Peer Review Part I Revise/Edit Rewrite Intro Best wins a prize!
Rewrite conclusion Best wins a prize! Part II - Grade according to
rubric Part III -create an outline (separate paper) - thesis - main
points/topic sentences - Vocabulary words (italicized)
Slide 3
Demonstration You will need paper and writing utensil. Watch
the demonstration Draw a cluster with causes and effects of the
event
Slide 4
4 The components of Causal Analysis Analysis Identify the
Causes This is the actual analysis phase. This is the stage where
causes are identified and an outline is developed which shows how
the relevant causes fit together. Because I had a pin Because I had
a balloon Because I went to the store to get balloons Because I had
the money to get them Because I had a job to get the money to get
balloons (and pins) Because I had an education to get a job to get
the money
Slide 5
5 The components of Causal Analysis Solutions Identify the
Corrective Actions This is where the causes are evaluated for
possible solutions and where the best solutions are chosen to
implement. You cannot get here until you have performed a thorough
analysis. If you rush to a solution phase prematurely you will not
prevent the problem from occurring again in the long term or even
the short term forecast. Because I had a pin Because I had a
balloon Because I went to the store to get them Because I had the
money to get them Because I had a job to get the money to get them
Because I had an education to get a job to get the money Because I
used a pin to pop the balloon
Slide 6
6 Causal Analysis Pg 274-286
Slide 7
Dictionaries tell you that causal [ kwz'l ] kwz'l 1. being or
involving cause: involving or being the cause of something else or
the relationship of cause and effect. 2. grammar expressing cause:
expressing or indicating a cause or the relationship of cause and
effect 7
Slide 8
Dictionaries tell you that analysis [ nllssiss ] (plural
analyses) nllssiss 1. close examination: the examination of
something in detail in order to understand it better or draw
conclusions from it. 2. separation into components: the separation
of something into its constituents in order to find out what it
contains, to examine individual parts, or to study the structure of
the whole. 3. assessment: an assessment, description, or
explanation of something, usually based on careful consideration or
investigation. 8
Slide 9
9 What is a Cause?
Slide 10
10 What is Causal Analysis? Causal analysis is the process of
breaking down an event so that each part and causal factor in the
event can be considered, examined, tracked and evaluated. Analyzing
lesser significant trends before they become major issues is a
proactive process. Causal analysis, by its very nature, is a
reactive process
Slide 11
11 Causal Analysis, real Causal Analysis, properly implemented,
will reveal the real reasons for problems and help point out
solutions. Causal Analysisis the building block for determining
corrective action. Causal Analysis is the building block for
determining corrective action. Causal Analysis is t The primary
objective of Causal Analysis is to determine why problems occur,
facilitate corrective actions, and prevent the recurrence of
problems. Causal Analysis Causal Analysis is a tool.
Slide 12
12 What is an Apparent Cause? The most likely reason for a
problem to have occurred based on a review of the relevant facts
determined during the preliminary investigation. Note: We are not
talking about an event; we are talking about a cause (problem)
related to the event. In addition, this is not considered to be the
last word until additional analysis has been performed.
Slide 13
13 The components of Causal Analysis Problem Analysis Solutions
Identify the Problem Identify the Causes Identify the Corrective
Actions
Slide 14
14 Finding Causes All of us are problem solvers... although
many of us may tend to think of our problem solving process as
something less fancy than "cause analysis.
Slide 15
15 Analyzing our problems is an effort we make to control and
prevent: interruptions, production obstacles, and counter- quality
occurrences. During this process we discover the causal factors
that make up an unplanned event and recognize the possible causes
for that event. Correcting such causes helps to prevent future
reoccurrence. Analyzing Problems
Slide 16
16 How do I know when I am at a real cause (Or, when do I stop
asking why?) You may have taken root cause classes that tell you to
keep asking why until you get to the problem, or until the factors
are out of your control. Where do you stop?
