english 105 – week 9!!
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English 105 – Week 9!!. Teri “of Doom” Tosspon. Grammar Review. Part I – Revise/Edit Read the student paper aloud to a partner. Make sure each sentence is complete NOT a Fragment or Run on. Sentences have a subject, a verb, and a complete thought/idea. - PowerPoint PPT PresentationTRANSCRIPT
English 105 – Week 9!!Teri “of Doom” Tosspon
Grammar ReviewPart I – Revise/Edit• Read the student paper aloud to a partner. • Make sure each sentence is complete
– NOT a Fragment or Run on. – Sentences have a subject, a verb, and a complete
thought/idea.
• Circle & correct the misused words (there, their, they’re)
Part II - create an outline (separate paper)
Assignment
• After break, gather in the commons for a demonstration.
• You will need paper and writing utensil
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Causal Analysis
Pg 274-286
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What is Causal?Dictionaries tell you that –caus·al [ káwz'l ] 1. being or involving cause: involving or being the cause of something else or the relationship of cause and effect.2. grammar expressing cause: expressing or indicating a cause or the relationship of cause and effect
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What is Analysis?Dictionaries tell you that –a·nal·y·sis [ ə nálləssiss ] (plural a·nal·y·ses) 1. close examination: the examination of something in detail in order to understand it better or draw conclusions from it.2. separation into components: the separation of something into its constituents in order to find out what it contains, to examine individual parts, or to study the structure of the whole.3. assessment: an assessment, description, or explanation of something, usually based on careful consideration or investigation.
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What is a Cause?
• One of the reasons for a problem which, when identified and corrected, will minimize the potential for the problem occurring.
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What is Causal Analysis?
• Causal analysis is the process of breaking down an event so that each part and causal factor in the event can be considered, examined, tracked and evaluated.
• Analyzing lesser significant trends before they become major issues is a proactive process.
• Causal analysis, by its very nature, is a reactive process
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• Causal Analysis, properly implemented, will reveal the real reasons for problems and help point out solutions.
• Causal Analysis is the building block for determining corrective action.
• The primary objective of Causal Analysis is to determine why problems occur, facilitate corrective actions, and prevent the recurrence of problems.
Causal Analysis is a tool.
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What is an Apparent Cause?
• The most likely reason for a problem to have occurred based on a review of the relevant facts determined during the preliminary investigation.
Note: We are not talking about an event; we are talking about a cause (problem) related to the event.In addition, this is not considered to be the last word until additional analysis has been performed.
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The components of Causal Analysis
Problem
Analysis
Solutions
Identify the Problem
Identify the Causes
Identify the Corrective Actions
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The components of Causal Analysis
Problem Identify the Problem
During this phase it is discovered that one of the Goals, Standards or Requirements of the organization has been violated.
The balloon was popped
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The components of Causal Analysis
Analysis Identify the Causes
This is the actual analysis phase. This is the stage where causes are identified and an outline is developed which shows how the relevant causes fit together.
Because I had a pin
Because I had a balloon
Because I went to the store to get them
Because I had the money to get themBecause I had a job to get the
money to get them
Because I had an education to get a job to get the money
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The components of Causal Analysis
Solutions Identify the Corrective ActionsThis is where the causes are evaluated for possible solutions and where the best solutions are chosen to implement. You cannot get here until you have performed a thorough analysis. If you rush to a solution phase prematurely you will not prevent the problem from occurring again in the long term or even the short term forecast.
Because I had a pin
Because I had a balloon
Because I went to the store to get them
Because I had the money to get themBecause I had a job to get the
money to get them
Because I had an education to get a job to get the money
Because I used a pin to pop the balloon
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Finding Causes
All of us are problem solvers . . .although many of us may tend to think of our problem solving process as something less fancy than "cause analysis”.
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Analyzing our problems is an effort we make to control and prevent:interruptions, production obstacles, and counter-quality occurrences. During this process we discover the causal factors that make up an unplanned event and recognize the possible causes for that event. Correcting such causes helps to prevent future reoccurrence.
Analyzing Problems
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How do I know when I am at a real cause (Or, when do I stop asking why?)
• You may have taken root cause classes that tell you to keep asking “why” until you get to the problem, or until the factors are out of your control.
• Where do you stop?
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How do I know when I am at a causal stopping point? (Or, when do I stop asking why?)
