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ED 426 307
TITLE
INSTITUTIONSPONS AGENCY
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ABSTRACT
DOCUMENT RESUME
CE 078 642
Solving Problems: Finding Solutions that Work. JobLinkWinning at Work Instructor's Manual, Module 7.Coast Community Coll. District, Costa Mesa, CA.Office of Vocational and Adult Education (ED), Washington,DC. National Workplace Literacy Program.1996-00-00263p.; For "JobLink" final report and the ten relatedinstruction manuals, see CE 078 635-645.JobLink, c/o Coast Community College District, 1370 AdamsAvenue, Costa Mesa, CA 92626; e-mail: [email protected]($95).
Guides - Classroom Teacher (052)MF01/PC11 Plus Postage.Adult Basic Education; Adult Literacy; Adult Students;*Brainstorming; Case Studies; Conflict Resolution; DecisionMaking; Decision Making Skills; Educational Needs; *JobSkills; Learning Activities; Learning Modules; LiteracyEducation; *On the Job Training; Pretests Posttests;*Problem Solving; Supervisory Training; Teaching Methods;Transparencies; *Workplace Literacy
This manual is a guide to an interactive training programdesigned to address key skills necessary in today's high performanceworkplace. The module is intended to meet the learning needs of productionworkers who may have limited basic skills or literacy. This module presents asix-step problem-solving model: brainstorming; analyzing cause and effect;ranking priorities, identifying potential causes of a problem, designing acorrective action plan, and presenting solutions. Employees who use themodule learn the six steps on a simulated case study, and advance to areal-life problem that is written by their supervisors in an accompanyingsupervisor session. The module contains six 1-1/2 hour lessons that cover thefollowing topics: (1) there's no business like everybody's business; (2)
what's going on here?; (3) something's fishy; (4) what needs to be fixed--andwhat are we going to do about it!; (5) let's fix it!; and (6) welcome to thereal world! The training manual includes an instructor's guide that containsactivities for each lesson, transparency masters and student handouts,information sheets, teaching suggestions, and pre- and posttests; and asupervisor's guide that contains two lessons on finding solutions that work.(KC)
********************************************************************************Reproductions supplied by EDRS are the best that can be made
from the original document.********************************************************************************
N
jokU
nk
Win
ning
At
Wor
k 2
Solv
ing
Prob
lem
sFi
ndin
g So
lutio
ns T
hatW
ork
Vra
Vs?
The
re's
No
Bus
ines
s L
ike
Eve
rybo
dy's
Bus
ines
s
Wha
t's G
oing
On
Her
e?
Som
ethi
ng's
Fis
hy
Wha
t Nee
ds to
be
Fixe
d
Let
s Fi
x It
!
Wel
com
e to
the
Rea
l Wor
ld!
BE
ST C
OPY
AV
AIL
AB
LE
iTh.
S. D
EP
AR
TM
EN
TO
F E
DU
CA
TIO
N
ice
ot E
duca
hona
lR
esea
rch
and
Impr
ovem
ent
EC
AT
ION
AL
RE
SO
UR
CE
SIN
FO
RM
AT
ION
CE
NT
ER
(E
RIC
)
is d
ocum
ent
has
been
repr
oduc
ed a
s
rece
ived
from
the
pers
on o
rorg
aniz
atio
n
orig
inat
ing
0 M
inor
cha
nges
have
bee
nm
ade
to
impr
ove
repr
oduc
tion
qual
ity.
Poi
nts
of v
iew
or o
pini
ons
Mat
ed in
this
docu
men
t do
not
nece
ssar
ilyre
pres
ent
offic
ial O
ER
Ipo
sitio
n or
pol
icy.
3
Solv
ing
Prob
lem
sIn
stru
ctor
's M
anua
l- T
o H
dp Y
ou o
n th
e Jo
b
Tab
le o
f C
onte
nts
Job
Lin
k
Les
son
1: T
here
's N
o B
usin
ess
Lik
e E
very
body
'sB
usin
ess
5-15
'8)
Les
son
2: W
hat's
Goi
ng O
n H
ere?
17-3
1
Les
son
3: S
omet
hing
's F
ishy
.34-
43
V L
esso
n 4:
Wha
t Nee
ds to
be
Fixe
d46
-59
Les
son
5: L
et's
Fix
It!
61-7
1
V L
esso
n 6:
Wel
com
e to
the
Rea
l Wor
ld!
73-8
1
Inst
ruct
ot's
Man
ual
Cop
yrie
tt ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
5
Solv
ing
Prob
lem
s 1r
Inst
ruct
or's
Man
ual-
To
Hel
p Y
ou o
nth
e Jo
b
An
Intr
oduc
tion
jobL
ink
Thi
s m
odul
e fo
cuse
s on
hel
ping
the
empl
oyee
fin
d an
d so
lve
criti
cal w
ork
rela
ted
prob
lem
s. T
hem
odul
e
cent
ers
arou
nd a
six
ste
ppr
oble
m s
olvi
ng m
odel
that
indu
des:
Bra
inst
orm
ing,
Ana
lyzi
ng C
ause
and
Eff
ect
(Fis
hbon
e A
naly
sis)
, Ran
king
Pri
oriti
es(P
aret
o A
naly
sis)
, Ide
ntif
ying
Pote
ntia
l Cau
ses
of a
Pro
blem
,
Des
igni
ng a
Cor
rect
ive
Act
ion
Plan
, and
Pre
sent
ing
Solu
tions
.The
em
ploy
ees
will
lear
n th
e si
x st
eps
on a
sim
ulat
ed c
ase
stud
y an
d ad
vanc
e to
are
al li
fe p
robl
em.
7
lnst
mct
or's
Man
ual
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
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jobL
ink
Af
Solv
ing
Prob
lem
s
Fin
ding
Sol
utio
nsT
hat W
ork
Less
on 1
The
re's
No
Bus
ines
s Li
ke E
very
body
'sB
usin
ess
Solv
ing
Prob
lem
s v
Les
son
1: T
here
's N
o B
usin
ess
Lile
Eve
rybo
dy's
Bus
ines
s
Les
son
Des
crip
tion
jobl
ink
The
re a
re m
any
diff
eren
t pro
blem
-sol
ving
mod
els.
Man
y of
them
con
tain
the
com
pone
nts
pres
ente
d in
this
mod
ule.
It i
s im
port
ant t
opo
int o
ut to
em
ploy
ees
that
pro
blem
-sol
ving
mod
els
diff
er f
rom
com
pany
to c
ompa
nyan
d th
at th
e st
eps
cove
red
in th
is m
odul
e m
ay
not e
xact
ly p
aral
lel t
he s
teps
used
by
thei
r co
mpa
ny.
Thi
s le
sson
intr
oduc
es th
e Si
x St
eps
ofS
olvi
ng P
robl
ems
that
will
be
cove
red
in th
e
solv
ing
prob
lem
mod
ule.
Firs
t, as
a la
rge
grou
p, e
mpl
oyee
s re
ceiv
e a
brie
f in
trod
uctio
n to
the
prob
lem
-sol
ving
ste
ps. T
hen
the
inst
ruct
or f
orm
s te
ams
of e
mpl
oyee
s.
Em
ploy
ees
rem
ain
on th
eir
team
thro
ugho
ut th
em
odul
e. T
he in
stru
ctor
col
lect
s te
am m
ater
ials
at
the
conc
lusi
on o
f ea
ch le
sson
and
sto
res
mat
eria
ls in
aco
lore
d fo
lder
mat
chin
g ea
ch te
am's
col
or.
Tea
ms
wor
k to
geth
er to
com
plet
e th
e "L
esso
n 1
Wor
d Po
wer
" ha
ndou
t tha
t int
rodu
ces
the
voca
bula
ry a
ssod
ated
with
this
less
on.
Tea
ms
fam
iliar
ize
them
selv
es w
ith th
e'M
odel
Pro
blem
" B
efor
e re
adin
g Ib
is a
ccou
nt, e
mpl
oyee
s
prev
iew
the
wor
kshe
et th
ey w
ill u
se in
the
follo
win
g le
sson
ask
ing
them
to li
st r
elev
ant d
etai
lsof
the
acco
unt.
Les
son
1: T
here
's N
o B
usin
ess
ble
Eve
rybo
dy's
Bus
ines
sC
opyr
ight
019
96 b
y C
oast
Com
mun
ity C
olle
ge D
istr
ict
Page
6
1 3
Solv
ing
Prob
lem
sL
esso
n 1:
The
re's
No
Bus
ines
s lic
eE
very
body
's B
usin
ess
V O
bjec
tives
By
com
plet
ing
this
less
on,
empl
oyee
sw
ill w
ork
in te
ams
to:
1.D
emon
stra
teco
mpr
ehen
sion
of
the
prob
lem
-sol
ving
voca
bula
ryus
ed in
this
less
on.
2.Lo
cate
deta
ils o
f a
man
ufac
turi
ngpr
oble
m in
a w
ritte
n ac
coun
t.
Mat
eria
ls N
eede
d
Mat
eria
ls N
eede
d
Job
Lin
kM
ater
ials
Nee
ded
7 H
ardw
are
(con
t'd)
1111
1MIN
UI
7 H
ando
uts
6.C
olor
ed te
am f
lags
"Mod
ule
Prev
iew
" (H
ando
ut 1
)
7.C
olor
ed te
am s
tora
ge f
olde
rs"L
esso
n 1
Wor
d Po
wer
" (H
ando
ut2)
8.A
udio
tape
of
Mod
el P
robl
emw
ith"M
odel
Pro
blem
: Str
ess
Bal
ls a
t EPG
Cac
com
pany
ing
pict
ures
(op
tiona
l)(H
ando
ut 3
)
9.St
ress
Bal
ls, o
r pi
ctur
es o
fSt
ress
Bal
ls(s
ugge
sted
) (B
allo
ons,
fill
ed w
ithfl
our
"Org
aniz
e th
e D
etai
ls"
(Han
dout
4)
or s
and
and
tied
with
a k
not a
t the
top.
)
"Ste
p-by
-Ste
p" c
ards
(C
ard
1)
n_av
Form
s--
----
---
--_,
..
Cla
ssro
om S
et-u
p
"Pre
test
"V
Tot
al T
ime:
90
min
utes
"Lea
rner
Enr
ollm
ent°
Ope
ning
- L
arge
Gro
upH
ardw
are
1.O
verh
ead
proj
ecto
rFi
rst A
ctiv
ity-
Smal
l Gro
ups
2.T
rans
pare
ncy
mar
kers
Tra
nspa
renc
ies
Seco
nd A
ctiv
ity-
Smal
l Gro
ups
3.Fl
ip c
hart
or
whi
tebo
ard
"Mod
ule
Prev
iew
" (T
rans
pare
ncy
1)E
ndin
g- L
arge
Gro
up
4.W
hite
boar
d m
arke
rs"L
esso
n 1
Wor
d Po
wer
"(T
rans
pare
ncy
2)
5.C
olor
ed c
ards
"Mod
el P
robl
em: S
tres
s B
alls
at
EPG
C"
(Tra
nspa
renc
y 3)
"Org
aniz
e th
e D
etai
ls"
(Tra
nspa
renc
y4)
"Ste
p-by
-Ste
p" c
ards
(C
ard
1)
11
25 m
in.
15 m
in.
35 m
in.
15 m
in.
Les
son
1: T
here
's N
o B
usin
ess
Lik
e E
very
body
's B
usin
ess
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 7
Sol
ving
Pro
blem
sL
esso
n 1:
The
re's
No
Bus
ines
s L
llce
Eve
rybo
dy's
Bus
ines
s
Vre
leal
/ rea
tteet
:t .
.....
Vre
1Jo
blIn
kN
ame
Dat
e
Pre
test
/Pos
ttest
Ole
o IW
O le
& v
ele
Ile M
e *I
Vs
eine
s m
om&
_ I
Ibilo
wee
ilal
Gee
d /W
ide.
Gom
m w
ee IV
.ve
il.P
od V
.111
6417
le M
I AM
R
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Md.
466
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n 46
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ines
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n M
et
For
m
JobL
ink
1
Mod
ule
Ove
rvie
w
Wor
d P
ower
SW
Ste
m o
f Pro
blem
Sol
vber
I.B
rain
stor
min
g
2. C
ause
and
Eff
ect A
naly
sis
3.R
anki
ng P
rior
ities
: Par
eto
Ana
lysi
s
4.Id
entif
ying
Pot
entia
l Cau
ses
of P
robl
em
5.D
esig
ning
a C
orre
ctiv
e A
ctio
n Pl
an
6.Pr
esen
ting
Solu
tions
Joiti
nt
Ire
I non
*Wm
. tie
110
11ft
Ow
l. N
M C
mo
Cm
*, C
A. O
rlo
goad
s..
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
Han
dout
1, T
rans
pare
ncy
1
BE
ST
CO
PY
AV
MA
E:P
i.Y.
Page
8
Solv
ing
Prob
lem
sL
esso
n 1:
The
re's
No
Bus
ines
s L
i ice
Eve
rybo
dy's
Bus
ines
s
Act
iviti
esvt
Ope
ning
: 15
Min
utes
1.H
ave
empl
oyee
s si
gn in
and
wea
r na
me
tags
of
nece
ssai
y).
2.W
elco
me
empl
oyee
s.
3.C
ompl
ete
"Lea
rner
Enr
ollm
ent F
orm
" an
d"P
rete
st".
4.P
revi
ewth
e "M
odul
e Pr
evie
w".
Use
this
time
to g
ive
the
empl
oyee
s a
gene
ral i
ntro
duct
ion
to te
am
prob
lem
sol
ving
. (Pl
ease
r4-
er to
the
Tra
iner
Not
es.)
5. A
sk e
mpl
oyee
s if
they
hav
e an
y pr
oble
m-s
olvi
ngex
peri
ence
.
6.D
ivid
eem
ploy
ees
into
team
s of
4 to
6 u
sing
eith
er o
f th
e fo
llow
ing
met
hods
:
OK 1,4)
MIIMMIWO
13
jobL
ink
a.A
sk th
e co
mpa
ny f
acili
tato
r to
help
you
for
m th
e te
ams.
You
may
wan
tto
grou
p
empl
oyee
s in
team
s of
em
ploy
ees
who
are
acc
usto
med
to w
orki
ngto
geth
er o
r in
team
s
of e
mpl
oyee
s w
ho d
o no
twor
k to
geth
er. T
hen
give
eac
hem
ploy
ee a
col
ored
car
d th
at
corr
espo
nds
to h
is o
r he
r ne
w te
amco
lor.
b.F
orm
team
s ra
ndom
ly b
yde
alin
g co
lore
d ca
rds
to e
mpl
oyee
s.E
ach
colo
r is
a te
am c
olor
.
7.W
hich
ever
met
hod
you
choo
se, s
etup
colo
red
flag
s. W
hen
empl
oyee
s ha
veth
eir
card
s,te
llth
em
to a
ssem
ble
with
thei
r te
amm
ates
by th
e ap
prop
riat
e fl
ag.
Les
son
1: T
here
's N
o B
usin
ess
Lik
eE
very
body
's B
usin
ess
13
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tnme9
Solv
ing
Prob
lem
s'r
Les
son
1: T
here
's N
o B
usin
ess
tile
Eve
rybo
dy's
Bus
ines
s
1111
115.
11.1
as P
robl
ems.
.Z
'
1....
I.O*1
416.
...w
.imyb
ays
Les
son
1 W
ord
Pow
er
Job
Li*
Dir
cdO
ntt C
olum
n A
list
s w
ords
that
will
be
used
in to
days
less
on a
ndC
olum
n B
def
mes
thos
e w
ords
.
Wor
k w
ith y
our
team
to m
atch
wor
d* w
ith d
efln
ition
t In
the
spac
e be
fore
eac
hw
ord
in C
olum
n A
, wri
te th
e le
tter
of it
s de
fini
tion
in C
olum
n B
Col
umn
A
-I. p
od=
_3. p
roce
n_4
. pro
duct
_5. p
roth
atie
_6. p
reau
re_7
. def
ect
C.
mat
eria
l
Win
nIS
a.su
bsta
nce
toed
to m
aim
a p
rodu
ct
b. p
roce
dum
met
hod;
ste
ps in
volv
ed
c to
mak
e
d. e
nerg
y th
at is
use
d to
pus
h or
forc
e
mon
ey-m
akirg
fa
prod
uced
or
man
ufac
ttred
item
g th
e co
nditi
on o
f a p
rodu
ct (
good
or
bad)
h im
perf
ectio
n; fa
ult
Wm
I 11
0es
He
Hal
ms
tile
WO
.* b
are.
Cap
p*. W
M I/
Caa
Com
ult,
Cal
ve M
ktN
a111
2
Han
dout
2, T
rans
pare
ncy
2
Les
son
1: T
here
's N
o B
usin
ess
Lac
e E
very
body
's B
usin
ess
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
2 0
BE
ST C
OPY
AV
AIL
AB
LE
jobL
ink
Page
10
Solv
ing
Prob
lem
sv
Les
son
1: T
here
's N
o B
usin
ess
Lik
eE
very
body
's B
usin
ess
Act
iviti
esFi
rst A
ctiv
ity: 1
5 M
inut
es
ique
ndO
lut
1
ri-23
Tre
mga
nnev
0 `)
jobL
ink
1.E
xpla
into
the
team
s ho
w to
fill
out t
heir
"L
esso
n 1
Wor
d Po
wer
".
2.A
ssis
tth
e te
am m
embe
rs a
s ne
eded
.
3.U
pdat
eth
e m
aste
r "L
esso
n 1
Wor
d Po
wer
"pe
riod
ical
ly w
ith th
e co
rrec
t ans
wer
s as
the
team
s
wor
k. F
or s
ome
clas
ses,
you
may
need
to w
rite
imm
edia
te h
ints
on
the
tran
spar
ency
Cs.
Les
son
1: T
here
's N
o B
usin
ess
Lik
eE
very
body
's B
usin
ess
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 1
1
Solv
ing
Prob
lem
sL
esso
n 1:
The
re's
No
Bus
ines
s L
ike
Eve
rybo
dy's
Bus
ines
s
FA I
AS
ally
ing
Pro
blem
.aw
e I 1
14. N
o la
rea
tie ta
rOod
y. S
ams
JobL
ink
Mod
el P
robl
em: S
tres
s B
alls
at E
PC
CE
mpl
oyee
Mod
ule
Wek
ome
to th
e E
xper
t Puz
zle
and
Gam
e C
orpo
ratio
n IE
PG
CB
EP
GC
is in
nor
ther
n M
aine
Itpr
oduc
es g
ames
and
puz
zles
. EP
GC
dis
trib
utes
its
puzz
les
and
gam
es in
the
Uni
ted
Sta
tes.
The
com
pany
pro
duce
s qu
ality
pro
duct
s.
The
re a
re p
rodu
ct d
evel
oper
s at
EP
GC
The
y ta
ke p
ride
ns th
eir
wor
k T
hey
desi
gn g
ames
and
puzz
les
The
y m
ake
mon
ey b
y in
vent
ing
new
gar
nes
and
puzz
les
for
thei
r co
mpa
ny to
prod
uce.
Can
dace
and
Ric
k ar
e tw
o pr
oduc
t dev
elop
ers
The
y th
ink
up n
ew g
ames
and
puz
zles
The
ytr
y ou
t the
ir id
eas
on e
ach
othe
r T
hey
are
alw
ays
com
petin
g w
ith e
ach
othe
r T
hey
like
to s
e<w
hose
idea
s w
ill m
ake
the
mos
t mon
ey fo
r th
eir
com
pany
. The
y ea
ch tr
y to
com
e up
with
as
man
y ne
w id
eas
as p
ossi
ble.
EP
GC
has
a w
areh
ouse
Em
ploy
ees
in R
ecei
ving
che
ck th
e m
ater
ial a
nd p
arts
that
com
e in
toth
e pl
ant.
The
war
ehou
se s
tore
s al
l the
se m
ater
ials
and
par
ts. I
t is
sepa
rate
from
the
mai
nbu
ildin
g
Em
ploy
ees
rain
y th
e m
ater
ial a
nd p
arts
that
they
nee
d fo
r pr
oduc
tion
from
the
war
ehou
seto
the
mai
n bu
ildin
g Jo
e is
the
empl
oyee
who
goe
s to
the
war
ehou
se fo
r m
ater
ials
and
par
ts.
He
brin
gs th
em to
the
mai
n bu
ildin
g D
urin
g th
e w
inte
r he
ofte
n ha
s to
put
on
boot
s an
d a
heav
y co
at to
ga
over
to th
e w
areh
ouse
.
Thi
s is
an
asse
mbl
y lin
e th
at p
rodu
ces
wor
d ga
mes
Insp
ecto
rs c
heck
the
gam
es w
hen
they
com
e of
f the
ass
embl
y lin
e. M
arta
is in
cha
rge
of q
ualit
y co
ntro
l. S
he is
ver
y go
od a
t fin
ding
defe
cts.
Pac
kers
pac
k th
e ga
mes
into
box
es O
ther
em
ploy
ees
mov
e th
em to
the
war
ehou
se.
In th
e w
areh
ouse
, for
klift
s ca
rry
tall
stac
ks o
f gam
es T
he p
uzzl
es a
nd g
ames
are
not
brea
kabl
e F
orkl
ift o
pera
tors
can
sta
ck th
e ga
mes
ver
y hi
gh. E
mily
and
Ant
hony
are
two
of th
efo
rklif
t opu
ator
s in
the
war
ehou
se.
Six
mon
ths
ago,
EP
GC
des
igne
d a
new
pro
duct
It q
uick
ly b
ecam
e ve
ry p
opul
ar a
ndpr
ofita
ble.
The
new
pro
duct
is th
e S
tres
s B
all U
nlik
e th
e ot
her
EP
GC
pro
duct
s. th
e S
tres
s B
all i
sno
t a p
uzzl
e or
a g
ame
Its a
ssem
bly
is v
ery
sim
ple.
Fou
r pe
ople
wor
k on
e da
y a
wee
k to
mod
uce
enou
gh S
tres
s B
alls
to m
eet E
PG
Cs
wee
kly
quot
a
I tha
t.. I.
bat I
.o.M
. eam
oco
mer
01*
ar
Cas
a La
wn*
ca.
. ow
..aa
4aa.
Sa
arr
ZU
SE
S
Sm The
le,
at th
e
Is eel I
n
Br Par
ty
ow. S
lo
Han
dout
3, T
rans
pare
ncy
3
JobL
ink
=S
olvi
ng P
relk
lem
,In
sat M
acs
14 b
asin
s La
Ear
6ady
s S
uasa
Org
aniz
e th
e D
etai
ls:
Str
ess
Bal
ls a
t EP
CC
Jobl
ink
pire
CtiO
nk A
fter
you
read
the
'Mod
el P
robl
em: w
ork
with
you
r tu
m b
rill
in th
e in
form
atio
n be
low
.A
_lis
t all
the
peop
k m
entio
ned
in th
e 'M
odel
Pra
bler
n' a
nd th
e jo
bs th
ey d
o(H
int O
W p
erso
n is
not
men
tione
d br
eas
ed
I. 2 5 4 5 6 7
Per
$041
.10b
BW
hat a
re th
e st
eps
in m
akin
g S
tres
s B
aDs?
2 3 4 5 6 7 9
C V
Asa
t mac
hine
is u
sed
to m
ake
Str
ess
Bas
t
D W
hat m
ater
ials
are
use
d to
mak
e S
tres
st.
