Quality control tools, qct,lean, six sigma, 7 qc tools, 7 quality control tools

1. Total Quality Management Problem Solving
Seven QC Tools  How to Know that there is a problem?
 Need for problem solving  Diagnostics?
Flow charts

 Analysis
 Check sheets
 Histogram  Interpretation
 Pareto
 Cause effect diagram
 Scatter diagram
 Run charts and Control charts
Problem Solvers What is a QC approach?
 Views problems as “Opportunity “ for
 Self-negating/despairing type improvement
 “Someone else‟s fault” type  Focuses on continuous improvement thru
PDCA
 Ostrich Type
 Looks for quantification
 QC Problem solving type  Looks for trends/past data to support
 Analysis in a group mode
 Implementation and again look for
opportunities for improvement
What are the
Benefits of QC approach Seven QC Tools?
 Review activities & plans for future Flow Charts
 Useful information to other  Check Sheets
groups/individuals
 Report constitutes a concise record of  Histograms
the activities-accumulative experience  Pareto Diagrams
 Encourages group‟s team spirit  Cause and Effect Diagrams or Ishikawa
 Improves people‟s ability to use the Diagrams
right QC tool for right purpose  Scatter Diagrams
 Run Charts and Control Charts
1

2. Characteristics Histogram
• Simple and easy to use tools
What is it?
• Operated at the shop floor level  A Histogram is a bar graph
 usually used to present frequency data
• Motivates quantitative orientation and How does it Work?
helps in promoting “MANAGEMENT-by-  Define Categories for Data
Collect Data, sort them into the categories
FACT and DATA” 
 Count the Data for each category
• Cast in PDCA cycle 

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 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
Example: analysis. A histogram may be interpreted by asking three
questions:
Take the failure rate of a machine LSL USL
over a period of x weeks. Now • How well is the histogram centered? The centering of the data
Assign every week the number of provides information on the process aim about some mean or
nominal value.
failures that occurred. Draw the
Histogram. Let the bar represent • How wide is the histogram? Looking at histogram width
the weeks. The height of the Bar defines the variability of the process about the aim.
on the y-axis is the number of • What is the shape of the histogram? Remember that the data
failures that occurred during that is expected to form a normal or bell-shaped curve. Any
week. significant change or anomaly usually indicates that there is something
going on in the process, which is causing the quality problem.
Typical Distributions Typical Distributions
Normal BIMODAL
• Depicted by a bell-shaped curve
• Distribution appears to have two peaks
• Most frequent measurement appears as center of distribution
• May indicate that data from more than one process are mixed
• Less frequent measurements taper gradually at both ends of together
distribution
o Materials may come from two separate vendors
• Indicates that a process is running normally (only common causes
o Samples may have come from two separate machines.
are present).
2

