TWI is a work-based training program. TWI (Training Within Industry) refresher course: a new standard in industrial training Twi training courses

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

The article, translated below, describes a methodology figuratively called “training within industry” (TWI). The technique, which was developed in the United States in the middle of the last century, became one of the starting points for the creation of modern methods of Japanese management. Here's what John Shook writes about this in the foreword to Donald A. Dinero's book, Training Within Industry, 2005.

“I opened them (materialsTWI

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

Introduction

Training Within Industry (TWI) was created in 1940 during World War II to improve factory productivity and support the Allied forces. The leaders of TWI were the “Four Horsemen,” the name by which they became known during World War II: Channing Rice Dooley - TWI Director, Walter Dietz - Deputy Director, Mike Cain and William Conover - Assistant Directors. The three of them met while serving in a training unit during the war, using methods developed by Charles Allen. Charles Allen's teaching methodology, which had been developed in the pre-World War I shipbuilding field, became the four's key methodology for developing their own TWI methods.

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

Work instructions,

Working methods,

Work relationship,

The actual development of training programs.

These programs have been introduced into the industry by a huge number of instructors who have been networked throughout the country by TWI. They emphasized the interaction between managers and workers and provided invaluable industrial support to the US war effort.

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

The TWI head coach and a group of specialists signed a contract and began the process of training Japanese coaches, who, in turn, trained even more other coaches. Thus, the learning process became an avalanche-like one. Several Japanese agencies picked up the training and expanded it nationally. TWI training in the next decade in all areas of Japanese industry gave rise to principles that became an integral part of what we now call Japanese Management. The main key of 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 an evolution of the teaching technology created approximately 90 years ago in the United States. These training technologies became central to TWI programs during World War II, and the Allied occupation forces helped them penetrate Japanese industry. They continued to develop in post-war Japan and continue to do so today, helping them become the most successful learning technologies in the industry. The table below compares the evolution of the four stages of the approach throughout their history.

Stages	Charles Allen	TWI			Kaizen
		Work instructions	Working methods	Work relationship
1	Preparation	Prepare	Division into stages	Getting the facts	Observe and calculate the timing of the current process
2	Presentation	Show me	Questions	Weigh and decide	Analysis of the current process
3	Application	Try it	Development	Take action	Implementation and testing of the new process
4	Examination	Get it done	Application	Check result	Registration of the new standard

Paradoxically, although these management principles have their roots in the United States, American companies today struggle to apply them as successfully as their Japanese rivals.

What wasTWIand why was it formed?

What was the TWI service? What does it have to do with modern production technologies? The answer is everything. For those who have heard of lean manufacturing, Japanese management methods and kaizen, TWI can be a launching pad for understanding modern manufacturing philosophy, which has become the most promising production management method in the industry today. TWI began and grew to support the US military industry 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 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) required significant military support. Because of this, production volumes have increased significantly in all areas of the industry. The US government realized the full 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 within their capabilities. It was also obvious that if the US became involved in the war, the situation would become even more critical. TWI began 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 defense contractors and other essential military suppliers, the number of which continued to grow.

TWI has established a national network of industrial manufacturing professionals to train defense manufacturers in the most efficient manufacturing techniques. This network consisted 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 extremely important for the creation of a legitimate organization that the producers would accept. For the same reason, TWI was never forcibly introduced into the enterprise and worked only at the invitation of the enterprise management.

Four Horsemen

“The Four Horsemen” was the name by which Channing Rice Dooley, Walter Dietz, Mike Cain and William Conover became known. Dooley and Dietz were graduates of Purdue University. They had extensive industry experience, as well as past experience of running a training service during the First World War. They both gladly accepted the offer to temporarily leave their companies to coordinate and develop TWI programs. During World War I, they both worked together and were both familiar with Charles Allen's four-step training method (as discussed later, this training method became the basis of TWI programs). Kane had been involved in industrial training for almost the entirety of his career, and he worked directly with Charles Allen when he trained shipbuilding workers during the First World War. He knew Dooley and Dietz. Conover also worked on industrial training and industrial relations.

These four became the leaders and leading force of the TWI service. It was their vision and their experience that helped TWI programs become successful. And although it was the combined 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 war was astonishing. The Industrial Training Report 1940-1945 provides much detail on the results of the programs. Below is a table of results collected by TWI over 7 different periods of its activity.

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

The number of enterprises where people underwent five-day training, two hours each session for each program, was quite large. Although the number of people who attended classes does not necessarily directly indicate the results, it does give us an idea of ​​the extent of the spread of TWI. The service achieved these results in a fairly short five-year existence. Considering that all programs had to be developed first and that the service began as consultants during its first year, the number of workers trained is impressive.

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

Work instructions: 1005170

Working methods: 244773

Working relationship: 490022

Labor relations in the union: 8856

Program development: 1829

Total quantity: 1750650

These people studied at 16,511 enterprises and trade unions of the military-industrial complex of various purposes and sizes.

How it developedTWIDuring the Second World War?

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

Help manufacturing plants meet workforce demands by providing on-site training to best utilize each worker's skills, thereby helping to meet military requirements.

In keeping with this mission, TWI leaders continued to develop the most effective methods during their five-year work. The development process was very labor intensive, but the result was excellent methods and procedures.

First efforts

The initial attempt was to use the TWI network, which consisted of people who advised businesses on how to solve production 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, the 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 they do not have the free time to train workers.

TWI leaders soon discovered that problems arose because TWI personnel were needed by manufacturing plants to solve their many domestic problems. As a result, the limited resources of the TWI network were overloaded. By attempting to solve problems in a manufacturing consultant role, a TWI employee was spending an enormous amount of time at a particular plant, which was unacceptable since TWI members were supposed to help in a way that would improve the war industry as a whole. Internal company problems included problems with equipment, materials, labor, everything from labor 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 their attention in helping industry during the war.

Second try

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

The heads of regions met in Washington, where they exchanged experiences 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 consultations to suppliers on general issues. Instead, managers had to undergo advanced training because, due to a serious shortage of qualified workers, many businesses hired people who were not at all qualified to do the job.

TWI's new orientation brought success throughout the service's lifespan. The emphasis on leaders and their interaction with workers was critical to sustaining the war effort. This factor (as will be shown below) became one of the key principles on the basis of which Japanese management methods were created.

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

Origin of the methodologyTWI

What would become the cornerstone of the TWI training program was developed based on the methodology of Dooley, Dietz, and Kane. All three were involved in training during the First World War. They took advantage of their experience and developed training programs that were used during World War II.

Charles Allen

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

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

…Each completed lesson involved 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 task of step 1 is to prepare the employee for training. The task of step 2 is to train it (show the methods), step 3 is to check if there are any errors in training, and step 4 is to conduct a final check of the work.

Charles Allen's methods and philosophy also cover how to select the best trainer, what an industrial trainer is, what he needs to know and do, and the details of what effective coaching is and 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 act as a reference book for instructors at industrial enterprises and to become a “how-to” for classes.

Allen's four-step method became the basis for all training programs developed and distributed by TWI during World War II. This was a recognized and proven method that was used for approximately 30 years. With the exception of some outdated data, the methods presented in Allen's book are as valuable and applicable today as they were at the turn of the century (World War I) and mid-century (World War II).

The importance of training

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 train workers correctly from the beginning.

...Three factors of efficient production... Instructor, because through effective instruction we can guarantee effectiveness in learning. Worker, because with proper training he will do his job better. Job because production efficiency depends on well-trained workers doing good work.

For learning to be effective, four principles must be applied. You need to set standards, develop good instructions, encourage 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 much of his book not only to the four-step training method, but also to instructional methods and effective instructional conditions. He illustrates most of his work with clear examples and especially emphasizes the importance of getting the learner interested and making him want to learn. He also talks in 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 training methods seem simple and reasonable, they are not that popular in manufacturing today.

Four step process

Charles Allen's four-step process became the basis of TWI training programs. First step - Preparation, helps the learner create connections between his past experiences and what he is about to learn. Even if the trainee has no manufacturing experience at all, a good instructor will find an analogy 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 job types, preparation should be a key part of making the instruction more effective. It can be said that the use of past experience, even simple or indirect, directs the learner'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 learner.

Second step - Presentation, according to Allen, “helps the learner understand what the instructor wants him to do based on what the learner already knows.” During the presentation, part of the knowledge is transferred to the learner, but in small parts. The instructor must make an effort not to give too much information at once. This will help you concentrate 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 instructor's skills in the following areas: selecting the appropriate method, organizing lesson points, and emphasizing the most important teaching points.

Application- the third step determines whether the worker can perform the job. Although the learner may have the right mindset (step 1) and the instructor has done an excellent job of presenting the lesson (step 2), the question remains whether the knowledge can be applied. In Step 3, Allen emphasizes that training will be of no value if the person cannot do the job or cannot do it correctly.

The Apply step has two tasks.

1) …" Application" is different from simple knowledge. The employee needs to be trained in the application or provided with practice after the presentation.

2) ...check the extent 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 learning.

Last step - Examination, simply allows the student to do the work without assistance, but under the supervision of an instructor. If the trainee cannot cope with the work independently, it means that the instructor used the wrong teaching method. The training needs to be improved and repeated. He emphasizes that if each step of the lesson is carefully and correctly developed and presented in the lesson, then the learner will successfully pass the test. Failures of the employee occur 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 a rare and very valuable employee. The last step is the same check of the instructor’s work as of the trainee himself.

Allen's four-step 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 of properly combining an entire series into one complete lesson. This method is popular today in companies that use lean manufacturing and Japanese management methods. Each individual block within one large lesson should emphasize one independent point of work that the learner must understand, but the topic of this block should be related to the lesson as a whole. Although the explanation of the 4-step method is presented in only four chapters of Allen's book, almost all of the chapters describe ideas, philosophies, examples, procedures and techniques on how to understand, prepare, develop and present these 4 steps successfully or simply how to become an effective instructor.

Courses

The connection between Charles Allen's methods and the TWI training program comes directly from TWI leaders. Kane was a member of the Wartime Fleet Corporation under Charles Allen during the First World War. Dooley and Dietz had been under the War Department during World War I and were familiar with Allen and Kane, including Allen's training methods. In fact, much of the TWI Report 1940-1945 is devoted to a discussion of Allen's work and his contention that a distinction should be made between "teaching and lecturing" and "instructing and demonstrating." The importance of teaching and instruction, as opposed to lecture and demonstration, has become the basis of TWI programs, and learning through activity virtually meaning solving production problems under the guidance of a properly trained instructor has become an integral part of TWI's training philosophy.

Five requirements for a leader

TWI continued to "sell" its services to industry. To explain to industry why TWI programs were superior, the service developed a philosophy that became the TWI Service Standard. This philosophy became known under the slogan: Every Leader Must:

1. Know the job.

2. Know your responsibilities.

3. Have instructional skills.

4. Have the skills to improve work 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 required to produce the products, and was also related to company policies, agreements and operating procedures. TWI has helped companies train executives on the last three aspects. As will be shown below, each of the work programs targets one of the three leadership skills. These skills had to be first learned and then practiced in order for production to meet and grow in the conditions that prevailed in the United States during this period.

Work programs

Work programs were created similar to Allen's four-step training method. Kane used the four-step method in one of his very first programs. A shortage of lens sharpeners and grinders has led to a severe lens shortage, and thus the demand for TWI. Kane used a four-step method to develop a 7-step method combined with the concept of "key points" to reduce the time required to train sharpeners and grinders from years to months. The Key Points concept was developed during the lens production crisis. Kane found that although there were a large number of operations to learn to make lenses, only a few were difficult to learn. Also, only a few steps were extremely critical to understanding how to successfully master the technique. As Dietz later noted, "Essentially, key points just mean that a supposedly complex job is relatively simple." By combining his modified steps with the newly developed key points concept, Kane not only greatly improved lens production, but also established what became the cornerstone of TWI's training program.