2
EW
hat a
rt th
e cu
stom
er c
ompl
aint
s ab
out S
ams
Bal
ls? 4
Ilvas
No
bans
ske
Ess
esee
drs
ems.
Cam
els
be ..
.mom
amiO
s
Han
dout
4, T
rans
pare
ncy
4
Les
son
1: T
here
's N
o B
usin
ess
Lik
e E
very
body
's B
usin
ess
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
5B
EST
CO
PY
Page
12
Solv
ing
Prob
lem
sL
esso
n 1:
The
re's
No
Bus
ines
s L
ike
Eve
rybo
dy's
Bus
ines
s
Act
iviti
esSe
cond
Act
ivity
: 35
Min
utes
ISI-
3)H
ando
ut
(N4,
T4)
Han
dout
Tra
nspa
renc
y
Tra
nspa
renc
y
1.D
istr
ibut
e"M
odel
Pro
blem
: Str
ess
Bal
ls a
t EPG
C".
jobL
ink
2.D
istr
ibut
e"O
rgan
ize
the
Det
ails
",pr
ojec
tit,
and
revi
ewit
sect
ion
by s
ectio
n in
an
effo
rt to
prep
are
team
s fo
r th
e re
adin
gse
lect
ion.
3.P
roje
ctth
e "M
odel
Pro
blem
" on
the
over
head
.
4.P
lay
the
"Mod
el P
robl
em"
audi
otap
e, if
ava
ilabl
e, o
r re
ad th
e ac
coun
tslo
wly
. If
avai
labl
e, s
how
slid
es o
r tr
ansp
aren
cies
dep
ictin
g th
e ac
tion
in th
e ac
coun
t,sh
owin
g th
e ch
arac
ters
, and
dem
onst
ratin
g th
e pr
oces
s of
mak
ing
Stre
ss B
alls
.P
ass
arou
ndsa
mpl
e St
ress
Bal
ls, i
f av
aila
ble.
5.A
skte
ams
to s
ilent
ly r
erea
d th
e ha
ndou
ts o
f "M
odel
Pro
blem
:St
ress
Bal
ls a
t EPG
C"
whi
le th
eac
coun
t rem
ains
pro
ject
ed o
n th
e ov
erhe
ad.
6.A
ssis
tte
am m
embe
rs w
ith v
ocab
ular
y an
d he
lp th
em c
ompr
ehen
dde
tails
, if
nece
ssar
y
7.R
emin
dte
am m
embe
rs th
at th
ey w
ill id
entif
y th
e im
port
ant
deta
ils o
f th
is s
tory
in th
e ne
xt le
sson
.
Les
son
1: T
here
's N
o B
usin
ess
Lik
e E
very
body
's B
usin
ess
"
As.
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 1
3
Solv
ing
Prob
lem
sL
esso
n 1:
The
re's
No
Bus
ines
s L
ike
Eve
rybo
dy's
Bus
ines
s
Uin
taC
.1)
Wm
WI)
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itdill
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lido
ftem
s43
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ase
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ps In
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e V
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lid p
i Me
le Is
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oor'
ind
Ted
Me
II M
I you
r
12 3
11:1
1
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oft
aim
ait
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22 3
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3
Car
ds 1
Les
son
1: T
here
's N
o B
usin
ess
Lile
Eve
rybo
dy's
Bus
ines
sC
opyr
ight
C19
96 b
y C
oast
Com
mun
ity C
olle
ge D
istr
ict
2 3
BE
ST C
OPY
AV
AP
AE
U
JobL
ink
Page
14
Solv
ing
Prob
lem
sL
esso
n 1:
The
re's
No
Bus
ines
s bl
e E
very
body
's B
usin
ess
Act
iviti
esE
ndin
g: 1
5 M
inut
es
33
jobL
ink
Dis
trib
ute
"Ste
p-by
-Ste
p" c
ards
. Tel
l em
ploy
ees
to f
ill in
thei
r na
mes
,w
rite
dow
n th
eir
jobs
, and
list
the
step
s th
ey ta
ke in
thei
r jo
bs.A
skem
ploy
ees
to ta
ke th
e ca
rds
with
them
, fill
them
out
and
brin
g th
em to
the
next
less
on.
2. s
ave
colle
cted
wor
k in
col
ored
fold
ers.
3. S
ay g
ood-
bye.
Les
son
1: T
here
's N
o B
usin
ess
Lik
e E
very
body
's B
usin
ess
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 1
5
Job
Lin
k
Win
ning
At
Wor
k
3 2
Solv
ing
Prob
lem
s
Fin
ding
Sol
utio
ns T
hat
Wor
k
Less
on 2
Wha
t's G
oing
On
Her
e?
3 3
Solv
ing
Prob
lem
sL
esso
n 2:
Wha
t's G
oing
On
Her
e?
Les
son
Des
crip
tion
Les
son
2: W
hat's
Goi
ng O
n H
ere?
jobL
ink
Thi
s le
sson
foc
uses
on
Bra
inst
orm
ing,
the
firs
t of
the
Six
Step
s of
Pro
blem
Sol
ving
cov
ered
in
this
mod
ule.
Em
ploy
ees
revi
ew th
e M
odel
Prob
lem
" an
d th
en b
reak
into
team
s. I
n te
ams,
they
wor
k on
the
"Les
son
2 W
ord
Pow
er"
activ
ity, t
hey
com
plet
e th
e "O
rgan
ize
the
Det
ails
" ha
ndou
t and
they
do
the
"Bra
inst
orm
ing"
act
ivity
.
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 1
8
3 5
Solv
ing
Prob
lem
sL
esso
n 2:
Wha
t's G
oing
On
Her
e?
cf O
bjec
tives
By
com
plet
ing
this
less
on, e
mpl
oyee
sw
ill w
ork
in te
ams
to:
1.D
emon
stra
teco
mpr
ehen
sion
of
the
voca
bula
ry r
elat
ed to
brai
nsto
rmin
g.2.
Org
aniz
ede
tails
.
3.U
tiliz
e th
e br
ains
torm
ing
tech
niqu
e to
gen
erat
eid
eas
to u
sela
ter
in s
olvi
ng th
e "M
odel
Prob
lem
7
Mat
eria
ls N
eede
d*V
Har
dwar
e1.
Ove
rhea
d pr
ojec
tor
2.T
rans
pare
ncy
mar
kers
3.Fl
ip c
hart
or
whi
tebo
ard
4.W
hite
boar
d m
arke
rs
5.C
olor
ed te
am f
olde
rs f
rom
prev
ious
less
on
Tra
nspa
renc
ies
"Org
aniz
e th
e D
etai
ls"
(Tra
nspa
renc
y4)
"Les
son
2 W
ord
Pow
er"
(Tra
nspa
renc
y 5)
"Bra
inst
orm
ing"
(T
rans
pare
ncy
6)
"Bra
inst
orm
ing"
car
ds (
Car
d2)
win
os e
nv
JobL
ink
V M
ater
ials
Nee
ded
V. H
ando
uts
"Org
aniz
e th
e D
etai
ls"
(Han
dout
4)
"Les
son
2 W
ord
Pow
er"
(Han
dout
5)
"Bra
inst
orm
ing"
(H
ando
ut 6
)
"Bra
inst
orm
ing'
car
ds (
Car
d2)
5T-7
Cla
ssro
om S
et-u
pT
otal
Tim
e: 9
0 m
inut
esO
peni
ng-
Lar
ge G
roup
5 m
in.
Firs
t Act
ivity
- Pa
irs
Seco
nd A
ctiv
ity-
Smal
l Gro
ups
Thi
rd A
ctiv
ity-
Smal
l Gro
ups
Four
th A
ctiv
ity-
Smal
l Gro
ups
End
ing-
Lar
ge G
roup
15 m
in.
10 m
in.
20 m
in.
25 m
in.
15 m
in.
Les
son
2: W
hat's
Goi
ng O
n H
ere?
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 1
9
Solv
ing
Prob
lem
sL
esso
n 2:
Wha
t's G
oing
On
Her
e?
So1
111.
1 P
robl
eas
too.
. Iib
161
ird. L
le E
very
body
', kn
ows
JobL
frik
Mod
el P
robl
em: S
tres
s B
alls
at E
PC
CE
mpl
oyee
Mod
ule
Wel
com
e to
the
Exp
ert P
uzzl
e an
d G
ame
Cor
pora
tion
IEP
GO
! EP
GC
is in
nor
ther
n M
aine
Itpr
oduc
es g
ames
and
puz
zles
EP
GC
dis
trib
utes
its
punk
s an
d pm
es in
the
Uni
ted
Sta
tes
The
com
pany
pro
duce
s qu
ality
pro
duct
s.
The
re a
re p
rodu
ct d
evel
oper
s at
EP
GC
. The
y ta
ke p
ride
in th
eir
wor
k T
hey
desi
gn g
ames
and
punk
s T
hey
mak
e m
oney
by
inve
ntin
g ne
w g
ames
and
pun
ier
for
thei
r co
mpa
ny to
prod
uce.
Can
dace
and
Ric
k ar
e tw
o pr
oduc
t dev
elop
ers
The
y th
ink
up n
ew g
ames
and
puu
les
The
ytr
y ou
t the
ir id
eas
on e
ach
othe
r T
hey
are
alw
ays
com
petin
g w
ith e
ach
othe
r T
hey
like
to s
eew
hose
idea
s w
ill m
ake
the
mos
t mon
ey fo
r th
eir
com
pany
. The
y ea
ch tr
y to
com
e up
with
as
man
y ne
w id
eas
as p
ossi
ble.
EP
GC
has
a w
areh
ouse
Em
ploy
ees
in R
ecei
ving
che
ck th
e m
ater
ial a
nd p
arts
that
com
e in
toth
e pl
ant.
The
war
ehou
se s
tore
s al
l the
se m
ater
ials
and
par
ts. I
t is
sepa
rate
from
the
mai
nbu
ildin
g
Em
ploy
ees
carr
y th
e m
ater
ial a
nd p
arts
that
they
nee
d fo
r pr
oduc
tion
from
the
war
ehou
seto
the
mai
n bu
ildin
g lo
e is
the
empl
oyee
who
goe
s to
the
war
ehou
se fo
r m
ater
ials
and
par
ts.
He
brin
gs th
em to
the
mai
n bu
ildin
g D
urin
g th
e w
inte
r. h
e of
ten
has
to p
ut o
n bo
ots
and
ahe
avy
coat
to g
o ov
er to
the
war
ehou
se
Thi
s is
an
asse
mbl
y lin
e th
at p
rodu
ces
wor
d ga
mes
Insp
ecto
rs c
heck
the
gam
es w
hen
they
com
e of
f the
ass
embl
y fin
e. M
arta
is in
cha
rge
of q
ualit
y co
ntro
l. S
he is
ver
y go
od a
t fin
ding
defe
cts.
Pac
kers
pac
k th
e ga
mes
into
box
es O
ther
em
ploy
ees
mov
e th
em to
the
war
ehou
se.
In th
e w
areh
ouse
. for
klift
s ca
rry
tall
stac
ks o
f gam
es. T
he p
uzzl
es a
nd g
ames
are
not
brea
kabl
e F
orkh
ft op
erat
ors
can
stac
k th
e ga
mes
ver
y hi
gh E
mily
and
Ant
hony
are
two
of th
efo
rklif
t ope
rato
rs in
the
war
ehou
se.
Six
mon
ths
ago.
EP
GC
des
igne
d a
new
pro
duct
. It q
uick
ly b
ecam
e ve
ry p
opul
ar a
ndpr
ofita
ble
The
new
pro
duct
is th
e S
tres
s B
all.
Unl
ike
the
othe
r E
PG
C p
rodu
cts.
the
Str
ess
Bal
l is
not a
puz
zle
or a
gam
e Its
ass
embl
y is
ver
y si
mpl
e. F
our
peop
le w
ork
one
day
a w
eek
topr
oduc
e en
ough
Str
ess
Bal
ls to
mee
t EP
GC
's w
eekl
y qu
ota.
Leva
n I I
lvd,
No
burn
s. L
b E
vNyt
ody
I lbw
..C
apyr
yd O
NN
I by
C.
feer
enon
ey C
r4v
Pen
dH
ando
ut S
.
Les
son
2: W
hat's
Goi
ng O
n H
ere?
Han
dout
3
JobL
ink
Mod
el P
robl
em: S
tres
s B
alls
at E
PC
C(c
ontin
ued)
The
Str
ess
Bal
l is
a st
rong
bal
loon
that
is p
ress
ure-
fdle
d w
ith s
and
Eac
h of
the
bur
empl
oyee
s is
res
pons
ible
for
one
part
of t
he m
anuf
actu
ring
proc
ess.
One
em
ploy
ee b
rims
the
sand
and
bal
loon
s fr
om th
e st
orag
e ro
om H
e or
she
is in
cha
rge
of fi
lling
the
inje
ctio
n m
achi
ne w
ith s
and.
Ano
ther
em
ploy
ee fi
ts 2
4 ba
lloon
s ov
er th
e fil
ling
tube
s.
Whm
the
ballo
ons
are
over
the
tube
s th
e th
ird e
mpl
oyee
pul
ls a
han
dle.
The
pul
ling
caus
esth
e m
achi
ne to
use
pre
ssur
e to
pus
h sa
nd in
to th
e ba
lloon
s.
Afte
r th
e ba
lloon
s ar
e fu
ll, a
ll fo
ur e
mpl
oyee
s w
ork
toge
ther
to r
emov
e th
e ba
lloon
s fr
omth
e fil
ling
tube
s T
hey
sque
eze
out a
ir an
d tie
a k
not i
n ea
ch b
allo
on
A fo
urth
em
ploy
ee in
spec
ts th
e S
IMS
Bal
ls a
nd p
ado
them
into
car
tons
for
ship
ping
The
com
pany
man
ukct
ures
Str
ess
Bal
ls o
nly
one
day
a w
eek
Man
agem
ent t
akes
four
empl
oyee
s aw
ay fr
om th
eir
usua
l job
s to
mak
e S
tres
s B
alls
Thr
ee e
mpl
oyee
s ar
e R
ick
from
Pro
duct
Dev
elop
men
t. M
arta
fior
n Q
ualit
y C
ontr
ol. a
nd J
oe fr
om th
e S
tora
ge D
epar
tmen
t. T
heco
mpa
ny c
hoos
es a
diff
eren
t em
ploy
ee e
ach
wee
k to
take
the
four
th p
ositi
on
Mar
ta g
ets
the
mat
eria
l and
fills
the
inje
ctio
n m
achi
ne w
ith s
and
Joe
pulls
the
fill h
andl
e.R
ick
and
the
four
th w
orke
r ta
ke tu
rns
plac
ing
the
ballo
ons
over
the
tube
s. T
hey
also
insp
ect t
heco
mpl
eted
Str
ess
Bal
ls.
At f
irst t
here
wer
e no
pro
blem
s in
the
Str
ess
Bal
l dep
artm
ent H
owev
er la
tely
EP
GC
has
been
rec
eivi
ng m
any
cust
omer
com
plai
nts.
The
m a
m m
any
diffm
ni c
ompl
aint
s. S
ome
Sbe
ss B
ath
have
Imp
him
ps o
f san
d in
them
Oth
ers
haw
ale
in th
an. S
ome
pock
ed b
oxes
of S
tres
s B
alls
am
mis
sing
one
or
Iwo
balls
. Som
e be
ats
of S
tres
s B
alls
har
e br
oken
bal
ls In
side
.
The
se p
robl
ems
are
cost
ing
EP
GC
pro
fits
The
y ar
e hu
rtin
g E
PG
Cs
repu
tatio
n as
a c
ompa
nyth
at p
rodu
ces
qual
ity p
rodu
cts.
You
are
goi
ng to
sol
ve E
PG
C's
pro
blem
!
Lane
I T
ens
No
Imm
o Li
z E
very
body
, &m
ono
Cow
er 0
1., b
y C
NN
Ovu
m.)
CA
S s
torm
Ihm
leal
lb
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
4-
aPI
rC
o&ai
4r0
Ate
td01
.6.
Page
20
19
(WU
IH
ando
ut
Solv
ing
Prob
lem
sL
esso
n 2:
Wha
t's G
oing
On
Her
e?
Act
iviti
esO
peni
ng: 5
Min
utes
.H
ave
empl
oyee
s si
gn in
and
wea
r na
me
tags
(if
nec
essa
ry).
2. W
elC
ome
empl
oyee
s.
3. R
evie
w th
e "M
odel
Pro
blem
"fr
om la
st le
sson
.
4 3
Les
son
2: W
hat's
Goi
ng O
n H
ere?
jobL
ink
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 2
1
Solv
ing
Prob
lem
sL
esso
n 2:
Wha
t's G
oing
On
Her
e?
Les
son
2: W
hat's
Goi
ng O
n H
ere?
11.S
olvi
ng 9
4lem
ela
wn
I Ihn
t 14
11an
se b
ig b
onts
iy. L
anw
o
Org
aniz
e th
e D
etai
ls:
Str
ess
Bai
ls a
t EP
GC
ilabL
Ink
amni
ons,
Aite
r yo
u re
ed th
e 14
odd
Pro
blem
' For
k w
ith y
our
teem
to fI
F th
e in
fonn
atio
n bd
ove
A L
iu a
ll th
e pe
ople
men
tione
d in
the
Islo
dd P
robl
em(
ted
the
jobs
they
do.
Oet
pea
I. n
et P
ando
ra ty
men
te.)
2 7
Pels
on./1
0
9 M
et e
n th
e at
eye
is m
etin
g S
tres
s B
oo
2 4 9
C W
het m
enhi
r* is
wed
to s
toke
She
n B
alls
?
a W
het m
eria
b am
use
d to
mak
e S
hen
Me?
I.2
E W
het a
m te
e on
tom
er o
nmpl
eine
abo
ut S
ten
Bel
ls?
14
Wan
I T
wo%
lb b
alm
DIN
lirM
edis
San
=C
opp*
MO
N Iv
y C
A. C
amow
it, C
ar O
Wla
wlin
ot 4
Han
dout
4, T
rans
pare
ncy
4
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
BE
ST C
OP
AV
LA
B
jobl
ink
Page
22
4 3
Solv
ing
Prob
lem
sL
esso
n 2:
Wha
t's G
oing
On
Her
e?
Act
iviti
esFi
rst A
ctiv
ity: 1
5 M
inut
es
(T4)
TT
SIT
TIN
TO
TC
T1.
Proj
ect "
Org
aniz
e th
eD
etai
ls".
402.
wor
k in
pai
rs to
fill
out
the
"Org
aniz
e th
e D
etai
ls".
Whe
n em
ploy
ees
need
imm
edia
te h
ints
, wri
te
them
on
a bl
ank
tran
spar
ency
.
jobL
ink
41
3. c
ompl
ete
the
"Org
aniz
eth
e D
etai
ls"
with
em
ploy
ees'
inpu
t.
Les
son
2: W
hat's
Goi
ng O
n H
ere?
Cop
yrig
ht C
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 2
3
Solv
ing
Prob
lem
sL
esso
n 2:
Wha
t's G
oing
On
Her
e?
1111
1131
11.1
PoI
em
s.v
lam
e I
G.n
g O
n le
es
Les
son
2 W
ord
Pow
er
jail*
M81
11ed
ont C
olum
n A
list
s w
ords
that
will
be
used
in to
days
less
on. a
ndC
olum
n B
def
mes
thos
e w
ords
.
Wor
k w
ith y
our
team
to m
atch
wor
ds w
ith d
sfin
Itio
ns. I
n th
e sp
ace
befo
re e
ach
wor
d in
Col
umn
A w
rite
the
lette
r of
its
defi
nitio
n in
Col
umn
B.
Col
umn
AC
ons=
I. b
rain
stor
ma,
to f
ind
an a
nsw
er to
a p
robl
em
2. id
eab.
ope
n to
new
dea
s
3. o
pini
onc.
the
answ
er to
a p
robl
an4.
to ju
dge
d to
for
m a
n op
inio
n ab
out s
omet
hing
5. ju
dgm
ent
e. a
thou
ght
6. to
sol
vef
a de
cisi
on m
ade
alte
r ju
dgin
g
7. o
pen-
min
ded
8. a
bdi
ef n
ot a
lway
s ba
sed
on f
ads
8. s
olut
ion
h. to
wor
k as
a g
roup
to c
ome
up w
ith a
sm
any
deas
as
poss
ible
with
out j
udgi
ng th
eid
eas
or th
e gr
oup
mem
bers
tEnn
2 IR
O. C
alrg
lion/
Cay
mpt
moo
s 4
CC
i CIn
pl1o
nnIln
oryw
ney
Les
son
2: W
hat's
Goi
ng O
n H
ere?
Tra
nspa
renc
y 5
4 b
JobL
ink
3.1.
1.1
robl
ems
I... 1
: Mal
'. G
oing
am
am
Bra
Inst
orm
Ing
jobL
Ink
PRO
M: E
PGC
's c
usto
m's
are
com
plai
ning
abo
ut th
e qu
ality
of
Stre
ss B
alls
. The
am
npan
y is
losi
ng p
rofi
ts. T
he a
mnp
any'
s re
puta
tion
is s
uffe
ring
MI W
hi C
a50.
Nee
Cow
l/. S
øN
b C
ast C
amar
a, G
ip o
we
Tw
orpm
erry
Tra
nspa
renc
y 6
BE
ST C
OPY
AV
AIL
AB
LE
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 2
4
Solv
ing
Prob
lem
s v
Les
son
2: W
hat's
Goi
ng O
n H
ere?
Act
iviti
esSe
cond
Act
ivity
: 10
Min
utes
(T4I
Trim
pinn
ey
114)
Tni
nsP
krer
sCI
4 3
jobL
ink
1.Pr
ojec
t "B
rain
stor
min
g". R
ead
the
prob
lem
iden
tifie
d.
2.E
xpla
in th
e pr
oces
s of
bra
inst
orm
ing.
3.E
xpla
in th
at w
hen
the
empl
oyee
s br
eak
into
gro
ups,
they
will
fir
st w
ork
toge
ther
on
"Les
son
2W
ord
Pow
er",
and
then
they
will
bra
inst
orm
poss
ible
rea
sons
for
the
mod
el p
robl
em.
4. E
ncou
rage
all
team
mem
bers
tovo
lunt
eer
thei
r id
eas
in th
eir
grou
p di
scus
sion
s. R
emin
dth
em
that
in b
rain
stor
min
g:
a. N
o id
ea is
bad
; no
idea
is in
sign
ific
ant
b. E
mpl
oyee
s sh
ould
not
cri
tidze
, rid
icul
e, o
r ot
herw
ise
disc
oura
ge o
ther
em
ploy
ees
idea
s.
c. A
wea
k id
ea o
ften
help
s ge
nera
te a
str
ong
idea
!
d. T
he g
roup
sho
uld
cons
ider
all
idea
s.
4 9
Les
son
2: W
hat's
Goi
ng O
n H
ere?
Cop
yrig
ht C
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 2
5
Solv
ing
Prob
lem
s'7
Les
son
2: W
hat's
Goi
ng O
n H
ere?
Fla
Less
on 2
Wor
d P
ower
jobU
nt
INfie
tfeln
k C
olum
n A
list
s w
ords
that
will
be
used
in to
days
less
on. a
ndC
olum
n B
def
ines
thos
e w
ords
.