3. Typical Distributions Typical Distributions
CLIFF-LIKE SAW-TOOTHED
• Also commonly referred to as a comb distribution, appears as an
alternating jagged pattern
• Appears to end sharply or abruptly at one end
• Often indicates a measuring problem
• Indicates possible sorting or inspection of non-conforming parts.
o Improper gage readings
o Gage not sensitive enough for readings.
Typical Distributions Limitations of Histograms
SKEWED
• 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.
• Appears as an uneven curve; values seem to taper to one side. • 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.
Inside diameter of metal sleeves (in mm)
Sample Observations X (Five per sample)
1 50.04 50.03 50.02 50.00 49.94
Class boundaries, midpoints and frequencies
2 49.96 49.99 50.03 50.01 49.98
Class Midpoint Frequency Cumulative
3 50.01 50.01 50.01 50.00 49.92
Boundaries frequency
4 49.95 49.97 50.002 50.10 50.02
5 50.00 50.01 50.00 50.00 50.09
49.89-49.91 49.90 1 1
6 50.02 50.05 49.97 50.02 50.09 49.91-49.93 49.92 3 4
7 50.01 49.99 49.96 49.99 50.00
49.93-49.95 49.94 6 10
8 50.02 50.00 50.04 50.02 50.00
9 50.06 49.93 49.99 49.99 49.95
49.95-49.97 49.96 11 21
10 49.96 49.93 50.08 49.92 50.03 49.97-49.99 49.98 14 35
11 50.01 49.96 49.98 50.00 50.02
49.99-50.01 50.00 23 58
12 50.04 49.94 50.00 50.03 49.92
13 49.97 49.90 49.98 50.01 49.95
50.01-50.03 50.02 21 79
14 50.00 50.01 49.95 49.97 49.94 50.03-50.05 50.04 11 90
15 49.97 49.98 50.03 50.08 49.96
50.05-50.07 50.06 4 94
16 49.98 50.00 49.97 49.96 49.97
17 50.03 50.04 50.03 50.01 50.01
50.07-50.09 50.08 3 97
18 49.98 49.98 49.99 50.05 50.00 50.09-50.11 50.10 3 100
19 50.07 50.00 50.02 49.99 49.93
20 49.99 50.06 49.95 49.99 50.02
3

4. Check Sheet
Check Sheets
 Creates easy-to-understand data COMPONENTS REPLACED BY LAB
TIME PERIOD: 22 Feb to 27 Feb 2002
 Builds, with each observation, a clearer REPAIR TECHNICIAN: Bob
picture of the facts
TV SET MODEL 1013
 Patterns in the data become
Integrated Circuits ||||
obvious quickly Capacitors |||| |||| |||| |||| |||| ||
Resistors ||
Transformers ||||
Commands
CRT |
Pareto Charts X
Pareto Charts X
Type
Type
What is it? What is its use?
 A Pareto Chart is a Histogram
 + a cumulative line
 Pareto Charts are used to apply the 80/20 rule of
Joseph Juran which states that 80% of the problems are
How does it Work? the result of 20% of the items. A Pareto Chart can be used
 Similar like a Histogram to identify that 20% root causes of problem. For instance,
 First define categories, collect Data and sort them into the 80 percent of machine breakdown come from 20 percent
Categories. Count the occurrences for each category. of the machines, and 80 percent of the product defects
 Now rank the categories starting with highest value. come from 20 percent of the causes of defects.
 Draw cumulative points above all the bars and connect
them into a line.
Pareto Charts Pareto Charts
The important few and ... Example:
the many that distort the view...  A certain machine has different kinds of failures that
but don’t matter occur. The Maintenance department identifies these types
of failures and counts their occurrence over a period of 3
 Decide the collection period month. The Data is then added up. The Failures are
ranked by their occurrence values starting with the most
 Identify the main problem causes or categories frequently occurring failure.
A histogram is drawn with bars representing the types of
 Collect data on check sheet or tally sheet 
failures. Furthermore cumulative values are assigned to
 Tabulate the frequency of each category the failure types and drawn into the diagram.
 Now determine the point were the cumulative line
 List them in descending order crosses the 80% mark. Concentrate of the failure types
that lie left of this mark.
 Arrange the data as in a bar chart
 Determine cumulative totals and %
4

