UNIT – 1

  Check Sheet

Also called: defect concentration diagram

Description

A check sheet is a structured, prepared form for collecting and

analyzing data. This is a generic tool that can be adapted for a
wide variety of purposes.

When to Use a Check Sheet

 When data can be observed and collected repeatedly by

the same person or at the same location.
 When collecting data on the frequency or patterns of
events, problems, defects, defect location, defect causes,
etc.
 When collecting data from a production process.

Check Sheet Procedure

1. Decide what event or problem will be observed. Develop

operational definitions.
2. Decide when data will be collected and for how long.
3. Design the form. Set it up so that data can be recorded
simply by making check marks or Xs or similar symbols
and so that data do not have to be recopied for analysis.
4. Label all spaces on the form.
5. Test the check sheet for a short trial period to be sure it
collects the appropriate data and is easy to use.
6. Each time the targeted event or problem occurs, record
data on the check sheet.

Check Sheet Example

The figure below shows a check sheet used to collect data on

telephone interruptions. The tick marks were added as data was
collected over several weeks.
 Check Sheet Example

Excerpted from Nancy R. Tague’s The Quality Toolbox, Second

Edition, ASQ Quality Press, 2004, pages 141-142.

Create a Check Sheet

Track up to 10 defects on each day of the week. This tool also

creates a histogram, bar chart and Pareto chart using the check-
sheet data. Start using the check sheet tool (Excel-Windows, 85
KB).

Control Chart

Also called: statistical process control

Description

The control chart is a graph used to study how a process changes over time. Data are
plotted in time order. A control chart always has a central line for the average, an upper line
for the upper control limit and a lower line for the lower control limit. These lines are
determined from historical data. By comparing current data to these lines, you can draw
conclusions about whether the process variation is consistent (in control) or is unpredictable
(out of control, affected by special causes of variation).

Control charts for variable data are used in pairs. The top chart monitors the average, or
the centering of the distribution of data from the process. The bottom chart monitors the
range, or the width of the distribution. If your data were shots in target practice, the
average is where the shots are clustering, and the range is how tightly they are clustered.
Control charts for attribute data are used singly.

When to Use a Control Chart

 When controlling ongoing processes by finding and correcting problems as they

occur.
 When predicting the expected range of outcomes from a process.
  When determining whether a process is stable (in statistical control).
 When analyzing patterns of process variation from special causes (non-routine
events) or common causes (built into the process).
 When determining whether your quality improvement project should aim to prevent
specific problems or to make fundamental changes to the process.

Template

See a sample control chart and create your own with the control chart template (Excel, 973
KB).*

Control Chart Basic Procedure

1. Choose the appropriate control chart for your data.

2. Determine the appropriate time period for collecting and plotting data.
3. Collect data, construct your chart and analyze the data.
4. Look for “out-of-control signals” on the control chart. When one is identified, mark it
on the chart and investigate the cause. Document how you investigated, what you
learned, the cause and how it was corrected.

Out-of-control signals

o A single point outside the control limits. In Figure 1, point sixteen is above
the UCL (upper control limit).
o Two out of three successive points are on the same side of the centerline and
farther than 2 σ from it. In Figure 1, point 4 sends that signal.
o Four out of five successive points are on the same side of the centerline and
farther than 1 σ from it. In Figure 1, point 11 sends that signal.
o A run of eight in a row are on the same side of the centerline. Or 10 out of
11, 12 out of 14 or 16 out of 20. In Figure 1, point 21 is eighth in a row
above the centerline.
o Obvious consistent or persistent patterns that suggest something unusual
about your data and your process.

Figure 1 Control Chart: Out-of-Control Signals

 5. Continue to plot data as they are generated. As each new data point is plotted, check
for new out-of-control signals.
6. When you start a new control chart, the process may be out of control. If so, the
control limits calculated from the first 20 points are conditional limits. When you
have at least 20 sequential points from a period when the process is operating in
control, recalculate control limits.

Excerpted from Nancy R. Tague’s The Quality Toolbox, Second Edition, ASQ Quality Press,
2004, pages 155-158.

Design of Experiments

This branch of applied statistics deals with planning, conducting, analyzing and interpreting
controlled tests to evaluate the factors that control the value of a parameter or group of
parameters.

