Logo Name of Institution

Apply problem solving tools

and techniques
NTQF for Level IV

UnitofCompetence: Apply problem solving tools

and techniques
ModuleTitle Applying problem solving tools
and techniques
LGCod 4 M04 LO4-07
e: 4 TTLM 0715V1
TTLMC
ode:

LO 4: Analyze causes of a problem

Learning Guide for Apply Date: June 2015
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 Instruction Sheet Learning Guide #1

This learning guide is developed to provide you the necessary information regarding
the following content coverage and topics –
Cause analysis of the problem using 4M1E
Root cause
Setting countermeasures

This guide will also assist you to attain the learning outcome stated in the cover page.
Specifically, upon completion of this Learning Guide, you will be able to –
List all possible causes of a problem.
Analyze cause relationships using 4M1E
Identify causes of the problems.
 Select root causes.
Select the root cause which is most directly related to the problem.
List all possible ways to eliminate the most critical root cause
using creative idea generation.
Test and evaluate the suggested solutions for potential complications.
Prepare detail summaries of the action plan to implement the
suggested solution.

.Learning Instructions:
1. Read the specific objectives of this Learning Guide.
2. Follow the instructions described in number 3 to 16.
3. Read the information written in the ―Information Sheets 1‖. Try to understand what
are being discussed. Ask you trainer for assistance if you have hard time
understanding them.
4. Accomplish the ―Self-check 1‖ in page 9.
5. Ask from your trainer the key to correction (key answers) or you can request your
trainer to correct your work. (You are to get the key answer only after you finished
answering the Self-check 1).
6. If you earned a satisfactory evaluation proceed to ―Information Sheet 2‖.
However, if your rating is unsatisfactory, see your trainer for further instructions or
go back to Learning Activity #3.
7. Submit your accomplished Self-check. This will form part of your training portfolio.
8. Read the information written in the ―Information Sheet 2‖. Try to understand what
are being discussed. Ask you teacher for assistance if you have hard time
understanding them.
9. Accomplish the ―Self-check 2‖ in page 14.
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10. Ask from your trainer the key to correction (key answers) or you can request your
teacher to correct your work. (You are to get the key answer only after you finished
answering the Self-check 2).
11. Read the information written in the ―Information Sheets 3‖. Try to understand what
are being discussed. Ask you teacher for assistance if you have hard time
understanding them.
12. Accomplish the ―Self-check 3‖ in page 18.
13. Ask from your teacher the key to correction (key answers) or you can request your
teacher to correct your work. (You are to get the key answer only after you finished
answering the Self-check 3).
14. If you earned a satisfactory evaluation proceed to ―Operation Sheet 1‖ in page 23.
However, if your rating is unsatisfactory, see your teacher for further instructions or
go back to Learning Activity #3.
15. Read the ―Operation Sheet 1‖ and try to understand the procedures discussed.
16. Do the ―LAP test‖ in page 24 (if you are ready). Request your teacher to evaluate
your performance and outputs. Your teacher will give you feedback and the
evaluation will be either satisfactory or unsatisfactory. If unsatisfactory, your teacher
shall advice you on additional work. But if satisfactory you can proceed to Learning
Guide #5.

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 Information Sheet-1 Cause analysis of the problem using 4M1E

1. CAUSE ANALYSIS OF THE PROBLEM USING 4M1E

CAUSE ANALYSIS means seeking the causes for the variability identified in fact
analysis. One common approach is to formulate a hypothesis, narrow the factors down,
verify them with facts, and slowly work your way down to the underlying causes.
The main objective of this stage is to confirm which measures can be taken for what
kinds of problems. After a theme is selected, the causes and effects of problems are to
be identified. This is the most important stage of the process, as it identifies the root
causes of the problems and shows what needs to be changed.
In problem-solving processes, it is very important that results are examined in line with
causes, thus identifying the cause–effect relationship. Members consider all possible
causes of the problem and see if there is any correlation among them. Then they use
data to verify the causes, narrow these down to root causes, and finally select the most
critical root cause. They then consider all possible solutions to eliminate the most
critical root cause, select the best solution, and establish a detailed plan on how to
implement it.
How to precede cause analysis?

1.1 List all possible causes of the problem

The Circle brainstorms on the causes of the problem. A very important question in this
step begins with the word why. Why the orders are incorrectly served? The
Circle members enumerate their answers to this question until they have
exhausted all possible causes.
Think of the causes
Come up with as many factors as you can that could contribute to causing the variance
(nonconformance) highlighted in fact analysis.
Key points
 Have all QC circle members participate in identifying factors relevant to
the characteristic.
 Have a brainstorming session to come up with factors and organize them on a
cause-and-effect diagram.
 Take another look at the factors on the cause-and-effect diagram and see
if anyone can add more factors. Seeing the cause-and-effect diagram very often
jogs people's memories and helps them to think of other possible causes.

