8D Trainer Guideline - 8D Problem Solving - V01 - 17 July 2014

GUIDELINE
8D Problem Solving
Methodology and Culture
Dear Trainer,
This guideline is your guide for the training. With it, you will understand the real objectives,
the organization of the training and all required details about the training. In addition to this
guide, you have several documents that concern the training.
 PowerPoint presentation of the training (Trainer’s presentation)

This presentation is the training. You have in the comments, different explanations about the
training. Moreover, you have further explanations about your role as trainer in the scenario of
the training.
 Exercises / Case study

Several exercises will be conducted during this training. Forms and details are available for
the trainer. You will have to print them before the training. Some of the documents contain
already the answers (be careful when distributing those documents).
 Trainee’s materials
A specific trainee’s booklet (handout) has been prepared and must be distributed at the
beginning of the training. Some sections have been intentionally emptied versus the trainer’s
presentation. This document will be the guide for the trainees during the training.
 Test
A test will be performed at the end of the training to check knowledge of the trainees.
Correction of the test will be done all together.
 Easels
The trainer who knows every trainee doesn’t need this document. However, easels allow you
to know the trainees’ names and, thus, facilitate the training.
2
 Attendance sheet
This document must be signed by all of the trainees as records for the local HR Department.
3
TABLE OF CONTENTS
1. Training objective
2. Training program
3. Training timing
4. Scenario of the training
5. The trainer’s tools
6. Test
7. Workshop specification
4
TABLE OF CONTENTS
2. Training program
3. Training timing
6. Test
5
• To appropriate the 8D problem solving methodology and its dynamics
• To use the main quality tools for solving problem in an autonomous
manner
NOTES
6
7
TABLE OFand
 Introduction CONTENTS
Principles
 The 8D Approach (8 steps in details)
1. Training
Synthesis objective
and Closing
 Test
2. Training program
3. Training timing
6. Test
NOTES
8
TABLE OF CONTENTS
2. Training program
3. Training timing
6. Test
9
Days Schedules Program Theory / Practice
9:00 -
Welcome and Introduction Theory
10:00 AM
10:00 -
Definition of a problem Theory & Practice
10:30 AM
10:30 -
Basic principles Theory & Practice
11:00 AM
11:00 -
Break
11:15 AM
11:15 -
Exercise: the chain Practice
11:45 AM
11:45 -
Exercise: the squares Practice
12:30 PM
12:30 -
Lunch break
13:30 PM
13:30 -
Problem solving method Theory
14:00 PM
14:00 -
The 8 steps of the method Theory
14:45 PM
Day
14:45 -
1 Conditions of success Theory
15:00 PM
15:00 -
Pareto diagram Theory
15:15 PM
15:15 -
Step D1 Theory
15:30 PM
15:30 -
Break
15:45 PM
15:45 -
Step D2 Theory
16:15 PM
16:15 -
Step D3 Theory
16:30 PM
16:30 -
Case study for steps D1, D2 & D3 Practice
16:45 PM
16:45 -
Step D4 (D4.1) Theory
17:00 PM
17:00 -
Case study for step D4.1 Practice
17:30 PM
17:30 PM End of day 1
Day 8:45 -
Review of the topics discussed on day 1 Theory
2 9:00 AM
9:00 -
Step D4 (D4.2, D4.3 & D4.4) Theory
9:45 AM
9:45 - Case study for steps D4.2, D4.3 & D4.4 Practice
10:30 AM
10
10:30 -
Break
10:45 AM
10:45 -
Step D4 (D4.5) Theory
11:00 AM
11:00 -
Case study for step D4.5 Practice
11:45 AM
11:45 -
Steps D5 & D6 Theory
12:15 PM
12:15 -
Lunch break
13:30 PM
13:30 -
Case study for steps D5 & D6 Practice
14:15 PM
14:15 -
Step D7 Theory
14:45 PM
14:45 -
Case study for step D7 Practice
15:00 PM
15:00 -
Step D8 Theory & Practice
15:30 PM
15:30 -
Synthesis and closing Theory
16:00 PM
16:00 -
Test Practice
17:00 PM
17:00 -
Training assessment Practice
17:30 PM
17:30 PM End of training
Theory / Practice
Theory Practice Theory & Practice
11
TABLE OF CONTENTS
2. Training program
3. Training timing
6. Test
12
Trainee’s Trainer’s Trainer’s
Days Schedules Modules Animation Modules’ Objectives Notes for the trainer
documents document tools
Day 1 - Introduce the topic
- Introduce trainees
- Understand the
trainees’ expectations - Write the expectations on the paperboard. 8D Problem
8D Problem
Presentation - Review training Remind the expectations which will be studied Solving
9:00 - Welcome and Solving Beamer
Round the table objectives during training and those who won't Training
10:00 AM Introduction Training PPT Paperboard
Questioning - Explain the training - Write the rules on the paperboard after having Handout
(Trainer)
program obtained the trainees’ agreement (Trainee)
- Inform trainees about
the rules of the training
course
- Question trainees about definition of a problem
and common examples (brainstorming). Write
ideas on paperboard. Guide them towards scheme
“Current situation – Desired situation” on the next 8D Problem
8D Problem
slide. Solving
10:00 - Definition of Questioning Understand what is a Solving Paperboard
- Go through the presentation and provide Training
10:30 AM a problem Presentation problem Training PPT Beamer
concrete examples within POAE Handout
(Trainer)
- The slide #7 showing the scheme “Current (Trainee)
situation – Desired situation” must be kept in
memory for the trainees and displayed on the
training room wall
- Individual brainstorming with Post-it notes (5-
10 min): trainees write ideas on Post-it notes (1
idea per post-it). In the meantime, the trainer
prepares 8 columns on the board (from 1 to 8).
- The trainer questions each trainee to present and 8D Problem
Brainstorming Catch the basic Post-it notes
10:30 - Basic explain 1 idea. If similar ideas are identified, all Solving
through Post-it principles of problem Post-it notes Paperboard
11:00 AM principles related notes are stuck on the board in the column Training PPT
Presentation solving Beamer
