Quality Planning Analysis for English Training at British Council

This article discusses the quality planning analysis for English training at British Council. It covers customer satisfaction, stakeholder analysis, capturing customer needs, and more. The survey questionnaire method is used to capture customer needs, and the Kano analysis is used for analysis. The article also covers design requirements, supplier selection and evaluation, statistical process control, and problem-solving.

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BRITISH COUNCIL
QUALITY PLANNING ANALYSIS
5/28/2018

Contents
INTRODUCTION.....................................................................................................................................1
CUSTOMER SATISFACTION....................................................................................................................1
Stakeholder Analysis..........................................................................................................................2
Capturing the Customer Needs.........................................................................................................4
Interviews with Customers............................................................................................................4
Survey Questionnaire....................................................................................................................5
Focus Groups.................................................................................................................................5
Ethnographic Methodologies........................................................................................................6
Customer Visits..............................................................................................................................6
Customer Needs Analysis (Kano Analysis).............................................................................................6
Defining the survey objectives and goals...........................................................................................7
Developing survey plan.....................................................................................................................7
Design and test of the survey questionnaire.....................................................................................8
Questionnaire....................................................................................................................................8
Conduct the survey............................................................................................................................9
Analysis of survey results.................................................................................................................10
DESIGN REQUIREMENTS......................................................................................................................11
Translating Customer Needs into Design Requirements (QFD).......................................................11
Design Risk Analysis (FMEA Method)...............................................................................................12
5 Highest Design Requirements Scoring..........................................................................................15
Design of Risk Analysis using FMEA.................................................................................................15
SUPPLIER SELECTION AND EVALUTION...............................................................................................17
Identifying the Supplies for the course............................................................................................17
10 Major Resource Material Needed from Supplier........................................................................18
Development of the Supplier Selection Criteria..............................................................................18
Constructing and Using a Supplier Selection System.......................................................................18
Conclusion.......................................................................................................................................20
STATISTICAL PROCESS CONTROL.........................................................................................................20
Identifying Processes.......................................................................................................................20
Monitoring Processes Using SPC Charts..........................................................................................22
Construction of SPC Chart................................................................................................................23
PROBLEM SOLVING..............................................................................................................................25

Brainstorming..................................................................................................................................26
Causes of problem...........................................................................................................................26
Why-why diagram...........................................................................................................................27
Check Sheet.....................................................................................................................................27
Pareto Diagram................................................................................................................................28
REFERENCES........................................................................................................................................28

INTRODUCTION
ENGLISH TRAINING
English is a global language and so has become a platform connecting people, cultures, arts,
science, by establishing communication among countries. English, like any other language is
spoken with various accents and dialects and it demands the need for common and standard
accent and grammar, as common grounds. And the services are provided by numerous
educational institutions and organizations all over the world.
BRITISH COUNCIL
British Council is founded to create a user-friendly environment with better understanding in
between UK and the rest of the world, in terms of culture. The larger and international
organization initiated the operations in 1934 and expanded to more than 100 companies, with
several programs and services in English language, society, arts and education. The
organization provides the best material, all the time to the teachers of the organization and all
the aspirants. The company communicates and guides the world, through radio, web and
Television broadcast to teach English, in both the developing and post-conflict countries. The
organization supports more than 3 millions of aspirants worldwide, gaining access to the
trustful and reputed qualification and prosper their careers, by increasing opportunities of
working. It conducts development programs for bringing the artists altogether and provide the
support for the policy development and skill development in the respective creative
industries.
QAULATIY PLANNING AND ANALYSIS FOR THE SERVICE
British Council is considered for quality planning and analysis the English training service
provider and
British Council services that offers and provides English training, is taken as the reference for
quality analysis and planning.

