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
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 Basic Problem Solving

No One Way to Problem Solving

ARA TRAINING

Success

But Some Are Better Than Others

Good Ones Have Many Common

Elements

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 Basic Problem Solving

Integrate Different Perspective

ARA TRAINING

Data Knowledge
Driven Driven

Integrate

Question
Driven
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 Basic Problem Solving
ARA TRAINING
Utilize Simple Tools

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 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

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 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?

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 Basic Problem Solving

Fit Method to Problem

ARA TRAINING

Different Problems May Require Different

Approaches

Be
Adaptive

Use as Simple an Approach as Possible

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 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)
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 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
Verify

(3)
Corrective
Actions (5) (4)

Implement
Identify Root Identify
Cause Corrective Possible Root
Actions Causes
Containment

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 Basic Problem Solving

III. Containment (If Any)

ARA TRAINING

 Stop-Gap Measure - Triage; Not Root-Cause Fix

 Purpose: Minimize / Control / Isolate Problem; For Both
Customers & Company
 Screen/Purge/Sequester Inventory/WIP?
 Similar Devices/Flows?
 Specify Anything That Has to Change to Make “Fix”

 Timeline: “Fast”
 Implementation: “Quick and Easy”
 When is No Containment Required?
 Most of The Basic Tools Used in Subsequent Sections
Applicable at This Step Too; Pick & Choose
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 Basic Problem Solving

Containment Exercise
ARA TRAINING

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 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)
Identify Root
Cause Corrective
Actions
(4)
Identify Possible
Root Causes
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 Basic Problem Solving

IV. Identify Root Cause(s)

ARA TRAINING

 Hypothesis Generation (Brainstorming/Fishbone)

 Prioritize Which Hypotheses to Pursue (Heuristic

or Prioritization Tools)

 Passive & Active Data Gathering (Statistical Tools)

 Can Root Cause Be Duplicated?

 What Allowed Failure? (System, Spec, Procedure)

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 Basic Problem Solving

Problem Bug Matrix

ARA TRAINING

Responsible: Name Fix Schedule

Problem Type Hypothesis COL Confirm Contain Root Doc
(E / M / H) (Act/Fcst) Cause
1
2
3
4
5

 Example of Work Breakdown

 Simple Way of:
 Assigning Ownership
 Defining Issue
 Clarifying Hypothesis
 Tracking Schedule
 Efficient Communication

 How to Generate Hypothesis?

 How to Prioritize Which to Pursue?
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 Basic Problem Solving

“Why”, “What If”, “How” Progression

ARA TRAINING

 “Why” Questions
 Catalyst in This Progression
 Could Drive Potential Game Changers
 “Why is This Happening?”, Why are We Doing This?”, “Why is This the
Right Approach”, ...
 “What If” Questions
 Signals Beginning of The Search For Solutions
 Prompts Unconstrained, Blue-sky Thinking
 “What if We Could ....”

 “How” Questions
 Get Down to Brass Tacks
 “How Do We Get This Done?”

[Link]

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 Basic Problem Solving

Affinity Diagram
ARA TRAINING

 Optional, But Useful Step That Aids Brainstorming

 Often Used as Input to Fishbone or Tree Diagram
 Creative Thinking:
 Gathers Large Amounts of Language Data
 Organizes it Into Groupings Based on Relations, and Defines Groups
 Encourages True Participation.

 When To Use:
 Maps Geography: Facts/Thought Chaotic; Complex Issues To Grasp
 Breakthroughs in Traditional Concepts Needed
 Support For a Solution is Essential For Success
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Construction of Affinity Diagram

ARA TRAINING

I. Assemble Right Team: Interdisciplinary & Fresh

II. Problem Statement to Be Considered: Make Specific
 Problem Statement  Hypothesis of Cause? – Done in Step D4
 Problem Statement  Hypothesis of Fix? – Done in Step D5
III. Generate & Record Ideas: Everyone Participates
 No Criticism, Emphasize Large Quantity in Short Time
 Be Concise, Use Noun and Verb, Record Exactly, Post-It Notes
IV. Display Completed Cards: Mix Cards / Spread Randomly
V. Arrange Cards Into Related (6 – 10) Groups
 React (don't contemplate), Ok to disagree,
 Silent process, high energy
VI. Create Header Cards For Each Group
 Identify Card That Captures Central Idea; Ties Group Cards Together
 If No Such Card Exists, Create It (Be Concise)
VII. Draw Finished Affinity Diagram
 Draw Lines Around Each Grouping, Connecting All Items With Header Card

