Problem solving methodology
8D问题解决流程培训材料
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D1-Team Formation 组建团队
After taking this module, you will be able to: 通过这个步骤的学习，你将学会
➢How to select team members怎样选择团队成员 ➢Describe team roles, role functions 描述团队的角色和职能 ➢Describe team synergy 描述团队的协作作用
8-D Steps /8D的步骤
8 Disciplines consists of 8 steps/8D包含8个步骤 :
Implement and Validate
G8Dprepare and understand of pro Problem Statement/Description
G8D 准备,问题了解
识别产生问题的原因 –Eliminates systemic factors that cause the condition
系统地消除产生问题的因素 –Prevents recurrence
预防问题的再次发生
•Why use 8D /为什么使用8D: •When use 8D/什么时候使用8D:
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Team building - Guidelines for Team Membership /确定团队成员时应考虑
•4 to 10 members/人数限制在4-10人. •Members with the right skills, knowledge, resources, experiences/选取具有恰当的 技能、知识、资源、经验等人员 •A Cross functional team requires at least 3 persons: 1)Design/Eng 2)Ops/Process 3)QA data analysis /核心小组至少包含3个不同职能部门人员 •Change team members as needed. At different times, you may need different expertise or information. /根据需要变更团队的成员
采取另外一种方法的英文
采取另外一种方法的英文IntroductionIn today's fast-paced and ever-changing world, traditionalproblem-solving methods may no longer be sufficient. As we encounter increasingly complex challenges, it becomes crucial to explore alternative approaches that can help us navigate unfamiliar territories. This article aims to introduce a new paradigm for problem-solving, offering a fresh perspective on how we can tackle problems more effectively.The Limitations of Traditional Problem-SolvingTraditional problem-solving methods often rely on established rules and patterns to solve a given problem. While these methods have proven effective in many scenarios, they also come with inherent limitations. First and foremost, they encourage linear thinking, where problems are tackled one step at a time without considering alternative solutions or potential side effects. Additionally, they tend to discourage creativity and innovative thinking, as they prioritize conformity to established norms and practices.The New Paradigm: Embracing Complexity and AmbiguityThe new paradigm for problem-solving shifts our focus from linear thinking to embracing complexity and ambiguity. Instead of searching for a single right answer, this approach encourages us to explore multipleperspectives and possibilities. It recognizes that many problems we face today are interconnected and multifaceted, requiring solutions that take into account various factors. By embracing complexity and ambiguity, we can create a more inclusive problem-solving process that invites diverse ideas and perspectives.Holistic Problem AnalysisAt the core of the new paradigm is holistic problem analysis. Instead of solely focusing on the immediate surface-level problem, this approach encourages us to delve deeper and understand the underlying causes and interconnectedness of various elements. This involves conducting thorough research, gathering relevant data, and considering both short-term and long-term consequences of potential solutions. By taking a holistic approach, we can identify root causes and implement solutions that address the underlying issues, rather than merely treating the symptoms.Collaboration and Co-CreationThe new paradigm also emphasizes the importance of collaboration and co-creation. Recognizing that no single individual possesses all the necessary knowledge and expertise, this approach encourages bringing together diverse teams. By working collaboratively and leveraging the collective intelligence of a group, we can tap into a wider range of perspectives, experiences, and skills. This not only enhances the qualityof the solutions but also promotes a sense of ownership among team members, leading to more effective implementation of the chosen solution.Iterative Problem-SolvingUnlike traditional approaches that often provide a fixed solution, the new paradigm embraces iterative problem-solving. It acknowledges that complex problems require continuous adaptation and refinement of solutions based on feedback and evolving circumstances. This iterative process allows for constant learning, adjustment, and improvement, ensuring that the chosen solution remains effective and relevant over time. It also encourages experimentation and risk-taking, as failures are viewed as valuable learning opportunities rather than setbacks. Cultivating a Problem-Solving MindsetTo effectively implement the new problem-solving paradigm, it is essential to cultivate a problem-solving mindset. This mindset involves embracing uncertainty, reframing obstacles as opportunities, and fostering a culture of continuous learning and improvement. It requires individuals to be open to new ideas, think critically, and challenge conventional wisdom. By nurturing a problem-solving mindset, organizations and individuals can adapt to changing circumstances, innovate in the face of challenges, and find creative solutions to complex problems.ConclusionIn a rapidly changing world, traditional problem-solving methods may no longer suffice. By embracing a new paradigm that focuses on complexity, collaboration, iteration, and cultivating a problem-solving mindset, we can tackle challenges more effectively and adapt to the ever-evolving landscape. While the transition to this new approach may require a shift in mindset and practices, the benefits of embracing a more holistic and inclusive problem-solving methodology are undoubtedly worth the effort. Let us embrace this new paradigm and navigate the complexities of our world with confidence and creativity.。
专业英语-Engineering Problem-Solving Methodology
20 Engineering ProblemSolving Methodology
• 5. Draw the coordinate system being used in order to show the directions and positive sign conventions that you are adopting. If you write “Fx=30N” in a solution, for instance, but you do not indicate in a drawing what you consider to be the x direction, the solution will mean little to someone reviewing the work. • 6. At each step in your calculation, and in the final answer, be sure to include the units with each numerical value. A number without a unit is meaningless, just as a unit is meaningless without a numerical value assigned to it. • 7. Check the number of significant digits in your answer and be sure that the solution is not presented as being more accurate than it really is. The precision of a number is half as large as the last significant digit used in expressing the number. The factor of one-half arises because the last digit of a number represents the rounding-off process, either higher or lower, of the tailing digits.
8d报告的8个步骤 英文
8d报告的8个步骤英文8 Steps to Writing an 8D ReportA problem-solving approach commonly used in manufacturing and other industries is known as 8D (eight disciplines) methodology. It involves a systematic approach to identify, analyze, and resolve problems by following eight steps. In this article, we will outline these eight steps to writing an effective 8D report.Step 1: Establish the TeamThe first step in the 8D process is to establish a team responsible for handling the problem. The team should comprise individuals with varied backgrounds and expertise who can contribute to finding and implementing a solution.Step 2: Define the ProblemThe second step involves defining the problem with as much detail as possible. This includes identifying the impact of the problem on the organization, its site, customers, and stakeholders.Step 3: Define Containment ActionsThe third step requires the team to define containment actions to prevent the problem from escalating. This includes identifying the scope of containment, the timeline, and the resources required.Step 4: Identify the Root CauseThe fourth step in the 8D process involves determining the root cause of the problem. This is important to ensure that the solution will address the underlying issue and not merely treat the symptoms.Step 5: Develop Corrective ActionsThe team must then develop corrective actions that will eliminate the root cause of the problem. These actions should be practical, effective, and measurable.Step 6: Implement and Verify Corrective ActionsThe sixth step involves the implementation of corrective actions and verification of their effectiveness. This includes ensuring that corrective actions are applied consistently and that the problem is not recurring.Step 7: Define Preventative MeasuresThe seventh step in the 8D process involves defining preventative measures to ensure that similar problems do not occur in the future. This includes identifying opportunities for continuous improvement.Step 8: Recognize the TeamThe final step in the 8D process is to recognize and celebrate the team's efforts. This includes acknowledging their contributions and the success of their problem-solving process.In conclusion, the 8D methodology is a tried and tested problem-solving approach that can help organizations identify, analyze, and solve problems. By following the eight steps outlined in this article, teams can successfully resolve issues and improve their processes.。
Problem solving(解决问题)8D
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D1. 小组/组员(Use Team Approach )
- 确定组长组员及其责任 -与问题相关的组员
D2. 描述问题 (Describe the Problem)
- 整理与问题相关的客观事实 问题的类型 发生时间及地点
问题的大小(带来的影响)
过去经验(类似问题明细)3. 防止问题再次发生/恶化的暂行措施 (Implement/Verify Containment )
- 标明采取的暂行措施(应急处理方案), 或标明由于是1 time问题所以没有暂行措施.