corresponding to the related 8D step (column 1 = (Trainer)
step D1, etc.). This is repeated until no more Post-
it notes are available.
- Then trainer will present basic principles from
the PowerPoint presentation
11:00 - Break
11:15 AM
13
- Present the exercise: describe what the trainees
have to do. See instructions on the PowerPoint
presentation (notes).
- Let them answer what they want. Do not drive
them. Some ideas will come out, probably not the
right solution. Many people should answer 4 8D Problem
Understand that obvious 8D Problem
Euros, it is obvious. Solving
11:15 - Exercise: the solution is not Solving Paperboard
Activity - Ask them if we can do cheaper. Training
11:45 AM chain necessarily the right Training PPT Beamer
- Provide the right solution (3 Euros) and explain Handout
solution (Trainer)
why. (Trainee)
- Discuss with the group to find out what was
missing, why they did not find the right solution
straight away. They must understand where and
why they failed. See comments on the PowerPoint
- Present the exercise: describe what the trainees
have to do. See instructions on the PowerPoint
- Let them working as they want. First reaction
should be that they work individually, counting
squares on the board.
8D Problem
- Each trainee will give his/her answer: 29, 31, 35, 8D Problem
Understand the aim of Solving Note pads
11:45 - Exercise: the etc. Write results on the paperboard. Ask them Solving
Activity having a well-structured Training Paperboard
12:30 PM squares what went wrong and how they can improve this Training PPT
approach and team work Handout Beamer
to solve the problem. See improvement areas on (Trainer)
(Trainee)
the PowerPoint presentation (notes).
- Ask them to done this exercise again by taking
into account the above recommendations. Guide
them to find the solution if needed.
- Debrief with the group to ensure that they
understand the purpose of the exercise.
12:30 - Lunch break
13:30 PM
14
- Remind the key elements for a good problem
solving.
8D Problem
Understand the general - Explain the symbolism of the funnel and 8D Problem
Problem Solving
13:30 - problem solving method Erlenmeyer. The slide #14 showing this Solving
solving Presentation Training Beamer
14:00 PM and the root cause symbolism must be kept in memory for the Training PPT
method Handout
analysis trainees and displayed on the training room wall. (Trainer)
(Trainee)
- Present why the root causes analysis is key in
the problem solving method.
- Explain the origins of the 8D approach.
- Present the 8 steps of the problem solving
method by detailing each step: provide quick 8D Problem
8D Problem
Provide overview of the examples for each step. The slide #19 showing Solving
14:00 - The 8 steps of Solving
Presentation 8 steps of the the 8 steps must be kept in memory for the Training Beamer
14:45 PM the method Training PPT
methodology trainees and displayed on the training room wall. Handout
(Trainer)
- Explain and discuss when exactly an 8D must be (Trainee)
launched. Remind that 8D is not systematically
used for all issues.
8D Problem
- Review the conditions of success with the 8D Problem
Understand the key Solving
14:45 - Conditions of trainees: the method, tools and people. Provide Solving
Presentation conditions of success for Training Beamer
15:00 PM success examples from your experience or ask trainees for Training PPT
the 8D methodology Handout
their experience. (Trainer)
(Trainee)
8D Problem
- Present what is a Pareto Diagram and how to 8D Problem
Solving
15:00 - Pareto Understand what is a build it. Demonstrate this on the paperboard. This Solving Paperboard
Presentation Training
15:15 PM diagram Pareto Diagram section can be reviewed quickly if trainees know Training PPT Beamer
Handout
this already. (Trainer)
(Trainee)
- Review the activities required for this step.
8D Problem
Provide personal examples and discuss them with 8D Problem
Solving
15:15 - Know how to proceed in the group. They also can share their experience. Solving
Step D1 Presentation Training Beamer
15:30 PM this step - Present the 8D example at the end of this Training PPT
Handout
section. Ask trainees to make criticism about it: (Trainer)
(Trainee)
how they can make better.
15:30 - Break
15:45 PM
15
Provide personal examples and discuss them with
the group. They also can share their experience.
Remind that this step is one of the key steps of 8D
method (with step D4).
- List the tools used in this step: detailed
explanation will be provided later. 8D Problem
8D Problem
- Exercise “Facts and Opinions”: ask the group to Solving
15:45 - Presentation Know how to proceed in Solving
Step D2 answer. Is it a fact or an opinion? Explain the aim Training Beamer
16:15 PM Questioning this step Training PPT
of having facts and not opinions. Handout
(Trainer)
- Review each tool with examples. For tool (Trainee)
5W2H, question the trainees what could be the
questions to be asked for each item.
- Present the 8D example at the end of this
section. Ask trainees to make criticism about it:
how they can make better, what is missing in this
example.
8D Problem
Solving
Handout
(Trainee)
Case study Practice activities and Specific 8D Specific 8D Note pads
16:30 - Activity (case - Case study: see instructions at the end of this
for steps D1, tools related to those prepared for prepared for Paperboard
16:45 PM study) guideline (workshop specification).
D2 & D3 steps the case study the case study Beamer
8D Problem
Solving
16:45 - Step D4 Know how to proceed in the group. They also can share their experience. Solving
Presentation Training Beamer
17:00 PM (D4.1) this step - Present the 8D example at the end of this Training PPT
Handout
(Trainee)
Specific 8D Specific 8D Note pads
17:00 - Case study Activity (case Practice activities and - Case study: see instructions at the end of this
prepared for prepared for Paperboard
