Twi on-the-job training how to organize yourself. A new trend in the development of production systems. Creation of a flow of qualified personnel. TWI "Industrial Training". Structure of study programs

Training within industry (TWI)

TWI (Training Within Industry) - a technique that was developed in the United States in the middle of the last century, has become one of the starting points for creating modern Japanese management methods.

The table below compares the evolution of the four stages of the apprenticeship approach throughout their history.

What was TWI and why was it formed?

TWI was one of the first emergency services organized after the fall of France in June 1940. As the war escalated, Allied forces (including those who had entered the war before the United States) needed significant military support. Because of this, the volume of production increased significantly in all areas of the industry. The US government realized the whole situation and began to take steps to help meet the need for military products. Many companies received huge orders for existing and new products which was not always possible for them. It was also obvious that if the US began to participate in the war, the situation would become even more critical. The TWI service has begun its work to support the growth of production and ensure that enterprises meet the serious requirements that have been placed on the industry. The main focus was on military contractors and other necessary military suppliers, whose number continued to grow.

TWI has established a national network of professionals in the field industrial production, so that they train manufacturers of military products in the most effective technologies for organizing production. This network was made up of volunteers. Some were part-time, some were full-time. The real work must be done by the production itself and within the production. It was this provision that was essential for the creation of a legitimate organization that the producers would accept. For the same reason, TWI was never forced into the enterprise and worked only at the invitation of the enterprise management.

TWI results

The effectiveness of the TWI service during the course of the war was astonishing. The Workplace Training Report 1940-1945 provides many details of the results of the programs. Below is a table of results collected by TWI for 7 different periods of its activity.

The number of enterprises where people took five days of training, two hours each lesson for each program, was quite large. While the number of attendees is not necessarily a direct indicator of results, it does give us an idea of ​​the magnitude of TWI. The service achieved these results in a rather short five-year existence. Considering that all programs had to be developed first and that the service started out as consultants during its first year of existence, the number of trained workers is impressive.

Working methods

The aim of the work methods training was to provide managers with technology that would lead to visible improvements at work by applying a practical approach instead of a technical one. By applying this philosophy, we have a universal procedure that can be successful in all types of military manufacturing plants.

TWI's penetration into the Japanese industry

TWI's penetration of the Japanese industry began at the end of World War II. During the Allied occupation of Japan after the end of the war, General Douglas MacArthur was in power. Its occupying authorities quickly realized that due to the impending total destruction of the Japanese industrial base, civil unrest was likely. Instead of punishment, as expected in the West, it was decided to rebuild the Japanese industry. The main task of perestroika was to eliminate the militarism that existed before and during the war and to introduce democratic orientations in industry. Some members of the MacArthur occupation were aware of TWI and its success in the US. They felt that the TWI programs were just what they needed to reshape the industry and introduce democratic principles to Japan at the national level. In Alan Robinson's book Corporate Creativity, he unveils a 1949 memo that describes the situation in Japan at the time:

The occupation authorities provided TWI programs to Japan. TWI Inc. was assigned responsibility for the work. from Cleveland, Ohio. The company was run by Lowell Mellon, who was a TWI instructor in the US during the war. His job was to teach courses in Japan and apply the principle of multiplicity. Mellon and three instructors spent 6 months training 35 senior trainers and building a base for spreading the principle of multiplicity for impact. When Mellon left, several government agencies continued to distribute TWI to the Japanese industry. By 1995, nearly 100,000 TWI instructors had completed their training. The official figure does not reflect the real situation, because many instructors received documents and returned to their companies to organize in-house training for TWI programs. For example, Toyota has introduced TTWI, i.e. Toyota Workplace Training. Takahiro Fujimoto makes a detailed analysis of how the Toyota production system came to be in Toyota. He notes the impact of TWI on Toyota's management system:

Leader Development

TWI has also introduced into the Japanese industry and ways of working with leaders. Although leaders have always played and continue to play extremely important role in manufacturing, the growing role of the team and team leaders has forced TWI to focus on the interaction between supervisor and operator. For those who are familiar with the defining role of team leaders in the Toyota system, the connection to TWI training is quite obvious. The team leader plays the role of instructor, leader, adviser, substitute, attorney, and implementer for improvement. These functions are linked to the three work programs and what they taught leaders.

1. Job briefing training gave managers an understanding of the importance of proper preparation work force and how such training should be provided.
2. Training in working methods showed how to create and implement ideas for continuous improvement.
3. Work relations training taught leadership and people skills.

Workflow charting methodology for training

Start by slowly and carefully reviewing each part of the job, writing down in detail everything the worker needs to do and what information they need to have at each step. Do it using the following 9 steps:

1. Select the sequence of work.
2. Describe the sequence of movements for repetitive parts of operations.
3. add items on health and safety.
4. add quality requirements.
5. add marriage prevention entries.
6. Add entries for performance measures.
7. add supporting information.
8. add information on expected performance.
9. add instructional and instructional comments.

You will not always analyze all of these steps. It depends on the nature of the work and on what expectations from the training. But these steps show the order (sequence) in which a complete analysis of the work from the point of view of the trainee should be performed and described.

We now describe each of these steps in more detail.

Nine steps in describing job analysis.

Step 1. Sequence of work. List all the activities that need to be done in the order in which you will perform them at work. Describe each action in a clear sequence, as specific and clear as possible. In the first attempt, you may only mention a few basic operations without mentioning the details. Later, you will find that you can break each operation into smaller parts. For example, an experienced worker, when he was appointed as an instructor, tried to describe an analysis of the work that he was to teach. After two hours of work, he was able to describe the work on half a page. When he was told that such a schematic description of the analysis of the work would not help much in learning, he returned to work. He soon expanded these entries through more detailed analysis to a full page. By this time, he began to view the work as a student would. Working episodically over the notes for several days, he managed to make a more detailed analysis of the operations and their parts, which amounted to several pages. If this information is available, as is often the case in production, use it. If you think you know everything “from experience”, then you may miss some small details about the work that you can’t miss if they are clearly described or drawn diagrammatically. Therefore, consider all information available in the production, including drawings, specifications, etc. Well, if there is none of this, then develop everything yourself, based on the work being done, as described above.

Don't feel obligated to write diligently with typewriting quality, especially at the beginning. The form is not as important as the fact that you are analyzing the work. Your notes in their original form, just like you made them in pencil, are much better than no written analysis of the work at all. Start using them in this form as soon as you start learning, keeping them handy and adding details from time to time. We provide two note-taking schemes that various instructors have found convenient: take a number of blank 4 x 6-inch cards and write each part of the work on a separate piece of paper. This method allows you to have free place on each sheet for more detailed notes at later stages of analysis. You can also use additional sheets for this. Arrange the complete set of cards in the work order or in any other order that is most convenient for you. It is very convenient to swap cards when preparing a training plan. If you want to see several cards at the same time, just lay them out on the table. This card scheme, by the way, is the scheme that writers use when organizing their work material.

Another scheme is as follows: take a large sheet of hard paper 24 x 36 inches (60.96 x 91.44 cm) or more, on which your entire analysis of the work can be placed in graphic form. Divide the sheet into several vertical columns and write down the sequence of work from the first to the ninth step in a separate column.

Step 2. Sequence of movements. The next step in developing an instructor's work analysis is to break down the most repetitive parts of the work into precise sequences of movements. This step applies not only to very simple species work consisting of a single repetitive operation, but also to any repetitive parts of a more complex work that has a long production cycle.

While creating a complete motion analysis is a technical process that requires specialized training, you can make a practical motion sequence analysis of most simple operations simply by carefully observing, over and over again, the detailed movements made by a skilled operator during the operation. Record on the left side of the sheet the movements that the operator performs with his left arm, left shoulder, and left leg, if he uses his leg as well, in exactly the order in which he performs them. On the right side of the sheet, exactly opposite to these movements, write down respectively the exact movements that the operator performs with the right arm, right shoulder, or leg, simultaneously with the corresponding movements with the left arm, shoulder, or leg. To illustrate this with an example, here is a motion sequence analysis for a repetitive job: a simple manual milling operation, in which the parts are conveniently located "at hand" of the operator, and milling is carried out by feeding with a vertical lever. Simultaneous movements are written opposite each other.

This is a good time to consider better way performing the work you are reviewing. Your study of repetitive movements may show you that work, as you do it, is a waste of time or energy. You may be able to see a better sequence of movements than what you have used yourself so far, or than what you have observed from another experienced specialist. During the second step it is very good to experiment with repetitive parts of the work to try to improve the movement of the worker. Instructors can often save both worker time and effort by improving worker movement without changing the pattern.

Step 3. Safety and Health Precautions. So far you have only considered the order or sequence in which each piece of work must be done. Now look at the whole job again, thinking about the safety and health precautions you would like to teach a novice worker in that job. In doing so, if possible, explain the reasons for these precautions.

Step 4. Quality requirements.— In the appropriate places in the job analysis, write down the tolerance limits for each part of the job and, if possible, write down why you specify such requirements. If this information is within the responsibility of the operator, then add information about the course and speeds of the machines. Add notes about the quality of materials and equipment, where and how defects can occur, and what to do with defective material. Also add notes about appearance and how to finish the job in a professional manner.

Step 5. Prevention of losses (marriage).— Add warnings about common work errors that result in wasted material, time, or additional costs. Add information on how to use and maintain each piece of equipment. Insert also warnings about misuse of materials and equipment, with particular attention to testing and measurement equipment.

Step 6. Decision factors. go over the entire job again and note those difficult areas in which the worker will have to make decisions on his own, in which he cannot be clearly told what to do, except in terms of what is happening, areas in which he must be taught to see it or then, and to do specific things, if so-and-so happens to the material, equipment or product. For example, think about the decisions you have to make when driving on an icy or slippery road. These decision points should be drawn up based on the experience of the instructor (trainer), by carefully considering each element of the work. For example, decisions often need to be made such as: (a) identifying a defect, (b) what specifically needs to be done with a part to bring it to specification, (c) determining what will happen to the part under certain circumstances.

Step 7. Additional information.- make a list of equipment, tools, gauges, etc. and indicate where each should be stored when not in use. If the order of the equipment has not yet been established, determine your option before teaching someone how to work. Also add information about how the part made in this area is assembled into ready product as a whole - how it is used, what functions it performs, why specific materials and construction are required, as well as any other facts that will make this work more interesting and meaningful for the student.

Step 8. Release requirements.- Add information on the required lead time or number of products for each individual work area and in general for the job.

Step 9. Study materials and manuals.- Add a list of sources where you can find useful information for work training, such as: catalogs, diagrams, drawings, standards, models, graphs, photographs and other educational (training) aids.

When the leader or instructor has completed these steps and arranged his notes in order, he has an analysis of the work from the point of view of the trainee. Obviously, a thorough analysis cannot be done the first time. If the materials lie on the sidelines for several days, and then they are taken for analysis again, then new details may appear. At the same time, the instructor can study the work to find elements that he missed before. He must continue to be very attentive even after the trainee is no longer behind him - when the instructor is consciously trying to think from the trainee's point of view - that is when he is most likely to discover details in the work that he missed before. If the instructor succeeds in eliciting questions from the student, this will help especially in terms of demonstrating the technical features that he uses and that the student does not understand.

We thank the editors of the Planet TBM magazine for providing this material.

Successful practices in the field of training TBM draws from the experience of leading companies. For example, Toyota is an invaluable source of ideas for TBM in the field of not only lean manufacturing, continuous improvement, corporate culture but also in the field of recruitment, training and development of personnel. Toyota has built a whole flow of creating qualified personnel. Standardized training systems play an important role in the process of training employees. One of these systems is Training Within Industry (TWI), which means "In-Production Training System".

TWI began to take shape back in the 40s of the last century in the United States during World War II, when manufacturing enterprises were required to have high labor productivity and a significant increase in finished product output.

The founders of the system understood the importance of proper training in the workplace, because improperly trained workers contribute to unnecessary production costs time, materials, tools, therefore, it is cheaper to properly train workers from the very beginning.

In full, the TWI system covers the organization of the employee's work in several directions - and his accelerated training to correctly perform the necessary operations, and his adaptation in the new team, and the positive impact on his work of the immediate supervisor, and the involvement of the employee in the continuous improvement of the operations that he performs.

The TWI technique includes 4 blocks:

• work briefing;
• working methods;
• work relationship;
• development of training programs.

We were able to get acquainted with this training system in more detail at Sergey Smirnov's seminar on TWI, which was held as part of the 4th International Conference"Lean Manufacturing in window business”, organized by TBM in April 2014, as well as when studying the book by D. Liker and D. Mayer “Talented employees. Raising and educating people in the spirit of the Toyota Way.

After discussion, it was decided to test this technique training in TBM, starting with the introduction working briefing.

Job briefing is a technique for quickly teaching employees how to perform an operation correctly, consciously and without exposing themselves to danger.

The basis of the work briefing is the described workflow scheme, in which the workflow is divided into main stages, and each stage highlights the key aspects and explains the reasons for their selection. According to this summary, a working briefing is carried out.

