8D

A Problem Solving Methodology

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 Goal Of The Training Module To Understand…
• What is 8D?
• What is Problem?
• Problem Solving Problems
• PDCA Approach
• About 8 Disciplines
• Brief On Each “D”iscipline And Techniques Used To Draw Those
• Examples on Each “D”iscipline Writing

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 What is “8D”?

• Eight Disciplines (8Ds) Problem Solving is a method developed

at Ford Motor Company used to approach and to resolve problems,
typically employed by engineers or other professionals. Focused on
product and process improvement, its purpose is to identify, correct,
and eliminate recurring problems.
OR
• A structured approach to define, contain, identify root cause(s) and
corrective action(s) to be employed for an identified problem
(concern, non-conformance, etc…), the verification of the cause(s)
and corrective action(s) and actions taken to prevent recurrence.

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 What is “Problem”?

• “Problem is an undesirable event” or Any Gap between what is

expected and what is obtained , can be called as a Problem, and
any effort to reduce this gap can be called as “Problem Solving”

Expected

(Gap ?) A Problem!

Obtained

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 Problem Solving problems

• Problem is described incorrectly or inadequately

• Some of the 8-D steps are skipped or ‘sluffed off’
• Poor team make up or poor participation
• Lack of team technical expertise and skills
• Incorrect or incomplete root cause was identified
• Preconceived notions clouded the problem solving process

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 PDCA Approach
• A systematic approach to problem solving that includes verification
of effectiveness of actions taken and continued focus until desired
results are achieved
PLAN: DO:

•Analyze the cause •Develop a plan to implement

•Identify the problem the actions
•Determine actions to take •Communicate the plan
•Execute the plan

ACT: CHECK:

•Evaluate the results •Monitor the progress of the

•Standardize the actions taken
that are proven effective to
prevent recurrence
•Start the PDCA cycle again if
the desired results are not
achieved
implementation plan
•Modify the implementation
plan if necessary
•Monitor the results of the
actions implemented

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The 8 Discipline Process
D0 • Awareness Of Problem

D1 • Establish The Team

D2 • Describe The problem

D3 • Contain The problem

D4 • Root Cause Analysis

D5 • Identify And Implement Corrective Action

D6 • Verify Corrective Action Implementation

D7 • Identify And Implement Preventive Actions

D8 • Recognize And Congratulate The Team

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 The 8 Discipline Process
D0
• Awareness Of Problem

D1
• Establish The Team

D2
• Describe The problem
Customer Internal
• Contain The problem Concern
D3 Concern
D4
• Root Cause Analysis • At Customer • Process Issue
Site • Product Issue
D5
• Identify And Implement Corrective Action • In The Field • System Issue

D6
• Verify Corrective Action Implementation

D7
• Identify And Implement Preventive Actions

D8
• Recognize And Congratulate The Team

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 The 8 Discipline Process
D0
• Awareness Of Problem

• Establish The Team Criteria To Characteristics of

D1
Establish A Team Effective Teams
D2
• Describe The problem

Should be cross Leadership

D3
• Contain The problem
functional
Team Commitment
D4
• Root Cause Analysis Should have the right Clearly defined goals and
knowledge, skills and objectives
experience represented
D5
• Identify And Implement Corrective Action
Trust And Respect
The size of the team
D6
• Verify Corrective Action Implementation should be manageable Authority

• Identify And Implement Preventive Actions All perspectives of the Active Listening
D7 problem should be
represented Effective Communication
D8
• Recognize And Congratulate The Team (stakeholders)

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 The 8 Discipline Process
D0
• Awareness Of Problem

D1
• Establish The Team

D2
• Describe The problem

D3
• Contain The problem
A well
Half
D4
• Root Cause Analysis defined
solved…!!
problem is
D5
• Identify And Implement Corrective Action

D6
• Verify Corrective Action Implementation

D7
• Identify And Implement Preventive Actions

D8
• Recognize And Congratulate The Team

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 5W 2H Problem Description
• Who
✓ Who identified the problem?
✓ Identify individuals associated with the problem.
✓ Characterize customers who are complaining.
✓ Who is having difficulty?
• What
✓ What product has the problem? (i.e. Product name, serial number(s), etc…)
✓ What is the problem? (failure mode?)
✓ What does Velankani manufacturing data show for the product? (from the date of
manufacture)
• When
✓ When was the problem first noticed?
✓ When does the problem occur (continuous, random, specific conditions, etc…)
• Where
✓ Where is the defect located in the product? (i.e. CRD)
✓ Where was the problem found? (i.e. Customer location)
• Why
✓ Why is it a problem?
• How / How Many
✓ How was the problem found?
✓ How often or how many products are effected?

