8 discipline methodology (team oriented problem solving) the sunpower way

8 Discipline Methodology (Team Oriented Problem Solving)

The SunPower Way

June 2008

An essential part ofContinual Improvement and Problem Prevention

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Audience

Audience:

This class is designed for individuals seeking a basic understanding of the SunPower 8-D Problem Solving Methodology.

Prerequisites:

SunPower On-boarding Quality Training

Time:

Course requires 8 hours of classroom instruction.

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Workshop Objectives

As a result of attending this course the participant will be able to:

• Understand the 8-D method of problem solving and apply it to actual problems.

• Be aware of typical problem solving potholes (and what to avoid).

• Be able to use basic problem solving tools and techniques leading to root cause analysis, corrective and preventive action and globalization.

• Develop a common language within the team to be used for problem solving.

• Learn the 5-Why’s method for determining root cause and techniques for problem prevention.

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Workshop Outline – The SunPower Way

Introduction Overview of 8-D Problem Solving

Section I Step 1 –Form the Cross-functional Team

Section II Step 2 –Describe the Problem

Section III Step 3 –Implement and Verify Interim Containment

Section IV Step 4 –Identify and Verify Root Cause

Section V Step 5 –Choose and Verify Corrective Action

Section VI Step 6 –Implement Permanent Corrective Action

Section VII Step 7 –Prevent Recurrence & Globalize

Section VIII Step 8 –Congratulate the Team

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8D Problem Solving Certification Requirements

Criteria

• Complete the 1 day 8D Problem Solving Workshop.

• Pass the culmination exam at the conclusion of training.

Overview

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Desired Results

Desired Results from the 8D Problem Solving Workshop . . . .

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Problem Solving

Problem Solving Defined

The systematic process used by individuals and teams for defining, analyzing, solving and verifying the solution to complex problems.

Key Points:SystematicIndividuals and TeamsComplex Problems

8D stands for 8 Disciplines of Problem Solving

At SunPower we also add ‘prevention of similar problems’ as part of our problem solving definition.

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Typical Problem Solving Failures

Problem Description is Inaccurate: Effective problem solving needs a clear definition of the problem to be attacked. The statement of the problem must adequately define the problem and be narrow enough in scope for the team to pursue.

Skipping Steps: Due to urgency and routing, key steps in the problem solving process are skipped, leading to faulty decisions being made.

Lack of Involvement of a Key Individual: Not having the correct team make-up to solve the problem and/or lack of commitment and involvement of team members.

Reacting to Symptoms: Team reacts to symptoms rather than conducting root cause analysis.

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Problem Solving Benefits

• Efficient use of time, energy, and resources in solving problems.

• Build a body of knowledge, so that solved problems remain solved. (A core competency for the company)

• Increased customer satisfaction.• Enhanced employee involvement.• Reduce the “headache factor”.• Support ISO 9001:2000 efforts within the organization

for corrective actions and continual improvement.• Help the organization to achieve bottom line

exceptional results.

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8-D Problem Solving Applicability

When to Use 8-D• Significant problems ($, customer satisfaction)• At the request of customers.• Systemic, Chronic or Acute problems (Painful).• Cross-functional issues.• Safety Issues

When to not use 8-D• Small problems (low significance)• Things that can be easily fixed.• One time issues that are not likely to be repeated.

• Note that “RCCA” is a shortened version of 8D. Its’ use and more detail on when to use 8D is covered in the CAPA system training.

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Discipline 6

Implement Permanent

Corrective Action

Discipline 1

Form the cross-functional team Discipline 2

Describe the problem (Document and

Analyze)

Discipline 3

Implement and Verify Interim Containment

Discipline 5

Choose and Verify Corrective Action

8 Discipline Problem Solving Flow – The SunPower Way

Discipline 8Congratulate the Team & Closure with Customer

Discipline 7

Prevent Recurrence / Globalize

Robust

Cause & Effect Diagram

New Ideas

Learning

Test Solutions

Discipline 4

Identify and Verify Root Cause

5 Whys

RESULT: Solutions that prevent future problems & get us away from fighting fires.

RESULT: Solutions that prevent future problems & get us away from fighting fires.

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Step 1 –Form the Cross-Functional Team (Overview)

Purpose: To select a cross-functional team to address significant problems at the organization. The teams will have defined roles, including that of sponsor, leader and team members.

Tools:

•Team Identification Worksheet

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Step 2 –Describe the Problem (Overview)

Purpose: To accurately identify a problem statement that the team can pursue. The team should define a justification for the problem to be pursued and to clarify the parameters of the problem with data.

Tools:

•Is / Is Not Worksheet

•Photographs

•Data Collection Tools (Pareto, Trend or SPC Charts, Logs, Timeline of events, Process flow charts)

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Step 3 –Implement & Verify Containment (Overview)

Purpose: To prevent the problem from affecting the customer or to minimize loss to the organization. The containment effort should clearly define actions to be taken and is meant to be a short-term “fix” versus a long term solution.

Tools:

•Containment Action Plan (3WI)

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Step 4 –Identify & Verify Root Cause (Overview)

Purpose: To determine the underlying cause of the problem being seen so that true remedial corrective actions can be taken. Root cause analysis depends on the interplay between theory/conjecture and data.

Tools:

•Cause and Effect Diagram (also called Ishikawa or Fishbone Diagram)

•The 5 Why’s

•Brainstorming

•Pareto Analysis

•Trend or SPC Charts

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Step 5 –Choose & Verify Corrective Action (Overview)

Purpose: To select the optimal solution to address the identified root cause. Team’s should brainstorm potential corrective actions and select the most efficient and effective solution available.

Tools:

•Solution Development Worksheet

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Step 6 –Implement Permanent Corrective Action (Overview)

Purpose: To plan and implement selected corrective action(s) and to validate that the solution had the desired effect.

Tools:

•3WI (What, Who, When, Impact)

•Data Collection Tools (same as described in Step 2)

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Step 7 –Prevent Recurrence & Globalize (Overview)

Purpose: To ensure that actions are taken to prevent similar problems. The team should ensure that implemented solutions are institutionalized and communicated to benefit other parts of the organization.

Tools:

•Training

•PSC Audits

•FMEA (Failure Mode & Effects Analysis)

•Poka Yoke (Mistake Proofing)

•Documentation

•Communication to other sites, product lines, BUs

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Step 8 –Congratulate the Team & Closure (Overview)

Purpose: To successfully conclude the team and to recognize the team’s efforts.

