11 17-09-twi-webinar probsolv

TWI: Problem Solving - A Comprehensive Approach to

TWI Implementation

TWI WebinarNovember 17, 2009

Patrick GrauppTWI Senior Master Trainer

TWI Problem Solving: Two Views

• Compared to Toyota Problem Solving

– How do the two programs compare?

– Answer: Come from the same roots

• The central focus of TWI-PS

– Finding the “root cause” of the problem

– Using JM, JI & JR as tools for solving the problem

– Additional analysis tools and techniques

www.TWI-Institute.org

A Little Background


• TWI Service was closed down September, 1945

• Lowell Mellen, TWI Representative from Cleveland, formed TWI, Inc.

• TWI, Inc. won contract to deliver TWI programs in Japan and began training in spring of 1951

• TWI, Inc. created Problem Solving Training in 1956 at request of Japanese government

How Important Was TWI in Japan?

“It is readily apparent to anyone who has been in close contact with Japanese Business and Industry that the Japanese are many, many years behind the West in their thinking about the problems of Organization and Management. In fact, many times it appears that they have done no thinking at all, at least, not logically.”

TWI, Inc. Final Report, 1956, page 31


The Need for Problem Solving

“This means that at all Supervisory levels below the very Top there is a reluctance to accept Responsibility for anything… so there is a constant crisis in waiting for someone to make a decision or come up with the answer to anything. The final result is that the average Japanese Supervisor is a very, very frustrated individual who hardly knows which way to turn.”

TWI, Inc. Final Report, 1956, page 32www.TWI-Institute.org

The Shoe is on the Other Foot

“When G.M. collapsed last year and turned to the government for an emergency bailout, its century-old way of conducting business was laid bare, with all its flaws in plain sight. Decisions were made, if at all, at a glacial pace, bogged down by endless committees, reports and reviews that astonished members of President Obama’s auto task force.”

New York Times, November 12, 2009www.TWI-Institute.org

David Meier on Toyota PS

• Lean success is low because we typically go straight to the “answer”

• What’s missing is long term vision and strategy in solving problems

• Everyone jumps to the tactical: how to apply lean tools

• They skip the strategy for execution: our approach to things based on principles


Comparison of Two Methods

Toyota Problem Solving Steps

1. Clarify the Problem

2. Break Down the Problem

3. Target Setting

4. Root Cause Analysis

5. Develop Countermeasures

6. See Countermeasures Through

7. Monitor Both Results and Process

8. Standardize Successful Processes

TWI Problem Solving Steps

1. Isolate the Problem– State the problem

– Give proof or evidence

– Explore the cause

– Draw conclusions

2. Prepare for Solution– JM, JI, JR Steps 1 & 2

3. Correct the Problem– JM, JI, JR Steps 3 & 4

4. Check and Evaluate Results


Basic Needs of Good Supervisors


Work

Responsibilities

KNOWLEDGE SKILL

Instructing

Improving

Methods

Leading

Safety

Supervisor's Responsibilities

• What supervisors are responsible for:

– Quality

– Production

– Cost

• How they achieve those responsibilities:

– Knowledge of work

– Knowledge of responsibilities

– Skill in instructing

– Skill in leading

– Skill in improving methods

– Safety component to all the above needs


What is a Problem?


A supervisor has a problem when the work assigned fails to produce the expected results.

Standard—what should

be happening

Current Situation—what

is actually happening

Gap = Problem

Step 1 — Isolate the Problem

1. State the problem

– Pick up current problems

• Problems up to now

• New problems breaking out

• Approaching problems

– Look for and find problems

• Anticipate and foresee problems

• Discussion and review of records

– Prioritize

• Importance, necessity, emergency level



2. Give proof or evidence of the problem

– View with an open mind

– Talk with people, review records

– Facts, circumstances, figures, etc. that directly show the problem

– From the Mechanical angle: schedules, rework & scrap, equipment breakdown, accidents, etc.