CUSTOMER SATISFACTION
Stakeholder Analysis
As British Council is a huge and international organization, it consists of huge number of
stakeholders and so most influential stakeholders are only considered.
BC STAKEHOLDER STAKEHOLDER EXPECTATIONS
Internal Stakeholder
Executive Team of BC  Enhance the reputation of the
organization, by improving the
portfolio of BC in the industry of
English teaching
 Improving the share of BC in market
in the respective industry
 Consistently grow Return of
Investment, through innovative
learning courses
Package Designers of Expert Courses  Consistent development in courses
with growing investment
 Growing cultural and innovative
learning courses influence
 Growing formal learning course
packages reputation
Institution Shareholders  Consistently growing ROI
 Growing share value, right after
purchase
Staff for Teaching  Teaching to be efficient
 Cultural learning effective adoption
 Adopting effective and influential
effective methods of teaching
 Develop good products for English
speaking
External Stakeholders
Aspirant or End User  Ability to speak English
 Opportunity for cultural learning

 Growing ability for speaking
 Competitive or less fee compared to
competitors
 To design effective packages from
effective requirements and feedback
 Growing support for learning
 Efficient orientation, prior to
commencement of course
 Efficient and excellent course support
during and after
 Wider and growing learning
possibility
 Right and more value for money
Material Supplier  Growing business with increasing
regular orders
 Growing profits
 Growing involvement in further and
new courses
 Enhancing business relationships
 Growing and reliable business
potential
 Growing supplies demand
 Growing number of orders
 Flexible course packages with
innovative cooperation
Branch and Franchisee Partners  Reliable support with prompt
 Growing reputation of the brand
 Minimum Franchisee fee
 Efficient channels for communication
for the new students
 Prompt and reliable support for the
study packages
Competitors  Decreasing competitive advantage

and stalled innovation exploited
 Minimize the domination
 Decreased or no monopoly
Regulations of Government  For students, adherence to the
legislations at national, local and
specific
 Adhering to the commitment to the
offered features to the students
Expert English Groups  Tremendous English improvement for
the student
 Appropriate guidance with no
deviations
 Packages to be more customized,
based on the students’ unique needs
Capturing the Needs of Customer
There are numerous ways and methods to capture the needs of the customer and Voice of
Customer (VoC) stands as one of the significant and best strategies. The method helps to
collect the opinion of the customer followed by categorization, based on the attributes
suitable. A few of these ways for customers needs capturing are the following (Akpolat,
2004, Cooper & Dreher, 2010).
Voice of Customer method can be used to hear and collect the cutomer voice, as shown
below.
 Customer visits
 Ethnographic Methodology
 Focus groups
 Interviews with the customer
 Survey questionnaire
Customer Visits
It is an indirect way to collect the student needs and is effective. The organization’s
employees prepares guide with a defined structure for conversing and goes along with the

student, though the method looks similar to the customer interviews and survey
questionnaire. Student, thus is enabled to express insights subconsciously and the data is
analyzed to make it more qualitative (McQuarrie, 2008). More students have to visit the
organization to make it more success, as it is an important factor. The resultant data is
subjective highly, as influenced with different question styles posed and varied responses of
students.
Interviews with Customers
Voice of Customer can be captured very effectively with the interviews with customers and
stands as a standard methodology that is cost effective too (Griffin & Hauser 1993; Akapolat
2004). Various factors influence its effectiveness, such as venue of interview, type of
interview, one-to-one or group interview, interviews conducted with the students of present,
past and future, modes of communication, like face-to-face, internet and telephone,
interviews with both irate and satisfied students.
The first step of interview is preparing the questionnaire or basic questions collection for
accurate and appropriate information. Questions are prepared based on the interview
objective. After collection of VoC, collection, analysis and categorization of information is
done, based on the preferred attributes, such as basic, subconscious and spoken needs. And
course package potential functional requirements select the attributes (Yang, 2008).
Quantitative data about student needs are collected, only during the right style, structure and
circumstances. Then sample size is quantified.
Survey Questionnaire
Students’ needs and requirements can be identified with survey questionnaire, which is
effective and cost effective method. It uses different media, like survey portals, mails and
direct way, etc. Better level of accuracy of data is achieved compared to the interviews, as
these questions are more formal and direct with no circumstances’ influence. Wider range of
needs, feedback and requirements can be extracted, in terms of agreeableness,
disagreeableness, satisfaction, dissatisfaction, as the questions are easy to answer.
Collected data, quality of responses and questions are used for better understanding of the
needs and requirements by categorizing and quantifying for analysis.
Focus Groups

