Module: Problem Solving Methods 1

PROBLEM SOLVING METHODS

SUMMARY

First part: THE RATIONAL PROCESS.

1. Definition
2. Situation analysis
3. Problem Analysis
4. Analysis of the decision
5. Analysis of potential issues
6. General synthesis of the method:

Second part: METHODOLOGY FOR PROBLEM SOLVING

1. Methodology
2. Toolbox
3. Brainstorming
4. THE QQOQCP
5. Data acquisition forms (or recording sheets)
6. Compatibility matrix
7. Ishikawa diagram causes effect or (family method)
8. PARETO diagram:
9. Simple vote:
10. Weighted vote
11 Histogram and graph.
12 The logic "is and is not"
13. The flowchart
14. The digram causes effect (process method)
Module: Problem-Solving Methods 2

First part: RATIONAL PROCESS

1. Definition of the rational process

1.1. Definition
It is a method that allows one to recognize a foreign event, to define it,
to analyze it and break it down into identifiable elements.
From such an action, we can deduce causes, modes of solution, and consequences.
possible sequences.

1.2. The steps of the rational process

The rational process consists of four steps.
Situation analysis
Problem analysis
Decision analysis
Analysis of potential problems

2. Situation analysis:
2.1. Definition and concepts
It is the systematic analysis that allows for the identification and monitoring of the different aspects
of the immediate state of a problem.
One can also say that it is the analysis of the immediate state of a situation resulting from a dys-
functioning, of a future threat, of a need for improvement in order to identify objectives
solve the simple or complex problem.
2.2. Objectives:
It is the analysis of a problematic situation based on its fragmentation into parts.
identifiable and manageable.
The situation analysis aims to identify the main concern.
2.3. Method:
1. Identification of concerns
2. Separation of concerns
3. Establishment of priorities
4. Choice of the appropriate process
2.3.1. Identification of concerns
a) Census of elements
b) Detection of a malfunction
Characteristics of identifying concerns:
Divergence: something is not in line with a standard.
future threat: indicators requiring special attention
opportunity for improvement: possibility of achieving better results
2.3.2. Separation of concerns
It is the breakdown of a complex situation into practical and manageable sectors.
a) Identify, exhaustively, the relevant elements of the situation
b) Classify them in
Causes
Symptoms
2.3.3. Establishment of priorities
gravity
What is the importance of the goal affected by this situation?
What is the seriousness of its current influence?
b) urgency
What is the urgency of an action?

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What will the deadlines be?

What would be the missed opportunities?
c) Consequences
What has been the evolution of the difficulty?
Is it intensifying or diminishing?
What problems might it create in the future?
Will it be easier to treat later?
What is the most important concern?
2.3.4. Choice of the appropriate process
It is about identifying the appropriate process to exploit, based on:
Available information
Of the effectiveness of the process.
We can have three types of concerns:
We are looking for the cause of the problem
We don't know what to do.
We do what we are told to do.
Choice of the appropriate process
Implementation of a temporary solution
. Minimize the immediate effects of divergence
In-depth analysis of the problem
. Identify the true cause of the divergence
Decision analysis
. Well-reasoned choice among several options
Analysis of potential problems
. Development of the action plan aimed at protecting the decision made
Course of action
Find the cause of the problem
. Define the problem
. Formulate the possible causes
. Test the causes
Choose a course of action
. Set the objectives
. Consider the options
. Consider the negative consequences
Implement the decision
. Anticipate potential issues
. Identify preventive actions
. Define the rescue actions
Essential points of the course of action
1. problem analysis: to find the cause of a problem
2. decision analysis: to choose the best corrective action
3. analysis of potential problems: to plan the proper implementation of the action cor-
reactive.
Comparative grid of the three analysis processes
Logical process
Comparative factor Problem analysis
Problem analysis Decision analysis
son potential
Fundamental object Find the cause Choose a mode Ensure the success of
of the process of a divergence action plan
Time factor Past and present Present and future Present and future
Starting point Divergence between the Establish the objectives Build a plan

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what should be
and 'reality'
The true reason is a well-reasoned choice. Well planned
Final point
established

2.4. Summary of the situation analysis

Situation analysis is a process that sheds light on situations. It is not a method.
Fixed providing determined answers. It helps to get a good start with four
elements!
identify a situation that requires attention
2. separate this situation into meaningful elements
3. establish a priority order
4. locate the process for developing it

Traps compromising the success of a plan to avoid:

jump to immediate actions
to jump to a particular cause
3. opt for temporary actions that become permanent
4. not to use or misuse the available information.

3. Problem Analysis
3.1. Definition
A problem is the presence of an event that disrupts the normal functioning of an organization.
sation, and for which we design repair strategies; in other words, it is the diver-
emergency compared to normal driving.
3.2. Objective of the problem analysis:
The analysis of the problem aims to identify the real cause of the problem.
Simple problem:
It's a disadvantage of linear configuration that requires no strategy to
see the solution.
Problem
Lack of concentration in a reader
Cause
The music is loud
Action
Lower the volume
Turn off the device
Complex problem
It's a drawback that requires complicated analyses or strategies to be able to
to solve it.
Human problem
Bad morale in a department
Organizational problem
70% of managers' time is consumed in meetings
Production issue
The production has plummeted at the machining workshop.

3.3. Rational Method of Problem Analysis

1. Identification of the divergence
2. Problem Specification
3. Formulation of possible causes
4. Test of the most likely cause

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5. Verification of the real cause.

3.3.1. Identification of divergence:

What should be

What is
Current situation: render-
non-compliant measurement with the pre-
visions (manifestation of
divergences)

The cause is in-

connue

Example: Poor management of the service (cause of the divergence) is responsible for the
decrease in yield (current situation)

The first questions to ask are:

If I do nothing, what will happen?
Is it possible to formulate a provisional solution?

Note: the temporary solution aims to address the symptoms of the problem.

Collection and processing of information:

Citation: "the most common source of errors observed in management decisions is
the excessive importance placed on the answer and not on the right question." (Drucker)
The right question:
Example:
Si l’on avait à décider lequel des deux mécaniciens devrait travailler ce week-end.
Question:
Should we open this workshop this weekend?
Does the profit from the work justify the opening of the workshop?
Do we have the skilled mechanics to work this weekend?

Advantage of the right question:

A good answer to a wrong question is the most fatal error in management.
It is therefore necessary to ask the right questions when gathering information.
Example:
What is happening?
who is involved?
Is there any material involved?
Since when has the situation existed?
How many times has it occurred?
Where did this happen?

Means of collecting information:

Options/perceptions of others emanating:

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of personal reflections
individual or group consultations with the involved resources
study committees
of reading registers, documents, business manuals.
3.3.2. The specification of the problem

WHO? EST in the description of the pro-

problem as it presents itself
WHAT?

WHERE?

