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APPLY “8 DISCIPLINES”
PROBLEM SOLVING
APPROACH
Overview of Competency Unit
• An Elective Module for the WSQ Diploma in
Assembly & Test (A&T)
• It specifies the skills and knowledge required by
people to systematically adopt “8 Disciplines”
problem solving approach to make decision at
work
D1
D2
D3
D4
D5
D6
D7
D8
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Overview of Competency Unit
• Performance Expectations
– Identify team members and stakeholders to resolve the
technical problem
– Determine the technical problem with quantifiable terms
– Implement and verify interim containment actions
– Identify and verify root causes
– Choose and verify corrective actions
– Implement and validate permanent corrective actions
– Establish standardization to prevent re-occurrence
D1
D2
D3
D4
D5
D6
D7
D8
Overview of Competency Unit
• Delivery (Guide)
SECTION
One
Two
Three
Four
Five
Six
Seven
D1
D2
SUBJECTS








D3
Overview of Competency Unit
8 disciplines (8D) Problem Solving Concept
Define the problem and form a team
Verify Containment Action and Root Cause
Corrective action
Prevention and Celebration
Review and Prepare Assessment Information
Pre-Assessment
Total Training Delivery Hours
D4
D5
D6
D7
TRAINING
DURATION
GUIDE
120mins
120mins
120mins
90mins
120mins
150mins
120mins
14 hours
D8
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Overview of Competency Unit
• Assessment
Performance Statements
Assessment Tools
Identify team members and stakeholders to resolve the technical
CS & WQ/OQ
problem
Determine the technical problem with quantifiable terms
CS & WQ/OQ
Implement and verify interim containment actions
CS & WQ/OQ
Identify and verify root causes
CS & WQ/OQ
Choose and verify corrective actions
CS & WQ/OQ
Implement and validate permanent corrective actions
CS & WQ/OQ
Establish standardization to prevent re-occurrence
CS & WQ/OQ
Note: CS-Case Study, WQ-Written Questioning and OQ-Oral Questioning.
Assessment Tools
Case Study (Formative Assessment)
Written/Oral Questioning (Summative Assessment)
D1
D2
D3
D4
D5
Duration
1hr 30mins
30mins
D6
D7
D8
APPLY “8 DISCIPLINES”
PROBLEM SOLVING APPROACH
Section One:
The 8 Disciplines (8D) Problem Solving Concept
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Learning Outcomes
At the end of Section One, you will be able to:
• Explain the company mission , strategy and
business objective
• Explain the linkage between problem solving and
business objective
• Explain the basic concept of “8 Disciplines”
• Apply SQC 7 tools
Introduction
• Select Problem-Solving Techniques to match
with nature of the problem
DMAIC
Defines
Opportunity and Working on
the Improvement Project
8D
Usually used
for Maintaining
the process
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Company Vision, Mission and Objective
Company Vision, Mission and Objective
• Improvement
objective brings the
performance to higher
than the current level
• Sustaining objective
is to sustain what
have been achieved
and ensure no
deviation
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Activity 1-1: Group Discussion
• Duration: 15mins
• Work on this activity with up to 3 persons per group.
• Discuss the following questions and share it to the class:
Define Individual respective company mission and how
the goal/objective is established.
Sample: Define Individual respective company mission
and how the goal/objective is established
CCL is the world's largest converter of pressure-sensitive and specialty
extruded film materials for a wide range of decorative, instructional,
functional and security applications.
Mission Statement
To be the world leader in specialty label and packaging solutions for
global corporations, small businesses and consumers.
• development and manufacture of design products, innovative labels
and industrial products with a long service life
• high-quality products, oriented towards the objectives of aesthetics,
functionality, quality and uniqueness.
• ensure most difficult material requirements with regard to approvals
and durability.
• patented products & international standards
• state-of-the-art plants
Goal / Objectives ??
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8-D TEAM-ORIENTED PROBLEM SOLVING
A SYSTEMATIC PROBLEM SOLVING PROCESS
Problems take longer to solve than to prevent.
If there’s no time to do it right the first time,
you will have to find the time to do it over…
and over.…and over....
USE THE 8-D PROBLEM SOLVING DISCIPLINE ONLY
WHEN THE CAUSE IS UNKNOWN
If you don’t know why a problem happened,
all your corrective actions are guesses, not fixes.
85% of problem are system oriented.
Only 15% are local causes.
Knowledge of the entire system is essential.
Mindset
Your Role – Tools Application – Managing the Process
(8D-Process & Actual Process/es Under Improvement)
8D Problem Solving Steps
• A meticulous process used to solve complex
problems
• A popular method - reasonably easy to teach and
effective
• Uses composite problem solving methodology - by
borrowing tools and techniques from various
approaches
• Original 8D process was pioneered by Ford Motor
Company and called TOPS (Team Oriented
Problem Solving)
D1
D2
D3
D4
D5
D6
D7
D8
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The 8-D explained….
D3: Containment of problem may involve additional screening of products to ensure
customers do not receive defective products
D6: Validate Corrective action refers to collecting data to really prove that corrective
action is effective with problem solved or reject % reduced to target set
Problem solving with the Problems…….
• Problem Described incorrectly
A clear, thorough description of the problem is necessary. A problem must be adequately described and
be narrow enough in scope for the team to handle the problem effectively.
• Problem Solving Effort Expedited
Problem solving steps are skipped in order to obtain a quick solution.
• Poor team Participation
Not all team members participate effectively, so the team fails to consider all the causes of the problem.
• No logical Thought process
The team lacks a disciplined system to analyzing problems.
• Lack of Technical Skills
Team members are not adequately trained.
• Management’s Impatience
Management’s lack of knowledge of the problem solving process makes all levels of management demand
to know exactly when a problem will be solved. This pressure often results in inadequate analysis.
• Potential Cause Misidentified as Root Cause
Sometimes a potential cause is quickly identified as a root cause, and the problem investigation is
concluded. However, the problem often reoccurs because the root cause was not eliminated.
• Permanent Corrective Actions Not Implemented
A root cause may be identified, but no action is taken to implement a permanent corrective action.
Permanent actions require management to approve the costs and implement actions.
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Activity 1-2: Group Discussion
• Duration: 15mins
• Work on this activity with up to 3 persons per group.
• Discuss the following questions and share it to the class:
1. Goal/Objective is the performance measure and
manager is assessing the individual based on how
well they achieved the objective.
2. What individual have done to achieve their objectives.
TEA BREAK
15 Minutes
18
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Activity 1-2 (Goal & Objectives)
Applied Discussion For the
Exercises for D1 to D8
Introduction
Consider Common vs Special problems
in the Control of a Process – Your Role
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The 8-D Report Overview Sample explained….page 54
The 8-D Report Sample explained….