A focus group is a great qualitative data generation source and is formed by a group of
students (Akpolat, 2004, Kitzinger, 1995). It is more the answering objective questioning and
stands unique compared to the other methods. Initially, open ended question is posed to start
the discussion, by the leader and continued by the members and is varied from the formal
process of interview (Kitzinger, 1995). It does not involve formal process of reading and
writing and so qualitative data is resulted.
Ethnographic Methodologies
In terms of student needs and requirements collection, it is a comprehensive methodology
(Cooper & Dreher, 2010). The method facilitates opinion expression and response, in comfort
environment by student. It is more of contextual interview involving systematic observation
and recording the session (Goffin et al, 2012). Questions are contextual, but not limited to
questions and it is not formative method. The student’s voice is heard and recorded, so
accuracy can be assessed. Hence, the method allows to capture the student expectations and
needs in direct and indirect ways.
Kano Analysis for Analysis of Customer Needs
For British Council quality planning and analysis, survey questionnaire method is selected
and the process is performed in total five steps.
Defining goals and objectives1
Developing survery plan2
Survey Designing and Testing3
Perform the survey4
Survey Results Analysis5

Figure: Process of Survey Questionnaire
Step 1
Defining Survey Objectives and Goals
The survey questionnaire is followed...
 To extract course package information from the students
 To obtain both student satisfaction and dissatisfaction evidence along with the ares of
improvement
 To obtain the insights from the department of research and design, subjectively and
objectively
Step 2
Develop the Survey plan
Survey plan is prepared to place questionnaire British Council website homepage. Sample
size is anticipated with 500 students, with no time limit. Students are anonymous, except
identified with their course codes.
Step 3
Survey Questionnaire Design and Test
The course importance is questioned to rate and score by the students. Rating starts with 1,
showing least importance to 5 most importance.
Poor Average Good Very good Excellent
1 2 3 4 5
Table: Rating and Result
Survey Questionnaire
S.NO. COURSE ATTRIBUTE SCORE
1 Ability to adopt to new environment
2 Ability to communicate effectively
3 Ability to give presentations
4 Ability to give public speech
5 Ability to interact with new people in English
6 Ability to speak English

7 Building positive attitude
8 Character enhancement
9 Confidence levels for conversation in English
10 Conversational Skills
11 Duration of class session
12 Effective participation in group discussions
13 Fast reading and interpreting
14 Gain fluency of English
15 Give interview effectively
16 Grammar proficiency
17 Learn new vocabulary and phrases
18 Listening skills
19 Manage to speak with native speakers of English
20 Managerial skills
21 Play way learning
22 Practical oriented learning
23 Resources provision
24 User friendly class room environment
25 Written skills
Table: Attributes Considered for Survey
Students rate courses with score, from 1 to 5 and it is easy. A trial is conducted after
questionnaire is ready against accuracy, validity and potentiality. Data collection is done from
400 students, then each attribute is analyzed after collecting the score and finding cumulative
score and categorizing it to desirables, wants and needs.
CLASSES Needs Wants Desirables
Final Cumulative Score 3.5 or > 1400 2 to 3.5 or 800 to 1400 1 to 2 or < 800
Step 4
Performing the Survey
The survey questionnaire is employed in the home page of the website.

