MIDLANDS

INNOVATION

Problem Solving for

Technicians

Ed Bowerman
MI TALENT Training Manager

Welcome!
Image © Copyright MTC
Housekeeping

12:30 – 16:00

13/11/2024 2
Introductions in the chat

Pause and gather your thoughts about what you want from
this session.

Please introduce yourself:

• Your name and department and University

And then if you want to ….

• Share your hopes or expectations for this course.

13/11/2024 3
Aims
– Problem Solving for Technicians

In this workshop we will aim:

1. To learn the basic principles of root cause analysis
2. To introduce various problem solving tools
3. To practice using a technical activity case study
4. To network with peers from different institutions

13/11/2024 4
Introductions in the chat

Pause and gather your thoughts about what you want from
this session.

Please introduce yourself:

• Your name and department and University

And then if you want to ….

• Share your hopes or expectations for this course.

13/11/2024 5
An icebreaking exercise

▪ A quick, anonymous two minute poll

“What problem solving have you done?”

(you can click on multiple options)

13/11/2024 6
1. Problem Solving Basics - What is a ‘Problem’?
“These smaller items that keep cropping up, they are the snowballs that could become avalanches.”

▪ Our definition of a problem :

‘Something that deviates from the ideal situation or standard’.

“A lack of transparency of basic processes leads to a focus on fire fighting and fixing symptoms not causes.”

13/11/2024 7
1. Problem Solving Basics - What is a ‘Problem’?

▪ Our definition of a problem :

‘Something that deviates from the ideal situation or standard’.

Graphic credit: Process Excellence Leadership Academy

13/11/2024 8
1. Problem Solving Basics - What is ‘Problem Solving’?

▪ Problem solving is
‘the activity of permanently eliminating the problem’.

13/11/2024 9
1. Problem Solving Basics - What is ‘Problem Solving’?

▪ Problem solving is
‘the activity of permanently eliminating the problem’.

• Contain the problem

• Make changes to stop it happening again

▪ Quality professionals refer to this as ‘root cause analysis’

13/11/2024 10
 1. Problem Solving Basics – a Problem Solving landscape

Cultural / Workplace Principles 1. 3C.

▪ Visual management 2. Action Learning Sets.
3. 5 Whys.
4. A Timeline.
▪ Technical colleagues are 5. Compare and Contrast including Fly forward and Fly
• alert 6.
backward.
Who What When Where How.
• able to detect deviations from standard 7.
8.
Is and Is Not Table.
Ishikawa Fishbone Diagram
• empowered 9. 8D.
10. PDCA (small controlled changes).
11. Six Sigma (DMAIC and DMADV).
▪ Responsibilities and escalation routes are clear

13/11/2024 11
1. Problem Solving Basics – a Problem Solving landscape
“We need to solve the smaller problems, more frequently, lower down the organization.”

• Point of cause = what you see

• Direct cause = immediate cause
• Root cause = what needs solving

“I wondered why the frisbee always looks bigger when it gets close to me? And then it hit me.”

13/11/2024 12
 1. Problem Solving Basics – a Problem Solving landscape

Various different tools and techniques – from speedy reviews to more in-depth analysis

3C.
Action Learning Sets.
Speed 5 Whys.
increases A Timeline.
Compare and Contrast including Fly forward and Fly backward.
Who What When Where How.
Is and Is Not Table.
Ishikawa Fishbone Diagram
Effectiveness 8D.
increases PDCA (small controlled changes).
Six Sigma (DMAIC and DMADV).

13/11/2024 13
1. Problem Solving Basics – a Problem Solving landscape

Or another way of expressing that…..

13/11/2024 14
1. Problem Solving Basics – a Problem Solving landscape

Or another way of expressing that…..

13/11/2024 15
1. A quick word on ‘Troubleshooting’

▪ Troubleshooting looks at the components of

a system and how they work together
▪ Uses a sequence of steps and decision
logic
▪ A similarity to problem solving:
• Go to the “gemba” which is Japanese for
“the actual place”

13/11/2024 16
Any questions?

Take-away
Which basic principle of problem solving is new to you?

Take a moment to reflect on how you might use these insights in your
technical workplace.