- 标明暂行措施的时间(开始的时间, 完成的时间, 应用) - 没有100% 有效的暂行措施应标示为% effecitiveness
在短时间内无法明确根本原因时，应整理好到目前为止的原 因分析并持续更新查找问题的进展。
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Fishbone 鱼骨图
9
5Why
5Why 范例
问题（设备停机） 设备为什么停机 设备超负荷导致停机 问题
暂行措施？
暂行措施
设备为什么会超负荷
超负荷原因
为什么轴承处润滑油不足
润滑油泵为什么出现故障
为什么润滑油泵的轴过热 根本原因 根本原因 润滑油泵轴处有异物 10 防止异 物进入 的永久 性措施
4
8D 问题解决法
- 8D并不是反省文也不是事故报告书，而是为查找问题根本原因及 预防再发生的措施，而系统性整理的一种解决问题的方法。撰写出 的8D报告也应使并不了解相关业务的人也能理解 (应禁用缩略语并 包含具体的support 数据)
8D 的构成 D1.小组/组员 D2.描述问题 D3.防止再次发生的暂行措施 D4.问题的根本原因 D5.解决问题的永久性措施 D6.验证永久性措施的效果/验证计划/验证结果 D7.预防再次发生的系统性对策 D8.小组祝贺
在高中英语课堂尝试“problem―solving”教学模式-精选教育文档
在高中英语课堂尝试“problem―solving”教学模式一、在高中英语课堂尝试“problem-solving”教学模式的理论依据“pr oblem-solving”教学理论是从建构主义学习理论演变而来的。
以建构主义教学理论为指导思想，形成基于问题解决能力培养的教学模式是新课程背景下提倡的教学模式。
在课堂上通过设置复杂的有意义的问题情境，让学生通过合作学习来解决问题，培养解决问题的技能，进而培养自主学习的能力。
探究学习理论下的探究式教学是对“问题解决”教学模式的最好应用，探究式教学强调教师要创建一个以“学生为中心”的学习环境，让学生通过探索来发现与解决问题。
它既重视结果又强调知识获得的过程，既注重建构又强调应用，整个过程中突出以学生为中心，因而特别有利于素质教育、创新教育的有效实施。
二、“problem-solving”教学模式的流程与结构“三、在课堂中尝试“problem-solving” 教学模式课堂实例基于以上知识，笔者在高中英语reading课上尝试使用“problem-solving”教学模式，发现能较好地调动学生学习英语的积极性，提高其阅读的能力。
下面就一个课堂实例来说明“problem-solving”教学模式的具体实施步骤：（一）创设问题情境在教授新课文前，教师先布置预习问题给学生。
例如在教授教材人教版Model2unit3computers一课时，我给学生布置了三个问题让他们思考：What is the history of the computer？What can the computer be used for？What is the computer like in the future？学生带着问题去预习，有一定的目的性。
同时，这些问题又是学生感兴趣和喜欢的，因此可以无形地带动学生向我所设计的教学目标靠拢。
（二）引导问题探究先让学生带着任务看与电脑有关的图片，而后教师讲解，使学生具有解决问题的基本能力，为其解决问题奠定基础。
解决问题方法的英文缩写
解决问题方法的英文缩写Title: An Overview of Problem-Solving Methodologies: Their English AbbreviationsIntroduction:In the realm of problem-solving, various methodologies have been developed to streamline the process and enhance efficiency.Each methodology has its unique approach and is often represented by an English abbreviation for easy reference.This document aims to provide a comprehensive understanding of some of the most commonly used problem-solving methodologies and their corresponding abbreviations.1.KISS (Keep It Simple, Stupid)The KISS principle advocates for simplicity in problem-solving.It reminds us to avoid overcomplicating issues and to focus on finding straightforward solutions.By keeping things simple, we can often arrive at effective solutions more quickly and with less effort.2.SWOT Analysis (Strengths, Weaknesses, Opportunities, Threats)SWOT analysis is a strategic planning technique used to evaluate a situation or project.It involves identifying the strengths and weaknesses of the project, as well as the opportunities and threats present in the external environment.This methodology helps in developing a well-rounded understanding of the problem at hand.3.5W1H (What, Why, Who, When, Where, How)The 5W1H approach is a questioning technique used to gather information about an issue.It encourages us to ask the fundamental questions: What is the problem? Why does it occur? Who is affected? When does it happen? Where does it occur? How can it be resolved? Answering these questions provides a clearer picture of the problem and aids in finding a suitable solution.4.SMART Criteria (Specific, Measurable, Achievable, Relevant, Time-bound)SMART is a framework used to set objectives and goals.When applying this methodology to problem-solving, it ensures that the solutions proposed are specific, measurable, achievable, relevant, and time-bound.This helps in creating realistic and actionable plans to address the problem.5.PDCA Cycle (Plan, Do, Check, Act)The PDCA cycle, also known as the Deming Cycle, is a continuous improvement process used to manage and solve problems.It involves planning a solution, implementing it, checking the results, and then acting on what is learned.This iterative approach allows for ongoing refinement and improvement of the solution.6.RCA (Root Cause Analysis)Root Cause Analysis is a problem-solving method used to identifythe underlying cause of an issue.By digging deeper into the problem, we can eliminate the root cause, preventing the problem from recurring.RCA helps in focusing efforts on the most critical aspects of the problem.7.TOC (Theory of Constraints)The Theory of Constraints is a management philosophy that seeks to identify and overcome the limiting factors (constraints) that prevent an organization from achieving its goals.By focusing on these constraints, problem-solvers can develop strategies to optimize performance and improve overall efficiency.Conclusion:Understanding and utilizing various problem-solving methodologies can greatly enhance our ability to tackle challenges effectively.The English abbreviations associated with these methodologies provide a quick and easy way to reference and apply them in different situations.By familiarizing ourselves with these approaches, we can develop a versatile problem-solving toolkit that enables us to address a wide range of issues.。
8D报告的内容及使用说明
8D报告的内容及使用说明英文回答：The 8D Report is a problem-solving methodology used to systematically identify, correct, and prevent the recurrence of problems. It is commonly used in quality management and engineering, and it follows a structured eight-step process:1. Establish the Team: The first step is to establish a cross-functional team to work on the problem. The team should include members from all relevant departments, such as engineering, production, quality control, and customer service.2. Describe the Problem: The team then needs to clearly describe the problem. This includes gathering data, interviewing witnesses, and reviewing documentation. The goal is to understand the nature and scope of the problem.3. Implement Interim Containment: Once the problem has been described, the team needs to implement interim containment measures to prevent the problem from recurring. This may involve modifying processes, inspecting products, or retraining employees.4. Identify the Root Cause: The next step is toidentify the root cause of the problem. This is the underlying factor that caused the problem to occur in the first place. The team can use a variety of tools and techniques to identify the root cause, such as the "5 Whys" or a fishbone diagram.5. Develop Corrective Actions: Once the root cause has been identified, the team can develop corrective actions to eliminate the problem. These actions should be specific, measurable, achievable, relevant, and time-bound.6. Implement and Verify Corrective Actions: The corrective actions are then implemented and verified. The team should monitor the situation to ensure that the problem has been resolved and that the corrective actionsare effective.7. Prevent Recurrence: The final step is to prevent the problem from recurring. This may involve changing processes, improving training, or implementing new quality control measures.8. Congratulate the Team: Once the problem has been resolved, the team should be congratulated for their hard work and dedication. It is important to recognize theteam's success and to celebrate their accomplishments.中文回答：8D报告是一种问题解决方法，用于系统地识别、纠正和防止问题再次发生。
8D报告-中英文版
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Lack of Prevention缺乏预防 Cycle of Waste浪费循环
持续地解决过去的问题 (救火)
出错,延迟, 零碎解决方案
时间消2006 Eaton Corp. All rights reserved.
It will simply recycle to a less efficient place on your to-do list. It is just waiting for the right circumstances to occur如果只是简单地无效地 在你所需做的事情清单上列一下,那就是在等待恰当的环境 下发生这样的事
© 2005-2006 Eaton Corp. All rights reserved.