The information to be showed in formatting the 8 Disciplines report consists
of:Date, time, team members, the 8 steps, action items with planned date,
actual date and responsibilities, finding, approval, document number etc
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Type of controls / systems to sustain
solutions:
• Documentation of new process
• Training methodology
• On-going monitoring system (control
chart, trend chart etc ) and corrective
action system
• Result review / audit process
Factors that would affect the effectiveness
of corrective actions:
• Unclear instructions
• Misinterpretation of instructions
• Poor follow-up
• Lack of skills or training
Basic SQC tools
Also known as Ishikawa's Fish Bone
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Basic SQC tools
Cause
Effect
Process
Your Text Here
Your Text Here
Your Text Here
Your Text Here
Your Text Here
Your Text Here
Materials
People
Your Text Here
Your Text Here
Your Text Here
Your Text Here
Your Text Here
Your Text Here
Management
Basic SQC tools
Problem
of Desired
Solutions
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Basic SQC tools
Basic SQC tools
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Basic SQC tools
1
Lack of Awareness
Cause
2
Improper
Maintenance
Complexity
In handling
Untrained
Workers
No Proper
Planning
Low-Skilled
Workers
Low Quality
Regulators
Poor Quality
Machinery
3
Voltage 4
Fluctuations
Low Budgets
Basic SQC tools
Effect
Regular Machine
Breakdowns
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Basic SQC tools
Pareto analysis helps graphically display results so the
significant few problems emerge from the general background
What problems need attention first because the taller bars on
the chart, clearly illustrate which variables have the greatest
cumulative effect on a given system
80/20 Rule:
80% of outcomes come from 20% of the causes
E.g: 20% of the people cause 80% of the problems
Basic SQC tools
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Basic SQC tools
•
•
•
•
•
Manufacturing – What defect types are most prevalent
and key to improving an inspection process?
Marketing – Where are the majority of my advertising
dollars going? Which channels produce the most sales
leads?
Healthcare – What types of infections are the most
prevalent? What procedures are associated with the
majority of return hospital visits?
Sales – Does a small percentage of customers account for a
large percentage of revenue? If so, which ones?
Customer Service – How can I improve customer
satisfaction? What do customers complain about the most?
Basic SQC tools
Collect data in a systematic and organized manner
Determine source of problem
Facilitate classification of data (stratification)
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Basic SQC tools
• Data gathering
• Ensuring completion of tasks
• Legal evidence
Basic SQC tools
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Basic SQC tools
Basic SQC tools
•
Strategy for eliminating assignable-cause variation:
– Get timely data so that you see the effect of the assignable
cause soon after it occurs.
– As soon as you see something that indicates that an assignable
cause of variation has happened, search for the cause.
– Change tools to compensate for the assignable cause.
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Basic SQC tools
•
Strategy for reducing common-cause variation:
– Do not attempt to explain the difference between any of the
values or data points produced by a stable system in control.
– Reducing common-cause variation usually requires making
fundamental changes in your process
Basic SQC tools
•
By knowing which elements of your process are related and how
they are related, you will know what to control or what to vary to
affect a quality characteristicf correlation between two variables
This relationship could be:
Positive - if the data slopes from the
lower left to the upper right,
Negative - if the data slopes from the
upper left to the lower right
Neutral - if there is no slope to the line,
then there is no correlation.
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Basic SQC tools
•
Show what actually
happens at each step in
the process
•
Show what happens
when non-standard
events occur
•
Graphically display
processes to identify
redundancies and other
wasted effort
Activity 1-3: Group Discussion
• Duration: 15mins
• Work on this activity with up to 3 persons per group.
• Discuss the following questions and share it to the class:
1. State any SQC tools that used before at work – focus
on the application of Root Cause Analysis Tools
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Common Root Cause Analysis Tools Sharing
•
•
•
•
•
•
•
Cause & Effect or Fishbone
Why-Why analysis
Pareto chart
Histogram
Scatter diagram
FMEA
Is/Is Not analysis
LUNCH
1 Hour
56
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Section One: Summary
D1: Build a
Team
D2: Define
the problem
D3:
Containment
D4: Determine
the root cause
D5: Verify
the root
cause
D6:
Corrective
action
D7:
Prevention
D8:
Congratulate
the team
APPLY “8 DISCIPLINES”
PROBLEM SOLVING APPROACH
Section Two:
Define the problem and Form a team
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Learning Outcomes
At the end of Section Two, you will be able to:
• Define the importance of control
• Explain the method used in sustaining the results
• Explain the method to detect and define the
problem
• Discuss on the selection of team members
One of the ways to better define the existing
problem to be solved effectively is to narrow
down on the suspected area/s by considering the
related process or the quality through:Generate a process map which allows
narrowing to the processes which are
suspected of giving problem.
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Introduction
Importance of Process Control
• The purpose of the control is to:
– Detect the irregularities and take action timely
– Identify opportunity for continuous improvement
– Coping with uncertainty: Changes in environment and
operating condition
– Empower the team to take charge of their own process
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Type of Control
Establish Control Process
Step 1: Draw Process Follow Chart
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Establish Control Process
Step 2: Identification of the control point – FMEA
Establish Control Process
Step 3A: With the control point identified, select tool
to measure the performance versus standard Control Chart
The red line is upper and lower limit and these are the trigger point. Any data beyond the trigger
limit will trigger action. Based on the above, the process is out of control and action is required.
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Establish Control Process
Step 3B: With the control point identified, select tool
to measure the performance versus standard Trend Chart
The Y axis is defect and X axis is time.
Red line is trigger point, the defect is increasing and out of control.
Establish Control Process
Step 3C: Collect customer feedback and monitor the
trend – Bar Chart
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Establish Control Process
Step 3D: Collect customer feedback and monitor the
trend – Check sheet
Activity 2-1: Group Discussion
• Duration: 15mins
• Work on this activity with up to 3 persons per group.
• Discuss the following questions and share it to the class:
1. The type of control they have in place.
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“8 DISCIPLINES” Development Overview
D1. USE TEAM APPROACH
Establish a small group of people with the: process/product knowledge,
allocated time, authority, and skill in the required technical disciplines to solve
the problem and implement corrective actions. The group must have an
actively interested designated champion.
D2. DESCRIBE THE PROBLEM
Specify the internal/external customer problem by identifying in quantifiable
terms the who, what, when, where, why, how, how many (5W2H) for the
problem.
D3. IMPLEMENT AND VERIFY INTERIM (CONTAINMENT) ACTIONS
Define and implement containment actions to isolate the effect of problem
from any internal / external customer until corrective action is implemented.
Verify the effectiveness of the containment action.
D4. DEFINE AND VERIFY ROOT CAUSES
Identify all potential causes which could explain why the problem occurred.
Isolate and verify the root cause by testing each potential cause against the
problem description and test data. Identify alternative corrective actions to
eliminate root cause.
D5. VERIFY CORRECTIVE ACTIONS
Through pre-production test programs quantitatively confirm that the selected
corrective actions will resolve the problem for the customer, and will not cause
undesirable side effects. Define contingency actions, if necessary, based on
risk assessment.
D6. IMPLEMENT PERMANENT CORRECTIVE ACTIONS
Define and implement the best permanent corrective actions. Choose ongoing controls to ensure the root cause is eliminated. Once in production,
monitor the long-term effects and implement contingency actions, if necessary.
D7. PREVENT RECURRENCE
Modify the management systems, operating systems, practices, and
procedures to prevent recurrence of this and all similar problems.
