The Quality Toolbook

Background Chapters
1. Applications for Tools
2. Tools for Applications

This is the entire text from my 400+ page book 'A Toolbook for Quality Improvement and Problem
Solving', now in around 700 hyperlinked web pages.
There is a standard layout in each chapter of:

3. Making Tools Work

When to use it

4. Processes

How to understand it

5. Teamwork

Examples

5. Measurement

How to do it (step by step)

Practical variations

7. Variation
8. Tool Finder
Tool Chapters
Activity Network
Affinity Diagram

There are 33 chapters describing tools in detail here. With the 'Practical Variations' section, there
are actually around 100 tools described in detail.
Some tools, by definition, have a mathematical content. It is assumed that you have an average
mathematical capability, but are not a statistician. Where appropriate, calculations are shown with
examples, plus 'circles and arrows' to show what goes where in formulae.

Bar Chart
Brainstorming
Cause-Effect Diagram
Check Sheet
Control Chart
Decision Tree
Design of Experiments
Failure Mode and Effects
Analysis (FMEA)
Fault Tree Analysis (FTA)
Flowchart

If you're not sure which tool to use when, The 'Finder' chapter will help point you in a useful
direction.
History
I wrote the book in the mid-90s as a collection of all I could find about the general 'Quality Tools'
used for TQM, process improvement, etc. It was published by Prentice Hall.
David Straker

Flow Process Chart

Force-Field Diagram

See also

Gantt Chart

Related sites which provide many more tools:

Histogram

ChangingMinds.org: Many pages on creating change in people.

IDEF0

CreatingMinds.org: Many tools and quotes around creativity.

Line Graph

Tools of the Trade: All articles from my ten year-plus column on tools in the Quality World
journal.

Matrix Data Analysis Chart

(MDAC)
Matrix Diagram
Nominal Group Technique
(NGT)
Pareto Chart
Prioritization Matrix
Process Capability
Process Decision Program
Chart (PDPC)
Relations Diagram
Scatter Diagram
String Diagram
Surveys
Tables
Tree Diagram
Value Analysis
Voting
Biblliography

Index (via the Encyclopedia)

Applications For Tools

The Quality Toolbook > Applications for Tools
Introduction > A Framework for Process Improvement > Applications in Process Improvement
Next Chapter -->
Next part of this chapter -->

This chapter reviews the situations where there is a need for tools in quality improvement and problem solving and identify an eightstage universal problem-solving project framework that may be used to manage the overall project.

Introduction: Overview of what it's all about

A framework for process improvement: A generic project framework.

o 1 Identify
o 2 Define
o 3 Problem
o 4 Cause
o 5 Solution
o 6 Implement
o 7 Review

o 8 Follow-up
Applications in process improvement projects

1.1 Introduction
The Quality Toolbook > Applications for Tools > Introduction
Quality improvement and problem solving | Process improvement
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Tools have no value until they are used, so in order to identify those that may be useful in quality improvement and problem solving,
the applications where they might be used must first be recognized and understood.
This chapter describes a general framework that can be used for both quality improvement and problem solving, and from this
identifies applications where the tools described in this book may be used.

Quality improvement and problem solving

Quality improvement and general problem solving both address similar situations where what is (or is not) happening is less than
desirable. In either case, the aim is to rectify the situation.
A major difference between the approaches taken is that quality improvement activities tend to be organized and part of a larger
program, whilst problem solving is usually more reactive and ad hoc.
Despite these differences, the similarity in aim means that a similar approach can be taken to both situations, although in practice the
immediacy of general problem solving may mean that a more abbreviated (and consequently less certain) approach may be taken.
Nevertheless, if available tools are understood, then situations where they can be usefully applied may be identified.

Process improvement
A way of viewing any problem is to consider everything that is done as a process, and that quality improvement or problem solving is
simply a matter of identifying and improving the (formal or informal) processes in question (Chapter 4 discusses processes in greater
detail).

Quality improvement and problem solving can thus both be treated as process improvement activities, and a common approach can be
used for either activity.
Individual process improvement activities may be carried out as projects, using a structured approach to achieve specific objectives.
This approach is typically embodied in a framework which provides guidelines for repeatable and reliable projects.
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A Framework for Process Improvement

The Quality Toolbook > Applications for Tools > A Framework for Process Improvement
Basic framework | Loops | History | Variants
Identify | Define | Problem | Cause | Solution | Implement | Review | Follow-up
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There are probably as many process improvement frameworks as there are companies with improvement programs, although many
tend to be very similar. The process improvement framework described here is not intended to replace your framework; its main aim is
to provide a general context in which the applications for tools may be identified.

Basic framework
The basic framework for problem solving is as follows (click on boxes to go to each section detail):

Fig. 1. The Framework for Problem Solving

Loops
There are several situations where stages of the framework may need to be repeated, either within a stage where an assumption is
proved to be incorrect, or as a follow-up action, as shown below.
The project may also have a widely varying size and scope, ranging from a one-person, one-hour project to a project with a multidepartmental team working for several months (or even years) on a significant problem. In each case, the framework can be used at
the appropriate level.

History
The framework is based on what is often called the PDCA cycle (or Deming cycle after its popularizer or Shewart cycle, after its
originator). This uses a repeating cycle of Plan, Do, Check and Act as a simple framework for a learning system, as in the diagram
below. A key point about this cycle is that incremental actions are measured and compared with expectations in order to learn what
does and does not work.

Fig. 2. Plan-Do-Check-Act (PDCA)

PDCA in the process improvement project framework is shown in Fig. 3. The 'plan' stage takes a large portion, because it is focused on
reducing the chance of the implementation failing. In addition, each individual stage may follow a PDCA cycle. For example, potential
causes are identified and then checked as valid before solutions are sought.

Fig. 3. PDCA and the Framework

Variants
There are many variants on the project framework, all of which cover more or less the same topics, although with some different levels
of focus (for example, TOPS-8D includes a separate stage for implementing a short-term fix before looking at a longer-term solution).
Variants include:
7 Stages of Improvement Project
DMAIC
TOPS-8D

The stages of the framework are described in greater detail in the following sections.
Identify | Define | Problem | Cause | Solution | Implement | Review | Follow-up

A Framework for Process Improvement: 1. Identify

The Quality Toolbook > Applications for Tools > Framework for Process Improvement > 1. Identify
Identify | Define | Problem | Cause | Solution | Implement | Review | Follow-up
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This is the overall process:

Fig. 1. The overall process

The first step in a process improvement project is to identify the process which is to be improved. This may be obvious or a given
situation, for example when dealing with a known problem or where measurement of an existing process indicates a need for further
attention. However, there may be a number of known potential improvement projects, and the problem is now to select which project
to do first.
Activities in this stage may thus include:
Reviewing existing measurements, looking for poorly performing processes.

Identifying customers, their needs, expectations and satisfaction with current processes.
Defining criteria for selecting candidate projects.
Describing candidate projects in a format that will ease selection.
Selecting a process to be improved.

When starting a quality improvement program, it is important to select early projects that will lend credibility to it. They should be
reasonably easy to do (but not too easy!) and should give significant results. Similar care should be used when selecting subsequent
projects, balancing the cost, potential benefit and chance of success.
Tools that may be used in the Identify stage are described on the Tools for the Identify stage page in the Tool Finder.
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A Framework for Process Improvement: 2. Define

The Quality Toolbook > Applications for Tools > Framework for Process Improvement > 2. Define
Identify | Define | Problem | Cause | Solution | Implement | Review | Follow-up
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This is the overall process:

Fig. 1. The overall process

Once the project is selected, it must be given the best chance of success. This includes ensuring that the right people with the right
skills are working on it, it is clear what 'success' means and the way forward to achieving this is clear.
Activities in this stage may include:

 Identifying resources needed, such as team members, expertise, training and facilitation.

Gaining commitment from management to support project.

Recruiting and training the project team.
Gaining a basic understanding of the problem to be addressed.
Understanding the context and purpose of the process to be improved.
Putting short-term actions into place to cope with the situation until it is properly fixed.
Defining specific objectives for the project.
Identifying measures to determine how well the objectives are met.
Deciding what data to collect and how it will be collected.
Making initial plans for future stages.

In practice, the most difficult part of this stage can be in gaining the real commitment of resource, particularly where it requires people
to be taken away from other high priority jobs. It can also be a difficult period where the real problem is as yet unknown (in which
case, the decisions made here may be revisited during the next stage).
Tools that may be used in the Define stage are described on the Tools for the Define stage page in the Tool Finder.
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A Framework for Process Improvement: 3. Problem

The Quality Toolbook > Applications for Tools > Framework for Process Improvement > 3. Problem
Identify | Define | Problem | Cause | Solution | Implement | Review | Follow-up
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This is the overall process:

Fig. 1. The overall process

In order to identify specific problems to address, the current performance of the process needs to be grasped in
sufficient detail to enable the identification of those parts which are in need of attention. This usually requires more
detailed information than is available when the project is first selected.
Activities in this stage may include:
Implementing a short-term fix whilst a longer-term solution is found.

Mapping out the process or problem to understand it in detail and identify potential problem areas.
Measuring the process to identify and verify problems.
Prioritization and selection of specific problems to be addressed.
Revising plans to reflect new knowledge.

