3.1x1 PROBLEM SOLVINGv9 Apr8 2018

1x1 Problem Solving Executive Summary
What is Lean Manufacturing High Level
1 2
An Awareness of Opportunities Acting on Those Opportunities
Continuously
Problems · Pursuing Ideal Condition
Solutions
· Impacting KPI’s
Problems
“Find Problems” “Fix Problems”
3
Every Aspect of Lean Manufacturing is Designed Around This Concept
2
So, How Do We Fix Problems? (Traditional)
One Method is Traditional Problem Solving

1 8 Step, 8D, LPS
Six Sigma, etc.
2
3 Long Kaizen Cycle Time
10
8
Traditional
7
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
So, How Do We Fix Problems? (Traditional)
• Used by GM’s, Engineers etc., for Complicated Issues

1) Systems Problems
• High Absenteeism
• Equipment Late for Model Launch
• Engineering Related
2) Breakthrough Initiatives
Zero Scrap
• Used for 20% of Floor Problems
20%
The Method Being Focused on Here is:
1x1 Practical Problem Solving
1 Key Point: It is Designed to be Used on the Plant Floor
2 Abnormality
Occurs
Every Abnormality on the
3 Floor has to be addressed
5 Short Kaizen Cycle Time (1 Hour)

4
10
8
1x1
7
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14
1x1 PS: Who Uses & When is it Used
5 Used Managers, Supervisors, Team Members for Floor Issues

Problems can be Fixed Immediately
• Sensor Doesn’t Turn On
• Part Sticking on Pin
• Part mis-assembled
6 Used for 80% of Floor Problems
80%
The Deeper Benefit (Power) of 1x1 PS
Especially When the Plant Floor is in the Midst of Many Problems

People Get Numb: Let Problems Linger
Problem • Problem happens “all the time”

• Problem cannot be solved
Problem • Problem rarely happens
• Problem is a design issue
Problem
Problems Become Acceptable

The Power of 1x1 PS
Power of 1x1 Practical Problem Solving
This IS How You Change The Shop Floor & Change The Culture:
Fix Problems 1x1 – Don’t Accept Them
There is a Mindset to see as a

Problem BIG Problem & Take Action
Lets Fix it!
Requires Management & hourly team members working together

What is 1x1 Problem Solving?
1x1 is a Structured Problem Solving Method, where we..
3
1 Get to the true root cause
Go-see on the Floor ;
Define & break down the problem
4
Implement the Solution
2 & Verify Countermeasure
Quantify
The Standard vs. The
Actual Condition
5
Read Across
6 It is not jumping to the solution before you know the Problem

Foundation of 1x1 PS
Floor Abnormalities or “Problems” Originate from either:
1) N/G Design Standards (Good Design Standards = Good Results)
Or
2) The Manufacturing Process is not in Design Standard Tolerances
This is the Key to Understanding 1x1 PS

Clamp slack Within 0.5mm 1/1W
Foundation of 1x1 PS - Example
Datum rigidity
Current value
30kg at 0.1mm
Set value (PE STD) & actual value verification Current meter
SOP
Change Au
Part /
m WeldAssessment
Weld timeItems ↑ Reference （Requirements） ↑Confirmation Method Frequency↑ m
Process (s
Conditions WeldConditions
Necessary pressure ↑Standards & Tolerances Voltage meter ↑ Au
Part /
mp. Weldupsurface
Step
Assessment Items ↑Flat surface,
Reference Φ22mm. （Requirements） Scale
Step At ↑SOP
up rate Method Frequency
Confirmation m
Process 2 3
Number
Tip typesof welds As DWG.
PE STD （wrong assy prevention） Weld Instruction
Utilized Sheet
tip indication ↑
2/shift (s
Welddiameter
Tip locations
surface Flat surface,
Φ6mm
General ≦10mm
weldΦ22mm.
（general tip） DWG
Scale check （polish mark） Reteach
Visual At ↑SOP
1 Weld
Tip offpitch
Number of welds
center Between
As DWG.
Off ≦1.0≧30mm
centerwelds Weld Instruction Sheet
Scale ↑
①
Welders
Basic Gun Weldangle
locations
order As Weld≦3°weld
General
Angle ≦10mmSheet.
Instruction DWG check tool
Angle Change
Reteach
Hinge
Floor
Pan Weldchange
Prerequisites Tip
Datum pitch
pin location Between
frequency Clear
Nominal welds ≧30mm
replacement
±1.0mm frequency indication Scalechange sheet
Tip ↑
Review
SOP
Side Basic Gun Weld order As Weld Instruction
freq.Sheet. １／６Ｍ
Change
Assembly Datumperiodic check Clear
pin diameter Within inspection
-0.3mm / items indication Periodic
Caliper check sheet 1/1W
Retainer Prerequisites Jig
Datum pin
periodic
Datum location ↑Nominal ±1.0mm
checkaccuracyNominal
location ±0.2mm ↑ ↑
SOP
SOP
Mcn Datum
Assy pin diameter AWithin
Clampdefect
slack -0.3mm
NG assy
Within production is structurally not possible.
0.5mm Caliper check sheet
Periodic 1/1W
1/shift
1/1W
WP-7741 Datum
Datum location
rigidity accuracyNominal
The
30kg ±0.2mm
structure
at 0.1mm would not allow to create SOP
SOP
Assy accuracy SOP
Clamp
Current slack
value Within
Set value0.5mm
inconsistent
(PE accuracy.
STD) & actual value verification Current meter 1/1W
Change
Assy Datum rigidity 30kgstructure
at 0.1mmwould not allow to create SOP
Weld Miss Weld/time The
↑ ↑Periodic check sheet ↑
Currentwrong
valuepart Set value (PE parts.
miss/wrong STD) & actual value verification Current meter 1/shift
Change
Conditions Weld pressure ↑ Voltage meter ↑
Strengths of 1x1 Problem solving
1) The 1x1 PS Method is Based on Quantified Facts:

• Go & see the problem
• Break it down
• Quantify Standard vs. Actual for the Abnormal Condition
Standard Actual
Feeder
6.375” 7.5” N/G
Alignment
Here are the Quantified Facts

2) It is Not:
• Trying to solve the problem in an office
• Talking in Generalities “Too Small, Too Long, etc..”
• Based on people’s opinions
“I think it’s a….

Supplier Part issue
You Don’t Really Know “What is the Problem”

3) As Management and hourly team members learn 1x1 PS we will have

many problem solvers throughout each plant instead of few
1x1 Actual Example from a Metallics Plant
Problem: Shipped 5000 Parts to the Customer:
Out of 5000, 3 parts were no good & had to be Scrapped
Gear Shifter Gear Shifter
Part Locating
Hole Not On 1 2 Part Locating 1 2
Locating Hole is On
5 5
Pin Locating Pin
Sensor Sensor
3 4 3 4
N/G Condition OK Condition
Same Problem:
(2) Different Approaches
Part off location

Not on locating pin First Approach
Part Locating Answer to Customer:

1 2 Coached & Retrained Operator
Hole Not On
Locating 5
Pin
Sensor
3 4
N/G Condition You Will Get an Opportunity
To Fix This Problem Again
Part off location

Not on locating pin
2nd Approach: 1x1 PS
1. Go & See at the Process
Part Locating 2. Find Place Of Occurrence
Hole Not On 1 2 3. Find Point of Cause
4. Then Begin 5 Why
Locating 5
Pin
1 2
Sensor
3 4 5
N/G Condition Added Steel Guides To

Prevent Part Rotation
Added Guides to Fixture (Prevent Reoccurrence) Sensor
Permanently 3 4
OK Condition
Key Point: Finding Infrequent Problems is Strength of 1x1 PS
1x1 Benefits for Martinrea
People at all Levels

Learn to solve
problems permanently
Plants achieve breakthrough performance
Production
HOW IS 1X1 PS DEPLOYED?
Lean Business Unit Lean Groups

1
Group Certify Functional Groups
Business Unit 2 Plant People in

Lean Group Certify Certify
2
Trainers the Plant
3 Classes are Posted on

Martinrea Skills University
©2017 Martinrea International Inc. Confidential and proprietary. Do not distribute or copy. 19
How does the Certification Process Work?
Steps in the Certification Process % Time Duration
Complete
1 Attend Basic 1x1 Training Week 1 (2) days
Solve a Problem on Floor
2 Solve Problem at Home Plant Week 2 (5) days
3 Attend Advanced 1x1 Training

Solve Problem on Floor 25% Week 3 (2) days
Solve Problems on Floor (Scored for Certification )

4 Earn a Score of 70% 50%
5 Approximately
Earn 1st Score of 100% 75%
5 Weeks
6 Earn 2nd Score of 100% 100%
Solve Problems Permanently & Total Certification:

Teach Others to do the Same. 8-10 Weeks & 7-10 Problems
· No attempt was made to quantify the
impact of the problem
· The information does not relate to the
problem statement
1
Certification Standard
· Impact is quantified, but not relative to
line performnce measurables
(IE: rework takes 10 seconds/cycle)
· Impact of problem is quantified relative