WHEN? "IS NOT" is what should have been

be part of the problem and who do not
HOW MUCH it's not

Highlight the differences and/or changes

between the 'IS' and the 'IS NOT'

"IS" and "ISNOT"

WHAT/WHO What is the specific divergence?
Which unit, object, defect, person, condition, are involved?
WHERE Where did the defect appear…in space?
Where more specifically, Where more precisely?
Where did the defect appear...on the object?
Where more particularly, Where more precisely?
WHEN When did the defect first appear?...in the cycle of
life of the object?
When did the defect reappear since?
HOW MUCH How many objects, products, units, pieces, people, of
services,... are affected by the defect?
How many defects per item?
What is the trend of evolution?

For each element of the 'EST', what is the most DIRECTLY related element?
COMPARABLE which could have the flaw, but does not.
The "is" is the description of the problem as it presents itself.
The "IS NOT" is what should be part of the problem and is not.

Information processing:
Relevant information to be highlighted allowing:
To specify the DIVERGENCE
To highlight the DIFFERENCES (particularities)

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To illustrate the CHANGES

To note the elements of CAUSE in relation to the divergence

The differences:
For each pair: 'IS', 'IS NOT', what are the PARTICULARITIES
(DIFFERENCES) of each element of the 'IS' compared to the corresponding element of the
IS NOT
A problem often arises after a change or event occurs in
the environment of the problem.
Only the spatio-temporal changes to the problem should be retained.

The changes:
For each PARTICULARITY (DIFFERENCE), what are the changes involved?
us ?
How can each change be a POSSIBLE CAUSE?

In other words:
What are the causes that could be produced by the changes and the differences?
which explain the 'IS' and the 'IS NOT'
How does the cause explain the element of 'IS' and the element of 'IS NOT'?

3.3.3. The formulation of possible causes:

How can a POSSIBLE CAUSE explain each element of the 'IS' and not
the corresponding element of 'IS NOT'?

The possible causes

Identify the most important elements that could lead to the problem.
Source of elements:
grid of "IS" and "IS NOT"
b) Recorded differences
c) Changes that occurred

What are the characteristic traits of the 'EST'?

How is 'IS NOT' different from 'IS'?
How have the CHANGES that occurred affected the normal situation?
to the point of creating divergence?

Approach:
Identify all elements that specify divergence or changes that have occurred

Orientation question
Does this cause explain the elements of the 'IS' or the changes that occurred?

Validation of the probable cause:

Logical statement of the probable cause
How does this cause explain each section of the 'EST'?
Why is this cause not included in the "IS NOT"?

Validation techniques
The experimental analysis
The questionnaire
Statistics
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The rigorous observation

The thesis/antithesis logic
The combination of several of these techniques

Does the cause persist?

YES: it becomes the real reason to remember
NO: does it become the reason to reject?

3.3.4. The test of the most probable cause

What is the likely cause that satisfies the entire TEST? (Yes, because...)

3.3.5. The verification of the real cause:

How can we VERIFY ON THE GROUND that this cause is indeed the TRUE one
CAUSE?
Three ways:
the logical proof
reality
the verification of results

3.4. Summary of the problem analysis

Analyzing the problem is the best way to isolate the real cause of an issue and
to approach it systematically.
Five steps are helpful to achieve this result:
1. identify the divergence
2. specify the problem
3. formulate the possible causes
4. test the most likely cause
5. verify the real cause

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The problem and its possible causes

Problem specification
Identification of the divergence: it must be brief, concrete, and only indicate the unit, the object,
la condition ou la personne concernée en relation avec la situation identifiée.
Characteristic of the problem
What is What is not
who or what is part of the problem who or what is not part of the problem,
but who should normally be part of it
"What": Which unit, object, etc. are involved.
"Where": where does the divergence occur on the unit, the object, etc.?
When are the defective unit, object, etc. observed at a specific moment?
When did this happen for the first time?
« combien »: Combien d’unités, d’objets, etc. sont concernés?
Is the trend rising?
Changes that occurred
Change or event that occurred in the immediate environment of the problem (in the
time and in space
Possible causes
Causes drawn from the grid "what is", "what is not" and the changes that have occurred
What are the characteristic traits of 'is' and different from 'is not'?
What do we do differently in the "is" compared to the "is not"?
What changes have we noticed from each difference between 'is' and 'is not'?
not?

4. Decision analysis

The cause of the problem being identified, action should be taken on it by choosing the solution.
appropriate action to eliminate this problem.

4.1. Definition of decision analysis:

Deciding means making a choice, that is to say, consciously selecting an option from a
group of possible solutions.
Legal definition of the decision:
It is the act by which a person in charge commits their responsibility (or that of their company).
dans le cadre des pouvoirs qui lui sont conférés et en respect des règles et procédures en vi-
war.

Category of decisions:
strategic
tactics
technological
operational

What is a decision?
it is a mental process and not a mechanical one
He expresses himself, indeed, in terms of actions with risks.
it is a process based on three phases
define, enter, validate
process the information
to decide

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Decision analysis
It is a logical process comprising several successive steps or phases.
In every decision-making process, there is a degree of subjectivity.
to assume
subjectivity in a positive sense
call to memory, to experience.

4.2. Objective of the decision analysis:

Decision analysis aims to identify the optimal solution that can resolve the problem.

4.3. Rational method of decision analysis:

1. definition of the objectives of the decision
2. establishment of the criteria for the objective
3. ranking of criteria
4. search for options
5. comparison of options to criteria
6. Choice of the provisional decision
7. evaluation of negative consequences
8. making a final choice

4.3.1. Definition of the decision objectives

What are the objectives that make up the goal?
According to
the resources
the needs
the results
the constraints
…

Definition of the objective:

It is a desired outcome within a determined timeframe.

Characteristic of the objective

always specify the 'What' and never the 'How'
is always compatible with the changing situation
is always realistic and achievable

Establish objectives:
Description with precision and in writing of the STATEMENT of the decision
Example:
get a means of transport for the family
Is different from
buy a car for my wife

4.3.2. Establishment of criteria

Definition of the criterion:
"It is a dimension of the objective allowing for the selection of the best solution."
Characteristic of the criterion
is clear, precise and measurable
always expresses a qualitative data

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never quantify the action

never express a constraint
is relevant to the objective

What are the CRITERIA that make up the objective?

Make a complete list of all the criteria:
necessary
realistic
measurable

Mandatory criteria or desirable ones.

Depending on,
of needs
resources
constraints

Different criteria for options.

4.3.2. Ranking of criteria:

Among the identified objectives, what are:

The necessary, measurable, realistic IMPERATIVES
The WISHES (as much as possible), including those arising from imperatives
What is the most important wish, which will have a weight of 10?
What are the weights of the other wishes compared to 10 from 1 to 9?

Nature of the criterion

IMPERATIVE: action of utmost importance
Essentials
necessary
indispensable
DESIRABLE

4.3.4. Search for options

Reflection on the different ways to achieve the goals

What are the decision options? Two means

Individual approach
Individually formulate the options
Group approach
Working group
Brainstorming

Characteristics: creativity, experience, imagination, flexibility, dynamism.