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 Basic Problem Solving

Affinity Diagram Example

ARA TRAINING

 Example:

 Pitfalls & Issues:

 Will Yield Both Jewels & Junk; Refine Latter
 Doesn't Show Interrelationships
 Organizes New Thoughts For Further Elaboration
 Works Best in Conjunction With Fishbone or Tree Diagram
 Can Be Overdone as Tries to Get Group to React From Gut Level
 Encourages True Participation in Group Setting; Don’t Judge
 Also Works as Individual Exercise
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 Basic Problem Solving

Fishbone Diagram
ARA TRAINING

(Cause & Effect or Ishikawa Diagram)

 Tool For Organizing Possible Root Causes of Problem

Two Possible Fishbones: Problem

1) What Contributes to Problem? or
2) How Did Defect Get Out? Defect

 Categories: Wikipedia
 People: Anyone Involved With Process
 Methods: How Process is Performed & Specific Requirements For Doing It; Policies,
Procedures, Rules, Regulations and Laws
 Machines: Any Equipment, Computers, Tools, Etc. Required to Accomplish Job
 Materials: Raw Materials, Parts, Pens, Paper, Etc. Used to Produce Final Product
 Measurements: Data Generated From Process Used to Evaluate Quality
 Environment: Conditions Such as Location, Plant, Time, Temperature, and Culture
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 Basic Problem Solving

Fishbone Diagram
ARA TRAINING

(Cause & Effect or Ishikawa Diagram)

 Other Types:
 4Ps (Generic): People, Procedures, Plant/Technology, Policies
 6Ms (Manufacturing): Machine (technology), Method, Material, Manpower,
Measurement/Metrics, Mother Nature (Environment)
 7Ps (Marketing); Product/Service, Price, Place, Promotion, People, Process,
Physical Evidence (or 4Ps – Underlined)
 5Ss (Service): Surroundings, Suppliers, Systems, Skills, Safety

 When To Use:
 Organize Result of Brainstorming or Affinity Diagram
 Need to Keep Track of Complex System of Input-Outputs
 Documentation of Organizational Learning Critical

 Pitfalls:
 Doesn't Tell Where to Devote Resources
 Doesn't Show Interrelationships
 Can Be Overdone (Down to Atoms); Show Possible, Not Necessarily Actual

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 Basic Problem Solving

Fishbone Diagram Construction

ARA TRAINING

I. Choose Goal or Problem Statement

 From D2; Insure Closed Loop With Original Problem Statement

II. Assemble Right Team

 Specialized Knowledge Required; Action Plan

III. Generate Major Fishbone Headings (Choose Template)

IV. Complete Fishbone Diagram

 Brainstorming or Affinity Diagram Details
 Focus is on Causes of / Contributors to Problem

V. Review Completed Fishbone for Completeness

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 Basic Problem Solving
ARA TRAINING
Tree Diagram
 Alternative to Fishbone Diagram
 Can Help Structure “Five Whys” Analysis
 Linear Thinking:
 Systematically Maps Detail For Paths & Tasks Needed

 Key Questions Answered:

 What is Sequence of Tasks ?
 What are Problem Components ?
 What are Possible Hypotheses?
 Does the Logic Hang Together?
 How Complex Will Solution Be?
 What are Assignable Tasks/Options ?
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 Basic Problem Solving
ARA TRAINING
Tree Diagram Construction
I. Choose Goal or Problem Statement
 From D2; Insure Closed Loop With Original Problem Statement
 Original Issues

II. Assemble Right Team

 Specialized Knowledge Required; Action Plan

III. Generate Major Tree Headings

 First Level Can Often Be Alternative Hypotheses
 Second Level Can Then Be Ways to Test Hypotheses (Or Data to Get)

IV. Complete Tree Under Major Paths

 Continue Breaking Down Paths Until Have Actionable Items
 Direct Cause & Effect from Level to Level

V. Review Completed Tree For Logical Flow

 Works Only if Doing Each Level is Internally Consistent with Next Higher Level

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 Basic Problem Solving

Tree Diagram Example

ARA TRAINING

 Example:

