I've taught many workshops on basic problem solving over the years at various companies. This 3 part presentation collects tools and methods that I've found useful and that most people tend to be able to put into practice quickly. Problem solving is ground that has been covered by many people many times in the past and this presentation builds on that work, incorporates my experience and hopefully integrates it in a way that provides some new insights. This is the 1st of a 3 part presentation.

1. Basic 8D Problem Solving:
Tools & Methods
A.R. Alvarez
ARA TRAINING
ARA (Dec 2015)- © 2015 -
ARA TRAINING

2. Basic Problem Solving
ARA (Dec 15)- © 2015 - 2
ARA TRAINING
Problem Solving Outline
 Part 1: Overview of Methods (Plan)
 Problem Solving Principles
 Contrasting Different Approaches
 PDCA / 4D & 8D Framework
 D1 – D2: Form Team & Define Problem
 Part 2: Step-By-Step Problem Solving (Do)
 D3: Implement Containment
 D4: Identify Possible Root Causes
 D5: Identify Root Cause Corrective Actions
 Part 3: Problem Solving Wrap-Up (Check & Act)
 D6 – D8: Verify Corrective Actions, Prevent Recurrence,
Document Results & Recognize Team
 Appendix

3. Basic Problem Solving
ARA (Dec 15)- © 2015 - 3
ARA TRAINING
Methods For Problem Solving ?

4. Basic Problem Solving
ARA (Dec 15)- © 2015 - 4
ARA TRAINING
No One Way to Problem Solving
Success
But Some Are Better Than Others
Good Ones Have Many Common
Elements

5. Basic Problem Solving
ARA (Dec 15)- © 2015 - 5
ARA TRAINING
Integrate Different Perspective
Data
Driven
Knowledge
Driven
Question
Driven
Integrate

6. Basic Problem Solving
ARA (Dec 15)- © 2015 - 6
ARA TRAINING
Utilize Simple Tools

7. Basic Problem Solving
ARA (Dec 15)- © 2015 - 7
ARA TRAINING
Ask & Answer Simple Questions
 What is The Problem?
 Why is it a Problem?
 What Are The Goals?
 How Long Will it Take to Solve?
 How Much Will it Cost to Solve?
Get Tracked & Managed Like a Project

8. Basic Problem Solving
ARA (Dec 15)- © 2015 - 8
ARA TRAINING
Avoid Artificial Constraints
 Constraints Will Always Exist
 Real Constraints Need to Be Respected, But Also
Challenged
 Where Can Constraints Appear During Problem
Solving?
 How Do You Become Aware & Overcome Constraints?
Sub-Conscious Assumed Very Real
Constraints

9. Basic Problem Solving
ARA (Dec 15)- © 2015 - 9
ARA TRAINING
Fit Method to Problem
Different Problems May Require Different
Approaches
Use as Simple an Approach as Possible
Be
Adaptive

10. Basic Problem Solving
ARA (Dec 15)- © 2015 - 10
ARA TRAINING
PDCA: Problem Solving
Plan
(Define Problem, Pick Factors, …)
Do
(Design / Execute Experiments)
Check
(Analysis / Implementation / Verification)
Act
(Make Conclusion, Define Next Step)

11. Basic Problem Solving
ARA (Dec 15)- © 2015 - 11
ARA TRAINING
FOCUS Problem Solving Method
 Find the Problem (Often the Problem Finds You)
 Organize a Team
 Clarify Problem
 Understand Problem
 Select Solution
How is It Similar? How Different? How Complete?
http://www.mindtools.com/pages/article/focus-model.htm?utm_source=nl&utm_medium=email&utm_campaign=13May14#np

12. Basic Problem Solving
ARA (Dec 15)- © 2015 - 12
ARA TRAINING
Kepner - Tregoe
1. Define the Problem (Situation Appraisal)
2. Describe the Problem (Problem Analysis)
3. Establish Possible Causes (Decision Analysis)
4. Test the Most Probable Cause (Potential
Problem Analysis)
5. Verify the True Cause
How is It Similar? How Different? How Complete?
itSM Solutions “Thinking About Problems: Kepner-Tregoe” May 2015

