WHY - WHY ANALYSIS

 OBJECTIVES:
 To understand the definition of Why - Why Analysis.
 To clarify the procedure for developing a Why - Why
Analysis.
 To stress the importance of each step in the Why -
Why Analysis.
 WHY - WHY ANALYSIS
 What is Why-Why Analysis?
It is a tool to identify root causes of a problem
so that countermeasures can be applied to
prevent recurrence.
 Why-Why Process:
Basically the process is to keep asking why
for all possible causes until you can find the
root cause for each effect and, therefore, find
a countermeasure for each root cause. As a
thumb rule and from practical experience, 5
WHY’s are sufficient to arrive at root cause
 Why-Why Analysis
 A different way to organize Cause and effect
relationships
 More efficient after a Cause and effect
Analysis
 Done on the Priority items found in a Cause
and Effect Analysis
 How do tools fit?
HuMan Machine

Effect

Material Methods EnvironMent Cause and Effect Worksheet

Cause Effect

Type of Check Check Details

1. Direct Observation Thesis

2. Evidence from collected data
3. Expert’s experience
4. Theory
5. Others
Already existing reference standard Check method to be
used

Verify existence of cause and

effect for this situation
Already existing Control Method Results of the check

Problem Why Why Why Why Why

 Recommneded Why-Why
Analysis Approach

 Go On the Floor, at the point of the problem

 See the problem
 Listen to the people who live the problem
What is the Product of a Why-Why Analysis ?
It is a structured, field checked, relationship with each cause-effect relationship
linked from the lowest element back to the phenomenon.

WHY-WHY
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 Let us Break the Analysis
into following Steps
1. Understanding the Problem
2. Defining the Phenomenon to be analyzed.
3. Establishing Cause-Effect Relationship
through Why questioning and Field Checks.
4. Logical Review of the Analysis
5. Checking for Standards and Standard
Operating Procedures
 1. Understanding the Problem
Let’s See What’s going on?

1. The light bulb 2. “He slipped”

“doesn’t go on”

3. The match 4. The pen

“doesn’t light” “doesn’t
write”

Time: 10’
 Understanding the problem
• Form a team of qualified, knowledgeable
people.
• Develop a general description of the
problem.
• Develop an initial problem statement.
 1. Understanding the Problem

How you focus on the

Problem Greatly impacts the
success of the Analysis.
 1. Understanding the Problem
Two Clarifying approaches

a) According to the Process or Work Flow requirements.

b) According to the physical causes.

 1. Understanding the Problem
According to Process or Work Flow requirements

Identify those conditions required by the

Process to correctly operate and check all of
them before start doing the analysis.
(Checklist)

Advantages:
+Simpler
+More practical
+Faster
 1. Understanding the Problem
According to physical causes.

Identify the mechanics that generates the

phenomenon and start the analysis based on it.
Advantages:
+More complete
+More precise
+More effective
This material considers this
approach as the standard way to
perform why-why analysis.
2. Defining the Phenomenon to be analyzed.

 Define the Phenomenon

 We intend to define the mechanics that
generate the phenomenon, in other words, the
way or process through which what we are
describing occurs.
 Break the problem down into specific,
observable phenomena.
 Align the team on what success looks like.
 General Problem vs
Phenomenon
 General Problem
An intricate, unsettled question or issue
A source of perplexity or distress
Made up of many observable
phenomenon

 Phenomena
Specific, observable facts or events
 Problem vs Phenomenon Example
Problem: The room is too dark

Better: The light bulb “doesn’t turn on”

Best: There seems to be no flow of electric current through

the filament
Problem vs Phenomenon Examples

Examples Problems? Phenomena?

Process reliability is below 90%

The heat exchanger plates are cracked

The reactor pump seals leak

Product quality deviations are excessive

Bottle product labels are scratched

Bottle are being underfilled by 2 ounces per bottle

The family car is worn out

The engine is using one quart of oil every 500 miles

The car seats are ripped

What’s the problem? – Identify it
clearly to focus in right direction
Focus One – People are the
problem
Focus Two – Weak Rope is
the problem
Focus Three – Water pool
with wild creatures is the
problem
2. Defining the Phenomenon to be analyzed.
What’s going on?
Workgroup activity (4)
 Define each of the following phenomena:

1. The light bulb

2. “He slipped”
“doesn’t go on”

4. The pen
“doesn’t
3. The match write”
“doesn’t light”
Time: 10’
2. Defining the Phenomenon to be analyzed.

What’s going on?

