Problem Solving Tools and methods for problems and improvements.

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Problem Solving

Tools and methods for problems and improvements

Problem Solving

• Introduction• Why do we need problem solving?• Understanding problems• Some tools and their uses• Plan-Do-Check-Act• Summary• Questions

AGENDA

Introduction

• A problem exists when there is a gap between what is and what must be, could be, or should be.

In today’s competitive environment, today’s “should be” might be tomorrow’s “must be”

What is a problem?

Why do we need problem solving?

Quality cost curve (sample)

0200400600800

100012001400160018002000

Design

Costs of quality - controllable

Prevention cost • Quality planning (test, inspection, audits,

process control)• Education and training• Performing capability analyses (Cpk)• Conducting design reviews

Appraisal cost • Test and inspection• Supplier acceptance sampling• Auditing

Uncontrolled costs: poor quality

Poor-quality costs: Internal error cost • In-process scrap and rework• Troubleshooting and repairing• Design changes• Additional mask moves to replace rejected lots

External error cost • Warranties• Lost customer• Litigation

Understanding problems

Production – defects and dropped lots Maintenance – both equipment and facilities Safety – risks, incidents and injuries Environmental – risks and environmental

incidents Personal – what keeps us from getting what

we want Interpersonal – what keeps us from getting

what we want from others

Types of problems

Tools and applications

What’s the process?

Plan Do Check Act

Tools and applications

A systematic approach can help with:• Fixing it the first time• Keeping the solution costs low• Sharing the lessons learned with others

- Why use the process approach?

Problem solving roadmap

Tools and applications: Plan

Step Question RoadblocksWhen are roadblocks

cleared?Needed for next step

1 ID the problemWhat needs to change?

Many problems to choose from

One problem statement, one "desired state" agreed upon

Identification of the gap

Desired state described in measurable terms

2Analyze the problem

What keeps us from the goal?

Many potential causesRoot cause is identified and verified

Key cause(s) documented and ranked

3Brainstorm ideas for solutions

How could we make the change?

Many ideas to solve problem

Potential solutions are clarified

Solutions listed

4Select & plan the solution

What's the best way to do it?

Many criteria for evaluating potential solutions

Criteria for evaluating solutions agreed upon

Plan for making and monitoring the change

Many ideas for implementing solutions

Plans for implementing and evaluating agreed upon

Measurements ID'd for evaluating effectiveness

5Implement the solution

Are we following the plan?

Unexpected problems occur

Plans for implementing contingency plans, if any, are agreed upon

Solution in place

6 Evaluate successHow well did it work?

Effectiveness measures of the solution are agreed upon

Verification the problem is solved, OR

Continuing problems, if any, are identified

Agreement reached to address continuing problems

1. Describe the problem

2. Describe the current process

3. Identify root cause

4. Develop a solution

1. Describe the problem

To get to the answer, we need a clear “Why:”

Who (man) What (the physical type of problem) Where (machine-which entity; environment) When (method) With what (materials; other tools/machine) How (method, maintenance data) How much (metrics)

Write the problem statement

The research-worthy problem statement should address all six questions: what, how, where, when, why, and who.

Include your metrics to describe the problem. No theories or blame.

How do we know what the problem is?First, some definitions:

Quantitative data Can be counted or measured.

Qualitative data Descriptive, not easily counted.

Tools to describe the problem

• Control charts

p chart

u chart• Histograms/Pareto charts

• Check sheet

• Rubrics• Flow charts• Cause and effect• 5-Why

Quantitative

– Quantitative or qualitative

Quantitative

Control charts

p-chart: (Fraction defective) Charts the proportion (%) of nonconforming items Need a good definition of nonconforming items Can be of equal or unequal subgroups Normally need large subgroups – can even be up to total

for the period

u-chart: (Number defective per unit) The number of nonconformities per lot, where the lot size

varies (example: yield from Sort or Final Test)

The p-chart monitors the proportion (%) of nonconforming units in a sample.

p-charts should be used for attribute data (conform or non-conform, yes or no, etc.). Subgroup sizes should be equal, but different sample sizes can be used.

p-charts produce the binomial distribution.

The u-chart monitors "count"-type data where the sample size is greater than one, typically the average number of nonconformities per unit.

u-charts produce the Poisson distribution.

Check sheet - qualitative

Check sheet - quantitative

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

Haze 1 2 1 3 1 2 2 12

Flaking 2 4 1 2 2 6 2 19

Pitting 0 1 1 0 1 4 1 8

Particulates 1 2 0 1 1 2 0 7

Fisheyes 0 1 1 2 0 3 1 8

Defect 6

Defect 7

Defect 8

Defect 9

Defect 10

TOTAL 4 10 4 8 5 17 6 54

TOTALDates

Defect Types/Event Occurrence

Defects WW12, FYXX

Haze Flaking Pitting Particulates Fisheyes

SaturdayFridayThursdayWednesdayTuesdayMondaySunday

Histograms/Pareto charts

2. Flow charts to describe the process

—Terminator: used to start or stop (can be an oval)

—Process: describes a process step

—Decision: a yes/no turning point

—Document: can be a spec, manual, record, etc.

—Arrow: connects any of the steps

—Circle: connects to another page for more room

—Off-page flow chart: point of a link to another process, as input or output

Flow chart: 3 departments

Department #1 Department #2 Department #3

Flow chart: one department

Electric skilletWest Bend 72132Instruction manual

Stage ingredients

Have all ingredients?

Buy needed items at store.

Spread butter on two bread slices, both sides each

Fry bread on one side until brown

Turn over bread slices

Place other slice on top of cheese

Is bread brown?

Put on plate and serve.