4.3.5. Comparison of options to the criteria

Gather the most accurate and up-to-date information on options
compare each option against the "mandatory" criteria
compare the selected options to the "desires" criteria

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Eliminate options by the imperatives:

Does the option meet all the requirements?
IF NOT, ELIMINATE IT

Ranking of non-eliminated options, according to the wishes

What is the option that best responds to the available information?
to assign a value of up to 10 for each wish

4.3.6. Choice of the provisional decision

The comparison of options prepares for an initial decision-making for one or several.
options, needing to be tested according to:
Options deemed unsatisfactory
Information corresponding to the options
On the quality of the options in relation to the criteria

4.3.7. Evaluation of negative consequences

Identification of negative consequences (in relation to needs, resources, constraints,

etc.)
The identification of the consequences is done as follows:
The imperatives have passed
The wishes have passed
Expressed in terms of RISK based on FACTS

Evaluation of the degrees of probability (risk of occurrence)

oHaute (H)
Average (M)
oBasse (B)
Assessment of the degree of severity (impact of the consequence)
oHaute (H)
average (M)
oBasse (B)

What ACTIONS can we take to DECREASE the likelihood or severity of the consequences?

4.3.8. Making a final choice

Choose the most balanced option

Options presenting the LEAST RISKS
Actions to take to reduce the likelihood and/or severity of negative consequences
hence the FINAL CHOICE, for which we assume the risks.

4.4. Résumé de l’analyse de décision:

Les techniques décrites dans les huit étapes de l’analyse de ladécision permettent une utilisa-
systematic collation of information with a view to making a reasoned decision on time
available.
This approach also helps to convince other people and serves as a good preparation.
reason to address potential critical questions.

5. Analysis of potential problems

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The approach of analyzing potential problems allows for:

Review and improve an execution plan
Discover potential troubles
Take the necessary precautions

The decision having been made, it is now a matter of implementing it through good planning.
cation.

5.1. Definition of planning:

It is the operation that involves analyzing the current situation of an organization in order to
proposed goals for change or functioning.

5.2. Objectives of the analysis of potential problems:

This approach aims to identify potential problems, namely:
Identify the consequences or
The negative impacts of the solution.

The phases of the APP

Forecast of future difficulties
Identification of main risks
Causes
Prevention

5.3. Rational methods of potential problem analysis

1. identification of the purpose of the action

2. development of an implementation plan
3. search for potential issues
4. risk assessment
5. identification of possible causes
6. planning of preventive actions
7. planning of rescue actions
8. monitoring of the plan

5.3.1. Identification of the purpose of the action

Statement of the objective:

What is the decision that needs to be implemented?

Characteristics of actions
opérationnelles
precise
séquentielles

5.3.2. Development of an implementation plan

What are the actions, the steps, the plan, the tasks to be implemented? (an implementation plan)
in a work that can lead to a "PERT"
What are the actions, steps, or critical tasks of the plan?
news
subcontractors

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etc.

Nature of actions:
critiques: compromise the realization of the plan
non-criticizing: do not compromise the implementation of the plan

5.3.3. Researching potential issues

For each of the critical tasks, what are the potential problems?

Qualitative and quantitative evaluation of potential problems (exploratory area)

Transformation of critical actions into potential problems:
definition
It is the statement of the possible disadvantage that prevents the realization of the action and
consequently the decision plan
approach
What negative or unpleasant things could happen with this critical action?
Responses obtained: potential problems

5.3.4. Risk assessment

Appreciation of critical actions:

degrees of probability
Express the possibility of seeing a problem arise
degree of severity
Express the importance and seriousness of a critical action.

What is the degree of probability of the potential problem (risk of occurrence)?

oHaut (H)
Medium (M)
oBas (B)
What is its severity if it actually occurs? (impact of the consequence)
oHaut (H)
oMedium (M)
oBas (B)

Only potential problems with a high likelihood and severity will be retained.

5.3.5. Identification of possible causes

Possible causes (exploratory area)

Two models:
experimental
deductive analysis (more recent)
experience
available information

What could be the possible causes for these problems?

prepare
list
to reveal the most likely causes; described with maximum precision

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Assessment of causes
degrees of severity
oHaut (H)
Medium (M)
oBas (B)
degrees of consequences.
oHaut (H)
oMoyen (M)
oBas (B)

5.3.6. Planning of preventive actions

What actions to plan to eliminate the causes?
"preventive actions": integrate them into the plan.

5.3.7. Planning of rescue actions

quelles actions prévoir contre les effets ?
"rescue actions": integrate them into the plan

Preventive and rescue actions (exploratory area)

The major causes being known now, it is necessary to anticipate:
preventive actions
It is the mechanism put in place to control or monitor the occurrence of a problem.
potential
rescue actions
It is the alternative solution in case the preventive action has not worked.

5.3.8. Monitoring of the plan

Provide a trigger mechanism for the plan for each envisaged emergency action: (who does
what, how and when?)
Set milestones (landmarks) to ensure that essential events are tracked

5.4. Summary of the analysis of potential issues

The analysis of problems increases the chances of success of an implementation plan.
Six questions may be likely to produce realistic answers:
1. What could go wrong?
What is the threat?
3. What are the possible causes and how can they be prevented?
4. What preventive actions to take?
5. What will be the necessary rescue actions?
6. How to keep up with the evolution of events.

6. General synthesis of the method:

The situation analysis

Aims to highlight the most important concern and to choose the most appropriate process.
proprietary.

The analysis of the problem

Helps to find the real cause of the problem

Decision analysis

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Helps to find, among the options, the best solution

The analysis of potential problems

Used to assess the consequences of the solution and preventive actions.

Second part:

METHODOLOGY FOR PROBLEM SOLVING

1. Méthodologie
Based on the rational process, in order to solve problems, it is necessary
to use a very specific working method called the 'Processing Methodology of pro-
blèmes ».Cette méthode se caractérise par un certain nombre d’étapes qu’il faut franchir dans l’ordre sans
without skipping or neglecting a single one. This method is widely used today in many
domains.

1.1. What is a problem?

JURAN said this:
A problem is characterized by symptoms.
The goal is to find a solution or a remedy.
But beforehand, it is necessary to know the cause.

We can simplify by saying:

A PROBLEM

SOME CAUSES EFFECTS

WHO HAVE

The causes are diverse and complex.

The right problem is relevant, motivating, accessible.

1.2. Two routes are possible in the MTP

1) The diagnostic journey: From the symptoms, we find the cause.
2) The healing journey: Knowing the cause, we seek the solution or remedy.

The first route is rarely taken. In business, there is generally a tendency to only deal with
the curative aspect because, it is true, going directly to the solution highlights its
technical skills and creative capacity, we seek to avoid the diagnosis; indeed, for
To carry out this fundamental phase, which is the verification of the cause, one must immerse oneself in
the observation of facts, ant work, humble work at the level of things.
The second journey involves a group work method with the following phases.
explained in the following paragraph.

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1.3. Approach to problem solving

There are manytoolsthat allow to identify, implement research,

an analysis of the causes to provide an appropriate response and solution to the problems that
is posed to organizations.

These tools are:

systematic diagrams of cause and effect research, like this onetheISHIKAWA
presented in the form of fishbone diagrams categorizing the listed causes according to
the law of the 5 M.

- ofsPareto diagramswhich allows to rank the observed defects in order of importance

percentage.

- failure analysis tools to implement preventive or corrective actions

please tell'FMEA

control charts to chronologically and graphically track a characteristic

of a product.

statistical process control tools

etc.

