STEP 1

ACTIVITY SELECT THEME - identify problems encountered in the work area decide which problem to tackle on

TOOLS (if any) Brainstorming Matrix Table Gantt Chart Pareto diagram, histogram etc

STEP 2 STEP 3

PLAN SCHEDULE - estimate the time needed for each stage of the project GRASP PRESENT SITUATION - collect data (test results, surveys etc) to confirm situation - collect data on factors that contribute to problem SET TARGET - set target for improvement (in terms of % whenever possible) - provide sound and logical evidence to support target ANALYSE PROBLEM AND DETERMINE CAUSES - determine all possible causes - circle the vital causes in the diagram collect data to decide on which vital cause to tackle (80-20 rule : solve 80% of the problem by tackling 20% of the cause ie. to tackle one vital factor that causes most of the problem)

STEP 4

PLAN

STEP 5

Brainstorming & Fish bone diagram (4M, 1E) Pareto diagram, consensus, etc

STEP 6

PLAN CORRECTIVE ACTIONS - determine all possible corrective actions decide on which is the best corrective actions improve on corrective action

- Brainstorming Matrix table Force Field Analysis

STEP 7

IMPLEMENT PLAN - describe how corrective action is to be implemented (on which group of students, what resources to be used, any control group, reasonably large sample size (at least 30)) EVALUATE RESULTS Evaluate tangible results - collect data for comparison - check if result meet target. If yes, monitor consistency of results over a period of time. If not, go back to Step 5. Evaluate intangible results.

DO
STEP 8

CHECK

Pareto diagram, pie chart, scatter diagram, histogram

ACT

STEP 9

STANDARDISATION - standardise procedures and document it by incorporating into the Action Plan - -Future Plans

Jurong Junior College

NOTES ON WITS TOOLS

1.

BRAINSTORMING Brainstorming is an excellent technique for generating ideas from team members about problems and opportunities for improvement. It is used a) to identify problems (Step 1); b) to sort out causes from effects (Step 5); c) to come up with creative solutions (Step 6). Brainstorming increases the teams ability to generate ideas as it : increases involvement and participation from members produces the most ideas in the least amount of time Basic rules: a) Do not criticise, by word or gesture, anyones ideas. b) Do not discuss or evaluate any idea during session, except for clarification c) Dont hesitate to suggest an idea because it sounds silly. Many a times a dumb idea can lead to the problem solution. d) Avoid allowing the session to be dominated by one or two persons.

2.

MATRIX TABLE Matrix table is used in the selection of a) a theme for the project (Step 2); b) the most effective solution to implement (Step 6). The team has first to decide on the criteria for the consideration in the Matrix table. Examples include urgency, impact, time saving, cost saving, ease of implementation, availability of data, within team members ability.

Scale:

0
Does not meet criterion at all

1
Just meeting criterion

2
Meet criterion quite well

3
Meet criterion well

4
Meet criterion very well

5
Meet criterion extremely well

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Jurong Junior College

NOTES ON WITS TOOLS

Example : The following Matrix table is used in the selection of a theme for the project : Criteria Problem areas 1. Poor working relationship between members of x dept 2. Poor marking scheme for tests 3. Low usage of IT in teaching 4. Lacking of critical thinking in students essays Impact 23 20 19 22 Within teams ability 18 27 23 15 Availability of data 19 17 27 17 Total 60 64 69 54 Rank 3 2 1 4

Note : As the above is a team matrix of 6 members, the max. mark per box is 6 members x 5 mks = 30 mks.

Scale:

0
Does not meet criterion at all

1
Just meeting criterion

2
Meet criterion quite well

3
Meet criterion well

4
Meet criterion very well

5
Meet criterion extremely well

The problem area, Low usage of IT in teaching has the highest point and is ranked first. Thus, the theme of the project is To implement a solution to increase the usage of IT in teaching.

Do take note of the following : 1. In the Selection of Theme, the possible areas short-listed should be in the form of problem statements i.e Should be Low usage of IT in teaching , instead of To increase the infusion of IT in teaching Avoid more than one parameter in each criterion in the matrix table i.e Relevance, image and good service there are 3 parameters in this criterion The scale used in each Matrix Table has to be clearly shown at the end of each table.