D8. CONGRATULATE YOUR TEAM
Recognize the collective efforts of the team.
8 DISCIPLINES
D1: Build
a Team
D2: Define
the problem
D3:
Containment
D4: Determine
the root cause
D5: Verify
the root
cause
D6:
Corrective
action
D7:
Prevention
D8:
Congratulate
the team
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DISCIPLINE #1 - (D1)
Team members must be:
Willing to contribute
Capable of intelligently diagnosing problems
Trainable - willing to learn:
New improvement methods
From each other
New problem solving methods
Team players
Trusting team members
Willing to do their part, bringing their expertise
and skills to bear on the problem
Basic team principles
• Focus on the situation issue or behavior, not
other persons
• Maintain the self-confidence and self-esteem
of others
• Maintain constructive relationships with your
team members and support personnel
• Take initiative to make things better
• Lead by example
Good team members will
• Encourage and be spontaneous
• Accept and give consideration ‘off the wall’
ideas and ‘out of the box’ thinking and
suggestions
- Overcome preconceived notions
- Never reject a possibility just because
‘we looked at that last year’
• De-emphasize rank
• Not engage in ‘brown nosing’ or ‘power
pushing’
Forming Team
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8 DISCIPLINES
D1: Build a
Team
D2: Define
the problem
D3:
Containment
D4: Determine
the root cause
D5: Verify
the root
cause
D6:
Corrective
action
D7:
Prevention
DISCIPLINE #2 - (D2)
Define the problem specifically and clearly
• Determine the extent of the problem
• Narrow the focus of the problem solving
• Summarize ALL the known FACTS
In defining the problem:
Truth is separated from fiction
Opinion is separated from fact
Emotion is separated from reality
Frequently the wrong problem is solved and
the issue that caused the customer complaint
is not addressed.
It is imperative the customer complaint be
clearly understood.
The only method to ensure this is to have
direct customer contact.
It is not unusual for a complaint to be
misrepresented by someone who is
reporting it rather than experiencing it.
Reporting systems and tally sheets are often
used that mis-classify problems in prearranged
but incorrect standard categories.
Part of the 5W2H problem definition is to state
the customer complaint clearly and accurately.
D8:
Congratulate
the team
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TEA BREAK
15 Minutes
77
Define Problem
Process is
Out of Control
per the trigger point set
5W2H
Is/Is not
technique
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Define Problem
Example:
Our customer XYZ complains that since 3 April till now,
they are seeing 5% failure when the Beta equipment
runs at 70 degree C environment. We must have a
containment measure and stop shipping the defect
from 4 May and remove the root cause by 1 June.
SMART Problem Statement:
5W2H HELPS CHARACTERIZE THE PROBLEM FOR FURTHER ANALYSIS.
WHO.
• Identify individuals associated with the problem.
• Characterize customers who are complaining.
• Who is having difficulty?
WHAT.
• Describe the problem adequately.
• Does the severity of the problem vary?
• Are operational definitions clear (e.g., defects)?
• Is the measurement system repeatable and accurate?
WHERE.
• If a defect occurs on a part, where is the defect located?
• What is the geographic distribution of customer complaints?
• Where the difficulties being detected?
WHEN.
• Identify the time the problem started and its prevalence in earlier time periods.
• Do all production shifts experience the same frequencies of the problem?
• What time of the year does the problem occur?
WHY.
• Any known explanation contributing to the problem should be stated.
HOW.
• In what mode of operation did the problem occur?
• What procedures were used?
HOW MANY.
• What is the extent of the problem?
• Is the process in statistical control? (e.g., P chart)
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In addition to the 5W2H analysis, it is often useful to identify:
What the problem IS - and - What the problem IS NOT
A PROBLEM SOLVING WORKSHEET THAT COMBINES 5W2H AND IS/IS NOT ANALYSIS CAN BE
A GOOD TOOL TO ENSURE ALL ASPECTS OF DEFINING THE PROBLEM HAVE BEEN
CONSIDERED
5W2H Questions
CUSTOMER TERMS/SYMPTOMS:
1.
2.
3.
4.
5.
6.
Who is the customer?
What customer first observed the defect?
To whom was it reported?
What is the problem definition in customer terms?
What is the problem definition in our terms?
Have we verified the problem with on-site visits with the customer?
Have we seen it for ourselves?
WHO, WHAT, WHEN, WHERE, WHY, HOW, HOW MANY:
1.
2.
3.
4.
5.
6.
7.
8.
9.
What is the magnitude of the problem?
Has the problem been increasing, decreasing, or remaining constant?
Is the process stable?
What indicators are available to quantify the problem?
Can you determine the severity of the problem?
Can you determine the various "costs" of the problem?
Can you express the cost in percentages, dollars, pieces, etc.?
Do we have the physical evidence on the problem in hand?
Have all sources of problem indicators been used?
Have failed parts been analyzed in detail?
Is there an action plan to collect additional information?
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Activity 2-2: Group Discussion
• Duration: 15mins
• Work on this activity with up to 3 persons per group.
• Discuss the following questions and share it to the class:
1. Identify a problem statement.
(This problem statement will be used for the
subsequent activity.)
Example: A factory is making metal lamp shades for the domestic market. These
are fabricated and then painted using a robotic paint plant in several colours.
Some of the blue finished product has a defect, paint runs. Therefore:
What: the problem is on the blue lamp shades and is not on any of the other
colours, but could be
Where: the defect is on the top flat and is not anywhere else, but could be
When: the defect is apparent after the finish coat and is not apparent after the
base coat
How big: the defect is consistently on 20% of all blue product and is not higher
or lower, increasing or decreasing but could be.
NOTE: This is only a part of the data and information that is gathered during this
process.
The problem statement could now be formatted as follows:
'20% of the blue finished product are consistently rejected for paint runs on the
top flat. Defects are not seen after base coat'
Next Time
Having determined what the problem is and what it is not, also there will be need
on focusing on what is the difference between the products that have the
problem and those that do not and what has changed for the problem to have
appeared.
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Implementation Plan
APPLY “8 DISCIPLINES”
PROBLEM SOLVING APPROACH
Section Three:
Verify Containment Action and Root Cause
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Learning Outcomes
At the end of Section Three, you will be able to:
• Explain the containment process
• Explain the root cause analysis technique
• Illustrate the common errors in root cause analysis
• Show example on the root cause analysis
Introduction
Identify the current performance and condition
Immediate actions:
1) Identify the problem
2) Isolate the problem from
the next process and customers
Determine the causes for
the current poor performance:
1) Data Collection
2) Analyse
3) Find the Root Causes
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8 DISCIPLINES
DISCIPLINE #3 - (D3)
Isolate the customer from
reoccurrences of the problem
• Immediate gathering, quarantine, and
lock-up of all suspect product
• Stop production from known problem
sources / contributors
• Examine DATA - FACTUAL EVIDENCE
to help determine what to contain and
who to stop
• Verify by experimentation and data
tracking and collection that the
problem has been contained
CONTAINMENT ACTIONS ARE
NOT AND NEVER SHOULD BE
CONSIDERED
PERMANENT
SOLUTIONS TO A PROBLEM.