Boat was launched into the water
No pre-launch inspection performed
Involved parties assumed plug to be in place
Safety Impacted
Cost impacted
Schedule Impacted
Water entering through boat’s drain hole
Boat not designed
to operate when filled with water
No policy or process for pre-launch inspectionDrain
plug not installed
Bass-boat sunk at pier
Owner relied on memory to prepare for launch
AND
AND
AND Looking at a Causal Map, you should
normally stop asking “why” when you reach a point in which the problem is eliminated by:
The use of a process. The improvement of a process.Writing a process.
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Introduction to Cause and Effect
Another method used for performing cause analysis
is a method called Cause Mapping which involves
investigating an event using the cause and effect
approach. The following is some ideas and theory
recommended for use when investigating an event.
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Two Simple Problem Solving Tools
Process MapsA map of the specific steps of a work process.
When a process doesn’t produce the desired
results our first question should be “WHY?”
These “WHY?” questions are the
analysis of the problem.
Cause MapsA map of the causes of a problem.
The work process defines how the organization would like to conduct its business every day.
I. ProblemI. Problem
II. AnalysisII. Analysis
III. SolutionsIII. Solutions
I. ProblemI. Problem
II. AnalysisII. Analysis
III. SolutionsIII. Solutions
The Cause Map is a visual explanation of why the organization didn’t get the desired results from their work process.
Start Here
The corrective actions after an investigation
make specific changes to the work process.
This is the cycle of Continuous Process
Improvement.
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Cause and Effect
Sprained Ankle
Trippedon
Barrier
Effect Cause
Time flows from right to leftThis analysis moves backwardsTime
What did it cause What was it caused by
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Introduction to Cause and Effect
Sprained Ankle
Trippedon
Barrier
Did Notsee
Barrier
What did it cause What was it caused by
Cause/Effect Cause/Effect Cause/Effect
Every effect is also a CauseEvery Cause is also an effectTime
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Introduction to Cause and Effect
Sprained Ankle
Trippedon
Barrier
For every Effect there is a Cause
Steppingover
Barrier
CarryingBoxes
Going toStation
#4
Barrier in Path
Did Notsee
Barrier
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Introduction to Cause and Effect
Sprained Ankle
CarryingBoxes
Barrier in Path
Steppingover
Barrier
Sprained Ankle
Sprained Ankle
One point of view
Another point of view
Yet another point of view
Was caused by
Was caused by
Was caused by
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Right Answer vs.System Thinking• 2+2 = 4• The Capital of Virginia is
Richmond• The amount of inches in a foot
= 12
• The most important component of a car?
• How many ways are there to New York?
• What is the best car to buy?
There is one correct answer
There are many possible solutions
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Cause and EffectFor everything that happens there is a cause that sets the condition for it to happen, or prevents it from happening.
CauseEffect
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CauseEffect
Titanic Sank
Cause and Effect
Was caused by?
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CauseEffect
Titanic Sank
Ship Hit Iceberg
Cause and EffectWhy? Was caused by?
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CauseEffect
Titanic Sank
Ship Hit Iceberg
Cause and Effect
Cause
Why? Was caused by?
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Cause and Effect
CauseEffect
Titanic Sank
Ship Hit Iceberg
Cause
Why? Was caused by?
Couldn't Turn Quickly Enough
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Cause and Effect
CauseEffect
Titanic Sank
Ship Hit Iceberg
Cause
Why? Was caused by?
Couldn't Turn Quickly Enough
Have we figured it out? Can we go back to work now? Will our people be safer? Are our people aware,
smarter, better prepared? Will the cost of the mistake be minimized in the future and will the schedule
interruption occur again?
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How Many Causes ?
• Normally there is more than one cause for a particular event.
• In most cases there are a number of conditional factors that have to be present for the event to take place.
effect
Cause
Cause
Cause
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The fire triangle (revisited)
Effect
Fire
The fire triangle is a good example that demonstratesmultiple causes for each effect (causal factor).
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The fire triangle (revisited)
Effect
Fire
Ignition source
Cause
It illustrates the normal propensity toward multiplecauses for a single effect.
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The fire triangle (revisited)
Effect
Fire
Ignition source
Cause
Fuel source
Cause
Ask “What causes the effectto happen or occur?”
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The fire triangle (revisited)
Effect
Fire
Ignition source
Cause
Fuel source
Oxygen
Cause
Cause
Ensure all apparent related causes are considered.