Work instruction

Charles Allen's four-step work instruction method was used to develop five sessions (two hours each) on work instruction. The first two lessons covered the presentation and discussion of the developed instructional method, and the last three lessons were devoted to direct practice of the method. All participants were required to use the coaching method they had been trained in 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 didn’t learn, it means the instructor didn’t teach. This approach was another feature of the philosophy that TWI borrowed from Charles Allen. Allen made this statement, or better yet, attitude, regularly in his book and his coaching practice. TWI's mission was to incorporate this approach during the development and delivery of its training program.

Job instruction was not formally documented until it had been applied, evaluated, and revised numerous times. In reality, all training programs were designed the same way. TWI developed its coaching method by applying it to many plants and then receiving reports from those plants along with their own assessment of the method's effectiveness. This approach was used to develop a method that was guaranteed to be successful and was used across all industries. In fact, this method was developed by production for production itself. TWI leaders, although they were manufacturing workers themselves, believed that the manufacturing-to-manufacturing approach was critical to the program's acceptance and success.

Work Instruction was intended to teach workers, not just let them learn. This focus was present even before the development of the training program and continued as long as TWI carried out its work. A training manual called “Work Instruction. 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 job analysis technology to develop good teaching methods.

The manual says:

Good teaching helps people learn without interfering with the way they learn. Poor teaching can prevent learning.

The Job Training Manual was developed to address one of the first issues. With increasing demands on production and the loss of experienced workers, training new personnel has become a critical factor. TWI introduced Job Instruction training to partially solve the problem. Allen's four-step method was used as the basis for training, and as a result, significant improvements were made in a large number of military industries.

The training manual provided work instruction cards and explained their use during training. Each person attending classes received a card. On the front of the card was an outline of the procedure for the instructor or supervisor to prepare for the briefing. This procedure is similar to the Allen technology proposed in the book. On the back of the card was a brief outline of the four-step “How to Coach” method. Small pocket-sized cards were a very important tool in the learning process. Leaders were required to have 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 objective of the work methods training was to provide managers with technology that would lead to demonstrable improvements on the job by taking a practical approach rather than a technical one. By applying this philosophy, we have a universal procedure that can be successful in all types of military production plants.

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

Again, the four-step method was used to develop the training procedure. In this method, breaking down work into steps became a vital 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 clearly illustrate how to break down an existing method and introduce a new and improved method. The main purpose of the Working Methods program was to warn managers against pursuing ideas that were incomplete or had flaws. By following a four-step process for working methods, managers could identify improvements and come to decisions before presenting the new method to company management. The outline of the procedure, as for the job briefing, was printed and given to the trainers on small pocket-sized cards so that they always had the material at hand. An example of work method cards is shown below. The analogy with this method used to introduce KAIZEN can be seen through the steps described on the cards. We will discuss this later. The modus operandi has proven to be another very successful program of the TWI service.

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 people.

Although it dealt with the relationship between managers and their subordinates, the program was called "work relations" so that it had a connection to work. After all, all service programs were working. Considering this point, the topic bad relationships that lead to bad results And good relationships that lead to good results was the basis of the developed “Working Relationships” procedure. The program's main focus was on teaching the importance of understanding and solving small problems before they become larger and spread. In developing work relationships training, some universal and fundamental elements have been identified. These elements formed the basis of the working relations program. According to this program, any leader must have the following vital skills: Treat people as unique individuals.

As with other work programs, the established four-step method was used to develop the working relationship procedure. The training sessions consisted of explanations of the principles, using examples of daily situations faced by a manager and his subordinates. Each of the four stages was shown with an example, and it was explained how the manager should solve the problem. Each person attending the training was required to carry out the procedure in their department and report the results to the group. Again, work 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, TWI issued a training manual on "Union Labor Relations." The development and publication of this manual was made possible thanks to numerous enterprises with developed trade unions, which provided their copies of “working relations” with the appropriate notes made during the training of trade unionists. This manual was a modified version of the manual on working relationships, aimed not at business managers, but at trade union organizers. The manual examined four practical examples related to the work of trade unions. The format of the manual was the same as for working relationships. Union leaders throughout the country received the work programs very positively and found them beneficial to 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 factories, 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 aimed at solving the problems facing the enterprise through targeted training of personnel. The training was also based on the work programs discussed above. The program design principles were created based on a large amount of information received from manufacturing experts. A series of conferences were held to gather the information needed 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 its name changed. Ultimately, 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 to the other three executive programs.

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

Program Development was the last series that TWI developed and implemented. By the time the last edition was put into practice, hostilities had come to an end, which meant the imminent end of TWI's activities.

Multiplicative principle

One of the key techniques used by TWI was the distribution of training programs to all military factories in the country. This approach is known as the “Multiplicative Principle.” The concept of this approach is simple, but the results are impressive. In short, this principle stated:

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

The application of the multiplicative principle has enabled TWI to provide training certificates to more than 1.7 million leaders and trainers throughout the United States in its short five-year existence.

In addition to the principle of multiplicativity, TWI required strict adherence to training programs for their intended purpose. Trainers had to strictly follow the manuals. Otherwise, they lost their teaching rights. The manuals have been designed to be readable from up to six feet away, so trainers can easily read and refer to the information in class. Each manual had sections that gave detailed information, used different fonts and symbols to indicate exactly what the trainer should do, what to emphasize, and even what to write on the board.

The job training manual always included the instruction: WORK BY 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 always had the same content:

To ensure the same high standard, you must ALWAYS work to this plan. Never leave him. Don't rely on your memory, no matter how many times you've worked the plan. It is not difficult, if you always follow the instructions, you will never fail.

All these methods, along with the principle of plurality, have allowed TWI to present a standardized curriculum to a huge number of businesses, with the help of many trainers with different backgrounds 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, other than the huge success they achieved 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 many lean manufacturing tools, the origins of which go 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 Working Methods was to provide managers with a way to improve production using a practical (managerial) rather than a technical approach. TWI has strived and succeeded in providing managers with a simple yet effective method to improve performance on an ongoing basis. The purpose of the pocket cards was to provide a constant reminder of this. Term kaizen usually translated as constant striving for better or simply continuous improvement. What TWI emphasized in its working methods can literally be taken as the definition of kaizen.

The company's management needs to show that its working methods do not try to make professional engineers out of managers. Working methods help managers make small improvements in the work they are closest to.TWIyou need to literally “drill” this idea into management and coaches. Managers should make improvements that do not require major changes to equipment, tools, or facility layout.

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

Masaaki Imami, who wrote a book on Japanese management methods and worked 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 Working Methods precedes the reference to kaizen in Japanese management practices. Referring to training in work methods, Robinson states:

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

Exactly how TWI programs spread throughout the Japanese industry will be described in more detail in the next section. As we will see, it is clear that "Working Methods" are the basis of today's Kaizen methods.

CompanyShingijitsuand kaizen workshop

Masaaki Imai's book "Gemba Kaizen" and Jeff Liker's book "Going Lean" referenced TWI materials. Their 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 throughout the five years of the service's existence. The report made numerous references to the work of Charles Allen, confirming his influence on TWI. The main thing that connected the TWI and kaizen programs was, of course, the four stages of working methods. These 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 created by several students of Tahiti Ono from the Toyota group of companies and 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 operational improvements, and continually strive for improvement activities.

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

- Answers to the questions “Where”, “When” and “Who” provide clues for combining stages of work and changing the order of actions.

- The answer to the “How” question makes it possible to understand how to do the job easier.

- Explore your ideas with others.

- Workers can also have good ideas. They often have as many ideas as we do, sometimes even more.

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

- Put a new method into practice, apply it until you find an even better method.

- Remember that you can always do better. Continue to look for new opportunities to improve.

- We cannot afford to be “too busy” so as not to find time for improvements.

- Improvements must be made now!

What's interesting is that these common kaizen workshop phrases actually come from a 1943 training manual on working methods from TWI. So kaizen is just a kind of extended version of TWI classes. Both use the same methodology to implement improvements and both emphasize the approach learning through doing. Anyone who visited the Shingijitsum workshop can attest that they could spend hours and even nights developing new improvements or learns on the job.

As with most good and applicable ideas, kaizen ideas are generally not new. You could even say that kaizen is not a new concept. In fact, if we go back to the methods of work, 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 Operation (1943) and refers to Charles Allen's four-step method for instructional techniques. That's why today we approach 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 influence of TWI 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 began working at Toyota in 1983, can answer these questions. He was directly connected with the origins of the application of management methods and the Toyota production system in North America. It sheds light on the impact that TWI had on one of the most influential Japanese (and global) manufacturers.

“I opened them (materialsTWI) for myself by accident when I adapted some of Toyota's training materials for NUMMI New United Motor Manufacturing. When I encountered some difficulties with the concepts of certain training programs, my Japanese colleague brought over a yellowed, tattered, coffee-stained copy of the textbook in English, exactly the same one they had received 30 years earlier. The only thing is that there were no coffee stains on the textbook at that time. To my surprise, the program that Toyota planned to launch was similar to what the Americans taught the Japanese decades ago."

PenetrationTWIto the Japanese industry

TWI's penetration into 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. His occupation authorities quickly realized that due to the impending complete destruction of the Japanese industrial base, the likelihood of civil unrest was high. Instead of punishment, as was expected in the West, it was decided to rebuild Japanese industry. The main task of perestroika was the elimination of militarism that existed before and during the war and the introduction of democratic orientations in industry. Some members of the MacArthur occupation knew about TWI and its success in the US. They felt that TWI programs were exactly what was needed to rebuild the industry and introduce democratic principles to Japan at the national level. In Alan Robinson's book Corporate Creativity, he reveals a 1949 memo that described the situation in Japan at the time:

Leadership is usually a "casual" process that is done "by eye" ... and training is done when one person is placed under another more experienced worker so that he can learn skills from him. This practice is completely incompatible with modern management methods, 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 at many enterprises.

The occupation authorities provided TWI programs to Japan. TWI Inc. was appointed responsible for the work. from Cleveland, Ohio. The company was run by Lowell Mellon, who was a TWI instructor in the United States during the war. His job was to teach courses in Japan and apply the multiplicative principle. Mellon and three instructors spent 6 months training 35 senior instructors and creating the basis for spreading the multiplicative principle for greater impact. When Mellon left, several government agencies continued to distribute TWI to the Japanese industry. By 1995, nearly 100,000 TWI instructors had received their training credentials. The official figure does not reflect the real situation because many trainers received documents and returned to their companies to organize internal training in TWI programs. For example, Toyota introduced TTWI, which stands for “Toyota Workplace Training”. Takahiro Fujimoto provides a detailed analysis of how the Toyota Production System came to be at Toyota. He notes the influence of TWI on Toyota's management system:

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

Another interesting fact that Robinson noticed. Although the methods training was translated into Japanese in 1950, it remained unchanged for approximately 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 trained in TWI programs (and several others) and carried these methods with them throughout their careers. As we will see below, TWI in Japanese industry continues to influence Japanese management today.

Learning through activity

As we have seen, the principle learning through activity was the foundation on which TWI programs were built. All training programs relied on the trainee applying the procedure on the shop floor and reporting back to the group. The TWI 1940-1945 report uses the phrase very often, one of the four main components of the programs:

Training should be based on demonstration and practice rather than theory.