13. Basic Problem Solving
ARA (Dec 15)- © 2015 - 13
ARA TRAINING
Edmond’s Creative Problem Solving
Step 1 - Curious Observation
Step 2 - Is There a Problem?
Step 3 - Goals & Planning
Step 4 - Search, Explore, & Gather the Evidence
Step 5 - Generate Creative & Logical Solutions
Step 6 - Evaluate the Evidence
Step 7 - Make the Educated Guess (Hypothesis)
Step 8 - Challenge the Hypothesis
Step 9 - Reach a Conclusion
Step 10 - Suspend Judgment
Step 11 - Take Action
How is It Similar? How Different? How Complete?
http://www.problemsolving.net/ps9-3of4-fullproblem.html
Template in
Appendix

14. Basic Problem Solving
ARA (Dec 15)- © 2015 - 14
ARA TRAINING
Problem Solving Concept Map
How is It Similar?
How Different?
How Complete?
http://www.studygs.net/problem/problemsolvingo.htm

15. Basic Problem Solving
ARA (Dec 15)- © 2015 - 15
ARA TRAINING
Consensus-Oriented Decision-Making
The CODM model was developed by psychologist, Dr. Tim Hartnett, and it was published his 2010 book
Consensus-Oriented Decision-Making
Consensus-Oriented Problem Solving??
 Frame The Problem
 Have an Open Discussion
 Identify Underlying Concerns
 Develop Proposals
 Choose Direction
 Develop Preferred Solution
 Close
How is It Similar? How Different? How Complete?
http://www.mindtools.com/pages/article/codm.htm?utm_source=nl&utm_medium=email&utm_campaign=13May14#np

16. Basic Problem Solving
ARA (Dec 15)- © 2015 - 16
ARA TRAINING
(4)
Identify
Possible Root
Causes
(3)
Implement
Containment
(2)
Define
Problem
(1)
Form Team
(7)
Prevent
Recurrence
(8)
Document
Results &
Recognize
Team
(5)
Identify Root
Cause Corrective
Actions
(6)
Verify
Corrective
Actions
8D
Process
8D Problem Solving Method
Adapted From “The 8 Discipline Problem
Solving Process, Brenda Roos)

17. Basic Problem Solving
ARA (Dec 15)- © 2015 - 17
ARA TRAINING
8D Problem Solving Method
 Problem Solving Methodology That:
 Clearly Defines a Problem
 Allows for Appropriate Interim Containment Action
 Analyzes Problems Using Data & Basic Statistical Tools
 Drives to Find The Root Cause of The Problem
 Corrects The Problem By Eliminating The Root Cause
 Implements Mistake Proofing to Prevent Reoccurrence
 Uses “Lessons Learned” Concepts as Prevention Step
Don’t Limit 8D’s Use to Just Customer Related
“Quality” Problems
It Doesn’t Need to Be 8D, 4D is Fine in Many Situations

