PROBLEM SOLVING PROCESS

SELECT OBJECTIVE TO ACCOMPLISH

Identify the problems associated with the objectives
Use problem discovery steps.
Discuss the problem with all concerned
Decide Approach to each problem Deal with one problem at a time
PLAN Use Guidelines: Start immediate action
DO
Barriers: Yellow card. Coach; offer suggestions if needed
Skill Deficit: Blue card. Provide resources, assistance and permission where and when needed
Process Snag: Green card.
Set follow on assignments.
Fix completion and review dates. Be firm on deadlines.

Problem Discovery – Select a Problem

1. GO TO THE WORKPLACE REGULARLY 4. RECORD THE FACTS
Avoid Surprises Validation process using F.O.G.
Do not work from memory. Experiment to validate guesses.
2. OBSERVE Capture all details revealed.
Be patient, use all of your senses to observe, not just your eyes. (More than one sample.) Is the fact relevant to the problem?
Check for 5. CLASSIFY AND STATE PROBLEMS
Scrap, breakages, damages, stock write offs, stock holdings, rejects, rework, production People – skills, attitude
targets, holdups, bottlenecks, morale, lack of communication, customer complaints, Method – process, machine, materials, layout flow, suppliers.
product returns. List out all the problems you see with evidence.
3. QUESTION Arrange in easily understandable way.
Talk to people concerned, get opinions, develop understanding, never blame. Avoid too much of information.
Discover possible impacts – Safety, Quality, Quantity, Cost NO PROBLEM, IS A PROBLEM

SELECT APPROACH
Barriers, Relations issues, Ad Hoc issues, uncertain cause Skill deficit, Nonstandard work methods Process snags, unstable process

DETERMINE OBJECTIVES GET READY TO INSTRUCT ANALYZE AND RECORD

GET AND ANALYZE THE FACTS 1. Prepare the Workplace Select appropriate unit, Watch the job being done, list all
See for yourself, first-hand information. a. Get specific tools, materials, equipment details
Review the records. b. Arrange for best efficiency Material Handling, Machine and Hand Work, Delay,
Select manageable problem bit. Inspection, Transport, and Storage
Collect general and specific information; isolate and Note snags and difficulties.
2. Prepare yourself
examine critical facts. Delays, Awkward Movement, Distance to Walk, Dangers,
a. Plan the instruction
What policies, rules, and regulations apply?  Check out New Appointment, Transfer, Unpleasant Task, Quality, Waste, etc.
Fit the facts together and consider their bearing on Temporary absences, Resignations, Select Key Activities to improve
each other. Identify all possible root causes Promotions, Accidents, Mistakes, Damage, UNDERSTAND & CHALLENGE EACH KEY ACTIVITY
Talk with all individuals concerned and get opinions, Damage to equipment, Excessive time taken, Why is it done? Is it necessary?
feelings and advice. Low output, Attitudes When – Where – Who – How is it done?
 Who is to be trained, in what skill, by what
Why that way? Is there a better way?
date
Be sure you have the whole story b. Breakdown the job for instruction Note all ideas. Use aids below
 Breakdown into coaching units Question snags and difficulties with a view to their
WEIGH POSSIBLE ACTIONS and DECIDE  List important steps elimination.
(PREPARE)

 List the key points and reasons for each step Get full appreciation of present method.
PLAN

What possible actions can be taken?

 Use the help of experienced workers Note all ideas for each key activity on Challenge Sheet
(minimum of 3 options suggested)
c. Do a dry run first, ensure you can do and explain USE THESE AIDS
Check if actions are possible, practical and immediately the job correctly SAFETY:
implementable.
Is it the safest method? Does it conform to safety rules?
Consider temporary countermeasures as well as long EQUIPMENT:
term solutions. 3. Prepare the Learner Is your equipment correct, fully used, and in good working
Check each action’s impact against objectives; a. Put him at ease condition? Is other equipment available within the
organization? Can holding devices be used? Can gravity aids
weighing effect on individual, group, and production. b. State job, learn his experience, interest him in
help?
Select all required actions to be done. learning LAYOUT:
c. Explain use of tools, equipment, safeguards, etc Is space being used to advantage? Is everything in the
Check if instruction or method change is needed.
List out steps and details for each action.
d. Position learner for learning convenient work area? Can both hands do useful work?
MATERIALS:
Can better, less expensive or less scarce materials be used?
Can scrap or waste be reduced or used for another job?
Don't jump to conclusions DESIGN:
Could improvement be obtained by alteration of design of
product or equipment?
PAPERWORK:
Could duplications of work be reduced? Can sorting,
summarizing, recording, copying, checking, be reduced or
simplified? Can the design of the form be improved?
HOUSEKEEPING:
Are working and storage areas are clean and orderly? Is junk
taking up space that could be used for productive work? Are
necessary things in proper place?
Always enlist the help of those doing the job.
Work out your ideas with others.
TAKE ACTION INSTRUCT THE LEARNER DEVELOP NEW METHOD
Work on countermeasures and long term solutions. 1. Instruct Review ideas for all key activities.
Should I handle this myself or request help? Tell, show, illustrate one step at a time, Eliminate unnecessary activities.
Stress key points with reasons, test understanding
(Who else can help in handling problem?) Simplify means for remaining necessary activities.
(EXECUTE)

2. Try out learner’s performance

Consider proper time and place. Have him do the job Combine / Rearrange - sequence, place, person
DO

Immediate action is preferred. Have him repeat, Telling what he is showing, stressing Note all possible new methods,
Explain and get acceptance of all concerned. key points with reasons, test understanding with Why
- questions Choose best new method to introduce.
3. Put him on his own List details of improved method.
Don't delay or pass the buck Stress quality and safety Do trial run (experiment to validate idea)
Encourage questions about the job
Tell him who to ask for help
FOLLOW UP ON RESULTS CHECK AND EVALUATE RESULTS INSTALL AND MAINTAIN NEW METHOD
How soon and how often will I check? 1. Assess performance of trainee Submit for approval: Safety, Quality, Quantity, Cost.
(VALIDATE)

Watch for changes in output, attitudes, and 2. Check for conformance to safety, quality, quantity Convince and train users.
3. Inform all concerned regarding practice and
relationships. Check results, give credit
SEE

production results
Transfer follow up to senior supervision.
Did my actions help production? Maintain register of proposals - for your own follow
up
IF THE PERSON HASN'T LEARNED, THE
WERE OBJECTIVES ACCOMPLISHED?
INSTRUCTOR HASN'T TAUGHT THERE IS ALWAYS A BETTER METHOD
SEE
Record actions and results
Review records, check workplace.
What did you expect? What did you learn?
Did you achieve desired objective?
REPEATED USE OF CONTINUOUS IMPROVEMENT CYCLE LEADS TO DESIRED RESULTS