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

The author gained experience in learning through activity from his first employer, Aisin Seiki, immediately after graduating from college. Aisin is a Toyota Group company and one of Toyota's largest suppliers. Since Aisin was moved 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 floor on the production line and try to do it yourself.” This state of affairs may not have been the best method proposed by Charles Allen or the TWI programs, but it was something similar. The Japanese engineers with whom the author worked also often heard the words “go do it yourself” when they were still new to manufacturing. After the author mastered the manual for working with CNC machines entirely in Japanese and unexpectedly processed a couple of parts, he learned through action. The author also spent a lot of time as an assembly line operator. As we will see, this is another technique used to teach learning through activity.

Another example of learning through activity comes from John Shook in his article, which is presented in the book “Becoming Lean” ( Becoming Lean). The section "Lessons from the Toyota Production System" describes his first lesson:

Learning through activity means building several machines. After a couple of weeks of adaptation, I was placed in a model assembly workshopCorollain Takaoka. It was a great experience, although I can’t 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 performing final assembly. This practice is used to give engineers and managers an intimate 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 learning style, has its roots in the TWI programs that were introduced to Japan after World War II.

Leader Development

TWI also introduced ways of working with executives into Japanese industry. Although 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 familiar with the critical role of team leaders in the Toyota system, the connection to TWI training is quite obvious. The team leader plays the role of coach, leader, advisor, surrogate, advocate, and implementer of improvement. These functions relate to the three work programs and what they taught managers.

1. Work instruction training provided managers with an understanding of the importance of proper workforce training and how such training should be provided.

2. Methods training showed how to create and implement ideas for continuous improvement.

3. Work relations training taught leadership and people skills.

As both TWI and Charles Allen emphasized, the supervisor (trainer) must have extensive knowledge of the job. They must have the ability to instruct so that the learner 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 workers to use their own ideas to improve production. Today, the role of the team leader or manager in Japanese management philosophically reflects the role that TWI played for the industry as a whole.

Senior Executive Support

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

The requirement for top management support was also part of TWI's "production to production" concept. 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 it was necessary to start a program at an enterprise only after management and the management company had been informed in detail about the programsTWI. Management also had to understand their responsibility for the effective operation of these programs. A busy company president may enthusiastically endorse the program, but a manager who is either incompetent or does not understand the program's capabilities can become a barrier.

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

Coaching

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

1. Argue and show the benefits.

2. Build an understanding of the principles.

3. Pick a problem and work on it together.

4. Let the student solve the next problem on his 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 workplace training. The report linked coaching to the training programs themselves and explained how coaching supports the multiplicative principle.

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 students. You cannot teach over the phone or through letters or even through a lecture. You must work with a specific person. His boss is the best person to work with him on the job. He can show how to do the job better, not just criticize, but explain why he achieved the result so that he can repeat his success again.

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

Over time, workers will begin to perceive the instructor more as a coach than as a shop manager or foreman... With good leadership ... workers will not be afraid to ask questions, there will be a lot of debate and discussion, but workers will always do their job, no matter if they are under the supervision of an instructor or No. All relationships will be business and natural in nature.

Allen describes the ideal worker-trainer situation, which is what many companies are still trying to achieve today.

Job cuts thanks to kaizen

Although TWI continued to train its developed programs and roll them out nationally. When teaching methods of work, the same questions were often asked. In fact, these questions have been asked so often that TWI has developed standard answers to them. One of the most common questions, which is no less often asked now during the implementation of kaizen, is what to do if employees are released as a result of transformations? TWI emphasized that this issue should be within the company's responsibility. Nevertheless, TWI also offered a typical request for companies in such a situation:

In dealing with the special situation during the war period, it is recommended that no one be laid off as a result of changes in work methods, but that the released workers be transferred 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.” , and How). Questions are used to break down a job into individual steps and develop a new and improved method by interviewing all workers involved in the job. Applying these questions was Step 2 of the four-step “Working Methods” procedure, which involved moving from the old method to the new one. The questions were designed to find out how the work could be organized better.

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

During the analysis of work methods, it was revealed 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 (the verb is usually the first word in the name of the work stage). For example, take the division into stages of the assembly process. This process consists of two stages. 1. Find the box on the floor. 2. Take the bolt. The first question will be: Why is this necessary? If you ask why you need to find a box, the answer will probably be to take a bolt from it. If you pay attention to the verb and ask why it is necessary to find, you will immediately see that the box of bolts must be on the workbench.

Kaizen still uses 5W1H questions today to identify opportunities for improvement. The use of questions has remained virtually unchanged since TWI included them as part of its working methods. Despite the fact that Toyota still uses this technique to this day, the company also uses a modified problem-solving technique, 5W1H (5 Why and 1 How). More often this method is called the “5 Whys”.

When a problem arises, if we do not pay enough attention to how to study it, the results we get may be blurred. At Toyota we use consonant 5W and an additional 1H. The 5Ws are not the usual Why, What, Where, When, Who, and How. Each word is replaced by the question “Why”, but the “How” remains the same. 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 to use the 5 Whys, it is clear that the sequence described above, which belongs to the 1945 Methods of Working, is fundamental. It is also logical that the “5 Whys” are used in the process of problem solving or when seeking kaizen improvements.

Elimination of waste

As an extension of the 5 Whys, Working Methods 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-step 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 part of the “Work Methods” and Kaizen workshops. Both Kaizen and Work Methods strive to eliminate waste, that is, to get rid of unnecessary or valueless activities in a 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 this is why Masaaki Imai states in his 1986 book:

I would like to propose KAIZEN as the main concept underlying good management. This is the thread that unites the philosophy, systems analysis, and problem solving tools developed in Japan over the past 30 years. Its mission is both continuous improvement and individual efforts to do things better.

TWI did nothing more than promote good management practices as a means of improving production.

Why did the US industry loseTWI

So, the question arises why the United States, the developers, implementers and teachers of such a simple and successful program, lost it and now has no idea what lay behind the Japanese management miracle. There is no direct or simple answer 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 United States was at the very top of the industrial world. The country supplied products to America and its allies before and during the war. There was an incredible increase in industrial capacity. The USA, thanks to its determination, a huge amount of resources and natural barriers (the Atlantic and Pacific oceans), became the main superpower, whose infrastructure did not suffer any damage. In reality, the US was in good shape, a country with a high level of patriotism and a stronger industrial base than before. The scale of US authority was also contributed to by the “guys” who fought abroad.

"The Boys" are back

With the end of the war, 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 understood in advance that the end was inevitable. In the Report they wrote how they felt, realizing that the end was just a matter of days. In fact, this feeling lasted all of five years.

Getting back into civilian production was also a challenge. After all, the men who returned from the war had not been trained in TWI techniques, and the national TWI support network no longer existed. It was natural that men returning from war would simply return to what they had done before. TWI leaders understood the problems that could arise after the end of the war and wrote about this in their report.

The desire to simplify TWI programs has led to them reflecting only the most common cases. However, their development did not experience any significant problems. But, it should be remembered that a lot of non-essentials (unimportant in the current conditions) were discarded.

TWI programs were developed under conditions the country had not previously encountered. The national military enterprises were a laboratory, an experimental base and a testing ground. Development continued as long as TWI existed. However, there is no program that would be ideal and there is no program that would be good for all cases. As needs change, the program must also improve.

It seemed that Dooley, Dietz, Kane, and Conover felt that once the war was over, the programs would freeze and therefore no longer be needed. In retrospect, TWI put a lot of effort into presenting its services to corporate executives in response to wartime needs. TWI leaders even suggested that as much time was spent promoting programs as training. The lack of need, the return of untrained workers, all indicated that the TWI principles 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 go about their work trying to maintain their comfort zone, even if they feel pressure to change. This behavior is also typical for industry.

Technical reporter from a magazine American Machinist tells the story of his friend trying to show the head toolmaker a new tooling system. But he was accused of imposing a useless “newfangled” method. He didn't force anything, he just tried to show what was happening in the industry. Interestingly, this story happened around 1904.

The industry has always been resistant to change. This is well shown in the books “Lin Thinking” ( Lean Thinking) and “Becoming Lean” ( Becoming Lean). Both books contain stories and information about the difficulties of introducing change in production. In a broader sense, the implementation of Japanese management methods today also faces similar difficulties. Of course, Japanese management and lean manufacturing cover much more than TWI programs, but they have the same roots.

Conclusion

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

Although US companies failed to continue, develop and apply TWI methods after the war, today's companies are often reluctant to change and are reluctant 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 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 Japanese Method and Kaizen techniques are only applicable to Japanese companies due to the country's unique culture, but this is not the case.

Because of their inability to replicate Toyota's 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 approximately 100 years old. It's a paradox, but US industry developed methods that became the basis of Japanese management and lean manufacturing. But now the United States is struggling to fully introduce these methods into today's production. The success of future US manufacturing may depend on the assertion that we can do it if we've already done it.

Literature on the topic

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Smirnov Sergey Leonidovich (Saint Petersburg)
General Director of the National Productivity Center, an expert on improving labor productivity, who has successfully implemented efficiency improvement projects at many Russian enterprises with a workforce of 50 to 500,000 people.
TWI expert who has undergone individual training in the specifics of the TWI teaching methodology and training of trainers-mentors from the world's leading TWI specialist DONALD DINERO, awarded with an award The Shingo Prize for Operational Excellence.Candidate of Pedagogical Sciences. Doctoral studies at VIPTS. Master of Economic Sciences, Leningrad State Pedagogical Institute. Has ISO 9000 lead auditor certificates; optimization of REFA production processes; MTM. Representative of MODAPTS in Russia - microelement rationing.
TWISuitable for any area where it is necessary to develop labor skills. TWI programs today are successfully used at enterprises of any size and in any industry, as they allow you to build a worker training system that would meet the most modern quality and safety requirements, and was also “tailored” to the specific tasks of the enterprise.

The target audience: The seminar is intended for heads of HR services, personnel management services, personnel training and development departments responsible for professional training and personnel reserve, production directors, shop managers, foremen.

Target: Integration of TWI technology into the enterprise training standard, improving the system of incoming training, adaptation and mentoring of personnel at your enterprise. Building learning skills on the job. Results of the training for the enterprise: Employees who have job training skills and are able to apply skills in the workplace. ADVANCED BASIC LEVEL
Employees will Know:
- what negative impact does ineffective training have on the areas of production, quality control, safety and cost reduction?
- how important it is to divide all the work into small steps before starting it, as well as the importance of practical training.
- how to divide work into stages.
- the effectiveness of the four-stage approach to learning.
- how to prepare a work plan for basic work instruction; Employees will be able to:
- Apply the four-step training approach to your work environment.
- Break down the workflow into main steps
- Highlight key points
- Prepare for training
- Use Pocket Notes
- Develop a plan for multifunctional training of workers

Results that will be expressed in the work
As a result of the acquired knowledge and development of trainer skills, the quality of training in work operations improves, labor productivity and product quality increase. The training period is reduced.