18. Basic Problem Solving
ARA (Dec 15)- © 2015 - 18
ARA TRAINING
8D Project Overview Template
Business Impact
Revenue $10M
Customer
Relationship
Medium
Organization High
D1 D2 D3 D4 D5 D6 D7 D8
At D1 3/13/13 3/13/13 3/16/13 3/18/13 3/19/13 3/20/13 3/22/13 3/24/13
Previous
Review
3/13/13 3/13/13 3/16/13 3/23/13 3/24/12 3/25/13 3/26/13 3/27/13
Current
Plan
3/13/13 3/13/13 3/17/13 3/23/13 3/25/13 3/25/13 3/26/13 3/27/13
Key Requirements
Eliminate Customer Line Fallout
No Change in Any Product Spec
< 3% Increase in Product Cost
< 10% Increase in Step Mfg Cycle Time
Problem Definition
Performance
Gap:
Actual =
Target =
Customer
Line Fallout
1,000 PPM
< 10 PPM
Time in
Existence
90 Days
Time to Solve < 7 Days
Product/Service Touch Sensor
Customer Apple
Organizations PE, TE, Mkt
Priority (1 – 5) 4
Team Lead Isabel
Team KY, TA, KG, ..
Problem Complexity
Type (L,M,H) Medium
COL Budget
(Fcst/Actual)
4
Time Per
Cycle
24 Hrs
Containment Impact
Customer: None
Manufacturer: 5% Yield Loss ($0.50)
Mfg: 20% Capacity Reduction (1Mu/Mth)
Mfg: 10% Increased Cycle Time (6 Hrs)
Root Cause / Corrective Action
RC Hypothesis/Confirmed: Test Hole at X
CA Status: In Progress
Note: Add Any Key Customer Delivery Dates / Description Above if Different From Dx

19. Basic Problem Solving
ARA (Dec 15)- © 2015 - 19
ARA TRAINING
4D Project Overview Template
Business Impact
Revenue $10M
Customer
Relationship
Medium
Organization High
Plan Containment
Root Cause
Identified
Root Cause CA
Implemented
At D1 3/13/13 3/13/13 3/16/13 3/18/13
Previous Review 3/13/13 3/13/13 3/16/13 3/23/13
Current
Plan
3/13/13 3/13/13 3/17/13 3/23/13
Key Requirements
Eliminate Customer Line Fallout
No Change in Any Product Spec
< 3% Increase in Product Cost
< 10% Increase in Step Mfg Cycle Time
Problem Definition
Performance
Gap:
Actual =
Target =
Customer
Line Fallout
1,000 PPM
< 10 PPM
Time in
Existence
90 Days
Time to Solve < 7 Days
Product/Service Touch Sensor
Customer Apple
Organizations PE, TE, Mkt
Priority (1 – 5) 4
Team Lead Isabel
Team KY, TA, KG, ..
Problem Complexity
Type (L,M,H) Medium
COL Budget
(Fcst/Actual)
4
Time Per
Cycle
24 Hrs
Containment Impact
Customer: None
Manufacturer: 5% Yield Loss ($0.50)
Mfg: 20% Capacity Reduction (1Mu/Mth)
Mfg: 10% Increased Cycle Time (6 Hrs)
Root Cause / Corrective Action
RC Hypothesis/Confirmed: Test Hole at X
CA Status: In Progress
Note: Add Any Key Customer Delivery Dates / Description Above if Different From Above

20. Basic Problem Solving
ARA (Dec 15)- © 2015 - 20
ARA TRAINING
Best Practices in Problem Solving
(Don’t Over-Complicate)
 Clear, Concise Problem Definition
 Starts With Broad Perspective
 Gets Alignment Across Organizations
 Breaks Down Problem
 Questions Data, Knowledge Base, Assumptions
 Critically Focuses Data
 Eliminates Artificial Constraints
 Drives Convergence & Critical Path
 Is Self-Correcting
 Balances Planning & Doing
 Balances Root Cause Fix & Containment
 Is Properly Tracked & Progress Communicated
 Appropriately Documented
Describe Problem
(With Data)
Propose
Hypotheses
Test Hypotheses
(With Data)
Implement
Appropriate Fix

21. Basic Problem Solving
ARA (Dec 15)- © 2015 - 21
ARA TRAINING
Pick Your Problems: Pareto Analysis
 Vital Few, Trivial Many
 Many Things Need Improvement
 Where To Start?
 Cooperation
 Communication

22. Basic Problem Solving
ARA (Dec 15)- © 2015 - 22
ARA TRAINING

23. Basic Problem Solving
ARA (Dec 15)- © 2015 - 23
ARA TRAINING
PDCA: Problem Solving
Plan
(Define Problem, Pick Factors, …)
Do
(Design / Execute Experiments)
Check
(Analysis / Implementation / Verification)
Act
(Make Conclusion, Define Next Step)