Slide 17
17 How do I know when I am at a causal stopping point? (Or,
when do I stop asking why?) Boat was launched into the water No
pre- launch inspection performed Involved parties assumed plug to
be in place Safety Impacted Cost impacted Schedule Impacted Water
entering through boats drain hole Boat not designed to operate when
filled with water No policy or process for pre-launch inspection
Drain plug not installed Bass- boat sunk at pier Owner relied on
memory to prepare for launch ANDAND ANDAND ANDAND Looking at a
Causal Map, you should normally stop asking why when you reach a
point in which the problem is eliminated by: The use of a process.
The improvement of a process. Writing a process. Looking at a
Causal Map, you should normally stop asking why when you reach a
point in which the problem is eliminated by: The use of a process.
The improvement of a process. Writing a process.
Slide 18
18 Right Answer vs. System Thinking 2+2 = 4 The Capital of
Virginia is Richmond The amount of inches in a foot = 12 The most
important component of a car? How many ways are there to New York?
What is the best car to buy? There is one correct answer There are
many possible answers
Slide 19
19 Cause and Effect Examples 800 Calls come in per hour Call
center response is slow ( x minutes) 6 People are available to
answer Average call takes 3 minutes Knife slipped Cut finger
Holding tomato Finger present Object Fell Object struck person
Performing work operations Person Present $500 was taken out
Overdrew Checking Acct Insufficient Funds in Acct $400 was the
balance Knife Contacted Finger Object slipped off of hook
Slide 20
20 Hard Data Facts, requirements, statistics, goals,
procedures, metrics, trends, deviations, time factors,
productivity, quality & performance levels. Soft Data Feelings,
opinions, human factors - frictions, attitudes, satisfaction
levels, frustrations, personality conflicts, behaviors, hearsay,
intuition, gut reactions, mental blocks. Many times soft data will
lead you to discover additional facts
Slide 21
21 Other Tools We Can Use Use non-adversarial questioning
techniques. Keep asking The effect was caused by? Look for the
Process weakness. Brainstorming. Listing unknowns. Analyze
time-lines.
Slide 22
22 In Summary 1.Causal analysis should be the systematic
process of gathering all relevant data. 2.Breaking an event apart
to look at all of its pieces. 3.Identify the causes that have
generated or allowed the problem. 4.Identify the possible
solutions. 5.Provide to the decision-makers, options so the best
solutions (Corrective Actions) can be implemented.
Slide 23
Practice Choose a topic (draw from cup) With your group, do a
cause/effect analysis Each person do a cause/effect analysis on the
back of the handout Choose a topic (draw from cup) With your group,
do a cause/effect analysis Each person do a cause/effect analysis
on the back of the handout
Slide 24
Final Benchmark Assignment English 105
Slide 25
1.Write formal academic essay. 2.Use correct grammar spelling
and punctuation when writing. 3.Critically analyze readings.
4.Integrate new vocabulary in writing. 5.Prepare presentation(s)
using principles of organization and formal language.
Slide 26
Essay must be typed and a minimum of 3 pages in length. MLA
format should be used. Research scaffold handout for each reading
and a list of the 10 new vocabulary words. Presentation should be
3-5 minutes in length.
Slide 27
Develop a three page academic essay. The essay must be written
with correct grammar, spelling and punctuation. This is a two part
assignment with a written and presentation component. (SLO# 1,
2)
Slide 28
Option one: Critically analyze two outside readings, by
completing the research scaffold handout provided. Integrate 10 key
vocabulary words from the readings into your essay. (SLO# 3, 4)
Option two: Critically analyze one reading from the textbook,
completing the research scaffold handout and integrate 10 key
vocabulary words from the textbook readings into their analysis.
