Page 277 - The Toyota Way Fieldbook

Chapter 11. Develop Exceptional Team Associates 253

a portion at a time, and that you will spend as much time as necessary to ensure
their success. During the second cycle the job is repeated with the important steps
and the key points for each step. Again, key points describe critical information
related to how the step is performed. If the job breakdown was completed effec-
tively, the key points have been carefully identified. Key points are essential to the
successful completion of the task with minimal quality, safety, and productivity
problems. They are not a matter of personal preference or style, but factual
necessities based on experience. If you do a good job of identifying and convey-
ing key points to trainees, your results will be significantly better. Don’t shortcut
this step!
The job is repeated and the important steps and key points are repeated this
time with the addition of reasons for the key points. These reasons should include
accident prevention and quality requirements, and also the effect of incorrect
work on the customer or next process. Help the trainees see how their work fits
into the “big picture.” When you stress the importance of the work, you’re stress-
ing the importance of the individual. Everyone likes to know that what he or
she does is important and that it matters.
Depending on the complexity or length of the job, it may be necessary to
break the training into multiple sessions. The job instruction method stresses
the importance of giving the student “no more than they can master” in any one
session. The actual amount is based on many factors, but a rule of thumb is that
a training session lasts about 30 minutes to an hour. More information than that
in one session tends to overload the student.
3. Try Out Performance

After the job (or a portion of the job) has been presented completely, students
are asked to try it themselves, without explaining what they’re doing. This is a
crucial time for the trainer. It is critical to observe carefully and to make any cor-
rections or provide assistance. A student can develop incorrect methods or
habits on the very first attempt, and if corrections are not made early, they are
more difficult to make later. The trainer must provide coaching, but also be care-
ful not to be overbearing. This can be a fine line, and the individual student
often defines the line. This phase may be completed over several job cycles.
After the student demonstrates a basic skill in performing the work, she is
asked to perform the work, and this time to explain each step. The trainer has
already verified that the student can perform the steps, but now wants to con-
firm understanding. (The trainer has also verified that the student performs each
key point correctly, but will also confirm understanding.)
The third time around, the trainer continues to provide assistance and to
correct any mistakes as the student repeats the job, explains each step, and now
explains the key point. During this phase the trainer must determine whether