A strategically planned and executed experiment may provide a great deal of information
about the effect on a response variable due to one or more factors. Many experiments
involve holding certain factors constant and altering the levels of another variable. This
One-Factor-at-a-Time (or OFAT) approach to process knowledge is, however, inefficient
when compared with changing factor levels simultaneously.

Many of the current statistical approaches to designed experiments originate from the work
of R. A. Fisher in the early part of the 20th century. Fisher demonstrated how taking the
time to seriously consider the design and execution of an experiment before trying it helped
avoid frequently encountered problems in analysis. Key concepts in creating a designed
experiment include blocking, randomization and replication.

A well-performed experiment may provide answers to questions such as:

 What are the key factors in a process?

 At what settings would the process deliver acceptable performance?
 What are the key, main and interaction effects in the process?
 What settings would bring about less variation in the output?

A repetitive approach to gaining knowledge is encouraged, typically involving these

consecutive steps:

1. A screening design which narrows the field of variables under assessment.

2. A “full factorial” design which studies the response of every combination of factors
and factor levels, and an attempt to zone in on a region of values where the process
is close to optimization.
3. A response surface design to model the response.

Blocking: When randomizing a factor is impossible or too costly, blocking lets you restrict
randomization by carrying out all of the trials with one setting of the factor and then all the
trials with the other setting.

Randomization: Refers to t he order in which the trials of an experiment are performed. A

randomized sequence helps eliminate effects of unknown or uncontrolled variables.
Replication: Repetition of a complete experimental treatment, including the setup.

Scatter Diagram

Also called: scatter plot, X–Y graph

Description

The scatter diagram graphs pairs of numerical data, with one variable on each axis, to look
for a relationship between them. If the variables are correlated, the points will fall along a
line or curve. The better the correlation, the tighter the points will hug the line.

When to Use a Scatter Diagram

 When you have paired numerical data.

 When your dependent variable may have multiple values for each value of your
independent variable.
 When trying to determine whether the two variables are related, such as…
o When trying to identify potential root causes of problems.
o After brainstorming causes and effects using a fishbone diagram, to
determine objectively whether a particular cause and effect are related.
o When determining whether two effects that appear to be related both occur
with the same cause.
o When testing for autocorrelation before constructing a control chart.

Scatter Diagram Procedure

1. Collect pairs of data where a relationship is suspected.

2. Draw a graph with the independent variable on the horizontal axis and the
dependent variable on the vertical axis. For each pair of data, put a dot or a symbol
where the x-axis value intersects the y-axis value. (If two dots fall together, put
them side by side, touching, so that you can see both.)
3. Look at the pattern of points to see if a relationship is obvious. If the data clearly
form a line or a curve, you may stop. The variables are correlated. You may wish to
use regression or correlation analysis now. Otherwise, complete steps 4 through 7.
4. Divide points on the graph into four quadrants. If there are X points on the graph,
o Count X/2 points from top to bottom and draw a horizontal line.
o Count X/2 points from left to right and draw a vertical line.
o If number of points is odd, draw the line through the middle point.
5. Count the points in each quadrant. Do not count points on a line.
6. Add the diagonally opposite quadrants. Find the smaller sum and the total of points
in all quadrants.
A = points in upper left + points in lower right
B = points in upper right + points in lower left
Q = the smaller of A and B
N=A+B
7. Look up the limit for N on the trend test table.
o If Q is less than the limit, the two variables are related.
 o If Q is greater than or equal to the limit, the pattern could have occurred from
random chance.

Scatter Diagram Example

The ZZ-400 manufacturing team suspects a relationship between product purity (percent
purity) and the amount of iron (measured in parts per million or ppm). Purity and iron are
plotted against each other as a scatter diagram, as shown in the figure below.

There are 24 data points. Median lines are drawn so that 12 points fall on each side for both
percent purity and ppm iron.

To test for a relationship, they calculate:

A = points in upper left + points in lower right = 9 + 9 = 18
B = points in upper right + points in lower left = 3 + 3 = 6
Q = the smaller of A and B = the smaller of 18 and 6 = 6
N = A + B = 18 + 6 = 24

Then they look up the limit for N on the trend test table. For N = 24, the limit is 6.
Q is equal to the limit. Therefore, the pattern could have occurred from random chance, and
no relationship is demonstrated.
 Scatter Diagram Example