When identifying problems to address, it is usually better to select only a few (or even one) at any one time, as
multiple changes to the process can make it difficult afterwards to determine the effectiveness of each change. This is
also true of the Cause and Solution stages. A common characteristic of this framework is illustrated in Fig. 1, where a
broad set of possible items are first identified, then one or two are selected to be carried forward for further action.
This pair of activities also occurs for Problem, Cause and Solution stages and is sometimes called divergent thinking
and convergent thinking (or simply divergence and convergence).
Tools that may be used in the Problem stage are described on the Tools for the Problem stage page in the Tool Finder.

Fig. 2. Divergence and convergence to find final solution

A Framework for Process Improvement: 4. Cause

The Quality Toolbook > Applications for Tools > Framework for Process Improvement > 4. Cause
Identify | Define | Problem | Cause | Solution | Implement | Review | Follow-up
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This is the overall process:

Fig. 1. The overall process

Once the process or problem is better understood, steps may be taken to identify the key causes of the selected
problem, thus ensuring that the problem will be removed or reduced, rather than just having its symptoms treated.
Activities in this stage may include:
Identifying possible causes of the problem.

Selection of key causes to address.

Determining measures to verify identified key causes.
Designing experiments to verify key causes.
Measuring the process to verify that causes are key, as suspected.

In practice, there may be a temptation to skip this stage and go direct to an 'obvious' solution. Although this may
work, it can also result in a solution that addresses symptoms or minor causes, rather than the key cause, and should

thus be resisted.
Tools that may be used in the Cause stage are described on the Tools for the Cause stage page in the Tool Finder.
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A Framework for Process Improvement: 5. Solution

The Quality Toolbook > Applications for Tools > Framework for Process Improvement > 5. Solution
Identify | Define | Problem | Cause | Solution | Implement | Review | Follow-up
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This is the overall process:

Fig. 1. The overall process

When the key causes are identified and verified, then potential solutions can similarly be identified, narrowed down
and checked. The checking should also ensure that, although the solution may fix the key causes, it does not result in
other problems outside the immediate problem area, for example in related processes (this is often called suboptimization).
Activities in this stage may include:

 Identifying a number of possible solutions to fix the identified key causes.

Selection of a subset of possible solutions.

Identifying feasibility, cost and benefit of selected solutions.
Examining related processes, to ensure the solution will not adversely affect them.
Designing experiments to verify selected solutions.
Testing of final solution, preferably using measures identified in stage 2 (Define).

In practice, there may be a clear solution to a given cause, which can simplify this stage, although there is sometimes
the danger of the 'obvious' obscuring the ideal.
Tools that may be used in the Solution stage are described on the Tools for the Solution stage page in the Tool Finder.
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A Framework for Process Improvement: 6. Implement

The Quality Toolbook > Applications for Tools > Framework for Process Improvement > 6. Implement
Identify | Define | Problem | Cause | Solution | Implement | Review | Follow-up
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This is the overall process:

Fig. 1. The overall process

Once the solution to fix the key causes of the identified problems is selected, it can then be put into effect. Note that the solution is still
on trial until it is proven to work in practice, and in higher risk situations the implementation may be done in carefully reviewed stages.
Activities in this stage may include:
Obtaining authority to implement the solution.

Training people on the changes made.

Changing documentation.
Ensuring that the solution implemented is as planned.
Using measurements (as identified in stage 2) to identify the real improvements.
Measuring related processes, to ensure that they are not adversely affected.

It may seem unnecessary to recheck the solution, but in practice it is not uncommon for changes that work well under artificial test
conditions to cause problems when put into more general use. This measurement also gives the real proof that the solution really
works and enables the actual benefits gained to be identified.
Tools that may be used in the Implement stage are described on the Tools for the Implement stage page in the Tool Finder.
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A Framework for Process Improvement: 7. Review

The Quality Toolbook > Applications for Tools > Framework for Process Improvement > 7. Review
Identify | Define | Problem | Cause | Solution | Implement | Review | Follow-up
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This is the overall process:

Fig. 1. The overall process

This stage is used to determine the real success of the project, both in the short term gains of the most recent implementation activity
and in the overall success of the tools and processes used. The results are then used in the following stage to determine subsequent
actions.
Activities at this stage may include:
Reviewing measures made, to determine the actual improvement in the process against goals or expectations.
Determining why improvements did not occur as expected.
Reviewing the use of the tools and framework, to find how well they were applied and how their use may be improved.
Deciding whether to continue the project, by looping back to previous stages for further process improvement, or to draw it to a
close.
Holding a general project review of the success of the overall project to determine 'best practices' and other learning points.
In practice, this can be a difficult stage when improvements have not occurred as expected, and it can be tempting to blame the tools.
If that can be overcome, then it can be a real learning opportunity, especially when things have gone wrong.
Tools that may be used in the Review stage are described on the Tools for the Review stage page in the Tool Finder.
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A Framework for Process Improvement: 8. Follow-up

Toolbook > Applications for Tools > Framework for Process Improvement > 8. Follow-up
Identify | Define | Problem | Cause | Solution | Implement | Review | Follow-up
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This is the overall process:

Fig. 1. The overall process

Depending on the results of the review, there may be three different classes of follow-up action:
If the implementation was successful:
Standardizing the solution, writing it up as a normal operating procedure and spreading it to other areas.
Looping back to previous stages for further improvements.
Closing down the project, as below.
If the implementation was unsuccessful:
Addressing the cause of the lack of success, to prevent it recurring.
Looping back to previous stages, to correct and repeat actions.
If the project is being closed down:

 Writing up the project as a 'success story'.

Identifying additional improvements that may be made in the future.

Presenting results to managers and other groups.
Using the lessons learned to improve the improvement process itself.
Celebrating the success.
Planning for future projects.

A difficult part of this stage, particularly if the implementation was unsuccessful, is in maintaining enthusiasm and keep the project
alive.
Tools that may be used in the Follow-up stage are described on the Tools for the Follow-up stage page in the Tool Finder.
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Applications in Process Improvement

The Quality Toolbook > Applications for Tools > Applications in process improvement projects
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Within this process improvement framework, the broad activities of collecting, organizing and interpreting information in various forms
appear regularly, reflecting the general approach of basing decisions and actions on a good understanding of the best available data.
These three areas are expanded in a Tree Diagram in Fig. 1 and discussed further below in order to identify activities which may be
addressed with specific tools.

Fig. 1. Applications for Tools

Collecting information
The first step in information-based decision making is to collect the best data available, whether numeric (quantitative) or textual
(qualitative). If this data is made up of verifiable facts, then this will enable confident decisions to be made with it. Unfortunately, this
certainty is not available in many problem situations where unverifiable information may be classified as 'opinion'.
Typically, opinions come from people who have a good working knowledge of the situation and they often give very useful and credible
data. Sometimes, however, opinions may be affected by personal prejudice or pet theories and the vehemence with which opinions are
voiced should not affect the impartiality of anyone using them.
A third situation exists where the opinions are deliberately creative, such as where possible solutions to a known problem cause are
being devised.
The tools used to collect data must thus be able to cope with demands for different levels of certainty and assist in creating an
appropriate environment for that collection.
Note: The Tool Finder chapter has a page on Tools for collecting information.

Structuring information
The effort required for collecting information varies greatly between different situations; some projects start with much available
information whilst others require laborious data collection processes. Whichever way the information is acquired, it still must be
organized into a format which enables appropriate decisions and actions to be identified.
The structuring of information is largely divided by the type of information being organized. Traditional quality control information is
numeric, reflecting accurate measurement and enabling certain decisions to be made. In many other problem situations, the
information is more qualitative and the working unit is typically a sentence or phrase describing some aspect of the problem. In this
case, these chunks of information must be organized into a form which sheds further light on the problem.
The tools for organizing information thus need to convert what is often a mass of unintelligible data into a format where key decision
points are easily identified and good decisions may be confidently made.
Note: The Tool Finder chapter has a page on Tools for organizing information.

Using information
The third stage is using the information found through collection and structuring, to make confident decisions.
The first stage of usage is to identify the actual decision points, and tools may help to highlight these. For example, a tool might
highlight that several problems exist. This may be followed by selection of items to carry forward, from a list of possibilities. Finally, in
order to ensure these happen as required, the implementation may be carefully planned, including identification and management of
risks.
Note: The Tool Finder chapter has a page on Tools for using information.

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Tools For Applications

The Quality Toolbook > Tools for Applications
<-- Previous Chapter | Next Chapter -->
First section in this chapter -->

For tools to add value in any situation, they must help satisfy specific needs. This chapter identifies key needs in these areas and
identifies characteristics of tools that are required to address these needs. These are then used to classify and identify types of tools.
Finally, tools in this book are related back to the applications that were identified in the chapter on Applications for Tools.
Major sections in this chapter are:
Key needs: What we ask of the tools we use.
Tool characteristics: Overall differences between tools.
Tool types: Specific types of tools.
o Hierarchies
o Networks
o Maps
o Block charts

o Point graphs
o Matrices
o Calculations
o Group tools
o Tables
Relating tools and applications: Connecting tools to their use.

