Before they DO anything . . .
troubleshooters need a PLAN.
People learn by doing. A real machine, called the MIMIC (not a computer simulation), allows learners to work with their hands on equipment that isn't running properly. The Mimic requires no understanding of electricity or electronics. It’s used throughout the workshop and is included with all STS courses.
An early step in troubleshooting is producing a list of possible causes. This mental skill must be developed.
Using the Mimic as controller for various processes and determining possible causes for these problems provides a pattern for developing this critical skill on the job.
The sketches and tables introduced in this course provide a resource for obtaining this skill.
ABOUT MACHINE AND PROCESS KNOWLEDGE
Above are three types of sketches; Process, Physical Layout and Systems and four types of tables; Settings-Measurement, Systems, Input/Output Sequence and Process. These supply essential information for troubleshooting.
The Troubleshooting Action Guide leads students through the process of finding and ranking possible causes in order of probabilty.
The next step, which is critical, is analyzing the effect that each fact has on each possible cause. A plus, minus, X or zero is written in a box at the intersection of each fact and possible cause. This indicates the result of the analysis of each fact-cause relationship. Totals for each possible cause are brought down. The highest totals show the most likely causes. If further investigation is needed, the TSAG provides a section that stresses consideration of parts, labor and downtime costs. Boxes for entering the planned fix, test of repair and root cause are also included in the TSAG.
People won't need the TSAG on every problem, because the process becomes part of the way they think. They find themselves going through the mental steps it teaches.
The form can also be used by the supervisor as a checkpoint to verify thinking before action is taken that's expensive or that may create extended down time.
The main example in the course is a process called an enrober that coats candy bars with chocolate. The MIMIC represents the control systems of this process. Students label these systems on the Mimic drawing to create a Process Sketch.
To prepare for the observer role, students complete the sketches and tables needed for full understanding of the equipment. Next, they set up a problem on the MIMIC and complete a TSAG analysis to find the cause of the problem. Then they set up problems for their partners and critique them as they troubleshoot.
Using switches on the mimic, students introduce problems in the machine and find causes using mental analysis. Then they verify their findings using test points on their Mimic. They must also consider factors affecting the making of chocolate and the coating process.
People learn most in the observer role. That's when the leader will hear the observer explaining to the troubleshooter the principles you have been teaching during the course. This activity is where everything in the course comes together . . . the epiphany. The leader can see that the students realize the value of Systematic Troubleshooting.
INSTRUCTOR ON A DISK - video and hands-on activities
This format combines the best features of many teaching techniques to produce a highly effective experience that is easy and enjoyable for both the leader and learner. Course content is delivered on video using film, photos, artwork and text to improve attention and learning. The format makes it easy to present the course to small groups of two to four at field locations as well as for larger on-site classes. The video includes 62 pause points to provide for student discussions, questions and activities. Positive reinforcement is given for student answers. This stimulates participation. The Leader’s Guide explains what to do or say at each pause. It also includes a full script of the video and the running time of each segment to enable the leader to anticipate each pause. There is a box in the leader’s guide at each pause point with instructions for the student activity or questions for the leader to ask
TRAINER’S DEVELOPMENT - conventional, instructor-led classic classes
This format is the for training presenter who likes a detailed outline format with optional Powerpoint and also wants flexibility in designing and presenting the course. He or she uses the self-instruction Text-Workbook to learn course content. An appendix includes information on how to prepare for your class and set up the Mimic. There are optional activities for explaining how the TSAG works, for playing the odds in crapshooting and for making systems sketches. Handouts for the concluding team activity, answers for all activities and a section of how to explain the TSAG using a lawnmower that won’t start are provided in the appendix. The Trainer’s Toolbox includes 15 cases in manufacturing, field service, and HVAC, a Training Planner on how-to develop technical training on your equipment, a root cause analysis guide, an STS performance test and descriptions of the available application activities.
This format provides a copy of the self-instruction Text-Workbook that enables the course leader to learn the program content on his or her own.
BOOTSTRAP - self-instruction (one person or teams of two) with optional group meetings.
This program includes all the methods and activities in the classroom learning programs. Individuals work on their own; or teams of two work together. It is the only format in which data can be entered in tables and sketches using a computer. Its great for road warriors. Pencil and paper can also be used. The Leader's Guide faciltates meetings in which coursework can be discussed and reviewed. Several types of tests are available to evaluate the performance of graduates.
What happens after that is up to you, their supervisor.
phone: 847 729 4550
E Mail: www.troubleshootingcourse.com