Step 5
Survey Result Analysis
The student responses are collected from the website.
S.NO. IMPORTANT FACTOR OR ATTRIBUTE CUMULATIVE
& FINAL
SCORE
SCORE
AVERAGE
1 Ability to adopt to new environment 699 1.7475
2 Ability to communicate effectively 1786 4.465
3 Ability to give presentations 1539 3.8475
4 Ability to give public speech 1156 2.89
5 Ability to interact with new people in English 1025 2.56
6 Ability to speak English 1962 4.905
7 Building positive attitude 1869 4.6725
8 Character enhancement 1625 4.0625
9 Confidence levels for conversation in English 1689 4.2225
10 Conversational Skills 1268 3.17
11 Duration of class session 752 1.88
12 Effective participation in group discussions 1156 2.89
13 Fast reading and interpreting 1245 3.1125
14 Gain fluency of English 1635 4.0875
15 Give interview effectively 1428 3.57
16 Grammar proficiency 1256 3.14
17 Learn new vocabulary and phrases 759 1.8975
18 Listening skills 1058 2.645
19 Manage to speak with native speakers of English 798 1.995
20 Managerial skills 796 1.99
21 Play way learning 1146 2.865
22 Practical oriented learning 1623 4.0575
23 Resources provision 1356 3.39
24 User friendly class room environment 1229 3.0725
25 Written skills 1458 3.645

The above results are categorized into Needs, Wants and Desirables classes.
REQUIREMENTS OF DESIGN
QFD – Design Requirements Translation from Customer Needs
QFD METHOD
The student needs and requirements are correlated with ten specifications of product design,
with Quality Functionality Design method. The method is implemented by using score and
average rating. Average score is the reference for 1-3-9 rating and value system with scale of
1 to 5.
9, as strong relation
3, as medium relation
VOICE OF
CUSTOMER
NEEDS
Ability for effective Communication
Ability to give presentation
Ability to speak English
Character Enhancement
Confidence Levels
Fluency of English
give intervew effectively
Positive attitude
practical oriented learning
Written skills
WANTS
Ability to give public speech
Ability to interact with new people
Conversational Skills
Effective participation in group
discussion
Fast reading and interpreting
Grammar proficiency
Listening skills
Play way learning
Resource provision
User friendly class room
environment
DESIRABLES
Ability to adopt to new
environment
Duration of class session
Learn new vocabulary and phrases
Manage to speak with native
speakers
Managerial Skills

1, as weaker relation
Once the better scale ratings are given, in terms of assigning the relationships, the final
absolute score is to be calculated finally. The absolute score can be obtained from
multiplying the factor of importance with 2 and relating and assigning this value to the
relationship and it should be continued for the attributes followed that match the requirements
of the design. Then finally, the absolute value is to be summed up.
Then the QFD can be tabulated as below.

FMEA METHOD FOR RISK ANALYSIS OF DESIGN
STUDENT
EXPECTATI
ON
IMP
ORT
AN
CE
SCO
RE
REQUIREMENTS OF COURSE DESIGN
Practical
sessions with
conversation
Resource
material,
audio, video
Reading
comprehensi
Group
discussions
Half sessions
for speaking
effective
Attitude
orientation
activities
Mock
Interviews
Grammar
sessions
Creative
interactive
sessions
RSLW
sessions
Ability to
communicate
effectively
8.93 9 9 9 9 9
Ability to
give
presentations
7.69
5
6 6 6 6 6 9
Ability to
interact with
new people
5.12 9 9 9 6 6 6

N
E
E
D
S
in English
Ability to
speak English
9.81 3 3 3 9 3 3 3
Confidence
levels for
conversation
in English
8.44
5
9 9 3 9 6
Duration of
class session
3.76 9 3 6
Effective
participation
in group
discussions
5.78 6 9 6 6
Gain fluency
of English
8.17
5
9 3 9 6 9 3 6 9 9
Learn new
vocabulary
and phrases
3.79
5
6 3 9 6 6 9
Resources
provision
6.78 9

Ability to
adopt to new
environment
3.49
5
6 6 6 9
Building
positive
attitude
9.34
5
6 9 6 6
Conversation
al Skills
6.34 9 6 6 6 9 9
Give
interview
effectively
7.14 6 6 3 6 9 6
Grammar
proficiency
6.25 6 3 3 9
Listening
skills
5.29 9 9 6 6 9 9
Manage to
speak with
native
speakers of
English
3.99 3 6 9 9
Practical
oriented
8.11 9 9 6 6 9 9