1. The light bulb “doesn’t go on”

The phenomenon that produces light

is the heating of the filament when
electrons or electric current flows
through it.

DESCRIPTION OF THE PHENOMENON:

There is insufficient or no flow of electric
current through the filament.
2. Defining the Phenomenon to be analyzed.

What’s going on?

2. “He slipped”

Slipping occurs when the force of

friction is less than the force that
caused him to slide.

F = Impulse that caused

him to slide.

f = Force of friction

DESCRIPTION OF THE PHENOMENON: F > f

2. Defining the Phenomenon to be analyzed.

What’s going on?

3. The match “won’t light”
In order for a match to light, 3
conditions need to be met:
a) Fuel.- Met with the striking
material and the match head. (OK.)
b) Oxygen.- Provided by the
environment. (OK.)
c) Heat.- Caused by the friction of
the match head against the rough
strip on the matchbox.

DESCRIPTION OF THE PHENOMENON:

There is not enough friction between the match head
and the rough strip on the matchbox to produce the
heat needed for ignition.
2. Defining the Phenomenon to be analyzed.

What’s going on?

4. The pen “doesn’t work.”

In order for the pen to write, ink

needs to flow to the pen’s ballpoint
and over it onto a surface
where it is deposited.

DESCRIPTION OF THE PHENOMENON:

Ink doesn’t flow over the pen’s point.
3. Establishing Cause-Effect Relationship.

 First “Why” about the Phenomenon

 This question needs to be answered from a
physical and/or logical point of view.
 The question needs to be answered for each
element involved in the description made in the
previous step.
 At this point, focus on the evidence of the flaws,
that is:
 Verify the evidence of the causes of the problem in the
field (whether it exists or not, stopping the analysis for
that branch when the cause doesn’t exist).
 If it is possible to put a direct countermeasure to the
cause into place, do it and stop the analysis ensure that
procedures or standards are in place to maintain
condition achieved..
3. Establishing Cause-Effect Relationship.
Why does it happen?
Work group activity (4)
 Ask the first “Why?” question and answer it for each
phenomenon.

1. The light bulb

2. “He slipped”
“doesn’t go on”

4. The pen
“doesn’t
3. The match work”
“won’t light”
Time: 15’
3. Establishing Cause-Effect Relationship.

Why does that happen?

1. The light bulb “doesn’t go on”
FIRST WHY:
Why is the flow of electric current
through the filament insufficient
or non-existent?

a) There aren’t any free electrons in the material

(The filament material is a dielectric)
b) There’s no energy to move the electrons
c) There is not enough energy Eliminated by
d) There is nowhere for the electrons to flow evidence.
(The filament is broken)
3. Establishing Cause-Effect Relationship.

Why does that happen?

2. “He slipped”
FIRST WHY:

F = Impulse that provokes Why is F > f ?

the slide.

f = Force of friction
OBSERVING “F”:
a) The person is leaning
Eliminated, too much.
nothing b) Some outside force of
pushed impulse added to F.
him c) The person’s inertia is
high.
OBSERVING “f”:
a) The surfaces between his
sole and the floor present little
friction.
b) There is a lubricant between
the surfaces.
3. Establishing Cause-Effect Relationship.

Why does that happen?

3. The match “won’t light”
FIRST WHY:
Why is there not enough friction between the match
head and the matchbox strip to produce the heat
needed to cause ignition?
(Friction generates heat necessary
for ignition)
a) The pressure applied between the match and the
matchbox is too low.
b) The surface of the matchbox is not rough enough.
c) The surface of the match head is not rough enough.
d) There is a lubricant between the surfaces.
e) The friction duration is not long enough to heat the
match head and produce ignition.
 MaintenanceCircleTeam Page 1 November 9th 2009