2
to Line performance KPI's.
· Whether this a new problem or how 3

1x1 Certification Standard and Feedback Sheet long this has been a problem is clear
Section/Process Steps Rating Guidelines Score Feedback · Does not state what is the abnormality
· When & where in the process sequence
1x1 Author:
Date of Paper:
Title of Paper:
1 = Below expectations
2 = Meets expectations
3 = Exceeds expectations
(Circle one) Comments/Suggestions about this paper
the abnormality occurs is not clear
· Place of occurrence is not clearly
visualized
1
Coach:
Although the problem is stated;

· It is not visualized correctly 1 · States what is the abnormality
· It is not clear why it is a problem the abnormality occurs is clearly
defined with picture, including key point 2
1
· Both the OK & the N/G condition
All (7) Sections of the Standard need a

are properly visualized
· Place of occurrence is clearly defined
with a picture, including key point
2 1 3
· Problem is stated and visualized with a
picture of the abnormality, including a
key point
2 3
Same as #2 above with a sketch instead
of a picture
· Same as #2 with a sketch instead of

a picture 3 2 (Meets) or 3 (Exceeds) for a “Passing Score”
· Necessary conditions are not related to
the Place of Occurrence.
1
· Standard vs. Actual for necessary
conditions are not quantified
· Visualization is not present or not clear
· No attempt was made to quantify the
problem statement
1 · Necessary conditions are directly
related to the Place of Occurrence.
line performnce measurables
(IE: rework takes 10 seconds/cycle)
conditions are quantified
2
2
· Impact of problem is quantified relative

2 · Visualized with picture, including key
point
to Line performance KPI's.

Same as above with a sketch instead of
a picture. 3
· Whether this a new problem or how
long this has been a problem is clear
3 5-Why doesn't start from the point of cause
or root cause is based on gut feeling or
preconception.
1
5
· Does not state what is the abnormality
the abnormality occurs is not clear
· Place of occurrence is not clearly
visualized
1 Root cause has been determined with logical
analysis and there are no redundant
statements.
2
· States what is the abnormality
2 3
3
the abnormality occurs is clearly Root cause is logical, has no redundant
defined with picture, including key point statements, and passes the "therefore" test
successfully.
are properly visualized Inadequate countermeasures, vague
· Place of occurrence is clearly defined
with a picture, including key point
assignment of who-what-when, or not
clearly visualized. 1
3
6
Same as #2 above with a sketch instead
of a picture
Countermeasures directly attack root cause.
2
A clear plan specifies who-what-when.
· Necessary conditions are not related to Countermeasure is visualized with picture,
the Place of Occurrence. including key point.
conditions are not quantified
· Visualization is not present or not clear
1
Countermeasures directly attack root cause.
· Necessary conditions are directly

related to the Place of Occurrence.
A clear plan specifies who-what-when.
Countermeasure is visualized with sketch,
including key point.
3
2
4
conditions are quantified
Countermeasure not validated. Inadequate
or vague consideration of read across
1
opportunities.
7
· Visualized with picture, including key
point
Same as above with a sketch instead of

a picture. 3 Countermeasure validated. Read across
opportunities identified specifically.
2
5-Why doesn't start from the point of cause
or root cause is based on gut feeling or
preconception.
1
Certification Standard Key Features
1x1 Certification Standard and Feedback Sheet

Section/Process Steps 1 Rating Guidelines Score Feedback
1x1 Author:
Date of Paper: (Circle
2 = Meets expectations Comments/Suggestions about this paper
Title of Paper: one)
Coach:
Although the problem is stated;

· It is not visualized correctly
· It is not clear why it is a problem
1 2
The Rating
Guidelines are clear
2 1 3
· Problem is stated and visualized with a
picture of the abnormality, including a
key point
2
· Same as #2 with a sketch instead of
a picture 3
3 · No attempt was made to quantify the
A Good Example is
Provided for Reference
problem statement
1
What is covered in Basic 1x1 Class?
What is covered in Advanced 1x1 Class?
Students learn
about the 1x1
Certification
Standard
Students
develop their
Critical Eye for
1x1 Problems
Students make
their own 1x1
that passes the
standard
Who should attend 1x1 Training?
Everyone
User Guide
1x1 Problem Solving

Work Instructions
1X1 Problem Solving
Basic Training
Why 1x1 Practical Problem Solving?
• We fix problems every day!