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 1.1.1 Identify and Define the Effect
Step-1: identify and define the effect
 Decide on the effect to examine
 Use Operational Definitions
 Phrase effect as
 Positive (an objective) or
 Negative (a problem)

1.1.2 Using a chart pack

Step 2 - Using a chart pack draw the SPINE and create the EFFECT box.

 Draw a horizontal arrow pointing to the right. This is the spine.

 To the right of the arrow, write a brief description of the effect or outcome
which results from the process.
EXAMPLE: The EFFECT is Poor Gas Mileage.
 Draw a box around the description of the effect.

1.1.3 Identify the main CAUSES contributing to the effect being

studied
Step 3 - Identify the main CAUSES contributing to the effect being studied.

These are the labels for the major branches of your diagram and become
categories under which to list the many causes related to those categories.
 Establish the main causes, or categories, under which other possible causes
will be listed. You should use category labels that make sense for the
diagram you are creating. Here are some commonly used categories:
 3Ms and P - methods, materials, machinery, and people

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  4Ps - policies, procedures, people, and plant
 Environment - a potentially significant fifth category
 Write the main categories your team has selected to the left of the effect
box, some above the spine and some below it.
 Draw a box around each category label and use a diagonal line to form a
branch connecting the box to the spine.

EXAMPLE: below figure uses the 3Ms and P to start developing the
diagram we began in Step 2.

1.1.4 For each major branch, identify other specific factors which
may be the CAUSES of the EFFECT

Step 4 - For each major branch, identify other specific factors which may be the
CAUSES of the EFFECT
 Identify as many causes or factors as possible and attach them as sub branches
of the major branches.

EXAMPLE: The possible CAUSES for Poor Gas Mileage are listed under the
appropriate categories in figure below:
 Fill in detail for each cause. If a minor cause applies to more than one major
cause, list it under both.

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 1.1.5 Identify increasingly more detailed levels of causes and
continue organizing them under related causes or categories.
Step 5 - Identify increasingly more detailed levels of causes and continue
organizing them under related causes or categories.

You can do this by asking a series of why questions.

EXAMPLE: We’ll use a series of why questions to fill in the detailed
levels for one of the causes listed under each of the main categories.

Q: Why was the driver USING THE WRONG GEAR?

A: The driver couldn't hear the engine.
Q: Why couldn't the driver hear the engine?
A: The radio was too loud.
A: Poor hearing

Q: Why were the TIRES UNDERINFLATED?

A: No record of tire pressure
A: Difficult air stems
Q: Why were the air stems difficult?
A: Poor design

Q: Why was MAINTENANCE POOR?

A: Lack of money
A: No awareness

Q: Why was WRONG OCTANE GAS used?

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 A: Didn’t know recommended octane
Q: Why wasn’t recommended octane known?
A: No owner's manual

Below figure shows how the diagram looks when all the contributing causes that
were identified by the series of why questions have been filled in. As you can
see, there may be many levels of causes contributing to the effect.

NOTE: You may need to break your diagram into smaller diagrams if one branch
has too many sub branches. Any main cause (3Ms and P, 4Ps, or a category you
have named) can be reworded into an effect.

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Self-check-1 Cause analysis of the problem using 4M1E

Answer the following Questions in the provided answer sheet.

DETAILED EXERCISE: Construct a Cause-and-Effect Diagram to identify the

causes of computer downtime in your organization.

1. Draw a horizontal arrow to the right, write the effect (computer downtime), and
draw a box around it. (2 points)
2. Identify the main causes contributing to the effect. (2 points)
3. Draw boxes around the main categories and connect the boxes to the horizontal
arrow with diagonal arrows to form the fishbone. (2 points)
4. For each branch, identify specific factors which may be the causes of the effect.
(2 points)
5. Add increasingly detailed levels of causes. (2 points)
6. Analyze the diagram and circle causes that you can take action on. (10 points)

Note: Satisfactory rating - 10 points Unsatisfactory - below 10 points

You can ask you teacher for the copy of the correct answers.

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 Answer Sheet
Score =
Rating:

Name: Date:

Short Answer Questions

1.

2.

3.

4.

5.

6.

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 Information Sheet-2 Root cause analysis

2. ROOT CAUSE ANALYSIS

2.1 Analyze the diagram

Steps 1 - Analyze the diagram.
Analysis helps you identify causes that warrant further investigation. Since
Cause-and-Effect Diagrams identify only possible causes, you may want to
use a Pareto Chart to help your team determine the cause to focus on first.