Maintenanc
Maintenance
NEWSLETTER FOR MANUFACTURING COMMUNITY
circle
Solution for Last week Techuzzle
1 2
R E A C T I V E
O
3 4
H M M
5
D E L T A P E
A E T
6
L E A D I N G A
I S L
7
N P A R A L L E L
G T I
I Z
O E
8
L A G G I N G D
EclipseCrossword.com
Across
1. REACTIVE—r stands for _______ in KVAr, usual rating standard for capacitors
5. DELTA—Most of the three capacitor wirings are _____ connected
6. LEADING—Power factor more than one indicates a _______ current scenario
7. PARALLEL—Capacitors are added in ______ circuit to increase capacitance
8. LAGGING—Power factor less than unity indicates a _______ current scenario

Down
2. COMPENSATION—Adjusting PF using capacitors is generally called ________
3. HEALING—H stands for _______ in SH or N-SH type capacitors
4. METALLIZED—M stands for _______ MPP type capacitors

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This document contains information for reference only. We assume no responsibility for its implication.
 MaintenanceCircleTeam Page 2 November 9th 2009

Maintenanc
Maintenance
NEWSLETTER FOR MANUFACTURING COMMUNITY
circle
This week Techuzzle
1 2 3 4

5 6

EclipseCrossword.com
Across
5. Expand LC, commonly used in measuring instruments
7. Common name for Ishikawa Diagram is _____ Diagram

Down
1. Chart which looks like tall buildings next to each other
2. P stands for _____ in SPC
3. A stands for _______ in QA
4. C stands for ______ in QC
5. L stands for _____ in LCL or UCL
6. A stands for _____ in RCA

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 MaintenanceCircleTeam Page 3 November 9th 2009

Maintenanc
Maintenance
NEWSLETTER FOR MANUFACTURING COMMUNITY
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This week’s Quality Month Special Techuzzle
1

2 3

4 5

EclipseCrossword.com

Across
1. Six Sigma implies appearance of 3.4 defects per ____ (Million, Billion, Thousand)
5. Broadly, how many steps are involved in Six Sigma Methodology (Ten, Seven, Twelve, Six)
7. This person founded Six Sigma Academy (Mikel Harry, Jurong, Taylor)

Down
1. This company was instrumental in developing Six Sigma Concepts (Motorola, Mercedes, Ford)
2. Second Belt of Six Sigma
3. Sigma, in statistics, is a basic indication of Standard _____ (distribution, deviation, dispersion)
4. Third (Final) Level of Six Sigma
6. First Belt of Six Sigma

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 (SIGMA)
Sigma is a Greek Symbol which identifies many parameters in different fields. But, its main and very popular
usage has been indicating STANDARD DEVIATION in the field of Statistics. November is “celebrated” worldwide
as Quality month. And, no quality measurement is possible without making direct or indirect reference to this
tiny little sigma symbol. In very general terms, STANDARD DEVIATION can be considered as CONFIDENCE in any
statistical measurements. For example, if we can announce that the average life of a radial tire is 50000
kilometers (29760 miles) with a STANDARD DEVIATION of only 100 kilometers (60 miles), it implies that we are
very CONFIDENT and SURE of our entire manufacturing process to manufacture tires with certain quality
parameters. Standard Deviation measures the spread of deviation around an ARTHIMETIC MEAN. Smaller value
of STANDARD DEVIATION implies the processes are EXCELLENT and the CONFIDENCE level in such process is
extremely HIGH. It also means that the measurement methods involved are extremely good and have minimal
error

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Dr. Mikel Harry
Although it is quite difficult to trace and isolate the evolution of Six Sigma to one specific person,
Dr. Mikel Harry has to his credit making it one of most popular and long-term quality sustaining
tools in the world. Although Six Sigma seems to be a tough path to take on, with Dr.Harry’s
immense contribution the perception began to change. He was instrumental in introducing Six Sigma concept at
ABB (Asea Brown Boveri). But his association with Motorola, one of world’s leading communications company
gave Six Sigma lot of practical perspective. He also founded Six Sigma Academy in 1994 which is helping many
companies to be competitive, productive and cost-efficient. Dr.Harry has more than 50 publications to his credit
and one of his book, Six Sigma: The Management Strategy Revolutionizing the World's Top Corporations has
been one of the best seller books worldwide on Six Sigma. You can visit the website http://www.isixsigma.com
for learning on Dr. Harry and SIX SIGMA.

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