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fishbone-diagram/

Causes
Causes in the diagram are often categorized, such as to the 8 M's,
described below. Cause-and-effect diagrams can reveal key
relationships among various variables, and the possible causes provide
additional insight into process behavior.
Causes can be derived from brainstorming sessions. These groups can
then be labeled as categories of the fishbone. They will typically be one
of the traditional categories mentioned above but may be something
unique to the application in a specific case. Causes can be traced back
to root causes with the 5 Whys technique.
Typical categories are:
[edit]The 8 Ms (used in manufacturing)

 Machine (technology)
 Method (process)
 Material (Includes Raw Material, Consumables and Information.)
 Man Power (physical work)/Mind Power (brain work): Kaizens,
Suggestions
 Measurement (Inspection)
 Milieu/Mother Nature (Environment)
 Management/Money Power
 Maintenance
[edit]The 8 Ps (used in service industry)

 Product=Service
 Price
 Place
 Promotion/Entertainment
 People(key person)
 Process
 Physical Evidence
 Productivity & Quality
[edit]The 4 Ss (used in service industry)

 Surroundings
 Suppliers
 Systems
 Skills
[edit]Questions to ask while building a Fishbone Diagram

 People
– Was the document properly interpreted? – Was the information
properly disseminated? – Did the recipient understand the information? –
Was the proper training to perform the task administered to the person?
– Was too much judgment required to perform the task? – Were
guidelines for judgment available? – Did the environment influence the
actions of the individual? – Are there distractions in the workplace? – Is
fatigue a mitigating factor? – How much experience does the individual
have in performing this task?

 Machines
– Was the correct tool used? – Are files saved with the correct extension
to the correct location? – Is the equipment affected by the environment?
– Is the equipment being properly maintained (i.e., daily/weekly/monthly
preventative maintenance schedule) – Does the software or hardware
need to be updated? – Does the equipment or software have the
features to support our needs/usage? – Was the machine properly
programmed? – Is the tooling/fixturing adequate for the job? – Does the
machine have an adequate guard? – Was the equipment used within its
capabilities and limitations? – Are all controls including emergency stop
button clearly labeled and/or color coded or size differentiated? – Is the
equipment the right application for the given job?

 Measurement
– Does the gauge have a valid calibration date? – Was the proper gauge
used to measure the part, process, chemical, compound, etc.? – Was a
guage capability study ever performed? - Do measurements vary
significantly from operator to operator? - Do operators have a tough time
using the prescribed gauge? - Is the gauge fixturing adequate? – Does
the gauge have proper measurement resolution? – Did the environment
influence the measurements taken?

 Material (Includes Raw Material, Consumables and Information )

– Is all needed information available and accurate? – Can information be
verified or cross-checked? – Has any information changed recently / do
we have a way of keeping the information up to date? – What happens if
we don't have all of the information we need? – Is a Material Safety Data
Sheet (MSDS) readily available? – Was the material properly tested? –
Was the material substituted? – Is the supplier’s process defined and
controlled? – Were quality requirements adequate for part function? –
Was the material contaminated? – Was the material handled properly
(stored, dispensed, used & disposed)?

 Environment
– Is the process affected by temperature changes over the course of a
day? – Is the process affected by humidity, vibration, noise, lighting,
etc.? – Does the process run in a controlled environment? – Are
associates distracted by noise, uncomfortable temperatures, fluorescent
lighting, etc.?

 Method
– Was the canister, barrel, etc. labeled properly? – Were the workers
trained properly in the procedure? – Was the testing performed
statistically significant? – Was data tested for true root cause? – How
many “if necessary” and “approximately” phrases are found in this
process? – Was this a process generated by an Integrated Product
Development (IPD) Team? – Was the IPD Team properly represented?
– Did the IPD Team employ Design for Environmental (DFE) principles?
– Has a capability study ever been performed for this process? – Is the
process under Statistical Process Control (SPC)? – Are the work
instructions clearly written? – Are mistake-proofing devices/techniques
employed? – Are the work instructions complete? – Is the tooling
adequately designed and controlled? – Is handling/packaging
adequately specified? – Was the process changed? – Was the design
changed? – Was a process Failure Modes Effects Analysis (FMEA) ever
performed? – Was adequate sampling done? – Are features of the
process critical to safety clearly spelled out to the Operator?

Causes are usually grouped into major categories to identify these sources of variation. The categories
typically include:

 People: Anyone involved with the process

 Methods: How the process is performed and the specific requirements for doing it, such as
policies, procedures, rules, regulations and laws

 Machines: Any equipment, computers, tools etc. required to accomplish the job

 Materials: Raw materials, parts, pens, paper, etc. used to produce the final product

 Measurements: Data generated from the process that are used to evaluate its quality

 Environment: The conditions, such as location, time, temperature, and culture in which the
process operates

The fishbone diagram is an analysis tool that provides a systematic way of looking at
effects and the causes that create or contribute to those effects. Because of the function
of the fishbone diagram, it may be referred to as a cause-and-effect diagram. The
design of the diagram looks much like the skeleton of a fish. Therefore, it is often
referred to as the fishbone diagram.