W
A
N
T
S
learning 5
User friendly
class room
environment
6.14
5
9 6 6 9
Written skills 7.29 3 3 3 6 9
DESIRABLES
Ability to
give public
speech
5.78 9 6 6 6 9
Character
enhancement
4.06
25
6 6 9 6 6
Fast reading
and
interpreting
3.11
25
9 3 9
Managerial
skills
3.98 6 3 3 9 3 6 9
Play way
learning
6.22
5
9 6 3 9
TARGET
VALUE
50%
Sessions
For all
sessions
Weekly
once
Weekly
Once
With every
session
Last but
three
sessions
Weekly
Once
First four
sessions
All basic
grammar
Weekly
once

ABSOLUTE
SCORE
51 54 132 48 147 108 99 48 21 129
Table: FMEA Method
Design Requirements Scoring
Design requirements are collected from 5 highest scoring.
1. Attitude oriented sessions
2. Creative interactive activities session
3. Group Discussions
4. Mock Interviews
5. Practical sessions with conversation
These attributes should be added to the design of new course.

FMEA for Risk Analysis Design
Failure Mode and Effects Analysis for course design in future, by taking likelihood measure
and risk severity.
SIGNIFICA
NT
ATTRIBUT
E
FAILUR
E
EFFECT
TO
COURSE
PACKA
GE
FAILUR
E
CAUSE
POSSIBL
E RISK
BEFORE
ACTION
RISK
CONTROLL
ER
RISK
POST
ACTIO
N
P S R P S R
Attitude
oriented
session
Session is
not
influenced
with
attitude
The
purpose is
not served
The
training
become
ineffectiv
e
3 5 6 Make the class
more effective
3 2 4
Creative
interactive
sessions
Interactio
n is not
happened
Purpose
of session
is not
served
Students
are not
involved
3 3 8 Trainer
becoming an
example
2 3 3
Group
Discussions
Discussio
n is not
taken
place
Purpose
of the
discussion
is not
served
Students
have fear
5 6 12 Discussion is
initiated with
the trainer
1 4 5
Mock
Interviews
Students
cannot
give
interview
The
objective
of the
session is
not
fulfilled
Very
difficult
questions
addressed
3 4 7 Start with
easier
questions to
let student
participate
1 3 2
Practical
sessions with
conversation
No
participati
on of the
students
Class
sessions
becoming
ineffectiv
Students
are not
made
comforta
2 5 13 Students are to
be motivated
to speak
2 4 4

e ble to
open up
The measure consequence is shown as the following table.
LEVEL
OF
SCORE
LEVEL
DESIGNATION
TECHNICAL INTERPRETATION
5 Major Courses are to be stopped completely with no corrections
4 Significant Courses must be stopped immediately and resumed only
after the detailed correction
3 Moderate Course must be stopped and resumed after correction
2 Minor Course can be continued with immediate changes in it
1 Marginal Small corrections are to be made, while designing future
courses
Measures are to be taken as the following.
SCORE
LEVEL
SCORE
DESCRIPTOR
PROBABILITY DETAIL AND DESCRIPTION
5 High probability >0.99 Variation to occurs frequently and most
possibly
4 Probable 0.49 – 0.99 Variation occurs frequently some times
3 Likely 0.05 – 0.49 Variation is possible to be occurred
sometimes
2 Possible 0.02 – 0.05 Variation occurs only a few times
1 Unlikely <0.01 The variation occurs only at certain
circumstances

SELECTION AND EVALUTION OF SUPPLIER
Course Supplies Identification
The teaching sessions are influenced by packages and resource material. So, major resource
material are...
1. Air Conditioner
2. Audio system with microphone
3. Computers
4. Dias
5. Furniture
6. LCD Screen
7. Projector
8. Website
9. White board and markers
10. White cloth for screen
Supplier Resource Material
So, supplier needs the above 10 important resource material.
Supplier Selection Development Criteria
1. Capability of production
2. Company Reputation
3. Customer service
4. Environmental Sustainability
5. Location Closer to the institute
6. Procedures for quality assurance
7. Product price
8. Reliable Service
9. Service History
10. Timely supply
Supplier Selection System Construction and Usage