2
Cause & Effect Diagram 因果图
© 2005-2006 Eaton Corporation. All rights reserved.
Cause and Effect Diagrams因果图
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Structured Team Problem Solving 团队问题解决
Objective目的 To use an efficient, data-based approach for problem solving and
corrective action.用有效的,基于数据的问题解决方法和纠正措施
Cause-and-effect diagrams are useful for simplifying the relationships of possible causes to an effect we are studying.
dmaic方法流程管理特点
dmaic方法流程管理特点英文回答：DMAIC (Define, Measure, Analyze, Improve, Control) is a structured problem-solving methodology that is widely used in process improvement projects. It provides a systematic approach to identify and solve problems, and it has several distinctive features.Firstly, DMAIC emphasizes the importance of defining the problem clearly in the Define phase. This involves understanding the customer requirements and expectations, and setting specific goals for the project. By clearly defining the problem, the team can focus their efforts on addressing the root causes and finding effective solutions.Secondly, the Measure phase of DMAIC involvescollecting and analyzing data to understand the current state of the process. This helps in identifying the key performance indicators (KPIs) and metrics that need to beimproved. By using statistical tools and techniques, the team can gain insights into the process performance and identify areas for improvement.Thirdly, the Analyze phase of DMAIC involvesidentifying the root causes of the problem. This is done through data analysis, process mapping, and other problem-solving tools. By understanding the underlying causes of the problem, the team can develop targeted solutions that address the root causes and not just the symptoms.The Improve phase of DMAIC focuses on developing and implementing solutions to address the identified root causes. This may involve making process changes, implementing new technologies or systems, or redesigning workflows. The key is to find solutions that are practical, feasible, and sustainable.Finally, the Control phase of DMAIC involves putting measures in place to ensure that the improvements are sustained over time. This includes developing standard operating procedures, implementing control plans, andmonitoring the process performance to ensure that it remains within the desired range.In summary, DMAIC provides a structured and systematic approach to problem-solving and process improvement. It ensures that the problem is clearly defined, the root causes are identified, and effective solutions are implemented. By following the DMAIC methodology, organizations can achieve sustainable improvements in their processes and deliver better results to their customers.中文回答：DMAIC（定义、测量、分析、改进、控制）是一种在过程改进项目中广泛使用的结构化问题解决方法。
8D问题系统的常用工具
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When? Timing – When did the problem start?
Where? Location – Where is it occurring?
Why?
Identify known explanations
2
How?
In what mode or situation did the problem occur?
不意味着8D的终结。
项目开发过程中问题的提出
问题
在开发中顾客项目的问体点
供方要求8D
供方在24小时内以 临时纠正措施反应
问题点是供方的 N 职责吗?
在开发系统中标识
在开发系统 中关闭
在现行生产过程中问题的提出
问题 工厂问题点
供方被要求8D
供方在24小时以临时纠 正措施反应
问题点是
供方的职责吗?
N
8.
YourrTTeeaamm
解决问题的时间结点
内部 或外 部出 现问 题
开始的 围堵措 施
努力解决问题 建立小组
收回围堵措施
评估内部团队
永久性的措施
评估是否能 够满足所有要求
验证永久性的 措施
分和形动
The ‘disciplines’which make up the 8-D process are divided into Analysis and Action steps.
8D 解决问题的方法
8D是福特公司解决问题的标准方法。
由8个步骤和一个准备步骤组成。
这些步骤用来客观地确定、定义和解决问题并防止相似 问题的再次发生。通常是客戶所抱怨的问題要求公司分 析，并提出永久解决及改善的方法。
Problem Solving 解决问题
定义 Definition
High 高
Important and Urgent “8 D Reactive
Problem Solving” 重要紧急 – 8D
Important not Urgent A Proactive
Improvement Process (Lean SS, Kaizen)
制定方法来形成有序的思考步骤来解决任何问题 Makes up a method to achieve an orderly thought process that can be used for any problem and any activities.
目的 PURPOSE
完成本课程后，参加本课程的人员能够：
8 表彰小组和
个人的贡献
1 成立8D
小组
7 防止问题再
2 描述问题
次发生/系统 预防性建议
8D
6 实施和确
Process
3 实施并验证临
认永久性
时性纠正措施
纠正措施
4
5
确定和验证问
选择和验
题的根本原因
证永久性
纠正措施
定义 Definition
• 发起者—可以是客户或其他要求用8D来解决问题的相关人员。 Originator----- May be the customer or someone else who is concerned or impacted and requesting an 8D to be completed.
Analytic Problem Solving Methodology
Analytic Problem Solving MethodologyDerek ReamonSheri SheppardStanford UniversityAbstractThis paper examines the largely ignored process of analytic problem solving. By applying learning theory to different problem-solving situations, we determine what factors contribute to a positive learning environment. An ideal environment includes facilities to observe the problem states simply and easily, and guidance in abstracting the observations into symbolic expressions. IntroductionEngineering education has traditionally focused on analytic problem-solving skills. Within the last few decades educators have also begun to explore the realm of open-ended design exercises, with a focus on design methodology. Modern engineering curricula typically begin with analytical ‘basics’ and then jump abruptly into design project courses. Very recently educators and researchers have begun to formulate ways to bridge the gap between the analytical and design-oriented worlds of engineering curricula.The work on design process and methodology has advanced considerably. Analytical process, however, has remained largely unexplored. In analytic courses, lecture and problem set formats predominate. Little or no attention is paid to the process or method of solving the problem; the focus is on determining the correct answer. This is an unrealistic and problematic standard to set because there is rarely a single correct answer in professional engineering practice. This focus deepens the dichotomy between analytical and design skills. The neglect of attention to analytical process also ignores important cues for gauging the efficacy of the curriculum. Attention to these cues could reveal problematic concepts in the curriculum and point to ways to overcome barriers to learning the material.This paper is an initial investigation into the realm of analytical process. The project was motivated by a desire to understand how students use multiple resources in their solution methodology. The material is based on a series of observations of students attempting to solve a problem with a variety of analytical tools at their disposal. Their solution process is examined with regard to principles of learning theory which serves to illuminate and explicate differences in the educational value of the exercise for the participants.ScenarioFour pairs of students were videotaped working on an assignment for an upper level (junior and senior), undergraduate, mechanical design course. This paper will focus on three of the pairs. [The audio portion of the fourth videotape was lost, due to technical difficulties.] The assignment was well-defined. It required the students to design a four-bar toggle clamp mechanism with specified force-magnification and dimensional criteria. A range of solutions would meet the criteria and be considered correct solutions. The assignment sheet contained a diagram of a mechanism similar to those which would be considered correct solutions. The students needed to determine the relative lengths and positions of the four links in the mechanism, such that the force and length criteria were met.All of the participants had access to a multi-page handout which had accompanied a lecture on analyzing force-magnification of four-bar mechanisms. The handout outlined a procedure for performing such analyses using principles of energy conservation, geometry, and algebra. The technique is called ‘instant-center analysis’ and is based on a concept called ‘virtual work.’ The handout also contained an example analysis for a four-bar mechanism of a similar type to a toggle clamp.The participants had also taken part in an hour-long tutorial on the use of a mechanical simulation software tool called Working Model™. The tutorial introduced the basic techniques required to build a model and run a simulation, with a special focus on four-bar mechanisms.All six of the participants were male, and roughly the same age. According to questionnaires completed prior to taping, they were of similar social backgrounds, and had similar engineering experience and mechanical aptitude. They were all novices with respect to instant-center analysis, and the design of four-bar mechanisms.All three pairs had access to a work table, paper, pencils, rulers, calculators, the assignment sheet and the handout mentioned above. The ‘paper’ pair, JS and DB, had only these resources available. The ‘computer’ pair, EM and CD, had access to all of the same tools, plus a powerful personal computer with Working Model software running on it. The ‘Lego’ pair, MM and BM, had access to all of the previous tools, in addition to a Technics Lego™ building set, provided at MM’s request.ObservationsThe participants were taped for one hour while they worked on the problem. This is a brief synopsis of the activity on the tapes for each of the three pairs.Paper PairJS entered the room a few minutes after DB. JS began to read the assignment while DB operated the computer. About five minutes later, DB stated, “They must not want us to use Working Model, 'cause it's not here.” DB moved back to the work table. JS asked DB to describe his ‘approach’ to the problem. JS did not wait for an answer, and began to restate the criteria in the assignment.After some discussion, the participants began to apply the procedure laid out in the handout to their problem. They ran into several snags in the course of the procedure, regarding issues of force component vectors and nomenclature. They applied various criteria, performed some calculations and determined that the length of one of the links in the mechanism should be -32 centimeters. The negative sign indicated that this was an erroneous result. They spent the remainder of the hour attempting to find the source of the error in their calculations, but did not succeed.After the taping session, the students successfully completed the analytical procedure, and turned in a paper detailing their analysis and the resulting mechanism. They included a cardboard model of the clamp that they constructed.Computer PairAs EM read through the handout on virtual work, CD moved to the computer. EM agreed that “Working Model might be a better way to go” and joined CD at the computer. EM began to enumerate the specifications for the toggle clamp, using hand gestures and the diagram in the handout to illustrate. EM wanted to create a model that had the appropriate behavior, but he believed that “there's a bunch of numerical stuff that Working Model can't do.” CD began building a clamp model with the software. The resulting model had two toggle conditions, which the pair found undesirable. They reworked the model twice, attempting to eliminate