5. Pareto Charts Pareto Charts
100%
NUMBER OF
CAUSE DEFECTS PERCENTAGE
Poor design 80 64 %
Percentages of defects found
50% 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 %
Types of defects
Pareto Charts
70
(64) X
60
Pareto Charts
Percent from each cause
Type
50 In most cases, two or three categories will tower above the
others. These few categories, which account for the bulk of the
40 problem, will be the high-impact points on which to focus. If in
doubt, follow these guidelines:
30  Look for a break point in the cumulative percentage line.
This point occurs where the slope of the line begins to
20 flatten out. The factors under the steepest part of the curve
(13) are the most important.
(10)
10 (6)
(3) (2) (2) If there is not a fairly clear change in the slope of the line,
0 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
Causes of poor quality appropriate.
Check Sheet
 The Jodhpur traffic department handed out the Infraction Tally Frequency
following challan during Diwali holidays. Make a Excessive speed //// 5
check sheets and a Pareto diagram for the types of Expired inspection // 2
infraction. Improper turn /// 3
Challan Infraction Parking violation //// //// 10
Challan No. Infraction
No.
1 Excessive speed
11 Expired inspection
2 Expired inspection
12 Parking violation
3 Improper turn
13 Improper turn 10
4 Excessive speed
14 Parking violation
5 Parking violation 8
15 Excessive speed
6 Parking violation 16 Parking violation 6
7 Excessive speed 17 Parking violation
4
8 Parking violation 18 Parking violation
9 Improper turn 19 Excessive speed 2
10 Parking violation 20 Parking violation
5

6. Within Yes Within Yes
Input Process Output Input Process Output
Spec? Spec?
Flow Charts adjust
No
Flow Charts adjust
No
How does it Work?
 Determine what Process or Procedure you want
What is it? to represent.
 Way of representing a Procedure  Start at a certain point and go then step by
step using flow chart symbols
using simple symbols and arrows
 Document the elements with titles. Let it close
 A Flowcharts shows the activities in a process and with an ending point.
the relationships between them. Operations and
Decisions can be represented What is its use?
 A Flow chart lets a process or procedure be
understood easily. It also demonstrate the
relationships between the elements.
Flowcharts
Flowcharts
The most common symbols
Start - stop Diamond - A choice
Where the process between two or more Input Processing Output
starts and ends alternatives
Box Arrow - Connects two or
A symbol for more symbols. The
action steps. diamond is the only symbol
The action is that has more than two
spelled out in arrows connected to it
the box
Flowchart - next level down Flowchart - one more step
down
Rework
Input Output Operation 1 No Operation 2
Yes
Dept. 1 Dept. 3
Processing
Inspection Storage
Dept. 1
Dept. 3
Processing in Dept. 2
6

7. Flow Charts Flow Charts
start
MRI Flowchart
Example: Repair machine 1. Physician schedules MRI 7. If unsatisfactory, repeat
2. Patient taken to MRI 8. Patient taken back to room
 You intend to repair a certain machine. No 3. Patient signs in 9. MRI read by radiologist
Check machine
 First you perform the repair thought to be 4. Patient is prepped 10. MRI report transferred to
necessary OK?
5. Technician carries out MRI physician
6. Technician inspects film 11. Patient and physician discuss
 Then You check it Yes
 If it does not work you continue with end
repairs
 If it works you finish 8
80%
1 2 3 4 5 6 7 11
9 10
20%
Scatter Diagrams Y
Scatter Diagrams
X
What is it?
 Statistical tool showing a trend in a series of values.
How does it Work? Y
 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? X
 Demonstrating correlations between values and showing
trends for value changes.
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.
7

8. Cause and Effect Diagrams Cause and Effect Diagrams
What is it? Cause a Cause b
 It‟s a diagram that demonstrates What is its use?
the relationship between Effects
effect  Enables a team to focus on the content of a problem
and the categories of their causes Cause c Cause d
 Creates a snapshot of collective knowledge and consensus of a
 The Arrangement of the Diagram lets it look like a team; builds support for solutions
fishbone it is therefore also called fish-bone diagram
Focuses the team on causes, not symptoms
How does it Work? 
 Determine the Effect or Problem you would like to  It is an effective tool that allows people to easily see the
examine relationship between factors to study processes, situations, and for
 Categorize the possible causes planning.
find subcategories
 Describe the possible causes
Cause and Effect Diagrams
Cause and Effect Diagrams
 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).
Cause and Effect Diagrams
Measurement Human Machines
Faulty
testing equipment Poor supervision Out of adjustment
Machine Man
Incorrect specifications Lack of concentration Tooling problems
Improper methods Inadequate training Old / worn
Quality
Inaccurate Problem
temperature
effect control Defective from vendor Poor process design
Ineffective quality
Not to specifications management
Dust and Dirt Material- Deficiencies
handling problems in product design
Settings Measurement Method Environment Materials Process
8