Methodological materials for use at the enterprise:
Workbooks
Forms of Pocket Cards “Work Instruction”
Forms of splitting Work into operations
Competency matrix forms
Vocational training planning forms
Instructor skills checklist

Training program:
1. Updating the problem of mentoring in the enterprise and on-the-job training. Forming an understanding of the criteria for an effective training system
2. Five requirements for a leader
3. Ineffective learning technique
4. The right approach to training new employees. JI - Industrial Instruction
5. 4-step instruction method
6. Practicing skills in conducting 4-step instructions.
7. Analysis of work operations. Training in breaking down the work process into stages and key points
8. Development of skills in analyzing work operations by program participants. Conducting demonstration classes for students
9. Assessment of the functional security of production. Workflow diagram
10. Practicing the skill of assessing the functional security of production (drawing up a competency matrix)
11. Development of a plan for multifunctional training of production workers. Formation of pocket notes
12. Practicing the skill of conducting 4-step instructions. Conducting demonstration classes for students
13. Techniques for learning in difficult situations
14. Drawing up an industrial training plan for your department
15. Conducting demonstration training by program participants.

90% of managers admit: today it is easier to buy new equipment or get a loan than to find or train qualified workers.

Due to a shortage of qualified employees, order deadlines are missed, there is a high level of defects, low productivity, breakdowns and accidents.

The continuity of the formation of professional skills at the stage “Vocational education - Enterprise” has been disrupted.

Many enterprises are introducing lean manufacturing and production systems, but having reached a certain level, managers begin to understand that it is not only a matter of new equipment, the number of innovation proposals, or a modern SAP system.

Few people focus on the most important element of any production system - a person, on whose knowledge and skills depend:

• Enterprise competitiveness- at the management level;
• Productivity and quality- at the workplace level.

According to experts, the professional preparedness of employees at most Russian enterprises is a “weak link.” Those who are familiar with the theory of constraints know where the main efforts should be directed in order to obtain an effect for the entire system.

The situation is aggravated by the fact that the functionality of training work skills at enterprises is not supported by anyone:

• Personnel Training Service does not “stoop” to the worker’s skill level. Productivity and quality - production indicators;
• Production does not have methods of analysis and development of working skills;
• PS Development Directorate does not consider this to be his task, limiting himself to the development of Lean Manufacturing.

The status of the Personnel Service at enterprises, as a rule, is significantly lower than the status of the Head of Production, Chief Engineer, Chief Technologist, Director of Substation and the budget for personnel training is corresponding.

A little psychology or why only modernization?

Observations of decision-making at many enterprises, when multimillion-dollar investments in modernization were not supported either by organizational measures (put where there is room), or even more so by proper training of employees, prompts reflection on the types of economic thinking in the context of methods for solving business problems and proposed implementable solutions. The type of thinking is an individual way of transforming information based on existing experience and knowledge.

Thinking type	Methods for solving business problems	Suggested solutions	Grade
Engineering and production	Technical and technological methods.	We will replace equipment, change technology
Financial and marketing	Financial, marketing, legal methods	We will reduce costs, enter new markets, buy shares of competitors
Organizational	Introduction of BP, PS, kaizen, scientific organization of labor, TOS, 6 sigma, development of standards.	We will implement 5C, build a VSM, and introduce kanban.
IT thinking.	Automation of business decisions	It didn’t work out with ERP, let’s try SCM.
Communicative	Developing people and communications between internal and external groups	We will create a flow of qualified personnel.
Systemic	Ensuring the company's long-term survival	Development of methods for producing good goods for consumers

What type of thinking and decision making are you?
What solutions does your PS need now for a breakthrough?

Are we ready to give up our competitive advantage?

Let's think about what happens at our enterprises if we do not pay enough attention to the learning process? Right!

• new employees will not learn how to do their jobs;
• low productivity;
• high percentage of defects;
• a large percentage of rework;
• a large number of accidents and high rates of injury at work;
• the work is not performed in accordance with standards, but is uneven and unstable;
• machinery and equipment often break down;
• it is not possible to achieve the set production goals;
• professional skills are not being improved.

And in a crisis, costs for vocational training are the first item to be cut.

Are we ready to give up our competitive advantage?

The message here is clear: insufficient training has serious consequences for your business - lost volume and reduced product quality, increased costs and safety violations. This can also have a detrimental effect on interpersonal relationships and the atmosphere of trust in the team.

Problems of the mentoring system

An in-depth analysis of the mentoring system confirmed the presence of deep systemic problems in this institution for the transfer of professional skills. The analysis process identified problems associated with the existing vocational training process:

1. Lack of training structure on the production site.
2. Each mentor is his own (there is no single methodology).
3. The choice of a mentor is not formalized; any experienced worker can be appointed as a mentor.
4. Long training period (up to 18 months).
5. Retraining at different stages.
6. Lack of specific current skill requirements.
7. Lack of special workplace training.
8. Lack of standardization of work - work is performed differently each time.
9. The existing motivation system does not facilitate training in the shortest possible time.
10. Inconsistency between the level of training of a mentor and modern requirements for the profession.
11. Inconsistency between the level of training of the employee and the workplace.
12. Inflexible system for hiring personnel (contradiction of practical certification skills).
13. Ineffective adaptation system for young specialists.
14. Lack of mentor training system.
15. In practice, the training functionality is not supported by anyone.

Human. Instructions for use

When you have a new machine or other piece of equipment on your site, it comes with an owner's manual or technical manual, instructions on how to care for and maintain the equipment, and a troubleshooting guide, including which says what to do when this machine or mechanism breaks down. To teach how to work with this mechanism, special training can be organized, a qualified specialist is allocated for operation and maintenance, you can probably contact technical support or call a hotline for advice, or at least you will be given some kind of guarantee for your equipment.

Managers hire or receive new people all the time, but no manuals or instructions for use are attached to any of them - although, of course, “in use” any person is always incomparably more complex than even the most complex technology. How can a manager ensure that all these new people are fit and productive? And what to do when people don't live up to expectations?

Questions to Consider

Consideration of the dynamics of development of production systems in Russia raises several questions for analysis:

To the head of production, technical director:
Why did we buy multimillion-dollar equipment - so that an undertrained employee would ruin it or cause a defect?
To heads of PS departments: Why don't we consider people as the main element of the production system in terms of professional skills and efficiency of the entire system?

Why don’t we consider worker training as a value stream and build a VSM to create a flow of qualified personnel throughout the entire stream, including the technical school?

Why don't we look at employee training from a one-piece flow perspective? What is better for us: to train 30 undertrained people who will produce defects and not cope with tasks, introducing additional variability, or to train five who are capable of productive and high-quality work?

Personnel service: Why doesn’t our service analyze the professional skills of the worker at each workplace, his productivity, quality, and, based on the analysis of production problems, develop sound training programs?

Why don’t we rebuild the system of adaptation of young workers, having a turnover rate of 80% among them and not having time during the internship to develop the skills to enter the main grid and ensure a decent level of salary?

Why is the process of training a worker left to its own devices, not standardized and left to mentors who teach as best they can?

What to do?

More than 70 years ago, the most successful training methodology was developed in the United States, which had a huge impact on global industry - the system Training Within Industry (TWI). During World War II, it was necessary to increase the volume of defense production due to a shortage of skilled labor, for which TWI programs were developed:

The principles of developing professional skills through “learning by doing”, laid down in the “TWI - Training in Industry” program, are not only the methodological basis of the “Japanese economic miracle”, but also the standards of industrial training for leading industrial corporations.

Currently, the trends in the development of PS have passed the stages of modernization, development and implementation of principles and methods for the development of BP and PS, next in line creating a flow of qualified personnel.

TWI work programs include:

What was TWI and why was it formed?

What was the Production Management (TWI) service? What does it have to do with modern production technologies? The answer is everything. For those who have heard of Lean Manufacturing, Japanese management techniques and Kaizen, TWI can be a launching pad for understanding modern manufacturing philosophy, which has become the most promising method in the industry today. TWI began and grew to support the U.S. military industry 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 War Manpower Commission on April 18, 1942. It remained part of the Commission until the very end of the Commission's existence, which ceased its work in 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 (even those who had entered the war before the United States) required significant military supplies. Because of this, production levels have increased significantly in all areas of the industry. The US government realized the full 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 within their capabilities. It was also obvious that if the US became involved in the war, the situation would become even more critical. The TWI service began its work to increase production and meet all the serious requirements that were placed before the industry. The main focus was on defense contractors and other essential military suppliers, the number of which continued to grow.

TWI has established a national network of industrial manufacturing professionals to train defense manufacturers in valuable manufacturing technologies.

These programs have been introduced into the industry by a huge number of instructors who have been networked throughout the country by TWI. They emphasized the interaction between managers and workers and provided invaluable industrial support to the US war effort.

When TWI's work ended on September 30, 1945, the following certificates were issued:
Work instructions……………………………. 1 005 170
Working methods……………………………244 773
Working relations…………………………….490 022
Labor relations in the trade union…………………8 856
Program development…………………………….1,829
____________________

Total number…………………………1,750,650
These people were trained at 16,511 enterprises and trade unions of the military industry in every region and of any size 4 .

The effectiveness of the TWI service during the war was astonishing. The Industrial Training Report 1940-1945 provides much detail on the results of the programs.

TWI value for TOYOTA and Japan

After Japan was defeated, the occupying forces realized that in order for Japan to rise from the devastation that was the aftermath of the war and to prevent chaos in the defeated country, it needed support to rebuild its industrial infrastructure. The programs developed by TWI were just what the country needed to enable the Japanese leadership to achieve their goal.

The TWI coach and his group signed a contract, came to Japan and began the training process. To begin the learning process, they used a multiplier effect, meaning they trained trainers who became a nucleus ready to train even more trainers.

Several Japanese agencies picked up the training and expanded it nationally. TWI training over the next decade in all areas of Japanese industry gave rise to principles that have become an integral part of what we call Japanese Management.

W. Edwards Deming, Joseph Juran and other American experts rightfully earn a place in the history books for their significant contributions to Japan's industrial development. However, the American Training in Industry (TWI) program launched in Japan by the occupation authorities after World War II had a much greater impact. At least ten million Japanese managers, executives and workers are graduates of TWI programs
Imai M. "Gembakaizen. The path to reducing costs and increasing quality Alpina Publisher. 2014

Rice. 1. John Shook

“I discovered them (TWI materials) by accident when I adapted some of Toyota's training materials for NUMMI New United Motor Manufacturing. When I ran into some difficulties with the concepts of certain training programs, my Japanese colleague brought over a yellowed, tattered, coffee-stained copy of the textbook in English, exactly the same one they had received 30 years earlier. The only thing is that there were no coffee stains on the textbook at that time. To my surprise, the program that Toyota planned to launch was similar to what the Americans taught the Japanese decades ago."

I am deeply grateful to those who created the TWI program and, first of all, the method of industrial instruction. I used similar techniques before I started working at Toyota, and through on-the-job training, I solidified my gains. I thank Toyota for giving me the opportunity to learn their methods and learn how to teach others. Toyota believes that every leader is first and foremost a teacher, and I like this approach.
Jeffrey Liker, David Mayer Talented employees. Educating and training people in the spirit of the Toyota Way. Alpina Business Books LLC, 2008

List of supervisor responsibilities, with the direct connection of each specific result to TWI programs indicated in italics in parentheses:

1. Prepare work standards (TWI - “Work Instruction”);
2. Conduct training to ensure that operators perform their work in accordance with established standards (TWI - “Work Instruction”);
3. Improve the existing order by improving standards (TWI - “Working Methods”);
4. Identify deviations from normal conditions/standards and take immediate action to eliminate them (TWI - “Work Methods”);
5. Create a positive work environment (TWI - Industrial Relations).