17:30 PM for step D4.1 study) tools related to this step guideline (workshop specification).
the case study the case study Beamer
17:30 PM End of day 1
16
Day 2 Review of the
Repeat and reminder key
8:45 - topics - Question the group
Questioning topics from previous day - - Paperboard
9:00 AM discussed on - Check if there are some unclear points
of the training
day 1
8D Problem
Step D4 Solving
(D4.2, D4.3 Presentation Training Beamer
9:45 AM this step - Present the 8D example at the end of this Training PPT
& D4.4) Handout
(Trainee)
Case study
Practice activities and Specific 8D Specific 8D Note pads
9:45 - for steps Activity (case - Case study: see instructions at the end of this
tools related to those prepared for prepared for Paperboard
10:30 AM D4.2, D4.3 & study) guideline (workshop specification).
steps the case study the case study Beamer
D4.4
10:30 -
Break
10:45 AM
8D Problem
Solving
10:45 - Step D4 Know how to proceed in the group. They also can share their experience. Solving
11:00 AM (D4.5) this step - Present the 8D example at the end of this Training PPT
Handout
(Trainee)
- Case study: see instructions at the end of this
11:00 - Case study Activity (case Practice activities and guideline (workshop specification).
11:45 AM for step D4.5 study) tools related to this step - Summarize key points related to step D4 (D4 –
In Synthesis…)
- Review the activities required for those steps.
8D Problem
Solving
11:45 - Steps D5 & Know how to proceed in the group. They also can share their experience. Solving
12:15 PM D6 those steps - Present the 8D example at the end of this Training PPT
Handout
(Trainee)
12:15 - Lunch break
13:30 PM
17
Case study Practice activities and Specific 8D Specific 8D Note pads
13:30 - Activity (case - Case study: see instructions at the end of this
for steps D5 tools related to those prepared for prepared for Paperboard
14:15 PM study) guideline (workshop specification).
& D6 steps the case study the case study Beamer
8D Problem
Solving
Handout
(Trainee)
14:45 - Case study Activity (case Practice activities and - Case study: see instructions at the end of this
15:00 PM for step D7 study) tools related to this step guideline (workshop specification).
8D Problem
- Review the activities required for this step. 8D Problem
Solving
Provide personal examples and discuss them with Solving
Training
Presentation the group. They also can share their experience. Training PPT
Handout
15:00 - Questioning Know how to proceed in - Present the 8D example at the end of this (Trainer)
Step D8 (Trainee) Beamer
15:30 PM Activity (case this step section. Ask trainees to make criticism about it:
study) how they can make better. Specific 8D
Specific 8D
- Case study: see instructions at the end of this prepared for
prepared for
guideline (workshop specification). the case study
the case study
- Remind all 8D steps and tools to be used: those
slides are key for the trainees. They can be printed
8D Problem
Remind key elements of by the trainees with the slides listing key activities 8D Problem
Solving
15:30 - Synthesis and the 8D approach and for each step. Solving
16:00 PM closing know where to find - Remind key elements of the 8D approach. Training PPT
Handout
templates - Explain where to find the 8D related documents. (Trainer)
(Trainee)
Show trainees exactly where to find them in
POMS or KEOPS.
Verify acquired - Explain the test
16:00 -
Test Test knowledge from the - Ask the participants to respond each question Test file Test file Beamer
17:00 PM
training and discuss and agree on correct answers
17:00 - Training Formalization of Consolidate feedback - Discuss with trainees to provide informal Training Training -
17:30 PM assessment trainees from participants and feedback and also request formal feedback using record forms record forms
feedback finalize required training relevant training and training assessment records
records
18
End of
17:30 PM
training
19
TABLE OF CONTENTS
2. Training program
3. Training timing
6. Test
20
Tools To take
Paperboard ☒
Marker pen ☒
Scotch ☐
Fixed Paste ☐
Pens ☐
Papers ☐
Post-it ☒
Projector ☒
PC ☒
Internet ☒
Attendance Sheet ☒ Number :
Easels ☒ Number :
Trainee’s printed documents ☒ Number :
Trainer’s printed documents ☒ Number : 1
 The slides #7 (Current situation – Desired situation), #14 (symbolism of the funnel and
Erlenmeyer) and #19 (8 steps) must be printed in A3 format before training and displayed on the
training room wall when required (to keep trainees’ attention).
NOTES
21
TABLE OF CONTENTS
2. Training program
3. Training timing
6. Test
22
 Test
For the test, use the document “8D Problem Solving Training_Test” delivered with the
training kit.
Provide instructions to the trainees by showing this document on the beamer:
o Trainees perform the test individually,
o No document allowed (no trainees’ handout),
o One answer only for each question when multiple choices are available.
 Test correction
Once the test has been completed by everybody in the required time, correct this test all
together.
Display the test questionnaire without solutions and ask trainees to provide their answers.
Request agreement from the whole group when an answer is proposed. If an answer is wrong,
ask the trainee(s) to explain why they have chosen this answer. Ensure that they understand
where they made the mistake: show the right answer from the training presentation.
At the end of the test correction, ask trainees how many right answers they obtained. If results
are very low, please advise their management and local HR Department to agree further
actions.
For the test correction, a document “8D Problem Solving Training_Test_ SOLUTIONS” is
available in the training kit to help you.
NOTES
23
TABLE OF CONTENTS
2. Training program
3. Training timing
6. Test
24
Case Study
Workshop’s manipulation : Duration

