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Structured1. The central brainstorming question is stated,agreed on, and written down foreveryone to seeBe sure that everyone understands the question,issue, or problem. Check this by asking one ortwo members to paraphrase it before recording iton a flipchart or board.2. Each team member, in turn, gives an idea. Noidea is criticized. Ever!With each rotation around the team, any membercan pass at any time. While this rotation processencourages full participation, it may also heightenanxiety for inexperienced or shy team members.3. As ideas are generated, write each one inlarge, visible letters on a flipchart or otherwriting surfaceMake sure every idea is recorded with the samewords of the speaker, don’t interpret or abbreviate.To ensure this, the person writing should alwaysask the speaker if the idea has been worded accurately.4. Ideas are generated in turn until each personpasses, indicating that the ideas (or members)are exhaustedKeep the process moving and relatively short—5 to 20 minutes works well, depending on howcomplex the topic is.5. Review the written list of ideas for clarity and todiscard any duplicatesDiscard only ideas that are virtually identical. It isoften important to preserve subtle differences thatare revealed in slightly different wordings. 2008 GOAL/QPCBrainstorming9

UnstructuredThe process is the same as in the structured methodexcept that ideas are given by everyone at any time.There is no need to “pass” since ideas are not solicitedin rotation.VariationsThere are many ways to stimulate creative teamthinking. The common theme among all of them isthe stimulation of creativity by taking advantage ofthe combined brain power of a team. Here are threeexamples:Visual brainstorming. Individuals (or the team)produce a picture of how they see a situationor problem.Analogies/free-word association. Unusual connections are made by comparing the problem toseemingly unrelated objects, creatures, or words.For example: “If the problem was an animal,what kind would it be?”6-3-5 method. This powerful, silent method isproposed by Helmut Schlicksupp in his bookCreativity Workshop. It is done as follows:a) Based on a single brainstorming issue, eachperson on the team (usually 6 people) has 5minutes to write down 3 ideas on a sheetof paper.b) Each person then passes his or her sheet ofpaper to the next person, who has 5 moreminutes to add 3 more ideas that build on thefirst 3 ideas.10Brainstorming 2008 GOAL/QPC

c) This rotation is repeated as many times asthere are team members, e.g., 6 team members 6 rotations, 6 sheets of paper, 18 ideasper sheet.This interesting process forces team members toconsciously build on each other’s perspectivesand input. 2008 GOAL/QPCBrainstorming11

Cause & Effect/Fishbone DiagramFind & cure causes,NOT symptomsWhy use it?To allow a team to identify, explore, and graphicallydisplay, in increasing detail, all of the possible causesrelated to a problem or condition to discover its rootcause(s).What does it do? Enables a team to focus on the content of theproblem, not on the history of the problem ordiffering personal interests of team members Creates a snapshot of the collective knowledgeand consensus of a team around a problem. Thisbuilds support for the resulting solutions Focuses the team on causes, not symptomsHow do I do it?1. Select the most appropriate cause &effect format.There are two major formats: Dispersion Analysis Type is constructedby placing individual causes within each“major” cause category and then asking ofeach individual cause “Why does this cause(dispersion) happen?” This question is repeatedfor the next level of detail until the team runsout of causes. The graphic examples shownin Step 3 of this tool section are based on thisformat.12C &nityE / FishboneAffiDiagram 2008 GOAL/QPC

Process Classification Type uses the majorsteps of the process in place of the major causecategories. The root cause questioning processis the same as the Dispersion Analysis Type.2. Generate the causes needed to build a Cause &Effect Diagram. Choose one method: Brainstorming without previous preparation Check Sheets based on data collected by teammembers before the meeting3. Construct the Cause & Effect/Fishbone Diagrama) Place the problem statement in a box on theright hand side of the writing surface. Allow plenty of space. Use a flipchart sheet,butcher paper, or a large white board. A papersurface is preferred since the final Cause &Effect Diagram can be moved.Causes“Bones”(Major cause categories)EffectLate pizzadeliveries onFridays &SaturdaysTip Make sure everyone agrees on the problemstatement. Include as much information as possibleon the “what,” “where,” “when,” and “how much”of the problem. Use data to specify the problem.b) Draw major cause categories or steps in the production or service process. Connect them to the“backbone” of the fishbone chart. 2008 GOAL/QPCC & E / Fishbone13