Making tools work

The Quality Toolbook > Making tools work
Understanding | Choosing | Using | Stocking | Four keys
<-- Previous Chapter | Next Chapter -->
First section -->

The skill of a craftsperson is not only in using their tools, but also in selecting the right tool for each job. For any one task, there is
usually a large number of possible tools that could be used. For example, to remove a small amount of wood from a chair leg, a
carpenter might select a piece of medium sandpaper from a large set of tools, many of which could reasonably be used do the job.
There are a large number of possible tools that a carpenter could have in his toolbox, although he typically carries around only a small
set of the most commonly used tools, keeping a larger set of more specialist tools at his workbench. Even then, there are many tools
that he does not have, and an occasional trip to the hardware store is needed for special jobs.
In order to stock his toolbox and workbench, the carpenter must first find out what tools are available and which of these are
appropriate for the carpentry jobs that he does. He must then learn how to use them, understanding the applications, the 'tricks of the
trade' and the limitations of each one.
This chapter looks at how an understanding of both applications and tools can help in the selection of a tool to fit the job. It also
discusses other practical aspects of making tools useful.
The sections of this chapter are as follows:

 Understanding the application: If you don't understand what it's for, then it will not work.

Choosing the right tool: You need the right tool for the right job.
Using the tool effectively: Using tools often needs knowledge and skill.
Stocking the toolkit: Build yourself basic and extended toolkits.
Four keys to successful projects: Four short, simple and essential rules.

Understanding the application

The Quality Toolbook > Making tools work > Understanding the application
Finding the objectives | Identifying the benefit | Understanding the constraints
<-- Previous | Next -->

In order to choose the right tool for a task, the context of its use must first be understood. Determining the real objectives can help to
find the actual constraints and benefits of solving a problem, and thus guide the tool resource to be used.

Finding the real objectives

In the same way that finding root causes can help to solve a problem, finding the real 'root objectives' can help in the understanding of
a task. For example, a task which on the surface is to 'improve the way invoices are sent' may turn out to have a root objective of
'increase customer satisfaction' or 'reduce the time it takes to get payment from customers'. Taking time to discover these 'real
objectives', for example by repeatedly asking 'Why?', can give clear directions for selecting and using an appropriate tool.

Identifying the benefit to be gained

If solving a problem can result in significant savings or gains, then it will be worth putting a lot of time and effort into it. On the other
hand, it is not worth using a tool that requires much painstaking work, when the potential benefit does not merit this effort.

Understanding the constraints

The right quality improvement tool to use in any situation depends not only on the task to be completed, but also upon the constraints
of the situation. These can be multiple and are not always obvious. They can fall into broad areas, often to do with time and resource.

Time constraints typically limit the overall time available to work on a problem. For example, if a problem must be solved within a one
hour meeting, then there is no point in using a tool that will take several hours.
Resource constraints are often to do with the ability or availability of people. If people with particular knowledge or authority must be
involved with the use of the selected tool, then they need to understand it. Resource also includes machines and other costs; for
example, some tools are best applied through the use of a computer.

<-- Previous | Next -->

Choosing the right tool

The Quality Toolbook > Making tools work > Choosing the right tool
Knowing the principles | Knowing the practicalities
<-- Previous | Next -->

Tools are used because they serve a purpose in completing a task. This use may be essential, as the task can only be completed by
using the tool, although tools are often used simply to make the job easier. Another key reason for choosing a tool is to increase
confidence in the reliability of the result.
To choose the tool for a given application requires a knowledge of both the principles and practicalities of use. To make effective use
of a tool, it must be applied correctly and the people interfacing with it must be able to interpret the results.

Knowing the principles

Each tool has a basic purpose which can usually be stated quite simply. For example, a screwdriver is for inserting and removing
screws. If, however, a deeper understanding of the fundamental principles of how the tool works can be gained, then it can also be
used in any appropriate circumstance.
An approach to this it to identify the 'root purpose' of the tool and then to use this knowledge to extend the tool's application. For
example, the 'root purpose' of a screwdriver may be defined as 'applying leverage' and additional uses derived from this, such as
opening tins of paint.
Thus a detailed understanding of tools can help not only in appropriate usage, but also in maintaining a relatively small but flexible
toolkit.

Knowing the practicalities

Knowing when a tool should and should not be used is often more than knowing its basic purpose. This usually requires a more
detailed knowledge of its limits and constraints.
There are usually various limitations on the use of tools. For example, an ordinary screwdriver may give insufficient grip to remove a
corroded screw. Tools may also have circumstances where they can be used in combination, for example where a drill is used to tap a
hole for a screw.
Although many tools can be successfully used for more than their basic purpose, the hazards should be understood before they are
used outside their normal domain. For example, a flat-bladed screwdriver can usually be pressed into screwing in a cross-point screw,
but the risk of slipping and damaging the screw head or the surroundings makes it an unwise choice for visible screws around
decorative surfaces.

<-- Previous | Next -->

Using tools effectively

The Quality Toolbook > Making tools work > Using tools effectively
Skilful application | Understanding the results
<-- Previous | Next -->

To be effective, a tool must be applied skilfully and the results interpreted to ensure the desired outcome.

Skilful application
When a tool has been selected, it requires skill in applying it to achieve the desired results. This skill comes first from the knowledge of
what to do, then from experience of actually doing it. This is where books such as this are limited, as they can give you knowledge, but
not experience.
The first time a tool is used, it is unlikely to be as effective as when it is used for the fiftieth time, as indicated in the figure below . This
learning period can be shortened by ensuring that good knowledge of the tool is gained beforehand and by practising its use in a 'safe'
environment before using it in critical real-world applications.

Sometimes this practice is not possible, for example with tools which are applied at an organizational level. In such cases, the risks
should be recognized and progress with the tool should be slow and careful, stopping often to check. These risks can be significantly
reduced by employing an expert to help with the early implementation.

Fig. 1. The J-curve of learning

Understanding the results

It is possible to select and use a tool quite intelligently, but this is of no use if no-one understands the results. Interpretation of the
results of using a tool is often more skilful that applying the tool to generate those results, as this requires both an understanding of
circumstances surrounding the use of the tool and an appreciation of the theory behind the tool.
Quality improvement and problem solving tools are often aimed at helping to analyze a situation and give indications of points where
decisions need to be made about possible action.

<-- Previous | Next -->

Stocking the toolkit

The Quality Toolbook > Making tools work > Stocking the toolkit
First and second seven tools | Useful resources
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When starting out, it is a good idea to have a basic toolkit, and then to add tools as applications occur.

First and second seven tools

A very common basic toolkit is known as the 'first seven tools':
1. Cause-Effect Diagram
2.
3.
4.
5.
6.
7.

Pareto Chart
Check Sheet
Scatter Chart
Bar Chart and other graphs
Histogram
Control Chart

These are mostly easy to use and understand, although control charts usually take more effort (which is worth it). It has been said that
90% of all problems can be solved with these tools.
The first seven tools originated in manufacturing industries, and are most suited to problems where quantitative measurement is
possible. When dealing with more uncertain and qualitative situations, selections from the 'second seven tools' can often be very
useful:
1. Relations Diagram
2.
3.
4.
5.

Affinity Diagram
Tree Diagram
Matrix Diagram
Matrix Data Analysis Chart

6. Process Decision Program Chart

7. Activity Network
Of these tools the Affinity Diagram, Relations Diagram and Tree Diagram are most common, and the Matrix Data Analysis Chart is so
complex that some descriptions of the seven tools replace it with other tools, such as the Prioritization Matrix.
Other tools which are often useful early choices include Flowcharts or other ways of mapping processes, Prioritization Matrices or Voting
for choosing what to do, and Brainstorming or Nominal Group Technique for divergent identification of new items.
As discussed above, it helps if you can get help and practice the use of the tool in a 'safe' environment before using it in real situations.
Even then, be prepared for a few false starts.

Useful resources
When working with improvement tools, particularly in groups, there are a number of resources that can be used to make their
application easier and more effective. These may include:
Comfortable meeting rooms provide an atmosphere more conducive to concentrated group work than an informal cluster around
an office desk.
Large vertically mounted sheets of paper and appropriate marker pens can be used to make writing visible to a group of people.
These are commonly known as flipcharts, easelcharts or butcher paper.
Blackboards or whiteboards are like flipcharts, with the added advantage of being erasable. A problem with these is that they
cannot be removed and must be erased when full. Whiteboards with built-in photocopiers help to get around this limitation.
3" x 5" cards add another dimension of flexibility, allowing individual 'chunks' of information to be moved around relative to
others or some underlying structure. Pinboards can be used to hold cards in one position.
Adhesive memo notes, such as 3M's Post-its, are a less durable alternative to 3" x 5" cards, but do not need a pinboard to keep
them in one place.

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Four keys to successful projects

The Quality Toolbook > Making tools work > Four keys to successful projects
Be enabled | Be focused | Make sure | Use common sense
<-- Previous | Next -->

When working in a quality improvement or problem-solving project, there are four fundamental principles that can be applied to
significantly improve the chance of a successful outcome:
Be enabled
Be focused
Make sure
Use common sense
These are discussed in more detail below.

Be enabled
Being enabled means putting in a reasonable effort before the project starts to ensure its successful completion. This includes:
Getting clear management backing, including authorization to spend an appropriate amount of effort in the project and
commitment to implement results. Nothing kills a project more effectively than lack of management support.
Getting the right people involved. The most important people here are those who are directly involved in the process, who
understand its operation and who will have to implement or will be affected by subsequent changes.
Making sure the team understands the improvement process. Training is best done as close to the actual usage as possible, and
may even be interleaved within appropriate stages.
Getting a facilitator to help with the implementation of the improvement process. This person is concerned only that the team is
successful; they have no stake in any particular solution. Facilitating can be a key and highly skilled job.
Making sure you have the authority to change the process. There is no point spending time in finding improvements that you will
not be able to implement. This usually means either changing your own process or collaborating with other process owners in the
improvement project.