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The fire triangle (revisited)
Effect
Fire
Ignition source
Cause
Fuel source
Oxygen
Cause
Cause
Notice if you take one cause away……..,
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The fire triangle (revisited)
Effect
Fire
Ignition source
Cause
Oxygen
Cause
Cause
Notice if you take one cause away, the effect cannot occur.
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The fire triangle (revisited)
Fire
Ignition source
Fuel source
Oxygen
Look for this recurring pattern in all cause and effect models.
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The fire triangle (revisited)
Effect
Fire
Ignition source
Cause
Fuel source
Oxygen
Cause
Cause
You will also notice causes you want to address and those that you may choose not to address.
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The fire triangle (revisited)
Effect
Fire
Ignition source
Cause
Fuel source
Oxygen
Cause
Cause
In this case, although oxygen is a cause, you may not choose to address it in your corrective actions
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The fire triangle (revisited)
Effect
Fire
Ignition source
Cause
Fuel source
Oxygen
Cause
Cause
However, the other two causes are items you will want to control, remove, fix or limit.
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The fire triangle (revisited)
Effect
Fire
Ignition source
Cause
Fuel source
Oxygen
Cause
Cause
Investigating and analyzing factors in such a manner allows us to uncover all relevant causes
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The fire triangle (revisited)
Effect
Fire
Ignition source
Cause
Fuel source
Oxygen
Cause
Cause
Was caused by?
Was caused by?
Insure you uncover all causes relevant to the problem you are analyzing.
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Cause and Effect Exercise
Titanic Sank
Try to see if your thought process aligns with the logic of this exercise.
If the effect was the Titanic sinking, what was the cause?
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Cause and Effect Exercise
Water Filled Hull
Titanic Sank
If the effect was the hull filling with water,
what was the cause?
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Cause and Effect Exercise
Water Filled Hull
Titanic Sank
Ship in Water
Continue to follow the logic
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Cause and Effect Exercise
Water Filled Hull
Why?
Titanic Sank
Ship in Water
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Cause and Effect Exercise
Water Filled Hull
Opening in Hull
Titanic Sank
Ship in Water
AND
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Cause and Effect Exercise
Water Filled Hull
Why?Opening in Hull
Titanic Sank
Ship in Water
AND
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Cause and Effect Exercise
Water Filled Hull
Why?Opening in Hull
Titanic Sank
Ship in Water Why?
AND
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Cause and Effect Exercise
Water Filled Hull
Steel Plates Buckled on Hull
Opening in Hull
Titanic Sank
Ship in Water Why?
AND
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Cause and Effect Exercise
Water Filled Hull
Steel Plates Buckled on Hull
Opening in Hull
Titanic Sank
Ship in Water
Atlantic crossing
AND
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Cause and Effect Exercise
Water Filled Hull
Steel Plates Buckled on Hull
Opening in Hull
Titanic Sank
Ship Hit Iceberg
Ship in Water
Atlantic crossing
AND
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Cause and Effect Exercise
Water Filled Hull
Steel Plates Buckled on Hull
Opening in Hull
Titanic Sank
Ship Hit Iceberg
Ship in Water
Iceberg Present
Atlantic crossing
AND
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Cause and Effect Exercise
Water Filled Hull
Steel Plates Buckled on Hull
Opening in Hull
Titanic Sank
Ship Hit Iceberg
Ship in Water
Iceberg Present
Atlantic crossing
Couldn't Turn Quickly Enough
AND
AND
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Cause and Effect Exercise
Can you see where additional causes would fit into the map?
Water Filled Hull
Steel Plates Buckled on Hull
Opening in Hull
Titanic Sank
Ship Hit Iceberg
Ship in Water
Iceberg Present
Atlantic crossing
Ship's undersized Rudder
Couldn't Turn Quickly Enough
AND
AND
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Cause and Effect Exercise
Can you see which causes could be corrected or eliminated?
