Cause-and-Effect Diagram for a Teaching Learning Process (CEDTLP) A Case Study

Transcription

1 Cause-and-Effect Diagram for a Teaching Learning Process (CEDTLP) A Case Study Vivek A. Deshpande Asst. Professor in Mechanical Engineering, G. H. Patel College of Engineering & Technology, V. V. Nagar, Anand, Gujarat vivek_deshpande@yahoo.com Abstract: Earlier, quality means customer satisfaction or fitness for use. Now the meaning of quality has been rapidly changing as meeting the specifications, reduce the variability, and delighting the customer. Quality for professional institute means, the output of the system must meet present needs of the society in an effective and efficient manner. By using a few statistical process control tools like histogram, frequency distribution, quality circle, pareto principle, cause-and-effect diagram etc. the performance of the professional institute can be analyzed. Here author is dealing with the Teaching Learning in a class of a professional institute. The causes of poor performance of the students have been explored. A cause [1] is a proven reason for the existence of the defect. A remedy is a change that can successfully eliminate or neutralize a cause of defects. The effect may be due to the combination of few such causes. Once the causes and remedies are available the potential cause affecting the system can be identified, analysis can be made and suggestions can be implemented to improve the performance of the system. In this case study, author used Cause-and-Effect Diagram (CED). Keywords: Cause-and-Effect Diagram (CED), Quality 1

2 Introduction: A Cause-and-Effect Diagram is a tool [2] that helps identify, sort, and display possible causes of a specific problem or quality characteristic. It graphically illustrates the relationship between a given outcome and all the factors that influence the outcome. This type of diagram is sometimes called an "Ishikawa diagram" because Dr. Kaoru Ishikawa, a Japanese quality control statistician, invented it (1943). The design of the diagram looks much like the skeleton of a fish. Therefore, it is often referred to as the fishbone diagram. Constructing a Cause-and-Effect Diagram can help your team when you need to Identify the possible root causes, for a specific effect, problem, or condition. Sort out and relate some of the interactions among the factors affecting a particular process. Analyze existing problems so that corrective action can be taken. Benefits of constructing a Cause-and-Effect Diagram are that it: Helps determine the root causes of a problem or quality characteristic using a structured approach. Encourages group participation and utilizes group knowledge of the process. Uses an orderly, easy-to-read format to diagram cause-and-effect relationships. Indicates possible causes of variation in a process. Identifies areas where data should be collected for further study. Steps to construct a Cause-and-Effect Diagram: 1. Draw the fishbone diagram as per Figure1. This figure explains the Cause-and-Effect Diagram construction and analysis [3]. 2. List the problem/issue to be studied in the "head of the fish". 3. Label each ""bone" of the "fish". The major categories typically utilized are Men, Material, Method, Machines, Plant, People, Procedure, Policies and Environment etc. 4. Use an idea-generating technique (e.g., brainstorming) to identify the factors within each category that may be affecting the problem/issue and/or effect [4] being studied. 5. Repeat this procedure with each factor under the category to produce sub-factors. 2

3 6. Analyze the results of the fishbone after team members agree that an adequate amount of detail has been provided under each major category. Literature Review: No two units of a product produced by a manufacturing process are identical. Some variation is inevitable. From grade card data pertaining to the performance of the students in a class in each subject, it becomes difficult to analyze the quality of class. By using quality tools, data can be inspected and properly analyzed to take judicious decisions. Methodology: In this paper Cause-and-Effect diagram is presented to explore the causes of poor performance of the students in a class of a professional institute (Refer Figure 2). Once the causes are available the potential cause affecting the system can be identified, analysis can be made and suggestions can be implemented to improve the performance of the system. Categories of causes: 1. Faculty: Refer Table 1 2. Students: Refer Table 2 3. Curriculum Design: Table 3: & Remedies under Curriculum Design Category Lengthy syllabus Out dated topics Inadequate study material Too many reference books suggested Needs to be revised by board of studies as per industries requirement Management must spend enough money to enrich library facility 3

4 4. Environment: Table 4: & Remedies under Environment Category Climate Water clogging in rainy season Improper building design Poor hygiene in class Noisy atmosphere in library No remedy Need proper drainage/disposal facility Cant change now Need good housekeeping To be supervised 5. Facility: Table 4: & Remedies under Facility Category Very few industrial visits More recess time No play ground in campus Improper maintenance of OHP/LCD Seats not designed properly Lack of drinking water facility Initiation by Department required Time table must be properly scheduled Can t do anything now due to space constraint To be supervised & maintained To be designed using ergonomic principles Conclusion: A quality improvement tool can be applied for a non-manufacturing firm where the performance of a teaching - learning process is to be studied. Here, cause-and-effect diagram is used to explore the possible causes of poor performance of the students in order to check the effectiveness of the teaching learning process. By knowing the remedy the quality of the students can be improved. References: 1. Frank M. Gryna, 2007, Juran s Quality Planning and Aanalysis: For Enterprise Quality / Frank M. Gryna, Richard C. H. Chua, Joseph A. DeFeo, 5 th ed., Tata McGraw Hill, New Delhi, p.p Amitava Mitra, 1998, Fundamentals of Quality Control and Improvement, 2 nd ed., Pearson Education, Inc., Delhi. 3. Brassard, M. (1988). The Memory Jogger, A Pocket Guide of Tools for Continuous Improvement, pp Methuen, MA: GOAL/QPC. 4. Ishikawa, Kaoru (1968). Guide to Quality Control. Tokyo, p.p.20, Japan: Asian Productivity Organization. 4

5 Figure 1: Fishbone Diagram Figure 2: Cause-and-Effect Diagram for poor performance of a class 5

6 Table 1: & Remedies under Faculty Category Lack of experience People with good experience in relevant field must be recruited Lack of proper qualification People having required qualification must be recruited Lack of practical knowledge People having industrial experience must be recruited Attitude problem Reluctance for doubt clarification Needs thorough knowledge Unavailability in staff room Instructed to be in staff room Poor teaching style Ask to use OHP or LCD projector Poor class control Need to work on leadership style Poor planning of lectures Stick to the lecture plan Poor communication skills Table 2: & Remedies under Student Category Lack of interest Lack of competitive spirit Lack of motivation Lack of technical events Lack of proper attitude Poor concentration Poor communication skills Bad company Need counseling To be motivated by the faculty Initiation by Department required Keep off 6