These main tools are useful insofar as they incorporate a rigorous circuit and
a setting where everyone participates and where the role of a Responsible person requires animation and skills
communication.

Several phases ranging from identification to resolution are proposed. This involves proceeding
Indeed at the census, at the choice, at the precise definition of the problem, at its description to ...
search for the causes and select an appropriate solution or solutions in order to implement it
put into action, monitor results, standardize to ensure the permanence of results, ge-
generalize if necessary so that others can benefit...

1.3.1. Identify all problems

What is wrong?

1/ Identify the problematic situations (what is wrong) and not the solutions.
the non-quality seen by the customer
The generated non-quality
The lack of quality observed.

2/ Group, list the problems and do not engage in discussion

What requires in-depth action
What can be processed on the fly
What can be entrusted to another group
Distinguish the problems 'created' internally from those that are suffered.

3/ Decide:
Sort the selected issues by domain.
Handle simple problems right away

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Transmit the other issues to the appropriate person.

Everyone expresses themselves, the host too.

1.3.2. Choose the problem

What should I start with?

1/ Define the selection criteria -> Learning of consensus

Related to the nature of the problems (urgency, cost..).

Related to the requirements of the quality approach (customer, prevention...)
Related to the maturity of the group (motivating, accessible, etc..).
Discussing the selection criteria is to define or redefine the group's strategy.
Practice on the easy stuff before tackling the complex.

2/ Agreeing on a choice strategy -> Learning the method and motivation.

The priority criteria.
The secondary criteria
The elimination criteria
A problem that "is worth it" and that concerns the members of the group

3/ Make the choice -> Efficiency

Designate what is accessible and measurable
Decide which problem will be addressed
Inform the hierarchy
A measurable problem: the measure exists or it must be imagined.

1.3.3. Define the problem

What is it about?

1/ Describe the unsatisfactory situation, recall the subject and the reasons for its choice ->
Problem expressed and quantified

State the manifestations of the problem.

Research the consequences and induced effects
Measure the extent of the problem.
State what is wrong and not what should be done. Measure the unsatisfactory state and define.
the corresponding indicator.

2/ Describe the satisfactory future situation with words and numbers -> Problem for-
mule
Formulate the client's needs.
State the 'functions' he requests.
Set a quality level for each.
Rédiger en termes d'état, l'insatisfaction, l'objectif, les limites.

3/ Set the limits -> problem validated.

The limits of problems (domains, time...)
The constraints
The "maneuvering margins".
Check the understanding of the problem with the group and the clients.

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The problem is clearly defined

1.3.4. Investigate potential causes

How is it going?

1/ Inventory the available data

Choose the relevant data.
Define a fact collection plan
Make the observed data speak.
Distinguish the common thread

2/ Search for missing data -> Objectivity

Design a supplementary investigation plan
Conduct field surveys
Associate the actors with the investigations.
Favor the observable and the quantifiable, at the expense of opinions or prejudices.

3/ Process the collected data -> Ground reality

Select the meaningful data
Develop descriptive graphs
Enhance understanding of the problem.
Prioritize verified facts and not assumptions. Have organized facts so that they
speak

The situation is documented

1.3.5. Look for the real causes

What is it due to?

1/ Identify the available causes -> the sources are upstream

Conduct a brainstorming session on the causes.

In 3 phases:
Recall the key conditions (see below) and display them
Organization
- Present the theme: write it, display it, and explain it
write them in chronological order
Production of ideas number them as you go
underline the key word
Reject off-topic ideas
Exploitation Group similar ideas
Classify the ideas by sub-theme
The key conditions:
Say it all: variety, diversity
To say as much as possible: quantity
Steal others' ideas: analogies - variants - oppositions
Do not comment, criticize, or censor the ideas expressed.
Participate in a good mood

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-Identifier 3 to 6 families to which the causes may belong; for example: method
the 5 M, steps...
Within these families, possibly identify subfamilies.
Draw the cause and effect diagram.
- Classify them by nature and importance: weighted voting for example, (the causes have a level and
are hierarchical)
Create a validation plan, that is to prepare tests to validate these causes: QQOQCP
Causes = why? and not effects or consequences.

2/ Validate the hypotheses -> validation of the causes

Check the real causes through surveys
Quantify the causes by frequency
Build the tree of causes (relationships).
The deep causes and not the manifestations of the problem.

3/ Identify the critical causes -> quality = act and not blame
Those that are at the root
Those that have a significant impact
Those on which action is possible.
Facts, not culprits

The true causes are analyzed

1.3.6. Choose a solution and decide

What is the solution?

1/ Detail the chosen solutions -> choice strategy

The actions and the actors.
Time: load, deadlines
The means and the cost
Explicit criteria for reasoning the choice...

2/ Choose the solution to recommend -> 'sales' strategy

- Define and discuss the criteria for selection: what criteria - or conditions - do the solutions have to meet
Will they respond?
- Evaluate the solutions according to the criteria: retain 3 to 6 criteria: for example: cost, deadline, security
tea, feasibility, efficiency, comfort...
Compare the solutions and select one. If necessary, choose the criteria while retaining in
Prioritize the mandatory criteria. (Safety, cost, for example). Create a comparison table of
solutions and criteria:
exAccounting matrix:
Critère 1 Critère 2 Critère 3
Solution 1
Solution 2
Reasoned solutions, evaluated and, if possible, tested.

3/ Present the solution for decision -> Decision effectiveness

Reformulate the articulation, the dynamics between the problem, the solution, and the actions.
Argue in terms of 'drivers' / 'inhibitors'
Reduce the inhibitors

20
Module: Problem Solving Methods 21

A simple, short, structured, lively presentation

The solution is proposed and decided.

1.3.7. Implement

Who does what?

1/ Prepare a detailed action plan -> Management

Define the actions and their order
Assign responsibilities (who, what)
Set by action the deadline (when) and means (how)
Pilot the operation, implement a simulation action if necessary.

2/ Announce, motivate, experiment -> Participation

Always inform: decision, study, impact
Explain the solution: participation
Conduct tests and study the report.
Change step by step and not all the factors at once.

3/ Implementing -> quality, that is to say, improvement is everyone's business

Distribute the roles after ensuring that they have been understood and included in an approach.
global
Trigger operations: avoid ambiguity
Support the operations
Informer, be there, take part with the actors and environment, they will be part of it.
I don't know.
The solution is implemented

1.3.8. Follow the results

Following the results, does it work?

1/ Define the monitoring indicators -> Lasting effects

Relevant to the problem
the alert threshold (zero defects...)
The frequency of the measurement
Sustain improvement efforts: the initial effects are always fragile.