9. Cause-and-Effect Diagram for Making Good Copies Salesmen
Copying paper Retail shops
Liquid
Not enough advertising
Handling Don‟t know
Don‟t know
Much about enough
A-pen
Don‟t sell hard
Have never used enough
Unenthusiastic an A-pen
Storage period about A-pen Have strong
Original Storage period preconceptions
setting
Level Price is wrong
Newness Don‟t display them
Degree of exposure Have no samples
Drying Degree of near cash counter
time misalignment
Paper displayed Why poor sales
quality
Contamination Storage method In spite of good
(why good copy Have never Have never heard of them quality?
cannot be obtained ) used one
Transparency No special displays
Pencil
Hand Speed of samples
Paper hardness
dirtiness Roll No sample
quality Not enough advertising
to try
Sharpness condition
Strength Lamp
Price is wrong
Writing Lamp dirtiness Local stores
Table Curl pressure brightness doesn‟t carry
dirtiness them Not enough funding Product is just delivered
Operating available
Environment Original hours Copying machine
Customers Advertising and Sales
Causes Effect
An example of Cause-and-Effect Diagram- Causes of poor sales
Bottleneck in kitchen
Material
Method Workers take too much time sorting
(ticket stock) Procedures
(printing) Policy Dishes in kitchen-less time to clear
Age Workers not available
Density
Quality Carbon No standard training
Can‟t start
Speed Paper cleaning until
every body has
Airline ticket left Empty tables are not
errors Can‟t clear cleared quickly
Supervision Not enough staff
Type promptly
At busy times
Customers drink
Ability Frequency Tea endlessly
Age High turnover
Attention to
detail Maintenance Workers don‟t care Takes long time to get to the kitchen
Poor morale
Personnel Tension adjustment People Kitchen is far from tables
Machine Poor pay Physical environment
CE Diagrams
Run Charts
Measurement
 Ishikawa described three basic uses of the CE
diagrams: What is it? Time
Run Charts are representing change
 Dispersion analysis

in measurement over a sequence or time
 Process analysis How does it Work?
 Cause enumeration  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
9

10. Measurement
Run Charts Time
Run Charts
 Run charts (often known as line graphs
outside the quality management field) display Example
Oil consumption of a specific machine over a period of
process performance over time.

time.
Measurement
 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 Time
from the average.
Run Chart Run Charts
Example 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?
Y Y
Upper limit Upper limit
Average/Spec Average/Spec
Control Charts Lower limit
Control Charts Lower limit
X X
What is it?  Control Charts
 Run charts turn into control charts
 Statistical tool, showing whether a process is in control or not
 One of the single most effective quality control devices for
How does it Work? managers and employees
 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
10

11. Y Y
Upper limit Upper limit
Average/Spec Average/Spec
Control Charts Lower limit
Control Charts Lower limit
X X
 Periodic tracking of a process Constructing a control Chart
 Common types  Decide what to measure or count
 X bar, R or range, p or percent nonconforming
 Collect the sample data
 Elements of a control chart
 Plot the samples on a control chart
 upper control limit (UCL), the highest value a
process should produce  Calculate and plot the control limits on the control
 central line (x bar), the average value of
chart
consecutive samples  Determine if the data is in-control
 lower control limit (LCL), the lowest value a  If non-random variation is present, discard the data
process should produce (fix the problem) and recalculate the control limits
Control Charts Control Charts
Y
Upper limit A Process is In Control if:
1. No sample points are outside control limits
Average/Spec
2. Most points are near the process average
Lower limit
3. About an equal # points are above & below the
centerline
X
4. Points appear randomly distributed
Summary
Control chart Seven Q.C. Tools
Special cause Common cause
Upper Benefits of Seven Q.C. Tools
control limits
1- Provide Training in Thinking
2- Raise People‟s Problem Solving Confidence
3- Increase People‟s Ability to Predict Future Events
Average
Lower Roles of Seven Q.C. Tools
control limits
1- Express verbal data diagrammatically
2- Make information visible
Stable process Unstable process 3- Organize information intelligibly
4- Clarify overall picture and fine details
5- Get more people involved
11