the second toggle. They discovered a consistent relationship between the lengths of the links. They believed that this concept would allow them to eliminate the unwanted behavior.They started over with a blank screen, attempting to apply the new concept to a new model. Their first attempt was abandoned, but their second restart resulted in a mechanism that had only one toggle condition and appeared to meet the problem specifications. They measured the link lengths and proposed scaling the lengths to meet the size specifications.After the taping session, the students scaled down the software model. They used the instant-center analysis technique on the model to show that it provided the specified force magnification. They turned in a cardboard model of the clamp mechanism.Lego PairPrior to the beginning of taping, a Lego set was provided to the pair at MM’s request. Both students began to build models of a toggle clamp with the Legos, based on the diagram in the assignment sheet. MM stated that he wanted to “get a model that works pretty well.” Both students constructed models of the appropriate class. They referred to the criteria in the assignment several times, and revised their models. After about fifteen minutes, they compared the two Lego models and chose BM's, because MM's required a starting position that he deemed undesirable.BM measured the links in his model and MM constructed a scaled model with the Working Model software. MM worked with the model for about 30 minutes with intermittent input from BM. MM altered the model as he considered the angular and dimensional criteria in the problem statement. Meanwhile, BM read through the handout and decided that the “instant-center stuff is ugly.” MM proposed that the force analysis could be done with the simulation software.After the taping session, the students successfully analyzed the force ratios with the simulation software. They turned in computer print-outs from the simulation software which depicted the forces at various states of the linkage. They also turned in BM's Lego model of the clamp. AnalysisWe will begin the analysis section with some background on situated learning theory. This theory is by no means the only one which describes the manner in which people learn, but it is a complete, functional and widely-accepted theory. For a working definition of learning, we turn to Greeno, Moore and Smith. They state that, “knowing is ability to interact with things and other people in a situation, and learning is improvement in that ability” [1]. Learning depends on, and is influenced by, the situation in which the learning takes place. The situation is created by the properties of the learning environment and the characteristics of the learners, or agents. An affordance is “a resource in the environment that supports an interactive activity by an agent” [2]. The “characteristics of the agents that enable them to engage in activities”[1] are called abilities.In these observations, the situations differed primarily in the realm of affordances. Each student certainly had different abilities, but, because of the similar backgrounds and levels of training and expertise, the differences were relatively small. There were four different affordances available in the experiment which influenced the solution methods and strategies, or schema, that were utilized.The first affordance included the work table, paper, pencils and the handout describing instant-center analysis. This set of items afforded the participants the ability to follow the example analysis and apply the technique to the toggle clamp problemThe second affordance was the Working Model mechanical simulation software. The software afforded the ability to create two-dimensional models of mechanisms that functioned like real mechanisms. It also included the ability to make changes to the dimensional aspects of the model and observe the effects immediately.The third affordance was the analytical capability of the Working Model software. This capability was briefly introduced to the participants during the tutorial. The tutorial focused on the second affordance, however, and the analytical capability was essentially an aside.The fourth affordance was the Lego Technics building set. The Legos afforded the ability to create approximate physical models of mechanisms. This is a fundamentally different activity than creating software models. The tactile aspect of this activity, the ability to touch the mechanism and feel relative forces, distinguishes it from the software environment. The software environment, however, provided the ability to make minute and/or rapid changes in the model.The solution schemas that the three pairs chose depended greatly on the affordances available to them. The paper pair was limited to an example-following schema, since they only had the first affordance available to them. It was, however, a familiar schema; the use of example problems to teach new analytical techniques is quite common in engineering education.The computer pair used the software to develop a model that behaved correctly according to the qualitative specifications, then followed the analytical example to determine the quantitative behavior. Their solution utilized the successive-approximation affordance of the software, and the analytical affordance of the example.The Lego pair had access to all four affordances, but only used three of them in their solution. They developed an initial physical model with the Legos, then performed finer successive approximations with the software. They then used the analytical capabilities of the software to determine the quantitative results. They did not employ the first affordance at all.In the process of solving the problem, each pair of participants completed the assignment satisfactorily and created mechanisms that met the stated criteria. So, by our working definition, they all learned about designing mechanisms because they interacted ‘successfully’ in their situations. Each situation was distinctly different, however, primarily because of the different affordances available. But how can we determine which situation enabled the most effective learning environment and brought about the highest level of understanding?The concept of representations allows us to differentiate the effectiveness of the learning environments and the learning experience of each pair. Representations are expressions, usually symbolic in nature, of the actual or potential states of a situation. There are two primary means of constructing representations: physically and mentally. Physical representations “include physical constructions such as diagrams, graphs, pictures, and models with properties that are interpreted as corresponding to properties of situations” [1]. Mental representations include mental constructions such as symbolic expressions and mental models [1]. Mental models feature cognitive objects which correspond to physical objects, situations, or relationships and that can be used to simulate actions or events in other situations [1]. When a student is able to form a complete and functional mental model of a situation, we say he understands that subject. Of course we cannot know for certain what mental models of mechanisms the participants form as a result of this exercise, but we can determine what mental representations are possible based on the physical representations available to them.The paper pair has some diagrams and several equations to serve as their available representations. Four-bar mechanisms are simple to construct, but they can involve rather complex motions. These motions are difficult to convey in a simple, static diagram. The diagrams available to the paper pair were probably not sufficient to allow the participants to form a complete mental representation of the situation. The paper pair was focused primarily on a symbolic representation of the problem, i.e., the equations involved in the instant-center analysis. Such a symbolic model, even if complete and functional, rarely leads to a complete mental model.There is evidence of the incompleteness of this pair's mental model when they completed a series of computations and concluded that the length of one of the links should be -32 cm. The negative sign was an immediate indicator that the result was invalid, but the participants did not know where the error might have occurred. This is a classic example of the dissociation of a symbolic expression from the situation it describes [3]. The symbolic representation does not have a reliable link to the real-world mechanism in the mental model. If the participants had such a link in the mental model, they would be able to determine which procedure in the symbolic manipulation process was incompatible with the situation and caused the error. This type of error is not at all uncommon in institutional engineering education.The Lego pair should have had an excellent mental representation of the situation. Both the Lego model and the software model aided in the construction of an accurate mental model of the situation. The interactivity of both models give it obvious advantages over a static diagram. The ability to experiment in the software environment, quickly and easily, allowed the participants to discover patterns in the behavior of the mechanisms. This would eventually enable the participants to make accurate qualitative predictions about the behavior in new, or altered models.According to Nathan et al., there are two means of acquiring the conceptual entities required to construct a solution-enabling mental model: observation and computation [3]. The observational technique corresponds roughly to the observation of physical representations, while the computational technique corresponds to the application of symbolic representations. The Lego pair used observational techniques extensively in their solution, but severely neglected computation. They did obtain some quantitative data by using the analytic features of the software, but this did not involve computation or symbolic manipulation. While the Lego pair had an excellent situational understanding of the problem, they lacked a symbolic representation to complete the mental model.The manner in which they determined the force ratio produced by the mechanism providesevidence of the incompleteness of their mental model. The software will not display forces directly, so the participants added springs to the model, and were able to determine the forces by measuring the displacements of the springs and multiplying by a known spring constant. The software will display velocity directly, however. The virtual work concept that is central to instant-center analysis states that the product of force and velocity at the input is equal to the product at the output. If