EXPLANATION 37

3. Systematic Diagram Method

(1) What is the systematic diagram method?
T h es y s t e m adt i ca g r a m m e t h o d i s a n a p p r o a c h f o r p u r s u i n g m e a n s t o s o l v e
branching (fanning out) them at the viewpoints of problems.
《Reference: Relationship with relation diagrams》
B o t h r e l a t i o n saynsdt e m a tdi ica g r a m s a r e a v a i l a b l e f o r f a t h o m i n g c a u s e s o r f a n n i
m e a n s . H o w e v e r , c a u s e - a n d - r e s u l t - r e l a t i o n s h i p
whereas purpose-and-means relationships are interpreted as branches in many cases.
these diagrams are used for different applications in general.
Fathoming causes → Relation diagram
Fanning out means → Systematic diagram
(2) Stages in QC stories at which the affinity diagram method should be used
Problem-solving type Step Issue-achieving type
Selecting a theme 1 Selecting a theme ○
Planning activities 2 Planning activities
◎ Grasping the current situation 3 Making clear issues
Setting goals 4 Setting goals
○ Analyzing factors 5 Planning measures ◎
◎ Planning measures 6 Pursuing the optimum measure ◎
Carrying out the measures Carrying out the optimum
○ 7
measure
Confirming the effect of Confirming the effect of
the 8 the
measures optimum measure
Entrenching and Entrenching and standardizing
○ standardizing 9 the optimum measure ○
the measures
Reflecting on the results Reflecting on the results
and 10 and
determining future activities determining future activities
◎: Frequently used　　○: Used
(3)Combination with other approaches
Approach Combination
• E v a l u a t e m a n y m e a n s l i s t e d si yns tt he em a t d
i ci a g r a m u s i n g a m a t r i x d i a g r a m t o
prioritize
them.
• Place the following systematic diagrams along the vertical and horizontal axes of the
matrix
Matrix diagram
diagram,and prepare a “quality chart” that relates req
method
characteristics.
Vertical axis: User-required quality (required quality development chart)
H o r i z o n t a l a x i s : Q u a l i t y c h a r a c t e
characteristic
development chart)
Arrow diagram • When the procedure for implementing the means listed insystematic the diagram is
38 EXPLANATION

definite,
method
use an arrow diagram to shorten schedules or follow up delivery dates.
• If what will happen is unpredictable because any of the
systematic diagram
PDPC method is t he introduction o n t f ew
o i p echnology
h e i t r m s droven ighl
but
difficult to realize, use a PDPC to increase feasibility.
 PREPARATION 39

[Step 1] Determine a basic purpose (theme).

<Points>
① Concisely express the basic purpose like “Do ___” or “In order to do ___.”
② Write the basic purpose in a double-line frame or in red characters to make it easy to
identify.
③To make all members share the same awareness of the theme, clarify the higher-order
purpose (the purpose of the basic purpose), restrictions, and prerequisites.

[Step 2] Conduct primary development (developing the basic purpose into primary
means).

Develop the basic purpose into primary means under the concept that “Such things, on the
whole, must be done to achieve the basic purpose.”

<Points>
① Express primary means as “Do ___.”
② Since primary means are intended to show in which direction secondary and lower-order
means will develop, primary means can never be immediately feasible ones.
③ The appropriate number of primary means is from two to six according to the scale of the
basic purpose.
④ If primary means cannot be smoothly determined, refer to the procedure described
below.
a. Set the theme for the affinity diagram as the theme for the systematic diagram, and
adopt the affinity cards of the several bundles remaining last as primary means.
b. Change the principal and primary causes of the relation diagram into expressions for
measures, and set them as primary means.
c. Paying attention to the main and medium bones of the cause-and-effect diagram,
divide the direction of each means to solve problems into several directions, and
consider primary means.
d. List means to achieve the basic purpose whatever comes into your mind, separate
them into groups by purpose, and set the higher-order (abstract) means as primary
means.
40 EXAMPLE

[Step 1] Determine a basic purpose (theme).

Theme: Eliminate overlooked defective products in the appearance inspection.

Eliminate overlooked
　　　　　　　　　　　　　　
defective products in
the appearance
inspection.
<Higher-order purpose>
Eliminate customer rejections.
<Restriction>
Do not consider the occurrence of defective products.

[Step 2] Conduct primary development (developing the basic purpose into primary
means).

Create an environment
that permits inspection
to be carried out easily.

Higher-order
purpose:
Eliminate
customer
rejections.
Eliminate
overlooked
defective
products in the
appearance Improve the ability
inspection. of inspectors to
detect defective
products.

Restriction: Do
no consider the
occurrence of
defective
products.

Ensure inspection
time.
 PREPARATION 41

[Step 3] Repeat secondary and tertiary development.