Be flexible in the major cause “bones” that areused. In a Production Process the traditionalcategories are: Machines (equipment), MethodsMachinery/EquipmentPeopleLate pizzadeliveries onFridays &SaturdaysMethodsMaterialsIllustration Note: In a Process Classification Typeformat, replace the major “bone” categories with:“Order Taking,” “Preparation,” “Cooking,” and “Delivery.”(how work is done), Materials (componentsor raw materials), and People (the humanelement). In a Service Process the traditionalmethods are: Policies (higher-level decisionrules), Procedures (steps in a task), Plant(equipment and space), and People. In bothtypes of processes, Environment (buildings,logistics, and space), and Measurement(calibration and data collection) are alsofrequently used. There is no perfect set or numberof categories. Make them fit the problem.c) Place the brainstormed or data-based causes inthe appropriate category. In brainstorming, possible causes can be placedin a major cause category as each is generated,or only after the entire list has been created.Either works well but brainstorming the wholelist first maintains the creative flow of ideaswithout being constrained by the major causecategories or where the ideas fit in each “bone.”14C & E / Fishbone 2008 GOAL/QPC

Machinery/EquipmentPeopleUnreliablecarsOvenstoo smallPoorhandling oflarge ordersMethodsPeople don’tshow upDriversget lostPoordispatchingLate pizzadeliveriesonFridays &SaturdaysRun out ofingredientsMaterials Some causes seem to fit in more than onecategory. Ideally each cause should be in onlyone category, but some of the “people” causesmay legitimately belong in two places. Placethem in both categories and see how they workout in the end.Tip If ideas are slow in coming, use the major causecategories as catalysts, e.g., “What in ‘materials’ iscausing . . . ?”d) Ask repeatedly of each cause listed on the“bones,” either: “Why does it happen?” For example, under“Run out of ingredients” this question wouldlead to more basic causes such as “Inaccurateordering,” “Poor use of space,” and so on. “What could happen?” For example, under“Run out of ingredients” this questionwould lead to a deeper understanding of theproblem such as “Boxes,” “Prepared dough,”“Toppings,” and so on. 2008 GOAL/QPCC & E / Fishbone15

16C & E / Fishbone 2008 GOAL/QPCMethodsDon't knowtownHighturnoverPoordispatchingMany new streetsPoortrainingPoor useof spaceLack of experienceHigh turnoverPoor handling oflarge ordersHigh turnoverOvens too smallNo capacity forpeak periodsMaterialsRun out of ingredientsHigh turnoverPoor useof spaceInaccurateorderingLack oftrainingwrongPoor training GetinformationDrivers get lostRushedPeopleLate pizzadeliveries onFridays &SaturdaysUnreliable carsNo teamworkLow payNo trainingNo money for repairsDon't know townPeople don't show upKids own junksLow payHighturnoverHigh turnoverMachinery/Equipment

Tip For each deeper cause, continue to push fordeeper understanding, but know when to stop. Arule of thumb is to stop questioning when a cause iscontrolled by more than one level of managementremoved from the group. Otherwise, the processcould become an exercise in frustration. Use common sense.e) Interpret or test for root cause(s) by one or moreof the following: Look for causes that appear repeatedly withinor across major cause categories. Select through either an unstructured consensusprocess or one that is structured, such asNominal Group Technique or Multivoting. Gather data through Check Sheets or otherformats to determine the relative frequencies ofthe different causes.VariationsTraditionally, Cause & Effect Diagrams have been created in a meeting setting. The completed “fishbone” isoften reviewed by others and/or confirmed with datacollection. A very effective alternative is CEDAC , inwhich a large, highly visible, blank fishbone chart isdisplayed prominently in a work area. Everyone postsboth potential causes and solutions on Post-it notesin each of the categories. Causes and solutions arereviewed, tested, and posted. This technique opens upthe process to the knowledge and creativity of everyperson in the operation. 2008 GOAL/QPCC & E / Fishbone17