Scatter Diagram Considerations

 Here are some examples of situations in which might you use a scatter diagram:
o Variable A is the temperature of a reaction after 15 minutes. Variable B
measures the color of the product. You suspect higher temperature makes the
product darker. Plot temperature and color on a scatter diagram.
o Variable A is the number of employees trained on new software, and variable
B is the number of calls to the computer help line. You suspect that more
training reduces the number of calls. Plot number of people trained versus
number of calls.
o To test for autocorrelation of a measurement being monitored on a control
chart, plot this pair of variables: Variable A is the measurement at a given
time. Variable B is the same measurement, but at the previous time. If the
scatter diagram shows correlation, do another diagram where variable B is
the measurement two times previously. Keep increasing the separation
between the two times until the scatter diagram shows no correlation.
 Even if the scatter diagram shows a relationship, do not assume that one variable
caused the other. Both may be influenced by a third variable.
 When the data are plotted, the more the diagram resembles a straight line, the
stronger the relationship.
 If a line is not clear, statistics (N and Q) determine whether there is reasonable
certainty that a relationship exists. If the statistics say that no relationship exists,
the pattern could have occurred by random chance.
 If the scatter diagram shows no relationship between the variables, consider whether
the data might be stratified.
 If the diagram shows no relationship, consider whether the independent (x-axis)
variable has been varied widely. Sometimes a relationship is not apparent because
the data don’t cover a wide enough range.
 Think creatively about how to use scatter diagrams to discover a root cause.
 Drawing a scatter diagram is the first step in looking for a relationship between
variables.
Excerpted from Nancy R. Tague’s The Quality Toolbox, Second Edition, ASQ Quality Press,
2004, pages 471-474.

Pareto Chart

Also called: Pareto diagram, Pareto analysis

Variations: weighted Pareto chart, comparative Pareto charts

Description

A Pareto chart is a bar graph. The lengths of the bars represent frequency or cost (time or
money), and are arranged with longest bars on the left and the shortest to the right. In this
way the chart visually depicts which situations are more significant.

When to Use a Pareto Chart

 When analyzing data about the frequency of problems or causes in a process.

 When there are many problems or causes and you want to focus on the most
significant.
 When analyzing broad causes by looking at their specific components.
 When communicating with others about your data.

Pareto Chart Procedure

1. Decide what categories you will use to group items.

2. Decide what measurement is appropriate. Common measurements are frequency,
quantity, cost and time.
3. Decide what period of time the Pareto chart will cover: One work cycle? One full day?
A week?
4. Collect the data, recording the category each time. (Or assemble data that already
exist.)
5. Subtotal the measurements for each category.
6. Determine the appropriate scale for the measurements you have collected. The
maximum value will be the largest subtotal from step 5. (If you will do optional steps
8 and 9 below, the maximum value will be the sum of all subtotals from step 5.)
Mark the scale on the left side of the chart.
7. Construct and label bars for each category. Place the tallest at the far left, then the
next tallest to its right and so on. If there are many categories with small
measurements, they can be grouped as “other.”

Steps 8 and 9 are optional but are useful for analysis and communication.

8. Calculate the percentage for each category: the subtotal for that category divided by
the total for all categories. Draw a right vertical axis and label it with percentages.
Be sure the two scales match: For example, the left measurement that corresponds
to one-half should be exactly opposite 50% on the right scale.
9. Calculate and draw cumulative sums: Add the subtotals for the first and second
categories, and place a dot above the second bar indicating that sum. To that sum
 add the subtotal for the third category, and place a dot above the third bar for that
new sum. Continue the process for all the bars. Connect the dots, starting at the top
of the first bar. The last dot should reach 100 percent on the right scale.

Pareto Chart Examples

Example #1 shows how many customer complaints were received in each of five categories.

Example #2 takes the largest category, “documents,” from Example #1, breaks it down into
six categories of document-related complaints, and shows cumulative values.

If all complaints cause equal distress to the customer, working on eliminating document-
related complaints would have the most impact, and of those, working on quality certificates
should be most fruitful.

Example #1

Example #2

 
Excerpted from Nancy R. Tague’s The Quality Toolbox, Second Edition, ASQ Quality Press,
2004, pages 376-378.

Create a Pareto Chart

Analyze the occurrences of up to 10 defects. Start by entering the defects on the check
sheet. This tool creates a Pareto chart using the data you enter. Start using the Pareto chart
tool (Excel-Windows, 85 KB).