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 5W 2H Problem Description

Example:
When writing a problem statement, you should avoid:
What is the Defect/Problem: No Solder
• Phrasing the problem in the form of a question.
Who Detected: Chandan (1st shift IPQC)
– Why are customers dissatisfied with our after purchase
What product: STB 1.5 service?
Where: Line 1 AOI
Where: D7, L9 • Stating the problem in terms of a desired outcome.
When: 28th Jan 2018, 7AM, 1st Shift – Reduce customer complaints by 20 percent.
Why it is problem: Not meeting IPC, Not
making electrical contact • Beginning the problem statement with “Lack of.”
– Lack of customer satisfaction with after-purchase service.
How Big: 20/150

How Often: Continuous, Persist from last 200K • Stating the problem in terms of its solution.
– Hire new people to work in the customer service department.

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 The 8 Discipline Process
• Awareness Of Problem
D0
• What Is Containment Action –
D1
• Establish The Team ✓The immediate actions taken to
identify and contain a problem and
• Describe The problem
D2 prevent additional products with the
• Contain The problem problem from being produced/shipped.
D3

D4
• Root Cause Analysis • Steps to Initiate Containment Action -
• Identify And Implement Corrective Action
✓Identify potential containment actions
D5
✓Verify that the potential actions are
D6
• Verify Corrective Action Implementation capable of containing the problem
✓Implement the verified actions
D7
• Identify And Implement Preventive Actions

D8
• Recognize And Congratulate The Team

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 Levels Of Containment Actions
Internal
• Containment performed with the
internal process to contain the
problem
Level 1
• Usually customer directed and
requires containment outside of
the internal process, performed
prior to shipping.
Level 3
• Customer directed containment
at their customer. This is typically
performed by the customer with
cost being the responsibility of
the supplier.
Level 2
• Customer directed containment
that is performed at their
location(s) using impartial third
party resource. This is usually
required as a result of failure of
Level 1 containment
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 PDCA Approach To Containment Actions
Act:Determine if additional
actions are needed based on
results. If additional actions
are needed, repeat the PDCA
process again.
Check:Monitor results
of containment activities to
verify effectiveness of actions
implemented. Verify that the
implemented actions are
effective in capturing the
problem before product is
shipped
Plan:Determine which
containment actions need to
be taken, where they will be
taken (in house, at customer,
etc…) how they will be
implemented, how they will be
measured, who will be
involved, how product will be
identified, etc…
Do:Implement
containment actions through
training of people involved on
how to contain the problem,
identify the product,
document results, etc…
Examples of Containment
Action
• 100% Inspection
• Additional Testing
• Multiple layers of inspection
• Within the process
• Within the facility
• Before shipping
Containment must insure
that the problem(s) stays
within our facility and does
not reach the customer.
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 The 8 Discipline Process
D0
• Awareness Of Problem •Definition - The process of truly identifying WHY a
discrepancy occurred by first understanding HOW it
• Establish The Team
D1 occurred and constantly questioning why each
problem leading to a discrepancy happened until the
D2
• Describe The problem
legitimate CORE problem causing the discrepancy is
• Contain The problem uncovered.
D3

• Root Cause Analysis / Identify Root Cause HOW:

D4
Leads you to determine the proper CORRECTION that
D5
• Identify And Implement Corrective Action may be necessary.

D6
• Verify Corrective Action Implementation WHY:
Leads you to the CORE problem that needs
D7
• Identify And Implement Preventive Actions improvement to prevent recurrence.