– From the People angle: productivity, knowledge & skill, safety, interest, job satisfaction, etc.



3. Explore the cause

– Causes for each and every piece of evidence

– Avoid subjective conclusions or preconceptions

– From the Mechanical angle: method, layout, tools, equipment, environment, standards, etc.

– From the People angle: job assignment, faulty instruction, human relations, personality, etc.

– Piece together cause-and-effect relationships

– Dig down deepwww.TWI-Institute.org

Chain of Causation


Problem EvidenceCauses

Direct Indirect Core/Root

Customers complaining

about late deliveries.

On-time delivery stands

at 87%.

Packaging delays

creating a bottle-neck of

finished product.

Delivery of packaging

product is frequently

delayed from printer.

Films from art

department are being

held up waiting for

confirmations.

Need corporate approvals

for correct usage of all

company logo marks.

Poor communication

between corporate

marketing and plants.

Chain of Causation vs. 5 Why’s


Problem EvidenceCauses

Direct Indirect Core/Root

Customers complaining

about late deliveries.

On-time delivery stands

at 87%.

Packaging delays

creating a bottle-neck of

finished product.

Delivery of packaging

product is frequently

delayed from printer.

Films from art

department are being

held up waiting for

confirmations.

Need corporate approvals

for correct usage of all

company logo marks.

Poor communication

between corporate

marketing and plants.

12

3

4 5



4. Draw conclusions

– Think over the causes — if these causes are removed, will we still see the evidence?

– What are the problem points (root causes)?

1. Is the problem Mechanical?

2. Is the problem People?

3. Is it both?

– Decide on a plan of solution


Problem Analysis Sheet

Pro

ble

m

Pro

of

or

Evid

en

ce

Mechanical Angle People Angle

Behind schedule by Productivity is

Rework is up by Work habits are

Scrap is up by Job interest is

Tool breakage is up by General attitude is

Machine time is down by Work quality is

Accident rate is up by Complaints are

Set-up time is Attendance is

Paperwork increased by Job satisfaction is

— Why? Where? When? Who is responsible? —

Ca

use

s

The above problems are caused by… The above problems are caused by…

Job method Incorrect job assignment

Layout Insufficient skill and

experience

Tools, fixtures,

gages, etc.

Faulty instruction and

follow-up

Machines and

equipment Poor human relations

Materials and parts Personality situation

Product design Basic wants threatened

Housekeeping &

working conditions

Health and physical

fitness

Unsafe conditions Unsafe acts

This problem concerns: QUALITY? COST? QUANTITY? SAFETY? PEOPLE?

Co

nclu

sio

n Problem Points

(Core/Root Causes)

Mechanical People

Things/Places Don‘t know

Can‘t do

Don‘t care

Won‘t do

Name:____________________ Date:_____________________

Problem Point Evaluation


Co

nclu

sio

n Problem Points

(Core/Root Causes)

Mechanical People

Things/Places Don‘t know

Can‘t do

Don‘t care

Won‘t do

• Mechanical Problems—use JM to solve

• People Problems:

– Don’t know/ Can’t do—use JI to solve

– Don’t care/ Won’t do—use JR to solve

Conclusions for Step 1

• Step 1 is the most important step

• Follows Root Cause Analysis pattern

• Looks for Proof or Evidence of the problem to identify true causes

• Further refines analysis of problem to include Mechanical and People angles

• Uses this analysis to help set up plan for solution



Step 2 — Prepare for Solution

Determine Objective

Mechanical Problem People Problem

Job Method · Layout · Tools · Materials · Equipment · Design ·

Environment

Don‘t know

Can‘t do

Don‘t care

Won‘t do

Method Improvement Knowledge and Skill

Development

Attitude and Behavior

Correction

Analyze

(1) Overall situation

Flow chart

Flow diagram

Question overall job

(2 ) Specific Situation

Work Method — Method

Breakdown

Layout — Discuss with

operators

Question every detail

Why is it necessary?