24. Basic Problem Solving
ARA (Dec 15)- © 2015 - 24
ARA TRAINING
(3)
Implement
Containment
(2)
Define
Problem
(1)
Form Team
(5)
Identify Root
Cause Corrective
Actions
8D
Process
8D Problem Solving Method
(4)
Identify
Possible Root
Causes
(6)
Verify
Corrective
Actions
(7)
Prevent
Recurrence
(8)
Document
Results &
Recognize
Team

25. Basic Problem Solving
ARA (Dec 15)- © 2015 - 25
ARA TRAINING
I. Form Team
 Who Should Be on the Team?
 Start Small, Grow Team as Problem Definition (D2)
Evolves
 Team Leader
 Team Members (Cross-Functional?)
 Roles & Responsibilities
 “Rapid” Decision Making Process
(Recommend, Agree, Performs, Input, Decides)
 How to Determine Priority?

26. Basic Problem Solving
ARA (Dec 15)- © 2015 - 26
ARA TRAINING
(3)
Implement
Containment
(2)
Define
Problem
(1)
Form Team
(5)
Identify Root
Cause Corrective
Actions
8D
Process
8D Problem Solving Method
(4)
Identify
Possible Root
Causes
(6)
Verify
Corrective
Actions
(7)
Prevent
Recurrence
(8)
Document
Results &
Recognize
Team

27. Basic Problem Solving
ARA (Dec 15)- © 2015 - 27
ARA TRAINING
II. Problem Definition
 Arguably The Most Important Step in the Process
 But The One Most Often Done Poorly
 Insure That Problem (& Size) is Real – Don’t Assume!
 Problem Definition Elements:
 Products or Service Impacted
 Quantified Performance Gap (Scope): Current vs. Target
 Temporal: 1) Time in Existence, 2) Time to Solve
 Quantified Impact: Both Company and Customer
 Priority (Dollarizing Extent of Problem Helps Set Priority)
 Specify Both Financial and Non-Financial Impact
 Specify Not Just Desired Outcome, But Also By When
 Modify Team as Necessary

28. Basic Problem Solving
ARA (Dec 15)- © 2015 - 28
ARA TRAINING
 Crises:
 Fast Action, Big Differences
 Simple Experiments
 Development/Yield Enhancement
 More Time, Smaller Differences, Cause & Effect
 2 Level Factorials, Blocked Designs
 Discovery
 Longer Time, Complete Knowledge
 Response Surface, Steepest Ascent
Problem Landscape: Urgency
D. Welter, Motorola
U
R
G
E
N
C
Y

29. Basic Problem Solving
ARA (Dec 15)- © 2015 - 29
ARA TRAINING
Problem Landscape: Assumptions
 Assumptions Guide Behavior, Affect Thinking and
Therefore Problem Solving
 Broad Categories: Casual, Prescriptive & Paradigmatic
 You Can’t Help But Make Assumptions; Dig Deep
Enough & You’ll Always Hit an Assumption
 Implicit or Hidden Assumptions Abound
 Some are Good, Even Necessary; Some Not So Good
 How to Uncover Assumptions?
 How to Differentiate “Good” vs. “Bad” Assumptions?

30. Basic Problem Solving
ARA (Dec 15)- © 2015 - 30
ARA TRAINING
Problem Landscape: Data
 What Data Do You Need at This Stage?
 What Do You Really Know? (Fact, Not Speculation)
 How Much Data Do You Need?
 How are You Going to Get It?
 How Long is It Going to Take You to Get It?