The working briefing itself is carried out in 4 stages:

Stage 1 - Student preparation

• Create a relaxed atmosphere.
• Find out what the employee already knows about the job.
• Get him interested in learning.
• Correctly determine the place of the student during the lesson.

Stage 2 - Familiarization with the operation(4 times)

1. Show the operation.
2. Demonstrate the operation, voicing the main steps.
3. Demonstrate the progress of the operation by voicing the main steps and highlighting the key aspects.
4. Demonstrate the progress of the operation by voicing the main steps, highlighting the key aspects and explaining the reasons for highlighting them.

Stage 3 - Trial execution of the operation(4 times)

1. The student performs the operation without commenting on his actions.
2. The student performs the operation, naming the main steps.
3. The student performs the operation, naming the main stages and highlighting the key aspects.
4. The student performs the operation, naming the main stages, highlighting the key aspects, explaining the reasons for their selection.

Stage 4 - Verification

• Give the student independence, while periodically checking how he is doing.
• Always support the student.
• Explain who to contact for help, encourage questions.
• Gradually reduce the amount of mentoring and supervision.

After such training, the student not only knows how the operation is carried out, but can also consciously perform it. This allows you to significantly reduce the adaptation time for new employees. It is important to remember that the motto of the trainer for production briefing is: If the student has not learned, the teacher has not taught».

For the trial implementation of this technique in TBM, the process of installing Internika window fittings was chosen. Employees of the department of window and door fittings Zotova Elena and Shorin Dmitry first developed a workflow scheme. But since this process has many variations depending on the shape and material of the window, the hardware package, it was decided to choose the kit that occupies the bulk of the sales volume: Internika hardware kit for a rectangular tilt-and-turn window with an average handle, size 500x1300, profile 12/ 20-13, sash weight ≤100 kg, normal number of pins.

The entire editing process was divided into 7 blocks, each of which takes 30-40 seconds of real time. Then, for each of the 7 blocks, a lesson program was developed that corresponded to the TWI methodology:

• the main operations are described in the correct sequence;
• key aspects are highlighted (how exactly to perform the operation, what to pay attention to);
• the reasons for highlighting each key aspect are explained (why it is important, what will happen if you do it wrong).

A trial briefing according to this scheme was conducted by the staff of the ODF department for the product manager of the Moscow Division in the Training Center.

Upon completion of the training, a positive feedback was received from the student - he said with confidence that he now knows how to install Internika fittings. In addition, in the course of training, the employees of the CDF department themselves noticed and corrected the shortcomings in the developed installation standard, which actually corresponds to one of the TWI principles - the continuous improvement of already standardized processes.

Despite a really good learning outcome, we also encountered some difficulties.

First, the technique is time consuming. Each session took about 50-60 minutes. Those. The entire assembly training, which consisted of seven lessons, took approximately 6-6.5 hours of pure time, not including breaks for rest. At the same time, only one employee is trained.

Secondly, in our case, we encountered limitations in the availability of materials for installation. Ideally, for a 4-time repetition of operations, first by a mentor and then by a student, 8 windows are needed, which, of course, is too expensive for training one employee. Therefore, some actions, such as drilling holes and screwing fasteners, were simply indicated at the beginning and carried out once at the very end.

Taking into account the obtained result of training as a whole, it can be assumed that a limited number of attempts to perform some operations is still sufficient for a good mastery of the skill.

The conclusion from the training was the following: the methodology is indeed effective for training employees in standard skills, but requires careful preparation and thought material base and the right attitude of the mentor and student, that the work will not be easy, but will really give a good result.

On the this moment a decision has already been made to broadcast the methodology of working briefing to all divisions of the Company, while expanding the list of processes that can be trained using this methodology.

Training Within Industry (Training in the workplace, Training in production) - a program to train lower-level managers in basic management skills. The program operated from 1940 to 1945 in the United States. Since 1949, the Japanese industry has been actively using the program.

The article was prepared for the website of the Deming Association by order of Yu. The preface was written by Yu. T. Rubanik.

Foreword

Foreword

This article was written specifically for the Deming Association website. The reason for the interest in the TWI topic is obvious. The demand for an in-house training program is one of the fourteen points in Dr. Deming's famous Program of Action for American Management. With good reason, this program can be called the manifesto of the quality revolution that America and the West as a whole experienced at the end of the 20th century. Many American and British authors noted the special nature of the impact of the text of this program on managers of practitioners. First of all, she struck the English-speaking reader with a "strange" choice of words. To draw attention to the meaning of the language, Deming used rarely used words in the text of this program, words from other areas far from the field of management science. It worked, forcing people to think, to delve into the meaning of what was written. And then a new effect arose - the effect of disagreement, rejection, protest. Too many of the points in the program ran counter to the beliefs of the vast majority of leaders and the realities of management practice. A difficult intellectual work was required in order to understand the meaning and significance of the new approach proposed by Deming to building effective organizational and business systems.

Paragraph 6 concerning mandatory introduction in the organization of the system of training on the job, in the program 14 Points for American Management, obviously, stood apart. After all, he was very clear! For American practitioners, this system was nothing more than a "well-forgotten old". Developed in America during the war years, in peace years it was gradually lost against the background of new, more fashionable managerial finds. The allocation of the training system at the workplace as a separate item in the program simply restored its role as a necessary and key organizational component, without which an organization cannot remain competitive in the "new economic era".

Our perception sometimes plays strange tricks on us. The conscientious "translation" of the 6th paragraph from the "program for American management" into Russian, however, disorientated the domestic reader! Russian readers took this point in exactly the same way as American ones. Those. perceived it as obvious, understandable, corresponding to their understanding of organizational practice. “How else! Any enterprise should train its employees.” The problem, however, was that the content of this "obviousness" and the context for American and Russian teaching practices differed significantly.

The terminology used to describe the content of point 6 of the program directly connected American readers with the TWI methodology, a well-structured practice of training lower-level managers in basic management skills, among which the ability to properly train their subordinates is key. American practitioners were well aware of the features and importance of this methodology. The very abbreviation TWI (Training Within Industry - Training on the job, Training on the job) was used to refer to the mass training program in the process of transferring US industry to the production of military products. This program operated from 1940 to 1945. After the war, practically unchanged, the Japanese industry began to actively use the same methodology.

Russian managers perceived this item in a completely different context. For them, this item was associated with various forms of training workers that existed in the USSR. And this significantly disorientated them regarding the meaning of what Deming proposed in her program. Readers simply did not understand, "passed by" this paragraph. It was impossible to properly assess it in the absence of information about the goals and content of the TWI program.

Unfortunately, many years had to pass before the original materials on the TWI program, developed in the distant war years, became available to Russian-speaking readers. And, more importantly, the experience of applying this methodology in modern Russian conditions. Thus, it became possible to give an understanding of this practice in a historical perspective and taking into account the realities of modern Russian reality. It is this problem that the article proposed to readers solves. We asked E. Ksenchuk to prepare this material, since he is one of a very limited circle of domestic specialists with practical experience in training enterprise personnel based on the TWI methodology. The article describes the history of the emergence of this program, its content, teaching methods, links with Lean, TPS, as well as the characteristic learning outcomes of this program. In order to avoid new linguistic barriers, we immediately note that the English term “supervisor” used in the article means any lower-level manager who organizes the work of ordinary employees (foreman, foreman, mentor, head of the section, shift, workshop, department).

Since E. Ksenchuk's material has a pronounced practical orientation, it is focused on the content of the TWI methodology itself, the website publisher considered it necessary to supplement this material with an afterword. In the afterword, we tried to analyze the situation with the development of the TWI system in a broader “managerial” context; draw some lessons from the accumulated success and not-so-success domestic experience"introduction" of advanced organizational and managerial technologies. In particular, explain why the desire to follow the managerial fashion can lead to the emergence of "white spots" in the system of professional knowledge. And how, if possible, to avoid the traps of blindly copying someone else's experience, relying on real practice and fundamental managerial knowledge.

We hope that the proposed materials will help domestic managers-practitioners realize the huge potential of the best practices existing in the world to improve the efficiency and quality of work and help them develop a rational approach to its development.

Rubanik Yu.T., Doctor of Technical Sciences, publisher of the website "Deming Association", Head of the Center for New Management Technologies

The stone that the builders rejected has become the head of the corner
(Psalm 117:22)

The TWI program is arguably the most successful curriculum ever developed, both in terms of reaching people and influencing them. It plays a central role in the conceptual development of lean manufacturing, instilling the most important principles in the minds of millions.
(Alan Robinson)

1. Context

How do people become leaders? Very often - by moving "from below". A good turner is appointed as a turner foreman. Common practice, right? At the same time, obviously, the nature of the activity of the newly minted foreman is fundamentally changing. Instead of working on the machine, he begins to work with people. Instead of a machine tool, chisels and workpieces, now in front of him are living workers, personalities: with different characters, habits, different ages, different qualifications. And completely different tasks: instead of manufacturing parts - organizing the work of the team.

The problem is that this fundamental transition of an employee to a different quality is often not recognized by the management of the enterprise. Paradox: in order to fly an aircraft, a cadet is taught for several years. In order to manage a team, an ordinary employee is not taught for an hour. Issued an order - and you are the leader. But a person is much more complicated than an airplane! And to manage it, and even more so a group of people, is more difficult than flying an airplane!

Insufficient managerial training of lower-level managers, their weak basic skills of working with people is one of the serious problems of today's Russian enterprises, companies, firms - both in the field of material production as well as in the service sector. The lack of managerial skills of foremen, foremen, heads of departments, sections, shifts leads to a whole bunch of consequences: low labor productivity of ordinary personnel, poor quality of products and services, staff turnover, accident rate, marriage.

Ordinary employees are the main asset of any enterprise. They create products, provide services - that is, they create the value for which the company is paid money. And they usually have a lot of problems in their workplaces that the people who organize their work should solve. Here is the list called "16 reasons why employees don't do what they're supposed to do" given in the work:

1. They don't know why they have to do it.
2. They don't know how to do it.
3. They don't know what is expected of them.
4. They think your way won't work.
5. They think their version is better.
6. They believe that there is something more important.
7. There is nothing positive about this.
8. They think they are doing it.
9. They are rewarded for not doing it.
10. They are punished for doing this.
11. They foresee the negative consequences of doing so.
12. There are no negative consequences for them if they fail to complete the task.
13. Obstacles lie beyond their control.
14. They do not have the necessary knowledge and skills.
15. They have personal problems.
16. Nobody can do it.

Ordinary personnel are clearly deprived of attention from their immediate supervisors. And not because they are "bad". They simply have not been taught how to manage other people, how to organize their work, how to educate, how to improve work processes, how to prevent and resolve conflicts, how to develop people, etc.

Good. Suppose the director realized that every young leader needs a “young fighter course”. Then questions immediately arise. What to teach? What knowledge, what managerial skills? What should be the scope of the course? How to teach? By what method? In the enterprise or in courses outside the enterprises?

Fortunately, these questions have already been posed once. They were answered. An appropriate curriculum has been created. Huge practical training experience has been accumulated, very detailed methodological materials have been developed. The program was so successful that it is still in use today. It's about the program Training Within Industry, TWI (Training on the job, Training on the job).

2. History

When World War II began in Europe, it became clear in the United States that their role in the fight against German fascism was not only direct participation in hostilities, but also a rapid and large-scale increase in the production of weapons, ammunition, equipment, military equipment - as for their own army. , and for supplies to allies. Here is a quote from a government official typical of those years: “Because we love freedom, we cannot help throwing the last ounce of our production capacity against the worst enemy of freedom. We must build two planes against Hitler's one, two tanks against his one, two ships against his one, two guns against his one.

The beginning of the recruitment of reservists into the army and a massive increase in orders for military products created a serious problem for the US defense industry: a shortage of labor. There was an urgent need to quickly commission a large number of new, inexperienced workers. The answer to this challenge was the creation in June 1940 of the public service Industrial Training (TWI Service), whose mission was formulated as follows: "To help industry cope with labor requirements through on-site training to make the best use of the skills of each worker, thus contributing to the satisfaction of military requirements" .

For enough short term TWI has been able to find a solution to this problem. The main idea was the following. For the quick commissioning of new employees, it is necessary to train the basic management skills of their immediate supervisors - foremen, foremen, mentors. Moreover, it is necessary to train lower-level managers directly at the production site, where they work. A number of organizational and methodological principles were also formulated, which are described in detail below in the "Fundamentals" section. Detailed methodological materials have been developed for the trainers conducting the training. And then the actual large-scale “exit” to the enterprises of the instructors of the TWI Program began.

The learning outcomes of this program are impressive. They are well documented, for example in these sources: . During World War II, more than 16,000 US defense industry enterprises were trained under the TWI Program, more than one and a half million instructors and lower-level managers were trained. Here is data on the growth of output and productivity of enterprises using the example of the legendary "flying fortresses" - four-engine B-17 bombers. If in 1941 75 aircraft were created per month, then in March 1944 364 aircraft were built and transferred to the army. And the cost of one aircraft fell during this period from 242 to 140 thousand dollars. The scale of development of the US defense industry over this period can be estimated through the volume of deliveries Soviet Union Lend-Lease of equipment, fuel, equipment, weapons, ammunition, food.

