A3 Workbook

The A3 Workbook Unlock Your Problem-Solving Mind

The A3 Workbook Unlock Your Problem-Solving Mind

Productivity Productivity Press Taylor & Francis Group 270 Madison Avenue New York, NY 10016 © 2011 by Taylor and Francis Group, LLC Productivity Press is an imprint of Taylor & Francis Group, an Informa business No claim to original U.S. Government works Printed in the United States of America on acid-free paper 10 9 8 7 6 5 4 3 2 1 International Standard Book Number: 978-1-4398-3489-3 (Paperback) This book contains information obtained from authentic and highly regarded sources. Reasonable efforts have been made to publish reliable data and information, but the author and publisher cannot assume responsibility for the validity of all materials or the consequences of their use. The authors and publishers have attempted to trace the copyright holders of all material reproduced in this publication and apologize to copyright holders if permission to publish in this form has not been obtained. If any copyright material has not been acknowledged please write and let us know so we may rectify in any future reprint.

Cott Preace .................................................................................................... vii Acknowledgments ................................................................................... ix About the Author..................................................................................... xi 1

Introduction....................................................................................... 1 The Origin o A3................................................................................................ 1 A3 Formats ......................................................................................................... 2 Folding the A3.................................................................................................... 4 How A3 Fits into Your Organization................................................................. 4

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Overview............................................................................................ 7 A3 Problem-Solving Overview .......................................................................... 7 A3 and the PDCA Cycle..................................................................................... 8 Denition o a Problem ................................................................................... 10 Types o Problems ........................................................................................... 10 How Problems Come to Us 12

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Contents

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Target ............................................................................................... 33 The Dierence between Targets and Goals ................................................... 33 Structure o an Eective Target ....................................................................... 34 Example .................................................................................................... 35 Target Statement Exercise ........................................................................ 35

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Theme .............................................................................................. 39 General Theme Categories .............................................................................. 39 Creating the Theme ......................................................................................... 40 Theme Statement Exercise ....................................................................... 41

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Loud-&-Clear Speaker ...................................................................... 43 Practice Case Study .......................................................................................... 43

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Cause Analysis ................................................................................. 49 5-Why ............................................................................................................... 49 Cause Analysis Process .................................................................................... 50 Example .....................................................................................................51 Example .................................................................................................... 53 Determining Root Cause.................................................................................. 55 Thereore Test .................................................................................................. 56 Production 5-Why Exercise ...................................................................... 58 Oce 5-Why Exercise .............................................................................. 59

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Countermeasures ............................................................................. 61 Selecting the “Right” Countermeasures ............................................................61 Brainstorming Countermeasures ..................................................................... 62 Narrow Countermeasure Li 65

Contents

10 Follow-up ......................................................................................... 87 Evaluating the Result........................................................................................ 87 How to Check .................................................................................................. 88 When to Check ................................................................................................ 88 Recommended Actions .................................................................................... 89 11 Putting It All Together .................................................................... 91 Dave’s Fabrication Case Study: Part A ............................................................. 91 Dave’s Fabrication Case Study: Part B ............................................................. 92 Dave’s Fabrication Case Study: Part C ............................................................. 94 Dave’s Fabrication Case Study: Part D ............................................................ 96 Dave’s Fabrication Case Study: Part E ............................................................. 97 12 Improve Your A3’s Eectiveness ..................................................... 99 Sequencing the Flow o an A3 ........................................................................ 99 Common A3 Visuals ...................................................................................... 100 Basic Equations ....................................................................................... 101 Line Graphs .............................................................................................102 Data Tables ..............................................................................................103 Pareto Charts ...........................................................................................104 Example ...........................................................................................105 Pie Charts.................................................................................................107 Pictograms ...............................................................................................107 Sketches and Drawings ...........................................................................107 Visuals Practice .............................................................................................. 108 Line Graph Exercise ................................................................................109

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Contents

Appendix H: Production Production 5-Why Exercise Answers .......................... .............................. .... 135 Appendix I: Ofce 5-Why Exercise Exercise Answers.......................... ...................................... .............. .. 137 137 Appendix J: Line Graph Graph Exercise Answer ......................... ...................................... ................... ...... 139 Appendix K: Data Table Table Exercise Exercise Answer ......................... ...................................... ....................1 .......141 41 Appendix L: Pareto Chart Exercise Answer ......................... ..................................... ................ .... 143 Appendix M: Pie Chart Chart Exercise Answer ........................ ..................................... ......................1 .........145 45 Appendix N: Pictogram Exercise Answer ......................... ...................................... ....................1 .......147 47 Appendix O: Dave’s Dave’s Fabrication Fabrication Blank Blank A3 ........................ ..................................... ....................1 .......149 49 Appendix P: Dave’s Dave’s Fabrication Fabrication A3 Answer ......................... ..................................... .................15 .....151 1 Appendix Q: Titan Blank Blank A3 ........................ ..................................... .......................... ......................... ...............15 ...153 3 Appendix R: Titan A3 Answer ......................... ...................................... .......................... ........................1 ...........155 55 Appendix S: 5S Problem Problem Report Report A3 .......................... ....................................... ......................... ...............1 ...157 57 Appendix T: T: Food Food Service Proposal A3 ......................... ...................................... ........................1 ...........159 59 Appendix U: Maintenance Maintenance Training Proposal Proposal A3 ......................... ..................................1 .........16 61 Appendix V: V: Blank Problem-Solving Problem-Solving A3 Format Format .......................... ...................................1 .........163 63 Index .....................................................................................................165

prfac My journey as an instructor began while serving in the United States Air Force in the early 1980s. Ater leaving the U.S. Air Force, I worked or 5 years as a contract instructor and developer at Toyota Motor Manuacturing Kentucky (TMMK). I worked with a small group o contract instructors and developers under David Verble’s Verble’s tutelage t utelage.. We were charged with developing the course materials that would be used to teach the Toyota Problem-Solving process and the A3 approach to team members at every level in the organization. Ater leavin leaving g TMMK, I work worked ed or or 9 years years at Toyota oyota Industria Industriall Equipme Equipment nt Manuacturing (TIEM). While working at TIEM, TIE M, I had many m any responsibilities responsibilities but continued to develop develop my A3 Problem-Solving skills and the skills ski lls o other people. I eventually went to work or the Manuacturing Extension Partnership (MEP) in Kentucky. I soon realized the power o the A3 Problem-Solving process as I worked with various manuacturers to develop Lean Manuacturing Practices within their organizatio organizations. ns. I ound ound that, by ollowin ollowing g the thought thought process process standardized on the A3 Problem-Solving ormat, I could quickly and eectively help

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Preface

My hope is that this workbook will be used by companies to develop the problem-solving skills o their employees—leading not only to improved prot, quality, productivity, saety, and delivery, but also to a culture that understands the value o developing developing people at every level. TWI job relations stresses utilizing people to the best o their abilities. By teaching A3 Problem Solving to those who actually accomplish the work, whether whether on the shop shop foor foor or in the oce, oce, organizations organizations will be able able to solve solve or reduce the severity o most problems. The text in this workbook is structured to ollow the layout o a basic Problem Solving A3 ormat. I wrote it in this ormat so that the reader could actually practice applying the skills described in each section. There are case studies that the readers will use to complete A3s, tips on how to improve the readability o A3s, examples examples o Problem Problem Solving Solving A3s, A3s, and a proposal proposal A3. An eective eective problem-so problem-solving lving process process is a critical critical part o implementin implementing g ecient business practices. A problem-solving culture is a undamental component o empowering employees to support business improvements. Both o these components, taken together, can help each and every organization make continuous improvements on the long journey to creating a more productive and protable business.

Ackowlgmt There are too many people or me to recount who made this journey possible. It would be like listening to one o those award speeches that goes on and on. However, I would like to thank a ew key people who directly contributed to making this workbook a reality. I need to thank David Verble or including me on the team that developed and taught A3 Problem Solving at Toyota Motor Manuacturing Kentucky (TMMK). Later he took me under his wing as he branched out into Practical Problem Solving. Because o David’s mentoring I was able to leave TMMK and take a permanent position at Toyota Industrial Equipment Manuacturing (TIEM). I spent almost 10 years at TIEM applying David’s teachings and insight. I can never thank David enough or what he did or me and or my career. For providing me with insight into the Japanese way o conducting business and the use o Namiwashi, I would like to thank Mr. Imaeda and Mr. Mizuno, my Japanese coordinators at TMMK and TIEM. I would like to thank Todd Shadburn and Keith Groves, Jack Parsons, Brent

About th Author Included in Daniel Matthews 30-year career is more than 14 years o supervisory and management experience with Toyota Motor Manuacturing and Toyota Industrial Equipment Manuacturing. He is skilled as a trainer, coach, and implementer o Lean Manuacturing, having trained hundreds o associates in the methods o the Toyota Production System (TPS). During his time with Toyota, Daniel became an experienced Training Within Industry (TWI) instructor. The TWI program is widely recognized as the oundation or Lean Manuacturing. Daniel has helped both leaders and associates build the skills they need to support a Lean culture, including problem solving, team building, acilitation, coaching, communication, confict management, and leadership both in the classroom and on the shop foor. Daniel’s skills as a TWI and A3 Problem Solving instructor have led to speaking engagements in the printing, automotive, and general manuacturing industries. Daniel graduated summa cum laude rom Indiana Wesleyan University with ’

Chapter 1

itroucto Th Org of A3 What is an an A3 ormat? ormat? First and and oremost oremost,, A3 is a ormat ormat deve develope loped d by Toy Toyota ota or telling the story o improvement. The A3 has two basic unctions, one as a method or making proposals and the other as a means o reporting on the approved actions as outlined in the A3 proposal. In actuality, the A3 ormat earns its name rom the International Organization or Standardization’ Standardi zation’ss (ISO) (ISO) designation or paper measuring measu ring 297 by 420 millimeters. This is the paper size that has become the standard by which Toyota communicates continuous improvement projects. The A3 paper size used at Toyota Motor Corporation Corpor ation in Japan measures 297 by 420 millimeters mi llimeters (or 11.79 11.793 3 by 16.535 inches). This paper standard is used in just about every country in

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The A3 Workbook: Unlock Your Problem-Solving Mind

Table 1.1 1.1 Ansi ad isO paer sze INCHES ANSI Sizes

ISO Sizes

ANSI A

8.5 8.5

11

8.3 × 11.7

A4

ANSI B

11 × 17 17

11.7 1.7 × 16. 16.5 5

A3

ANSI C

17 × 22

16.5 6.5 × 23.4 23.4

A2

ANSI D

22 × 34

23.4 23.4 × 33. 33.1 1

A1

ANSI E

34 × 44

33.1 33.1 × 46.8

A0

×

data into an easy-to-read and understand ormat. By keeping it simple, you are less likely to lose the attention o the reader and possibly their support. Although Alt hough you do not need to create cr eate an A3 A 3 or every situation, it is a good idea to use the ormat on a regular basis. The more you use it, the more it will become a nat ural part o how you approach problem situations. situat ions. In your daily work, you will encounter encounter many situations requiring action. Not all situations will require the creation o an A3, but the thought process process can be used at any time. There are several documented benefts to using the A3 Problem-Solving approach, as summarized below: ◾ ◾

Provides a methodical approach approach to problem solving solvi ng Provides a succinct ormat or presenting or reporting acts to others

Introduction

Teme: Background:

Recommendations:

Benefits:

Problems/Concerns:

Implementation:

Cost/Savings:

Fgure 1.1 poble A3 rooal format.

Teme: Current Situation:

Analysis Continued:

Recommendations: Problems/Concerns: Implementation: Analysis:

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eme: Problem Situation:

Countermeasure(s):

Implementation: Target(s):

Cause Analysis: Follow-up:

Fgure 1.3 A3 roblem reort format.

Foldg the A3 Because the standard A3 and A NSI B paper is larger than the paper used or day-to-day writing and reporting, it was ound difcult to fle and incorporate into report binders. For this reason, Toyota adopted a specifc way (standard) or olding the A3. By olding the A3 in hal rom right to let, you now have a sheet o paper in its olded state that is 8.5 by 11 inches. The opening will be on the let side i olded properly. Then, by taking the top edge on the let side and olding it evenly back to the right, you have a crease on the right side.

Introduction

Step #1 fold 11" × 17" in half from right to left

Step #2 fold in half from left to right

Fgure 1.4 How to fold a A3.

