Trainer's Guide For Level 4

Logo Name of Institution
Apply problem solving tools

and techniques
For Level IV
TTLM Code: 4 M04 0615
Teacher’s Guide for Apply problem solving tools Date: June 2015
and techniques Level IV Page 1 of 14
Author: Federal TVET Agency and Ethiopian Kaizen Institute
Version: 1 Revision: 0
Introduction
This Teacher’s Guide is developed to assist you in delivering apply problem solving
techniques and tools for level IV training program. It is usually designed as a
resource to support the learning activity.
Applying problem solving techniques and tools for level IV is developed to equip the
trainees with the required competency.
This teacher’s guide cover one learning module and it will assist you in delivering the
said program and achieving its learning objectives and outcomes. It also provides
information in the organization of the learning guides and assessment packets. The
learning guides are aid to the trainees by telling them what need to do, when and
how to do it and the expectations once the learning activities are completed. While
the assessment packet guide you in developing the tools or instruments to measure
trainee’s overall achievement of the stated competence. Thus it is important for you
to understand the design of this program and the mechanics in which it shall be
delivered.
Your role as the teacher is to provide opportunities aimed at helping the trainees
develop and improve their competences. You are expected to guide and assist them
as they go through the learning activities and actual work.
Learning Module
Unit of Competency Learning Module and Code
0515 Apply problem 4 M04 0615
solving techniques Applying problem solving techniques and
and tools tools
Learning Outcomes and Assessment Criteria
Unit of Competence Apply problem solving techniques and tools
Module Title 4 M04 0615 Applying problem solving techniques and tools
LO 1 Identify and select theme/problem
Assessment Criteria  Safety requirements are followed in accordance with
safety plans and procedures.
 All possible problems related to the process /Kaizen
elements are listed using statistical tools and
techniques.
 All possible problems related to kaizen elements are
identified and listed on Visual management board
(Kaizen board).
 Problems are classified based on obviousness of
cause and action.
 Critical factors like number of customers affected,
Potentials for bottlenecks, and number of complaints
etc… are selected.
 Problems related to priorities of Kaizen Elements are
given emphasis and selected.
LO 2 Grasp current Status and Set Goal
Assessment Criteria  The extent of the problem is defined.
 Appropriate and achievable goal is set.
LO 3 LO3 Establish Activity Plan

Assessment Criteria  The problem is confirmed
 High priority problem is selected
 The extent of the problem is defined
 Activity plan is established as per 5W1H.
LO 4 Analyze causes of a problem
Assessment Criteria  All possible causes of a problem are listed
 Cause relationships are analyzed using 4M1E
 Causes of the problems are identified.
 Root causes are selected
 The root cause which is most directly related to the
problem is selected
 All possible ways to eliminate the most critical root
cause are listed using creative idea generation.
 The suggested solutions are carefully tested and
evaluated for potential complications.
 Detailed summaries of the action plan are prepared
to implement the suggested solution.
LO 5 Examine Countermeasures and their Implementation
Assessment Criteria  Action plan is implemented by medium KPT
members.
 Implementation is monitored according to the
agreed procedure and checked if the activities are
implemented according to the plan.
LO 6 Assess Effectiveness of the solution
Assessment Criteria  Tangible and intangible results are identified.
 The results are verified over time.
 Tangible results are compared with targets using
various types of diagram.
LO 7 Standardize and sustain operation
Assessment Criteria  The new procedures are standardized and made
part of daily activities if the goal is achieved.
 All employees are trained on the new Standard
operating procedure/SOP/.
 SOP is verified and followed by all employees.
 The next problem is selected to be tackled by the
team.
Training Mechanics
The Outcome-Based Training is one form of an independent learning approach.