2/ Organize the data collection -> Measure of progress

Set up the input tools
Assign the responsibility for the seizure
Develop the (simple) representation of the results
Indicators based on the problem, referring to the initial measurements

3/ Act according to the results of the dashboard -> motivation and enriched solutions
Measure the effects of the solution
React in case of deviation or unforeseen events
Monitor the reliability of measurements
Visible results, exchanged and published as a sign of collective action. Accept the lessons.
from the past and integrate them into the solution

21
Module: Problem Solving Methods 22

The results are under control

1.3.9. Standardize

Standardize

1/ Ensure the permanence of results -> comprehensive prevention

The desired effects are achieved.
The initial problem disappears permanently.
No perverse effects have emerged.
Return to the causes in light of experience

2/ Describe the specifications of the solution -> integrated solution

the characteristics of the service or product
The characteristics of the inputs
Customer supplier contracts
Look all around: the connections with the environment

3/ Install the changes -> by those who make and for them
Integrate them into the processes
Train the actors
Prepare their versatility
Practical and transferable operating procedures. Formalize the necessary and eliminate.
the useless.

The solution is sustainably implemented.

22
 Module: Problem-solving methods 23

2. Toolbox:

There are several tools used in problem solving.

Simple tools, suited for each stage of the methodology.

Essential tools

TOOLS

Brainstorming ● ● ●
Data acquisition form ○ ● ●
Simple vote ● ○ ○
Weighted vote ● ○
Graphics ○ ●
QQOQCP ● ●
Cause-effect diagram (M.F.) ● ○
F/T diagram ● ●
Pareto diagram ○ ● ○
Project report ● ●
Progress diagram ●
Recommended ○ Usable

Second necessity tools

TOOLS

Weighting matrix ●
Pathway diagram ○ ● ○ ○
Logic "is, is not" ●
Cause and effect diagram (M P) ● ○
Multi-criteria diagram ●
Gantt chart ●
Logigram ● ● ○

23
 Module: Problem Solving Methods 24

Third necessity tools

TOOLS

Polar diagram ● ○
Euler diagram ●
Event diagram ● ●
Scatter plot ● ○
Box plot ● ○
Frequency histogram ● ○ ○
Scope of the problem ●
Force diagram ●
Decision diagram ●
Arrow diagram ●
CEDAC Diagram ●
ACE diagram. ●

3. BRAIN STORMING OR ( BRAINSTORMING )

3.1. Definition:
Tool for free and organized creativity that allows for group research and maximum freedom.
to come up with ideas on a given topic or to invent solutions to solve a problem.

3.2. Purpose
Produce a maximum of ideas as a group
2. Facilitate the search for ideas by removing self-censorship.
3. Allow group work

3.3. Scope of application:

Any situation where it is necessary to call upon the creativity of a group, particularly during the phase
search for a solution

3.4. User manual.

1. Condition
The brainstorming session must be led by a facilitator.
Plan a group of about 6 to 8 people.
Schedule a meeting for about 1 to 2 hours: however, do not limit the duration, the session must
to last until ideas are exhausted
Brainstorming takes place in 3 phases that must remain distinctly separate:
Presentation
oProduction
Exploitation
The operating phase can be carried out by a group different from that of production; in this case, we
inform the participants from the start.
2. Operating rules:
It is essential not to criticize the ideas put forward.

24
Module: Problem Solving Methods 25

The plundering of others' ideas and the association of ideas are recommended.
It is important not to self-censor or have preconceived notions.
The goal is to state as many ideas as possible.
Initially, everyone speaks in turn and expresses one idea at a time, then in a second phase,
It is important to allow free speech.

3. Progression of the three phases:

3.1. Presentation
The host announces the operating rules and the posters so that everyone follows the steps of
production and operation.
He presents the topic to the group and proposes a formulation in the form of a question.
3. The host ensures that everyone agrees to address the topic and that it has the same meaning for all.
cation
4. He writes the topic on a board that must remain visible throughout the duration of the meeting: the problem
must be clearly stated
5. If necessary, the facilitator can give the participants a few minutes of reflection so that each one
note down all the ideas that come to his mind and that can contribute to the sought solution

3.2. Production
1. Procedure:
Each participant, in turn, states a single idea per round that the facilitator
registered on the board (or says 'I'm passing')
To exploit the ideas put forward by the association to generate others.
Everyone notes the new ideas suggested by those expressed by others. They ex-
takes the floor in turn
When the production of ideality occurs, one can allow free speech.
The end of the production phase occurs when the ideas are paraphrases of what has
was said beforehand

7. Role of the facilitator

Enforce the announced rules
Restart production when the show stops, by reaching out to the participants about
phrases already issued, to encourage them to come up with new ideas based on these phrases.

3.3. Exploitation
8. Deepening
Reformulate or clarify vague or unclear ideas
Elimination:
eliminate ideas without exploitable links to the subject matter
Eliminate redundancies or different formulations that have the same meaning.
10. Ranking by family and selection of ideas:
Select the most interesting ideas
Group ideas of the same nature and classify them by family or theme
For prioritization, possibly use other tools for selection and choice.
ideas (multi-criteria matrix, weighted voting...)
Possibly elaborate a work program to arrive at a solution
Produce many ideas in a short time
12 Organizational Simplifications
Encouraging creativity and the emergence of new ideas
14 encourage the expression of each participant
15 contribute to group cohesion
16 necessities of prior training for the facilitator in the use of this tool

25
 Module: Problem-Solving Methods 26

17 efficiencies conditioned by the respect of strict operating rules

18 risks of a lack of realism in the ideas expressed.

4. THE QQOQCP:
4.1. Usefulness of the tool:
It allows for research on an issue, in order to better understand it.
A poor definition of a problem is already 50% of the solution.
It can also be used to define the terms of implementing an action plan. It helps to avoid forgetting in
Action is an essential element for the success of the project.
It is a tough quiz variant around six specific questions.

WHY?
WHAT? What are we doing? Why do we do it?
WHO? Who does it? Why this person?
WHERE? Where do we do it? Why there?
WHEN? When do we do it? Why at that moment
COMMENT? How do we do it? Why this way?

4.2. Prerequisites for its implementation

The group must have at its disposal:
A problem retained by the participants, in the case of an information search to better it.
define.
or an action plan to eliminate the problem.

4.3. Method
Clearly specify the objective of the working session to the participants:
Researching information on the issue
Implementation of an action plan
Recall if necessary the brainstorming rules, which apply in their entirety to this session.
of work.
Systematically address the six questions, one after the other.

1. For information search on the problem:

What What is the nature of the problem? What are its consequences, the quantities?
and the costs involved?...
Who? Who is affected by the problem? Who suffers from it?...
Where? In which location does the problem occur? On which machine or workstation?
Do we detect it? What is its origin?...
When? When was the problem discovered? What is the frequency of it?
apparition?
How? In what way does the problem occur? What equipment, material, or procedure are
concerned?
Why? Is the question that one must ask after each of the other questions. It
allows to confirm each of the answers.

2. For the search for an action plan

What What do we want to do?
Who? Who is involved in the implementation of the solution? Who will undergo the change?
Who will do what in the project?
Where? In which place, on which machine or in which sector will the action take place?
born?

26
 Module: Problem Solving Methods 27

When? When will the plan be implemented? After which authorization can we
start?
How? How are we going to proceed to be the most efficient?
Why? The answer to this question is essential to verify all the hypo-
theses and be convinced that the proposed plan is realistic.

