qcl 14-v3 [pareto diagram]-[banasthali university]_[aparna agnihotri]
Post on 16-Jul-2015
62 Views
Preview:
TRANSCRIPT
QIMPRO CHALENGE 4
PARETO DIAGRAM
Made By-
Aparna Agnihotri
Soumya Badola
Simran Nagar
Topic: Bunking Lectures
Introduction- What is Pareto
Diagram
Pareto Principle-An Italian economist, Vilfredo Pareto (1848-1923), postulated that for many events roughly y 80% of the effects come from 20% of the causes. This principle is also known as the 80–20 rule, the law of the vital few, and the principle of factor sparsity.
A Pareto diagram is a type of graph that contains both bars and a line graph, where individual values are represented in descending order by bars, and the cumulative total is represented by the line.
0
10
20
30
40
50
60
70
80
90
100
0
20
40
60
80
100
120
Frequency
QumalitvePercentage
Introduction-Pareto Diagram• As can be seen in the adjoining Pareto
Diagram, the bars are arranged in descending order of height from left to right.
• This means the categories represented by the tall bars on the left are relatively more significant than those on the right.
• A Pareto Diagram offers the following advantages:
Breaks big problem into
smaller pieces
Identifies most significant
factors
Shows where to focus efforts
Allows better use of limited
resources
Introduction-How to make a
Pareto Diagram
The steps to construct a Pareto Diagram are:Step 1 - Record the raw data. List each category and its associated data count.Step 2 - Order the data. Prepare an analysis sheet, putting the categories in
order and placing the one with the largest count first.Step 3 - Label the left-hand vertical axis. Starting the axis from 0 to closest
greater integer to the largest count. Step 4 - Label the horizontal axis. Make the widths of all of the bars the same
and label the categories from largest to smallest.Step 5 - Plot a bar for each category. The height of each bar should equal the
count for that category.Step 6 - Find the cumulative counts. Each category's cumulative count is the
count for that category added to the counts for all larger categories.Step 7 - Add a cumulative line. This is optional. Label the right axis from 0 to
100%, and line up the 100% with the grand total on the left axis. For each category, put a dot as high as the cumulative total and in line with the right edge of that category's bar. Connect all the dots with straight lines.
Data AnalysisThe attendance of a 600 students was observed for a period of a
month to ascertain the classes bunked by students-
Reason Frequency CumulativeFrequency
Cumulative Percentage
Co-Curricular Activities
128 128 34.0%
Self-Study 111 239 63.5%
Boring lecture 57 296 78.7%
Illness 29 325 86.4%
Peer Pressure 20 345 91.7%
Enjoyment 17 362 96.2%
Dislike of Subject
9 371 98.6%
Dislike of Teacher
5 376 100%
Pareto Diagram
0
10
20
30
40
50
60
70
80
90
100
0
20
40
60
80
100
120
140
Co-curricularactivities
Self-study Boringlecture
Illness PeerPressure
Enjoyment Dislike ofSubject
Dislike ofTeacher
Frequency
Cumilatve Percentage
Analysis of Pareto Diagram
• From the Pareto Diagram, it is clear that Co-curricular activities, time for self-study and avoidance of boring lectures are together responsible for nearly 80% of classes bunked.
Co-curricularactivities, Self study,Boring lectures
Illness, peerpressure, enjoymentetc
• Ideally, students should be left with ample time after the lectures to pursue co-curricular activities.
• The conflict of choosing one over the other should never arise as both are essential facets of college life.
• Also, there should be free time from all college activities when students can self-study and rest as well.
Problem Definition: Ideal
Scenario
• The lectures be engaging to students so the don’t feel bored, instead be excited on learning something new.
Problem Definition: Real Scenario
• The maximum number of classes are bunked due to lack of time management among students.
• Lecture time is compromised to make time for Co-curricular activities and Self-study, making classroom and other activities exclusive.
• Students will have to choose lectures over other important college activities making it a lose-lose situation.
• A large number of students also bunked to avoid what they felt were boring lectures, where they could not develop interest to study.
• Students consider the lecture to be boring. They feel the information imparted is not useful or not imparted in an understandable manner.
• Bunking classes for enjoyment or to sleep is a major reason for the youth today.
• Bad company leading to smoking n consuming intoxicants, relationships, addiction of social media, influence of movies etc are some emerging problems.
• Peer pressure of studies resulting in tension and bafflement, lack of interest in subject also leads to bunking.
Problem Definition: Solution
• The college management and students communicate to arrange a time table which matches need of all.
• Workshops on time management held so students can learn how to best utilize time without missing on classes.
• Workshops for faculty be held on how to present lectures in a more student friendly manner by using presentations and animations.
• Weekend be a holiday of two days than just one so students have more than ample free time.
Sometimes it is better to bunk a classand enjoy with friends, becausetoday when I look back ,marksnever make me laugh, but memories do.
By-Dr . A.P.J. ABDUL KALAM
Lessons Learned
• Pareto diagrams give a sharp insight into the probable causes of a probable.
• Critical issues are focused by ranking them in terms of importance and frequency.
• Problems are prioritized to EFFICENTLY initiate problem solving.
top related