ARA TRAINING

Basic 8D Problem Solving:

Tools & Methods
A.R. Alvarez

ARA TRAINING

- © 2015 - ARA (Dec 2015)

 Basic Problem Solving

Problem Solving Outline

ARA TRAINING

 Part 1: Overview of Methods (Plan)

 Problem Solving Principles
 Contrasting Different Approaches
 PDCA / 4D & 8D Framework
 D1 – D2: Form Team & Define Problem

 Part 2: Step-By-Step Problem Solving (Do)

 D3: Implement Containment
 D4: Identify Possible Root Causes
 D5: Identify Root Cause Corrective Actions

 Part 3: Problem Solving Wrap-Up (Check & Act)

 D6 – D8: Verify Corrective Actions, Prevent Recurrence,
Document Results & Recognize Team
 Appendix
- © 2015 - 2 ARA (Dec 15)
 Basic Problem Solving
ARA TRAINING

Methods For Problem Solving ?

- © 2015 - 3 ARA (Dec 15)

 Basic Problem Solving

No One Way to Problem Solving

ARA TRAINING

Success

But Some Are Better Than Others

Good Ones Have Many Common

Elements

- © 2015 - 4 ARA (Dec 15)

 Basic Problem Solving

Integrate Different Perspective

ARA TRAINING

Data Knowledge
Driven Driven

Integrate

Question
Driven
- © 2015 - 5 ARA (Dec 15)
 Basic Problem Solving
ARA TRAINING
Utilize Simple Tools

- © 2015 - 6 ARA (Dec 15)

 Basic Problem Solving

Ask & Answer Simple Questions

ARA TRAINING

 What is The Problem?

 Why is it a Problem?

 What Are The Goals?

 How Long Will it Take to Solve?

 How Much Will it Cost to Solve?

Get Tracked & Managed Like a Project

- © 2015 - 7 ARA (Dec 15)
 Basic Problem Solving

Avoid Artificial Constraints

ARA TRAINING

Sub-Conscious Assumed Very Real

Constraints
 Constraints Will Always Exist

 Real Constraints Need to Be Respected, But Also

Challenged

 Where Can Constraints Appear During Problem

Solving?

 How Do You Become Aware & Overcome Constraints?

- © 2015 - 8 ARA (Dec 15)

 Basic Problem Solving

Fit Method to Problem

ARA TRAINING

Different Problems May Require Different

Approaches

Be
Adaptive

Use as Simple an Approach as Possible

- © 2015 - 9 ARA (Dec 15)
 Basic Problem Solving

PDCA: Problem Solving

ARA TRAINING

Plan
(Define Problem, Pick Factors, …)

Act
(Make Conclusion, Define Next Step) Do
(Design / Execute Experiments)

Check
(Analysis / Implementation / Verification)
- © 2015 - 10 ARA (Dec 15)
 Basic Problem Solving

FOCUS Problem Solving Method

ARA TRAINING

 Find the Problem (Often the Problem Finds You)

 Organize a Team

 Clarify Problem

 Understand Problem

 Select Solution

How is It Similar? How Different? How Complete?

[Link]

- © 2015 - 11 ARA (Dec 15)

 Basic Problem Solving

Kepner - Tregoe
ARA TRAINING

1. Define the Problem (Situation Appraisal)

2. Describe the Problem (Problem Analysis)

3. Establish Possible Causes (Decision Analysis)

4. Test the Most Probable Cause (Potential

Problem Analysis)

5. Verify the True Cause

How is It Similar? How Different? How Complete?

itSM Solutions “Thinking About Problems: Kepner-Tregoe” May 2015

- © 2015 - 12 ARA (Dec 15)

 Basic Problem Solving

Edmond’s Creative Problem Solving

ARA TRAINING

Step 1 - Curious Observation

Step 2 - Is There a Problem?
Step 3 - Goals & Planning
Step 4 - Search, Explore, & Gather the Evidence
Step 5 - Generate Creative & Logical Solutions
Step 6 - Evaluate the Evidence
Step 7 - Make the Educated Guess (Hypothesis)
Step 8 - Challenge the Hypothesis
Step 9 - Reach a Conclusion
Step 10 - Suspend Judgment Template in
Step 11 - Take Action Appendix

How is It Similar? How Different? How Complete?

[Link]

- © 2015 - 13 ARA (Dec 15)

 Basic Problem Solving

Problem Solving Concept Map

ARA TRAINING

How is It Similar?