Tools:

•Cost/Benefit Analysis

•Lessons Learned

•“Close the Loop” with Customer

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CAPA System & Presentation Template

The CAPA system (CATSWeb) is used to initiate CAPAs, track progress, document actions taken and serve as a knowledge database.

The Corrective Action Presentation Template (001-12590) guides the team at each Discipline to complete the appropriate tools and record the information relevant to the CAPA.

These are covered in the CAPA System training course which is a follow-on to this 8D training.

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8-D Overview Discussion Questions

1. Of the 8 Steps of the 8-D, which steps are most likely to be skipped?

2. What effect will skipping these steps likely have?

3. Are any of these steps potentially unnecessary? Under what conditions?

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Identify that a Problem or Opportunity Exists

There are numerous sources of information to determine that a problem or opportunity exists:

• Customer complaints

• Failures from internal quality checks

• Field failures

• Negative data from trend charts

• Schedule slips

• Opportunities –based on team goals for improvement.

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– Determine if first time or repeat problem

– Provide all available information about the issue or accident

1. Information – Date, Time, Location, Product Details, $

2. Sequence of events

3. Photographs

4. Reference relevant cases (Complaint, Service call, RMA,…)

Initial Problem Awareness

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D1: Form the Cross-functional Team

Team selection is the critical step where the appropriate resources necessary to address the problem are assigned.

What is needed– Form a small core group of 5-7 people– Select individuals with appropriate skill sets -process, product and

technical knowledge and those with vested interest.– Allocated Time and team commitment

Key tasks

– Define Team composition and roles.

– Set high level team objectives

– Clarify initial problem statement

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D1: Form the Cross-functional Team Team Selection – Pick the ‘Top Guns’

– Leader: Coordinates the investigation; Leads the team; Has time allocated Character fit & experience: Helpful to have project management skills; tenacity; &

ability to ask questions

– Scribe: Keeps minutes and assignments in an action plan

– Sponsor: Supports the team in accessing appropriate resources, assists if the team ‘stalls’, promotes executive awareness

– Facilitator: 8D process and team tools expertise; asks questions; guides team on the process

– Subject Matter Experts & Consultants

Team Process

– Regular meetings

– Action Item Tracking

– Work with speed / urgency

– Communication (internally, externally and regularly)

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D1: Selecting Cross-Functional Team Members

Consider the following criteria when selecting likely candidates for a problem solving team:• Able to contribute a unique perspective• Able to be part of a team (logistics)• Have no preconceived notions of “the answer”• Have the authority to affect change

ProcessEngineers

MaintenanceTechnicians

ManufacturingOperator

MaterialControl

Customers

Marketing/Sales

DesignEngineers

ManufacturingSupervisor

Team Membership

Remember, team members can come from a variety of sources.

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D1: Problem Solving Team Worksheet - Sample

Date: Team/Department:

Initial Problem (Symptoms Identified):

Team Membership

Name Responsibility Dept. Ext. Expected Time Commitments

Sponsor

Leader

Scribe

Member

Member

Member

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8-D Step D1 Discussion Questions

1. What is the likely outcome if a team does not have the right membership to address the problem?

2. Why may it be hard to enlist team members to the team? What might help?

3. What is the difference between the Sponsor and the Team Leader?

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D2: Describe the Problem

Describe the problem in QUANTIFIABLE terms. The problem statement should accurately represent the problem the team is trying to solve, and should not pre-suppose an answer.

Problem Statement = Problem Description + Measureable Goal.

TOOLS1. Pictures of the problem

2. Flow chart: Determine the process/product flow, and where problem or opportunity was identified, escaped and originated.

3. Timeline of events: Capture series of activities before, during and after the issue was raised or accident happened. Include events that are outside the normal process flow.

4. “Is / Is Not” Table

5. Initial Cause and Effect diagram (fishbone)

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D2: Defining the Problem Statement

The problem statement should have 2 parts:1. A description of the problem2. A goal statement

The problem description should accurately describe the problem that is being seen (use the Is/Is Not Chart) Example: 4 customer complaints were received in Q1’08 for

having a SPR-220 installation manual packed with SPR-225 modules.

The goal statement should define success criteria and what the team is striving to achieve.

Example: 0 modules delivered with incorrect installation manuals in Q2’08.

Remember, a goal should have an action, a measurable and a timeframe.

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Description of the Problem IS IS NOT GET INFO ONWhat

Object

DefectWrong manual being sent.

Quality Issue with the product. Incomplete information. Missing Manual.

Research BOM list for SPR-225.

Where

Seen on Object

Seen GeographicallyCustomers in Germany

United States Spain? Italy?

When Q2 2008 Before Q2 2008Find exact date when error started.

How Many4 customer complaints

> 4. Were any returned?

Manual with Packing Materials

Any other product related documetns

Problem Statement: Modules are being shipped with incorrect documentation

Module Installation Manual. SPR-225

Packing Slip, Invoice, Datasheet.

D2: Describe the Problem – Is / Is Not Chart

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D2: Refining the Problem Statement

Consider the following questions when refining the problem statement.

1. Do we fully understand the problem symptoms?

2. Have we considered the process that is being impacted, including the processes inputs and outputs?

3. Have we clarified the performance gap, “what is expected”? (Remember, if it can’t be measured, it can’t be improved.)

It is important that the team agrees with the problem statement. Be sure to review the problem statement with the team champion.

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D2: Problem Statement

Consider the following problem statement: • Modules are being shipped with incorrect

documentation.

Is this a good or bad problem statement?

The problem statement can be stated in terms of a goal or a specific negative event or trend that is meant to be improved upon. Example:

• In Q1 there were 4 customer reported instances of modules delivered with the wrong installation manual (SPR-220 instead of SPR-225) enclosed in the box. The team’s objective is to reduce the number of modules shipped with the wrong installation manuals to 0 by the end of Q2 ’08.

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8-D Step 2 Discussion Questions

1. A good problem statement has two components. What are they?

2. Why is it important the team’s problem is measurable?

3. What is the value of utilizing the Is / Is Not Chart?

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D3: Implement and Verify Interim Containment Action (ICA)

Purpose: Define and Implement Interim Containment Actions to isolate the effect of the problem from any internal or external customer until a Permanent Corrective Action has been implemented.

Verify the effectiveness of the containment action.

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D3: Containment Action Examples:

If the problem was a leaky roof, the containment action might be to put a bucket underneath the leak. The solution would not be long term, but it would save damage to the floor.

If the problem involved product failing at the customer site we would probably want to have an action to address other lots with potentially the same problem. This might include: Increased screening, product recall or customer notifications.

