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Job Instruction
Creating ability to adapt quickly to emerging customer needs
A Future Ready Workforce
As organizations move to the future, what matters more than what our employees can already do now is their capability to learn new skills and adapt quickly to emerging customer needs.
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Job Instruction
Work
ResponsibilitiesKN
OW
LED
GE
SKIL
L
Instructing
ImprovingMethods
Leading
Safety
Skill in Instructing
What is Job Instruction?
TWI – Job Instruction is the way to get A personto quickly remember to do A job:
Correctly
Safely
Conscientiously
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Job Instruction 4-Step Method
HOW TO INSTRUCT
Step 1 – PREPARE THE WORKER§Put the person at ease
§State the job
§Find out what the person already knows§Get the person interested in learning the job
§Place the person in the correct position
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 PointsInstruct clearly, completely and patiently, but don’t givethem more information than they can master at one time
Step 3 – TRY-OUT PERFORMANCE
§Have the person do the job—correct errors§Have the person explain each Important Step to
you as they do the job again§Have the person explain each Key Point to you
as they do the job again
§Have the person explain reasons for Key Points to you as they do the job again
Make sure the person understandsContinue until you know they know
Step 4 – FOLLOW UP§Put the person on their own
§Designate who the person goes to for help
§Check on the person frequently§Encourage questions
§Taper off extra coaching and close follow-up
IF THE WORKER HASN’T LEARNED,THE INSTRUCTOR HASN’T TAUGHT
Step 1 - Prepare the WorkerGet the person interested in learning the job
Step 2 - Present the OperationDon’t give them more information than they can handle at one time
Step 3 - Try-out PerformanceContinue until you know they know
Step 4 - Follow-upEncourage questions
”If the worker hasn’t learnedthe instructor hasn’t taught.”
Trainer “Presents” 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.
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Learning in “Bite Size” Chunks
Too much information
What
What + How
What + How + Why
Job InstructionTraditional Workplace Training
“Telling Alone” and “Showing Alone” in one shot results in confusion,
errors, accidents, equipment damage, discouraged employees
No. __________
JOB INSTRUCTION BREAKDOWN SHEET
Operation: ____________________________________________________
Parts: ________________________________________________________
Tools & Materials: ______________________________________________
REASONSKEY POINTSIMPORTANT STEPS
Reasons for key points
Anything that might—1. Make or break the job2. 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
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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.• ‘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.
A logical segment of the operation when something happens to advance the work.
Key Points are “Key”
• Key Points are anything that might ‘make or break’ the job, injure the worker (safety) or make the job easier to do.
• Knowing what the Key Points are and how to pick them out quickly and easily is perhaps the most important thing in Job
Instruction.
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JIB Example: Hand Hygiene
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 Prevent recontamination of hands
Short Expressions & Simple Words
No. __________
JOB INSTRUCTION BREAKDOWN SHEET
Operation: Glost Kiln Operator Cycle
Parts: None
Tools & Materials: Kiln Gloves
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. Discharge GK
#3
1. Use kiln
gloves
2. Pull at correct
time
1. Burn hazard
2. Kiln control
2. Charge GK #3
1. 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
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Repetition is the Key to Learning
• Have the person do the job – correct errors
• Have the person explain each Important Step to you as they do the job again
• Have the person explain each Key Point to you as they do the job again
• Have the person explain reasons for Key Points to you as they do the job again
• Make sure the person understands
• Continue until you know they know
Training Timetable: WHO to train,on WHICH JOB, by WHAT DATE
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Ingersoll Rand – Trane (Lexington, KY)
Only 47% of newly-hired workers were still on the job after 30 days.
Now, 70% of new hires are still on the job after 30 days.
It took, on average, 2 weeks to train a new hire with mixed results on demonstrated quality and quantity.
It now takes 4 days to train new-hires and trainees routinely meet quality and takt times.
On Time Shipment was difficult to
maintain because of high turnover.
In one quarter, they were able to introduce forty-two new associates while improving On Time Shipment from 79% to 99%.
Before and After TWI ImplementationPrior Levels of Results Current Levels of Results
Dimatix Plant (Lebanon, NH)
Decreased production, increased overtime when utilizing temporary workers during peak seasons
17% increase in productivity FY 2015 over FY 201418% increase in productivity FY 2016 over FY 2015
TWI Job Instruction (JI)
Employee error and decreased quality
57% decrease in scrap 2014 Q1 to 2016 Q1TWI Job Instruction (JI)
No performance verification after initial OJT for Operators
Training effectiveness audit system in place – % Operators passing 1st audit more than doubled from 2014 - 2016
TWI Job Instruction (JI) & Job Relations (JR)
Best practices lacking in documentation
“One-best-way” was verified and incorporated in all documentation including training documents.
TWI Job Instruction (JI) & Job Relations (JR)
Before and After TWI ImplementationPrior Levels of Results Current Levels of Results
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Vertical Startup
Vertical Start-Up achievable throughTWI Job Instruction
How can we significantly reduce the losses during
learning phase?
THANK YOU
QUESTIONS