End of Section 1
Section 2

Problem Solving Tools

2. Introducing the ‘Timeline’ problem solving tool

▪In this next section we will introduce:

• ‘Timeline’ problem solving tool
• Compare and Contrast technique
• 5Ws and 1H questions
• Is and Is Not table

13/11/2024 19
2. Timeline

▪ A visual tool that sets out a series of events in chronological

order on a linear timeline.
Before? After!

▪ Use the timeline to tell the story to someone else and get
their objective insight into what the problem is.

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2. Timeline

• Helps to check which versions or processes were

deployed and when.
• Help with monitoring changes between process
deployments.

13/11/2024 21
2. Using a blend of tools and techniques

▪ 5Ws and 1H questions

▪ Compare and Contrast technique
▪ Is and Is Not table

13/11/2024 22
2. Who What When Where Why How (5Ws and 1 H)

▪ Apply these questions to your problem

Sometimes known as Kipling’s questions because
Rudyard Kipling referred to them in his poem “The
Elephant’s Child” which starts with these lines:
I keep six honest serving-men:
(They taught me all I knew)
Their names are What and Where and When
And How and Why and Who.
I send them over land and sea,

▪ Consider our earlier definition of a I send them east and west;

But after they have worked for me,
problem and ask questions around I give them all a rest.

the deviation from the standard and

the size and duration of the problem

13/11/2024 23
2. Who What When Where Why How

Who does it? Where is it done? Why does that person

Who should be doing it? Where should it be do it?
done? Why do it there?
Who else can do it? Where else is it done
correctly? Why do it that way?

What is being done? When is it done? How is it done?

What else can be done? What other times? Any other ways of doing
What else should be What timing issues are it?
done? there? Used in other ways?
13/11/2024 24
 2. Who What When Where Why How (Technical Example)

One of the 3D printers that is used to train students has created

a product that is 150 microns oversize.
▪ Who: Michael found the problem.

▪ What: Cylinder was printed 150 microns too big.

▪ When: Wed 8 Feb 2023 afternoon.

The cylinder in the morning session for Raj was good.
▪ Where: It was found on machine 2-01.

▪ Why: (Why is this a problem?) This disrupted the class.

(Why did the problem occur?) Something changed since the morning session.
▪ How: (How big a problem is this?) Reputational damage - the learning objective was not met.
(How did the problem occur?) Machine 2.01 is different to the other machines.
13/11/2024 25
2. Using Compare and Contrast

▪ Select two points in time, with info taken from your timeline
▪ Create a table that contrasts similarities and differences
• Record the details of the ‘before’ state and the ‘after’ state
• Record the facts of the conditions
• Cover as many themes that you can imagine at this point
oProcesses used
oMachine standards
oVenue
oList of employees involved
oTheir skills/qualifications

13/11/2024 26
2. Using Compare and Contrast (Technical Example)

You can also combine the ‘Compare and Contrast’ with the
‘5Ws and 1H’
▪ In the previous example, you could use this ‘5Ws and 1H’ to
identify the areas that you want to investigate further

▪ Any suggestions?

13/11/2024 27
2. Using Compare and Contrast (Technical Example)

You can also combine the ‘Compare and Contrast’ with the
‘5Ws and 1H’
▪ In the previous example, you could use this ‘5Ws and 1H’ to
identify the areas that you want to investigate further
▪ You could run a compare ▪ You could run a compare
and contrast on the and contrast on the
different machines morning session and
▪ 2-01 versus 1-01 and 3-01 afternoon session
o What settings? o Cleaning over lunch?
o When last calibrated? o What features re-set?
o List of employees involved o When last calibrated?
o Their skills/qualifications o List of people involved
13/11/2024 28
2. Is and Is Not table

IS IS NOT Differences
▪ A table that makes
the investigator
deliberately think
about the problem
and the boundaries in
which the issue
exists

13/11/2024 29
2. Is and Is Not table
Likely source of the product defect IS IS NOT
Standard Operating Procedure exists x
Standard Operating Procedure followed x
Technicians trained to use Standard Operating Procedure x

Standard Operating Procedure correct x

Control plan for Standard Operating Procedure exists x
Control plan for Standard Operating Procedure is being
followed
x

▪ In this example, the source of the product defect is likely to be caused by the SOP being incorrect.
▪ You might then use this information to ask more detailed questions.
• Next steps: Use the timeline to understand how the SOP became incorrect.
• Next steps: Use the Compare and Contrast technique to better understand why the SOP is incorrect.