 When To Use:
 "Simple" Task Runs Into Repeated Roadblocks
 Complex Implementation
 Large Consequences for Missing Key Tasks
 Pitfalls:
 Doesn't Tell Where To Devote Resources
 Doesn't Show Interrelationships
 Can Be Overdone (Down To Atoms)
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 Basic Problem Solving
ARA TRAINING
Concept Map Optional
 Visual, Schematic Representation That Topic
Illustrates Key Concepts & Relationships
Between Those Concepts
 Consists of Nodes & Labeled Lines
 Hierarchically Arranged: Inclusive to
Less Inclusive / General to Specific

 Useful in Organizing Different Types

of Knowledge:
 Structural (Types & Numbers of Links)
 Conceptual (Links &Concepts)
 Declarative (Missing Nodes or Links)

 Possible Follow-up Step After

Affinity Diagram or Brainstorming

 Can Help Convey Broad Outline

To Group [Link]
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 Basic Problem Solving

Electricity Concept Map

ARA TRAINING

Optional
Topic

[Link]
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 Basic Problem Solving

Concept Map Construction

ARA TRAINING

I. Assemble Right Team (Same as Before, Adjust as Necessary)

II. Problem Statement to Be Considered
 Problem Statement  Hypothesis of Cause? – Done in Step D4 (Tie to D2)
 Problem Statement  Hypothesis of Fix? – Done in Step D5

III. Generate & Record Ideas: Everyone Participates

 If Previously Created an Affinity Diagram, That is A Good Starting Point
 If Not Brainstorm to Generate Ideas & Group

IV. With Cards/Notes Arranged In Related (6 – 10) Groups

 Draw Lines Between Terms That are Related
 Most General/Inclusive Concepts Come First, The Links to More Specific Concepts
 On Lines Write Nature of Relationship Between Terms
 Once Basic Links Created, Add Cross-Links Which Connect Concepts in Different Areas

V. Review “Finished” Concept Map

Optional
 Examine Diagram to Look For Missing Terms and/or New Relationships;
 Adds as Appropriate
Topic
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 Basic Problem Solving

Prioritization Matrices
ARA TRAINING

 Decision Making Tool:

 Rationally Narrow Down Focus or Hypothesis to Pursue Before
Detailed Implementation Planning
 Prioritize Possible Solutions, Tasks, Issues, Product/Service
Characteristics Based On Known Weighted Criteria
Criteria
1 2 3 4 5 Total
1. Salary
2. Cost of Living
3. No Raise Policy
4. Stock
5. Quality of Life
6. Earthquakes
7. Cypress Rep
8. Pressure
9. Heavy workload

 Three Types:
10. Intensity

 Simplified Matrix
 Full Analytical Criteria Method
 Consensus Method (Appendix)
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 Basic Problem Solving

Prioritizing Hypotheses to Pursue:

ARA TRAINING

Simplest Approach – Data vs. Assumptions

Few

Assumptions
Required
Many

Low High
Suggested by Supporting Data
Chris Silsby
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 Basic Problem Solving

Quantified Prioritization
ARA TRAINING

 Assign "Value" to Parts of Problem or Solutions

 Step 1: Decide Criteria & Category (Pick Scale)
 Big 3: Impact, Cost, Time
 Use Log/Power (10X or 2x …), Not Linear Scale
 Separate Solution & Problem Source
 Step 2: Complete Matrix & Calcs
 Fast Triage
 Expose Bias (History, Data)
 Resolve Conflict Criteria
Total
Optional 1. Method
2. Manpower
16
2
1
4
8
2
4
2
29
10

Topic 3. Materials
4. Machinery
4
8
2
16
1
16
1
16
8
56

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 Basic Problem Solving

Prioritization Matrix Example

ARA TRAINING

 Example:

 When To Use:
 Prioritization is Going to Happen By Design or Default - Hunch, Vote,
Mandate, etc.
 Implicit vs. Explicit Prioritization
 Key Issues Identified; Must Narrow
 Identified Key Relations; Not Strengths
 Agreed Criteria for "Good" Solution; Need Consensus on Relative
Importance (Boss/Team or Within Team Alignment)
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Prioritization Matrices Guidelines

ARA TRAINING

 Takes Time, Fit Tool to Problem; Doesn’t

Have to Be Used That Often (1 in 10?)