Be focused
Being focused means paying close attention to the problem and the process during the whole project. This includes:
Having an enthusiastic leader who cares deeply about the problem, the improvement process and the people in the team.
Improvement teams should be led in a participative, not directive manner.
Being focused on the needs of direct and indirect customers. The objective of any process is to satisfy the needs of its customers.
Using clear objectives and plans to help the group pull together in the same direction towards the desired goal.
Carefully selecting and using appropriate tools. The right tool in the right hands can be very incisive, cutting quickly through to
the needed solution.
Identifying the most effective things on which to focus from the many possible activities (selecting the 'significant few' from the
'trivial many').
Keeping things simple. Although a degree of complexity may be required to understand sufficient detail to make improvements,
excessive complexity causes undue effort and may significantly reduce the ease with which results can be communicated.
Selecting items for action that the team is able to change. One of the traps in improvement projects is to find problems with
suppliers and other people, rather than your own processes.
Being tenacious in the face of seemingly insurmountable problems. When things do not work it is easy to give up, quoting bad
tools, waste of time, etc. Sticking to objectives can transform failure into success.
Being open to possibilities. When looking for potential problems, causes or solutions, it is easy to discount wild ideas which may
be valid or which, when explored further, may lead to valid ideas.
Identifying adverse effects of proposed changes on other people or processes. Good solutions for you can cause undesirable
problems for others.
Participating within an overall improvement program and allowing others to learn from your experience.

Make sure
Making sure is at the heart of many quality activities, and it is particularly important when implementing change, as this helps to give
confidence that improvements will work as expected. Activities include:
As far as possible, basing decisions on verified facts and measured data, rather than opinions and hearsay. It is sometimes
viewed as a management skill to be able to make snap decisions. This, however, can significantly reduce the chance of a
successful project.

 Finding causes before solutions, to ensure that the root cause of a problem is being addressed, and not just symptoms or
intermediate causes.
Verifying assumptions and hypotheses. It is a trap to assume that because a tool has been used, the result must be correct.
Checking that implemented changes work as expected. It is one of the laws of the universe that, even after careful verification of
causes and trials of solutions, some solutions will not work when put into general practice.
Learning from experience, including standardizing successes and finding and correcting the cause when things do not happen as
expected.
Documenting progress of the project. Writing things down enables unambiguous communication and allows previous decisions to
be reviewed.

Use common sense

It has been said that common sense is uncommon, but it is a key tool in improvement projects. Common-sense activities include:
Recognizing that what you get out of using a tool depends largely on what you put into it. Thus using verified data will give far
more reliable results than opinions taken from a single meeting.
Balancing effort with potential return. It is clearly worth putting a lot of work into a project that will double sales, but it is
probably not worth this amount of effort to save five minutes a day in sorting mail.
Only taking on tasks that you have a reasonable chance of completing in any given timescale. This does not mean shying away
from challenges, but success should be given the best possible opportunity too.
Not judging tools by their name. There are impressive sounding names which hide relatively simple tools. Some of these come
from literal translations of the Japanese name!
Not judging tools by their output. The value of some tools is as much in the doing and the thinking that they cause as in the final
results. Other tools have complex-looking results which are produced with quite simple methods and can be understood with a
simple explanation.
Using teams and tools for serious problems. Putting excessive effort into problems where the solution is obvious is trivializing the
tools and techniques used, and can lead to them falling into disrepute.
Making the work easier with available equipment. Computers can be used to organize information in databases, do calculations
with spreadsheets and perform other tasks with specialized software. It may even be possible to connect the computer directly
to measurement sensors.

 Knowing that quality improvement tools and techniques are not magic. It is not uncommon for people to assume that just using
them will automatically guarantee success. On the other hand, it is also common for skepticism to prevent people from even
starting to use them. Most tools at best only increase the chance of success (although this can be a significant increase).
Balancing realistic expectation with enthusiasm and optimism. Expecting too little or too much can result in disappointment.
Expecting there to be a learning curve for using tools and having patience when learning. It usually takes several attempts to get
up to speed in using new tools and techniques. The key is to use the 'review' stage to try to determine honestly the key reasons
why tools did or did not work as expected.

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Processes
The Quality Toolbook > Processes
<-- Previous Chapter | Next Chapter -->
First section -->

Processes are a fundamental concept within the arena of quality improvement, as all improvements can be made through gaining a
better understanding of the processes involved. This chapter discusses processes and aspects of them with which tools commonly deal.
The four sections of the chapter are:
What is a process?: Basic definition
Process structure: Internal and external elements
Managing and improving processes: Basics of process quality and managing processes
Quality and ETVX: A simple model for process quality

What is a process?
The Quality Toolbook > Processes > What is a process?
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Processes are one of the 'Three P's' of quality in business, People, Products and Processes, where products are what is done, and
processes are about how it is done. Thus people use processes to produce products. The word 'products' here includes the end goal of
all actions, which is often an intangible service rather than a more tangible product. Thus statements about quality often talk about
'products or services' rather than plain 'products'.
A way of contrasting quality in product and process activities is by viewing production of quality products as doing the right thing and
quality processes are about doing the thing right, as in the diagram below.
A succinct formal definition of a process is given by Joseph Juran:
'A process is a systematic series of actions
directed towards the achievement of a goal'
This phrase is expanded upon in subsequent sections of this chapter.

Fig. 1. The 'Three Ps' of business

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Process structure
The Quality Toolbook > Processes > Process structure
Actions | Inputs and outputs | Suppliers and customers | Nesting
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Improving processes means understanding their structure, both internally and in the interactions with other processes. This section
gives a basic description of some key elements.

Actions within a process

Within a process, the 'series of actions' can be broken down into two types:

(a) A simple action, where something is done, and the subsequent action is always the same.
(b) A decision, where nothing is done other than to decide on what the subsequent action should be.
What makes the process systematic is that these actions are not performed randomly, but in a predefined sequence. The most common
tool to show this sequence is a Flowchart (see below), which uses different symbols to distinguish the different types of action.

Fig. 1. Basic flowchart structure

Inputs and outputs

The goal of a process is usually the transformation of a set of inputs into a set of outputs, as shown below. (in practice, there are
additional 'inputs' which are not transformed, such as machines, specifications, etc.).

Fig. 2. Inputs and outputs

This presents a problem when drawing diagrams of processes, as arrows may show either the sequence of actions, as in the flowchart,
or the inputs and outputs, as above. The approach that tools usually take is to do one or the other, but not both.

Suppliers and customers

The inputs to a process are the outputs from a previous or supplier process. The outputs of a process form the inputs to a later
customer process. Processes thus link together to form chains of supplier and customer processes, thus:

Fig. 3. The chain of customer and supplier processes

In practice, there can be many customers of a process, as producing a faulty output may not only cause problems for the following
process, but also (if the output is passed on in any way) for the other indirect customers further down the chain. Thus the customers of
a design engineer include not only the production engineer, but production line workers, sales people and so on through to the end
customer, as a bad design will affect all these people.

Nesting
Each process may itself contain other processes, which in turn may contain further processes. This nesting can make processes easier
to understand at different levels, as shown below.

Fig. 4. Nesting into sub-processes

Thus the operation of an entire company may be considered as a single process, with inputs from suppliers, banks, etc., and outputs to
customers, shareholders, etc. This may then be broken down into the major sub-processes, such as purchasing and manufacturing,
each of which can be iteratively decomposed to an appropriate level (typically to individual roles). This can then be used in the analysis
of company, department or personal processes, investigating how well processes interact and contribute to real customer needs.

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Process management
Process management involves the management of all aspects of a process, as described above. Basic actions may include:
Finding the needs of customer processes and setting exit criteria accordingly.
Deriving the requisite inputs, setting entry criteria and ensuring that supplier processes will meet them.
Defining the actions, decisions and sub-processes within the process to:

 Check that inputs meet entry criteria.

Transform the inputs into the required outputs.
Check that the actions within the process produce correct results (validation criteria).
Check that the outputs meet exit criteria.
o Recording, analyzing and acting upon the checks made.
o Determining the resources required to enact the process.
o Motivating and controlling the people within the process.
o Monitoring customer satisfaction and checking for changing needs.
o Improving the process further.

Process improvement
Taking the above descriptions into account, broad actions to improve processes may include:
Changing exit criteria to define outputs that meet customer needs better.
Changing the actions within the process either to achieve the above or to perform the same process more efficiently or more
reliably.
Changing entry criteria to achieve either of the above. This may mean working with a supplier to improve their process so that
they can meet the new criteria.
Changing validation criteria to detect problems within the process better.

Reliability
In addition to validation activities, processes can be made more reliable by designing them for mistake-proofing and robustness.

