QIMPRO CHALENGE 4

PARETO DIAGRAM

Made By-

Aparna Agnihotri

Soumya Badola

Simran Nagar

Topic: Bunking Lectures

Introduction- What is Pareto

Diagram

Pareto Principle-An Italian economist, Vilfredo Pareto (1848-1923), postulated that for many events roughly y 80% of the effects come from 20% of the causes. This principle is also known as the 80–20 rule, the law of the vital few, and the principle of factor sparsity.

A Pareto diagram is a type of graph that contains both bars and a line graph, where individual values are represented in descending order by bars, and the cumulative total is represented by the line.

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Introduction-Pareto Diagram• As can be seen in the

adjoining Pareto Diagram, the bars are arranged in descending order of height from left to right.

• This means the categories represented by the tall bars on the left are relatively more significant than those on the right.

Introduction-

Why use a Pareto Diagram

• A Pareto Diagram offers the following advantages:

Breaks big problem into smaller pieces

Identifies most significant factors

Shows where to focus efforts

Allows better use of limited resources

Introduction-How to make a

Pareto DiagramThe steps to construct a Pareto Diagram are:

Step 1 - Record the raw data. List each category and its associated data count.

Step 2 - Order the data. Prepare an analysis sheet, putting the categories in order and placing the one with the largest count first.

Step 3 - Label the left-hand vertical axis. Starting the axis from 0 to closest greater integer to the largest count.

Step 4 - Label the horizontal axis. Make the widths of all of the bars the same and label the categories from largest to smallest.

Step 5 - Plot a bar for each category. The height of each bar should equal the count for that category.

Step 6 - Find the cumulative counts. Each category's cumulative count is the count for that category added to the counts for all larger categories.

Step 7 - Add a cumulative line. This is optional. Label the right axis from 0 to 100%, and line up the 100% with the grand total on the left axis. For each category, put a dot as high as the cumulative total and in line with the right edge of that category's bar. Connect all the dots with straight lines.

Data AnalysisThe attendance of a 600 students was observed for a period of a

month to ascertain the classes bunked by students-

Reason Frequency CumulativeFrequency

Cumulative Percentage

Co-Curricular Activities

128 128 34.0%

Self-Study 111 239 63.5%

Boring lecture 57 296 78.7%

Illness 29 325 86.4%

Peer Pressure 20 345 91.7%

Enjoyment 17 362 96.2%

Dislike of Subject

9 371 98.6%

Dislike of Teacher

5 376 100%

Pareto Diagram

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Co-curricularactivities

Self-study Boringlecture

Illness PeerPressure

Enjoyment Dislike ofSubject

Dislike ofTeacher

Frequency

Cumilatve Percentage

Analysis of Pareto Diagram

• From the Pareto Diagram, it is clear that Co-curricular activities, time for self-study and avoidance of boring lectures are together responsible for nearly 80% of classes bunked.

Co-curricularactivities, Self study,Boring lectures

Illness, peerpressure, enjoymentetc

• Ideally, students should be left with ample time after the lectures to pursue co-curricular activities.

• The conflict of choosing one over the other should never arise as both are essential facets of college life.

• Also, there should be free time from all college activities when students can self-study and rest as well.

Problem Definition: Ideal

Scenario

• The lectures be engaging to students so the don’t feel bored, instead be excited on learning something new.

Problem Definition: Real Scenario

• The maximum number of classes are bunked due to lack of time management among students.

• Lecture time is compromised to make time for Co-curricular activities and Self-study, making classroom and other activities exclusive.

• Students will have to choose lectures over other important college activities making it a lose-lose situation.

• A large number of students also bunked to avoid what they felt were boring lectures, where they could not develop interest to study.

• Peer pressure of studies resulting in tension and bafflement, lack of interest in subject also leads to bunking.

• Students consider the lecture to be boring. They feel the information imparted is not useful or not imparted in an understandable manner.

Lessons Learned

• Pareto diagrams give a sharp insight into the probable causes of a probable.

• Critical issues are focused by ranking them in terms of importance and frequency.

• Problems are prioritized to EFFICENTLY initiate problem solving.

Problem Definition: Solution

• The college management and students communicate to arrange a time table which matches need of all.

• Workshops on time management held so students can learn how to best utilize time without missing on classes.

• Workshops for faculty be held on how to present lectures in a more student friendly manner by using presentations and animations.

• Weekend be a holiday of two days than just one so students have more than ample free time.