A SIMPLE WAY TO DIGEST SPC

Christy Morrow Loa Olafsson McNeese

Industrial Distribution Group Business Process Improvement
Belmont, NC 28012 Cypress, TX 77429
Christy.B.Morrow@IDG-Corp.com loa@bpiconsulting.com

KEY WORDS

Statistical Process Control
Training

SUMMARY

The purpose of this paper is to demonstrate a simple way of teaching an introduction to statistical process
control (SPC) to associates using peanut M&M's. This paper contains the teaching guide. This teaching guide
includes an overview of how to introduce each SPC tool, the general steps in constructing the SPC tool, and how
to use M&M's to practice the SPC tool. This training is given as part of a two-day introduction to quality to all
associates in an industrial distributor.

INTRODUCTION

Industrial Distribution Group Charlotte (IDG) is an industrial distributor based in Belmont, North
Carolina. IDG has been involved with quality since 1991. Each associate attends a two-day introduction to
quality within the first six months of his or her employment. This training introduces the associates to IDGs
quality process. This process has many components. On the soft side of quality, there is teamwork, motivation,
recognition, reinforcement, social styles and feedback. On the hard side of quality, there is ISO 9000, problem
solving methodologies, and, of course, the basic SPC tools.

The initial SPC training developed for inclusion in this introductory training involved showing examples
of each SPC tool. These tools included Pareto diagrams, process flow diagrams (PFD), histograms, cause and
effect (fishbone) diagrams, and control charts. Participants, in teams, would construct a process flow diagram and
a fishbone on some self-chosen topic. Feedback on this approach indicated that most participants found that this
approach was very boring. In addition, what they learned did not stay with them for very long on the job.

A new approach was definitely needed. This approach had to be fun and had to be something that
associates could easily remember - something like the red bead exercise. Everyone remembers this over time,
especially if they were one of the willing workers. It was decided to build this approach around peanut M&M's.

Associates leaving this training should know how to construct a process flow diagram, cause and effect
(fishbone) diagram and a Pareto diagram. They should also be able to interpret a histogram and a control chart.
More advanced SPC training is available from other sources. The M&M's approach to teach the initial SPC
training is described below.

OUTLINE OF TRAINING

Associates are taught the concept of variation before the SPC tools are introduced. The variation module
includes the following points:

The definition of quality.
Why we should focus on our processes.
What a process is.
The detection and prevention modes of operation.
The definition of variation.
Why we must trace variation back to its source to eliminate it.
How we have handled variation in the past (specifications and standards).
What common and special causes of variation are.
The Shewhart (control chart) approach to handling variation.
The lessons of the red beads.

The red bead exercise is performed during this module on variation. This background information is
needed before moving into the SPC tools.

The following is covered for each SPC tool:

1. What the SPC tool is and looks like.
2. When to use it.
3. What you can learn with this tool.
4. How to use it.

Actual company examples of each SPC tool are included. The introduction to the SPC tool should only
take 10 to 15 minutes. The rest of the time is spent applying the tools using peanut M&M's. The training
process is described below as if you were teaching the workshop.

TRAINING PROCESS

Before starting, you need to have peanut M&M's available. Use the packages that contain about 22
M&M's per bag. You will need a bag for each person, one for each team and a couple for yourself (in case you
get hungry).

The first SPC tool introduced is the process flow diagram. The following points are made about the
process flow diagram.

What is a PFD? A PFD is a detailed picture of a process. It represents the
logical flow of activities from the beginning of the process
to the end of the process.
When do you use a PFD? You use a PFD when you want to improve the process.
This is the usually the first step in process improvement.
PFDs are also useful for training.
What can you learn from using a
PFD?
You gain agreement from everyone on what the steps in the
process are. You also can identify potential areas for
improvement and measurement.
How do you use a PFD? You make a PFD using post-it notes following the steps in
Figure 1.
Where have we used a PFD? Entering an order; picking a line item in the warehouse,
changing a work procedure, handling a customer complaint

You are now ready to introduce the story of peanut M&M's. Tell the class that we are going to explore
the use of the SPC tools by learning about peanut M&M's. There is a lot of information on the web site for
M&M's that you can use to introduce the subject.
1
For example:

M&M's Plain Chocolate Candies were first manufactured in 1940 when Forrest E. Mars, Sr. formed a
company in Newark, New Jersey to make chocolate candies. The original idea was to offer chocolates
that could be sold throughout the year, including summer, when many people stopped buying chocolate
because of the heat. Many stores either discontinued stocking chocolate or greatly reduced buying
because this was before air conditioning.