This list of job responsibilities practically quotes Toyota's practical manual for team leaders, which is not surprising: the responsibilities of supervisors at both Nissan and Toyota were developed almost simultaneously in the 1950s - that is, at the time when all Japanese companies were implementing the system TWI. Over the next decade, the TWI methodology spread to many other countries around the world, and kaizen became the core mechanism for continuous improvement throughout Japanese industry. Toyota, which used TWI to train its workers in the world's first lean manufacturing system, went further by making TWI ideas part of the "Toyota Way." Former Toyota managing director Masao Nemoto wrote: “This decade (1950-1960) coincided with a time when Toyota was intensively training its personnel in various aspects of what is now commonly known as the 'Toyota Production System'. As a TWI trainer, I worked day and night to instill the values ​​of the Toyota Production System in all the employees who worked in my company. It was a period of ‘getting better and better’, where improvements were made one after another.”

Development of TWI at TOYOTA

TWI Program Philosophy

Careful elaboration of the Principles underlying the TWI philosophy contributed to the resounding success and effectiveness of the program, which has become the training standard for the world's leading companies.

5 requirements for a Leader. The implementation of these principles allowed us to avoid many questions that are relevant for many enterprises today: Should a manager teach? Should I pay extra for improvements? This is simply the responsibility of any leader.

• First requirement: Knowledge of the job. Provides knowledge of special scientific and technical information necessary to perform work in the field of activity of its enterprise and constant updating of knowledge.
• Second requirement: Knowledge of job responsibilities. The leader must understand the goals and objectives of the company, their compliance with the framework of the organization, and also have a clear understanding of both his responsibilities and his powers. All these installations must be fully consistent with the requirements set forth in corporate policies, agreements and contracts, regulations, safety requirements and work plans.
• Third requirement: improvement skills. A leader must constantly review the performance of his unit. This involves, in particular, constantly seeking ways to combine, reorganize and simplify the tasks performed to ensure more efficient use of the manpower, machines, materials and methods at his disposal.
• Fourth requirement: leadership qualities. A leader's most important resource is his people. Leaders must be able to work together with people in a team to achieve the goals of the department. Daily application of this skill will help in maintaining favorable interpersonal relationships in the team.
• Fifth requirement: Employee training. One of the main responsibilities of a leader is to train those under his leadership.

1. Learning through Action. Each TWI training program requires participants to demonstrate the application of TWI techniques to perform a real job or task they encounter in the workplace. Thus, each participant gains practical experience by independently applying the method in practice to solve real work problems.

   4 step method. Due to the same four-step structure, all TWI programs have common characteristics, which makes them easier for supervisors to master. Each method is presented in an accessible form, it is easy to understand and begin to apply in practice, always having it “with you” in the literal sense of the word: for each course a compact set of cards has been developed that easily fits in your pocket.

   Five 2-hour classes. The TWI method also determines the format of the training, as a result of which each course has the same structure: five 2-hour sessions (10 hours in total), with a maximum number of students in each session of up to 10 people. This “10-hour program” format was introduced because the TWI developers found that it was practically impossible to remove a supervisor from the production floor for more than two hours a day. In addition, it was found that two hours is the maximum duration of one lesson in which students can maintain the necessary concentration. The number of participants is limited to ten due to time constraints for individual presentations.

   Standardized methodology for conducting training and preparing trainers. TWI developers have compiled detailed training manuals detailing the standard methodology for conducting each TWI training program. These manuals list all the skills that the trainer needs to practice, as well as everything that he needs to say and do during the 10-hour training. The use of a standardized method ensures the necessary quality of training even when training is conducted by people who are not professional trainers, and provides a “relay” effect: those who have mastered the methodological material can teach others on the basis of these training aids, so that in the future they can do the same train your colleagues.

   TWI required strict adherence to training programs as intended. Trainers were required to strictly follow the manuals or they would lose their teaching privileges. The manuals were designed to be readable from a distance of one and a half meters, so that trainers could easily read the information from the manual directly in class. Each manual had sections that gave detailed information, used different fonts and symbols to indicate exactly what the trainer should do, what to emphasize, and even what to write on the board.

   The job training manual always included the instruction: WORK BY 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 always had the same content:

   To ensure the same high standard, you must ALWAYS work to this plan. Never leave him. Don't rely on your memory, no matter how many times you've worked the plan. It is not difficult, if you always follow the instructions, you will never fail.

   All these methods, along with the principle of plurality, have allowed TWI to present a standardized curriculum to a huge number of businesses, with the help of many trainers with different backgrounds and abilities. This technique was their method of maintaining quality control of their services.

   The principle of plurality. Develop a standard method, then train people who will teach other people, who will in turn train groups of people to use the method. The application of the principle of plurality has enabled TWI to issue training certificates to more than 1.7 million leaders and trainers throughout the United States in its short five-year existence.

   Support from senior managers. A mandatory requirement of the TWI program is support for managers in the manufacturing plants where the training takes place.

   If the student has not learned, it means that the instructor did not teach. TWI's four-step job coaching method is a proven and reliable tool for providing people with job training. The main principle of TWI work instruction programs is formulated as follows: “If the employee has not learned, it means that the instructor did not teach him.” In other words, the trainer is responsible for ensuring that workers do their jobs well.

Structure of training programs

NEW TREND IN THE DEVELOPMENT OF PRODUCTION SYSTEMS. CREATING A FLOW OF QUALIFIED PERSONNEL. TWI “ON-WORK TRAINING” (PART 2)

Development of TWI at TOYOTA

In 1924, Russian scientist Alexey Kapitonovich Gastev said a wonderful phrase:
“If we do not create a system of rational, fast, mass education, know: we are facing a production disaster, we are facing a cultural failure.”

I would really not like his words to turn out to be prophetic.
Below I will give the stories of three companies, three market leaders in their segments.
What to do? You decide.

Story 1. Learning “from the problem.” management company "TMS group"

It is known that personnel, along with equipment, technologies, and materials, are one of the most important factors in the efficiency of a production system.

As an analysis conducted in 2010 showed, up to 60% of disruptions in the company's production activities were associated with personnel inefficiency. A large number of violations in the field of industrial safety, defects, defects, as well as violations of production technology were associated, first of all, with problems in personnel training. As a result, managing the company’s activities was reduced to “putting out fires,” which took a lot of time, but there was no time for effective training.

The following problem also remained acute: often workers, having undergone training at the Personnel Training Center and received a document confirming training in their profession, directly at the workplace demonstrate a lack of knowledge of the specifics of production at their specific site. Therefore, learning the details of their operating activities occurred exclusively by observing the work of their closest neighbors. However, in general use there are many different ways to perform the same operation: within a dozen or more ways of producing each single act of any type of labor. Because of this, there is significant diversity in the tools used for each type of work.

Among all these different methods and instruments used for each separate element of any branch of production, there is always one method and one kind that is better and faster than all the rest. Therefore, both in providing the best tools and equipment and in organizing training, it was necessary to find the most effective method.

To teach a person a completely new task means to give him the best knowledge, develop optimal skills and develop the skills necessary to perform a specific task. Practice has shown: if you train an employee poorly, then he will learn “wrongly.” It becomes almost impossible to “retrain” such an employee. In addition, retraining is very expensive for the company, and causes psychological discomfort for the person himself.

The practice of “fighting fires” and retraining on the job gave unstable and low results, and the company’s management was tasked with studying the experience of the Toyota company and applying the experience of the best global practices in the company’s divisions.

Previously, before the introduction of TWI, the company provided on-the-job training through mentoring, onboarding and internships. However, such training was unsystematic and did not give the desired results. The new system was implemented in the company with interest, but with great difficulty. There was some resistance from a number of employees, especially older ones. To increase staff involvement, as well as explain the benefits of the new system, some work was carried out with them. In particular, the advantages of its implementation were shown using specific examples, notes were posted in the corporate newspaper “Navigator”, as well as on the corporate portal. The topic of TWI and the results of its implementation was regularly discussed at staff meetings and morning planning meetings. Gradually the resistance weakened.

The main implementation challenge was the need to develop workflow diagrams. Mentors and their supervisors - masters - did not physically have enough time, and sometimes even literacy, to properly prepare and formalize them. The solution was to release them from the work process by 50%, i.e. They devoted half of their daily working time directly to training and creation of the SWP.

Currently, the company has developed more than 2,400 workflow diagrams, which are detailed descriptions of the sequence of the most optimal order for performing functional operations today. An annual assessment of the level of productivity and quality of work, the number of emergency situations in departments is carried out, and the reasons associated with the incompetence of personnel are identified (see below for the assessment methodology). Then training schedules are drawn up by agreement with management, goal-setting is formed to achieve a certain level of human skills, the development of a PSA, and the creation of training videos.

Planning of training occurs according to the principle “from the problem”:

• Products do not meet technical requirements;
• Control standards are not met;
• Large volume of manufacturing defects;
• Excessive wear and tear on tools and equipment;
• Frequent delays and interruptions of the technological process;
• Breakdown of tools and equipment.

For example, in one of the workshops of TMS-TruboprovodServis LLC on the production line for applying polyethylene coating at the beginning of August 2014, equipment downtime was recorded for 3.5 hours and a defect occurred. During a detailed analysis of the reasons, the Central Dispatch Service (CDS) found that downtime and defects by site employees were caused by incompetence. Measures were quickly taken to change the staff training schedule. Employees were trained, passed a knowledge test and were re-committed to work. In subsequent periods, defects and equipment downtime due to personnel incompetence were not identified.

Next example. During the audit of the implementation of technological discipline, it was discovered that repairmen Akhmetov I.M. were allowed onto the NPP line. and Mukhametkhanov Sh.M., who did not undergo training. In addition, I.M. Akhmetov, as it turned out, committed violations before. The boys were immediately sent for training.

Thanks to the updating of the plan for mastering skills in the analyzed area of ​​society, since the beginning of the year, the specified goal setting has been exceeded.

The diagram below shows changes (%%) in the performance of the polyethylene coating application site (in terms of labor productivity, order completion times, Customer complaints, equipment downtime, defects, accident rates) compared to the same period in 2013.

Results of using TWI in the management company of TMS Group LLC:

Personnel training under the TWI program allows you to effectively solve current production problems. Currently, TMS Group Management Company LLC is integrating this training system into the structure of the enterprise in functional areas.

Thanks to TWI, opportunities have been created and implemented for:

• optimizing the duration of worker training, incl. beginners,
• the process of continuous improvement of the mentoring procedure in production through the creation and maintenance of a general environment of a self-learning organization and a system of continuous improvement,
• full-scale implementation of Lean manufacturing technology through a simple, accessible method of training workers in production,
• producing more services and products per unit of time,
• more efficient use of labor, equipment, materials.

In conclusion, I will outline the results of the experience of using the standardized TWI training methodology in the management company TMS Group LLC:

• each workshop of the management company has a training instructor;
• Instructors created workflow diagrams for the main operations - more than 2,400;
• More than 845 people have been trained using the TWI method since 2012, and about 6,600 people have acquired skills;
• a library of PSA was created on paper and on the corporate portal;
• About 20 training videos were filmed, which are an additional tool for organizing industrial training;
• advanced training of personnel and improvement of quality is achieved through the acquisition of skills in performing functional operations;
• the presence in the workshops of specialized units trained according to the TWI production instruction method;
• a reduction in equipment emergency exits by 44% was achieved;
• equipment downtime was reduced by 12% and a reduction in oil losses was achieved;
• the economic effect from the implementation of TWI projects is more than 14.9 million rubles.

Thus, thanks to the application of the best global practices in the field of on-the-job training, as well as the TWI system, TMS Group Management LLC has achieved an increase in the company’s performance over the past 3 years, which has reflected in the strengthening of the company’s brand in the oilfield services market of the Russian Federation.