12. FACTS
Exercises
 Make a check sheet and then a Pareto diagram for the following car
repair shop data.
Data Ticket Work Ticket Work
Ticket Work
No. No. No.
1 Tires 11 Brakes 21 Lubes & oil
Numerical Data Verbal Data 2 Lubes & oil 12 Lubes & oil 22 Brakes
3 Tires 13 Battery 23 Transmission
Define problem after
collecting numerical data 4 Battery 14 Lubes & oil 24 Brakes
5 Lubes & oil 15 Lubes & oil 25 Lube and oil
Seven Tools 26 Battery
6 Lubes & oil 16 Tires
7 Lubes & oil 17 Lubes & oil 27 Lubes & oil
•Analytical approach
8 Brakes 18 Brakes 28 Battery
Organize
9 Lubes & oil 19 Tires 29 Battery
Information 10 Tires 20 Brakes 30 Tires
 An Air-conditioning repair department manager has compiled data
 Prepare the run chart for the occurrence of defective computer
on the primary reason for 41 service calls for the previous week, as
monitors based on the following data, which an analyst obtained
shown in the table. Using the data, make a check sheet for the
for making the monitors. Workers are given break at 10:15 a.m.
problem types for each customer type, and then construct Pareto
and 3:15 p.m., and a lunch break at noon. What can you conclude?
diagram for each type of customer
Problem type Customer type
N= Noisy W= Runs Warm C= Commercial Customer
F= Equipment failure O= Odour R= Residential Customer
Job Problem/ Job Problem/ Job Problem/ Job Problem/
Number Customer type Number Customer type Number Customer type Number Customer type
Interval start Number of Interval start Number of
Interval start Number of
301 F/R 312 F/C 323 F/R 334 O/C time defects time defects
time defects
302 O/R 313 N/R 324 N/C 335 N/R 8:00 1 10:45 0 2:15 0
303 N/C 314 W/C 325 F/R 336 W/R 8:15 0 11:00 0 2:30 2
304 N/R 315 F/C 326 O/R 337 O/C 8:30 0 11:15 0 2:45 2
305 W/C 316 O/C 327 W/C 338 O/R 8:45 1 11:30 1 3:00 3
306 N/R 317 W/C 328 O/C 339 F/R 9:00 0 11:45 3 3:30 0
307 F/R 318 N/R 329 O/C 340 N/R 9:15 1 1:00 1 3:45 1
308 N/C 319 O/C 330 N/R 341 O/C 9:30 1 1:15 0 4:00 0
309 W/R 320 F/R 331 N/R 9:45 2 1:30 0 4:15 0
310 N/R 321 F/R 332 W/R 10:00 3 1:45 1 4:30 1
311 N/R 322 O/R 333 O/R 10:30 1 2:00 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
 Prepare a flowchart that describe going to the library to study
Age 24 30 22 25 33 27 36 58 37 47 54 28 42 55 for an exam. Your flowchart should include these items: finding a
Absenteeism rate 6 5 7 6 4 5 4 1 3 2 2 5 3 1 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
Temperature (F) 65 63 72 66 82 58 75 86 77 65 79 chose to study starts to get crowded.
Error rate 1 2 0 0 3 3 1 5 2 1 3
 Suppose that a table lamp fails to light when turned on. Prepare
a simple cause-and-effect diagram to analyze possible causes.
12

