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2. Team Problem Solving
Agenda

3. Name
Years Service
Current Position
Team Problem Solving
• Please introduce yourself:

4. Course Objectives
This course will:
• Introduce Tools for the 8 Step Team
Problem Solving Process
• Establish a team-oriented method for
solving any problem using factual data
• Establish a standard reporting format for
problem resolution
• Establish a “common approach” for
communicating about problems

5. Why are you here ?
Past problems have
sometimes been
addressed in a quick fix
fashion without
verification of the
effectiveness of our
corrective actions

6. The “quick-fix” approach
Brainstorm some of
the possible
pitfalls of this
approach to
problem solving

7. What Failed?
• Vague problem description
• Problem solving process
expedited
• Lack of logical thought
process
• Root cause misidentified
• Permanent actions not
implemented

8. Preconceptions
• We already tried that
• It would not work here
• It cannot be done
• It’s good enough the way it is now
• We are too busy to do that

9. The Disciplined Approach
• 8 D problem solving is a matter of
D I S C I P L I N E
• Problem solvers accept
R E S P O N S I B I L I T Y
• Commitments and
corrective action plans must be
H E L D S A C R E D

10. The Team Problem Solving
Process
Objectives :
• Improve quality, productivity, and
customer satisfaction
• Reduce cost
• Permanently solve problems
• Reduce number of repetitive problems
• Monitor problem resolution activities

11. The Team Problem Solving
Process
Definition:
• Systematic approach to problem solving
using factual data
• Method to achieve an orderly thought
process that can be used to resolve any
problem

12. “Without data, you are
just another person
with an opinion.”
Speak with data

13. The Team Problem Solving
Process: G8D
D0: Prepare For The Global 8D
Process
D1: Establish The Team
D2: Describe The Problem

14. The Team Problem Solving
Process: G8D
D3: Develop The Interim Containment
Action (ICA)
D4: Diagnose The Problem: Define
And Verify Root Cause And
Escape Point

15. The Team Problem Solving
Process: G8D
D5: Choose And Verify Permanent
Corrective Actions (PCAs) For
Root Cause And Escape Point
D6: Implement And Validate
Permanent Corrective Actions
(PCAs)

16. The Team Problem Solving
Process: G8D
D7: Prevent Recurrence
D8: Recognize Team And Individual
Contributions

17. D0
Prepare For The G8D Process
• Evaluate
• Respond
• Provide ERAs (Emergency Response
Actions)
• Begin

18. D1
Establish The Team
• Cross functional
team
• Members with:
– Expertise
– Authority
• Select 4 -10
team members

19. The Team Approach
The team selected must be able to:
• Define the problem
• Find root causes
• Implement and verify corrective actions
• Prevent recurrence

20. Team Composition
Leader
Champion
Recorder
Members

21. Team Leader
• Ensures the team
performs its duties and
responsibilities
• Establishes meeting
time and location
• Directs meeting to
follow established
agenda
• Starts and ends the
meeting on time

22. Team Champion
• Stake Holder in the
team’s success
• Functions like a
facilitator: provides
information and
removes road blocks
• Helps team reach their
goals

23. Team Recorder
• Takes notes during the
meeting
• Writes, publishes, and
distributes minutes in a
timely fashion
• Works with team leader to
establish logistics of the
meeting

24. Team Members
• Team members are responsible for :
–respecting other’s ideas
–keeping an open mind
–being receptive to consensus
decision making
–listening actively to other team
members

25. 90% of Problem Solving Time
is Spent...
• Solving the wrong problem
• Stating the problem so it can’t be solved
• Solving a countermeasure or cause
• Stating problems too generally
• Trying to get agreement on the solution
before there is an agreement on the
problem

26. D2
Describe The Problem
“ A problem well-defined is a problem
half-solved. ”
• Describe the specific object and
specific defect which resulted in a
deviation from the standard

27. D2
Describe The Problem
State the problem in specific terms:
• Who: Identifies individuals associated
with the problem
• What: Describe the defect/object
• When: Date / Process Step
• Where: Geographic/location on part
• How: Method of detection
• How much ( How many): Quantity

28. D2
Describe The Problem
• Fallacy: Avoid describing problems
as symptoms
– Some examples:
• Noisy
• Won’t work
• Contaminated
• Not to specification

29. Is This A Good Description
Of The Problem?
• Bill James reported that the flange
which is welded to the inlet pipe is
crooked.
• Customer reports that the problem has
resulted in several assemblies that
could not be assembled to the manifold.

