1. Tools and methods for problems and improvements
Problem Solving
Tools and methods for problems and improvements

2. Problem Solving Introduction Why do we need problem solving?
AGENDA
Introduction
Why do we need problem solving?
Understanding problems
Some tools and their uses
Plan-Do-Check-Act
Summary
Questions
Introduction
Why do we need problem solving?
Plan-Do-Check-Act
Understanding problems
Some tools and their uses
Summary

3. Introduction What is a problem?
A problem exists when there is a gap between what is and what must be, could be, or should be.
In today’s competitive environment, today’s “should be” might be tomorrow’s “must be”
A problem exists when there is a gap between what is and what must be, could be, or should be.
In today’s competitive environment, today’s “should be” might be tomorrow’s “must be”

4. Why do we need problem solving?
The costs of getting it wrong include materials, tool time, business overhead and of course, personnel time. These numbers are to illustrate only. PeopleSoft can tell us what the actual costs were.
At the point of returned material – PQAs, the number of hours to solve a problem really start to move this graph. It’s all counted, including phone calls and making visits to customers.
It’s hard to know how much losing a customer costs, but Westinghouse once did a study and pinned the figure at $7.00 for every $1.00 they spent to get a customer in the first place.
Litigation – lawsuits – are of course the biggest cost.
This chart can be applied to Safety and Environmental too.
What makes quality costs so high? Let’s have a look at controllable and uncontrolled quality costs.

5. Costs of quality - controllable
Why do we need problem solving?
Costs of quality - controllable
Prevention cost
Quality planning (test, inspection, audits, process control)
Education and training
Performing capability analyses (Cpk)
Conducting design reviews
Appraisal cost
Test and inspection
Supplier acceptance sampling
Auditing
Controllable Costs of quality are:
- Prevention cost
Quality planning (test, inspection, audits, process control)
Education and training
Performing capability analyses (Cpk)
Conducting design reviews
Appraisal cost
Test and inspection
Supplier acceptance sampling
Auditing

6. Why do we need problem solving?
Uncontrolled costs: poor quality
Poor-quality costs: Internal error cost
In-process scrap and rework
Troubleshooting and repairing
Design changes
Additional mask moves to replace rejected lots
External error cost
Warranties
Lost customer
Litigation
Uncontrolled costs of poor quality
- Poor-quality costs: Internal error cost
In-process scrap and rework
Troubleshooting and repairing
Design changes
Additional mask moves to replace rejected lots
External error cost
PQAs
Lost customer
Litigation
Every level we reach – each one of these bullets – costs that much PLUS the combined costs of everything else to that point. That’s why the curve gets so steep at the end.

7. Understanding problems
Types of problems
Production – defects and dropped lots
Maintenance – both equipment and facilities
Safety – risks, incidents and injuries
Environmental – risks and environmental incidents
Personal – what keeps us from getting what we want
Interpersonal – what keeps us from getting what we want from others
Types of problems
Production – defects and dropped lots
Maintenance – both equipment and facilities
Safety – risks, incidents and injuries
Environmental – risks and environmental incidents
Personal – what keeps us from getting what we want
Interpersonal – what keeps us from getting what we want from others

8. Tools and applications
What’s the process?
Plan Do
Check
Act
Plan-Do-Check-Act is used for problem solving, but it’s most famous for continuous improvement.
All of the tools and methods in this training can be found in the handy desk reference Memory Jogger II.

9. Tools and applications
- Why use the process approach?
A systematic approach can help with:
Fixing it the first time
Keeping the solution costs low
Sharing the lessons learned with others
Why use the process approach?
A systematic approach can help with:
Fixing it the first time
Keeping the solution costs low
Sharing the lessons learned with others
Let’s see what it looks like in more detail.

