Practical Problem Solving

Practical
Problem Solving
The Toyota Way

Scott Davis
Managing Partner
Lean Associates, Inc.
Lexington, KY 40517
All materials copyright Lean Associates, Inc. No part of this presentation may be
copied or reproduced without written permission of Lean Associates, Inc.
EVERYTHING we do is for the

purpose of showing us where the
problems are. We must constantly
identify problems, find their
causes, and solve them in order to
improve for the long-term.
Toyota Trainer
Copyright Lean Associates, Inc. www.leanassociates.com
Revision 9
When is the Best Time to Find a Problem?

Before it BECOMES a problem!
If you discover a potential problem you
are able to take corrective action
Fire Prevention
If you discover a situation AFTER it is
a REAL problem you can not prevent
the problem
Fire fighting
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What We Are Trying To Do

Core Philosophy: Elimination of WASTE
(COST) (Increase the amount of value)
Why we
do it!
How we
do it!
Creating Continuous Flow
Surface
Problems
Measure the Throughput Time

How we know
we did it! (Indicator
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of success)
Correct Flow of Lean Thinking

Purpose, Values, Philosophies (Beliefs)
The things we are taught and believe
Principles and Concepts (Ideas and Way of Thinking)
Thinking that orients our beliefs
Strategies for execution

(The approach to things guided by our principles and values)
The method of executing our principles
Tactical (HOW to apply Lean Tools)
The doing part (the solutions)
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P hilo s o p hy
W as te E lim inatio n
P e rf o rm anc e Me as ure
R e d uc e d L e ad T im e
P rinc ip le
C re ate C o ntinuo us
P ro c e s s F lo w
S trate g y
C re ate I nte rd e p e nd e nt
"C o nne c te d " P ro c e s s e s
L e an T o o ls
K anb an, S up e rm arke ts ,
D e f ine d F I F O L ane s
R e s ult
W as te is
R e d uc e d !
Me tho d
P ull S ys te m
R e as o n
P ro b le m s are S urf ac e d
Q uic kly and are C ritic al
C o ntro l Me tho d
Utilize V is ual C o ntro ls s o
T hat no P ro b le m s are
Hid d e n
Effect
P ro b le m s Mus t b e
C o rre c te d Q uic kly
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The Four Step Process

Step One: Find and Clarify
the Problem
Understand the current
situation
Set standards as the
foundation for PPS
Surface the problems
Build consensus and
alignment
Clarify goals and targets
Step Two: Find the Root

Causes
Ask clarifying questions
(when, where, how)
Narrow the focus
Brainstorm possible causes
Determine the most likely
contributors
Determine the greatest
actual contributors
Confirm the root causes
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Step Three: Identify and
Implement Countermeasures
Brainstorm
countermeasures
Evaluate and prioritize
countermeasures
Develop the
Implementation Plan
Step Four: Confirm and

Follow Up
Verify plan effectiveness
Modify implementation
plan
Confirm the results
Standardize effective
countermeasures
Develop Future Steps
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Why are we here?

1. Recognize the importance of
Practical Problem Solving.
Purpose
Process
Payoff
2. Skills development: learn the
Practical Problem Solving Process!
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Do we have problems?
What are some of the problems you have here?
List problems on the board
There are NO SHORTAGE of problems in ANY
work area!
Can we SEE problems?
Accidents, near misses, defects, scrap,
performance to schedule/budget, attendance??
Problem Solving skills are essential for all

employees!
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Why use Practical Problem Solving?

Because No Problem is a problem!!
Problems are opportunities to learn and develop.
Hiding problems undermines the continuous
improvement philosophy.
Solving problems is necessary for achieving our
goals.
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The Goal
The ultimate goal of PPS is not
just to solve the problem at
hand!
The goal is to make problem
solving transparent and
teachable in order to create an
organization of problem
solvers.
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Problem Solving Opportunities

Strategic
Initiative
Strategic
Initiative
Strategic
Initiative
Project
Project
Project
Project
Very
few big
problems
Few
medium sized
problems
Project
Many
small
problems
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Focus of the Problem Solving Method

Problem Solving Opportunities
(Large, Vague, Multiple Problems)
Point of Pain
Clarify the Problem

Problem Defined
Most Likely Contributors
Five Whys?
Investigation to
Root Cause
Genchi Genbutsu Shugi