30. Why Is This Better ?
• Bill James, Lordstown assembly line
supervisor, reported that the flange which is
welded to the inlet pipe is crooked to
centerline. This condition is putting the bolt
mounting holes out of alignment which
prevented a straight-in bolt assembly.
• The customer reported that the problem
resulted in 14 bad muffler assemblies over a
one day period.

31. Problem History
• Determine “Key Measurable” identified
with the problem
• Obtain past data to quantify magnitude
of the problem
• If past data is not available, start
collecting data prior to any
improvements

32. Coordinate action plan to minimize the
effects of the problem on the customer:
• Quarantine all similar equipment
• Implement 100% inspection
• Issue Cell Alert
D3
Develop The Interim
Containment Action (ICA)

33. Cell Alert Form
CELL ALERT
CELL ALERT #
SUBJECT:
EFFECTIVE DATE: EXPIRE DATE:
FOLLOW-UP INFO:
CUSTOMER: CHRYSLER FORD GM HONDA MERCEDES NISSAN Safety
PLATFORM(S):
INITIATOR: MFG. ENGR:
QUALITY ENGR: MFG SPRVR
PRODUCT
ENGR: CONCERN NUMBER:
ASSET NUMBER:

34. Implement Short Term
Containment Action
• Document all actions taken and
verify their effectiveness
• Remove when permanent
actions have been implemented
and verified

35. D4
Diagnose The Problem: Define And
Verify Root Cause and Escape Point
• Identify all potential causes which could
explain why the problem occurred
• Isolate and verify the root cause by testing
each potential cause
• Identify corrective actions to
eliminate root cause
• Isolate and verify the “Escape Point”

36. D4
Define the Root Cause
• Solving a problem without
identifying the root cause
is called “shooting from
the hip”
• A likely outcome of
shooting from the hip is
recurrence of the problem

37. Root Cause Analysis Tools
• Process Flow
Chart
• Process FMEA /
Control Plans
• Brainstorming
• Pareto Chart
• Cause and
Effect Diagram
• BOS Chart
• 5 Why’s

38. Problem solving / Graphical Techniques
•Flow chart
•Check Sheet
•Brain storming
•Nominal group
techniques
•Histogram
•Scatter diagram
•Control chart
•Process
capability
•Pareto chart
•Cause &
effect
•Run Chart
Problem
Identification
Problem Analysis

39. Flow Chart

40. Check Sheets
Definition:
• Simple data gathering technique for obtaining
information about a process
• A common type of check sheet logs the frequency
of defects over a period of time
• Also known as “Tally Sheets’
• Answers the questions, When & How many ?

41. Pareto Chart
• Purpose Of A Pareto Chart
A pareto chart is used to graphically
summarize and display the relative
importance of the differences between
groups of data.

42. Pareto Chart (80:20)

43. Pareto Chart
How To Construct A Pareto Chart
A pareto chart can be constructed by segmenting the
range of the data into groups (also called segments,
bins or categories). For example, if your business was
investigating the delay associated with processing
credit card applications, you could group the data into
the following categories:
• No signature
• Residential address not valid
• Non-legible handwriting
• Already a customer
• Other

44. Pareto Chart
Some Sample 80/20 Rule Applications
• 80% of process defects arise from 20% of the
process issues.
• 20% of your sales force produces 80% of
your company revenues.
• 80% of delays in schedule arise from 20% of
the possible causes of the delays.
• 80% of customer complaints arise from 20%
of your products or services.
(The above examples are rough estimates.)

45. Histogram
Purpose Of A Histogram
A histogram is used to graphically
summarize and display the distribution
of a process data set.

46. Histogram

47. Histogram
How To Construct A Histogram
A histogram can be constructed by
segmenting the range of the data into
equal sized bins (also called segments,
groups or classes). For example, if your
data ranges from 1.1 to 1.8, you could
have equal bins of 0.1 consisting of 1 to
1.1, 1.2 to 1.3, 1.3 to 1.4, and so on.