Can you see the causes that you would not want wish
to address
Water Filled Hull
Steel Plates Buckled on Hull
Opening in Hull
Titanic Sank
Ship Hit Iceberg
Ship in Water
Iceberg Present
Material problem with hull
Atlantic crossing
Ship's undersized Rudder
Couldn't Turn Quickly Enough
Also, if we did not have the steel plates being buckled, we
possibly would not discover the material problem
AND
AND
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Cause and Effect Exercise
Lets take the “Couldn't Turn Quickly Enough” cause and expand on it…
Ship's undersized Rudder
Water Filled Hull
Steel Plates Buckled on Hull
Opening in Hull
Couldn't Turn Quickly Enough
Titanic Sank
Ship Hit Iceberg
Ship in Water
Iceberg Present
Material problem with hull
Atlantic crossing
AND
AND
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Cause and Effect Exercise
Couldn't turn Quickly Enough
Ship's undersized Rudder
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Cause and Effect Exercise
Couldn't turn Quickly Enough
Ship's undersized Rudder
Ship's Rudder design
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Cause and Effect Exercise
Couldn't turn Quickly Enough
Ship's undersized Rudder
Excessive Speed (18 knots)
Ship's Rudder design
AND
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Cause and Effect Exercise
Couldn't turn Quickly Enough
Ship's undersized Rudder
Excessive Speed (18 knots)
Potential record crossing
Ship's Rudder design
AND
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Cause and Effect Exercise
Late response to the Iceberg
Couldn't turn Quickly Enough
Ship's undersized Rudder
Excessive Speed (18 knots)
Potential record crossing
Ship's Rudder design
AND
AND
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Cause and Effect Exercise
Late response to the Iceberg
Couldn't turn Quickly Enough
Ship's undersized Rudder
Excessive Speed (18 knots)
Potential record crossing
Ship's Rudder design
Lookouts saw iceberg late
AND
AND
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Cause and Effect Exercise
Late response to the Iceberg
Binoculars not in crows nest
Couldn't turn Quickly Enough
Ship's undersized Rudder
Excessive Speed (18 knots)
Potential record crossing
Ship's Rudder design
Lookouts saw iceberg late
AND
AND
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Cause and Effect Exercise
Late response to the Iceberg
Binoculars not in crows nest
Difficult to see iceberg in calm waters
Couldn't turn Quickly Enough
Ship's undersized Rudder
Excessive Speed (18 knots)
Potential record crossing
Ship's Rudder design
Lookouts saw iceberg late
AND
AND
AND
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Cause and Effect Exercise
Late response to the Iceberg
Binoculars not in crows nest
Difficult to see iceberg in calm waters
Couldn't turn Quickly Enough
Ship's undersized Rudder
Excessive Speed (18 knots)
Potential record crossing
Ship's Rudder design
Lookouts saw iceberg late
No water splashing on iceberg
AND
AND
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Cause and Effect Examples800 Calls come in per hour
Call center response is slow ( x minutes)
6 People are available to answer
Average call takes 3 minutes
Knife slipped
Cut finger
Holding tomato
Finger present
Object Fell
Object struck person
Performing work operations
Person Present
$500 was taken out
Overdrew Checking Acct
Insufficient Funds in Acct
$400 was the balance
Knife Contacted Finger
Object slipped off of hook
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Switch Theory
• This theory is based on the principle that when all the switches are open, the system, work or process is running optimal.
• Each switch represents a causal factor in the chain.• In order for the problem-event to occur all of the
switches have to close.
Prob 1 Prob 2 Prob 3 Prob 4 Prob 5
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Switch TheoryInstallation of incorrect material in a mechanical system
Inspection does not question the use of non-level material data entry within a mechanical system.
Prob 1 Prob 2 Prob 3 Prob 4 Prob 5
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Switch TheoryInstallation of incorrect material in a mechanical system
Identified and
opened
Prob 1 Prob 2 Prob 3 Prob 4 Prob 5
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Switch Theory
Shop personnel questioned the installation of a non-level component butaccepted a verbal answer without documenting the problem for technical resolution. The component installation is completed.
Installation of incorrect material in a mechanical system
Prob 1 Prob 2 Prob 3 Prob 4 Prob 5
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Switch TheoryInstallation of incorrect material in a mechanical system
Identified and
opened
Prob 1 Prob 2 Prob 3 Prob 4 Prob 5
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Switch Theory
A related problem was documented on a similarjob however the link between the two is not recognized. This problem is written up on that job but, Engineering does not recognize or tiein the similar material errors.
Installation of incorrect material in a mechanical system
Prob 1 Prob 2 Prob 3 Prob 4 Prob 5
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Switch TheoryInstallation of incorrect material in a mechanical system
Identified and
opened
Prob 1 Prob 2 Prob 3 Prob 4 Prob 5
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Switch Theory
Engineering did not recognizethe non-level componenterror during review of theProcedure.
