Page 276 - The Toyota Way Fieldbook

252 THE TOYOTA WAY FIELDBOOK

TIP
Use Key Points to Positively State the Correct Way
to Do a Task
Key points should be “how to’s” rather than “don’t do’s.” They’re
more effective as positives. For example, if there is a risk of injury
on a job from a pinch point, rather than stating, “Avoid the pinch
point,” state, “Your hands should be placed here and here when
working.” During the next step of training, when the reasons
behind the key point are explained, it can be said that the pur-
pose of the key point is to “avoid the pinch point.”

2. Present the Operation

The actual training begins with preparation of the work area and making sure
that sufficient time can be devoted to the training activity. In many companies
training is done “on the fly,” leaving the worker feeling that their training was an
afterthought. It’s important that everything, including tools and safety equipment,
is prepared beforehand and that the workplace is set up as you expect it to be
maintained. You will be setting expectations, so if the students’ first experience
with the work area is clutter and disorganization, you’re setting an expectation
that it’s acceptable to keep it that way. The message you want to convey to the
student regarding you and the work area is that you’re competent, prepared,
and expect only top quality work, so you must demonstrate it.
There are at least three distinct phases in training the individual to perform
the job: First, teach the important steps that explain what is done; then do the
steps again while explaining each key point, which explains how the step is done;
and then do the steps and key points yet again while explaining the reasons for
the key points. Providing the reasons that things are done gives validity to the
key points and helps the trainees understand the importance of their work.
The TWI method says “Tell, Show, and Illustrate” each important step. This
means telling the students what the step is, showing them how the step is per-
formed, and showing it in such a way as to make the actual actions clear.
Exaggerating the action, pausing to allow the student to see more closely, or
repeating the step provides a more clear understanding. During this first cycle,
the trainer will only state the step that is being performed without any addi-
tional information. For example: “The first important step is . . .” without expla-
nation of key points or reasons. Those are added on subsequent cycles. This can
be strange to students who fear that they will see the job only one time (the
microwave method) and are concerned that they won’t learn the details. As the
trainer, you should assure them that you will convey all important information