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D3-IMPLEMENT INTERIM (CONTAINMENT) ACTIONS
OBJECTIVE: Define and implement containment actions to isolate the effect of the problem from
any internal or external customer until corrective action is implemented. Verify the effectiveness of
the containment actions.
•
•
•
•
•
State all containment actions and when they will be implemented.
Perform tests to evaluate the effectiveness. State the results.
State the procedures for on-going evaluation of the effectiveness (e.g., control charts, check
sheets, etc.).
Coordinate an action plan for implementing interim actions.
The search for root cause should proceed concurrently with the implementation of containment
actions.
ASSESSING QUESTIONS:
You are prepared for a review when you can answer these questions:
VERIFICATION
1.
2.
3.
4.
5.
Have all alternative actions been evaluated?
Are responsibilities for correct actions clear?
Is the required support available?
When will the actions be completed?
Does the containment action protect the customer from the effects of the problem?
CONTAINMENT ACTIONS
1.
2.
3.
4.
What containment actions have been identified?
Have you ensured that implementation of the interim solution will not create other problems?
Will all interim actions last until long-range actions can be implemented?
Have you coordinated the action plan with the customer?
CONFIRMATION ACTIONS
1. Have tests been done to evaluate the effectiveness of the interim actions?
2. Can you conduct controlled experiments to predict the outcome of the actions?
3. Can you try out the actions on a small scale to test if they will be effective?
4. Is data being collected to ensure actions will remain effective?
COLLECT AND ANALYZE DATA TO DETERMINE IF A POTENTIAL CAUSE IS A ROOT
CAUSE
After cause-and-effect diagrams have been completed, data needs to be collected to determine which
potential causes are important. Pareto diagrams and check sheets are very effective in establishing the
importance of the potential causes.
It is a mistaken belief that data oriented problem solving can be accomplished by collecting relevant data on
a problem, analyzing the results, and deciding the correct solution.
Once data is collected and analyzed, new questions often arise,
so another data collection and analysis iteration is necessary.
Many problems can have more than one root cause. Data collected investigating one potential cause may
not address other important potential causes. Several potential causes may need to be studied using the
data collection and analysis process.
Once a potential cause has been selected for investigation, the following steps are required:
•
State how the potential cause could have resulted in the described problem.
•
Establish what type of data can most easily prove or disprove the potential cause.
•
Develop a plan on how the study will be conducted.
•
Identify the actions on an action plan.
•
Organize and prepare the required materials to conduct the study.
•
Collect the required data.
•
Use appropriate statistical tools emphasizing graphical illustrations of the data.
•
Outline conclusions from the study.
Does the data establish the potential cause as being the reason for the problem or does the data point to
another potential cause that needs to be investigated also?
Data collection may be as simple as check sheets or as sophisticated as design of experiments.
By using graphical tools, quick comprehension by all participants as well as accurately communicated
information will result.
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Containment
What action can be taken
immediately?
Do we have stocks that need
sorting?
Will the actions that we take cause
other problems?
The goal of interim containment actions is to define the problem extent and try to limit it. Problem effects
have to be restrained and prompt action is important. In quality deviations our first response should be to
protect the customer. Interim containment actions are a “first aid” that protects the customer from the
problem until we define the root cause and implement permanent corrective actions.
The goal of corrective actions is to remove the root cause and prevent a concrete problem from
ever happening again. Corrective actions are directed to a concrete event that happened in the
past. When the right corrective actions are taken all root causes of the problem should be
eliminated.
The goal of preventive actions are proactive and oriented towards a potential problem in the
future. They improve a process or a product to prevent a problem from ever happening.
Containment - What action can be taken immediately?
Defect must
stop flowing to
next process
and customer
Do not stop the process but
perform special screening to filter out the defect
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Containment - What action can be taken immediately?
Last Case Study:
Our customer XYZ complains that since 3 April till now,
they are seeing 5% failure when the Beta equipment
runs at 70 degree C environment.
Problem:
Beta equipment runs at 70 degree C environment
Containment Measure:
Screening process is to stress the equipment at 70
degree C environment for 24 hours to screen out the
defect
Containment - Do we have stocks that need sorting?
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Containment - Will the actions that cause other problems?
Team has to examine
the potential problem to
the selected action
What is the
financial
impact?
How does it
affect the
delivery to the
customers?
• All stakeholders
must be
informed on the
status
• Seek their
advice on the
adversary
consequence of
the containment
action
Activity 3-1: Group Discussion
• Duration: 15mins
• Work on this activity with up to 3 persons per group.
• Discuss the following questions and share it to the class:
1. Based on activity 2-2, develop a containment plan
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A Containment Plan sample
Company
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8 DISCIPLINES
D1: Build a
Team
D2: Define
the problem
D3:
Containment
D4: Determine
the root cause
D5: Verify
the root
cause
D6:
Corrective
action
D7:
Prevention
D8:
Congratulate
the team
DISCIPLINE #4 - (D4) DEFINE AND VERIFY ROOT CAUSES
Once you have satisfied
yourself
you
have
identified
the
root
cause(s), retest and verify
all data pointing to the
suspected root cause(s) Make the problem come
and go!
The important thing here is to be sure you have Identified and tested
ALL potential causes
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D4 - DEFINE AND VERIFY ROOT CAUSES
OBJECTIVE:
Identify all potential causes which could explain why this problem occurred. Isolate and verify the
root cause by testing each potential cause against the problem description and test data. Identify
alternative corrective actions to eliminate root causes.
Identify Potential Causes
•
Define the "effects" for a Cause-&-Effect diagram clearly.
•
Prepare a 5M, Process, or Stratification Cause-&-Effect diagram for each effect.
You may choose to use a combination.
•
Team members should each assume their activity causes the problem.
Each should ask themselves "How could what I do possibly
generate the problem?".
•
Prepare a Time Line Analysis if the problem was not always present.
Identify "what changed, when"?
•
Perform a Comparative Analysis to determine if the same or a similar problem existed in related products or
processes.
•
Identify past solutions and root causes which may be appropriate for the current problem.
Check the Lessons Learned data and similar product DFMEA /
PFMEA’s
•
Identify several potential causes. Develop a plan for investigating each cause, and update the Action Plan.
•
Evaluate a potential cause against the problem description.
Root Cause Identification
Analyse isolates the top causes
behind the problem:
•
•
•
•
In most cases, there will be no
more than three causes
If too many causes are identified,
then the team has either not
isolated the primary causes
The team is too ambitious to
achieve success with single project
Speed is the key to reduce the
damage and losses
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D4 - DEFINE AND VERIFY ROOT
CAUSES
Problem Solving Tools - Root cause
identification and verification
Analyze Potential Causes Use the iterative
process to analyze each potential cause:
•
•
•
•
•
•
Hypothesis Generation: How does the
potential cause result in the problem?
Design:
What type of data can most
easily prove or disprove the hypothesis?
Preparation:
Obtain materials and
prepare a check sheet.
Data Collection: Collect the data.
Analysis: Use simple, graphical methods
to display data.