31. Basic Problem Solving
ARA (Dec 15)- © 2015 - 31
ARA TRAINING
Initial Data Gathering
IS
 What It is:
 When It is:
 Where It is:
IS NOT
 What It is Not:
 When It is Not:
 Where It is Not:
3 Ws: First Order What, When, Where

32. Basic Problem Solving
ARA (Dec 15)- © 2015 - 32
ARA TRAINING
Initial Data Gathering
Possible Actions & Questions
 5 Whys ( = How )
(Used Both in Problem Definition & Subsequent Steps)
 Extent ?
 How ?
 Does it Interact ?
 “Solved” Before ?
 What Can Be Done to Clarify Problem?
 Preliminary Hypothesis Driven?
 Who Can Help?
 . . .

33. Basic Problem Solving
ARA (Dec 15)- © 2015 - 33
ARA TRAINING
Expanded Data Gathering
IS
Who
 Who is affected by the problem?
 Who first observed the problem?
 To whom was the problem reported?
What
 What type of problem is it?
 What has the problem (part id, lot #s, etc)?
 What is happening with the process?
 What changed?
 Do we have physical evidence of problem?
Why
 Why is this a problem?
 Is the process stable (Or Unstable)?
IS NOT
Who
 Who is not affected by the problem?
 Who did not find the problem?
What
 What does not have the problem?
 What could be happening but is not?
 What could be the problem but is not?
Why
 Why is it not a problem?
After ABB 8D Worksheet
5 Ws . . . and . . . 2 Hs
(Who, What, Why, Where, When) (How Many, How Often)

34. Basic Problem Solving
ARA (Dec 15)- © 2015 - 34
ARA TRAINING
Initial Data Gathering: Expanded
IS
Where
 Where was the problem observed?
 Where does the problem occur?
When
 When was the problem first noticed?
 When has it been noticed since?
How Much/ Many
 How well can problem be measured (gauge)?
 Quantity of problem (ppm)?
 How much is it costing dollars, people, & time?
How Often
 What is the trend (continuous, random,
cyclical)?
 Has the problem occurred previously?
IS NOT
Where
 Where is the problem not observed?
 Where is the problem not located?
When
 When could the problem have been
noticed but was not?
How Much/ Many
 How big could the problem be but is not?
How Often
 What could the trend be but is not?
 Why hasn’t the problem been seen
before?

35. Basic Problem Solving
ARA (Dec 15)- © 2015 - 35
ARA TRAINING
Initial Data Gathering
Data Sources & Analysis Tools
 Data Sources:
 SPC Charts
 Historical (Typically Unstructured) Data Tables
 . . .
 Analysis Tools:
 Simple (Or Even Multivariate) Correlation Analysis
 Multi-Vari Charts
 Distribution Analysis and Box Plots
 . . .

36. Basic Problem Solving
ARA (Dec 15)- © 2015 - 36
ARA TRAINING
Something Change . . . Or . . .
“Never Been There” Performance Gap?
“Never Been There”
Time
Desired
Actual
“Something Changed”
Gradual
Change
Performance
Level
Time
Target
Actual
Abrupt
Change
Time
Performance
Level
Target
Actual
Performance
Level

37. Basic Problem Solving
ARA (Dec 15)- © 2015 - 37
ARA TRAINING
Multi-Vari Chart
 Variation is Composed of Levels; One Level Typically
Contains Most of Variation
 What Are Levels of Variation?
•Die, Wafer, Lot
•Wafer, Run, Shift
•Furnace, Bank, Fab
•Tester
•Shift
•Factory / Line
 De-Constructing Levels of Variation Provides Insight Into
Possible Root Causes
Stepper
PolyCD
Shift
1 2 3 4

38. Basic Problem Solving
ARA (Dec 15)- © 2015 - 38
ARA TRAINING
Integrated Problem Solving
Data
Driven
Knowledge
Driven
Question
Driven
Integrate

39. Basic Problem Solving
ARA (Dec 15)- © 2015 - 39
ARA TRAINING
Data Driven: Good Data
 When is Data Bad ?
 Under- vs. Over- Standing
 Causality vs. Correlation
 Data (Sample) Bias
 Sufficiency
 . . .
Don’t Take “Data” at Face Value

