This document discusses a cause-effect diagram created by students to analyze the root causes of students arriving late to class. It identifies three main root causes: 1) students sleep too late, 2) students don't take responsibility for themselves, and 3) students have physical or logistical reasons for being late. Potential recommendations are provided to address each root cause, such as encouraging earlier sleep, penalizing lateness, and reserving seats for late students. The team learned about using cause-effect diagrams and possible reasons for lateness through this challenge.

1. QIMPRO CHAMPIONS LEAGUE
CHALLENGE NUMBER 3
ON THE TOPIC
“CAUSE-EFFECT DIAGRAM OF LATE ARRIVAL OF STUDENTS”
SUBMITTED BY:
TAMANNA KAKKAR
MAMTA AGRAWAL
SANJANA SINGH
(BANASTHALI UNIVERSITY)

2. What is a Cause-and-Effect Diagram?
A Cause-and-Effect Diagram is a tool that helps identify, sort, and display possible
causes of a specific problem or quality characteristic. It graphically illustrates the
relationship between a given outcome and all the factors that influence the outcome. This
type of diagram is sometimes called an "Ishikawa diagram" because it was invented by
Kaoru Ishikawa, or a "fishbone diagram" because of the way it looks.
When should a team use a Cause-And-Effect Diagram?
Constructing a Cause-and-Effect Diagram can help your team when you need to:
 Identify the possible root causes, the basic reasons, for a specific effect,
problem, or condition.
 Sort out and relate some of the interactions among the factors affecting a
particular process or effect.
 Analyze existing problems so that corrective action can be taken.
Why should we use a Cause-and-Effect Diagram?
A Cause-and-Effect Diagram is a tool that is useful for identifying and organizing
the known or possible causes of quality, or the lack of it. The structure provided
by the diagram helps team members think in a very systematic way. Some of the
benefits of constructing a Cause-and-Effect Diagram are that it:
 Helps determine the root causes of a problem or quality characteristic
using a structured approach.
 Encourages group participation and utilizes group knowledge of the
process.
 Uses an orderly, easy-to-read format to diagram cause-and-effect
relationships.
 Indicates possible causes of variation in a process.
 Increases knowledge of the process by helping everyone to learn more
about the factors at work and how they relate.
 Identifies areas where data should be collected for further study.

3. CAUSE EFFECT DIAGRAM FOR LATE
ARRIVAL OF STUDENTS

4. Students come to class late
ROOT CAUSES
When students come to class late, it can disrupt the flow of a lecture or discussion,
distract other students, impede learning, and generally erode class morale. Moreover, if
left unchecked, lateness can become chronic and spread throughout the class.
Because there are a number of possible reasons students arrive to class late,
considering which causes are at the root of the problem can help guide instructors to
appropriate responses and strategies. Understanding the reasons, however, does not
require tolerating the behavior. The possible root causes are:
1. They sleep too late.
If they’re so exhausted in the morning that yjey sleep until the last possible
moment, it’s time to think about going to sleep earlier. Many people don’t get
enough sleep, and sleep deprivation is a real drag on their punctuality. They should
try to turn off the light sooner each night.
2. Students don’t take responsibility for themselves.
While the majority of students are responsible and mature, there are some who
struggle with the independence college provides and who fail to do what they need
to do (e.g., set an alarm clock, allow sufficient time to get ready in the morning,
figure out the bus schedule) to get to class on time. They may also not recognize
that it is their responsibility to communicate with instructors when they are unable to
meet their obligations (e.g., because of physical or emotional problems or
conflicting obligations).
3. Students have physical or logistical reasons for coming late.
In some instances, a student may find it difficult to make it to class on time because
of the physical distance between sequential classes. This may be particularly true
of students with a class prior to yours that meets off-campus. Students may also
experience either chronic or temporary physical impairments that make getting from
class to class challenging.

5. POSSIBLE RECOMMENDATIONS
Recommendations for:
1. They sleep too late.
The students should try to sleep early and should avoid late night calls and
texting. They should keep their work complete well before time so that there is no
need of staying up late to complete the work.
2. Students don’t take responsibility for themselves.
Lateness should be penalized. There are a number of ways to penalize lateness.
Some instructors institute a lateness policy along with their attendance policy
(e.g., two late arrivals counts as one absence). Some simply draw attention to the
behavior or register disapproval when a student enters late (e.g., pausing,
frowning and making a pointed comment, or posting a sign on the door such as
“You’re late; please be quiet when you enter”). Another way to handle lateness is
to give short quizzes at the beginning of class; students who come late will miss
the quizzes and lose the points.
3. Students have physical or logistical reasons for coming late.
If being late to class is unavoidable for some students, consider ways to minimize
the disruption their late arrival could cause for others in the class. For example,
some instructors reserve a set of seats at the back of the room for latecomers.

6. LESSONS LEARNED BY THE TEAM
In this challenge number 3 of qimpro champion’s league we learnt a very new concept
of the ishikawa diagram or the cause effect diagram. Also drawing that diagram with
software called Edraw Max was a completely new experience. We also learnt about the
possible causes for being late to class and the solutions to them. This helped us
introspect and further improve ourselves. All in all we learnt various lessons which
would have been impossible otherwise.