Course overview
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Disciplined problem solving and 8D is a systematic approach which focuses on the causes of problems as opposed to simply addressing their symptoms! The methodology is structured into eight disciplines (8Ds), emphasizing a cross-functional team synergy let by a qualified facilitator and the use of tried-and-tested quality tools and techniques.
By the end of this interactive course and workshop participants will understand the array of ‘disciplined’ problem solving tools (including ‘Human Factors’ and ‘Multiple-path Root Cause’) and be able to facilitate and document value-adding problem-solving exercises using the Eight Disciplines (8D) in conformity with customer-specific requirements.
This course meets in full the training syllabus of AESQ RM13000:2023 (8D Problem Solving Method) and the requirements of ARP9136:2016 (Aerospace Series - Root Cause Analysis and Problem Solving [9S Methodology])
Assessment of learning is achieved through Quizzes, Tests and Exercises and a Case Study.
a downloadable (pdf) Delegate Workbook is included
The e-Learning course is intended for Champions/Sponsors, Facilitators and Team Leaders who must respond to customer requests for corrective action using the 8D process and communicate progress using the 8D Problem Solving Form.
course duration is between 16 and 24 hours
Particular emphasis is placed on empowering, as well as qualifying, the individuals who will be facilitating 8D workshops – the 8D Practitioners (aka Facilitators).
Apart from these nominated 8D Practitioners all persons participating in cross-functional problem-solving teams will benefit from attending this course.
Course details
8D standards and guidance
RM13000:2023 Problem Solving Methods
AS13000:2014 – Problem Solving Requirements for Suppliers
ARP9136:2016 – Aerospace Series - Root Cause Analysis and Problem Solving (9S Methodology)
The course is delivered over two consecutive days with continual assessment and feedback provided by the tutors.
Course structure
Section #1
Understanding and describing different types of problems
Defining what is wrong with what
Finding the causes of problems
Proving root causes
Creating and deploying corrective action [prevention – detection – avoidance]
Section #2
Overview of the 8D method
8D related terminology
8D prioritization calculator
Explanation and illustration of the 8D steps [objective, actions and essentials]
Extended team exercises
Section #1
Preamble
Disciplined problem-solving participants – facilitator and team members
Quiz: Traits of a good facilitator
Team exercise: Delivering an ‘ice-breaker’ – but why?
Overview of ‘disciplined’ problem solving
Problems related to levels of staff!
Quiz: 8D related terminology [source: AS13000:2014]
Understanding and describing different types of problems
Defining a problem
Clarifying and describing problems
Data collection – Check sheets & Data Forms
Creating an explicit problem statement
Exercise: The problem, the effect and the goal
Example: Clarifying and describing problems
Exercise: Defining ‘good’ product/service (toast & coffee)
Customer satisfaction (aka VOC) issues
Determining VOC and ‘stratification’
Exercise: Stratification analysis (Pizza delivery)
Example: Stratification analysis (Pizza delivery)
Kano Model – Customer satisfaction analysis tool
Exercise: VOC, Stratification and Kano
Defining what is wrong with what
Getting started – essential ‘structured questions’
Survey: Problem solving tools
Defining problems – ‘IS – IS NOT’ questioning
‘IS – IS NOT’ questioning matrix
‘IS – IS NOT’ questions and recorded answers
Exercise: the burned toast problem
Measles Chart
Defect Concentration Diagram
Workmanship and Visual Inspection ‘difficulties’
Finding the causes of problems
Understanding the causes of problems
The three types of causes
Exercise: Understanding the three types of causes
Domestic example of the “5-WHYS” method
Keep the team asking why – the “5-WHYS” method
Beware ‘operator error’ answers!
IAQG’s human factors (root causes)
Details of the IAQG’s human factors (root causes)
Exercise: Why did the toast burn?
Manufacturing example of 5-WHYs method
Exercise: Coolant leaking from a machine tool
ISHIKAWA diagram – aka Fishbone diagram
The “6Ms” method cause – different perspectives
Example: The burned toast problem
ISHIKAWA diagram – different ‘perspectives’
Exercise: Why did the toast burn?
Understanding ‘logic paths’ and Boolean operators
Understanding the ‘Swiss cheese’ model
Example: The car won’t start!