10. Problem solving roadmap
Tools and applications: Plan
Problem solving roadmap
Step
Question
Roadblocks
When are roadblocks cleared?
Needed for next step 1
ID the problem
What needs to change?
Many problems to choose from
One problem statement, one "desired state" agreed upon
Identification of the gap
Desired state described in measurable terms 2
Analyze the problem
What keeps us from the goal?
Many potential causes
Root cause is identified and verified
Key cause(s) documented and ranked 3
Brainstorm ideas for solutions
How could we make the change?
Many ideas to solve problem
Potential solutions are clarified
Solutions listed 4
Select & plan the solution
What's the best way to do it?
Many criteria for evaluating potential solutions
Criteria for evaluating solutions agreed upon
Plan for making and monitoring the change
Many ideas for implementing solutions
Plans for implementing and evaluating agreed upon
Measurements ID'd for evaluating effectiveness 5
Implement the solution
Are we following the plan?
Unexpected problems occur
Plans for implementing contingency plans, if any, are agreed upon
Solution in place 6
Evaluate success
How well did it work?
Effectiveness measures of the solution are agreed upon
Verification the problem is solved, OR
Continuing problems, if any, are identified
Agreement reached to address continuing problems
This roadmap gives a general plan for problem solving in 6 steps. This is what you can go by if you already know how to do everything for each step.
The “Question” column describes the step as a question.
The “Roadblocks” column describes what can stand in our way. The “When are roadblocks cleared?” column shows how you can tell if you’ve gotten past the roadblocks.
Start on the left and work to the right for each step. When the “Needed for next step” item is done, you’re ready to move on.
Ready to get started? Okay - let’s start with the Plan phase.

11. Tools and applications: Plan
Describe the problem
Describe the current process
Identify root cause
Develop a solution
There are four parts to the PLAN phase. We’ll look at tools and methods to get these done:
Describe the problem
Describe the current process
Identify root cause
Develop a solution

12. Tools and applications: Plan
1. Describe the problem
To get to the answer, we need a clear “Why:”
Who (man)
What (the physical type of problem)
Where (machine-which entity; environment)
When (method)
With what (materials; other tools/machine)
How (method, maintenance data)
How much (metrics)
What was involved? This is the detective work phase.
Who (man)
What (the physical type of problem)
Where (machine-which entity; environment)
When (method)
With what (materials; other tools/machine)
How (method, maintenance data)
How much (metrics)
Write it all down, bullet by bullet. We’ll need this information later, for one of our tools.

13. Write the problem statement
Tools and applications: Plan
Write the problem statement
The research-worthy problem statement should address all six questions:
what, how, where, when, why, and who.
Include your metrics to describe the problem.
No theories or blame.
This step should not be rushed. Use the data and insights gathered so far. The problem statement could be as much as a paragraph long.
The problem statement will form the framework of the project from this point, so be objective and thorough.
If you don’t have all you need to write a complete problem statement, the detective work is not finished. Let’s look at some tools for the detective.

14. Tools and applications: Plan
How do we know what the problem is?
First, some definitions:
Quantitative data
Can be counted or measured.
Qualitative data
Descriptive, not easily counted.
First things first: definitions.
Tools for the detective come in two basic types: Quantitative and Qualitative.
Quantitative data
Can be counted or measured.
Qualitative data
Descriptive, not easily counted.

15. Tools to describe the problem
Tools and applications: Plan
Tools to describe the problem
Control charts
p chart
u chart
Histograms/Pareto charts
Check sheet
Rubrics
Flow charts
Cause and effect
5-Why
Quantitative
Tools to describe the problem:
Control charts
Average & Range charts are NOT USED. X-bar and R charts are used for monitoring processes that have been proven capable. They do not diagnose anything.
P chart - for percentages
U chart - for number of defectives per unit, such as a wafer
…Histograms and Pareto charts are generally quantitative charts, but could also be used to show qualitative data
Check sheet – Can be Qualitative or quantitative (we’ll look at that in a minute)
Rubrics, Flow charts, Cause and effect, and 5-Why are Qualitative
– Quantitative or qualitative
Quantitative

16. Control charts p-chart: (Fraction defective)
Tools and applications: Plan
Control charts
p-chart: (Fraction defective)
Charts the proportion (%) of nonconforming items
Need a good definition of nonconforming items
Can be of equal or unequal subgroups
Normally need large subgroups – can even be up to total for the period
u-chart: (Number defective per unit)
The number of nonconformities per lot, where the lot size varies (example: yield from Sort or Final Test)
Remember: Control charts do not diagnose!
- They only tell us when something is out of the ordinary, when and by how much.
P chart: (Fraction defective)
The “P" resembles the proportion (%) of nonconforming items
Need a good definition of nonconforming items – usually a categorical definition
Can be of equal or unequal subgroups
Normally need large subgroups – can even be up to total for the period
U chart: (Number of defects per unit)
The number of nonconformities per lot, where the lot size varies
Control limits for the p-chart and u-chart are set using formulas in the Memory Jogger book, as well as all sorts of other sources.