This approach enables trainees to be master of their own environment and in charge
of their learning. It is also characterized by the integration of theory and application
as two dimensions of an effective learning process. In this program, the outcome-
based system is consists of a combination of lecture-discussion, individualized
learning activities, mentoring, field immersion and feedback.
In this program the trainees will be given individual learning guide to go through and
accomplish. They will be instructed through this learning guide to accomplish
learning activities as part of the mechanism for transfer of learning from the training
situation to the job situation. For each competence area, trainees will formulate a
specific learning plan as a guide for applying their learning to work setting and for
their own continuing self-development. At this point, your role as the
teacher/facilitator is to guide the trainee in preparing and accomplishing their plan.
Lecture and discussion of the topics outlined in the session plan should be
performed first before the trainees are instructed to go to the workshop. You are
also required to demonstrate the correct steps/procedures and techniques to your
trainees before you let them practice. Insure that they are practicing safely.
Most part of the training activities will be conducted in the workshop for better
development of specific skills. Aside from motivating them to relate concepts and
skills to their own work situations, make sure to provide the necessary opportunity for
competence practice and better internalization of such concepts and techniques.
The trainees should also be provided the opportunity to blend with the actual working
unit in the industry.
In this system, it is important to develop a sustained relationship with the trainees

through a continued involvement, where you are to offer support, guidance and
assistance as the trainee go through the learning activities and actual work.
With the mentoring approach, the trainees are grouped in learning teams with one
facilitator-mentor per team. Before learning session or workshop start in the
morning, each team and mentor meets to give feedback regarding their work, or how
the group improves, acquire set of skills for the members to become more effective
trainees. You are also to asses them at the end of each module. However, they
have to be ready before the assessment and it should be them to request for it.
Before the training start you should conduct an orientation session to brief the
trainees on how the training will proceed.
Session Plans
Session Plan-1
Unit of Competence Apply problem solving tools and techniques
Module Title Applying problem solving tools and techniques
LO 1 Identify and select theme/problem.
Session Objectives: At the end of this session the trainees shall be able to –
 Follow safety requirements in accordance with safety
plans and procedures.
 List all possible problems related to the process /Kaizen
elements using statistical tools and techniques.
 Identify and list all possible problems related to kaizen
elements on Visual management board (Kaizen board).
 Classify problems based on obviousness of cause and
action.
 Select critical factors like number of customers affected,
Potentials for bottlenecks, and number of complaints
etc.
 Give emphasis and select problems related to priorities
of Kaizen Elements.
Nominal
Activities Contents Methods
Duration
Sessions 20 mins Introduction to the Module Orientation
Lecture-
2hrs The concept of QC story/PDCA cycle/.
discussion-
Lecture-
8 hrs Statistical tools and techniques
discussion
Lecture-
1 hr Theme selection
discussion
Evaluation 3 hrs Accomplishment of LAP Test Individual Activity

Summary 30 mins Wrap-up and Feedback Discussion
Resources  Learning Guide #1
 Basics of IE tools and techniques
 Safety Manual and Guide
 Hand book for TQM and QCC (Vol I & II) 1999
 QC circles (leaders’ guidebook for level identification)
 QC Practices
 QC STORY line
 Fundamentals of QC circles
 KAIZEN best practices of QC Circles
 How operate QC circles
Session Plan-2
LO 2 Grasp current Status and Set Goal
 Define the extent of the problem.
 Set appropriate and achievable goal
Nominal
Duration
Sessions 30 mins Recapitulation Discussion
Methods to grasp the current status of the Lecture-
4 hrs
problem discussion
Lecture-
2 hrs Goal setting
discussion
Individual
Evaluation 1 hr Accomplishment of LAP Test
Activity
Question and
Summary 30 mins Wrap-up and Feedback
Answer
 Hand book for TQM and QCC ( Vol I & II) 1999
 QC Practices
 QC STORY line
Session Plan-3
LO 3 Establish Activity Plan
 Confirm problem
 Define the extent of the problem
 Prepare activity plan using 5W1H
Nominal
Duration
Sessions 20 mins Recapitulation Question & Answer
45 mins Problem confirmation Lecture-discussion
1 hr Define the extent of the problem Lecture-discussion