13. Date Time Line Under Missing Spill/ Unacceptable Improperly Sealed
-filled item Mixed taste
12/5/09 0900 1 √√ √ √√√
12/5/09 1300 2 √√ √√
13/5/09 1000 2 √ √√√
 The operations manager of the firm that produces frozen dinners had 13/5/09 1345 1 √√ √√
received numerous complaints from supermarkets about the firm‟s 13/5/09 1530 2 √√ √√√ √
dinners. The manager then asked his assistant, Ram, to investigate 14/5/09 0830 1 √√√ √√√
the matter and to report his recommendations.
14/5/09 1100 2 √ √ √√
Ram‟s first task was to determine what problems were generating the
complaints. The majority of the complaints centered on five defects: 14/5/09 1400 1 √ √
under filled packages, a missing item, spills/mixed items, unacceptable 15/5/09 1030 1 √√√ √√√√√
taste, and improperly sealed packages.
15/5/09 1145 2 √ √√
Next, he took sample of dinners from the two production lines and
15/5/09 1500 1 √ √
examined each sample, making note of any defects that he found. A
summary of these results is shown in the table. 16/5/09 0845 2 √√ √√
The data resulted from inspecting approximately 800 frozen dinners. 16/5/09 1030 1 √√√ √ √√√
What should Ram recommend to the manager? 16/5/09 1400 1
16/5/09 1545 2 √ √√√√√ √ √ √√
Problem Solving The S-S method flowchart
 The common mistake after the recognition of the actual
Step 1: Process Flow Analysis
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 Step2: Problem Definition
process of problem solving is this simple rule-a problem
cannot be solved unless its cause is known. The Step3: Identify the Real Cause
proprietary S-S method (Ho and Cicmil, 1995) can be used
to plug this loophole. S-S stands for “Short and Simple”. Step 4: Decide on and Implement Corrective Action
How to use the S-S Method
The S-S Method Worksheet
Map and Worksheet Is the Is as The point
problem? expected? of change
What
The should path Who
Area of distinction
with the real Cause that would When
Start lead to X
CHANGE x Where
How
Track back significant
Problem = X-Y
Possible 1
causes that 2
What was really happening
Which ended up as Y
y led to the
3
problem
Result
4
Time
13