M&Ms Plain Chocolate Candies are made of milk chocolate inside a thin and colorful sugar shell.
The chocolate used in M&Ms melts just like fine chocolate. This gives the product its great taste -- but
the thin and colorful sugar shell surrounds the chocolate and gives it the crunchy texture. In other words,
the milk chocolate melts in your mouth, not in your hand.

M&Ms Peanut Chocolate Candies are made of whole peanuts covered with milk chocolate inside a
thin and colorful sugar shell. The Peanut variety of M&Ms Chocolate Candies debuted in 1954.

Tell the class we are going to learn about peanut M&M's through the use of our SPC tools. Ask the
class the following questions:

Have you ever had trouble opening a bag of peanut M&M's?
Have you ever tried to open one end, could not and turned the bag around to try the other end?
Have you ever ripped the bag open only to see the peanut M&M's go everywhere, ending up on
the floor?
What is your horror story about opening a bag of M&M's?
It is evident that the people at Mars, Inc., the makers of peanut M&M's, need our help in
developing the process for opening the bag. What SPC tool can you use to describe the process of
opening a bag of peanut M&M's?

The answer to the last question, of course, is the PFD. Then:

Divide the class into teams of 4 5
people to make a process flow diagram
on how to open a bag of peanut
M&M's using the PFD in Figure 1.
Use the same teams throughout the SPC
exercises.
Give each team one bag to look at, but
tell them not to open the bag.
As a class, determine the starting and
ending steps for the PFD.
Each team constructs a process flow
diagram using flip chart paper on the
wall with post-it notes.
Remind the teams that it is not a very
good PFD without a decision box in it.
When all teams are finished, have the
teams move to the PFD to their left.
Using that PFD, see if the team can open
the bag of M&M's.
Then have the participants return to their
seats and debrief the exercise.

When debriefing the PFD, ask the class the following questions:

How many teams could open the bag of M&M's based on the PFD?
Did the PFD you used agree with the one your team developed?
Why are there differences in the PFDs?
Does everyone
agree on
the steps?
Draw in the lines to
indicate the
direction of
activity flow
Continue to discuss
until consensus is
reached
Share the PFD
with all those
closest to the
process for more
input
Decide on
a process
to study
Determine the
starting and
ending points of
the process
Tape flip chart
paper on the wall
Put the starting point on
a Post-it note and place
in the upper left-hand
corner of the flip chart
Put the ending point on
a Post-it note and place
it in the lower right-
hand corner of the flip
chart
As a team, sketch out
the process step-by-
step, writing each step
on a Post-it note.
Yes
No
Does everyone
agree on
the steps?
Draw in the lines to
indicate the
direction of
activity flow
Does everyone
agree on
the steps?
Draw in the lines to
indicate the
direction of
activity flow
Continue to discuss
until consensus is
reached
Share the PFD
with all those
closest to the
process for more
input
Decide on
a process
to study
Determine the
starting and
ending points of
the process
Tape flip chart
paper on the wall
Decide on
a process
to study
Determine the
starting and
ending points of
the process
Tape flip chart
paper on the wall
Put the starting point on
a Post-it note and place
in the upper left-hand
corner of the flip chart
Put the ending point on
a Post-it note and place
it in the lower right-
hand corner of the flip
chart
As a team, sketch out
the process step-by-
step, writing each step
on a Post-it note.
Put the starting point on
a Post-it note and place
in the upper left-hand
corner of the flip chart
Put the ending point on
a Post-it note and place
it in the lower right-
hand corner of the flip
chart
As a team, sketch out
the process step-by-
step, writing each step
on a Post-it note.
Put the starting point on
a Post-it note and place
in the upper left-hand
corner of the flip chart
Put the ending point on
a Post-it note and place
it in the lower right-
hand corner of the flip
chart
As a team, sketch out
the process step-by-
step, writing each step
on a Post-it note.
Yes
No
Figure 1: Steps in Constructing a PFD
What insights into PFDs did this exercise give you?

