The problem solving memory jogger pdf

To help teams apply the model, training and quality managers asked us for a resource that would provide more guidance on the problem solving process. This easy-to-use pocket guide shows readers how to use the quality improvement tools of the Memory Jogger II in a problem-solving context, and recommends the appropriate tools for each step of the way. The book explains the importance of a systematic approach to problem solving, and walks readers through the model, explaining key concepts and how to do the sub steps.

A case example links the steps, showing how one team used the tools to improve a real-world business process. A second case example shows how to create a problem-solving storyboard.

The book is designed for both beginning and advanced teams: a special section shows teams how to "turbo-charge" each step with the 7 MP tools and the creativity tools. Empower your workforce by adding your organization's logo, mission statement, or customizing the content to your organization's needs.

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Aligning Strategy and Sales Frank V. What records will be kept? By whom? This report contained a recommendation for appointing someone from managementto be responsible for monitoring key performance areas t o ensure t h a t ABC was able t o "hold the gain" in t h e new roduct development process and t o identify otRer possible ways of improving the proces6 in the future.

The team recommended t h a t t h e reviews focus on t h e following: Feedback from the book reviewers on t h e quality of t h e graphics The number of unacceptable graphics The frequency and duration o f delays caused by reworking unacceptable graphics Jeremy accepted responsibility for tracking and reporting these measures a t monthly management meetings.

How can I turbo-charge this step? Use computers and Intranets for instantly communicating information. Use Force Field Analysis to identify the driving and restraining forces that will influence the required process change s.

See MJII, p. Use the Affinity Diagram and the Interrelationship Digraph to organize the data and focus on the important issue s affectingthe change. See MJII, pp. Use the IS0 Standards as a formal or informal process to standardize your processes and documentation. See MJR, pp. What concepts must I understand to do this step? Learning Organization In a learning organization, knowledge is defined, documented, reviewed, updated, and easily available to everyone in the organization.

The knowledge that team members and leaders have aained about what worked, what didn't work,kdwhatneeds to bedonenext if anything , should be clearly understood and documented. When teams share their results, it helpsreinforce what they learned and helpsothers in the organization to benefit from the team's experience so that future problem-solving efforts and team performance can be improved.

Human Dynamics and Team Spirit To have good teams and good teamwork, team members need to: Continually build on their knowledge and skills. Build and manage cooperative relationships with others. Do what they can to create environments and processes that encourage people to excel in their work. What actions must be taken in this step? How do I do it? Assess the problem-solving process the teamused and the results achieved. Recommend changes, if needed.

When teams make reflection and assessment part of the regular problem-solving process, they can avoid making costly mistakes in the future and can develop more productive ways of working. Pay special attention to the processes that produced the results, not just the results.

How could it be better next time? Check: What did the team find when they checked? Brainstorm a list of lessons learned. What did you learn about: - Yourself as an individual? In light of this, the team made a recommendation to Delaney, the Director of Human Resources,to improvethe department's process for determinine training needs ty providing s t a f f with more detailed information about course objectives and content. The highest score of "10" was given t o "Participation.

Continue the improvement process where needed; standardize where possible. Continue talking with customers. Seek other opportunities for improvement. Consider reviewing the team's Pareto Chart from Step 1 to select the next problem area to focus on. Consider new problems that were identified during the problem-solving process hut were put on a "to do" list or "parking lot". If this is true, charter a new team to address the problem or refer the problem to management or an improvement steering team.

Celebrate success. Celebrate the contribution of team members and everyone else inside or outside of the organization that supported the team's efforts. It helps to reinforce the positive feelings that come from working together to solve problems. There are many ways to celebrate: Hold a party However your team chooses to celebrate, make sure it will be enjoyable for everyone. Use the Intranet to post the team'slearmngs Thls communication will contribute to the mamtenance of a leanung organlzahon Recognize and reward people for their work.

H Creating a Storyboard What does a storyboard do? A storyboard is a self-explanatory, graphic summary of the key analyses, decisions, and actions of the problem-solving process. It keeps the organization informed of the team's progress during the Plan, Do, Check, and Act steps.

What concepts must 1 understand to create a storyboard? How the team's problem-solving effort addresses a customer-related problem. The team's purpose and objectives the problem statement. How the team used the tools, and what actions were taken to address the problem. Who was involved in the problem-solvingprocess.

What data were collected, and how the team interpreted the data. The proposed solution. The targets, milestones, and results of the project. What actions need t o be taken to create an effective storyboard? Summarize the team's activities and results so that the storyboard text is simple, clear, and interesting to non-team members.

Create graphs and charts that are accurate and easy to understand. Organize information to show the sequence of events and actions as they occurred during the problem-solving process. Show the relevance of the team's obiectives to the organization's objectives. Assemble the materials and people needed to create the storyboard. Have ready: - A corkboard, whiteboard, or other flat surface you can post paper on - Index cards or Post-it "Notes - Pushpins or tape - Colored markers or pens rn - Camera.

Post the storyboard where it will be visible to everyone in the organization. Use the storyboard to chart progress and to keep others informed. Display the storyboard on a commonly used bulletin board, meeting room, or other heavily used public wall space.

Consider using the company's 1n. Develop the storyboard. The storyboard your team creates can be developed either dunng or after the implementation of the process improvement effort. Post the problem statement on the storyboard. Post information about the team, such as team member names, roles, and tasks assigned. Summarize the work that is completed in each step or sub-step of the problem-solving process. Use photographs, graphs, and data wherever possible rather than narrative.

Clearly show any improvement in the problem area selected, and the team's and organization's measures of success. Mention what the team has learned about teamwork, a particular process, the organization, its suppliers, and its customers.

Instead, write labels on the graph rtself. Ask "What is the trend we want to show7" 'Ilus trend mav not be the order in which you collected the data. Storyboards also help maintain continuity when team membership changes. Consider using a software package to generate and store the storyboard Creating a Storyboard..

Handy Checklist for Creating an Effective Storyboard. Creating a Storyboard ? Now t h a t the space needs of i t 5 growing student population had been me the staff and administration felt t h a t they should addreas other important issues. For the f i r s t time, the annual survey of i t s stakeholden showed a decrease In satisfaction Bchooi board meetings had come t o be dominated by parents and t e a c h e n unhappy with the educational programs.

Step 1. Describe the Problem? Sources of. Step 3. Ths was caused by a curriculum that had been stretched to flt too many students of different ages Step 4. Develop a Solution and Action plan? Milestones Finance committee approved proposed budget with some debate O f f e r accepted, new hire began a t t h e s t a r t of the new school year with a oneyear contract Principal, team approved new curriculum Raymond, Larry.

Ritter, Diane and Michael Brassard. Envisioning information. Cheshue, CT: Graahics Press. In-depth descriptions of these methods arcbeyond the scope of this book. However, readers who want to refine their problemsolving skills can refer to the resources listed below. Design of Experiments A statistical process for determining the effects of changes that are introduced into a process under controlled conditions.

The purpose of the experimentation is to make a process more robust by reducing possible sources of variation that could destabilize the process.

Taguchi, Genichi and Yoshiko Yokoyama. Taguchi Methods: Design of Experiments. Quality Engineering, Volume 4. Barrentine, Larry R. An introduction to Design of Experiments. A Simpli5ed Approach.