How Different?

How Complete?

[Link]

- © 2015 - 14 ARA (Dec 15)

 Basic Problem Solving

Consensus-Oriented Decision-Making
ARA TRAINING

The CODM model was developed by psychologist, Dr. Tim Hartnett, and it was published his 2010 book
Consensus-Oriented Decision-Making

Consensus-Oriented Problem Solving??

 Frame The Problem
 Have an Open Discussion
 Identify Underlying Concerns
 Develop Proposals
 Choose Direction
 Develop Preferred Solution
 Close

How is It Similar? How Different? How Complete?

[Link]
- © 2015 - 15 ARA (Dec 15)
 Basic Problem Solving

8D Problem Solving Method

ARA TRAINING

(8)
Document (1)
Results & Form Team
Recognize
Team (2)
(7) Define
Prevent Problem
Recurrence 8D
(6) Process (3)
Verify Implement
Corrective Containment
Actions (5) (4)
Identify Root Identify
Cause Corrective Possible Root
Actions Causes

Adapted From “The 8 Discipline Problem

Solving Process, Brenda Roos)
- © 2015 - 16 ARA (Dec 15)
 Basic Problem Solving

8D Problem Solving Method

ARA TRAINING

 Problem Solving Methodology That:

 Clearly Defines a Problem
 Allows for Appropriate Interim Containment Action
 Analyzes Problems Using Data & Basic Statistical Tools
 Drives to Find The Root Cause of The Problem
 Corrects The Problem By Eliminating The Root Cause
 Implements Mistake Proofing to Prevent Reoccurrence
 Uses “Lessons Learned” Concepts as Prevention Step

Don’t Limit 8D’s Use to Just Customer Related

“Quality” Problems
It Doesn’t Need to Be 8D, 4D is Fine in Many Situations
- © 2015 - 17 ARA (Dec 15)
 8D Project Overview Basic
Template
Problem Solving
ARA TRAINING
Problem Definition Business Impact Key Requirements
Performance Customer Revenue $10M Eliminate Customer Line Fallout
Gap: Line Fallout
No Change in Any Product Spec
Actual = 1,000 PPM Customer
Medium
Target = < 10 PPM Relationship < 3% Increase in Product Cost
Time in Organization High < 10% Increase in Step Mfg Cycle Time
90 Days
Existence
Containment Impact
Time to Solve < 7 Days Problem Complexity Customer: None
Product/Service Touch Sensor
Type (L,M,H) Medium Manufacturer: 5% Yield Loss ($0.50)
Customer Apple
COL Budget Mfg: 20% Capacity Reduction (1Mu/Mth)
Organizations PE, TE, Mkt 4
(Fcst/Actual) Mfg: 10% Increased Cycle Time (6 Hrs)
Priority (1 – 5) 4
Time Per
24 Hrs Root Cause / Corrective Action
Team Lead Isabel Cycle
RC Hypothesis/Confirmed: Test Hole at X
Team KY, TA, KG, ..
CA Status: In Progress

D1 D2 D3 D4 D5 D6 D7 D8

At D1 3/13/13 3/13/13 3/16/13 3/18/13 3/19/13 3/20/13 3/22/13 3/24/13

Previous
3/13/13 3/13/13 3/16/13 3/23/13 3/24/12 3/25/13 3/26/13 3/27/13
Review
Current
3/13/13 3/13/13 3/17/13 3/23/13 3/25/13 3/25/13 3/26/13 3/27/13
Plan
Note: Add Any Key Customer Delivery Dates / Description Above if Different From Dx
- © 2015 - 18 ARA (Dec 15)
 4D Project Overview Basic
Template
Problem Solving
ARA TRAINING
Problem Definition Business Impact Key Requirements
Performance Customer Revenue $10M Eliminate Customer Line Fallout
Gap: Line Fallout
No Change in Any Product Spec
Actual = 1,000 PPM Customer
Medium
Target = < 10 PPM Relationship < 3% Increase in Product Cost
Time in Organization High < 10% Increase in Step Mfg Cycle Time
90 Days
Existence
Containment Impact
Time to Solve < 7 Days Problem Complexity Customer: None
Product/Service Touch Sensor
Type (L,M,H) Medium Manufacturer: 5% Yield Loss ($0.50)
Customer Apple
COL Budget Mfg: 20% Capacity Reduction (1Mu/Mth)
Organizations PE, TE, Mkt 4
(Fcst/Actual) Mfg: 10% Increased Cycle Time (6 Hrs)
Priority (1 – 5) 4
Time Per
24 Hrs Root Cause / Corrective Action
Team Lead Isabel Cycle
RC Hypothesis/Confirmed: Test Hole at X
Team KY, TA, KG, ..
CA Status: In Progress