An example of a PFD from one of the classes is given in Figure 2.

Figure 2: Process Flow Diagram for Opening a Bag of Peanut M&M's



The next SPC tool introduced is the Pareto diagram. The following points are highlighted about the
Pareto diagram.

What is a Pareto diagram? The Pareto diagram is a special type of bar chart used to
determine which problem to work on first to improve a
process. It is based on the 80/20 rule (80% of our problems
are due to only 20% of the possible causes).
When do you use a Pareto
diagram?
You use a Pareto diagram to determine what problem to
work on first.
What can you learn from using a
Pareto diagram?
You can learn what the vital few problems or causes of a
problem are. This allows you to focus your time and
attention where you will get the most return.
How do you use a Pareto
diagram?
You make a Pareto diagram using the steps in constructing
a Pareto diagram shown in Figure 3.
Where have we used a Pareto
diagram?
Reasons for credits, reasons for customer complaints,
supplier errors by supplier, reasons for computer
downtime.

Now return to the M&M's. Ask the class the following questions:

What are the colors in M&M's peanuts?
What color occurs most frequently?
How many peanut M&M's are there in one bag?
How much variation is there in the number of peanuts in one bag?
What do we need to do to answer these questions?

The answer to the last question is data. Then:

Yes
Slowly tear corner of
bag until you reach the
middle of the bag
Fold torn part of the
bag to the right
No
Firmly grasp left
top corner of bag
between index
finger and thumb
Move right hand
above left top
corner of bag
Firmly grasp left
top corner of bag
between index
finger and thumb
Move right hand
above left top
corner of bag
Turn bag to
vertical
position
Hold bag of
M&M's firmly in
left hand
Is bag
vertical?
Turn bag to
vertical
position
Hold bag of
M&M's firmly in
left hand
Is bag
vertical?
Tell the class we are going to find
out the answers to these questions by
collecting data.
Hand out one bag of M&Ms to each
participant. Tell them not to eat the
M&M's until you have said it is
OK to do so.
Tell the class to open the bags and
record the number of different color
M&Ms they have.
Then have the class return to their
teams and construct one Pareto
diagram for the combined results of
their team. This is done by totaling
the number of each color for a team.
The teams should use the steps in
constructing a Pareto diagram shown in Figure 3. You should provide each team a blank Pareto
diagram with the y-axis filled in.
When each team is done, have the participants return to their seats and debrief the exercise. Tell
them they can now eat their M&Ms.

When debriefing the Pareto diagram, ask the class the following questions:

What did you learn from your Pareto diagram?
Which color appeared most frequently? Least frequently?
Why dont all the Pareto diagrams look the same?

An example of a Pareto diagram done by one team is shown Figure 4.

Figure 4: Pareto Diagram for Colors in Peanut M&Ms Bags (September 2000)

As the teams are making the Pareto diagram, take a data collection sheet and go around to each team and
record the number of red, green, yellow, brown, blue and orange M&M's in each bag. This is the data you need
to complete the rest of the SPC training. There should be one line completed on the data collection sheet for each
person in the class. An example of the data collection form is shown in Figure 5. This type of sheet is easily
setup in a spreadsheet program such as Microsoft Excel. Make copies of the completed data collection sheet for
everyone in the class.
36
26 26
13
12
10
29%
50%
72%
82%
92%
100%
0
20
40
60
80
100
120
Brown Red Yellow Blue Green Orange
F
r
e
q
u
e
n
c
y
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
P
e
r
c
e
n
t
Determine the
problems or causes to
be used in the
diagram.
Select the time
period to be covered
on the diagram.
Total the frequency of
occurrence (or cost) for each
problem during the time
period.
Draw the x-axis and y-
axis putting the proper
units on the y-axis.
Under the x-axis, write in
the most important
problem (largest
frequency) first, then the
next most important, etc.
Draw in the bars.
The height of the bar
will correspond to
the frequency of
occurrence for each
problem on the x-
axis.
Calculate the
cumulative
percentages.
Plot the
cumulative
percent line.
Title the graph and
include any other
important information.
Determine the
problems or causes to
be used in the
diagram.
Select the time
period to be covered
on the diagram.
Total the frequency of
occurrence (or cost) for each
problem during the time
period.
Determine the
problems or causes to
be used in the
diagram.
Select the time
period to be covered
on the diagram.
Total the frequency of
occurrence (or cost) for each
problem during the time
period.
Draw the x-axis and y-
axis putting the proper
units on the y-axis.
Under the x-axis, write in
the most important
problem (largest
frequency) first, then the
next most important, etc.
Draw in the bars.
The height of the bar
will correspond to
the frequency of
occurrence for each
problem on the x-
axis.
Draw the x-axis and y-
axis putting the proper
units on the y-axis.
Under the x-axis, write in
the most important
problem (largest
frequency) first, then the
next most important, etc.
Draw in the bars.
The height of the bar
will correspond to
the frequency of
occurrence for each
problem on the x-
axis.
Calculate the
cumulative
percentages.
Plot the
cumulative
percent line.
Title the graph and
include any other
important information.
Calculate the
cumulative
percentages.
Plot the
cumulative
percent line.
Title the graph and
include any other
important information.
Figure 3: Steps in Constructing a Pareto Diagram