What is its purpose?

Where should it be done?

When should it be done?

Who is best qualified to do it?

How is the ‗best way‘ to do it?

Get ready to instruct

1. Prepare yourself

Make a plan for training

Break down job for

instruction

List Important Steps

List Key Points

2. Prepare the workplace

Correct equipment, tools

and materials

Have workplace set up

properly

3. Prepare the learner

Put the person at ease

State the job

Find out what the person

already knows

Get the person interested in

learning the job

Explain tools, equipment,

and safety gear

Place the person in the

correct position

Get the facts

Review the record

Find out what rules and

customs apply

Talk with individuals

concerned

Get opinions and feelings

Be sure you have the whole

story

Weigh and decide

Fit the facts together

Consider their bearings on

each other

What possible actions are

there?

Check practices and policies

Consider objective and effect

on individual, group and

production

Don‘t jump to conclusions

For Mechanical Problems

• First, analyze the overall job or situation

– Cast a “wide net”

– Use Flow Charts and Flow Diagrams to list and map the routing and location of parts, materials, data, etc.

• Next, analyze the specific job or situation

– Breakdown the job method by listing all details

– Question all details to locate problem sources



Job Methods Breakdown Sheet

Name:_____________________________ Department:__________________ Date:_____________

Parts No.:__________________________ Parts Names:____________________________________

Operation No.:______________________ Operation Name:_________________________________

No. Current Method Details Ideas

(Write down immediately) Proposed Method Details

Types of Questions to Ask

• WHY is it necessary?

• WHAT is it’s purpose?

• WHERE should it be done?

• WHEN should it be done?

• WHO is best qualified to do it?

• HOW is the ‘best way’ to do it?


Three Parts of a Job1. MAKE READY

This is the time and effect spent in getting things ready. Also the placement of materials or parts.

2. DO

This is the work that actually accomplishes the desired main objective and adds value.

3. PUT AWAY

This includes all details necessary to complete the job after the DO operation.


Which Do We Question First?

• We question the DO details first because if they are unnecessary then there is no need to question the rest of the operation

• The greatest opportunity for improvement lies in the MAKE READY and PUT AWAY details

• The movement of materials without any value added is either MAKE READY or PUT AWAY


For People Problems


Don’t KnowCan’t Do

Don’t CareWon’t Do

Faulty Instruction

Wrong Assignment

Personality Situation

Faulty Instruction


Insufficient InstructionIncorrect InstructionInefficient Instruction

No Instruction

Little or no preparation of:Instructor

Work PlaceLearner

Use Job Instruction to Remedy• Make a Timetable for

training

• Breakdown the job

– Important Steps

– Key Points

• Prepare the workplace

• Prepare the learner

– Put at ease

– State the job

– Find what they know

– Get interested

– Place in correct position

No. __________

JOB INSTRUCTION BREAKDOWN SHEET

Operation: Glost Kiln Operator Cycle _

Parts: None _

Tools & Materials: Kiln Gloves _

IMPORTANT STEPS KEY POINTS REASONS

A logical segment of the operation when something happens to advance the work.

Anything in a step that might—

1.Make or break the job

2.Injure the worker

3.Make the work easier to do, i.e. ―knack‖,

―trick‖, special timing, bit of special

information

Reasons for the key points

1. Discharge GK #31. Use kiln gloves

2. Pull at correct time

1. Burn hazard

2. Kiln control

2. Charge GK #31. Fix downed ware

2. Do not slam transfer

1. Defect prevention


3. Record car data

4. Check kiln

temperatures

1. Call Ceramic Tech if

50 F delta in zones1. Proper kiln control

5. Charge GK #31. Fix downed ware

2. Do not slam transfer



6. Discharge GK #31. Use kiln gloves

2. Pull at correct time

1. Burn hazard

2. Kiln control

7. Record car data

8. Check kiln

temperatures

1. Call Ceramic Tech if

50 F delta in zones1. Proper kiln control

Personality Situation

• Get the facts

– Be sure you have the whole story

• Weigh and decide

– What possible actions are there?