N = 1452

100% 99.86% 1320

130 2 0

0% Simple

Significant

Complex

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The A3 Workbook: Unlock Your Your Problem-Solving Mind

With Six Sigma, Sigma, a great great deal o o training is needed needed in order order to gain the knowlknowledge necessary to work on a project. The nature o most Six Sigma projects requires months o training and months to complete a project. Most Six Sigma projects should save in the neighborhood o $150,000 to $500,000. According to the OEM study, i a company experienced 1,000 problems during the course o a year, only one would be categorized as complex enough to require Six Sigma tools. That means that a company could realize a savings o $500,000 rom that one project. I an organization trained all its workers in basic A3 Problem Solving and tackled the remaining 999 problems resulting in an average savings o $1,000 per problem, then the company could realize a total savings o $999,000. I have worked worked with companie companiess that have have realized realized millions in saving savingss as a result result o o A3 Problem Solving. In one situation during a Kaizen event, I used the process to help the group identiy the problem and get to the root cause quickly. It took less than 45 minutes and resulted in $2.25 million in increased revenue without overtime. It is not about making a decision to use Six Sigma or A3 Problem Solving; rather, it is about using the best tool or the job. To be an eective goler, or example, you need a driver or those long shots and a series o irons, including the putter, to get you progressively closer to the hole. A3 and Six Sigma are both useul tools that can help a company generate a great deal o savings. However, it is important to use the right method at the right time. Using Six Sigma on simple or signifcant problems when A3 Problem Solving is a better ft is like using a driver to sink a 2-oot putt! The A3 process can be easily taught and practiced by every level in the orga-

Chapter 2

Ovrvw A3 problm-solvg Ovrvw The A3 Problem-Solving Report Format is broken down into seven distinct blocks. Each block ullls a specic unction in the process o solving problems. The rst ve blocks help the problem solver create a PLAN or successul problem solving. ◾

Block #1—Problem Situation: − Background − Standard − Current Situation − Discrepancy

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Block #5—Countermeasures: − Short term − Long term − Why Recommen Recommended ded

The sixth block o the A3 provides a schedule to DO what needs to be done to get the desired results and a section to CHECK the progress o the plan and its eectiveness. ◾

Block #6—Implementation: − What actions actions need need to be taken − Who shoul should d take each action − When each action action needs needs to be comple completed ted − Results o actions

The seventh block o the A3 is designed to identiy how the problem solver is going to CHECK to see how eective the countermeasures are in relation to the discrepancy. It also explains what ACTION the problem solver will take once results are documented. ◾

Block #7—Follow-up: − How Check − When Check − Recommendations

Overview

Action

Plan

Check

Do

Fgure 2.1 Tycal pdCA vsual.

Action

Follow-up

Check

Follow-up Do

Implementation

Plan

Problem Situation arget Teme Cause Analysis Countermeasures

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process. I oten fnd mysel having to draw a modifed PDCA cycle to accurately depict the time required to create an eective plan. This modifed PDCA visual helps me maintain their ocus and allows them to see how they are progressing through the A3 Problem-Solving process.

defnton o a problem Beore starting to explain the A3 process, it is important that we all understand how a problem is defned. We will use the Toyota standard or this discussion. Having this common understanding within Toyota enables all Team Members to communicate situations in an easy-to-understand way. ◾

Problem defnition: A problem is the dierence between the Current Situation and the Standard (or Standard Way). − The Standard is a specifc known expectation or norm describing what should be happening in a particular situation. I the standard is not known, then it is just one person’s perception o the way things should be in a given situation. − The Current Situation is a description o what is happening at that point in time as it relates to the standard. − The Dierence is the measurable or recognizable variance between the standard and the current situation (also reerred to as the discrepancy, gap, or problem).

Overview

program. The average quarterly incentive will have an overall higher payout than the Christmas bonus being discontinued. The company eels that most, but not all, Team Members will think that getting our incentive checks per year will be better than one bonus check. To avoid problems, management would need to look at all the potential reasons workers may fnd ault with the new program and deuse any issues beore the program is announced. This was an actual problem at one place I worked and there were a ew Team Members who opposed the new plan. I management had anticipated the problem, they could have avoided the outbursts that occurred during the meeting when the new program was announced or the frst time. This proactive approach is a key learning in the TWI Job Relations class. One o the our oundations o good job relations is to tell people in advance about situations that will aect them. 2. Continuous Improvement (Kaizen). Problem solving ocused on improving an existing program, system, or process (Figure 2.3) represents the process o Kaizen. Ater making an improvement, it is essential to have the ability to sustain that eort or a given period o time to demonstrate stability in the process. Once process stability has been established, Kaizen can begin again. The process begins with defning the new standard or expectation, then progresses through analyzing the obstacles, developing and implementing measures to address the obstacles, and ollowing up to ensure successul achievement o the new standard. Then the cycle repeats once stability o the process has been established.

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c i r t e M

Gap Standard

Time

Fgure 2.4 ij tye roblem.

3. Maintenance (Iji). The third type o problem solving addresses situations where an established standard is not being met. Everyone has ound himsel or hersel in a situation where things suddenly or gradually get o track rom the norm. In these situations it is essential to get back on track with minimal disruption. The sooner the problem is solved, the less impact it will have on the organization. The majority o this text ocuses on this type o A3 as it is the most difcult to master. Figure 2.4 represents an Iji type problem.

How problems Come to Us Problems are typically identifed in one o our ways:

Overview

3. The problem is passed on to you. Your Team Leader, Team Members, and other departments within the organization can also pass on problems to you. The Team Leader may not fnd out about the deective product until ater the daily production meeting where Team Leaders rom all departments meet to discuss and share issues. 4. The problem bursts in your ace. The fnal and worst way a problem can come to us is when it bursts in our ace. This could be in the orm o an accident, customer complaint, recall, or some ot her serious situation that arises. I the seemingly non-issue o boxes alling o the conveyor is not sensed, picked up, or passed on, you may experience a problem that bursts in your ace in the orm o a large order that is retur ned due to damaged parts.

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Chapter 3

problm stuato Teme: Problem Situation:

Countermeasure(s):

Implementation: arget(s):


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Backgrou When starting the problem-solving process, think about what your level or position is in relation to the organization. By doing this, you are able to provide the reader with background into your situation and how this problem is relevant to the organization as a whole: What area do you work in? ◾ What unction is your area responsible or? ◾ What is your position within the area? ◾ What work do you perorm? ◾ What, i any, relevant history surrounds this situation? ◾

Briefy explain to the reader what area or department you work in and what specic unction the area provides or the organization. You will also need to provide a description o your position and the responsibilities you have in that position. As a problem solver, it is also a good idea to provide inormation about events or situations that may be aected by or have an eect on the problem you have picked up. You may not become aware o situations that aect the problem you have selected until you are deeper into the process. This is one o the reasons the Japanese encourage you to write A3s in pencil, because you may have to make numerous changes to the A3 as you learn more about the situation. Problem: 20% o dashboard covers coming out o molds 3 and 5 on the dashboard carousel are missing the back right corner. Background example: I am the Team Leader o the dashboard cover carousel

Problem Situation

Likewise, Toyota’s 5S system creates standards that make it easy or Team Members to tell i the process has all the required items to do the job, like materials, tools, and xtures. Good 5S practices make the abnormal condition obvious to anyone, making it easier to see when there is a problem. Another use o such standardization is the Kanban. The Kanban species how many parts are to be delivered to a specic location. A Kanban procedure typically dictates that the Kanban be placed in the Kanban mailbox when a parts box is rst opened. I the Team Member does not place the Kanban in the mailbox or does not pull the Kanban until the box is empty, parts will not arrive on time. Even the well-known Andon (a cord that a Team Member pulls to stop the line when a deect is detected) is based on a standard. The Team Member has a certain Takt time or cycle time to perorm a given task. I the Team Member makes it to the 75% mark and has not completed 75% o the standard work, the standard may dictate that the Team Member pull the Andon. The Team Leader responds to the Andon and tries to x the problem beore the product reaches the 100% point, at which time the line will stop. This Andon standard prevents problems rom being passed on to the next process (Figure 3.2 represents a process area based on standards). Standards can also be classied as expectations and norms. In situations where there is no dened standard, there is most certainly an expectation or norm that will apply. Without this baseline, it would be impossible to understand the magnitude o the perceived problem, much less begin the process o solving the problem. This culture based on standards makes it easy or all levels within the organization to know when there is a problem. Another component is to know how to solve

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problems and to know that you have the power and responsibility to do so. This is the purpose and power o the A3 Problem-Solving process. By developing a manuacturing process based on sta ndardization and developing problem solvers at every level, Toyota has been able to outpace the productivity and eciency improvements made by most American r ms on a year-over-year basis. The oresight to develop the problem-solving skills o all its Team Members has led to Toyota’s growth in the United States and abroad. I was not aware o how completely the A3 thought process aected my daily activities until a co-worker pointed it out to me. During various events where we were paired together, he noticed that I always asked the same question every time someone asked me what to do in a given situation. My rst response is to always ask, “What is the standard or expectation?” My co-worker thought I was just buying time until I could come up with a good answer to the question. However, i someone is asking me what action should be taken, I have to know what the expectation is beore I can provide an inormed response. Usually ater asking this question and getting a response rom the person, it becomes obvious to the person what should be done. Knowing the standard is critical to the process o deciding whether or not a problem exists. Standards benet Team Members by providing a baseline to measure their progress against. This allows Team Members to be proactive and notiy their Team Leader or Supervisor at any time during the day i an expectation is not being met. In the A3 Problem-Solving process, there are standards or a standard. A standard should:

Problem Situation

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The Human Resource specialist must have payroll completed, checked, and submitted to the corporate oce by 10:00 a.m. Eastern Standard Time (EST) every Monday, or the Tuesday ater a Monday holiday. Nurses must wash their hands upon entering and beore leaving each patient’s room.

In a successul Lean organization, the company must establish specic standards or objectives and drive them down to every level in the organization, including the Team Member level. It is imperative that organizations looking to make a Lean transormation develop a culture based on standards. Many o the companies that I visit have overall metrics or how they want their company to perorm. However, ew have taken the time to drive these metrics to the Team Member level. Fewer yet have developed the necessary problem-solving skills required in their people to eciently achieve the company’s overall goals or objectives. The main reason organizations ail to sustain Lean and other initiatives is due to the lack o shared standards and the expectation that these standards be achieved. It is extremely important or management teams to communicate what their priorities are and how these priorities will steer the organization to success. I there is no standard, clariying the problem becomes more dicult. Without a clearly dened problem, it will be dicult to create eective countermeasures that lead to improvement. To clariy the problem, you will rst need to determine the standard or the situation. In a situation where boxes keep alling o o a roller conveyor, what is the standard? Is it acceptable or boxes to all on the foor? Is it OK that the operator spends time picking up boxes? Because picking up boxes is a non-value-added

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Production Standards Exercise Read the ollowing examples and circle the example numbers o those with clear standards and convert the ineective standards to eective standards. Also categorize each by type (standard level or standard way). See Appendix A or answers to this exercise. examl 3.1 It should only take a couple o minutes to tap the holes or the door hinges.

examl 3.2 Team Members working the ll station must ll 100 bags o eed every hour.

examl 3.3 All Team Members on the 5S Kaizen team should participate in meetings.

examl 3.4 Team Members must place Kanbans in the Kanban mailbox as soon as the rst part is pulled rom each box.

examl 3.5

Problem Situation

Ofce Standards Exercise Read the ollowing examples and circle the example numbers o those with clear standards and convert the ineective standards to eective standards. Also categorize each by type (standard level or standard way). See Appendix B or answers to this exercise. examl 3.9 The Mailroom Team Member should ll all copiers with paper beore leaving at the end o each day.

examl 3.10 On the second Monday o every month, all expenses rom the previous month should be submitted to the Finance department to be paid on the last Friday o the current month.

examl 3.11 Oce sta should conduct regular Quality Circle meetings.

examl 3.12 Payroll sta must have all hours or the previous week entered into the Payware program no later than noon every Monday, or by noon on the rst day back ater a Monday holiday.

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21

22

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Currt situatio The rst step in clearly identiying the problem is to ignore your natural inclination to take some kind o action. When you “sense or perceive” that there is a “problem,” the typical response is to gure out what action should be taken to eliminate the “problem.” In the A3 Problem-Solving process, you are encouraged to delay acting on the problem until you have stated it clearly and precisely. The current situation is dened as the way things are now. You will most likely encounter a set o circumstances that is out o the norm. When this happens, it is critical that you identiy the acts that explain what is actually occurring and try to make your rst “sense” o the problem more specic. To do this, you must remove the subjectivity and replace it with acts. Understanding the current situation begins with the level at which you pick up the problem. Problems are picked up at dierent levels within the organization. Figure 3.3 represents the problem perception at dierent levels. The urther you are rom the process, the more vague the problem becomes and the more you will need to clariy and break down the problem. This is another good reason to educate Team Members at the process level about A3 Problem Solving. By developing problem-solving skills at the lowest level in the organization, the company can keep many problems rom escalating in magnitude. This workbook primarily ocuses on problems at the Supervisor and Team Leader level. Seeing the process rom this level will allow you to easily solve problems that are picked up at their most vague or specic level. Most o the time, our initial sense o the problem ocuses on an annoyance such as walking long distances to complete the process. Behind that annoyance,

Problem Situation

◾

Fact: The chop saw is 400 eet rom my workstation, and the shear is in another

building 1,000 eet away. I need both pieces o equipment to build each unit. To accurately depict the current situation, it is important to look at existing data related to the situation. Make sure that you go and see the situation or yoursel; do not rely on others to provide you with the inormation you need. Problem solving is not done in a climate-controlled oce while sitting at a desk. Consider any dierences or changes and the timeline o those changes compared to the timing o the problem.

Example It currently takes the Team Member on process #5 an average o 20 minutes to produce one unit. Actual work time or value-added work takes 10 minutes and non-value-added work takes 10 minutes. I there are no data, you will have to gather the data. To do this, you may need to create a check sheet and post it in the area so that you can track occurrences related to the perceived problem. Table 3.1 shows non-value-added work or daily production. The data you gather will also help you later in the process when you have to break down the problem in order to precisely state your problem. As a Team Leader or Supervisor, you may grasp problems using the inormation posted on your team or department board. Figure 3.4 shows a basic Lean Manuacturing Department Status Board. These boards track inormation related to saety, quality, training, cost, scrap, delivery, and productivity. The board may also display a uture-state Value

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23

2 4

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Department Status Board Day by the Hour Chart Mon Tue Wed ur Fri 1st 2nd 1st 2nd 1st 2nd 1 st 2nd 1 st 2nd 7:00 8:00 9:00 10:00 11:00 Lunch 11:30 12:30 1:30 Total

Cost

Safety

$5,000 $4,000

$3,100

$3,000

$2,889

$2,000

Std. $2,884

Quality

0.050

0.050

100%

0.040

0.040

95%

0.030 0.020

.015

.020

Std. .025 .020 ??