If the problem involved schedule slip for a new product the containment might be to shift resources from or temporarily halt another product development project.

Remember, containment actions are typically costly and temporary. When considering the cost of containment actions consider the cost of lack of containment. (Customer dissatisfaction, liability, warranty costs)

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D3: Containment Action -Tylenol Example:

Years ago Tylenol had a problem with tainted product resulting in consumer injuries and death. Their initial containment action was to recall all their product (not just the tainted lot).

This containment action cost Tylenol millions of dollars but the cost of lost consumer confidence lost was much higher.

Tylenol very rapidly developed and deployed a tamper proof process (that is now the industry norm) that addressed the root cause (that the product could be tampered with once it was on the store shelf).

The Tylenol response is an excellent example of containment action.

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D3: Containment Action -Typical Examples:

Short term containment action may include:1. Identify any other potential lots and quarantine them.

2. Implement increased inspection of incoming parts/ materials for critical characteristics.

3. Add more testing to the process before passing to the next step or the customer.

4. Add verification sign-off that process was performed correctly.

5. Shut down a tool until further investigation.

6. Cease using a supplier until investigation is complete.

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D3: Containment Action Worksheet (3WI)

Describe the problem the customer sees.

Installation manual for SPR-220 in SPR-225 module box.

Define criteria for successful containment.

Zero escapes to customer

Who Action (What) When Result / Impact Comment / Status

SPQRHold pending shipment & re-inspect 100% of SPR-225 WW18.4 0 outgoing escapes

Found 8 boxes out of 420 with wrong manual

AFRInspect all Finished Goods inventory for compliance. WW18.5 0 outgoing escapes

Found 3 boxes with wrong manual.

AFRNotify customers of date containment when into effect. WW19.1 0 outgoing escapes

Complete for all customers

MDEAdd 100% outgoing inspection checklist item to verify manual is correct. WW18.4 0 outgoing escapes Done

DCYVerification: Check # of wrong manuals caught at inspection. WW18.5

Verification of Containment Done

DCY Validation: Confirm 0 defects with customer. WW21Validation of Effectiveness

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1. What would happen if containment action were skipped?

2. Under what conditions would containment action be unnecessary?

3. What are the key components of a containment plan?

4. Why are containment actions typically considered temporary?

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D4: Identify and Verify Root Cause

Purpose:

Identify all possible causes. Then isolate and verify root causes.

Steps

Identify what is new or different based on the “Is / Is Not” analysis.

Identify the most likely causes from the cause and effect diagram

Perform data analysis to verify the “theory” of root cause

Do a 5-why’s analysis

Verify most probable root cause(s) identified in the 5-why’s analysis

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D4: Root Cause Analysis Tools

Problems have a way of coming back again and again. We think we have it solved, only to find the problem back again.

Like a weed, a problem may only be removed by getting to the root cause.

Root cause analysis involves the systematic review of data to identify causality. Some tools to help in this analysis are:

• Cause and Effect Diagrams• 5-Whys analysis• Brainstorming• Process Flow Analysis• Timeline of Events• Pareto Analysis• SPC or Trend Charts• Logsheets

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D4: Root Cause Analysis Process Flow

Brainstorm potential causes of problem

Construct a cause and

effect diagram

Identify likely root causes for

investigation

1

Team consensus on

direction?

Gather data For

Confirmation 2

Is data available?

Collect data

Proceed to Step 5 - Corrective

Action 2

2

Yes

No

Is data accurate?

Has a likely root cause been defined?

No

Yes

No

2

Yes Yes

No

1

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Team Brainstorming

Brainstorming is a technique used by a group to generate ideas about a particular topic. The intent of brainstorming is to generate as many ideas as possible without scrutiny or criticism during the process. Evaluation does not take place until all ideas have been recorded. Listed below are three proven methods to facilitate brainstorming.

Brainstorming is used during every phase of problem solving, from the identification of a problem to pursue and the selection of team members to the considering of potential solutions. Brainstorming is especially important when developing ideas on Root Cause Analysis.

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Brainstorming Guidelines

The idea for brainstorming is to generate a lot of ideas on a given topic. Some guidelines to help:

• No criticism during brainstorming.• The more ideas generated, the better. (Wild ideas

are O.K.)• Everyone gets a chance to contribute.• Only one person at a time speaks.• All ideas are recorded.• It is O.K. to build on someone else’s ideas.

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Team Brainstorming

Typical Brainstorming Methods include:

Free Wheeling: Unstructured free flow of ideas. Everyone shouts out their ideas and these ideas are captured by a recorder. The session continues until there are no more inputs. Advantage is lot’s of ideas. Disadvantage is the chance for one person to dominate and it can be somewhat chaotic.

Round Robin: More structured, one person speaks at a time, everyone gets a chance to contribute. If someone doesn’t have anything to contribute they “pass”. Advantage is everyone participates. Disadvantage is it may seem somewhat stifling to team members who have to “wait their turn”.

Nominal Group Technique (NGT): Sticky pad method. To provide anonymity and independence of thoughts, the Sticky Pad Method (NGT) is often used where ideas are generated on sticky pads and then posted on the board anonymously. Advantage is independent thought and anonymity for sensitive issues. Disadvantage is the process is more time consuming.

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D4: Comparative Analysis - Differences

What is unique and different with IS vs. IS NOT?

What are the changes from usual in the Timeline of Events?

What does the Process Flow Analysis show in terms of changes?

Are there special causes of variation that may have caused this problem?

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Process Flow Analysis

A process flow analysis involves flowcharting a process and identifying where a problem is likely to originate. Examining the flowchart in conjunction with data will often lead the team in the direction of the root cause.

When analyzing the process flow, the following information will be helpful:

• The process flowchart• Measures associated with each step• Baseline comparison data• Benchmarked comparison data

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Process Flow Analysis -Exercise

Below is a process flowchart for the Wafer Sales process. Based on your analysis, identify your focus for investigation.

LeadGeneration

August Data

Jan-JulyAverage

IndustryStandard

85 Quotes27%

112 Quotes37%

110 Quotes36%

310 Pitches75%

300 Pitches87%

302 Pitches88%

51 Sales60%

68 Sales61%

64 Sales58%

450 Leads

444 Leads

434 Leads

412 Quals92%

346 Quals78%

344 Quals80%

LeadQualification

Sales Pitch

Sales Quote

Close the Sale

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Process Flow Analysis -Exercise

Based on your analysis on the previous page, answer the following questions:

• Where do you suspect the problem lies?