Root Cause Root Cause CA

Plan Containment
Identified Implemented

At D1 3/13/13 3/13/13 3/16/13 3/18/13

Previous Review 3/13/13 3/13/13 3/16/13 3/23/13

Current
3/13/13 3/13/13 3/17/13 3/23/13
Plan
Note: Add Any Key Customer Delivery Dates / Description Above if Different From Above
- © 2015 - 19 ARA (Dec 15)
 Basic Problem Solving

Best Practices in Problem Solving

ARA TRAINING

(Don’t Over-Complicate)
Describe Problem  Clear, Concise Problem Definition
(With Data)  Starts With Broad Perspective
 Gets Alignment Across Organizations
 Breaks Down Problem
Propose  Questions Data, Knowledge Base, Assumptions
Hypotheses  Critically Focuses Data
 Eliminates Artificial Constraints
Test Hypotheses  Drives Convergence & Critical Path
(With Data)  Is Self-Correcting
 Balances Planning & Doing
 Balances Root Cause Fix & Containment
Implement  Is Properly Tracked & Progress Communicated
Appropriate Fix
 Appropriately Documented
- © 2015 - 20 ARA (Dec 15)
 Basic Problem Solving

Pick Your Problems: Pareto Analysis

ARA TRAINING

 Vital Few, Trivial Many

 Many Things Need Improvement
 Where To Start?

 Cooperation
 Communication
- © 2015 - 21 ARA (Dec 15)
 Basic Problem Solving
ARA TRAINING

- © 2015 - 22 ARA (Dec 15)

 Basic Problem Solving

PDCA: Problem Solving

ARA TRAINING

Plan
(Define Problem, Pick Factors, …)

Act
(Make Conclusion, Define Next Step) Do
(Design / Execute Experiments)

Check
(Analysis / Implementation / Verification)
- © 2015 - 23 ARA (Dec 15)
 Basic Problem Solving

8D Problem Solving Method

ARA TRAINING

(1)
Form Team
(8)
Document
Results &
Recognize
Team (2)
(7) Define
Prevent Problem
Recurrence 8D
(6) Process (3)
Verify Implement
Corrective Containment
Actions (5) (4)
Identify Root Identify
Cause Corrective Possible Root
Actions Causes

- © 2015 - 24 ARA (Dec 15)

 Basic Problem Solving

I. Form Team
ARA TRAINING

 Who Should Be on the Team?

 Start Small, Grow Team as Problem Definition (D2)
Evolves
 Team Leader
 Team Members (Cross-Functional?)
 Roles & Responsibilities
 “Rapid” Decision Making Process
(Recommend, Agree, Performs, Input, Decides)

 How to Determine Priority?

- © 2015 - 25 ARA (Dec 15)

 Basic Problem Solving

8D Problem Solving Method

ARA TRAINING

(8) (2)
Define
Document (1)
Results & Form Team
Problem
Recognize
Team
(7)
Prevent
Recurrence 8D
(6) Process (3)
Verify Implement
Corrective Containment
Actions (5) (4)
Identify Root Identify
Cause Corrective Possible Root
Actions Causes

- © 2015 - 26 ARA (Dec 15)

 Basic Problem Solving

II. Problem Definition

ARA TRAINING

 Arguably The Most Important Step in the Process

 But The One Most Often Done Poorly
 Insure That Problem (& Size) is Real – Don’t Assume!
 Problem Definition Elements:
 Products or Service Impacted
 Quantified Performance Gap (Scope): Current vs. Target
 Temporal: 1) Time in Existence, 2) Time to Solve
 Quantified Impact: Both Company and Customer
 Priority (Dollarizing Extent of Problem Helps Set Priority)
 Specify Both Financial and Non-Financial Impact
 Specify Not Just Desired Outcome, But Also By When
 Modify Team as Necessary
- © 2015 - 27 ARA (Dec 15)
 Basic Problem Solving