Interpretation: Is the hypothesis true?
Investigate
several
independently.
potential
causes
Use an Action Plan to manage the analysis
process for each potential cause being
studied.
•
•
•
•
•
•
•
•
•
Flow Charting
Cause and Effect Diagrams
Scatter Diagrams
Histograms
Check Sheets
Pareto Charts
Run Charts
Control Charts
Brainstorming
Problem Solving Techniques
•
•
•
•
•
•
Use brainstorming and Cause and
Effect diagrams to narrow potential root
causes
Compare selected potential root
causes to the IS/IS NOT data
Investigate several root causes at the
same time
Conduct experiments to verify your
selected root cause(s)
Do a DOE - Taguchi Study if necessary
Ask for additional help if necessary
Root Cause Analysis
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Tools used in Finding Root Cause
Pareto Chart
• Used to graphically summarize and display the
relative importance of the differences between
groups of data
• Identify the most critical cause
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Tools used in Finding Root Cause
Pareto Principle (80/20 Rule)
•
•
•
•
80 percent of process defects arise from 20 percent of the process
issues.
20 percent of your sales force produces 80 percent of your
company revenues.
80 percent of delays in schedule arise from 20 percent of the
possible causes of the delays.
80 percent of customer complaints arise from 20 percent of your
products or services.
“For many events, roughly 80% of
the efforts come from 20% of the
causes.” - Pareto
Tools used in Finding Root Cause
Construct a Pareto Chart
• Can be constructed by segmenting the range of the data into
groups
• For example, if the business was investigating the delay
associated with processing credit card applications, we
could group the data into the following categories:
–
–
–
–
–
No signature
Residential address not valid
Non-legible handwriting
Already a customer
Other
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Tools used in Finding Root Cause
Construct a Pareto Chart
• Left-side vertical axis is labeled Frequency (the number of
counts for each category)
• Right-side vertical axis is the cumulative percentage
• Horizontal axis is labeled with the group names of
response variables
Tools used in Finding Root Cause
Construct a Pareto Chart
• Determine the number of data points that reside within
each group and construct the pareto chart
• Unlike the bar chart, the pareto chart is ordered in
descending frequency magnitude.
• The groups are defined by the user.
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Tools used in Finding Root Cause
What are the
largest issues
facing in the
team or
business?
Where should
we focus our
efforts to
achieve the
greatest
improvements
?
Pareto
Chart
What 20
percent of
sources are
causing 80
percent of the
problems?
Tools used in Finding Root Cause
Fishbone (Cause and Effect) Diagram
• Visually display the many potential causes for a
specific problem or effect
• Useful in a group setting and for situations in
which little quantitative data is available for
analysis
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Tools used in Finding Root Cause
Construct a Fishbone
•
•
•
Step 1: Stating the problem by framing it as a “WHY”
question
Step 2: Place this question in a box at the “head” of the
fishbone
Step 3: The rest of the fishbone then consists of one line
drawn across the page and several lines, or “bones,” coming
out vertically from the main line.
“Why is the
help desk’s
abandon rate
so high?”
Tools used in Finding Root Cause
• Branches are labeled with different categories
Service Industries
(The 4 Ps)




Policies
Procedures
People
Plant/Technology
Manufacturing Industries
(The 6 Ms)






Machines
Methods
Materials
Measurements
Mother Nature
(Environment)
Manpower
(People)
Process Steps
(for example)






Determine
Customers
Advertise Product
Incent Purchase
Sell Product
Ship Product
Provide Upgrade
Note: Feel free to modify the categories for your project and subject matter
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Tools used in Finding Root Cause
Construct a Fishbone
• Step 4: Once the branches labeled, begin brainstorming
possible causes and attach them to the appropriate
branches.
• Step 5: For each cause identified, continue to ask “why does
that happen?” and attach that information as another bone of
the category branch.
• Step 6: Once the fishbone completed, it is advisable to
prioritize in the key causes identified.
Tools used in Finding Root Cause
5-Why
• Used in the Analyze phase of DMAIC methodology
• A great tool that does not involve data segmentation,
hypothesis testing, regression or other advanced statistical
tools
• By repeatedly asking the question “Why”, you can peel away
the layers of symptoms which can lead to the root cause of
a problem
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Tools used in Finding Root Cause
5-Why Analysis
Tools used in Finding Root Cause
5-Why Analysis – Distribution Centre
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Tools used in Finding Root Cause
Benefits of the 5 Whys:
• Help identify the root cause
• Determine the relationship between different root
causes
• One of the simplest tools
• Easy to complete without statistical analysis.
Tools used in Finding Root Cause
When Is 5 Whys Most Useful?
• When problems involve human factors or
interactions
• In day-to-day business life
• Can be used within or without a Six Sigma project.
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Tools used in Finding Root Cause
How to Complete the 5 Whys?
• Write down the specific problem
• Ask Why the problem happens and write the
answer down below the problem.
• If the answer doesn’t identify the root cause of the
problem in Step 1, then ask Why again and write
down
• Loop back to Step 3 until the team is in agreement
that the problem’s root cause is identified
• Again, this may take fewer or more times than five
Whys
Tools used in Finding Root Cause
5-Why Analysis Example
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CAUSE AND EFECT DIAGRAMS
ONCE A CLEAR AND SPECIFIC PROBLEM IDENTIFICATION HAS
BEEN MADE, A CAUSE AND EFFECT ANALYSIS SHOULD BE
COMPLETED.
Cause and Effect Diagrams are graphic representations of potential problem causes.
They are sometimes called:
FISHBONE DIAGRAMS, ISHIKAWA DIAGRAMS or CAUSE AND EFFECT DIAGRAMS
There are various types of cause and effect diagrams including:
PROCESS FLOW, 5M (sometimes called 5M and E), STRATIFICATION
The type C&E diagram utilized should be the one (or more) that provides the best detailed breakdown of
potential causes.
Ask yourself: "What variability could result in the stated problem?”
Add each identified potential source of variation to the C&E diagram
Without variability, either there are No problems (all good) or Everything's a problem (all bad)
With variability, there are probably Some good and some bad.
Continue to ask the question for each main branch of the Cause-and-Effect diagram.
The Objective is to Identify all potential causes of the problem
(by identifying sources of variability).
Tools used in Finding Root Cause
Creating the Fishbone & 5-Why Analysis
Step 1
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Tools used in Finding Root Cause
Creating the Fishbone & 5-Why Analysis
Step 2
Tools used in Finding Root Cause
Creating the Fishbone & 5-Why Analysis
Step 3
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Tools used in Finding Root Cause
Creating the Fishbone & 5-Why Analysis
Step 4
Tools used in Finding Root Cause
Creating the Fishbone & 5-Why Analysis
Step 5
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Tools used in Finding Root Cause
Creating the Fishbone & 5-Why Analysis
Step 6
Tools used in Finding Root Cause
Histograms
•
•
•
•
Graphically summarize and display the distribution of a
process data set
A bar chart showing the frequency of an outcome
In Six Sigma, histogram is to visualize what is going on. It
reflects the voice of the process
Examine the characteristic of the process
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Tools used in Finding Root Cause
How to use a Histogram
•
•
Six Sigma practitioners use the pattern reflected in the
histogram to discern a process variation
It is a kind of data visualization - a histogram is useful in
evaluating the shape of the data
Tools used in Finding Root Cause
Histogram – Data
Visualization
•
Bell-Shaped Histogram
– If there is a bell shape, your data
is normally distributed and hence,
no variation (or influence from other
factors like the 6Ms).
