Transcript Training Within Industry Introduction and Overview
TWI: Problem Solving - A Comprehensive Approach to TWI Implementation
TWI Webinar November 17, 2009 Patrick Graupp TWI Senior Master Trainer
TWI Problem Solving: Two Views
• Compared to Toyota Problem Solving – How do the two programs compare?
– Answer: Come from the same roots • The central focus of TWI-PS – Finding the “root cause” of the problem – Using JM, JI & JR as tools for solving the problem – Additional analysis tools and techniques www.TWI-Institute.org
A Little Background
• • • • TWI Service was closed down September, 1945 Lowell Mellen, TWI Representative from Cleveland, formed TWI, Inc.
TWI, Inc. won contract to deliver TWI programs in Japan and began training in spring of 1951 TWI, Inc. created Problem Solving Training in 1956 at request of Japanese government www.TWI-Institute.org
How Important Was TWI in Japan?
“It is readily apparent to anyone who has been in close contact with Japanese Business and Industry that the Japanese are many, many years behind the West in their thinking about the problems of Organization and Management. In fact, many times it appears that they have done no thinking at all, at least, not logically.” TWI, Inc. Final Report, 1956, page 31 www.TWI-Institute.org
The Need for Problem Solving
“This means that at all Supervisory levels below the very Top there is a reluctance to accept Responsibility for anything… so there is a constant crisis in waiting for someone to make a decision or come up with the answer to anything. The final result is that the average Japanese Supervisor is a very, very frustrated individual who hardly knows which way to turn.” TWI, Inc. Final Report, 1956, page 32 www.TWI-Institute.org
The Shoe is on the Other Foot
“When G.M. collapsed last year and turned to the government for an emergency bailout, its century-old way of conducting business was laid bare, with all its flaws in plain sight. Decisions were made, if at all, at a glacial pace, bogged down by endless committees, reports and reviews that astonished members of President Obama’s auto task force.” New York Times, November 12, 2009 www.TWI-Institute.org
David Meier on Toyota PS
• • • • Lean success is low because we typically go straight to the “answer” What’s missing is long term vision and strategy in solving problems Everyone jumps to the tactical: how to apply lean tools They skip the strategy for execution: our approach to things based on principles www.TWI-Institute.org
Comparison of Two Methods
Toyota Problem Solving Steps
1. Clarify the Problem 2. Break Down the Problem 3. Target Setting 4. Root Cause Analysis 5. Develop Countermeasures 6. See Countermeasures Through 7. Monitor Both Results and Process 8. Standardize Successful Processes
TWI Problem Solving Steps
1. Isolate the Problem – State the problem – – – Give proof or evidence Explore the cause Draw conclusions 2. Prepare for Solution – JM, JI, JR Steps 1 & 2 3. Correct the Problem – JM, JI, JR Steps 3 & 4 4. Check and Evaluate Results www.TWI-Institute.org
Basic Needs of Good Supervisors
Instructing Work
KNOWLEDGE
Safety Improving Methods Responsibilities Leading
SKILL
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Supervisor's Responsibilities
• What supervisors are responsible for: – Quality – Production – Cost • How they achieve those responsibilities: – Knowledge of work – Knowledge of responsibilities – Skill in instructing – Skill in leading – Skill in improving methods – Safety component to all the above needs www.TWI-Institute.org
What is a Problem?
A supervisor has a problem when the work assigned fails to produce the expected results.
Gap = Problem Standard —what should be happening Current Situation —what is actually happening
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Step 1 — Isolate the Problem
1. State the problem – • • • Pick up current problems Problems up to now New problems breaking out Approaching problems – • • Look for and find problems Anticipate and foresee problems Discussion and review of records – • Prioritize Importance, necessity, emergency level www.TWI-Institute.org
Step 1 — Isolate the Problem
2. Give proof or evidence of the problem – View with an open mind – Talk with people, review records – Facts, circumstances, figures, etc. that directly show the problem – From the Mechanical angle: schedules, rework & scrap, equipment breakdown, accidents, etc.
– From the People angle: productivity, knowledge & skill, safety, interest, job satisfaction, etc.
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Step 1 — Isolate the Problem
3. Explore the cause – Causes for each and every piece of evidence – Avoid subjective conclusions or preconceptions – From the Mechanical angle: method, layout, tools, equipment, environment, standards, etc.
– From the People angle: job assignment, faulty instruction, human relations, personality, etc.
– Piece together cause-and-effect relationships – Dig down deep www.TWI-Institute.org
Chain of Causation
Problem Evidence Direct Causes Indirect Core/Root Customers complaining about late deliveries.
On-time delivery stands at 87%.
Packaging delays creating a bottle-neck of finished product.
Delivery of packaging product is frequently delayed from printer.
Films from art department are being held up waiting for confirmations.
Need corporate approvals for correct usage of all company logo marks.
Poor communication between corporate marketing and plants.
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Chain of Causation vs. 5 Why’s
Problem Evidence Direct Causes Indirect Core/Root Customers complaining about late deliveries.
On-time delivery stands at 87%.