13/11/2024 30
2. Is and Is Not table – other combinations of tools

Likely source of the product defect

▪ You can also combine the ‘Is
IS NOT Differences
WHO
IS
and Is Not’ table with the 5Ws
and 1H.
WHAT
▪ In the previous example, you
WHEN
could use this to provide added
WHERE
focus to the SOP fault.
• For many ‘simple’ quality issues, this
WHY tool leads directly to the root cause.
• For more complex problems, it helps
HOW
identify the key performance variables
requiring further study.

13/11/2024 31
2. Is and Is Not table – using it to define the scope

IS IS NOT Differences
▪ An unclear scope can lead to you
WHO
wandering off the path and solving
unimportant problems WHAT

• So this technique is useful in finding out and WHEN

defining where the root cause IS NOT!
WHERE
• Use it at the start of the root cause process
(before starting on more complicated tools) WHY
• Or use it part way through when you have
HOW
lost your way and need to re-focus

13/11/2024 32
2. A technical activity case study relevant to your workplace

Using the ‘Is and Is Not’ table and Timeline technique to

investigate a reported (fictional!) teaching quality concern that
has been raised in a (fictional!) medical department

13/11/2024 33
2. Medical Technical Teaching Problem

The wrong teaching curriculum was delivered by the School of Medicine to

students at Oakham University in UK in May 2021. Students reported confusion
that they had received the same material on drugs dosage the week before.
Duplication – the pharmacy department had delivered the same practical on
dosage! This took place at Oakham University in the UK but reports suggest that
there was no such problem in the French partner university in Toulouse.

Some root cause investigation has already taken place and some data has been
gathered from the last 12 months.

Put this information into a timeline and then add some facts in to the Is and Is Not
table.

13/11/2024 34
▪ Some root cause
investigation has
already taken place
and some data has
been gathered from
the last 12 months.
• Put this information
into a timeline
• Then add some facts
in to the Is and Is Not
table.

13/11/2024 35
▪ Put this information
into a timeline

▪ Then add some facts

in to the Is and Is Not
table.

13/11/2024 36
13/11/2024 37
2. For this example….

▪ Point of cause – what was seen.

▪ Direct cause – immediate cause.
▪ Root cause – what needs solving.

13/11/2024 40
2. Any practical applications that you want to discuss?

Any questions or comments?

13/11/2024 42
Summary so far

In this workshop so far, we have:

▪ heard about the ‘Timeline’ problem solving concept.
▪ seen how this tool interacts with the ‘Is or Is Not’ tool.
▪ run through an example related to technical activities.
▪ discussed real life issues and experiences.

13/11/2024 43
Any questions?

Take a moment to reflect on how you might use these insights in your
technical workplace.

End of Section 2
Section 3

Troubleshooting
Aims of the next two sessions

We will aim to:

3. learn the basic principles of troubleshooting
4. introduce the ‘Fishbone Diagram’ problem solving tool and
the ‘Five Whys’ tool and
the ‘Look Up Table Troubleshooting’ tool.

13/11/2024 46
3. Troubleshooting

▪ Troubleshooting looks at the components of

a system and how they work together

13/11/2024 47
3. Poll – in the chat

▪What type of systems or components are you

involved in troubleshooting?

• “System” =
‘a set of things working together as parts of a mechanism’
‘an interconnecting network’
‘a set of principles or procedures according to which
something is done’
‘an organised method’

13/11/2024 48
3. Troubleshooting

▪ Troubleshooting looks at the components of

a system and how they work together

▪ Uses a sequence of steps and decision

logic

13/11/2024 49
3. Troubleshooting flow chart challenge

▪ Starting at the box at the top of the

document

▪ Work your way down and create a

troubleshooting flow chart by using
drag and drop

13/11/2024 50
3. Troubleshooting

▪ Troubleshooting looks at the components of

a system and how they work together

▪ Uses a sequence of steps and decision

logic

13/11/2024 51
 Is the spillage of a Sweep or wipe up, dispose
YES hazardous, toxic or NO substance and/or tissue in
Spillage Procedure yellow GM clinical waste bags.
corrosive substance, a Clean area with soapy water.
Flow Chart CMR or a solvent? Dry thoroughly.