Figure 5: Data Collection Sheet Design for M&M's


The next SPC tool introduced is the histogram. The following points are made about the histogram.

What is a histogram? Histograms present a picture of how the process "stacks
up" over time. Histograms illustrate how many times a
certain data value or range of data values occurred in a
given time frame.
When do you use a histogram? You use a histogram to examine the variation in a process.
What can you learn from using a
histogram?
You learn four things from a histogram: how much
variation there is in the process, what the mode is, what the
shape of the distribution is and the relationship of the
specifications to the data.
How do you use a histogram? You make a histogram using the steps in constructing a
histogram shown in Figure 6.
Where have we used a
histogram?
Freight charges, time to close a customer complaint, lines
picked per hour, number of credits per week.

Now return to the M&M's. Ask the class the following questions:

How many M&M's did you have in your bag?
Did everybody on your team have the same number of M&M's in his or her bag?
Why do you think there is not the same number each time?
What would happen to Mars, Inc. if there was too much variation in the number of M&M's in a
bag (e.g., from 2 to 40)?
There appears to be valid reasons for Mars, Inc. to control this variation. What SPC tool can you
use to determine the amount of variation present in the number of M&M's in a bag as well as
determining which value occurs most frequently and the shape of the variation?

The answer to the last question is, of course, the histogram. Then:
Bag
Number
Number of
Red
Number of
Green
Number of
Yellow
Number of
Brown
Number of
Blue
Number of
Orange
Total
Number
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30

Pass out a copy of the data collection sheet.
Divide the class back up into their teams to
do a histogram on the total number of
M&M's in a bag (the total is on the data
collection sheet). Have a blank histogram
chart ready to hand out with the x-axis and
y-axis already filled in. Ask the class
simply to count how many times each
number occurred and plot that as a bar on
the chart.
When the histograms are complete, bring the
class back together and debrief.

When debriefing the histogram, ask the class the
following questions:

What is the maximum number of M&M's
in a bag? The minimum?
What is the mode (the most common value)?
What does the shape of the distribution look
like?
What are the advantages to Mars, Inc. in
keeping the variation in the histogram at a minimum?

The combined histogram from two classes is shown in Figure 7.

Figure 7: Histogram for Number of Peanut M&M's per Bag (September/October 2000)

The next SPC is the cause and effect (fishbone) diagram. The following points are made about the cause
and effect diagram.