the participants had grasped this symbolic concept, they would have been able to obtain a ratio of velocities directly from the software, and invert it to determine the force ratio.The computer group should have formed the most complete mental model of mechanisms. This is because they employed both the observational and computational means of acquiring conceptual entities. Like the Lego pair, they began with the highly-effective, graphic, interactive software environment to develop an intuition about the mechanism. They then moved to the symbolic formalisms presented in the instant-center analysis. They should, therefore, have developed a complete and effective situational understanding, as well as an abstract symbolic understanding that, if linked properly, form a complete mental model of the problem. This pair should have had a good ‘feel’ for the problem, which would allow them to methodically track-down errors such as the one that caused the paper pair difficulties. A rich situational experience, when linked to an accurate abstract understanding, leads to an excellent opportunity for students to transfer their knowledge into new domains.Since the pair did not perform the analysis on tape, we cannot cite evidence of the situational and symbolic representations linking into a complete mental model. We can, however, cite an example of an abstractable insight that the pair makes in their observations. When the pair was trying to remove the second toggle condition, they discovered a relationship between the link lengths which insured that one of the links would be able to perform a full rotation. This is called Grashof's criterion, and can be expressed in the form of an algebraic equation.ConclusionsThe primary conclusion we draw from these observations is that both the quantity and type of resources available to students determine the effectiveness of the learning environment. In the ideal environment, a rich situational experience builds a student’s intuition about the domain. This experience is followed by the development of abstractable symbolic relationships. When these two experiences are properly linked, the student develops a complete mental model which allows him to transfer his knowledge to other domains.Engineering education has traditionally been quite constrained, focusing on procedural analysis and abstract reasoning. The lecture and problem-set format of instruction remains the predominate approach in most engineering institutions today. As demonstrated above, this format neglects the situational aspect of mental model construction.Multimedia systems offer a means to round out the traditional techniques. Computer tools can provide excellent opportunities to add graphical, interactive exercises to engineering curriculum in a convenient, inexpensive manner. This can help students build situational representations which will enhance their intuitive understanding of engineering concepts. Many traditional instructors, however, have legitimate fears about students learning computer-based tools without understanding the underlying theory. An engineer who does not understand this background will not be able to determine whether the results are inaccurate or skewed because of simplifications and approximations inherent in the simulation.As demonstrated in the analysis, there is a happy medium between the approaches. A mixture of abstract theory and hands-on experience provides a better learning environment than either approach does alone. An educational program which promotes construction of complete mental models is an achievable goal. By incorporating hands-on experiences, and introducing simulation tools to the traditional theoretical instructional environment, educators can enhance the learning environment, and increase understanding.AcknowledgmentsThe authors would like to thank:The Synthesis Coalition, funded by the National Science FoundationStudent ParticipantsKatherine SchnitzSian TanJim GreenoReferences1. Greeno, Moore and Smith. "Transfer of Situated Learning," Transfer on Trial. Detterman and Sternberg, eds. Ablex Publishing. NJ. 1993.2. Greeno, J. "Understanding Concepts in Activity," Discourse Comprehension. Weaver, Mannes and Fletcher, eds. Lawrence Erlbaum Associates. NJ. 1995.3. Nathan, Kintsch and Young. "A Theory Of Algebra-Word-Problem Comprehension and Its Implications for the Design of Learning Environments," Cognition and Instruction. Lawrence Erlbaum Associates. NJ. 1992.。
8D培训教材
8-D 问题解决方法
-- Team Oriented Problem Solving (TOPS)
团队合作解决问题
A Philosophy and A Part Of
Continuous Improvement
MFLEX Confidential
3
Definition
定义
Discipline 1: Use a team approach 原则 1：使用团队的方法
Discipline 2: Describe the problem 原则2：描述问题 Discipline 3: Containment Plan 原则3：围堵计划 Discipline 4: Root cause analysis 原则4： 根本原因分析 Discipline 5: Correct action plan 原则5：纠正措施计划 Discipline 6: Verification of effectiveness 原则6： 有效性确认 Discipline 7: Prevent recurrence 原则7：防止再发生 Discipline 8: Congratulate your team, case close 原则8：祝贺团队，关闭报告
D 3: Containment Actions 围堵措施 Define and Implement containment actions to isolate the effect of the problem from any internal / external customer until corrective action is implemented. 定义和执行围堵措施去减少对任何内部/外部客户影响直到改善措施已经执行. Common Containment Actions 1. 100% Sorting parts/products 100% 筛选部件/产品 2. Products inspect before shipment 出货前对产品进行检验 3. Single resource 单一的资源 。。。。。。
发散性思维英语作文
发散性思维英语作文In an increasingly complex world where problems are not only multifaceted but also interlinked, the ability to think divergently has never been more crucial. Divergent thinking, which refers to the process of generating multiple and unique solutions to a problem, contrasts sharply with convergent thinking, where the focus is on arriving at a single correct answer. This essay aims to explore the significance of divergent thinking, its applications across various fields, its implications for education, and the challenges faced in fostering such thinking in contemporary society.To begin, one must understand that divergent thinking is rooted in creativity. It is the driving force behind innovation, invention, and artistic expression. In today’s fast-paced society, creativity is not just a desirable trait; it has become a necessary skill for success. Consider thetechnological advancements that have dramatically altered our lives over the past few decades. The rise of companies like Apple and Google can be attributed to their ability to think outside the box, creating products and services that wereonce inconceivable. The iPhone, for instance, was not merelya product of convergent thinking that sought to improve existing mobile phone technology; it revolutionized communication and information consumption by integrating various technologies into a single device. This illustrates how divergent thinking fosters innovation that reshapes industries.In the realm of science, divergent thinking has played a pivotal role in groundbreaking discoveries. Researchers and scientists are often faced with problems that do not have straightforward solutions. In such scenarios, the ability to explore various hypotheses and think differently is essential. The field of medicine, for instance, has benefitted immensely from divergent thinking. Researchers exploring potentialsolutions for complex diseases like cancer continuously generate diverse insights that can lead to multiple pathways for treatment. Recent developments in personalized medicine and immunotherapy demonstrate how thinking divergently can lead to breakthroughs that save lives.Divergent thinking is not limited to the realms of technology and science; it has profound implications for the arts as well. In literature, music, and visual arts, divergent thinking facilitates the exploration of new themes, styles, and narratives. Artists like Vincent van Gogh and writers such as Virginia Woolf exemplify the power of divergent creativity. Their ability to challenge societal norms and express unconventional ideas has inspired generations and enriched cultural discourse. The arts encourage individuals to see the world from varying perspectives, fostering empathy and a deeper understanding of the human experience.However, fostering divergent thinking in individuals, especially in educational settings, poses considerable challenges. Traditional educational systems have predominantly emphasized convergent thinking, prioritizing standardized testing and rote memorization. This approach often stifles creativity and limits students’ capabilities to think inventively. As a result, many students may feelthat there is only one correct answer or path to success, which ultimately discourages exploration and experimentation. Consequently, the challenge is to create educational environments that nurture divergent thinking while balancing the need for foundational knowledge in various subjects.One approach to cultivate divergent thinking within education is through project-based learning (PBL). PBL encourages students to engage in hands-on, interdisciplinary projects that require them to step beyond conventional boundaries and apply their knowledge creatively. For example, in a project involving environmental sustainability, studentscan explore various solutions to reduce plastic waste, including engineering new biodegradable materials, proposing policy changes, or launching awareness campaigns. By allowing students to explore multiple avenues and collaborate with peers, PBL can stimulate innovative thinking and develop problem-solving skills.Additionally, incorporating techniques such as brainstorming, free writing, and mind mapping into the curriculum can promote divergent thinking. These methods encourage students to generate numerous ideas without the constraint of immediate judgment, fostering an environment of creativity and openness. Teachers play a pivotal role in guiding students through these processes, providing a safe space for experimentation and creative expression while emphasizing the value of diverse perspectives.Outside the classroom, divergent thinking cansignificantly impact societal challenges. As issues likeclimate change, social injustice, and global health crises become increasingly urgent, the need for innovative solutions has reached critical levels. Governments, organizations, and individuals must adopt divergent thinking strategies to address these complex problems collectively. Initiatives like hackathons and collaborative innovation labs encourage diverse groups to come together and generate creative solutions. These platforms leverage the power of collective intelligence, as people from various backgrounds and expertise contribute their unique insights to tackle pressing global challenges.Moreover, industries are beginning to recognize the importance of a culture that values creativity and divergent