17. Tools and applications: Plan
The p-chart monitors the proportion (%) of nonconforming units in a sample.
p-charts should be used for attribute data (conform or non-conform, yes or no, etc.). Subgroup sizes should be equal, but different sample sizes can be used.
p-charts produce the binomial distribution.
The p-chart generally produces a binomial distribution - the discrete probability distribution of the number of successes in a sequence of n independent yes/no experiments, each of which yields success with probability p.

18. Tools and applications: Plan
The u-chart monitors "count"-type data where the sample size is greater than one, typically the average number of nonconformities per unit.
u-charts produce the Poisson distribution.
The u-chart accounts for the possibility that the number or size of inspection units for which nonconformities are to be counted may vary.
Larger samples may be necessary to track very low nonconformity levels. The u-chart generally produces a somewhat skewed, Poisson distribution.

19. Check sheet - qualitative
Tools and applications: Plan
Check sheet - qualitative
Check sheets are often used to help diagnose by showing where defects are most often found. Understanding where defects are located can sometimes help figure out what put them there.
Our most common example of that would be yield data maps from Wafer Sort and final test.

20. Check sheet - quantitative
Tools and applications: Plan
Check sheet - quantitative
Check sheets are also used to collect numbers of different types of defects. Inspectors will often use tick marks on a clip board version of this to quickly record defect types as they are noticed.
Then they can get entered into a spreadsheet like this one.

21. Histograms/Pareto charts
Tools and applications: Plan
Histograms/Pareto charts
That spreadsheet from the last slide was used to make this chart.
Now we’re getting somewhere! The histogram can tell a lot more than which type of defect is happening most often. If you can stand a busy looking chart, you can get a lot more information out of it. This stacked bar chart shows the number of times defects occurred on each day in the week.
When we look for patterns, we can see that Friday was the worst day for almost all the defect types. Monday wasn’t so hot either.

22. 2. Flow charts to describe the process
Tools and applications: Plan
2. Flow charts to describe the process
Terminator: used to start or stop (can be an oval)
Process: describes a process step
Decision: a yes/no turning point
Document: can be a spec, manual, record, etc.
Arrow: connects any of the steps
Circle: connects to another page for more room
Off-page flow chart: point of a link to another process, as input or output
Flow charts are a quick visual look at what happens in a process.
Sometimes this quick 15,000 foot look at a process can help understand if there is a missing step, has bottlenecks, or is too complicated.

23. Flow chart: 3 departments
Start
A flowchart is described as "cross-functional" when the page is divided into different swimlanes describing the control of different organizational units.
A symbol appearing in a particular "lane" is within the control of that organizational unit. This allows us to show who is responsible for doing what among more than one group.
End

24. Flow chart: one department
Turn on skillet to 350º F
Fry bread
until brown
Start
Stage ingredients
Spread butter on two bread slices, both sides each
Is bread brown? No
Have all ingredients?
Yes
Yes
Fry bread on one side until brown
Here is what the simple flow chart looks like in action.
Making a grilled cheese sandwich – this flow chart has a lot of detail.
Use the level of detail needed to make sure the process gets done right, and the same way.
Place cheese slice on one browned bread slice No
Buy needed items at store.
Is bread brown? No
Place other slice
on top of cheese
Turn off skillet
Electric skillet
West Bend 72132
Instruction manual
Yes
Put on plate and serve.
End
Turn over bread slices

25. Scripted flow chart
More how-to process information is available for users.
Can reference specs for critical information.
Lists person responsible for each step.
Can be made into a process spec.
With the scripted flow chart, more how-to process information is available for users.
- Can reference specs for critical information.
- Lists person responsible for each step.
- Can be made into a process spec.

26. Scripted flow chart (cont.)
4. Issue sticker.
Yes
3. Obtain
needed
repairs
1. Take car
for inspection
2. Car passes? No
The scripted flow chart contains the most information of the three. Where the cross-functional flow chart was like a 15,000 foot view and the grilled cheese sandwich flow chart was like a 10,000 foot view, this chart shows the process at a level more like 5,000 feet.
Here we can see the details in the steps, including references to standards having specific requirements.
Using a two-column format, describe the responsibilities of each task.
In the left column, list the people responsible for accomplishing the task (next to the numbered blocks in the flowchart).
The other column is used to describe the tasks, and to list any necessary documents or special instructions in specs.
Responsibility
Task
1. Car Owner
Make appointment with a mechanic holding a current inspection license. Arrive at inspection station on time.
2. Mechanic
Inspect car IAW Chapter 1 Section If car passes, attach sticker. If car does not pass, remove half of existing sticker and inform Owner of required repairs and allowed re-inspection time frames IAW Chapter 1 Section
3. Car Owner
Perform needed repairs. Obtain follow up inspection within prescribed time frame.
4. Mechanic
Issue and attach sticker IAW Chapter 1 Section