2. 3.

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Jurong Junior College

NOTES ON WITS TOOLS

3.

Gantt Chart A Gantt Chart is used to monitor the progress of the WITs progress. Note :

1. 2.

Plan indicates the planned schedule while the Act indicates the actual amount of time used in the different stages of the PDCA cycle.

It is alright if some parts of the Plan schedule did not agree with the Act schedule. i.e you might have taken more/less time than what was planned. Briefly explain why schedule is ahead or behind what was planned.
Taken more time than planned to implement solution.

DO CHECK

Implement corrective actions Evaluate results

Plan Act Plan Act

Do take note of the following : 1. 2. Both Plan and Act schedule should be reflected in the Gantt Chart. The Plan schedule should flow continuously i.e no gaps between the different stages of the PDCA cycle in the Plan schedule. The same applies for the Act schedule. Select Project Plan Schedule Grasp the present situation Set target Plan Act Plan Act Plan Act Plan Act

PLAN

Act schedule did not flow continuously

LMH/ May 02

JURONG JUNIOR COLLEGE

NOTES ON WITS TOOLS

STEP 2 : PLAN SCHEDULE. A Gantt Chart is used to monitor the progress of the team in the project proceedings. Project Milestone Chart Department/Section: Physical Education Year 2000
Apr May Jun Jul Aug Sept Oct Nov Dec Jan Feb Mar Apr

Name of Team: FLEXI Project Title: To increase student usage of the gym. Milestones Year 2001
May

Jun

Jul

PLAN

Select Project

Plan Schedule

Grasp the present situation

Set target

Identify possible & vital causes

Determine corrective actions

Improve corrective actions

DO

Implement corrective actions

CHECK
Plan Act

Evaluate results

Plan Act Plan Act Plan Act Plan Act Plan Act Plan Act Plan Act Plan Act Plan Act

ACT

Standardise & monitor

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JURONG JUNIOR COLLEGE NOTES ON WITS TOOLS

4.

Use of line, bar charts (in the Grasping of Situation, Checking of results etc) Advantage of using charts to present data: 1. 2. Visual effect has more impact than data. Allow comparison of the Pre-test and Post test results to be more effectively displayed.

Do take note of the following : 1. 2. Titles and axes should be clearly labelled. When using 3-D bar charts, it is advisable to show the figure at the top of each bar in the chart : Example : The percentage passes at the Pre-Test and Post-Test

100% 80%
Percentage passes

76%

60% 40% 20% 0% 21%

Pre-Test

Post-Test

5.

Targets Setting

Do take note of the following : 1. It must be quantifiable. Example : To increase the students usage of the gym from 24% to 48%.

Avoid the following : Our target is to stop pupils from talking in the hall. Our target is to have a smooth flow of work. 2. Justify the targets set.

LMH/ MAY 99

JURONG JUNIOR COLLEGE NOTES ON WITS TOOLS

6.

FISH BONE DIAGRAM (CAUSE AND EFFECT DIAGRAM) developed in 1941 by Professor Kaoru Ishikawa, President of the Musashi Institution of Technology in Tokyo an effective tool for determining all possible causes to the problem before solutions are discussed

Recommended Steps: 1. Write the problem(or effect) in the Fish Head. Example: High failure rate in Promotional Examination It is incorrect to put it as To improve the passing rate in the Promotional Examination
2.

Draw the backdone and 5 main bones, branching out to a few broad areas of consideration such as MAN, MACHINE, METHODS, MATERIAL and ENVIRONMENT. Other area(s) may substitute the 4M and 1E if they are more appropriate for the analysis. (It is by conventional that the fish head is
always heading towards the Right.)

3.