Cause Analysis Tools

Ove   Fishbone Diagram

rview Also Called: Cause-and-Effect Diagram, Ishikawa Diagram
Rea
d More Variations: cause enumeration diagram, process fishbone, time-delay
fishbone, CEDAC (cause-and-effect diagram with the addition of cards),
desired-result fishbone, reverse fishbone diagram

Description

The fishbone diagram identifies many possible causes for an effect or

problem. It can be used to structure a brainstorming session. It
immediately sorts ideas into useful categories.

When to Use a Fishbone Diagram

 When identifying possible causes for a problem.

 Especially when a team’s thinking tends to fall into ruts.

Fishbone Diagram Procedure

Materials needed: flipchart or whiteboard, marking pens.

1. Agree on a problem statement (effect). Write it at the center right of

the flipchart or whiteboard. Draw a box around it and draw a
horizontal arrow running to it.
2. Brainstorm the major categories of causes of the problem. If this is
difficult use generic headings:
o Methods
o Machines (equipment)
o People (manpower)
o Materials
o Measurement
o Environment
3. Write the categories of causes as branches from the main arrow.
4. Brainstorm all the possible causes of the problem. Ask: “Why does
this happen?” As each idea is given, the facilitator writes it as a
 branch from the appropriate category. Causes can be written in
several places if they relate to several categories.
5. Again ask “why does this happen?” about each cause. Write sub-
causes branching off the causes. Continue to ask “Why?” and
generate deeper levels of causes. Layers of branches indicate causal
relationships.
6. When the group runs out of ideas, focus attention to places on the
chart where ideas are few.

Fishbone Diagram Example

This fishbone diagram was drawn by a manufacturing team to try to

understand the source of periodic iron contamination. The team used the six
generic headings to prompt ideas. Layers of branches show thorough
thinking about the causes of the problem.

Fishbone Diagram Example

For example, under the heading “Machines,” the idea “materials of

construction” shows four kinds of equipment and then several specific
machine numbers.

Note that some ideas appear in two different places. “Calibration” shows up
under “Methods” as a factor in the analytical procedure, and also under
“Measurement” as a cause of lab error. “Iron tools” can be considered a
“Methods” problem when taking samples or a “Manpower” problem with
maintenance personnel.

Excerpted from Nancy R. Tague’s The Quality Toolbox, Second Edition, ASQ
Quality Press, 2004, pages 247-249.
Flowchart

Also called: process flowchart, process flow diagram.

Variations: macro flowchart, top-down flowchart, detailed flowchart (also called process
map, micro map, service map, or symbolic flowchart), deployment flowchart (also called
down-across or cross-functional flowchart), several-leveled flowchart.

Description

A flowchart is a picture of the separate steps of a process in sequential order.

Elements that may be included are: sequence of actions, materials or services entering or
leaving the process (inputs and outputs), decisions that must be made, people who become
involved, time involved at each step and/or process measurements.

The process described can be anything: a manufacturing process, an administrative or

service process, a project plan. This is a generic tool that can be adapted for a wide variety
of purposes.

When to Use a Flowchart

 To develop understanding of how a process is done.

 To study a process for improvement.
 To communicate to others how a process is done.
 When better communication is needed between people involved with the same
process.
 To document a process.
 When planning a project.

Flowchart Basic Procedure

Materials needed: sticky notes or cards, a large piece of flipchart paper or newsprint,
marking pens.

1. Define the process to be diagrammed. Write its title at the top of the work surface.
2. Discuss and decide on the boundaries of your process: Where or when does the
process start? Where or when does it end? Discuss and decide on the level of detail
to be included in the diagram.
3. Brainstorm the activities that take place. Write each on a card or sticky note.
Sequence is not important at this point, although thinking in sequence may help
people remember all the steps.
4. Arrange the activities in proper sequence.
5. When all activities are included and everyone agrees that the sequence is correct,
draw arrows to show the flow of the process.
6. Review the flowchart with others involved in the process (workers, supervisors,
suppliers, customers) to see if they agree that the process is drawn accurately.
Flowchart Considerations

 Don’t worry too much about drawing the flowchart the “right way.” The right way is
the way that helps those involved understand the process.
 Identify and involve in the flowcharting process all key people involved with the
process. This includes those who do the work in the process: suppliers, customers
and supervisors. Involve them in the actual flowcharting sessions by interviewing
them before the sessions and/or by showing them the developing flowchart between
work sessions and obtaining their feedback.
 Do not assign a “technical expert” to draw the flowchart. People who actually
perform the process should do it.
 Computer software is available for drawing flowcharts. Software is useful for drawing
a neat final diagram, but the method given here works better for the messy initial
stages of creating the flowchart.

