‘What are multiple cause diagrams?’ animated tutorial

This tutorial contains text, arrows and drawings. In this description the term “label” refers to text in the diagram, and the term “phrase” refers to text in the audio description or transcript. 

Page	Transcript	Description	
Page 1	Multiple cause diagrams are used to explore events and states: why something has happened, or why a situation is as it is. Some examples are shown here.	Two titles “Events” and “States” appear, along with a list of questions under each title.
Under “Events”:
“Why did the river burst its banks?”
“Why did the president get elected?”
“Why did the protest get out of control?”
“Why did the train crash?”
“Why didn’t we get the contract?”
“Why did we end up arguing?”
“Why did I fail the exam?”
Under “States”:
“Why are third world farmers poor?”
“Why are there too few doctors?”
“Why are the roads congested?”
“Why is it difficult to recruit staff?”
“Why are sales so low?”
“Why is my child unhappy at school?”
“Why am I always tired?”	
Page 2	Multiple cause diagrams can help you to untangle the web of interconnected causes that combine to precipitate an event, or to perpetuate or exacerbate a situation.	The question “Why are the roads congested?” is highlighted, changes to the central bold label “congested roads” and all other text disappears.
The title changes to “Multiple cause diagram exploring some of the causes of road congestion”. Other text and labels appear on the page.
-from the label “long car journeys” an arrow points to “many cars on the roads”
- from “they don’t use public transport” and “they choose not to walk” arrows point to “people travel by car”
- from “people travel often” and “people travel by car” arrows point to “many car journeys”
- from “many car journeys an arrow points to “many cars on the roads”
- from “many cars on the roads” an arrow points to the central label: “congested roads”
- from “many goods are conveyed by road” and “goods are conveyed long distances” arrows point to “many lorries on the roads”
- from “many lorries on the roads” arrows point to “congested roads” and “heavy wear on roads”
- from “heavy wear on roads” an arrow points to “damaged roads”
- from “damaged roads” an arrow point to “lots of road works”
- from “lots of road works” an arrow points to the central label: “congested roads”	
Page 3	Often the aim is to identify possible points of intervention: to ensure that the event doesn't recur, or to change the situation.	Three labels are circled: “people travel often”, “they choose not to walk” and “they don’t use public transport”.	
Page 4	For example using this diagram, you might decide that reducing the number of lorries on the roads would be a good way to cut congestion, because the lorries contribute to congestion in two ways - both directly, and also because their wear on the roads makes repairs necessary.	The label “many lorries on the roads” is highlighted.
At the phrase “…contribute to congestion in two ways”, the two links from “many lorries on the roads” to the central label “congested roads” are both highlighted.	
Page 5	And having distinguished two independent causes of the number of lorries on the roads, you might decide that you are more likely to be able to effect the distances that goods travel than the volume of goods transported.	The two labels: “many goods are conveyed by road” and “goods are conveyed long distances” that point to “many lorries on the roads” are highlighted. Then “many lorries on the roads” is highlighted again.
At the phrase: “you might decide that you are more likely to affect…” the label “goods are conveyed long distances” is circled, and a large question mark is drawn next to “many goods conveyed by road”.	
Page 6	Mapping the situation out in this way not only helps you to develop your understanding, but also to explain it to someone else. If their reasoning differs from yours, they can extend or amend the diagram to show you why.	Various drawings of fingers move across the diagram, following lines of arrows and labels.
At the phrase “If their reasoning differs from yours…”, two further labels and arrows appear on the diagram and are highlighted: the label “People don’t live near their work” with an arrow pointing at “long car journeys” and the label “People travel to work” with an arrow pointing at “people travel often”.	
Page 7	The points of intervention worth considering will depend on your involvement in the situation, as well as your reason for exploring it. For example, different government departments would be likely to focus on the issues of public transport, physical exercise, employment and road haulage. But a government that practiced 'joined up thinking' would also be likely to stand back and look at the big picture in this way, to ensure that changes to one aspect didn't have unintended consequences for some other aspect.	At the phrase “public transport”, the label “they don’t use public transport” is highlighted.
At the phrase “physical exercise”, the label “they choose not to walk” is highlighted.
At the phrase “employment”, the labels “People travel to work” and “People don’t live near their work” are highlighted.
At the phrase “road haulage”, the labels “many goods are conveyed by road” and “goods are conveyed long distances” are highlighted.
At the phrase “But a government that practiced ‘joined-up thinking’”, the central label “congested roads” is highlighted and the highlight spreads outwards to cover the majority of the diagram.