Fry bread until brown

Is bread brown?

Place cheese slice on one browned

bread slice

Turn off skillet

Turn on skillet to 350º F

More how-to process information is available for users.

Can reference specs for critical information.

Lists person responsible for each step.

Can be made into a process spec.

Scripted flow chart

Scripted flow chart (cont.)

1. Take car for inspection

4. Issue sticker.

3. Obtain neededrepairs

2. Car passes?

Responsibility Task

1. Car OwnerMake appointment with a mechanic holding a current inspection license. Arrive at inspection station on time.

2. Mechanic

Inspect car IAW 16-222 Chapter 1 Section 115.30. If car passes, attach sticker. If car does not pass, remove half of existing sticker and inform Owner of required repairs and allowed re-inspection time frames IAW 16-222 Chapter 1 Section 120.01.

3. Car Owner Perform needed repairs. Obtain follow up inspection within prescribed time frame.

4. Mechanic Issue and attach sticker IAW 16-222 Chapter 1 Section 140.05.

3. What’s it all for? Finding the root cause

Q: How do I know when I have arrived at root cause?

A: If the root cause is removed, the problem disappears.

Machine

Method

Materials

Maintenance

Mother Nature (Environment)

Cause and effect: what’s in it?

Cause and effect diagram

Problem

Machine

Mother natureMethodMan

Materials Maintenance

Problem: My car will not start.

1. Why? - The battery is dead. 2. Why? - The alternator is not functioning. 3. Why? - The alternator belt has broken. 4. Why? - The alternator belt was well beyond its

useful service life and has never been replaced. 5. Why? - I have not been maintaining my car

according to the recommended service schedule.

(The last “why” should be root cause)

Finding the cause: Understanding human error

Fundamental Attribution

Rubrics

Used to put a number value on descriptions. Can “measure” performance in man,

material, machines. Can be customized. The closest example is in employee

performance evals.

Beginning

Score: 1Developing

Score: 2Accomplished

Score: 3Excellence

Score: 4

Stated Objective or Performance

Description of performance characteristics: beginning performance level.

Description of performance characteristics: development and movement toward mastery.

Description of performance characteristics: mastery.

Description of performance characteristics: highest performance.

Result

Qualitative analysis using the rubric

DefinitionsCriteria Scale

Performance 1 2 3 4 Score

Worked as part of the team

No appropriate or positive participation

Little appropriate or positive participation

Some appropriate or positive participation

Much appropriate or positive participation

Preparedness for team meetings

Was not prepared for most team meetings

Was prepared for some team meetings

Was prepared for most team meetings

Was consistently prepared for team meetings

Managed time wisely

Did not use time to best benefit

Sometimes used time to best benefit

Mostly used time to best benefit

Consistently used time to best benefit

Problem solving

Made little or no attempt to objectively solve problems

Made some efforts to objectively solve problems

Made active efforts to objectively solve problems

Consistently strived to objectively solve problems

Sample rubric: team work

Now we can write the problem statement.

The research-worthy problem statement should address all six questions:

what, how, where, when, why, and who.

Include your metrics to describe the problem.

Leave out theories and blame.

Keep a strong customer focus.

4. Planning the solution

Tools for planning the DO stage:

OST (Objectives, Strategies & Targets)

Flow chart – what

Matrix diagram – who, what

Gantt chart – what, when

Metrics tools – did it work?

OST (Objectives, Strategy & Tactics)

OBJECTIVE: STRATEGY ONE: TACTIC 1:

TACTIC 2:

TACTIC 3:

STRATEGY TWO: TACTIC 1:

TACTIC 2:

TACTIC 3:

TACTIC 4:

STRATEGY THREE: TACTIC 1:

TACTIC 2::

TACTIC 3:

STRATEGY FOUR: TACTIC 1:

TACTIC 2:

TACTIC 3:

TACTIC 4:

= Primary responsibility

= Team members

= Resources

Matrix diagram: who, what

Matrix diagram (task)

Resources

Task #1

Task #2

Task #3

Task #4

Task #5

= Primary responsibility

= Team member

= Resources

Gantt Chart

The DO stage What’s next in the process?

Do: Implement the solution

Check Act

What’s next in the process?

Plan Do Check: Did it work?

Follow through: did it work? Check

Knowledge management: Act

What’s next?

Plan Do Check Act: What happens now?

Summary: What do we do with all this?

D1: Assemble a cross-functional team of experts

D2: Define the Problem fully

D3: Implement and verify Interim Containment Actions

(ICAs) as needed. Also known as Temporary Fixes.

D4: Identify and Verify Root Cause

D5: Choose and verify Permanent Corrective Actions

(PCAs). Preventive Actions are also chosen.

D6: Implement and validate PCAs

D7: Prevent recurrence of the Problem/Root Cause

D8: Recognize the efforts of the Team

The 8-D

Control charts, Histograms/Pareto charts, Check sheet, Rubrics, Flow charts, Cause

and effect, 5-Why, Problem statement

Cause and effect, 5-Why

Objectives, Strategies & Targets (OST)

Matrix diagram, Gantt chart, Flow chart(s), Control charts, Histograms/Pareto charts, Check sheet, Rubrics

Flow chart(s), Control charts, Histograms/ Pareto charts, Check sheet, Rubrics

D4D5D6D7D8

Summary: What do we do with all this?

• Questions?• Comments?

Wrap up

Resources

Memory Jogger II – Continuous Improvement

Problem solving Memory Jogger (more advanced tools)

Contact Details

Jennifer Kirley CPEA, CQM/OE

Conway Business Servicesjkirley@conwaybusinessservices.com

Problem Solving Tools and methods for problems and improvements.

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