0.010

Week 1 Week 2 Week 3

.015 .010

98%

Std. 97% ?? 96%

90%

Gap = 6% 91%

85% .010 80%

0 Week 1 Week 2 Week 3

0% Week 1 Week 2 Week 3

Week 1 Week 2 Week 3

Training Time Table

VSM Action List Item

Who

Date

Cell Flow

David

3/11/2010

Kanban

Paul

4/1/2010

TPM

Holly

5/11/2010

Std Work

Robby

6/11/2010

TWI

Kelly

5S POUS

Figur 3.4 La Maufacturig dartmt statu Boar.

Std. .025 ??

0.020 0.010

0

0

Value Stream Map

0.030

$2,759

$1,000

Delivery

Area: # of Susan Machining Workers David Eric Verble Howard Law Processes Trainers Drill 5/1 Bore

3/2

Ream

5/1

Face

2/1

Taper-Turn

3/1

7/11/2010

Burnish

7/2

Diane

8/11/2010

Comments

Bob

9/11/2010

Qualified on Core Job

Qualified on Core & Peripheral Job

Karen Beth Amy Comments Robinson Stock Wiseman

Qualified Trainer

T h e A 3 W o r k b o o k : U n l o c k Y o u r P r o b l e m S o l v i n g M i n d

Problem Situation

9

Close

Figur 3.5 How cotxt chag rctio.

Regardless o how a problem comes to you, it must be ully grasped in order to begin understanding the true problem. In other words, put the problem in perspective as it relates to where the problem exists within the organization and how it relates to the organization’s goals and objectives. Identiy the actual problem by taking in all the acts o the situation so that you can see the bigger picture. By looking at the bigger picture, you will have a better understanding o how important the situation is in relation to other issues and how you should proceed. For example, take the word “close” by itsel. The reader has no idea what the writer is trying to communicate. You need to be able to see the word in the same context as the writer. Is it being used as an adjective? Or is it being used as a verb? The context o the word, combined with the text, will let you know

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25

26

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◾

◾

Current Situation: The Team Member on the tank welding process takes 30 minutes to tack weld the tank together, 1 hour to weld the tank, and 20 minutes to grind all welds. Discrepancy: It is taking the Team Member 15 minutes longer to tack weld the tank.

Determining the discrepancy may seem simple; however, the discrepancy by itsel is rarely enough to provide the problem solver with the needed inormation to begin looking or the root cause. The discrepancy is the star ting point or breaking down the problem into specic characteristics that can be analyzed to root cause. The Standard, Current Situation, and the Discrepancy are combined to create the basic Problem Statement. The ollowing are examples o production and oce problem statements. Read each statement and decide which ones represent good examples o the three components o a problem statement. For those that you eel are not good examples, make notes on what would need to be rened. See Appendix C and Appendix D or answers to these exercises.

Production Problem Statement Exercise examl 3.17 • • •

Frame weld must produce a completed head guard every 25 minutes. 92% o the time, rame weld produces a completed head guard every 25 minutes. 8% o the time, rame weld takes 27 to 31 minutes to complete a head guard.

examl 3.18

Problem Situation

Ofce Problem Statement Exercise examl 3.21 •

• •

All 10 supervisors must have all their Team Member perormance appraisals submitted to HR no later than April 15. As o April 15, 78 o 96 perormance appraisals were turned in to HR. Perormance appraisals are late.

examl 3.22 • • •

All ink cartridge boxes are to be kept or shipment to the recycler. There are seven cartridges that need to be shipped to the recycler and only our boxes. Three ink cartridge boxes are missing.

examl 3.23 • • •

Only a limited number o sta members can be o at one time. Three purchasing sta members are o this week. Other departments are complaining about poor service.

examl 3.24 •

•

•

The Saety department set a standard requiring all Team Members to complete one online saety training module per month. 100% o the oce and 75% o the shop have completed one module per month or the past 3 months. 25% o Shop Team Members do not see the need or the monthly online saety

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27

28

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extt Charles F. Kettering said, “A problem well stated is a problem hal solved.” It was this mindset that enabled him to come rom a meager childhood and become one o this country’s greatest engineers. In the A3 Problem-Solving process, a well-stated problem underscores the signicant ways in which the current situation is dierent rom the standard, expectation, or norm. To truly understand the problem, you must break it down into specic characteristics. These characteristics become the extent o the problem. To determine the extent o the problem, you must ask yoursel the ollowing: When is the problem happening (time o day, days o the week, etc.)? ◾ How oten does it happen (every hour, every day, every week, every month, etc.)? ◾ Where is the problem (ront, back, top, bottom, process #4, night shit, etc.)? ◾ How long has it been a problem (month, day, and year i possible)? ◾ What is the problem doing (staying the same, getting better, or getting worse)? ◾ What is aected by the problem (people, processes, departments, etc.)? ◾ What types o occurrences are being experienced (scratches, dents, missing parts, etc.)? ◾

When your initial sense o the problem seems large and vague, you must break it down to get a clear precise picture o the problem. Figure 3.6 shows how dening the extent helps narrow the ocus o the problem to specic char-

Problem Situation

In the tank weld scenario, we identied the standard, current situation, and discrepancy. Now we need to determine the extent o the problem by identiying all the relevant characteristics. ◾

Standard: The tank weld Team Member should only take 15 minutes to

tack weld the tank together, 1 hour to weld the tank, and 20 minutes to grind all welds. ◾ Current Situation: The Team Member on the tank welding process takes 30 minutes to tack weld the tank together, 1 hour to weld the tank, and 20 minutes to grind all welds. ◾ Discrepancy: It is taking the Team Member 15 minutes longer to complete the process. ◾

Extent:

− When? Only on “D” shit − How oten? Every time the “D” shit works − Where? Process #3 − How long? Since January 15 − What is it doing? Staying the same − What is aected? Following processes and the customer − What types o occurrences? – Excess time tack welding To improve the eectiveness o a problem statement, it is sometimes necessary to incorporate these characteristics into the standard, current situation, and discrepancy. The ollowing example incorporates key characteristics into the problem statement to improve clarity.

◾

29

30

◾


Example A paint operator is spraying parts and notices that the paint is clumping on the part. In this situation, the operator has identied the problem at its point o cause. In other situations where the problem is not identied at the point o cause, you will need to determine the POC beore conducting 5-Why analysis. When the POC is not obvious, you must “track back” to nd the POC. The track back process starts where you rst identied the problem and consists o walking back through the process steps. You must stop at each point in the process and look at all the product in the process to see i the deect or problem is present. I it is, then you must proceed back to the next process and look to see i the deect or problem is present. This process continues until you get to a point in the process where the deect or problem does not exist. Logic dictates that the operation ollowing the process that you are currently in is where the deect or problem originated. Figure 3.7 shows the track back process. This is the point at which you will eventually begin your 5-Why analysis.

Ratioal Beore you can write the rationale, you must evaluate each o your problems to determine which one needs your immediate attention. The evaluation process gives you a better understanding o how each problem ts into the needs o the company, area, or department. In situations where you are aced with multiple problems, it is wise to conduct

Problem Situation

and point o cause or any particular problem. It is important, as a problem solver, that you select the right problem at the right time. I you spend time trying to determine the extent and point o cause or several problems, you will be wasting time on the problems that are not selected during the evaluation process. This is typically more o an issue the urther you are rom the actual process. The goal o the evaluation process is to determine the need to address a problem now. Prioritizing the problem in the context o other problems occurring at the same time helps you communicate your rationale to others. When evaluating problems, you should ask what is the ◾

◾

◾

Importance? How does this problem t with management objectives related to cost, quality, saety, productivity, delivery, and personnel? Urgency? How quickly should this problem be addressed to prevent it rom creating other problems? Tendency? Based on what you have observed and the data available, what will happen regarding this problem i nothing is done? Will it get worse i let alone? (High) Will it stay the same? (Medium) Will it get better on its own? (Low)

Example The company is scheduled to provide a new customer with product beginning the rst week o January, provided the company meets ISO certication requirements. The new customer will increase sales by 20%. The ISO certication audit is scheduled or October 15 o this year.

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31

32

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Tabl 3.2 problm evaluatio Tabl Paint Problem

Importance

Urgency

Tendency

Paint seeds 20%

H

H

L

Paint scratches 17%

H

H

H

Thin paint 7%

M

M

L

Paint runs 4%

M

L

L

relate to management objectives. All these actors should be considered when several problems arise at the same time and priorities should be determined. When developing the rationale or your problem, keep in mind that you are explaining to your supervisors and management why you picked up this problem and why it is important or them to assist you in solving this problem.

Chapter 4

Targt Teme: Problem Situation:

Countermeasure(s):



34

◾


10 20

30

40

50

40

Target

Target

Goal

20 Yards

40 Yards

60 Yards

Figur 4.2 Fild goal targt.

Driving this inormation to shop leadership and process Team Members makes it easier or management to achieve their goals and objectives. One way that I’ve seen this done was through mandatory attendance at monthly and quarterly company meetings. One day per month, the production requirement would be reduced so that all Team Members could be in attendance at a monthly meeting. During the meeting, inormation on market share, saety, quality, delivery, and even planned Team Member events that are designed to improve morale were shared. Without this type o inormation, many organizations will struggle to achieve their objectives because there is no shared agenda. Don’t get me wrong; I’m not suggesting that stopping production to have meetings will work or everyone. However, I do suggest that companies fnd ways to share this type o inormation on a regular basis to ensure that everyone understands the company’s current

Target

taking the time to break down the problem and track it back to the POC, it is easier to be specifc. Targets must also be achievable and realistic. This means setting dates that are reasonable in regard to what needs to be accomplished and what constraints apply to the situation. Constraints can be deadlines established by management, customer requirements, resources, or other requirements. To meet these criteria, a good target statement will contain our basic components: 1. A verb that describes the action you want to take, such as increase, decrease, reduce, or eliminate. Reerred to as the “Do What” part o the target in A3 Problem Solving. 2. A brie descriptive statement o the problem based on the characteristics identifed in the extent. This statement becomes the “To What” portion o the target. 3. A specifc measurement o what you want to achieve based on the standard identifed in the problem situation. This is known as the “How Much” part o the target. 4. A specifc time rame (month, day, and year) or achieving the result based on the constraints o the situation. This date is the “By When” and completes the target statement.

Example Do what: Reduce

◾

35

36

◾


Outlet Box scrap on molds 13, 15, & 17 due to missing tabs 15%

10% Gap 12.5% 5% Std. 0.5%

0% June

July

August

Figur 4.3 Outlt Box crap targt graph.

what should be done to make the target statement more eective. See Appendix E or answers to this exercise. exampl 4.1 A. B.

Increase Saety Committee attendance by 10% beore March 25, 2010. Increase Saety Committee attendance o Shop Team Members by 10% beore March 25, 2010.

exampl 4.2

Target

exampl 4.5 A. B.

Increase Team Member morale rating on the 2012 opinion survey. Improve Team Member morale rating from 80% to 95% on the 2012 opinion survey.

exampl 4.6 A. B.

Move to #95 on the list of best places to work in the state by 2010. Improve Lotta-Lift’s ranking on the list of best places to work in the state from #111 to #95 by May 10, 2010.

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37

Chapter 5

Thm Teme: Problem Situation:

Countermeasure(s):



40

◾


Tying your problem to one or more o these general themes will infuence decisions that you and others make throughout the Problem-Solving process and how the problem is perceived by management.

Crating th Thm It seems obvious that the theme block, being at the head o the A3 orm, would be the rst part o the A3 to be completed. But i n this case, logic trumps the obvious. The theme provides the reader with t he ocus o the A3. However, at the beginning o the process, your sense o the problem is probably vague. Deciding on a theme at this point would not provide the reader with any insight into the true nature o the problem. For that reason, it is important t hat the problem solver wait until the problem situation is dened and the target has been set. The theme must capture the essence o what you are trying to achieve and should never exceed one sentence in length. It should capture the attention o the reader by speciying the characteristics o the problem. The theme comes directly rom the target statement set by the problem solver. In most A3 reports that I’ve read outside o Toyota, the owner usually manages to create a concise theme. However, these themes are usually so concise that the reader does not really understand what the problem solver intends to accomplish. Think about the ollowing examples:

Theme

Theme Statement Exercise

Identiy the “Do What” and “To What” in each o the target statements that ollow. Write a theme or each o the target statements. See Appendix F or answers to this exercise.

exampl 5.1 •

•

Target: Increase Saety Committee attendance o Shop Team Members rom 30% to 50% beore March 25, 2010. Theme:


•

Target: Reduce the time it takes to tap let side door hinge holes rom 15 minutes to 10 minutes by August 30, 2010. Theme:


•

Target: Eliminate downtime on sewing line #4 due to broken needles by November 7, 2010. Theme:


Target: Reduce book binding turnaround time rom 2 weeks to 3 days by April 30,

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41

Chapter 6

Lou-&-Clar sakr practc Ca stuy May 25, 2010: You are the Team Leader on the 8- to 10-inch speaker assembly

line at Loud-&-Clear Speaker located in El Paso, Texas. The speakers produced on your line have a specially designed diaphragm made o a clear plastic-like material that is more eective at reproducing high-quality sound. This technology is currently only used in the production o Loud-&-Clear’s top-o-the-line home theater sound systems. Loud-&-Clear Speaker just engineered a series o high-end trunk speakers that will be produced on the same line as the 8- to 10-inch speakers using the same technology as the home theater systems. Production is scheduled to begin June 15, making the product available or sale in time or the July 4th holiday

44

◾


As the Team Leader o the 8- to 10-inch speaker line, you know that the quality standard or your line is 1% or less. When the current situation o 10% is compared to the standard o 1%, you can see that the quality deect rate is 9% above the standard. Stop: Using the above inormation, write a statement o the background in the blank Problem Situation block provided at the end o this chapter (Figure 6.6). Once complete, return to the section o the text that explains the Standard. The ollowing is a list o speaker parts and their unctions, and Figure 6.1 shows the location o each o the speaker parts: Suspension: holds the diaphragm to the basket while allowing fexibility to move up and down ◾ Dust Cap: keeps dust and debris rom interering with the movement o the coil as it moves up and down ◾ Diaphragm: transorms the electrical sound waves into the words and music that you hear when you listen to the radio or television by interacting with the air around the diaphragm ◾ Basket: provides the structure and connecting points or all o the speaker components ◾ Spider: allows the cone to return to its neutral position once the input is terminated ◾ Voice Coil: raises and lowers the diaphragm when power is applied ◾ Magnet: attracts or repels the voice coil to make the vibrations that create sound ◾

Loud-&-Clear Speaker

Dented Dust Cap 2 of 100

Chipped Magnets 1 of 100

Suspension Separation 94 of 100

Total Defects 100

Torn Diaphragm 3 of 100

Figure 6.2 defect type.