 Look at the ―balance‖ of your diagram, checking for comparable levels

of detail for most of the categories.
 A thick cluster of items in one area may indicate a need for further
study.
 A main category having only a few specific causes may indicate a
need for further identification of causes.
 If several major branches have only a few sub branches, you may
need to combine them under a single category.
 Look for causes that appear repeatedly. These may represent root causes.
 Look for what you can measure in each cause so you can quantify the effects
of any changes you make.
 Most importantly, identify and circle the causes that you can take action on.

2.2 Select root causes

Step 2: Select root causes
From the valid causes, the QC Circle selects the root causes. If there is a direct
relationship between the cause and the problem and this cause is seen
repeatedly in the cause and effect diagram, then it is a root cause.

Seek root cause relentlessly and narrow them down

Narrow the long list of factors down to the critical cause.
 Use facts, data, past history, and personal opinions to focus on the most
important factors.
 Draw on management and administrative techniques, as well as specialist
expertise, to narrow down the number of factors.

EXAMPLE: Let's analyze the diagram we have been constructing.

 The level of detail is pretty well balanced.
 No causes are repeated.
 Poor Maintenance appears to be a cause for which you could
develop measurements.
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  Moreover, Poor Maintenance appears to be a cause that you can
take action on. It is circled in Viewgraph 8 to earmark it for further
investigation.

Analyses of causes of Poor Gas mileage:

No Causes Occurrence
1 Improper Lubrication 6
2 Poor Driving Habits 12
3 Poor Design 5
4 Poor Maintenance 230
5 Radio Too Loud 4
6 Fuel Mix Too Rich 8
7 Use Wrong Gears 7
8 Wrong Octane Gas 9
Others causes (each of them less than
9 one) 10

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 2.3 Select most critical root cause

Step 3: Select most critical root cause

Among the root causes, the Circle selects the one that is most directly related to
the problem. Voting can be used to decide which root cause to work on.

Using check sheet the causes of poor gas mileage in terms of weightage
illustrated as follow:

No Causes weightage cumulative percentage Cumulative

percentage
1 Poor Maintenance 230 230 79.04% 79.04%
2 Poor Driving Habits 12 242 4.12% 83.16%
3 Wrong Octane Gas 9 251 3.09% 86.25%
4 Fuel Mix Too Rich 8 259 2.75% 89.00%
5 Use Wrong Gears 7 266 2.41% 91.41%
6 Improper Lubrication 6 272 2.06% 93.47%
7 Poor Design 5 277 1.72% 95.19%
8 Radio Too Loud 4 281 1.37% 96.56%
Others causes (individually each of
9
them less than or equal to one) 10 291 3.44% 100.00%
SUM 291 100.00%

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 © From the pareto diagram most critical root cause for poor gas mileage is
Poor Maintenance

Step 4: List all possible ways to eliminate the most critical root cause
Again the QC Circle brainstorms to generate ideas from the members. The
leader must be able to challenge the members to be creative, to let go of their
preconceptions. If a QC Circle hits a mental block—that is, it is not able to
come up with ideas—it leaves the list where everyone can see it (e.g., on a wall
in the workplace) and add new ideas easily. This helps provide a longer list for
consideration at the next meeting.

Step 5: Select a best solution

The suggested solutions must be carefully evaluated and tested for potential
complications. The QC Circle can use matrix diagrams to select the best
solution.

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 Self-check-2 Root cause analysis

Answer the following question

1. List and explain the steps of root cause analysis. (20 points)

Note: Satisfactory rating - 14 points Unsatisfactory - below 14 points

You can ask you teacher for the copy of the correct answers.

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 Answer Sheet
Score =
Rating:

Name: Date:

Short Answer Questions

1.

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 Information-3 Setting countermeasures

3. SETTING COUNTERMEASURES

Establish a detailed plan

The next step is for the QC Circle to flesh out the details on the implementation of
the solution by asking the question ―How?‖ For each activity, someone is given
responsibility and a timetable. The details of the plan are summarized in a Gantt
chart.

Plan the countermeasures action

Plan the countermeasures action so that the cause identified in cause analysis
does not recur.

 Plan corrective actions for each confirmed cause.

 Do not worry about the practicality of the countermeasures actions at
this point. Come up with a wide range and large number of
suggestions.
 Put the priority on those actions that your circle can implement on its
own authority.
 Narrow down the countermeasures action plans and focus on the
one(s) you want to implement.
 Actively solicit management and staff opinions.