Is it a spillage within
the fume hood? NO
YES Make area safe, immediately
evacuate the lab and seek
Is it a small spill? NO assistance from the technical
(Approx. <10ml) team. Person attending the spill
Is it a small spill? NO Make area safe, immediately site must be in full PPE and a
(Approx. <10ml) evacuate the lab and seek respirator is required.
assistance from the technical
team. Person attending the spill YES
YES site must be in full PPE and a
respirator is required.
Is it a solvent or NO
acid/base spill?

Do not let product enter drains. YES

For liquid spills: Absorb with tissue and leave the tissue in the fume
hood until the substance has evaporated. Dispose of tissue into Make area safe. Sweep up or absorb
Absorb with tissue and leave the with inert material and keep in a
yellow bin (in secondary container if necessary). Clean area
tissue in the fume hood until suitable closed container for disposal
thoroughly with soap and water.
the substance has evaporated. via hazardous waste store. Clean area
Dispose of tissue into yellow thoroughly with soap and water.
For solid spills: Sweep up or absorb with inert material and keep in
bin. Clean area thoroughly with Inform a member of the technical
a suitable closed container for disposal via hazardous waste
soap and water. team.
store. Clean area thoroughly with soap and water. Inform a
member of the technical team.

ANY SPILLS OF HAZARDOUS OR CORROSIVE SUBSTANCES ONTO SELF – immediately remove contaminated clothing, wash any contact areas with tepid water
(and soap) for 15mins, contact technical team/first aider. Medical assistance will be sought if required.
 YES Is the substance a NO
Waste Disposal solid, gel or paste?
Flow Chart
* If solvent is
Is it hazardous or toxic mixed with an
or a CMR? NO YES acid or base,
Is it a solvent? neutralise first
YES NO

Is it halogenated?*
KEEP IN CLOSED
CONTAINER AND Is it an acid or base or YES
DISPOSE OF VIA YELLOW GM NO
other corrosive? YES
HAZARDOUS WASTE CLINICAL WASTE
TO HALOGENATED
STORE BAGS WASTE SOLVENT
NO BOTTLE, then to
hazardous waste store TO NON-HALOGENATED
WASTE SOLVENT BOTTLE
then to hazardous waste
NO Is it hazardous or toxic store
or a CMR?
Is it concentrated?
NO
YES YES

TO DRAIN WITH
COPIOUS AMOUNTS
OF WATER
KEEP IN CLOSED CONTAINER AND KEEP IN CLOSED CONTAINER AND DILUTE TO <1%
DIPOSE OF VIA HAZARDOUS DIPOSE OF VIA HAZARDOUS WASTE CONCENTRATION OR
WASTE STORE. (Small amounts STORE. (Small amounts dilute to NEUTRALISE, THEN TO
dilute to concentrations <1%, concentrations <1% or neutralise, DRAIN WITH COPIOUS
then to drain with copious water.) then to drain with copious water.) AMOUNTS OF WATER
 3. Troubleshooting Basics – a Problem Solving landscape

Various different tools and techniques – from speedy reviews to more in-depth analysis

3C.
Action Learning Sets.
Speed 5 Whys.
increases A Timeline.
Compare and Contrast including Fly forward and Fly backward.
Who What When Where How.
Is and Is Not Table.
Ishikawa Fishbone Diagram
Effectiveness 8D.
increases PDCA (small controlled changes).
Six Sigma (DMAIC and DMADV).

13/11/2024 54
3. Troubleshooting Basics – a Problem Solving landscape

Or another way of expressing that…..

13/11/2024 55
Top Tips

▪Go to the “gemba” which is Japanese for “the actual

place”
▪Finish all the troubleshooting steps – don’t just stop at the
first answer
▪When applying lessons, be hard on the process and easy
on the people
▪Compare and Contrast (Spot the difference)
▪Swap components
▪Use Component Maintenance Manuals!

13/11/2024 56
Any questions?

Take a moment to reflect on how you might use these insights in your
technical workplace.

End of Section 3
Section 4
Troubleshooting Tools
Introducing the ‘Fishbone Diagram’
problem solving tool and how it interacts
with the ‘Five Whys’ tool and the ‘Look
Up Table Troubleshooting’ tool.
4. Introducing the ‘Fishbone’ problem solving tool

▪ In this next section we will

• introduce the ‘Fishbone’ problem solving tool
• profile different tools and methods
• provide information to help you choose which tool(s) are best for your problem
• discuss these options

13/11/2024 59
4. Ishikawa Fishbone Cause and Effect Diagram !!

