| The data gathering exercise results in quantitative data | | | | either dependent orindependent |
| in abundance. How you want to analyze it depends | | | | 3. What are my anticipations about the statements on |
| broadly on your plan to arrive at the solution. | | | | data that I will be able to make?a. Define the sample |
| Nevertheless, it depends on three fundamental | | | | data but without generalizing to the larger batch sizei. |
| questions. But as a precursor to these questions, one | | | | Discuss each factor such as distribution, central |
| must keep in mind that the larger purpose of using | | | | tendency and variation in the context of a single |
| wide ranging interacting data is to understand the | | | | variable.ii. Discuss the relationship between two or |
| processes, problems and the best possible solutions as | | | | more variables if that is the case.b. Now, moving away |
| applied to Six Sigma implementation. | | | | a bit, generalize the samples to the batch size from |
| Six Sigma: Statistical Thinking | | | | which they were drawn. The process of statistical |
| Statistical thinking involves the tendency to want to | | | | inference or hypothesis testing, as this is called, relies |
| study the complete contextual situation when a wide | | | | on the probability theory to determine the risk of an |
| ranging statistical inputs and control factors of several | | | | inaccurate generalization.i. For a single variable, discuss |
| natures may be interacting simultaneously to produce | | | | the various factors inthe same way as in the above |
| a particular output. | | | | case.ii. For two or more samples discuss the |
| To understand the principle better, one can begin with | | | | differences between them concerning whether they |
| the one factor at a time (OFAT) theory, which refers | | | | are independent or dependent?iii. Relationship between |
| to the natural tendency of the investigator to change | | | | two variables and again the relationship shared |
| only one factor at a time and 'record' the results until all | | | | between more variables. |
| other factors are tested this way. The results need to | | | | In continuance with the discussion, the choice for |
| be put in place in the natural logical manner that would | | | | adopting the appropriate statistical technique and going |
| have occurred had the study been conducted in the | | | | ahead with the task on hand rests with the answers |
| opposite of OFAT. | | | | to the above questions. Nevertheless, the philosophy |
| The Fundamental Question | | | | of effective statistical thinking and action on a further |
| As we discussed earlier, there are three fundamental | | | | course is better based on the following guiding |
| questions that need to be addressed in the order that | | | | principles: |
| the data is analyzed. | | | | 1. In a system all reactions occur in interconnected |
| 1. Whether the level of the measurement of the | | | | processes |
| variables is known? If yes;a. Nominal or Crude Ordinalb. | | | | 2. Variation is part and parcel of all processes |
| Good Ordinal or Interval or Ratio | | | | 3. The key to success lies in understanding and |
| 2. Size of the sample is another consideration. What | | | | reducing variations |
| kinds and how many of them are being considered?a. | | | | Statistical thinking succeeds in paving the way for a |
| One sample onlyb. Two samples; Specify either | | | | holistic approach to the deployment of Six Sigma. It |
| dependent or independentc. Multiple samples; Specify | | | | can't be thought of in isolation. |