Note all the ideas for each of these keys, then discuss them in a group to define clearly
specify the work plan of each participant.
Write a summary report of the actions to be taken by each participant. This report allows for
Everyone should know their role in the group, as well as that of the other participants.
Check with each participant that they are able to provide the information or answers.
sought, or to carry out the action entrusted to it.
Hold this subject as a starting point for the working group's activity.

4.4. Practical tips:

Prepare a welcoming and comfortable meeting room where no one will be disturbed. Also plan for the
material necessary to display the works in the form of readable panels accessible at all times
refer to it. It is a battle plan that we build: we must take all the measures to ga-
gner.
Display the brainstorming rules and do not hesitate to remind them if necessary.
Do not limit the duration of the session: it should lead to the targeted objective of the work plan.

5. Data acquisition sheets (or recording sheets)

5.1. Usefulness of the tool:

it allows for entering sufficient information for the analysis of the root causes of a problem and can be
used to collect the necessary information to measure the effectiveness of the solution implemented
work.
The data acquisition sheet is presented in the form of a table that allows for data entry.
qualitative and/or quantitative.

5.2. Prerequisites for its implementation:

the group must have identified the potential causes of the problem

5.3. Method

Determine the list of information to obtain

Résumer ces informations en mots clefs, simples et compréhensibles par chaque participant.
When acceptance standards exist, indicate each standard alongside the potential cause.
tielle.
Identify the geographical location (post, workshop, etc.) where the data acquisition will be carried out.
Determine the sample size needed to validate the information. Sampling tables.
Statistics are a useful aid.
Define the frequency of sampling and/or observations
Build the necessary forms to collect information
Ensure that each person responsible for data entry fully understands all the information.
requested items on his form.
Record the data according to the received instructions.
Collect the forms and proceed with data processing.

27
 Module: Problem Solving Methods 28

5.4. Practical tips

When the population of available data is very small, it is recommended to collect

the information on all the parts.
Never look for the standard information acquisition form, where all the data would be recorded.
she is not of this world.
Create a simple sheet, tailored to the responsibility of each participant involved in the research.
information.
Allocate space on the form for unforeseen causes and remarks. It is necessary to obtain a
maximum of facts.

Quantity concerned by the issue Sample size to be taken

during the time period A* B
25 And less Each unit
Each unit
26 À 50 26
51 À 90 28 40
91 À 150 30 45
151 À 280 32 50
281 À 500 50 80
501 À 1200 80 125
1201 À 3200 125 200
3201 À 1000 200 315
10001 À 35000 315 500
more À 35000 500 800
A* Apparent problem? No: stop
Apparent problem? Yes: continue the collection or observations until concurrence
Rence de B

Examples
Single-entry tables:

Lines of Parts Hours

8 9 10 11 14 15 16
Production Rejected
A 7 Tem- 19.2 19.3 20 20.5 21.7 22 21
B 16 pear
C 12 true
D 9
E 18

Tableaux à deux entrées.

REJECTED PIECES
Lines of
WEDNESDAY NIGHT
Production
A 18 7 3 17 14
B 9 7 5 2 6
C 12 17 8 4 19
D 16 15 9 12 13
E 7 10 11

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 Module: Problem Solving Methods 29

TIME SHEET Week 23 Machine 1 Machine 2

DEFAULTS
By Machine Saturday €€X XX
Per Day Sunday € O € O
By Type of Defect: Monday € € € € X €
Scales Tuesday O OO
€ : Stripes Wednesday X €X
X : Others

6. Compatibility matrix
6.1. But
Prepare the decision on the occasion of the choice
of a problem
ooud’unesolution
instead of an action to be taken
considering the selection criteria:
Imposed constraints
Objective to achieve.
Functions to be fulfilled
6.2. PROCEEDINGS:
lister les critères : Contraintes imposées, objectif à atteindre, fonctions à remplir
Establish the list of problems, solutions, or actions to be undertaken among which to make a
choice
Draw a two-entry table:
one line for each selection criterion.
One column for each problem, solution, or action.
In each box note:
It has compatibility with the criterion.
there is an incompatibility.
If it is not possible to decide.
Nothing if there is independence.
Total the lines and decide.

Example 1:
Criterion
Accessibility Motivation relevance Σ
Problem
No. 1 ? + + +
No. 2 + - - -
No. 3 - + - -
No. 4 - - ? -
No. 5 - ? ? ?
In this example, it is problem No. 1 that would be chosen.

Example 2:
Long-distance logistics for perishable goods:
CRITERIA train boat ca-
mion
Cost: less than + - +

29
Module : Méthodes de résolution des problémes 30

Security + - ?
Speed (over 200 km/h) + - -
Food preservation + ? +
Apart from the Train response, which positively meets all the criteria, the choice among other means
The transport will depend on the relative importance - weighting that will be assigned to the different criteria.

7. Digram causes effect or ISHIKAWA (family method)

7.1. Utility of the tool:

it simply visualizes all the potential causes regarding the observation of some effect
be it.
The visualization of data, on a single chart, allows the study of the relationships that exist between a
effect and its presumed causes grouped into families.
This tool does not allow for the certain identification of all the real causes. It is used in the methodology-
problem-solving logic when an effect has been identified, and one wishes to know all the
possible causes, to guide the research of the working group.
The cause-effect diagram is presented in the form of a fishbone, with the head framing the effect we are discussing.
wants to know the causes.

CAUSE A CAUSE B CAUSE A

EFFECT

CAUSE D CAUSES DIAGRAM (Family Method)

CAUSE E

7.2. The prerequisites for its implementation

the working group must have identified the problem and conducted a brainstorming session to seek all the
possible causes concerning the problem.

30
Module: Problem Solving Methods 31

PROBLEM
(EFFECT)

DIAGRAM
+ CLASSMEN
T (THE M)
CAUSES–EFFECT
(QUALITATIVE)

BRAINSTORM
(CAUSES
POTENTIAL

7.3. Method

Identify the problem in terms of effect. For example, the alteration of a product.
Draw the problem in a frame, then draw a horizontal arrow whose tip reaches the side.
left of the frame. This is the main arrow.
Group the potential causes into family, the five Ms.
Trace the secondary arrows corresponding to the number of families of potential causes identified, and
connect them to the main arrow.
Identify each secondary arrow by the name of one of the families of potential causes.
Write on small arrows the causes associated with each of the families. All causes must be
retained, and this without exception.
Check that all potential causes appear on the diagram.
The diagram is complete. It is now necessary to look for the real causes of the identified problem.

POTENTIAL CAUSES THE FAMILIES

Personnel, qualification, training, expé-
LABOR
rience, etc.
Equipment, machine, speed, pressure, etc. MATERIAL
Raw material, component, material,
SUBJECT
piece, etc.
Specification, plan, instruction, procedure,
METHOD
etc.
Space, light, noise, vibration, heat,
ENVIRONMENT
dust, humidity, etc.

7.4. Practical tips

One can replace the five M with other families whose names are more in line with the vocabulary.
used in the company.
Similarly, one can use only three M if that is sufficient, or even increase the number of fa-
thousands if this is necessary.

31
Module: Problem-Solving Methods 32

Leave the diagram displayed in the group's workspace until the next meeting, with the
instruction that each participant can add other causes that come to mind. It is a
way to enrich the diagram as ideas emerge.