Excerpted from Nancy R. Tague’s The Quality Toolbox, Second Edition, ASQ Quality Press,
2004, pages 255-257.

Flowchart Examples

High-Level Flowchart for an Order-Filling Process

 
 Detailed Flowchart

Commonly Used Symbols in Detailed Flowcharts

One step in the process; the step is written inside the box.
Usually, only one arrow goes out of the box.

 
Direction of flow from one step or decision to another.
 
 Decision based on a question. The question is written in the
diamond. More than one arrow goes out of the diamond, each
one showing the direction the process takes for a given answer
to the question. (Often the answers are “ yes” and “ no.”)
 
Delay or wait

 
Link to another page or another flowchart. The same symbol
on the other page indicates that the flow continues there.

 
Input or output

 
Document

 
Alternate symbols for start and end points

Develop a Process Flowchart

Create a graphical representation of the steps in a process to better understand it and

reveal opportunities for improvement. Start using the Flowchart Template (Excel-Windows,
57 KB).

Gantt Chart

Also Called: milestones chart, project bar chart, activity chart.

Description

A Gantt chart is a bar chart that shows the tasks of a project, when each must take place
and how long each will take. As the project progresses, bars are shaded to show which
tasks have been completed. People assigned to each task also can be represented.

When to Use Gantt Charts

 When scheduling and monitoring tasks within a project.

 When communicating plans or status of a project.
 When the steps of the project or process, their sequence and their duration are
known.
 When it’s not necessary to show which tasks depend on completion of previous
tasks.
Gantt Chart Basic Procedure

Construction

1. Identify tasks:
o Identify the tasks needed to complete the project.
o Identify key milestones in the project by brainstorming a list, or by drawing a
flowchart, storyboard or arrow diagram for the project.
o Identify the time required for each task.
o Identify the sequence: Which tasks must be finished before a following task
can begin, and which can happen simultaneously? Which tasks must be
completed before each milestone?
2. Draw a horizontal time axis along the top or bottom of a page. Mark it off in an
appropriate scale for the length of the tasks (days or weeks).
3. Down the left side of the page, write each task and milestone of the project in order.
For events that happen at a point in time (such as a presentation), draw a diamond
under the time the event must happen. For activities that occur over a period of time
(such as developing a plan or holding a series of interviews), draw a bar that spans
the appropriate times on the timeline: Align the left end of the bar with the time the
activity begins, and align the right end with the time the activity concludes. Draw
just the outlines of the bars and diamonds; don’t fill them in.
4. Check that every task of the project is on the chart.

Using the Chart

5. As events and activities take place, fill in the diamonds and bars to show completion.
For tasks in progress, estimate how far along you are and fill in that much of the bar.
6. Place a vertical marker to show where you are on the timeline. If the chart is posted
on the wall, for example, an easy way to show the current time is with a heavy dark
string hung vertically across the chart with two thumbtacks.

Gantt Chart Example

The figure below shows a Gantt chart used to plan a benchmarking study. Twelve weeks are
indicated on the timeline. There are two milestone events, presentations of plans for the
project and for the new process developed in the study. The rest of the tasks are activities
that stretch over periods of time.
 Gantt Chart Example

The chart shows the status at Thursday of the sixth week. The team has finished seven
tasks through identifying key practices, measures and documentation.

This is a hectic time on the project, with three time-consuming activities that must happen
simultaneously:

 The team estimates it is one-fourth finished with identifying benchmark partners and
scheduling visits; one-fourth of that bar is filled.
 Team members have not yet begun to identify the current state.
 They are halfway through collecting public data, which puts them slightly ahead of
schedule for that task.

They are behind schedule for the first two of these tasks and ahead of schedule for the
third. Perhaps they need to reallocate their workforce to be able to cover the three activities
simultaneously.

There is a fourth activity that could be happening now (develop benchmark questions), but
it is not urgent yet. Eventually the team will have to allocate resources to cover it too,
before visits can begin.