• What information might you gather to further your investigation?

• Where might this process be used in a manufacturing operation?

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Cause and Effect Diagram

Cause and effect diagrams were developed in the 1950’s by Kaoura Ishikawa as a way to help structure and facilitate brainstorming while solving a problem.

Ishikawa realized that it is virtually impossible to keep all ideas of a problem straight, especially when team members have different ideas.

The Cause and Effect Diagram looks like a fishbone with the head being the “effect”, or the problem worked on, and the spine “bones” being the potential categories of causes. This diagram is often called a Fishbone Diagram or an Ishikawa Diagram.

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Cause and Effect Diagram Components

The key categories associated with a cause and effect diagram are listed below:

People: Causes associated with people; generally include attitudes, training, skills, and capabilities.

Method: Causes associated with the way we do things, normally supported by documented procedures.

Material: Causes associated with the materials being supplied to the process.

Machine: Causes associated with equipment limitations, variability, and malfunction.

Environment: Causes associated with the environment; typically temperature, humidity, particle counts, etc.

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Cause and Effect Diagram Template

Problem Statement

People Material

Environment Machine Methods

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D4: Define and Verify Root Cause - Cause and Effect DiagramGalvanization example

High Galvi

Issues found on Materials shipped by BOS

Suppliers

MachineMethod

Man

Measurement method compromises integrity of data

Quality Culture is in infancy stage

Fit of subassembly test not done to verify excess galvi

QA Team not trained for Go-No/Go gages # 2C-1

No final inspection being done # 2A-1 Cosmetic criteria

associated to post galvi (bent, dents, and corrosion) not properly checked

Relies solely on inspection based on Control Plan and SGS factory inspection

Need to strengthen training on proper use of standards #7

Decision is not data driven, (e.g. statistical data on measurement) #6

No final buy-off of QA Manager and NOI for materials that is OK for Shipment

No NOI QA Rep to buy-off and monitor Quality system on their suppliers

Challenge on Packaging for Torque Tubes prior and post galvi

Inappropriate tool is used in measuring twist, bends on the torque tubes #4

Twist & Bents checking is susceptible to escapees

Acid liquid is released after galvi on minute holes in the welding area

Improper welding during fabrication of SGA # 2 B-1

No close-loop communication between SGA and Zinc Shine for workmanship issues found such as welding # 2B-2

No proactive approach in monitoring Galvi thickness

SPC monitoring not done for Galvi thickness

Environment

White Spots (Whitish Oxidation Spots) found on parts

No breathing room for the packed material during shipment

Challenge on packaging design

Note: Highlighted in RED are the identified root causes of the problemNote: Highlighted in RED are the identified root causes of the problem

Tools used not calibrated

No packaging expert # 2C-2

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Cause and Effect Diagram Guidelines

Listed below are guidelines for constructing a cause and effect diagram.

1. Determine the problem that will be brainstormed for and potential causes.

2. Construct a cause and effect diagram (template).3. Brainstorm potential causes of the problem and record

each potential cause under the most appropriate category.

4. After all ideas are generated, try and combine similar responses.

5. Using consensus, select the most likely causes to continue to investigate.

6. Seek inputs from others outside the group, as needed, to validate your consensus.

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Showing Causality

Causality is very difficult to prove. We often believe that something is a cause only to find out later we were wrong. In the middle ages many parts of Europe were decimated by the Bubonic Plague. Causes were believed to be everything from witchcraft to rats. The actual cause was eventually shown to be disease carrying fleas (on rats).

To demonstrate causality we need two things:

1. A theory of why A caused B2. Data to support the theory

A theory without data is just an idea.Data without theory could be an unrelated correlation.

The Cause and Effect Diagram provides an opportunity for theory development. These ideas must be tested with data.

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Pareto Chart

In the late 1800’s, Vilfredo Pareto, an Italian economist, made a startling discovery. He “discovered” that in Europe, the majority of money was in the hands of relatively few people. This discovery led to the “Pareto Principle” which seeks to separate the “vital few” (20%) from the “trivial many” (80%). The “Pareto Principle” was popularized by Joseph Juran in the 1950’s.

Categories of failureThe last failure listed is always “Other” (the trivial many)

Frequency of failure

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Pareto Chart Example

Product Defect Types - January 2008

(44) (18) (12) (8) (11)

Chips Cracks Contamination

(57)

Dimensions Discoloration Other

60

50

40

30

20

10

0

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Constructing a Pareto Chart

A Pareto chart visually portrays data on which cause needs to be solved first to have the biggest chance to reduce the problem.

The graph has the problems listed in order of magnitude from left to right. The “other” category should always be listed as the last category, and is a compilation of a number of smaller causes.

Listed below are guidelines for constructing a Pareto chart:• Tally the data into categories of causes.• The horizontal axis of the Pareto chart lists the problem causes

from left to right in order of magnitude. The “other” category is always listed last.

• The vertical axis of the Pareto chart shows the frequency of each problem.

• Construct bars for each cause.• Label and title the graph.

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Data Analysis -Trend Charts, Run Charts and SPC Charts

Data in tables can be helpful, but it can be difficult to analyze. When raw data is put into chart format, a story begins to emerge.

Data charts can be very helpful in determining trends and shifts in process, and in identifying problem causes.

One form of analysis is to stratify the data. By breaking the data out by shift, operator, equipment type, or supplier, we can start to highlight potential causes of nonconformance.

Reviewing the data from charts and graphs in conjunction with logs will help to provide insights into potential problem causes.

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Data Analysis Exercise

Date 6/15 6/16 6/17 6/18 6/19 6/20 6/21 6/22 6/23 6/24

320 A

310 A

300 A

290 A

280 A

270 A

6/25

Log Sheet6/17 11 pm - P.M.’d #149 BC6/19 05 pm - Changed gas source BC6/23 07 am - P.M.’d 149 PK6/24 8:45 - 10 am - Operator Training PK

Consider the following data and what it is telling us.

Upper Spec.

Lower Spec.

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Data Analysis Exercise

1. What does the data on the previous page indicate to you?

2. What appears to be the root cause?

3. Where would your investigation lead next?

4. What other data might be useful?

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The Iterative Nature of Pareto’s and Cause and Effect Diagrams

A Cause and Effect Diagram in conjunction with a Pareto Analysis can be very useful in getting an indication of causality. Note that a team may end up performing multiple cause and effect diagrams before getting to the final cause.