27. 3. What’s it all for? Finding the root cause
Tools and applications: Plan
3. What’s it all for? Finding the root cause
Q: How do I know when I have arrived at root cause?
A: If the root cause is removed, the problem disappears.
There can be more than one cause of a problem, but it’s tricky to solve more than one thing at a time unless we can be sure exactly which solution impacted what thing.
Often there is one underlying cause for a problem. We’ll know we found it, versus just a symptom, if that one thing would cause a problem to disappear.

28. Tools and applications: Plan
Machine
Method
Materials
Maintenance
Man
Mother Nature (Environment)
Cause and effect: what’s in it?
The 6Ms
To find root cause among all the symptoms, companies like Toyota have been using cause-and-effect analyses for decades.
The 6 M's involved are:
Machine, Method, Materials, Maintenance, Man and Mother Nature (Environment) (recommended for the manufacturing industry).
Note: a more modern selection of categories used in manufacturing includes Equipment, Process, People, Materials, Environment, and Management.
Environment:
1. Physical – heat, humidity, vibration, etc.
2. Cultural – both our own and that in which we live, work or play
The 8 Ps are used for administration and services:
Price, Promotion, People, Processes, Place / Plant, Policies, Procedures, and Product (or Service).
The 4 Ss are typically used for service industries:
Surroundings, Suppliers, Systems, Skills.

29. Cause and effect diagram
Tools and applications: Plan
Cause and effect diagram
Machine
Materials
Maintenance
This busy-looking cause-and-effect diagram is often called the fishbone diagram. Most fishbone diagrams have a box at the right hand side, where the effect to be examined is written.
The main body of the diagram is a horizontal line from which stem the general causes, represented as "bones". These are often brainstormed beforehand, using a diverse group with plenty of various insights to offer.
Off each of the large bones there may be smaller bones highlighting more specific aspects of a certain cause, and sometimes there may be a third level of bones or more.
See the Memory Jogger II, page 120 for a filled out example.
These can be found using the '5 Whys' technique. When the most probable causes have been identified, they are written in the box along with the original effect. The more populated bones generally outline more influential factors, with the opposite applying to bones with fewer "branches".
Problem
Man
Method
Mother nature

30. Problem: My car will not start.
Tools and applications: Plan
5-Why
Problem: My car will not start.
Why? - The battery is dead.
Why? - The alternator is not functioning.
Why? - The alternator belt has broken.
Why? - The alternator belt was well beyond its useful service life and has never been replaced.
Why? - I have not been maintaining my car according to the recommended service schedule.
(The last “why” should be root cause)
- In some cases, a 5-Why could be enough to find a problem’s root cause.
- There could be fewer than 5 Whys, or more. The real key is to encourage us to avoid assumptions and logic traps. The process helps to identify a cause that might not occur to us originally.
- The technique was introduced as a critical component of problem solving in the Toyota Production System. The tool is now also used for Six Sigma.
- Limits
The 5 Why has been criticized as being too basic a tool to analyze root causes to the depth that is needed to find and fix true root cause. Reasons for this criticism include:
Tendency for investigators to stop at symptoms rather than going on to lower level root causes.
Inability to go beyond the investigator's current knowledge - can't find causes that they don't already know
Lack of support to help the investigator to ask the right "why" questions.
Results aren't repeatable - different people using 5 Whys come up with different causes for the same problem.
These can be significant problems when the method is applied as theory only. On-the-spot verification of the current “Why” answer, before proceeding to the next, is recommended as a good practice to avoid these issues.

31. Finding the cause: Understanding human error
Tools and applications: Plan
Finding the cause: Understanding human error
Fundamental Attribution Error
Human error is a possible root cause, but to solve that we need to understand if the error happened just this once, or of it is likely to repeat.
According to the Fundamental Attribution Error theory, people tend to say “Sally is lazy” or “Arthur doesn’t care about his job.” It may be true that Sally is lazy, or Arthur doesn’t care, but that’s not a given. We should find that out by eliminating all other possible causes, so we can be satisfied the problem won’t keep happening.
To help sort out between the person and process, ask:
Can the person do the task? If not, is there an aid that would help? If he or she doesn’t understand the task, can he or she learn?
Is the person willing to do the task? If not, can he or she be motivated?
Can a different person do the task?