 Separate Possible Hypotheses / Problems to

Evaluate vs. Possible Solutions to
Implement (Clear Goals/Definitions)

 Value is in The Process, Not in Final Number

 Using Linear Instead of Log/Power Scale (No

Differentiation)
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 Basic Problem Solving

Prioritization is Critical
ARA TRAINING

Why are There So Many Slides on Prioritization?

 Team Member Time Efficiency is Critical Resource to
Rapid and Effective Problem Resolution

 Spending Time on The Right Hypothesis is Required to

Know Root Cause; Don’t Just Run Out and “Do”

Don’t Confuse Motion With Progress

Don’t Have a Fast Trigger, But a Slow Bullet
 Saves Company Time & Money (People, Yield, Customer
Relationship, Etc.)

Do The Right Things, Not Just Do Things Right!

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Root Cause Identification: Data

ARA TRAINING

 What Data Do You Need at This Stage?

 How Much Data Do You Need?

 How are You Going to Get It?

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

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 Basic Problem Solving

Acquiring Knowledge
ARA TRAINING

 “Experts’ & Peers

 Vendors

 Literature

 Experimentation: Machine / Si

 Rifleshot Experiments vs. Statistical DOEs

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 Basic Problem Solving
ARA TRAINING
Passive
Data
Process Flow Diagram

Gathering
Identify Key Product Identify Key Process
Characteristics Parameters

Time, Equipment Process Flow,

Shift, Lot -Lot, Structured/Stratified Simple Correlation Etest Parameters,
Within Run/Lot, Sampling Analysis Best vs. Worst,
Within Wfr, Etc, Failure Analysis

Step/Machine No Convergence To Step

Isolated? Decision Tree

Yes
Randomized Sequence
Convergence to Factor No
Active
Split Lots @ N Steps
Decision Tree
Data No Yes
Gathering Prioritize (Pareto),
Fishbone, Etc.
Is Step Isolated?

DOEs
No

Process Capable? Yes Solution? No

Yes Yes
Control Charts

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 Basic Problem Solving

Experimental Factors
ARA TRAINING

 Picking Them
 How Many?
 Control & Noise Factors
 Continuous & Categorical
 Whenever Have Zero % of a Variable, a ‘Continuous’ Variable is
Effectively Discontinuous; i.e. No vs. Yes (Jake)

 Picking the Range

 Visual Hypothesis (Jake)
 Equivalent Impacts
 As You Open the Space, the Risk of Variables Going From Continuous
to Categorical Increases

 How Many Measurements (Memory)?

 Sources of Variation
 Hierarchical & Directed Sampling
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 Basic Problem Solving

Experimental Design:
ARA TRAINING

The Knowledge Line

Screening Factorials RSM

Low Knowledge High Knowledge

Level Level

Statistical DOE Framework

Dupont
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 Basic Problem Solving

COL Problem Solving Flowchart

ARA TRAINING

Front Texture
Problem (2 COL)
Contributes?
ARC Problem
Photon Loss
(3 COL)

Back Contact Contributes?

Low Solar Cell Problem (4 COL)
Efficiency

Focus is on Identification
Junction
Problem (5 COL)
Carrier Loss
of
Root Cause of Problem
Front Electrode
Passivation (4 COL)

Gridline
Problem (2 COL)
Electrical Loss Lifetime
Problem (3 COL)

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 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 (4)
Identify
Possible Root
Causes
(5)
Identify Root Cause
Corrective Actions (Fix)
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 Basic Problem Solving

V. Corrective Action(s) Plan

ARA TRAINING

 Once (Possible) Root Cause(s) of a Problem Are Identified

– Need to Determine Solution(s)
 Plan:
 Best Solution Path(s) and Why: Root Cause Fix
 Line Between Hypothesis Testing (Identifying Root Cause of Problem)
and Determining Solution (Root Cause) Distinct But Blurs
 Who Will Implement?
 When Will It Be Done?
 Verification of Fix
 Can Problem Be Turned Off & On?
 Is Root Cause Controllable?
 Will Not Cause Undesirable Effects (Unintended Consequences)
 Verification is Proof BEFORE Implementation
 Validation is Proof AFTER Implementation
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Generating Possible Solutions

