CRITICAL EXAMINATION

Critical examination of the information recorded about the process in charts / diagrams is the most important phase of the method study. In this, each element of the work, as presently being done and recorded on the chart is subjected to a systematic and progressive series of questions with the purpose of determining true reasons for which it is done. Based on the reasons, improvements are found and adopted into a new method, called better method.

This examination, thus requires exhaustive collaboration with everyone whose contribution can prove useful, and also full use of all available sources of technical information. The use of questioning technique reduces the possibility of missing any information which may be useful for the development of better method.

A popular procedure of carrying out critical examination uses two sets of questions: Primary questions (answers to these show up the necessity of carrying out the activity), and Secondary questions (answers to these allow considerations to alternative methods of doing the activity). Selection of the best way of doing each activity is later determined to develop new method which is introduced as a standard practice.

A general-purpose set of primary and secondary questions is given below:

Primary Questions:

1. Purpose. The need of carrying out the activity is challenged by the questions-What is achieved? Is it necessary? Why?

The answers to these questions determine whether the particular activity will be included in the proposals of new method for the process.

2. Means. The means of carrying out the activity are challenged by the questions- 'How is it done?' and 'Why that way'?

3. Place. The location of carrying out the activity is challenged by the questions- 'Where is it done'? and 'Why there'?

4. Sequence. The time of carrying out the activity is challenged by the questions- 'When is it done'? and 'Why then'?

5. Person. The level of skill and experience of the person performing the activity is challenged by the questions- 'Who does it'? and 'Why that person'?

The main object of the primary questions is to make sure that the reasons for every aspect of the presently used method are clearly understood. The answers to these questions should clearly bring out any part of the work which is unnecessary or inefficient in respect of means, sequence, person or place.

Secondary Questions:

The aim of secondary questions is to arrive at suitable alternatives to the presently used method:

1. Purpose. If the answer to the primary question 'Is the activity necessary"? is convincingly 'Yes', alternatives to achieve the object of carrying nut the activity are considered by the question— 'What else could be done'?

2. Means. All the alternative means to achieve the object are considered by the question— 'How else could it be done'?

3. Place. Other places for carry ing out the activity are considered by the question— 'Where else could it be done'?

4. Sequence. The secondary question asked under this heading is— 'When else could it be clone'?

5. Person. The possibilities for carrying out the activity by other persons are considered by asking the question- 'Who else should do it' ?

This phase involves the search of alternative possibilities within the imposed restrictions of cost, volume of production, and the like. For this the method study man uses his own past experience with same or similar problems or refers to text books, handbooks, etc.

The answers to the following questions are then sought through evaluation of the alternatives.

'What should be done'?

'How should it be done'?

'Where should it be done'?

'When should it be done'? and

'Who should do it'?

These answers form the basis of the proposals for the improved method.