Objectives:
Practice the 8 steps of the 8D problem solving methodology with concrete facts and
figures.
For the case study, you can use your own existing 8D reports (internal, customer or others
using the POAE format). So you have to prepare your data before the training.
 Preparation Phase:
Before the training, ensure that the file you will use for the case study is well prepared. If
needed, prepare several different files depending on the training population (métiers and
positions).
Use a good 8D report already completed with all 8D sections well filled in.
Copy and paste the completed 8D tab in 7 new tabs in the Excel Spreadsheet and rename
those tabs as shown below.
Those tabs will be used by the trainees to work on the case study.
Then delete some data in each new tab otherwise trainees will see the solutions before
working on the case study as following:
o D1 D2 & D3: Delete all data from D1 to D8.
o D4.1: Delete all data from D4 to D8. Keep data from D1 to D3 only.
o D4.2-3-4: Delete all data from D4.2 to D8. Keep data from D1 to D4.1 only.
o D4.5: Delete all data from D4.5 to D8. Keep data from D1 to D4.4 only.
o D5 & D6: Delete all data from D5 to D8. Keep data from D1 to D4.5 only.
o D7: Delete all data from D7 to D8. Keep data from D1 to D6 only.
o D8: Delete all data from D8. Keep data from D1 to D7 only.
o 8D Completed: Full 8D report with all data.
 Realization Phase:
Explain to the trainees how this case study will be conducted. The aim is to practice the
methodology and the associated tools. As trainer, you will support them during this case study
and answer questions when required.
Refer to the instructions below for each following step.
o Case study for steps D1, D2 & D3