Wor
k w
ith y
our
team
to m
atch
wed
s w
ith d
efin
ition
s. In
the
spac
e be
fote
eac
hw
ord
in C
olum
n A
. writ
e th
e le
tter
of it
s de
finiti
on in
Col
umn
B.
colu
mn
AC
olum
n 11
I. br
ains
torm
2. id
ea
_ 3.
opi
nion
4. to
judg
e
_ 5.
judg
men
t6.
to s
olve
7. o
pen-
min
ded
8. s
olut
ion
a to
find
an
answ
er to
a p
robl
emb.
ope
n to
new
idea
s
c th
e an
swer
to a
pro
blem
d. to
form
an
opin
ion
abou
t som
ethi
ng
e a
thou
gnt
fa
deci
sion
mad
e af
ter
judg
ngg
a be
lief n
ot a
lway
s ba
sed
on fa
cts
tc to
woi
k as
a g
roup
to c
ome
up w
ith a
sm
any
idea
s as
pos
sibl
e w
ithou
t jud
ging
the
idea
s or
the
grou
p m
embe
rs
lem
en 1
W. G
m O
n I o
fcW
,..l,.
0, C
au. C
omm
* ca
w c
law
amin
o 3
Han
dout
5, T
rans
pare
ncy
5
Les
son
2: W
hat's
Goi
ng O
n H
ere?
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
BE
ST c
opy
AV
M?
AaM
L,/%
, CA
APn
rf
5JobL
ink
Page
26
Solv
ing
Prob
lem
sL
esso
n 2:
Wha
t's G
oing
On
Her
e?
ilcliv
ities
Thi
rd A
ctiv
ity: 2
0 M
inut
es
(H5)
Han
dout
(tS)
Tm
onta
tenc
y
Job
Lin
k
1.T
elle
mpl
oyee
s to
wor
k in
team
s to
fill
out t
heir
"L
esso
n 2
Wor
d Po
wer
".
2.A
ssis
t tea
m m
embe
rs f
rom
tim
e to
tim
e,ne
eded
.
3.P
erio
dica
lly u
pdat
eth
e m
aste
r "L
esso
n 2
Wor
d Po
wer
" w
ith th
e co
rrec
t ans
wer
s as
the
empl
oyee
s w
ork.
Les
son
2: W
hat's
Goi
ng O
n H
ere?
t 3
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 2
7
Solv
ing
Prob
lem
sL
esso
n 2:
Wha
t's G
oing
On
Her
e?
MI I
I 15.
1....
1: 1
, el .
r.r.
t,:e
onen
:,.:.
Bra
inst
orm
ing
JobL
Ink
PRO
BL
EM
: EPG
Cs
oist
orne
rs a
re c
ompl
aini
ng a
bout
the
qual
ity o
f
Stre
ss B
alls
The
com
pany
is lo
sing
pro
fits
The
com
pany
's r
eput
atio
n
is s
uffe
ring
1.00
0C
ory
On
Hof
Cop
y00
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by
Cow
Can
ymoy
ly .1
1,10
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1N
MI*
4
Han
dout
6, T
rans
pare
ncy
6
Les
son
2: W
hat's
Goi
ng O
n H
ere7
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
BE
ST C
OPY
MA
P A
BL
E
jobl
ink
5 3
Page
28
Solv
ing
Prob
lem
sL
esso
n 2:
Wha
t's G
oing
On
Her
e?
"V A
ctiv
ities
Four
th A
ctiv
ity: 2
5 M
inut
es
H-e
)T
rans
pare
ncy
Han
dout
1.D
istr
ibut
e"B
rain
stor
min
g" a
ndpr
ojec
tthe
tran
spar
ency
.
JobL
ink
2.T
ell e
mpl
oyee
s to
beg
in b
rain
stor
min
g!E
ncou
rage
team
s to
com
e up
with
as
man
y id
eas
as th
eyca
n co
ncer
ning
the
prob
lem
at E
PGC
.
3.A
skea
ch te
am to
des
igna
te a
scr
ibe
or s
ecre
tary
to w
rite
dow
n te
amm
embe
rs' i
deas
.
Les
son
2: W
hat's
Goi
ng O
n H
ere?
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tP
age
29
Solv
ing
Prob
lem
s''!
'
Les
son
2: W
hat's
Goi
ng O
n H
ere?
Nam
e£4
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orm
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ff W
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orki
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ea
Car
ds 2
Les
son
2: W
hat's
Goi
ng O
n H
ere?
Jobl
ink
11.1
11.5
:51:
2"la
rsiT
obin
ig67
11%
.:
Bra
inst
orm
ing
JobU
nk
PRO
BL
EM
: EPG
Cs
cust
omer
s ar
e co
mpl
aini
ng a
bout
the
qual
ity o
f
Stre
ss B
alls
The
oom
pany
is lo
sing
pro
fits
The
com
pany
s re
puta
tion
is s
uffe
ring
Lam
] w
hey
Com
On
nen
Caw
, 010
4 03
Cam
Cow
art?
Cca
qt D
iane
TIn
toop
otet
tey
Tra
nspa
renc
y 6
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
BE
STV
'Iv'M
UD
E
Page
30
Sol
ving
Pro
blem
sL
esso
n 2:
Wha
t's G
oing
On
Her
e?
Act
iviti
esE
ndin
g: 1
0 M
inut
es
(T4)
Tra
nspa
renc
y
(421
Oir
ds
jobL
ink
1.F
ill in
the
"Bra
inst
orm
ing"
with
em
ploy
ees'
inpu
t.In
stru
ctth
e sc
ribe
s to
use
the
hand
out t
o w
rite
any
idea
s th
at a
re n
ot o
mitt
edfr
om th
e fr
ansp
aren
cy. A
llow
em
ploy
ees
to m
ake
thei
r ow
n co
pies
of th
eir
team
han
dout
.
2.D
istr
ibut
eB
rain
stor
min
g ca
rds.
Rem
ind
empl
oyee
s th
at th
ey a
re to
use
the
wor
ds o
n th
e ca
rddu
ring
the
follo
win
g w
eek.
3.S
ave
wor
k in
fol
ders
.
4.If
tim
e pe
rmits
,in
vite
empl
oyee
s to
bra
inst
orm
way
s th
eir
com
pany
mig
ht g
et e
mpl
oyee
s to
go
back
to s
choo
l.
5.S
aygo
od-b
ye.
Les
son
2: W
hat's
Goi
ng O
n H
ere?
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tP
age
31
Job
Lin
k
Win
ning
At
Wor
k
Sol
ving
Pro
blem
s
Fin
ding
Sol
utio
ns T
hat
Wor
k
Less
on 3
Som
ethi
ng's
Fis
hy
Solv
ing
Prob
lem
sL
esso
n 3:
Som
ethi
ng's
Fis
hy
T7
Les
son
Des
crip
tion
Les
son
3: S
omet
hing
's F
ishy
jobL
ink
Thi
s le
sson
foc
uses
on
Cau
se-a
nd-E
ffect
Ana
lysi
s,th
e se
cond
of
the
Six
Step
s of
Pro
blem
Solv
ing
cove
red
in th
is m
odul
e.
Wor
king
in te
ams,
em
ploy
ees
refe
r to
the
"Bra
inst
orm
ing"
han
dout
that
they
fille
d in
dur
ing
the
prev
ious
less
on. S
till i
n te
ams,
they
com
plet
e th
e "L
esso
n 3
Wor
d Po
wer
"w
orks
heet
and
the
'Cau
se a
nd E
ffec
t Dia
gram
"
6 4
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 3
4
Obj
e
Solv
ing
Prob
lem
sL
esso
n 3:
Som
ethi
ng's
Fis
hy
dive
sB
y co
mpl
etin
gth
is le
sson
, em
ploy
ees
will
wor
k in
team
s to
:
1.D
emon
stra
teco
mpr
ehen
sion
of
the
voca
bula
ry c
over
ed in
this
less
on.
2.O
rgan
ize
the
idea
s th
at th
eyge
nera
ted
thro
ugh
brai
nsto
rmin
gin
to th
e 4
Ms:
Mat
eria
ls,
Man
pow
er, M
achi
nes,
and
Met
hods
.
; Mat
eria
lsN
eede
d'V
Har
dwar
e1.
Ove
rhea
d pr
ojec
tor
2.T
rans
pare
ncy
mar
kers
3.Fl
ip c
hart
or
whi
tebo
ard
4.W
hite
boar
d m
arke
rs
5.C
olor
ed te
am f
olde
rs f
rom
pre
viou
sle
sson
v T
rans
pare
ncie
s"L
esso
n 3
Wor
d Po
wer
" (T
rans
pare
ncy
7)
"Cau
se-a
nd-E
ffec
t Dia
gram
" (T
rans
pare
ncy
Tre
nsin
ew
jobL
ink
V M
ater
ials
Nee
ded
V H
ando
uts
"Les
son
3 W
ord
Pow
er"
(Han
dout
7)
"Cau
se-a
nd-E
ffec
t Dia
gram
" (H
ando
ut 8
)
"Fis
hbon
e D
iagr
am"
card
s (C
ard
3)
LH
Cla
ssro
om S
et-u
pV
Tot
al T
ime:
90
min
utes
Ope
ning
- L
arge
Gro
up10
min
.
8)Fi
rst A
ctiv
ity-
Smal
l Gro
ups
25 m
in.
Seco
nd A
ctiv
ity-
Smal
l Gro
ups
45 m
in.
End
ing-
Lar
ge G
roup
10 m
in.
Les
son
3: S
omet
hing
's F
ishy
6,
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
6 7
Page
35
Solv
ing
Prob
lem
sL
esso
n 3:
Som
ethi
ng's
Fis
hy
1111
19.1
Iag
Pro
blem
s(.
...bn
314
...th
ing'
s Ils
hy
Cau
se a
nd E
ffect
Dia
gram
()W
inan
s M
igra
nt; b
likaw
a D
bgra
rn)
jobL
Ink
(Pea
n fo
rmat
the
Fis
hbon
e D
iagr
am in
the
land
scap
e po
sitio
n)
lam
a 10
.161
/3 N
J,C
app*
* O
INK
3, C
OR
A C
omm
it, C
ar M
idIN
nwpw
ary
Tra
nspa
renc
y 8
Les
son
3: S
omet
hing
s Fi
shy
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
3B
ES
T C
OP
Y N
aliM
L.
jobL
ink
Page
36
6 3
Solv
ing
Prob
lem
s 'IF
Les
son
3: S
omet
hing
's F
ishy
Act
iviti
esV
Ope
ning
: 10
Min
utes
Hav
eem
ploy
ees
sign
in a
nd w
ear
nam
e ta
gs(i
f ne
cess
aiy)
.
2.W
elco
me
empl
oyee
s.
3.R
evie
w"B
rain
stor
min
g" f
rom
last
less
on.
1740
Mow
ing
7 0
Les
son
3: S
omet
hing
s Fi
shy
JobL
ink
4.E
xpla
in th
at b
rain
stor
min
g ge
nera
tes
man
yid
eas-
som
e us
eful
and
som
e no
t; so
me
toke
ep a
nd
cons
ider
and
oth
ers
to d
isca
rd.E
xpla
inth
at th
is le
sson
will
hel
p te
ams
orga
nize
thes
e id
eas
into
cate
gori
es.
5.P
roje
ctth
e "C
ause
-and
-Eff
ect D
iagr
am",
oft
enca
lled
a "F
ishb
one
Dia
gram
" (b
ecau
se it
res
embl
es a
fish
skel
eton
) or
an
"Ish
ikaw
a D
iagr
am"
(aft
er it
s de
sign
er).
6.E
xpla
inC
ause
-and
-Eff
ect A
naly
sis.
7.T
ell e
mpl
oyee
s th
at w
hen
they
brea
k in
to g
roup
s, th
ey w
ill w
ork
firs
t on
"Les
son
3W
ord
Pow
ee.'
8.E
xpla
inem
ploy
ees
that
they
will
then
wor
k to
geth
er to
fill
in th
e "C
ause
-and
- E
ffec
t Dia
gram
!'
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 3
7
Solv
ing
Prob
lem
sL
esso
n 3:
Som
ethi
ng's
Fis
hy
1111
111.
1.14
% P
mb
lent
ste
a".
ithin
es F
ishy
Les
son
3 W
ord
Pow
er
Jobl
ink
Olre
esio
nk C
olum
n A
list
s w
ords
that
will
be
usec
l in
toda
y's
less
on. a
ndC
olum
n B
&ta
ws
thos
e w
ords
.
Wor
k w
ith y
our
team
to m
atch
wor
ds w
ith d
efin
ition
& In
the
spac
e be
fore
eac
hw
ord
in C
olum
n A
. wrt
e th
e le
tter
of it
s de
finiti
on in
Col
umn
B.
colu
mn
Aco
lum
n
1. d
iagr
am2.
ana
lysi
s3.
mus
e4.
cus
tom
er5.
def
ect
6. e
ffect
7. m
achi
nery
B. m
ater
ials
9. m
etho
ds10
. man
pow
er
a. r
easo
nb.
peo
ple
who
rec
eive
pro
duct
s or
ser
vice
sc.
a p
ictu
re o
r dr
awin
gd.
an
exam
inat
ion;
an
inve
stig
stio
ne.
equ
ipm
ent
f.th
e ou
tcom
e or
res
ult
& s
ubst
ance
s th
at a
re tu
rned
Into
pro
duct
s
h. p
erso
nnel
. em
ploy
ees
L a
faul
t; a
defic
ienc
yJ.
proc
edur
es: t
echn
ique
s
Wpm
low
ftirs
166
,C
appi
p.0%
W C
ams
team
? C
AW
. DM
*M
enem
. 7
Han
dout
7, T
rans
pare
ncy
7
JobL
ink
BE
ST C
OPY
AV
AIL
AB
LE
Les
son
3: S
omet
hing
s Fi
shy
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
4111
ri11
110
7 3
Page
38
Solv
ing
Prob
lem
sL
esso
n 3:
Som
ethi
ng's
Fis
hy
7 A
cthr
ities
7 Fi
rst A
ctiv
ity: 2
0 M
inut
es
94.7
)
IH
ando
ut
17-7
)
Tra
mm
ency
71
Les
son
3: S
omet
hing
's F
ishy
Job
Link
1.T
ell e
mpl
oyee
s to
wor
k in
team
s to
fill
out
thei
r "L
esso
n 2
Wor
d Po
wer
".
2.A
ssis
t tea
m m
embe
rs f
rom
tim
e to
tim
e, a
s ne
eded
.
3.Pe
riod
ical
ly u
pdat
e th
e m
aste
r "L
esso
n 2
Wor
d Po
wer
"w
ith th
e co
rrec
t ans
wer
s as
the
empl
oyee
s w
ork.
713
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 3
9
Solv
ing
Prob
lem
sL
esso
n 3:
Som
ethi
ng's
Fis
hy
1111
1Sol
vils
eP
robl
em.
cr Io 1
.5or
ing'
. Fry
Cau
se a
nd E
ffec
t Dia
gram
Wis
hbon
e M
enem
Mia
mi D
iagr
am)
Jatti
nt
(Ren
e fo
rmat
the
Fis
hbon
e D
iagr
am In
the
Iam
pe p
oeiti
or)
ran
I Im
re%
Pr
Car
lps
0111
114
C.
Car
Oak
,er
doso
l
Han
dout
8, T
rans
pare
ncy
8
Les
son
3: S
omet
hing
's F
ishy
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
7 3
BE
ST C
OPY
=L
AK
E
jobL
ink
7 7
Page
40
Solv
ing
Prob
lem
s ::"
Les
son
3: S
omet
hing
's F
ishy
lir A
ctiv
ities
Seco
nd A
ctiv
ity: 4
5 M
inut
es
rt4.
N43
TIN
ININ
ININ
imen
dout
[
7 3
Les
son
3: S
omet
hing
's F
ishy
1.D
istr
ibut
e"B
rain
stor
min
g" a
ndpr
ojec
tthe
tran
spar
ency
.
JobL
ink
2.T
ell
empl
oyee
s to
beg
in b
rain
stor
min
g! E
ncou
rage
team
sto
com
e up
with
as
man
yid
eas
as th
ey
can
conc
erni
ng th
epr
oble
m a
t EPG
C.
3.A
skea
ch te
am to
des
igna
te a
scr
ibe
or s
ecre
tary
to w
rite
dow
n te
am m
embe
rs'
idea
s.
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tP
age
41
Solv
ing
Prob
lem
s v
Les
son
3: S
omet
hing
's F
ishy
041
1111
010
0
nird
som
orre
mM
OM
01 O
a F
1000
10 0
10.0
1000
wee
110
1110
00
1001
0011
100
a m
a. M
O la
Or
orne
Of O
M m
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MO
M
meg
ame
eft/P
m
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eon
on
Plo
ome
mea
mom
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oman
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. 011
1101
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ma
of O
r M
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141)
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t. O
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ime
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ow n
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om
en .1
on
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m
1000
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RO
OM
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tem
e M
oms
C43
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on S
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ilum
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no N
t SII.
p11
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C4)
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nno
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mon
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nno
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Les
son
3: S
omet
hing
s Fi
shy
Car
ds 3
SO
.
jobL
ink
Sol
vin
Pro
blem
ss
1..tt
dn1.
11.
1.7
Cau
se a
nd E
ffect
Dia
gram
(Ash
bon
Dia
gram
Mal
caw
a D
iagr
am)
jail*
(Ple
ase
form
at th
e F
ishb
one
Dia
gram
in th
e la
nds:
41e
posi
tionJ
Wes
t I S
mel
nea
aft
Cap
ri&5W
C*
Cam
s., G
ar li
taie
TM
I111
.1M
INT
Tra
nspa
renc
y 8
Cop
yrig
ht C
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
BE
ST C
OPY
4:
61
Page
42
Solv
ing
Prob
lem
s "7
Les
son
3: S
omet
hing
's F
ishy
Act
iviti
esE
ndin
g: 1
0 M
inut
es
1141
I,Tna
rpor
erey
cire
s(C
411
8
Les
son
3: S
omet
hing
's F
ishy
1.Fi
ll in
the
"Cau
se-a
nd-E
ffec
t Dia
gram
"w
ith te
ams'
inpu
t
JobL
ink
2.D
istr
ibut
e th
e "F
ishb
one
Dia
gram
" ca
rds.
Inst
ruct
em
ploy
ees
to f
ill o
ut th
edi
agra
m u
sing
as
thei
r
subj
ect a
pro
blem
they
enc
ount
er a
t wor
k.
3. S
ave
wor
k in
the
appr
opri
ate
colo
r fo
lder
s.
4. S
ay g
ood-
bye.
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 4
3
Jogi
nkW
inni
ng
At
Wor
k
8 1
Sol
ving
Pro
blem
s
Fin
ding
Sol
utio
nsT
hat W
ork
Less
on 4
Wha
t Nee
ds to
Be
Fix
ed A
nd W
hat A
reW
e G
oing
to D
o A
bout
RI
8 5
Solv
ing
Prob
lem
s T
Les
son
4: W
hat N
eeds
to B
e Fi
xed
V L
esso
n D
escr
iptio
n
Les
son
4: W
hat N
eeds
to B
e Fi
xed
jobL
ink
Thi
s le
sson
foc
uses
on
Ran
king
Prio
ritie
sth
roug
h Pa
reto
Ana
lysi
s an
d on
Ide
ntif
ying
Pot
entia
l
Cau
ses
of P
robl
ems,
the
thir
d an
d fo
urth
of th
e Si
x St
eps
of P
robl
em S
olvi
ng c
over
ed in
this
mod
ule.
Em
ploy
ees
refe
r to
the
"Cau
se-a
nd-E
ffec
t Dia
gram
"th
at th
ey c
ompl
eted
dur
ing
the
last
less
on,
and
then
they
bre
ak u
p in
to te
ams.
In
team
s, th
eyw
ork
on °
Les
son
4 W
ord
Pow
er,"
and
they
com
plet
e th
e "P
aret
o C
hart
" ac
tivity
and
the
"Ide
ntif
ying
Pote
ntia
l Cau
ses
of P
robl
ems
Cha
rt"
86
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
8 7
Page
46
Sohr
ing
Prob
lem
s v
Les
son
4: W
hat N
eeds
to B
e Fi
xed
V. O
bjec
tives
By
com
plet
ing
this
less
on,e
mpl
oyee
sw
ill w
ork
in te
ams
to:
1.D
emon
stra
te c
ompr
ehen
sion
ofth
e vo
cabu
lary
cov
ered
in th
isle
sson
.
2. R
ank
defe
cts
byfr
eque
ncy
ofoc
curr
ence
.
3. C
hoos
e w
hich
defe
cts
to tr
y to
corr
ect.
4.id
entif
y po
ssib
le c
ause
s of
the
chos
en d
efec
ts.
8 3
Mat
eria
ls N
eede
d7
Har
dwar
e
Jobt
frik
Mat
eria
ls N
eede
dV
Han
dout
sLH
1.O
verh
ead
proj
ecto
r"L
esso
n 4
Wor
d Po
wer
" (H
ando
ut9)
2.T
rans
pare
ncy
mar
kers
"Tal
ly o
f D
efec
ts C
hart
" (H
ando
ut 1
0)
3.Fl
ip c
hart
or
whi
tebo
ard
"Ide
ntif
ying
Pot
entia
l Cau
ses
of P
robl
em
4.W
hite
boar
d m
arke
rsC
hart
" (H
ando
ut 1
1)
5.C
olor
ed te
am f
olde
rs f
rom
pre
viou
s"P
robl
em-S
olvi
ng T
echn
ique
s" c
ards
less
on(C
ard
4)
6.C
alcu
lato
rs
V T
rans
pare
ncie
s"L
esso
n 4
Wor
d Po
wer
" (T
rans
pare
ncy
9)
'Tal
ly o
f D
efec
ts C
hart
and
Par
eto
Cha
rt'
(Tra
nspa
renc
y 10
)Id
entif
ying
Pot
entia
l Cau
ses
of P
robl
emC
hart
" (T
rans
pare
ncy
11)
Trin
elrI
nef
V C
lass
room
Set
-up
V T
otal
Tim
e: 9
0 m
inut
esO
peni
ng-
Lar
ge G
roup
Firs
t Act
ivity
- Sm
all G
roup
s
Seco
nd A
ctiv
ity-
Smal
l Gro
ups
Thi
rd A
ctiv
ity-
Smal
l Gro
ups
End
ing-
Lar
ge G
roup
8
15 m
in.
15 m
in.
20 m
in.
25 m
in.
15 m
in.
Les
son
4: W
hat N
eeds
to B
e Fi
xed
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 4
7
Solv
ing
Prob
lem
sv.