40. Basic Problem Solving
ARA (Dec 15)- © 2015 - 40
ARA TRAINING
Knowledge Driven: Good Knowledge
 When is Knowledge Bad ?
 Under- vs. Over- Standing
 Applicability
 Capturing & Using Knowledge
 . . .
Don’t Take “Knowledge” at Face Value

41. Basic Problem Solving
ARA (Dec 15)- © 2015 - 41
ARA TRAINING
Question Driven: Good Questions
 How do You Know This to Be True?
 Response to Information or Descriptive Claim
 Why Should I (We/They) Do This?
 Response to Action, Suggestion, Recommendation . . .
 What is it About ____ That Makes it Good (Bad/OK)?
 Response to Value Judgment
After Dennis Matthies
The Basic Critical Question(s)
Get Good at Asking Insightful Questions

42. Basic Problem Solving
ARA (Dec 15)- © 2015 - 42
ARA TRAINING
Matthies’ PQ Basic 7  8
 Go/No Go
 Clarification
 Assumptions
 Basic Critical
 Causes
 Outcomes
 Action
 Uniqueness
 Why Spend Time on This?
 What Exactly do you Mean?
 What are We Assuming?
 How do we Know This is True?
 What Caused This?
 What will be the Effects?
 What Should be Done?
 Is This the Only ...?
Learn to Use The Full Toolkit
After Dennis Matthies

43. Basic Problem Solving
ARA (Dec 15)- © 2015 - 43
ARA TRAINING
Argument Deconstruction
Conclusion
Reason/Evidence
Source
Assumption 1 . . .
Assumption 2 . . .
. . . Assumption n
Stay Alert to Implicit Assumptions
& Weak Source(s) After Dennis Matthies

44. Basic Problem Solving
ARA (Dec 15)- © 2015 - 44
ARA TRAINING
Assumptions: Breaking Them Down
Step 1) Brainstorm / Uncover Assumptions Being Made
Step 2) Evaluate: Ask 3 Questions About Each Assumption
1. How Likely is This Assumption to Be False or Mistaken in Some Way & How?
2. What are the Consequences if this Assumption is False or Mistaken? i.e.
How Astray Will it Lead Us? How Long Would it Take to Recover? How Much
Harm Will Result?
3. If We Don’t Know (or Not Sure) Whether/How Valid This Assumption Is,
Would it Be a Good Use of Resources to Investigate Further?
Step 3) Actions Based on Assumption’s Validity
 Create 2X2 Matrix (Consequence vs. Validity) & Parse Assumptions (Next Pg);
i.e. Sort Assumptions Out That Are Highest Uncertainty/Probability of Being
Wrong and That If Not Valid Will Have Significant Consequences
 Make Action Plan For Investigating Those Assumptions Further to Get Broader
View of Risk Inherent in Thought Process
After Dennis Matthies

45. Basic Problem Solving
ARA (Dec 15)- © 2015 - 45
ARA TRAINING
Prioritizing Assumption Evaluation
Consequence of Assumption
Assumption
Validity
Low High
High
Low
Verify /
Double-Check
Underlying
Support
Accept
Investigate &
Reframe
Reframe

46. Basic Problem Solving
ARA (Dec 15)- © 2015 - 46
ARA TRAINING
Assumptions: Basic Questions
 What Are You Assuming?
 What is The Person Next to You Assuming?
 What Inferences Are You Making From Your
Assumptions?
 What Could Be Assumed Instead?
 Why Would Someone Make This Assumption?
Reference ??

47. Basic Problem Solving
ARA (Dec 15)- © 2015 - 47
ARA TRAINING
Assumptions: Sample Questions
 You Seem to Be Assuming ______. Do I
Understand You Correctly?
 Your Reasoning Depends on The Assumption
That ________. Why Have You Based Your
Reasoning on ______ Instead of ______?
 What Background Information or Data Are
Your Assumptions Based On? Would Knowing
________ Change Your Assumption in Some
Fashion?
Reference ??

