The flowchart visually displays the process or stages of the project. The flowchart includes the start and endpoints, with inputs, outputs, possible paths, and solutions. Most use basic symbols; the initial and final stages usually have oval or rounded rectangles (Abad-Segura & González-Zamar, 2019). The rectangle represents a step in the process, and the shape of the diamond indicates the solution. The arrows coming out of the rhombus of the solution have the corresponding yes/true or no/false routes. This tool may be suitable for this project, as it can conveniently distribute the steps of the program, with an obvious beginning and end, as well as various solutions.
The cause-effect diagram is a graphical method of analyzing and forming cause-and-effect relationships, an instrumental tool in the form of a fishbone for systematically determining the causes of a problem and subsequent visual representation. This model is less suitable for this application project since it does not make it possible to describe the goals and objectives of the study conveniently. The cause-effect diagram is suitable for quality management to analyze quality problems and their causes.
The Pareto diagram is a graphical representation of the Pareto rule. The application of this rule shows that many inconsistencies and defects occur due to a limited number of reasons. The Pareto diagram is used to identify the most significant and significant factors affecting the occurrence of inconsistencies (Jayakumar et al., 2017). In addition, the Pareto diagram and the Pareto rule allow the separation of important factors from insignificant ones. Applying the diagram to the Smith Elementary School education system transformation project will reveal the quality of the implemented proposals and prioritize actions.
A histogram is a way of presenting statistical data graphically in the form of a bar chart. It displays the distribution of individual measurements of process parameters. This quality study depicts the success of implementing the proposed changes graphically. Still, since it excludes the possibility of linking to time and requires a large amount of data for an accurate assessment of the distribution structure, it is not the most appropriate.
References
Abad-Segura, E., & González-Zamar, M. (2019). Effects of financial education and financial literacy on creative entrepreneurship: A worldwide research. Educational Sciences, 9(3), 238. Web.
Jayakumar, V., Sheriff, M., Muniappan, A., & Bharathiraja, G. (2017). Implementation of seven tools of quality in educational arena: A case study. International Journal of Mechanical Engineering and Technology, 8(8), 882–891. Web.