Brainstorm on all possible main and sub-cases (not solutions) by asking the WHY questions. Develop as many 'sub-bones' as possible so that the problem can be probed in greater depth. To determine the most vital cause The team may wish to select a few vital causes through consensus. Circle these few vital causes on the C & E diagram. By means of collection of data and plotting of a Pareto diagram, the most vital cause, which is usually the tallest bar, can be determined. A second C & E diagram may be constructed on the most vital cause to determine the root causes. For example, if went to bed late was the most vital cause. The obvious solution is to sleep early, but is it possible? In order to arrive at the effective solution, the second C & E diagram may be used. Questions such as WHY, WHAT, WHO, WHOSE,WHEN &HOW may be asked. Alternatively, the team may just adopt the Quick Consensus Technique to arrive at the most vital cause.

4.

Do take note of the following : 1. Avoid writing factors on the lines of the bones: High absentism

2. 3.

Fish head must contain a problem statement. Root causes should be from small bones and should be circled in the diagram.

LMH/ MAY 99

JURONG JUNIOR COLLEGE

NOTES ON WITS TOOLS

The following Fish bone diagram is used in the analysis of all possible causes for the souring of milk: MAN

MACHINE

dirty Tap too far not properly maintained Temp worker Not enough machine hands unclean tap too far lazy to wash lazy to wash Not taught the proper method

lack of hygiene

Problem statement in the Fish Head forms the EFFECT

used for other purposes eg chopping chillies not proper coconut not fresh

too hot cheap coconut not washed tap too far

not enough containers

Coconut milk turning sour

storage of coconut

temperature too long

order too much

no training

No time & funds

ENVIRONMENT

MATERIAL

METHOD

The fish head must contain a problem statement. 5 Main areas : Material, Man, Method, Machine, Environment. The most probable vital causes (decided by the team through consensus) should be circled.

LMH/ MAY 99

JURONG JUNIOR COLLEGE NOTES ON WITS TOOLS

7.

PARETO ANALYSIS (by Vilfredo Pareto, a Nineteen Century Italian Economist and Mathematician) based on the finding that 80% of Italys wealth was owned by 20% of the population 80% of any problem or phenomenon often is due to 20% of the possible causes e.g 80% of the absentism or latecoming can be associated with 20% of the colleges population 80% of all late departures at airline terminals were due to only 3 major causes

The Vital Few and Trivial Many Procedure is used to identify the significant few factors that have the most important effect on the result and tackle them in order to obtain maximum results. Separating the significant few from the insignificant mas helps WITs members to concentrate on those factors that have the most influence; and to ignore minor causes Recommended Steps 1. A table is used to tabulate the data. e.g Pareto analysis to determine which is the main cause for the poor performance in subject x Major causes Frequency Cumulative Sort the frequency causes in Cause G 120 120 order of Cause F 88 208 descending Cause C 73 281 frequency Cause B 60 341 Cause A 45 386 Cause D 30 416

Please note that if there is a Others category, it should always be ranked last, regardless of its frequency i.e the Others should always be the last bar in the Pareto diagram.

2.

Plot a bar chart of frequency against the different causes i.e y-axis is frequency and x-axis is the different causes * There should not be gaps in between bars. Draw in the cumulative total line. Start the line at the origin and join to the next point, which corresponds to the top right corner of the respective bar. Join each set of points by straight line. Mark the Percentage axis Include a second y-axis on the right. The maximum frequency corresponds to 100%. It is sufficient to divide the percentage scale into 25%, 50%, 75% and 100%.

3.

4.

LMH/ MAY 99

JURONG JUNIOR COLLEGE NOTES ON WITS TOOLS

Frequency

Percentage

416 400 100%

350

300

75%

250

200

50%

150

100

25%

50

Cause G Cause F

Cause C

Cause B

Cause A Cause D

Different causes

How to use the graph ? a) If target is set at 75%, the team would have to implement a solution which would tackle causes G, F,C and part of B.

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JURONG JUNIOR COLLEGE NOTES ON WITS TOOLS

In the evaluation of the effectiveness of the corrective action (or solution), Pareto diagram may also be used. The impact of the corrective action can be clearly seen by plotting the results before and after implementation of corrective action.