Problem Landscape: Urgency

ARA TRAINING

 Crises:
 Fast Action, Big Differences
 Simple Experiments U
R
 Development/Yield Enhancement G
 More Time, Smaller Differences, Cause & Effect E
 2 Level Factorials, Blocked Designs N
C
 Discovery Y
 Longer Time, Complete Knowledge
 Response Surface, Steepest Ascent

D. Welter, Motorola
- © 2015 - 28 ARA (Dec 15)
 Basic Problem Solving

Problem Landscape: Assumptions

ARA TRAINING

 Assumptions Guide Behavior, Affect Thinking and

Therefore Problem Solving
 Broad Categories: Casual, Prescriptive & Paradigmatic
 You Can’t Help But Make Assumptions; Dig Deep
Enough & You’ll Always Hit an Assumption
 Implicit or Hidden Assumptions Abound
 Some are Good, Even Necessary; Some Not So Good
 How to Uncover Assumptions?
 How to Differentiate “Good” vs. “Bad” Assumptions?
- © 2015 - 29 ARA (Dec 15)
 Basic Problem Solving

Problem Landscape: Data

ARA TRAINING

 What Data Do You Need at This Stage?

 What Do You Really Know? (Fact, Not Speculation)

 How Much Data Do You Need?

 How are You Going to Get It?

 How Long is It Going to Take You to Get It?

- © 2015 - 30 ARA (Dec 15)

 Basic Problem Solving

Initial Data Gathering

ARA TRAINING

3 Ws: First Order What, When, Where

IS IS NOT
 What It is:  What It is Not:

 When It is:  When It is Not:

 Where It is:  Where It is Not:

- © 2015 - 31 ARA (Dec 15)

 Basic Problem Solving

Initial Data Gathering

ARA TRAINING

Possible Actions & Questions

 5 Whys ( = How )
(Used Both in Problem Definition & Subsequent Steps)

 Extent ?
 How ?
 Does it Interact ?
 “Solved” Before ?
 What Can Be Done to Clarify Problem?
 Preliminary Hypothesis Driven?
 Who Can Help?
 ...
- © 2015 - 32 ARA (Dec 15)
 Basic Problem Solving

Expanded Data Gathering

ARA TRAINING

5 Ws . . . and . . . 2 Hs
(Who, What, Why, Where, When) (How Many, How Often)

IS IS NOT
Who Who
 Who is affected by the problem?  Who is not affected by the problem?
 Who first observed the problem?  Who did not find the problem?
 To whom was the problem reported?

What What
 What type of problem is it?  What does not have the problem?
 What has the problem (part id, lot #s, etc)?  What could be happening but is not?
 What is happening with the process?  What could be the problem but is not?
 What changed?
 Do we have physical evidence of problem?

Why Why
 Why is this a problem?  Why is it not a problem?
 Is the process stable (Or Unstable)? After ABB 8D Worksheet
- © 2015 - 33 ARA (Dec 15)
 Basic Problem Solving

Initial Data Gathering: Expanded

ARA TRAINING

IS IS NOT
Where Where
 Where was the problem observed?  Where is the problem not observed?
 Where does the problem occur?  Where is the problem not located?

When When
 When was the problem first noticed?  When could the problem have been
 When has it been noticed since? noticed but was not?

How Much/ Many How Much/ Many

 How well can problem be measured (gauge)?  How big could the problem be but is not?
 Quantity of problem (ppm)?
 How much is it costing dollars, people, & time?

How Often How Often

 What is the trend (continuous, random,  What could the trend be but is not?
cyclical)?  Why hasn’t the problem been seen
 Has the problem occurred previously? before?
- © 2015 - 34 ARA (Dec 15)
 Basic Problem Solving

Initial Data Gathering

ARA TRAINING

Data Sources & Analysis Tools

 Data Sources:
 SPC Charts
 Historical (Typically Unstructured) Data Tables
 ...

 Analysis Tools:
 Simple (Or Even Multivariate) Correlation Analysis
 Multi-Vari Charts
 Distribution Analysis and Box Plots
 ...

- © 2015 - 35 ARA (Dec 15)

 Basic Problem Solving

Something Change . . . Or . . .
ARA TRAINING

“Never Been There” Performance Gap?