Les
son
4: W
hat N
eeds
to B
e Fi
xed
El S
olvi
ng P
..bla
w Y
lso.
ai M
ut W
eed.
l be
Axe
d
Tal
ly o
f D
efec
ts C
hart
sum
o am
Def
ect
%U
MW
* a*
um
.11
1
NW
Mb
Wr
firM
em N
W W
I'W
'WO
WO
W20
TO
M10
89
Paw
° m
art
NN
WW
OW
0311
1411
0111
1tef
War
dim
ilWW
Mam
e.1
"NW
go,
or
fiel
WM
WW
I
I 1 IW
MW
S%
In th
n co
lum
n en
ter
the
lum
ber
On
mem
o th
at e
ach
defe
ct a
ccou
nts
foe
Wor
csam
pin
duC
am fo
rt&
red
Ma
de &
fed
6697
Olte
Cts
uu is
tabs
from
thaV
AIr
(I W
ats
awl S
hwas
Tot
alC
OM
I3 IO
OQ
then
697
ou
cf IC
CO
(69
7/10
00)1
s 69
.706
4 th
e ol
d de
fanf
-ln th
is c
ant)
kee
p a
111I
I*10
CO
Unt
or
cani
tlaW
N w
ant o
f the
irei
nicl
ual r
umbe
rs in
the
'Per
cent
of T
oter
col
umn
Mes
mer
(a)
Eat
o th
e C
asa
for
Dio
s 2
rbdt
s W
W2
fldth
e
Per
ceat
4 T
od c
olum
afce
Was
2. (
c)A
dd th
at p
erm
s to
69.
7% o
dd th
in (
d) o
der
Ote
sew
tad
undo
Cun
eula
tise
feas
t Rep
o th
e pr
oms
for
Def
t d 3
and
DO
4.1
Lam
m M
. Moi
st. N
WC
app*
. OM
I. C
am C
All
Cip
Odl
eT
ION
panm
er II
Tra
nspa
renc
y 10
BE
ST C
OPY
AV
AIL
AB
LE
Les
son
4: W
hat N
eeds
to B
e Fi
xed
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
9 0
Jobi
lnk
Page
48
Solv
ing
Prob
lem
s sw
Les
son
4: W
hat N
eeds
to B
e Fi
xed
Act
iviti
esIF
Ope
ning
: 5 M
inut
es
Hav
eem
ploy
ees
sign
in a
nd w
ear
nam
e ta
gs(i
f ne
cess
ary)
.
2.w
elco
me
empl
oyee
s.
3.P
roje
ctth
e 'T
ally
of
Def
ects
Cha
rt".
9 2
(1.1
01T
rans
pare
nt/
Jobb
/1k
1
4.D
iSC
USS
the
"Tal
ly o
f D
efec
ts!'
Rem
ind
empl
oyee
s to
ref
er to
the
earl
ier
"Mod
elPr
oble
m,"
whe
re th
e
0(o
freq
uenc
ies
of th
ese
defe
cts
are
men
tione
d.
5.E
xpla
inPa
reto
Ana
lysi
s an
d ho
w e
mpl
oyee
sw
ill a
pply
Par
eto
Ana
lysi
s to
the
"Mod
elPr
oble
m":
a.E
mpl
oyee
s w
ill r
ank
Stre
ss B
all d
efec
tsac
cord
ing
to th
eir
freq
uenc
y.
b.E
mpl
oyee
s w
ill u
se th
is r
anki
ng to
dete
rmin
e w
hich
pro
blem
s th
ey s
houl
d fo
cus
onso
lvin
g.
For
exam
ple,
if m
ost o
f th
e de
fect
s ca
nbe
elim
inat
ed b
y fo
cusi
ng o
n on
ly tw
opr
oble
ms,
the
team
's e
nerg
y w
ill b
e us
ed m
ost e
ffec
tivel
yby
sol
ving
thos
e tw
o pr
oble
ms.
(N
ote:
In
real
life
,
cost
fac
tors
mus
t als
o be
con
side
red.
For
exam
ple,
it m
ay b
e le
ss e
xpen
sive
to r
tject
kec
tive
part
sth
an to
cha
nge
the
prod
uctio
n pr
oble
m th
at c
ause
s th
e ke
cts.
)
6.E
xpla
inth
at a
fter
they
ran
k de
fect
s, te
ams
will
choo
se w
hich
def
ects
they
will
try
to s
olve
.T
ell
them
that
they
will
late
r ch
art e
ach
ofth
e ch
osen
def
ects
indi
vidu
ally
on
the
"Ide
ntif
ying
Pot
entia
l
Cau
ses
of P
robl
em C
hart
' (to
be
hand
ed o
utan
d ex
plai
ned
late
r), w
here
they
will
iden
tify
pote
ntia
l
caus
es f
or e
ach
ofth
e ch
osen
pro
blem
s.
Les
son
4: W
hat N
eeds
to B
e Fi
xed
0
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 4
9
Solv
hig
Prob
lem
sv.
Les
son
4: W
hat N
eeds
to B
e Fi
xed
-So
hiss
Pm
& Il
eme
Leo.
4 M
ut N
.H. t
o be
Rid
Less
on 4
Wor
d P
ower
Jobl
Int
Dire
ctio
ns: C
olum
n A
list
s w
ords
that
will
be
used
in to
days
less
on a
ndC
olum
n B
def
ines
thos
e w
ords
.
Wor
k w
ith r
ur te
am to
mat
ch w
ords
with
def
latio
ns. I
n th
e sp
ace
befo
re e
ach
wor
d in
Col
umn
A. w
rite
the
lette
r of
its
defin
ition
in C
olum
n B
.
coks
mn
AC
olum
n 8
I. co
mpu
te2.
tota
l5.
gra
nd to
tal
4. r
ank
5. o
ccun
ence
_ 6.
prio
rity
- 7.
cat
eflo
rY8.
cha
rt
a to
list
in a
n or
der
b. th
e to
tal o
f man
y su
ms
or s
ubto
tals
c a
diag
ram
or
pict
ure
d to
cal
cula
te; t
o fig
ure
out
e th
e su
m o
f num
bers
for
der
of im
port
ance
g w
hen
som
ethi
ng h
appe
nsIt
a da
ssifr
atio
n
Won
t Me
1161
.b. E
ndC
4W
54
SIM
4C
od C
4 .
4 1
. 1 1
y C
allrr
Win
1111
Han
dout
9, T
rans
pare
ncy
9
Les
son
4: W
hat N
eeds
to B
e Fi
xed
Cop
yrig
ht C
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
9,1
JobL
ink
0 ' J
rtd
-PP
IE
Page
50
Solv
ing
Prob
lem
sL
esso
n 4:
Wha
t Nee
ds to
Be
Fixe
d
Act
iviti
esT
ir F
irst
Act
ivity
: 15
Min
utes
1.T
ell e
mpl
oyee
s to
wor
k in
team
s to
fill
out
thei
r "L
esso
n 4
Wor
d Po
wer
".
2.A
ssis
t the
em
ploy
ees
from
tim
e to
tim
e, if
nee
ded.
3.Pe
riod
ical
ly u
pdat
e th
e m
aste
r "L
esso
n 4
Wor
d Po
wer
" w
ithth
e co
rrec
t ans
wer
s as
em
ploy
ees
wor
k.
Oa"
T4S
Ken
ctou
tT
rans
pare
ncy
jobL
ink
Les
son
4: W
hat N
eeds
to B
e Fi
xed
0 -
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 5
1
Solv
ing
Prob
lem
sL
esso
n 4:
Wha
t Nee
ds to
Be
Fixe
d
S.I.
I. s
robl
eaas
tam
. a Y
aw: N
ada
le b
. Rad
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ly o
f D
efec
ts C
hart
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ess
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ect
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nets
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a M
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ST C
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Les
son
4: W
hat N
eeds
to B
e Fi
xed
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
e32.
)
Page
52
Solv
ing
Prob
lem
sL
esso
n 4:
Wha
t Nee
ds to
Be
Fixe
d
Act
iviti
eslc
' Sec
ond
Act
ivity
: 20
Min
utes
(*it
1.11
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eneo
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nk
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ell t
he te
ams
to w
ork
toge
ther
to r
ank
the
defe
cts
from
the
"Tal
ly o
f D
efec
ts C
hart
" on
toth
e
Tar
eto
Cha
rt"
at th
e bo
ttom
of
the
page
.E
xpla
into
the
team
s th
at th
ey a
re to
ran
kde
fect
s by
freq
uenc
y. A
llow
them
to u
se c
alcu
lato
rs to
dete
rmin
e th
e pe
rcen
tage
of
tota
l def
ects
that
eac
h
defe
ct a
ccou
nts
for.
2.T
ell t
he te
ams
to d
ecid
e w
hich
of
the
prob
lem
s th
ey a
re g
oing
to tr
y to
cor
rect
Exp
lain
that
the
obje
ctiv
e is
to c
orre
ct th
e fe
w p
robl
ems
that
are
caus
ing
the
mos
t def
ects
.
Les
son
4: W
hat N
eeds
to B
e Fi
xed
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 5
3
Solv
ing
Prob
lem
sL
esso
n 4:
Wha
t Nee
ds to
Be
Fixe
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Les
son
4: W
hat N
eeds
to B
e Fi
xed
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
jobL
ink
10 2
111
BE
ST C
OPY
AV
AIO
LE
10 3
Page
54
Solv
hig
Prob
lem
s v
Less
on 4
: Wha
t Nee
ds to
Be
Fix
ed
Act
iviti
esT
hird
Act
ivity
: 25
Min
utes
1.D
istr
ibut
eco
pies
of
the
"Ide
ntif
ying
Pote
ntia
l Cau
ses
of P
robl
em C
hart
".
jobL
ink
2.T
ellt
he te
ams
to w
ork
toge
ther
tolis
t the
pot
entia
l cau
ses
of e
ach
of th
e de
fect
s th
ey h
ave
chos
en
to c
orre
ct.A
llow
them
to r
efer
to a
ll of
the
wri
tten
aids
in th
eir
fold
er, i
ndud
ing
the
'Mod
el
Prob
lem
" an
d th
e "C
ause
-and
-Eff
ect
Ana
lysi
s!'
Less
on 4
: Wha
t Nee
ds to
Be
Fix
ed
105
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 5
5
Sol
ving
Pro
blem
sv
Les
son
4: W
hat N
eeds
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e Fi
xed
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e 11
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son
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hat N
eeds
to B
e Fi
xed
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jobL
ink
Salv
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robl
lem
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tow
n I:
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ools
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ses
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s
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lp O
dds
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mpa
mon
ry I
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Tra
nspa
renc
y 11
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
le 3
BE
STC
OH
N/A
LM
':e
Pag
e 56
Solv
ing
Prob
lem
sL
esso
n 4:
Wha
t Nee
ds to
Be
Fixe
d
Act
iviti
esE
ndin
g: 1
5 M
inut
es
LF
ill in
the
"Ide
ntif
ying
Pot
entia
l Cau
ses
of P
robl
emC
hart
" w
ith in
put f
rom
the
diff
eren
t tea
ms.
2.D
istr
ibut
eth
e "P
robl
em-S
olvi
ng T
echn
ique
s" c
ards
for
empl
oyee
s to
mat
ch th
e st
eps
in P
robl
em
Solv
ing
with
thei
r fu
nctio
ns.
3. s
ave
wor
k in
fol
ders
.
4. S
ay g
ood-
bye.
C1,
11)
Trin
ster
sney
103
JobL
ink
Les
son
4: W
hat N
eeds
to B
e Fi
xed
lOi
Cop
yrig
ht C
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 5
7
dobL
ink
Win
ning
At
Wor
k
110
Solv
ing
Prob
lem
s
Fin
ding
Sol
utio
ns T
hat
Wor
k
Less
on 5
Let's
Fix
IV
Solv
ing
Prob
lem
s v
Les
son
5 :
Let
's F
ix I
t!
Les
son
Des
crip
tion
Les
son
5: L
et's
Fix
It!
Job
Lin
k
Thi
s le
sson
foc
uses
on
Des
igni
ng a
Cor
rect
ive
Act
ion
Pla
n an
d on
Pre
sent
ing
Sol
utio
ns,
the
fift
h an
d si
xth
of th
e Si
x St
eps
of P
robl
em S
olvi
ng c
over
ed in
this
mod
ule.
Em
ploy
ees
refe
r to
the
Iden
tifyi
ng P
oten
tial C
ause
s of
Pro
blem
s C
hart
' tha
t the
y co
mpl
eted
in
the
last
less
on. T
hen,
wor
king
in te
ams,
em
ploy
ees
wor
k on
"L
esso
n 5
Wor
d Po
wee
Stil
l in
team
s, th
e em
ploy
ees
deve
lop
thei
r C
orre
ctiv
e A
ctio
n Pl
ans,
and
the
team
s pr
esen
t the
ir s
olut
ions
to o
ne a
noth
er.
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 6
0
Solv
ing
Prob
lem
sL
esso
n 5
:L
et's
Fix
It!
Obj
ectiv
esB
y co
mpl
etin
g th
is le
sson
, em
ploy
ees
will
wor
k in
team
s to
:
1.D
emon
stra
teco
mpr
ehen
sion
of
the
voca
bula
ry c
over
ed in
this
less
on.
2.D
evel
Op
a pl
an f
or c
orre
ctin
g th
em
ost f
requ
ent d
efec
ts.
3.P
rese
ntth
eir
solu
tions
to th
eot
her
team
s.
7 M
ater
ials
Nee
ded
Har
dwar
e1.
Ove
rhea
d pr
ojec
tor
2.T
rans
pare
ncy
mar
kers
3.Fl
ip c
hart
or
whi
tebo
ard
4.W
hite
boar
d m
arke
rs
5.C
olor
ed te
am f
olde
rs f
rom
pre
viou
sle
sson
V T
rans
pare
ncie
s"L
esso
n 5
Wor
d Po
wer
" (T
rans
pare
ncy
12)
"Cor
rect
ive
Act
ion
Plan
" (T
rans
pare
ncy
13)
MIIV
IMM
er
jobL
ink
V M
ater
ials
Nee
ded
Han
dout
s"L
esso
n 5
Wor
d Po
wer
" (H
ando
ut 1
2)
"Cor
rect
ive
Act
ion
Plan
" (H
ando
ut 1
3)
"Mak
ing
Sugg
estio
ns a
ndR
ecom
men
datio
ns"
card
s (C
ard
5)
I
V C
lass
room
Set
-up
1r T
otal
Tim
e: 9
0 m
inut
esO
peni
ng-
Lar
ge G
roup
Firs
t Act
ivity
- Sm
all G
roup
s
Seco
nd A
ctiv
ity-
Smal
l Gro
ups
End
ing-
Lar
ge G
roup
10 m
in.
20 m
in.
45 m
in.
15 m
in.
Les
son
5: L
et's
Fix
It!
114
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
11Pa
ge 6
1
Solv
ing
Prob
lem
sL
esso
n 5
:L
et's
Fix
It!
;'" A
ctiv
ities
Ope
ning
: 10
Min
utes
1.H
ave
empl
oyee
s si
gn in
and
wea
r na
me
tags
(f
nece
ssar
y).
jobL
ink
2.W
elco
me
empl
oyee
s.
3.E
xpla
inth
at e
mpl
oyee
s w
ill w
ork
in te
ams:
Fir
st, t
he te
ams
will
wor
k on
com
plet
ing
"Les
son
5W
ord
Pow
er";
then
they
will
wor
k on
dev
elop
ing
a"C
orre
ctiv
e A
ctio
n Pl
an"
and
pres
entin
g th
e
plan
to th
e re
st o
f th
e da
ss.
Les
son
5: L
et's
Fix
It!
Cop
yrig
)-it
0199
6 by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
1111
7Pa
ge 6
3
Solv
ing
Prob
lem
s .7
Les
son
5 :
Let
's F
ix I
t!
Les
son
5: L
et's
Fix
It!
113
rrol
bler
mte
ssn
rL.
1.. F
s. 1
0
Les
son
5 W
ord
Pow
er
Jobl
ink
Dir
ectio
ns: C
olum
n A
list
s w
ords
that
will
be
used
Us
toda
ys le
sson
, and
Col
umn
B d
efin
es th
ose
wor
ds.
Wor
k w
ith y
our
teom
to m
atch
WO
rtle
with
del
lniti
ons.
In
the
spac
e be
fore
eac
hw
ord
in C
olum
n A
. wri
te th
e le
tter
of it
s de
fini
tion
in C
olum
n B
.
Col
umn
AC
olum
n
1. c
omm
unic
ate
2. c
orre
ct (
sera
)5.
pla
n (n
eon)
4. s
ugge
st o
r ad
vise
(m
erb)
5. s
ugge
stbn
or
advi
ce6.
act
ion
7. g
raph
(no
un)
B. r
educ
e
a to
mak
e sm
alle
r; to
mak
e le
ss o
fb.
to r
ecom
men
d: to
dir
ect;
to g
uide
c a
diag
ram
or
pict
ure
mov
emen
t; st
eps
to ta
ke
e to
fix
; to
solv
eI!
a re
com
men
datio
ng
a fo
rrin
da o
r st
rate
gyh.
to te
ll a
fact
or
an id
ea s
o th
elis
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r or
rea
der
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rsta
nds
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1.11
1111
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appl
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W C
ar c
w,p
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dout
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nspa
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jobl
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EST
CO
PY A
VA
ILA
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E
Cop
yrig
M 0
1996
by
Coa
st C
omm
unity
C01
1ege
Dis
tric
tPa
ge 6
4
J
Solv
ing
Prob
lem
s 1:
?.L
esso
n 5
:L
et's
Fix
It!
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iviti
esFi
rst A
ctiv
ity: 2
0 M
inut
es
Li0
119
Im
eiou
t
fl-1
21T
ram
pine
ws,
Les
son
5: L
et's
Fix
It!
JobL
ink
1.A
Sk e
mpl
oyee
s to
bre
ak in
to te
ams
and
toco
mpl
ete
thei
r "L
esso
n 5
Wor
d Po
wer
".
2. A
ssis
t the
em
ploy
ees
from
tim
e to
lime,
if n
eede
d.
3.P
erio
dica
lly u
pdat
eth
e m
aste
r "L
esso
n 5
Wor
d Po
wer
" w
ith th
e co
rrec
t ans
wer
s as
the
empl
oyee
s w
ork.
12C
opyr
ight
019
96 b
y C
oast
Com
mun
ity C
olle
ge D
istr
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Page
65
Solv
ing
Prob
lem
sL
esso
n 5
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et's
Fix
It!
111.
1I sr
P.,
7, .1
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71:
Det
ect e
lS
teps
to c
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fect
Def
ect 1
2S
teps
to c
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fect
Def
ecta
Step
to c
onvc
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ect:
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let
Step
to c
orre
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efed
:
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Cor
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Act
ion
Plan
Cap
p10.
MIN
by
Col
e C
omm
., W
ipe
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dout
13,
Tra
nspa
renc
y 13
Les
son
5: L
et's
Fix
It!
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
joiti
nk Page
66
Solv
ing
Prob
lem
sv
Les
son
5 :
Let
's F
ix I
t!
V A
ctiv
ities
Seco
nd A
ctiv
ity: 4
5 M
inut
es
01.U
. T.1
11
Tra
nire
fenc
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JobL
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1.in
stru
ct th
e te
ams
to w
ork
toge
ther
to d
evel
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"Cor
rect
ive
Act
ion
Plan
". E
xpla
in th
at th
ey a
re
to f
ill in
the
"Ste
ps to
cor
rect
defe
ct:"
in th
e ch
art.
2.G
uide
eac
h te
am to
wor
k to
geth
er o
n its
pre
sent
atio
nof
the
Cor
rect
ive
Act
ion
Plan
to th
e cl
ass.
1 2
1
Les
son
5: L
et's
Fix
It!
1 2
5
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 6
7
Solv
ing
Prob
lem
ssw
Les
son
5 :
Let
's F
ix I
t!
Act
iviti
esE
ndin
g: 1
0 M
inut
es
126
Les
son
5: L
ets
Fix
It!
.C
oord
inat
eth
e te
ams'
Cor
rect
ive
Act
ion
Plan
pre
sent
atio
ns to
the
clas
s.
jobL
ink
2.T
ell t
he c
lass
that
for
the
fina
l les
son,
team
sw
ill b
e gi
ven
a pr
oble
m d
evel
oped
by
thei
r
supe
rvis
ors.
Exp
lain
that
they
are
to u
se th
e Si
x St
eps
for
Prob
lem
Sol
ving
to a
naly
zeth
e pr
oble
m,
deve
lop
an a
ctio
n pl
an,a
nd p
rese
nt th
e pl
an to
the
dass
.
3.S
aygo
od-b
ye.
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 6
9
dobL
ink
I
123
Solv
ing
Prob
lem
s
Fin
ding
Sol
utio
nsT
hat W
ork
Less
on 6
Wel
com
e to
the
Rea
l Wor
ld!
1 23
Solv
ing
Prob
lem
s V
Les
son
6: W
elco
me
to th
e R
eal W
orld
!
7 L
esso
n D
escr
iptio
n
Job
Lin
k
Thi
s le
sson
foc
uses
on
soM
ng a
rea
l pro
blem
-eith
era
prob
lem
that
sup
ervi
sors
deve
lope
d in
the
Supe
rvis
or M
odul
e or
a p
robl
em c
hose
nby
eac
h te
am.
To
solv
e th
is p
robl
em, t
he e
mpl
oyee
sw
ork
in te
ams.
As
they
wor
k, e
mpl
oyee
s ut
ilize
all
of th
e
Six
Step
s of
Pro
blem
Sol
ving
cov
ered
inth
e fi
rst f
ive
less
ons.
Les
son
6: W
elco
me
to th
e R
eal W
orld
!
130
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 7
2
1,21
0
Solv
ing
Prob
lem
sL
esso
n 6:
Wel
com
e to
the
Rea
lW
orld
!
Obj
ectiv
esB
y co
mpl
etin
g th
is le
sson
,em
ploy
ees
will
wor
k in
team
s to
:
1.U
seth
e Si
x St
eps
of P
robl
emSo
lvin
g to
sol
ve a
rea
l pro
blem
.
2.P
rese
ntth
eir
team
's s
olut
ion
toth
e ot
her
team
s.
Mat
eria
ls N
eede
dV
Har
dwar
e1.
Ove
rhea
d pr
ojec
tor
2. T
rans
pare
ncy
mar
kers
3.Fl
ip c
hart
or
whi
tebo
ard
4.W
hite
boar
d m
arke
rs
5.C
olor
ed te
am f
olde
rs f
rom
pre
viou
sle
sson
'V T
rans
pare
ncie
s"M
odul
e Pr
evie
w"
(Tra
nspa
renc
y 1)
"The
Rea
l Pro
blem
" (T
rans
pare
ncy
14),
ifsu
perv
isor
s pr
ovid
e th
e pr
oble
m
"Bra
inst
orm
ing
the
Rea
l Pro
blem
"M
ansp
aren
cy 1
5)
"Cau
se-a
nd-E
ffec
t Dia
gram
" (T
rans
pare
ncy
8)
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ly o
f D
efec
ts C
hart
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rans
pare
ncy
16)
"Ide
ntif
ying
Pot
entia
l Cau
ses
of P
robl
emC
hart
" (T
rans
pare
ncy
17)
"Cor
rect
ive
Act
ion
Plan
" (T
rans
pare
ncy
13)
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Ste
ps o
f Pr
oble
m S
olvi
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card
s(C
ard
6)
Tre
nain
ne V
jobL
ink
V M
ater
ials
Nee
ded
V H
ando
uts
"The
Rea
l Pro
blem
" (H
ando
ut 1
4), i
fsu
perv
isor
s pr
ovid
e th
e pr
oble
m
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inst
orm
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Rea
l Pro
blem
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ando
ut 1
5)"C
ause
-and
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ect D
iagr
am"
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dout
8)
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ly o
f D
efec
ts C
hart
" (H
ando
ut 1
6)
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ntif
ying
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entia
l Cau
ses
of P
robl
emC
hart
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ando
ut 1
7)
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rect
ive
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ion
Plan
" (H
ando
ut 1
3)
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ps o
f Pr
oble
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olvi
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ard
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7,7
Cla
ssro
om S
et-u
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Tot
al T
ime:
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in20
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.