Mistake-proofing
Mistake-proofing (also called Poka-Yoke) involves designing the process so that it cannot be done wrongly. For example, a location peg
may have a lug put on it, to prevent it being inserted the wrong way around, thus:

Other mistake-proofing examples include:

Asymmetrically placed screw holes, so that parts cannot be assembled incorrectly.
A computerized telephone dialer that, given a person's name, automatically selects and dials the correct number.
A checklist of key activities that must be ticked off and signed before a customer order is dispatched.

Robustness
Making a process robust involves using risk management techniques to identify key causes of variation that cannot be eliminated, and
taking measures to prevent them from upsetting the overall running of the process. This typically involves building redundancy into the
process, and requires a balancing of costs against potential damage. Robustness examples include:
Training several people in first aid, to cope with multiple accidents or absences.
Allowing time in a project schedule for identified possible risks.
Packing a parcel with polystyrene chips to prevent damage during transit.

Benchmarking
Another approach to improving processes is through Benchmarking, where the process is compared with a similar process, either in
another part of the company or in another company, which is recognized as being superior.
Benchmarking against external companies processes may be done as a collaborative exercise, for example where several companies
work together, sharing information on common key processes. Competitive benchmarking involves analysis of available information
about a competing company (for example, financial performance or reliability levels). This data is then used as a goal for your own
improvement efforts.

The ideal process against which to benchmark process is one recognized as being 'best in industry'. In practice, the best may not be
known, or information on it may be unavailable. In practice, the best processes against which to benchmark are those where sufficient
information is available to allow your own processes to be significantly improved.

Process Re-engineering
When processes are significantly out of date, making incremental improvements may not enough and a more radical approach is
required. Business Process Re-engineering (or BPR) implies going back to first principles and building processes from the ground up,
starting with company goals and customer requirements and using whatever technology and methods are available to create an
optimally effective and efficient business system.
BPR can run into problems where the significant change causes an equally significant reaction from the people involved, and results in
the current cultural 'immune system' trying to reject the changes. To make BPR successful, as much if not more attention must be paid
to the people as is paid to the processes, reassuring their fears and retraining them to work in the new organization.

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Process quality and ETVX

The Quality Toolbook > Processes > Process quality and ETVX
Quality in the process | ETVX
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Quality in the process

A quality process has the right inputs and performs the right actions to produce outputs that meet the needs of customer processes.
Definitions of quality thus include:
Fitness for purpose
Right output, right time, right place
Customer satisfaction

ETVX
There are four places where the quality can be specified and checked:
Entry criteria define what inputs are required and what quality these must be to achieve the exit criteria. Entry criteria should be
communicated to supplier processes, to become their exit criteria. If supplier processes are sufficiently well controlled, then
there is no need to check inputs.
Task definitions specify the actions within the process.
Validation definitions identify test points within the process and define the tests and criteria for checking at these points. This
enables problems to be caught close to their cause, reducing rework and scrap costs, and enabling problem causes to be
addressed.
Exit criteria define what outputs are required and what quality these must be to meet the needs of customer processes. Exit
criteria may be derived from the entry criteria of customer processes.
Together, these make up what is known as the ETVX model (as below), which can be used to define the process and the quality
required within it completely.

Fig. 1. The ETVX model

In process improvement, it can be useful to apply this model to processes that are suspected of being troublesome, in order to identify
measures to identify specific problems.

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Teamwork
The Quality Toolbook > Teamwork
Team development | Team roles | Team meetings | Successful teams
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First section -->

Much improvement work in organizations needs the collaboration of many people, both as formal teams and in larger, less formal
groups. Managing improvement projects thus requires a good grasp of human psychology as well as a sound understanding of the tools
described in the main body of this text.
A group of people working together may have varying degrees of success in achieving their aims, and any lack of success in a project
may be due to a number of factors that are not always clear. For example, a prestige project, staffed by well-trained experts with
plentiful resources to hand, may be eclipsed by another smaller group of workers who achieve outstanding improvements through
seemingly nothing more than lunchtime meetings and a few key process changes. Often, the difference lies not so much with the
resources and skills available, but in the way the team works together, rather than as a group of individuals.
This chapter looks at some of the key points of how groups of people interact, and the factors that need to be taken into account to
make teams successful, including:
Team development: How teams emerge from groups of people
Team roles: The formal and informal roles people take in improvement teams.
Team meetings: Elements of making team meetings successful.
Successful teams: The secrets of making improvement teams work.

Team development
The Quality Toolbook > Teamwork > Team development
Form | Storm | Norm | Perform
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If a group of people are simply thrown together, they are not likely to immediately start working as a coherent team.
To reach the state where they all comfortably know one another, know the task and know their role, they often pass
through several stages, as below.

Fig. 1. Team development stages

Form
In the formation stage, the group comes together for the first time. The people may be excited or anxious about the
task ahead and their part in it and thus tend to spend their time in investigation of both the problem and the other
people in the team. Because the problem is not yet known and the other people unproven in their new roles,
judgments are usually suspended at this stage.

Storm
As the group starts to work together, the reality of assumptions and plans are tested, and disagreement and

disillusionment can result when things do not turn out to be going as smoothly as expected. This results in revision of
people's views, both of one another and also of the task and process used.
A key feature of storming is the jostling for roles, such as leadership battles and determining who is the most expert
or most experienced person in key areas.
Occasionally, groups never get past the storming stage for example where 'niceness' prevents disagreements from
being publicly aired or where arguments are so violent that people leave the team or retreat inside themselves. It is a
test of the leader's abilities in getting the team through this stage.

Norm
In the norming stage, roles and relationships become established and the group starts to move forwards on its task.
People accept one another's personalities and start to focus more on the problem in hand.
Feelings at this stage tend to be ones of relief at having survived storming and being able to get down to work on the
real problem. Normalization sometimes does not work well, as issues are not fully ironed out and the team may dip
back into storming several times.

Perform
When personalities agree and activities are clarified, the team may then begin to really perform, focusing on the
problem as a single unit. The real 'team' is born at this stage as a sense of friendliness and cooperation towards
realistic goals develops. People know what they are doing and help one another selflessly as they work together
towards team, rather than individual, objectives. It is at this stage that synergy becomes an effective tool, where the
results of the group are noticeably better than might have been gained from working individually.
In practice, the degree to which teams perform will vary, and is often reflected in their results, which may range from
the barely acceptable to a roaring success. Teams which perform well often survive in spirit well after the problem is
solved and may re-form to work on other problems.
Beyond the Perform stage, the group dynamics still need to be maintained as, if the job gets too easy or too difficult,
there may be a further deform stage where the group starts to break up through boredom or stress. If this is not
recognized and corrected (for example by reforming the team), then the group may self-destruct through argument,
apathy or attrition.
Occasionally, teams go beyond 'normal' performance to a state of high-performance. This is typified by an almost
fanatical focus on the task (which may appear to others to be almost impossible), coupled with strong social bonds

that include close personal friendship.

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Team roles
The Quality Toolbook > Teamwork > Team roles
Formal roles | Informal roles
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When teams are formed, it is normal for people to take different roles, according to their position, ability or character type. Formal
roles are the external, defined positions that are associated with given responsibilities and are usually allocated according to the
position or ability of each person.
Individuals in a team will also tend to adopt informal roles that depend more on their character than on any specific knowledge or
position. Recognizing these behaviors can be very useful when helping the team to work together.

Formal Roles
In order for a team to work in an organized way towards their objectives, several formal roles are often allocated or decided on within
the group. Although the leader is the most common role, other positions of specific responsibility can help give focus to specific
activities and ensure formal tasks are completed.

Leader
The style of the group leader sets the style of how the group will operate. This style should be more participative than directive, as
improvement groups often operate on a voluntary basis or where the work is outside their normal work scope. There also may be no
official reporting line to the leader, who may be a peer or from another area.
A key objective of the leader is to motivate the rest of the team into having a strong focus on succeeding in their objectives. An active
and effective way to achieve this is by working within the team rather than directing it from above. An important factor is that the
leader should be respected by the team members, who will be willing to work together with him or her. The leader should also be

clearly enthusiastic about solving the problem by using appropriate tools, rather than the less structured 'brainstorm and implement'
sessions that often occur.
The leader should also have a good understanding of the improvement process being used and should be able to work closely with the
facilitator.

Recorder
The information gathered, minutes of meetings, output from tool use and communications inside and outside the team forms the
'group memory' of the team. If this is not recorded and organized, it can result in the team itself becoming disorganized.
The role of the recorder (or scribe or librarian) is thus to record and gather all the data and present it in a format which the team can
easily understand and reference. The key skills for the recorder are a clear and concise writing style and an ability to organize
information for easy access.

Analyst
Measurements made during the project are seldom directly interpretable, and must be translated into an understandable format from
which decision points may be identified. The analyst's key focus is on the measurement and interpretation of data to enable these
decisions to be made.
The exact skills of the analyst will vary with the type of project, for example where detailed numerical measures are being made, a
mathematical ability may be needed. Other projects may need an understanding of psychology, for example where the measurement is
of people's opinions.

Expert
Experts in the team have specialized knowledge, for example about technical areas or key processes, and act as advisors and
authorities in their field of expertise. It is important in an improvement team to either have appropriate expertise within the team or to
have it readily available.
A chicken and egg situation can occur, where an expert is required to identify a problem, but the appropriate expert cannot be
identified until the problem is known. This can result in the problem being circled, but not approached. The effect of this on the team is
that experts may come and go, or may stay and become inappropriate people to have on the team.