Fix problems
Develop
• I can tackle anything!
People
• We don’t accept problems in our

Change the
Culture
Plant!
1x1 Example Overview: 7 Sections
1 5
3 6
7
1-Problem/Phenomenon
2 1 3
2- Quantify
2
1
3- Place of occurrence
1. Show the specific steps of the process

2. When & where in the process does the abnormality occur?
3. Ok condition is clear
4. N/G condition is visualized with key point
1 4
3
4- Point of Cause
1. List necessary conditions that prevent the in section 3. (List the Necessary
Conditions that allow that step of the process to occur successfully)
2. Quantify standard & actual for each necessary condition
3. Judge each as OK or No Good (N/G)
4. Determine Point Of Cause (POC)
5. Both OK & N/G condition visualized
6. Visual POC with key point
1 2 3
4 5
6
5- 5-Why
1. Carry over the point of cause (from POC section)
2. Logically consider each subsequent cause
– Be able to quantify your statements with facts
3. Check backwards by asking “therefore”
1
3
2
6- Countermeasures
1. Carry over root cause (from R/C Section)

2. Countermeasures directly attack root cause
3. Specify who will do what by when
4. Visualize countermeasure with key point
5. Update Standards (standardize)
6. Add check for sustainment 1
3 2
5 4
6
7- Read Across
1
3
Visualization
What is the purpose of visualization?

To create a common understanding
WORDS PHOTO PHOTO With Key Point SKETCH With Key Point
Not so Better, but Ah, I see your point You understand the problem more
clear what exactly or deeply when you can sketch it
Items
1. What is the Problem?

Phenomenon:
is it Properly Indentified?
Phenomenon - Observable
Abnormality
2. What is the Impact?

Quantify the size the of
the problem:
Processes:
The Process
Steps & Expected Behaviors of Trainee
1. Begin the task of indentifying the abnormality as soon as it is found

2. Visualize the Abnormality
Process:
1. Quantify the problem numerically
Title:
2. Quantify the Impact of the Problems using line related performance targets
What You See
Rating Rating Guidelines
1. Below Expectation 2. Meets Expectation
3. Exceeds Expectation
1. Although the problem is stated, it is not visualized or it is
not clear why it is a problem
2. Problem is visualized & it is clear why it is a problem

(Picture with Key Points)
3. Problem is visualized & it is clear why it is a problem

(Hand Drawing with Key Point)
1. No attempt to quantify the size of the problem
2. Quantify impact of problem using line related performance

Feedback for Trainee
What worked, what didn't
for each step of the process
are we
looking at?
targets based the occurance(s) witnessed 1st hand
Is it Properly Identified?
3. Quantify impact of problem using #2 above & historical data.
3. Place of Occurance? Process: 1. Investigation not conducted for themselves floor side.
Where in the Process & 1. Go See on the floor and investigate where in the process & when in the process sequence did the Actual process Step where abnormality occured is not clearly
When in the Process Sequence abnormality occur defined or is not visualized.
Abnormality Occured 2. Investigate yourself 1st, then ask TM to confirm
Is it Properly Identified? 3. Identify actual process Step that created the abnormality 2. Actual process Step where abnormality occured is clearly
4. Visualize the Process Step that created the defect. defined & process is visualized
(Begin Breaking Down (Picture with Key Points)
the Problem)
3. Actual process Step where abnormality occured is clearly
defined & Process is visualized
(Hand Drawing with Key Points)
4. Point of Cause? Process: 1. Data analysis in not logical or organized.

What Necessary Condition: 1. Investigate and Quantify the facts Covers only part of the breakdown of the problem.
(or Process Input) is not at Point of Cause is not visualized.
2. Break Large Vague Problem down into smaller
Standard
logically organized concrete problems 2. Necessary Condition not at Standard is quantified and clear
a. What Neccessary Conditions Could Cause the Abnormality? based on go/see & stakeholder involvement
Is it Properly Identified?
b. Are those Conditions at Standard? Point of Cause Established & Visualized
3. Demonstrate go/see by Involving stakeholders (Picture with Key Points)
(Complete the 4. Visualize Which Necessary Condition was not met.
Problem Breakdown) 3. Necessary Condition not at Standard is quantified and clear
based on go/see & stakeholder involvement
: Point of Cause Established & Visualized
Items The Process Rating Rating Guidelines Feedback for Trainee

Steps & Expected Behaviors of Trainee 1. Below Expectation 2. Meets Expectation What worked, what didn't
3. Exceeds Expectation for each step of the process
5. Determine Root Cause? Process: 1. 5 Why doesn't start at point of cause.