Packaging delays creating a bottle-neck of finished product.
2 1 3 Delivery of packaging product is frequently delayed from printer.
Films from art department are being held up waiting for confirmations.
Need corporate approvals for correct usage of all company logo marks.
Poor communication between corporate marketing and plants.
4 5 www.TWI-Institute.org
Step 1 — Isolate the Problem
4. Draw conclusions – Think over the causes — if these causes are removed, will we still see the evidence?
– What are the problem points (root causes)?
1. Is the problem Mechanical?
2. Is the problem People?
3. Is it both?
– Decide on a plan of solution www.TWI-Institute.org
Problem Analysis Sheet
Name:____________________ Date:_____________________ Mechanical Angle Behind schedule by Rework is up by Scrap is up by Tool breakage is up by Machine time is down by Accident rate is up by Set-up time is Paperwork increased by Productivity is Work habits are Job interest is General attitude is Work quality is Complaints are Attendance is Job satisfaction is People Angle — Why? Where? When? Who is responsible? — The above problems are caused by… Job method Layout Tools, fixtures, gages, etc. Machines and equipment Materials and parts The above problems are caused by… Incorrect job assignment Insufficient skill and experience Faulty instruction and follow-up Poor human relations Product design Personality situation Basic wants threatened Housekeeping & working conditions Unsafe conditions Health and physical fitness Unsafe acts This problem concerns: QUALITY? COST? QUANTITY? SAFETY? PEOPLE? Problem Points (Core/Root Causes) Mechanical Things/Places Don’t know Can’t do People Don’t care Won’t do www.TWI-Institute.org
Problem Point Evaluation
Problem Points (Core/Root Causes) Mechanical Things/Places Don’t know Can’t do People Don’t care Won’t do • • Mechanical Problems— use JM to solve People Problems: – Don’t know/ Can’t do— use JI to solve – Don’t care/ Won’t do— use JR to solve www.TWI-Institute.org
Conclusions for Step 1
• • • • • Step 1 is the most important step Follows Root Cause Analysis pattern Looks for Proof or Evidence of the problem to identify true causes Further refines analysis of problem to include Mechanical and People angles Uses this analysis to help set up plan for solution www.TWI-Institute.org
Step 2 — Prepare for Solution
Determine Objective
Mechanical Problem
Job Method · Layout · Tools · Materials · Equipment · Design · Environment Method Improvement
Analyze
(1) Overall situation Flow chart Flow diagram Question overall job (2 ) Specific Situation Work Method — Method Breakdown Layout — Discuss with operators
Question every detail
Why is it necessary? What is its purpose? Where should it be done? When should it be done? Who is best qualified to do it? How is the ‘best way’ to do it?
People Problem
Don’t know Can’t do Don’t care Won’t do Knowledge and Skill Development
Get ready to instruct
1. Prepare yourself Make a plan for training Break down job for instruction List Important Steps List Key Points 2. Prepare the workplace Correct equipment, tools and materials Have workplace set up properly 3. Prepare the learner Put the person at ease State the job Find out what the person already knows Get the person interested in learning the job Explain tools, equipment, and safety gear Place the person in the correct position Attitude and Behavior Correction
Get the facts
Review the record Find out what rules and customs apply Talk with individuals concerned Get opinions and feelings Be sure you have the whole story
Weigh and decide
Fit the facts together Consider their bearings on each other What possible actions are there? Check practices and policies Consider objective and effect on individual, group and production Don’t jump to conclusions www.TWI-Institute.org
For Mechanical Problems
• • First, analyze the overall job or situation – Cast a “wide net” – Use Flow Charts and Flow Diagrams to list and map the routing and location of parts, materials, data, etc.
Next, analyze the specific job or situation – Breakdown the job method by listing all details – Question all details to locate problem sources www.TWI-Institute.org
Job Methods Breakdown Sheet
Name:_____________________________ Department:__________________ Date:_____________ Parts No.:__________________________ Parts Names:____________________________________ Operation No.:______________________ Operation Name:_________________________________ Ideas (Write down immediately) No. Current Method Details Proposed Method Details www.TWI-Institute.org
Types of Questions to Ask
• • • • • • WHY is it necessary?
WHAT is it’s purpose?
WHERE should it be done?
WHEN should it be done?
WHO is best qualified to do it?
HOW is the ‘best way’ to do it?
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Three Parts of a Job
1. MAKE READY This is the time and effect spent in getting things ready. Also the placement of materials or parts. 2. DO This is the work that actually accomplishes the desired main objective and adds value.
3. PUT AWAY This includes all details necessary to complete the job after the DO operation.
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Which Do We Question First?
• • • We question the DO details first because if they are unnecessary then there is no need to question the rest of the operation The greatest opportunity for improvement lies in the MAKE READY and PUT AWAY details The movement of materials without any value added is either MAKE READY or PUT AWAY www.TWI-Institute.org
For People Problems
Don’t Know Can’t Do Don’t Care Won’t Do Faulty Instruction Wrong Assignment Personality Situation www.TWI-Institute.org
Faulty Instruction
Insufficient Instruction Incorrect Instruction Inefficient Instruction No Instruction Little or no preparation of: Instructor Work Place Learner www.TWI-Institute.org
No. __________
Use Job Instruction to Remedy
JOB INSTRUCTION BREAKDOWN SHEET
Operation: Glost Kiln Operator Cycle Parts: None Tools & Materials: Kiln Gloves
IMPORTANT STEPS
A logical segment of the operation when something happens to advance the work.