For example: Consider the biggest cause of yield loss is cracks on the wafers. The team now brainstorms reasons for cracks. The data indicates cracks tend to occur on certain parts (Paretoized). The team now brainstorms why these parts have cracks (Cause and Effect Diagram). They identify a common feature of the cracked parts is a higher processing temperature. The team does further analysis to see if this “theory” is supported by data.

This is often referred to as asking the “5 Whys”. Each “why” takes us closer to the true root cause that will eventually be acted upon.

Other data tools include Trend Analysis and Correlation Analysis (using Scatter Plots).

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5 Why’s - A Tool to Determine Problem Root Cause

Problem: The Robot Stopped Working1. “Why did the robot stop?”

The circuit was overloaded, causing a fuse to blow.

2. “Why is the circuit overloaded?”

Insufficient lubrication on the bearings, so they locked up.

3. “Why was there insufficient lubrication on the bearings?”

The oil pump on the robot is not circulating sufficient oil.

4. “Why is the pump not circulating sufficient oil?”

The pump intake is clogged with metal shavings.

5. “Why is the intake clogged with metal shavings?”

Because there is no filter on the pump.

STEPS:• Clearly Identify the

improvement objective, performance baseline, and gaps.

• Start with a high level cause.

• Ask why this particular cause is responsible for the gap.

• Continue to ask why at each level, until you have a probable root cause.

• After two or three why’s, check to make sure the sequence is logical and continue until root cause is found

• Five Whys entails moving up and down the ladder of abstraction.

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What

(Most likely causes)

Why Why Why Why Why Verification of root causes

Corrective Actions (List of actions)

Problem Statement:

D4: Define and Verify Root Causes

5-WHY’s ANALYSIS

PURPOSE: Identify all possible causes; isolate and verify root causes; list possible corrective actions to eliminate root cause.


D4: Define and Verify Root CauseWhy-Why Analysis – Galvanization example

Prob. ID Problem Identified Why - W1 Why - W2 Why - W3 Why - W4 Why - W5

2A Excess galvi found on parts at SPWR mfg & installation sites.

Excess galvi on holes, edges is present after galvi at Zinc Shine

Excess galvi checking not done by SGA in incoming inspection prior shipment

# 2A-1 Not part of any inspection& No proper way of checking of excess galvi at SGA

SGA have no proper understanding on quality checks/ quality gates prior shipment

Lack of quality Consciousness & organization

2CBent parts found on materials shipped to SPWR mfg & installation sites

Bent is inevitable during galvi

Bent is not properly checked at Fabrication Site

# 2C-1Team not trained to stop shipment using Go/No-Gages

No proper understanding of right quality inspection to be used

Lack of quality Consciousness & organization

Packaging of Fabrication Site prior Galvi induces bending

Compromised Packaging design

No proper understanding of packaging needs

# 2C-2Have no packaging expert

2B“Rust-Like” material found on

surface of parts when shipped to SPWR site

Rust-like material are dried liquid

acid

Liquid acid trapped is released on the minute holes in the welding area

Liquid acid during galvi is trapped on the minute holes in welding area

#2B-1Improper welding method being employed by Fabrication Site causes minute holes in welding area

# 2B-2No close loop communication between Fab Site and Galvi on issues related to workmanship

Based on industry standard (EN 1461) it is acceptable

Lack of agreed upon requirements specific to SPWR materials

Cosmetic acceptability not part of FAI w/ respect to SPWR requirements

Supplier NPR process is not robust

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D4: Define and Verify Root Causes – Galvanization Example

Prob. ID Root Cause Verification

2C Measurement method compromises integrity of data, Inappropriate tool is used in measuring twist, bend, on the torque tubes

Lack of availability of proper industry standard tools

2(A,B,C) Inspectors ‘ training on proper use of measuring tools No training log is maintained

2C Challenge on the Packaging Design No packaging engineer on board

2(A,B,C) No incoming & final inspection being done by Fab Site though it is in their control plan

No inspection data available and traceable

2(A,B,C) No close-loop communication between Fab Site & Galvi Factory for workmanship issues such as improper welding, material finish/surface, finish hole size.

No quality feedback mechanism was found between suppliers.

1 Lack of agreed upon requirements as per SPWR specified industry standard across the supply chain

Non-standards specs used without SPWR approval

1 Cosmetic acceptability not part of FAI w/ respect to SPWR requirements

No QA manager to drive these operations

1 Data driven decision making is not in placed (e.g. SPC analysis of galvi thickness)

SPC methodology not used as indicator

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Key Messages: Five Whys Methodology

It is not just about tools and techniques ----- but also about

PHILOSOPHY.

It will need learning, mentorship and experience --- that when we follow the right process, we get the right results.

When a team learns and solves a major problem with 5 Whys root cause, they are expected to share with others ---so the company can learn, grow and get more confident in solving problems systematically

Make 5 Whys as “The SunPower Way”

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1. What are the other names for a Cause and Effect Diagram?

2. On a Pareto Chart, what is the last category?

3. To indicate causality, what two things are required?

4. How would you describe the 5 Why’s to a friend or a family member (laypersons terms)?

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D5: Choose & Verify Corrective Actions

Upon identification of the root cause(s), the team is ready to brainstorm the actions needed to correct and prevent the problem from happening in the future.

The corrective action selected must meet the following criteria in order to succeed:• Does it solve the cause of the problem?• Is it within cost and time constraints?• Is it the most efficient solution?

To do this, we must know:• Criteria for an acceptable solution• Alternate solutions• Selected solution(s)

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8-D Step 5 Choosing a Permanent Corrective Action Process Flow

YesIdentify theroot cause(s)

Establish correctiveaction decision

criteria

Developalternateactions

Rate correctiveactions against

criteria

Do anycorrective

actions standout?

No

2

2

Check feasability ofcorrection action

Developimplementation

plan

2

Acceptablerisk?

No

Yes1

1

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Brainstorming Corrective Action Criteria

In establishing the decision criteria for selecting the best corrective action, three things must be considered:• The desired end result• The criteria by which those results will be measured• The relative importance of each criterion

The Desired End ResultWhat is the necessary result that will demonstrate that the problem has been

corrected? How do we know it is fixed?

The Criteria By Which Those Results Will Be MeasuredWhat are the specific criteria to be met?Are the needs of the internal and external customers represented?The Relative Importance of Each CriterionNormally a point score is ranked as follows:9 = Essential to the accomplishment of the end result5 = Instrumental, but not critical to the accomplishment of the end result2 = Nice, but not specifically instrumental to satisfying the end result

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Solution Scoring Worksheet

Solution CriteriaWeight (2-9) Solution A Solution B Solution C Solution D

TOTAL

For each criteria, list if the solution will significantly help (++) slightly help(+) have no effect (0) slightly hurt (-) or significantly hurt (- -). Multiply eachImpact score by the appropriate weight to get the score for that component.