14. Case Study I: The 1990 World  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
Cup Semi-Final rules that every experienced football player will agree with:
 The 1990 World Cup Semi-Final between England (E) and West Germany Rule 1: In successful penalty shooting, the ball ends up in the goal way
(W) was one of the most exciting matches in that year‟s World Cup from the goal-keeper‟s reach. The most likely positions are those along
which took place in Italy. The England team came to a 1-1 draw with the the inside edges of the goal-posts, the higher the better, provided that
West Germany team after 120 minutes of exciting and tough the ball does not go over the ball. The football player must target these
competition. Then the match came to the penalty shoot-out. The results points.
are summarized in the figure.
Theoretically, in such an important match the as the world cup, the rule 1
ENGLAND WEST GERMANY must be adhered to during penalty shoot-out without recourse. This is
Goal Player Result and Analysis Goal Player Result 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
E1 Lineker In W1 Brehme In goal-keeper. Moreover, the football rules favour the shooter because the
E2 Beardsley In W2 Matthaeus In goal-keeper is not allowed to make any move before the player touches
E3 Platt In-despite being touched by the W3 Riedle In the ball. This lead to rule 2.
goal-keeper Rule 2: The player should assume that there is nobody at all in the field,
E4 Pearce Ball caught by the goal-keeper W4 Thon In and concentrate on shooting the ball into the position defined as the
E5 Waddle Ball flew above the goal W5 WON best.
 Step 1: Process Flow Analysis: All player should have followed the
Figure shows the appropriate positions of the nine penalty goals. rules 1 and 2(the „should‟ path) without recourse because this would
Let us try to apply the principle of the S-S Method in analysing such have given the highest chance to get the ball into the goal.
a low performance of the English team players. In this case, the  Step 2: Problem Definition: figure shows the problem analysis
missing shoots are unwanted effects, i.e., problems. Is the problem? Is as expected? The point of change
Goal What Weak penalty shooting Performance during the Difference in penalty
●E5 match shooting tactics
Who 2 out of 5 England players German Players The way some player shoot
the ball
● E2 When After 120 min. of match During the match Penalty shoot-out took place
after a long and tiring match
W3* Where -At the point easily reached by the goal- At the positions near the Ball easily caught by the goal
●E3 keeper posts, inside the goal (E2 & keeper or ended up above
-Above the bar E3) the bar
How significant 2 failure out of 5 attempts The German team made no Very significant
failure out of four attempts
*W2 ●E4 Possible causes 1 Some players not following rule 1
that led to the
W4* problem 2 Some players are incapable of shooting the ball at the right spot
*W1 ● E1
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  WHAT- Lack of proper training led to the weak penalty shooting,
before him, and what would be the goal-keeper‟s next guess. This mostly due to players not adhering to rules 1 and 2
disturbance could affect the decision of the player. It is usually at
this critical moment that he makes the mistake-by doing something  WHO- A significant number of players were making the mistake as a
which is not part of his plan or simply forgetting his original plan result of insufficient training.
completely. Then in most cases, the results are: either giving chance  WHEN- When players are tired, the physical condition may affect their
for a goal-keeper to catch the ball (because of the fear of making decision making. This is why training is important.
incorrect guesses 0 or shooting the ball outside the goal (because of  WHERE- More stringent training on correct shooting (rule1 )
the worry that the goal-keeper might reach the ball).  HOW SIGNIFICANT- The importance of the match makes the problem
As the result of the search based on the idea of the problem Map, the very significant. Therefore training must be thorough.
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:
14

15. Step 4: Implementation of Corrective/Preventive Action- The
Case study II- The 1994 World

following guidelines should be considered.
There must be adequate training conducted in accordance with
Cup Final

the rules 1 and 2.
 Players should be convinced that there are no better  During the 1994 World Cup Final which took place in the USA, Italy almost
alternatives. 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
 The possibility of penalty shoot-out for future matches should
competition. Then the match came to the penalty shoot-out. The results are
be analyzed.
summarized in figure.
 Preventive actions should be taken to fully understand the
ITALY BRAZIL
psychological effect due to the presence of the goal-keeper.
Goal Player Result and Analysis Goal Player Result
From this analysis, the Coach must train the players so that they
I1 Baresi Ball flew above goal B1 Santos Ball caught- too low and
are at the peak of the performance. One very important not far enough
responsibility of the coach is to train his team for the World Cup
I2 Albertini In B2 Romario In
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! I3 Evani In B3 Branco In
I4 Massaro Ball caught by the goal-keeper B4 Dunga In
–too low and not far enough
I5 Baggio Ball flew above goal W5 WON
●I4 ●I5 Goal  On the other hand, as shown in the figure , brazil missed
●E5 the first penalty due to having disobeyed rule 1, but other
●I3
team member quickly realized the cause of the failure,
●I2 implemented corrective action and gave no chance for the
*B2 mistake to recur. The difference between a winning team
B4*
and a defeated team is that winning team (Brazil) could
discover the cause quickly and move back to the planned
B3*
course of action immediately. This difference means
*B1
●I4 success, and is a reulst of proper training.
The S-S Method and the Seven QC Tools
The Seven Quality Control Tools
S-S Problem Process Check Sheet Graphs Pareto Fishbone Scatter Control
Solving Flow Diagram Diagram Diagram Charts
Method
● ● ● ●
Process
Flow
Analysis
● ● ● ● ● ●
Problem
Definition
Identify Real
Cause
● ●
Corrective
Action
15