1

Total Quality Management

Seven QC Tools
Need for problem solving
Flow charts
Check sheets
Histogram
Pareto
Cause effect diagram
Scatter diagram
Run charts and Control charts





Problem Solving
How to Know that there is a problem?
Diagnostics?
Analysis
Interpretation
Problem Solvers
Self-negating/despairing type
Someone elses fault type
Ostrich Type
QC Problem solving type
What is a QC approach?
Views problems as Opportunity for
improvement
Focuses on continuous improvement thru
PDCA
Looks for quantification
Looks for trends/past data to support
Analysis in a group mode
Implementation and again look for
opportunities for improvement
Benefits of QC approach
Review activities & plans for future
Useful information to other
groups/individuals
Report constitutes a concise record of
the activities-accumulative experience
Encourages groups team spirit
Improves peoples ability to use the
right QC tool for right purpose

What are the
Seven QC Tools?
Flow Charts
Check Sheets
Histograms
Pareto Diagrams
Cause and Effect Diagrams or Ishikawa
Diagrams

Scatter Diagrams
Run Charts and Control Charts
2
Characteristics
Simple and easy to use tools
Operated at the shop floor level
Motivates quantitative orientation and
helps in promoting MANAGEMENT-by-
FACT and DATA
Cast in PDCA cycle
Histogram
What is it?
A Histogram is a bar graph
usually used to present frequency data
How does it Work?
Define Categories for Data
Collect Data, sort them into the categories
Count the Data for each category
Draw the Diagram. Each category finds its place on the x-Axis.
The bars will be as high as the value for the category
What is its use?
Histograms provide an easy way to evaluate the
distribution of Data over different categories

Histograms

LSL
USL
Example:
Take the failure rate of a machine
over a period of x weeks. Now
Assign every week the number of
failures that occurred. Draw the
Histogram. Let the bar represent
the weeks. The height of the Bar
on the y-axis is the number of
failures that occurred during that
week.
Interpretations


When combined with the concept of the normal curve and the
knowledge of a particular process, the histogram becomes an
effective, practical working tool in the early stages of data
analysis. A histogram may be interpreted by asking three
questions:
How well is the histogram centered? The centering of the data
provides information on the process aim about some mean or
nominal value.
How wide is the histogram? Looking at histogram width
defines the variability of the process about the aim.
What is the shape of the histogram? Remember that the data
is expected to form a normal or bell-shaped curve. Any
significant change or anomaly usually indicates that there is something
going on in the process, which is causing the quality problem.
Typical Distributions


Depicted by a bell-shaped curve
Most frequent measurement appears as center of distribution
Less frequent measurements taper gradually at both ends of
distribution
Indicates that a process is running normally (only common causes
are present).

Normal
Typical Distributions


Distribution appears to have two peaks
May indicate that data from more than one process are mixed
together
o Materials may come from two separate vendors
o Samples may have come from two separate machines.

BIMODAL
3
Typical Distributions


Appears to end sharply or abruptly at one end
Indicates possible sorting or inspection of non-conforming parts.
CLIFF-LIKE
Typical Distributions


Also commonly referred to as a comb distribution, appears as an
alternating jagged pattern
Often indicates a measuring problem
o Improper gage readings
o Gage not sensitive enough for readings.

SAW-TOOTHED
Typical Distributions


Appears as an uneven curve; values seem to taper to one side.
SKEWED
Limitations of Histograms