thinking. For instance, design thinking has gained traction as a problem-solving methodology utilized by organizations ranging from startups to multinational corporations. This approach revolves around understanding users' needs and perspectives, allowing teams to brainstorm and developinnovative solutions through iterative processes. By embracing design thinking, companies can better adapt to market demands and remain competitive in an ever-evolving economic landscape.Despite the myriad benefits of divergent thinking, certain barriers hinder its development and application. One significant challenge is the fear of failure that many individuals experience. This fear often stems from societal pressures to conform and attain success through conventional routes. Consequently, individuals may hesitate to propose unconventional ideas, fearing criticism or rejection. Building a culture that celebrates experimentation and views failure as a learning opportunity is essential for fostering divergent thinking. Organizations and educationalinstitutions must actively promote an environment where taking risks is encouraged, and mistakes are seen as a natural part of the creative process.Furthermore, the digital age presents both opportunities and obstacles for divergent thinking. The widespreadavailability of information can spark creativity, asindividuals have access to a wealth of ideas and perspectives. However, the internet can also lead to information overload, making it challenging for individuals to sift through thenoise and focus on innovative thinking. Striking a balance between leveraging digital resources and maintaining focus on creative exploration is crucial for promoting divergent thinking in an interconnected world.In conclusion, divergent thinking emerges as a powerful tool for navigating the complexities of the 21st century. Its impact reverberates across technology, science, arts, education, and societal challenges. As we move toward an uncertain future, cultivating divergent thinking will be essential for innovation, problem-solving, and fostering empathy. By reimagining educational frameworks, encouraging creative risk-taking, and embracing collaborative approaches,society can unlock the full potential of divergent thinking. Together, we can harness this creative power to build a more innovative, compassionate, and resilient world. The need for creative thinkers is greater than ever, and as we celebrate and cultivate divergent thinking, we pave the way for a future brimming with possibility.。
流程管理中常见的业务术语英文缩写
流程管理中常见的业务术语英文缩写全文共3篇示例，供读者参考篇1Common Business Abbreviations in Process ManagementIn process management, there are several common business terms that are often abbreviated for simplicity and efficiency. These abbreviations are used in various aspects of process management to communicate quickly and effectively. Understanding these abbreviations is essential for effective communication within the business world. Below are some of the most common business abbreviations used in process management:1. BPM - Business Process ManagementBPM refers to the discipline of managing processes within an organization to improve efficiency, productivity, and customer satisfaction. It involves identifying, analyzing, and optimizing business processes to achieve organizational goals.2. KPI - Key Performance IndicatorKPIs are measurable values that demonstrate how effectively a company is achieving its objectives. They are used to evaluate the success of a particular process or activity within an organization.3. SLA - Service Level AgreementAn SLA is a contract between a service provider and a client that outlines the expected level of service, including response times, availability, and performance metrics.4. SOP - Standard Operating ProcedureSOPs are detailed instructions that outline the steps to be followed for a particular process or task. They ensure consistency and quality in the execution of tasks within an organization.5. CRM - Customer Relationship ManagementCRM is a strategy used by organizations to manage relationships and interactions with their customers. It involves data analysis, customer profiling, and personalized communication to improve customer satisfaction.6. ERP - Enterprise Resource PlanningERP systems integrate various functions within an organization, such as finance, human resources, and supply chainmanagement, into a single system. This allows for seamless communication and collaboration between different departments.7. RPA - Robotic Process AutomationRPA is the use of software robots or artificial intelligence to automate repetitive tasks and streamline business processes. It can help organizations improve efficiency and reduce human error.8. ROI - Return on InvestmentROI is a financial metric that measures the profitability of an investment. It is calculated by dividing the net profit of an investment by the initial cost and expressing the result as a percentage.9. SOW - Statement of WorkA SOW is a document that outlines the scope, deliverables, and timeline of a project. It serves as a contract between a client and a service provider, detailing the expectations and requirements of the project.10. PMP - Project Management ProfessionalPMP is a globally recognized certification for project managers. It demonstrates the individual's expertise in project management, including planning, execution, and monitoring of projects.These are just a few of the common business abbreviations used in process management. Familiarizing yourself with these abbreviations can help you communicate more effectively within your organization and understand important concepts related to process management.篇2In the field of process management, business terminology can often be abbreviated for convenience and efficiency. These abbreviations, or acronyms, are frequently used in communication, documentation, and discussions among professionals. Below are some common business terms used in process management along with their English abbreviations:1. Business Process Management (BPM)BPM is a systematic approach to improving an organization's processes. It involves managing, controlling, and improving processes within an organization to achieve better efficiency and effectiveness.2. Key Performance Indicators (KPIs)KPIs are metrics used to evaluate the success of an organization or specific activities within an organization. KPIs are used to measure progress towards strategic goals and objectives.3. Service Level Agreement (SLA)An SLA is a contract between a service provider and a customer that stipulates the level of service that will be provided. SLAs define the expectations, responsibilities, and guarantees for a service.4. Business Process Outsourcing (BPO)BPO involves contracting out specific business functions or processes to external service providers. This can include services such as customer support, IT services, human resources, and accounting.5. Customer Relationship Management (CRM)CRM is a strategy for managing interactions with customers and potential customers. It often involves the use of software and technology to organize, automate, and synchronize sales, marketing, customer service, and technical support.6. Business Process Reengineering (BPR)BPR is the redesign of business processes to achieve significant improvements in cost, quality, speed, and service. It often involves radical changes in an organization's processes and can lead to dramatic improvements in performance.7. Enterprise Resource Planning (ERP)ERP is a software system used to manage and integrate the core functions of a business such as accounting, human resources, inventory, and supply chain management. ERP systems streamline processes and improve efficiency within an organization.8. Six SigmaSix Sigma is a set of techniques and tools for process improvement. The goal of Six Sigma is to reduce the number of defects in processes and products to near perfection. Six Sigma uses a data-driven approach to improving quality and reducing variation.9. Total Quality Management (TQM)TQM is a management approach that focuses on continuous improvement in all aspects of an organization. TQM involves theparticipation of all employees in a company and aims to improve quality and efficiency across all functions.10. Return on Investment (ROI)ROI is a financial metric used to evaluate the profitability of an investment. It is calculated by dividing the net profit of an investment by the initial cost of the investment. ROI is used to assess the effectiveness of investments and projects.These are just a few of the common business terms and their abbreviations used in process management. Understanding these terms and their meanings can help professionals communicate effectively and efficiently in the field of process management.篇3Common Business Term Abbreviations in Process ManagementIn the world of process management, there are numerous abbreviations and acronyms that are commonly used to describe specific business terms. These abbreviations help streamline communication and ensure clarity when discussing various processes within an organization. In this article, we will exploresome of the most common business term abbreviations used in process management.1. KPI - Key Performance IndicatorKPIs are metrics used by organizations to evaluate the success of a specific activity or process. They are typically quantifiable and provide an objective measure of performance.2. SLA - Service Level AgreementAn SLA is a contract between a service provider and a customer that defines the level of service expected. It outlines the responsibilities of both parties and sets specific performance metrics.3. SOP - Standard Operating ProcedureStandard Operating Procedures are established protocols that outline the steps required to complete a specific task or process. They ensure consistency and efficiency within an organization.4. CRM - Customer Relationship ManagementCRM systems are software tools used by businesses to manage interactions with current and potential customers. Theystore customer information, track sales opportunities, and improve customer satisfaction.5. ROI - Return on InvestmentROI measures the financial benefit gained from an investment compared to the cost. It is often used to evaluate the effectiveness of a particular project or initiative.6. BPR - Business Process ReengineeringBPR involves the redesign of business processes to improve efficiency, quality, and customer satisfaction. It often requires significant changes to organizational structure and workflow.7. BPM - Business Process ManagementBPM is a discipline that focuses on optimizing and improving business processes. It involves documenting, analyzing, modeling, and continuously improving processes to achieve organizational goals.8. ERP - Enterprise Resource PlanningERP is a software system that integrates various business functions, such as finance, human resources, and supply chain management. It helps streamline operations and improve data accuracy.9. JIT - Just-in-TimeJust-in-Time is a production strategy that aims to minimize inventory levels and reduce waste. It involves producing goods only when they are needed, thereby improving efficiency and reducing costs.10. FIFO - First In, First OutFIFO is a method of inventory management where the first items purchased or produced are the first ones to be used or sold. It ensures that older inventory is used before newer inventory.11. VSM - Value Stream MappingValue Stream Mapping is a visual tool used to analyze and improve the flow of materials and information in a process. It helps identify inefficiencies and opportunities for improvement.12. DMAIC - Define, Measure, Analyze, Improve, ControlDMAIC is a problem-solving methodology used in Six Sigma projects. It emphasizes the importance of defining the problem, measuring key metrics, analyzing data, implementing improvements, and controlling the process.13. TQM - Total Quality ManagementTQM is a management approach that focuses on improving quality and customer satisfaction. It involves continuous improvement, employee involvement, and a commitment to meeting customer needs.14. ABC - Activity-Based CostingABC is a cost accounting method that assigns costs to specific activities or processes based on their consumption of resources. It provides more accurate cost information than traditional costing methods.15. BOM - Bill of MaterialsA BOM is a list of components and parts required to manufacture a product. It includes details such as part numbers, quantities, and suppliers, and is essential for production planning and inventory management.These are just a few of the many abbreviations and acronyms used in process management. Familiarizing yourself with these terms can help improve communication and understanding within your organization. By speaking the same language and using common abbreviations, you can streamline processes, increase efficiency, and drive business success.。
英语作文-有效解决问题的方法
英语作文-有效解决问题的方法In the realm of problem-solving, it is universally acknowledged that a methodical approach can significantly enhance the effectiveness of the solutions devised. The essence of solving problems effectively lies not only in the identification of the issue but also in the meticulous planning and execution of strategies that address the root cause. This essay delves into the nuanced art of problem-solving, elucidating the methods that can be employed to tackle challenges efficiently.The initial step in any problem-solving process is the comprehensive understanding of the problem at hand. This involves gathering all pertinent information and viewing the problem from multiple perspectives. It is crucial to ask probing questions: What is the nature of the problem? Who is affected by it? What are the potential consequences if it remains unresolved? An accurate diagnosis is akin to a map; without it, one cannot hope to reach the desired destination.Once the problem is clearly defined, the next phase is to generate a range of possible solutions. This stage benefits greatly from creative thinking and brainstorming sessions, where quantity trumps quality. The goal is to produce a diverse array of ideas without the constraints of judgment or feasibility. It is within this multitude of potential solutions that the seeds of an effective resolution often lie.After a list of potential solutions has been established, the evaluation phase commences. Each solution is scrutinized for its merits and drawbacks, considering factors such as resources required, time constraints, and potential impact. This critical analysis is essential to narrow down the options to the most viable ones. It is a process of distillation, where the multitude of possibilities is refined into the essence of the most practical and effective solution.The chosen solution must then be meticulously planned. This involves breaking down the solution into actionable steps and assigning responsibilities. A detailed plan ensures that each step is logically sequenced and that the transition from one phase to thenext is seamless. It is the blueprint that guides the problem-solving endeavor from conception to fruition.Implementation is the stage where the solution is put into action. It is the culmination of all the preceding steps and requires diligent execution. During this phase, it is imperative to monitor progress and make adjustments as necessary. Flexibility is key, as unforeseen challenges may arise that necessitate a deviation from the original plan.Finally, after the solution has been implemented, it is important to reflect on the process and the outcome. This reflection serves as a learning experience, providing valuable insights that can be applied to future problem-solving endeavors. It is an opportunity to assess what worked well and what could be improved, ensuring a continuous cycle of growth and development.In conclusion, the methodology of effective problem-solving is a structured yet flexible process that requires a deep understanding of the problem, creative generation of solutions, critical evaluation, meticulous planning, diligent implementation, and reflective learning. By adhering to these principles, one can navigate the complexities of any challenge and emerge with solutions that are not only effective but also sustainable and adaptable to changing circumstances. The art of problem-solving, therefore, is not just about finding answers—it is about forging a path that leads to continual improvement and enduring success. 。
迭代方案英文
迭代方案英文Iterative ApproachIntroduction:The iterative approach refers to a problem-solving methodology that involves repeated cycles of refining and improving a solution. This approach is widely used across various industries and disciplines, including software development, project management, and product design. In this article, we will explore the concept of the iterative approach, its benefits, and its application in different fields.Definition and Key Components:The iterative approach is a systematic and incremental method of problem-solving. It involves breaking down a complex problem into smaller, more manageable tasks, known as iterations or cycles. Each iteration focuses on solving a particular aspect of the problem and incorporates feedback and improvements from previous iterations.The key components of the iterative approach are as follows:1. Feedback: Each iteration incorporates feedback from stakeholders, users, or experts to identify areas for improvement and refine the solution.2. Incremental Development: The solution is built incrementally, adding new features or improvements in each iteration, rather than trying to create a complete solution at once.3. Learning and Adaptation: The iterative approach promotes a learning mindset, allowing teams to adapt and make changes based on insights gained from each cycle.4. Evaluation: Each iteration includes an evaluation phase to assess the effectiveness of the solution, identify shortcomings, and make necessary adjustments.Benefits of the Iterative Approach:The iterative approach offers several advantages over traditional linear problem-solving methods. Some of the key benefits include:1. Flexibility: The iterative approach allows for flexibility and adaptability, as it enables teams to respond to changing requirements and incorporate feedback in real-time.2. Continuous Improvement: By incorporating feedback and making improvements in each iteration, the iterative approach promotes continuous improvement and leads to a better overall solution.3. Risk Mitigation: The incremental nature of the iterative approach helps mitigate risks by identifying and addressing potential issues at an early stage, reducing the likelihood of costly failures.4. Enhanced Collaboration: The iterative approach encourages collaboration and involvement of stakeholders throughout the process, fostering a sense of ownership and increasing the effectiveness of the solution.5. Faster Time to Market: By breaking down the problem into smaller iterations and focusing on delivering value incrementally, the iterative approach can lead to faster time to market for products and projects.Application in Software Development:The iterative approach is widely used in software development methodologies such as Agile and Scrum. These methodologies emphasize iterative cycles, close collaboration, and continuous improvement. Through iterative development, software teams can deliver functional software at regular intervals, gather feedback from users, and incorporate changes as needed. This approach allows for the development of high-quality software that meets user requirements more effectively.Application in Project Management:In project management, the iterative approach can be applied to various project processes, such as planning, execution, and monitoring. By breaking down project tasks into smaller iterations, project managers can track progress, identify potential issues, and make necessary adjustments promptly. This helps ensure efficient project execution and increases the likelihood of project success.Application in Design Thinking:The iterative approach is a fundamental principle of design thinking, a human-centered problem-solving approach widely used in product design and innovation. Design thinking involves multiple rounds of ideation, prototyping, user testing, and refinement. Each iteration generates valuableinsights and leads to the development of better and more user-centric products.Conclusion:The iterative approach provides a structured and effective method for problem-solving across various disciplines. By breaking down complex problems into smaller, manageable iterations and incorporating feedback and improvements, teams can create better solutions, reduce risks, and achieve continuous improvement. Whether in software development, project management, or design thinking, the iterative approach offers significant benefits and is a valuable tool for achieving success in problem-solving endeavors.。
Problem solving method and tools
4D: Root Cause Analysis 根本原因分析 • To effectively prevent a problem from occurring again we have to find the root cause of this problem and remove it. In rare situations there could be more than one root cause. To identify the root cause, a systematic and well-documented analysis is needed. Each possible cause should be tested against the problem description and test data. Root cause is often hidden by other causes and can be hard to find. There are many methods that can be used during the analysis. For example, 5 Whys, Ishikawa Fishbone and others.