5-Why? 1. 5 Why starts at Point of Cause Root Cause has been specified based on gut feeling or
Starts at Point of Occurance 5 Why starts at Point of Cause preconception without enough root-cause-analysis.
Is it properly identified? 2. Based on facts from go/see, ask "why?" to pursue deeper causes or eliminate possible causes 2. Why starts at point of cause.
3. Evaluate causes from multiple perspectives, not just your own thinking Root Cause has been determined with logical cause & analysis
4. Problem & root cause are clearly linked by asking why with facts veryified through go/see & Causes can be clearly linked by asking "why" & confirmed
confirmed using therefore back to start. using therefore back to start
5. Specify the root cause No predetermined solution in mind.
Rational path is clearly justified based on facts verified by
go & see.
:
3. Why starts at point of cause.
Root Cause has been determined with logical cause & analysis
Causes can be clearly linked by asking "why" & confirmed
using therefore back to start
Analysis has stakeholder involvement with no predetermined
solution in mind.
Rational path is clearly justified based on facts verified by
go & see.
6. Implement C/M Process: 1. Inadequate identifcation or consideration of countermeasures.

1. Evaluate Short Term and Long Term Countermeasures C/M doesn't link to R/C
2. Build consensus with others
3. Create an action plan when needed for Long Term C/M, Standardize and Sustain: 2. C/M Links to R/C
What task(s) need to be done, Who owns them (a name) & When is due date. S/T & L/T Countermeasures have been considered
Standardization and Sustainment have been considered
: Stakeholders are included in decision making process
(Picture with Key Points)
3. C/M Links to R/C

S/T & L/T Countermeasures have been considered
Stanardization and Sustainment have been considered
Stakeholders are included in decision making process
When needed a clear action plan exists that specifies who
(with a name) will do what by when for L/T CM,
Standardization & Sustainment.
7. Read Across (Yokoten) Process: 1. C/M not verified before read across begins.
1.Ensure C/M is effective Inadequate identification or consideration of read across
2. Evaluate if there are similar processes in the plant by involving others opportunities.
3. Bring others from similiar process to see & investigate the problem & C/M floor side
4 . Provide resources to help with read across as needed. 2. Read across determined with input from others
3. Read across plan specifiying who (name) will do what by when.
Clamp not
touching part
Floor exercise #1
• Go to process, find live problem, attack it

• Complete sections 1-4 on a 1x1 form
• Return in with rough draft
• Rewrite
• Report out
Terminology & Key Points
1) Problem/Phenomenon:
– Abnormality you observe
1) Problem/Phenomenon
IE: Line Down, Part Sensor Didn’t Read Part
3) Place Of Occurrence:
3) Place of Occurrence
– When & Where did the abnormality occur?
IE: 3rd Clip placed in fixture & sensor doesn’t read
4) Point of Cause:
– Pin Point which necessary condition was not met
that allowed the abnormality in #3 to occur
4) Point of Cause
IE: Bracket holding sensor is loose
Foundation of 1x1 PS
Floor Abnormalities or “Problems” Originate from either:
1) N/G Design Standards (Good Design Standards = Good Results)
Or
2) The Manufacturing Process is not in Design Standard Tolerances
This is the Key to Understanding 1x1 PS

Clamp slack Within 0.5mm 1/1W
Foundation of 1x1 PS - Example
Datum rigidity
Current value
30kg at 0.1mm
Set value (PE STD) & actual value verification Current meter
SOP
Change Au
Part /
m WeldAssessment
Weld timeItems ↑ Reference （Requirements） ↑Confirmation Method Frequency↑ m
Process (s
Conditions WeldConditions
Necessary pressure ↑Standards & Tolerances Voltage meter ↑ Au
Part /
mp. Weldupsurface
Step
Assessment Items ↑Flat surface,
Reference Φ22mm.
Quantified （Requirements） Scale
Step At ↑SOP
up rate Method Frequency
Confirmation m
Process 2 3
Number
Tip typesof welds As DWG.
PE STD （wrong assy prevention） Weld Instruction
Utilized Sheet
tip indication ↑
2/shift (s
Welddiameter
Tip locations
surface Flat surface,
Φ6mm
General ≦10mm
weldΦ22mm.
（general tip） DWG
Scale check （polish mark） Reteach
Visual At ↑SOP
1 Weld
Tip offpitch
Number of welds
center Between
As DWG.
Off ≦1.0≧30mm
centerwelds Weld Instruction Sheet
Scale ↑
①
Welders
Basic Gun Weldangle
locations
order As Weld≦3°weld
General
Angle ≦10mmSheet.
Instruction DWG check tool
Angle Change
Reteach
Hinge
Floor
Pan Weldchange
Prerequisites Tip
Datum pitch
pin location Between
frequency Clear
Nominal welds ≧30mm
replacement
±1.0mm frequency indication Scalechange sheet
Tip ↑
Review
SOP
Side Basic Gun Weld order As Weld Instruction
freq.Sheet. １／６Ｍ
Change
Assembly Datumperiodic check Clear
pin diameter Within inspection
-0.3mm / items indication Periodic
Caliper check sheet 1/1W
Retainer Prerequisites Jig
Datum pin
periodic
Datum location ↑Nominal ±1.0mm
checkaccuracyNominal
location ±0.2mm ↑ ↑
SOP
SOP
Mcn Datum
Assy pin diameter AWithin
Clampdefect
slack -0.3mm
NG assy
Within production is structurally not possible.
0.5mm Caliper check sheet
Periodic 1/1W
1/shift
1/1W
WP-7741 Datum
Datum location
rigidity accuracyNominal
The
30kg ±0.2mm
structure
at 0.1mm would not allow to create SOP
SOP
Assy accuracy SOP
Clamp
Current slack
value Within
Set value0.5mm
inconsistent
(PE accuracy.
STD) & actual value verification Current meter 1/1W
Change
Assy Datum rigidity 30kgstructure
at 0.1mmwould not allow to create SOP
Weld Miss Weld/time The
↑ ↑Periodic check sheet ↑
Currentwrong
valuepart Set value (PE parts.
miss/wrong STD) & actual value verification Current meter 1/shift
Change
Conditions Weld pressure ↑ Voltage meter ↑
Part 2 of 3
Common mistakes
Process flow too general/high-level