Gantt Chart Considerations

 Sometimes Gantt charts are drawn with additional columns showing details such as
the amount of time the task is expected to take, resources or skill level needed or
person responsible.
 Beware of identifying reviews or approvals as events unless they really will take
place at a specific time, such as a meeting. Reviews and approvals often can take
days or weeks.
 The process of constructing the Gantt chart forces group members to think clearly
about what must be done to accomplish their goal. Keeping the chart updated as the
project proceeds helps manage the project and head off schedule problems.
  It can be useful to indicate the critical points on the chart with bold or colored
outlines of the bars.
 Computer software can simplify constructing and updating a Gantt chart.

Excerpted from Nancy R. Tague’s The Quality Toolbox, Second Edition, ASQ Quality Press,
2004, pages 271-274.

  Plan–Do–Check–Act Cycle MP3 Audiocasts

Listen to MP3 audiocasts
Also called: PDCA, plan–do–study–act (PDSA) cycle, about the PDCA cycle and
Deming cycle, Shewhart cycle its application:

Description Listen now

The plan–do–check–act cycle (Figure 1) is a four-step

model for carrying out change. Just as a circle has no
end, the PDCA cycle should be repeated again and again
for continuous improvement.

Figure 1: Plan-do-check-act cycle

When to Use Plan-Do-Check-Act

 As a model for continuous improvement.

 When starting a new improvement project.
 When developing a new or improved design of a
process, product or service.
 When defining a repetitive work process.
 When planning data collection and analysis in
order to verify and prioritize problems or root
causes.
 When implementing any change.

Plan-Do-Check-Act Procedure

1. Plan. Recognize an opportunity and plan a change.

2. Do. Test the change. Carry out a small-scale
study.
3. Study. Review the test, analyze the results and
identify what you’ve learned.
 4. Act. Take action based on what you learned in the
study step: If the change did not work, go through
the cycle again with a different plan. If you were
successful, incorporate what you learned from the
test into wider changes. Use what you learned to
plan new improvements, beginning the cycle
again.

Plan-Do-Check-Act Example

The Pearl River, NY School District, a 2001 recipient of

the Malcolm Baldrige National Quality Award, uses the
PDCA cycle as a model for defining most of their work
processes, from the boardroom to the classroom.

PDCA is the basic structure for the district’s overall

strategic planning, needs-analysis, curriculum design and
delivery, staff goal-setting and evaluation, provision of
student services and support services, and classroom
instruction.

Figure 2 shows their “A+ Approach to Classroom

Success.” This is a continuous cycle of designing
curriculum and delivering classroom instruction.
Improvement is not a separate activity: It is built into the
work process.

Figure 2: Plan-do-check-act example

Plan. The A+ Approach begins with a “plan” step called

“analyze.” In this step, students’ needs are analyzed by
examining a range of data available in Pearl River’s
electronic data “warehouse,” from grades to performance
on standardized tests. Data can be analyzed for individual
students or stratified by grade, gender or any other
subgroup. Because PDCA does not specify how to analyze
data, a separate data analysis process (Figure 3) is used
here as well as in other processes throughout the
organization.

Figure 3: Pearl River: analysis process

Do. The A+ Approach continues with two “do” steps:

1. “Align” asks what national and state standards

require and how they will be assessed. Teaching
staff also plans curriculum by looking at what is
taught at earlier and later grade levels and in
other disciplines to assure a clear continuity of
instruction throughout the student’s schooling.

Teachers develop individual goals to improve their

instruction where the “analyze” step showed any
gaps.
2. The second “do” step is, in this example, called
“act.” This is where instruction is actually provided,
following the curriculum and teaching goals. Within
set parameters, teachers vary the delivery of
instruction based on each student’s learning rates
and styles and varying teaching methods.

Check. The “check” step is called “assess” in this

example. Formal and informal assessments take place
continually, from daily teacher “dipstick” assessments to
every-six-weeks progress reports to annual standardized
tests. Teachers also can access comparative data on the
electronic database to identify trends. High-need students
are monitored by a special child study team.

Throughout the school year, if assessments show

students are not learning as expected, mid-course
corrections are made such as re-instruction, changing
teaching methods and more direct teacher mentoring.
Assessment data become input for the next step in the
cycle.

Act. In this example the “act” step is called “standardize.”

When goals are met, the curriculum design and teaching
methods are considered standardized. Teachers share
best practices in formal and informal settings. Results
from this cycle become input for the “analyze” phase of
the next A+ cycle.

Excerpted from Nancy R. Tague’s The Quality Toolbox,

Second Edition, ASQ Quality Press, 2004, pages 390-392.