– What will the results of the action be?

– Question the psychological effect

– Don’t hurt the person’s pride

– Leave a way open for the individual to “save face”



Job Relations Problem Solving Sheet

Decide on Possible Actions

No. Possible Actions Facts Used

Pra

ctices

& P

olic

ies

Ob

jective

Ind

ivid

ua

l

Gro

up

Pro

du

ctio

n

Objective:

Facts:


Step 3 — Correct the Problem

Mechanical Problem People Problem

Develop the new method

1. Eliminate unnecessary details 2. Combine details when

practical 3. Rearrange details for better

sequence 4. Simplify all necessary details 5. Work out your ideas with

others 6. Write up the proposed new

method Flow Chart Job Breakdown Sheet

Apply the new method

1. Sell your proposal to the boss 2. Sell the new method to the

operators 3. Get final approval of all

concerned on safety, quality, quantity, cost, etc.

4. Put the new method to work; use it until a better way is developed

5. Give credit where credit is due

Present the operation

Tell, show and illustrate one

Important Step at a time Do it again stressing Key Points Do it again stating reasons for

Key Points Instruct clearly, completely and

patiently but don‘t give them more information than they can master at one time

Try-out performance

Have the person do the job—

correct errors Have the person explain each

Important Step to you as they do the job again

Have the person explain each Key Point to you as they do the job again

Have the person explain reasons for Key Points to you as they do the job again

Make sure the person understands

Follow up

Stress quality and safety Designate who the person goes

to for help Encourage questions

Take action

Are you going to handle this

yourself?

Do you need help in handling?

Should you refer this to your supervisor?

Watch the timing of your action

Explain and get agreement on action

Take the action

Consider the person‘s feelings and attitude

Inform everyone involved

Don‘t pass the buck

Step 4 — Check and Evaluate Results

Follow up to see that the change or correction has been made. What improvement do the records show in Quality, Quantity, Safety, Cost? Consider the Human angle. Note changes in attitudes and relationships. Inform all those concerned of progress and results of the action or correction. Look for ways to prevent a recurrence of this problem.

Did your action help production?

Step 4 — Check & Evaluate Results

• As soon as possible or practical to learn if the correction has been made

• Keep alert of the Human Angle—watch for Resistance or Resentment

• Look for signs of a new problem created by this correction

• Evaluate results by consulting records

• Look for way of preventing recurrence


How Do They Compare?

Toyota Problem Solving Steps

• Focus on principles/values that should be targeted when resolving a problem

• Determine root cause so we know the correct target for countermeasure

• Use brainstorming and consensus building to develop countermeasures

• Focus on speedy action and persistent follow through

TWI Problem Solving Steps

• Focus on proof or evidence of a problem that needs to be fixed

• Determine root cause and evaluate correct course of action: Mechanical or People

• Use TWI methods of JM, JI and JR to prepare a solution and correct the problem

• Focus on thorough use of the TWI methods


Integrating the TWI Methods

• Good review of the TWI methods

• Gives renewed meaning to TWI methods with the focus on problem solving

• Allows front line supervisors the ability to solve their everyday problems using the TWI skills they possess

• Can be used as an introduction to the TWI methods



The TWI Workbook: Essential Skills for SupervisorsShingo Research and Professional Publication Prize 2007

Patrick Graupp and Robert J. Wrona

www.productivitypress.com

For additional information please contact 315-412-0303

[email protected]@twi-institute.org

http://www.productivitypress.com/

mailto:[email protected]






11 17-09-twi-webinar probsolv

Documents

twi programs

twi representative

overview twi

formed twi

problem solvingthis

methodstoyota problem

central focus of twi

toyota problem solvinghow