Story 2. TWI training system: experience of implementation in TBM

TBM draws successful practices in the field of training from the experience of leading companies. For example, the Toyota company 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 personnel selection, training and development. Toyota has built a whole stream of qualified personnel. Standardized training systems play a major role in the employee training process. One such system is TrainingWithinIndustry (TWI), which translates to “Training Within Industry”.

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

The TWI system fully covers the organization of an employee’s work in several directions - his accelerated training to correctly perform the necessary operations, his adaptation to a new team, the positive influence of his immediate supervisor on his work, and the involvement of the employee in the continuous improvement of the operations he performs.

The TWI method includes 4 blocks:

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

We were able to get acquainted with this training system in more detail at Sergei Smirnov’s seminar on TWI, which was held as part of the IV International Conference “Lean Manufacturing in the Window Business”, organized by TBM in April 2014, as well as while studying the book by D. Liker and D .Mayer “Talented employees. Educating and training people in the spirit of the Toyota Way.”

After discussion, it was decided to test this training methodology in TBM, starting with the introduction of work instruction.

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

For the trial implementation of this technique in TBM, the installation process of Intemika window fittings was chosen. Employees of the window and door fittings department Elena Zotova and Dmitry Shorin first developed a workflow diagram. But since this process has many variations depending on the shape and material of the window, the complete set of fittings, it was decided to choose a kit that takes up the majority of sales volume: a kit of Intemika fittings for a rectangular tilt-and-turn window with a middle handle, size 500x1300, profile 12/ 20-13, sash weight< 100 кг, обычное количество цапф.

The entire installation 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 basic 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 done wrong).

Employees of the ODF department conducted a trial briefing on this scheme for the product manager of the Moscow division at the Training Center.

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

Despite the really good learning outcome, we also faced some difficulties.

Firstly, the technique is time-consuming. Each session took about 50-60 minutes. Those. The complete installation training, consisting of seven lessons, took approximately 6-6.5 hours of pure time, not including rest breaks. In this case, only one employee is trained.

Secondly, in our case we were faced with limitations in the availability of materials for installation. Ideally, to repeat operations 4 times, first by the mentor and then by the student, 8 windows are needed, which, of course, is too expensive to train 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 learning result as a whole, we can assume that a limited number of attempts to perform certain operations is still sufficient for good mastery of the skill.

The conclusion obtained as a result of the training was the following: the methodology is really effective for training employees in standard skills, but it requires careful preparation and thinking through the 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.

At the moment, a decision has already been made to broadcast the work instruction methodology to all divisions of the Company, while simultaneously expanding the list of processes that can be taught using this methodology.

Story 3. We increase the efficiency of the continuous line and reduce the number of errors in SAP Operations using TWI training in production. Company "*****"

In order to improve business efficiency, the production line was completely modernized. To ensure high staff involvement in the production of quality products, Kaizen managers (6 Sigma Black Belt) regularly conducted training, analyzed the results and developed measures to eliminate the causes of defects, emergency stops, and non-production losses, but the desired level of line efficiency was not achieved. The production line was controlled by SAP with mandatory information entry at each workstation. There were a large number of errors when working with the program.

The company's management hypothesized that insufficient knowledge of key points and skills by line operators is the cause of unscheduled line failures. The development of Training Standards and subsequent training of 100% of line operators can lead to a reduction in accident rates and an increase in line efficiency.

At the enterprise, the following functional managers were trained in the methods of JI work instruction and JRT working relationships: Director of Production, Technical Director, SAP Manager, Kaizen Manager, Head of the Personnel Training Department, Head of the Adjusters Service.

Then the managers acted as trainers and each of them trained 10 people from their departments: Shift Masters, Adjusters, etc. That is, work instruction skills were built into the functional structure. Subsequent training of line operators in problem areas showed consistent results in increasing efficiency, reducing accidents and defects.

Particularly difficult was developing the skills to work correctly in SAP. Considering the different levels of initial computer readiness among employees, management was not satisfied with the quality of information input. Using on-the-job training methodology, the trainers broke down a work operation into 14 main steps and tested a new training method; As a result, the time required to obtain qualifications in performing this work was reduced by 4 times, and the number of errors was reduced to zero.

The course is intended for: heads of production, departments, sections, foremen, foremen, will also be interesting and useful to heads of personnel training and development departments responsible for professional training and personnel reserve.

One of the big problems of Russian enterprises today is the lack of preparedness for the work of ordinary employees. In the country as a whole, and especially in the regions, the program for training qualified workers for enterprises in the industrial sector has long ceased to exist, and the continuity of the formation of professional skills “vocational education - enterprise” has been disrupted. At manufacturing enterprises there is a large shortage of qualified personnel, low labor productivity, accident rates, defects, often low quality products and missed orders.

The TWI training method in production is an effective tool for solving production problems through mass training of workers and creating a flow of qualified personnel. As practice shows, programsTWIToday they are successfully used in enterprises of any size in any industry: aerospace, retail, food, mechanical engineering, construction, radio electronics and energy.

Purpose of the course:

- introduce participants to the technology and structure of the TWI (Training Within Industry) methodology - on-the-job training, as well as the successful practice of its application in Russia

Show ways to solve production problems through the introduction of TWI and training of working personnel

Build corporate standard training skills for line managers in production

PROGRAM

1 day:

A new trend in the development of production systems.

What is the TWI system?

On-the-job training is the standard approach. On-the-job training – TWI approach.

What is the basis of proper learning? Definition of main stages and key points. Competency matrices and training plans.

The principles of developing professional skills laid down in the TWI - On-the-Job Training program.

Features and specifics of the training programTWI.
The main components of the system for quick and high-quality training of personnel according to the methodologyTWI.

How to simplify the process of developing professional skills and reduce staff training time? Four step method.

GoalsTWI-on-the-job training:

• training managers to improve production using a practical (managerial) rather than technical approach
• training managers in continuous improvement techniques

What questions need to be answered using the 5W1H method in order to correctly divide work processes into separate operations and steps .
How, knowing what the work process consists of, identify what knowledge each employee lacks and draw up a training plan.

Holistic approach to train craftsmen and production mentors using the TWI method.
What is the essence of the training systemTWI-methods?
"Principle multiplicativity» TWI-training. How to 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 this method.

Day 2:
Method structureTWIin production.
Module "Work instruction".
What algorithm should be used for worker instruction so that workers learn the material as best as possible?

• Conducting trainings for subordinate foremen, mentors and supervisors
• Assessment of the level of functional security of production
• Skill in conducting 4 step instructions
• Adult Learning Skill
• Skill in analyzing the quality of training
• Breaking down labor operations into stages
• Development of production notes

Module "Working Methods".
Train craftsmen and mechanics in production in the following skills:

• Development of action steps for a specific type of work in production
• Breaking down the work into stages
• Filling out the proposal form for a new way of working
• Developing a proposal for a new way of working for management

Module "Working Relationships".
Train craftsmen and mechanics in production in the following skills:

• Skills in using leadership tools to fulfill one's responsibilities through relationships with others
• Skills for developing principles of good relationships
• Identifying the causes of problems in relations with personnel at the site, in the shift (team)
• Skills for identifying employee opinions
• Skills in identifying a manager’s problem when working with subordinates
• Skills in applying standard procedures for the practical work of a manager

Module "Program Development".
Train foremen and production managers in the following skills:

• Skill in developing training programs to solve production problems
• Skills in using the 4-step method to solve problems through learning
• Skills in applying the tools used in the 4-step method for problem solving through learning

Day 3:

Program participants will receive answers to the following questions:

How to create a flow of qualified personnel? Reducing the training and adaptation time for young workers and workers mastering related professions.

How to improve the efficiency and effectiveness of the existing mentoring system?
Training of mentors. Areas of responsibility of mentors.

How to improve productivity and product quality through the TWI (Training Within Industry) program.

Who supports the system and howTWI-training? The role of the HR Director and the Production Director.

How throughTWI- training to solve the problems of the “demographic hole”, due to the high percentage of workers of pre-retirement and retirement age - to minimize the risks of losing key production competencies?

How to solve the issue of transferring knowledge and experience from the older generation to the younger and retaining it in the company?

How throughTWI- training to get rid of the staff shortage in blue-collar professions? Training of “universal” workers. Solving the problem of personnel shortage in production.

How to easily and painlessly implement new training standards at an enterprise? Practical recommendations.

How to reduce accident rates through TWI training, injuries and equipment downtime due to the fault of personnel?

HowTWI- Does training help improve the working climate in the workforce?

The structure of the program is 70% practice and 30% structured theoretical material. Training is conducted in an interactive format using the following tools:

• Mini-lecture. Information blocks for systematizing existing and acquiring new knowledge in the field of training and development of production personnel
• Brainstorm
• Group discussion to develop a common position on significant issues of the activities of managers in the field of solving production problems
• Solving production cases from the practice of program participants. Analysis of practical situations from the participants’ experience in managing areas, teams and workers
• Business game. Simulation models aimed at creating a field for effective interaction between the manager and employees when performing production tasks
• Visualization results of the group's work
• Individual and group exercises, on practical consolidation of acquired knowledge

TEACHERS

E expert in the field of mentoring, leadership and personal effectiveness development, consultant, business coach, candidate of pedagogical sciences, coach. Specializes in the development of personnel of manufacturing enterprises: from foreman and foreman to the head of a workshop, site and director of subsidiaries and affiliates since 2001

• More than 20 years of management experience, incl. General Director of a machine-building plant, HR Director of large manufacturing enterprises
• More than 7 years of experience in coaching and consulting activities

THE TERMS OF PARTICIPATION

With the participation of two or more employees from one company, discounts on payment are provided: 2 people - 7%, 3 people - 10%, 4 people or more - 12%.

For participants it is provided: teaching material, lunches, coffee breaks.

Excursion program around St. Petersburg as an optional part.

Document upon completion of training: Based on the results of the training, students who successfully pass the final certification of the training program receive a Certificate of advanced training in the amount of 72 hours (License for the right to conduct educational activities dated September 28, 2015 No. 036595, issued by the Moscow Department of Education)

For non-resident clients Assistance is provided in booking a hotel for the period of training.

Training Within Industry (On-the-job training, Industrial training) is a program for training lower-level managers in basic management skills. The program operated from 1940 to 1945 in the United States. Since 1949, Japanese industry began to actively use the program.

The article was prepared for the website of the Deming Association by order of Yu. T. Rubanik (head of the Central Scientific Technical University, prof., doctor of technical sciences). The preface was written by Yu. T. Rubanik.

Preface

Preface

This article was written specifically for the Deming Association website. The reason for the interest in the TWI topic is obvious. The requirement to establish an industrial training program is one of the fourteen points of the famous Agenda for American Management proposed by Dr. Deming. This program can with good reason be called a 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 have noted the special nature of the impact of the text of this program on practitioner managers. First of all, it struck the English-speaking reader with its “strange” choice of words. To draw attention to the meaning of the wording, Deming used rarely used words in the text of this program, words from other areas far from the sphere of management science. It worked, it made people think and delve into the meaning of what was written. And then a new effect arose - the effect of disagreement, rejection, protest. Too many of the program's points contradicted the beliefs of the overwhelming majority of managers and the realities of management practice. 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.

Point 6, concerning the mandatory introduction of an on-the-job training system in organizations, obviously stood alone in the 14 Points program for American management. After all, he was extremely clear! For American practitioners, this system was nothing more than “a well-forgotten old one.” Developed in America during the war years, in peacetime it was gradually lost against the background of new, more fashionable management discoveries. Making on-the-job training a separate program item simply restored its role as a necessary and key organizational component without which an organization could not remain competitive in the “new economic era.”