BEFORE IMPLEMENTATION OF SOLUTION Frequency Percentage

AFTER IMPLEMENTATION OF SOLUTION Frequency Percentage

400

416

100% 400

350 75% 300

350

EFFECTIVENESS (49.5%)
300

250

250

210 200 50% 200

100%

150

150

75%

100

25%

100

50%

50

50

25%

G D

Different causes

Different causes

The same rules apply for the plotting of the After implementation graph. The positions of the bars, with the exception of Others, are once again arranged in a descending order of frequency. Hence, it is inevitable that the positions of the bars are different in the Before and After graph.

LMH/ MAY 99

JURONG JUNIOR COLLEGE NOTES ON WITS TOOLS

8.

FORCE-FIELD ANALYSIS

After a solution has been selected, a force analysis may be carried to see the negative points(if any) in the implementation of the solution. The purpose of using this tool is for the reviewing of the solution before implementation. Recommended steps : a) consider the Pros and Cons of each alternative solution b) give a weightage of 1-10 to each Pros and Cons Example: FORCE FIELD ANALYSIS WORKSHEET Alternative : To computerise the Progress Report PRO CON 1. A neater and more professional look 1. Student need to pay for the report for the report. holder 9 3 2. Teachers do not need to waste time 2. Teachers do not know Mail Merge filling in the report manually. 7 8 3. Office attendants do not need to waste 3. Teachers need time to print out the time printing and cutting the printed A4 report sheet into three 5 7 Need to train teachers on Mail Merge. 4. Teachers could make numerous 4. amendments before printing out the reports 7 6 5. Teachers have records of previous 5. Teachers waste time cutting each A4 report in soft copy for future reference sheet into two reports 7 6 Teachers waste time keying in 6. Teachers merge test marks from 6. students particulars Excel file to report instead of writing out manually 6 8 7. Teachers more opportunity to put what they have learnt in IT training to good use 5

. After the above force field analysis has been done, review and improve on the solution before implementation Example: Review of solution before implementation : 1. Notes on Mail Merge and training to be conducted for all teachers 2. A5 papers used instead of A4 so as to save time in cutting 3. Source for the lowest quote for report holder ($1.80 per holder) 4. Training on Excel is useful for teachers who have not been recording their test marks in Excel spreadsheet 5. Provide Excel spreadsheet for all classes to save teachers time in keying in students names.

The End
LMH/ MAY 99

JURONG JUNIOR COLLEGE NOTES ON WITS TOOLS

STEP 1

ACTIVITY SELECT THEME - identify problems encountered in the work area decide which problem to tackle on

TOOLS (if any) Brainstorming Matrix Table Gantt Chart Pareto diagram, histogram etc

STEP 2 STEP 3

PLAN SCHEDULE - estimate the time needed for each stage of the project GRASP PRESENT SITUATION - collect data (test results, surveys etc) to confirm situation - collect data on factors that contribute to problem SET TARGET - set target for improvement (in terms of % whenever possible) - provide sound and logical evidence to support target ANALYSE PROBLEM AND DETERMINE CAUSES - determine all possible causes - circle the vital causes in the diagram collect data to decide on which vital cause to tackle (80-20 rule : solve 80% of the problem by tackling 20% of the cause ie. to tackle one vital factor that causes most of the problem)

STEP 4

PLAN

STEP 5

Brainstorming & Fish bone diagram (4M, 1E) Pareto diagram, consensus, etc

STEP 6

PLAN CORRECTIVE ACTIONS - determine all possible corrective actions decide on which is the best corrective actions improve on corrective action

- Brainstorming Matrix table Force Field Analysis

STEP 7

IMPLEMENT PLAN - describe how corrective action is to be implemented (on which group of students, what resources to be used, any control group, reasonably large sample size (at least 30)) EVALUATE RESULTS Evaluate tangible results - collect data for comparison - check if result meet target. If yes, monitor consistency of results over a period of time. If not, go back to Step 5. Evaluate intangible results.

DO
STEP 8

CHECK

Pareto diagram, pie chart, scatter diagram, histogram

ACT

STEP 9

STANDARDISATION - standardise procedures and document it by incorporating into the Action Plan - -Future Plans

LMH/ MAY 99

JURONG JUNIOR COLLEGE

NOTES ON WITS TOOLS

LMH/ MAY 99