(SLO# 3, 4) The scaffold is on pg 5
Slide 29
A.) You will decide on a problem to solve and write a formal
academic essay (SLO#1). It can be a problem in one of following
three categories: An issue or problem in the industry of your
chosen major. An issue or problem in your neighborhood, community,
or local school. An issue or problem in your everyday life. Use
EBSCO and/or GOOGLE SCHOLAR to research information about your
topic. Critically analyze at least two readings you find relating
to your topic using the research scaffold handout (SLO#3, 4).
Determine the best solution to the problem. After you have
critically analyzed at least two readings. Use MLA format. Clearly
state the problem, discuss information gathered from your research,
and propose the best solution to the problem.
Slide 30
Choose a topic for a Cause/Effect theme and write a formal
academic essay. Consider one of the following topics or choose your
own: The Cause/Effect of a social issue such as homelessness. The
Casue/Effect of a health issue such as heart disease. The
Cause/Effect of an educational issue such as tuition costs. The
Cause/Effect of a historical event such as World War II. Student
topic must be approved by the instructor. Use EBSCO and/or GOOGLE
SCHOLAR to research information about your topic. Critically
analyze at least two readings you find relating to your topic using
the research scaffold handout (SLO# 3,4). Determine the cause(s) of
the issue and the effect(s) of that issue. Finally, write your
essay using MLA format.
Slide 31
NOTE: Students must integrate new vocabulary. The student can
select their own list of vocabulary words from their research.
Slide 32
Select an essay from the textbook. Critical Analysis Essay
should include: Discussion of the main ideas expressed by the
author in the selected reading and how those themes relate to you.
Analysis of the specific attitude the author takes towards the main
ideas. Analysis essay must be supported with direct evidence from
the textbook reading. Evidence may include examples, dialogue, or
direct quotes. Integration of selected vocabulary words. For
example, a thesis may read: (Authors Names) are discussing
_______________________; the specific point they are making is
that________________. Support the idea with evidence from the
selected textbook reading. You may have a personal connection to
the authors attitude towards the subject.
Slide 33
You will prepare a 3-5 minute oral presentation about your
essay. You will not read your essay to the class. Visual Component
Required. You might want to use a power point presentation, poster
board, handouts, or other multi-media for your presentation.
Slide 34
www.google.com/scholar for research www.google.com/scholar
www.easybib.com to create your MLA format. www.easybib.com
http://ttosspon.wikispaces.com/
Slide 35
Topic choice (today) Vocabulary 4 (next class) Research
Scaffold (next class) For at least 2 articles MUST Be credible For
research, use www.google.com/scholar www.google.com/scholar Or
EBSCO
Slide 36
Possible topic ideas Explain the causes for the popularity of
fast food restaurants. What effect does the Internet have on
businesses and corporations? What are the effects of the
illiteracy? Explain the effects of learning to write well. How mood
is affected by weather? What effect and after-math can have the
vanishing of the animal and plant species? Analyze the effects of
excessive television viewing on a particular audience. The
influence of TV advertising on gender identity. Soccer: Why it
can't make the big time in the USA? Discuss three or four good
effects of a college education. Supply appropriate examples for
each. What are the actual and potential consequences of nuclear
leaks and meltdowns? What caused the proliferation of the bubonic
plague in the Middle Ages? What problems do cities cause?
Technology and its effect on human freedom and happiness in
society.
Slide 37
Good Sentence/Bad Sentence Teams of 4 students Decide on a team
leader, a name, and a note-taker Note taker create a sheet w/ all
names + team Relay Race order I must see each team member! Come to
front, select sentence. Take it back to group, write it on your
group paper. Use Chpt 6 to decide if sentence is good or bad Write
G or B and WHY on your team paper Bring it up to check w/ Tosspon
Teams of 4 students Decide on a team leader, a name, and a
note-taker Note taker create a sheet w/ all names + team Relay Race
order I must see each team member! Come to front, select sentence.
Take it back to group, write it on your group paper. Use Chpt 6 to
decide if sentence is good or bad Write G or B and WHY on your team
paper Bring it up to check w/ Tosspon