TWI regularly surveyed businesses about the impact of TWI training on their work. The survey results showed significant improvements in the work of enterprises in the following areas:

• Increase in production volumes
• Reduced time to onboard new employees
• Increasing labor productivity
• Marriage reduction
• Injury reduction
• Reducing the number of labor conflicts

From about the middle of 1944, interest in the TWI Program from American enterprises began to fade. There were quite objective reasons for this. First, certain learning outcomes for this program have already been achieved. Secondly, the volume of orders for their products began to decrease. Thirdly, from the middle of 1945, the demobilization and return of experienced workers to enterprises began. The TWI Service's mission was accomplished and it officially ceased to exist in September 1945. But TWI's story was just beginning.

3. Basics

3.1. Who to teach?

The leaders of the TWI Service answered this question at the very beginning of the formation of the Service. Lower-level managers (foremen, foremen, mentors, heads of shifts, sections, departments) are the most important category of managers in the enterprise. In the TWI documents, they are referred to as supervisors. It is they who are between the higher management and ordinary workers, as between a hammer and a hard place. They organize the work of ordinary employees, train them, solve their problems. Only well-trained supervisors will be able to manage the work of ordinary employees well. It is no coincidence that they are called "Business Sergeants". The final report of the TWI Service cites one of the main slogans of the project: "Skilled Supervision - The Key To War Production!" (“Skillful leadership is the key to defense production!”).

3.2. What to teach?

3.2.1. Three main factors of production efficiency

What should be the core of the curriculum? It is clear that trained supervisors, working in a new way, should contribute to increasing the efficiency of production. Then a logical question arises: what factors on the lower production level, at the level of ordinary personnel determine the efficiency of production? By identifying these factors, we will understand where to focus the training of lower managers. The answer to this question was given during the First World War by Charles R. Allen, who wrote in 1919 a book with the characteristic title: Instructor, Man and Work: A Guide for Instructors in Industry and Vocational Education. Using Allen's work, TWI ideologues identified the following three main factors:

• Supervisor (lower manager)
• Work (production process)
• Employee

Supervisor is the head of production. There are no other bosses under him in the management hierarchy. There are only ordinary performers who directly create value in their jobs. The supervisor is responsible for the results of the work, organizing the activities of his team. Managing people is a complex and demanding job, and he must have knowledge and skills at least in the scope of the Model of five requirements for a supervisor (see paragraph 3.2.2).

Work processes are the most important area of ​​attention of the supervisor. Processing raw materials, materials, semi-finished products on machines and equipment and transferring them further along the technological chain - this is what the employee is busy with during the shift. And the main thing is the focus on processes - the thesis that any production process can be improved! It is no coincidence that TWI is considered the forerunner of Kaizen (see Section 5. Connections). The entire training block “Work Methods” is essentially an algorithm of actions to improve the workflow.

The worker is a person. With their unique values, needs, desires, opportunities. This is not an appendage to the machine, not a passive executor of the will of the boss. Only on the basis of a respectful attitude towards employees, equal, partnership relations with them, attention to their problems, their proposals, it is possible to increase production volumes and improve product quality.

These three factors have been the focus of the educational content of the TWI Program.

3.2.2. Five requirements for a supervisor

The key question that had to be answered by the TWI Service specialists was: what knowledge and skills should a supervisor have? What kind of knowledge needs to be transferred to him, what skills to form? The identification of three main factors of production efficiency led to the formulation of the answer, which was called the "Model of five requirements for the supervisor":

• Know the job. The supervisor must have a thorough knowledge of the work performed by his employees. Know technology, processes, equipment. Improve your knowledge.
• Know your duties and responsibilities. The supervisor must have a good understanding of the goals, objectives, plans of the enterprise, navigate the organizational structure, understand the place of his unit in production processes, know the rules and regulations adopted in the organization. He must clearly understand what he is responsible for and what powers he has.
• Know how to train employees. Be able to plan the training of employees in new skills, new processes.
• Know how to improve work processes. To be able to find, together with employees, opportunities for improvement, facilitating the work performed.
• Have leadership skills. Know how to prevent and resolve conflict situations, be able to create productive industrial relations, be able to solve personal and industrial problems of employees.

It can be seen that in this list, the first two requirements refer to knowledge, which in to a large extent associated with a particular company. Therefore, in accordance with the TWI methodology, the acquisition of this knowledge is the responsibility of the enterprise's management. And teaching the three skills is the responsibility of TWI instructors.

The relationship between the main factors of production efficiency and the training blocks of the TWI Program is shown in Table. one.

Table 1

Main Factors of Production Efficiency	Educational blocks of the Program TWI
	Job training	Working methods	Work relationship
Supervisor	It is important to train the supervisor in all three training blocks. Three basic managerial skills: the ability to teach work, the ability to improve processes, the ability to build productive working relationships are closely interconnected. Only the mastery of all three creates synergy and allows the leader to rise to the top. new level. Speaking of three learning blocks, TWI uses the metaphor of a three-legged stool: three legs - three learning blocks; remove one leg and the whole TWI structure falls apart. A good visual representation of the relationship between supervisor requirements and TWI training blocks is provided in Appendix 9.5.
Work	To do a good job, an employee must be well trained.	Any work can be improved using the algorithm presented in this tutorial	Work is done well when the employee is psychologically comfortable working
Employee	All three training blocks are addressed to the employee. On the basis of the “Work training” block, the employee is effectively trained in work. Through the “Work Methods” block, the employee is involved in improvement activities production processes. Possession of the skills formed by the "Working Relations" block allows the manager to prevent and solve personal and production problems of the employee

3.2.3. Content of training

And what, in fact, is the educational content of each educational block? What exactly are supervisors taught in the TWI Program? The subject of study, or, more precisely, the subject of development, are three methods, three algorithms of actions. The algorithms are of the same type in structure and consist of four stages (clause 3.2.4).

In the Work Training block, supervisors are taught how to properly plan, organize and conduct training for ordinary employees. The employee training methodology is summarized in Appendix 9.1.

The Work Methods block presents a sequence of steps to improve an existing workflow. Process improvement algorithm in short form is given in Appendix 9.2.

In the "Working relations" block, the rules and recommendations for the prevention of production problems are studied and the algorithm for solving the problems that have arisen is mastered (Appendix 9.3).

The pocket cards shown in Appendices 9.1-9.3 are actively used by trainees during training and remain with them for use later in work.

3.2.4. Four-step method of action

Each training block of the TWI Program is based on a specific algorithm of actions. This algorithm must be in all its details, reliably mastered by the supervisor in order to act on its basis in various production situations. The authors of TWI managed to achieve the internal methodological unity of all three algorithms of actions that supervisors must master. These algorithms are identical in structure and each of them consists of four stages. The four-step process, repeated in all three training units, makes it much easier for supervisors to master TWI technology. The author of this method is Charles R. Allen. A summary table of the four-stage method is given in Table 2. These algorithms are the basis for the content of the supervisor's personal pocket cards (Appendices 9.1-9.3).

table 2

Stages	Job training	Working methods	Work relationship
1	Prepare the worker	Divide the work into its constituent elements	Gather the facts
2	Show what and how to do	Explore every element	Weigh everything and make a decision
3	Check what you learned in practice	Design new method	Take action and take action
4	Control execution	Apply a new method	Track your result

3.3. Where to teach?

3.3.1. Training - inside production

A serious shortcoming of many training programs is their "isolation" from practice. What do they say to a university graduate who arrives at the plant? Correctly. “Forget everything you have been taught. Everything is different here.” Recently, more and more criticism has been heard against MBA programs - including for their excessively theoretical nature, weak connection studied material with real problems enterprises.

At the time of its creation, the TWI Service was faced with the need to urgently solve several problems: the rapid commissioning of new employees, ensuring an increase in the volume of products without compromising its quality. Perhaps the urgency factor was decisive in choosing a fundamental decision: to train foremen, foremen, and mentors directly at their enterprises. This decision also followed logically from the adopted rule “Learning through activity”. Training supervisors at their enterprises allowed:

• To ensure the most practical nature of the study, when supervisors studied directly at their workplaces, surrounded by real and native production, in cooperation with their employees and with colleagues from related departments
• Ensure high motivation for learning, including through the support of senior management
• Provide expert support for training: supervisors during the course of training could address questions and concerns to their superiors, experienced specialists from other departments
• Develop horizontal connections between departments: during the training, the participants got to know each other and became closer to each other, and after training, these new contacts helped them solve their problems and share experiences.

True TWI training is only possible:

• at the initiative of the company's management
• production forces
• inside production

(from guidance documents TWI Services)

The focus on learning at my company, in my workshop, in my working environment, among my colleagues turned out to be very productive. The awareness and importance of this approach can be seen from the name of the entire project: "Learning in production".

3.3.2 Responsibilities of top management

Working with the top management of the enterprise in the TWI Program was given serious attention. The TWI Service was well aware that without the initiative of the first managers, without their understanding of the need and importance of in-house training for lower-level managers, there would be no result. In the final report of the TWI Service for the entire period of its work, there is a chapter that is called: work with leadership. Representatives of TWI had to solve two problems. The first is not to impose TWI training, to arouse interest in this program in the director of the enterprise and receive an invitation from him to conduct such training. And the second task is to get his consent that he accepts responsibility in the following matters:

• Establish (lay down) a policy of the importance and necessity of training
• Provide support for the project from your side, in particular, in working with your deputies, middle and lower managers
• Monitor the progress of the training program
• Achieve results - trained supervisors

Only with the support of the training project by senior and middle managers could TWI trainers expect that they will be provided with the necessary conditions for training supervisors, and supervisors will be motivated to learn. A poster with the distribution of responsibilities between the TWI coaching team and the host company management is provided in Appendix 9.6.

3.3.3. Training is an investment

This principle is addressed primarily to the management of the enterprise. Training is not a service that is provided to the supervisor for his development, not his choice, for which he must pay and study in his spare time. This is an investment of the enterprise in its development, which means:

• The project of training lower-level managers is costly for the enterprise - both in terms of money and in terms of distracting both trainees and other specialists from work, diverting other resources. "Training should be done during working hours at the expense of the company"
• The investment should give a "return", an effect in the form of an increase in production and product quality. The duty of management is to control the results of training, its ultimate goal.

3.4. How to teach?

3.4.1. Learning - through activity

In pedagogy, the "learning pyramid" is widely known - a visual image of the dependence of the amount of learned material on the teaching method used (Fig. 1). From the very beginning, TWI Service specialists have adopted the principle of “learn by doing” as a basic principle of learning.

Perhaps this is the main principle of TWI technology. It is no coincidence that the book on the history of TWI is called by the authors as follows: “Learning through action. History of Workplace Learning". In accordance with this principle, training in each training block is built according to one principle: first, the training material is told, discussed, fixed in the classroom (including through the completion of tasks: individually or in small groups, through group discussions), then the trainees go to production and perform tasks at their workplaces, in the next lesson they talk about their experience and get feedback from the coach and colleagues. Then the cycle repeats with a new portion educational material.

In the lesson plans of the Learning for Work block, time is allocated to disassemble and show with examples the principle: “Only telling or only showing are bad teaching methods.”

Rice. 1. Pyramid of learning

The practical orientation of training, involving trainees in activities, stimulating their interaction with their employees during training and discussing the results of such interaction - forte TWI technology. Notice how close this approach is to today's adult learning technologies: active learning methods, training, business games, case method.

3.4.2. Splitting work into stages

Structuring the work is a successful methodological discovery of TWI specialists. The division of work into stages is an important part of the educational content of the "Work training" block. As a rule, in each work there are a small number of really important, critical moments. These are the things you need to focus on when teaching. The allocation of stages allows you to focus the attention of trainees on the most important elements of the work performed, to show how the element is specifically made, and to explain why this is how it is done (Fig. 2).

Rice. 2. Division of work into stages

The tabular form of structuring the work is shown in Table. 3. Practice describing your work processes is an important part of the supervisor training program. An example of a job description during training is given in Annex 9.4.

The division of work into stages is the first step in the algorithm for improving the workflow of the Work Methods block. In this case, structuring the work allows you to ask a series of leading questions for each stage, which help to better understand the workflow and lead to ideas for improvements (see Appendix 9.2).

Table 3

3.4.3. Multiplicity principle

In war, the time factor is often decisive. The TWI service needed to train a huge number of lower-level managers in enterprises in a short time. This could be done in one way: quickly develop a training methodology, train the first groups of trainers in this methodology, then each of them will train the next group of trainers, and then they go to the enterprises. If the enterprise is large or medium-sized, TWI trainers train internal trainers there, who are already directly training their foremen, foremen, heads of departments, shifts, sections. If the enterprise is small, external TWI trainers themselves train groups of supervisors.

This approach is called the “Principle of Plurality”. It is clear that detailed standard methodological materials were needed for its implementation.