= principle of the
real place and real
thing
Go
and
See
Why?
Why?
Why?
Why?
Why?
Basic Cause/
Effect Investigation
DirectCause
Cause
Root
Cause
Countermeasure
Share Best
Practices
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Step 1: Find and

Clarify the Problem
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Junk Words
It is a long way to the store

How many blocks? ______
There are a lot of people waiting in line at Wal-Mart.
How many people in line? ______
There are a lot of mistakes.
How many mistakes are there? ______
It takes a lot of work to do lean activities.
How many hours does it take each week? ______
We have a big problem with defects.
How many defects is that? _______
These things take too much time to do.
How much time do these things take per day? ______
Inspired by: Sammy Obara

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17

Step One
the Problem
situation
foundation for PPS
Build consensus and
alignment

Causes
(when, where, how)
Narrow the focus
contributors
actual contributors
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How do we typically find a Problem??

Things are
working
well?
Yes
No
Yes
Dont touch it!

IDIOT!!
Does anyone
know?
Yes
No
Yes
No
Can you blame
someone else?
Have you
touched it?
No
Will it
blow up in
your face?
No
Pretend you havent seen it
Yes
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No Problem
Understanding the Current Situation

What is a Problem?
Ideal Situation
or
Standard
Where you want to be.
Quantifiable
G
A
P
Problem
Current Situation
Where you are now.
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Problem or Opportunity
What do we do?
Standard or
Goal
KAIZEN ZONE
The
Problem
Actual
Performance
Problems MUST be corrected
Kaizen is opportunity for improvement
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Criteria for Problem Definition

What do we need for a problem to exist?
1. An Actual Current Situation
2. A Desired Situation (Goal or Standard)
3. A Gap between actual situation and goal
4. Extent of the problem
How long has the condition existed?
Is it getting better or worse?
What are the characteristics?
(Consistent/Variable)
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Setting Standards: foundation

for practical problem solving
CURRENT SITUATION VS. STANDARD
Seek facts relating to when the standard is achieved and
when it is not.
Define important details about the current situation vs. the
standard situation.
Whats different?
How often?
When is the problem
Where is the problem located
occurring (not occurring)?
Whats changed?
(not located)? Find the POC
When did it start?
What is the trend?
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Problem Relationships
Higher cost is a result of
poor operational capability,
quality and service
COST
Why you do what you do,

and who you do it for.
Right thing
Right time
Desirable products
Internal customers (others
doing their jobs
CUSTOMER
SERVICE
OPERATIONAL
CAPABILITY
Productivity
Efficiency
Equipment
People
Materials
QUALITY
What you have to do
well to provide service
Defects
Scrap
Rework
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Surface the Problems

Select Problems Using The 80/20 Rule
20 % of Problems
Lead To
80% of the
Opportunity
80% of Problems
Lead To
20% of the
Opportunity
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Surface the Problem

Problem Identification
Guidelines to Gather relevant facts:
Go to the actual location where the

problem is occurring (the GEMBA)
You MUST GO SEE for yourself
(Genchi Gembutsu Shugi)
Get facts yourself by observing, dont
make assumptions
Do not rely upon data gathered by
other individuals or reports
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Case Study Example:

The Current Situation
Actual: Average just over 3% paint

defects
Standard: Less than 1% paint
defects
Gap (Problem): Paint defects are
2% over the standard
Extent: Problem has been consistent
for long-term (over 1 year)
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Case Study Example
Rationale for solving the problem:

Defect is found after paint is cured
and repair is more difficult.
Rework requires additional set-up
of paint system.
Rework affects cost and delivery
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Team Exercise Part One:

Surfacing Problems
Lets go find some problems

Look for facts, not feelings
Understand the current situation
30 minutes
Go where the problem occurs
Select teams
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Exercise One Review

What did you see?
Did you see problems?
How do you know they were
problems?
How do the things you saw prevent
you from achieving desired
results?
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Learning to
Present your
Thinking Using
A3
Lean Associates, Inc.
P.O. Box 5448
Berkeley, CA 94705
Revision 9
All materials copyright Lean Associates, Inc. No part of this presentation may be
copied or reproduced without written permission of Lean Associates, Inc.
What is an A3?
Communication tool
Tool to develop logical thinking
Provide a common language
Way to organize vast amounts of
information in concise format
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Typical A3 Report
Whats Included
1. A clear reason for the report (story)
2. A clear presentation of facts, not opinions
3. An objective analysis of data
4. A specific, rational conclusion
5. Recommended actions:
Short term / Long term
6. Monitoring activity/ next steps /follow up
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A3 Thinking
Understanding Causality
Seeking Predictability
Ensuring Ongoing, Unending Learning
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What is the Story You are Telling?