Facilitator
The facilitator is not an actual team member, but is closely connected with the team, and especially with the team leader. This person is
an expert in team dynamics and in the improvement process, and thus acts as an advisor and teacher. The facilitator never owns the
problem, but does have a strong interest in the success of the group.
An effective way of allowing the facilitator to lead the team in specific activities, yet without undermining the leader's role, is for the
leader to describe the objective and then to introduce the facilitator as someone who will help them achieve this. The facilitator then
takes over, with the clear mandate of helping the group, whilst the leader sits with the group.

Informal roles
There are a number of models of interpersonal behavior in groups that identify specific roles that people adopt, often unconsciously. It
is important that these characters get on together, as subliminal conflict, where people react emotionally to situations they do not
consciously recognize, can be particularly difficult to resolve.
In practice, behavioral style may vary along a spectrum between extremes. People may also act at different positions along the
spectra, depending on the situation. Nevertheless, individuals do tend towards particular groups of behaviors and if these are
recognized, a cohesive and effective mix may be found in the group to enable its members to work well together. A typical set of
behavioral styles are as follows.

Social style: Self versus Group

It is natural to consider ones own opinions and feelings as important, and many people are largely self-based in their thinking.
However, people get on together by also thinking about others, and a person who is more group-based will consciously aim to bring the
group together as a harmonious whole.
People with strong self-image may tend towards a leadership role, but unless they also consider the people in the team and the group
as a whole, there is a danger of them becoming dictatorial, turning the focus away from the problem and onto personalities.
In effective groups, team members feel able to contribute their own ideas, but also take seriously the thoughts of others and work
towards an agreeable solution. It is an important role of the leader to bring about this state of constructive cohesion.

Work style: Doer versus thinker

Some people have a practical work style, working to plan and taking pleasure in completing actions. Others are more interested in the
reasons behind the actions, and may challenge conventional approaches.
In teams, a balance of both styles is needed, to ensure thoughtful beginnings and solid completions to team actions.

Thinking style: Divergent versus convergent

Divergent thinkers are good at brainstorming and coming up with unusual ideas. Convergent thinkers, however, are good at judging
and selecting items from a large set of possibilities.
Improvement teams often have an equal need for both styles of thinking, for example where divergent thinking is used to find possible
causes, then convergent thinking is used to select likely key causes to be carried forward for further investigation.

Decision style: Intuition versus facts

In making decisions, a certain amount of personal judgment is required to be combined with the hard data available to help reach a
conclusion. An intuitive decision maker tends to rely more on feelings and unidentified experience, whilst a factual decision-maker will
seek to increase confidence in a decision by seeking out and analyzing clear facts.
Quality improvement activities tend more towards the factual end of this spectrum, although there are some situations (often to do
with people) where there is little hard data available, and an intuitive approach can yield good results.

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Team meetings
The Quality Toolbook > Teamwork > Successful teams
Planning | Room layout | In the meeting
<-- Previous | Next -->

A number of quality improvement and problem-solving tools are most effective when used with a group of people,
each of whom may make a specific contribution. When the team meets, both the conduct of the meeting and the
layout of the room should help them to work on the problem together, as one team.

Planning
Meetings are very expensive in terms of people's time and if there is no objective or agenda, then little is likely to be
achieved. A short, focused meeting with a simple and clear objective is likely to be far more productive than a lengthy
meeting with unspecified aims. The meeting is also more likely to be successful if the process and tools to use in the

meeting are identified beforehand and a facilitator brought in as appropriate.

It is thus worth spending time before the meeting identifying the objective of the meeting, how this may be achieved
and how any blocks to progress may be overcome.

Room layout
When sitting together, all members of the team should feel equally able to contribute. A long, rectangular table can
isolate people at the ends; the best shape is a simple circle.
When working with a whiteboard or flipchart, people should sit in a wide semicircle or arc, facing the work area. This
will help them to focus on the problem, rather than one another. Attention to the problem can be further helped by
clearly displaying the objective of the meeting, for example on a single sheet of flipchart paper which is taped to the
wall.

In the meeting
When the objective and process is agreed by all, the meeting simply becomes a matter of following this plan.
It often occurs that one or two people will dominate any meeting and will tend to do all the talking. This prevents or
inhibits other people from making useful input to the team. Other people may also be naturally reticent or unwilling
to become involved.
It is one of the tasks of the team leader to enable and encourage contributions from all members of the team, which
may require specific attention to be paid to both dominant and reluctant individuals.
At the end of the meeting, all decisions, actions, responsibilities and timescales should be agreed and clear to
everyone. These key points may be reinforced in a written meeting summary (not detailed minutes).

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Successful teams
The Quality Toolbook > Teamwork > Successful teams

<-- Previous | Next -->

In summary, teams can be helped to be more successful by considering a few key points:
Smaller groups are usually more focused and successful. Larger groups are slower and more conservative. Around three or four
people is a good size for a problem-solving team, although up to ten can work.
If formal and informal team roles are complementary, the team will find it easier to work together on the problem without conflict
and are more likely to have requisite skills available for specific tasks.
A successful team has a sense of cohesion and focus, having worked through to the 'perform' stage. The problem is well
understood and 'owned'. They believe they can succeed and are committed to success.
When the team is focused is on solving the problem, advantage is taken of any available ways of achieving this, including tools,
training and facilitation.
People are more likely to accept changes when they have been involved in the decision-making and implementation processes.
Finally, it is worth noting that research has clearly shown than teams learn faster, come up with more ideas and make better decisions
and than individuals working alone. The only disadvantage is that this usually requires a greater total effort. If the potential benefit of
team problem-solving is considered worthwhile, then the investment has a good chance in paying off with effective results.

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Measurement
The Quality Toolbook > Measurement
Purpose | Elements | How to measure
<-- Previous Chapter | Next Chapter -->
First section -->

When solving problems in a quality improvement or any other situation, tools and a structured framework are often used to help reach
good decisions, but they alone are not enough. Whilst structure and tools may be considered as the engine of problem solving, they

need the fuel of data to be effective. The confidence that can be put in any decision and the quality of the result are proportional to the
accuracy of the information upon which the decision was based.
The three sections of this chapter looks at ways to help find the right information that will enable effective decisions to be made.
Purpose of measuring: Knowing the purpose guides the measure.
Elements of measurement: The component parts of a measurement.
How to measure: Practical aspects of measurement.

The purpose of measuring

The Quality Toolbook > Measurement > The purpose of measuring
Objectives | Purpose
<-- Previous | Next -->

Objectives
In any problem-solving or tool-usage situation, a desirable outcome may be described in the form of a statement of objectives.
Sometimes this is implicit, but it is usually worth writing down in a short sentence, as this will help to achieve consensus within the
project group, acting as a 'guiding star' for decisions and actions. One of those actions will be the collection of data in order to
demonstrate whether objectives have been met. It makes sense if the statement is worded in a way that helps that data to be clearly
identified.
For example, when setting the objective of an improvement project, the specifics of what is to be improved may be included in the
objectives statement, such as, 'Increase the accuracy and timeliness of the order processing system'. In this case it is clear that
accuracy and timeliness must be measured.

Questioning
When planning a project, even when using objectives, it may not always be clear what should be measured. A simple and effective
approach to this is called the goal-question-metric paradigm, which uses a question as a bridge between objectives and measures. The
approach is to ask questions about objectives that may help measures to be identified, particularly 'How will I know how well the

objective is being approached?' and 'How will I know when the objective has been met?'. Other useful measures may be found by
asking questions such as: 'How many?', How much?', 'When?', 'How useful?', 'How expensive?', 'How often?', 'Who?'.
For example, if the objective is 'make a better cake', then the questioning step may ask, 'How will I know a better cake?' and 'Who can
tell me?', which then leads to measures such as comparison against a benchmark or focus group consensus.

Purpose
In measuring any process, there are two common reasons why measurements are made, being either an ongoing monitoring
measurement or a more specific investigative one.

Monitoring measurement
Monitoring measurements act as indicators of the general health of the process, much as temperature gives an overall indication of the
health of the human body. The measurement is made over a long period, so that trends and variation can be understood and points
where specification limits or target values are exceeded may be identified.
Several considerations should be taken into account when identifying monitoring measurements:
The measurement should identify the presence of problems, but not necessarily the cause. Breadth is thus more important than
depth.
The measurement should not be intrusive or upset the process in any way, as objective decisions can only be made through
independent observation.
Each measurement should be repeatable and made under similar conditions, so they may be compared on an equal footing.
It should be possible for measurements to be made on a regular basis. This is easy where the process repeats frequently, such as
on a production line, but can prevent identification of trends, etc., in processes with longer cycles, such as new product
introductions.
As it is made frequently, the measurement should be relatively inexpensive and easy to perform.

Investigative measurement
Investigative measurements are made specifically to find out more about known problems or causes. This may be likened to specific
medical tests such as measuring blood pressure. The limited nature of an investigative measurement means that it may differ from
monitoring measurement in several ways:
The measurement may be intrusive.

 The cost of measurement is not particularly important.

Many different measurements may be made, where each measurement covers a specific area in more detail.
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Elements of measurement
The Quality Toolbook > Measurement > Elements of measurement
Two types of measurement | Types of numeric data | Components of measurement
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Measurements may be more successfully selected and applied if their different parts and classifications are first understood. This
section looks at aspects of measurements that may be taken into account when using them.