What is a fishbone diagram? A fishbone diagram is a tool that shows the relationship
between a quality characteristic (effect) and possible
sources of variation for this quality characteristic (causes).
3
5
18
9
5
7
2
0
2
4
6
8
10
12
14
16
18
20
20 21 22 23 24 25 26
Number per Bag
F
r
e
q
u
e
n
c
y
Figure 6: Steps in Constructing a Histogram
Select the time frame (history)
you are interested in and gather
the data (at least 50 points0
Select the number of classes (K) to
be used on the histogram using the
following guidelines:
No. of data points K
50 - 100 5 - 15
101 - 250 16 - 20
over 250 21 - 25
Calculate the overall
range (R), where R equals
the maximum value minus
the minimum value.
Calculate the class width
(width of bar on the
histogram). The class
width, h, is determined
by h = R/K.
Round h to the
nearest convenient
number.
Select the class
boundaries so that data
points do not fall on the
boundary between two
classes.
Record the number of
data points in each
class.
Plot the histogram.
Label the histogram and
include any other important
information such as the time
period covered.
Select the time frame (history)
you are interested in and gather
the data (at least 50 points0
Select the number of classes (K) to
be used on the histogram using the
following guidelines:
No. of data points K
50 - 100 5 - 15
101 - 250 16 - 20
over 250 21 - 25
Calculate the overall
range (R), where R equals
the maximum value minus
the minimum value.
Calculate the class width
(width of bar on the
histogram). The class
width, h, is determined
by h = R/K.
Round h to the
nearest convenient
number.
Select the class
boundaries so that data
points do not fall on the
boundary between two
classes.
Record the number of
data points in each
class.
Plot the histogram.
Label the histogram and
include any other important
information such as the time
period covered.
When do you use a fishbone
diagram?
You use a fishbone to determine the causes of a problem.
What can you learn from using a
fishbone diagram?
The fishbone diagram helps organize the results of a
brainstorming session on causes of the problem. It helps
you identify the possible causes, discuss the causes and
determine the most likely cause.
How do you use a fishbone
diagram?
You make a fishbone diagram using the steps in
constructing a fishbone diagram shown in Figure 8.
Where have we used a fishbone? To find causes for late deliveries to customers, for
uncollected freight, for picking errors, and for credits.

Now return to the M&M's. The class is going to develop a fishbone diagram on possible causes of
variation in the number of M&M's in a bag. To do this, it is helpful to give them a little background
information on how M&M's are produced. Again, this information is available from their web site. For
example:

M&M's" begin their lives as liquid chocolate -- made with
all-natural ingredients like whole milk, cocoa butter, sugar
and chocolate liquor (which comes from grinding cocoa
beans). The chocolate is poured into tiny molds to create the
M&Ms chocolate centers. After they harden, they're
moved on a conveyor belt to have their candy shells applied.
The chocolates are rotated in large containers as the liquid
candy is sprayed onto them. They get several coatings to
ensure a complete and even coating on every piece. As the
liquid dries, it turns into M&Ms famous crunchy shell.

The single-colored batches of candy are combined into
mixtures of red, yellow, blue, green, brown and orange.
They're sifted to eliminate misshapen pieces, and then
transported to the machine that will put the "m's" on their
shells. Next comes the big moment -- when the "m's" on the
candies are put on. A special conveyor belt moves the pieces
along, each in its own little indentation, past rubber etch
rollers that gently touch each candy, printing that distinctive
"m" on its shell.

A special packaging machine then weighs the M&Ms,
pours the proper amount into each bag, and heat-seals each package to ensure product safety
and freshness. The finished packages are moved along a conveyor belt to a machine that
assembles the shipping cartons, fills them with the right number of packages, and seals the
cartons closed. The cartons are then loaded into trucks and transported to distribution centers,
and then to stores across the country!

Now ask the class the following questions:

Did you think that there are ever any problems with the making of peanut M&M's?
What SPC tool can be used to determine the causes of a problem

The answer to the last question is the fishbone diagram. Then:

Always try to branch
further by
continuously asking,
"What causes
variation in this
branch?"
Pinpoint the problem
you want to solve or
the goal you want to
reach.
Write the problem or goal
(effect) on the right hand
side and draw a horizontal
line to the left.
Select the categories for
the causes of variation in
the problem or goal.
Brainstorm detailed
causes for each main
factor. These detailed
causes are written on
branches off the
categories
Draw in the categories.
Materials Machines Measurement
Methods People Environment
Problem
or Goal
Materials Machines Measurement
Methods People Environment
Problem
or Goal
Problem
or Goal
Always try to branch
further by
continuously asking,
"What causes
variation in this
branch?"
Pinpoint the problem
you want to solve or
the goal you want to
reach.
Write the problem or goal
(effect) on the right hand
side and draw a horizontal
line to the left.
Select the categories for
the causes of variation in
the problem or goal.
Brainstorm detailed
causes for each main
factor. These detailed
causes are written on
branches off the
categories
Draw in the categories.
Materials Machines Measurement
Methods People Environment
Problem
or Goal
Materials Machines Measurement
Methods People Environment
Problem
or Goal
Problem
or Goal
Figure 8: Steps in
Constructing a Fishbone
Diagram
Divide the class back up into their teams to do a fishbone on the reasons for varying numbers of
M&Ms in a bag.
Debrief by going around the room for each team to highlight a few of their answers.