Les
son
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elco
me
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eal
Wol
dQ )
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opyr
ight
019
96 b
y C
oast
Com
mun
ity C
olle
ge D
istr
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133
Page
73
Solv
ing
Prob
lem
sV
Les
son
6: W
elco
me
to th
e R
eal W
orld
!
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& M
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eal W
orld
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ause
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naly
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anki
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lysi
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6.Pr
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nspa
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Cop
yrig
ht C
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
UST
CO
PYM
AW
13
Page
74
Solv
ing
Prob
lem
sL
esso
n 6:
Wel
com
e to
the
Rea
l Wor
ld!
Act
iviti
esO
peni
ng: 1
0M
inut
es
111)
Tra
nspa
renc
y
(W14
, T.1
11)
Sta
ndou
tT
rans
pare
ncy
1.Pr
o Je
ct th
e "M
odul
e O
verv
iew
" an
d re
view
the
Six
Step
s of
Pro
blem
Sol
ving
.
joki
nk
2.E
xpla
in th
at te
ams
will
be
wor
king
on
are
al p
robl
em (
eith
er o
ne c
hose
n by
thei
r su
perv
isor
s or
one
chos
en
by e
ach
team
) an
d th
at e
mpl
oyee
sw
ill b
e fo
llow
ing
the
Six
Step
s of
Pro
blem
Sol
ving
as
they
wor
k
thro
ugh
this
pro
blem
.
3.R
ead
the
pres
enta
tion
of th
e pr
oble
m to
geth
erw
ith th
e cl
ass.
Les
son
6: W
elco
me
to th
e R
eal W
orld
!1
3 3
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t:1
3 7
Page
75
Sol
ving
Pro
blem
sL
esso
n 6:
Wel
com
e to
the
Rea
l Wor
ld!
trnr
n.:
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orld
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Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 7
6
Solv
ing
Prob
lem
sL
esso
n 6:
Wel
com
e to
the
Rea
l Wor
ld!
Act
iviti
es'v
Fir
st A
ctiv
ity: 6
0 M
inut
es
140
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Lin
k
Tel
l tea
ms
to w
ork
toge
ther
to s
olve
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prob
lem
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he w
orks
heet
s th
ey u
se a
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e sa
me
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Cop
yrig
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1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 7
7
Solv
ing
Prob
lem
s 'V
Les
son
6: W
elco
me
to th
e R
eal W
orld
!
Les
son
6: W
elco
me
to th
e R
eal W
orld
!
1.4
1111
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AV
AII
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Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 7
8
143
Solv
ing
Prob
lem
s V
Les
son
6: W
elco
me
to th
e R
eal W
orld
!
'T A
ctiv
ities
End
ing:
20
Min
utes
1. A
sk te
ams
to p
rese
ntth
eir
°Cor
rect
ive
Act
ion
Plan
" to
the
dass
.
2.D
istr
ibut
e"S
ix S
teps
of
Prob
lem
Sol
ving
".
3.Sa
y go
od-b
ye.
1
144
Les
son
6: W
elco
me
to th
e R
eal W
orld
!
JobL
ink
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 7
9
Pretest/Posttest VProblem-Solving joblink
Name 7n5we1 KeLJ Date
Pretest/PosttestOn the blank line, write the letter of the correct answer.
Ao 1. Brainstorming is used to:a) Get rid of bad ideas.b) Generate as many ideas as possible.c) Find out who is not smart
b2. Which of the following is not one of the 4 MS?a) Machinesb) Managementc) Materials
C, 4. What is "ranking"?a) Writing in a logb) Making rulesc) Making a list in order of priority
0,-1 5. When problem-solving, it is a good idea to:a) Look at all the problems before deciding which ones to correct.b) Work on the first problem you find.c) Work on the easy problems first.
How well do you agree or disagree with the questions below? Using the following scale, circle the number thatbest represents your answer:
1 2 3 4
"Strongly agree* "Agree" "Disagree" "Strongly disagree"
5. I feel comfortable solving problems at work.4
6. I know how to organize the causes of a problem1 2 3 4
7. I know how to decide which problem to work on first.1 2 3 4
8. I know how to use the six steps of problem solving.1 2 3 4
9. I consider everyone's ideas when I'm trying to solve a problem.1 2 3 4
10. I organize the information I get to help me figure out a cause and effect of the problem I am working on.1 2 3 4
11. I use ranking to determine which problems are important to correct.1 2 3 4
12. I develop a corrective action plan when solving problems.
1 2 3 4 146
1 2 3
Copyright C1996 by Coast Community College District
0Pretest/Posttest VSolving Problems
Name
Job Link
Date
Pretest/Posttest
On the blank line, write the letter of the correct answer.
1. Brainstorming is used to:a) Get rid of bad ideas.b) Generate as many ideas as possiblec) Find out who is not smart.
2. Which of the following is not one of the 4 Ms?a) Machinesb) Managementc) Materials
4. What is "ranking"?a) Writing in a logb) Making rulesc) Making a list in order of priority
5. When problem-solving, it is a good idea to:a) Look at all the problems before deciding which ones to correct.b) Work on the first problem you find.c) Work on the easy problems first.
How well do you agree or disagree with the questions below? Using the following scale, circle the number thatbest represents your answer:
1 2 3 4°Strongly agree "Agree 'Disagree 'Strongly disagree"
5. I feel comfortable solving problems at work.1 2 3 4
6. I know how to organize the causes of a problem1 2 3 4
7. I know how to decide which problem to work on first.1 2 3 4
8. I know how to use the six steps of problem solving.1 2 3 4
9. I consider everyone's ideas when I'm trying to solve a problem1 2 3 4
10. I organize the information I get to help me figure out a cause and effect of the problem I am working on.1 2 3 4
11. I use ranking to determine which problems are important to correct.1 2 3 4
12. I develop a corrective action plan when solving problems.1 2 3 4
14 1Copyright ©1996 by Coast Community College District
Learner Assessment Form VSolving Pr oblems JobLink
CYour Instructor will complete these questions
A. Course NumberSite Locauon
B. IAlho completed this form? (MARK ONEBOX)
The learnerThe learner, with assistance from vistructor or project Staff
0 An instructdi Or project staff member with itiformation provided by the karnerOther fPlease specifyY:
Instructor
Class Schedule
Module
C. Date form completed: /
1. Name:
2. Address:
S. Phone Number: ( )
4. Social Security Number:
5. In the future, do you plan to take any of the following courses?
(Mark one for each line)
Plan to Take Do Not Plan to TakeA basic skills course in reading, writing or math ID
A course in using English (such as ESL)A computer courseA GED course or the GED exam 0Courses to get an occupational certificateA job training courseCourses leading to a 2-year or 4-year college degreeA home-study course
BEST COPY AVAILABLE
14Copyright ©1996 by Coast Commum College DistrictSolving Problems Page 1
Learner Assessment Form VSolving Pr o blems
Since this course began, have you:
(Mark one for each line)
jobLink
YES NOLearned what you wanted to learn in this course? 0 CI
Changed your educational or career goals? 0 0Had more responsibility added to your job? 0 0Moved to a shift you prefer? 0 ID
Switched from part-time to full-time? 0 0Received a pay raise? CI 0Been promoted? 0 0Received an award, bonus, or other special recognition on your job? 0 Cl
Received your GED? C3 0Applied for a new job? 0 0Started a new job at another company? CI 0Been laid off? 0 0Left your job for any other reason? (Please Specify) CI 0
Please rate your ability to perform each of the following activities.
(Please mark one response for evay activity)
Poor Fair Good ExcellentRead English 0 CI 01 CI
Understand English 0 0 ID CI
Speak English ID 0 0 0Write in English 0 0 01 CD
Work as part of a team 0 CI 0 Cl
Use math 0 ID 0 0Solve problems/use reasoning 0 0 0 0
Solving Problems
Thank you. You have completed this form.Please return it to your instructor.
149Copyright C1996 by Coast Community College District Page 2
Learner Enrollment Form VSolving ProblemsInstructor
Class Scheduk
Module
Your Instructor will complete these questions
A. Course NumberSite Location
completed this form?(MARK ONE BOX)
U The learnerD The learner, with assistance from
instructor or project staffAn instructor or project staff mem-ber with mformation provided bythe learnerOther (Please specify)
C. Date form completed:
. Name:
2. Address:
3. Phone Number: ( )
4. Social Security Number:
5. Age:
6. Were you born in the United States?0 Yes UNo
7. Sex: 0 Male U Female
8. Race: (Mark One Box)O White1:3 Black (African American)O Asian or Pacific IslanderO American Indian or Alaskan Native
HispanicO Other (Please specify):
JobLink9. Is English the language that is spoken most
often in your home?Yes ID No
10. How many years of school have youcompleted?
Of these, how many in the U.S.?In any other country?
11. Are you a union member?Yes- What is the name of your union?
CI No
12. Please rate your ability to perform each ofthe following activities.
(Pkase mark one response for every activity)
Poor Fair Good ExcellentRead English 0 0 0Understand English 0 0 0Speak English 0 0 0Write in English 0 0 0Work as part of a team 0 0 0Use math 0 U 0Solve problerns/use reasoning 0 0 0
13. Do you have a job?
Yes, employedO Yes, on temporary layoff
O No, retiredO No, not employed
Na*.
BEST COPY AVAILABLE
Thank you. You have completed this form.Please return it to your instructor.
Solving Problems Copyright C1996 by Coast Community College District
1 5
Page 1
Learner Enrollment Form VSolving Problems
lillease answer questions 14-18 for the Job thatallows you to take this course.
14. Name of company or employer:
15. Job Title:
16. On average, how many hours per week doyou work on this job?
Hours per week
17. How much do you earn at this Job?(Write amount and mark one box)
0 Per hour 0 Per year
18. Do you get any of the following benefits atthis Job?
(Mark one for each line)
Yes
Paid vacationPaid sick leavePaid holidaysHealth insurance
No
19. How long have you worked at this Job?
andyears months
JobLink
20. At your job, do you need to do any of thefollowing?
(Mark one for each line)
Yes No
Read instructionsReceive spoken
instructions in English 0Speak EnglishWork as part of a team 0Write in EnglishUse math 0Solve problems/use
reasoning
21. Do you work at more than one job?0 Yes 0 No
Thank you. You have completed thisform. Please return it to your instructor.
Solving Problems Copyright 01996 by Coast Community College District
151Page 2
Solving Problems 'VLesson 1: There's No Business Like Everybody's Business
Word Power
Module Overview
Six Steps of Problem Solving:
1. Brainstorming
2. Cause and Effect Analysis
3. Ranking Priorities: Pareto Analysis
O4. Identifying Potential Causes of Problem
5. Designing a Corrective Action Plan
6. Presenting Solutions
Joblink
Lesson 1: There's No Business like Everybody's Business Copyright ©1996 by Coast Community College District Handout 1
Solving Problems VLesson 1: There's No Business Like Everybody's Business
Lesson 1 word Power
JobLink
Directions: Column A lists words that will be used in today's lesson, andColumn B defines those words.
Work with your team to match words with definitions. In the space before eachword in Column A, write the letter of its definition in Column B.
Column A Column B
1. produce a. substance used to make a product
2. quality b. procedure; method; steps involved
3. process c. to make
4. product d. energy that is used to push or force
5. profitable e. money-making
6. pressure f. a produced or manufactured item
7. defect g. the condition of a product (good or bad)
8. material h. imperfection; fault
Lesson 1: There's No Business Like Everybody's Business Copyright 01996 by Coast Community College District Handout 2
Solving Problems VLesson 1: There's No Business Like Everybody's Business jobLink
Model Problem: Stress Balls at EPGCEmployee Module
Welcome to the Expert Puzzle and Game Corporation (EPG0! EPGC is in northern Maine. Itproduces games and puzzles. EPGC distributes its puzzles and games in the United States. Thecompany produces quality products.
There are product developers at EPGC. They take pride in their work. They design gamesand puzzles. They make money by inventing new games and puzzles for their company toproduce.
Candace and Rick are two product developers. They think up new games and puzzles. Theytry out their ideas on each other. They are always competing with each other. They like to seewhose ideas will make the most money for their company. They each try to come up with asmany new ideas as possible.
EPGC has a warehouse. Employees in Receiving check the material and parts that come intothe plant The warehouse stores all these materials and parts. It is separate from the mainbuilding.
Employees carry the material and parts that they need for production from the warehouseto the main building. Joe is the employee who goes to the warehouse for materials and parts.He brings them to the main building. During the winter, he often has to put on boots and aheavy coat to go over to the warehouse.
This is an assembly line that produces word games. Inspectors check the games when theycome off the assembly line. Marta is in charge of quality control. She is very good at finding
defects.
Packers pack the games into boxes. Other employees move them to the warehouse.
In the warehouse, forklifts carry tall stacks of games. The puzzles and games are notbreakable. Forklift operators can stack the games very high. Emily and Anthony are two of theforklift operators in the warehouse.
Six months ago, EPGC designed a new product It quickly became very popular andprofitable. The new product is the Stress Ball. Unlike the other EPGC products, the Stress Ball is
not a puzzle or a game. Iis assembly is very simple. Four people work one day a week toproduce enough Stress Balls to meet EPGC's weekly quota.
(continued on back)
Lesson 1: There's No Business Like Everybody's Business Copyright 01996 by Coast Community College District Handout 3
Model Problem: Stress Balls at EPGC(continued)
The Stress Ball is a strong balloon that is pressure-filled with sand. Each of the fouremployees is responsible for one part of the manufacturing process.
One employee brings the sand and balloons from the storage room. He or she is in chargeof filling the injection machine with sand.
Another employee fits 24 balloons over the filling tubes.
When the balloons are over the tubes, the third employee pulls a handle. The pulling causesthe machine to use pressure to push sand into the balloons.
After the balloons are full, all four employees work together to remove the balloons fromthe filling tubes. They squeeze out air and tie a knot in each balloon.
A fourth employee inspects the Stress Balls and packs them into cartons for shipping.
The company manufactures Stress Balls only one day a week. Management takes fouremployees away from their usual jobs to make Stress Balls Three employees are Rick fromProduct Development Marta from Quality Control, and Joe from the Storage Department. The
company chooses a different employee each week to take the fourth position.
Marta gets the material and fills the injection machine with sand. Joe pulls the fill handle.Rick and the fourth worker take turns placing the balloons over the tubes. They also inspect thecompleted Stress Balls.
At first, there were no problems in the Stress Ball department. However, lately EPGC hasbeen receiving many customer complaints.
There are many different complaints. Some Stress Balls have large lumps of sand inthem. Others have air in them. Some packed boxes of Stress Balls are missing one ortwo balls. Some boxes of Stress Balls have broken balls inside.
These problems are costing EPGC profits. They are hurting EPGCs reputation as a companythat produces quality products.
You are going to solve EPGC's problem!
Lesson 1: There's No Business Like Everybody's Business Copyright ©1996 by Coast Community College District
155
Solving Problems VLesson 1: There's No Business Like Everybody's Business
Organize the Details:Stress Balls at EPGC
JobLink
Directions: After you read the "Model Problem," work with your team to fill in the information below:
A. List all the people mentioned in the "Model Problem" and the jobs they do.(Hint: One person is not mentioned by name.)
Person Job
I.
2.
3.
4.
5.
6.
7.0 B. What are the steps in making Stress Balls?
1
2.
3.
4.
5.
6.
7
8.
9.
C. What machine is used to make Stress Balls?
D. What materials are used to make Stress Balls?1. 2.
E What are the customer complaints about Stress Balls?
1. 3.
2. 4.
Lesson 1: There's No Business Like Everybodys Business Copyright ©1996 by Coast Community College District Handout 4
Solving Problems VLesson 2: What's Going On Here
Lesson 2 Word Power
joblink
Directions: Column A lists words that will be used in today's lesson, andColumn B defines those words.
Work with your team to match words with definitions. In the space before eachword in Column A, write the letter of its definition in Column B.
Column A Column B
1. brainstorm a. to find an answer to a problem
2. idea b. open to new ideas
3. opinion c. the answer to a problem
4. to judge d. to form an opinion about something
5. judgment e. a thought
6. to solve f. a decision made after judging
7. open-minded g. a belief not always based on facts
8. solution h. to work as a group to come up with asmany ideas as possible without judging theideas or the group members
Lesson 2: What's Going On Here? Copyright ©1996 by Coast Community College District Handout 5
Solving Problems VLesson 2: What's Going On Here
Brainstorming
Job Link
PROBLEM: EPGC's aistomers are complaining about the quality of
Stress Balls. The company is losing profits. The company's reputation
is suffering.
Lesson 2: What's Going On Here? Copyright 01996 by Coast Community College District Handout 6
Solving Problems VLesson 3: Something's Fishy
Lesson 3 Word Power
Job Link
Directions: Column A lists words that will be used in today's lesson, andColumn B defines those words.
Work with your team to match words with definitions. In the space before eachword in Column A, write the letter of its definition in Column B.
Column A Column B
1. diagram a. reason2. analysis b. people who receive products or services3. cause c. a picture or drawing4. customer d. an examination; an investigation5. defect e. equipment6. effect f. the outcome or result7. machinery g. substances that are turned into products8. materials h. personnel, employees9. methods i. a fault; a deficiency
10. manpower j. procedures; techniques
Lesson 3: Somethings Fishy Copyright 01996 by Coast Community College District Handout 7
Solving Problems VLesson 3: Something's Fishy
Cause and Effect Diagram(Fishbone Diagram; Ishikawa Diagram)
Job Link
(Please format the Fishbone Diagram in the landscape position.)
Lesson 3: Somethings Fishy Copyright ©1996 by Coast Community College Distict Handout 8
160
9
Solving Problems VLesson 4: What Needs to be Fixed
Lesson 4 Word Power
Job Unk
Directions: Column A lists words that will be used in today's lesson, andColumn B defines those words.
Work with your team to match words with definitions. In the space before eachword in Column A, write the letter of its definition in Column B.
Column A Column B
1. compute a. to list in an order
2. total b. the total of many sums or subtotals
3. grand total c. a diagram or picture
4. rank d. to calculate; to figure out
5. occurrence e. the sum of numbers
6. priority f. order of importance
7. category g. when something happens
8. chart h. a classification
Lesson 4: What Needs to be Fixed Copyright 01996 by Coast Community College District Handout 9
131
Solving Problems VLesson 4: What Needs to be Fixed
Tally of Defects ChartStress Balls
Defect Quantity
'clumps of sand" 93
'Med with air 697
'boxes not fuir 10
'balls broken 200
TOTAL 1000
Pareto Chart
Job Link
Rank Defect Count Percent ofTotal*
CumulativePercent**
1 "filled w/ air 697 69.7% 69/7%
2
3
4
TOTALS 100% 100%
*In this column enter the number (in percent) that each defect accounts for. [For example, theCount for the "filled with air" d4ect is 697 (the Count is taken from the Tally of Ddects Chart). Since the Total
Count is 1000, then 697 out of 1000 (697/1000) is 69.7% of the total ddects.1
*In this column keep a running count, or cumulative percent, of the individual numbers inthe °Percent of Totar column. [Example: (a) Enfer the Count for Ddect 2 ("balls brokenl. (b) Fill in the
Percent of Total column for Dect 2. (c) Add that percent to 69.7%, and then (d) enter the new total under
Cumulative Percent. Repeat the process for Ddect 3 and Ddect 4.1
Lesson 4: What Needs to be Fixed Copyright 01996 by Coast Community College District Handout 10
Solving Problems VLesson 4: What Needs to be Fixed Job Link
Identifying Potential Causes of Problem ChartStress Balls
Defect Potential Cause Potential Cause Potential Cause
-filled with air
Lesson 4: What Needs to be Fixed Copyright ©1996 by Coast Community College District Handout 11
13
Solving Problems VLesson 5 : Let's Fix It!
Lesson 5 Word Power
Job Link
Directions: Column A lists words that will be used in today's lesson, andColumn B defines those words.
Work with your team to match words with definitions. In the space before eachword in Column A, write the letter of its definition in Column B.
Column A
1. communicate a.
2. correct (verb) b.
3. plan (noun) c.
4. suggest or advise (verb) d.
5. suggestion or advice e.
6. action f.
7. graph (noun) g.
8. reduce h.
Column B
to make smaller; to make less ofto recommend; to direct; to guide
a diagram or picturemovement; steps to take
to fix; to solve
a recommendationa formula or strategyto tell a fact or an idea so thelistener or reader understands
Lesson 5: Let's Fix It! Copyright ©1996 by Coast Community College District Handout 12
Solving Problems VLesson 5 : Let's Fix It!
Corrective Action Plan
Defect #1 -
Steps to correct defect:
Defect #2 .
Steps to correct defect:
Defect #3 :
Steps to correct defect:
Defect #4 ..
Steps to correct defect:
Lesson 5: Lets Fix It!
Job Link
Copyright ©1996 by Coast Community College District Handout 13
Solving Problems VLesson 6: Welcome to the Real World!
Lesson 6: Welcome to the Real World!
The Real Problem
Job Link
Copyright en996 by Coast Community College District Handout 14
Solving Problems VLesson 6: Welcome to the Real World!
Brainstorming the Real Problem
Lesson 6: Welcome to the Real World!
Job Link
Copyright 01996 by Coast Community College District Handout 15
Solving Problems VLesson 6: Welcome to the Real World!
The Real Problem
Tally of Defects Chart
Defect Quantity
Pareto Chart
Defect Potent la! Cause Potential Cause Potential Cause
*In this column enter the number (in percent) that each defect accounts for.
Job Link
**In this column keep a running count, or aimulative percent of the individual numbers inthe 'Percent of Total" column.
Lesson 6: Welcome to the Real World! Copyright ©1996 by Coast Community College District Handout 16
Solving Problems VLesson 6: Welcome to the Real World! jobLink
Identifying Potential Causes of Problem ChartThe Real Problem
Defect Potential Cause Potential Cause Potential Cause
Lesson 6: Welcome to the Real World! Copyright ©1996 by Coast Community College District Handout 17
1C3
Name (C-1) Name (C-1)
Step-by-Step Step-by-Step
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Sob Job
Ust the steps that you take to do your Job: Ust the steps that you take to do your Job:
1.1.
2. 2.
3. 3.
4. 4.
5. 5.
Name (C-1) Name (C-1)
Step-by-Step Step-by-Step
4.44 .144 641 411 dM11 061 0111 0111
se/ .110 QIN .10) ode ale sag .101 .101
Job Job
List the steps that you take to do your Job: Ust the steps that you take to do your Job:
1.1.
2. 2.
3. 3.
4. 4.
5. 5.
(C-1) Name (C-1)
Step-by-Step Step-by-Step
RA eiRIA el% 0111 01111 01 01111
WV eel .01 gal .41 gaIl ail orW 401 eil11
Job Job
Ust the steps that you take to do your Job: List the steps that you take to do your Job:
1.1.
2.2.
3.3.
4.4.
5.5.
Name (C-1) Name (C-1)
Step-by-Step01 si1 0,11
407 4.07 WO fain ell
Step-by-Stepaga 644 4.44 014
1.07 oil 007 alln sal
Job Job
List the steps that you take to do your Job: List the steps that you take to do your Job:
1.