Histograms are limited in their use due to the random order
in which samples are taken and lack of information about
the state of control of the process.
Because samples are gathered without regard to order, the
time-dependent or time-related trends in the process are
not captured.
This lack of information on process control may lead to
incorrect conclusions being drawn and, hence, inappropriate
decisions being made.
Still, with these considerations in mind, the histogram's
simplicity of construction and ease of use make it an
invaluable tool in the elementary stages of data analysis.
Sample Observations X (Five per sample)
1 50.04 50.03 50.02 50.00 49.94
2 49.96 49.99 50.03 50.01 49.98
3 50.01 50.01 50.01 50.00 49.92
4 49.95 49.97 50.002 50.10 50.02
5 50.00 50.01 50.00 50.00 50.09
6 50.02 50.05 49.97 50.02 50.09
7 50.01 49.99 49.96 49.99 50.00
8 50.02 50.00 50.04 50.02 50.00
9 50.06 49.93 49.99 49.99 49.95
10 49.96 49.93 50.08 49.92 50.03
11 50.01 49.96 49.98 50.00 50.02
12 50.04 49.94 50.00 50.03 49.92
13 49.97 49.90 49.98 50.01 49.95
14 50.00 50.01 49.95 49.97 49.94
15 49.97 49.98 50.03 50.08 49.96
16 49.98 50.00 49.97 49.96 49.97
17 50.03 50.04 50.03 50.01 50.01
18 49.98 49.98 49.99 50.05 50.00
19 50.07 50.00 50.02 49.99 49.93
20 49.99 50.06 49.95 49.99 50.02
Inside diameter of metal sleeves (in mm)
Class
Boundaries
Midpoint Frequency Cumulative
frequency
49.89-49.91 49.90 1 1
49.91-49.93 49.92 3 4
49.93-49.95 49.94 6 10
49.95-49.97 49.96 11 21
49.97-49.99 49.98 14 35
49.99-50.01 50.00 23 58
50.01-50.03 50.02 21 79
50.03-50.05 50.04 11 90
50.05-50.07 50.06 4 94
50.07-50.09 50.08 3 97
50.09-50.11 50.10 3 100
Class boundaries, midpoints and frequencies
4
Check Sheet
Creates easy-to-understand data
Builds, with each observation, a clearer
picture of the facts
Patterns in the data become
obvious quickly
COMPONENTS REPLACED BY LAB
TIME PERIOD: 22 Feb to 27 Feb 2002
REPAIR TECHNICIAN: Bob
TV SET MODEL 1013

Integrated Circuits ||||
Capacitors |||| |||| |||| |||| |||| ||
Resistors ||
Transformers ||||
Commands
CRT |
Check Sheets
Pareto Charts
What is it?
A Pareto Chart is a Histogram
+ a cumulative line
How does it Work?
Similar like a Histogram
First define categories, collect Data and sort them into the
Categories. Count the occurrences for each category.
Now rank the categories starting with highest value.
Draw cumulative points above all the bars and connect
them into a line.
Type
X
Pareto Charts
What is its use?
Pareto Charts are used to apply the 80/20 rule of
Joseph Juran which states that 80% of the problems are
the result of 20% of the items. A Pareto Chart can be used
to identify that 20% root causes of problem. For instance,
80 percent of machine breakdown come from 20 percent
of the machines, and 80 percent of the product defects
come from 20 percent of the causes of defects.
Type
X
Pareto Charts
The important few and ...
the many that distort the view...
but dont matter
Decide the collection period
Identify the main problem causes or categories
Collect data on check sheet or tally sheet
Tabulate the frequency of each category
List them in descending order
Arrange the data as in a bar chart
Determine cumulative totals and %
Pareto Charts
Example:
A certain machine has different kinds of failures that
occur. The Maintenance department identifies these types
of failures and counts their occurrence over a period of 3
month. The Data is then added up. The Failures are
ranked by their occurrence values starting with the most
frequently occurring failure.
A histogram is drawn with bars representing the types of
failures. Furthermore cumulative values are assigned to
the failure types and drawn into the diagram.
Now determine the point were the cumulative line
crosses the 80% mark. Concentrate of the failure types
that lie left of this mark.
5
Pareto Charts