Two types of measurement

Information gathered may be of two broad types: quantitative or qualitative. Each has its value, but they may be gathered and treated
quite separately.

Quantitative information
The easiest type of information to measure and use is a numeric quantity. Numbers are precise and help clear decisions to be made.
Tools which use quantitative data often work by using a combination of mathematical calculation and comparison of numbers against
one another or against a fixed and critical value.
Most of the discussion in this chapter is about quantitative information.

Qualitative information
Quantitative data is not always available and not always enough. Qualitative information is non-numeric, typically appearing as written
text. This often comes in 'chunks', where a phrase or sentence describes a single, independent piece of information. Tools which use
qualitative data typically organize and structure these chunks relative to one another, thus revealing further information.
Often, a situation is best described by a combination of numeric and non-numeric information, where the qualitative text helps to put
the quantitative numbers into context, for example describing who was using a machine, where, under what conditions, etc.

Types of numeric data

When identifying what to measure, two main types of data should be taken into consideration, as each has applications where it is
more useful.

Attributes
One of the simplest measurements that can be made in many situations is to count the number of items in a particular classification,
such as the number of customers purchasing full insurance cover or the number of defects in each sheet of glass. This attribute
measurement answers the question, 'How many?' and its simplicity often makes it a good starting point, with variable measurement
being used when the problem area has been more narrowly identified.
Attributes are a good way of turning qualitative data into quantitative data, for example by counting employees who think they are
significantly underpaid.

Variables
Beyond attribute measurement is variable measurement, where the question, 'How much?' is asked. Variable measurements have
units, such as centimeters and kilograms. They also usually require more effort to collect than attributes, and the actual measurement
usually requires the use of some form of measuring instrument.

Components of measurement
In any measurement, there are several components that must be taken into account when deciding what to measure.

Units
The measurement will be made in some kind of units. These should reflect the range of possible values, for example it is probably
better to measure the length a piece of wood in millimeters rather than centimeters. Clearly stating the units to be used prevents
situations where different people use different units and cause confusion in calculations and displays.

Scale
Many measurements are made in the form of numbers, as this is an absolute and flexible format, and the scale is simply the possible
range of measured values. In some situations, however, numbers are not so useful, for example when identifying the possible actions of
a customer upon finding a defective product.
In this case, the measurement scale is typically made up of a defined and discrete set of values. This can be useful when numbers are
unclear, and it is easier to describe your satisfaction as 'high' or 'low' rather than '1' or '5'.

Target
There is often a target or goal value for the measurement. This may be a center value about which the measurement varies, or a
distant target that is to be achieved, as in the figure below. The measurement can thus be usefully expressed as a difference from this
ideal, rather than as an absolute value.

Limits
As well as a target value, there are often some kind of action limits, beyond which the measurement should not go. If the measured
value falls outside such specification limits, then some kind of action may be defined, such as rejection of the measured item or an
investigation into the cause of failure. On the other hand, it is desirable to beat target values.

Tool
The measurement may be made using some kind of measuring device. It is essential that this tool is accurate and reliable, as an
uncertain measuring tool will result in worthless measurement values. Measurement tools include all methods of gathering data, from
voltmeters to surveys. Each has constraints in use and the data given must be of a known accuracy to enable confident decisions to be
made.

Process
If the measurement process is clear and well defined, then each measurement can be made in a consistent way, enabling successive
values to be compared. Detailing the process also puts into perspective the actual work that has to be done to collect the data, and
enables the requisite time and resource to be scheduled.
Details of the measurement process may include:
Who is doing the measuring and how you will be sure they know what to do.

When the measurement is done, including times, events and frequencies.

What is to be measured, including items and sampling rules.
The tools to be used, including calibration details.
How the measurements are recorded, including design of Check Sheets.
What is to be done with the completed data, including storage and actions.

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How to measure
The Quality Toolbook > Measurement > How to measure
Stratification | Sampling | Recording data

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When taking measures, there are several approaches which can help to ensure that the right data is selected and collected in a way
that helps with the subsequent analysis.

Stratification
When investigating a problem, a single general measurement is often insufficient and can cloak useful information. By measuring the
situation in a number of different ways (stratifying or segmenting it), one or more 'cuts' may reveal new information that will allow
specific corrective action to be identified, as in Fig. 1.
Common measurements used in stratifying data include:
Raw materials and completed products

Machines and tools

People
Processes and actions within them
Time
External factors, such as temperature and season

Fig. 1. Significant stratification in a Scatter Diagram

For example, a customer support organization counts the number of calls about each product, and find that a heater product is
receiving a very high call rate. They have identified a problem, but cannot find out why without making more measurements. They
therefore stratify the calls by taking intrusive measures, asking customers questions about suspected causes, such as the type of
problem (failure, cutout, etc.), customer (age, occupation, etc.), how they are using the product (indoors/outdoors, hours of usage per
day, etc.) and so on.

Sampling
In order to know exactly how a set of measured items behaves, they must all be measured, such as when determining the distribution
of the values of a batch of electrical resistors. However, this is seldom possible, for several possible reasons:
There is a significant cost in measurement, for example when there are a large number of items or when it takes a long time to
measure each.
Not all items may be available for measurement.
There may always be more items (an infinite population).
Measuring the item effectively destroys it.
In such cases, a limited sample may be measured, from which the characteristics of all other items (the population) are deduced. In
order to be able to do this reliably, there are two factors that must be taken into account:
The sample must be large enough to contain a representative set of items from the population, to enable an accurate
extrapolation for all other items (see below).
The sample must be selected entirely at random, to ensure that no biases (intended or not) result in an incorrect picture of the
rest of the population.

Fig. 2. Using a sufficient sample size

Most tool descriptions identify the size of samples that need to be taken to ensure a representative sample, so knowledge of statistics is
not essential, although a deeper understanding in this area (or access to someone with this knowledge) can be very useful.
For more information on sampling calculations, go Google!

Recording data
When actually measuring data, it is important that the accuracy of the data is maintained through careful measurement and accurate
instruments. This is best achieved through the use of a clearly defined data collection process.
It is usually useful to collect not only the data that is to be used, but also information about the situation in which it was collected. This
may include:
The name of the person collecting the data.
The date and time of collection.
The method or process used for collecting data.
Identification of any instruments used during data collection.

Where the data is to be collected by hand, then a Check Sheet may be designed to ease both the recording and interpretation of data.
A variable often overlooked when recording data is the person doing the job. The best way of reducing any potential variation from this
source is through training. This need not be complex or long, but it should be enough for the person to understand how to use any
instruments, operate any machines and reliably record all requisite data. It can help if they know how the information is likely to be
used afterwards, as a fear that the information may be used to their disadvantage can tempt them to tamper with it.

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Variation
The Quality Toolbook > Variation
Understanding variation | Measuring variation| Measuring centering | Measuring spread
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First section in this chapter -->

Variation is a major cause of quality problems and consequently many process improvement activities focus on identifying and reducing
it. It is thus important to understand as much about variation as possible, even though its statistical nature can be disconcerting.
This chapter discusses the basic principles of variation, keeping the mathematical content to a minimum. In keeping with the style of
the book, calculations are also minimized, consisting only of inserting numbers into simple formulae and using illustrated panels for
calculations involving lists of numbers.
There are four main sections in this chapter:

 Understanding variation: Key principles of this important topic.

Measuring variation: Principles of measurement of variation.
Measuring centering: Mean, median and mode.
Measuring spread: Range and standard deviation.

Understanding variation
The Quality Toolbook > Variation > Understanding variation
What is variation? | Causes of variation | Common causes | Special causes | Static and dynamic variation
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The continuously variable nature of the universe is at the heart of the science of statistics, and at first glance can look
very complex, particularly if approached from a mathematical viewpoint. This can lead to it being ignored, which is a
pity, as even a simple appreciation of it can result in a reduction in haphazard attempts to control it, with a
consequent saving in wasted time and degraded performance.

What is variation?
When a process is executed repeatedly, its outputs are seldom identical. For example, when a gun is successively
fired at a target, as in Fig. 1, the bullets will not all pass through the same hole.

Fig. 1. Variation in targeted results

This lack of repeatability is caused by the variation or variability in the process. If these causes are understood, then
this can lead to the development of solutions to reduce the variation in the process and result in more consistent
products which require less inspection and testing, have less rejection and failure, cost less to build, have more
satisfied customers and are more profitable.

Causes of variation
Variation in process output is caused by variations within the process. These may be one or more of:
1. Differing actions within the process.
2. Differing effects within the process.
3. Differing inputs to the process.
As an example for each of these conditions, the variation in the placement of the bullet holes in the target may be
affected by:
1. The gun being held or used differently.
2. Wear in the hammer mechanism causing the shell to be struck differently.

3. The bullets being of slightly differing shape or weight.

Thus, even if the first point is eliminated by putting the gun in a clamp and firing it remotely, the bullets will still not
all hit the target in the identical position.
The reasons why variation occurs can be divided into two important classes, known as common and special causes of
variation. These are discussed further below.

Common causes of variation

Within any process there are many variable factors, as indicated above, each of which may vary a small amount and
in a predictable way, but when taken together result in a degree of randomness in the output, as indicated in the
figure below. These seemingly uncontrollable factors are called common causes of variation.
Common causes of variation can seldom be eliminated by 'tampering' with the process. For example, consider the
effect of simple adjustments to the clamped gun, as in the figure below.