Diaphragm Union 91 of 100

Total Defects 94

◾

45

46

◾


basket and the area where the suspension attaches to the diaphragm. Figure 6.3 shows where the selected deect is located. The suspension separation deects break down accordingly: ◾ ◾

91 where the diaphragm and the suspension meet 3 where the suspension attaches to the basket

Now you decide to look at “when” the 91 suspension separations between the diaphragm and the suspension occur by breaking it down between Blue and Red shits; Figure 6.4 shows how many o the selected deects occur on each shit. The deects break down accordingly between the shits: ◾ ◾

90 on Blue shit 1 on Red shit

Blue Shift

Red Shift

90

1

Total Defects 91

Loud-&-Clear Speaker

(a)

eme:

Problem Situation: Standard:

Current Situation:

Discrepancy:

Extent: (a)

Rationale:

(b)

Target: Do What:

Background:

◾

47

48

◾


problem, you realize that the POC (Point O Cause) is process #3 where you last saw the problem. Write a clear Problem Situation, Target, and Theme using the inormation in the Loud-&-Clear case (Figures 6.6a and b are blank Theme, Problem Situation, and Target). See Appendix G or answers to this exercise.

Chapter 7

Cau Aaly eme: Problem Situation:

Countermeasure(s):

Implementation: Target(s):


50

◾


Shinichi Imaeda, my Japanese coordinator at Toyota Motor Manuacturing Kentucky (TMMK), explained that the number “5” is not so much a strict rule but rather a guideline used to ensure that, as you investigate a problem, you ask why enough times to reach the real root cause. The other reason the Japanese use the number “5” is because many odd numbers in Japan are considered lucky; and when it comes to solving problems, a little good luck is not a bad thing. It could have been called “3-Why” but it was elt that by only asking why three times, you would not be digging deep enough to get to the real root cause. Imaeda also explained there will sometimes be ewer than 5-Whys and sometimes more than 5-Whys, depending on the situation. To be eective at solving problems, you must be able to build a succession o cause-and-eect relationships that direct you rom the problem to the root cause. The process o creating these cause-and-eect relationships known as 5-Why must be based on act at each step, not assumption. This point as well as the importance o breaking down the problem in the Problem Situation has been an eye-opener or more o my students than anything else. Many o my students were under the impression that a 5-Why chain was a series o “I thinks” rather than “I knows.” Problem: Sealant gaps on 15% o glass inserts.

(Why?) “I think” it is because o this. (Why?) “I think” it is because o this.

Cause Analysis

END

START

END

Yes

Yes

Problem Characteristics

You’ve Reached Root Cause

No

No

You’ve Reached Root Cause Yes

Ask Why?

Yes

No

Cause Confirmed

No

Cause Confirmed Test Cause Test Cause

Yes

You ink You Know

Select Most Likely Cause

No

List Potential Causes

Use Knowledge & Experience to Challenge Potential Causes

Fgur 7.2 Caus analyss 5-Why fowchart. ◾

I you do not know the answer, then you must list potential causes that could explain why the problem exists. To generate meaningul poten-

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20 minutes downtime on packing line #2 due to label printer not printing. WHY? Nozzle clogged with dried ink WHY? I don’t know.

Ink left in printer over the weekend

Standard work doesn’t specify purging

Wrong ink for the printer

Electrical impulse too low

Ink jet nozzle too small

Ink clumping due to high humidity

Fgur 7.3 Lst o otntal causs. WH Y is

the ink dry? I don’t know.

How could mankind (associate) have contributed to the dry ink clogging the nozzle? − Associate could have let ink in the system at the end o the week. How could the method used by the associate contribute to the ink nozzle clogging? − Standardized work may not speciy purging the ink rom the system at the end o the week. How could the material have contributed to the ink nozzle being clogged? The ink may not meet requirements or the ink jet printer.

Cause Analysis

Example Because it is winter and the humidity is much lower than it is in the summer, it is unlikely that humidity could be causing the problem. It is also unlikely that the ink jet nozzle being too small would cause this problem. I the nozzle being too small were the cause, it would happen more requently. I the electrical impulse needed to super heat and project the ink rom the nozzle were too low, this would happen all the time, not just one time per week. Because there are no urther problems ater the ink nozzle is cleaned, it is unlikely that the ink itsel has any bearing on the situation. Based on the inormation you have on the other potential causes, the two remaining potential causes seem to be the most likely place to start because you are unable to make any reasonable assumptions about either one. You will have to study the standardized work in order to determine i purging the ink jet printer is required. I purging the ink jet printer was specied, you will need to talk with the associate to see i the printer was purged correctly. Challenging each o the potential causes with your knowledge and experience enables you to save time because you are setting aside the less likely potential causes and starting your investigation with the most likely cause or causes. Figure 7.4 highlights the most likely causes. Once you have isolated what you eel is the most likely potential cause, conrm the cause by checking to see i it actually occurred. The most likely potential cause based on the available inormation is that the system was not purged at the end o the shit. You must nd a way to conrm the cause. I the cause

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I the cause is conrmed, continue to ollow the process to establish a chain o cause-and-eect relationships until you have reached the root cause o the problem. Ater reviewing the standardized work, you nd that the ink jet printer is supposed to be purged every Friday at the end o second shit. You continue your investigation by asking the associate i the system was purged. You nd that the associate is new and did not know the system needed to be purged at the end o the shit. Ater talking to the Team Leader, you nd out that this is the rst new associate to be trained in the process in the past 3 years. You also nd out that the purge process was overlooked when the company began using Job Instruction Teaching Methods and Training Time Tables. Figure 7.5 reveals the 5-Why causal chain to root cause. Remember that the potential cause with question marks were set aside, not eliminated, based on your knowledge and experience. The remaining potential cause will need to be checked to ensure that each o the potential causes does not in any way contribute to the problem. For each potential cause, you will have to determine a method to eliminate or arm it as a cause. I you were going to check to see i the electrical impulse used to heat the ink and project it out o the nozzle is adequate, you would probably check the manuacturer’s specications and then test the amount o electricity at the

20 minutes downtime on packing line #2 due to label printer not printing. WHY?

Cause Analysis

20 minutes downtime due to packing line #2 label printer not printing Why? Printer nozzle clogged Why? Dry ink in printer nozzle Why? Ink left in printer over weekend dries Why? Worker did not purge ink from printer Why? Worker not trained on purging process Why? Root Cause: Purge process not identified on training time table

Fgur 7.6 A3 rort 5-Why chan.

nozzle. The results o the test will tell you i the electrical impulse meets the manuacturer’s specications. You will continue this process until each cause has been checked. The inormation obtained rom cycling through the cause-and-eect process is used to create your 5-Why causal chain. Figure 7.6 shows what a 5-Why analysis looks like when placed in an A3. In the quest or the root cause or causes o a problem, you must gradually peel back the layers that lead rom the problem to the root cause(s). To be eective, you must gather the acts related to each o the potential causes, making it possible to sit through what is and is not happening in relation to the problem. As you progress to each new level, you eliminate potential causes, thereby allowing you to ocus on the ones that lead to the root cause(s).

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Did you ask why enough times that you have something specic you can countermeasure? Yes, you can add it to the Training Time Table so that it is not overlooked in the uture. I you ask why again, will it take you to another problem? Yes, you would be asking how the purge process was let o the list o required trainings. I you implement a countermeasure that addresses the root cause, will it prevent the problem rom recurring? Yes, by adding the purge process to the Training Time Table, the Team Leader will not overlook the training next time a new person is trained on the process.

I you are able to answer yes to all three questions, you will have a higher likelihood o successully achieving your target. I addressing what you believe is the root cause(s) will not allow you to achieve or bring you closer to your target, you will need to continue with the Cause Analysis process until you identiy the real root cause(s). One o the benets o the A3 is that the inormation can be shared easily with other departments and even sister companies. In the years that I have been teaching A3 Problem Solving, I oten nd that leaders in dierent departments experience problems that stem rom similar root causes. Many o these problems could be avoided by sharing the ndings o A3 Problem Solving throughout the organization, thus allowing leaders to learn rom one another.

Thror Tst

Cause Analysis

20 minutes downtime due to packing line #2 label printer not printing Terefore Printer nozzle clogged Terefore Worker did not purge ink from printer Terefore Root Cause: Purge process not identified on training time table

Fgur 7.7 incomlt 5-Why chan.

20 minutes downtime due to packing line #2 label printer not printing Terefore Printer nozzle clogged Terefore Dry ink in printer nozzle Terefore Ink left in printer over weekend dries Terefore Worker did not purge ink from printer Terefore Worker not trained on purging process Terefore Root Cause: Purge process not identified on training time table

Fgur 7.8 Comlt 5-Why chan.

rom the printer to the printer nozzle being clogged. Figure 7.8 is based on the same situation but with additional inormation that makes it fow more logically. As with most rules, there is an exception to the 5-Why process. There will be

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Production 5-Why Exercise Read the ollowing examples and number them in the correct sequence to create a logical 5-Why chain leading rom the problem to the root cause. To ensure that you have each statement in the correct order, use the “Thereore” test to check your logic. See Appendix H or answers to this exercise. examl 7.1 Problem: 25% o abricated reproo storage boxes do not t in home location. Fireproo storage boxes are ¼ inch too tall, wide, and deep. Associate #3’s tape measure is o by ¼ inch. Associate #3’s tape measure is not documented by Quality department. Associate #3’s tape measure is not calibrated. Associate #3 is using his personal tape measure.

examl 7.2 Problem: 10% o runners on plastic molded parts do not all onto regrind chute. Robotic arm not aligned with regrind chute. Regrind chute is too narrow. Runner sways back and orth beore dropping.

examl 7.3

Cause Analysis

Ofce 5-Why Exercise Read the ollowing examples and number them in the correct sequence to create a logical 5-Why chain leading rom the problem to the root cause. To ensure that you have each statement in the correct order, use the “Thereore Test” to check your logic. See Appendix I or answers to this exercise. examl 7.5 Problem: Picnic tables have trash stued into gaps between boards. Associates do not want to walk 150 eet to dumpster. Associates do not put trash in dumpsters. Associates think it takes too much o their breaks and lunchtime.

examl 7.6 Problem: Interofce mail not delivered at 9:00 a.m., thus delaying payroll process. Security was asked to transport associate to Urgent Treatment. Security did not pick up mail until 8:30 a.m. Night shit supervisor did not want to take the Team Member to Urgent Treatment. Mail not sorted until 9:00 a.m. by ofce sta. Supervisor did not want to stay late to complete production reports.

examl 7.7

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Chapter 8

Coutrmaur Teme: Problem Situation:

Countermeasure(s):



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Band-Aids

R E H S A W G G E

Figur 8.2 Ral root cau i glctd.