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Tools used in Finding Root Cause
Histogram – Data
Visualization
•
Histogram with Spikes
– If there are multiple spikes in the
chart, there is likely variation in the
process
•
Even Histogram
–
If all of the bars in the histogram are
at the same level it’s not likely that we
are measuring the process in the
correct manner
Tools used in Finding Root Cause
How to Construct a Histogram?
•
•
Constructed by segmenting the range
of the data into equal sized bins (also
called segments, groups or classes)
Step 1: Get Data
– Example: Delay times in mins for an airline
(Use continuous data collection from a
frequency distribution check sheet)
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Tools used in Finding Root Cause
How to Construct a
Histogram?
•
Step 2: Order it and
Assign Categories
Tools used in Finding Root Cause
How to Construct a Histogram?
•
Step 3: Create a Bar Chart Preserving Counts and
Categories
– Vertical axis is labeled as Frequency
– Horizontal axis is labeled with the range of response variable
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Tools used in Finding Root Cause
• How to Create a Histogram in MiniTab
https://www.youtube.com/watch?v=JA5YZ5fwUso&feature=youtu.be&list=UUcIoYrgo8Ir
q8bNR6Bpqdbg
Tools used in Finding Root Cause
Questions that Histogram able to Answers
•
•
•
•
What is the most common system response?
What distribution (center, variation and shape) does the data have?
Does the data look symmetric or is it skewed to the left or right?
Does the data contain outliers?
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Tools used in Finding Root Cause
Scatter Diagrams
• The relationship between two kinds of data or two
process variables
• The relationship between a cause and an effect,
between one cause and another, or even between
one cause and two others
Tools used in Finding Root Cause
When to use Scatter Diagrams?
• Examine theories about cause-and-effect
relationships and search for root causes of an
identified problem
• Design a control system to ensure that gains from
quality improvement efforts are maintained
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Tools used in Finding Root Cause
When to use Scatter Diagrams?
• Example:
Suppose you have been working on the process of getting to
work within a certain time period:
– The control chart you constructed on the process shows that, on
average, it takes you 25 minutes to get to work. The process is
in control.
– You would like to decrease this average to 20 minutes.
– What causes in the process affect the time it takes you to get to
work? There are many possible causes, including traffic, the
speed you drive, the time you leave for work, weather conditions,
etc. Suppose you have decided that the speed you drive is the
most important cause.
– A scatter diagram can help you determine if this is true.
Tools used in Finding Root Cause
When to use Scatter Diagrams?
• Scatter diagram would be showing the relationship between a
"cause" and an "effect“.
• The cause is the speed you drive and the effect is the time it
takes to get to work.
• You can examine this cause and effect relationship by varying
the speed you drive to work and measuring the time it takes to
get to work.
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Tools used in Finding Root Cause
Interpreting a Scatter Diagram
• Scatter diagrams shows six possible correlations between the
variables:
The value of Y clearly increases as
the value of X increases.
The value of Y increases slightly as
the value of X increases.
Tools used in Finding Root Cause
Interpreting a Scatter Diagram
• Scatter diagrams shows six possible correlations between the
variables:
The value of Y clearly decreases as
the value of X increases.
The value of Y decreases slightly as
the value of X increases.
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Tools used in Finding Root Cause
Interpreting a Scatter Diagram
• Scatter diagrams shows six possible correlations between the
variables:
The value of Y seems to be related
There is no demonstrated connection
to the value of X, but the relationship between the two variables.
is not easily determined.
Tools used in Finding Root Cause
Interpreting a Scatter Diagram
•
•
Figure A shows a strong positive correlation between x
and y. This means that if x increases, then so will y.
If x is the speed you drive and y the time it takes to get to
work, a strong positive correlation would mean that the
faster you drive (increasing x), the longer it takes to get
to work (increasing y).
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Tools used in Finding Root Cause
Interpreting a Scatter Diagram
•
•
Figure B shows a situation where a positive correlation
may be present. This means if x increases, y will
increase somewhat.
However, there are probably other factors that are affecting
y.
Tools used in Finding Root Cause
Interpreting a Scatter Diagram
•
•
Figure C shows an example of no relationship or
correlation between x and y.
In other words, y is affected by other causes than x. For
the driving to work example, this would mean that the speed
at which you drive has no effect on the time it takes to
get to work.
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Tools used in Finding Root Cause
Interpreting a Scatter Diagram
•
•
Figure D is an example of a possible negative relationship
between x and y.
Increasing x (the speed) decreases y (the time)
somewhat, but there appear to be other causes that affect y.
Tools used in Finding Root Cause
Interpreting a Scatter Diagram
•
•
Figure E shows a strong negative relationship between x
and y.
This means that an increase in x causes a decrease in y.
For example, the faster you drive, the more quickly you get
to work.
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Tools used in Finding Root Cause
Steps in Making a Scatter Diagram
• Step 1: Gather the data
–
•
Step 2: Plot the data
–
–
•
Collect 25 to 100 paired samples of data (x and y values), the
relationship of which you wish to investigate, and record the
data.
Select the scales for the x and y axes.
Plot each paired value of sample data on the chart.
Step 3: Determine the relationship between X and Y
–
By visual or by using a software package, such as SPC for
Excel
Tools used in Finding Root Cause
Plot Scatter Diagram
• In a warehouse, pickers pick line
items from a pick ticket. Is there a
correlation between lines picked per
day in a warehouse and overtime
hours?
• The data for the last 22 days are
given in the table.
• The scatter diagram is also given. Is
there a correlation? If so, what type of
correlation?
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Tools used in Finding Root Cause
Plot Scatter Diagram
• The equation shows the relationship between lines picked per
day and overtime. The equation is:
Y =1.3 + (0.0392)X
where Y = overtime in hours
X = lines picked per day
•
Use this equation to predict overtime based on the number of
lines picked per day.
Tools used in Finding Root Cause
Plot Scatter Diagram
• For example, if the number of lines picked on a given day was
600, the overtime is predicted to be:
Y =1.3 + (0.0392)X
= 1.3 + (0.0392*600)
= 24.82
•
The key number in the equation is the 0.0392. This is the slope
of the line. It means that when the line items picked per day
increases by 1, the overtime hours will increase by .0392 hours.
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Tools used in Finding Root Cause
• Failure Mode Effects Analysis (FMEA) - to
identify, evaluate and take actions to reduce risk of
failure
Tools used in Finding Root Cause
• When to Use FMEA
– When a process, product or service is being designed or
redesigned, after quality function deployment.
– When an existing process, product or service is being
applied in a new way.
– Before developing control plans for a new or modified
process.
– When improvement goals are planned for an existing
process, product or service.