3.4.4. Standard Teaching Materials

And such methodological guides for TWI trainers were created for each training block. it detailed plans classes. There, it is written down to the minute what the trainer should say and do in the lesson, what the participants in the training should do. The manuals were printed in large print for ease of reading by the trainer right in the classroom. Different fonts, symbols, frames were used to highlight one or another type of material or instructions for the trainer. In the footer of each page was the phrase: "Work on this plan - do not rely on your memory!". At the beginning of each methodological manual there was an appeal to the trainers of the head of the TWI Service. Here is one paragraph from that address: “In order to maintain the same high standard, you must ALWAYS work on this plan. Never leave it. Do not rely on your memory, no matter how many times you have already worked on this plan. It is not hard. If you always follow the instructions, you will never fail."

Representatives of the TWI Service demanded strict adherence to lesson plans. Trainers had to strictly follow the manuals, otherwise they would lose their rights to teach. Using standard teaching materials provided right quality training even by trainers who had no experience in teaching adults.

3.4.5. Lesson duration

During the first period of "pilot" training projects, TWI experts selected the following time-related course parameters that became the standard for all years of active learning under this program:

• The duration of training for one training block is 10 hours
• The training consists of five two-hour sessions
• The two-hour session is held without a break.
• No more than one lesson is held per day (there should be time for independent training on the educational material, so that the content “fits” in the head)
• Studying one training block should not be delayed for more than two weeks

3.4.6. Group size

The authors of the teaching methodology determined the optimal size of the study group: no less than 9 and no more than 11 people. This is due to the implementation of the principle "Learning through action". In the classroom, after studying a portion of the theoretical material, its practical consolidation takes place. Then, after the session, the supervisors independently train in fixing the training material at their workplaces, and at the next session they tell the group about their experience and receive feedback from colleagues and the trainer. If the group is less than 9 people, then, firstly, it is not rational in terms of using the trainer's potential and, secondly, there will be too little feedback from the group members. If there are more than 11 people in the group, then there will not be enough time to listen to each participant and discuss their results.

4. Continuation of the story

It is very difficult to reconstruct the events that took place seventy years ago. Especially in Japan. And it is almost impossible to see the underlying causes of these events, their driving forces. Especially from Russia, having access to only a few books and articles from the United States. The story of how
The TWI program ended up in 1949 in Japan destroyed after the Second World War, which is extremely interesting for me. But practically unknown. And there is information about what happened next.

Here's what Jim Huntzinger has to say. At the initiative of the American occupation administration, in 1949, Lowell Mellon, director of TWI Inc., and three of his colleagues arrived in Japan. Mellon was a TWI instructor during World War II. Their task is to transfer TWI technology to the defeated Japanese. For 6 months they train 35 "head instructors" and prepare the base for the distribution of the TWI Program. The Japanese are embracing TWI with enthusiasm, and after the departure of a group of Americans, several government agencies continued to promote TWI in the Japanese industry.

And the principle of multiplicity, or the multiplier effect, has worked in full force in Japan! By 1995, almost 100,000 certified TWI instructors had been trained, and the total number of trained managers, instructors, and workers was almost 10 million. Here I will ask the reader to look ahead and read Section 6. The Hidden Power of TWI.

Those millions of young, promising leaders who went through TWI in the fifties of the last century became in the sixties and seventies the middle and top management of the Japanese industry, full participants in the "Japanese economic miracle." And they have contributed to the creation of new approaches to production management - such as Kaizen, Lean, TPS.

“Edwards Deming, Joseph Juran and other American legal experts deserve a place in history for their significant contribution to the industrial development of Japan. However, training under the TWI Program introduced by the occupation authorities after World War II may have been an even greater contribution. This program has indeed had a strong influence on the way of thinking and practice of Japanese managers: many management practices that are considered "Japanese" have their roots in TWI." So wrote Alan Robinson and Dean Schroeder in their famous 1993 article "Learning, Continuous Improvement, and Human Relations: The American TWI Program and the Japanese Management Style".

Masaaki Imai, in his book Gemba Kaizen, joins this assessment and continues: “In many Japanese companies, the successful completion of the TWI course has become mandatory for promotion to the middle management level. The TWI program has contributed to the fact that several generations of Japanese managers have learned three concepts: the importance of human relationships and people's involvement; the methodology and value of continuous improvement of processes and products; benefit from a scientific and rational approach to the management of people and production operations, based on the "plan-do-look" method.

In general, everything is fine with TWI in Japan. We, in Russia, do not. TWI is a big blank spot for domestic management. And in the rest of the world? If we talk about the US and Europe, TWI is not dead and it seems that in the last 10-15 years, interest in it has only been growing. This is evidenced by a large number of recently published books and Internet resources. This is evidenced by the regularly held annual TWI summits. For example, in May 2016, a joint summit of HR and TWI specialists should take place.

5. Connections

The generally accepted view is that the TWI Program became the basis of those branches of management that grew up in Japan after World War II and sprouted around the world. These are the following concepts:

• TQM, Total Quality Management - Total management based on quality,
• Kaizen - Continuous improvement, continuous improvement methodology
• TPS, Toyota Production System - Toyota Production System
• Lean-Lean

The root role of TWI is already visible from the titles of books and articles on this topic:

• "TWI is the foundation of Lean"
• Roots of Lean. TWI: Origins of Japanese Management and Kaizen"
• Is TWI the missing element of Lean?
• "Learning the Lessons of TWI: Standardized Work, Continuous Improvement and Teamwork"

The objectives of this article do not include a detailed analysis of the links between each block of the TWI Program and current management concepts, in particular, with Lean and Kaizen approaches and tools. However, in the depths of the Internet, I met interesting presentation John Shook, where he analyzes in detail the impact of TWI on Toyota. It is known that Toyota is one of the first Japanese companies that immediately, from the beginning of the 50s, introduced TWI for a long time and in full. On fig. 3 shows one of the key slides of the presentation. It is curious that among the 13 factors that influenced the formation of Toyota, Shook put TWI in first place!

Rice. 3. Some key factors that influenced Toyota

What exactly did Toyota management take from TWI? According to the author of the presentation, this is:

If you try to highlight the main influences of TWI on modern management concepts, then you can probably draw such connections. The Learn to Work block was the forerunner of the Standardized Work tool in Lean. In addition, an independent direction appeared: "On the Job Training", OJT: "Training at the workplace" with its own, more developed methodology, with its own literature. The Kaizen methodology of continuous improvement has grown out of the “Work Methods” block. And the block "Working relations" (together with the block "Job training") advanced management in a "humanistic" direction. In 1981, a book by T. Asozu "Production of Man According to Konosuke Matsushita" was published in Japan. The content of the book is based on the seven "keys" of human production:

6. Hidden powerTWI

In any activity there are direct and indirect results. "The forest is cut - the chips fly." A felled tree is a direct result. Chips are an indirect, by-product. There are even less observable effects - strengthening the heart, lungs, lumberjack muscles. The goal is usually direct results, but more important, especially in the medium and long term, may be by-products of activities.

It seems that in the case of the TWI phenomenon, the indirect results of supervisor training are much more important than the direct ones. Direct results are, in fact, three formed skills:

• Ability to train ordinary employees to work according to a special algorithm
• Ability to improve work processes according to a special algorithm
• The ability to prevent and resolve industrial and interpersonal conflicts with the help of special rules and algorithms.

Skills are supported by personal pocket cards with rules and algorithms, which are always "at hand" with the leader.

And what can be indirect learning outcomes? Let's take a closer look at what goes on in the supervisor's head, in his "picture of the world" while studying in the TWI Program. Let us recall the two main methodological principles of the Program: learning through activity and learning at the enterprise. As a result of specially organized vigorous activity in his working environment, in contacts with his employees, followed by a group analysis of the actions of his and his colleagues, the supervisor encounters unexpected things:

• He begins to understand how complicated other people working next to him are
• He sees how difficult it is to get another person to perform simple, from his supervisor's point of view, actions
• It turns out that he physically cannot know all the intricacies of the performance of work by all subordinates.
• He notices what grounds, unexpected for him, may be in the behavior of another person.
• It suddenly becomes clear to him how easy it is to be misunderstood and how easy it is to misunderstand a subordinate.
• He finds himself in a situation that is unthinkable for him, when he turns out to be definitely wrong, when his point of view on some production situation is one-sided and erroneous.
• He discovers how many subtleties, details, tricks can be even in an elementary operation.
• He realizes that it is necessary to improve processes with those who perform them, however, work on improvements is possible if people respect you, but for this you must respect them
• He is faced with the fact that attention, respect for the employee is not the phrase “I respect you”, but difficult everyday work, consisting of very specific elements.
• It turns out that the implementation of any improvement depends on many people, so you need to be able to listen and hear them, be able to negotiate

This list could go on. If you try to highlight the main thing from all the "insights" of the average supervisor, then, probably, it will turn out something like this:

• All people are different, and each has its own truth, its own “picture of the world”, its own knowledge and skills.
• I might be wrong. Easily.
• Managing is listening rather than talking.

These are the indirect results of the Supervisor's completion of the TWI Program. And they are fundamentally important. If, after training, the leader came to approximately the following conclusions, he has changed as a person! Now, in any production and life situation, he will behave in accordance with this new understanding of people, himself and the essence of leadership. He won't do much managerial mistakes. The groups are usually recruited quite young and promising masters, foremen. And these acquired basic things will remain with them for the rest of their career. And as they become middle and senior leaders, the inoculation of TWI's management culture will stay with them.

The main learning outcome of the Program TWI is a change in the personality, the "picture of the world" of the supervisor, reaching a higher level of culture of thinking and culture of communication. It is no coincidence that in the course of monitoring the results of training, TWI specialists recorded not only an improvement in production indicators, but also an improvement in communication, an improvement in teamwork, an increase in cohesion, and a corporate spirit. If you take a closer look at the content of any of the three TWI methods, you will find that they are all based on respect for people. For example, the slogan of the first training block is “If the employee has not learned, then the instructor has not taught.” What is read in this statement? “If you work poorly, it does not mean that you are bad, that you are to blame. We, your leaders, have not finalized it.”

A shift in the thinking of a novice leader from an authoritarian paradigm ("I'm in charge - I know better") to a collaborative paradigm (people are different, I'm not better than others, and only equal, partnerships give breakthrough results) - not obvious, but perhaps the main result TWI project, the secret of its success and long life.

Here are some excerpts from the final questionnaires of the participants in my training for the “Job Training” block:

• I realized how important it is to hear, understand and accept a person, and not just yourself
• The training was not intrusive and at first did not promise the overwhelming effect that my worldview received.
• I understood a lot for myself - feedback, training, mutual understanding and much more
• Training is very useful from the point of view of understanding oneself (do I think correctly, reason?)
• The vision of people in general has changed
• This is terrible. I realized that for four years I taught people wrong
• Education has completely turned the worldview in terms of education. She completely revised her approaches to work, as well as to children and family.

And here are the learning outcomes (in addition to mastering the educational material itself) that supervisors note after the “Work Methods” block:

• Understanding the importance of team work on improvements
• Understanding the importance of communication between departments, exchange of experience
• Understanding that there is always room for improvement
• Understanding the relationship "internal supplier - internal consumer" between related departments

Patrick Graupp, a well-known TWI specialist, writes in the article The Human Element of TWI: “Lean in the US is rightly criticized for its total emphasis on processes and methods, when the main thing is overlooked: the importance of people - what Toyota calls respect for people. Building an organization that truly respects its people before implementing production system tools is a lesson that most organizations miss. Without the enthusiasm and support of the people actually doing the work, we cannot be sure that the necessary changes are being made and sustained… People are not machines and TWI teaches leaders how to engage the hearts and minds of people in every job – no matter how complex or simple and small.”

The concept of humanism in industry has been one of the most popular ideas taken, "absorbed" by the Japanese from TWI. The idea that good management includes respect for subordinates was revolutionary for Japanese management at that time. "TWI has been able to teach the Japanese that good human relations is good business practice, capable of breaking down the authoritarian management traditions prevalent in Japan before and during the war."

7. Conclusion

1. The TWI program was originally developed for the needs of material production. However, it is almost entirely applicable to service industries. It is enough to change a few training examples.
2. TWI education has value in its own right. After training, the management of the enterprise receives a community of lower-level managers who begin to work more qualifiedly with the staff. But even more important is such training if management is planning organizational development projects. TWI helps top management create a critical mass of “change agents” directly at the production level, at the level of ordinary employees, who are ready and able to accept the proposed changes, implement them and maintain the results achieved.
3. Thanks:

• From Sergey Smirnov I learned about TWI.
• Vyacheslav Boltrukevich offered me to make a course on TWI for MBA-PS programs high school MSU business.
• Yuri Rubanik, Vyacheslav Boltrukevich and Georgy Leibovich supported and fueled my interest in TWI and provided me with access to materials on this topic.
• Mikhail Kalinin easily and disinterestedly gave me original methodological materials.

Thank you colleagues!