Fig. 2. Tampering

1. The first hole is to the left of center, so the clamp is rotated a little to the right.
2. If the clamp had been left alone, the second bullet would have gone a little to the right of center, but as it has
been moved right, the bullet now goes further to the right. As a reaction to this, the clamp is rotated somewhat
more to the left.
3. The third bullet tends towards the left anyway, so the result is a hole even further to the left.
It can be seen from this that it would have been better not to tinker with the clamp, and that the score would be
more likely to improve if the whole system were understood first and then fundamental improvements made, such as
building a better gun or making better bullets.

Special causes of variation

Special causes of variation are unusual occurrences which come from outside the normal common causes, for
example where a shot goes outside the main grouping, due to someone tripping over the gunner as the gun is fired,
as below:

Fig. 3. Special and common causes of variation

Special causes can thus be addressed as individual cases, finding the cause for each occurrence outside the normal

grouping and preventing it from recurring. This may be contrasted with the way that common causes must be
addressed through the overall process.
The way that causes are addressed in a process improvement project is usually first to recognize and eliminate special
causes, and then to find ways of improving the overall process in order to reduce common causes of variation.

Static and dynamic variation

The distribution of measurements as described above takes no account of time or sequence, as it is not important
which measurement came first or last. This is static variation.
If the order in which measurements are made is known, then significant trends may be detected, which may be useful
for catching a problem before it becomes serious. This is dynamic variation.
For example, if the gunner is initially accurate, but becomes less so as his arm tires, then this may not be detected
from the final positioning of holes on the target - it could only be seen by plotting the positioning of the holes across
time.
Dynamic variation is commonly measured using the Control Chart.

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Measuring variation
The Quality Toolbook > Variation > Measuring variation
Distribution of results | The Central Limit Theorem | Measuring distribution
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Variation is not simple to measure, as by its nature is random and individual events cannot be predicted. Despite this, a degree of
measurement can be achieved by looking at how a number of measurements group together. Usually these items are selected with
sampling methods.
The spread of measurements within a group enables special causes of variation to be distinguished from common causes of variation.
Beyond this, the characteristics of how these random events are spread out can allow improvements in seemingly random chaos to be
simply measured.

Distribution of results
It is common in processes for most measurements to cluster around a central value, with less and less measurements occurring further
away from this center. For example, the distribution of holes across the target will gradually spread out from a central, most common
placement, as below:

The Normal distribution

The bell-shaped curve in the figure above occurs surprisingly often and is consequently called a Normal distribution (or Gaussian
distribution, after its discoverer) and has some very useful properties which can be used to help variation be understood and controlled.

Other distributions
A Normal distribution of measurement values does not always occur, and other distributions may be caused by various factors,
conditions and combinations. Several of these are discussed in Chapter 23. It is a trap to use tools that expect a Normal distribution,
such as Process Capability, when the distribution is not Normal.

The Central Limit Theorem

The reason for the common occurrence of this Normal distribution is either a natural distribution or the very useful and remarkable
effect described by the Central Limit Theorem. This states that, even where the underlying population distribution is not normal, the
distribution of the averages of a set of samples will be approximately normal.
This is clearly illustrated below, which shows the distribution of average values achieved by throwing all possible combinations of one,
two, three and four dice.

With a single die, the distribution is rectangular, as there is one, equally likely way of achieving each number. With two dice, the
distribution becomes triangular, as although there is only one way of averaging one (two ones), there are six ways of averaging the
central value of 3.5 (1-6, 2-5, 3-4, 4-3, 5-2 and 6-1).
With three dice, the distribution becomes curved, and with four dice it is markedly bell-shaped, as there is still only one way of
averaging one, but there are four ways of averaging 1.25 (three 1s and a 2) and so on up to 147 ways of averaging 3.5! A key use of
this effect is that a predictable Normal distribution can be produced by measuring samples in groups of as few as four items at a time.

Measuring distribution
The measurements of a process can vary in two different ways, in terms of their centering and their spread, as illustrated below:

The centering (also called accuracy or central tendency) of a process, is the degree to which measurements gather around a target
value. The spread (also called dispersion or precision) of the process is the degree of scatter of its output values.

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Measuring centering
The Quality Toolbook > Variation > Measuring centering
Mean | Median | Mode
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To measure the centering of a process requires that the center point of the set of results be identified. The accuracy of the process can
then be determined by comparing it with target values. There are three ways of measuring this center point: the mean (or average),
the median and the mode (see the figure below).

Fig. 1. Mean, median and mode in distributions

Mean
The most common way of measuring the center point of a set of measurements is with the average, or mean (i.e. the sum of all
measurements divided by the total number of measurements).
The mean is useful for further mathematical treatment, as it considers all values (although a few extreme values can cause the mean to
become unrepresentative of the rest of the values).

Median
If the measurements are listed in numeric order, then the median is the number half-way down the list. If there is an even number of
measurements, it is half-way between the middle two numbers. The median is not distorted by extreme values, but it can be very
unrepresentative of the other values, particularly in a distribution which is not symmetrical.

Mode
The mode is the most commonly occurring measurement. In a distribution graph, this is the highest point. The mode is also not
distorted by extreme values, and is useful for measuring such as average earnings. However, there can be more than one mode, and it
is not as good as the mean for mathematical treatment.
In a symmetrical distribution such as a Normal distribution, these three measures are the same. In an asymmetrical (or skewed)
distribution, as below, there is a simple rule-of-thumb formula which can be used to estimate one, given the other two:
Mean - Mode = 3 x (Mean - Median)

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Measuring spread
The Quality Toolbook > Variation > Measuring spread
Range | Standard deviation
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There are two main ways of measuring the degree of spread of a set of measurements: the range and the standard deviation.

Range
The range of a set of measures is simply the difference between the largest and the smallest measurement value.
Thus, for example, if you have a set of measures (21, 22, 26, 19, 12, 24, 33) then you first find the highest measure (33) and subtract
the lowest measure (12) to give the range (21).
This is easy to calculate, but there can be several problems with using it:
Special causes of variation can cause an unrealistically wide range.
As more measurements are made, it will tend to increase.
It gives no indication of the data between its values.

Standard deviation
The standard deviation is a number which is calculated using a simple mathematical trick (calculating the square root of the average of
squares) to find an 'average' number for the distance of the majority of measures from the mean.
The standard deviation is of particular value when used with the Normal distribution, where known proportions of the measurements
fall within one, two and three standard deviations of the mean, as below.

Fig. 1. Percentages in Normal Distribution between Standard Deviations

Thus, given a set of measures, the mean and the standard deviation can be calculated, and from this can be derived the probability of
future measures falling into the three bands, provided that the distribution is normal (a simple visual test for this is to draw a histogram
and look for the bell shape).

For example, if the gunner has an average score of 56 per target card, with a standard deviation of 6, then, provided the distribution is
normal:
68.3% of scores will be 56 6 (= between 50 and 62)
95.4% of scores will be 56 12 (= between 44 and 68)
99.7% of scores will be 56 18 (= between 38 and 74)
or, breaking out the six bands:
2.1% of scores will be between 38 and 44
13.6% of scores will be between 44 and 50
34.1% of scores will be between 50 and 56
34.1% of scores will be between 56 and 62
13.6% of scores will be between 62 and 68
2.1% of scores will be between 68 and 74
The remaining 0.3% of scores will be below 38 or above 74.

Tool Finder
The Quality Toolbook > Tool Finder
Starting from the project framework | Starting from the task
Framework: Identify | Define | Problem | Cause | Solution | Implement | Review | Follow-up
Task: Collecting information | Structuring information | Using information.
<-- Previous Chapter | Next Chapter -->

Although it is useful to have a broad toolkit available, it can still be difficult to select the appropriate tool for a given situation. This
appendix aims to help you with this task by giving two approaches to choosing the right tool:
Starting from the improvement project framework
Starting from the task
First, tools may be used in an organized project, typically using a framework as described in Applications for Tools. This has a number
of phases where specific actions may be performed. A smaller toolkit may be thus defined for each phase and sub-phase, making
selection easier.
In addition to use in a defined framework, tools may also be used in any appropriate situation, for example as an ongoing process
measurement or in a meeting where there is a need to organize some confused information. In such cases, the project framework is
irrelevant, and the starting point for identifying the tool is the task in hand.
In either case, review the possible tools and decide first whether using a tool would be of benefit (for example, some situations may be
too simple to merit their use), then select the most appropriate tool. In this decision, include consideration of what tools are already
understood and the effort required to learn and use the tool.

Starting from the project framework

This section identifies tools which may be used in each of the phases of the process improvement framework. Click on the stage of the
process below to see the tools that may be used in that stage.
1. Identify
2.
3.
4.
5.
6.
7.
8.

Define
Problem
Cause
Solution
Implement
Review
Follow-up

Starting from the task

This section assumes you are not using the process improvement framework, and thus starts from the basic task that you may be
aiming to perform. This will probably be more useful if you are using a different framework or want to use a single tool in a more
general problem-solving situation.
It is divided into the following three main sections, as discussed in more detail in the Applications in Process Improvement page in the
Applications for Tools chapter:
1. Collecting information
2. Structuring information
3. Using information