Lecture-discussion
2 hrs Prepare activity plan using 5W1H
and Demonstration
Evaluation 1.5 hrs. Accomplishment of LAP Test Individual Activity
Summary and
Summary 20 mins Wrap-up and Feedback Discussion on LAP
Test Answers
 QC Practices
 QC STORY line
Session Plan-4
Module-2 Title Applying problem solving tools and techniques
LO4 Analyze causes of a problem
Session Objectives At the end of this session the trainees shall be able to –
 Analyze causes of the problem using 4M1E
 Identify root cause
 Set countermeasures
Nominal
Duration
Cause analysis of the problem using Lecture-discussion
13 hrs
4M1E and Demonstration
Lecture-discussion
2.5 hrs Root cause
and Demonstration
Lecture-discussion
2 hrs Setting countermeasures
and Demonstration
Summary 30 mins Wrap-up and Feedback Question & Answer
 QC Practices
 QC STORY line
Session Plan-5
LO5 Examine Countermeasures and their Implementation
 Accomplish activities of Medium KPT
 Implement countermeasures
 Monitor implementation
Nominal
Duration
2 hrs Activities of Medium KPT Lecture-discussion
Implementation of Lecture-discussion and
19 hrs
countermeasures Demonstration
Lecture-discussion and
2 hrs Testing implementation
Demonstration
 QC Practices
 QC STORY line
Session Plan-6
LO6 Assess Effectiveness of the solution
 Identify tangible and intangible results
 Verify results using various types of diagrams
Nominal
Duration
45 mins Tangible and intangible results Lecture-discussion
Verification of results using various Lecture-discussion and
3.75 hrs
types of diagrams Demonstration
Evaluation 1 hr Accomplishment of LAP Test Individual Activity
 QC Practices
 QC STORY line
Session Plan-7
LO7 Standardize and sustain operation
 Understand concept of Standard Operating Procedure
(SOP)
 Standardize new improvements
 Verify new standards
 Introduce new SOP to employees.
Nominal
Duration
The concept of Standard
3 hrs Lecture-discussion
Operation Procedure (SOP)
Standardizing new improvements Lecture-discussion
1.5 hrs
and Demonstration
Verification of the new standards Lecture-discussion
2 hrs
and Demonstration
Introducing new SOP to Lecture-discussion
4 hrs
employees and Demonstration
Evaluation 3 hrs. Accomplishment of LAP Test Individual Activity
 QC Practices
 QC STORY line
 Hand books of Industrial Engineering
Assessment Context
There are two types of evaluation used in determining the extent to which learning
outcomes are achieved. The specific learning outcomes are stated in the modules.
In assessing them, verifiable and observable indicators and standards shall be used.
The formative assessment is incorporated in the learning modules and form part of
the learning process. Formative evaluation provides the trainee with feedback
regarding success or failure in attaining learning outcomes. It identifies the specific
learning errors that need to be corrected, and provides reinforcement for successful
performance as well. For the trainer/facilitator, formative evaluation provides
information for making instruction and remedial work more effective. In this program
the LAP Test serves as the formative assessment.
Summative Evaluation the other form of evaluation is given when all the modules of
the program have been accomplished. It determines the extent to which
competence have been achieved. This will be given in the form of written test for the
underpinning knowledge and demonstration for the attitudes and skills portion. And,
the result of the assessment decision shall be expressed in the term ‘competent or
not yet competent’. In this program the summative assessment shall also serves as
the final examination.
These two types of evaluation form part of the training and they are considered as
institutional assessment.
Evaluation Tools
a) Formative Assessment
 LAP test
b) Summative Evaluation (Trainee Test Guide)

 Comprehensive Written test
► Knowledge Test
 Demonstration with Oral questioning
► Skills + Attitude Test

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Logo Name of Institution

Apply problem solving tools

TTLM Code: 4 M04 0615

LO 3 LO3 Establish Activity Plan

The Outcome-Based Training is one form of an independent learning approach.

In this system, it is important to develop a sustained relationship with the trainees

Evaluation 3 hrs Accomplishment of LAP Test Individual Activity

45 mins Problem confirmation Lecture-discussion

1 hr Define the extent of the problem Lecture-discussion

b) Summative Evaluation (Trainee Test Guide)

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