8. Sources

1. Imai M. Gemba kaizen: a way to reduce costs and improve quality. M., 2005.
2. Krymov A. "Business sergeants": The problem of line managers.
3. A. Dinero, Training Within Industry – The Foundation of Lean, New York: Productivity Press, 2005.
4. Implementing TWI: Creating and Managing a Skills-Based Culture. 2010. by Patrick Graupp, Robert J. Wrona
5. Learn By Doing: The Story of Training Within Industry by Walter Dietz and Betty W. Bevens. 1970



Evgeny Ksenchuk
Novosibirsk, May 2016
[email protected]

In continuation of the translation of the article "", which was translated by Victoria Oleshko, I offer readers of the portal a website translation of Jim Huntzinger's article (Jim Huntzinger, President of the Lean Enterprize Summit) "The roots of lean manufacturing. Workplace Training: The Origins of Japanese Management and Kaizen” (“The Roots of Lean Training Within Industry: The Origin of Japanese Management and Kaizen”).

The article, the translation of which is presented below, describes a technique figuratively called "training within industry" (TWI). The methodology, which was developed in the United States in the middle of the last century, has become one of the starting points for creating modern Japanese management methods. Here is what John Shook writes about this in the preface to the book Training Within Industry by Donald A. Dinero, 2005.

"I opened them (materialsTWI

ROOTS OF LEAN PRODUCTION. INDUSTRIAL TRAINING: THE ORIGINS OF JAPANESE MANAGEMENT AND KAIZEN

Introduction

The Training Within Industry (TWI) Service was established in 1940 during World War II to increase the productivity of factories and maintain the strength of the Allied forces. The leaders of TWI were the "four horsemen", by which they became known during the Second World War: Channing Rice Dooley - director of TWI, Walter Dietz - deputy director, Mike Caine and William Conover - assistant directors. Three of them met while serving in educational unit during the war, using the methods developed by Charles Allen. Charles Allen's teaching methodology, which was developed before the First World War in the field of shipbuilding, became the four's key methodology for developing their own TWI methods.

Based on Allen's four-stage training method, work programs emerged that had a major impact on US manufacturing during the war. Work programs included:

work briefing,

working methods,

Work relationship,

The actual development of training programs.

These programs have been introduced into the industry by a huge number of instructors, whose network has been established throughout the country by the TWI service. They emphasized the interaction of managers and workers and provided invaluable industrial support for the US military forces.

After Japan was defeated, the occupying forces realized that in order for Japan to rise from the devastation that had resulted from the war and to prevent chaos in the defeated country, it needed support to rebuild the industrial infrastructure. The programs developed by the TWI service were exactly what the country and the new Japanese government needed so badly.

The TWI head coach signed a contract with a group of specialists and began the process of training Japanese coaches, who, in turn, trained more other coaches. Thus, the learning process has become an avalanche. Several Japanese agencies have taken up the training and disseminated it nationally. TWI training in the following decade in all areas of the Japanese industry gave rise to principles that have become an integral part of what we now call Japanese Management. The main key to these methods is kaizen, the source of which is TWI and Charles Allen himself. An analysis of the basic philosophy of kaizen and Japanese management proves that this is indeed the evolution of a learning technology created about 90 years ago in the United States. These learning technologies became a staple of TWI programs during World War II, and the Allied occupation forces helped them infiltrate Japan's industry. They continued to evolve in post-war Japan and continue to do so today, helping them to become the most successful learning technologies in the industry. The table below compares the evolution of the four phases of the approach throughout their history.

Stages	Charles Allen	TWI			Kaizen
		Working Instructions	Working methods	Work relationship
1	Training	Prepare	Division into stages	Getting facts	Monitoring and timing of the current process
2	Presentation	show me	Questions	Weigh and Decide	Analysis of the current process
3	Application	Experience	Development	Take action	Implementation and validation of the new process
4	Examination	Get it done	Application	Check result	Making a new standard

Paradoxically, while these management principles have their roots in the United States, American companies today struggle to make their application as successful as that of their Japanese rivals.

What wasTWIand why was she educated?

What was the TWI service? What does she have in common with modern technologies production? The answer is everything. For those who have heard of lean manufacturing, Japanese management practices and kaizen, TWI can be a launching pad for understanding modern manufacturing philosophy, which has become the most promising manufacturing method in today's industry. The TWI service began and developed to support the military industry in the US during World War II. It was founded in August 1940 by the National Defense Advisory Commission, and eventually came under the control of the Federal Security Agency when it became part of the new Military Personnel Commission on April 18, 1942. TWI remained a part of this commission until the very end of its existence - until September 1945.

TWI was one of the first emergency services organized after the fall of France in June 1940. As the war escalated, Allied forces (including those who had entered the war before the United States) needed significant military support. Because of this, the volume of production increased significantly in all areas of the industry. The US government realized the whole situation and began to take steps to help meet the need for military products. Many companies received huge orders for existing and new products, which was not always possible for them. It was also obvious that if the US began to participate in the war, the situation would become even more critical. The TWI service has begun its work to support the growth of production and ensure that enterprises meet the serious requirements that have been placed on the industry. The main focus was on military contractors and other necessary military suppliers, whose number continued to grow.

TWI has established a national network of industrial manufacturing professionals to educate military manufacturers on the most efficient manufacturing techniques. This network was made up of volunteers. Some were part-time, some were full-time. The real work must be done by the factory itself and within the factory. It was this provision that was essential for the creation of a legitimate organization that the producers would accept. For the same reason, TWI was never forced into the enterprise and worked only at the invitation of the enterprise management.

four horsemen

"The Four Horsemen", it was under this name that Channing Rice Dooley, Walter Dietz, Mike Caine and William Conover became known. Dooley and Dietz were graduates of Purdue University. They had extensive experience in the industry as well as past experience in managing a training office during the First World War. They both accepted with great pleasure the offer to temporarily leave their companies in order to coordinate and develop the TWI programs. During the First World War they both worked together and both were familiar with Charles Allen's four-stage training method (as will be said later, this training method became the basis of the TWI programs). Kane dealt with on-the-job training for most of his career and worked directly with Charles Allen when he trained shipbuilders during the First World War. He knew Dooley and Dietz. Conover was also involved in on-the-job training and industrial relations.

These four became the leaders and the driving force behind the TWI service. It is their vision and their experience that has made TWI's programs successful. And although it was the joint contribution of a huge number of people who developed and implemented the principles of TWI, it was these four leaders who understood the importance of the task assigned to them.

resultsTWI

The effectiveness of the TWI service during the course of the war was astonishing. The Workplace Training Report 1940-1945 provides many details of the results of the programs. Below is a table of results collected by TWI for 7 different periods of its activity.

	Percentage of businesses reporting results of 25 percent growth or more
the date	May, 1943	September, 1943	February, 1944	November, 1944	April, 1945	July, 1945	September, 1945
Increasing the volume of production	37	30	62	76	64	63	86
Reduction of training time	48	69	79	92	96	95	100
Labor saving	11	39	47	73	84	74	88
Waste reduction	11	11	53	20	61	66	55
Reduction of complaints	Not reported	Not reported	55	65	96	100	100

The number of enterprises where people took five days of training, two hours each lesson for each program, was quite large. While the number of attendees is not necessarily a direct indicator of results, it does give us an idea of ​​the magnitude of TWI. The service achieved these results in a rather short five-year existence. Considering that all programs had to be developed first and that the service started out as consultants during its first year of existence, the number of trained workers is impressive.

When workTWIended on September 30, 1945, certificates were issued:

Job briefing: 1005170

Working methods: 244773

Working Relations: 490022

Labor relations in the union: 8856

Program development: 1829

Total number: 1750650

These people were trained at 16511 enterprises and trade unions of the military-industrial complex of various purposes and sizes.

How didTWIDuring the Second World War?

The mission of the TWI program was explicitly described in the bulletin.

Help manufacturing plants meet labor demands through on-site training to make the best use of each worker's skills, thus helping to meet military requirements.

Following this challenge, TWI leaders continued to develop the most effective methods during their five years of work. The development process was very time consuming, but excellent methods and procedures were created as a result.

First efforts

The initial attempt was to use the TWI network, which was staffed by people advising businesses on how to solve manufacturing problems. TWI leaders quickly realized that this method would not be effective for the growing number of businesses that needed help. Although at the very beginning TWI devoted almost all its efforts to promoting its services, demand for them grew steadily. This was facilitated by TWI's efforts to develop materials that "promote" effective techniques. This process has not been easy because many businesses have not yet felt the pressure or have not had the time to train their workers.

TWI leaders soon found out that the problems were occurring because TWI personnel were called upon by the manufacturing plants to deal with their many "home" problems. As a result, the limited resources of the TWI network were overloaded. Trying to solve problems in the role of an industrial consultant, a TWI employee spent a huge amount of time in a particular enterprise, which was unacceptable, since TWI members had to help in such a way as to improve the military industry as a whole. The internal problems of the companies included problems with equipment, materials, labor, everything from work conflicts to safety. In addition, the number of defense enterprises continued to grow. Although this particular period of TWI's work was very chaotic, the leaders learned a good lesson and learned where they should focus on helping the industry during the war.

Second try

The initial chaotic period to organize the work of TWI directed the leaders to create a new plan. An excerpt from Walter Dietz's book explains exactly what they did.

The heads of the regions met in Washington, where they exchanged experience and discussed ideas. It was decided to change the approach to the task as a whole, and slightly change the original plan, for example, to prohibit providing advice to suppliers on general issues. Instead, in-depth training had to be given to managers, because due to a serious shortage of skilled workers, many enterprises hired people who were not at all qualified for the job.

TWI's new orientation has been a success throughout the life of the service. The emphasis on leaders and their interaction with workers was a critical factor needed to sustain the war effort. This factor (as will be shown below) has become one of the key principles, on the basis of which Japanese management methods were created.

TWI leaders realized that the developed methods needed to be successfully implemented with the help of a large number of trainers with different experience and skills in various areas of the industry. This information was disseminated among a huge number of business leaders who had different levels knowledge and experience. It was a rather risky task, because the methods had to be infallible. This is where Charles Allen's four-step method played an important role.

Origin of methodologyTWI

What would become the cornerstone of the TWI training program was developed from the methodology of Dooley, Dietz, and Kane. All three had to do with training during the First World War. They took advantage of their experience and developed training programs that were used during the Second World War.

Charles Allen

During World War I, the Emergency Fleet Corporation of the United States Shipping Board instituted an emergency training program to train shipbuilding workers, in view of the need to increase the number of workers tenfold. These requirements forced the recruitment of inexperienced workers who needed to be trained.

Charles Allen was a professional instructor who developed and presented his view of on-the-job training before the First World War, and later presented his views in a book that was published in 1919. Allen was asked by the Wartime Fleet Corporation to lead the organization of a training program to cover all the needs of shipping workers. Allen used his four-step method, which is described below, to train workers.

…Each completed lesson included four steps or four learning activities, known as step 1 (preparation), step 2 (presentation), step 3 (application) and step 4 (check). These steps are always implemented in this order: the purpose of step 1 is to prepare the worker for training. The task of step 2 is to train it (show methods), step 3 is to check if there are errors in training, and step 4 is to conduct a final check of the work.

Charles Allen's methods and philosophy also describe how to choose the best coach, who is an industrial coach, what he needs to know and do, and the details of what is effective coaching and what is not. These and other lessons from Allen are very closely related to the methods and practices of the TWI program. In fact, in the opening pages of his book, Allen talks about purpose.

This book serves two purposes: to serve as a reference book for instructors in industrial plants and to become a "manual" for classes.

Allen's four-step method became the basis for all training programs developed and distributed by TWI during World War II. It was a recognized and proven method that has been used for about 30 years. With the exception of some obsolete data, the methods presented in Allen's book are as valuable and applicable today as they were at the beginning of the century (First World War), and in the middle of the century (World War II).

The Importance of Learning

Allen recognized and emphasized the importance of proper on-the-job training. He showed how improperly trained workers contribute to unnecessary production costs, so perhaps the cheapest method is to properly train workers from the very beginning.

…Three Factors of Efficient Production… Instructor because through effective coaching we can guarantee efficiency in teaching. Employee, because with the right training, he will do his job better. Work because production efficiency depends on well-trained workers doing a good job.

For learning to be effective, four principles must be applied. It is necessary to set standards, develop good instructions, support continuous learning and remember that learning should not end too quickly. These principles should become an integral part of the company's business processes. All this seems obvious and understandable, but how many companies use such a program?

Allen devotes most of his book not only to the four-stage method of teaching, but also to methods of instruction and effective instruction conditions. He illustrates much of his work good examples and emphasizes that it is important to interest the student, to make him want to learn. He also goes into great detail about the importance of choosing the right people to be trainers, how trainers should and should not work, organize and apply training methods. Although Allen's teaching methods seem simple and sensible, they are not that popular today on manufacturing enterprises.

Four step process

Charles Allen's four-step process became the foundation of TWI's training programs. First step - Training, helps the learner to create a connection between his past experience and what he has to learn. Even if the trainee has no manufacturing experience at all, a good instructor will find a counterpart that will lead the trainee to relate the learning objectives now to what he already knows. Allen emphasizes that, even when teaching the simplest skills or types of work, preparation should be a key step in making coaching more effective. We can say that the use of past experience, even if simple or indirect, directs the trainee's thoughts to the task and interests him in the learning process. Most likely, it is for this reason that Allen devotes several chapters of his book to methods - how to interest the student.

