Present the Operation

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

Chapter 11. Develop Exceptional Team Associates

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.