▪ A good way of visualizing

and sorting ideas into
themes and ideas
▪ Good for livening up a
team’s thinking when it has
started to run out of ideas.
▪ It lends itself to a group
brainstorming session.

13/11/2024 60
13/11/2024 61
13/11/2024 62
13/11/2024 63
4. Using a blend of tools and techniques

▪ Fishbone diagram
▪ Five Whys
▪ Look up table tool
▪ Troubleshooting

13/11/2024 64
13/11/2024 65
 The temperature in the room was too hot
causing the manufactured part to be the

4. Five Whys wrong size.

Why? Why was the room too hot?

The thermostat on the wall was turned

▪ Asking ‘why’ five times (or more) up too high.

enables us to dig a bit deeper into Why?

Why was the thermostat on the wall
turned up too high?

one of the legs of the investigation The importance of keeping within the
acceptable temperature range was not

• Something ambiguous known by the room users.

Why was the importance of keeping

• Something obvious Why? within the acceptable temperature range
not known by the room users?

• Something recurring across diagram The standard for the room temperature
range was not visible.

▪ You can work your way through Why?

Why was the standard for the room

the various ‘causes’ as you ask

temperature range not visible?

Ownership of the room and its standards

‘WHY?’ is not defined in a Quality Control Plan.

Point of cause = what you see Why?

Why was ownership of the room not
defined?
Direct cause = immediate cause School leadership and Estates
Department have not agreed on building
Root cause = what needs solving ownership.

School leadership and Estates Department to define ownership of room.

Action A Quality Control Plan to be created to include responsibilities and room standards.
13/11/2024 Room standards to be displayed next to the thermostat. 66
4. Fishbone and accompanying look up table

Look-up table
Effect Cause Fix

The manufactured part is The environment in the Set a standard for the
the wrong size workshop is too hot. temperature and monitor
the compliance to this
standard.
The manufactured part is The environment in the Set a standard for the
the wrong size workshop is too humid. level of humidity and
monitor the compliance to
this standard.

13/11/2024 67
4. Fishbone and accompanying look up table … and
accompanying troubleshooting!
Example Troubleshooting Procedure
The manufactured part is the wrong size
A. Check the environment in the workshop.
i. If it is too hot then adjust the temperature control. Record this as a
lesson learnt. Check why the standard temperature bandwidth is not
being adhered to.
ii. If it is too humid then adjust the humidity. Record this as a lesson
learnt. Check why the standard humidity bandwidth is not being
adhered to.
If environment is satisfactory then go to Step B.
B. Check the specification of the material being used.

13/11/2024 68
4. Practice session - Using a technical activity case study

In the next group exercise you will:

(a) practice filling in the fishbone diagram

(b) practice turning this fishbone into a useful troubleshooting
or look-up table.
(c) pick a problem from within your group and create your
own fishbone diagram or look-up tables.

• The blank templates will be circulated

13/11/2024 69
4. Practice session – some answers!

• Fishbone Diagram
• Microscopy and imaging Method Machine Materials

Wrong exposure Wrong software

Dirty lens

Out of focus Wrong lens

Wrong mode
Blurry
photo
image
Untrained

Too dark
Out of calibration Shaky hands

Subject moving
too fast
Measurement Manpower Environment

13/11/2024 70
4. Practice session – some answers

Turning this fishbone into a useful look-up table.

Look-up table
Effect Cause Fix
I have a blurry image Light setting keeps changing back to a. Check to see if the rheostat light
‘zero setting’. intensity control is as it should
be.

13/11/2024 71
4. Practice session – some answers

Turning this fishbone into a useful troubleshooting list

Troubleshooting
1. I have a blurry image
a. Check to see if the rheostat light intensity control is as it should be.
i. Turn up the light reading. Write down this change as a tip on the start up process (does it revert
back to the setting each time you turn it on?).
b. Check the lens
i. etc

13/11/2024 72
Section 5
Network and sharing experiences
5. Any practical applications that you want to discuss?

Any questions or comments?

13/11/2024 74
Summary – Closing Comments – Questions – Feedback

Have we met our aims?

▪ to hear about the problem solving concepts.
▪ to see how the tools can be applied.
▪ to run through an example related to technical activities.
▪ to share real life issues and experiences.

13/11/2024 75
Thanks! Any questions or comments?

Feedback
https://forms.office.com/r/Af6ytdm30C

13/11/2024 76
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