ARA TRAINING

 In General Preferable to Start With Broad List of Possible

Solutions; Seek Diversity of Options (Divergence)

 Can Use Same Brainstorming Tools Employed for Hypothesis

Generation For Generating Possible Solutions

 Once Reasonable Set of Possible Solutions Generated, Same

Prioritization Techniques Can Be Employed to Determine
Which Solution(s) to Pursue (Convergence)

 Many of The Tools (In Particular Statistical Methods) Used to

Identify Root Cause of Problem Can Be Reused to Determine
Root Cause Fix

 As Before, Keep an Eye on Assumptions & Watch Out for

False Constraints
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Measures of Performance
ARA TRAINING

 In
Any Problem Solving Methodology, Need Criteria to
Which The Solution’s Performance Can Be Measured:
 Efficacy (E1):
 Indicates, Whether The Solution or Process Provides The Intended Outcome
 That Intended Outcome May, However, Not Be What is Required for a Complete Soln

 Efficiency (E2):
 Resources: Indicates Whether The Least Possible Amount of Resources Are Being
Used to Implement The Solution
 Outcome: Indicates Whether the Simplest / Lowest Cost / Quickest (Pick Appropriate
Criteria) is Being Used to Implement The Solution

 Effectiveness (E3):
 Indicates, Whether The Solution Provides a Root-Cause-Fix
 And/Or Helps Realize a More Long-term Goal
[Link]
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 Basic Problem Solving

Re-Purpose Problem Solving Tools

ARA TRAINING

 Previously Tools Employed to Find Root Cause of Problem

 Now Tools Employed to Determine Root Cause Fix
 Re-Focused Affinity Diagram
 Re-Focused and Expanded Tree (or Fishbone) Diagram
 Need to Prioritize Possible Solution Paths
 Choice of Factors & Ranges Re-Set; Experimental
Techniques Less Exploratory, More Directive
 Need to to Estimate Cycles of Learning/Schedule for
Solution(s)
 Flowchart Solution Paths to Track Convergence

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 Basic Problem Solving

Prioritizing Actions to Take:

ARA TRAINING

Simplest Approach - Impact vs. Difficulty

High

Impact

Low

Easy Hard
Difficulty
(Time, People, $s, . . .)
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 Basic Problem Solving

Flow Charts
ARA TRAINING

 Implementation Planning Tool:

 Maps Out Conceivable Events & Contingencies. Identifies Counter-
Measures to Problems

 When To Use:
 Compare Actual & Ideal Paths in Order to Identify Deviations
 Task is New, Unique, or Complex
 High Stakes & Efficient Implementation Critical
 Contingencies are Plausible
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 Basic Problem Solving
ARA TRAINING
Market Inputs Baseline Process Alternatives

Use Existing 1990/91 Fab Litho

Quick To Market: Design Equipment
Samples in Q3

None Considered
ASM G Line - 0.8µ
Seriously

195Å Gox
25ns 1M SRAM - 0.65µ  CEM
0.8µ ± 0.15µ
400 mil Package
 Gox

GOX = 165Å|5V Vcc

A

Large Overlap For

Poly Doping? Shallow LDDs Low S/D Resistance
Drive & Reliability

N+/P+ or P+ Deeper Tips, Higher Low Temp FDOX &  Salicide - Yield, 4T
Conventional S/D
DIBL Post Silicide NSDI Cell Compatibility
 N+ Better SCE, Poorer
Drive & Rel
Post N+/P+ S/D Tips
 Medium Doped Disposable Spacer
LDD
Higher Performance
 LATI ($, Retrofit),

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 Basic Problem Solving

Flowchart Example
ARA TRAINING

 Example:

 Flowchart Themes:
 Implementation Path With Fewest or Least Serious "What Ifs" is Best
Alternative
 Weigh Risk vs. Reward
 Define Boundaries of Process Clearly
 Every Feedback Loop Needs an Escape
 Clearly Shows Holes in Plans
 Good Communication Tool
 Can Also Be Extremely Useful in Analyzing Past History
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Flowchart Construction
ARA TRAINING