D8
• Recognize And Congratulate The Team

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 Different Tools Involved In RCA

• Flowcharts - used to “paint a picture” of the process

• Spider charts - comparison chart used to benchmark problems
• Histograms - visual diagram to identify patterns or anomalies
• Scatter charts - illustrates relationships between 2 causes
• Pareto Charts - 80% of the effects are a result of 20% of the causes
• Brainstorming - allows all possibilities to be expressed
• Cause and Effect (or Fishbone) diagram - representation of the relationship
between the effect (result) and affecting factors (causes)
•Why Why Analysis - “WHY” 5 times for each subsequent answer you are given to a
specific question on the same topic

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 Pareto Analysis

• Pareto Analysis is a statistical technique in decision-making used for

the selection of a limited number of tasks that produce significant
overall effect. It uses the Pareto Principle (also known as the 80/20
rule) the idea that by doing 20% of the work you can generate 80% of
the benefit of doing the entire job. Take quality improvement, for
example, a vast majority of problems (80%) are produced by a few key
causes (20%). This technique is also called the vital few and the trivial
many.
• In the late 1940s Romanian-born American engineer and
management consultant, Joseph M. Juran suggested the principle and
named it after Italian economist Vilfredo Pareto, who observed that
80% of income in Italy went to 20% of the population

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• Here are eight steps to identifying the principal causes you should
focus on, using Pareto Analysis:

1. Create a vertical bar chart with causes on the x-axis and count (number of
occurrences) on the y-axis.
2. Arrange the bar chart in descending order of cause importance that is, the cause with
the highest count first.
3. Calculate the cumulative count for each cause in descending order.
4. Calculate the cumulative count percentage for each cause in descending order.
Percentage calculation: {Individual Cause Count} / {Total Causes Count}*100
5. Create a second y-axis with percentages descending in increments of 10 from 100% to
0%.
6. Plot the cumulative count percentage of each cause on the x-axis.
7. Join the points to form a curve.
8. Draw a line at 80% on the y-axis running parallel to the x-axis. Then drop the line at
the point of intersection with the curve on the x-axis. This point on the x-axis
separates the important causes on the left (vital few) from the less important causes
on the right (trivial many).

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 Brainstorming
• Brainstorming is a group activity technique. It is designed to
generate lots of ideas for solution of a problem. The underlying
principle is that the greater the number of ideas generated, the
possibility that a quality solution will be found.
• Brainstorming is a commonly used tool by academics researchers
and business teams.
• There are four basic rules in brainstorming.
1. Collect as many as possible ideas from all participants with no criticism or
judgments made while ideas are generated.
2. All ideas are welcome no matter how silly or fat out they seem.
3. No secondary discussion should take place during brainstorming
4. Don’t criticize or judge. Don’t even groan, frown or laugh. All ideas are equally
valid.
5. Do write all ideas on flipchart or boards. So that whole team can see. Better to
use cause and effect or 4M table to write ideas
6. Set time limit for brainstorming. 15-30 minutes.
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 Brainstorming Example

Man Machine Method Material

Operator skill - OK Calibration - OK Profile - OK Flux - OK

Operator Attentiveness - OK Wave solder M/c - KO Loading Direction - OK Solder Bar - OK

Wave pallets - OK VI - OK Components - OK

Top Catch - OK WI - OK

Parameters - OK

OK - Process is correct
KO - Potential problem
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 Cause And Effect Diagram

• A cause and effect diagram is “a fish-bone diagram that presents a systematic

representation of the relationship between the effect (result) and affecting
factors (causes).”
• It is also called as -
✓ Fishbone Diagram –
Because of the way it look
✓ Ishikawa Diagram –
For the inventor, Dr. Kaoru Ishikawa

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 Where And Why Could I Use It?

✓To identify possible causes

✓To reduce the probable causes to the possible causes
✓Focuses team on the content of the problem
✓Creates a snapshot of the collective knowledge of team
✓Creates consensus of the causes of a problem
✓Focuses the team on causes not symptoms
✓To discover the most probable causes for further analysis
✓To visualize possible relationships between causes for any problem current
or future

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 How Could I Use It?
*State the effect or problem in clear, concise and unambiguous
*The problem to be tackled could be arrived at
words.
Define key via a number of ways - e.g. brainstorming or
*Gain consensus on an understanding of the problem, the situation
effect through one of the ‘vital few’ on a Pareto
and its effect
diagram
*Consider setting a measurable objective

Start drawing *The effect or problem is placed at the right hand end of the spine to
start the ‘fishbone’. Effect
Diagram

