Check Sheet - Counting & accumulating data I

Why use it?
To allow a team to systematically record and compile data from historical sources, or observations as they happen, so that patterns and trends can be clearly detected and shown.

What does it do?

• Creates easy-to-understand data that come from a simple, efficient process that can be applied to any key performance areas
• Builds, with each observation, a clearer picture of "the facts" as opposed to the opinions of each team member
• Forces agreement on the definition of each condition or event (every person has to be looking for and recording the same thing)
• Makes patterns in the data become obvious quickly

Cause & Effect / Fishbone Diagram - Find & cure causes, NOT symptoms III

Variations
Traditionally, Cause & Effect Diagrams have been created in meeting setting. The completed "fishbone" is often reviewed by others and/ or confirmed with data collection. A very effective alternative is CEDAC®, in which a large, highly visible, blank fishbone chart is displayed prominently in a work area. Everyone posts both potential causes and solutions on Post-it™ notes in each of the categories. Causes and solutions are reviewed, tested, and posted. This technique opens up the process to the knowledge and creativity of every person in the operation.

Cause & Effect / Fishbone Diagram - Find & cure causes, NOT symptoms II

How do I do it?
1. Select the most appropriate cause & effect format. There are two major formats:

• Dispersion Analysis Type is constructed by placing individual causes within each "major" cause category and them asking of each individual cause "Why does this cause (dispersion) happen?" This question is repeated for the next level of detail until the team runs out of causes. The graphic examples shown in Step 3 of this tool section are based on this format.
• Process Classification Type uses the major steps of the process in place of the major cause categories. The root cause questioning process is the same as the Dispersion Analysis Type.

2. Generate the causes needed to build a Cause & Effect Diagram. Choose one method:

• Brainstorming without previous preparation
• Check Sheets based on data collected by team members before the meeting

3. Construct the Cause & Effect/Fishbone Diagram
a) Place the problem statement in a box on the righthand side of the writing surface.

• Allow plenty of space. Use a flipchart sheet, butcher paper, or a large while board. A paper surface is preferred since the final Cause & Effect Diagram can be moved.

Tip Make sure everyone agrees on the problem statement. Include as much information as possible on the "what," "where," "when," and "how much" of the problem. Use data to specify the problem.

b) Draw major cause categories or steps in the production or service process. Connect them to the "backbone" of the fishbone chart.

Illustration Note: In a Process Classification Type format, replace the major "bone" categories with: "Order Taking," "Preparation," "Cooking," and "Delivery"

• Be flexible in the major cause "bones" that are used. In a Production Process the traditional categories are: Machines (equipment), Methods (how work is done), Materials (components or raw materials), and People (the human element). In a Service Process the traditional methods are: Policies (higher-level decision rules), Procedures (steps in a task), Plant (equipment and space), and People. In both types of processes, Environment (buildings, logistics, and space), and Measurement (calibration and data collection) are also frequently used. There is no perfect set or member of categories. Make them fit the problem.

c) Place the brainstormed or data-based causes in the appropriate category.

• In brainstorming, possible causes can be placed in a major cause category as each is generated, or only after the entire list has been created. Either works well but brainstorming the whole list first maintains the creative flow of ideas without being constrained by the major cause categories or where the ideas fit in each "bone."
• Some causes seem to fit in more than one category. Ideally each cause should be in only one category, but some of the "people" causes may legitimately belong in two places. Place them in both categories and see how they work out in the end.

Tip If ideas are slow in coming, use the major cause categories as catalysis, e.g., "What in 'materials' is causing...?"

d) Ask repeatedly of each cause listed on the "bones," either:

• "Why does it happen?" For example, under "Run out of ingredients" this question would lead to more basic causes such as "Inaccurate ordering," "Poor use of space," and so on.
• "What could happen?" For example, under "Run out of ingredients" this question would lead to a deeper understanding of the problem such as "Boxes," "Prepared dough," "Toppings," and so on.