Herewith attached the Template of Fishbone Analyss

Once you have the branches labeled, begin brainstorming possible causes and attach them to the
appropriate branches. For each cause identified, continue to ask 'why does that happen?' and attach
that information as another bone of the category branch. This will help get you to the true drivers of a
problem. Causes in a typical diagram are normally arranged into categories, the main ones of which
are: Causes in the diagram are often based around a certain category or set of causes, such as the
6 M's, 8 P's or 4 S's

Administration and Manufacturing The Service Industries

Service Industries Industries (The 4Ss)
(The 8 Ps) (The 6 M's)
 Surroundings
 Price  Machines  Suppliers
 Promotion  Methods  Systems
 People  Materials  skills
 Processes  Measurements
 Place / Plant  Mother Nature
 Policies (Environment)
 Procedures  Manpower
 Product (Service) (People)

Check the list against the following standard patterns:

Typical production process categories

Machines --facilities and equipment

Methods -- how work gets done

Materials -- components or raw materials

People -- the human factor

Typical service process categories

Policies -- higher-level decision rules

Procedures -- steps ina task

Plant -- equipment and space

People -- the human factor

Other typical categories

Environment -- work culture, organizational structure, logistics

Measurement -- calibration and data collection

Need to study a problem/issue to determine the root cause? 
Want to study all the possible reasons why a process is beginning to have
difficulties, problems, or breakdowns? 
Need to identify areas for data collection? 
Want to study why a process is not performing properly or producing the
desired results? 
How is a fishbone diagram constructed?
Basic Steps:

Draw the fishbone diagram.... 

List the problem/issue to be studied in the "head of the fish". 
Label each ""bone" of the "fish". The major categories typically utilized are: 
The 4 M’s: 
Methods, Machines, Materials, Manpower 
The 4 P’s: 
Place, Procedure, People, Policies 
The 4 S’s: 
Surroundings, Suppliers, Systems, Skills

Note: You may use one of the four categories suggested, combine them in any
fashion or make up your own. The categories are to help you organize your
ideas.

Use an idea-generating technique (e.g., brainstorming) to identify the factors

within each category that may be affecting the problem/issue and/or effect
being studied. The team should ask... "What are the machine issues
affecting/causing..."

Repeat this procedure with each factor under the category to produce sub-
factors. Continue asking, "Why is this happening?" and put additional segments
each factor and subsequently under each sub-factor.

Continue until you no longer get useful information as you ask, "Why is that
happening?"

Analyze the results of the fishbone after team members agree that an adequate
amount of detail has been provided under each major category. Do this by
looking for those items that appear in more than one category. These become
the 'most likely causes".

For those items identified as the "most likely causes", the team should reach
consensus on listing those items in priority order with the first item being the
most probable" cause.

1. List the problem/issue to be studied in the "head of the fish".

2. Label each ""bone" of the "fish". The major categories typically
utilized are:

 The 4 M’s:
 Methods, Machines, Materials, Manpower
 The 4 P’s:
 Place, Procedure, People, Policies
 The 4 S’s:
 Surroundings, Suppliers, Systems, Skills
Fishbone Diagram Procedure

Materials needed: flipchart or whiteboard, marking pens.

1. Agree on a problem statement (effect). Write it at the center right of the flipchart or whiteboard.
Draw a box around it and draw a horizontal arrow running to it.
2. Brainstorm the major categories of causes of the problem. If this is difficult use generic headings:
o Methods
o Machines (equipment)
o People (manpower)
o Materials
o Measurement
o Environment
3. Write the categories of causes as branches from the main arrow.
4. Brainstorm all the possible causes of the problem. Ask: “Why does this happen?” As each idea is
given, the facilitator writes it as a branch from the appropriate category. Causes can be written in
several places if they relate to several categories.
5. Again ask “why does this happen?” about each cause. Write sub-causes branching off the causes.
Continue to ask “Why?” and generate deeper levels of causes. Layers of branches indicate causal
relationships.
6. When the group runs out of ideas, focus attention to places on the chart where ideas are few.

Fishbone Diagram Example

This fishbone diagram was drawn by a manufacturing team to try to understand the source of periodic iron
contamination. The team used the six generic headings to prompt ideas. Layers of branches show thorough
thinking about the causes of the problem.

Fishbone Diagram Example

For example, under the heading “Machines,” the idea “materials of construction” shows four kinds of
equipment and then several specific machine numbers.

Note that some ideas appear in two different places. “Calibration” shows up under “Methods” as a factor in
the analytical procedure, and also under “Measurement” as a cause of lab error. “Iron tools” can be
considered a “Methods” problem when taking samples or a “Manpower” problem with maintenance
personnel.