– When analyzing failures of an existing process, product
or service.
– Periodically throughout the life of the process, product or
service
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Tools used in Finding Root Cause
•
FMEA Key Terms
– Failure mode – The way in which a process can fail
– Effect – The impact on the process or customer requirements
as a result of the failure
– Severity – The impact of the effect on the customer or process
– Root cause – The initiating source of the failure mode
– Occurrence (or frequency) – How often the failure is likely to
occur
– Detection – The likelihood that the failure will be discovered in
a timely manner, or before it can reach the customer.
– Risk priority number (RPN) – The value computed by
multiplying the values assigned to Severity, Occurrence and
Detection
Tools used in Finding Root Cause
Process
Failure Mode Occurrence Detection
Step
Putting
tag on
suitcase
Putting
tag on
suitcase
Wrong
destination on
tag
Tag does not
adhere to
suitcase (falls
off)
3
5
2
3
Effect
Suitcase goes to
the wrong
destination
Does not leave
airport and goes
to lost and found
Severity RPN
3
45
5
30
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Tools used in Finding Root Cause
• Is-Is Not Matrix
– A stratification analysis
– A useful tool for collecting initial information about a
problem
– Especially good as an “ice-breaker” in the initial stages of
problem solving because it focuses the team on
questions that must be answered first
– Amplify the Problem Statement
– Identifies data that needs to gathered where necessary
to better understand the problem
Tools used in Finding Root Cause
Is-Is Not Matrix
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Tools used in Finding Root Cause
•
Is-Is Not Example
A factory is making metal lamp shades for the domestic
market. These are fabricated and then painted using a
robotic paint plant in several colours. Some of the blue
finished product has a defect, paint runs.
Therefore,
• What: the problem is on the blue lamp shades and is not on
any of the other colours, but could be.
• Where: the defect is on the top flat and is not anywhere else,
but could be
• When: the defect is apparent after the finish coat and is
not apparent after the base coat
• How big: the defect is consistently on 20% of all blue products
and is not higher or lower, increasing or decreasing but could
be.
Tools used in Finding Root Cause
•
Is-Is Not Example
A factory is making metal lamp shades for the domestic
market. These are fabricated and then painted using a
robotic paint plant in several colours. Some of the blue
finished product has a defect, paint runs.
Problem Description:
“ 20% of the blue finished product are consistently
rejected for paint runs on the top flat. Defects are not
seen after base coat.”
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D4 - DEFINE AND VERIFY ROOT CAUSES
Validate Root Causes
• Clearly state root cause(s) and identify data which suggests
a conclusion.
• Verify root cause factors are present in the product or
process.
• Can we generate the problem independently?
• Can we make it come and go?
VERIFY YOUR ROOT CAUSE CANDIDATES
- Make the problem come and go - Turn it on and off -
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D4 - ASSESSING QUESTIONS:
POTENTIAL CAUSES:
1. Have you drawn the process flow and stratification C&E diagrams and identified all sources of
variation?
2. Have all sources of information been used to define the cause of the problem?
3. Do you have the physical evidence of the problem?
4. Can you establish a relationship between the problem and the process?
5. Do you continually challenge the potential root causes with the question "why" then follow with
"because" to construct alternative potential causes?
6. Is this a unique situation or is the likely problem similar to past experience?
7. What are the "is, is not" differences?
8. Has a comparative analysis been completed to determine if the same or similar problem existed in
related products?
9. What are the experiences of recent actions that may be related to this problem?
10. Why might this have occurred?
11. Why haven't we experienced this before?
12. What changed?
Manufacturing:
- new suppliers?
- new tools?
- new operators?
- process changes?
- measurement system?
- raw materials?
- vendor-supplied parts?
- do other plants have a similar problem?
Engineering:
- any pattern to the problem?
- geographically?
- time of year?
- build dates?
- did the problem exist at program sign-off?
- was it conditionally signed-off?
- did the problem exist on prototype vehicles?
- did the problem exist on the functional builds?
- did the problem exist on the 4-p's?
(pre-production product prove-out)
D4 - ASSESSING QUESTIONS:
DATA:
1. What data is available to indicate any changes in the process?
2. Does data exist to document the customer's problem?
ROOT CAUSE
1. If the potential cause is the root cause, then how does it explain all we know about the
problem? How has this been verified?
2. Is there any possibility that there is another contributing cause besides the one we have
identified? How is this being evaluated?
OTHER POTENTIAL CAUSES
1. What evidence do you have that other potential causes are actually occurring?
2. If they are occurring, what unwanted effects might they produce?
3. Do actions need to be taken to ensure that other potential causes do not create
unwanted effects?
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Generate a process map that allows narrowing to the processes which are
suspected of giving problem.
End of Day 1
Day 2
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8 DISCIPLINES
D1: Build a
Team
D2: Define
the problem
D3:
Containment
D4: Determine
the root cause
D5: Verify
the root
cause
D6:
Corrective
action
D7:
Prevention
D8:
Congratulate
the team
Verification of the root cause
•
•
•
Once the root cause is identified, the team has to come out
with a solution or corrective action to the root cause
Use the corrective action procedure to test the effectiveness
of corrective by correlation analysis, reviewing whether the
control chart or trend chart return to normal.
The control chart, histogram, trend chart and scatter diagram
can be used to test root cause.
This chart has verified validity of the root cause
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Activity 3-2: Group Discussion
• Duration: 15mins
• Work on this activity with up to 3 persons per group.
• Discuss the following questions and share it to the class:
1. Based on activity 3-1, verified a root cause
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Common Errors in Root Cause Analysis
Stopping
before getting
to the root
cause
People and
process are
the most likely
the root cause
Losing the
“why”
“But nobody’s
complained
before”
Identify the
root cause, not
whom to blame
“That’s outside
our control”
attitude
Corrective action
Make the
problem visible
APPLY “8 DISCIPLINES”
PROBLEM SOLVING APPROACH
Section Four:
Corrective Action
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Learning Outcomes
At the end of Section Four, you will be able to:
• Explain selection of best corrective action
• Explain the implementation design
Introduction
After verification of the root cause, the team
will generate several corrective actions or
solutions.
The team will evaluate each of the alternative
solutions and select the best corrective action.
With management’s approval, the team will
start a pilot run. The team should
communicate the solution prior to the final
implementation.
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8 DISCIPLINES
D1: Build a
Team
D2: Define
the problem
D3:
Containment
D4: Determine
the root cause
D5: Verify
the root
cause
D6:
Corrective
action
D7:
Prevention
D8:
Congratulate
the team
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Corrective Action Generation and Selection
Define solution
criteria
Generate the
possible
corrective
actions
Design the
implementation
plan
Test the
solution
Activity 4-1: Group Discussion
• Duration: 15mins
• Work on this activity with up to 3 persons per group.
• Discuss the following questions and share it to the class:
1. Based on activity 3-2, define selection criteria and
present their corrective action.
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Implementation of Corrective Action
Has everyone been
notified of the
actions taken?
• The team have to train the persons who perform
the job.
• The team leader will coordinate with the relevant
parties and determine full implementation date.
