Logo Name of Institution

Apply problem solving tools and

techniques
NTQF for Level IV

Unit of Competence: Apply problem solving

tools and techniques
Module Title Applying problem solving
tools and techniques
LG 4 M04 LO6-07
Code: 4 TTLM 0715V1
TTLM
Code:

LO 6: Assess Effectiveness of the solution

Learning Guide for apply problem Date: June 2015
solving tools and techniques Level IV Page 1 of 20
Author: EKI/TVET – TVET Outcome Based Training Core Process
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 Instruction Sheet Learning Guide #6

This learning guide is developed to provide you the necessary information regarding
the following content coverage and topics –
 Tangible and intangible results
 Verification of results using various types of diagrams

This guide will also assist you to attain the learning outcome stated in the cover
page. Specifically, upon completion of this Learning Guide, you will be able to –
 Identify tangible and intangible results.
 Verify the results over time.
 Compare tangible results with targets using various types of diagram.

Learning Instructions:
1. Read the specific objectives of this Learning Guide.
2. Follow the instructions described in number 3 to 13.
3. Read the information written in the “Information Sheets 1”. Try to understand what are
being discussed. Ask you trainer for assistance if you have hard time
understanding them.
4. Accomplish the “Self-check 1” in page 9.
5. Ask from your trainer the key to correction (key answers) or you can request your
trainer to correct your work. (You are to get the key answer only after you finished
answering the Self-check 1).
6. If you earned a satisfactory evaluation proceed to “Information Sheet 2”. However, if
your rating is unsatisfactory, see your trainer for further instructions or go back to
Learning Activity #5.
7. Submit your accomplished Self-check. This will form part of your training portfolio.
8. Read the information written in the “Information Sheet 2”. Try to understand what
are being discussed. Ask you teacher for assistance if you have hard time understanding
them.
9. Accomplish the “Self-check 2” in page 15.
10. Ask from your trainer the key to correction (key answers) or you can request your
trainer to correct your work. (You are to get the key answer only after you finished
answering the Self-check 2).
11. If you earned a satisfactory evaluation proceed to “Operation Sheet 1” in page 18.
However, if your rating is unsatisfactory, see your teacher for further instructions or
go back to Learning Activity #6.
12. Read the “Operation Sheet 1” and try to understand the procedures discussed.

Learning Guide for apply problem Date: June 2015

solving tools and techniques Level IV Page 2 of 20
Author: EKI/TVET – TVET Outcome Based Training Core Process
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13. Do the “LAP test” in page 19(if you are ready). Request your trainer to evaluate your
performance and outputs. Your teacher will give you feedback and the evaluation will be
either satisfactory or unsatisfactory. If unsatisfactory, your trainer shall advice you on
additional work. But if satisfactory you can proceed to Learning Guide #7.
 Information Sheet-1 Tangible and intangible results

1. TANGIBLE AND INTANGIBLE RESULTS

Then an assessment is carried out to see whether the impediments have been overcome
or to what extent the initial objectives have been met. It is carried out together with
evaluation for further improvement of the work. The Circle identifies the tangible and
intangible results, verifies using data, and compares them with the initial goal. Tangible
results are results targeted through changes in processes, whereas intangible results are
those in areas such as improvement in employee learning skills and education. If the
results do not meet the goal, then the Circle needs to return to previous stages and
reexamine the processes.

1.1 Identify tangible and intangible results

Tangible results are those that can be quantified, like when a defect rate is reduced by a
certain percent. Intangible results on the other hand are those that are qualitative, like
when teamwork among the members is improved. The Circle must be able to establish at
this point that the project gains also bring them direct personal benefit. Therefore, a very
important question that each QC Circle must answer is “What is in it for me?” By
answering this question, the members realize that they themselves, in addition to the
company, benefit from the project, which induces personal satisfaction as well as a
sense of achievement. This sense of achievement is the most important intangible result
of QC Circle activities. Take, for example, a case in which a defect rate is reduced
by 90 percent. Obviously this is good for the customer, and what is good for the
customer is good for the company, but how is it good for the Circle members? A member
who is sold on the QC Circle philosophy will say, “It is good for me because now I can be
proud of my work, whereas before, I was ashamed of the defective parts that I was
making.”

1.1.1 Compare the target value and the actual value (for tangible

effects) Step one: Compare the target value and the actual value (for tangible

effects)
 See if the target value was met. See in below figures
 If the target value was not met, go back over the previous steps to see what
went wrong, correct it, and try again.
 The effect should be measured using the same QC methods and criteria
as used in fact analysis.
 The effect should be confirmed for each corrective action.
 If the target has been determined as a first priority, make sure to see what
impact this has had on the whole.
Learning Guide for apply problem Date: June 2015
solving tools and techniques Level IV Page 4 of 20
Author: EKI/TVET – TVET Outcome Based Training Core Process
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 The Pareto chart makes it clear
that the group achieved its
target of eliminating parts
supply problems.