I begin this section by clariying the term “countermeasure” as it relates to the thinking in A3 Problem Solving. Many see countermeasures as the solution to the problem. However, in A3 Problem Solving, there is a subtle dierence between a countermeasure and a solution. A countermeasure is not the solution but an action taken to implement a counterreaction that helps you achieve your target. Think o it like this: You have an allergy problem that is making your eyes red and i rritated, so you take an allergy medication. Taking the medication is an action; the medication blocks histamines that cause your eyes to become red and irritated, thus solving your problem o red and irritated eyes. There are also two types o countermeasures: long term and short term. Longterm countermeasures deal with the root cause(s) allowing you to achieve your

Countermeasures

There are two ways to approach brainstorming countermeasures. The rst is to gather a group o people together to represent your area, other areas that could be impacted by this problem, and areas that are not aected by the problem to brainstorm possible countermeasures. The second is to have that same group o people start the brainstorming process in isolation. Gathering everyone together at the beginning makes it easier or the acilitator to explain the rules and process that will be used during the session. The drawback to this approach is that you may not get ull utilization o a person’s creativity. Many people, including mysel, need time or the idea or situation to mull around in our heads beore we can eectively participate in this type o activity. My best ideas come when I am taking a shower or walking my dogs. Walking my dogs has been the source o many great ideas or my daily work. There are other people who may be asked to participate in the brainstorming process because o their knowledge o the process. Keep in mind that although they may be very knowledgeable, they may also be shy or unwilling to expose themselves to ridicule i one o their ideas is seen as ridiculous by members o the group. Ater gathering everyone together, start by reviewing fip charts o the Theme, Problem Situation, Target, and 5-Why chain so that everyone has the same understanding. Once everyone is on the same track, give the group a couple o minutes to think about the situation beore beginning the brainstorming process. Providing a ew minutes or refection beore the brainstorming process is like priming the carburetor on your lawnmower beore you pull the starter cord. Priming the carburetor pushes uel into the carburetor so that you do not have to pull the cord as many times to get the engine to start. The second method or beginning a brainstorming session is to distribute a

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around the room asking or additional input. Continue going around the room until all ideas have been exhausted. All rules normally associated with brainstorming apply: Stress quantity over quality, do not judge ideas, list ideas as switly and accurately as you can, and allow piggybacking (building on someone else’s idea to create a new idea). There was one idea that was submitted during a countermeasure brainstorming session or a paint problem. One o the problem’s causes was that the paint was getting thick because the paint was too cold. During the session, one o the participants blurted out, “Use hot pink paint!” Although the rules o brainstorming prohibit judging ideas, the group gave a chuckle. Piggybacking on hot pink paint, someone came up with wrapping heat trace around the paint lines that eed the paint booth to keep the cold temperatures rom aecting the viscosity o the paint. The key to acilitating an A3 brainstorming session is not to let it drag on too long. Once the group has exhausted its creativity, do not continue to prod them or more ideas. The perception will be that you have a countermeasure in mind that they have not identied. During a brainstorming session, you can generate so many ideas that the group can eel overwhelmed, so you need to narrow the list to a manageable number. Figure 8.3 shows a list o countermeasures that were brainstormed or paint spits on rames leaving the paint department on Tuesdays and Thursdays.

Countermeasure List for Paint Spit Problem 1)

Add more paint solvent to paint

16)

Increase the speed of the mix tank agitator

2)

Insulate paint feed lines

17)

Purchase paint that can be applied at lower

Countermeasures

narrow Coutrmaur Lit Through the brainstorming process, it is likely that you will have a sizable list o possible countermeasures, many o which may not be eective or easible. In addition, some o the countermeasures may impact the other areas o the organization in a negative way. To select the best countermeasure(s) or the situation, it will be necessary to narrow the list to a manageable number o countermeasures that are eective, easible, and have an overall positive impact on the situation and organization. The method generally used in A3 Problem Solving to narrow the list o countermeasures is called N over 3 (N/3). The idea is to divide the total number o countermeasures by 3 and let each Team Member place votes next to the countermeasures they eel are the most eective, easible, and will have the greatest positive impact on the problem based on their experience and the constraints o the situation. Prior to applying N/3 and these criteria, it is helpul i you can gain a consensus rom the group about which countermeasures can be eliminated based on common sense. I a countermeasure is obviously unworkable or nonsensical, it should be stricken rom the list. N/3 Rules include: 1. Participants are not required to use all their votes. 2. Participants may only use one vote per countermeasure. In other words, i you have six votes, you may not apply all six votes to one countermeasure. Appling all your votes to one countermeasure will skew the results o the narrowing process based on personal eelings versus what the group eels are the best options.

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criteria will be used to thoroughly evaluate the remaining countermeasures that survive this phase. Previously I gave the example o “hot pink paint.” This is obviously a nonsensical option or solving the problem o the paint being too thick. It, along with any other ideas that are similar in nature, should be eliminated beore narrowing down the list o countermeasures. During the narrowing process, your common sense along with the criteria should allow you to set aside any countermeasures that the group may eel are less eective, less easible, and may have little or no positive impact on the situation. Keep in mind that i the narrowed-down list does not produce any usable countermeasures, it may be necessary to all back on some o the countermeasures that were set aside during the narrowing process or to brainstorm additional countermeasures. Once the list has been narrowed down, it is important that you put the remaining countermeasures through a more stringent evaluation to determine which countermeasure(s) will provide the best results. Figure 8.4 is the list o countermeasures ater all nonsensical countermeasures have been deleted and displays the results o the groups N/3 (23/3) voting in which each member o the group was allotted a maximum o 7.6 or 8 votes.

Countermeasure List for Paint Spit Problem 1)

Add more paint solvent to paint

16)

Increase the speed of the mix tank agitator

2)

Insulate paint feed lines

17)

Purchase paint that can be applied at lower

Countermeasures

evaluat Rmaiig Coutrmaur Ater the list has been narrowed down, the remaining countermeasures must be completely evaluated in order to rank each countermeasure as to its projected eect on the problem. To make an eective projection, you will need to use the same criteria used in the narrowing process but in a more in-depth manner.

Effectiveness The rst thing that should be evaluated is the countermeasure’s ability to do two things: (1) bring you closer to your stated target(s) and (2) prevent the recurrence o the problem. Ask yoursel: Will implementing this countermeasure bring you closer to your target(s)? ◾ Will implementing this countermeasure achieve your target(s)? ◾ Will implementing this countermeasure prevent a recurrence o the problem? ◾

Some o the countermeasures may only provide temporary relie o the symptoms. These countermeasures are reerred to as short term and play a vital role in helping keep the problem in check. Once the problem has been clearly identied, it may be necessary to contain the problem through the use o short-term countermeasures. You must also seek long-term countermeasures that address the root cause(s) o the problem in order to keep the problem rom reappearing.

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Feasibility Countermeasures must be evaluated to determine how practical the countermeasures are to implement. Figure 8.6 is the scale used to rate a countermeasure’s easibility. Question the easibility o each countermeasure with regard to: Will it cost more than it saves? ◾ Will it compromise quality? ◾ Will it compromise saety? ◾ Will it require additional resources (people, material, time, etc.) to implement? ◾ Will it be approved? ◾

To evaluate the easibility o a possible countermeasure use the ollowing scale: ◾ ◾ ◾

High: High probability the countermeasure will be approved Medium: Moderate probability the countermeasure will be approved Low: Low probability the countermeasure will be approved

Impact Regardless o how eective a countermeasure is or how easible it will be to implement, it can still have adverse eects on others. Adverse eects could be as simple as asking an associate or another department to complete a checklist to ensure quality or to prevent the omission o critical process steps. Figure 8.7 is

Countermeasures

You will need to determine in what ways and to what degree the possible countermeasure could aect: The associate ◾ Your job ◾ The department ◾ Other processes ◾ Other departments ◾ The organization ◾

To evaluate how signicant the impact o the countermeasure is, use the ollowing scale: ◾ ◾ ◾

High: It is likely to have a positive impact on others. Medium: It is likely to have a neutral impact on others. Low: It is likely to have a negative impact on others.

Now that the criteria have been dened, each o the countermeasures on the narrowed list should be evaluated. Figure 8.8 is the 5-Why chain or the paint spit problem, and Figure 8.9 is the plant layout or the problem. The key to evaluating countermeasures is to evaluate the countermeasures horizontally—not vertically. Evaluate each countermeasure using all three criteria beore moving on to the next. By ollowing this process you will be less likely to make a comparative analysis that may end up as a refection o your precon-

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e g a r a G

Paint Storage Overhead Door

Tool Crib

e c ffi O

Welding Area

Paint Booth

Overhead Door

Paint Oven

Quality Control

r o o D d a e h r e v O

Assembly Area

Machining Area

Shipping Receiving Overhead Door

Figur 8.9 plat layout.

ve or more votes are listed below and will be transerred to a countermeasure evaluation table or the next step in the process: 1. Relocate the overhead door and block o the opening. 2. Direct space heaters at paint eed lines. 3. Wrap paint eed lines in heat trace tape.

Countermeasures

heaters would keep the paint in the paint eed lines rom getting too cold. The drawback may be that the paint would get too warm, thus creating a dierent type o quality problem. 3. Wrap paint feed lines in heat trace tape. Applying heat trace will allow you to regulate the temperature o the paint in the paint eed lines, allowing the paint to atomize properly. Heat trace is relatively inexpensive and easy to install. It should have a positive impact or all involved i there are no deects to repair. 4. Turn up thermostat in paint area. Turning up the heat will increase the temperature in the paint area. However, most o the heat will rise to the ceiling. When the overhead door is opened, the additional heat will escape. Turning up the heat in the area would have minimal eect on the problem and create additional utility costs. 5. Close off heat ducts in other areas of the plant to force more warm air into the paint area. Closing o the heat ducts in other areas will likely have the same eect as turning up the heat. It will also create cold working conditions in other areas o the plant, thus potentially creating a morale issue. 6. Change the paint shift schedule to avoid the early morning. Changing the paint areas shit schedule may reduce or eliminate the eect o the cold temperatures on the situation. This would create a host o scheduling issues or the other areas o the plant regarding the fow o the product. This could result in late delivery to customers. 7. Require material handlers to take the long way around when receiving paint. I material handlers are not opening the door, cold air rom outside will not aect the paint fowing through the paint eed lines. This will also make a

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slctig Coutrmaur() Ater you complete the evaluation process, it is time to select the most suitable countermeasure(s) or your problem. There is rarely a single magic bullet that will solve your problem and allow you to achieve your targets. To select the correct combination o countermeasures, you must take several things into consideration: Will the countermeasure(s) achieve or help achieve the target? ◾ I the evaluation process revealed a countermeasure that will address the root cause o your problem and prevent recurrence, will it be necessary to implement a short-term countermeasure? ◾ Does the countermeasure(s) truly address the root cause o the problem? ◾ Will the countermeasure(s) prevent recurrence o the problem? ◾

Table 8.2 refects how the original group evaluated the seven countermeasures. The ollowing explains why the group evaluated each countermeasure the way it did: The group elt that the heat trace would be highly eective in maintaining the temperature o the paint in the paint eed lines. According to the maintenance supervisor, the cost o materials and the man-hours required to install the heat trace were minimal, making it highly easible. Applying heat trace to the paint eed lines would not adversely aect anyone, thus resulting in a High rating or impact.

Countermeasures

easible. Asking the material handlers to take the long way around would require that they be outside in the cold or a longer period o time; however, keeping the overhead door closed would reduce paint depar tment rework and keep the paint area associates warmer. Due to the double-edged nature o this countermeasure, the group rated the impact Medium. Removing the overhead door and blocking o the opening would be highly eective and prevent any cold air rom entering the paint area. There is some cost associated with blocking o the wall, but the cost would be oset by the reduction in rework on parts with paint spits. The drawback to this countermeasure is that the work would have to wait until the weather warms up, thus making this moderately easible. Blocking o the wall would provide a more comortable working area or the painters but cause the material handlers to be outside longer, thereby making the impact Medium. The space heater would likely be highly eective in keeping the paint rom getting too cold, resulting in paint spits. The easibility is High because the maintenance department currently has space heaters. The impact was thought to be Low because there is no way to control how much heat is applied to the paint eed lines, which may result in other problems. The group elt that changing the paint department schedule to avoid the cold hours o the morning would be highly eective in reducing the problem o paint spits. The group did not eel this countermeasure would present any problems or quality, cost, or saety but they were not sure that management would approve the idea so they rated the easibility as Medium.

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Based on the results o the countermeasure evaluation table, there are three countermeasures that stand out; numbers 1, 3, and 7. To decide on which countermeasure(s) should be implemented, the group needs to ask several questions. These questions will guide the group in selecting the countermeasures that will provide the best possible combination o results or the situation. Are there countermeasures that will address the root cause o the problem? − Removing the overhead door and lling in the opening with brick will provide a barrier between the cold air and the exposed paint ll lines. − Locking the overhead door and requiring the material handlers to take the longer route will eliminate the overhead door rom being let open while unloading drums o paint. ◾ Do any o the countermeasures prevent recurrence o the problem? − Removing the overhead door and lling in the opening with brick will prevent the cold air rom entering the paint area. − Locking the overhead door and requiring the material handlers to take the longer route will prevent the cold air rom entering the paint area. ◾ Will it be necessary to implement a short-term countermeasure? − Removing the overhead door and blocking o the opening: Yes, it will not be possible to block o the opening until warmer months without aecting production. − Requiring material handlers to take the long route: No, as long as the overhead door is locked and cannot be opened by material handlers, the cold air will be kept out. ◾

Countermeasures

A3 P r o b l e m S o l v in g

B e s t G u e s s

B e s t G u e B s s e s t G u e s s

Figur 8.10 proc vru your bt gu.

the problem and opinion o what would work. As it turned out, the results ell short o the expected target and he blamed the process. The process will ail every time i you ail to ollow the process. I call this approach the Best Guess method. Figure 8.10 shows how ailing to ollow the process can lead to ailure. I can still hear David Verble saying, “Let the acts lead you.” I cannot tell you how many times I have repeated those same words to others who would try to shortcut the process. It always amazes me how many companies have the time and money to x mistakes rather than do it right the rst time. Problem solving is no dierent; you need to ollow the process in order to have a real chance o reaching your targets and preventing recurrence.

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Example ◾

Short term: No short-term countermeasure is required at this time as the

long-term countermeasure can be implemented immediately and should not require any back-up measures. ◾ Long term: Lock the overhead door adjacent to the paint area and require material handlers to take the long route to the hazardous material room. Purchase several sets o coveralls to be used by material handlers. ◾ Why recommended: The long-term countermeasure will keep all associates rom opening the overhead door during the winter months, and the coveralls will keep material handlers warm when they are outside. In addition, the cost o a padlock and several sets o coveralls will be much more cost eective than hiring a contractor to block o the opening o the overhead door. The long-term countermeasure will also keep the overhead door intact should it ever be needed to update or replace the paint booth. During my years working at the training center at TMMK, we had thousands o people walking back and orth rom the plant to the training center across the road. On those days when there was intermittent rain and people were not prepared, Team Members could get drenched on their walk to or rom the training center. During one such day, a group o people were talking about how to keep dry on rainy days when they had to come to the training center. Many ideas were expressed, such as building a covered walkway, installing an enclosed overhead walkway, and adding shuttle carts. O course these ideas were very extravagant,

Countermeasures

will tell you i the A3 author understands the balance between solving the problem and making inormed decisions based on what is best or the organization as a whole. In the scenario herein, the author, with the help o the group and material handlers, selected a very low-cost action that could be implemented easily and solved the problem.

