training_tbp_evaluation_fy11

8/7/2019 training_tbp_evaluation_fy11

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Problem Solving Evaluation FormTrainee Name: Company/Division:

Panellist Name: Date:

ItemsProcesses of Steps &

Example of Expected Behaviors of Trainee

Feedback for

Trainee:What

worked/did

not work for

each step

Ratingof Trainee

1- 3 points

Scoring Guideline

1: Below expectation

2: Meets expectation

3: Exceeds expectation

Coaching Questions

to Encourage Deeper Problem Solving Thinking

Approach

(1)

Clarify the

Problem

Processes:1. Clarify the Ultimate Goal of ones responsibilities & work

2. Clarify the ideal situation of ones work

3. Visualize the gap between the current & ideal situations

Application Examples:1. Confirms purpose of work, impact to organization and customer needs in

Ultimate Goal2. Ideal situation, current situation and gap are visualized and measurable

1. Although problem is stated, it is not clear why it is problem.

2. Ultimate goal, ideal situation (standard), current situation and

gap (problem) are all stated.3. Ultimate goal considers broader views such as the purpose of

the job, expectation for the organization and customers needs.Ideal, current and gap are visualized, quantified and clearly

measurable.

1. For the ultimate goal, how might you state the problem in its bro

view? For example, what is the purpose of the job? What a

expectations of the organization? What customer need will th

to this problem solve?

2. What numeric standards or performance toward business target

help define the problem?

3. What is the ideal situation? If met, what does it mean to the cu

(i.e. ultimate goal)?

4. How does the problem affect other departments / functions? Or

they affect the problem?

(2)Break Down

the Problem

Processes:1. Break down the problem into smaller, more concrete problems

2. Prioritize the broken down problems

3. Specify the point of occurrence by checking the process throughGENCHI GENBUTSU

Application Examples:1. Demonstrates taking the large, vague problem and breaking it into smaller,

more concrete problems2. Applied logical analysis based on facts to understand which problem to

prioritize3. Demonstrates Genchi-Genbutsu by involving stakeholders, visualizing t he

process and specifying the point of occurrence

1. Data analysis is not logical or organized. Covered only partof the break down of the problem.

2. Data analysis is comprehensive, logical and organized.

Problems are categorized into smaller problems based onfacts. A prioritized problem has been identified, its process

visualized, and point of occurrence specified.3. The point of occurrence has been specified clearly with data

based on Genchi Genbutsu and stakeholder involvement. A

prioritized problem at point of occurrence is clearly stated.Each of the 3 processes for step 2 has been followed withsincerity and commitment (i.e. no predetermined problem or

solution in mind).

1. How have you categorized the problem into smaller problems

2. What have you learned about what, where, when, and

that might help you break down the problem?

3. Did you consider any other division points?

4. What facts helped you determine the prioritized problem?

5. What did you learn through Genchi-Genbutsu?

6. How did you determine the point of occurrence?

3)

Set a Target

Processes:1. Take ownership by making a commitment to fulfill customer needs in

a timely manner

2. Set a measurable, concrete and challengingtarget

Application Examples:1. Clarifies the target by what, how much and by when2. Target is an output measurement based on the priorit ized problem at point

of occurrence3. Can explain why they selected the target

1. It is not clear what target should be resolved how much andby when.

2. It is clearly stated what target should be resolved how much

and by when. Target is an output measurement based onthe prioritized problem at point of occurrence.

3. Target is challenging yet feasible and well considered.

Purpose of target is confirmed by considering its contributionto the overall gap.

1. How will this target eliminate the prioritized problem at

occurrence?

2. What factors did you consider to determine how much

when?

3. How do you plan to manage the target?

4. What resources and conditions might impact the target we se

5. How will achieving this target impact the overall gap in step 1

Purpose is to confirm: 1) firm grasp of basic TBP process thinking, 2) adherence to standard steps of problem solving, 3) sound counterm

proposal and implementation consistent with PDCA cycle, and 4) ability to present an effective and visually concise A3.

