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5 Why Analysis
The document discusses the 5 Why analysis technique for finding the root cause of problems. 5 Why involves asking "why" five times to uncover the underlying cause, though it may require more or fewer questions. Guidelines include using a cross-functional team, avoiding bias, and ensuring the answers don't include words like "because" before moving to the next question. Corrective actions should address the root cause to prevent future issues, rather than just symptoms. Potential criticisms like stopping at symptoms rather than deeper causes are also outlined.
5 why analysis
This document provides an overview of the 5 Whys root cause analysis tool. The 5 Whys involves asking "why" five times to determine the root cause of a problem. It should address why something was made incorrectly and why it was not detected. While typically involving five questions, the number is flexible based on the complexity of the problem. When applying the 5 Whys, clearly define the problem, ask full questions, and follow the thought process without jumping to conclusions. The goal is to identify systemic causes that allow problems rather than just surface explanations.
5 why training 21 oct2010
The document provides an overview of the 3 Legged 5 Why analysis technique for conducting root cause analysis. It discusses when to use 5 Why analysis, the format of the 3 Legged 5 Why analysis form, and how to complete each section of the form including defining the problem, investigating the specific cause, detection cause, and systemic cause through a series of "Why" questions. Guidelines are provided for effective use of the technique including being objective, asking "Why" until the root cause is uncovered, and ensuring the analysis path makes logical sense.
5 Why Training Slides Oct 14, 2009
The document provides an agenda and overview for a training on systematic problem solving using tools like 5 Whys. The agenda covers introductions, an exercise on defining problems, an introduction to 5 Whys technique, team exercises applying the techniques, and a wrap up. The training will teach participants how to use 5 Whys to peel back the layers of a problem to identify the root cause by repeatedly asking "Why?". Identifying the root cause allows for preventing future recurrence of the problem.
Root Cause Analysis (RCA) Tools
This document provides an overview of root cause analysis (RCA) and common RCA tools. It discusses the CPAR/SCPAR process for documenting problems, determining root causes, and implementing corrective actions. Three common RCA tools are described: 5 Why's analysis involves repeatedly asking why to drill down to the root cause; affinity diagrams group related causes to identify major causes; and fishbone diagrams illustrate the relationship between causes and effects. The document encourages using the appropriate tool based on the problem complexity and provides examples of applying each tool.
D’youville college & scvngr
The document discusses D'Youville College's use of SCVNGR, a mobile gaming platform, for campus tours, open houses, and orientation events from 2011-2012. It notes that 84% of 2012 freshmen participated in an SCVNGR scavenger hunt. The challenges of getting buy-in, technological barriers, and administrative resistance are mentioned. Tips for successful events include designating a promoter, setting up a headquarters, adequate promotion, engaging gameplay, and appropriate prizes. Results showed positive student feedback and impressions of the college after participating. Plans for future years include new scavenger hunts, improved prizes and challenges, and increased participation.
SCVNGR Redhawk Recruiter Overview
The document provides information about using the mobile app SCVNGR to engage prospective students and their parents during an open house tour at La Roche College. The tour guide is encouraged to have participants play the scavenger hunt-style game on the app or via text message during the tour, completing challenges and earning points and prizes. Feedback is welcomed to improve the tour experience and increase engagement with the college.
HighEdWeb 2011 Presentation
1) The document discusses how current location-based services (LBS) focus too much on "check-ins" and social aspects rather than practical utility.
2) It argues that future LBS will focus more on influencing user behavior through game mechanics and value exchanges rather than just social connections.
3) The author believes many popular LBS like Foursquare are wasting users' time and will not see long term success, while enterprise applications and more subtle, utility-focused uses of location data hold more promise.
Recommended
5 Why Analysis
The document discusses the 5 Why analysis technique for finding the root cause of problems. 5 Why involves asking "why" five times to uncover the underlying cause, though it may require more or fewer questions. Guidelines include using a cross-functional team, avoiding bias, and ensuring the answers don't include words like "because" before moving to the next question. Corrective actions should address the root cause to prevent future issues, rather than just symptoms. Potential criticisms like stopping at symptoms rather than deeper causes are also outlined.