Regard each primary means as a purpose, and consider secondary means to carry it out.
With the secondary means set as purposes, consider tertiary means to realize them. And finally,
repeat this development until you clearly understand what should be done and how.

<Points>
① In general, you can find specific means when you develop means to the tertiary or
quaternary level.
② Establish correct purpose-means relationships, and create a fanning-out sysytematic
diagram. Only one means to two or more purposes is not a good development pattern.
③ It is not necessary to develop all steps to the same level of means. If a specific means
can be carried out at an earlier stage than others, stop development there.

The primary-
development means
becomes the Means → Purpose
purpose of (C1)
Means → Purpose Means → Purpose
secondary (B1)
development. Means → Purpose
(C2)
Basic purpose
(A)
Means → Purpose
(C3)
Means → Purpose Means
(B2)
Means → Purpose
Until the means
(C4)
• Carry out B1 and B2 to achieve A. Means become feasible

• A can be achieved if B1 and B2 are carried out.

(Primary development) (Secondary development) (Tertiary development)
• Carry out C1 and C2 to achieve B1.
• B1 can be achieved if C1 and C2 are carried out.
• Carry out C3 and C4 to achieve B2.
• B2 can be achieved if C3 and C4 are carried out.
42 EXAMPLE

[Step 3] Repeat secondary and tertiary development.

Insulate the inside of the pit.

Take measures to
make it easier to Install a spot cooler.
keep out the heat.
Install a cooler surrounding the
inspection area.
Add fluorescent lamps to the
Create an inspection bench.
environment that Take measures
to make it easier Increase the illuminance of the inside of
permits
to check for tires.
inspection to be
carried out easily. defects with tires. Inspect tires by suspending them on
hangers.
Modify the inspection bench so that
inspections can be carried out at the eye level.

Make a test that can be performed in a

Higher-order Reeducate short period of time.
purpose: inspectors.
Provide unskilled workers with follow-up
Eliminate
education.
customer
rejections. Remake defect boundary samples.
Retrain
inspectors. Provide individual guidance showing
actual overlooked defective products.
Eliminate
overlooked Improve the ability Review and improve the inspector
defective of inspectors to aptitude evaluation method.
products in detect defective Increase the number of qualified
the products. Assign inspectors.
appearance aptitudinal
Transfer those who frequently overlook
inspection. inspectors.
defective products to other positions.
Conduct an eye test, and make
inspectors use an inspection aid.
Restriction:
Do not Transfer those who are too old to
consider the perform inspections to other positions.
occurrence
of defective
products.
Change inspectors at a break.

Leave easy repairs to other operators.

Leave manual operation to other

Ensure Appoint full-time
operators.
inspection time. inspectors.
Leave sticking-out rubber cutting to other
operators.
Leave drilling to other operators.
Keep the flow of
tires constant. Review and improve shift change rules.
 PREPARATION 43

[Step 4] Recheck the purpose-means relationships to see if all necessary

relationships are covered.

If any relationship is missing, add a card.

<Points>
Follow the procedure to check if there is any missing relationship.
① Check means to purposes from higher-order to lower-order.
“Is this means good enough to achieve the purpose?”
“What kind of means is also required to achieve the purpose?”
②Check purposes to means from lower-order to higher-order.
“Can the higher-order purpose be achieved with all or part of these means?”

Check from higher-order to

lower-order.

② Check from lower-order to

higher-order.
44 EXAMPLE

[Step 4] Recheck the purpose-means relationships to see if all necessary

relationships are covered.
Insulate the inside of the pit.
Take measures to
make it easier to Install a spot cooler.
keep out the heat.
Install a cooler surrounding the
inspection area.
Add fluorescent lamps to the
Create an inspection bench.
environment that Take measures
to make it easier Increase the illuminance of the ins ide of
permits
to check for tires.
inspection to be
carried out easily. defects with tires. Inspect tires by suspending them on
hangers.
Modify the inspection bench so that
inspections can be carried out at the eye level.

Make a test that can be performed in a

Reeducate
Higher-order short period of tim e.
inspectors.
purpose: Provide unskilled workers with follow-up
Eliminate education.
customer
Remake defect boundary samples.
rejections.
Retrain Conduct training for im proving detection
inspectors. ability using dummies.
Eliminate Provide individual guidance showing
overlooked Improve the ability actual overlooked defective products.
defective of inspectors to
products in detect defective Review and improve the inspector
the products. aptitude evaluation method.
appearance Increase the number of qualified
inspection. Assign inspectors.
aptitudinal
Transfer those who frequently overlook
inspectors.
defective products to other positions.
Restriction:
Do not Conduct an eye test, and make
consider the inspectors use an inspection aid.
occurrence Transfer those who are too old to
of defective perform inspections to other positions.
products.
Raise the service allowance for
inspectors.
Motivate
Rate inspectors based on ability.
inspectors.