First search the suppliers, select three of them according to required standard, after seeking
quotations. Select with three parameters.
1. Evaluation is done according to supplier weightage, with rating from 1 (least value) to
10 (highest value).
2. List the supplier according to the rating.
3. Multiply score with respective score of parameter to find overall rating.
SUPPLIER
SELECTION
CRITERIA
SCORE
WEIGHTAGE
S 1 2 S 3
Score Weighte
d score
Score Weighte
d score
Score Weighted
score
Capability of
production 7 9 63 7 49 7 49
Company
Reputation 9 7 63 8 72 8 72
Customer
service 8 6 48 8 64 9 72
Environment
sustainability 8 8 64 7 56 8 64
Location
close to
institute 7 8 56 7 49 6 42
Procedure
for quality
assurance 8 8 64 9 72 7 56
Product price 7 7 49 6 42 8 56
Reliable
Service 9 7 63 9 81 5 45
Service
history 9 7 63 7 63 5 45
Timely
Supply 7 8 56 9 63 6 42

TOTAL 75 589 77 611 69 543
Supplier Selection
S2 with score of 611 is the selected supplier.
STATISTICAL PROCESS CONTROL
Process Identification
Course design takes 10 processes and phases.
1. Requirement Collection
Requirements collected from students are evaluated according to attributes.
2. Course Development
Course is developed according to the needs and requirements.
3. Logical Sequencing
Sessions are then prioritized, from beginning to advanced.
4. Activities Defining
From the data collected, practical oriented classes are preferred.
5. Potential Supplier Selection
Supplier is selected on the basis of the mentioned qualitative parameter above.
6. Classroom Arrangement
Classroom arrangement is considered as a crucial factor for imparting skill and
knowledge.
7. Setting Quality Standards
Quality standards are to be set for both trainers and students, to ensure learning
practise is done by the students.
8. Mock Training
Mock training is to be conducted after ready of intangible and tangible resources.
These sessions help to correct the sessions, prior to jumping into newer sessions.
9. Marketing and Advertisement
A public call is offered for the services of training to learn English, after everything is
ready.
10. Conduct the Sessions
After all the resources are made ready, finally, the sessions are conducted.

SPC Charts for Processes Monitoring
The statistical anomalies can be visualized and identified with Statistical Process Control
chart.
SPC has the features, as the following.
CL – Centre line that indicates the specific characteristics mean value
LCL – Lower Control Limit, for acceptable process variation range
UCL – Upper Control Limit, for acceptable process variation range
Development of SPC chart is done after categorization on the basis of variable and
attributable data and some are as follows.
1. P-Chart – to plot defective items proportion fraction, by taking constant or variable
sample size as reference
2. C-Chart – to detect the constant sample size and total defects
3. NP Chart – to monitor the process, by defective items tracking in a single day
4. X-Chart – to consider only 2 randomly at any instance from data taken from sample
size
5. X-bar & R-Chart – to provide better analysis, when combined and X bar is to plot the
average of measurements, in a given time within special subgroups and R chart is to
plot the range of measurements, taken from subgroups and finding respective
centreline, through the averages of the range
SPC Chart Construction
BC scrutinizes the packages of course by correction through varied respective sample size. A
single batch is considered from 20% course packages. P-chart is used here for analysis.
Among tens of courses during classroom sessions in a month, the parameters are specified as
the following.
n = from number of sessions, sample size
x = session’s defective elements

