Training Within Industry (TWI) 101 - Dozuki Workshop Series

TRAINING WITHIN INDUSTRYGUEST EXPERT: PATRICK GRAUPP

TRAINING WITHIN INDUSTRYGUEST EXPERT: PATRICK GRAUPP

1. Origins of TWI

2. TWI Today

3. Training Programs

4. Practical Examples of TWI in Action

5. Review & Resources for More Learning

TODAY’S ROADMAP

T H E W O R K S H O P S E R I E S

What’s your interest in TWI?

‣ Generally curious

‣ Active Practicioner

QUICK POLL!


‣ Did it before, want to review

‣ Going to start using TWI

TWI HELPED WIN WWII

• With a gun to their heads (literally), the TWI founders had to find solid principles of human nature that:

• Work every time • Inspire dedication • Create performance results • Build leadership • Strengthen teamwork


IMPACT OF TWI ON THE WAR EFFORT

Of the 600 client companies monitored by the TWI Service throughout the war: • 86% - increased production by at least 25% • 100% - reduced training time by 25% or more • 88% - reduced labor-hours by over 25% • 55% - reduced scrap by at least 25% • 100% - reduced grievances by more than 25%


TWI GOES TO JAPAN

Toyota embraced TWI in 1951 to train their people in the evolving Toyota Production System and remains a cornerstone of their team leader training and standard work today


Taiichi Ohno Founder of the Toyota Production System (TPS)

“If people want to succeed with lean or TPS they have to emphasize people development and making leaders capable of delivering improvements. TWI is a great starting point even today and a hidden strength of Toyota’s production system.”

BENCHMARKING WITH TOYOTA


www.ArtofLean.com

TODAY REACHING THE GLOBAL MARKET


BASIC NEEDS OF GOOD SUPERVISORS


KNOWLEDG

E

SKILL

Work

Responsibilities

Instructing

ImprovingMethods

Leading

Safety

3 TRAINING PROGRAMS FOR 3 SKILLS


Skill in instructing

Skill in improving methods

Skill in Leading

Job Instruction Training

Job Methods Training

Job Relations Training

SYNERGY BETWEEN THE 3 SKILLS

The three TWI programs work together like a three-legged stool — take one leg away and the stool falls down.

JR – Motivated people

JI – Standard work

JM – Continuous Improvement


JOB INSTRUCTION TRAINING (JI)

How to teach people to quickly learn to do a job correctly, safely, and conscientiously. JR – Motivated people


Step 3 - Try-out Performance

Continue until you know they know

Step 4 - Follow-up

Encourage questions

JI 4-STEP METHOD

Step 1 - Prepare the Worker

Get the person interested in learning the job

Step 2 - Present the Operation

Don’t give them more information than they can handle at one time


”If the worker hasn’t learned the instructor hasn’t taught.”

STEP 2 – PRESENT THE OPERATION


• Tell, show and illustrate one Important Step at a time

• Do it again stressing Key Points • Do it again stating reasons for Key Points

• Instruct clearly, completely and patiently but don’t give them more information than they can master at one time.


No. __________

JOB INSTRUCTION BREAKDOWN SHEET

Operation: ____________________________________________________

Parts: ________________________________________________________

REASONSKEY POINTSIMPORTANT STEPS

Reasons for key points

Anything that might— 1. Make or break the job 2. Injure the worker 3. Make the work easier to do, i.e. “knack”, “trick”, special timing, bit of special information

A logical segment of the operation when something happens to advance the work

People learn better when they know why they do it that way.

The 5 or 10% of a job that represent the.hard or tricky parts

.Not a micro-motion study of the job

WHAT HOW WHY

WHAT IS AN IMPORTANT STEP?

When putting a new blade in a hacksaw:

‘Take hold of the wing nut’ is not a step worth noting during instruction. The operator will get this without being told.

‘Turn down the wing nut’ is a step, but it is not an Important Step. It does not advance the work.

‘Adjust the tension on the blade’ is an Important Step. It is the most important thing that happens here in order to advance the work. It is unnecessary to go into greater detail.


KEY POINTS ARE “KEY”

Key points don’t mean every conceivable thing that is to be watched, or which might go wrong. There is no need to go that far into detail

Knowing what the Key Points are and how to pick them out quickly and easily is perhaps the most important thing in Job Instruction.