Document Flow: Learner ---> AM ---> MGR ----> T&D (with A3)


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Items

Processes of Steps &Example of Expected Behaviors of Trainee

Feedback for

Trainee:What

worked/didnot work for

each step

Ratingof Trainee

Rating Guideline




Coaching Questions

to Encourage Deeper Problem Solving Thinking a

Approach

(4)Analyze theRoot Cause

Processes:1. Start with the prioritized problem at point of occurrence and consider

possible causes without any prejudice

2. Base on facts gathered during Genchi-Genbutsu, keep asking Why?

to pursue deeper causes or eliminate possible causes

3. Specify the root cause

Application Examples:1. Evaluated causes from many perspectives, not just their own thinking2. Clearly connects the problem and root cause while verifying facts through

Genchi-Genbutsu3. Checked if the target can be achieved if root cause is solved

1. Root causes have been specified based on gut feeling orpreconception without enough root-cause-analysis.

2. Root causes have been specified with logical root causeanalysis. Causes can be clearly linked by asking why

and confirmed by using therefore back to the start.

3. Analysis is followed with sincerity, commitment andstakeholder involvement (i.e. no predetermined rootcause or solution in mind). Rationale for path is clearlyjustified based on facts verified through Genchi

Genbutsu. Trainee has checked if the target can be

achieved when root cause is solved.

1. How did you begin analyzing the prioritized problem at

occurrence?

2. How did you ensure a wide spectrum of possible causes?

3. What did you learn as you involved stakeholders to verify these

causes?4. What did you learn from any tools you used or the data you consid

5. As you uncovered deeper causes, how did you determine that they ar

factual?

6. How did you determine that this was the root cause instead of another

symptom?

7. How will the target be achieved if the root cause is solved?

(5)

Develop

Counter-measures

Processes:1. Develop as many potential countermeasures as possible

2. Narrow down the countermeasures to the most practical andeffective

3. Build consensus with others

4. Create a clear and detailed action plan

Application Examples:1. Utilized stakeholder ideas to develop many potential countermeasures2. Applied logical analysis to determine best countermeasures3. Engaged in Nemawashi to build consensus with stakeholders4. Clarifies order and timing of countermeasures, function of each member

and reviews predicted barriers to implementation

1. Inadequate identification or consideration of

countermeasures.2. Several countermeasures have been considered and

evaluated before selecting the highest value-addedcountermeasure. The necessary conditions for JKK

(Input Information, methods/Tools, Capability) andjudgement criteria have been defined for the highest

value CM. A clear action plan exists that specifies whowill do what and when to implement the CM and new

process.3. Process of narrowing down countermeasures is followed

with sincerity and commitment (i.e. no predeterminedsolution in mind). Stakeholder involvement is evident indetermining the countermeasure as well as developing aplan to implement it.

1. Tell me about the countermeasures you brainstormed.

2. How did you evaluate the potential countermeasures (i.e. what viewpo

were considered such as effectiveness, feasibility and cost)?

3. What did you learn about resources and risk (related to the counterme

4. How did you involve all stakeholders in determining the countermeasu

be implemented?

5. What factors did you consider in developing your action plan?

6. What workplace factors might impact the effectiveness of the counterm

A3 paper

1. Quality of A3 paper It is visually easy to read and understand We can understand basic storyline at a glance It is easy to understand points of each step The relation between steps is very clear

1. A3 is wordy and not visual.

2. A3 has some visual charts/graphs, so it is not difficult tounderstand.

3. We can understand the storyline and important points ata glance. Has a logical flow.

1. How might you use charts and graphs to help make the informationunderstand?

2. Who might you ask to read the A3 to see if it is understandable, contells a clear story?

3. What have you done to make sure the important points stand out?

Presentation

1. Quality of Presentation Presentation is finished within allocated time We are not confused what part of A3 is being explained

2. Quality of Q&A Handling Answers are brief and to the point

1. Presentation and Q&A is too long.2. It is conducted in a timely manner.3. It is impressive and full of trainees passion, deep

consideration and actual actions.