Types of defects
P
e
r
c
e
n
t
a
g
e
s

o
f

d
e
f
e
c
t
s

f
o
u
n
d

100%
50%
NUMBER OF
CAUSE DEFECTS PERCENTAGE
Poor design 80 64 %
Wrong part dimensions 16 13
Defective parts 12 10
Incorrect machine calibration 7 6
Operator errors 4 3
Defective material 3 2
Surface abrasions 3 2
125 100 %
Pareto Charts
P
e
r
c
e
n
t

f
r
o
m

e
a
c
h

c
a
u
s
e

Causes of poor quality
0
10
20
30
40
50
60
70
(64)
(13)
(10)
(6)
(3)
(2) (2)
Pareto Charts
Pareto Charts
In most cases, two or three categories will tower above the
others. These few categories, which account for the bulk of the
problem, will be the high-impact points on which to focus. If in
doubt, follow these guidelines:
Look for a break point in the cumulative percentage line.
This point occurs where the slope of the line begins to
flatten out. The factors under the steepest part of the curve
are the most important.

If there is not a fairly clear change in the slope of the line,
look for the factors that make up at least 80% of the
problem.

If the bars are all similar sizes or more than half of the
categories are needed to make up the needed 80%, try a
different breakdown of categories that might be more
appropriate.
Type
X
The Jodhpur traffic department handed out the
following challan during Diwali holidays. Make a
check sheets and a Pareto diagram for the types of
infraction.
Challan
No.
Infraction
1 Excessive speed
2 Expired inspection
3 Improper turn
4 Excessive speed
5 Parking violation
6 Parking violation
7 Excessive speed
8 Parking violation
9 Improper turn
10 Parking violation
Challan No. Infraction
11 Expired inspection
12 Parking violation
13 Improper turn
14 Parking violation
15 Excessive speed
16 Parking violation
17 Parking violation
18 Parking violation
19 Excessive speed
20 Parking violation
Infraction Tally Frequency
Excessive speed //// 5
Expired inspection // 2
Improper turn /// 3
Parking violation //// //// 10
Check Sheet
10

8

6

4

2
6
Flow Charts
What is it?
Way of representing a Procedure
using simple symbols and arrows
A Flowcharts shows the activities in a process and
the relationships between them. Operations and
Decisions can be represented
Input
Within
Spec?
Process Output
adjust
Yes
No
Flow Charts
How does it Work?
Determine what Process or Procedure you want
to represent.
Start at a certain point and go then step by
step using flow chart symbols
Document the elements with titles. Let it close
with an ending point.
What is its use?
A Flow chart lets a process or procedure be
understood easily. It also demonstrate the
relationships between the elements.
Input
Within
Spec?
Process Output
adjust
Yes
No
Flowcharts
The most common symbols
Diamond - A choice
between two or more
alternatives
Arrow - Connects two or
more symbols. The
diamond is the only symbol
that has more than two
arrows connected to it
Start - stop
Where the process
starts and ends
Box
A symbol for
action steps.
The action is
spelled out in
the box
Flowcharts
Output Input Processing
Flowchart - next level down
Input
Output
Processing
Flowchart - one more step
down
Dept. 1 Dept. 3
Operation 1
Storage Inspection
Rework
Operation 2
No
Yes
Processing in Dept. 2
Dept. 1
Dept. 3
7
Flow Charts
Example:
You intend to repair a certain machine.
First you perform the repair thought to be
necessary
Then You check it
If it does not work you continue with
repairs
If it works you finish
start
Repair machine
OK?
end
Yes
No
Check machine
Flow Charts
MRI Flowchart
1. Physician schedules MRI
2. Patient taken to MRI
3. Patient signs in
4. Patient is prepped
5. Technician carries out MRI
6. Technician inspects film
7. If unsatisfactory, repeat
8. Patient taken back to room
9. MRI read by radiologist
10. MRI report transferred to
physician
11. Patient and physician discuss
11
10
20%
9
8
80%
1 2 3 4 5 6 7
Scatter Diagrams
What is it?
Statistical tool showing a trend in a series of values.
How does it Work?
Draw graph with value points
Draw trend line: m*x+a
Calculate m value
Calculate a value
Calculate points for trend line.
What is its use?
Demonstrating correlations between values and showing
trends for value changes.
Y
X
Scatter Diagrams


Y
X
Scatter Diagrams


Interpretations
If the points cluster in a band running from
lower left to upper right, there is a positive
correlation (if x increases, y increases).