When putting a micrometer on a piece of stock, the Key Point is “how tight”—a matter of “feel”.

When using a knife, the Key Point is to “cut away from you.” Don’t cut towards yourself.

When tightening a screw, if you turn down on it too hard you will strip the screw threads. If you don’t turn down on it hard enough, the screw may come loose. How much power to put into the turn will be the Key Point.

EXAMPLES OF KEY POINTS


When diluting sulfuric acid, you have to gradually pour acid into the water. If the order is reversed, the acid and water may splash back and injure the worker.

When assembling plastic components, hearing a ‘snap’ sound will tell you that the pieces are properly connected.

EXAMPLES OF KEY POINTS (CONT)


Virginia Mason Medical Center, Seattle WA

80% of staff was trained in the new JI hand washing method.

467 RNs and PCTs were taught 3 strategic jobs in 9 weeks.

Hand Hygiene reliability went from 83.5% use (as low as 40% worldwide) to > 98%.

HAND WASHING PILOT



JOBBREAKDOWNSHEETDATE:January21,2008 TEAMLEADER:DonnaS.,GillainA.,JoanC. SPONSOR:DonnaS.,MDAREA:Allareasprovidingdirectptcareorincontactwithptcaresupplies,equipmentorfood

JOB:HandHygieneincompliancewithCDC&WHOhandhygieneguidelines

WRITTENBY:JoanC.

MAJORSTEPS KEYPOINTS REASONSFORKEYPOINTSStep#1:Identifytheneedforcleanhands

Removeartificialfingernailsorextenderswhenindirectcontactwithptsortheirenvironment

Artificialnailshousegermsthatcanbepassedonwhenyoutouchpts

Cleanhandswhetherornotyouusegloves(i.e.beforeputtingongloves&afterremovinggloves)

Glovesarenotasubstituteforcleaninghandsbecauseglovesdon'tcompletelypreventgermtransmission

Beforedirectcontactwithpt,pt'senvironmentorequipment

Protecttheptagainstharmfulgermscarriedonyourhands

Afterdirectcontactwithpt,pt'senvironmentorequipment

Protectyourself&thehealth-careenvironmentfromharmfulptgerms

Step#2:Inspectyourhandstodeterminebestcleaningmethod

Ifnotvisiblysoiled,usealcohol-basedgel Cleaningwithgelisfaster,moreeffective,andbettertoleratedbyyourhands

Visiblysoiledhandsorhandwithfecalcontaminationrequirewashingwithsoap&water

Dirt,blood,fecesorotherbodyfluidsarebestremovedwithsoap&water(C.diffsporesarenotkilledwithalcohol-basedgel)

Step#3:Useenoughproducttocoverallhandsurfaces&fingers

GEL:Coverallsurfaceswithathumbnail-sizedamount

Friction&skincontactarerequiredtoremovegerms

WASH:Wethandswithwater,washwithenoughsoaptocoverallhand/fingersurfaces

Step#4:Spendenoughtimecleaningyourhands

GEL:Vigorouslyrubuntilproductdriesonyourhands

Antisepticactionisnotcompleteuntilfullydried(approx15sec.)

WASH:Aminimumof15sec.(thelengthofsinging"HappyBirthdaytoYou")

Asleast15sec.isneededtoensurecompletecoverageofhandsurfaces

Usepapertoweltoturnoffwaterfaucet

Preventtransferofgermsfromfaucetontocleanhands

Step#5:Letyourhandscompletelydry

MoisturizehandswithlotionavailablethroughCentralSupply

Tominimizecontactdermatitiswithoutinterferingwithantimicrobialaction

Putonglovesafterhandsaredry Skinirritationmayoccurifmoisthandscomeincontactwithglovematerial

Step#6:Performtaskwithcleanhands

Taskisdoneimmediatelyaftercleaninghands Youmaybedistracted&touchuncleansurfacewithcleanhands


IMPORTANT STEPS KEY POINTS REASONS

A logical segment of the operation when something happens to advance the work.

Anything in a step that might— 1. Make or break the job 2. Injure the worker 3. Make the work easier to do, i.e.