5 why analysis
This document provides an overview of the 5 Whys root cause analysis tool. The 5 Whys involves asking "why" five times to determine the root cause of a problem. It should address why something was made incorrectly and why it was not detected. While typically involving five questions, the number is flexible based on the complexity of the problem. When applying the 5 Whys, clearly define the problem, ask full questions, and follow the thought process without jumping to conclusions. The goal is to identify systemic causes that allow problems rather than just surface explanations.
5 why training 21 oct2010
The document provides an overview of the 3 Legged 5 Why analysis technique for conducting root cause analysis. It discusses when to use 5 Why analysis, the format of the 3 Legged 5 Why analysis form, and how to complete each section of the form including defining the problem, investigating the specific cause, detection cause, and systemic cause through a series of "Why" questions. Guidelines are provided for effective use of the technique including being objective, asking "Why" until the root cause is uncovered, and ensuring the analysis path makes logical sense.
5 Why Training Slides Oct 14, 2009
The document provides an agenda and overview for a training on systematic problem solving using tools like 5 Whys. The agenda covers introductions, an exercise on defining problems, an introduction to 5 Whys technique, team exercises applying the techniques, and a wrap up. The training will teach participants how to use 5 Whys to peel back the layers of a problem to identify the root cause by repeatedly asking "Why?". Identifying the root cause allows for preventing future recurrence of the problem.
Root Cause Analysis (RCA) Tools
This document provides an overview of root cause analysis (RCA) and common RCA tools. It discusses the CPAR/SCPAR process for documenting problems, determining root causes, and implementing corrective actions. Three common RCA tools are described: 5 Why's analysis involves repeatedly asking why to drill down to the root cause; affinity diagrams group related causes to identify major causes; and fishbone diagrams illustrate the relationship between causes and effects. The document encourages using the appropriate tool based on the problem complexity and provides examples of applying each tool.
D’youville college & scvngr
The document discusses D'Youville College's use of SCVNGR, a mobile gaming platform, for campus tours, open houses, and orientation events from 2011-2012. It notes that 84% of 2012 freshmen participated in an SCVNGR scavenger hunt. The challenges of getting buy-in, technological barriers, and administrative resistance are mentioned. Tips for successful events include designating a promoter, setting up a headquarters, adequate promotion, engaging gameplay, and appropriate prizes. Results showed positive student feedback and impressions of the college after participating. Plans for future years include new scavenger hunts, improved prizes and challenges, and increased participation.
SCVNGR Redhawk Recruiter Overview
The document provides information about using the mobile app SCVNGR to engage prospective students and their parents during an open house tour at La Roche College. The tour guide is encouraged to have participants play the scavenger hunt-style game on the app or via text message during the tour, completing challenges and earning points and prizes. Feedback is welcomed to improve the tour experience and increase engagement with the college.
HighEdWeb 2011 Presentation
1) The document discusses how current location-based services (LBS) focus too much on "check-ins" and social aspects rather than practical utility.
2) It argues that future LBS will focus more on influencing user behavior through game mechanics and value exchanges rather than just social connections.
3) The author believes many popular LBS like Foursquare are wasting users' time and will not see long term success, while enterprise applications and more subtle, utility-focused uses of location data hold more promise.
Clarkson Case Study
Clarkson University created scavenger hunt-style treks called "wntr wndrlnd" to engage various campus audiences. The trek for current students included 10 challenges across campus buildings over a weekend in February. Feedback was positive, with students saying it was fun and helped them learn more about Clarkson. Prospective students played a trek on Accepted Students Day to give them insider information beyond normal tours. Over 60 players logged on and over 40 claimed prizes. The university plans to create treks for freshman orientation, alumni, individual schools, and off-campus locations.
Boston University Case Study
1) Boston University partnered with SCVNGR to create mobile games to engage students and teach skills.
2) They launched a Beanpot rivalry game between BU, BC, Northeastern, and Emerson that had over 14,000 points scored by BU.