Second step - Presentation, in Allen's words, "helps the trainee understand what the instructor wants from them, based on what the trainee already knows." During the presentation, part of the knowledge is transferred to the student, but in small parts. The instructor must make an effort not to give too much information at one time. This will help you focus on just one thing. The presentation step is a well-organized process that is organized before the lesson, methods are selected that correspond to the direction and topic of the lesson. The effectiveness of developing the best presentation method depends entirely on the skill of the instructor in the following areas: choosing the right method, organizing the moments of the lesson, and emphasizing the most important points of the lesson.

Application- the third step, establishes whether the worker can perform the work. While the trainee may have the right mindset (step 1) and the instructor did an excellent job of presenting the lesson (step 2), the question remains whether the knowledge can be applied. In step 3, Allen emphasizes that learning will be of no value if the person cannot do the job or can't do it right.

The Apply step has two tasks.

one) …" Application” is different from mere knowledge. The employee needs to be trained in the application or to provide practice after the presentation.

2) ... to check the degree to which the student has grasped all the points of the lesson.

Another important point that Allen brings up for discussion is that no matter how the lesson is presented, there will be mistakes and they must be corrected at this stage of training.

Last step - Examination, simply allows the trainee to do the work without help, but under the supervision of the instructor. If the trainee does not cope with the work on his own, then the instructor has applied the wrong teaching method. Instructions need to be improved and revisited. He emphasizes that if each step of the lesson is carefully and correctly designed and presented in the lesson, then the student will successfully will be tested. The failures of an employee happen solely through the fault of the instructor. Allen explains why this is so and says that coaching skills are not easy to learn. A good instructor comes from practice and experience. A person who can successfully reach the fourth step is rare and very valuable employee. The last step is as much a test of the instructor's work as of the trainee himself.

Allen's four-stage coaching method is a series of blocks, each of which is completely dependent on the previous one. In explaining the four-step method, Allen points out that it is a method for correctly combining an entire series into one complete lesson. This method is popular today in companies that use lean manufacturing and Japanese management methods. Each separate block within the framework of one large lesson should focus on one independent moment of work that the student must understand, but the topic of this block should be related to the lesson as a whole. Although the four-step method is explained in just four chapters of Allen's book, nearly all of the chapters describe ideas, philosophies, examples, procedures, and methods on how to understand, prepare, develop, and deliver the 4 steps successfully or simply how to become an effective instructor.

Courses

The link between Charles Allen's methods and the TWI curriculum comes directly from the leaders of TWI. Kane was a member of the Wartime Fleet Corporation under Charles Allen during the First World War. Dooley and Dietz had been in the War Department during World War I and were familiar with Allen and Kane, including Allen's training methods. In fact, in the TWI 1940-1945 report, much of it is devoted to discussing Allen's work and arguing that "teaching and lecture" and "instruction and demonstration" should be distinguished. The importance of teaching and coaching, as opposed to lectures and demonstrations, has become the foundation of TWI programs, and learning through activity meaning, in fact, solving production problems under the guidance of a properly trained instructor, has become an integral part of TWI's teaching philosophy.

Five requirements for a leader

TWI continued to "sell" its services industrial enterprises. In order to explain to the industry why the TWI programs had an edge, the service developed a philosophy that became the TWI service standard. This philosophy has come to be known under the slogan: Every Leader Should:

1. Know the job.

2. Know your responsibilities.

3. Have coaching skills.

4. Have the skills to improve working methods.

5. Have leadership skills.

The first two requirements were presented to the manager by the company or enterprise. This referred to the equipment, products and skills needed to produce the products, as well as to the company's policies, agreements and working hours. TWI has helped companies educate executives in the last three areas. As will be shown below, each of the work programs focuses on one of the three leadership skills. These skills had to be learned first and then practiced in order to keep production up to date and grow under the conditions prevailing in the United States at that time.

Work programs

Work programs were created similar to Allen's four-stage learning method. Kane used the four-step method in one of his very first programs. The shortage of grinders and lens grinders has led to an acute shortage of lenses, and, consequently, to the demand for TWI. Kane used the four-step method to develop a 7-step method combined with the concept of "key points" to reduce the time required to train grinders and grinders from years to months. The Key Points concept was developed during the lens crisis. Kane found that although many operations had to be learned to make lenses, only a few were difficult to master. Also, only a few steps were extremely critical for understanding how to successfully master the technique. As Dietz later noted: “Basically, the key points just mean that supposedly hard work relatively simple." By combining his modified steps with a newly developed keypoint concept, Kane not only greatly improved lens production, but also established what became the cornerstone of the TWI training program.

Working briefing

Charles Allen's four-stage job briefing method was used to develop five sessions (two hours each) of job briefing. The first two sessions cover the presentation and discussion of the developed coaching method, while the last three sessions were devoted to direct practice of the method. All participants were required to use the coaching method they were trained in their departments and then report the results to the group. This direct application of knowledge was based on a slogan adapted by TWI: If the employee did not learn, then the instructor did not teach. This approach was another feature of the philosophy that the TWI service borrowed from Charles Allen. Allen used this statement, or rather attitude, regularly in his book and his coaching practice. TWI's mission was to implement this approach during the development and implementation of its curriculum.

The job briefing was not formally documented until it had been applied, evaluated and reviewed numerous times. In fact, all training programs were developed in the same way. TWI developed its coaching method by applying it to many enterprises and then receiving reports from these enterprises along with their own evaluation of the effectiveness of the method. This approach was used to develop a guaranteed successful method used in all industries. In fact, this method was developed by production for production itself. TWI leaders, although they themselves were production workers, believed that the production-for-production approach was critical to the acceptance of the program and its success.

Job Briefing was meant to educate workers, not just let them learn. This focus was present even before the development of the training program and existed while TWI was doing its job. Training manual, entitled "Working briefing. A Manual for Shop Managers and Instructors, developed by the Western Electric Company during the war, was published by TWI. The manual described the use of Charles Allen's four-step method and work analysis technology to develop good teaching methods.

The manual says:

Good teaching helps people learn without interfering with their way of learning. Poor teaching can prevent learning.

The job briefing training manual was designed to address one of the first issues. With the persistent increase in production requirements and the reduction of experienced workers, the training of new personnel has become a critical factor. TWI introduced the "Job Briefing" training to partially address the issue. Allen's four-stage method was taken as the basis of the training, and as a result, significant improvements were made in a large number of military industries.

The training manual provided job briefing cards and explained how to use them during class. Each person attending classes received a card. On the front of the card was a plan of procedure for the instructor or leader to prepare for the briefing. This procedure is similar to the Allen technology proposed in the book. On the reverse side card was a brief outline of the four-step method of "how to coach". Small pocket size cards were a very important tool in the learning process. Leaders were required to carry this card with them at all times as a reminder of the methods to be used in their work. Examples of job briefing cards are shown below.

Working methods

The aim of the work methods training was to provide managers with technology that would lead to visible improvements at work by applying a practical approach instead of a technical one. By applying this philosophy, we have a universal procedure that can be successful in all types of military manufacturing plants.

… the challenge is to help managers produce more quality products in a shorter time, through more efficient use of labor, equipment and materials.

Again, a four-stage method was used to develop the training procedure. Within this method, the division of work into stages has become an extremely important part of the process of developing a new and improved way of working. A simple demonstration of assembling radio screens was shown in class to illustrate how to break it down into steps. existing method and introduce a new improved method. The main goal of the Ways of Working program was to discourage leaders from applying ideas that were incomplete or flawed. By following the four-step process of working methods, managers were able to identify improvements and come up with decisions before introducing a new method to the management of the company. The procedure plan, as for the job briefing, was printed and distributed to trainers on small pocket size cards so that they always had the material at hand. An example of work method cards is shown below. An analogy to this method used to introduce KAIZEN can be traced through the steps described on the cards. We will discuss this later. Working Methods has proven itself to be another very successful TWI service program.

Work relationship

The working relations program was introduced mainly because

…leaders needed serious help in the field of human relations, that is, in the art of managing a person.

Although it was about the relationship between managers and their subordinates, the program was called "work relations" so that it had a connection with work. After all, all the programs of the service were working. Given this point, the topic bad relationships that lead to bad outcomes and good relationships that lead to good results formed the basis of the developed procedure "Working Relations". The focus of the program was on teaching the importance of understanding and solving small problems before they get bigger and spread. Some universal and fundamental elements were identified in the development of the Work Relations Training. These elements formed the basis of the working relations program. According to this program, any leader should have a vital skill: treat people as unique individuals.

As in the case of other work programs, the already established four-stage method was taken as a basis for developing the procedure for working relations. The training sessions consisted of explanations of the principles, using the example of daily situations that the manager and his subordinates face. Each of the four stages was shown with an example, explaining how the leader should have solved the problem. Each of those attending the training had to carry out the procedure in their department and report the results to the group. Once again, working relationship cards were made and given to each participant. An outline of the working relationship process is shown below.

Labor relations in the union

In February 1945, the TWI Service released a training manual on labor relations in the union. The development and publication of this manual was made possible thanks to numerous enterprises with strong trade unions, who provided their copies of the "working relations" with the appropriate notes made during the training of trade unionists. This handbook has become a modified version of the Work Relations Handbook, aimed not at plant managers, but at trade union organizers. The guide covered four practical examples associated with the work of trade unions. The format of the allowance was the same as for working relationships. Union leaders across the country have received the work programs very positively and have found them useful for the organization.

Software development

The training program development training was organized as a way to show enterprises how to organize and manage training in their own productions with the help of their own employees. Since the TWI procedures were now standardized, they could be used in the same 4-step methodology to create a procedure to solve the problems facing the enterprise through targeted training of personnel. The work programs discussed above were also at the heart of the training. The principles for developing programs were created based on a large amount of information received from production experts. A series of conferences were held to collect information, which allowed gathering the information necessary to develop a procedure suitable for use. In the course of its development, the methodology for developing programs has changed significantly. Its features and even the name have changed. Eventually, the final version of the Software Development card was released, which also used the four-step method. The introduction of the program followed a similar path as the other three executive programs.

The head of the Program Development Institute (P.D. Institute) followed standard TWI practice and described a production problem, then demonstrated how the trainer solved it using a four-step method.

Program Development was the latest series that TWI developed and implemented. By the time the latest edition was put into practice, hostilities had come to an end, which meant that TWI would soon end its activities.

The principle of multiplicity

One of the key techniques used by the TWI service was the distribution of training programs to all military factories in the country. This approach is known as the "Principle of Multiplicativity". The concept of this approach is simple, but the result is impressive. In a nutshell, the principle was:

Develop a standard method, then train people who will teach other people, who in turn will train more and more groups of people to use the method.

The application of the principle of multiplicity has allowed TWI to issue training certificates to more than 1.7 million leaders and coaches throughout the United States in its short five-year existence.

In addition to the principle of multiplicity, TWI required strict adherence to training programs for their intended purpose. Coaches had to strictly follow the manuals. Otherwise, they would lose their teaching rights. The manuals have been designed to be read at a distance of up to one and a half meters, so that trainers can easily read the information and refer to it right in the class. Each manual had sections giving detailed information, different fonts and symbols were used indicating what exactly the coach should do, what to emphasize and even what to write on the board.

The job briefing manual always had the admonition: WORK THIS PLAN, DON'T RELY ON YOUR MEMORY, on every page, as a reminder to strictly follow the format of the manual. In each of the three work program manuals, there was an appeal to military production trainers from Dooley, which was always the same content:

In order to maintain the same high standard, you must ALWAYS work on this plan. Never leave it. Do not rely on your memory, no matter how many times you have already worked on this plan. It is not difficult, if you always follow the instructions, you will never fail.

All of these methods, along with the principle of plurality, have allowed TWI to introduce a standardized academic plan a huge number of enterprises, with the help of many trainers with different experience and abilities. This technique was their method of maintaining the quality level of their services.

Kaizen technique

The most interesting aspect of TWI's work, apart from the huge success they had in the US industry during the war, is KAIZEN. Kaizen has become one of the most recognized and imitated techniques of Japanese management methods or the Toyota Production System (TPS). Although kaizen is one of the many tools of lean manufacturing, the origin of which goes back to the very beginning of the 20th century. In fact, Charles Allen's four-step method can be considered the grandfather of kaizen.

Working methods - original kaizen

So, the purpose of the Working Methods was to provide managers with a way to improve production through a practical (managerial) rather than a technical approach. TWI aimed, and succeeded, to provide executives with a simple yet effective method to improve performance on an ongoing basis. Pocket cards were intended to constantly remind of this. Term kaizen usually translated as constant striving for the best or simply continuous improvement. What TWI emphasized in working methods can literally be taken as a definition of kaizen.

The management of the company needs to be shown that the working methods do not try to make professional engineers out of managers. Work practices help managers make small improvements in the work they are closest to.TWIyou need to literally “pound” this idea into the leadership and coaches. Managers must make improvements that do not require major changes to equipment, tools, or equipment layout.