Installation of incorrect material in a mechanical system
Prob 1 Prob 2 Prob 3 Prob 4 Prob 5
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Switch TheoryInstallation of incorrect material in a mechanical system
Identified and
opened
Prob 1 Prob 2 Prob 3 Prob 4 Prob 5
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Switch Theory
During the initial planning of the job the appropriate technical reviewswere not accomplished.
Installation of incorrect material in a mechanical system
Prob 1 Prob 2 Prob 3 Prob 4 Prob 5
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Switch TheoryInstallation of incorrect material in a mechanical system
Identified and
opened
Prob 1 Prob 2 Prob 3 Prob 4 Prob 5
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Switch Theory
• The easiest switch to open is the last switch (personnel or QA oversight).
• The hardest switches to find are process or engineering related.
• Switches tied to personnel error always lead to bigger and deeper rooted causes .
• Associate switches can be related to the Interactive Work Model.
• High Performance Organizations - once they find a problem, they work to open all RELEVANT switches.
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Questions That Uncover Problems ? Open ended.
Requires fill-in of missing information.
Makes the responder do the talking.
Uncovers opinions as well as facts.
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Typical Interactive Work Model for High Performance Organizations- the right mix for the job!
TRAINING
PROCEDURE
SUPERVISION
This philosophy depicts a balance of Training, Supervision and Procedure
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Questions For Procedure Issues
• Was the procedure format confusing?– Many drawings or procedures were used when the
information could have been placed in a single procedural step?
• Did the personnel understand the procedure?• Did the procedure reflect the actual work practice?• Was the procedure technically accurate?• Were there to many actions required in the step?
PROCEDURE
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Questions For Training Issues
• What qualifications were required to perform this work?– Did the worker have these qualifications?
• Did the job have the right skill mix?• Was there a change in work practices from the mock-
up to the shipboard application?• Was there a difference in the classroom training and
shipboard application?
TRAINING
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Questions For Supervisory issues
• Was there a lack of coordination with all trades? • Was an interactive brief used? What questions were asked
at the briefing? Did the supervisor effectively communicate his/her expectations?
• What oversight did the supervisor provide on the deckplate?• Were the instructions unclear or inadequate?• Did we provide individuals the tools (training, instructions,
guidance, etc.) needed to succeed?
SUPERVISION
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Data types …use both flavors
Hard DataFacts, requirements, statistics, goals, procedures, metrics, trends, deviations, time factors, productivity, quality & performance levels.
Soft DataFeelings, opinions, human factors - frictions, attitudes, satisfaction levels, frustrations, personality conflicts, behaviors, hearsay, intuition, “gut” reactions, mental blocks.
Many times soft data will lead you to discover additional facts
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Other Tools We Can Use
Use non-adversarial questioning techniques.
Keep asking “The effect was caused by?”
Look for the Process weakness.
Brainstorming.
Listing unknowns.
Analyze time-lines.
This is your Captain speaking...er...sorry for the little bump...
it’s probably just a passing whale.
Do not assume you know what the problem iswithout performing a proper investigation .
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• Remember to always review any previous similar corrective actions. This is the test to ensure that you are not doing the same corrective action and expecting different results.
Don’t get caught up in the false security of Apparent Causes
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• Make sure all agree on the name of a particular item (component) and that it is referred to as same throughout a written report. Calling the same item different names distracts from an events clarity and leads to confusion within a given investigation.
Don’t get caught in the nomenclature bait and switch trap
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Review your causes against Previous Actions. Look deeper than just the last switch. Ensure you identify and open all relevant switches. Make sure they are logical. Relate them to the work model.
Don’t move to a solution phase until you have performed thorough causal analysis
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Missed Opportunities• Without a systematic approach to problem solving
– You allow your actions to be set by opinion and conjecture rather than a process that keys to the actual causal circumstances of an event.
– This will put you back into the “grab bag” analysis game.
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Cause Analysis is the building block for determining corrective action.Finding the real reasons that problems occur, facilitating corrective action, and preventing the recurrence of problems is the primary objective of Cause Analysis.
Remembering our Purpose
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Preventing Recurrence • Determine best preventive measure.• Implement and monitor.
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In Summary
1. Causal analysis should be the systematic process of gathering all relevant data.
2. Breaking an event apart to look at all of it’s pieces.
3. Identify the causes that have generated or allowed the problem.
4. Identify the possible solutions.5. Provide to the decision-makers, options so the
best solutions (Corrective Actions) can be implemented.