3) Other games included orientation scavenger hunts, campus tours, and dining challenges to introduce freshmen to BU traditions and reward participation.
D'Youville College
1) The document discusses how universities can use location-based social media games like SCVNGR to engage students at events.
2) It provides examples of how one university used SCVNGR at admissions events, with students completing challenges on a scavenger hunt tour and competing in teams or individually.
3) The feedback was positive and it suggests expanding use of the app to more campus events and activities to continue motivating students through social gaming.
Library Presentation
The document discusses using the location-based gaming app SCVNGR to create library "treks" or tours at two universities. "Treks" are made up of challenges that students complete by checking in at various locations in the library. This encourages exploration and learning. Examples of treks described include ones made by librarians at Oregon State University and Boise State University, as well as one created by a student. Completing treks earns students points and rewards like coffee shop gift cards. The presenters aim to engage and teach students through these social, location-based games.
IMB Smarter Planet Trek
The document outlines an IBM Smarter Planet TrekUniversity tour that took place in Spring 2011. The goals of the tour were to raise student awareness of IBM's Smarter Planet initiative, promote the Smarter Planet strategy to future leaders, and introduce skills needed to build a smarter planet. At each university stop, students participated in IBM-branded challenges and activities focused on leadership, developing an online profile, and social media engagement to generate buzz about building a smarter planet.
SCVNGR Style Guide
This document provides guidance on creating challenges and treks on the mobile gaming platform SCVNGR. It discusses the key elements of challenges, such as being fun, quick, and clear. It also covers treks, which connect places and challenges into themed experiences. Examples of good and bad challenges and treks are given to illustrate best practices.
More Related Content
More from SCVNGR_U
Clarkson Case Study
Clarkson University created scavenger hunt-style treks called "wntr wndrlnd" to engage various campus audiences. The trek for current students included 10 challenges across campus buildings over a weekend in February. Feedback was positive, with students saying it was fun and helped them learn more about Clarkson. Prospective students played a trek on Accepted Students Day to give them insider information beyond normal tours. Over 60 players logged on and over 40 claimed prizes. The university plans to create treks for freshman orientation, alumni, individual schools, and off-campus locations.
Boston University Case Study
1) Boston University partnered with SCVNGR to create mobile games to engage students and teach skills.
2) They launched a Beanpot rivalry game between BU, BC, Northeastern, and Emerson that had over 14,000 points scored by BU.
3) Other games included orientation scavenger hunts, campus tours, and dining challenges to introduce freshmen to BU traditions and reward participation.
D'Youville College
1) The document discusses how universities can use location-based social media games like SCVNGR to engage students at events.
2) It provides examples of how one university used SCVNGR at admissions events, with students completing challenges on a scavenger hunt tour and competing in teams or individually.
3) The feedback was positive and it suggests expanding use of the app to more campus events and activities to continue motivating students through social gaming.
Library Presentation
The document discusses using the location-based gaming app SCVNGR to create library "treks" or tours at two universities. "Treks" are made up of challenges that students complete by checking in at various locations in the library. This encourages exploration and learning. Examples of treks described include ones made by librarians at Oregon State University and Boise State University, as well as one created by a student. Completing treks earns students points and rewards like coffee shop gift cards. The presenters aim to engage and teach students through these social, location-based games.
IMB Smarter Planet Trek
The document outlines an IBM Smarter Planet TrekUniversity tour that took place in Spring 2011. The goals of the tour were to raise student awareness of IBM's Smarter Planet initiative, promote the Smarter Planet strategy to future leaders, and introduce skills needed to build a smarter planet. At each university stop, students participated in IBM-branded challenges and activities focused on leadership, developing an online profile, and social media engagement to generate buzz about building a smarter planet.
SCVNGR Style Guide
This document provides guidance on creating challenges and treks on the mobile gaming platform SCVNGR. It discusses the key elements of challenges, such as being fun, quick, and clear. It also covers treks, which connect places and challenges into themed experiences. Examples of good and bad challenges and treks are given to illustrate best practices.