8. PARETO DIAGRAM:

81. Usefulness of the tool

Il permet de visualiser de façon simple un ensemble de données qualitatives concernant un même sujet de
concern. For example, all the causes that can cause a dripping faucet.
It highlights what is important compared to what is trivial. It guides the priority choice of a
working group on the 80/20 principle.
80% of the causes of a problem require 20% of the total effort needed to provide a solution.
addressing all the causes of the problem;
The remaining 20% of the causes require 80% of the total effort needed to provide a solution.
to the entirety of the causes of the problem.

The Pareto diagram is presented in the form of a bar graph drawn from its two
perpendicular axes: the horizontal axis indicates the elements constituting the subject being addressed, and the vertical axis the
data concerning each element using the same unit of comparison. Generally, this dia-
the program is complemented by a cumulative curve of the data.

8.2. Prerequisites for its implementation

The working group must have access to data acquisition forms concerning the entire set.
elements constituting the subject to be addressed, expressed with the same unit of reference:
number of observations,
non-conformity name
number of defects,
number of defective units
cost of defective units, etc.

8.3. Method
check that all elements constituting the subject being discussed are expressed with the same unit of reference
if not, review the data acquisition sheets comparing oranges and lemons is
possible with a Pareto diagram, provided that they constitute the elements of a whole expressed
with a common unit of measure
identify the period covered by the source of information this point is important when one wants to
compare and measure an evolution over time
summing all the elements for the relevant period is possible, since they are all ex-
primed with the same unit
on graph paper, draw a horizontal axis and divide it into equal segments corresponding to
number of elements concerned by the subject
draw on the vertical axis the scale of measurement that will allow for recording all the data, starting from the
greatest value and total sum of observations
rank the data of each element in descending order by indicating them with the numbers 1, 2, 3
etc.
list the elements in this order on the horizontal axis under each line segment.
Trace, for each element, the data obtained using the vertical axis scale. If all the elements-
Comments are classified in descending order of importance, the height of the columns should decrease accordingly.
as we move along the horizontal axis. When all the elements are drawn, the bars constitute
the Pareto diagram

32
Module: Problem Solving Methods 33

Draw a second vertical axis on the far left of the diagram and divide it with a scale.
maintains the cumulative sum of all data ranging from 0% to 100%
Plot the cumulative sum of the data, expressed as a percentage of all the analyzed data over time.
and as the elements accumulate. The last element must indicate 100% of the total.
all the data.
The plot of this curve must be a continuous line that allows, starting from the 50% point, to identify the
elements constituting the important part of the problem that it would be desirable to analyze in more detail.

8.4. Practical advice

The drawing of this cumulative curve, if practiced to identify the elements that constitute 80% of the,
problem studied, pushes the columns down. Once all participants have understood well the
Pareto principle, eliminate this curve and use the maximum height of the diagram, to do well
identify the main elements contributing to the problem.
Lorsque des éléments représentent des contributions très faibles au problème analysé, les regrouper
in a single column 'various', at the far left of the diagram; reading the main elements
The interpretations of the diagram will be facilitated.

Never lose the information regarding low contributions. They can be low - even
even very low in frequencies - but, analyzed in terms of costs, to shift the entire classification
obtained information.

A Pareto diagram can lead to the creation of another Pareto diagram highlighting
It is a major cause, also explaining 80% of the element considered. Do not hesitate to outline this
second diagram: it can convince more than the first and serve as a guide to orient
action plan.

Leaks on hydraulic hoses

Types of leaks Name % % Cumulative

A Aging of rubber 44 52.4 52,4
B Assembly of the tips 19 22.6 75.0
C Assembly on machine 6 7.1 82.1
D Environment 5 5.9 88.0
E Adherence 4 4.8 92.8
F Divers 6 7.2 100 %

33
Module: Problem-solving methods 34

%
100..

80
75%

60 By prioritizing A and B, we sup-

we eliminate 75% of defects
40

20

A B C D E F
Flaws

9. Simple vote:

9.1. Utility of the tool

it allows for the pre-selection of topics to study from all the topics proposed by the working group and can
to be used for the pre-selection of the issues and the different solutions considered by the working group.
The vote is conducted directly on the board where the proposed topics from the brainstorming session are listed.

9.2. Prerequisites for its implementation

the group must have previously conducted a brainstorming session.
All the ideas mentioned during the brainstorming session must be submitted to a simple vote.

9.3. Method.
Present each topic in turn and ensure that each participant understands well.
the importance of the subject. Do not hesitate to rephrase the title of the subject if it is confusing.
Discuss in groups the pros and cons of each subject. Never criticize a topic.
Vote individually on five topics, identifying the topic numbers.
Record the votes obtained in the table once all participants have made their choice.
Count the number of votes for each topic.
Identify the subjects that received the highest number of votes.
Retain the six or eight topics that received the most votes.

9.4. Practical Advice

When the number of proposed topics is very large, keep a maximum of 10 topics: this can
avoid certain frustrations.
When the number of subjects receiving numerous votes is significant, do not hesitate to proceed with a
second round, eliminating topics that are no longer of primary interest. The votes will be
thus reported on other subjects. In this case, only keep 6 to 8 subjects.

10. Weighted vote

10.1. usefulness of the tool

It allows the selection of the subject to study from a shortlist of subjects expressed by the working group.
It is recommended when it comes to making a decision in the absence of sufficient quantitative data.
health, when seeking a solution to be implemented.

34
Module: Problem Solving Methods 35

It can also be used, without subject pre-selection, when the number of subjects proposed by the group of
work does not exceed twenty.
The recommended matrix for weighted voting is presented in the form of a two-entry table:
The pre-selected topics,
The names of the participants.

10.2. Prerequisites for its implementation

the group must have at its disposal the list of pre-selected topics.

10.3. Method
Enter the pre-selected topics in the vertical boxes of the table, then in the horizontal boxes
the initials of the participants.
Present the shortlisted topics in turn and ensure that each participant understands them well.
the importance of each selected topic.
Vote individually on three subjects by granting:
3 points for the most important topic
o2 points for the subject ranked 2eposition.
1 point for the subject ranked 3eposition.

The score obtained for each subject should highlight the most important subject for the group.
vale.
Record the points obtained in the table, when all participants have made their choice.
Count the number of points obtained for each subject
Identify the subject that achieved the highest number of points.
Retain this topic as a starting point for the group's activity.

10.4 Practical tips

Before conducting a weighted vote, it may be helpful for each participant to individually do the
Update on the pre-selected topics. The weighting matrix is the recommended tool in this case.
When it is difficult to differentiate between two or three topics, do not hesitate to organize a second round of
weighted voting, by eliminating the topics with the least points.
A variant exists in the allocation of points: each participant has as many points.
that there is more than 1 subject, and he must distribute them at his discretion. This variant is used when the number of
subject does not exceed ten.
Record the shortlisted topics in the order they appear and not based on the results.
a simple vote. This will prevent the weighted vote from being perceived as manipulation.