48. Cause and Effect Diagram
• Also known as “Fishbone Diagram” and
“Ishikawa Diagram”
• Diagram of the causes contributing to a
particular problem
• Focus is on the problem and root
causes rather than solutions
• Tool for organizing brainstorming ideas

49. How to use the
Cause and Effect Diagram
Step 1: Write the problem inside a box
on the right-hand side of the
writing surface. (“Head” of the fish)
Step 2: Draw a major horizontal arrow
from the left hand side of the
chart leading into the box.
(“Backbone” of the fish)

50. How to use the
Cause and Effect Diagram
Step 3: Add major 5 M categories
Man
Machine
Methods
Materials
Measurements

51. How to use the
Cause and Effect Diagram
Step 4: Draw slanted arrows from the
categories to the horizontal
arrow (“Ribs” of the fish)
Step 5: Place the brainstorming ideas
under the appropriate
categories
Note: Ideas may belong in two or more
categories

52. Cause and Effect Diagram

53. Scatter Diagrams
A SCATTER DIAGRAM IS USED FOR:
1. Validating "hunches" about a cause-and-effect relationship
between types of variables (examples: I wonder if students who
spend more time watching TV have higher or lower average
GPA's?; is there a relationship between the production speed of
an operator and the number of defective parts made?)
2. Displaying the direction of the relationship (positive, negative,
etc.) (examples: Will test scores increase or decrease if the
students spend more time in study hall?; will increasing
assembly line speed increase or decrease the number of
defective parts made?;)
3. Displaying the strength of the relationship (examples: How
strong is the relationship between measured IQ and grades
earned in Chemistry?; how strong is the relationship between
assembly line speed and the number of defective parts
produced?;)

54. Scatter Diagrams
STEPS IN CONSTRUCTING A SCATTER DIAGRAM:
Collect two pieces of data (a pair of numbers) on a
student, process, or product. Create a summary table of
the data.
1. Draw a diagram labeling the horizontal and vertical axes.
It is common that the "cause" variable be labeled the
horizontal (X) axis and the "effect" variable be labeled the
vertical (Y) axis. The values should increase up the
vertical scale and toward the right on the horizontal
scale. The scale on both the X and Y axes should be
sufficient to include both the largest and the smallest X
and Y values in the table.
2. Plot the data pairs on the diagram by placing a dot at the
intersections of the X and Y coordinates for each data
pair.
3. Interpret the scatter diagram for direction and strength.

55. Scatter Diagrams
Interpreting the direction:
Data patterns may be positive, negative, or display no
relationship. A positive relationship is indicated by an
ellipse of points that slopes upward demonstrating that an
increase in the cause variable also increases the effect
variable. A negative relationship is indicated by an ellipse of
points that slopes downward demonstrating that an
increase in the cause variable results in a decrease in the
effect variable. A diagram with a cluster of points such that
it is difficult or impossible to determine whether the trend is
upward sloping or downward sloping indicates that there is
no relationship between the two variables.
Interpreting the strength:
Data patterns, whether in a positive or negative direction,
should also be interpreted for strength by examining the
"tightness" of the clustered points. The more the points are
clustered to look like a straight line the stronger the
relationship.

56. Scatter Diagrams

57. Scatter Diagrams

58. Process FMEA
• Identify part function and potential
failure modes
• Identify causes of failure and potential
effects
• Identify corrective action

59. Control Plans
• Determine quality characteristics to be
controlled
• Determine inspection frequency
• Determine gauging
• Identify application of SPC techniques
• Identify reaction plans when defects are
found in the process

60. Brainstorming
A method for a
team to
creatively and
efficiently
generate ideas
on any topic
Scrap PPM

61. Brainstorming
How to use Brainstorming:
• State problem
• Each team member, in turn, gives an
idea. No ideas are criticized!
• Write each idea on a flipchart
• Team does not stop and discuss any of
the ideas during the session

62. Brainstorming
• Ideas are generated in turn until each
person passes indicating that the ideas
are exhausted
• Review written ideas for clarity
• Discard any duplicate ideas
or combine similar ideas

63. Brainstorming
Scrap PPM
• Bad seam weld
• Low recoil
• Set-Up
• Machine Capability
• Incomplete Seam Weld
• High Compression
• Low Compression

64. Ask Why Five Times
? ? ? ? ?
• Effective in driving the problem
solving process toward root cause
• Generates understanding of cause
and effect

65. How to use
Ask Why 5 Times
• Why did the shock leak?
– Because the rod seal ID and rod OD were worn
• Why were the components worn?
– Because the seal was packed with sand and grit
• Why was the seal packed with sand and grit?
– Because of contamination on bins