Our perception sometimes plays strange tricks on us. A conscientious “translation” of the 6th paragraph from the “program for American management” into Russian, however, disoriented the domestic reader! Russian readers perceived this point in exactly the same way as American ones. Those. perceived it as obvious, understandable, and consistent with their understanding of organizational practice. “How could it be otherwise! Any enterprise must train its employees.” The problem, however, was that the content of this “obviousness”, the context for American and Russian teaching practice, was significantly different.

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 abbreviation TWI itself (Training Within Industry) was used to designate a 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, with virtually no changes, Japanese industry began to actively use this same methodology.

Russian managers perceived this point in a completely different context. For them, this point was associated with the various forms of worker training that existed in the USSR. And this significantly disoriented them regarding the meaning of what Deming proposed in her program. Readers simply did not understand and “passed by” this point. It was impossible to properly evaluate 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, experience has emerged in applying this methodology in modern Russian conditions. Thus, it became possible to give an understanding of this practice from a historical perspective and taking into account the realities of modern Russian reality. It is this problem that the article offered to readers solves. We asked E. Ksenchuk to prepare this material, since he is part of a very limited circle of domestic specialists who have practical experience in training enterprise personnel based on the TWI methodology. The article describes the history of the appearance of this program, its content, teaching methods, connections 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 a section, shift, workshop, department).

Since E. Ksenchuk’s material has a pronounced practical orientation, focusing on the content of the TWI methodology itself, the site 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 successful and not very successful domestic experience in the “implementation” of advanced organizational and management technologies. In particular, explain why the desire to follow managerial fashion can lead to the emergence of “blank spots” in the system of professional knowledge. And how, if possible, to avoid the pitfalls of blindly copying other people’s experience, relying on living practice and fundamental management knowledge.

We hope that the proposed materials will help domestic practicing managers realize the enormous potential of the best practices existing in the world for increasing the efficiency and quality of work and will help them develop a rational approach to its development.

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

The stone that the builders rejected became the head of the corner
(Psalm 118:22)

The TWI program is arguably the most successful training program 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 - through promotion from below. A good turner is appointed as a foreman of turners. Common practice, isn't it? At the same time, obviously, the nature of the activities of the newly appointed foreman changes fundamentally. Instead of working on a machine, he begins to work with people. Instead of a machine, cutters and blanks, now in front of him are living workers, individuals: 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 another quality is often not recognized by the management of the enterprise. Paradox: in order to fly an airplane, a cadet is trained for several years. In order to manage a brigade, an ordinary employee is not trained for an hour. They issued an order and you are the leader. But a person is much more complex than an airplane! And controlling it, and especially a group of people, is more difficult than controlling an airplane!

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

Ordinary employees are the main asset of any enterprise. They create products and provide services - that is, they create the value for which the company is paid. And in their workplaces, as a rule, there are many problems that must be solved by the people organizing their work. Here's a 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 should do this.
2. They don't know how to do it.
3. They don't know what is expected of them.
4. They think your method won't work.
5. They believe that their option is better.
6. They believe 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 so.
10. They are punished for doing this.
11. They foresee the negative consequences of doing it.
12. There are no negative consequences for them if they fail to complete a task.
13. Obstacles are beyond their control.
14. They do not have the necessary knowledge and skills.
15. They have personal problems.
16. Nobody can accomplish this.

Ordinary personnel are clearly deprived of attention from their immediate superiors. And not because they are “bad”. They simply were not taught how to manage other people, how to organize their work, how to train, how to improve work processes, how to prevent and resolve conflicts, how to develop people, etc.

Fine. Let’s say the director realized that every young leader needs a “young fighter course.” Then questions immediately arise. What to teach? What knowledge, what management skills? How long should the course be? How to teach? By what method? In-house or in off-site courses?

Fortunately, these questions have already been asked once. They were answered. A corresponding training program was created. Vast practical training experience has been accumulated, and very detailed teaching materials have been developed. The program was so successful that it is still used today. It's about the program Training Within Industry, TWI (Training on the job, Industrial training).

2. History

When World War II began in Europe, it became clear to 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, and military equipment - both for their own army , and for supplies to the allies. Here is a typical quote from a government official in those years: “Because we love freedom, we cannot help but throw the last ounce of our productive capacity against the greatest enemy of freedom. We must build two planes against Hitler’s one plane, two tanks against his one, two ships against his one, two guns against his one.”

The beginning of the conscription of reservists into the army and a large-scale increase in orders for military products created a serious problem for the US defense industry: a labor shortage. There was an urgent need to quickly commission a large number of new, inexperienced workers. The response to this challenge was the creation in June 1940 of the government's Industrial Training Service (TWI Service), whose mission was formulated as follows: "To help industry cope with manpower demands through in-plant training to make the best use of the skills of each worker, thereby promoting , meeting military requirements."

In a fairly short period of time, the TWI Service managed to find a solution to this problem. The main idea was as follows. To quickly commission new employees, it is necessary to train their immediate supervisors - foremen, foremen, mentors - in basic management skills. Moreover, lower-level managers need to be trained directly in production – where they work. A number of organizational and methodological principles were also formulated, which are described in detail below in the “Fundamentals” section. Detailed teaching materials have been developed for instructors conducting training. And then the actual large-scale “exit” of TWI Program instructors began.

The learning results from this program are impressive. They are well documented, for example in these sources: . During World War II, the TWI Program was trained at more than 16 thousand US defense industry enterprises, and more than one and a half million instructors and lower-level managers were trained. Here is data on the growth of production volumes and enterprise productivity 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 during this period can be assessed through the volume of supplies to the Soviet Union under Lend-Lease of equipment, fuels and lubricants, equipment, weapons, ammunition, and food.

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

• Increase in production volumes
• Reducing the time for onboarding new employees
• Increased productivity
• Reducing waste
• Reducing injuries
• Reducing the number of labor conflicts

Around mid-1944, interest in the TWI Program on the part of American businesses began to wane. There were quite objective reasons for this. Firstly, certain learning outcomes under this program have already been achieved. Secondly, the volume of orders for their products began to decrease. Thirdly, in mid-1945 demobilization and the return of experienced workers to enterprises began. The TWI Service's mission was accomplished and it officially ceased to exist in September 1945. But the TWI story was just beginning.

3. Basics

3.1. Whom 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 TWI documents they are called supervisors. They are the ones who are between senior management and ordinary workers, like between a rock and a hard place. They organize the work of ordinary employees, train them, and solve their problems. Only well-trained supervisors can manage the work of ordinary employees well. It is no coincidence that they are called “Business Sergeants”. The final report of the TWI Service contains 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 basis of training programs? It is clear that trained supervisors, working in a new way, should help improve production efficiency. Then a logical question arises: what factors at the lower production level, at the level of ordinary personnel, determine production efficiency? By identifying these factors, we will understand where we need to focus training for lower-level managers. The answer to this question was given during the First World War by Charles R. Allen, who wrote a book in 1919 with the characteristic title: “Instructor, Man and Work: A Guide for Instructors in Industry and Vocational Education.” Using Allen's work, TWI ideologists identified the following three main factors:

• Supervisor (lower level manager)
• Work (production process)
• Worker

Supervisor is the head of production. There are no other bosses below 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 work by organizing the activities of his team. Managing people is a complex and responsible job, and he must have knowledge and skills at least equivalent to the Model of Five Requirements for a Supervisor (see paragraph 3.2.2).

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

An employee is a person. With your own unique values, needs, desires, capabilities. This is not an appendage to the machine, not a passive executor of the will of the boss. Only on the basis of respectful attitude towards employees, equal relations, partnerships with them, attention to their problems, their suggestions can it be possible to increase production volumes and improve product quality.

The educational content of the TWI Program was focused on these three factors.

3.2.2. Five requirements for a supervisor

The key question that the TWI Service specialists needed to answer was: what knowledge and skills should a supervisor have? What knowledge needs to be transferred to him, what skills to develop? The identification of three main factors of production efficiency made it possible to formulate an answer, which was called the “Model of Five Requirements for a 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, and know the norms and rules adopted in the organization. He must clearly understand what he is responsible for and what powers he has.
• Be able to train employees. Be able to plan training for employees in new skills and new processes.
• Be able to improve work processes. Be able to find, together with employees, opportunities for improvement and simplification of the work performed.
• Have leadership skills. Be able to prevent and resolve conflict situations, be able to create productive industrial relations, be able to solve personal and production problems of employees.

It can be seen that in this list the first two requirements relate to knowledge that is largely related to a specific enterprise. Therefore, in accordance with the TWI methodology, mastering this knowledge is the responsibility of enterprise 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. 1.

Table 1

Main Factors of Production Efficiency	Training blocks of the Program TWI
	Job training	Working methods	Work relationship
Supervisor	Supervisor training in all three training units is important. Three basic management skills: the ability to teach work, the ability to improve processes, and the ability to build productive working relationships are closely interrelated. Only mastery of all three creates synergy and allows a leader to rise to a new level. When talking about three learning blocks, TWI specialists use the metaphor of a three-legged stool: three legs - three learning blocks; remove one leg and the entire TWI structure falls apart. A good visual representation of the relationship between the requirements for a supervisor and the training units of the TWI Program is given in Appendix 9.5
Job	To perform a job well, an employee must be well trained	Any work can be improved using the algorithm presented in this training block	Work is done well when the employee is psychologically comfortable working
Worker	All three training blocks are addressed to the employee. Based on the “Job Training” block, the employee is effectively trained to work. Through the “Work Methods” block, the employee is involved in activities to improve production processes. Possession of the skills developed by the “Working Relationships” block allows the manager to prevent and solve personal and work-related problems of the employee

3.2.3. Training content

What, exactly, 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 mastery, are three methods, three algorithms of action. The algorithms are of the same type in structure and consist of four stages (clause 3.2.4).

In the “Job Training” block, supervisors are taught how to properly plan, organize and conduct training for ordinary employees. The methodology for training employees in a condensed form is given in Appendix 9.1.

The “Working Methods” block presents a sequence of steps to improve the existing work process. The process improvement algorithm is summarized in Appendix 9.2.

In the “Working Relations” block, rules and recommendations for preventing production problems are studied and an algorithm for solving problems that arise is mastered (Appendix 9.3).

The pocket cards shown in Appendices 9.1-9.3 are actively used by students during training and remain with them for use later in their 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 reliably mastered by the supervisor in all its details in order to act on its basis in certain production situations. The authors of TWI managed to achieve 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 across all three training units, makes TWI much easier for supervisors to master. The originator of this method is Charles R. Allen. A summary table of the four-step 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 employee	Divide the work into its component elements	Gather the facts
2	Show what and how to do	Explore Every Element	Weigh everything and make a decision
3	Test what you have learned in practice	Develop a new method	Take action and take action
4	Monitor execution	Apply a new method	Track your results

3.3. Where to study?

3.3.1. Training - inside production

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

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

• Ensure the extremely practical nature of the training, when supervisors studied directly at their workplaces, surrounded by real and native production, in interaction 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: during the course of training, supervisors could address questions and problems to their superiors and 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 exchange experiences.

True TWI training is only possible:

• at the initiative of the company management
• by production forces
• inside production

(from TWI Service guidance documents)

Focusing on learning in your own company, in your shop, in your work environment, among your colleagues has proven to be very productive. The awareness and importance of this approach is evident from the name of the entire project: “Training within production.”