p = defective parameters
= x / n
Then, P bar or centre line,
P bar or centreline = ∑p / k
here, k = total umber of days
CLASSES x N p p bar UCL LCL
WEEK 1 1 6 55 0.109091 0.141 0.281923 0.000277
2 6 58 0.103448 0.141 0.220868 -0.01397
3 3 57 0.052632 0.141 0.141361 -0.0361
4 8 57 0.140351 0.141 0.278374 0.002328
5 8 53 0.150943 0.141 0.298466 0.003421
WEEK 2 6 2 58 0.034483 0.141 0.106359 -0.03739
7 6 55 0.109091 0.141 0.235201 -0.01702
8 7 57 0.122807 0.141 0.253227 -0.00761
9 9 52 0.173077 0.141 0.330465 0.015689
10 6 54 0.111111 0.141 0.239411 -0.01719
WEEK 3 11 3 55 0.054545 0.141 0.146408 -0.03732
12 8 59 0.135593 0.141 0.269306 0.00188
13 8 57 0.140351 0.141 0.278374 0.002328
14 5 54 0.092593 0.141 0.210928 -0.02574
15 6 51 0.117647 0.141 0.252994 -0.0177
WEEK 4 16 9 56 0.160714 0.141 0.307949 0.01348
17 8 54 0.148148 0.141 0.293177 0.003119
18 7 58 0.12069 0.141 0.249015 -0.00764
19 6 54 0.111111 0.141 0.239411 -0.01719
20 8 55 0.145455 0.141 0.288071 0.002838
∑P 2.43972673
According to above statistics as above, course design and development is shown as
technically in control.
The P-chart is as the following.

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
-0.1
-0.05
0
0.05
0.1
0.15
0.2
0.25
0.3
0.35
0.4
p
P bar
UCL
LCL
Figure: P-chart
So, the course design is in control, according to the P-Chart.
PROBLEM SOLVING
Every task has different issues in terms of course design processes and phases as the
following.
1. Class sessions not in control
2. Diversified students background
3. Events unexpected
4. Inadequate student aptitude
5. No involvement
6. Stud be passive
7. Trainer inexperienced
8. Trainer passive
9. Unavailable resources
10. Unmotivated students

Some problem solving techniques are employed to solve the above problems.
1. Why-why diagram
2. Process flow chart
3. Pareto diagram
4. Gantt Chart
5. Check sheet
6. Cause and effect diagram
7. Brainstorming
The problem considered is ‘Lack of involvement by trainer and student’. Let us apply the
following techniques.
1. Why-why diagram
2. Pareto diagram
3. Check sheet
4. Brainstorming
Brainstorming
A group of experienced trainers is taken and their responses are taken to find the problem’s
causes, for the specified problem.
Problem: Lack of involvement by trainer and student
Causes of problem
 Lack of interest by the trainer
 Lack of interest by the students
 Trainer’s serious personal issues
 Classroom environment as dull
 Trainer’s constraints of skill
 Students’ constraints of skill
Why-why diagram
It helps to root causes discovery of the problems. All are asked Why question and links are
progressed.

Figure: Why-why technique
Check Sheet
Check sheet implemented after brainstorming and why-why. It helps to assess and analyse
possible matching causes of the problem.
ROOT CAUSES OCCURRENCE ABSOLUTE
PERCENTAGE
ACCUMULATIVE
PERCENTAGE
Dull classroom
environment
10 20 20
Human Error 6 12 32
No interest 5 10 42
Serious personal
issues of trainer
10 20 62
Skill constraints of 11 22 84
LACK OF
INVOLVEMENT
Lack of interest
From student
From trainer
Human Error
Trainer
Passivenss
Standards not
followed
Constraints of
Skill
For trainer
Unable to
understand by
students
Problem of
Aptitude
Of students
Of trainer
Personal Issues
Of students
Of trainer

student
Skill constraints of
trainer
8 16 100
TOTAL 50
Pareto Diagram
Accumulative per cent and respective occurrences are considered for finding the apt root
causes for the problem.
Dull classroom environment
Human Error
No interest
Serious personal issues of trainer
Skill constraints of student
Skill constraints of trainer
0
20
40
60
80
100
120
140
ACCUMULATIVE PERCENTAGE
OCCURRENCE
Figure: Pareto Chart
Root cause detailed analysis for specified problem can be obtained by the problem solving
techniques. So, necessary measures can be taken for improvement of the quality of the
sessions.

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