KEY POINTS
Anything in a step that might — 1.Make or break the job 2.Injure the worker 3.
Make the work easier to do, i.e. “knack”, “trick”, special timing, bit of special information 1.
Discharge GK #3 1.
2.
Use kiln gloves Pull at correct time
REASONS
Reasons for the key points 1.
2.
Burn hazard Kiln control 2.
Charge GK #3 3.
Record car data 4.
Check kiln temperatures 5.
Charge GK #3 6.
Discharge GK #3 7.
Record car data 8.
Check kiln temperatures 1.
2.
Fix downed ware Do not slam transfer 1.
2.
Defect prevention Defect prevention 1.
Call Ceramic Tech if 50 ° F delta in zones 1.
Proper kiln control 1.
2.
Fix downed ware Do not slam transfer 1.
2.
Use kiln gloves Pull at correct time 1.
2.
Defect prevention Defect prevention 1.
2.
Burn hazard Kiln control 1.
Call Ceramic Tech if 50 ° F delta in zones 1.
Proper kiln control _ _ _ • • • • Make a Timetable for training Breakdown the job – Important Steps – Key Points Prepare the workplace Prepare the learner – Put at ease – State the job – Find what they know – Get interested – Place in correct position
Personality Situation
• • Get the facts – Be sure you have the whole story Weigh and decide – What possible actions are there?
– What will the results of the action be?
– Question the psychological effect – Don’t hurt the person’s pride – Leave a way open for the individual to “save face” www.TWI-Institute.org
Objective: Facts:
Job Relations Problem Solving Sheet
No. Possible Actions Facts Used www.TWI-Institute.org
Decide on Possible Actions
Step 3 — Correct the Problem
Mechanical Problem People Problem
Develop the new method
1. Eliminate unnecessary details 2. Combine details when practical 3. Rearrange details for better sequence 4. Simplify all necessary details 5. Work out your ideas with others 6. Write up the proposed new method Flow Chart Job Breakdown Sheet
Apply the new method
1. Sell your proposal to the boss 2. Sell the new method to the operators 3. Get final approval of all concerned on safety, quality, quantity, cost, etc. 4. Put the new method to work; use it until a better way is developed 5. Give credit where credit is due
Present the operation
Tell, show and illustrate one Important Step at a time Do it again stressing Key Points Do it again stating reasons for Key Points Instruct clearly, completely and patiently but don’t give them more information than they can master at one time
Try-out performance
Have the person do the job — correct errors Have the person explain each Important Step to you as they do the job again Have the person explain each Key Point to you as they do the job again Have the person explain reasons for Key Points to you as they do the job again Make sure the person understands
Follow up
Stress quality and safety Designate who the person goes to for help Encourage questions
Take action
Are you going to handle this yourself? Do you need help in handling? Should you refer this to your supervisor? Watch the timing of your action Explain and get agreement on action Take the action Consider the person’s feelings and attitude Inform everyone involved Don’t pass the buck
Step 4 — Check and Evaluate Results
Follow up to see that the change or correction has been made. What improvement do the records show in Quality, Quantity, Safety, Cost? Consider the Human angle. Note changes in attitudes and relationships. Inform all those concerned of progress and results of the action or correction. Look for ways to prevent a recurrence of this problem. Did your action help production? www.TWI-Institute.org
Step 4 — Check & Evaluate Results
• • • • • As soon as possible or practical to learn if the correction has been made Keep alert of the Human Angle—watch for Resistance or Resentment Look for signs of a new problem created by this correction Evaluate results by consulting records Look for way of preventing recurrence www.TWI-Institute.org
How Do They Compare?
• • • •
Toyota Problem Solving Steps
Focus on principles/values that should be targeted when resolving a problem Determine root cause so we know the correct target for countermeasure Use brainstorming and consensus building to develop countermeasures Focus on speedy action and persistent follow through www.TWI-Institute.org
• • • •
TWI Problem Solving Steps
Focus on proof or evidence of a problem that needs to be fixed Determine root cause and evaluate correct course of action: Mechanical or People Use TWI methods of JM, JI and JR to prepare a solution and correct the problem Focus on thorough use of the TWI methods
Integrating the TWI Methods
• • • • Good review of the TWI methods Gives renewed meaning to TWI methods with the focus on problem solving Allows front line supervisors the ability to solve their everyday problems using the TWI skills they possess Can be used as an introduction to the TWI methods www.TWI-Institute.org
For additional information please contact 315-412-0303 [email protected]
The TWI Workbook:
Essential Skills for Supervisors
Shingo Research and Professional Publication Prize 2007 Patrick Graupp and Robert J. Wrona www.productivitypress.com
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