An effective way to communicate is
to tell a persuasive story
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36
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Case Example:
Understand the current situation
1. Problem Statement
- Paint defects on the Powder Coat Line are 2% over the standard and
Actual Current Situation
have been for over 1 year

Average just over 3% paint defects
Desired Situation (Goal or Standard)
Paint defects should be less than 1%
Gap between actual and desired
Paint defects are 2% over the standard
Extent of the problem
Problem has been consistent for long-term (over 1 year)
Rationale for solving the problem

-Defect is found after paint is cured and is more
-Rework requires additional set-up of paint system
difficult to repair
Other Comments
- Rework has potential impact on customer delivery and increases cost
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Team Exercise Part Two:

Build Consensus and Alignment
Complete the Problem Statement (section 1)
of the A3
Make sure you can verify the four criteria.
List the rationale for solving the problem.
List any other issues related to the problem.
20 minutes
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Exercise Two Review

Each team share their problem with the
other teams
Discuss and clarify the problems
Does everyone agree that The problem is correctly defined
Facts were presented
The problem should be solved
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Clarify Targets and Goals

Target characteristics
Do What? (Improve/Increase or
Reduce/Decrease)
To What? (Defects, productivity, cost,
etc.)
How Much? (By a specific amount and
get back to standard)
By When? (Set an aggressive date)
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Case Example:
Clarify targets and goals
2. Target / Goal
20
09
6/
26
/
20
09
6/
19
/
20
09
12
/
00
9
6/
5/
2
6/
20
09
5/
29
/
20
09
5/
22
/
20
09
15
/
00
9
5/
8/
2
5/
4/
17
/
20
09
10
/
4/
00
9
26-Jun-09
1/
2
By When
5/
2%
20
09
How Much
24
/
Paint Defects
4/
To What
20
09
Reduce
Do What
Paint Defect Reduction Target
3.5
3
2.5
2
1.5
1
0.5
0
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Team Exercise Part Three:

Clarify Targets and Goals
Complete Section Two (targets and goals)
of A3
15 Minutes
Set Targets and Goals
Do What
To What
How Much
By When
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Exercise Three Review

Each team share their targets and goals with
the other teams.
Discuss and clarify the targets and goals.
Does everyone agree that The the targets and goals are appropriate for the
problem
They are specific and measurable
Targets and goals are aggressive but realistic
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Step 2: Finding the

Root Cause
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Step Two
the Problem
situation
foundation for PPS
Build consensus and
alignment

Causes
(when, where, how)
Narrow the focus
contributors
actual contributors
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Analysis to Find Root Causes
The key to effective problem

solving is to find the root cause(s)
of the problem.
This step requires detailed study
and observation!
This is where the majority of time
is spent in problem solving.
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Finding Root Causes of Problems

Root Causes are things that are
happening that lead to the problem.
Root Causes are at the bottom of
every problem.
The Root Causes are often hidden
from view.
Finding Root Causes requires
digging.
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Watch out for traps

Not clearly understanding the needs of the organization or
area
Not clearly stating the needs (defining the situation)
Knowing the answers prior to exploration
Just listing the problems and getting started doing
something
Jumping from problem to solution without clear
understanding and analysis
Putting too much on the to do later list and not doing
enough now
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Copyright 2003 Lean Associates, Inc.

859-552-5326
Steps to finding the

Root Causes of a Problem
1. Ask Clarifying Questions: What, when,
where or how the problem happens
2. Narrow the focus
3. Brainstorm Possible Causes
4. Determine Most Likely Contributors
(develop your theory)
5. Determine Greatest Actual Contributors
(conduct your experiment)
6. Confirm the Root Cause.
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Narrowing Focus
L A R G E P R O B L E M
Many Possible Causes
Most Likely Causes
Point of Cause
5 Why Process
Root Causes
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Copyright 2005 Jeffrey K. Liker and David Meier
Ask Clarifying Questions:

Where to Look for Root Causes
Point of
Cause
The Point of
Cause may not
be at the Point of
Occurrence
Point of
Occurrence
Where the problem

physically occurs
Point of
Recognition
The problem is often

detected at a later
time. The worst is
when it is at the
customer.
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Relationship of
Problem/Symptom/Cause
PROBLEM
(Virus)feel well)
(Don't
THESE
SYMPTOMS
EXIST
AS A RESULT OF
THE PROBLEM
ANALYSIS
LEADS TO
(Aches and Fever)
ROOT CAUSES
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Copyright 2005 Jeffrey K. Liker and David Meier
Relationship of
Problem/Symptom/Cause
SYMPTOMS:
PROBLEM
Quality Issue
Causes
(Reduced Efficiency)
AS A RESULT OF
THE PROBLEM
Increased Cost,
Poor Customer
Service
Therefore
Quality
(Errors and
Omissions)
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Copyright 2007 Lean Associates, Inc.

