/5/09 1300 2 √√ √√

13/5/09 1000 2 √ √√√

13/5/09 1345 1 √√ √√

13/5/09 1530 2 √√ √√√ √

14/5/09 0830 1 √√√ √√√

14/5/09 1100 2 √ √ √√

14/5/09 1400 1 √ √

15/5/09 1030 1 √√√ √√√√√

15/5/09 1145 2 √ √√

15/5/09 1500 1 √ √

16/5/09 0845 2 √√ √√

16/5/09 1030 1 √√√ √ √√√

16/5/09 1400 1

16/5/09 1545 2 √ √√√√√ √ √ √√

Problem Solving

The common mistake after the recognition of the actual decision making phase often follows immediately after the actual problem. The proper appreciation of the cause of the problem is often neglected. The vital point in the process of problem solving is this simple rule-a problem cannot be solved unless its cause is known. The proprietary S-S method (Ho and Cicmil, 1995) can be used to plug this loophole. S-S stands for “Short and Simple”.

The S-S method flowchart

Step 1: Process Flow Analysis

Step2: Problem Definition

Step3: Identify the Real Cause

Step 4: Decide on and Implement Corrective Action

How to use the S-S Method Map and Worksheet

CHANGE x

y

Track back

Problem = X-Y

Start

What was really happening Which ended up as Y

Time

Result

The should path that would lead to X

Area of distinction with the real Cause

Is the problem?

Is as expected?

The point of change

What

Who

When

Where

How significant

Possible causes that led to the problem

1

2

3

4

The S-S Method Worksheet

14

Case Study I: The 1990 World Cup Semi-Final

The 1990 World Cup Semi-Final between England (E) and West Germany (W) was one of the most exciting matches in that year‟s World Cup which took place in Italy. The England team came to a 1-1 draw with the West Germany team after 120 minutes of exciting and tough competition. Then the match came to the penalty shoot-out. The results are summarized in the figure.

ENGLAND WEST GERMANY

Goal Player Result and Analysis Goal Player Result

E1 Lineker In W1 Brehme In

E2 Beardsley In W2 Matthaeus In

E3 Platt In-despite being touched by the goal-keeper

W3 Riedle In

E4 Pearce Ball caught by the goal-keeper W4 Thon In

E5 Waddle Ball flew above the goal W5 WON

The rule of the World Cup Semi-final and final matches is that when it comes to a draw, the winner has to be decided by a penalty shoot-out. Therefore, teams should be prepared to master the situation when it comes up. In football, there are some rules that every experienced football player will agree with:

Rule 1: In successful penalty shooting, the ball ends up in the goal way from the goal-keeper‟s reach. The most likely positions are those along the inside edges of the goal-posts, the higher the better, provided that the ball does not go over the ball. The football player must target these points.

Theoretically, in such an important match the as the world cup, the rule 1 must be adhered to during penalty shoot-out without recourse. This is possible because there is a definite starting point (i.e. 12 yards midway from the goal) and there are no other people interfering, apart from the goal-keeper. Moreover, the football rules favour the shooter because the goal-keeper is not allowed to make any move before the player touches the ball. This lead to rule 2.

Rule 2: The player should assume that there is nobody at all in the field, and concentrate on shooting the ball into the position defined as the best.

Figure shows the appropriate positions of the nine penalty goals. Let us try to apply the principle of the S-S Method in analysing such a low performance of the English team players. In this case, the missing shoots are unwanted effects, i.e., problems.

● E 4

W4*

W3*

● E2

*W1 ● E1

●E5

Goal

*W2

●E3

Step 1: Process Flow Analysis: All player should have followed the rules 1 and 2(the „should‟ path) without recourse because this would have given the highest chance to get the ball into the goal.