2.2.
3.3.
4. 4.
5.5.
170
Name (C-2) Name (C-2)
Brainstorming
Use the following words during the week while youfrorkIng. Check off each word as you use it:
Brainstorming
Use the following words during the week while youare working. Check off each word as you use It:
. brainstorm 1. brainstorm
5.
4. solution
idea
4.
5.
solution
idea
2. opinion 2. opinion
3. open-minded 3. open-minded
Name (C-2) Name (C-2)
Brainstorming Brainstorming
Use the following words during the week while you Use the following words during the week while youare working. Check off each word as you use It: are working. Check off each word as you use it:
1. brainstorm
2. opinion
3. open-minded
4. solution
5. idea
AAA
Py
OneBrainstorming
(C-2)
1. brainstorm
2 opinion
3. open-minded
4. solution
5. idea
AAA
Pv
Name (C-2)
Brainstorming
Use the following words during the week while you Use the following words during the week while youare working. Check off each word as you use It: are working. Check off each word as you use It:
I. brainstorm
2. opinion
3. open-minded
4. solution
5. idea
1. brainstorm
2. opinion
3. open-minded
4. solution
5. idea
AAA
Pv
Name (C-2) Name (C-2)
Brainstorming Brainstorming
Use the following words during the week while you Use the following words during the week while you
are working. Check off each word as you use it: are working. Check off each word as you use It:
1. brainstorm 1. brainstorm
open-minded AA 2.
3. open-minded
opinion
AAAdr- opinion
4. solution IFY4. solution
5. idea 5. idea
171
Name (C-3) Name (C-3)
Fishbone DiagramProblem0 the Flshbone Diagram below, write a problem you
Imes have at work, then list the causes of the problem.
Name (C-3)
Fishbone DiagramProblemOn the Fishbone Diagram below, write a problem yousometimes have at work, then list the causes of the problem.
... r410.11..011.. PI/CILIA
1110. minlip..m....1111..=1111.111.
awIllo.141111.4111.
11111..
Fishbone Diagram
(C-3)
Problem:On the Fishbone Dlagram below, write a problem yousometimes have at work, then Ilst the causes of the problem.
Name (C-3)
Fishbone DiagramProblem:On the Fishbone Diagram below, write a problem yousometimes have at work, then list the causes of the problem.
Copyright
172
Fishbone DiagramProblem:On the Fishbone Dlagram below, write a problem yousometimes have at work, then list the causes of the problem.
Name (C-3)
Fishbone DiagramProblemOn the Fishbone Diagram below, write a problem yousometimes have at work, then list the causes of the problem.
Name (C-3)
Fishbone DiagramProblem:On the Fishbone Dlagram below, write a problem yousometimes have at work, then list the causes of the problem.
Name (C-3)
Fishbone DiagramProblemOn the Fishbone Diagram below, write a problem yousometimes have at work, then Ilst the causes of the problem.
Name (C-4) Name (C-4)
Solving Problems Techniques
Draw a line from each problem-solving technique inlirA to Its description In Column B.
1. Brainstorming
2. Cause & Effect Analysis(Fishbone Diagram)
3. Tally Chart
4. Pareto Chart
to count defects
to rank priorities
to come up with ideas
to categorize causes
Name (C-4)
Solving Problems Techniques
Draw a line from each problem-solving technique InColumn A to its description In Column B.
1. Brainstorming
2. Cause & Effect Analysis(Fishbone Diagram)
3. Tally Chart
4. Pardo Chart
to count defects
to rank priorities
to come up with ideas
to categorize causes
11110Name (C-4)
Solving Problems Techniques
Draw a ilne from each problem-solving technique InColumn A to its description In Column B.
1. Brainstorming to count defects
2. Cause & Effect Analysis to rank priorities(Fishbone Diagram)
3. Tally Chart
4. Pardo Chart
to come up with ideas
to categorize causes
Name (C-4)
Solving Problems Techniques
Draw a line from each problem-solving technique InColumn A to its description in Column B.
jai Brainstorming to count defects
I/Cause & Effect Analysis to rank priorities(Fishbone Diagram)
3. Tally Chart
4. Pareto Chart
to come up with ideas
to categorize causes
BEST COPY AVAILABLE 173
Solving Problems Techniques
Draw a line from each problem-solving technique inColumn A to its description in Column B.
1. Brainstorming
2. Cause & Effect Analysis(Fishbone Diagram)
3. Tally Chart
4. Pareto Chart
to count defects
to rank priorities
to come up with ideas
to categorize causes
Name (C-4)
Solving Problems Techniques
Draw a line from each problem-solving technique inColumn A to its description in Column B.
I. Brainstorming to count defects
2. Cause & Effect Analysis to rank priorities(Fishbone Diagram)
3. Tally Chart
4. Pardo Chart
to come up with ideas
to categorize causes
Name (C-4)
Solving Problems Techniques
Draw a line from each problem-solving technique InColumn A to Its description In Column B.
1. Brainstorming
2. Cause & Effect Analysis(Fishbone Diagram)
3. Tally Chart
4. Pardo Chart
to count defects
to rank priorities
to come up with ideas
to categorize causes
Name (C-4)
Solving Problems Techniques
Draw a line from each problem-solving technique inColumn A to Its descriptJon In Column B.
1. Brainstorming to count defects
2. Cause & Effect Analysis to rank priorities(Fishbone Diagram)
3. Tally Chart
4. Pardo thart
to come up with ideas
to categorize causes
Name (C-5) Name (C-5)
Making Suggestions and Recommendations
Cross out the entries that are not effective whennting solutions or suggestions:
I would like to suggest...Our investigation has found that...I can't believe that nobody solved this problem yet!It might be a good idea to try...Who was the idiot who...?Our team recommends...Are there any questions or suggestions?
Name (C-5)
Making Suggestions and Recommendations
Cross out the entries that are not effective whenpresenting solutions or suggestions:
I would like to suggest...Our investigation has found that...I can't believe that nobody solved this problem yet!It might be a good idea to try...Who was the idiot who...?Our team recommends...Are there any questions or suggestions?
Ike (C-5)
Making Suggestions and Recommendations
Cross out the entries that are not effective whenpresenting solutions or suggestions:
I would like to suggest...Our investigation has found that...I can't believe that nobody solved this problem yet!It might be a good idea to try...Who was the idiot who...?Our team recommends...Are there any questions or suggestions?
Name (C-5)
Making Suggestions and Recommendations
Cross out the entries that are jult effective whenpresenting solutions or suggestions:
I would like to suggest...ainvestigation has found that...'t believe that nobody solved this problem yet!
It might be a good idea to try...Who was the idiot who...?Our team recommends...Are there any questions or suggestions?
174
Making Suggestions and Recommendations
Cross out the entries that are not effective whenpresenting solutions or suggestions:
I would like to suggest...Our investigation has found that...I can't believe that nobody solved this problem yet!It might be a good idea to try...Who was the idiot who...?Our team recommends...Are there any questions or suggestions?
Name (C-5)
Making Suggestions and Recommendations
Cross out the entries that are not effective whenpresenting solutions or suggestions:
I would like to suggest...Our investigation has found that...I can't believe that nobody solved this problem yet!It might be a good idea to try...Who was the idiot who...?Our team recommends...Are there any questions or suggestions?
Name (C-5)
Making Suggestions and Recommendations
Cross out the entries that are not effective whenpresenting solutions or suggestions:
I would like to suggest...Our investigation has found that...I can't believe that nobody solved this problem yet!It might be a good idea to try...Who was the idiot who...?Our team recommends...Are there any questions or suggestions?
Name (C-5)
Making Suggestions and Recommendations
Cross out the entries that are nat effective whenpresenting solutions or suggestions:
I would like to suggest...Our investigation has found that...I can't believe that nobody solved this problem yet!It might be a good idea to try...Who was the idiot who...?Our team recommends...Are there any questions or suggestions?
BEST COPY AVAILABLE
Name (C-6) Name (C4)
SIX Steps of Solving Problems
I. Brainstorming
W2. Cause and Effect Analysis
3. Ranking Priorities: Pareto Analysis
4. Identifying Potential Causes of Problem
5. Designing a Corrective Action Plan
6. Presenting Solutions
Name
Six Steps of Solving Problems
1. Brainstorming
2. Cause and Effect Analysis
3. Ranking Priorities: Pareto Analysis
4. Identifying Potential Causes of Problem
5. Designing a Corrective Action Plan
6. Presenting Solutions
Six Steps of Solving Problems
1. Brainstorming
2. Cause and Effect Analysis
3. Ranking Priorities: Pareto Analysis
4. Identifying Potential Causes of Problem
5. Designing a Corrective Action Plan
6. Presenting Solutions
Name
Six Steps of Solving Problems
1. Brainstorming
2. Cause and Effect Analysis
Ranking Priorities: Pareto Analysis
Identifying Potential Causes of Problem
5. Designing a Corrective Action Plan
6. Presenting Solutions
BEST COPY AVAILABLE
(C-6)
(C-6)
(C-6)
175
Six Steps of Solving Problems
1. Brainstorming
2. Cause and Effect Analysis
3. Ranking Priorities: Pareto Analysis
4. Identifying Potential Causes of Problem
5. Designing a Corrective Action Plan
6. Presenting Solutions
Name
Six Steps of Solving Problems
1. Brainstorming
2. Cause and Effect Analysis
3. Ranking Priorities: Pareto Analysis
4. Identifying Potential Causes of Problem
5. Designing a Corrective Action Plan
6. Presenting Solutions
Name
Six Steps of Solving Problems
1. Brainstorming
2. Cause and Effect Analysis
3. Ranking Priorities: Pareto Analysis
4. Identifying Potential Causes of Problem
5. Designing a Corrective Action Plan
6. Presenting Solutions
Name
Six Steps of Solving Problems
1. Brainstorming
2. Cause and Effect Analysis
3. Ranking Priorities: Pareto Analysis
4. Identifying Potential Causes of Problem
5. Designing a Corrective Action Plan
6. Presenting Solutions
(C-6)
(C-6)
(C-6)
Solving Problems VLesson 1: There's No Business Like Everybody's Business
Word Power
Module Overview
Six Steps of Problem Solving:
1. Brainstorming
2. Cause and Effect Analysis
3. Ranking Priorities: Pareto Analysis
4. Identifying Potential Causes of ProblemIII 5. Designing a Corrective Action Plan
6. Presenting Solutions
Joblink
Lesson 1: There's No Business Like Everybody's Business Copyright 01996 by Coast Community College District Transparency 1
176
Solving Problems VLesson 1: There's No Business Like Everybody's Business
Lesson 1 word Power
JobLink
Directions: Column A lists words that will be used in today's lesson, andColumn B defines those words.
Work with your team to match words with definitions. In the space before eachword in Column A, write the letter of its definition in Column B.
Column A Column B
1. produce a. substance used to make a product
2. quality b. procedure; method; steps involved
3. process c. to make
4. product d. energy that is used to push or force
5. profitable e. money-making
6. pressure f. a produced or manufactured item
7. defect g. the condition of a product (good or bad)
8. material h. imperfection; fault
Lesson 1: There's No Business Like Everybody's Business Copyright ©1996 by Coast Community College District Transparency 2
177
Solving Problems VLesson 1: There's No Business Like Everybody's Business JobLink
Model Problem: Stress Balls at EPGCEmployee Module
Welcome to the Expert Puzzle and Game Corporation (EPG0! EPGC is in northern Maine. Itproduces games and puzzles. EPGC distributes its puzzles and games in the United States. Thecompany produces quality products.
There are product developers at EPGC. They take pride in their work. They design gamesand puzzles. They make money by inventing new games and puzzles for their company toproduce.
Candace and Rick are two product developers. They think up new games and puzzles. They
try out their ideas on each other. They are always competing with each other. They like to seewhose ideas will make the most money for their company. They each try to come up with asmany new ideas as possible.
EPGC has a warehouse. Employees in Receiving check the material and parts that come intothe plant The warehouse stores "all these materials and parts. It is separate from the main
III building.
Employees carry the material and parts that they need for production from the warehouseto the main building. Joe is the employee who goes to the warehouse for materials and parts.He brings them to the main building. During the winter, he often has to put on boots and aheavy coat to go over to the warehouse.
This is an assembly line that produces word games. Inspectors check the games when theycome off the assembly line. Marta is in charge of quality control. She is very good at findingdefects.
Packers pack the games into boxes. Other employees move them to the warehouse.
In the warehouse, forklifts carry tall stacks of games. The puzzles and games are notbreakable. Forklift operators can stack the games very high. Emily and Anthony are two of theforklift operators in the warehouse.
Six months ago, EPGC designed a new product. It quickly became very popular andprofitable. The new product is the Stress Ball. Unlike the other EPGC products, the Stress Ball is
not a puzzle or a game. Its assembly is very simple. Four people work one day a week toproduce enough Stress Balls to meet EPGC's weekly quota.
(continued on back)
Lesson 1: Theres No Business Like Everybody's Business Copyright ©1996 by Coast Community College District Transparency 3
Model Problem: Stress Balls at EPGC(continued)
The Stress Ball is a strong balloon that is pressure-filled with sand. Each of the fouremployees is responsible for one part of the manufacturing process.
One employee brings the sand and balloons from the storage room. He or she is in chargeof filling the injection machine with sand.
Another employee fits 24 balloons over the filling tubes.
When the balloons are over the tubes, the third employee pulls a handle. The pulling causesthe machine to use pressure to push sand into the balloons.
After the balloons are full, all four employees work together to remove the balloons fromthe filling tubes. They squeeze out air and tie a knot in each balloon.
A fourth employee inspects the Stress Balls and packs them into cartons for shipping.
The company manufactures Stress Balls only one day a week. Management takes fouremployees away from their usual jobs to make Stress Balls. Three employees are Rick fromProduct Development Marta from Quality Control, and Joe from the Storage Department. Thecompany chooses a different employee each week to take the fourth position.
Marta gets the material and fills the injection machine with sand. Joe pulls the fill handle.Rick and the fourth worker take turns placing the balloons over the tubes. They also inspect the
completed Stress Balls.
At first, there were no problems in the Stress Ball department. However, lately EPGC has
been receiving many customer complaints.
There are numy different complaints. Some Stress Balls have large lumps of sand inthem. Others have air in them. Some packed boxes of Stress Balls are missing one ortwo balls. Some boxes of Stress Balls have broken balls inside.
These problems are costing EPGC profits. They are hurting EPGC's reputation as a company
that produces quality products.
You are going to solve EPGC's problem!
Lesson 1: There's No Business Like Evezybodys Business Copyright ©1996 by Coast Community College District
179
Solving Problems IFLesson 1: There's No Business Like Everybody's Business
Organize the Details:Stress Balls at EPGC
Job Link
Directions: After you read the "Model Problem," work with your team to fill in the information below:A. List all the people mentioned in the 'Model Problem" and the jobs they do.
(Hint: One person is not mentioned by name.)
Person Job
1.
2.
3.
4.
5.
6.
7.
B. What are the steps in making Stress Balls?
1
2.
3.
4.
5.
6.
7
8.
9.
C. What machine is used to make Stress Balls?
D. What materials are used to make Stress Balls?1. 2.
E. What are the customer complaints about Stress Balls?
1. 3.
2. 4.
Lesson 1: There's No Business Li Ice Everybody's Business Copyright 01996 by Coast Community College District Transparency 4
18 0
Solving Problems VLesson 2: What's Going On Here
Lesson 2 Word Power
Job Link
Directions: Column A lists words that will be used in today's lesson, andColumn B defines those words.
Work with your team to match words with definitions. In the space before eachword in Column A, write the letter of its definition in Column B.
Column A Column B
1. brainstorm a. to find an answer to a problem
2. idea b. open to new ideas
3. opinion c. the answer to a problem
4. to judge d. to form an opinion about something
5. judgment e. a thought
6. to solve f. a decision made after judging
7. open-minded g. a belief not always based on facts
8. solution h. to work as a group to come up with asmany ideas as possible without judging theideas or the group members
Lesson 2: What's Going On Here? Copyright ©1996 by Coast Community College District Transparency 5
Solving Problems VLesson 2: What's Going On Here
Brainstorming
Job Link
PROBLEM: EPGC's customers are complaining about the quality of
Stress Balls. The company is losing profits. The company's reputation
is suffering.
Lesson 2: What's Going On Here? Copyright 01996 by Coast Community College District Transparency 6
Solving Problems VLesson 3: Something's Fishy
Lesson 3 Word Power
Job Link
Directions: Column A lists words that will be used in today's lesson, andColumn B defines those words.
Work with your team to match words with definitions. In the space before eachword in Column A, write the letter of its definition in Column B.
Column A Column B
1. diagram a. reason2. analysis b. people who receive products or services3. cause c. a picture or drawing4. customer d. an examination; an investigation5. defect e. equipment6. effect f. the outcome or result7. machinery g. substances that are turned into products8. materials h. personnel, employees9. methods i. a fault; a deficiency
10. manpower j. procedures; techniques
Lesson 3: Something's Fishy Copyright 01996 by Coast Community College District Transparency 7
Solving Problems VLesson 3: Something's Fishy
Cause and Effect Diagram(Fishbone Diagram; Ishikawa Diagram)
dobLink
(Please format the Fishbone Diagram in the landscape position.)
Lesson 3: Something's Fishy Copyright 01996 by Coast Community College District Transparency 8
184
Solving Problems VLesson 4: What Needs to be Fixed
Lesson 4 Word Power
jobLink
Directions: Column A lists words that will be used in today's lesson, andColumn B defines those words.
Work with your team to match words with definitions. In the space before eachword in Column A, write the letter of its definition in Column B.
Column A Column B
1. compute a. to list in an order2. total b. the total of many sums or subtotals
3. grand total c. a diagram or picture
4. rank d. to calculate; to figure out
5. occurrence e. the sum of numbers
6. priority f. order of importance
7. category g. when something happens8. chart h. a classification
Lesson 4: What Needs to be Fixed Copyright 01996 by Coast Community.College District Transparency 9
185
so
Solving Problems VLesson 4: What Needs to be Fixed
Tally of Defects ChartStress Balls
Defect Quantity
°clumps of sand" 93
-filled with air 697
boxes not fulr 10
'bails broken" 200
TOTAL 1000
Pareto Chart
Job Link
Rank Defect Count Percent ofTotal*
CumulativePercent**
1 'Tilled w/ air 697 69.7% 69/7%
2
3
4
TOTALS 100% 100%
*In this column enter the number (in percent) that each defect accounts for. [For example, the
Count for the "filled with air ddect is 697 (the Count is taken from the Tally of Ddects Chart). Since the Total
Count is 1000, then 697 out of 1000 (697/1000) is 69.7% of the total ddectsi
**In this column keep a running count, or cumulative percent, of the individual numbers inthe "Percent of Total" column. [Example: (a) Enter the Count for Ddect 2 ("balls broken"). (b) Fill in the
Percent of Total column for Ddect 2. (c) Add that percent to 69.7%, and then (d) enter the new total under
Cumulative Percent. Repeat the process for Ddect 3 and Ddect 4.1
Lesson 4: What Needs to be Fixed Copyright 01996 by Coast Community College District Transparency 10
Solving Problems VLesson 4: What Needs to be Fixed Job Link
Identifying Potential Causes of Problem ChartStress Balls
Defect Potential Cause Potential Cause Potential Cause
-filled with air
Lesson 4: What Needs to be Fixed Copyright 01996 by Coast Community College District Transparency 11
187
Solving Problems VLesson 5 : Let's Fix It!
Lesson 5 Word Power
Job Link
Directions: Column A lists words that will be used in today's lesson, and
Column B defines those words.
Work with your team to match words with definitions. In the space before eachword in Column A, write the letter of its definition in Column B.
Column A
1. communicate a.
2. correct (verb) b.
3. plan (noun) c.
4. suggest or advise (verb) d.
5. suggestion or advice e.
6. action f.
7. graph (noun) g.
8. reduce h.
Column B
to make smaller; to make less ofto recommend; to direct; to guide
a diagram or picturemovement; steps to taketo fix; to solve
a recommendationa formula or strategyto tell a fact or an idea so thelistener or reader understands
Lesson 5: Let's Fix It! Copyright ©1996 by Coast Community College District Transparency 12
Solving Problems VLesson 5: Let's Fix It!
Corrective Action Plan
Defect #1 .
Steps to correct defect:
Defect #2 .
Steps to correct defect:
Defect #3 .
Steps to correct defect:
Defect #4 .
Steps to correct defect:
Lesson 5: Let's Fix It!
Job Link
Coprigit ©1996 by Coast Community College District Transparency 13
189
Solving Problems VLesson 6: Welcome to the Real World!
Lesson 6: Welcome to the Real World!
The Real Problem
Job Link
Copyright 01996 by Coast Community College District Transparency 14
19 0
Solving Problems VLesson 6: Welcome to the Real World!
Brainstorming the Real Problem
Job Link
Lesson 6: Welcome to the Real Worid! Copyright ©1996 by Coast Community College District Transparency 15
191
Solving Problems VLesson 6: Welcome to the Real World!
The Real Problem
Tally of Defects Chart
Defect Quantity
Pareto Chart
Defect Potential Cause Potential Cause Potential Cause
*In this column enter the number (in percent) that each defect accounts for.
Job Link
**In this column keep a running count, or cumulative percent of the individual numbers inthe "Percent of Total" column.
Lesson 6: Welcome to the Real World!
192Copyright 01996 by Coast Community College District Transparency 16
Solving Problems VLesson 6: Welcome to the Real World! Job Link
Identifying Potential Causes of Problem ChartThe Real Problem
Defect Potential Cause Potential Cause Potential Cause
Lesson 6: Welcome to the Real World!
1S3
Copyright ©1996 by Coast Community College District Transparency 17
jobL
ink
Win
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At
Wor
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194
Sol
ving
Pro
blem
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Sup
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Fin
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Sol
utio
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195
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Supe
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21-2
8
19r
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 2
197
Solv
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Prob
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sIn
stru
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's M
anua
l-T
o H
elp
You
on
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Job
An
Intr
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193
Inst
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Man
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jobl
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Firs
t Hou
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Supe
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a br
ief
intr
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to th
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teps
, and
they
sol
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e "M
odel
Prob
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"
The
n th
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mpl
oy th
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gies
they
lear
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of th
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ploy
ee M
odul
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193
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 3
Job
Lin
k
Win
ning
At
Wor
k 200
Solv
ing
Prob
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s
Fin
ding
Sol
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hat W
ork
Sup
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Less
on 1
201
Solv
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Prob
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sSu
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viso
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son
Des
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Supe
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The
re a
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Sol
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con
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the
com
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pres
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in th
is m
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impo
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poin
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to s
uper
viso
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at P
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olvi
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s di
ffer
fro
m
com
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to c
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nd th
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is m
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ay n
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lypa
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ste
ps
used
by
thei
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Firs
t Hou
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Supe
rvis
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rece
ive
a br
ief
intr
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7 T
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they
em
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the
stra
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the
"Mod
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to d
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, one
for
em
ploy
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to s
olve
in L
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n 6
of th
e E
mpl
oyee
Mod
ule.