I. Assemble Right Team (Must Know Details of Problem)

II. Determine Basic Flow of Proposed Activities
 Start Broad, Add Detail in Layers Later
 Think Straight Line
III. Choose Chart Format (Graphical or Outline)
IV. Construct PDPC
 Place Branches in Sequential Order of Implementation
 Layers:
 Implementation Steps
 "What Ifs"
 Countermeasures
 "What Could Go Wrong?", "What Are Options?"
 Pick Countermeasure And/Or Alternatives
 Evaluate Feasibility/Necessity (Label)
V. Review: Sanity Check Flow, Compare to Ideal; Check Completeness
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 Basic Problem Solving

Scheduling Problem Solving

ARA TRAINING

 Gantt Diagrams

 Pert Charts

 Spreadsheet W3s

 Other

But….

… These are All “Linear” Tools That

Breakdown in a “Non-Deterministic” World
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 Basic Problem Solving

The Knowledge “Gap”

ARA TRAINING

Baseline

Knowledge
Goal 1
Goal

Gap

Goal 2

Time
Baseline vs. Goal:
The Larger The Gap, The Less You Know
Goal “Gap” = Knowledge “Gap”
To Close the Knowledge “Gap” Need Cycles of Learning (COL)
Beware of Overconfidence
(How Much Do You Really Know?)
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 Basic Problem Solving

Knowledge Gap & Cycles of Learning

ARA TRAINING

Define Your Problem

Which Bucket ?

Easy Medium Hard

# COLs ? # COLs ? # COLs ?
Time/Cycle Time/Cycle Time/Cycle

What’s Your Batting Average ?

What Did You Learn ?
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 Basic Problem Solving

What is a Cycle of Learning?

ARA TRAINING

1. Problem Identification/Hypothesis
Plan 2. Specify Desired Outcome
3. Prioritized Input / Output

4. Data Collection & Analysis

Do
5. Perform Work/Experiment

Check 6. Confirmation of Effects

7. Process Standardization (if Done)

Act
8. Planning Next Step (Learning Cycle)

Deming’s PDCA Cycle

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 Basic Problem Solving

Scheduling Problem Solving

ARA TRAINING

 Point 1: Complexity is Not Your Friend

 Save Invention For Where it Adds Value
 Eliminate it Everywhere Else
 “Buy” Knowledge

 Point 2: What Are You Doing?

 Two Parts:
 How Many (PDCA) Cycles?

 Time Per Cycle

 What Impacts # of Cycles?

 What Impacts Time Per Cycle?

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 Basic Problem Solving

Solution
ARA TRAINING

Combine COL Forecasting

With Conventional Scheduling Methods
 Use COL Methodology to Forecast Non-Deterministic
Steps

 Use PERT (or Favorite Method) to Keep Track of Tasks

 Apply Best Practices (Scrubbing, Schedule Monitoring,

etc.) to Minimize Deviations

 Suggest Separately Estimating COL/Time For

Determining Root Cause vs. Root Cause Fix (Overlap)
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 Basic Problem Solving

COL Problem Solving Flowchart

ARA TRAINING

Front Texture If ARC ~ 3 Mth

Problem (2 COL) If FT ~5 Mth
Contributes?
ARC Problem
Photon Loss
(3 COL) If BC ~ 2 Mth

Back Contact Contributes?

Low Solar Cell Problem (4 COL)
Efficiency
Junction

Carrier Loss
Problem (5 COL)
Focus is on Driving
Front Electrode to a
Passivation (4 COL)
Root Cause Fix
Gridline
Problem (2 COL)
Electrical Loss Lifetime
Problem (3 COL)

Start: T = 0 T = ~7 Weeks T = ~12 Weeks

- © 2015 - 57 ARA (Dec 15)

 Basic Problem Solving

Ultimate Test: Right Direction?

ARA TRAINING

 Progress or Motion ?
 Entropy vs. Convergent
 Consistent
 Kill or Move Forward?

 Repeated Slips ?
 Step Back and Diagnose Issue(s)
 Typical: Excess AIPs, Capability, Subject Matter Knowledge,
Team Dynamics, Outside Interference, …

Its OK (Good) to Get Help if Project is In Trouble

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 Basic Problem Solving

Problem Solving Outline

ARA TRAINING

 Part 1: Overview of Methods (Plan)

Part 3
 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
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 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 - 60 ARA (Dec 15)