TOTAL QUALITY MANAGEMENT

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I want to briefly explain this quality improvement.
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How quality improvement is right with this learning dynamics, or I suggested some
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learning algorithm for quality improvement.
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I'm not going to explain every step in great detail.
I just want to give you some very broad sketch of this learning algorithm, and I
want to talk about what it means in, put it in more detail in the following slides.
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First of all, let's say we start with a certain level of current knowledge.
In other words, we have some expertise, know how experience
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at the very beginning of this whole cycle.
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And then based on this, our knowledge
level, we probably determine some sort of criterion.
For instance, tolerance level epsilon.
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And over time, interview adjusted depending on how much
knowledge we have and how much experience we have.
Probably as time goes on, as time goes
on, that tolerance should have there will shrink.
Probably, right?
So, if you know this notation as time goes on,
the epsilon will decrease probably, right?
As time goes on, the epsilon will decrease.
But let's forget about this one.
I don't want to make it unnecessarily complex.
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Now, let's say we have this criterion, and then
we make an observation and we actually measure what happens.
For instance, our goal is G.
In other words, let's say our goal is
having 10 millimeter width of product.
Okay, whatever.
That's our goal, but our actual outcome is 9 millimeters, not 10 millimeters.
So, that is gap between our goal and
actual outcome, and I quote that as gap, okay?
There is gap.
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And then, we have to test whether that gap, whether the gap, okay?
Whether that gap is larger than our epsilon, which is our tolerance, and if
the gap is less than our tolerance,
we will just say that is insignificant deviation.
Insignificant deviation, therefore we don't want to, we
don't want to tackle that issue right now.
Because that is a insignificant problem, given our current
tolerance level, given our current learning criteria.
In the algorithms, if the gap is larger than epsilon, our learning
criteria is a significant deviation, and then we have to do some analysis.
We'll talk about it later, but there are some courses,
get up, whenever there is a problem, there are causes.
In other words, whenever there is a gap or the gap is actually the deviation, right?
The gap is actually the deviation, and
whenever there is a deviation, there are causes.
But, the causes in algorithm is the same.
Some causes are systematic.
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Some causes are systematic.
And which we call a sign of, a sign of systematic
causes, there are some causes that we can you know pin point.
That we can assign certain very exact.
Reasons why that causes.
Why that cause exists.
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Or there are some causes that are completely random.
In other words, some causes we don't know at all.
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Why did it happens.
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So that's called common causes.
Common causes.
In other words, whenever there is significant deviation, we have to decide
whether that deviation is caused by some assignable causes or some common causes.
The sign of the causes, meaning the systematic.
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And then, we have to think about what is the long-term trend, in other words, the
deviation reflected in the short run and what is the trend in the long run.
And if that is the case, then we would just
say that the fluctuation has two components, one is long-term trend.
Okay.
Long term trend.
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The deviation becomes more, you know, serious.
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And also, we have to look at the short-term fluctuation.
In other words, if we look at this time period,
it seems like the protr, the defect actually decreases, right?
The defect actually decreases.
But it doesn't mean that actually the defect is decreasing.
The long-term trend is increasing.
Whereas the, we can sometimes observe short term improvement.
But that doesn't the, the, the, the defect is going away.
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So, if there are systematic holes, then we have
to identify whether that's, there is some underlying causes which
determines the long-term trend or there are some short-term
or contingent, you know, causes that affected this short-term fluctuation.
Whatever it is we have to do, we have to do some effort.
We have to make some effort to learn right now.
So, we've got to start our learning process.
We've got to do this cause and effect.
We've got to do this cause and effect analysis, and
we've got to do some experiments and we implement our solutions.
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And we talked about single versus learning, and we
probably do those two things at the same time.
So, implement our solutions and we observe the
outcomes and we record, analyze and preserve the outcomes.
And then, we restart.
In other words, we go all the way up to our knowledge limit.
We probably update our knowledge, revise, or de-enforce or define.
Or sometimes rectify or sometimes we call that correct, right?
Because there's something wrong in the past.
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So, that's what's happening when the gap is significant.
On the other hand, if the gap is not significant, it is an insignificant
problem, and therefore we do not do the currently learning.
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But that doesn't mean that there is nothing wrong here.
There is something wrong, but it simply, we don't have enough knowledge,
we don't have enough knowledge to identify what exactly caused that deviation.
And therefore, rather than just forget about this whole thing,
we gotta do some continuous learning, or some, what to say?
We've gotta do some long-term learning, long-term learning, right?
So even if this insignificant deviation, sometimes there is no pattern at all, then
I think that that's completely normal, it's
just significant problem and there is no.
You know?
Identify the pattern.
Then, we actually stop our learning process here.
When [INAUDIBLE], even if this is
significant, we can find out some patterns.
Then, that's the subject of a continuous learning or long-term learning.
And therefore, we did this cause and effect analysis and experiment.
And it's a mostly double of learning.
And whatever it is, we have to, we have to feedback
what we learned from this continuous learning to this division process.
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Finally, I want to talk about the relationship between these
two continuous learning and current, current learning is immediate, right?
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Right now, we have to do this, right now.
But this is in the long run, long-term, right?
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But that doesn't mean that the distrub must be separate completely.
They indeed, they do interact with each other, bBut not in a real time basis.
But still, there gotta be some information exchange between these two.
Different types of learnings at the same time.