If the points cluster in a band from upper left to
lower right, there is a negative correlation (if x
increases, y decreases).

If it is hard to see where you would draw a line,
and if the points show no significant clustering,
there is probably no correlation.

8
Cause and Effect Diagrams
What is it?
Its a diagram that demonstrates
the relationship between Effects
and the categories of their causes
The Arrangement of the Diagram lets it look like a
fishbone it is therefore also called fish-bone diagram
How does it Work?
Determine the Effect or Problem you would like to
examine
Categorize the possible causes
find subcategories
Describe the possible causes
effect
Cause b Cause a
Cause d Cause c
Cause and Effect Diagrams
What is its use?
Enables a team to focus on the content of a problem

Creates a snapshot of collective knowledge and consensus of a
team; builds support for solutions

Focuses the team on causes, not symptoms

It is an effective tool that allows people to easily see the
relationship between factors to study processes, situations, and for
planning.

Cause and Effect Diagrams
Causes in a cause & effect diagram are frequently
arranged into four major categories. While these
categories can be anything:

Manpower, methods, materials, and machinery
(recommended for manufacturing)

Equipment, policies, procedures, and people
(recommended for administration and service).
Cause and Effect Diagrams
Cause and Effect Diagrams
effect
Man
Machine
Method Measurement Settings
Quality
Problem
Quality
Problem
Out of adjustment
Tooling problems
Old / worn
Machines Machines
Faulty
testing equipment
Incorrect specifications
Improper methods
Measurement Measurement
Poor supervision
Lack of concentration
Inadequate training
Human Human
Deficiencies
in product design
Ineffective quality
management
Poor process design
Process Process
Inaccurate
temperature
control
Dust and Dirt
Environment Environment
Defective from vendor
Not to specifications
Material-
handling problems
Materials Materials
9
Handling
Liquid
Copying paper
Environment Original
Copying machine
(why good copy
cannot be obtained )
Hand
dirtiness
Table
dirtiness
Drying
time
Paper
quality
Transparency
Strength
Curl
Sharpness
Writing
pressure
Pencil
hardness
Speed
Lamp
dirtiness
Operating
hours
Lamp
brightness
Roll
condition
Original
setting
Degree of
misalignment
Level
Contamination
Newness
Storage period
Paper
quality
Degree of exposure
Storage method
Storage period
Causes
Effect
Cause-and-Effect Diagram for Making Good Copies
Why poor sales
In spite of good
quality?
Retail shops
Salesmen
Advertising and Sales
Customers
Not enough advertising
Product is just delivered
No special displays
of samples
Not enough funding
available
Have never heard of them
Price is wrong
Local stores
doesnt carry
them
No sample
to try
Have never
used one
Price is wrong
Dont sell hard
enough
Not enough advertising
Dont know
enough
Have strong
preconceptions
Have no samples
displayed
Have never used
an A-pen
Dont know
Much about
A-pen
Unenthusiastic
about A-pen
Dont display them
near cash counter
An example of Cause-and-Effect Diagram- Causes of poor sales
Quality
Supervision
Ability
Attention to
detail
Airline ticket
errors
Material
(ticket stock)
Method
(printing)
Personnel
Machine
Age
Carbon
Density
Paper
Speed
Type
Age
Frequency
Maintenance
Tension adjustment
Empty tables are not
cleared quickly
Procedures
Policy
People
Physical environment
No standard training
Cant start
cleaning until
every body has
left
Takes long time to get to the kitchen
Kitchen is far from tables
Not enough staff
At busy times
High turnover
Cant clear
promptly
Customers drink
Tea endlessly
Workers dont care
Poor morale
Poor pay
Workers not available
Workers take too much time sorting
Dishes in kitchen-less time to clear
Bottleneck in kitchen
CE Diagrams
Ishikawa described three basic uses of the CE
diagrams:
Dispersion analysis
Process analysis
Cause enumeration