Date: 2013-07-08
2D: Problem Description 问题描述
• The more clearly the problem is defined the more likely it will be resolved. Problem solving must be based on facts,
BBAC/QM: Ma Guodong
Date: 2013-07-08
1D: Team Formation 组建团队
8D介绍
8d流程的介绍(仅供参考)D1-第一步骤: 建立解决问题小组若问题无法独立解决，通知你认为有关的人员组成团队。
团队的成员必需有能力执行，例如调整机器或懂得改变制程条件，或能指挥作筛选等。
D2-第二步骤: 描述问题向团队说明何时、何地、发生了什么事、严重程度、目前状态、如何紧急处理、以及展示照片和收集到的证物。
想象你是FBI的办案人员，将证物、细节描述越清楚，团队解决问题将越快。
D3-第三步骤: 执行暂时对策若真正原因还未找到，暂时用什么方法可以最快地防止问题？如全检、筛选、将自动改为手动、库存清查等。
暂时对策决定后，即立刻交由团队成员带回执行。
D4-第四步骤: 找出问题真正原因找问题真正原因时，最好不要盲目地动手改变目前的生产状态，先动动脑。
您第一件事是要先观察、分析、比较。
列出您所知道的所有生产条件(即鱼骨图)，逐一观察，看看是否有些条件走样，还是最近有些什么异动?换了夹具吗?换了作业员?换了供应商?换了运输商?修过电源供应器?流程改过? 或比较良品与不良品的检查结果，看看那个数据有很大的差?，尺寸?重量?电压值?CPK?耐电压?等等不良的发生，总是有原因，资料分析常常可以看出蛛丝马迹。
这样的分析，可以帮助您缩小范围，越来越接近问题核心。
当分析完成，列出您认为最有可能的几项，再逐一动手作些调整改变，并且观察那一些改变可使品质回复正常及影响变异的程度，进而找到问题真正的原因。
这就是著名田口式方法最简单而实际的运用。
D5-第五步骤: 选择永久对策找到造成问题的主要原因后，即可开始拟出对策的方法。
对策的方法也许有好几种，例如修理或更新模具。
试试对可能的选择列出其优缺点，要花多少钱?多少人力?能持续多久? 再对可能的方法作一最佳的选择，并且确认这样的对策方法不会产生其它副作用。
D6-第六步骤: 执行及验证永久对策当永久对策准备妥当，则可开始执行及停止暂时对策。
并且对永久对策作一验证，例如观察不良率已由4000 PPM降为300 PPM，CPK由0.5升为1.8等，下游工段及客户己能完全接受，不再产生问题。
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Analyze ways to prevent similar problems in the future Begin Error Proofing
WSH/Li Gang Wieland Metals Shanghai 13
QNPS report / Six Sigma DMAIC report
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QNPS report / Six Sigma DMAIC report
Containment
Contain
Yes Containment No Required ?
Select
Correct
Prevent
If containment is required - take immediate action Recognize containment is temporary in nature Identify means of evaluating containment method for effectiveness
Bad experience Wrong/ambiguous problem description Poor teamwork No logical Management only ask for result, not care for process Root cause not identified No corrective action
You ensure reliable analyses and decisions
Analyze Improve
Control
You understand the problem now
Find root causes and develop solution
You haveoblem
Problem reoccur
WSH/Li Gang Wieland Metals Shanghai 18
8D report
D1: Team approach
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Wieland Metals Shanghai
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8D report
D2: Problem description
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Wieland Metals Shanghai
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Survey in Ford about using 8D problem solving
25000 engineers & supervisors participated in this survey……
Best experience
It can be considered as the process of overcoming obstacles to answer a question or to achieve a goal.
Methodologies QNPS report / Six Sigma DMAIC report 8D report
WSH/Li Gang
Wieland Metals Shanghai
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Why use 8D problem solving?
Traditional problem solving method Spend 3 times effort and time compared to 8D method 52% problems reoccur 80% working time focus on daily issue Always be a fireman Problem solving always at senior manager level 8D method Logical & systematic Implement permanent corrective actions Effort more focus on manufacturing system to prevent reoccurrence
Define Measure
You have a problem definition and a thorough execution plan
Ensure you have output measures for process and reliable ways of measuring it Find the gaps between current and final states
Problem Solving Methodology
Wieland Metals Shanghai
Problem solving methodology
Problem solving is a mental process and is part of the larger problem process that includes problem finding and problem shaping.
If the answer to any of these questions is yes, you must contain the problem to Protect the Customer.
Actions includes: Stop Build Product Hold Notification Sort ……
WSH/Li Gang Wieland Metals Shanghai 7
QNPS report / Six Sigma DMAIC report
Root cause analysis
WSH/Li Gang
Wieland Metals Shanghai
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QNPS report / Six Sigma DMAIC report
Wieland Metals Shanghai
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8D report
What is 8D problem solving?
8D stands for 8 Disciplines and is also called as TOPS or Team Oriented Problem Solving. Eight Disciplines Problem Solving is a method used to approach and to resolve problems, typically employed by quality engineers or other professionals. D1: Team approach D2: Problem description D3: Implement and verify containment actions D4: Root cause identification D5: Choose and verify corrective actions D6: Implement permanent corrective actions D7: Prevent recurrence D8: Congratulate your team
Root cause analysis
WSH/Li Gang
Wieland Metals Shanghai
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QNPS report / Six Sigma DMAIC report
Root cause analysis
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Wieland Metals Shanghai
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QNPS report / Six Sigma DMAIC report
Work in a cross functional team which regards 8D
Champion lead Core team members Clear problem description
Root cause identified
Implement corrective action
Root cause analysis
Root cause analysis is driven by data & experiment.
WSH/Li Gang
Wieland Metals Shanghai
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QNPS report / Six Sigma DMAIC report
Evaluation and selection of solution
Select the solution to fix the problem
WSH/Li Gang Wieland Metals Shanghai 12
QNPS report / Six Sigma DMAIC report
Planning for corrective action
Verification and implementation of corrective action
Control & standardize to prevent reoccurrence
Monitor and prevent
WSH/Li Gang Wieland Metals Shanghai 14
QNPS report / Six Sigma DMAIC report
Case study
WSH/Li Gang
Communicate, standardize and document the improvement
WSH/Li Gang
You have ensured sustained improvement
3
Wieland Metals Shanghai
QNPS problem solving process
Present original problem description to the team Utilize the team to further define the problem and its scope Use the 5W2H approach to assure a complete problem description