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Chapter 9

imlmtato Teme: Problem Situation:

Countermeasure(s):



80

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Create the plan In the A3 Problem-Solving process, you must not take it or granted that once you have selected the best countermeasure(s) or the situation someone will take the lead in implementation. As the author o the A3, it is your responsibility to coordinate the implementation process to ensure success. In creating the plan, there are three basic steps: 1. List required steps. 2. Sequence required steps. 3. Anticipate potential problems.

List Required Steps The process o creating a plan to implement the selected countermeasure(s) begins by listing all the necessary actions required to implement each countermeasure. With the group, think through everything that must be done to get the countermeasure in place down to the smallest detail.

Example James is the maintenance supervisor or one o several small manuacturing companies in Kentucky operated rom a corporate oce in Ohio. The Kentucky acility has been in business or the last 9 years. When the company rst started, it hired experienced maintenance associates. Over the course o time, many o

Implementation

1. Dene required maintenance skills. 2. Prioritize the maintenance skills. 3. Write the policy or the program 4. Identiy appropriate contact person at the community college. 5. Develop the training materials. 6. Conduct training on maintenance skills. 7. Communicate the program to maintenance associates and payroll sta. 8. Meet with community college representative to discuss the procedure. 9. Schedule classes. 10. Get policy approved.

Sequence Required Steps Now that all the necessary steps or implementing the new program have been dened, they must be sequenced in order o implementation. To do this, James must think about what needs to be accomplished. He must also speciy who will do what, when, where, and sometimes how the action will be implemented. James began sequencing the necessary steps: First, he had to nd a way to dene the required maintenance skills and then divided them into routine or challenging categories. He did this by looking through the maintenance department les at all the maintenance work orders or the past year. ◾ Then he looked to see how each work order was handled (i.e., in house or ◾

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Using Outlook, Janet would make sure that rooms were available or the training dates no later than February 16, 2010. Bob will teach the courses using a combination o classroom and shopfoor simulation. The rst round will run rom April through June 2010, the second round will run rom September through November 2010 and the third round will run rom February through April 2011.

To make it easy to read and understand, the list o sequenced actions should be placed in a simple table like Table 9.1. Table 9.1 imlementaton Table What

Who

Where

1. Defne required skills and prioritize

James

Maintenance dept.

Review work orders

10/5/09

2. Identiy contact and schedule meeting with community college

James

Plant

Telephone

10/7/09

3. Meeting with community college

Heidi

Meeting Room 2

Face-to-ace videoconerence

11/11/09

James Janet

How

Projected Completion

Actual Completion

Implementation

When creating the plan, it is important to oset the schedule dates or implementing multiple countermeasures. James wants to be able to evaluate the eect that each countermeasure has on the problem. I he implements all the countermeasures at the same time, it will be impossible to know which countermeasures were eective. Now James must ask himsel “What i?” to anticipate possible problems with his plan. For example, what i the materials do not arrive on time or some materials are back-ordered? This process will allow him to make contingency plans should something go wrong.

Communcate the plan An important distinction to make at this point is that the Problem-Solving A3 ormat is a proposed plan o action. It must be communicated to your super visor and all decision makers aected by the plan in order to gain the support needed or successul implementation. This process is reerred to as “Nemawashi”. Nemawashi is a term I learned at Toyota; it means “to lay the ground work or major changes.” This is accomplished by individually consulting those decision makers who are aected by the change, and in some cases, decision makers who are not aected. The purpose is to get their eedback and opinions on how you propose to address the situation. Based on the eedback rom these indi vidual discussions with the stakeholders, the author may need to modiy the plan to address concerns to gain the needed support and approval to implement the

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to nd at a later date that the action was not carried out completely. For that reason, it is essential that you monitor the progress o the action plan to ensure timely implementation. There are three things that the author o an A3 must do once the plan is created and approved: 1. Assessment 2. Assignment 3. Accountability

Assessment The author must review the plan at regular intervals to make sure that each action item is being completed on time. The interval depends on the project or the status o the project. The tighter the deadline, the more requent the checks should be conducted. The reviews should include “report-outs” rom those responsible or implementing each item on the implementation plan.

Assignment The implementation plan denes the assignments or all involved. During the assessment, you may identiy additional steps that need to be completed or nd that steps that were to be completed were not. It then becomes necessary to make new assignments or reassign certain steps.

Implementation

Table 9.2 imlementaton Table wth Actual dates What

Actual Completion

Who

Where

1. Defne required skills and prioritize

James

Maintenance dept.

Review work orders

10/5/09

10/3/09

2. Identiy contact and schedule meeting with community college

James

Plant

Telephone

10/7/09

10/7/09

3. Meeting with community college

Heidi

Meeting Room 2

Face-to-ace videoconerence

10/13/09

10/10/09

4. Drat program policy

Janet

Training dept.

N/A

10/9/09

10/9/09

5. Get policy approved

Heidi

Corporate ofce

Face-to-ace with President

11/11/09

10/12/09

6. Develop curriculum

Bob

Community college

N/A

3/8/10

3/15/10

7. Communicate program to Maintenance and Payroll

James

Meeting Room 2

N/A

2/10/10

2/10/10

James

How

Projected Completion

Janet

Janet

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Chapter 10

Follow-u Teme: Problem Situation:

Countermeasure(s):



88

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Packaging Printer Downtime Line #2 Operator hurried cleaning because he needed to leave early

Min. 22 20 18 14 12 10 8 6 4 2 0

Operator Trained

Std. = 1 min. Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7 Day 8 Day 9 Day 10

Fgur 10.2 Follow-up l graph.

How to Chck You will need to decide how you are going to measure the eectiveness o the countermeasure, and then project over time the eect that each countermeasure will have on the problem situation. The most logical orm o measurement would be in the same orm as your problem-solving target. Consider the example given earlier in the text: Target: Reduce printer downtime due to clogged spray nozzle on line #2 to 1 minute or less.

Follow-up

Tabl 10.1 scrap Chck sht Packaging Downtime Line #1

Line #2

Line #3

Total

6:00 to 7:55

1t Brak 8:05 to 10:00

Luch 10:30 to 12:25

2d Brak 12:35 to 2:30

Tabl 10.2 iF-THen Tabl Recommended Actions IF

THEN

Countermeasure implementation plan ailed

Begin A3 Process to identiy root cause o the ailed plan

Countermeasure(s) partially achieved the target

Identiy other root causes and fnd new countermeasure(s)

Target was achieved but problem could recur

Look or other countermeasures that will prevent recurrence

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Chapter 11

puttg it All Togthr dav’ Fabrcato Ca stuy: part A Monday, May 10, 2010. Dave’s Fabrication is a amily-owned job shop in Dallas,

Texas, that produces small parts or manuacturers o medium- and heavy-duty equipment. The company is in the process o transorming rom a traditional approach o manuacturing to one that ocuses on reducing waste in the manuacturing process. This transormation is due, in large part, to customers demanding their product in shorter periods o time. Most o the workers on the shop foor have been with the company or at least 15 years. The expectation that they are supposed to bring problems to leadership’s attention is a oreign concept or most o them, and they are having a dicult time making the transition rom an environment

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On Monday, May 24, 2010, the customer’s batch size will go rom 90 backrests to be delivered once per week on Fridays to 90 per batch to be delivered on Tuesdays and Thursdays, or a total o 180 per week. ◾ Flat steel that is 2 inches wide by 0.25 inch thick is sheared to length in the Machining department. It then moves to a computer numerical controlled (CNC) machining center where the edges are beveled. The pieces are then delivered to the backrest department where they are welded to orm backrests. ◾ All shop-foor departments work Monday through Friday rom 7:00 a.m. to 3:30 p.m. The oce works Monday through Friday rom 9:00 a.m. to 5:30 p.m. Both shop and oce employees work 8 hours per day with two 10-minutes breaks and one 30-minute break. Based on the current situation to meet the new demand rate, the backrest area will have to work rom 7:00 a.m. to 4:30 p.m. Monday through Friday. ◾ You are concerned because, in addition to the increased cost per unit, it will take 49.5 hours at the current rate o production to complete 180 backrests. You only have 2 weeks to meet the customer’s new demand rate. ◾ The Purchasing department has inormed you that it has scheduled a meeting with a representative o the steel company with which you started doing business in February o this year. That company was selected because it oered a substantially cheaper price than the company you did business with previously. Purchasing conducts a 90-day review with all new suppliers and has asked that you attend to provide eedback on the quality o the materials. ◾ Holly asked Kelly to use her newly learned A3 Problem-Solving skills to dene the problem, determine the root cause(s), and develop and implement countermeasures to address the problem. To get Kelly started on the right ◾

Putting It All Together

Angled Cut Normal Cut Side View of Slat

Front of Backrest

Gap filled with weld

Slat

Figur 11.1 Forklift backrt an lat.

Robby explained that because o the gap, it took longer to join the slats to the backrest rame. Kelly asked why he had not said anything to her about the change in material. He stated that he did not want to complain the rst day on his own and did not mind the additional challenge. Figure 11.1 is a drawing o a orklit backrest and side view o the slats. Now that Kelly had a better understanding o the problem, she decided to track back through the processes to nd the Point O Cause (POC) or the angled cuts. Her rst stop was the Machining department, where she explained to Marty (the department Team Leader) the problem she was having. Together they checked the slats at the CNC machining center where all the edges on the slats

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dav’ Fabrication Ca stuy: part C Kelly asked Marty what could cause the shear to produce angled cuts. Marty explained that i the shear operator did not hold the fat stock fush against the shear’s squaring arm, then parts would come o with an angled end. Marty also explained that it would be unlikely that this could be the cause o the problem because the degree o the angle on the slats is the same on every slat. I the problem was due to the operator not holding the part fush on the squaring arm, the angles would most likely vary in degree. Another potential cause could be that the shear’s blade could be out o alignment. I the blade is out o alignment, it would cause angled cuts on the ends o the backrest slats. The only other potential cause Marty could think o was that the squaring arm might have been misaligned. A misaligned squaring arm would also create an angled cut on the ends o the backrest slats that would be consistent rom one part to the next. Kelly and Marty decided to observe Bill, the shear operator, rom a discreet distance as he cut slats or the next day’s production. They noticed that he pushed the slats fush against the squaring arm every time he cut slats. They waited until Bill went on his aternoon break to check the alignment on the shear blade and squaring arm. First they took three measurements (let, right, and center) rom the ront o the shear to the ront edge o the shear blade to see i it was squarely aligned. They compared all three measurements to the readings taken when the shear underwent Preventive Maintenance (PM) 5 weeks earlier. All three measurements were exactly the same and matched the PM results.


Bent Squaring Arm

d a e e h n r a e r v C O

Metal Shear

N

Raw Material

C N C

500 T

Press

Figur 11.2 shar ara layout.

Kelly: Why was the material handler in the process area with a orklit? Bill: He was delivering materials that needed to be sheared. Marty: Bill, are you aware that material handlers are supposed to use the over-

head crane (see Figure 11.2 shear area layout) to position materials in process areas due to the potential or personal injury and equipment

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Kelly: Would it be possible to use the band saw to cut slats until the squaring

arm can be repaired? Marty: Not a problem. Tomorrow I’ll have Bill start cutting any critical parts on the band saw until the shear is repaired. By tomorrow, I will have a purchase requisition approved or a contractor to come in and repair the squaring arm on the shear. I the contractor is not too busy, I should be able to have it completed by the end o the month. Tuesday, May 11. First thing the next morning, Kelly stopped by the dock area

to talk to Diane, the Material Handling Team Leader. She hoped by talking with Diane that she could get to the root cause o the problem. She explained the problem and what she had ound thus ar. Diane called Mark, the Material Handling Team Member who is responsible or delivering to the shear, and asked him to meet with her and Kelly at the docks. During the conversation with Mark, they ound out that he did brush up against the squaring arm on the shear but did not report it because the operator had said there was no damage. Ater establishing that Mark was the orklit driver responsible or the misaligned squaring arm, they had a ew more questions or him. Diane: Mark, why do you drive the orklit into the process area instead o using

the overhead crane as you were instructed? Mark: It just doesn’t make any sense to me to get o the orklit and hook the parts bin to the crane when the orklit can t into the area. Diane: Do you know why you are not supposed to drive orklits into process areas? Mark: No, I was just told to use the crane, but it was never really explained to me.


the saety key points will address the root cause o the problem and should pre vent any urther issues. Today, Bill is supposed to start cutting all backrest slats on the band saw. Also today, Marty will have a purchase requisition approved or a contractor to x the squaring arm by the end o the month. This action will ensure that slats have square ends and eliminate the extra welding time required to ll the gaps. Kelly talked to Marty today and they both agreed that erecting a guardrail along the west side o the shear area would be a good idea. Kelly agreed to submit the maintenance work order today. Maintenance promised that Willie and Eve would have it erected no later than Thursday o this week. Erecting a guardrail will prevent orklits rom entering the shear process area. Instructions: Using the inormation in Part D o the case study, complete the Countermeasures and Implementation sections o Appendix O.

dav’ Fabrication Ca stuy: part e Ater completing the Implementation section o the A3, Kelly met with Holly to review the results with her and get her buy-in and approval. Holly was very complimentary o Kelly’s hard work and thanked her or doing such a good job o letting the acts infuence her decisions. She told Kelly that she would need to review her results with Paul because he would need to approve the Purchase Order (P/O) or the contractor.