Run Charts
What is it?
Run Charts are representing change
in measurement over a sequence or time
How does it Work?
Gather Data
Organize Data
Measurements (y) must be confronted with time or sequence
of the events.
Chart Data
Interpreting Data
What is its use?
Determining Cyclic Events and there average character
Time
M
e
a
s
u
r
e
m
e
n
t
10
Run Charts
Run charts (often known as line graphs
outside the quality management field) display
process performance over time.

Upward and downward trends, cycles, and
large variations may be spotted and
investigated further.

Also, an average line can be added to a run
chart to clarify movement of the data away
from the average.
Time
M
e
a
s
u
r
e
m
e
n
t
Run Charts
Example
Oil consumption of a specific machine over a period of
time.
Time
M
e
a
s
u
r
e
m
e
n
t

Run Chart
Example
Run Charts
Two ways to misinterpret run charts:
You conclude that some trend or cycle exists, when in fact you
are just seeing normal process variation (and every process will
show some variation).
You do not recognize a trend or cycle when it does exist.

Both of these mistakes are common, but people are generally less
aware that they are making the first type, and are tampering with
a process, which is really behaving normally. To avoid mistakes,
use the following rules of thumb for run chart interpretation:
Look at data for a long enough period of time, so that a "usual"
range of variation is evident.
Is the recent data within the usual range of variation?
Is there a daily pattern? Weekly? Monthly? Yearly?

Control Charts
What is it?
Statistical tool, showing whether a process is in control or not
How does it Work?
Define Upper limit, lower limit and Center line
Draw Chart.
Gather values and draw them into chart
What is its use?
Taking samples of a process and detect possibility of process
being out of control
Y
X
Upper limit
Lower limit
Average/Spec
Control Charts
Control Charts
Run charts turn into control charts
One of the single most effective quality control devices for
managers and employees
Y
X
Upper limit
Lower limit
Average/Spec
11
Control Charts
Y
X
Upper limit
Lower limit
Average/Spec
Periodic tracking of a process
Common types
X bar, R or range, p or percent nonconforming
Elements of a control chart
upper control limit (UCL), the highest value a
process should produce
central line (x bar), the average value of
consecutive samples
lower control limit (LCL), the lowest value a
process should produce

Control Charts
Y
X
Upper limit
Lower limit
Average/Spec
Constructing a control Chart
Decide what to measure or count
Collect the sample data
Plot the samples on a control chart
Calculate and plot the control limits on the control
chart
Determine if the data is in-control
If non-random variation is present, discard the data
(fix the problem) and recalculate the control limits
Control Charts
Y
X
Upper limit
Lower limit
Average/Spec
Control Charts
A Process is In Control if:
1. No sample points are outside control limits

2. Most points are near the process average

3. About an equal # points are above & below the
centerline

4. Points appear randomly distributed
Control chart
Upper
control limits
Lower
control limits
Average
Stable process
Special cause
Unstable process
Common cause
Summary
Seven Q.C. Tools

1- Provide Training in Thinking
2- Raise Peoples Problem Solving Confidence
3- Increase Peoples Ability to Predict Future Events
Benefits of Seven Q.C. Tools