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Solution Scoring Worksheet –Criterion Example

Problem Statement: Excessive delays in manufacturing have resulted in an on-time delivery rate to customer XYZ of only 65%.

Root Cause: The diffusion furnace used to process XYZ wafers has been down due to a lack of spare parts from the manufacturer.

End Result Requirements: Customer XYZ gets parts on-time.

Weight Solution A

Solution B

Solution C

Solution D

Solution E

Criteria

Equipment costs not affected by more than $5,000

5

XYZ shipment goals met 9

No added labor costs 2

Solution up and running within five days

5

No impact on other shipments

9

Total

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Developing Alternate Solutions

In developing corrective actions, teams should focus their discussion on the root cause(s) identified in Step 4.

During brainstorming, the focus should be on the variety of potential solutions, with all team members avoiding the premature selection of a solution until all ideas have been exhausted.

Consider the following before closing the corrective actions brainstorming session:• How has this problem been solved before? Has the team

considered a patent search?• Have the inputs of all parties been considered?• Is a hybrid solution, one that combines elements of different

solutions, an option?

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Scoring Corrective Actions Against the Criteria

Upon completing the brainstorming session on potential solutions, we can now judge the proposed solutions against the defined criteria. The solutions should each be independently judged against each defined criteria. The judging of proposed solutions is completed by team consensus which should prevent any individual from lobbying for his/her solution.

For each proposed corrective action, score the action against the criteria according to the rules provided below.

Rules for Scoring++ A ++ score indicates the corrective action’s ability to make a significant improvement over the

current status for that criterion. A ++ has a multiplier rating of +2

+ A + score indicates the corrective action’s ability to make a modest improvement over the current status for that criterion. A – has a multiplier rating of +1

0 A 0 score indicates the corrective action’s inability to make a difference (for better or worse) on that criterion. A 0 has a multiplier rating of 0.

- A - score indicates the corrective action’s detrimental effect on that criterion. A – has a multiplier rating of -1.

-- A -- score indicates the corrective action’s negative effect on that criterion. A – has a multiplier rating of -2

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Solution Scoring Worksheet –Grading Example

Problem Statement: Excessive delays in manufacturing have resulted in an on-time delivery rate to customer XYZ of only 65%.

Root Cause: The diffusion furnace used to process XYZ wafers has been down due to a lack of spare parts from the manufacturer.

End Result Requirements: Customer XYZ gets parts on-time.

Weight Solution A

Solution B

Solution C

Solution D

Solution E

Criteria

Equipment costs not affected by more than $5,000

5 0 0 - + ++

XYZ shipment goals met 9 + 0 -- + ++No added labor costs 2 - - 0 - -Solution up and running within five days

5 + + ++ + +

No impact on other shipments

9 + + - + +

Total 21 12 -22 26 40

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Solution Risk Assessment

The final step in selecting a solution is to evaluate the risk involved.

Risk analysis is a subjective process in which the group seeks to gain consensus on risk potential.

When evaluating risk, the following key points should be considered:• What effect will this solution have on other parts of

the business? (the potential negative ramifications)

• Are there legal, ethical, or environmental considerations?

• What is the worst-case scenario?

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D5: Solution Selection Worksheet

Develop and Select Corrective Action - Step 5

Solutions Considered:

Solutions Selected (Attach Solution Selection Worksheet):

Solution Details:

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1. Why is it important to record the criteria for an effective solution?

2. What is the benefit of rating each potential solution against each criterion?

3. Why conduct risk assessment before implementation?

4. Why is planning a solution important?

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D6 Solution Implementation and Verification

Upon selecting the appropriate corrective action the team is ready to implement the solution and to check to see that the solution is effective.

The solution selected must be effectively implemented, defining:• Who• What • When• And the identification of potential risks with the implementation

The solution must also be verified by checking against baseline data to verify that the solution is having the desired result. Some data tools may include:

-Pareto Diagrams-Process Flow Analysis-Trend Charts

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Planning Solution Implementation

A plan to implement the corrective action is crucial to the solving of any complex problem. Business history is full of case studies in which an organization generates terrific solutions, only to have them end up on an engineer’s bookshelf gathering dust.

For a plan to be successful, it must define:• Who - Who is responsible?• What - What is to be done?• When - When is it to be done?• Status - What is the status? (a methodology to status the project

implementation)

To accomplish the planning process, there are two tools typically used:• Action Plans• Gantt Charts

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D6: Implement and Validate Permanent Corrective Action**

PERMANENT CORRECTIVE ACTION 3WI

PURPOSE: Establish a plan to implement Permanent Corrective Action and define controls to ensure the root cause is eliminated.

** minimum requirement in an 8D report

What Who When Impact

Validate effectiveness of ActionsRemove Containment Actions

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D6: Implement Permanent Corrective Actions – Galvanization Example

Prob. ID Who Action (What) When Status Impact

1 NOI Hire a Quality Manager who will oversee the Quality System of NOI Suppliers

1-Mar-08 Done Expect supplier quality to be completed locally

1 NOI Conduct monthly meeting to ensure workmanship issues are closed (e.g. welding workmanship)

10-Feb-08 Done Monthly meeting between SGA & Zinc Shine started on Feb 2008. this will be a continuous process to ensure quality checks and feedback are properly communicated

2A,2B,2C NOI/ SGA Fabricated Go and No-Go gages 19-Feb-08 Done Escapees prevented due to inspection errors. No recurrences reported

2A, 2B Gelo/ NOI Define cosmetic criteria for post galvi with respect to holes, rust like surface, excess galvi. And ensure standardization across all BOS suppliers.

17-Feb-08 Ongoing Non-critical criteria are also met.

2A,2B,2C SGA Bought 10 new calibrated calipers 19-Feb-08 Done Faster inspections and proper tool usage

1, 2A,2B,2C

SGA Re-trained inspectors on the proper use of calipers and Go No-Go gages that can check excess galvi

18-Feb-08 Done Faster inspections as result and gages reduce escapes to zero

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Force Field Analysis

Force Field Analysis is a tool to help teams identify potential barriers in implementation. To do this, the team lists opposing forces which “hinder” or “help” the team to implement the solution.