66. How to use
Ask Why 5 Times
• Why is there contamination in the bins?
– Because the bins are not washed
• Why are the bins not washed?
– Because a washer has not been
purchased

67. Verify Potential Causes
• Potential causes
selected are tested to
verify that they are a
root cause
• Root cause of the
problem is found when
you can turn the
problem “on” and “off”

68. “Have we done it ?”
HOW TO KNOW WHEN WE’VE FOUND THE
ROOT CAUSE OF A PROBLEM
Test Questions Yes/No
DEAD END: You ran into a dead end when asking,
“What caused the proposed root cause ?” _______
CONVERSATION: All conversation has come to a positive end. _______
FEELS GOOD: Everyone involved feels good, is motivated and uplifted
emotionally. _______
AGREEMENT: All agree it is the root cause that keeps the problem from
resolving. _______
EXPLAINS: It fully explains why the problem exists from all points of view. _______
BEGINNINGS: The earliest beginnings of the situation have been explored
and understood. _______
LOGICAL: The root cause is logical, makes sense and dispels all confusion. _______
SPECIFIC: Your statement gets to the exact point of the trouble without
generalizations. _______
CONTROL: The root cause is something you can influence, control and
deal with realistically. _______
HOPE: Finding the root cause has returned hope that something constructive
can be done about the situation. _______
WORKABLE: Suddenly, workable solutions, that deal with all the symptoms
begin to appear. _______
STABLE: A stable, long-term, once-and-for-all resolution of the situation
now appears feasible. _______

69. Root Cause Verification Tools
• Check Sheets
• Run Charts
• Process Capability
• Design of Experiments

70. T w in T ube Paint / Pack Rew orkable D efects
Audit Sum m ary Log Sheet
Shift: First
Nam e: Evelyn C offey
D ate: August 8,1997
Part Num ber G SH0005 G SH0016 ASH0004
C ustom er Ford Ford Ford
Incorrect Paint D aub 0 0 0
B ushing O ff C enter 0 0 300
B ad Paint 2 0 0
T otal Parts Rew orked 2 0 300

71. Optimization
• The most important stage
• Focuses on the reduction of variation
• Statistical processes are used to focus on:
– centering the process
– the main effects of the independent
variables
– identifying optimum levels for the “vital few”

72. Controls
• Preventative and Reactive controls are
put in place
• Process controls are the last thing that
should be done when analyzing a
manufacturing process

73. Design of Experiments
• Establish cause and effect relationships
between several different variables and
the outcome being studied
• Evaluate the interaction of two or more
variables

74. D5
Choose And Verify Permanent
Corrective Actions (PCAs) For Root
Cause And Escape Point
• Decision Analysis helps you select the
optimal corrective action from several
options

75. Decision Analysis Process
1. Separate criteria into “must have”
or desirable
2. “Must have” criteria are mandatory
and measurable
3. Rank “desirable” criteria using
problem solving techniques

76. Decision Analysis Process
4. Analyze potential solutions for risk.
Ask, “What could possibly go wrong if
the solution is implemented”?
5. Determine probability of the risk and the
seriousness if it does occur.
6. Select high probability and high
seriousness solutions

77. Decision Analysis Process
• Test selected corrective action
• Verify corrective action will permanently
eliminate the root cause without
introducing any new effects
• Use a pilot test to verify corrective actions

78. D6
Implement And Validate Permanent
Corrective Actions (PCAs)
• Develop a timeline to implement corrective actions
• Timeline should include:
– schedule
– milestones
– activities
– resources
– responsibilities

79. D6
• Track progress and effectiveness of
both containment and permanent
actions
• Remember, if you cannot prove the
problem is fixed, you cannot say it is
fixed

80. D7
Prevent Recurrence
• Determine where similar circumstances
could result in the same problem
• Fix the system that allowed the problem
to occur
– Update Control Plans / FMEA / Drawings
– Create Work Instructions
– Training

81. D8
Recognize Team And Individual
Contributions
• Calculate the cost
savings as a result
of the solution of the
problem
• Document additional
benefits to resolving
the problem
$$

82. D8
In addition to congratulating
team members, remember
to recognize outside
vendors or customers who
were involved in resolving
the problem
Congratulations
Team !!!