Explain the problem simply to the trainees. Tell them that you will answer their questions
only. Therefore they must ask the right questions if they want the right answers. To move
faster, you as trainer can be the scribe on your laptop. Use the prepared 8D file. Just write
what the trainees tell you.
When steps D1, D2 and D3 are completed by the trainees, show them the answer from the
initial 8D (show next tab only, not the 8D completed). Do not correct answers of the trainees.
Ask them what they think about this exercise.
o Case study for step D4.1
25
Trainees must use related tools (Brainstorming and 5M+E) for this step. They can use the
paperboard or sheet in Excel Spreadsheet.
When step D4.1 is completed by the trainees, show them the answer from the initial 8D (show
next tab only, not the 8D completed). Do not correct answers of the trainees. Ask them what
they think about this exercise.
o Case study for steps D4.2, D4.3 & D4.4

Select 2 relevant potential causes for further analysis (select causes which are real confirmed
causes and at least one with a 5 Why’s related). Do not try to analyze all potential causes as
you will spend too much time. Then develop steps D4.2, D4.3 and D4.4 for those 2 causes.
Guide trainees while using all sections of those steps.
When steps D4.2, D4.3 and D4.4 are completed by the trainees, show them the answer from
the initial 8D (show next tab only, not the 8D completed). Do not correct answers of the
trainees. Ask them what they think about this exercise.
26
o Case study for step D4.5
Select the real confirmed cause where a 5 Why’s can be developed to find the root cause of
this issue. The team will develop the 5 Why’s analysis for this cause, using either the
paperboard or the Excel Spreadsheet.
When step D4.5 is completed by the trainees, show them the answer from the initial 8D (show
o Case study for steps D5 & D6

Considering all root causes of the problem, the team must identify the related corrective
actions able to solve this issue. They may also define who within the organization is the best
person to carry out those actions. The trainees will identify what are the verification activities
to be conducted to validate actions.
When steps D5 and D6 are completed by the trainees, show them the answer from the initial
8D (show next tab only, not the 8D completed). Do not correct answers of the trainees. Ask
them what they think about this exercise.
o Case study for step D7

The trainees will identify what could be the preventive actions to be carried out to avoid
repetition of this issue.
When step D7 is completed by the trainees, show them the answer from the initial 8D (show
o Case study for step D8

And finally, you will discuss all together how this 8D can be closed: what could be the
activities to be carried out by the team.
27

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GUIDELINE

 PowerPoint presentation of the training (Trainer’s presentation)

 Exercises / Case study

4. Scenario of the training

5. The trainer’s tools

4. Scenario of the training

5. The trainer’s tools

4. Scenario of the training

5. The trainer’s tools

4. Scenario of the training

5. The trainer’s tools

4. Scenario of the training

5. The trainer’s tools

4. Scenario of the training

5. The trainer’s tools

4. Scenario of the training

5. The trainer’s tools

4. Scenario of the training

5. The trainer’s tools

Workshop’s manipulation : Duration

o Case study for steps D1, D2 & D3

o Case study for step D4.1

o Case study for steps D4.2, D4.3 & D4.4

o Case study for steps D5 & D6

o Case study for step D7

o Case study for step D8

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