An example of a fishbone diagram from one class is given in Figure 9.

Figure 9: Fishbone Diagram on the Causes of Variation in the Number of Peanut M&M's in a Bag



The next SPC tool is the control chart. The following points are made about control charts.

What is a control chart? A control chart is a picture of the variation in your process
over time.
When do you use a control
chart?
You use a control chart to monitor the key variables in any
process.
What can you learn from using a
control chart?
You can learn if the process is in statistical control
whether there are just common causes of variation present
or if you have special causes present also.
How do you use a control chart? There are five basic steps in developing a control chart:
1. Gather data.
2. Plot the data.
3. Calculate the average.
4. Calculate the control limits.
5. Interpret the chart.
Where have we used a control
chart?
Picking accuracy, service level, customer complaints, and
average time for delivery.

The details of how to construct a control chart are not covered in this introduction. The focus is on
interpreting the control charts. The following tests are taught to the class:

Points beyond the control limits.
Seven points in a row above or the below the average.
Different
number
of M&M's
per bag
People
Measurement Methods
Environment Machine
Material
Someone eats them
while packaging
Scales arent
calibrated
Counter not
calibrated
Clogged hole
Heavier
ingredients
No inspector
No data collection
No documented
procedure
Operator error
Different sizes of
peanuts
Too hot
Operator
distractions
Bags measured by
weight instead of
pieces
Seven points in a row trending upward or downward.

Time is spent examining control charts to determine if the chart is in or out of statistical control. The p, c
and individuals control chart are covered. These three charts are all most distributors need.

Now, return to the M&M's.

For the entire class, determine the percentage of different colors in an average peanuts M&M's bag
(add up all of one color and divide by the total number of M&M's)? The percentages from the September 2000
class are shown below.

% Red 17%
% Yellow 25%
% Brown 20%
% Orange 6%
% Blue 19%
% Green 14%

Ask the class:

How do you think this compares to what Mars, Inc. says is in an average peanuts M&M's
bag?

Figure 10 is the % of M&M's per bag on average based on the data from the web site.

Figure 10: Color Percentages in M&M's

Ask the class the following questions:

Can we predict, based on our sample, what a bag of peanut M&M's may contain?
If yes, what kind of SPC tool will tell us if a process is consistent and predictable?

The answer to the last question, of course, is a control chart. Then:

Divide the class back up into their teams.
20% 20% 20% 20%
10% 10%
0%
5%
10%
15%
20%
25%
Blue Brown Red Yellow Green Orange
Color
P
e
r
c
e
n
t
Ask each team to pick a color and use this SPC tool to determine the amount of variation present
in a bag of M&M's for that color. A blank control chart form is used for this. The average and
control limits (based on the average subgroup size) have been calculated previously using the data
collection sheet contained in Microsoft Excel .

When the exercise is done, tell the class to return to their seats and debrief the exercise.

When debriefing the control charts, ask the class the following questions:

How did the averages on the control charts compare to what Mars, Inc says should be in a bag of
M&Ms on average?
How much variation can you expect within a bag?
Are there any special causes of variation?

An example of a p control chart for one class is given in Figure 11.

Figure 11: p Control Chart: % of Yellow M&M's per Bag

Scatter diagrams are not covered in this overview to SPC. However, it would be easy to include scatter
diagrams and plot the number of one color of M&M's against the number of another color of M&M's in the
bags.

CONCLUSIONS

This session has introduced how to use peanut M&M's to introduce the concept of SPC. After using
this approach at IDG, the feedback from participants has been excellent. The enhancements to the SPC portion of
the training have helped evaluations improve. Whats more important, however, is that the participants have been
able to take the concepts back to the workplace and use them. We found a simple way to digest SPC.

REFERENCES

1
www.m-ms.com


Avg
UCL
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27
Bag Number
P
e
r
c
e
n
t

o
f

Y
e
l
l
o
w
Avg.=19.6, UCL=45.1, LCL=None