859-552-5326
Examples: What/Where/When
Machines, equipment and tools
Precision
Reliable and Repeatable
Cycle time fast enough (too fast)
Correct settings
Fixtures / Tooling
Any other issues like hitting things with a
hammer to get them into the machine.
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Environment (Workplace Layout)
Lighting
Temperature
Work Position (Reaching / Overhead)
Extreme Effort
Noise
Any other issues like extra effort or
difficulties with work.
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Work Method and Procedures
Standard method defined and
followed
Correct pace
Over-processing
Evidence of correction or rework
People (Man)
Skills and Training
Absenteeism
Turnover
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Materials, parts, products
Incoming quality
Size, shape, tolerances
Material shortages, or outages
Extra effort required to make parts
work
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Narrow the Focus using Data

Problem Tracking Data Collection Sheet
Problem: Paint Defects on the powder coat line are 2% over the standard
Why? Quantity of Surging defects is high
Reason: Need to brainstorm possible causes for surging
Possible Causes for Problem
Paint Surging (Splatters)
Heavy Paint
Thin Paint
Contamination
Frequency
Total
17
12
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Other
Narrow the Focus (Closing the Gap)

20 % of Causes
(Critical Few)
Lead To
80% of the Gap

80% of Causes
(Lots of
Miscellaneous)
Lead To
20% of the
Gap
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Other
Contamination
Heavy Paint
Thin Paint
18
16
14
12
10
8
6
4
2
0
Analysis of Paint Defects by Type
Paint Surging
(Splatters)
# Defects
Case Example:
Narrowing the Focus
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Brainstorm Possible Causes

Go and See to completely understand.
Develop possible causes based on
experience (educated guesses) and
observation.
Group and Organize (Example:4 Ms 1 E)
After Brainstorming, clarify to ensure
complete understanding (list then clarify).
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Case Example:
Defect Rate in Powder Paint
Why?
Paint Surging (Splatter)

Why?
Man
Method
Machine
Material
Environment
Lack of
Training
Operator
Technique
Worn
Gun
Paint
Clumps
Poor
Lighting
Dont
Care
Motion
Up Down
Set Up
Wrong
Wet
Powder
Faraday
Trap
Side to
Side
Hose
Kink
Defects on
Parts
Mask and
Suit
Wrong
Hose
Dirt in
Parts
Worn
Venturi
Pump
Worn
Revision 9

Brainstorming Worksheet
Problem Statement:
Possible Causes:
List all possibilities without judgement
People
Method
Material
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Team Exercise Part Four:

Brainstorm Possible Causes for the Problem
Use the brainstorming worksheet as a guide
Go and See to make sure you are not
missing any possibilities.
Use your knowledge and previous
experience to gather ideas.
Narrow, group, and organize your ideas.
40 minutes
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Exercise Four Review

Focus review on the brainstorming process
rather than specific causes generated.
What were the challenges of brainstorming?
What were the benefits?
Discuss any main ideas generated by
brainstorming.
Dont review every item- just some of the
more surprising or perhaps previously
unknown ideas that you believe warrant
further investigation.
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Determine the Most Likely Contributors

Based on your facts, narrow the list of possible
causes and decide on three (3) items you consider to
be the Most Likely Contributors.
Narrow the focus based on actual results.
Use logic-do the results make sense?
Look for consistency/variability: can we
isolate the cause?
Are we closing the gap between Point of
Recognition and Point of Occurrence?
Consensus Rules in making decisions.
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Determine the Most Likely Contributors

To determine Greatest Actual Contributors
investigate the Most Likely Contributors
further:
We must PROVE or DISPROVE
through experimentation.
We can always change our theory if we
prove these are not actual contributors.
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Determine the Most Likely Contributors:

The Scientific Method
Observation Go see problem at the point of occurrence
Theory Ask what, when, how, and who to find possible
causes
Hypothesis Identify what you believe are the Most Likely

Contributors
Experiment Conduct experiments to verify Most Likely

Contributors are ACTUAL causes
Results Evaluate and verify Greatest ACTUAL Contributors

Conclusions Prove or disprove your theory and
hypothesis based on results of experiments
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Why Experiment To Prove Theories?