Make caps for inspectors to distinguish

them from operators.

Change inspectors at a break.

Leave easy repairs to other operators.

Leave manual operation to other

Ensure Appoint full-time
operators.
inspection time. inspectors.
Leave sticking-out rubber cutting to other
operators.
Leave drilling to other operators.
Keep the flow of
tires cons tant. Review and improve shift change rules.
 PREPARATION 45

[Step 5] Evaluate the end means, and determine which means to implement.

The systematic diagram is completed in Step 4, but many means are still listed. Therefore, in
general, evaluate them by adding a matrix diagram to determine which means to implement and
prioritize them.

<Points>
The table below shows an example of items to be evaluated with a matrix diagram.

Item Description

Effectivene- If the means is implemented, what level of effect can be expected in

ss (effect) achieving the primary means?

Instantaneo If the means is implemented, how long does it take to achieve the
us effect primary means?

Durability How long does the effect of the means continue?

Taking into account the ability of the implementing department,

Difficulty environmental conditions, and cooperating departments, etc., how
much is it easy to implement the means?

Cost How much does the means cost?

46 EXAMPLE

[Step 5] Evaluate the end means, and determine which means to implement.

Effect Difficulty Cost Priority

Insulate the inside of the pit. ◎ △ ○ Ｂ

Take measures
tomake it easier
Install a spot cooler. ◎ △ ○ Ｂ
to keep out
the heat.
Add fluorescent lamps to the
◎ △ △ Ｃ
inspection bench.
Create an Add fluorescent lamps to the
○ ○ ○ Ｂ
environment that inspection bench.
Take measures
permits inspection
to make it easier Increase the illuminance
to be carried out ◎ ○ ○ Ａ
to check for of the inside of tires.
easily.
defectswith tires.
Inspect tires by suspending
◎ ○ ○ Ａ
them on hangers.

Modify the inspection bench

so that inspections can be ◎ ○ ○ Ａ
carried out at the eye level.

Make a test that can be performed

Higher-order ○ △ ○ Ｂ
Reeducate in a short period of time.
purpose:
Eliminate inspectors. Provide unskilled workers
○ ○ ○ Ａ
customer with follow-up education.
rejections.
Remake defect boundary samples. ○ ◎ ◎ Ａ

Retrain Conduct training for improving

inspectors. ○ ◎ ◎ Ａ
detectionability using dummies.

Eliminate Provide individual guidance showing

○ ◎ ◎ Ａ
overlooked actual overlooked defective products.
Improve the ability
defective of inspectors to Review and improve the inspector
products detect defective ○ ◎ ○ Ａ
aptitude evaluation method.
in the products.
appearance Increase the number
◎ △ △ Ｃ
inspection. of qualified inspectors.
Transfer those who frequently
Assign aptitudinal
overlook defective products ○ ○ ○ Ａ
inspectors.
to other positions.
Conduct an eye test, and make
○ ◎ ◎ Ａ
Restriction: inspectors use an inspection aid.
Do not Transfer those who are too old to
consider the ○ ○ ○ Ａ
perform inspections to other positions.
occurrence
of Raise the service allowance
○ △ △ Ｃ
defective for inspectors.
products.
Rate inspectors based on ability. ○ ○ ◎ Ａ

Motivate Make caps for inspectors to distinguish

inspectors. ○ ◎ ◎ Ａ
them from operators.

Change inspectors at a break. ○ △ △ Ｂ

Leave easy repairs to other operators. ○ △ △ Ｃ

Leave manual operation

○ △ △ Ｃ
to other operators.
Ensure inspection Appoint full-time Leave sticking-out rubber cutting
○ △ △ Ｃ
time. inspectors. to other operators.

Leave drilling to other operators. ○ △ △ Ｃ

Keep the flow of

Review and improve shift change rules. ○ △ △ Ｃ
tires constant.
 PREPARATION 47

[Step 6] Enter necessary information.

Enter the theme, the date of preparation, the person(s) who prepared the diagram, and a
summary.
48 EXERCISE

[Step 6] Enter necessary nformation.

Prepared on: April 13, 2005　Prepared by: Sawachika, Horie, Kato , Watanabe

Effect Difficulty Cost Priority

Insulate the inside of the pit. ◎ △ ○ Ｂ

Take measures
tomake it easier
Install a spot cooler. ◎ △ ○ Ｂ
to keep out
the heat.
Add fluorescent lamps to the
◎ △ △ Ｃ
inspection bench.
Create an Add fluorescent lamps to the
○ ○ ○ Ｂ
environment that inspection bench.
Take measures
permits inspection
to make it easier Increase the illuminance
to be carried out ◎ ○ ○ Ａ
to check for of the inside of tires.
easily.
defectswith tires.
Inspect tires by suspending
◎Quality○assurance
○ Ａ
them on hangers.