1. How can I help you prepare?

2. When would you like to schedule a rehearsal?

OVERALL SCORE > 14 (Two or greater ALL section) is passed

Document Flow: Learner ---> AM ---> MGR ---> T&D (with A3)


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Items

Processes of Steps &Example of Expected Behaviors of Trainee

Feedback for

Trainee:What

worked/didnot work for

each step

Ratingof Trainee

Rating Guideline




Coaching Questions

to Encourage Deeper Problem Solving Thinking a

Approach

(4)Analyze theRoot Cause

Processes:1. Start with the prioritized problem at point of occurrence and consider

possible causes without any prejudice

2. Base on facts gathered during Genchi-Genbutsu, keep asking Why?

to pursue deeper causes or eliminate possible causes

3. Specify the root cause

Application Examples:1. Evaluated causes from many perspectives, not just their own thinking2. Clearly connects the problem and root cause while verifying facts through

Genchi-Genbutsu3. Checked if the target can be achieved if root cause is solved

1. Root causes have been specified based on gut feeling orpreconception without enough root-cause-analysis.

2. Root causes have been specified with logical root causeanalysis. Causes can be clearly linked by asking why

and confirmed by using therefore back to the start.

3. Analysis is followed with sincerity, commitment andstakeholder involvement (i.e. no predetermined rootcause or solution in mind). Rationale for path is clearlyjustified based on facts verified through Genchi

Genbutsu. Trainee has checked if the target can be

achieved when root cause is solved.

1. How did you begin analyzing the prioritized problem at

occurrence?

2. How did you ensure a wide spectrum of possible causes?

3. What did you learn as you involved stakeholders to verify these

causes?4. What did you learn from any tools you used or the data you consid

5. As you uncovered deeper causes, how did you determine that they ar

factual?

6. How did you determine that this was the root cause instead of another

symptom?

7. How will the target be achieved if the root cause is solved?

(5)

Develop

Counter-measures

Processes:1. Develop as many potential countermeasures as possible

2. Narrow down the countermeasures to the most practical andeffective

3. Build consensus with others

4. Create a clear and detailed action plan

Application Examples:1. Utilized stakeholder ideas to develop many potential countermeasures2. Applied logical analysis to determine best countermeasures3. Engaged in Nemawashi to build consensus with stakeholders4. Clarifies order and timing of countermeasures, function of each member

and reviews predicted barriers to implementation

1. Inadequate identification or consideration of

countermeasures.2. Several countermeasures have been considered and

evaluated before selecting the highest value-addedcountermeasure. The necessary conditions for JKK

(Input Information, methods/Tools, Capability) andjudgement criteria have been defined for the highest

value CM. A clear action plan exists that specifies whowill do what and when to implement the CM and new

process.3. Process of narrowing down countermeasures is followed

with sincerity and commitment (i.e. no predeterminedsolution in mind). Stakeholder involvement is evident indetermining the countermeasure as well as developing aplan to implement it.

1. Tell me about the countermeasures you brainstormed.

2. How did you evaluate the potential countermeasures (i.e. what viewpo

were considered such as effectiveness, feasibility and cost)?

3. What did you learn about resources and risk (related to the counterme

4. How did you involve all stakeholders in determining the countermeasu

be implemented?

5. What factors did you consider in developing your action plan?

6. What workplace factors might impact the effectiveness of the counterm

A3 paper

1. Quality of A3 paper It is visually easy to read and understand We can understand basic storyline at a glance It is easy to understand points of each step The relation between steps is very clear

1. A3 is wordy and not visual.

2. A3 has some visual charts/graphs, so it is not difficult tounderstand.

3. We can understand the storyline and important points ata glance. Has a logical flow.

1. How might you use charts and graphs to help make the informationunderstand?

2. Who might you ask to read the A3 to see if it is understandable, contells a clear story?

3. What have you done to make sure the important points stand out?

Presentation

1. Quality of Presentation Presentation is finished within allocated time We are not confused what part of A3 is being explained

2. Quality of Q&A Handling Answers are brief and to the point

1. Presentation and Q&A is too long.

2. It is conducted in a timely manner.3. It is impressive and full of trainees passion, deep

consideration and actual actions.

1. How can I help you prepare?

2. When would you like to schedule a rehearsal?

OVERALL SCORE > 14 (Two or greater ALL section) is passed

Document Flow: Learner ---> AM ---> MGR ---> T&D (with A3)

Documents

training_tbp_evaluation_fy11