Benefits• Provides a focus to anticipating problems with the implementation• Allows the team to voice concerns and anxieties• Provides a forum for defining actions to minimize the “hinders” and

maximize the benefits of the “help”

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Force Field Analysis -Template

FORCE FIELD ANALYSIS

Corrective Action Solution:

Helps Hinders Action To Be Taken

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Force Field Analysis -Example


Corrective Action Solution: Implement a Predictive Maintenance Program on the Epi Reactors.


Great deal of history on Reactor. Have data available for team

Time availability Training, schedule for Q2

Maintenance not bought in Training, Problem Solving Review

No equipment manual Order manual from manufacturer

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D6 – Evaluating Effectiveness of Actions Taken

To evaluate effectiveness, a team must know when they are “there.” For example, has the customer’s problem been solved, or have we met our lead time reduction goal?

To evaluate this, a team must have a measure by which to evaluate effectiveness.

Some potential measures are:• Pareto Diagrams• Scatter Plots• Trend Charts

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8-D Step 6 Team Worksheet

Implement And Verify Corrective Action - Step 6

Date Solution Implemented:

How was the solution effectiveness verified?

Solution Verified:

Signature of Verifier:________________________

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1. Why is it important that the team stay together to monitor the implementation?

2. If the desired results are not being seen, does that mean the team has failed?

3. What is the value of performing a Force Field Analysis when preparing for implementation?

4. Why is it important to have the team’s results independently verified?

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Purpose:

Modify the necessary systems, practices and procedures to prevent recurrence of this problem and prevent similar problems.

Steps:– Review the history of the problem

– Ensure the solution is institutionalized (updated procedures, training, ongoing metrics, audits).

– Where else within SunPower can the lessons learned be applied?

– Develop action plan and implement it across sites, divisions and/or product lines.

Tools:– Poka yoke (Mistake Proofing): Example: Printer cartridges are designed to fit into the

printer only one way (so that they cannot be improperly installed)

– PSC Audits

– Failure Modes and Effects Analysis (FMEA); Process of risk identification and mitigation as applied to a product, process or system.

D7: Prevent Recurrence / Globalization

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D7 Preventing Recurrence and Institutionalizing Change

The focus of problem solving is to efficiently develop and implement sustainable corrective actions. The key to making them sustainable is institutionalization.

To institutionalize a solution, the following key criteria must be met:• People using the process must be trained in the new process or

methods.• Coordination issues between groups must be identified and

addressed. • The procedures and work instructions must be updated to ensure

the process remains capable and to stay consistent with ISO 9001 requirements.

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PURPOSE: Modify the necessary systems, practices and procedures to prevent recurrence of this problem and prevent similar problems.

Globalization Actions 3WI


D7: Globalize kitchen system

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What Who When ImpactPresent 8D to other site Jerry WW0736Develop transfer plan proposal Kim WW0736Identify transfer team Carol WW0737Confirm feasibility study Venu WW0737Implement kitchen system Alan WW0738Train all staff Reanna WW0738Write specs Nina WW0739Create FMEA Jake WW0740Validate effectiveness Sarina WW0741

D7: Globalize kitchen system

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Preventing Recurrence - Step 7

What documentation was issued?

What training has been provided?

Cost benefit analysis:

Schedule of management presentation:

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D7 Discussion Questions

1. Why is documenting changes to a process important? Why not just train people in the right things to do?

2. Why is it useful to consider “Globalization” as part of the Problem Solving Effort?

3. Why are ongoing metrics on performance important to maintain, even after the problem has “gone away”?

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Section VIII Step 8 –Congratulate the Team and Closure

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Team Closure

Upon successful completion of a project, the team should review their process and ensure that the corrective action is in place and is part of the on-going system.

The team should congratulate itself on a job well done and should be so recognized by the management team. It is best when this recognition is formal in terms of a review and presentation to senior management of the team’s efforts and results.

Ensure the team is recognized and the corrective action is truly institutionalized by completing the final steps in the problem solving process: • Ensure closure with the customer.• Perform a cost-benefit analysis showing the effect of the solution

on the bottom line.• Present the 8D process and cost benefit analysis to

management.• Officially conclude the team.

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Team Contribution –Presentation to ManagementTeam success can be described in a number of ways.

1. Improvement in processes (documentation that has been updated or created to make a process better).

2. Improvement in people by providing training in new or improved skill sets.

3. Improved bottom line by saving the company money or improving efficiency.

The team should be prepared to present this information to senior management at the conclusion of training.

Team’s should also present information to management on:1. Opportunities for improvement that this team has brought up but has

not yet addressed.2. Opportunities that management should consider that have not yet been

implemented (due to budget or resource issues)

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Cost Benefit Analysis

A Cost – Benefit Analysis can be performed by calculating the cost of the improvement and the dollarized benefit of the improvement.

When considering Costs, remember:• Any equipment related costs• Labor costs to implement the solution• Costs for Materials• Any other costs associated with implementation.

When considering Benefits, remember:• Cost of Scrap and Rework –Materials• Cost of Labor to Rework something• Removal of labor content by making a process more efficient• Cost of inventory (about 40% carrying cost per year)• Any other benefit that can be reasonably justified.

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Congratulate the Team - Step 8

Presentation to management (attach copy of presentation materials)

Cost Benefit Analysis signed off by CFO.

Future areas for the Team to Address:

Future areas for Management to Address:

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1. Why not just end the team when they are done? Why bother with a management presentation?

2. Why is a Cost Benefit Analysis useful?

3. Why is it important to recognize a team?

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APPENDIX

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D2: Is / Is Not Guide Questions

NOTE: Not every question will apply!

What: What is the object you are having a problem with? What could be happening but is not?

What is the problem concern? What could be the problem concern, but is not?

Where:

Where do you see the concern on the object? Be specific in terms of inside to outside, end to end, etc.

Where on the object is the problem NOT seen? Does the problem cover the entire object?

Where (geographically) can you take me to show me the problem? Where did you first see it?

Where else could you have observed the defective object, but did not?

When:When in time did you first notice the problem? Be as specific as you can about the day and time.

When in time could it have first been observed, but was not?

At what step in the process, life or operating cycle do you first see the problem?

Where else in the process, life or operating cycle might you have observed the problem, but did not?

Since you first saw it, what have you seen? Be specific about minutes, hours, days, months. Can you plot trends?

What other times could you have observed it but did not?

How Big:

How much of each object has the defect? How many objects could be defective, but aren't?

What is the trend? Has it leveled off? Has it gone away? Is it getting worse?

What other trends could have been observed, but were not?