1- Express verbal data diagrammatically
2- Make information visible
3- Organize information intelligibly
4- Clarify overall picture and fine details
5- Get more people involved
Roles of Seven Q.C. Tools
12
FACTS
Data
Numerical Data Verbal Data
Organize
Information
Seven Tools
Analytical approach
Define problem after
collecting numerical data
Exercises
Make a check sheet and then a Pareto diagram for the following car
repair shop data.
Ticket
No.
Work
1 Tires
2 Lubes & oil
3 Tires
4 Battery
5 Lubes & oil
6 Lubes & oil
7 Lubes & oil
8 Brakes
9 Lubes & oil
10 Tires
Ticket
No.
Work
11 Brakes
12 Lubes & oil
13 Battery
14 Lubes & oil
15 Lubes & oil
16 Tires
17 Lubes & oil
18 Brakes
19 Tires
20 Brakes
Ticket
No.
Work
21 Lubes & oil
22 Brakes
23 Transmission
24 Brakes
25 Lube and oil
26 Battery
27 Lubes & oil
28 Battery
29 Battery
30 Tires
An Air-conditioning repair department manager has compiled data
on the primary reason for 41 service calls for the previous week, as
shown in the table. Using the data, make a check sheet for the
problem types for each customer type, and then construct Pareto
diagram for each type of customer
Job
Number
Problem/
Customer type
301 F/R
302 O/R
303 N/C
304 N/R
305 W/C
306 N/R
307 F/R
308 N/C
309 W/R
310 N/R
311 N/R
Job
Number
Problem/
Customer type
312 F/C
313 N/R
314 W/C
315 F/C
316 O/C
317 W/C
318 N/R
319 O/C
320 F/R
321 F/R
322 O/R
Job
Number
Problem/
Customer type
323 F/R
324 N/C
325 F/R
326 O/R
327 W/C
328 O/C
329 O/C
330 N/R
331 N/R
332 W/R
333 O/R
Job
Number
Problem/
Customer type
334 O/C
335 N/R
336 W/R
337 O/C
338 O/R
339 F/R
340 N/R
341 O/C
Problem type
N= Noisy W= Runs Warm
F= Equipment failure O= Odour
Customer type
C= Commercial Customer
R= Residential Customer
Prepare the run chart for the occurrence of defective computer
monitors based on the following data, which an analyst obtained
for making the monitors. Workers are given break at 10:15 a.m.
and 3:15 p.m., and a lunch break at noon. What can you conclude?

Interval start
time
Number of
defects
8:00 1
8:15 0
8:30 0
8:45 1
9:00 0
9:15 1
9:30 1
9:45 2
10:00 3
10:30 1
Interval start
time
Number of
defects
10:45 0
11:00 0
11:15 0
11:30 1
11:45 3
1:00 1
1:15 0
1:30 0
1:45 1
2:00 1
Interval start
time
Number of
defects
2:15 0
2:30 2
2:45 2
3:00 3
3:30 0
3:45 1
4:00 0
4:15 0
4:30 1
4:45 3
Prepare a scatter diagram for each of these data sets and then
express in words the apparent relationship between the two
variables. Put the first variable on the horizontal axis and the
second variable on the vertical axis
Age 24 30 22 25 33 2 7 36 58 37 47 54 28 42 55
Absenteeism rate 6 5 7 6 4 5 4 1 3 2 2 5 3 1
Temperature (F) 65 63 72 66 82 58 75 86 77 65 79
Error rate 1 2 0 0 3 3 1 5 2 1 3
Prepare a flowchart that describe going to the library to study
for an exam. Your flowchart should include these items: finding a
place at the library to study, checking to see if you have your
book, paper, highlighter, and so forth; traveling to library, and
the possibility of moving to another location if the place you
chose to study starts to get crowded.