Too
OP 10 OP 20 OP 30 CONVEYOR SHIPPING
General
Narrow in on the
step in the process
Where abnormality
occurs
Load Shoot
part
swipe Clamp
nut
Weld unclamp Specific
Common mistakes
Jumping ahead: “I know the Solution”

(Before Knowing the Problem)
?
You May 1. Fix the wrong problem
2. Pay too much $ to fix the problem
3. Have an overly complicated solution
4. Have a partial solution
5. Etc.
Common mistakes- continued
• Working backwards from countermeasure
Completed C/M then

tried to make a 1x1
backwards
• No visuals, or visuals without key points

Name: Manuel Eades 1X1 Problem Solving Sheet Plant: Martinrea Shelbyville
Date: 6/5/2017 (Why Shipped) Line: Floor pan RH Side Rail
1 - Problem/Phenomenon: 5-Why? - Parts with gaps between bracket leaving process

Metal that overlaps the rear sub frame bolt hole on the RH side Why? - TM's not checking for gap in parts.
has space in between that is making bolt go in at angle and causing Why? - Tm's checking for overshadowed holes.
cross threading. Why? - Bracket are being squeezed outboard inside rail outer.
Why? - Datum pins are shimmed outboard.
2 - Quantify Why? - Parts dimensions varying from shipment to shipment.
Why? - Hot Stamped parts from Benteler have slight dimensional
Parts Defective at LAP: 20
variances when they cool.
Parts sorted at MHS: 260
Parts defective at MHS : 17 6 - Countermeasure:
3 - Place of Occurrence:
Step 1: OP110 - Brackets are loaded into side rail.
Step 2: Op110 - Parts are clamped in place.
Step 3: OP110 - Robot tack welds brackets in place.
Step 4: OP110 - TM removes welded part and places on stand.
Short/Long Term Countermeasures
1.) 100% Sort and containment.
2.) Witness mark for 30 days
3.) Certification stamp on shipping labels.
Too many words
4 - Point of Cause
Man
1.) TM at OP 160 (end of conveyor) inspects part
2.) TM's were not instructed to check for gap in bracket
Standardization Action
1.) Post Martinrea Heavy Stamping Standardized Visual Aid sheet in process to
enhance operator awareness of this issue.
2.) Creat a daily Shift to Shift log book to
or too Vague !!
3.) TM at end of OP490 Inspects completed floorpan. communicate Quality issues within each BU.
Method
1.) Parts are rolled over while on conveyor. Sustainment Actions
2.) Witness mark on current active issues. 1.) Moved 2-way and 4-way location pins 1.5mm to Inboard direction to
Materials center up bracket inside rail.
1.) Side Rail outer is a Hot Stamped PO part. (Benteler supplied) 2.) Train all TM's that work on this line how to identify Out of Spec conditions.
3.) Update TM's to check pin location in relation to holes in part.
Machine
1.) Two-way datum pins for bracket shimmed outboard to maximum inside
rail. 7 - Read Across:
2.) Air cylinder clamping system. LH Side Rail
3.) Bracket popping up when clamp is released.
Quality specific considerations
• Why made vs. why shipped- make two separate 1x1’s

Why
MADE? Why
SHIPPED?
• Process flow for “made” vs. “shipped” is different

(Example for one part with one missing nut)
Why made: Load part Clamp Shoot nut Weld
Hourly Daily CMM Monthly Dock