Exercise: multiple ‘logic paths’ of failures
Fault Tree Analysis (FTA) and Boolean operators
Example: The car won’t start!
Value Stream Mapping (VSM)
Finding root causes from different ‘sources’
Finding root causes from different ‘sources’
Proving root causes
Searching for root causes (possible/plausible/probable)
Verifying the root cause – the “therefore test”
Exercise: Root cause verification using the “therefore test”
Verifying the root cause – “Occam’s Razor”
Verifying the root cause – “Sherlock Holmes quotation”
Proving root cause – “Sense/Voting” & “IS – IS NOT test”
Exercise: Burned toast ~ using ‘IS – IS NOT’ questions
Creating and deploying corrective action
Problems ~ Corrective action ~ Goal/Target statement
Example: Problem and Goal Statements
Fixing the problem – permanently!
Determining corrective actions – Brainstorming
Determining corrective actions
Classify causes and their corrective actions
Mistake-proofing strategies
Exercise: Determining/classifying corrective actions
Tools to assist corrective action determination
Six Hats Thinking
Impact & Effort Matrix
Consider risks and make a choice
Exercise: Impact-effort matrix
Section #2
8D Problem Solving
Problem solving/documenting using the 8D method
Outline of the 8D steps
Exercise: Summary of the 8D steps – match the ‘Ds’
Exercise: Preforming an 8D triage
8D comparisons with other methodologies
8D prioritization calculator
8D timelines (AS13100-specific)
8D reporting form [AS13000]
8D reporting form [AESQ]
8D steps – objective, actions and essentials & illustration
D0 Implement immediate containment and prepare for 8D
D0 – Objective
D0 – Actions
Illustration
D0 – Essentials
Illustration
Illustration
D1 Form the team
D1 – Objective
Cross-functional team and Facilitator
D1 – Actions
Illustration
D1 – Essentials
D2 Define the problem
D2 – Objective
Make use of the actual product or photographs
Illustration
D2 – Actions
D2 – Essentials
D3 Develop containment actions
D3 – Objective
D3 – Actions
Illustration
D3 – Essentials
D4 Identify and verify root causes
D4 – Objective
D4 – Actions
Illustration
D4 – Essentials
Identification of the most probably root cause
Illustration – PROCESS root causes
Illustration – SYSTEM root causes
D5 Identify corrective action
D5 – Objective
D5 – Actions
Illustration – corrective actions aimed at the PROCESS
Illustration – corrective actions aimed at the SYSTEM
D5 – Essentials
D6 Implement corrective action
D6 – Objective
D6 – Actions
Illustration – PROCESS deployment and test
Illustration – SYSTEM deployment and test
D6 – Essentials
D7 Define and plan preventive action
D7 – Objective
D7 – Actions
Illustration
D7 – Essentials
D8 Recognize the team
D8 – Objective
D8 – Actions
Illustration
D8 – Essentials
Exercise – 8D assessment
Undertake an 8D assessment of the Case Study “The Missing Rivets”
Afterword
Immediately download your Training Certificate (pdf)
Feel free to re-do and of the Quizzes and Exercises
Qualifications & benefits
Students successfully completing this e-Learning course, and successfully undertaking the quizzes and exercises can immediately download (pdf) their training certificate containing the TEC logo and confirming their 8D Practitioner status.
Students who successfully complete the course will –
be confident in knowing that disciplined problem solving abilities meet the requirements for competency mandated by AS13000 (Appendix C)
be better equipped to maintain on-going compliance with AS13000 and 'customer-specific' requirements relating to the AESQ Problem Solving Template
identify weaknesses in their organization’s QMS documented problem solving process – and be able to address shortcomings
be confident in facilitating a cross-functional team to undertake problem solving using the 8D methodology
be equipped to train colleagues to be confident participants in 8D problem solving teams
be able to accrue IRCA CPD points because of the highly structured nature of this course
Their organization will –
be confident that their newly qualified AS13000 8D Practitioner will have appropriate knowledge/skills and can demonstrate competence
be able to demonstrate conformity to all elements of AS13000 to customers
know that the outcomes of their 8D problem solving activities will be correctly documented in the AESQ Problem Solving Template which will meet the expectations of aeroengine manufacturers