18C & E / FishbonePhysician didnot write orderPatient arrivestoo earlyInappropriateER admittanceHospital proceduresPhysician misuse –inpatientReservationunawareUnit switch bedPatient waitsfor bedNot usedpending dischargeUnit clerk unawareof discharge or transferShift changeNot toldOn breakNot enteredCommunicationDelayedentryAdmitting unawarebed is cleanToo busySandbagDouble roomsManytransfersSpecialty bedsCardiac monitorsThink it will takemore timeNeed more trainingNo trustNot usedNot enteredFunctions not usefulSystem incorrectMachine (PCIS)Discharged patientdid not leaveWait for rideWait for lunchWait for resultsCall housekeepingtoo lateCall housekeepingtoo earlyWait for MDCall housekeepingwhen cleanTransfer too earlyfrom another hospitalUnit clerk trainingMD proceduresMedicineadmit quotaTimingUnit clerk staffingNursing shortageResourcesCause & Effect/FishboneBed Assignment DelayInformation provided courtesy ofRush-Presbyterian-St. Luke’s Medical Center 2008 GOAL/QPC

2008 GOAL/QPCMethodsShows pins on benchCasting ties/pliersC & E / FishboneDesignToolsplug-in sideUsing wrong toolsBitsNot enoughImproper sizesNew tools - long lead timeGaugesBackplane mountingHeavy/AwkwardMount to frameGaugingStorageDamaged connectorPlacement Improperpins on benchinsertionBent pinsGeneral handlingIn/Out of BoxesRepairTestStorageScrews come looseDamaged connectorsTest fixturesStorageDamaged connectorsNo Stiffener PlatesBad panelLack ofalignment – bareAssembly difficultyfixturesDesigner not on siteNot Enough UniversalDesigner can't reactto problems2 backplanesLarge part #Mylar tapeHandlingScribe slipsPlacementon edges eRetainerLarge part # insertionLack of attentionNo/Don't LikeOn-the-job trainingFixtures004 prep VANo FixtureNot designed formanufacturingPeopleCauses for Bent Pins (Plug-In Side)Cause & Effect/FishboneInformation provided courtesy of AT&T19

CharterFraming the projectWhy use it?To obtain an agreement between management andproject team members about what the team will accomplish.What does it do? Clarifies what is expected of the team Keeps the team focused Keeps the team aligned withorganizational priorities Transfers ownership of the project from theleadership team and sponsor(s) to theproject teamHow do I do it?Some charters are long and detailed; others are shortand concise. All charters should include the elementslisted below. Complete the six steps outlined below tocreate your charter.1. Develop an overview of the purpose ofyour project The purpose describes the problem oropportunity your team is addressing. The purpose answers the question “What iswrong?” Focus on what the team’s goals are. The purpose should not include assumptionsabout causes of the problem or possiblesolutions.20CharterAffinity Diagram 2008 GOAL/QPC

Additional questions to ask include thefollowing:– What is important to customers about ourproduct or service?– What problems do customers have with ourproduct or service?– What problem is our team addressing?2. Develop one or more statements about why it isimportant to work on this project Describe the business case for the project:– Why is it important to customers?– Why is it important to our business?– Why is it important to employees?– Why should it be worked on now? Estimate the project’s potential impact on yourbusiness or the potential opportunity it cancreate.– Rough figures are OK. Additional questions to ask include thefollowing:– How will the reduction of defects impact ourcustomers? The business? The employees?Tip Before they can fully commit to and supporta project, the sponsors need to have at least arough estimate of the project’s business impact.They then have the opportunity to either buyinto the project or suggest revisions in scope ordirection that will improve the project’s impact. 2008 GOAL/QPCCharter21