32. Rubrics Tools and applications: Plan
Used to put a number value on descriptions.
Can “measure” performance in man, material, machines.
Can be customized.
The closest example is in employee performance evals.
Rubrics are qualitative: they measure descriptions; degrees of quality, or “fitness for use.”
They can “measure” performance in man, material, machines, but are used most often for human performance management. The closest example of a rubric is in employee performance evals.

33. Stated Objective or Performance
Tools and applications: Plan
Qualitative analysis using the rubric
Beginning
Score: 1
Developing
Score: 2
Accomplished
Score: 3
Excellence
Score: 4
Stated Objective or Performance
Description of performance characteristics: beginning performance level.
Description of performance characteristics: development and movement toward mastery.
Description of performance characteristics: mastery.
Description of performance characteristics: highest performance.
Here is the basic template for making a rubric.
Scoring rubrics include:
- One or more criteria on which performance is rated,
- Definitions and examples that illustrate the attribute(s) being measured and
- A rating scale for each dimension.
There is no rule for how many performance levels to have, but don’t make this too complicated!
Result
Criteria
Scale
Definitions

34. Sample rubric: team work
Tools and applications: Plan
Sample rubric: team work
Performance 1 2 3 4
Score
Worked as part of the team
No appropriate or positive participation
Little appropriate or positive participation
Some appropriate or positive participation
Much appropriate or positive participation
Preparedness for team meetings
Was not prepared for most team meetings
Was prepared for some team meetings
Was prepared for most team meetings
Was consistently prepared for team meetings
Managed time wisely
Did not use time to best benefit
Sometimes used time to best benefit
Mostly used time to best benefit
Consistently used time to best benefit
Problem solving
Made little or no attempt to objectively solve problems
Made some efforts to objectively solve problems
Made active efforts to objectively solve problems
Consistently strived to objectively solve problems
Rubrics can be used for any type of performance, but they are most often used for managing human performance.
Here is an example for team work.

35. Now we can write the problem statement.
Tools and applications: Plan
Now we can write the problem statement.
The research-worthy problem statement should address all six questions:
what, how, where, when, why, and who.
Include your metrics to describe the problem.
Leave out theories and blame.
Keep a strong customer focus.
Remember the problem statement?
Now that we have all the data, we should be able to write the problem statement that will form our project’s framework.

36. Tools for planning the DO stage:
Tools and applications: Plan
4. Planning the solution
Tools for planning the DO stage:
OST (Objectives, Strategies & Targets)
Flow chart – what
Matrix diagram – who, what
Gantt chart – what, when
Metrics tools – did it work?
Final stage pf planning: what happens next?
- Plan the project. Here are the simplest tools for getting the solution done.
OST (Objectives, Strategies & Targets)
Flow chart – what
Matrix diagram – who, what
Gantt chart – what, when
Metrics tools – how much
- We’ve already looked at flow charts and metrics.
- We can use the same types of flow charts and metrics as we did when defining the problem.
- Now let’s look at OST, the Matrix Diagram and the Gantt chart.

37. OST (Objectives, Strategy & Tactics)
Tools and applications: Plan
OST (Objectives, Strategy & Tactics)
OBJECTIVE:
STRATEGY ONE:
TACTIC 1:
TACTIC 2:
TACTIC 3:
STRATEGY TWO:
TACTIC 4:
STRATEGY THREE:
TACTIC 2::
STRATEGY FOUR:
The objective should have a way to know when it’s been achieved: in other words, it should be measurable, or include a measurement aspect.
Strategies are the plans of action designed to achieve the objective. Tactics are the set of actions taken to fulfill a strategy.

38. Matrix diagram: who, what
Tools and applications: Plan
Matrix diagram: who, what
= Primary responsibility
= Team members
= Resources
There are a number of ways to use a matrix diagram, and the Memory Joggers can show you how.
The simple example we’ll look at here is for planning who will be involved with the problem’s solution.
These three symbols show the type of involvement the project members will have for each step. Let’s see what it looks like when put to use.