*The main bones are labeled with main cause categories – usually Cause Cause Cause
either the 4 M’s (Manpower, Methods, Machines and Materials), the
Identify 5 P’s (People, Processes, Programs, Plant and Product). Effect
Main ‘Bones’ *You can also use more specific bones if these are clear to you. Cause Cause Cause

*List possible causes under each of the main cause categories (e.g. by *Note that the Five Why’s technique can be
Identify brainstorming). A good technique for this is the ‘Five Why’s - undertaken without using the fishbone diagram,
Causes successively ask why until a root cause is achieved but using the main cause labels will stimulate
*Add each sub-cause to a smaller ‘bone’ from the main cause bone. creative thinking

*You do not need to dig for root causes in all

*Continue adding lower-level causes to each cause until root causes
Add lower- areas if it is clear that this is not an important or
are identified (e.g. through Five Why’s).
level causes likely cause.

*A good idea is to ‘incubate’ - display the

*Once all the root causes are listed, spend some time checking the
diagram for a few days and invite suggestions as
Check logic logic of each cause-effect chain.
to causes or challenges on the logic or
& completeness *Check the diagram for completeness.
completeness

*Decide which of the cause-effect chains are the most probable

Prioritise causes of the effect. *This may be achieved through simple voting or
and plan *Identify actions needed to remove the cause or reduce the effect. through the use of a Prioritization Matrix.
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Example
1. Define key effect 2. Start diagram
Causes of Losing Car Control

Lost Control 1600

1400
1200

of car
1000
800
600
400
200
0

E.g. from Pareto 3. Identify main ‘bones’

Ice

y
ng

ture

ep

ce
re
eri

Sle
ilu
nc

en
Ste

Fa
Pu

eri
Flat Tyre

xp
ke
Slippery Road

Ine
Bra
Analysis

Lost Control
Accelerator Stuck of car

4. Identify causes Brake failure

Steering Mechanical Failure Driver Error

Suspension 5. Identify lower-level causes

Why brake failure? Brake pads were worn

Mechanical Failure
Why were brake pads worn? They weren’t checked

Why weren’t they checked? Car wasn’t properly serviced

Why wasn’t car serviced? Importance of servicing not realised

6. Check logic and completeness
yes - and this will eliminate a number of other causes

7. Prioritise & plan the action What Who When

Book car in now Peter Today!
Schedule further services Mary Next Thursday

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 Why Why Analysis

• Why Why’s is a Root Cause Analysis Tool. The outcome of a Why Why’s analysis is one
or several root causes that ultimately identify the reason why a problem was
originated.

• SYMPTOM:
Is an indicator that something is wrong, but it doesn’t tell us why

• ROOT CAUSE:
Tells us the exact reason why something is wrong and points us in the right direction on
what action is needed to prevent recurrence

• SYSTEMIC ROOT CAUSE:

Leads us to address the root cause across the process.

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• TRUE ROOT CAUSE – USING THE 5 WHYs”
• Many tools and techniques are available to help us get to the true root cause
of a problem. However, a tried and trusted method of getting to any root
cause is to ask “WHY” 5 times for each subsequent answer you are given to a
specific question on the same topic

• SYSTEMIC ROOT CAUSE – USING THE 7 WHYs”

• Although the 5 “whys” are useful in getting to the core of a true root cause of
a problem, a further 2 “whys” may be necessary in order to get to the
Systemic root cause of a problem, if one exists

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 Example
• Problem statement:
At the post-wave operation, an Inspector finds many bad solder
joints while inspecting a board. This problem is detected on subsequent
boards.

• 1 – WHY are there bad solder joints on the boards?

Because the wave solder machine is not operating properly (the raw PCB
itself has been determined to be defect free and within specification)

• 2 – WHY is the machine not operating properly?

Because the profile of the machine is incorrect

• 3 – WHY is the profile incorrect?

Because the belt speed is running too slow, per specification
SYMPTOM HAS BEEN IDENTIFIED

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• 4 – WHY is the belt speed running too slow?
Because the belt motor’s operation is erratic and its speed did not
match the actual dial setting

• 5 – WHY is the belt motor’s operation erratic?