Even though the target was a

50% reduction, the histogram
Pareto chart of problems with the robots shows that they achieved an
average 66% reduction.

Note also that they stated that

the data were derived at
training sessions, thus making
the data source explicit.

Learning Guide for apply problem Date: June 2015

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Author: EKI/TVET – TVET Outcome Based Training Core Process
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3. Intangible effects

The circle did a self-

evaluation and scoring for
the intangible effects and
then drew a radar chart to
clearly show the difference
between before and after
the activity.

Self-analysis by the QC

1.1.2 Identify other effects

Step two: Identify other effects
 Identify effects other than the immediate tangible effects. Convert the effects
into monetary values. They are very specific numerical values that everyone
can understand.

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 1.1.3 Confirm the intangible effects

Step three: Confirm the intangible effects

 What impact has the activity had on human relations in the workplace, skill
levels, teamwork, morale, and the work environment? See Figure 36.
 These intangible effects are easier to understand if you use
multidimensional comparisons with radar charts and other tools .

Figure in below showing the effect with "before" and "after" Pareto charts

1. The group compared pre- 2. This shows the data on

kaizen quality and post- hours lost due to
kaizen quality with Pareto stoppages and on days
charts, showing very clearly worked, thus clearly
that major improvement showing the impact that
was the kaizen had on
made in large sheet workplace efficiency.
processing, which went from
being the most important
problem to being third most

Learning Guide for apply problem Date: June 2015

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Author: EKI/TVET – TVET Outcome Based Training Core Process
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 Confirmition of effects.

Using a radar chart to identify intangible effects

Learning Guide for apply problem Date: June 2015

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Author: EKI/TVET – TVET Outcome Based Training Core Process
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 Self-check-1 Tangible and intangible results

Answer the following questions in the provided answer sheet.

1. Write down and describe the steps of tangible and intangible results? (6 points)
2. What is difference between tangible and intangible results? (4 points)

Note: Satisfactory rating - 6 points Unsatisfactory - below 6 points

You can ask you teacher for the copy of the correct answers.

Learning Guide for apply problem Date: June 2015

solving tools and techniques Level IV Page 9 of 20
Author: EKI/TVET – TVET Outcome Based Training Core Process
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 Answer Sheet
Score =
Rating:

Name: Date:

Short Answer Questions

1.

2.

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 Information sheet- 2 Verification of results using various types of diagrams

2. VERIFICATION OF RESULTS USING VARIOUS TYPES OF DIAGRAMS

2.1 Line graph

Line graphs are used to show actual situations given points in time. They may also
be used to predict future trends. They may be broken lines or straight lines.

How to construct a line graph

Step 1: Draw the horizontal and vertical axes of the graph, using the horizontal axis
for the period and the vertical axis for the value.
Step 2: Plot the points corresponding to the values.
Step 3: Connect the points.

Figure Line Graph

2.2 Bar graph

Bar graphs are used to show trends (e.g., of a product or service). They make use of
bars whose lengths represent the size of the factors under consideration. The bars may
be positioned vertically or horizontally.

How to construct a bar graph

Step 1: Draw the horizontal and vertical axes of the graph, using the horizontal axis for the
period and the vertical axis for the value.

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Step 2: Divide the horizontal axis into equally spaced vertical columns, each
column representing a period.
Step 3: Divide the vertical axis into as many equally spaced horizontal rows as
required, each higher row representing a higher value.
Step 4: Draw the bars.
Figure shows bar graph

2.3 Pie chart

A pie chart is used to denote relative portions of a situation; each slice of pie represents
a percentage of the whole.
How to construct a pie chart
Step 1: Draw a circle.
Step 2: Divide the circle into slices that correspond in size to the relevant
percentages. For instance, if you divide the circle into four equal slices,
then each is 25 percent of the whole.
Step 3: Moving clockwise from the topmost part of the chart, arrange the items in
order of percentage size, unless another order is inherently logical.
Step 4: Indicate the name of the item and its percentage.
Step 5: Consider what color or pattern to use for identification of
items. The by-objective bases of selecting a graph:
When comparing the size of numbers
 bar graph, band graph
Learning Guide for apply problem Date: June 2015
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Author: EKI/TVET – TVET Outcome Based Training Core Process
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 When showing a change over time
 line graph
When giving a breakdown
 pie graph, band graph