This statement is not only an important starting point for the task that was set during the Second World War, but also illustrates the features of kaizen in the modern industry.

Masaaki Imami, who wrote a book on Japanese management methods and made efforts to introduce these methods to the West, states that " Kaizen is the basic philosophical foundation for improving Japanese management.". Research by Alan Robinson of the University of Massachusetts also confirms that "Work Methods" predates the reference to kaizen in Japanese management methods. Referring to training in work methods, Robinson states:

The purpose of this program was to train managers in continuous improvement techniques.

More details on exactly how TWI programs spread to the Japanese industry will be described in the next section. As we shall see, it is clear that the Working Methods are the foundation of today's kaizen methods.

Companyshingijitsuand kaizen workshop

Masaaki Imai's book "Gemba Kaizen" and Jeff Liker's book "Becoming Lean" referenced TWI material. The study of these documents led them to the TWI report 1940-1945 (The Training Within Industry Report: 1940-1945). As mentioned earlier, the report described the created program: how it was created, what was created, and talked about those who were involved in the work during all five years of the existence of the service. The report included numerous references to the work of Charles Allen, confirming his influence on TWI. The main thing that connected the TWI programs and kaizen was, of course, the four stages of working methods. They were suggested in the kaizen training materials developed by the Shingijitsu Consulting Group in their workshop. 5 days and 1 night in the early 90s.

Shingijitsu is a Japanese consulting group specializing in supporting companies implementing lean manufacturing techniques. The group was introduced to the west by Masaaki Imai in the late 1980s and continues its consulting service to this day. The company was founded by several apprentices of Tahiti Ono from the Toyota Group formed the Shingijitsu Group. The group specializes in the practice of kaizen methods, which, with its arrival, have spread throughout North America and Europe.

Below is a list of phrases that are commonly heard from everyone involved in a kaizen workshop. They emphasize the need to eliminate waste, make improvements in performance, and continually strive for improvement activities.

- Answers to the questions "Why" and "What" determine which unnecessary steps should be eliminated.

- Answers to the questions "Where", "When" and "Who" provide hints for combining work steps and changing the order of actions.

- The answer to the question "How" makes it possible to understand how to make work easier.

- Explore your ideas with others.

- Workers may also have good ideas. Often they have just as many ideas as we do, sometimes even more.

- Improvements have no value until they are put into practice.

- Put a new method to work, apply it until you find an even better method.

- Remember that you can always do better. Keep looking for new opportunities for improvement.

- We can't afford to be "too busy" not to find time to improve.

- Improvements should be made now!

Interestingly, these common phrases from the kaizen workshop are actually taken from a 1943 training manual on working methods from the TWI service. So kaizen is just a kind of extended version of TWI. Both use the same methodology to implement improvements and both place particular emphasis on the approach learning through action. Anyone who has visited the Shinjijitsu workshop can attest that they spent hours and even nights working on new improvements or learns in the course of his work.

As with most good and applicable ideas, kaizen ideas are by and large not new. One might even say that kaizen is not new concept. In fact, if you go to the methods of work, then kaizen is already 50 years old. The industry may be celebrating the golden anniversary of kaizen, although, on the other hand, this may not be entirely true, since, in turn:

The principles of the Working Methods are not new. They were developed 30 years ago.

This statement can be found in the training manual Methods of Work (1943) and refers to Charles Allen's four-step method for instructing techniques. Therefore, today we are approaching the 90th anniversary of the original principles of kaizen. It is surprising that the philosophy of the industry, which was considered a modern method, is in fact a very old practice that has been forgotten.

Family tiesTWIand lean manufacturing

Now that we have learned all of the above, the impact of the TWI service on Japanese management practices becomes clear. How did this program get into the Japanese industry? What other areas of modern management might also have been influenced?

John Shook, who joined Toyota in 1983, can answer these questions. He was directly connected to the origins of Toyota's management practices and production system in North America. It sheds light on the impact TWI has had on one of Japan's (and the world's) most influential manufacturers.

"I opened them (materialsTWI) for myself by accident when I adapted some of Toyota's tutorials for NUMMI's New Joint Motor Production. When I ran into some difficulty in the concepts of certain tutorials, my Japanese colleague brought a yellowed, tattered, coffee-stained copy of the textbook to English language, exactly the one they got 30 years ago. The only thing was that there were no coffee stains on the textbook then. To my surprise, the program that Toyota planned to launch was similar to the one that the Americans taught the Japanese decades ago.”

PenetrationTWIto Japanese industry

TWI's penetration of the Japanese industry began at the end of World War II. During the Allied occupation of Japan after the end of the war, General Douglas MacArthur was in power. Its occupying authorities quickly realized that due to the impending total destruction of the Japanese industrial base, civil unrest was likely. Instead of punishment, as expected in the West, it was decided to rebuild the Japanese industry. The main task of perestroika was to eliminate the militarism that existed before and during the war and to introduce democratic orientations in industry. Some members of the MacArthur occupation were aware of TWI and its success in the US. They felt that the TWI programs were just what they needed to reshape the industry and introduce democratic principles to Japan at the national level. In Alan Robinson's book Corporate Creativity, he unveils a 1949 memo that describes the situation in Japan at the time:

Leadership is usually an "accidental" process that is carried out "by eye" ... and training is carried out when one person is put under the supervision of another more experienced worker so that he can learn skills from him. This practice is completely incompatible with modern methods of management, and it does not allow the employee to achieve significant results.

Perhaps this phrase does not so much refer to the situation in Japan in 1949 as it describes the current state of affairs in many enterprises.

The occupation authorities provided TWI programs to Japan. TWI Inc. was assigned responsibility for the work. from Cleveland, Ohio. The company was run by Lowell Mellon, who was a TWI instructor in the US during the war. His job was to teach courses in Japan and apply the principle of multiplicity. Mellon and three instructors spent 6 months training 35 senior trainers and building a base for spreading the principle of multiplicity for impact. When Mellon left, several government agencies continued to distribute TWI to the Japanese industry. By 1995, nearly 100,000 TWI instructors had completed their training. The official figure does not reflect the real situation, because many instructors received documents and returned to their companies to organize in-house training for TWI programs. For example, Toyota has introduced TTWI, i.e. Toyota Workplace Training. Takahiro Fujimoto makes a detailed analysis of how the Toyota production system came to be in Toyota. He notes the impact of TWI on Toyota's management system:

In terms of management techniques, Japanese automakers continued to explore American approaches related to scientific management, includingTWI… the training of first-line managers for quality control and continuous improvement (kaizen) appeared in the 1950s, followingTWI.

Another interesting fact which Robinson pointed out. Although the training on working methods was translated into Japanese in 1950, it remained unchanged for about 20 years. Many of today's experienced managers of Japanese companies were still young professionals at the end of the war who were responsible for restructuring their industry. They have been trained in TWI programs (and some others) and have carried these methods with them throughout their careers. As we shall see below, TWI in the Japanese industry continues to influence Japanese management today.

Learning through activity

As we have seen, the principle learning through activity was the foundation upon which the TWI programs were built. All training programs were based on the trainee applying the procedure on the shop floor and presenting a report to the group. In the TWI report 1940-1945, the phrase is very often used, one of the four main components of the programs:

Training should be based on demonstration and practice, not theory.

And here the influence of Charles Allen is felt. His four-step method helped create the best possible environment for flawless learning through activity. It was this TWI concept that was successfully developed and promoted in the US during the war, and it was this concept that the occupying allies brought and introduced to Japan after the war. It was such a fundamental aspect of the TWI programs that Walter Dietz self-published a book about TWI called Learn By Doing. Today this practice is still the main one.

Experience in learning through activity, the author received from his first employer Aisin Seiki (Aisin Seiki) immediately after graduating from college. Aisin is a company of the Toyota Group and one of the largest suppliers of Toyota. Since Aisin was relocated to North America to supply local Toyota factories, the author of the book became a production engineer who was constantly told to "go do it yourself" or "go to the shop on the production line and try to do it yourself." Perhaps this state of affairs was not the best method that Charles Allen or the TWI programs suggested, but it was something similar. The Japanese engineers with whom the author of the book worked also often heard the words "go and do it yourself" when they were still new to production. After the author mastered the manual for working with CNC machines completely in Japanese and unexpectedly processed a couple of parts, he learned through action. The author has also spent a lot of time as an assembly line operator. As we will see, this is another technique used for learning from the principle learning through activity.

Another example of learning by doing is related to John Shook in his article, which is presented in the book Getting Lean ( Becoming Lean). The Toyota Production System Lessons section describes his first lesson:

Learning through activity means building a few machines. After a couple of weeks of adaptation, I was put in the model assembly shopCorollain Takaoka. It was a great experience, although I cannot say that I appreciated every minute of the time spent there.

John gained experience with this method by working on Toyota production lines, stamping, welding, painting and final assembly. This practice is used to give engineers and managers a close understanding of the processes for which they are responsible. There is no better way to understand something than learn through action.

As shown above, learning by doing, although considered a Japanese style of learning, has its roots in the TWI programs that were introduced to Japan after World War II.

Leader Development

TWI has also introduced into the Japanese industry and ways of working with leaders. While supervisors have always played and continue to play a critical role in production, the growing role of the team and team leaders has forced TWI to focus on the interaction between supervisor and operator. For those who are familiar with the defining role of team leaders in the Toyota system, the connection to TWI training is quite obvious. The team leader plays the role of instructor, leader, adviser, substitute, attorney, and implementer for improvement. These functions are linked to the three work programs and what they taught leaders.

1. Job briefing training provided managers with an understanding of the importance of properly preparing the workforce and how to provide such training.

2. Training in working methods showed how to create and implement ideas for continuous improvement.

3. Training on working relations taught leadership and the ability to work with people.

As both TWI and Charles Allen emphasized, the leader (instructor) must have extensive knowledge of the job. They must have the ability to instruct so that the trainee receives the information, understands it and can apply the knowledge on the job. Also, TWI and the work methods program required the manager to encourage employees to use their own ideas to improve production. Today, the role of a team leader or manager in Japanese management reflects philosophically the role that TWI has played for the industry as a whole.

Senior management support

Anyone who has read about Lean or worked with Lean understands that the key to a successful implementation is the unconditional support of management. it mandatory requirement for any kind of transformation. Another interesting aspect of the TWI program is the strong requirement to support managers in the manufacturing plants where the training takes place. Strong support from top management must be secured prior to any TWI training. TWI has developed binding guidelines regarding its responsibilities and those of the host company. The model developed by TWI is illustrated below.

Support requirement senior management was also part of the production-for-production concept pursued by TWI. In particular, Chapter 5 of the TWI Report addresses the need for management support and is titled “Working with Management”.

In 1943TWIit was accepted that the program should be started at the enterprise only after the management and Management Company were informed in detail about the programsTWI. Management also had to understand their responsibility for efficient work these programs. A busy company president may enthusiastically endorse a program, but an executive who is either incompetent or doesn't understand the program's capabilities can be a barrier.

TWI leaders were well aware of the need for support from senior leaders. They also understood that in order to gain support, it was necessary to “sell” the program to management. TWI has developed its own approach for this. They presented learning as a management tool and focused their efforts on presenting results rather than methods. They understood that managers are primarily interested in actual production results. This is what helped TWI get successful start and gain the support of a large number of company leaders who needed success at the national level.

coaching

Another idea of ​​the Japanese management philosophy is the use of "coaching" to guide and guide workers. This term is discussed at all levels, as improved and modern method people management. It is seen as a transition from the "old" authoritarian style of management to the "new" style of coaching. The use of coaching as a management method is repeatedly mentioned in the TWI report. In addition, a whole section in the report is devoted to coaching and its application. TWI suggested five points that the trainers had to follow during the training. Walter Dietz reiterates these points in his book:

1. Argue and show benefits.

2. Seek understanding of the principles.

3. Pick a problem and work on it together.

4. Let the trainee solve the next problem on their own.

5. Encourage and praise for good results and efforts.

The TWI report briefly explained and defined what it means to follow the principles of coaching in training on the job. The report linked coaching to the training programs themselves and explained how coaching supports the principle of multiplication.

Coaching means helping someone do a better job than they are trying to do.

Purpose of the programTWIand coaching is not about solving a problem, but about developing the ability to solve problems when they arise.

All this implies the presence of personal contacts with the trainees. You cannot teach by phone or by letter or even by lecture. You must work with a specific person. His boss is the most best person, in order to work with him on the job. He can show how to do a better job, not just criticize, but explain why he achieved the result so that he can repeat his success again.

Companies today want to promote this "new" method so that leaders can lead people more effectively. In fact, coaching is not a new way of working in the industry, as the TWI report suggests, it may have simply been forgotten. Along with the four-step Four Horsemen Method, TWI learned the value of coaching in the workplace from Charles Allen:

Workers will eventually perceive the instructor as more of a coach than a foreman or foreman… With good guidance… workers will not be afraid to ask questions, there will be a lot of arguments and discussions, but workers will always do their job, whether they are under the supervision of an instructor or no. All relationships will be businesslike and natural.