39. Tools and applications: Plan
Matrix diagram (task)
Tasks
Resources
Task #1
Task #2
Task #3
Task #4
Task #5
Who
This example Matrix Diagram gives a quick view of who is involved with what, and their type of involvement.
See pages 85 to 90 in the Memory Jogger II for more information on Matrix diagrams.
= Primary responsibility
= Team member
= Resources

40. Tools and applications: Plan
Gantt Chart
Software packages like Microsoft Project Manager have really nice Gantt Chart capability.
But there’s no need to make this harder than it needs to be. A Gantt chart can be made with graph paper, or with a simple adaptation of graph paper like this construction example.
Hint: include symbols like stars for milestones:
- Inspections
- Group meetings
- Collecting performance data mid-stream
- Progress reports to management

41. What’s next in the process?
The DO stage
What’s next in the process?
Plan
Do: Implement the solution
Check
Act
It can seem like we’d never get here, but we have! By now we know:
1) Our problem, in specific terms of what, who, when and how much.
2) Our objectives, strategies and targets.
3) How we’d know if we met our targets (metrics).
4) Who we plan to do what, when, and what authority they have.
5) Our milestones: when we’re expected to deliver and for whom.

42. Follow through: did it work? Check What’s next in the process?
Plan Do
Check: Did it work?
Act
We’ll check for results using the same tools as we used to understand the problem in the first place.
Follow the plans laid out in the project management tools like Gantt chart.
Don’t forget to check from time to time to see if data collection is being done, and in the planned way! No surprises allowed!
The objective: to prevent the problem from happening again.

43. Knowledge management: Act
What’s next?
Plan Do
Check
Act: What happens now?
Now we have results! There’s something in common here with tennis and golf – the part that’s often considered the most important to success: the Follow through. (exhibit swing follow through)
- Did we learn what we wanted? If not, repeat the experiment.
- What did we learn? Review, using the same six categories as with the cause and effect stage:
Machine, Method, Materials, Maintenance, Man and Mother Nature (Environment)
- Let’s remember that Environment means more than temperature. It also applies to organizational culture. Did we learn about new ways to manage human performance? Did we learn about a need on a wider scale? How do we use what we learned on a wider scale?
- Seek out the experts
- Make appropriate plans to address whatever needs stand in our way between where we are and the NEXT LEVEL of performance.
- Did we learn technical things about the process? We can apply them to:
FMEA – Design, Process, Area
GR&R – MSA program
Planned maintenance and preventive maintenance
Control charts – setting control limits and developing corrective action plans
Related processes – other opportunities? The same tools can be used for continuous improvement. The only difference is we pick the project because it’s what we want, not what we need.
- Share with others – can we put these learnings into a library to share?

44. Summary: What do we do with all this?
The 8-D
D1: Assemble a cross-functional team of experts
D2: Define the Problem fully
D3: Implement and verify Interim Containment Actions
(ICAs) as needed. Also known as Temporary Fixes.
D4: Identify and Verify Root Cause
D5: Choose and verify Permanent Corrective Actions
(PCAs). Preventive Actions are also chosen.
D6: Implement and validate PCAs
D7: Prevent recurrence of the Problem/Root Cause
D8: Recognize the efforts of the Team
Remember this? The 8-D.
Our problem solving tools can be used for the 8-D. Let’s have a look.

45. Summary: What do we do with all this?
Control charts, Histograms/Pareto charts,
Check sheet, Rubrics, Flow charts, Cause and effect, 5-Why, Problem statement
Cause and effect, 5-Why
Objectives, Strategies & Targets (OST)
Matrix diagram, Gantt chart, Flow chart(s), Control charts, Histograms/Pareto charts, Check sheet, Rubrics
Flow chart(s), Control charts, Histograms/ Pareto charts, Check sheet, Rubrics
NO, you don’t need to do all of that! Use the tools that fit the need.
- For D2: Defining the problem, we can use one or more of these tools:
Control charts, Histograms/Pareto charts, Check sheet, Rubrics, Flow charts, Cause and effect, 5-Why, Problem statement
- For D4: For finding Root Cause:
Cause and effect, 5-Why
- For D5: Choosing corrective actions and preventive actions
Objectives, Strategies & Targets (OST)
- For D6: Implementation
Matrix diagram, Gantt chart, Flow chart(s), Control charts, Histograms/Pareto charts, Check sheet, Rubrics
- For D7: Preventing recurrence through follow up
Flow chart(s), Control charts, Histograms/Pareto charts, Check sheet, Rubrics
Q: What’s the single big difference between problem solving and continuous improvement?
A: In problem solving, we do it because we need to. In continuous improvement, we do it because we want to get to the next level.

46. Wrap up
Questions?
Comments?

47. Resources (more advanced tools)
Memory Jogger II – Continuous Improvement
Problem solving Memory Jogger
(more advanced tools)

48. Contact Details Jennifer Kirley CPEA, CQM/OE Conway Business Services