Suppose that a table lamp fails to light when turned on. Prepare
a simple cause-and-effect diagram to analyze possible causes.
13
The operations manager of the firm that produces frozen dinners had
received numerous complaints from supermarkets about the firms
dinners. The manager then asked his assistant, Ram, to investigate
the matter and to report his recommendations.
Rams first task was to determine what problems were generating the
complaints. The majority of the complaints centered on five defects:
under filled packages, a missing item, spills/mixed items, unacceptable
taste, and improperly sealed packages.
Next, he took sample of dinners from the two production lines and
examined each sample, making note of any defects that he found. A
summary of these results is shown in the table.
The data resulted from inspecting approximately 800 frozen dinners.
What should Ram recommend to the manager?
Date Time Line Under
-filled
Missing
item
Spill/
Mixed
Unacceptable
taste
Improperly Sealed
12/5/09 0900
1
12/5/09 1300
2
13/5/09 1000
2
13/5/09 1345
1
13/5/09 1530
2
14/5/09 0830
1
14/5/09 1100
2
14/5/09 1400
1
15/5/09 1030
1
15/5/09 1145
2
15/5/09 1500
1
16/5/09 0845
2
16/5/09 1030
1
16/5/09 1400
1
16/5/09 1545
2
Problem Solving
The common mistake after the recognition of the actual
decision making phase often follows immediately after the
actual problem. The proper appreciation of the cause of
the problem is often neglected. The vital point in the
process of problem solving is this simple rule-a problem
cannot be solved unless its cause is known. The
proprietary S-S method (Ho and Cicmil, 1995) can be used
to plug this loophole. S-S stands for Short and Simple.
The S-S method flowchart
Step 1: Process Flow Analysis


Step2: Problem Definition


Step3: Identify the Real Cause


Step 4: Decide on and Implement Corrective Action
How to use the S-S Method
Map and Worksheet
CHANGE x
y

Track back
Problem = X-Y
Start
What was really happening
Which ended up as Y
Time
Result
The should path
that would
lead to X
Area of distinction
with the real Cause
Is the
problem?
Is as
expected?
The point
of change
What
Who
When
Where
How
significant
Possible
causes that
led to the
problem
1
2
3
4
The S-S Method Worksheet
14
Case Study I: The 1990 World
Cup Semi-Final
The 1990 World Cup Semi-Final between England (E) and West Germany
(W) was one of the most exciting matches in that years World Cup
which took place in Italy. The England team came to a 1-1 draw with the
West Germany team after 120 minutes of exciting and tough
competition. Then the match came to the penalty shoot-out. The results
are summarized in the figure.
ENGLAND WEST GERMANY
Goal Player Result and Analysis Goal Player Result
E1 Lineker In W1 Brehme In
E2 Beardsley In W2 Matthaeus In
E3 Platt In-despite being touched by the
goal-keeper
W3 Riedle In
E4 Pearce Ball caught by the goal-keeper W4 Thon In
E5 Waddle Ball flew above the goal W5 WON
The rule of the World Cup Semi-final and final matches is that when it comes to a
draw, the winner has to be decided by a penalty shoot-out. Therefore, teams should
be prepared to master the situation when it comes up. In football, there are some
rules that every experienced football player will agree with:


Rule 1: In successful penalty shooting, the ball ends up in the goal way
from the goal-keepers reach. The most likely positions are those along
the inside edges of the goal-posts, the higher the better, provided that
the ball does not go over the ball. The football player must target these
points.
Theoretically, in such an important match the as the world cup, the rule 1
must be adhered to during penalty shoot-out without recourse. This is
possible because there is a definite starting point (i.e. 12 yards midway
from the goal) and there are no other people interfering, apart from the
goal-keeper. Moreover, the football rules favour the shooter because the
goal-keeper is not allowed to make any move before the player touches
the ball. This lead to rule 2.
Rule 2: The player should assume that there is nobody at all in the field,
and concentrate on shooting the ball into the position defined as the
best.
Figure shows the appropriate positions of the nine penalty goals.
Let us try to apply the principle of the S-S Method in analysing such
a low performance of the English team players. In this case, the
missing shoots are unwanted effects, i.e., problems.
E 4
W4*
W3*
E2
*W1 E1
E5
Goal
*W2
E3
Step 1: Process Flow Analysis: All player should have followed the
rules 1 and 2(the should path) without recourse because this would
have given the highest chance to get the ball into the goal.
Step 2: Problem Definition: figure shows the problem analysis
Is the problem? Is as expected? The point of change
What Weak penalty shooting Performance during the
match
Difference in penalty
shooting tactics
Who 2 out of 5 England players German Players The way some player shoot
the ball
When After 120 min. of match During the match Penalty shoot-out took place
after a long and tiring match
Where -At the point easily reached by the goal-
keeper
-Above the bar
At the positions near the
posts, inside the goal (E2 &
E3)
Ball easily caught by the goal
keeper or ended up above
the bar
How significant 2 failure out of 5 attempts The German team made no
failure out of four attempts
Very significant
Possible causes
that led to the
problem
1 Some players not following rule 1
2 Some players are incapable of shooting the ball at the right spot
3 Some player are affected psychologically by the presence of the goal-keeper and have forgotten about
rule 2
4 lack of proper training based on rule 1 and 2