Points to remember:
1. Make a table that shows the problems, the corrective actions, what you are
trying to accomplish, how you intend to accomplish it, and who is going to be
responsible for doing it.
2. This is an excellent way to show the linkage between the problems and the
countermeasure actions. It shows clearly how the countermeasure actions
address the problems identified in the cause analysis stage, thereby
highlighting the cause analysis’s effectiveness.
3. Be sure to indicate what the actions are intended to accomplish and who is
going to do what.
4. Adding information on each of countermeasure actions helps every one
understand what is being done, how, and why.

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NO PROBLEMS COUNTERMEASURE PURPOSE METHOD WHO
DOES
Delivery takes a long Create and post maps Shorten Draw up YAMADA
1 time because location to customer sites so delivery times shortcut maps
is unclear delivery people will not (see I below)
get lost
2 Do not know how long Rank customers (A, B, Avoid Draw up at-a- ALI
things will take C, D) by how long it impossible glance travel
takes to get there and scheduling time guides.
back (see II below)
Do not know Create a delivery truck Get better Draw up HAGOS
3 beforehand how many log patterned after the scatter in truck weekly delivery
trucks are needed work schedule for part- reservation and schedules (see
time workers, to more efficient III below)
minimize reservation use of people
duplication
Person in charge is Delegate authority for Facilitate Draw up ADDISSU
4 not getting trucks and smoother weekly work
there buses ready operation schedules with
area of
responsibility.
(see lV below)

I. Shortcut map

ISUZU

GAS TRAIN
STATI STATI
ON ON

JUJO

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ll. At-glance travel time guide (2:30-5:30)
Min. Min. Rank Land mark Map
to from
CHALA AUTO 20 40 C WOLLEGA 3

MOLLA AUTO 15 25 B ADISS ABABA 2

MOLLA TOYOTA 13 30 B NAZERIET 1

SAMI COROLLA 15 35 C DEBEZEIET 2

III. Weekly delivery schedule

Customer A B
Mins. 20 30
1 2 3 4 5 6 7 8 9 10 11
A
15 (M) A

B
16
C (T)

C
17
C (W)
B

IV. Weekly work schedule

SUN. MON. TUE.

ALI Counter Counter -
HAGOS - Dispatcher
FATUMA Bus Bus
Rounds CHALLA Rounds Rounds
Bus SELAM Dispatcher _ _

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 Self-check-3 Setting countermeasures

Answer the following question.

1. Make a detailed countermeasure plan for the given suggested solution. (10 points)

Note: Satisfactory rating - 7 points Unsatisfactory - below 7 points

You can ask you teacher for the copy of the correct answers.

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 Answer Sheet
Score =
Rating:

Name: Date:

Short Answer Questions

1. _

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Operation sheet -1 Cause
Self-check-3 Settinganalysis of the problem using 4M1E
countermeasures
4. OPERATION SHEET FOR CAUSE ANALYSIS OF THE PROBLEM USING 4M1E

TTLM Development Date: January 2012

Manual Page 22
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Author: ecbp/MoE – TVET Outcome Based Training Core Process
TTLM Development Date: January 2012
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21
 LAP Test Practical Demonstration

5. LAP TEST
Name: Date:
Time started: Time finished:

Instructions: Given necessary templates, workshop, tools and materials you are required
to perform the following tasks within 4 hours.

Task 1: Prepare tools and equipment.

Task 2: Think all possible factors of problem:

 Brainstorming
 Process flow
 Fish bone diagram
Task 3: Narrow down them the most important factors.

 Fish bone diagram

 Why-why analysis
 Tree diagram
 Matrix
Task 4: compile and compare data on the most important factors.

 Histogram
 Control chart
 Pareto diagrams
 Stratification

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 6. LIST OF REFERENCE MATERIALS

No Name books Author Remarks

1 QC CIRCLES (LEADERS’S GUIDEBOOK FOR LEVEL JUSE press.
IDENTIFICATION LTD
2 KAIZEN (THE KEY TO JAPAN’S COMPETITIVE MAASAKI
SUCCESS) EMAI
3 QC PRACTICES TAKANORI
YONEYAMA
4 QC STORY LINE TADASHI
SUGIURA
5 FUNDAMENTALS OF QC CIRCLES JUSE Press,
LTD.
6 KAIZEN NATIONAL MOVEMENT JICA
7 KAIZEN BEST PRACTICES OF QC CIRCLES JICA
8 KAIZEN MANUAL (APP) EKI
9 KAIZEN MANUAL (THEORY) EKI
10 HOW OPERATE QC CIRCLES JUSE
11 BASICS OF IE
12 HAND BOOK FOR TQM AND QCC (VOL I & II) 1999
13 SAFETY MANUAL AND GUIDE

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