Weighted vote

Voters Mohamed. Ali Omar Said Mouloud Ahmed TOTAL

Problems Voters Points
A 1 1 1 0 2 3 5 8
B 3 2 4 5 1 0 5 15
C 1 1 0 0 0 0 2 2
D 0 1 0 0 2 2 3 5

Problem B has the highest weight (15 points).

11 Histogram and graph:

35
Module: Problem Solving Methods 36

Descriptive statistics is an observation. It is used to summarize in a few formulas, in a few figures or

in a few numbers of actually measured facts.
Example 1: Distribution table
Control of a plate whose thickness should normally be 10 mm.

Statement Ranking
Thickness in mStripping Name Thickness. (mm)Number. % %
Sheets Cumulative
9.7 X II 7 10 31 26.96 26,96
9.8 XXX 15 10.1 22 19,13 46,09
9.9 XXXX 20 9.9 20 17.39 63,48
10 XXXXXX I 31 9.8 15 13.04 76.52
10.1 XXXX II 22 10.2 14 12,17 88.69
10.2 XX IIII 14 9.7 7 6.09 94.78
10,4 XI 6 10.4 6 5.22 100
Total / 115 Total 115 100 /

Example 2: Histogram and chart (see below)

Graph in
Histogram sectors
Tolerance Infe-
laugh 19,13
Super tolerance
laugh 26
96

17.39 6.0
9
5.22

13,04 12.1

12. The logic 'is and is not'

11.1. Usefulness of the tool
it allows to classify, when necessary, the elements concerning the problem to be addressed under
form "is and is not".
Sonavantage is undoubtedly the identification and recognition of facts under two aspects: this
What is the problem, and what it is not.
This approach to defining the problem eliminates impressions, hearsay, and feelings. It is
purely analytical. It is a variant of the QQOQCP that takes the form of a three-column table.
columns:
1. elements of the problem.
2. Est.
3. Is not.
36
Module: Problem-Solving Methods 37

12.2. Prerequisites for its implementation

the group must have previously identified the problem it wishes to solve.

12.3. Method
Recall the problem and its consequence
Draw a table with three columns:
Elements of the problem
oEst,
It is not
Use the QQOQCP method to research facts. This approach allows you to ask all the questions.
necessary actions to obtain facts.
Record in the columns 'is' and 'is not' all the information we have at the moment.
analysis.
Define the problem based on this information.
Update the table as new information allows for better definition.
the problem studied.

12.4. Practical advice

Answer each question without encroaching on the following questions.
When a response is not possible, leave the box open until the information is available.
nible. This sheet is a collection of facts and not of feelings.

13. The flowchart.

13.1. Usefulness of the tool

it allows to visualize a decision-making logic to achieve a goal.
It reveals what is necessary for an action, the key decisions, and what produces actions.
for their realization. It is a variant of the flowchart.

Its use is strongly recommended when it comes to determining a decision-making process that
varies according to several criteria.

Le logigramme se présente sous forme d’un réseau de symboles conventionnels réunis entre eux par des
arrows.

13.2. Prerequisites for its implementation

The group must have at its disposal a procedure or instruction defining the realization process.
the action of an activity.

The construction of this tool may be the result of the group's creativity, with a view to building a methodology.
work guide to standardize a situation. The group then creates a decision-making process.

13.3. Method
Define and standardize the symbols that will be used by the group to build the flowchart and the affi-
dear in the workroom

Draw the flowchart from the existing procedure or instruction. In this case, it allows to
understand the logic of the decisions at each stage of the document. If this document does not exist, it is necessary to
create the organizational chart from observation.

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Module: Problem Solving Methods 38

A well-constructed flowchart is self-sufficient. Its accompanying text must contain, in

additional information that prevents unnecessary overload.

Analyze the flowchart in terms of the sequential logic of actions, sources of information,
questions raised and decisions or actions that follow.
Identify the points that:
They are not clear,
they are not respected,
They pose problems,
They seem useless, etc.
Draw the flowchart that seems simple and logical to you. Be careful, it may seem logical to you. Is it
Is it true for those who will have to use it? It needs to be verified.
Indicate the starting point and the endpoint of the flowchart.
Give a name to the flowchart.

13.4. Practical tips

A flowchart is always clear when it is well written. Its layout is never clear when you have to
do it yourself, and even less in a group. Use a whiteboard, patience and...
heart of patience.
Avoid having lines cross, as they may impair the understanding of the flowchart and of
cause reading errors.
Do not complicate the symbols: everyone must be able to understand them. It is not a question
of the rules of the art but of common sense.
When a detailed flowchart requires more than one page, segment it into complete activities on
each page, indicating by a number the beginning and the end of the activity.
Indicate this reference on the following page(s) so that the network is logical for all those who
they will use it.

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Module: Problem Solving Methods 39

Is an action
Preferably use an action verb or the name of
Rectangle the operation in the process.

Is a question
Diamond She guides the following actions based on the re-
? ponse.
The arrows indicate the direction to follow according to the re-

Is a source of information that can be con-

Aux rectangle to sulk in order to act or make a decision.
broken angles The arrows indicate that one is entering the
you round source of information and that we come out of it.

(A) o
Is a document that results from the action or that
Rectangle (B is necessary to carry out the action.
wavy at the Result of the action
base (B) Necessary for action

1 3
It is a choice of use between the options
available.
Circle Dans ce cas, 4 options sont possibles pour
carry out the action.

2 4
THE SYMBOLS OF THE LOGOGRAM

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Module: Problem Solving Methods 40

14. The cause-effect digram (process method)

14.1. Usefulness of the tool

The process method is a variant of the family method.
This tool visualizes all potential causes regarding the observed effect at different stages of
realization of a process, no longer grouping them by families.
It allows for the sequential positioning of possible causes and thus to progress in the method.
of investigation by designating the places where the observations will take place.
The diagram is presented in the form of a path leading to the effect with arrows (causes)
related to the various stages of the process.

Cause A
Step 1

Cause B
Step 2

Cause C Cause D
Step 3

Cause F
Cause E
Step 4

Cause G
Step 5

EFFECT

Cause-effect diagram (process method)

14.2. Prerequisites for its implementation

The working group must have identified the problem, outlined the process flow,
then conduct a brainstorming session to identify all possible causes.

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Module: Problem Solving Methods 41

PROBLEM
EFFECT

DIAGRAM
PROCESS RANKING CAUSES EFFECT
(STEPS) (QUALITATIVE)

brainstorming

(POTENTIAL CAUSES)

14.3. Method
Identify the problem in terms of effect. For example, a non-compliant part detected by an operator.
Frame the problem, then draw a vertical arrow whose tip reaches the upper part.
frame face. This is the main arrow.
On this arrow, build as many boxes as there are steps (or workstations) in the process.
since the stage at which the problem was detected and the first stage of the process.
Draw the secondary arrows at the different stages of the process as causes arise.
assumed are identified by the participants of the working group. All causes must be kept
us, and this without exception.
Check that all potential causes appear on the diagram.

The diagram is completed, it is now necessary to investigate the real causes of the identified problem.

14.4. Practical tips

Leave the diagram displayed in the group's work room until the next meeting, with the
Instruction that each participant can add other causes that come to their mind. It is in-
one way to enrich the diagram as ideas emerge.

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