Final Benchmark Assignment
English 105
Student Learning Outcomes1. Write formal academic essay.2. Use correct grammar spelling and punctuation when
writing.3. Critically analyze readings.4. Integrate new vocabulary in writing.5. Prepare presentation(s) using principles of organization
and formal language.
Deliverables
• Essay must be typed and a minimum of 3 pages in length. MLA format should be used.
• Research scaffold handout for each reading and a list of the 10 new vocabulary words.
• Presentation should be 3-5 minutes in length.
Assignment Description
• Develop a three page academic essay.
• The essay must be written with correct grammar, spelling and punctuation.
• This is a two part assignment with a written and presentation component. (SLO# 1, 2)
Part I: Written Component– Option one: Critically analyze two outside readings, by
completing the research scaffold handout provided. Integrate 10 key vocabulary words from the readings into your essay. (SLO# 3, 4)
– Option two: Critically analyze one reading from the textbook, completing the research scaffold handout and integrate 10 key vocabulary words from the textbook readings into their analysis. (SLO# 3, 4)
– The scaffold is on pg 5
Writing Option 1. Choice A• A.) You will decide on a problem to solve and write a formal
academic essay (SLO#1). It can be a problem in one of following three categories:
• An issue or problem in the industry of your chosen major.
• An issue or problem in your neighborhood, community, or local school.
• An issue or problem in your everyday life.• • Use EBSCO and/or GOOGLE SCHOLAR to research information
about your topic. • Critically analyze at least two readings you find relating to
your topic using the research scaffold handout (SLO#3, 4). • Determine the best solution to the problem . After you have
critically analyzed at least two readings. • Use MLA format. • Clearly state the problem, discuss information gathered from
your research, and propose the best solution to the problem.
Writing Option 1: Choice B• Choose a topic for a Cause/Effect theme and write a formal
academic essay. Consider one of the following topics or choose your own:
• • The Cause/Effect of a social issue such as homelessness.• The Casue/Effect of a health issue such as heart disease.• The Cause/Effect of an educational issue such as tuition
costs.• The Cause/Effect of a historical event such as World War II.
• Student topic must be approved by the instructor.• Use EBSCO and/or GOOGLE SCHOLAR to research information
about your topic. • Critically analyze at least two readings you find relating to
your topic using the research scaffold handout (SLO# 3,4). • Determine the cause(s) of the issue and the effect(s) of that
issue. Finally, write your essay using MLA format.
Vocabulary component
• NOTE:• Students must integrate new
vocabulary.
• The student can select their own list of vocabulary words from their research.
Part 1 Option 2• Select an essay from the textbook.• Critical Analysis Essay should include:
– Discussion of the main ideas expressed by the author in the selected reading and how those themes relate to you.
– Analysis of the specific attitude the author takes towards the main ideas.
– Analysis essay must be supported with direct evidence from the textbook reading. Evidence may include examples, dialogue, or direct quotes.
– Integration of selected vocabulary words.For example, a thesis may read: • (Authors Names) are discussing _______________________;
the specific point they are making is that________________.• Support the idea with evidence from the selected textbook
reading. • You may have a personal connection to the author’s attitude
towards the subject.
Part II: Presentation• You will prepare a 3-5 minute oral presentation about your
essay. You will not read your essay to the class. • Visual Component Required.
– You might want to use a power point presentation, poster board, handouts, or other multi-media for your presentation.
SLO #5
Prepare presentation(s) using principles of organization and formal language.
Demonstrates a lack of understanding of the topic. Information seems unfamiliar to presenter, who cannot answer questions. Organization of presentation indicates limited effort to address audience appropriately. Tone and voice inappropriate for audience, and presentation uninformative.
Demonstrates some understanding of the topic. Presenter has some difficulty answering questions. Organization of presentation strained at times, with some issues in tone and voice. Presentation somewhat informative and appropriately engages audience.
Demonstrates adequate understanding of topic. Presenter can answer most questions. Organization of presentation generally sound. Tone and voice appropriate. Presentation is informative and appropriately engages audience.
Demonstrates mastery of topic. Presenter can answer all questions. Organization of presentation very polished, tone and voice completely on target and engages the audience in a profound way.
10%
Due Next Class
• Rough Draft of Final Paper• Vocabulary• Research Scaffold
–For at least 2 articles
For research, use www.google.com/scholar
Or EBSCO