quality control tools (qct)
DESCRIPTION
Quality control tools, qct,lean, six sigma, 7 qc tools, 7 quality control toolsTRANSCRIPT
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
Typical Distributions
• 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
Typical Distributions
• Appears to end sharply or abruptly at one end
• Indicates possible sorting or inspection of non-conforming parts.
CLIFF-LIKE
Typical Distributions
• 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
Typical Distributions
• 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
12 Parking violation
13 Improper turn
14 Parking violation
15 Excessive speed
16 Parking violation
17 Parking violation
18 Parking violation
19 Excessive speed
20 Parking violation
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
Cause and Effect Diagrams
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.
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
Cause and Effect Diagrams
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
Problem/ Customer type
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
Problem/ Customer type
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
Problem/ Customer type
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.
15
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