“Something Changed”
Gradual Abrupt
Change Change
Performance

Performance
Target Target
Level

Level
Actual Actual

Time Time

“Never Been There”

Performance

Desired
Level

Actual

Time
- © 2015 - 36 ARA (Dec 15)
 Basic Problem Solving

Multi-Vari Chart
ARA TRAINING

 Variation is Composed of Levels; One Level Typically

Contains Most of Variation
 What Are Levels of Variation?
• Die, Wafer, Lot
• Wafer, Run, Shift
• Furnace, Bank, Fab
• Tester
Poly CD
Shift
• Shift
• Factory / Line

Stepper
1 2 3 4

 De-Constructing Levels of Variation Provides Insight Into

Possible Root Causes
- © 2015 - 37 ARA (Dec 15)
 Basic Problem Solving

Integrated Problem Solving

ARA TRAINING

Data Knowledge
Driven Driven

Integrate

Question
Driven
- © 2015 - 38 ARA (Dec 15)
 Basic Problem Solving

Data Driven: Good Data

ARA TRAINING

 When is Data Bad ?

 Under- vs. Over- Standing
 Causality vs. Correlation
 Data (Sample) Bias
 Sufficiency
 ...
Don’t Take “Data” at Face Value
- © 2015 - 39 ARA (Dec 15)
 Basic Problem Solving

Knowledge Driven: Good Knowledge

ARA TRAINING

 When is Knowledge Bad ?

 Under- vs. Over- Standing

 Applicability

 Capturing & Using Knowledge

 ...
Don’t Take “Knowledge” at Face Value
- © 2015 - 40 ARA (Dec 15)
 Basic Problem Solving

Question Driven: Good Questions

ARA TRAINING

The Basic Critical Question(s)

 How do You Know This to Be True?
 Response to Information or Descriptive Claim

 Why Should I (We/They) Do This?

 Response to Action, Suggestion, Recommendation . . .

 What is it About ____ That Makes it Good (Bad/OK)?

 Response to Value Judgment

Get Good at Asking Insightful Questions

After Dennis Matthies
- © 2015 - 41 ARA (Dec 15)
 Basic Problem Solving

Matthies’ PQ Basic 7  8
ARA TRAINING

 Go/No Go  Why Spend Time on This?

 Clarification  What Exactly do you Mean?
 Assumptions  What are We Assuming?
 Basic Critical  How do we Know This is True?
 Causes  What Caused This?
 Outcomes  What will be the Effects?
 Action  What Should be Done?
 Uniqueness  Is This the Only ...?
Learn to Use The Full Toolkit
After Dennis Matthies
- © 2015 - 42 ARA (Dec 15)
 Basic Problem Solving

Argument Deconstruction
ARA TRAINING

Conclusion

Reason/Evidence
Assumption 1 . . .
Assumption 2 . . .
. . . Assumption n

Source
Stay Alert to Implicit Assumptions
& Weak Source(s) After Dennis Matthies
- © 2015 - 43 ARA (Dec 15)
 Basic Problem Solving

Assumptions: Breaking Them Down

ARA TRAINING

Step 1) Brainstorm / Uncover Assumptions Being Made

Step 2) Evaluate: Ask 3 Questions About Each Assumption
1. How Likely is This Assumption to Be False or Mistaken in Some Way & How?
2. What are the Consequences if this Assumption is False or Mistaken? i.e.
How Astray Will it Lead Us? How Long Would it Take to Recover? How Much
Harm Will Result?
3. If We Don’t Know (or Not Sure) Whether/How Valid This Assumption Is,
Would it Be a Good Use of Resources to Investigate Further?

Step 3) Actions Based on Assumption’s Validity

 Create 2X2 Matrix (Consequence vs. Validity) & Parse Assumptions (Next Pg);
i.e. Sort Assumptions Out That Are Highest Uncertainty/Probability of Being
Wrong and That If Not Valid Will Have Significant Consequences
 Make Action Plan For Investigating Those Assumptions Further to Get Broader
View of Risk Inherent in Thought Process
After Dennis Matthies
- © 2015 - 44 ARA (Dec 15)
 Basic Problem Solving

Prioritizing Assumption Evaluation

ARA TRAINING

Verify /
High Accept
Double-Check
Underlying

Assumption
Support

Validity
Low Reframe
Investigate &
Reframe

Low High
Consequence of Assumption

- © 2015 - 45 ARA (Dec 15)

 Basic Problem Solving

Assumptions: Basic Questions

ARA TRAINING

 What Are You Assuming?

 What is The Person Next to You Assuming?

 What Inferences Are You Making From Your

Assumptions?

 What Could Be Assumed Instead?

 Why Would Someone Make This Assumption?