The Culture of Problem Solving
Galileo gravity experiment
Which falls faster?
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Example of Worksheet
Most Likely Contributor Selection Worksheet
1. Review list of Possible Causes.
2. Combine any items that are the same or similar
3. Clarify any items to ensure all members understand the meaning
4. Use a voting method to decide which are the 3 Most Likely Contributors
5. Select items that happen most often or contribute the most to the gap (problem)
Most Likely Contributor #1
Why do you believe this is a Most Likely Contributor? (List any obsevations or data)
What ideas do you have to prove that this is an actual contributor to the problem?
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Case Example:
Determine Most Likely Contributors
Determined that the defect is actually a clump of
paint on the surface (not contamination).
Found that the hoses and venturi were in
specification.
Faraday Trap is inside corners and defect is on the
outside of parts.
Tested up-down motions and could not duplicate
problem.
Tested old and new guns- no difference.
Operators showed concern and desire to solve
problem.
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Case Example Continued:

Process of Elimination
People
Method
Machine
Material
Workplace
Lack of
Training
Operator
Technique
Worn
Gun
Paint
Clumps
Poor
Lighting
Dont
Care
Motion
Up Down
Set Up
Wrong
Wet
Powder
Faraday
Trap
Side to
Side
Hose
Kink
Defects on
Parts
Mask and
Suit
Wrong
Hose
Dirt in
Parts
Experimentation
allows us to prove or
disprove our
theories.
Worn
Venturi
Pump
Worn
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Most Likely Contributors:

Team Exercise Part Five
Use the Most Likely Contributor Worksheet as a
guide.
Narrow your list of Possible Causes to three (3)
items that have a high likelihood of being actual
contributors to the problem.
List your thinking as to why you believe your
selections are Most Likely Contributors (theory).
List any ideas to prove your thinking (hypothesis)
20 minutes
Revision 9
Exercise Five Review

Focus review on the selection process
used to narrow to the Most Likely
Contributors
Do the reasons listed sound
reasonable?
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Go See and Experiment:

Determine the Greatest Actual Contributors
Method
Machine
Operator
Technique
Set Up
Wrong
Point of
Occurrence
Go to the Point of Occurrence and experiment
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Factors to Verify With Experiments

Operator Technique
Theory
Excessive wiggling
Rapid movement
Incorrect Equipment
Set Up Theory
Air Pressure
High/Low
Powder Flow
High/Low
KV Setting High/Low
Fluidization of Powder
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Results of Experiments
Set Up Test
Air Pressure
KV
Powder
Result
+ 10 PSI
No Change
No Change
No Problem
+ 20 PSI
No Change
No Change
X
Problem
+ 20 PSI
+ 2.O
No Change
X
More Problem
+ 10 PSI
+2.O
No Change
X
Problem
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Case Example:
Greatest Actual Contributors
3. Cause Analysis
Method
Spraying Technique
Greatest Actual Contributors (Top 3)
Set-Up
Air Pressure Setting too high
Set-Up
KV Setting too high
Why?
Why?
Why?
Root Causes
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Team Exercise Part Six:

Greatest Actual Contributors
Go to the workplace to observe the Most Likely
Contributors
Determine experiments to prove Greatest Actual
Contributors
Conduct experiments if possible.
Complete section 3 (Cause Analysis) of the A3 to
this point (Greatest Actual Contributors only)
Dont try to identify ROOT CAUSES at this time!
30 minutes
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Exercise Six Review

Each team:
Share their process with the other teams.
Explain the 3 Greatest Actual Contributors and
why they were chosen (results of your
experiments).
Does everyone agree on the following

items:
The logic from the problem to the Greatest
Actual Contributors makes sense?
The team should pursue these actual
contributors through root cause analysis?
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Confirm the Root Cause:

Five Why Investigation
Why did that happen?
Therefore!
Therefore!
Therefore!
Therefore!
Therefore!
Root Cause
Work backwards from the root cause to the problem

statement saying Therefore between each Why
statement
If you can proceed logically from the last Why statement
to the problem statement, the process was done correctly
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Case Example:
Confirm the Root Cause
Why?
Paint Surging (Splatter)
Why?
Spray Technique
KV Setting High
Air Setting High
Why?
Rapid
Movement
Incorrect
Incorrect
Setting
Setting
Why?
Cause
Cause
Cause
Cause
Cause
Why?
Keep digging to get to root causes!
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Why ask why 5 times

If you stop short, you have only detected a partial cause
and not a root cause
For example:
In the old Cavalry days a battle on the frontier was lost
The general at the time only asked why one time and he
was told because our soldiers became dismounted from
their horses
He immediately ordered his men to undergo rigorous
riding remedial training
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Why ask why 5 times

If the general knew about 5 Why Analysis and had
asked why a few more times, he would have
discovered:
Why did the soldiers become dismounted?
Because the horses were going lame
Why were the horses going lame?
Because they were throwing a horse shoe
Why were they throwing a shoe?
Because they only had 3 of the required 5 nails installed
Why were there only 3 nails installed?
Because the blacksmith ran out of nails and spread the
remaining nails as far as he could
By not asking enough Whys the action taken didnt

address the true root cause.
85
Revision 9
Common Five Why Mistake

Problem Statement: The defect rate is over goal
Why?
Too many defective parts
Why?
Parts are assembled incorrectly
Why?
Operator error
Why?
Parts don't align correctly
Why?
Poor design
Why?
Root Cause??
Designer didn't design correctly
The root cause points responsibility to someone else.

It may be true, but it does not help us solve the problem.
The root cause cant be corrected.
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Effective Root Cause Analysis

Problem Statement: The defect rate is over goal
Why?
Too many defective parts
Why?
Parts are assembled incorrectly
Why?
Operator error
Why?
Parts don't align correctly
Why?
Parts can be oriented incorrectly
Why?
Root Cause??
No error proofing device
We can correct the root cause.

The solution is obvious!
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Case Example:
Confirm Root Cause
3. Cause Analysis
Greatest Actual Contributors (Top 3)
Method
Spraying Technique
Set-Up
Air Pressure Setting too high
Set-Up
KV Setting too high
Why? (Does spraying technique cause splatter?) Why? (Is the air pressure set high?)
Someone set incorrectly
Gun moved rapidly causes paint to surge
Operator believes that moving back and forth
Why? (Is the KV setting high?)

Someone set incorrectly
Why? (Did someone set incorrectly?)
Why? (Did someone set incorrectly?)
It is not clear what the correct setting is It is not clear what the correct setting is
Why? (Is the setting not clear?)
Why? (Is the setting not clear?)
Proper setting not marked on the
Proper setting not marked on the
gauge
gauge
increases coverage
Root Causes
Why? (Is the gun being moved rapidly?)

Operator uses a wiggling back and forth motion
Why? (Does the operator use this motion?)
Revision 9
Team Exercise Part Seven:

Confirm the Root Cause
Continue asking Why? to find root cause.
Confirm that you have found the root causes
(Can you make the problem occur or stop?)
Test using the therefore test.
Complete the Cause Analysis (section 3) of
the A3.
Show any information related to the root
cause analysis.
Highlight the root causes identified.
Revision 9
Exercise Seven Review

Each team share their root cause analysis
with the other teams.
Explain the Five Why process used to
verify the root causes.
Does everyone agree that the logic of the Five Whys make sense?
the root causes have been verified and proven?
Revision 9
Wrap Up Step Two

HOMEWORK:
Work on previous team assignments.
Complete or update sections 1, 2, and 3.
Do you need to conduct any
experiments?
The Facilitator will be available for
coaching.
Questions?
Revision 9
Step 3: Identify and

Revision 9

Step Three
Implement Countermeasures Follow Up
Brainstorm
countermeasures
countermeasures
Develop the
Implementation Plan

plan
Confirm the results
countermeasures
Revision 9
Brainstorm Countermeasures
Problems are never truly solved, they
are merely kept in control (minimized).
This control is called a countermeasure.
The countermeasure must be used
constantly to control the problem and
remain effective.
Failure to use the proper countermeasure
will allow for reoccurrence (defects).
There is no absolute countermeasure.
Revision 9
Brainstorm Countermeasures
Emphasize quantity over quality.