Step3 : Identification of the real cause
Although the players are expected to act strictly according to the three
rules (the should path) when performing penalty shooting, the area

of distinctive change where the real cause of a failure lies is often
psychology. The player usually guesses on what has been done
before him, and what would be the goal-keepers next guess. This
disturbance could affect the decision of the player. It is usually at
this critical moment that he makes the mistake-by doing something
which is not part of his plan or simply forgetting his original plan
completely. Then in most cases, the results are: either giving chance
for a goal-keeper to catch the ball (because of the fear of making
incorrect guesses 0 or shooting the ball outside the goal (because of
the worry that the goal-keeper might reach the ball).
As the result of the search based on the idea of the problem Map, the
real cause is the lack of proper training. In order to ensure that this
is real cause, we should test it against the What, Who, Where, When
and How Significant is the problem:






WHAT- Lack of proper training led to the weak penalty shooting,
mostly due to players not adhering to rules 1 and 2
WHO- A significant number of players were making the mistake as a
result of insufficient training.
WHEN- When players are tired, the physical condition may affect their
decision making. This is why training is important.
WHERE- More stringent training on correct shooting (rule1 )
HOW SIGNIFICANT- The importance of the match makes the problem
very significant. Therefore training must be thorough.




15
Step 4: Implementation of Corrective/Preventive Action- The
following guidelines should be considered.
There must be adequate training conducted in accordance with
the rules 1 and 2.

Players should be convinced that there are no better
alternatives.
The possibility of penalty shoot-out for future matches should
be analyzed.
Preventive actions should be taken to fully understand the
psychological effect due to the presence of the goal-keeper.

From this analysis, the Coach must train the players so that they
are at the peak of the performance. One very important
responsibility of the coach is to train his team for the World Cup
again on rules 1 and 2, by putting a dummy goal-keeper at the
centre of the goal. This sounds simple but it does work!



Case study II- The 1994 World
Cup Final
During the 1994 World Cup Final which took place in the USA, Italy almost
repeated the same mistakes the England team had made in 1990. The
Italian team came to a 0-0 draw with Brazil after 120 minutes of exhaustive
competition. Then the match came to the penalty shoot-out. The results are
summarized in figure.
ITALY BRAZIL
Goal Player Result and Analysis Goal Player Result
I1 Baresi Ball flew above goal B1 Santos Ball caught- too low and
not far enough
I2 Albertini In B2 Romario In
I3 Evani In B3 Branco In
I4 Massaro Ball caught by the goal-keeper
too low and not far enough
B4 Dunga In
I5 Baggio Ball flew above goal W5 WON
E5
Goal
*B2
I2
I3
I4 I5
*B1
B3*
B4*
I4
On the other hand, as shown in the figure , brazil missed
the first penalty due to having disobeyed rule 1, but other
team member quickly realized the cause of the failure,
implemented corrective action and gave no chance for the
mistake to recur. The difference between a winning team
and a defeated team is that winning team (Brazil) could
discover the cause quickly and move back to the planned
course of action immediately. This difference means
success, and is a reulst of proper training.
The Seven Quality Control Tools
S-S Problem
Solving
Method
Process
Flow
Check Sheet Graphs Pareto
Diagram
Fishbone
Diagram
Scatter
Diagram
Control
Charts
Process
Flow
Analysis

Problem
Definition

Identify Real
Cause
Corrective
Action

The S-S Method and the Seven QC Tools