“knack”, “trick”, special timing, bit of special information

Reasons for the key points

1.Wet hands Without soap Soap rinses away

2. Apply soap Cover all surfaces Kill all germs

3. Rub hands1. Palm to palm 2. Palm to backs

1. Clean entire surface 2. Clean entire surface

4. Run fingers

1. Thumbs 2. Interlocking 3. Backs of fingers to palm 4. Tips of fingers to palm

1. Most active part of hands 2. Sides of fingers cleaned at one time 3. Cuticles and knuckles 4. Under finger nails

5. Rinse hands Leave water on Prevent recontamination of hands

6. Dry Use towel to turn off water 1. Prevent recontamination of hands

BREAKDOWN SHEET AFTER TWI TRAINING


BREAKDOWN PRACTICE



BREAKDOWN OF PUTTING ON STERILE GLOVES




1. Open Package




1. Open Package

2. Glove dominant hand




1. Open Package


3. Glove other hand




1. Open Package


3. Glove other hand

4. Adjust fit




1. Open Package


3. Glove other hand

4. Adjust fit

1. Folding back creases 1. So pack lays flat on table




1. Open Package


3. Glove other hand

4. Adjust fit


2. Touching only outer edges 2. Maintain sterile field




1. Open Package


3. Glove other hand

4. Adjust fit


2. Touching only outer edges

3. Don’t lean over field

2. Maintain sterile field

3. Contaminants fall on field




1. Open Package


3. Glove other hand

4. Adjust fit

1. Folding back creases

1. Pinching cuff

1. So pack lays flat on table

1.Keep sterile surface clean








1. Open Package


3. Glove other hand

4. Adjust fit


1. Pinching cuff







2. Lift off paper 2. Keep hands off table




1. Open Package


3. Glove other hand

4. Adjust fit


1. Pinching cuff







2. Lift off paper 3. Tuck thumb

2. Keep hands off table 3. Hand slips in easily




1. Open Package


3. Glove other hand

4. Adjust fit


1. Pinching cuff

1. Sliding fingers in cuff



1. Keep glove sterile










1. Open Package


3. Glove other hand

4. Adjust fit


1. Pinching cuff















1. Open Package


3. Glove other hand

4. Adjust fit


1. Pinching cuff


1. Interlocking fingers




1. Tight fit on fingers











1. Open Package


3. Glove other hand

4. Adjust fit


1. Pinching cuff


1. Interlocking fingers




1. Tight fit on fingers








2. Pinch & Pull 2. No bubbles or folds


No. ________

JOB INSTRUCTION BREAKDOWN SHEET Operation: __CD Case Assembly____________________________________

Parts: _Case, Tray, CD, Tray Card, Booklet____________________________

Tools & Materials: _None____________________________________________



Anything in a step that might – 1. Make or break the job 2. Injure the worker 3. Make the work easier to do, i.e.

“knack”, “trick’, special timing, bit of special information

Reasons for key points

1. Insert tray card 1. Right side up 2. Just breaking crease

1. Customer won’t buy it 2. Maintain outward pressure

preventing edge from being crushed under tray

2. Insert tray 1. Sliding in from bottom 2. Hearing 2 snaps

1. So ribs of tray don’t cut paper

2. Ensure fully seated into case

3. Put CD on tray 1. Holding by edges 2. Pushing down in

center

1. No fingerprints on CD 2. Ensure fully seated on

spindle; no fingerprints

4. Insert booklet and close

1. Right side up 2. Under all tabs 3. Tapping down

1. Customer won’t buy it 2. Unsightly; booklet crunches

beneath tab 3. Ensure closed completely

#010

BREAKDOWN EXAMPLE 1

No. __________

JOB INSTRUCTION BREAKDOWN SHEET

Operation: Glost Kiln Operator Cycle

Parts: None

Tools & Materials: Kiln Gloves



Anything in a step that might— 1.Make or break the job 2.Injure the worker 3.Make the work easier to do, i.e. “knack”, “trick”, special timing, bit of special information

Reasons for the key points

1.Discharge GK #31.Use kiln gloves 2.Pull at correct time

1.Burn hazard 2.Kiln control

2.Charge GK #31.Fix downed ware 2.Do not slam transfer

1.Defect prevention 2.Defect prevention

3.Record car data

4.Check kiln temperatures 1.Call Ceramic Tech if 50°F delta in zones 1.Proper kiln control