Modify the inspection bench

Final inspect.(function)

Recipients (customer)
Final inspect.(damage)
so that inspections can be ◎ ○ ○ Ａ

Production control.
carried out at the eye level.

Production equip.

Inspection equip.
Process inspect.
Incoming inspec.
Make a test that can be performed
Higher-order ○ △ ○ Ｂ
Required Quality DesignReeducate
Quality in a short period of time.

Suppliers
purpose:
Eliminate inspectors. Controlworkers
Provide unskilled Characteristics
Basic customer
Secondary Basic Secondary Tertiary ○ ○ ○ Ａ
with follow-up education.
rejections. Friction coefficient
BL friction Material quality
Remake defect boundary samples. ○ ◎ ◎ Ａ
Friction ratio
coefficient
Retrain Conduct training for improving
Grease on BL surface
inspectors. ○ ◎ ◎ Ａ
detectionability using dummies.
Surface
Provide individual roughness
guidance showing
Eliminate Constant friction
○ ◎ ◎ Ａ
overlooked forceImprove
betweenthe ability actual overlooked defective products.
Outer circumference
defective liningofand drum to
inspectors out of spec
Review and improve the inspector
products detect defective ○ ◎ ○ Ａ
aptitude evaluation method.
in the SA right angle
products.
appearance Increase the number
BPA ledge height ◎ △ △ Ｃ
inspection. of qualified inspectors.
BPA shoe Return spring power
BL contact area
disintegration
Transfer those who frequently
Shoe-holding
Assign aptitudinal
overlook defective
springproducts
power ○ ○ ○ Ａ
inspectors.
to other positions.
Sleeves adjustment
Conduct an eye test, and make
Evenness of BL ○ ◎ ◎ Ａ
Restriction: inspectors use an inspection aid.
surface
Do not Rim evenness
Transfer those who are too old to
consider the Inner rimtolining
Rim/lining perform inspections ○ ○ ○ Ａ
other positions.
occurrence opening Substance between
of Raise the service allowance
rim and lining ○ △ △ Ｃ
defective for inspectors.
products. Tightening overlooked
Rate inspectors
Rivet based
headon ability.
diameter ○ ○ ◎ Ａ
Tightening force
Motivate Make caps forOilinspectors
pressure press
to distinguish
inspectors. ○ ◎ ◎ Ａ
them from operators.
BL and shoe Snaps shape
assembly Change inspectors at astrength
Materials break. ○ △ △ Ｂ
Rivet thickness
Rivet strength
Leave easy repairs
Lower to other
hole operators.
depth ○ △ △ Ｃ
Lower hole off-center
Leave manual operation
○ △ △ Ｃ
to other operators.
River hole/side
surfacerubber cutting
Braking power

Ensure inspection Appoint full-time Leave sticking-out

BL strength distance
Rivet hole seat ○ △ △ Ｃ
time. inspectors. to other operators.
Brakes that function reliably

thickness
Leave drilling Materials strength
to other operators. ○ △ △ Ｃ

Keep the flow of

Liquid leakage
Review and improve shift
Main body change rules.
nest ○ △ △ Ｃ
tires constant.
Priston and W/C
Wheel cylinder
hole diameters
Transmission of Fluid leakage
liquid pressure Cup shape and material
Faulty attachment
 EXERCISE 49

Objective Objective Means Means Means Means Evaluation Implementing Activity Items
(First Level) (Second Level) (First Level) (Second Level) (Third Level) (Fourth Level)

Change material ×
Strengthen
rope
Thicken rope ○ Double the rope

Change material ×

× Change material
Strengthen Strengthen Strengthen ears
material lead cloth no weft let out
Thicken cloth ○ Double the ear per part
Specify
standards of
Theme: A systematic diagram for quality assurance for automotive brakes
recycling for old 　　　　Inspect lead cloth at
(component-development type) ○
Eliminate lead cloth 　　　　regular intervals
cross-sectional
rupture Make certain 　　　Provide specfications on
○
no weft left out 　　　use of materials
　　　　Revise use manual
Strengthen sewing ○
Strengthen Strengthen 　　　　on sewing
Minimize loss due cloth stithes
to cross-sectional Eliminate stitches ×
rupture Eliminate
hanger-cloth ear △

Avoid weakening Avoid weakening 　　Standardize bleaching

○
cloth cloth by bleaching 　　method (request to supplier)
50 EXERCISE

Theme: A systematic diagram for ideas to reduce the loss caused by cross-sectional ruptures5
(policy-development type)