The presentation introduces Pareto diagrams as a diagonstic tool, and demonstrates how colleges can manage the problem of students bunking classes by identifying the main causes.
2. 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.
3. 0
10
20
30
40
50
60
70
80
90
100
0
20
40
60
80
100
120
Frequency
Qumalitve
Percentage
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
4. 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.
5. Data Analysis
The attendance of a 600 students was observed for a period of a
month to ascertain the classes bunked by students-
Reason Frequency Cumulative
Frequency
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%
7. 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-curricular
activities, Self study,
Boring lectures
Illness, peer
pressure, enjoyment
etc
8. • 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.
9. 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.
10. • 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.
11. • 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.
12. 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.
13. Sometimes it is better to bunk a
class
and enjoy with friends, because
today when I look back ,marks
never make me laugh, but
memories do.
By-
Dr . A.P.J. ABDUL KALAM
14. 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.