202
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
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203
Page
6
Solv
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Prob
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sSu
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Les
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1
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1.U
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teps
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the
"Mod
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2.D
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The
Rea
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blem
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rL
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of th
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mpl
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Mod
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3.E
valu
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as w
ell a
s th
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deve
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team
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Mat
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" (S
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. 1)
"Mod
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tres
s B
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PGC
"(S
uper
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pare
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2)"B
rain
stor
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Supe
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. 3
'The
Rea
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" (S
uper
viso
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. 4)
"Cau
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nd E
ffec
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" (S
up. T
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. 5)
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ly o
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(Sup
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)
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ntif
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Pot
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of P
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pare
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7)
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Plan
" (S
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(Sup
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inst
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min
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in.
Stre
ssH
ando
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(Sup
ervi
sor
Supe
rvis
or L
esso
n 1
204
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t20
5Pa
ge 7
Solv
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Prob
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sSu
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Les
son
1
Solv
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Pral
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Mod
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Ove
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Six
Ste
ps o
f Pro
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Sol
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:
I.B
rain
stor
min
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2.C
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and
Effe
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3.R
anki
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riorit
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Par
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Ana
lysi
s
4.Id
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Pot
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of P
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5. D
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1996
by
Coa
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Col
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Dis
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206
4110
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Page
8
Solv
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esO
peni
ng: 5
Min
utes
1.H
ave
supe
rvis
ors
sign
in a
nd w
ear
nam
e ta
gs (
if n
eces
sary
).
2. W
elco
me
supe
rvis
ors.
3.P
roje
ctth
e "M
odul
e O
verv
iew
".
4.A
sksu
perv
isor
s if
they
hav
e an
yPr
oble
mex
peri
ence
.
5.In
trod
uce
cont
ent o
f m
odul
e. U
se th
is ti
me
to g
ive
the
supe
rvis
ors
a ge
nera
lin
trod
uctio
n to
team
Prob
lem
Sol
ving
. (ke
r to
the
Tra
iner
Not
es.)
1T-1
1
Sup
ervi
sor
Tra
nspa
renc
e
203
Sup
ervi
sor
Less
on 1
JobL
ink
203
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 9
Solv
ing
Prob
lem
sSu
perv
isor
Les
son
1
1111
1Sol
vIew
c Pn
ib le
nsJo
b L
ink
Mod
el P
robl
em: S
tres
s B
alls
at E
PC
CE
mpl
oyee
Mod
ule
Wel
com
e to
the
Exp
ert P
uzzl
e an
d G
ame
Cor
pora
tion
IEPG
O!
EPG
C is
in n
orth
ern
Mai
ne I
tpr
oduc
es g
ames
and
puz
zles
EPG
C d
istr
ibut
es it
s pu
zzle
s an
d ga
mes
in th
e U
nite
d St
ates
. The
com
pany
pro
duce
s qu
afity
pro
duct
s.
The
re a
re p
rodu
ct d
evel
oper
s at
EPG
C T
hey
take
pri
de in
thei
r w
ork
The
y de
sign
gam
esan
d pu
zzle
s T
hey
mak
e m
oney
by
inve
ntin
g ne
w g
ames
and
puz
zles
for
thei
r co
mpa
ny to
prod
uce.
Can
dace
and
Ric
k ar
e tw
o pr
oduc
t dev
elop
ers
The
y th
ink
up n
ew g
ames
and
puz
zles
. Thc
ytr
y ou
t the
ir id
eas
on e
ach
othe
r. T
hey
are
alw
ays
com
petin
g w
ith e
ach
othe
r T
hey
like
to s
etw
hose
idea
s w
ill m
ake
the
mos
t mon
ey f
or th
eir
com
pany
The
y ea
ch tr
y to
com
e up
with
as
man
y ne
w id
eas
as p
ossi
ble.
EPG
C h
as a
war
ehou
se E
mpl
oyee
s in
Rec
eivi
ng c
heck
the
mat
eria
l and
par
ts th
at c
ome
into
the
plan
t. T
he w
areh
ouse
sto
res
all t
hese
mat
eria
ls a
nd p
arts
. It i
s se
para
te f
rom
the
mai
nbs
sild
mng
Em
ploy
ees
carr
y th
e m
ater
ial a
nd p
arts
that
they
nee
d fo
r pr
oduc
tion
from
the
war
ehou
seto
the
mai
n bu
ildin
g Jo
e is
the
empl
oyee
who
goe
s to
the
war
ehou
se f
or m
ater
ials
and
par
ts.
He
brin
gs th
em to
the
mai
n bu
ildin
g D
urin
g th
e w
inte
r, h
e of
ten
has
to p
ut o
n bo
ots
and
ahe
avy
coat
to g
o ov
er to
the
war
ehou
se.
Thi
s is
an
asse
mbl
y lin
e th
at p
rodu
ces
wor
d ga
mes
. Ins
pect
ors
chec
k th
e ga
mes
whe
n th
eyco
me
off
the
asse
mbl
y lin
e M
arta
is in
cha
rge
of q
ualit
y co
ntro
l. Sh
e is
ver
y go
od a
t fin
ding
defe
cts
Pack
ers
pack
the
gam
es in
to b
oxes
Oth
er e
mpl
oyee
s m
ove
them
to th
e w
areh
ouse
.
In th
e w
areh
ouse
for
ldilt
s ca
rry
tall
stac
ks o
f ga
mes
. The
puz
zles
and
gam
es a
re n
otbr
eaka
ble,
for
klif
t ope
rato
rs c
an s
tark
the
gam
es v
ery
high
. Em
ily a
nd A
ntho
ny a
re tw
o of
the
fork
lift o
pera
tors
in th
e w
areh
ouse
Six
mon
ths
ago
EPG
C d
esig
ned
a ne
w p
rodu
ct. I
t qui
ckly
bec
ame
very
pop
ular
and
prof
itabl
e T
he n
ew p
rodu
ct is
the
Stre
ss B
all.
Unl
ike
the
othe
r E
PGC
pro
duct
s. th
e St
ress
Bal
l is
not a
puz
zle
or a
gam
e. I
ts a
ssem
bly
is v
ery
sim
ple
Four
peo
ple
wor
k on
e da
y a
wee
k to
prod
uce
enou
gh S
tres
s B
alls
to m
eet E
PGC
s w
eekl
y qu
ota
lom
nnuc
d on
hal
fJ
Spro
yby
Lam
m I
Cap
yrO
b O
libr
by C
aw C
omm
oyey
Cag
y N
omle
bbre
vier
116
0
Supe
rver
er. I
nwe
IC
opp*
, nin
e by
cr.
Col
lI*1
Ir n ch
arge
ng c
ause
s
ts f
rom
op our
tom
lent
. The
aand
le.
nspe
ct th
e
C h
as
I sa
nd I
nD
ee D
e
com
pany
Supe
rvis
or L
esso
n 1
Sup
ervi
sor
Han
clou
t 210
jobl
ink
1111
Sekh
qg P
robl
ems
eeee
e Ig
er...
.
Bra
inst
orm
ing
JobL
kk
PR
OB
LEM
:
Sape
rver
s ta
m I
Cap
yr*.
Olw
e by
Cob
b C
omm
., C
A.,
Mb.
Sope
ireb
ber
beem
erbo
rmy
1
Sup
ervi
sor
Tra
nspa
renc
y 3
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
)EST
CO
PY A
VA
P A
BL
E21
1 ill
Page
10
Solv
ing
Pmbl
ems
Supe
rvis
or L
esso
nI
Act
iviti
esFi
rst A
ctiv
ity: 2
5 M
inut
es
1. "
Mod
el P
robl
em"
A. D
istr
ibut
e "M
odel
Pro
blem
: Str
ess
Bal
ls a
t EPG
C"
and
proj
ect i
t.
B. A
sk th
e su
perv
isor
s to
sile
ntly
rea
dth
e "M
odel
Pro
blem
7
2 "B
rain
stor
min
g"
iciy
04-1
1
uper
ilsor
Sta
ndou
t
CT
-II
supe
nroo
rT
rans
pare
ncy
212
Supe
rvis
or L
esso
n 1
Job
Lin
k
A. P
roje
ct "
Bra
inst
orm
ing"
. Not
e th
epr
oble
m id
entif
ied
at th
e to
p of
the
page
: Cus
tom
ers
are
com
plai
ning
bec
ause
of
the
qual
ity o
f th
e st
ress
balls
. The
com
pany
is lo
sing
pro
fits
. The
repu
tatio
n of
the
com
pany
is s
uffe
ring
.
B.
Exp
lain
the
proc
ess
of b
rain
stor
min
g.
C. B
rain
stor
m p
ossi
ble
caus
es o
f th
ede
fect
s in
the
"Mod
el P
robl
em"
in o
ne la
rge
grou
p or
in
smal
ler
grou
ps.
D. E
ncou
rage
all
team
mem
bers
to v
olun
teer
thei
r id
eas.
Rem
ind
them
that
in b
rain
stor
min
g:(a
) N
o id
ea is
bad
; no
idea
is in
sign
ific
ant'
(b)
Em
ploy
ees
shou
ld n
ot c
ritic
ize,
rid
icul
e, o
rot
herw
ise
disc
oura
ge o
ther
em
ploy
ees'
idea
s. (
c) A
wea
k id
ea o
ften
hel
ps g
ener
ate
a st
rong
idea
!
(d)
The
gro
up s
houl
d co
nsid
er a
ll id
eas.
213
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 1
1
Solv
ing
Prob
lem
sSu
perv
isor
Les
son
1
Sio
lvin
ir P
robl
ems
Cau
se a
nd E
ffect
Dia
gram
(Fis
hbon
e D
iagr
am: I
shik
aria
Dia
gram
)
jobl
ink
(Ple
ase
form
at th
e F
ishb
one
Dia
gram
in th
e la
ndsc
ape
posi
tion.
)
Sig
nyte
. be%
I03
444
OW
N 4
Cos
t Com
ottr
y C
ote,
Don
e11
epel
vtae
r llm
aspa
rery
I
Supe
rvis
or L
esso
n 1
Sup
ervi
sor
Tra
nspa
renc
y 5
214
jobl
ink
Soi
rder
g P
eabl
eme
Tal
ly o
f Def
ects
Cha
rtSt
ress
Bal
ls
Def
eCt
Ota
mity
'clu
mps
or
war
UW
ee M
in e
rr07
'box
es n
ot fu
r10
lugs
Wot
an20
0
TO
TA
L10
40
Pare
to C
hart
jobL
kk
Rin
k0s
feet
Cou
ntP
aree
nt o
fT
atar
Qom
%W
eP
eroo
nr
111
440
vs/ s
rIN
81.7
%14
/7%
2 S 4 107A
l210
311
100%
*In
this
col
umn
ente
r th
e nu
mbe
r (in
per
cent
, tha
t eac
h de
fect
acc
ount
s fo
r (F
or e
xam
ple.
the
Cou
nt fo
r th
e id
led
with
air
km is
697
(th
e C
ount
it ta
tznf
mrn
thr
Tar
of W
eds
Cha
nt 5
iner
thr
Tot
alC
ount
h 1
000,
then
697
ow
4 w
oo (
697/
1000
1 is
69
796
4 th
e to
tal d
ries
In th
is c
olum
n ke
ep a
111
4041
1g C
m*
or c
umul
ativ
e pe
rcen
t of t
he in
divi
dual
num
bers
inth
e 'P
erce
nt o
f Tot
al' c
olum
n (E
xam
ple
tel b
ad th
e C
ount
for
Elrf
rct 2
(*b
alls
bro
ker)
Fdl
in th
r
/Mau
4 D
WI a
kem
n fo
r D
int 2
kt A
dd th
at p
orno
to 6
9 79
k an
d O
m (
d) a
tirr
thr
am to
tal u
nder
Crd
nula
tisr
NM
I &pe
at th
r pr
eens
for
Ltnt
J c
od &
fin 4
I
54or
rmix
Lem
on 1
Cap
nitt
sins
by
Coa
t Cai
nniro
t Cat
Dow
Ilope
rvis
er T
ftmoi
mpr
eon
Sup
ervi
sor
Tra
nspa
renc
y 6
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
BE
ST C
OPY
AV
AR
AE
LE
Page
12
Solv
ing
Prob
lem
sSupervisor Lesson
1
Act
iviti
esFi
rst A
ctiv
ity: (
cont
inue
d)
IT-5
)S
uper
viso
rT
rans
pare
ncy
(1-(
)S
uper
viso
rT
rans
pare
ncy
11)0
1
216
Supe
rvis
or L
esso
n 1
3. A
naly
ze C
ause
and
Effe
ct
jobL
, ink
A.
Pro
ject
the
"Cau
se a
nd E
ffec
t Dia
gram
". T
his
diag
ram
is o
ften
calle
d a
"Fis
hbon
e D
iagr
am"
(bec
ause
it r
esem
bles
a f
ish
skek
ton)
and
an
"Ish
ikaw
a D
iagr
am"
(nam
ed a
fter
its
desi
gner
).
B.
Exp
lain
Cau
se a
nd E
ffec
t ana
lysi
s.
C.
Com
plet
ea
Cau
se a
nd E
ffec
t ana
lysi
sof
the
"Mod
el P
robl
em"
with
the
grou
p(s)
.
4.R
anki
ng P
riorit
ies:
Par
eto
Ana
lysi
s
A.
Pro
ject
the
"Tal
ly o
f D
efec
ts a
nd P
aret
o C
hart
".
B.
Dis
cuss
the
'Tal
ly o
f D
efec
ts C
hart
':R
emin
dsu
perv
isor
s to
ref
er to
the
"Mod
el P
robl
em,"
whe
reth
e fr
eque
ncie
s of
thes
e de
fect
s ar
e lis
ted.
C.
Exp
lain
Pare
to A
naly
sis.
Sup
ervi
sors
will
ran
k th
e de
fect
s ac
cord
ing
toth
eir
freq
uenc
y an
d us
eth
is r
anki
ng to
det
erm
ine
whi
ch p
robl
ems
to f
ocus
on
solv
ing.
For
exam
ple,
if a
maj
ority
of
the
defe
cts
can
be e
limin
ated
by
focu
sing
on
only
two
prob
lem
s, th
ete
am's
ene
rgy
will
bes
t be
put
to u
se tr
ying
to s
olve
thos
e tw
o pr
oble
ms.
(N
ote:
In
are
al s
ituat
ion,
cos
t fac
tors
als
o m
ust a
lso
be
cons
ider
ed. A
com
pany
may
fin
d it
less
exp
ensi
ve to
rej
ect d
efec
tive
part
s th
an to
elim
inat
e th
e ca
use
of th
ose
kect
s.)
217
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 1
3
Solv
ing
Prob
lem
sSu
perv
isor
Les
son
1
SokI
ssig
Pm
blem
s
Def
ect
Step
s to
cor
rect
def
ect:
Def
ect e
2St
eps
to c
orre
ct d
efec
t:
Def
ect #
3St
eps
to c
orre
ct d
efec
t:
Def
ect I
/4St
eps
to c
orre
ct d
efec
t:
Sup
enm
e 1.
emen
Cor
rect
ive
Act
ion
Pla
n
jobl
ink
Cow
*. 0
1$94
I, C
ods
Gar
ayC
aw N
MI
Impe
nris
er Il
lerk
el 7
Sup
ervi
sor
Han
dout
7, T
rans
pare
ncy
8
Supe
rvis
or L
esso
n 1
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
2:1.
3
Jobb
?*
213
v6-1
LA
BL
E41
0
Page
14
Solv
ing
Prob
lem
sSu
perv
isor
Les
son
1
Act
iviti
esF
irst A
ctiv
ity: (
cont
inue
d)
04-7
.S
Upe
nelle
rH
ando
utT
roup
er.Cy
220
Supe
rvis
or L
esso
n 1
jobL
ink
D. A
fter
team
s ra
nk th
e de
fect
s,te
llte
ams
choo
se w
hich
def
ects
to e
limin
ate.
Exp
lain
that
they
will
late
r ch
art e
ach
of th
e ch
osen
def
ects
indi
vidu
ally
on
the
"Ide
ntif
ying
Pot
entia
l Cau
ses
of
Prob
lem
Cha
rt"
(to
be d
istr
ibut
ed a
nd e
xpla
ined
late
r) a
nd th
en id
entif
yits
pot
entia
l cau
se.
E.
Tel
ltea
ms
to c
ontin
ue w
orki
ng to
geth
er o
r as
one
larg
e gr
oup
with
the
inst
ruct
or T
hen
expl
ain
that
team
s ar
e (1
) to
ran
k th
e de
fect
s on
the
"Tal
ly o
fDef
ects
Cha
rt,"
(2)
to c
opy
defe
cts
onto
the
"Par
eto
Cha
rt,"
and
(3)
to r
ank
defe
cts
by f
requ
ency
as
they
list t
hem
in th
e "D
efec
t" c
olum
n.
5. Id
entif
ying
Pot
entia
l Cau
ses
of P
robl
em
A.
Exp
lain
the
"Cor
rect
ive
Act
ion
Plan
".
B.
Tel
lthe
team
s to
dec
ide
whi
ch o
f th
e pr
oble
ms
they
wan
t to
try
toso
lve.
C.
Ask
the
team
s to
beg
in w
orki
ng to
geth
er to
dev
elop
a "
Cor
rect
ive
Act
ion
Plan
".E
xpla
inho
w
they
are
to f
ill in
the
"Ste
ps to
cor
rect
defe
ct:"
on
the
char
t for
eac
h of
the
chos
en p
robl
ems.
6. P
rese
ntin
g S
olut
ions
A.
Ask
each
team
to p
rese
nt it
s pl
an to
the
rest
of
the
grou
p.
221
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 1
5
Solv
ing
Prob
lem
sSu
perv
isor
Les
son
1
1/11
Sol
ving
' Pro
blem
Mod
ule
Ove
rvie
w
Six
Ste
ps o
f Pro
blem
Sol
ving
:
I.B
rain
stor
min
g
2.C
ause
and
Effe
ct A
naly
sis
3.R
anki
ng P
riorit
ies:
Par
eto
Ana
lysi
s
4.Id
entif
ying
Pot
entia
l Cau
ses
of P
robl
em
5.D
esig
ning
a C
orre
ctiv
e A
ctio
n P
lan
6.P
rese
ntin
g S
olut
ions
jobL
Ink
Sup
erya
or il
lIT1
Cop
y#Y
Olia
bi b
y C
ow C
omm
/My
Col
ey M
o.Im
peed
mar
TY
lorp
mm
oy I
Sup
ervi
sor
Tra
nspa
renc
y 1
Supe
rvis
or L
esso
n 1
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
222
rnge
-r e
vmv
.Lra
LE
223
,
Jobb
/7k
Page
16
Solv
ing
Prob
lem
sSu
perv
isor
Les
son
1
Act
iviti
esSe
cond
Act
ivity
: 25
Min
utes
(MI
supe
rvis
orT
rans
pare
ncY
224
Supe
rvis
or L
esso
n 1
1.P
roje
ctth
e "M
odul
e O
verv
iew
" an
d re
view
the
Six
Step
sof
Pro
blem
Sol
ving
.
Jobl
ink
2.E
xpla
in th
at s
uper
viso
rs w
ill c
hoos
e a
real
prob
lem
fro
m th
eir
wor
kpla
ce a
nd d
evel
op "
The
Rea
lPr
oble
m"
for
thei
r em
ploy
ees
to s
olve
in L
esso
n 6
of th
eE
mpl
oyee
Mod
ule.
3.T
ellt
eam
s to
bra
inst
orm
pos
sibl
e pr
oble
ms
to p
rese
ntR
emin
dth
em th
at p
robl
ems
shou
ld h
ave
mul
tiple
com
pone
nts
that
can
be
rank
ed o
n a
Pare
toC
hart
.
4.A
skte
ams
to c
hoos
e th
eir
prob
lem
s.
5.In
stru
ctte
ams
to w
rite
a pr
esen
tatio
n of
the
prob
lem
on
"The
Rea
l Pro
blem
" ha
ndou
t.
6.T
ellt
eam
s to
wri
te th
e an
swer
s to
the
prob
lem
for
the
vari
ous
hand
outs
("C
ause
and
Eff
ect
Dia
gram
," "
Tal
ly o
f D
efec
ts a
nd P
aret
o C
hart
," "
Pote
ntia
l Cau
ses
of P
robl
em,"
and
"C
orre
ctiv
e A
ctio
n
Plan
").
225
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 1
7
Solv
ing
Prob
lem
sSu
perv
isor
Les
son
1
Nam
e1C
45N
emo
(CA
Stx
Sto
ps o
f Pro
blem
SoM
no01
0101
0 f P
robl
em S
oloi
ng
1B
rain
stor
min
gI
Bra
inst
orm
ing
2C
ause
and
Mid
Ana
lysi
s2
Cau
se a
nd E
ffect
Ana
lysi
s
5R
anki
ng P
riorit
ies
Pan
to A
oofy
,S
Ran
king
Prio
ritie
s: P
ardo
Ana
lysi
s
4Id
ennf
yIng
Pot
entia
l Cau
ses
of P
robl
em4
Iden
tifyi
ng P
oten
tial C
ause
s of
Pro
blem
SD
engt
ing
a C
orre
ctiv
e A
cton
Pla
nS
Deg
grdn
g a
Cor
rect
ive
Act
ion
Pla
n
6P
ress
ing
54ul
ions
6P
reen
ling
Sol
utio
ns
Min
nIc
Ow
n(C
A
SU
sto
p of
Mal
mo
Sol
ving
go S
tops
of P
robl
em S
olvi
ng
I.B
rain
stor
min
gI
Bra
inst
onni
rg
1C
ause
and
Effe
ct A
naly
sis
2 C
ause
and
Effe
ct A
nely
sb
SR
anki
ng P
riorit
ies-
Par
so A
naly
sis
3R
anki
ng P
riorit
ies
Par
do A
ndyn
s
4id
entif
ying
Pot
entia
l Cau
ses
of P
robl
em4
Iden
tifyi
ng P
otas
ial C
ause
s of
Pro
blem
S.
Des
igni
ng a
Con
ectiv
e A
ctio
n P
lan
5D
esig
nim
a C
onsi
dine
Act
ion
Pla
n
6P
rese
nnng
Sol
utio
ns6
Pre
sent
ing
Sol
utio
ns
14.1
1141
(C4/
Mom
(CA
lb A
PI O
f Pro
blw
o O
ohin
gft
asps
of M
AIM
*ta
w
I.B
rain
sorm
ing
I.&
drea
min
g
2C
ause
and
Med
Ana
lysi
s2
Cau
se a
nd E
ffect
Ana
lyst
s
ffR
anki
ng P
riorit
ies.
Pan
to A
naly
ns5
Ran
king
P6o
rftts
o P
aret
o A
naly
sts
4Id
entif
ying
Pot
entia
l Cau
ses
of P
robl
em4
Iden
tifyi
ng P
oten
tial C
ause
s of
Pro
blem
5.D
esig
ning
a C
orre
ctiv
e A
ctio
n P
lan
SD
eign
ing
a C
orre
ctiv
e A
nion
Pla
n
6P
rese
ntin
g S
olut
ions
6P
rese
nth4
Sol
utio
ns
Kam
Ohm
fa S
tays
of M
ON
A S
abin
a55
0 flo
Of o
f Pro
blem
soi
vro
IB
ram
sonn
ing
I.B
ran/
snar
ing
2C
ause
and
Effe
ct A
naly
sis
2 C
ause
and
Effe
ct m
otys
o
5R
anki
ng P
honi
es P
ardo
Ana
lyst
s3
Ran
kirg
Dim
ities
Par
do A
naly
sis
4Id
entif
ying
Pm
entia
l Cau
ses
of P
robl
em4
Iden
sify
ing
Pot
entia
l Cau
ses
of P
robl
em
5D
esig
ning
a C
orre
ctiv
e A
nion
Pla
n5
Des
igni
ngC
orre
ctiv
e A
ctio
n P
lan
6P
rese
ntin
g S
olut
ions
6P
rese
ntin
g S
oliti
ons
Sup
ervi
sor
Han
dout
8
Supe
rvis
or L
esso
n 1
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
226
Is
jobL
ink
EST
CO
PY A
VA
ILA
BL
E
2 7
Page
18
Sol
ving
Pro
blem
sSu
perv
isor
Les
son
1
Act
iviti
esE
ndin
g: 5
Min
utes
1901
41)
Sup
ervI
sor
Han
dout
223
Supe
rvis
or L
esso
n 1
1.C
olle
ctan
d re
view
the
prob
lem
(s).