Suspend judgment-let ideas flow.
Let one idea build upon the next.
Record ideas rapidly for as long as you can
without stopping.
The Rule: The countermeasures must relate
to the problem!!
Revision 9
Evaluate Countermeasures
Countermeasure(s) should always be evaluated on
their ability to achieve your target/goal.
They should be effective:
Can you test the countermeasure?
Will this countermeasure be enough to achieve the
target/goal?
Will this countermeasure prevent recurrence of the

problem?
Revision 9
They should be feasible.
To Determine how feasible the countermeasure may be,
ask the questions:
Can it be done by the team?
Can it be done now?
Is it low cost?
Must it be done by outside resources?

Will management/others buy into the solution?
Revision 9
They should have impact!
Ask what impact might this countermeasure have on:
Other processes and people?
My job?
My team?
Other operations?
The company as a whole?
Will the countermeasure create new problems?
Revision 9
Prioritize Countermeasures
High
Potential Value
High Priority
o Second wave
First Priority
Just Do Its
o Evaluate these first &
implement ASAP
Defer
Second Priority
Just Do Its
o Evaluate later
o Second wave
Prioritized
list of ideas
to be further
evaluated
Low
Difficult
Easy
Ease of Implementation
o
o
o
Operational Risks (irreversible?)

Need for capital
Timing/resources required
Revision 9
Prioritize Countermeasures
Keep both a short term and a long term
perspective in mind.
Short Term Countermeasures
What can fix the problem immediately?
Does it help achieve the target or goal?
Implement Short Term Countermeasures while
developing Long Term Countermeasures.
Long Term Countermeasures

Offer the best combination of results.
Does it really deal with the root cause of the
problem?
Does it really achieve your target or goal?
Will it prevent recurrence of the problem?
Revision 9
Case Example:
Evaluate and Prioritize Countermeasures
4. Countermeasures
Testing showed that it is possible to recognize the defect at the point of occurrence. Developed spot check procedure
Short-Term (Temporary)
Mark gauges with correct settings
Implement process confirmation of gauges 4 times per shift by line leader
Long-Term (Permanent): Use JI to re-instruct operators correct spray speed, distance, etc.
Build in Spot Inspection at paint booth to prevent defect from going into oven. Repair can be made easily at paint booth.
Put lock on gauge setting to prevent changing without line leader awareness
Revision 9
Develop the Implementation Plan

In the Problem-Solving Process, effective implementation
cannot be assumed. Proper planning IS REQUIRED.
Develop a Plan to implement

countermeasure(s)
Define necessary actions
List actions required
Sequence of actions required
Specify who will do what, when, and where
Test your thinking.
Revision 9

Evaluate the Implementation Plan
Ask what if? to anticipate problems with the plan (Impact)
Critical areas to question/validate include:
Tight deadlines
Costs
Unclear responsibilities
Possible adverse reaction
Commitment by others to follow through
Modify the plan if necessary

Communicate the Plan
Use the A3 format.
Discuss with management, peers, and
others affected
Execute the Plan

Revision 9
Case Example:
5. Implementation Plan
What will be implemented
Who
When
Where
Status
Behind
1 Color gauge face green showing proper setting range
Kora S
4/30/2009
Paint Booth
Complete
In front of
2 Develop visual cards indicating gauges checked 4 times per shift
Kim M
5/5/2009
Paint Booth
Complete
3 Add spot inspection of problem area into standard work
Michael M
5/5/2009
Paint Booth
In Process
4 Install lock out on gauges
Matthew M
5/20/2009
Gauges
Scheduled
5.
Revision 9
Team Exercise Part Eight: Evaluate & Prioritize

Countermeasures; Develop Implementation Plan
Identify potential countermeasures (short-term and long-term)
If possible, test effectiveness of temporary countermeasures.
If a problem cant be stopped, can it be controlled? (Example:
presort incoming material so that defects dont get to the line)
Prioritize countermeasures and complete Countermeasures (section
4) of the A3.
Complete the Implementation Plan (section 5) on the A3.
Define necessary actions
List the actions required
Sequence of actions required
Specify who will do what, when, and where
30 Minutes
Revision 9
Exercise Eight Review

Each team share their countermeasures and
implementation plans with the other teams.
Explain how the countermeasures were
determined and prioritized.
Share the results of any tests.
Use the A3 to show the plans.
Revision 9
Step 4: Confirm and

Follow Up
Revision 9

Step Four
Brainstorm
countermeasures
countermeasures
Develop the
Implementation Plan

Follow Up
plan
Confirm the results
countermeasures
Revision 9
Verify Plan Effectiveness