Step 2: Problem Definition: figure shows the problem analysis

Is the problem? Is as expected? The point of change

What Weak penalty shooting Performance during the match

Difference in penalty shooting tactics

Who 2 out of 5 England players German Players The way some player shoot the ball

When After 120 min. of match During the match Penalty shoot-out took place after a long and tiring match

Where -At the point easily reached by the goal-keeper -Above the bar

At the positions near the posts, inside the goal (E2 & E3)

Ball easily caught by the goal keeper or ended up above the bar

How significant 2 failure out of 5 attempts The German team made no failure out of four attempts

Very significant

Possible causes that led to the problem

1 Some players not following rule 1

2 Some players are incapable of shooting the ball at the right spot

3 Some player are affected psychologically by the presence of the goal-keeper and have forgotten about rule 2

4 lack of proper training based on rule 1 and 2

Step3 : Identification of the real cause

Although the players are expected to act strictly according to the three rules (the ‟should‟ path) when performing penalty shooting, the area

of distinctive change where the real cause of a failure lies is often psychology. The player usually guesses on what has been done before him, and what would be the goal-keeper‟s next guess. This disturbance could affect the decision of the player. It is usually at this critical moment that he makes the mistake-by doing something which is not part of his plan or simply forgetting his original plan completely. Then in most cases, the results are: either giving chance for a goal-keeper to catch the ball (because of the fear of making incorrect guesses 0 or shooting the ball outside the goal (because of the worry that the goal-keeper might reach the ball).

As the result of the search based on the idea of the problem Map, the real cause is the lack of proper training. In order to ensure that this is real cause, we should test it against the What, Who, Where, When and How Significant is the problem:

WHAT- Lack of proper training led to the weak penalty shooting, mostly due to players not adhering to rules 1 and 2

WHO- A significant number of players were making the mistake as a result of insufficient training.

WHEN- When players are tired, the physical condition may affect their decision making. This is why training is important.

WHERE- More stringent training on correct shooting (rule1 )

HOW SIGNIFICANT- The importance of the match makes the problem very significant. Therefore training must be thorough.

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Step 4: Implementation of Corrective/Preventive Action- The following guidelines should be considered.

There must be adequate training conducted in accordance with the rules 1 and 2.

Players should be convinced that there are no better alternatives.

The possibility of penalty shoot-out for future matches should be analyzed.

Preventive actions should be taken to fully understand the psychological effect due to the presence of the goal-keeper.

From this analysis, the Coach must train the players so that they are at the peak of the performance. One very important responsibility of the coach is to train his team for the World Cup again on rules 1 and 2, by putting a dummy goal-keeper at the centre of the goal. This sounds simple but it does work!

Case study II- The 1994 World Cup Final

During the 1994 World Cup Final which took place in the USA, Italy almost repeated the same mistakes the England team had made in 1990. The Italian team came to a 0-0 draw with Brazil after 120 minutes of exhaustive competition. Then the match came to the penalty shoot-out. The results are summarized in figure.

ITALY BRAZIL

Goal Player Result and Analysis Goal Player Result

I1 Baresi Ball flew above goal B1 Santos Ball caught- too low and not far enough

I2 Albertini In B2 Romario In

I3 Evani In B3 Branco In

I4 Massaro Ball caught by the goal-keeper –too low and not far enough

B4 Dunga In

I5 Baggio Ball flew above goal W5 WON

●E5

Goal

*B2

●I2 ●I3

●I4 ●I5

*B1

B3*

B4*

●I4

On the other hand, as shown in the figure , brazil missed the first penalty due to having disobeyed rule 1, but other team member quickly realized the cause of the failure, implemented corrective action and gave no chance for the mistake to recur. The difference between a winning team and a defeated team is that winning team (Brazil) could discover the cause quickly and move back to the planned course of action immediately. This difference means success, and is a reulst of proper training.

The Seven Quality Control Tools

S-S Problem Solving Method

Process Flow

Check Sheet Graphs Pareto Diagram

Fishbone Diagram

Scatter Diagram

Control Charts

Process Flow Analysis ● ● ● ● Problem Definition ● ● ● ● ● ● Identify Real Cause

Corrective Action ● ●

The S-S Method and the Seven QC Tools

Quality control tools (QCT)

Business

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