2.D
istr
ibut
eth
e "S
ix S
teps
of
Prob
lem
Sol
ving
" ca
rds.
3.S
aygo
od-b
ye.
JobL
ink
229
Cop
yrig
ht C
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 1
9
Job
Link
230
Sol
ving
Pro
blem
s
Fin
ding
Sol
utio
ns T
hat W
ork
Sup
ervi
sor
Less
on 2
231
Solv
ing
Prob
lem
sSu
perv
isor
Les
son
2
1r L
esso
n D
escr
iptio
n
Supe
rvis
or L
esso
n 2
jobl
ink
The
re a
re m
any
diff
eren
t Pro
blem
Sol
ving
mod
els.
Man
y of
them
con
tain
the
com
pone
nts
pres
ente
d
in th
is m
odul
e. I
t is
impo
rtan
t to
poin
t out
to s
uper
viso
rs th
at P
robl
emSo
lvin
g m
odel
s di
ffer
fro
m
com
pany
to c
ompa
ny a
nd th
at th
e st
eps
cove
red
inth
is m
odul
e m
ay n
ot e
xact
ly p
aral
lel t
he s
teps
used
by
thei
r co
mpa
ny.
Seco
nd H
our:
The
sup
ervi
sors
pro
blem
-sol
ve th
e re
al p
robl
em th
ey d
evel
oped
for
the
empl
oyee
s. T
hey
also
rev
iew
and
criti
que
the
empl
oyee
s' s
olut
ions
and
com
pare
thei
r so
lutio
ns w
ith th
ose
of th
e em
ploy
ee
Mod
ule.
Cop
yrig
ht 0
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 2
2
232
233
Solv
ing
Prob
lem
sSu
perv
isor
Les
son
2
Obj
ectiv
esB
y co
mpl
etin
g th
is le
sson
, sup
ervi
sors
will
be
able
to:
1.us
e Pr
oble
m S
olvi
ng s
teps
toso
lve
the
"Mod
el P
robl
em7
2. D
evel
op 'T
he R
eal P
robl
em"
for
Les
son
6 of
the
Em
ploy
eeM
odul
e.
3.E
valu
ate
solu
tions
they
dev
elop
as w
ell a
s th
ose
deve
lope
dby
empl
oyee
team
s.
Mat
eria
ls N
eede
dV
Har
dwar
e1.
Ove
rhea
d pr
ojec
tor
2.T
rans
pare
ncy
mar
kers
3.Fl
ip c
hart
or
whi
tebo
ard
4.W
hite
boar
d m
arke
rs5.
A f
olde
r fo
r "T
he R
eal P
robl
em"
6."M
odel
Pro
blem
" au
diot
ape
with
acco
mpa
nyin
g pi
ctur
es7.
Stre
ss B
alls
(or
pic
ture
s of
Str
ess
Bal
ls)
V T
rans
pare
ncie
s"T
he R
eal P
robl
em"
(Sup
ervi
sor
Tra
ns. 8
)
"Cor
rect
ive
Act
ion
Plan
" (S
up. T
rans
. 7)
"Sum
mar
y of
Pla
ns"
(Sup
. Tra
ns. 9
)
1111
1MIV
IPW
jobl
ink
lr M
ater
ials
Nee
ded
V H
ando
uts
The
Rea
l Pro
blem
" (S
uper
viso
r H
ando
ut 7
)C
orre
ctiv
e A
ctio
n Pl
an"
(Sup
. Han
dout
6)
"Sum
mar
y of
Pla
ns"
(Sup
. Han
dout
8)
1:=
1
Wr
Cla
ssro
om S
et-u
pV
Tot
al T
ime:
60
min
utes
Seco
nd H
our
Ope
ning
- L
arge
Gro
up
Firs
t Act
ivity
- Sm
all G
roup
s
End
ing-
Lar
ge G
roup
5 m
in.
50 m
in.
5 m
in.
Supe
rvis
or L
esso
n 2
2 3
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t2
3Pa
ge 2
3
Sol
ving
Pro
blem
sSu
perv
isor
Les
son
2
Act
hriti
esO
peni
ng: 5
Min
utes
.H
ave
supe
rvis
ors
sign
in a
nd w
ear
nam
e ta
gs (
if n
eces
sary
).
2. W
elco
me
the
supe
rvis
ors.
3.D
ivid
e th
e su
perv
isor
s in
to g
roup
s of
4 to
6 if
the
grou
p is
larg
e; k
eep
ever
yone
in o
ne g
roup
if
ther
e ar
e fe
w s
uper
viso
rs.
Jobl
ink
235
Supe
rvis
or L
esso
n 2
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
227
Page
25
Solv
ing
Prob
lem
sr.
Supe
rvis
or L
esso
n 2
111.
flaw
inar
embl
ims
,
Wm
= I
The
Rea
l Pro
blem
OW
. OM
bp
Gat
Cm
griy
Oft
b.
Jobl
Iffk
Sup
ervi
sor
Han
dout
7, T
rans
pare
ncy
8
Supe
rvis
or L
esso
n 2
233
Sob
loif
%m
aim
.
Dee
m e
lS
teps
to c
orre
ct d
efec
t
Cor
rect
ive
Act
ion
Pla
n
Def
eat 1
2S
teps
to c
oned
def
ect
Det
ect 1
3S
teps
to c
orre
ct d
efec
t
EM
MA
NS
tep.
to c
,arr
ect d
efec
t
I0.
1.11
1.01
11C
arel
w.M
.....
JobU
ffk
=6.
Sup
ervi
sor
Han
dout
6, T
rans
pare
ncy
7
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
t
jobl
ink
Sum
mar
y of
Pla
m
JeilU
nk
Com
pare
and
con
tras
t the
pla
ns y
our
team
has
rev
iew
ed. M
ake
reco
mm
enda
tions
and
sug
gest
ions
:
11.1
*Im
aaC
....1
0111
1111
101.
11.1
.1, 0
.11.
Nap
a..
Sup
ervi
sor
Han
dout
8, T
rans
pare
ncy
9
Page
26
RE
ST
CO
PY
Pia
,AB
LE23
3
Sol
ving
Pro
blem
sSu
perv
isor
Les
son
2
Act
iviti
esFi
rst A
ctiv
ity: 4
5 M
inut
es
1.R
evie
w"T
he R
eal P
robl
ems"
that
sup
ervi
sors
dev
elop
ed f
or th
eE
mpl
oyee
Mod
ule.
2.Fo
llow
the
"Six
Ste
ps o
f Pr
oble
m S
olvi
ng"
up to
the
desi
gn o
f a
"Cor
rect
ive
Act
ion
Plan
".
3.P
rese
ntth
e pl
an(s
) to
the
grou
p(s)
.
4.R
ead
the
"Cor
rect
ive
Act
ion
Plan
s" d
esig
ned
by th
e E
mpl
oyee
Mod
ule
team
s.
5. C
ompa
re a
nd c
ritiq
ue th
e pl
ans.
6.S
umm
ariz
eth
e pl
ans
on th
e "S
umm
ary
of P
lans
" ha
ndou
t.
01.7
, 10
Mac
out
sum
rvie
r
Mill
tpen
CY
01.7
. /41
MA
MM
Y'
1171
,1M
ML7
OS
AIN
D,M
Kor
Itala
Ut
241
240
JobL
ink
Supe
rvis
or L
esso
n 2
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 2
7
Sol
ving
Pro
blem
s V
Supe
rvis
or L
esso
n 2
Act
iviti
esE
ndin
g: 5
Min
utes
242
Supe
rvis
or L
esso
n 2
1.Pr
esen
t the
sum
mar
ies,
if ti
me
perm
its.
2. s
ay g
ood-
bye.
243
jobL
ink
Cop
yrig
ht ©
1996
by
Coa
st C
omm
unity
Col
lege
Dis
tric
tPa
ge 2
9
So ProblemsSupervisor Lesson I jobLink
Model Problem: Stress Balls at EPGCEmployee Module
Welcome to the Expert Puzzle and Game Corporation (EPGC)! EPGC is in northern Maine. Itproduces games and puzzles. EPGC distributes its puzzles and games in the United States. The
company produces quality products.
There are product developers at EPGC. They take pride in their work. They design gamesand puzzles. They make money by inventing new games and puzzles for their company toproduce.
Candace and Rick are two product developers. They think up new games and puzzles. They
try out their ideas on each other. They are always competing with each other. They like to seewhose ideas will make the most money for their company. They each try to come up with asmany new ideas as possible.
EPGC has a warehouse. Employees in Receiving check the material and parts that come intothe plant The warehouse stores all these materials and parts. It is separate from the mainbuilding.
Employees carry the material and parts that they need for production from the warehouseto the main building. Joe is the employee who goes to the warehouse for materials and parts.He brings them to the main building. During the winter, he often has to put on boots and aheavy coat to go over to the warehouse.
This is an assembly line that produces word games. Inspectors check the games when theycome off the assembly line. Marta is in charge of quality control. She is very good at findingdefects.
Packers pack the games into boxes. Other employees move them to the warehouse.
In the warehouse, forklifts carry tall stacks of games. The puzzles and games are notbreakable. Forklift operators can stack the games very high. Emily and Anthony are two of theforklift operators in the warehouse.
Six months ago, EPGC designed a new product. It quickly became very popular andprofitable. The new product is the Stress Ball. Unlike the other EPGC products, the StTess Ball is
not a puzzle or a game. Its assembly is very simple. Four people work one day a week toproduce enough Stress Balls to meet EPGC's weekly quota.
Supervisor Lesson 1
244Copyright C1996 by Coast Community College District Supervisor Handout 1
Model Problem: Stress Balls at EPGC(continued)
The Stress Ball is a strong balloon that is pressure-filled with sand. Each of the fouremployees is responsible for one part of the manufacturing process.
One employee brings the sand and balloons from the storage room. He or she is in chargeof filling the injection machine with sand.
Another employee fits 24 balloons over the filling tubes.
When the balloons are over the tubes, the third employee pulls a handle. The pulling causesthe machine to use pressure to push sand into the balloons.
After the balloons are full, all four employees work together to remove the balloons fromthe filling tubes. They squeeze out air and tie a knot in each balloon.
A fourth employee inspects the Stress Balls and packs them into cartons for shipping.
The company manufactures Stress Balls only one day a week. Management takes fouremployees away from their usual jobs to make Stress Balls. Three employees are Rick fromProduct Development Marta from Quality Control, and Joe from the Storage Department. The
company chooses a different employee each week to take the fourth position.
Marta gets the material and fills the injection machine with sand. Joe pulls the fill handle.Rick and the fourth worker take turns placing the balloons over the tubes. They also inspect the
completed Stress Balls.
At first there were no problems in the Stress Ball department. However, lately EPGC has
been receiving many customer complaints.
There are many different complaints. Some Stress Balls have large lumps of sand inthem. Others have air in them. Some packed boxes of Stress Balls are missing one ortwo balls. Some boxes of Stress Balls have broken balls inside.
These problems are costing EPGC profits. They are hurting EPGC's reputation as a company
that produces quality products.
You are going to solve EPGC's problem!
Supervisor Lesson 1
24Copyright 01996 by Coast Community College District Supervisor Handout lb
So Problems 'VSupervisor Lesson 1
Brainstorming
Joblink
PROBLEM:
Supervisor Lesson 1
246Copyright ©1996 by Coast Community College District Supervisor Handout 2
Solving Problems wSupervisor Lesson 1
Supervisor Lesson 1
Cause and Effect Diagram(Fishbone Diagram; Ishikawa Diagram)
JobLink
(Please format the Fishbone Diagram in the landscape position.)
247Copyright 01996 by Coast Community College District Supervisor Handout 3
Solving Problems VSupervisor Lesson .1
Tally of Defects ChartStress Balls
Defect Quantity
°clumps of sand" 93
"filled with air 697
"boxes not full 10
'bails broken' 200
TOTAL 1000
Pareto Chart
Joblink
Rank Defect Count Percent ofTotal*
CumulativePercent**
1 "filled w/ air 697 69.7% 69/7%
2
3
4
TOTALS 100% 100%
*In this column enter the number (in percent) that each defect accounts for. [For example, theCount for the "filled with air d*ct is 697 (the Count is taken from the Tally of Ddects Chart). Since the Total
Count is 1000, then 697 out of 1000 (697/1000) is 69.7% of the total cldects.1
*In this column keep a running count, or cumulative percent, of the individual numbers inthe "Percent of Total" column. [Example: (a) Enter the Count for Defect 2 ("balls broken"). (b) Fill in the
Percent of Total column for Ddect 2. (c) Add that percent to 69.7%, and then (d) enter the new total under
Cumulative Percent. Repeat the process for Ddect 3 and Ddect 4.1
Supervisor Lesson 1
243Copyright 01996 by Coast Community College District Supervisor Handout 4
Solving Problems IrSupervisor Lesson 1
Job Link
Identifying Potential Causes of Problem ChartStress Balls
Defect Potential Cause Potential Cause Potential Cause
'Willed with air
-
Supervisor Lesson 1
249Copyright ©1996 by Coast Community College District
Supervisor Handout 5
Solving Problems VSupervisor Lesson 1
Corrective Action Plan
Defect #1Steps to correct defect:
Defect #2Steps to correct defect:
Defect #3Steps to correct defect:
Defect #4Steps to correct defect:
Supervisor Lesson 1
250
JobLink
Copyright ©1996 by Coast Community College District Supervisor Handout 6
Solving ProblemsSupervisor Lesson I
Supervisor Lesson 1
The Real Problem
251
JobLink
Copyright 01996 by Coast Community College District Supervisor Handout 7
Solving Problems VSupervisor Lesson 1
Summary of Plans
JobLink
Compare and contrast the plans your team has reviewed. Makerecommendations and suggestions:
Supervisor Lesson I
252
Copyright ©1996 by Coast Community College District Supervisor Handout 8
lame (C-6) Na me (C-6)
Six Steps of Problem Solving
Brainstorming
Cause and Effect Analysis
3. Ranking Priorities: Pareto Analysis
4. Identifying Potential Causes of Problem
5. Designing a Corrective Action Plan
6. Presenting Solutions
lame
1.
2.
3.
4.
5.
6.
Six Steps of Problem Solving
1. Brainstorming
2. Cause and Effect Analysis
3. Ranking Priorities: Pareto Analysis
4. Identifying Potential Causes of Problem
5. Designing a Corrective Action Plan
6. Presenting Solutions
(C-6) Name
Six Steps of Problem Solving
Brainstorming 1.
Cause and Effect Analysis 2.
Ranking Priorities: Pareto Analysis 3.
Identifying Potential Causes of Problem 4.
Designing a Corrective Action Plan 5.
Presenting Solutions 6.
One (C-6) Name
Six Steps of Problem Solving
1. Brainstorming 1.
2. Cause and Effect Analysis 2.
3. Ranking Priorities: Pareto Analysis 3.
4. Identifying Potential Causes of Problem 4.
5. Designing a Corrective Action Plan 5.
6. Presenting Solutions 6.
lame
Six Steps of Problem Solving
1. Brainstorming
2. Cause and Effect Analysis
Ranking Priorities: Pareto Analysis
04. Identifying Potential Causes of Problem
5. Designing a Corrective Action Plan
6. Presenting Solutions
(C-6)
253
Name
Six Steps of Problem Solving
Brainstorming
Cause and Effect Analysis
Ranking Priorities: Pareto Analysis
Identifying Potential Causes of Problem
Designing a Corrective Action Plan
Presenting Solutions
Six Steps of Problem Solving
Brainstorming
Cause and Effect Analysis
Ranking Priorities: Pareto Analysis
Identifying Potential Causes of Problem
Designing a Corrective Action Plan
Presenting Solutions
Six Steps of Problem Solving
1. Brainstorming
2. Cause and Effect Analysis
3. Ranking Priorities: Pareto Analysis
4. Identifying Potential Causes of Problem
5. Designing a Corrective Action Plan
6. Presenting Solutions
(C-6)
(C-6)
(C-6)
Sohin2 ProblemsSupervisor Lesson I
Module Overview
Six Steps of Problem Solving:
1. Brainstorming
2. Cause and Effect Analysis
3. Ranking Priorities: Pareto Analysis
4. Identifying Potential Causes of Problem
5. Designing a Corrective Action Plan
6. Presenting Solutions
254
Supervisor Lesson 1 Copyright 01996 by Coast Community College District
dobLink
Supervisor Transparency 7
Solving Problems 'VSupervisor Lesson 1 JobLink
Model Problem: Stress Balls at EPGCEmployee Module
Welcome to the Expert Puzzle and Game Corporation (EPGO! EPGC is in northern Maine. Itproduces games and puzzles. EPGC distributes its puzzles and games in the United States. Thecompany produces quality products.
There are product developers at EPGC. They take pride in their work. They design gamesand puzzles. They make money by inventing new games and puzzles for their company toproduce.
Candace and Rick are two product developers. They think up new games and puzzles. Theytry out their ideas on each other. They are always competing with each other. They like to seewhose ideas will make the most money for their company. They each try to come up with asmany new ideas as possible.
EPGC has a warehouse. Employees in Receiving check the material and parts that come intothe plant The warehouse stores all these materials and parts. It is separate from the mainbuilding.
Employees carry the material and parts that they need for production from the warehouseto the main building. Joe is the employee who goes to the warehouse for materials and parts.He brings them to the main building. During the winter, he often has to put on boots and aheavy coat to go over to the warehouse.
This is an assembly line that produces word games. Inspectors check the games when theycome off the assembly line. Marta is in charge of quality control. She is very good at findingdefects.
Packers pack the games into boxes. Other employees move them to the warehouse.
In the warehouse, forklifts carry tall stacks of games. The puzzles and games are notbreakable. Forklift operators can stack the games very high. Emily and Anthony are two of theforklift operators in the warehouse.
Six months ago, EPGC designed a new product It quickly became very popular andprofitable. The new product is the Stress Ball. Unlike the other EPGC products, the Stress Ball isnot a puzzle or a game. Its assembly is very simple. Four people work one day a week toproduce enough Stress Balls to meet EPGC's weekly quota.
Supervisor Lesson 1
255Copyright 01996 by Coast Community College District Supervisor Transparency 2
Model Problem: Stress Balls at EPGC(continued)
The Stress Ball is a strong balloon that is pressure-filled with sand. Each of the fouremployees is responsible for one part of the manufacturing process.
One employee brings the sand and balloons from the storage room. He or she is in chargeof filling the injection machine with sand.
Another employee fits 24 balloons over the filling tubes.
When the balloons are over the tubes, the third employee pulls a handle. The pulling causesthe machine to use pressure to push sand into the balloons.
After the balloons are full, all four employees work together to remove the balloons fromthe filling tubes. They squeeze out air and tie a knot in each balloon.
A fourth employee inspects the Stress Balls and packs them into cartons for shipping.
The company manufactures Stress Balls only one day a week. Management takes fouremployees away from their usual jobs to make Stress Balls. Three employees are Rick fromProduct Development Marta from Quality Control, and Joe from the Storage Department. Thecompany chooses a different employee each week to take the fourth position.
Marta gets the material and fills the injection machine with sand. Joe pulls the fill handle.0 Rick and the fourth worker take turns placing the balloons over the tubes. They also inspect the
completed Stress Balls.
At first, there were no problems in the Stress Ball department. However, lately EPGC hasbeen receiving many customer complaints.
There are many different complaints. Some Stress Balls have large lumps of sand inthem. Others have air in them. Some packed boxes of Stress Balls are missing one ortwo balls. Some boxes of Stress Balls have broken balls inside.
These problems are costing EPGC profits. They are hurting EPGC's reputation as a companythat produces quality products.
You are going to solve EPGC's problem!
256
Supervisor Lesson 1 Copyright 01996 by Coast Community College District Supervisor Transparency 2b
S01vh12 Problems VSupervisor Lesson 1
Brainstorming
JobLink
PROBLEM:
Supervisor Lesson 1 Copyright 01996 by Coast Community College District Supervisor Transparency 3
Solving Problems V.Supervisor Lesson 1
Supervisor Lesson 1
Cause and Effect Diagram(Fishbone Diagram; Ishikawa Diagram)
JokLink
(Please format the Fishbone Diagram in the landscape position.)
23Copyright 01996 by Coast Community College District Supervisor Transparency 4
Solving ProblemsSupervisor Lesson 1
Tally of Defects ChartStress Balls
Defect Quantity
"clumps of sand" 93
"filled with air 697
"boxes not full" 10
"balls broken" 200
TOTAL 1000
Pareto Chart
JobLhik
Rank Defect Count Percent ofTotal*
CumulativePercent**
1 'filled w/ air 697 69.7% 69/7%
2
3
4
TOTALS 100% 100%
*In this column enter the number (in percent) that each defect accounts for. [For example, theCount for the "filled with air" kect is 697 (the Count is taken from the Tally of Defects Chart). Since the TotalCount is 1000, then 697 out of 1000 (697/1000) is 69.7% of the total kects.1
"In this column keep a running count, or cumulative percent, of the individual numbers inthe "Percent of Total" column. [Example: (a) Enter the Count for 14ect 2 ("balls brokenn). (b) Fill in thePercent of Total column for 14ect 2. (c) Add that percent to 69.7%, and then (d) enter the new total underCumulative Percent. Repeat the process for Ddect 3 and Defect 4.1
2 9Supervisor Lesson 1 Copyright 01996 by Coast Community College District Supervisor Transparency 5
Solving ProblemsSupervisor Lesson 1 JobLink
Identifying Potential Causes of Problem ChartStress Balls
Defect Potential Cause Potential Cause Potential Cause
"filled with air"
Supervisor Lesson 1
260Copyright ©1996 by Coast Community College District Supervisor Transparency 6
SolvhlE Problems '7Supervisor Lesson 1
Corrective Action Plan
Defect #1Steps to correct defect:
Defect #2Steps to correct defect:
Defect #3Steps to correct defect:
Defect #4Steps to correct defect:
261
Supervisor Lesson 1
JobLink
Copyright 01996 by Coast Community College District Supervisor Transparency 7
Solving Problems vSupervisor Lesson 1
The Real Problem
262
Supervisor Lesson 1
Joblink
Copyright ©1996 by Coast Community College District Supervisor Transparency 8
SoIvin Problems VSupervisor Lesson 1
Summary of Plans
JobLink
Compare and contrast the plans your team has reviewed. Makerecommendations and suggestions:
Supervisor Lesson 1
2E3
Copyright 01996 by Coast Community College District Supervisor Transparency 9
Li
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