Monitor the progress of the
implementation plan
Was the implementation plan
completed?
Was the target or goal achieved?
Is it necessary to go back to
identify additional
countermeasures?
Revision 9
Verify Plan Effectiveness
Verify the effectiveness of the

countermeasures
Did the countermeasures
effectively control the root
causes?
Has the problem been
controlled?
Revision 9
Modify Implementation Plan

Evaluate results
Was the experiment successful?
Decide upon appropriate action(s)
Modify implementation plan if
necessary
Select new Countermeasures
Revision 9
Confirm the Results

Countermeasures only control the
causes of problems
They must be constantly applied to
prevent recurrence of a problem
Countermeasures must be regularly
confirmed to make sure they are still
in place and being followed
Revision 9
Confirm the Results

Identify what must be monitored
How will it be checked?
Identify the frequency to check
Who will be responsible?
How will you make it visible so
that everyone knows the
countermeasure is working?
Revision 9
Confirm the Results:

Follow Up and Tracking
Revision 9
Confirm the Results:

Countermeasure Follow Up & Tracking
Revision 9
Standardize Effective
Countermeasures
Build countermeasures into the standard

work
Make countermeasures visual and easy
to see and confirm
Apply error proofing thinking so that
countermeasures can not be omitted
Revision 9
Case Example:
Confirm and Follow Up
6. Follow-Up and Verification
Weekly Number of Paint Surge Defects
Check Method
Visual check of gauges and confirm inprocess inspection
Check Frequency
Once at start of shift and any time the problem is detected
Who will Check?

Line Leader will check and will turn process confirmation card
over to indicate that the check has been complete
Revision 9

1. Wrap up any remaining items
2. Request for assistance for issues outside
control
3. Hand off responsibility for problem to
owners
Sustaining Countermeasures
Continuous Improvement
4. What problem will be tackled next?
Ensure alignment and agreement

Revision 9
Develop Future Steps:

The Art of Hansei
Hansei means deep reflection and

self learning.
build on past success/learn from failures
What did not work according to plan?
Why?
What will you change next time?
Revision 9
Case Example:
7. Future Steps and Recommendations

Currently the team needs to continue to monitor the results and verify the countermeasures. One countermeasure remains to be
implemented and is scheduled.
Line Leader will have daily responsibility to confirm countermeasures and to confirm any time the surging defect occurs.
The Team plans to go back and work on the thin paint issue which is the next highest defect category
Revision 9
Confirm and Follow Up:

Final Team Exercise
As a group, discuss what might be required to complete
section 6 (Follow Up) of the A3 report.
Will it track progress to the target set in section 2 of the A3?
Identify who will check, how, and when will results be tracked and
reported?
Discuss how we might complete Future Steps and

Recommendations (section 7) of the A3 report.
List any recommendations needed to further reduce the problem
(help from others, etc.)
How will we do Hansei? Based on our learning, discuss what you
would do differently next time and why.
20 minutes
Revision 9
A3 Example
Revision 9
Wrap up and Report Out

Present A3s to management team.
Share your thoughts on the class
Lessons Learned
Benefits
What you will do next? What now? What

will we do TOMORROW?
How can we transform from Externally
Driven to Internally Focused?
How will we support each other? Teach
others?
Revision 9

Practical Problem Solving

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Practical

The Toyota Way

EVERYTHING we do is for the

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When is the Best Time to Find a Problem?

What We Are Trying To Do

Creating Continuous Flow

Measure the Throughput Time

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Correct Flow of Lean Thinking

Strategies for execution

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The Four Step Process

Step Two: Find the Root

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The Four Step Process

Step Four: Confirm and

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Why are we here?

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Problem Solving skills are essential for all

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Why use Practical Problem Solving?

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Problem Solving Opportunities

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Focus of the Problem Solving Method

Clarify the Problem

Genchi Genbutsu Shugi

Step 1: Find and

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It is a long way to the store

Inspired by: Sammy Obara

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The Four Step Process

Step Two: Find the Root

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How do we typically find a Problem??

Dont touch it!

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Understanding the Current Situation

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Criteria for Problem Definition

Setting Standards: foundation

When is the problem

Where is the problem located

occurring (not occurring)?

(not located)? Find the POC

When did it start?

What is the trend?

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Why you do what you do,

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Surface the Problems

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Surface the Problem

Go to the actual location where the

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Case Study Example:

Actual: Average just over 3% paint

Case Study Example

Rationale for solving the problem:

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