Reference ??
- © 2015 - 46 ARA (Dec 15)
 Basic Problem Solving

Assumptions: Sample Questions

ARA TRAINING

 You Seem to Be Assuming ______. Do I

Understand You Correctly?

 Your Reasoning Depends on The Assumption

That ________. Why Have You Based Your
Reasoning on ______ Instead of ______?

 What Background Information or Data Are

Your Assumptions Based On? Would Knowing
________ Change Your Assumption in Some
Fashion?
Reference ??
- © 2015 - 47 ARA (Dec 15)
 Basic Problem Solving

Assumptions: Constraints
ARA TRAINING

 Assumptions About Constraints Common

 Sometimes They are Unconscious

 Sometimes They are a Conscious Assumption

 How Do You Uncover Them?

- © 2015 - 48 ARA (Dec 15)

 Basic Problem Solving

Matthies’ 9 Assumption Categories

ARA TRAINING

 Existence: Assumption That Something Exists

When Someone Says, “The Solution to X Is...” They are Assuming That a Problem Exists
and That There is a Solution for It.

 Uniqueness: There is Only One of Something

In The Above Example, It is Assumed That There is One Solution and One Problem; If
Statement Started With “A” Rather Than “The” No Uniqueness

 Measurement: Assumption That Something Is Measurable

Someone Claims That They Have Found The Solution to X. This Assumes That X is
Measurable and that There is an Accurate Way of Measuring Changes in X.

 Possibility: Something is Possible, or Feasible

When Somebody Says That They Are Trying to Solve a Problem, They Are Assuming That
Finding a Solution is Possible, or That Under The Circumstances it is Feasible. It Could Be
That The Solution is Too Expensive, or Would Take Too Long to Implement, To Be Viable

 Value: Assumption That Something Is Good Or Bad

When Someone Says, “I Have a Great Solution,” They are Obviously Attaching a Value
Assumption – What is The Measure?” After Dennis Matthies
- © 2015 - 49 ARA (Dec 15)
 Basic Problem Solving

Matthies’ 9 Category Assumptions

ARA TRAINING

 Audience:In Statements to Others We Make Audience

Assumptions
These Often About Shared Meanings, Shared Values, Or Shared Background.
Ex: Team is Unable to Agree on Which is Solution, X1 or X2 , is Best. Someone Asks,
“What Assumptions Are We Making About How Long X1 or X2 Will Take?” Group Realizes
That Lack of Agreement Stems From Different Assumptions at About How Long (Or How
Hard) X1 or X2 Will Take.

 Category: We Have Categorized Something Correctly

Team Leader Tells Manager The Proposed Solution is Too Expensive. It Could Be That
Solving The Problem is So Critical That Cost is Secondary – Time is the Key Factor.

 Similarity: Majority of Thoughts Are Unconscious Analogies

Team Lead Says “As We Learned in Project X, If We Do Y … .” This Assumes That
Solutions Used In Project X Will Work In a Similar Fashion on the New Project.

 Time Constancy: Things Will Stay The Same Over Time

Assuming That Current Conditions are Representative of The Past or That Critical Variables
Stay Constant Over Time are Examples of High Risk Assumption in Problem Solving
After Dennis Matthies
- © 2015 - 50 ARA (Dec 15)
 Basic Problem Solving

Problem Solving Outline

ARA TRAINING

 Part 1: Overview of Methods (Plan)

Part 2
 Problem Solving Principles
 Contrasting Different Approaches


PDCA / 4D & 8D Framework
D1 – D2: Form Team & Define Problem Next
 Part 2: Step-By-Step Problem Solving (Do)
 D3: Implement Containment
 D4: Identify Possible Root Causes
 D5: Identify Root Cause Corrective Actions

 Part 3: Problem Solving Wrap-Up (Check & Act)

 D6 – D8: Verify Corrective Actions, Prevent Recurrence,
Document Results & Recognize Team
 Appendix
- © 2015 - 51 ARA (Dec 15)
 Basic Problem Solving

8D Problem Solving Method

ARA TRAINING

(8)
Document (1)
Results & Form Team
Recognize
Team (2)
(7) Define
Prevent Problem
Recurrence 8D
(6) Process (3)
Verify Implement
Corrective Containment
Actions (5) (4)
Identify Root Identify
Cause Corrective Possible Root
Actions Causes

- © 2015 - 52 ARA (Dec 15)