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Welding time results: − May 11: Average backrest weld time = 16.5 minutes − May 12: Average backrest weld time = 11 minutes − May 13: Average backrest weld time = 10 minutes − May 14: Average backrest weld time = 10 minutes − May 17: Average backrest weld time = 10 minutes − May 18: Average backrest weld time = 10 minutes

Kelly is also going to recommend the installation o guardrails in all areas where there is a potential or orklits to enter process areas. Instructions: Using the inormation in Part E o the case study, complete the Implementation and Follow-up sections o Appendix O. Ater completing Appendix O, you may compare your A3 to the examples in Appendix P, Dave’s Fabrication Answer.

Chapter 12

imrov Your A3’ effctv squcg th Flow of a A3 Following the A3 Problem-Solving process is not enough i you do not document the inormation in i n such away that makes it easy to ollow and easy to understand. This Thi s chapter explains some simple and eective ways to help you convey your problem-solvi problem -solving ng story stor y. It also a lso explain ex plainss the importance impor tance o how the inormation in your A3 fows, how certain visuals can enhance the reader’s reader’s comprehension, comprehension, and provides an opportunity to practice creating creati ng some visuals. When itit comes comes to fow fow,, I have have heard heard others say that that the let let side side o the A3 explains the problem and why it happened, and the right side explains what you intend intend to do about about the probl problem. em. This is not not necessarily necessarily the the case. case. Instead Instead o

100

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Target(s):

Cause Analysis: Countermeasure(s):

Implementation: Follow-up:

Fgur 12.1 12.1 examl A3 wth oor fow.


Cause Analysis:

Problem Breakdown:

Countermeasure/ Implementation:

Target(s):

Followup:

Improve Your A3’s Effectiveness

(auditory, sight, and touch) to learn, depending on the situation. Through the years, years, I have have tracke tracked d the results results o the assessmen assessmentt and ound ound that that more than 60% o the class participants indicated sight as their primary means o learning. We We have have all heard heard the saying saying that “a “a picture is worth worth a thousand thousand words. words.”” Using Using visuals allows allows you to conv convey ey the same inormation inormation in less less space space and and creates creates a more visually appealing A3. I an A3 is completely covered in text, it becomes very overwhe overwhelming lming to the reader reader.. By using using visuals, visuals, you are able able to ree up up space space on the A3, creating more white space and making it easier to read. I you are anything like me, you preer to look at the pictures instead o reading paragraph ater paragraph o instructions when assembling a new toy or piece o urniture. So, it stands to reason that by incorporating visuals into an A3, A 3, you will improve the reader’s ability to understand the inormation you are trying to convey. The most common visuals used in A3 Problem Solving include the ollowing: ◾ ◾ ◾ ◾ ◾ ◾

Line graphs Data tables Pareto charts Pie charts Pictograms Sketches Sketches and drawings d rawings

This section explains each type o visual and also provides examples. Beore delving into each o the visuals, let’s discuss some basic equations that will help in the creation o the visuals.

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Weekly production requirement = 11,290 units Number o deects or the week = 10 Standard = 0.0003 Conversion to a deect rate: 10 deects divided by 11,290 units = 0.0008857 Because the standard displays our places to the right o the decimal point, the answer would be 0.0009 I you let it as 0.0008 instead o rounding to 0.0009, you would be underestimating the current situation Convert a number to a percent. Follow the same process as you did to convert

a number to a deect rate. Then move the decimal point two places to the right. Conversion to percent: 20 deects divided by 1,000 units = 0.02 By moving the decimal point two places to the right, you obtain 2% During the Pareto exercise, you will need to convert deect rates to numbers; to do this, you must reverse the calculation Multiply the deect rate times the daily, weekly, or monthly production requirement Deect rate (0.0021) times weekly production requirement (10,000) = 21 deects or the week You will need to use these calculations when completing the exercises that ollow in the next section.

Line Graphs


15.0 14.5 14.0 13.5 13.0 12.5 12.0 11.5 11.0 10.5 10.0

14 13 12 Gap 4 11 10 Std. 10

0 Mon.

Tue.

Wed.

urs.

Fri.

Fgur 12.3 exaggrat l grah. 15 14 13 12 11 10

14 13 12

Gap 4

11 10

Std. 10

0 Mon.

Fgur 12.4 normal l grah.

Tue.

Wed.

urs.

Fri.

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o your instructors or a Quick Changeover class, the title o the data table could be “Quick Changeover Instr uctor Eectiveness.” Now that you have the title or your data table, you need to designate row (blocks running horizontally) and column (blocks running vertically) headings. Because you are trying to compare each instructor’s eectiveness at delivering Quick Changeover classes, you will need to list all the instructors by name or instructor number in either the ar let column or top row o the data table. For this example, the names will be placed in the ar let column o the data table. The evaluation criteria ound on the class surveys will be placed in the top row o the data table. Place the scores or each instructor in the corresponding rows and columns. I you titled the data table and each o the rows and columns, then your data table should be easy to read. When using data tables in A3 Problem Solving, it is a good idea to incorporate the standard or expectation into the table. Once you have made your table, you can look or patterns in the data and draw some conclusions based on these patterns. Data tables work well when there is a lot o inormation that you need to communicate in a small space. For that reason, data tables are commonly used in the Problem Situation block o an A3 to display multiple current situations as they relate to their respective standards. Highlighting where the current situation diers rom the standard provides the reader with a much more comprehensive understanding o the problem situation. Table 12.1 is a completed data table or the Quick Changeover class surveys.

Pareto Charts


several Pareto charts can be used to break down the problem. I you only use one Pareto and ocus on the largest category, you can easily be overwhelmed, making it dicult to succeed in your problem-solving eort. As you progressively narrow your ocus through successive Pareto charts, it is critical to compare the data to the standard in order to know how ar to narrow your ocus. A Pareto chart has a let-side vertical axis that measures the total number o occurrences. I you have ve categories that you wish to display on a Pareto chart and the total o all ve categories equals nineteen, then you must number the let side equal to that total. A Pareto chart has a horizontal axis at the bottom where the category o occurrences is displayed. It also has a right-side vertical axis that measures the accumulated percentage o all occurrences. The right-side axis is numbered rom 0% to 100%. Once you have the basic structure o the Pareto chart, you need to draw the bars that represent the occurrences you have identied. Label the top o each bar with its value. Now that the bars are in place, you can draw the cumulative line. The cumulative line starts at 0% on the let side o the Pareto chart and works its way across the Pareto until it reaches 100% on the right side o the Pareto. Ater constructing the Pareto, you need to gure out how many categories are needed to ocus on in order to achieve the standard. To do this, you need to know the discrepancy described in number o deects. To convert a deect rate to a number o deects, multiply the deect rate by the requirement.

Example

◾

105

106

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100%

N = 14

78.5% 7

7 4 2 1 0

0 Mon.

Fri.

Tue.

urs.

0%

Wed.

Fgur 12.6 parto chart by ays. 100%

N = 11

90.9% 9 7

6

5

4

3 1 1 0

0 7:00–9:00

9:00–11:00

11:30–1:30

0%

1:30–3:30

Fgur 12.7 parto chart by hours. 100%

N = 10 8


Company A Company C

30%

Company B Company D

35% Company A Company C

25%

Company B Company D

10%

2009 Market Share by Company

35%

45%

20%

2010 Market Share by Company

Fgur 12.9 Markt shar  charts.

Pie Charts Pie charts are simple, round charts divided into sections that display the percentage o each variable as it relates to the whole pie. A pie chart is a good choice i all you want to do is show the current situation. Although the chart itsel displays multiple variables, there is no direct means o comparing the inormation to the standard or each variable, thus making it dicult to determine i there is a problem without including additional visuals or text. Also, you cannot see the trend or a given situation unless you use multiple pie charts. I you want to show your

◾

107

108

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Annual 1.5 Ton Forklift Sales

= 1000

= 750

= 500

= 250

2006

2007

2008

2009

Fgur 12.10 pctogram o orklt sals.

technology, digital pictures can also be used to get across your point more eectively. One example that comes to mind is a proposal that described the maintenance needs between two dierent types o stamped concrete bricks. A neighborhood association wanted to keep the unique look o bricked intersections that set it apart rom other neighborhoods. The intersections were poured with concrete and then a rubber mat was pressed into the concrete to give it the look o brick. One stamp created a pillow-topped brick and the other created a fattopped brick. The pillow-topped brick, because o its prole, created areas where snowplows could catch and damage the concrete. The fat-topped brick was fush


Plow Blade

Pillow Top Bricks

Plow Blade

Flat Top Bricks

Fgur 12.11 drawg o two tys o brcks.

us to create a Pareto chart o the deects. With a puzzled look on our aces, we began drawing. Ater 15 minutes, the instructor asked each o us to show the class our Pareto charts. Because we were all clueless as to what a Pareto was, we drew pie charts, tables, and bar charts. I am providing some examples o the tools so that you can reer back to them as you create your own. There are exercises or each type o visual except the sketches and drawings. Ater you complete the exercise, you will be able to nd the model answer or each in the appendices at the end o the text.

Line Graph Exercise

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109

110

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Blow Molding

Fgur 12.12 Blak blow molg l grah.

Rotational Molding


Data Table Exercise Using the blank space on this page, draw a data table that includes all the same inormation as in the Line Graph exercise. ◾

◾

Standard: The standard or all three areas is no more than 0.025 deects per week. Current Situation: − Blow Molding: Week 1 = 20 deects, Week 2 = 30 deects, and Week 3 = 20 deects − Rotational Molding: Week 1 = 30 deects, Week 2 = 40 deects, and Week 3 = 40 deects − Injection Molding: Week 1 = 60 deects, Week 2 = 70 deects, and Week 3 = 90 deects

See Appendix K or answers to this exercise.

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111

112

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Pareto Chart Exercise Use the ollowing data to draw a series o three Pareto charts that break down the problem by machine (Figure 12.15), parts (Figure 12.16), and deects (Figure 12.17). Machine Pareto Chart

N=

Current Situation Standard Difference Focus Area

Fgur 12.15 Blak mach parto.


Defects Pareto Chart

N=

Current Situation Standard Difference Focus Area

Fgur 12.17 Blak cts parto. ◾ ◾ ◾

Production = 2,000 units Standard = 0.025 Injection Mold Unit #1: − Part 1: 1 Flash, 1 Crazing, 0 Blush − Part 2: 1 Flash, 1 Crazing, 1 Blush

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113

114

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Pie Chart Exercise Production downtime is on the rise and you need to do something to get the attention o the department supervisors. You decide to create a pie chart showing the percentage o downtime by department and post it in the production area. Analysis o last month’s overtime shows 2 hours downtime in welding, 7 hours downtime in machining, 3 hours downtime in assembly, 10 hours downtime in paint, and 15 hours downtime in stamping. Ater converting the downtime hours to percentages, draw a pie chart depicting the percentage o downtime by department. See Appendix M or answers to this exercise.


Pictogram Exercise The shipping department is just starting to track data on shipments. The department wants to be able to tell at a glance how many 5-gallon buckets o paint are shipped each month. In January, 3,000 buckets were shipped; in February, 2,000 buckets were shipped; in March, 4,000 buckets were shipped; in April, 4,000 buckets were shipped; in May, 6,000 buckets were shipped; and in June, 3,000 buckets were shipped. Draw a pictogram o the paint shipments by month. See Appendix N or answers to this exercise.

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115

116

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Tta Cas part A: A3 wth Vsuals practc August 6, 2010. You are Christopher, the Sales Manager or Titan Tank and Vessel

located in Denver, Colorado. Titan has oered premium-quality tanks and vessels since it opened in May o 1962. Every tank and vessel is a one-o-a-kind product as Titan designs each tank based on the exact needs o every customer. Titan prides itsel on superior service, unparalleled quality, and delivery speed second to none. Titan has two support sta and our traveling sales sta covering the states o New Mexico, Colorado, Wyoming, Montana, Idaho, Utah, Arizona, Caliornia, Nevada, Oregon, and Washington. The two in-house sales and marketing sta schedule appointments or the our traveling sales sta and create the customer quote. Titan tanks and vessels are used in numerous industries: Agricultural ◾ Medical ◾ Paper Industry ◾ Breweries ◾ Distilleries ◾

You track customer complaints by salesperson and type o complaint. Last month, your Customer Service department received a higher number o complaint calls rom customers. Normally, only 4% o calls are rom customers complaining about products or service. There were 300 calls last month and 23 were complaint calls. As the Sales Manager, you are extremely concerned by the large


In July there were 300 calls to the Customer Service department. The breakdown o the 23 complaint calls was as ollows: Problem Responsiveness (PR): Complaints based on the customer’s per-

ception o how well Titan sales reps respond to issues, problems, and concerns Delivery Delays (DD): Complaints due to Titan missing the promise date or order delivery Quality Rating (QR): Complaints about the quality and durability o Titan products Invoice Accuracy (IA): Complaints about additional costs not identied when quoted ◾

Evelyn (12 years o experience): Sales Rep. #005: − PR = 3 − DD = 0 − QR = 2 − IA = 0

◾

Bob (10 years o experience): Sales Rep. #006: − PR = 3 − DD = 1 − QR = 0 − IA = 0

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117

118

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Tta Cas part B: A3 wth Vsuals practc You came up with three potential causes as to why customers do not get orders as promised: shipping errors, manuacturing delays, and poor scheduling. Additional acts include the ollowing: New Titan employees do not receive any product-specic training other than what is learned on the job. Jim and Billy started with the company in April ater the two most senior sales reps retired. New sales reps are paired with an experienced sales rep or 1 month to learn the sales process. ◾ Titan promises customers that delivery will be made 30 days rom the date o sale. New sales rep orders did not reach the customer until ater the promise date. The new sales reps made their rst sales the rst week o May but customers did not receive the order until the last week o June. ◾ All items are shipped to the customer and arrive within 2 days o the unit completion. ◾ Titan sales reps use a standard checklist to gather all the inormation about customer requirements. The new sales reps’ checklists lack inormation needed by the manuacturing department to complete the unit in time to meet customer promise dates. ◾ Production Control records indicate that all units are scheduled to begin production within 48 hours o a customer signing the quote. ◾ Senior sales reps train new sales reps on how to make appointments and take them on sales calls so that they can get a eel or the types o customers and product uses. ◾

AppendiCes A. B. C. D. E. F. G. H. I. J. K. L. M. N. O.