5.Charge GK #3 1.Fix downed ware 2.Do not slam transfer

1.Defect prevention 2.Defect prevention

6.Discharge GK #3 1.Use kiln gloves 2.Pull at correct time

1.Burn hazard 2.Kiln control

7.Record car data

8.Check kiln temperatures 1.Call Ceramic Tech if 50°F delta in zones 1.Proper kiln control


BREAKDOWN EXAMPLE 2

1.A logical segment of the operation that advances the job

2.Some segments may be Important Steps even if the job has not advanced

3.Both body movement and mental activity can be regarded as Important Steps

4.Consider the learner’s ability when breaking down the job

5.Each Important Step should be balanced in terms of volume of work



6.Treat all parts of the operation equally

7.Break down operations that are embedded in jobs that have been trained before

8.Create symmetrical breakdowns where possible

9.“Inspection” and “Measurement” items are also Important Steps

10.If there are many parts involved in an operation, the first step could be an explanation of the parts

11.Do NOT include Important Steps like “Hold the ______” or “Get ready to _______.”



1.In principle, use the active voice

2.Stick to facts and be as accurate as possible

3.Make them as simple as possible

4.Make them as concrete as possible

5.Use expressions that describe the actual work to be done

HOW TO WRITE IMPORTANT STEPS


6.Use expressions that describe either the operator’s motion or the condition of the object being worked on

7.Don’t chop up long expressions artificially

8.Be careful when using only a verb

9.Don’t let an Important Step be the same expression as the Operation Name

HOW TO WRITE IMPORTANT STEPS


1. Points that are extremely difficult

2. Based on experience from past instruction:

A) Points that new workers fail to do.

B) Points that new workers misunderstand.

C) Points that all learners find difficult to remember.

D) Points that all learners do not easily acquire.

WHAT IS A KEY POINT?


6.Points around which rules and standards are made

7. Procedures that must be followed when doing a job. They will be key in doing the job correctly

8. Safety rules which must be followed. On this point, even small items will be Key Points

9. Feel, knack, trick, timing, tact, or any small bit of knowledge that gets the job done right

WHAT IS A KEY POINT?


1. In principle, do NOT use verbs

2.If there are several Key Points in a single step, list them in order of the actual operation

3.Be as specific as possible

4.Wherever possible, avoid using negative expressions

HOW TO WRITE KEY POINTS


6.Key Points are sometimes impossible to express in words

7.Key Points sometimes need to express the degree of force used in an operation

8.Key Points common to all steps should be written in the top spot

HOW TO WRITE KEY POINTS


Mexico Monterrey

Lead factory packing

Denmark Billund

Lead factory molding

Czech Republic Kladno

Lead factory processing

Hungary Nyíregyháza Lead factory

DUPLO

China Shanghai

Newest factory

LEGO TRAINING AROUND THE WORLD


LEGO GLOBAL TRAINING ORGANIZATION


DEVELOPMENT OF WORK STANDARDS


Process 1. Define important steps, key points and reasons while doing the

job at machine

2. Test the job breakdown by doing the training

3. Adjust the job breakdown

4. Continue until the job breakdown is place

5. Approval of job breakdown

a. Perform job for relevant stakeholders

b. e.g. Safety, Quality, Leaders, LEAN/LCI

6. Adjust the job breakdown

7. Train!


ROLES IN THE JOB TRAINING ORGANIZATION

The TWI Workbook: Essential Skills for Supervisors

Productivity Press, Shingo Prize 2007 Patrick Graupp and Robert J. Wrona

RESOURCES


Implementing TWI: Creating and Managing a Skills Based Culture

CRC Press, October 2010 Patrick Graupp and Robert J. Wrona

Getting to Standard Work in Health Care: Using TWI to Create a Foundation for Quality Care

CRC Press, October 2012 Patrick Graupp and Martha Purrier

RESOURCES


Building a Global Learning Organization: Using TWI to Succeed with Strategic Workforce Expansion in the LEGO Group

CRC Press, June 2014 Patrick Graupp, Gitte Jakobsen & John Vellema

PATRICK GRAUPP

[email protected]

mailto:[email protected]

Business

Training Within Industry (TWI) 101 - Dozuki Workshop Series