3.3.2 Top management responsibilities

In the TWI Program, serious attention was paid to working with senior management of the enterprise. 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 called: working with management. TWI representatives had to solve two problems. The first is, without imposing training on the TWI program, to arouse interest in this program among the director of the enterprise and receive an invitation from him to conduct such training. And the second task is to obtain 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 on your part, in particular, in working with your deputies, middle and lower level 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 the necessary conditions for training supervisors would be created for them, and that supervisors would be motivated to train. A poster with the distribution of responsibilities between the TWI coaching team and the host company management is shown 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 free 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 monetary terms and in terms of the distraction from work of both trainees and other specialists, and the diversion of other resources. “Training must be carried out during working hours at the expense of the company”
• The investment must provide a “return”, an effect in the form of increased production and product quality. The responsibility of management is to monitor 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 material learned on the teaching method used (Fig. 1). TWI Service specialists have adopted the principle of “learning by doing” as a basic training principle from the very beginning.

This is perhaps the most important principle of TWI technology. It is no coincidence that the book on the history of TWI is called by the authors: “Learning through action. History of Industrial Training". In accordance with this principle, training in each educational block is based on one principle: first, the educational material is told, discussed, reinforced in the classroom (including through completing assignments: individually or in small groups, through group discussions), then the students go to production and perform tasks at their workplaces, in the next lesson they talk about their experiences and receive feedback from the trainer and colleagues. Then the cycle is repeated with a new portion of educational material.

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

Rice. 1. Learning Pyramid

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

3.4.2. Breaking down the work into stages

Structuring the work is a successful methodological find by TWI specialists. Breaking down work into stages is an important part of the educational content of the “Work Training” block. As a rule, in every job there is a small number of really important, critical moments. These are the ones you need to focus on when learning. Identification of stages allows students to focus their attention on the most important elements of the work being performed, to show How specifically the element is being made, and explain, Why This is how it is done (Fig. 2).

Rice. 2. Breaking the work into stages

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

Dividing work into stages is the first step of the algorithm for improving the workflow of the “Work Methods” block. In this case, structuring the work allows you to ask a number of guiding questions at each stage that help you better understand the work process and lead to ideas for improvements (see Appendix 9.2).

Table 3

3.4.3. The principle of plurality

In war, the time factor is often of decisive importance. The TWI service needed to train a huge number of lower-level managers at 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 technique, then each of them will train the next group of trainers, and then they go out to enterprises. If the enterprise is large or medium-sized, TWI trainers train internal trainers there, who already directly train their foremen, foremen, heads of departments, shifts, and sections. If the company is small, external TWI trainers themselves conduct training for groups of supervisors.

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

3.4.4. Standard teaching materials

And such teaching aids for TWI trainers were created for each training block. These are detailed lesson plans. It describes minute by minute what the trainer should say and do during the lesson, and what the training participants should do. The manuals were printed in large font for ease of reading by the trainer during the lesson. Different fonts, symbols, and frames were used to highlight one or another type of material or instructions for the trainer. In the footer of each page there was a phrase: “Work according to this plan - do not rely on your memory!” At the beginning of each methodological manual there was an appeal to the trainers from the head of the TWI Service. Here is one paragraph from that appeal: “In order to ensure the same high standard, you must ALWAYS work to this plan. Never leave him. Don't rely on your memory, no matter how many times you've worked the plan. It is not hard. If you always follow instructions, you will never fail."

TWI Service representatives demanded strict adherence to lesson plans. Trainers were required to strictly follow the manuals or they would lose their teaching privileges. The use of standard teaching materials ensured the required quality of training even by trainers who had no experience in teaching adults.

3.4.5. Duration of classes

During the first period of “pilot” training projects, TWI specialists selected the following time-related course parameters that became the standard for all years of active training in this program:

• Duration of training for one training block - 10 hours
• The training consists of five two-hour sessions
• A two-hour lesson is held without interruption.
• 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” into your head)
• Training for one training block should not last more than two weeks

3.4.6. Band size

The authors of the teaching methodology determined the optimal size of the training group: no less than 9 and no more than 11 people. This is due to the implementation of the principle of “Learning through action”. In the classroom, after studying a portion of theoretical material, it is consolidated in practice. Then, after the lesson, supervisors independently practice reinforcing the training material at their workplaces, and at the next lesson 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 from the point of view of using the coach’s potential and, secondly, there will be too little feedback from the group members. If there are more than 11 people in the group, 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 events that took place seventy years ago. Especially in Japan. And to see the underlying causes of these events, their driving forces, is almost impossible. Especially from Russia, having access to only a few books and articles from the USA. The story of how
The TWI program ended up in 1949 in Japan, which was destroyed after the Second World War, which is incredibly interesting to me. But practically unknown. And there is information about what happened next.

Here's what Jim Huntzinger has to say. On the initiative of the American occupation administration, Lowell Mellon, director of TWI Inc., and three of his colleagues arrived in Japan in 1949. Mellon was a TWI instructor during World War II. Their task is to transfer TWI technology to the defeated Japanese. Over the course of 6 months, they train 35 “senior trainers” and prepare the basis for the dissemination of the TWI Program. The Japanese embraced TWI enthusiastically, and after the departure of a group of Americans, several government agencies continued to promote TWI within the Japanese industry.

And the principle of plurality, or multiplier effect, worked in full force in Japan! By 1995, nearly 100,000 TWI certified instructors had been trained, and the total number of managers, instructors, and employees trained was nearly 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 managers who passed 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 contributed to the creation of new approaches to production management - such as Kaizen, Lean, TPS.

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

Masaaki Imai, in his book Gemba Kaizen, echoes this assessment and continues: “In many Japanese companies, successful completion of the TWI course has become mandatory for promotion to middle management. The TWI program has taught generations of Japanese managers 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 managing people and operations based on the plan-do-see method.

In general, TWI is fine in Japan. Here in Russia - no way. TWI for domestic management is a big “blank spot”. What about the rest of the world? If we talk about the USA and Europe, TWI is not dead and, it seems, interest in it has only been growing in the last 10-15 years. 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, a joint summit of HR and TWI specialists is scheduled to take place in May 2016.

5. Connections

It is generally accepted that the TWI Program became the basis for the branches of management that grew in Japan after World War II and spread throughout the world. We are talking about 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
• LeanLean

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

• "TWI is the basis of Lean"
• “The roots of Lean. TWI: the origins of Japanese management and Kaizen"
• “TWI – the missing element of Lean?”
• "Learning Lessons from TWI: Standardized Work, Continuous Improvement and Teamwork"

The objectives of this article do not include a detailed analysis of the connections between each block of the TWI Program and management concepts that are relevant today, in particular, with Lean and Kaizen approaches and tools. However, in the depths of the Internet, I came across an interesting presentation by 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. In Fig. Figure 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, these are:

If we try to identify the main influences of TWI on modern management concepts, then we can probably draw such connections. The Work Training block was the predecessor to the Standardized Work tool in Lean. In addition, an independent direction has appeared: “On the Job Training”, OJT: “On-the-Job Training” with its own, more developed, methodology, with its own literature. The Kaizen methodology for continuous improvement grew from the “Working Methods” block. And the “Working Relations” block (together with the “Work Training” block) advanced management in a “humanistic” direction. In 1981, T. Asozu’s book “Human Production 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

Any activity has direct and indirect results. “They cut down the forest and the chips fly.” The felled tree is a direct result. Chips are an indirect, by-product. There are even less observable effects - strengthening the heart, lungs, and lumberjack muscles. The goal is usually direct results, but by-products may be more important, especially in the medium to long term.

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

• Ability to train ordinary employees to work using a special algorithm
• Ability to improve work processes using a special algorithm
• The ability to prevent and resolve industrial and interpersonal conflicts using special rules and algorithms.

Skills are supported by personal pocket cards with rules and algorithms, which are always “at hand” for the manager.

What could be indirect learning outcomes? Let's take a closer look at what is happening 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 active activity in his work environment, in contacts with his employees, with subsequent analysis in the group of the actions of his own and his colleagues, the supervisor encounters unexpected things:

• He begins to understand how complex other people working next to him are.
• He sees how difficult it is to get another person to perform simple actions, from his, the supervisor’s, point of view.
• It turns out that he physically cannot know all the subtleties of the work performed by all his subordinates
• He notices what unexpected reasons for him there 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 understand a subordinate “in the wrong way.”
• He finds himself in a situation that is unthinkable for him, when he turns out to be exactly wrong, when his point of view on some production situation is one-sided and erroneous.
• He discovers how many subtleties, details, and tricks there can be even in an elementary operation
• He realizes that it is necessary to improve processes with those who carry them out, but working on improvements is possible if people respect you, but for this you must respect them
• He is faced with the fact that attention and respect for an 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, and 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 it will probably turn out something like this:

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

These are indirect results of a supervisor completing the TWI Program. And they are fundamentally important. If after training a manager comes to approximately the same conclusions, he has changed as a person! Now, in any work or life situation, he will behave in accordance with this new understanding of people, himself and the essence of leadership. He will no longer make many management mistakes. The groups usually recruit fairly young and promising foremen and foremen. And these acquired basic things will remain with them for the rest of their career. And when they become mid- and senior-level managers, the inoculation of TWI's management culture will stay with them.

The main learning outcome of the Program TWI – change in the personality, “picture of the world” of the supervisor, reaching a higher level of culture of thinking and culture of communication. It is no coincidence that when monitoring training results, TWI specialists recorded not only improved performance indicators, but also improved communication, improved teamwork, increased cohesion, and 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, this does not mean that you are bad, that you are to blame. We, your leaders, did not finish this.”

A shift in the thinking of a novice leader from the authoritarian paradigm (“I’m in charge - I know better”) to the collaborative paradigm (people are different, I’m no better than others, and only equal, partnerships give breakthrough results) is not obvious, but perhaps the main result the TWI project, the secret of its success and long life.

Here are a few excerpts from the final questionnaires of the participants in my training in 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 stunning 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 myself (am I thinking and reasoning correctly?)
• The vision of people in general has changed
• It's horrible. I realized that I taught people wrong for four years
• The training has completely changed the worldview in terms of learning. I completely reconsidered my approaches to work, as well as to children and family.

Here are the learning outcomes (besides mastering the educational material itself) that supervisors note after the “Work Methods” block:

• Understanding the importance of group work on improvements
• Understanding the importance of communication between departments and exchange of experience
• Understanding that there is always room for improvement
• Understanding the “internal supplier – internal consumer” relationship between related departments

Patrick Graupp, a well-known TWI specialist, writes in the article “The Human Element of TWI”: “Lean in the United States is justifiably 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. Creating an organization that truly respects its people before implementing production system tools is a lesson that most organizations miss. Without the passion and support of the people actually doing the work, we cannot be sure that the necessary changes are happening and being sustained... People are not machines and TWI teaches leaders how to engage the hearts and minds of people on every job - no matter how complex or simple and small."

The concept of humanism in industry was one of the most popular ideas adopted by the Japanese from TWI. The idea that good management included respect for subordinates was revolutionary for Japanese management at that time. “TWI was able to teach the Japanese that good human relations is a good business practice that can destroy the authoritarian management traditions that were widespread in Japan before and during the war.”

7. Conclusion

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

• I learned about TWI from Sergei Smirnov.
• Vyacheslav Boltrukevich suggested that I create a course on TWI for the MBA-PS programs at the Moscow State University Graduate School of 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 selflessly gave me original teaching materials.

Thank you, colleagues!

8. Sources

1. Imai M. Gemba Kaizen: the path to reducing costs and improving 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



Evgeniy Ksenchuk
Novosibirsk, May 2016
[email protected]