Why shipped: Sensor 100%
operator check check audit
(Continue 1x1 from each of these process flows)

• Not stating what is the abnormality
What is the
problem?
• Listing potential problems instead of necessary

conditions in Point of Cause
Potential Problem Necessary Condition
Bad nut Nut
Bad stamping Stamping
Weld slag on fixture Fixture
Wrong weld parameters Weld parameters
• Listing necessary conditions that don’t apply to the

abnormality in the process flow
Don’t get
off the
topic
• 5-Why does not start from point of cause
POC and start

of 5-why
should be
identical
Part 3 of 3
Summary
Stick to the
format
Finish the
countermeasures
Sketch
Ask for help!
Don’t jump
ahead
1X1 Problem Solving
Class Agenda
Day 1
1. Review 1x1 BASIC presentation
2. Review 1x1 ADVANCED presentation
3. Find problems, complete sections 1-4
4. Reports on POC by classmates
5. Continue to RC, CM, RA
6. Progress report to General Manager
Day 2
1. Hand out check sheet
2. Review papers with check sheet, continue to rewrite
3. Final reports to General Manager on rewritten 7/7 papers
Objectives
• Review understanding of 1x1 BASIC

• Learn and understand the certification standard
• Perform case studies of example 1x1’s
• Make a passing 1x1 of your own
1x1 Check sheet
Certification Standard Section/Process Steps
1x1 Author:
Date of Paper:
Title of Paper:
Coach:
Rating Guidelines
Score
Actual Score Earned
(Circle one)
Feedback
Comments/Suggestions about this paper
Although the problem is stated, it is not visualized

correctly or it is not clear why it is a problem. 1
• Nothing new on this form

Problem is stated an dvisualized with a picture of the
abnormality, including a key point.
Section/Process Steps Rating Guidelines Score Feedback

1x1 Author:
Date of Paper:
Actual Score Earned
Problem is stated and visualized with a sketch of the
3
Title of Paper: (Circle one)
Coach:
No attempt was made to quantify the impact of the

1
from what you have been

correctly or it is not clear why it is a problem. 1 problem, or the information does not relate to the
problem statement.

abnormality, including a key point. 2 Impact is quantified relative to line performance.
2
taught Problem is stated and visualized with a sketch of the


problem, or the information does not relate to the
problem statement.
3
1
Impact is quantified relative to line performance,
including history of this problem.
Does not state what is the abnormality. Actual

process where abnormality occurred is not clearly
defined or is not visualized clearly
3
1
• Each section of paper

States what is the abnormality. Actual process where
Impact is quantified relative to line performance.
2 abnormality occurred is clearly defined. Abnormal
condition of the process flow is visualize with a
picture, including key point. 2
3 States what is the abnormality. Actual process where
abnormality occurred is clearly defined. Abnormal
condition of the process flow is visualized with a
sketch, including key point.
3
evaluated
defined or is not visualized clearly 1 Necessary conditions do not accurately describe
process. Visualization is not clear. 1
picture, including key point. 2 Necessary conditions accurately describe process.
Standard and actual values are specific, POC is
visualized with picture, including key point. 2
– 1= below expectations
3 Necessary conditions accurately describe process.
visualized with sketch, including key point.
3
Necessary conditions do not accurately describe
process. Visualization is not clear. 1 5-Why doesn't start from the point of cause or root
cause is based on gut feeling or preconception.
1
Necessary conditions accurately describe process.
– 2= meets expectations
visualized with picture, including key point.
Root cause has been determined with logical analysis
and there are no redundant statements.

2
3 Root cause is logical, has no redundant statements,
and passes the "therefore" test successfully.
5-Why doesn't start from the point of cause or root
1 3
– 3= exceeds expectations
Inadequate countermeasures, vague assignment of

who-what-when, or not clearly visualized.
1
2
Countermeasures directly attack root cause. A clear
plan specifies who-what-when. Countermeasure is
Root cause is logical, has no redundant statements,
2
3
• Sketches with key points

plan specifies who-what-when. Countermeasure is
Inadequate countermeasures, vague assignment of visualized with sketch, including key point.
1 3
plan specifies who-what-when. Countermeasure is Countermeasure not validated. Inadequate or vague
2
consideration of read across opportunities.
1
are required for 3 in most

plan specifies who-what-when. Countermeasure is Countermeasure validated. Read across
visualized with sketch, including key point. opportunities identified specifically.
3 2
Countermeasure not validated. Inadequate or vague
consideration of read across opportunities.
1 Countermeasure validated. Read across
opportunities identified specifically, indluding who
will do what by when.
3
sections Countermeasure validated. Read across

opportunities identified specifically.
Countermeasure validated. Read across

opportunities identified specifically, indluding who
2
will do what by when.