Because the motor’s internal brushes are wearing out

TRUE ROOT CAUSE HAS BEEN IDENTIFIED

• 6 – WHY are the motor’s internal brushes wearing out?

Because they are reaching the end of their useful life and they were
never checked for wear
• 7 – WHY were they never checked for wear?
Because there is no Preventive Maintenance programme in operation

SYSTEMIC ROOT CAUSE HAS BEEN IDENTIFIED 30

 The 8 Discipline Process
•Definition -The action(s) taken to eliminate the
• Awareness Of Problem
D0 cause(s) of an existing problem to prevent its
• Establish The Team
recurrence
D1

• Describe The problem • Steps fallowed in identifying and implementing

D2
corrective action -
• Contain The problem ➢The team determines the corrective actions that
D3
need to be taken to address (eliminate) the
D4
• Root Cause Analysis / Identify Root Cause identified root cause(s)
➢The identified corrective action(s) must align with the
• Identify And Implement Corrective Action identified root causes, at a minimum.
D5
➢Mistake proofing (Poka-Yoke) opportunities should
• Verify Corrective Action Implementation be identified, explored and implemented wherever
D6
possible.
• Identify And Implement Preventive Actions ➢The team develops an action plan for implementing
D7
the corrective action(s)
₋Implementation Timing, Responsible Person, How
• Recognize And Congratulate The Team
D8 to measure results (impact), Training needs,
Equipment needs, Etc…
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• Update all necessary documentation
✓Work Instructions
✓Visual Aids
✓Check sheet
✓Design FMEA (If design responsible)
✓Process FMEA
✓Process Control Plan

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 The 8 Discipline Process
D0
• Awareness Of Problem • The measurement of the effectiveness of the
corrective action(s) implemented in eliminating the
D1
• Establish The Team root cause(s) of the problem.

D2
• Describe The problem •Example of data sources to verify effectiveness
▪Customer Returns Data
D3
• Contain The problem ▪Internal Containment Data
▪Yield
D4
• Root Cause Analysis / Identify Root Cause ▪OQA PPM
▪LRR
• Identify And Implement Corrective Action
D5 ▪Capability Studies (i.e. Cpk)

D6
• Verify Corrective Action Implementation

D7
• Identify And Implement Preventive Actions

D8
• Recognize And Congratulate The Team

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 The 8 Discipline Process
D0
• Awareness Of Problem
• An action(s) taken to eliminate the cause(s) of a
• Establish The Team
D1 potential problem to prevent occurrence.

D2
• Describe The problem
Note: The key difference between
• Contain The problem Corrective Action and Preventive Action is that
D3
Corrective Action is the action(s) taken to eliminate
• Root Cause Analysis / Identify Root Cause the cause(s) of a known (existing) problem, while
D4
Preventive Action(s) is the action(s) taken to
D5
• Identify And Implement Corrective Action prevent a potential problem from occurring. In
other words, Corrective Action is a reactive activity,
D6
• Verify Corrective Action Implementation while Preventive Action is a proactive activity.

D7
• Identify And Implement Preventive Actions

D8
• Recognize And Congratulate The Team

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• Preventive Action Examples

o Existing Products and/or Processes

o Across Product(s) – The application of identified corrective action(s) to all
product(s) that potentially could see the same problem
o Across Line(s) – The application of identified corrective action(s) to same or
similar processes on all applicable lines.

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 The 8 Discipline Process
• Recognize the Team’s efforts and
D0
• Awareness Of Problem accomplishments
• Steps to closure
D1
• Establish The Team 1. All identified corrective and preventive
actions have been implemented as
• Describe The problem
D2 planned
2. Sufficient data exists to prove the actions
D3
• Contain The problem
taken were effective in eliminating the
• Root Cause Analysis / Identify Root Cause cause(s) (System and Leaking) of the
D4
problem. The amount of data (i.e.
• Identify And Implement Corrective Action Number of days of data) that will be
D5
required to provide verification should be
D6
• Verify Corrective Action Implementation determined early in the 8-D process.
Customers will typically have a required
D7
• Identify And Implement Preventive Actions minimum that must be met.
3. For customer requested 8-D’s, obtain
D8
• Recognize And Congratulate The Team customer agreement for closure. Ensure
that the customer requirements for exit
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from containment have been met.
Back up

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