• The leader has informed all the stakeholders.
Have we reviewed
and updated the
documents
• The operating procedure and FMEA chart have to
be revised to reflect the new procedure.
Have any temporary
short term fixes
been removed?
• The leader has to make sure the short term fixed is
removed in tandem with the full implementation of
corrective action.
Corrective Action Checklist
8/31/2022
Poka-Yoke Method
• Can be used wherever something can go wrong or
an error can be made
• A technique, a tool that can be applied to any type
of process be it in manufacturing or the service
industry
Poka-Yoke Method
• Types of Errors:
1.
2.
3.
4.
5.
6.
Processing error
Set up errors
Missing part
Improper part/item
Operations error
Measurement errors
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Step by Step Process in Applying Poka-Yoke
1. Identify the operation or process
2. Analyze the 5-whys and understand the ways a process can fail.
3. Decide the right poka-yoke approach, such as using a shut out
type (preventing an error being made), or an attention type
(highlighting that an error has been made).Poka-Yoke take a more
comprehensive approach instead of merely thinking of poka-yokes
as limit switches, or automatic shutoffs. A poka-yoke can be
electrical, mechanical, procedural, visual, human or any other form
that prevents incorrect execution of a process step.
4. Determine whether a contact - use of shape, size or other physical
attributes for detection, constant number - error triggered if a
certain number of actions are not made sequence method - use of
a checklist to ensure completing all process steps is appropriate.
5. Trial the method and see if it works.
6. Train the operator, review performance and measure success.
Common Errors in Generating Corrective Action
•
•
•
•
•
The team members want the quick result and reward at the
expense of best solution.
The members use intuition and feeling to select and ignore the
data and fact.
The solution selected only address the symptom not the root
cause.
The members base on recent event occurred to select the
solution without looking into the total picture.
The members biased toward their own value and belief in
selecting the solution.
Factors that would affect the effectiveness of corrective actions: • Unclear instructions
• Misinterpretation of instructions
• Poor follow-up
• Lack of skills or training
8/31/2022
Corrective action
APPLY “8 DISCIPLINES”
PROBLEM SOLVING APPROACH
Section Five:
Prevention and Celebration
8/31/2022
Learning Outcomes
At the end of Section Five, you will be able to:
• Explain the method used in sustaining the results
• Explain the important of knowledge sharing and
continuous improvement
• Discuss the project closure
Introduction
The team must ensure what they have
achieved can be sustained and prevent the
reoccurrence of the same problem.
Putting a control plan in place is vital to
ensure that the process is carried out
consistently.
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8 DISCIPLINES
D1: Build a
Team
D2: Define
the problem
D3:
Containment
D4: Determine
the root cause
D5: Verify
the root
cause
D6:
Corrective
action
D7:
Prevention
D8:
Congratulate
the team
8/31/2022
8/31/2022
Ensure Results Sustained and Prevent Reoccurring
• Following are the steps to sustain the result
achieved
– Document the new methods in order to develop standard
work procedures
– Provide training to those who will use new methods
– Monitor implementation and take corrective action
– Process Review & Audit
8/31/2022
Ensure Results Sustained and Prevent Reoccurring
•
Control chart, trend chart, check sheet, Pareto Diagram and
histogram can be used to measure and monitor the result
Checklist to ensure the control plan is in place:
 What is the control/monitoring plan? What are the critical parameters
to watch?
 How will the process owner and team be able to hold the gains?
 What key inputs and outputs are being measured on an ongoing
basis?
 How will input, process, and output variables be checked to detect for
sub-optimal conditions?
 How will control chart readings and control chart limits be checked to
effectively monitor performance?
 Will any special training be provided for control chart interpretation?
 Create a process to update and improve the method
 Summarize and communicate key lessons learned to others
Transfer Ownership
Closure of corrective action
Checklist to ensure the proper transfer of the new process to
the original owner:
 Who is the process owner?
 How will the day-to-day responsibilities for monitoring and
continual improvement be transferred from the improvement
team to the process owner?
 How will the process owner verify improvement in present and
future sigma levels, process capabilities?
 Is there a recommended audit plan for routine surveillance
inspections of the 8D project’s gains?
 What is the recommended frequency of auditing?
 What is nest improvement project?
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Knowledge Management
Integrating and Institutionalizing Improvements, Knowledge and
Learning
– What other areas of the organization might benefit from the
project team’s corrective action, knowledge, and learning?
– How might the organization capture best practices and lessons
learned so as to leverage improvements across the business?
– What other systems, operations, processes, and infrastructures
(hiring practices, staffing, training, incentives/rewards,
metrics/dashboards/scorecards, etc.) need updates, additions,
changes, or deletions in order to facilitate knowledge transfer
and improvements?
– What is next improvement project?
– Generate 8D report.
8 DISCIPLINES
D1: Build a
Team
D2: Define
the problem
D3:
Containment
D4: Determine
the root cause
D5: Verify
the root
cause
D6:
Corrective
action
D7:
Prevention
D8:
Congratulate
the team
8/31/2022
Celebrate Success
•
•
•
Last step of the 8D process
Consist of an acknowledgement from management of the
good work done by 8D team
Approvals for the 8D report
 Archiving Documents for fast retrieval
 Capturing 8D process improvement
suggestions
 Compare the progress with “before and
after” discussion
 Leadership should congratulate the team
in a timely manner
 The project team themselves should
recognize others who supported them
 Learning’s should be shared with
stakeholders to prevent similar issues in
other groups
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The 8-D explained….
D3: Containment of problem may involve additional screening of products to ensure
customers do not receive defective products
D6: Validate Corrective action refers to collecting data to really prove that corrective
action is effective with problem solved or reject % reduced to target set
Key
Components
of Actions
8/31/2022
Activity 1-2 (Goal & Objectives)
Applied Discussion For the
Exercises for D1 to D8
The 8-D Report Sample explained….
The information to be showed in formatting the 8 Disciplines report consists
of:Date, time, team members, the 8 steps, action items with planned date,
actual date and responsibilities, finding, approval, document number etc
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Common Root Cause Analysis Tools Sharing
•
•
•
•
•
•
•
Cause & Effect or Fishbone
Why-Why analysis
Pareto chart
Histogram
Scatter diagram
FMEA
Is/Is Not analysis
8/31/2022
Common Errors in Generating Corrective Action
•
•
•
•
•
The team members want the quick result and reward at the
expense of best solution.
The members use intuition and feeling to select and ignore the
data and fact.
The solution selected only address the symptom not the root
cause.
The members base on recent event occurred to select the
solution without looking into the total picture.
The members biased toward their own value and belief in
selecting the solution.
Factors that would affect the effectiveness of corrective actions: • Unclear instructions
• Misinterpretation of instructions
• Poor follow-up
• Lack of skills or training
Ensure Results Sustained and Prevent Reoccurring
• Following are the steps to sustain the result
achieved
– Document the new methods in order to develop standard
work procedures
– Provide training to those who will use new methods
– Monitor implementation and take corrective action
– Process Review & Audit
8/31/2022
APPLY “8 DISCIPLINES”
PROBLEM SOLVING
APPROACH