Tip For each deeper cause, continue to push for deeper understanding, but know when to stop. A rule of thumb is to stop questioning when a cause is controlled by more than one level of management removed from the group. Otherwise, the process could become an exercise in frustration. Use common sense.

e) Interpret or test for root cause(s) by one or more of the following:

• Look for causes that appear repeatedly within or across major cause categories.
• Select through either an unstructured consensus process or one that is structured, such as Nominal Group Technique or Multivoting.
• Gather data through Check Sheeting or other formats to determine the relative frequencies of the different causes.

>>> Continue Reading PART III

Cause & Effect / Fishbone Diagram - Find & cure causes, NOT symptoms I

Why use it?
To allow a team to identify, explore, and graphically display, in increasing detail, all of the possible causes related to a problem or condition to discover its root cause(s).

What does it do?

• Enables a team to focus on the content of the problem, not on the history of the problem or differing personal interests of team members
• Creates a snapshot of the collective knowledge and consensus of a team around a problem. This builds support for the resulting solutions
• Focuses the team on causes, not symptoms

>>> Continue Reading PART II

Brainstorming - Creating bigger & better ideas III

Unstructured
The process is the same as in the structured method except that ideas are given by everyone at any time. There is no need to "pass" since ideas are not solicited in rotation.

Variations
There many ways to stimulate creative team thinking. The common themem among all of them is the stimulation of creativity by taking advantage of the combined brain power of a team. Here are three examples:

• Visual brainstorming. Individuals (or the team) produce a picture of how they see a situation or problem.
• Analogies/free-word association. Unusual connections are made by comparing the problem to seemingly unrelated objects, creatures, or words. For example: "if the problem was an animal, what kind would it be?"
• 6-3-5 method. This powerful, silent method is proposed by Helmut Schlicksupp in his book Creativity Workshop. It is done as follows:
• Based on a single brainstorming issue, each person on the team (usually 6 people) has 5 minutes to write down 3 ideas on a sheet of paper.
• Each person then passes his or her sheet of paper to the next person, who has 5 more minutes to add 3 more ideas that build on the first 3 ideas.
• This rotation is repeated as many times as there are team members, e.g., 6 team members = 6 rotations, 6 sheets of paper, 18 ideas per sheet.

This interesting process forces team members to consciously build on each other's perspectives and input.

Brainstorming - Creating bigger & better ideas II

Structured
1. The central brainstorming question is stated, agreed on, and written down for everyone to see
Be sure that everyone understands the question, issue, or problem. Check this by asking one or two members to paraphrase it before recording it on a flipchart or board.

2. Each team member, in turn, gives and idea. No idea is criticized. Ever!
With each rotation around the team, any member can pass at any time. While this rotation process encourages full participation, it may also heighten anxiety for inexperienced or shy team members.

3. As ideas are generated, write each one in large, visible letters on a flipchart or other writing surface
Make sure every idea is recorded with the same words of the speader, don't interpret or abbreviate. To ensure this, the person writing should always ask the speaker if the idea has been worded accurately.

4. Ideas are generated in turn until each person passes, indicating that the ideas (or members) are exhausted
Keep the process moving and relatively short 5 to 20 minutes works well, depending on how complex the topic is.

5. Review the written list of ideas for clarity and to discard any duplicates
Discard only ideas that are virtually identical. It is often important to preserve subtle differences that are revealed in slightly different wordings.


>>> Continue Reading PART III

Brainstorming - Creating bigger & better ideas I

Why use it?
To establish a common method for a team to creatively and efficiently generate a high volume of ideas on any topic by creating a process that is free of criticism and judgment.

What does it do?

• Encourages open thinking when a team is stuck in "same old way" thinking
• Gets all team members involved and enthusiastic so that a few people don't dominate the whole group
• Allows team members to build on each other's creativity while staying focused on their joint mission

How do I do it?
There are two major methods for brainstorming.

• Structured. A process in which each team member gives ideas in turn.
• Unstructured. A process in which team members give ideas as they come to mind.

Either method can be done silently or aloud.


>>> Continue Reading PART II