2.4 scatter diagram

A scatter diagram examines the relationship between paired data. This tool is usually
used by the QC Circle when it wants to establish the relationship between cause and
effect, the relationship between one cause and another or a relationship between
one cause and two causes.
Examples include the relationship between an ingredient and the hardness of a
product, the relationship between the speed of cutting and the variation in the length
of parts cut, the relationship between the level of illumination in a room and mistakes
in validating a bank transaction slip.
The scatter diagram is used when a number of people or procedures are producing
widely varying results. The scatter diagram may show that two variables have
positive correlation, have negative correlation, or have no correlation at all.
How to construct a scatter diagram:
Step 1: Collect data samples of pairs whose relationship is to be studied. Enter
these data in a data sheet (figure 48).
Step 2: Draw a vertical axis (effect); calibrate it from smallest to largest value (from top
to bottom).
Step 3: Draw a horizontal axis (cause); calibrate it from smallest to largest value
(from left to right).
Step 4: Plot the paired values. If values are repeated, make concentric circles (in the
graph indicated as pink).
Step5: Plot data in a graph, with material content.
Figure shown below common Scatter Diagrams

Learning Guide for apply problem Date: June 2015

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 2.5 Affinity diagram

AN AFFINITY DIAGRAM is a tool to clarify the nature of an uncertain problem or

chaotic event by coordinating ideas and obtaining concepts through the integration
of relevant verbalized data on the basis of affinity. (This method was originated by
Prof. Jiro Kawakita as the KJ Method, a Japanese registered trademark, but here in
after
we will refer to such diagrams as affinity diagrams.) Preparation of an Affinity Diagram
When preparing an affinity diagram, two approaches are recommended: one by
individual action, the other by group action. As for management or staff personnel,
individual preparation is better when trying to do the following. Identify the facts
related systematically to the chaotic and unknown problems or areas. Summarize
one’s own ideas without interference of others. Establish one’s own creative ideas that
may be in conflict with conventional ones.
Preparations of affinity diagram
A. Determine a theme.
B. Collect data by way of brainstorming.
C. Get an understanding of all verbal information collected from every
member. In some cases the data must be rewritten to prevent any
misinterpretation or misunderstanding.
D. Do the same as for individual preparations’ steps C and D.
In Figure could show affinity Diagram for House Cleaning

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Learning Guide for apply problem Date: June 2015
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Author: EKI/TVET – TVET Outcome Based Training Core Process
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Self-check-2 Verification of results using various types of diagrams

Answer the following questions in the provided answer sheet.

1. Write down and describe various types of diagrams for Verification of results?
(15 points)

Note: Satisfactory rating - 10 points Unsatisfactory - below 10 points

You can ask you teacher for the copy of the correct answers.

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 Answer Sheet Score =
Rating:

Name: Date:

Short Answer Questions

1.

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Operation sheet-1 Tangible and intangible results

3. OPERATION SHEET FOR TANGIBLE AND INTANGIBLE RESULTS

Figure Flow chart for confirming the effect

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 LAP Test Practical Demonstration

4. LAP TEST

Name: Date:
Time started: Time finished:

Instructions: Given necessary templates, workshop, tools and materials you are
required to perform the following tasks within 1 hours.

Task 1: Prepare tools and equipment.

Task 2: List all tangible and intangible effects of results:

 Check sheets
Task 3: Tangible effects.

 Compare target value and actual value using check sheet

 Control chart
 Pareto diagram
Task 4: confirm other effects.

 Check sheet

Task 5: confirm intangible effects:

 Radar chart

Learning Guide for apply problem Date: June 2015

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 5. LIST OF REFERENCE MATERIALS

No Name books Author Remarks

1 QC CIRCLES (LEADERS’S GUIDEBOOK FOR LEVEL JUSE press.
IDENTIFICATION LTD
2 KAIZEN (THE KEY TO JAPAN’S COMPETITIVE MAASAKI
SUCCESS) EMAI
3 QC PRACTICES TAKANORI
YONEYAMA
4 QC STORY LINE TADASHI
SUGIURA
5 FUNDAMENTALS OF QC CIRCLES JUSE Press,
LTD.
6 KAIZEN NATIONAL MOVEMENT JICA
7 KAIZEN BEST PRACTICES OF QC CIRCLES JICA
8 KAIZEN MANUAL (APP) EKI
9 KAIZEN MANUAL (THEORY) EKI
10 HOW OPERATE QC CIRCLES JUSE
11 BASICS OF IE
12 HAND BOOK FOR TQM AND QCC (VOL I & II) 1999
13 SAFETY MANUAL AND GUIDE

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