3
60
Certification scores
• Each of the 7 sections can get a possible of 3 points

• In order to pass each section, you must earn at
least 2 points
• The number of passing sections (those above 2) is
the score
Example; a 1x1 with the following:
2, 2, 3, 1, 3, 2, 1 would get a score of 5
(5 sections with 2 or higher score)
Case Study Process
• We will evaluate two 1x1’s
– First, you will perform an evaluation by yourself
• Score
• Reasons
– Second, we will combine all the scores and
discuss as a group
Each person
Section/Process Steps
1x1 Author:
Date of Paper:
Title of Paper:
Coach:
Rating Guidelines
Score
Actual Score Earned
(Circle one)
Feedback

evaluate 1x1
with Standard
correctly or it is not clear why it is a problem. 1

abnormality, including a key point. 2
Problem is stated and visualized with a sketch of the

3
problem, or the information does not relate to the
problem statement.
1
Impact is quantified relative to line performance.

2
3
Record all student’s
scores together and
defined or is not visualized clearly 1
picture, including key point. 2
discuss differences
3
Necessary conditions do not accurately describe
process. Visualization is not clear. 1
visualized with picture, including key point. 2
3
5-Why doesn't start from the point of cause or root
1
2
Root cause is logical, has no redundant statements,
3
Inadequate countermeasures, vague assignment of
1
Case Study- 1
Case Study- 2
Floor exercise
• Work individually (or smallest possible groups)

• Find a problem
• Complete sections 1-4 on a 1x1 form
• Return in 1.5 hours with rough draft
• Rewrite
Reports on POC
• Each team will evaluate another team’s project for the
class
– Report to the class
– Give the score
– Give the person detailed feedback on why you
awarded that score
Next Steps
• Make changes from coaching to sections 1-4

• Finish the balance of the projects
• Evaluate your work with the certification standard
• Goal is to have a passing (7 out of 7) paper at the
end of the class
Certification Process
1. Attend 1st class

2. Solve problem at home plant
You are
here 3. Attend 2nd (Advanced) class
4. First problem completed and coached
5. Second problem completed and coached
(minimum score required)
6. Final problem completed and coached
(minimum score required)
7. Optional- Assist in teaching 1x1 class with
Lean Group

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1x1 Problem Solving Executive Summary

What is Lean Manufacturing High Level

“Find Problems” “Fix Problems”

One Method is Traditional Problem Solving

• Used by GM’s, Engineers etc., for Complicated Issues

• Used for 20% of Floor Problems

5 Short Kaizen Cycle Time (1 Hour)

5 Used Managers, Supervisors, Team Members for Floor Issues

6 Used for 80% of Floor Problems

Especially When the Plant Floor is in the Midst of Many Problems

Problem • Problem happens “all the time”

Problems Become Acceptable

Fix Problems 1x1 – Don’t Accept Them

There is a Mindset to see as a

Requires Management & hourly team members working together

6 It is not jumping to the solution before you know the Problem

Floor Abnormalities or “Problems” Originate from either:

1) N/G Design Standards (Good Design Standards = Good Results)

This is the Key to Understanding 1x1 PS

1) The 1x1 PS Method is Based on Quantified Facts:

Here are the Quantified Facts

“I think it’s a….

You Don’t Really Know “What is the Problem”

3) As Management and hourly team members learn 1x1 PS we will have

Part off location

Part Locating Answer to Customer:

Part off location

N/G Condition Added Steel Guides To

People at all Levels

Plants achieve breakthrough performance

Lean Business Unit Lean Groups

Business Unit 2 Plant People in

3 Classes are Posted on

2 Solve Problem at Home Plant Week 2 (5) days

3 Attend Advanced 1x1 Training

Solve Problems on Floor (Scored for Certification )

Solve Problems Permanently & Total Certification:

· Impact of problem is quantified relative

· Whether this a new problem or how 3

Although the problem is stated;

All (7) Sections of the Standard need a

· Same as #2 with a sketch instead of

· Impact of problem is quantified relative

to Line performance KPI's.

· Necessary conditions are directly

Same as above with a sketch instead of

1x1 Certification Standard and Feedback Sheet

Although the problem is stated;

1x1 Problem Solving

• We fix problems every day!

• We don’t accept problems in our

1. Show the specific steps of the process

1. Carry over root cause (from R/C Section)

What is the purpose of visualization?

1. What is the Problem?

2. What is the Impact?

1. Begin the task of indentifying the abnormality as soon as it is found

2. Problem is visualized & it is clear why it is a problem