Production Standards Exercise Answers Ofce Standards Exercise Answers Production Problem Statement Exercise Answers Ofce Problem Statement Exercise Answers Target Statement Exercise Answers Theme Statement Exercise Answers Loud-&-Clear Answer Production 5-Why Exercise Answers Ofce 5-Why Exercise Answers Line Graph Exercise Answer Data Table Exercise Answer Pareto Chart Exercise Answer Pie Chart Exercise Answer Pictogram Exercise Answer Dave’s Fabrication Blank A3

Ax A: proucto staar exrc Awr Example 3.1 It should only take a couple o minutes to tap the holes or the door hinges. The word “couple” to most people means two; however, in problem solving, eliminating misunderstanding is critical. Writing 2 minutes versus a couple minutes eliminates misunderstanding on the part o the reader (Standard level). Example 3.2 Team Members working the ll station must ll 100 bags o eed every hour . Good example: Specifc in the number o bags to be flled in 1 hour. I you fll 105 bags in an hour, you are doing better than expected. I you fll 99 bags in an hour, you are not meeting the expectation (Standard level). Example 3.3 All Team Members on the 5S Kaizen team should participate in meetings.

122

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Appendix A: Production Standards Exercise Answers

10.5 millimeters wide or 12 millimeters wide and continuous, it does not meet the expectation (Standard way—no gaps, Standard level—size 11–11.5mm).

Example 3.7 The height o the label should all between 30 millimeters and the upper limit o the standard. The lower limit is 30 millimeters but it does not speciy how ar beyond 30 millimeters the label can vary. A better example would be 30 to 32.5 millimeters. This lets the reader know the size range or acceptable labels (Standard level). Example 3.8 It should only take a little while to change rom one product packaging to the next. How long is “a little while”? Be specifc regarding the amount o time it should take to change product packaging: 10 minutes, 30 minutes, or 1 hour (Standard level).

Ax B: Ofc staar exrc Awr Example 3.9 The Mailroom Team Member should ll all copiers with paper beore leaving at the end o each day. This may seem like a good example; however, the intent is that the Team Member flls the copiers between 4:30 p.m. and 5:00 p.m. The way the standard is written, the reader could assume that it is OK to fll the copiers beore lunch. Lunch is beore the end o the day (Standard way). Example 3.10 On the second Monday o every month, all expenses rom the previous month should be submitted to the Finance department to be paid on the last Friday o the current month. Good example: The reader knows that i an expense rom the previous month is submitted on the second Tuesday o the month, then it will not be paid by the last Friday o the current month (Standard way).

124

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Appendix B: Ofce Standards Exercise Answers

Example 3.14 The receptionist should never leave the ront desk unattended or more than a ew minutes at a time. What is “unattended”? How long is “a ew minutes”? When pressed or something more specifc, the Vice President o Administration said, “A visitor should not have to wait more than a minute or assistance, and the phone should never ring more than three times” (Standard level). Example 3.15 Sotware can only be added to company PCs by the Inormation Systems department. Good example: This is very specifc. I a worker other than an Inormation Systems worker downloads sotware to his or her work PC, it is unacceptable (Standard way). Example 3.16 Personal radios should not be turned up too loud. What is “too loud”? A more specifc standard would be to state, “I the radio can be heard by others outside o your work space, the radio is too loud.” (Standard level).

Ax C: proucto problm statmt exrc Awr Example 3.17 ◾ ◾

◾

Frame weld must produce a completed head guard every 25 minutes. 92% o the time, rame weld produces a completed head guard every 25 minutes. 8% o the time, rame weld takes 27 to 31 minutes to complete a head guard.

The inormation contained in this example describes the standard and the current situation. The discrepancy must be calculated by comparing the current situation to the standard. The discrepancy: 8% o the time, it takes 2 to 6 minutes longer to complete a head guard.

126

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Appendix C: Production Problem Statement Exercise Answers

Good example: This example does a good job o quantiying the problem and breaking it down into gold and silver aucet handles.

Example 3.20 ◾

◾

◾

No more than three injection-molded parts should have color mix ater a color changeover. Injection mold machines 1, 2, and 4 experience two or three parts with color mix ater a color changeover, whereas injection mold machines 5 and 6 experience ve to seven parts with color mix ater a color changeover. Injection mold machine 3 is ofine.

This example does a good job o stating the standard and communicating the current situation or all six molds. It does not speciy the discrepancy. The discrepancy: molds 5 and 6 have two to our parts too many with color mix ater a color changeover.

Ax d: Ofc problm statmt exrc Awr Example 3.21

All 10 supervisors must have all their Team Member perormance appraisals submitted to HR no later than April 15. ◾ As o April 15, 78 o 96 perormance appraisals were turned in to HR. ◾ Perormance appraisals are late. ◾

This example has a clear standard describing what must be done by a specifc date. The current situation is clear about how many perormance appraisals were turned in on time but it could be more specifc i it stated the current situation or each supervisor. The discrepancy clearly states that appraisals are late, but not how many are late (18).

Example 3.22

128

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Appendix D: Ofce Problem Statement Exercise Answers

The standard needs to speciy what is meant by “limited.” The current situation is clear about how many are o, but because we are not sure o how many can be o, it is not possible to determine i there is a problem. However, we do know that other departments are complaining about poor service rom the department. What needs to be clarifed is what is meant by “poor service”: Are they waiting too long? Are they not getting the right answers to their questions?

Example 3.24 ◾

◾

◾

The Saety department set a standard requiring all Team Members to complete one online saety training module per month. 100% o the oce and 75% the shop have completed one module per month or the past 3 months. 25% o Shop Team Members do not see the need or the monthly online saety training.

This could be a good example i the discrepancy avoided the assumption that Shop Team Members do not see the need or the monthly online saety training.

Ax e: Targt statmt exrc Awr Example 4.1

A. B.

G Increase Saety Committee attendance by 10% beore March 25, 2010. B Increase Saety Committee attendance o Shop Team Members by 10% beore March 25, 2010.

Both examples provide all our parts o a target statement: Do What (Increase), To What (Saety Committee attendance), How Much (10%), and By When (March 25, 2010). However, target statement “B” provides a better understanding o the characteristics o the problem (Shop Team Members).

Example 4.2

A.

N

Reduce the time it takes to tap all let side door hinge holes rom

130

◾

Appendix E: Target Statement Exercise Answers

Example B includes the reason or the downtime (i.e., broken needles). Both examples use the word “eliminate” making it unnecessary to indicate “How Much.”

Example 4.4

A.

G Improve turnaround time on book binding rom 2 weeks to 3 days by April 30, 2010. B. B Reduce book binding turnaround time rom 2 weeks to 3 days by April 30, 2010.

The word “Reduce” is a better representation o what the author o the A3 is trying to accomplish. Using words like decrease or increase provide directionality.

Example 4.5

A. B.

N Increase Team Member morale rating on the 2012 opinion survey. G Improve Team Member morale rating rom 80% to 95% on the 2012 opinion survey.

Example “A” does not speciy how much o an increase is needed on the survey. Example “B” would be better i the word “increase” were used in place o “improve.”

Example 4.6

A. B.

N G

Move to #95 on the list o best places to work in the state by 2010. Improve Lotta-Lit’s ranking on the list o best places to work in the

Ax F: Thm statmt exrc Awr Example 5.1 ◾

Target: Increase Saety Committee attendance o Shop Team Members rom 30% to 50% beore March 25, 2010.

◾

Theme: Increase Saety Committee attendance o Shop Team Members.

Example 5.2 ◾

Target: Reduce the time it takes to tap let side door hinge holes rom 15 minutes to 10 minutes by August 30, 2010.

◾

Theme: Reduce the time it takes to tap let side door hinge holes.

Example 5.3

132

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Appendix F: Theme Statement Exercise Answers

Example 5.6 ◾

Target: Improve Lotta-Lit’s ranking on the list o best places to work in the state rom #111 to #95 by May 10, 2010.

◾

Theme: Improve Lotta-Lit’s ranking on the list o best places to work in the state.

Ax G: Lou-&-Clar Awr Theme: Reduce 8- to 10-inch speaker deects due to suspension separation rom the diaphragm on blue shit. Problem Situation: Background: The 8- to 10-inch speaker line produces a unique clear diaphragm made o a plastic-like material that produces a high-quality sound. A new product line using the clear diaphragm will be produced on the line beginning in June. As the Team Leader, I am responsible or ensuring that quality is maintained. Standard: No more than 1% quality deects on 8- to 10-inch speaker line. Current Situation: Quality deects on the 8- to 10-inch speaker line are

Ax H: proucto 5-Why exrc Awr Example 7.1 Problem: 25% o abricated reproo storage boxes do not t in home location.

1 2 4 3 5

Fireproo storage boxes are ¼ inch too tall, wide, and deep. Associate #3’s tape measure is o by ¼ inch. Associate #3’s tape measure is not documented by Quality department. Associate #3’s tape measure is not calibrated. Associate #3 is using his personal tape measure.

Example 7.2 Problem: 10% o runners on plastic molded parts do not all onto regrind chute.

1

Robotic arm not aligned with regrind chute.

136

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Appendix H: Production 5-Why Exercise Answers

Example 7.4 Problem: 18% o inserts damaged when pressed into part.

3 1 2

Neck on press blocks assembler’s view. Insert not aligned fush with part opening. Assembler cannot see insert in relation to part opening.

Ax i: Ofc 5-Why exrc Awr Example 7.5 Problem: Picnic tables have trash stued into gaps between boards.

2 1 3

Associates do not want to walk 150 eet to dumpster. Associates do not put trash in dumpsters. Associates think it takes too much o their breaks and lunchtime.

Example 7.6 Problem: Interoce mail not delivered at 9:00 a.m., thus delaying payroll process.

3 2 4

Security was asked to transport associate to Urgent Treatment. Security did not pick up mail until 8:30 a.m. Night shit supervisor did not want to take the Team Member to Urgent

138

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Appendix I: Ofce 5-Why Exercise Answers

Example 7.8 Problem: Supply room ran out o blue ink pens.

5 4 3 2 1

Supply room replacement not specied when oce supply sta went on vacation. Supply room sta did not notiy oce manager. Oce manager did not know that blue ink pens were needed. Purchasing did not receive a purchase order or blue ink pens. Purchasing did not order blue ink pens.

Ax J: L Grah exrc Awr Blow Molding 0.050

0.040

0.030 Std. 0.025 0.020

0.015 0.010

0.010 0.010

0 Week 1

Week 2

Week 3

140

◾

Appendix J: Line Graph Exercise Answer

Injection Molding

0.050

0.045

0.040

0.035 Gap = 0.020

0.030 0.030

Std. 0.025 0.020 0.010 0 Week 1

Week 2

Week 3

Ax K: data Tabl exrc Awr Molding Defect Rate Versus Standard

Defect Rate

Standard

Gap

Blow Wk 1

0.010

0.025

N/A

Blow Wk 2

0.015

0.025

N/A

Blow Wk 3

0.010

0.025

N/A

Rotational Wk 1

0.015

0.025

N/A

Rotational Wk 2

0.020

0.025

N/A

Rotational Wk 3

0.020

0.025

N/A

Injection Wk 1

0.030

0.025

0.005

Injection Wk 2

0.035

0.025

0.010

Ax L: parto Chart exrc Awr Machine Pareto Chart

100%

N = 90

66.6%

80 70

60

60 50 40 30

22

20

8

10 0

0% Unit #1

Unit #2

Unit #3

Current Situation

90

Standard

50

144

◾

Appendix L: Pareto Chart Exercise Answer

Parts Pareto Chart

100%

N = 60

83.3%

50 40

37

30 13

20

10 10 0

0 Part 4

Part 3

Part 2

Current Situation

90

Standard

50

Difference

40

Focus Area

50

0%

Part 1

Defects Pareto Chart

N = 50

100%

45

90%

40 30 20 10

3

Ax M: p Chart exrc Awr Welding 5.4%

Machining 18.9% Stamping 40.5% Assembly 8.1% Paint 27.1%

Ax n: pctogram exrc Awr Gallons of Paint Sold

= One Tousand 5 Gallon Cans 7000 6000 5000 4000 3000 2000 1000

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A p p e n d i x R : T i t a n A 3 A n s w e r

Ax s: 5s problm Rort A3

Ax T: Foo srvc prooal A3

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A p p e n d i x T : F o o d S e r v i c e P r o p o s a l A 3

Ax U: Matac Trag prooal A3

1 6 2 ◾

A p p e n d i x U : M a i n t e n a n c e T r a i n i n g P r o p o s a l A 3

Ax V: Blak problmsolvg A3 Format

A3 Workbook

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