48. Basic Problem Solving
ARA (Dec 15)- © 2015 - 48
ARA TRAINING
Assumptions: Constraints
 Assumptions About Constraints Common
 Sometimes They are Unconscious
 Sometimes They are a Conscious Assumption
 How Do You Uncover Them?

49. Basic Problem Solving
ARA (Dec 15)- © 2015 - 49
ARA TRAINING
Matthies’ 9 Assumption Categories
 Existence: Assumption That Something Exists
When Someone Says, “The Solution to X Is...” They are Assuming That a Problem Exists
and That There is a Solution for It.
 Uniqueness: There is Only One of Something
In The Above Example, It is Assumed That There is One Solution and One Problem; If
Statement Started With “A” Rather Than “The” No Uniqueness
 Measurement: Assumption That Something Is Measurable
Someone Claims That They Have Found The Solution to X. This Assumes That X is
Measurable and that There is an Accurate Way of Measuring Changes in X.
 Possibility: Something is Possible, or Feasible
When Somebody Says That They Are Trying to Solve a Problem, They Are Assuming That
Finding a Solution is Possible, or That Under The Circumstances it is Feasible. It Could Be
That The Solution is Too Expensive, or Would Take Too Long to Implement, To Be Viable
 Value: Assumption That Something Is Good Or Bad
When Someone Says, “I Have a Great Solution,” They are Obviously Attaching a Value
Assumption – What is The Measure?” After Dennis Matthies

50. Basic Problem Solving
ARA (Dec 15)- © 2015 - 50
ARA TRAINING
Matthies’ 9 Category Assumptions
 Audience: In Statements to Others We Make Audience
Assumptions
These Often About Shared Meanings, Shared Values, Or Shared Background.
Ex: Team is Unable to Agree on Which is Solution, X1 or X2 , is Best. Someone Asks,
“What Assumptions Are We Making About How Long X1 or X2 Will Take?” Group Realizes
That Lack of Agreement Stems From Different Assumptions at About How Long (Or How
Hard) X1 or X2 Will Take.
 Category: We Have Categorized Something Correctly
Team Leader Tells Manager The Proposed Solution is Too Expensive. It Could Be That
Solving The Problem is So Critical That Cost is Secondary – Time is the Key Factor.
 Similarity: Majority of Thoughts Are Unconscious Analogies
Team Lead Says “As We Learned in Project X, If We Do Y … .” This Assumes That
Solutions Used In Project X Will Work In a Similar Fashion on the New Project.
 Time Constancy: Things Will Stay The Same Over Time
Assuming That Current Conditions are Representative of The Past or That Critical Variables
Stay Constant Over Time are Examples of High Risk Assumption in Problem Solving
After Dennis Matthies

51. Basic Problem Solving
ARA (Dec 15)- © 2015 - 51
ARA TRAINING
Problem Solving Outline
 Part 1: Overview of Methods (Plan)
 Problem Solving Principles
 Contrasting Different Approaches
 PDCA / 4D & 8D Framework
 D1 – D2: Form Team & Define Problem
 Part 2: Step-By-Step Problem Solving (Do)
 D3: Implement Containment
 D4: Identify Possible Root Causes
 D5: Identify Root Cause Corrective Actions
 Part 3: Problem Solving Wrap-Up (Check & Act)
 D6 – D8: Verify Corrective Actions, Prevent Recurrence,
Document Results & Recognize Team
 Appendix
Part 2
Next

52. Basic Problem Solving
ARA (Dec 15)- © 2015 - 52
ARA TRAINING
(4)
Identify
Possible Root
Causes
(3)
Implement
Containment
(2)
Define
Problem
(1)
Form Team
(7)
Prevent
Recurrence
(8)
Document
Results &
Recognize
Team
(5)
Identify Root
Cause Corrective
Actions
(6)
Verify
Corrective
Actions
8D
Process
8D Problem Solving Method