Allen describes the ideal situation between workers and instructor, which is what many companies are trying to achieve today.

Job cuts through kaizen

Although the TWI service continued to be engaged in training on its developed programs and their deployment on a national scale. The same questions were often asked in the teaching of working methods. In fact, these questions have been asked so often that TWI has developed standard responses to them. One of the most common questions that is no less often asked now during the implementation of kaizen is what to do if workers are released as a result of transformations? TWI stressed that this issue should be the responsibility of the company. Nevertheless, TWI also offered a typical wish for companies in such a situation:

When dealing with the special situation during the war period, it is recommended: not to lay off anyone as a result of changes in working methods, and to transfer the released workers to other operations ...

"5W1H" and "5 Whys"

“Work Methods” is the origin of the 5W1H methodology, which takes its name from the corresponding questions: “Why”, “What”, “Where”, “When”, “Who” and “How” (Why, What, Where, When, Who , and How). Questions are used to decompose the work into separate stages and develop a new and improved method by interviewing all the workers involved in this work. The application of these questions was step 2 of the four-stage procedure of the “Working Methods”, during the implementation of which the transition from the old method to the new one was carried out. The questions were designed to find out how the work could be done better.

The first sessions on working methods were designed to develop the "questioning" behavior of leaders in general, which contributed to the emergence of new ideas that were already almost lying on the surface. But using more detailed questions meant being able to go even further than what lay on the surface and develop ideas that would never have spontaneously appeared at the level of simple wishes.

During the analysis of working methods, it was found that in order to effectively capture the essence of the activity, it is very useful to first pay attention to the verb in its description (it is the verb that is usually the first word in the name of the stage of work). For example, take the division into stages of the assembly process. This process consists of two stages. 1. Find a box on the floor. 2. Take the bolt. The first question will be: Why is this necessary? If you ask - why it is necessary to find a box, then the answer will probably be - to take a bolt from it. If you pay attention to the verb and ask why it needs to be found, you will immediately see that the box of bolts should be on the desktop.

Kaizen is still applying the 5W1H questions today to find opportunities for improvement. The use of questions has remained largely unchanged since TWI incorporated them into the working methods. Despite the fact that Toyota uses this technique to this day, the company also uses a modified 5W1H problem-solving technique (5 Why and 1 How - 5 "Why" and 1 "How"). More commonly, this method is referred to as the "5 Whys".

When a problem arises, if we do not pay enough attention to the ways in which we study it, the results we get can be blurred. On Toyota we use the consonant 5W and the optional 1H. 5W, it's not the usual Why, What, Where, When, Who, and How. Each word is replaced by the question "Why" (Why), and "How" remains the same. In this way, we get to the bottom of the real cause of the problem, which is usually hidden behind more obvious causes. It is extremely important to understand the real reason.

For those who have learned how to use the 5 Whys, it is quite clear that the sequence described above and belonging to the 1945 Methods of Work is fundamental. It is just as logical that the 5 Whys are used in the process of solving problems or looking for kaizen improvements.

Loss Elimination

As an extension of the 5 Whys, The Ways of Working aims to improve performance, or in modern terms, eliminate waste. The following discussion focuses on the analysis technique in the TWI report and how it is used in the 4-step "Working Methods" procedure. As we remember, the plan of the 4-stage method is very similar to the methodology used in kaizen workshops. Listing the stages of the operation, asking questions about each stage, developing new methods (combining, rearranging, simplifying), applying new methods - all this is an integral part of the "Work Methods" and kaizen workshops. Both Kaizen and Working Methods seek to eliminate waste, that is, to get rid of unnecessary or valueless actions of a particular process.

Improvements are made not by increasing the speed of work, but by eliminating unnecessary steps.

Use the existing method until a better method is developed.

Maybe that's why Masaaki Imai states in his 1986 book:

I would like to propose KAIZEN as the main concept underlying good governance. This is a thread that brings together philosophy, systems analysis and problem solving tools developed in Japan over the past 30 years. Her mission is both continuous improvement and individual attempts to make the work better.

TWI was about nothing more than promoting good management practices as a means of improving production.

Why did the US industry loseTWI

So, the question arises why the US, the developers, implementers and teachers of such a simple and successful program, lost it and now have no idea what lay behind the Japanese miracle of management. There are no direct and simple answers to these questions. But there are certain factors that played a significant role in what happened.

First place in the industrial world

At the end of World War II, the US was at the very top of the industrialized world. The country supplied products to America and its allies before and during the war. There was an incredible increase in industrial potential. The United States, thanks to its determination, a huge amount of resources and natural barriers (the Atlantic and Pacific oceans), has become the main superpower, whose infrastructure has not experienced any damage. In fact, the US was in good shape, a country with a high level of patriotism and a stronger industrial base than before. The “guys” who fought abroad also contributed to the scale of the US authority.

The boys are back

With the end of the war, the men who had fought abroad returned home and to the factories where they had worked before the war. TWI no longer existed. After the victory, the services of the service were no longer needed. The leaders of the service were aware of the situation and realized in advance that the end was inevitable. In the Report, they wrote how they felt, realizing that the end was only a matter of a few days. In fact, this feeling lasted all five years.

Returning to civilian production was also a task. After all, the men who returned from the war were not trained in TWI techniques, and the national TWI support network no longer existed. It was natural that the men who returned from the war simply returned to what they had done before. The TWI leaders understood what problems could arise after the end of the war and wrote about it in their report.

The desire to simplify the TWI programs led to the fact that they reflected only the most common cases. At the same time, their development did not experience any significant problems. But, it should be remembered that a lot of non-essential (unimportant in the current conditions) was discarded.

TWI programs have been developed in conditions that the country has not experienced before. The national military enterprises were a laboratory, an experimental base and a testing ground. Development continued for as long as TWI existed. However, no program is perfect and no program is good in all cases. As needs change, the program must also improve.

It seemed that Dooley, Dietz, Kane, and Conover felt that after the end of the war, the programs would “hang”, and therefore there would be no need for them anymore. If you recall, TWI made a lot of efforts to present their services to the management of companies in the conditions of wartime needs. TWI leaders even suggested that as much time was spent promoting the programs as it was training. The lack of need, the return of untrained workers, all meant that the principles of TWI would gradually lose their popularity. As time has shown, this is exactly what happened.

Resistance to change

The last factor is also worth considering, as it contributed to the disappearance of TWI - resistance to change. People's resistance to change was natural. Most people will do their jobs in an effort to stay in their “comfort zone” even if they are under pressure to change. This behavior is typical for industry as well.

Technical reporter from a magazine American machinist tells the story of a friend trying to show the master toolmaker a new tooling system. But he was accused of imposing a useless "newfangled" method. He did not impose anything, he was just trying to show what was happening in the industry. Interestingly, this story took place around 1904.

The industry has always resisted change. This is well illustrated in the Lean Thinking books ( Lean Thinking) and "Get Lean" ( Becoming Lean). In both books there are stories and information about the difficulties of introducing changes to production. In a broad sense, the implementation of Japanese management methods today also faces similar difficulties. Of course, Japanese management and lean production covers a lot more than TWI programs, but they share the same roots.

Conclusion

Everything we have discussed in this article is perhaps not the only reason why TWI methods reflect the practice of Japanese management and lean manufacturing. Many other things also influenced their development. But of one thing we are sure. TWI has indeed played a significant role in the development of Japanese management and lean manufacturing. In some cases the influence was direct (eg working methods), in some cases it was indirect. As a result, most of the methods and concepts remained in Japan. The need for change in Japan emerged after the war, but it still exists today.

While US companies failed to continue, develop, and apply TWI techniques after the war, today's companies are often reluctant to change and are unwilling to use kaizen techniques. But in fact, kaizen or Japanese management cannot be called Japanese or American methods. They are the result of an evolutionary process to which both countries have contributed. The ideas probably started with Charles Allen, but thousands of people from both countries contributed.

But even today the question remains: can these techniques be successfully applied? Many manufacturers mistakenly believe that the Japanese method and kaizen are only applicable to Japanese companies due to the unique culture of that country, but this is not the case.

Because of its inability to replicate the Toyota experience, many believe that Toyota's success lies in its cultural characteristics. But it's not that.

We have already shown that all these methods are about 100 years old. It's a paradox, but the US industry developed the methods that became the basis of Japanese management and lean manufacturing. But now the United States is already struggling to fully implement these methods in today's production. The success of future US production may depend on approval - we can do it if we have already done it.

Literature on the topic

Was the article or other materials of the site useful to you? The authors of the site and all members of the community will be very grateful to you if you support the project in any form that is accessible and convenient for you. . By supporting the portal, you will help increase the popularity of the resource and attract a wider range of visitors to solve the problems discussed on the site.

When citing the materials of the article, it is obligatory to indicate a link to the source. Full reprint of the text of the article is possible only with the permission of the author.

Development of leadership skills. Explanation of Training Within Industry by the US Government War Manpower Commission. ('45)

What is TWI training? Description

The Training Within Industry (TWI) method is a method that can be used to develop the skills of leaders. A leader is anyone who is responsible for people or directs the work of others. TWI is based on the idea that control plays a key role in ensuring continuous production of quality products, minimization of costs and safety of people Based on experience, Good leaders are characterized by 5 factors:

Job Knowledge(specifics) . Information that distinguishes one company from another. For example: materials, machines, tools, operations, processes, or technical skills.

Knowledge of duties. The situation in the company regarding: rules, agreements, regulation, safety regulations and interdepartmental relations.

Skill in instruction. Even if there is a large amount of knowledge and skills, it is impossible to train people effectively in the absence of instruction.

Skill in improving methods. This concerns the efficient use of materials, machines and human resources. Managers must study each operation in order to eliminate, combine, reorganize and simplify the details of the work. In this way, managers can achieve the most efficient use of materials, machines and human resources.

Leadership skill. This helps managers improve their ability to work with people and encourages employees to collaborate with them.

When these 5 factors are satisfied, leaders can deal with real problems. Such as: errors, accidents, defects, correction, scrap, delays in work, negligent operators, deviations in work performance, etc.

Job Knowledge and Responsibility Knowledge are different in every company, and managers must acquire this knowledge locally, in their company. Leaders are not born with the 3 skills of coaching, method improvement, and leadership, but these skills can be acquired through practice. Three courses have been developed to help managers develop these skills: Job Instructions (JI), Job Methods (JM) and Work Relationships (JR). Each lasting 10 hours. Since the leaders are busy people, they were held daily in the format of 2-hour sessions. Much of the content of each course was presented in the first 2-hour session, and other sessions were devoted to practice and study of the method. Each supervisor had to apply the method to a current, real situation or problem in the workplace. In other words, TWI was a hands-on approach. Moreover, each course was based on the 4-stage method, which was developed from the work of Charles Allen during the First World War. Allen was a specialist in adult and industrial education. He found that adults learned best when they had preparation, presentation, application, and testing.

The origin of the concept of on-the-job training. Story

During World War II, Training in Industry (TWI) (the US government's War Manpower Management Commission) developed programs to assist industry in attracting a flood of new unskilled workers after the war. Led by representatives new profession human resource management and with the assistance of academic sociologists, the organization developed innovative workplace learning methods that drew on the tradition of scientific management and a newer approach to human relations, which was given impetus by the Hawthorne experiments.

After World War II, TWI was distributed around the world to help countries rebuild their industries. He was especially well received in Japan, where he became national program under the direction of the Ministry of Labor and continues to the present day. Toyota introduced TWI. Over time, this method has become the basis for standard work, continuous improvement, and employee engagement.

Forms of application

Professional learning, work design and improvement with the help of those who do the work with the involvement of people through the creation of a collaborative and fair workplace environment.

Stages in the process of on-the-job training

Instructions for the performance of work. 1: Prepare the worker. 2: Present the operating activity. 3: Try out the performance. 4: Subsequent performance. Working methods. 1: Divide the work into components. 2: Question every detail. 3: Develop a new method. 4: Apply a new method. Relationships at work. 1: Gather the facts. 2: Evaluate and make a decision. 3: Take action. 4: Check the results.

Advantages of the method

The 4-stage method for each program is easy to understand and implement. If managers use a proven and reliable method vocational training, then it provides standardization of work. This creates the basis for stability in operating activities. When managers analyze and study all the details of the work, this allows them to eliminate waste and use the most effective way materials, machines and people. The emphasis is on using your head, not your notebook. By promoting cooperation, a collaborative environment is created instead of a hostile environment in industrial premises. You can achieve better performance and competitive advantage when people bring their creativity to work.

Limitations of the Workplace Learning model. Flaws

Lack of management commitment and sustainability of intention are the most important limiting factors. The use of all 3 programs should be encouraged and supported as part of the business system, and not as isolated tools.

Assumptions of the theory Workplace learning

. Terms

Managers play a key role in achieving and maintaining stability in the workplace. Part of everyone's job is continuous improvement. People and their intellectual capabilities are a competitive advantage.

Material from the site: http://hr-portal.ru