How many objects have the defect? How many objects could have had the defect, but didn't?

How many defects do you see on each object? How many defects per object could be there, but are not?

How big is the defect in terms of people, time, $ and/or other resources?

How big could the defect be, but is not?

What percent is the defect in relation to the problem?

Defining the problem with facts (problem description worksheet)

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Steps to Root Cause Analysis

D2: Data from D2 2.1 Flowchart 2.3 IS/IS NOT Analysis

2.2 Timeline Analysis 2.4 Fishbone Diagram

D4.1 Comparative AnalysisAsk the following questions:4.1.1 What is unique and different with the IS vs. IS Not? (Refer to 2.3 Is/Is Not Diagram) 4.1.1.1 Response 14.1.1.2 Response 2

4.2.1 What has changed in, on, around,

about the Is vs. Is Not? (Refer to 2.2 Timeline Analysis) 4.2.1.1 Response 14.2.1.2 Response 2 D4.2. Update Fishbone Diagram

Add responses from 4.1 Comparative Analysis to 2.4 Fishbone Diagram tocreate the updated fishbone diagram.

D4.3 Identify the Most Likely Causes from 4.2 Updated Fishbone Diagram

D4.4 Do a Why-why Analysis basedon the most likely causes identified from the updated fishbone diagram. D4.5 Verify Probable Root Causes The last or end why becomes the Probable Root Cause/s. Verify each root cause if it is a root cause of escapeor root cause of event or not a real root cause. Refer back to 2.1 Flowchart to Check on the escape points (root cause of escape and where problem originated (root cause of event)

D4 Steps

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D1: Problem Solving Team Worksheet - Sample

Date: Team/Department:

Initial Problem (Symptoms Identified):

Team Membership

Name Responsibility Dept. Ext. Expected Time Commitments

Sponsor

Leader

Scribe

Member

Member

Member

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Description of the Problem IS IS NOT GET INFO ONWhat

Object

Defect

Where

Seen on Object

Seen Geographically

When

How Many

Problem Statement:

D2: Describe the Problem – Is / Is Not Chart

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D3: Containment Action Worksheet (3WI)

Describe the problem the customer sees.

Who Action (What) When Result / Impact Comment / Status

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Cause and Effect Diagram Template

Problem Statement

People Material

Environment Machine Methods

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What

(Most likely causes)

Why Why Why Why Why Verification of root causes

Corrective Actions (List of actions)

Problem Statement:


5-WHY’s ANALYSIS

PURPOSE: Identify all possible causes; isolate and verify root causes; list possible corrective actions to eliminate root cause.



Prob. ID Root Cause Verification

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Solution Scoring Worksheet

Solution CriteriaWeight (2-9) Solution A Solution B Solution C Solution D

TOTAL

For each criteria, list if the solution will significantly help (++) slightly help(+) have no effect (0) slightly hurt (-) or significantly hurt (- -). Multiply eachImpact score by the appropriate weight to get the score for that component.

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D5: Solution Selection Worksheet

Develop and Select Corrective Action - Step 5

Solutions Considered:

Solutions Selected (Attach Solution Selection Worksheet):

Solution Details:

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D6: Implement and Validate Permanent Corrective Action**

PERMANENT CORRECTIVE ACTION 3WI

PURPOSE: Establish a plan to implement Permanent Corrective Action and define controls to ensure the root cause is eliminated.

** minimum requirement in an 8D report


Validate effectiveness of ActionsRemove Containment Actions

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Force Field Analysis -Template


Corrective Action Solution:


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Implement And Verify Corrective Action - Step 6

Date Solution Implemented:

How was the solution effectiveness verified?

Solution Verified:

Signature of Verifier:________________________

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D7:

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Preventing Recurrence - Step 7

What documentation was issued?

What training has been provided?

Cost benefit analysis:

Schedule of management presentation:

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Congratulate the Team - Step 8

Presentation to management (attach copy of presentation materials)

Cost Benefit Analysis signed off by CFO.

Future areas for the Team to Address:

Future areas for Management to Address:

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About the Presenter –Jerry Marenghi

Jerry Marenghi is a management consultant who has worked for the past 15 years helping companies implement sustained quality improvements. His areas of expertise range from aerospace and semiconductor manufacturing to medical and service industries. He has helped companies in the areas of Statistical Process Control, FMEA, Quality Function Deployment, Total Quality Management, Strategic Planning, Business Process Reengineering, Problem Solving and ISO 9000. In the area of ISO 9000 Jerry has helped over 180 organizations to achieve Quality Management System Registration (ISO 9001, TS 16949, AS 9100, ISO 13485, TL 9000).

Jerry is a frequent speaker at industry forums where he discusses implementation strategies for Supply Chain Management, Lean Manufacturing, SPC, ISO 9000 and effecting positive organizational change. In 1994 Jerry co-founded Peak Consulting Group, a Santa Clara, California consulting firm dedicated to helping their client partners realize the fruits of a successful deployment of quality improvement tools and strategies.

Jerry has been a member of the Continuing Education Faculty at DeAnza College, San Jose State University’s Television Education Network where he has taught a variety of ISO 9000 and QS-9000 courses. Jerry has also been an adjunct clinical faculty member of the University of Southern California.

Education

BA 1984 Psychology and Business

University of Connecticut at Storrs

MS 1987 Industrial/Organizational Psychology

San Francisco State University

ISO 9001 Lead Auditor 1994 RAB Approved Lead Auditor #Q02593

Registrar Accreditation Bureau

6 Sigma Black Belt ASQ Certified Black Belt #4459

American Society for Quality

Email: [email protected] Phone Number(s) 408-248-2362 ext. 3# 408-968-0209 (cell)

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8D Problem Solving Workshop Survey

Date: Location:

1 = Strongly disagree2 = Disagree3 = Neutral4 = Agree5 = Strongly agree

Questions

1. The Workshop objective was met. 1 2 3 4 52. Did the course meet your expectations? 1 2 3 4 53. The course provides me with specific skills 1 2 3 4 5 applicable to my organization.4. The pace of the course was satisfactory. 1 2 3 4 5

_____if too fast ____if too slow5. There was sufficient time for questions. 1 2 3 4 56. The presentation was organized and clear. 1 2 3 4 57. The trainer demonstrated thorough knowledge. 1 2 3 4 5 of the material presented.

Comments:

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8 discipline methodology (team oriented problem solving) the sunpower way

Documents

basic problem

method of problem

effective problem

problem solvingproblem

problem prevention001

aware of typical problem

solved problems

involvement of team