3. Identify the focus, or scope, of the project. Scopedoes the following: Identifies the boundaries of the team’s work:the start and end points of the process the teamis improving, the stage at which project teammembers begin their work, and the stage atwhich their work ends. Clarifies decision-making authority. Clarifies budgetary limits. Clarifies what is within the team’s area ofinfluence—as well as what is outside that area. Includes the project’s schedule and milestones. Includes identifying checkpoints, or “tollgates,”as reminders for the team to check with thesponsors at each major milestone. Additional questions to ask include thefollowing:– How will the team focus its work?– What information will you collect to identifyurgent problems?– What specific parts of the process will youfocus on?4. Determine the specific deliverables to be producedduring the project The final deliverable goes to the customers ofthe project. This deliverable can be a product, service,process, or plan. A deliverable can be regarded as somethingthat must be in place before changes can beaccomplished.22Charter 2008 GOAL/QPC

The types of deliverables for most projects arevery similar. They include:– Process changes.– Training.– Documentation.– Other processes and procedures formaintaining gains.5. Define the measures or other indicators that willbe used to (a) judge the success of the project and(b) identify ways to improve performance at a laterdate These measures/indicators do the following:– Establish a baseline of performance.– Are used to track progress.– Are used to judge the project’s success.If possible, identify the target and specifications foreach measure.Additional questions to ask include:– How much improvement is needed?– What defects will you be tracking?6. Determine the resources available to the teamThese resources consist primarily of the people whoare available to join the team and do its work.– Include how much time they can spend on theproject.– If they cannot be on the team, state thecircumstances under which they can be involvedwith the project.You can also include people who are not membersof the team but might be called upon by the teamfor additional information and expertise. 2008 GOAL/QPCCharter23

Additional questions to ask include:– To whom is the team accountable?– Who is the team leader?– To whom can the team turn for expert guidanceand coaching?– Has the process owner been identified?Tip Every project needs a charter! If your sponsor hasnot provided it, then create one and get it approved.Tip Write the charter in such a way that someonecompletely unfamiliar with the project couldread it and understand what the project involvesand why you are working on it.Tip Most projects evolve; during each step, youlearn more about what is really going on. Beopen to revisiting the scope, definition, and purpose of your project. Check with your sponsorbefore making any substantive changes.24Charter 2008 GOAL/QPC

Check SheetA1 2 Total7B 7Counting &accumulating dataC 3Why use it?To allow a team to systematically record and compiledata from historical sources, or observations as theyhappen, so that patterns and trends can be clearly detected and shown.What does it do? Creates easy-to-understand data that come froma simple, efficient process that can be applied toany key performance areas Builds, with each observation, a clearer pictureof “the facts” as opposed to the opinions of eachteam member Forces agreement on the definition of eachcondition or event (every person has to belooking for and recording the same thing) Makes patterns in the data becomeobvious quicklyHow do I do it?1. Agree on the definition of the events or conditionsbeing observed If you are building a list of events or conditionsas the observations are made, agree on theoverall definition of the project.Example: If you are looking for reasons for latepayments, agree on the definition of “late.” 2008 GOAL/QPCAffinityDiagramCheckSheet25

If you are working from a standard list of eventsor conditions, make sure that there is agreementon the meaning and application of each one.Example: If you are tracking sales calls fromvarious regions, make su

The Lean Sigma Memory Jogger is designed for you to use as a convenient and quick reference guide on the job. Put your fi nger on any tool within seconds! . in advanced statistics and project management. Emphasis on the DMAIC approach (defi ne, me