Job Instruction

Training
The 10-hour Session Outline

Editor
Mark Warren
 “We are what we repeatedly do.

Excellence, therefore,

is not an act but a habit.”

- Aristotle

2014 Mark Warren

2nd Edition

Tesla2, Inc.
750 Glenwood Dr.
Athens, GA 30606
www.Tesla2.com

2
 Contents
Introduction .............................................................................................................................. 9

SESSION ONE ......................................................................................................................... 10

MANAGEMENT INTRODUCTION ......................................................................................... 11

GETTING ACQUAINTED ...................................................................................................... 12

PRODUCTION AND PROBLEMS ......................................................................................... 13

THE SUPERVISOR’S FIVE NEEDS ...................................................................................... 18

DEMONSTRATE FAULTY INSTRUCTION............................................................................ 24

DEMONSTRATE CORRECT INSTRUCTION........................................................................ 29

ESTABLISH THE FOUR BASIC STEPS ................................................................................ 34

PRESENT THE TIME TABLE ................................................................................................ 38

ASSIGNMENT ...................................................................................................................... 48

SESSION TWO ........................................................................................................................ 50

OPENING THE SESSION ..................................................................................................... 51

REVIEW TIME TABLES ........................................................................................................ 52

INSTRUCTING DEMONSTRATION (WITHOUT BREAKDOWN).................................................. 53

COMMENT ON THE DEMONSTRATION .............................................................................. 56

WHAT AN INSTRUCTOR SHOULD ...................................................................................... 58

DO TO GET READY TO INSTRUCT ..................................................................................... 58

BREAKDOWN OF JOB ......................................................................................................... 70

DEMONSTRATION BY MEMBER ......................................................................................... 70

BREAKDOWN PRACTICE ON SAMPLE JOBS ..................................................................... 72

HAVE EVERYTHING READY – ............................................................................................. 74

WORK PLACE PROPERLY ARRANGED .............................................................................. 74

SUMMARY, ASSIGNMENT, AND CLOSE ............................................................................. 75

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SESSION THREE ..................................................................................................................... 78

OPENING THE SESSION ...................................................................................................... 78

EXPLAIN PRACTICE INSTRUCTION .................................................................................... 79

PRACTICE INSTRUCTION DEMONSTRATION #1 ............................................................... 80

COMMENT ON FIRST DEMONSTRATION ........................................................................... 80

PRACTICE INSTRUCTION DEMONSTRATION #2 ............................................................... 81

COMMENT ON SECOND DEMONSTRATION ...................................................................... 82

PRACTICE INSTRUCTION DEMONSTRATION #3 ............................................................... 82

COMMENT ON THIRD DEMONSTRATION........................................................................... 83

PRACTICE INSTRUCTION DEMONSTRATION #4 ............................................................... 83

CLOSING .............................................................................................................................. 84

SESSION FOUR ....................................................................................................................... 86

OPENING THE SESSION ...................................................................................................... 86

PRACTICE INSTRUCTION DEMONSTRATIONS ................................................................. 87

SUMMING UP AND CLOSING............................................................................................... 89

SESSION FIVE ......................................................................................................................... 90

OPENING THE SESSION ...................................................................................................... 90

REMAINING DEMONSTRATIONS ........................................................................................ 91

SUMMING UP AND CLOSING............................................................................................... 91

JOB INSTRUCTION MANAGEMENT INTRODUCTION....................................................................... 96

JOB INSTRUCTION PROBLEM SHEET ......................................................................................... 98

4
TRAINING TIME TABLE ........................................................................................................... 100

5
STANDARD PROCEEDURE – JOB INSTRUCTION DEMONSTRATION .............................................. 102

TRAINER’S JOB BREAKDOWN AND COMMENT SHEET ................................................................ 106

6
FIRE UNDERWRITER’S KNOT .................................................................................................. 106

FIRE UNDERWRITER’S KNOT SCRIPT ...................................................................................... 110

JOB BREAKDOWN SHEET ....................................................................................................... 112

FIVE NEEDS DIAGRAM ........................................................................................................... 114

7
8
 Introduction

This manual has been adapted from the Training Within Industry Foundation
- September 1946 manual. This is intended to be used as a manual for
delivery of the programs only. Editing was limited to making the references
gender neutral, removal of slang, improving the illustrations for the board
work and adding the Reasons why column to the Job Breakdown sheet to
match improvements made in 1967 by Herbert E. Doner on the Job
Instruction training offered by the University of Chicago,

Special thanks go to Nicholas Stampf for his assistance in editing the TWI
manuals.

The 2nd edition has made minor typo corrections and added sample forms for
the trainer in the back of the manual that can be copied for use in sessions or
coaching.

9
 SESSION ONE

Give management representative copy of outline for introduction before the

meeting

Be in conference room 15 minutes before session opens.

Be sure you have:

5 x 8 cards for names

Pens or pencils – enough for each participant

12 pieces of electric cord, 24 to 30 inches long

Sample time tables

Job Instruction pocket cards

Participant Guides for each participant

Chalk, eraser, markers, (to match the board work needs)

Arrange chairs around table or in U-shape if there is no table. Avoid the

first impression of a classroom.

Remember: have the right equipment, materials, and supplies.

Have the workplace properly arranged.

10
 Allow 5 minutes

MANAGEMENT INTRODUCTION

Follow outline below.

INTRODUCTION OF JOB INSTRUCTION TRAINER

BY MANAGEMENT REPRESENTATIVE

Note: Trainer to provide Management representative with copy of this page.

Job Instruction is:

A common sense program for industry developed by TWI that

was drawn from experienced supervisors in industry and
business

The management:

Has approved this program

Wants it for this company

Expects you to attend each session, and be here on time

This is your meeting:

no reports are going to be made to management except on

attendance

There will be:

5 two-hour meetings held at ___________________ in

______________ room, on___________________ .

This program is important:

Management expects you to do a good job - includes good

instruction of the people you supervise

11
 Management knows you are going to get some real help

This method will show you how to be a more effective

supervisor

This is Mr./Ms. (trainer’s name)

5 minutes to here

Allow 10 minutes

GETTING ACQUAINTED

Establish informal atmosphere and put group at ease.

Identify yourself - name, title, department, job, etc…

Use name card if appropriate.

Have each member print their name, title, department, on card.

Have each member tell group something about their job or product or work
they do

Help members talk if necessary. Ask such questions as:

For what part of the finished product is your department responsible?

How many people do you supervise?

Are they all skilled?

Are they all up to normal production?

15 minutes to here

12
 Allow 10 minutes

PRODUCTION AND PROBLEMS

All of us have a part in getting the finished part to the shipping

platform.

Our responsibility as supervisors is to maintain production in the

department we supervise.

Getting out production is the reason we are in business.

Write “Production” on board.

By “production” we mean the end result - product or service

- of an organization, plant, department, or unit.

What kind of production must we get out?

13
Get “Quality” from group and add, above “Production”

All of the quality production from each of our departments, added

together as a team, gets our product ready to ship – or our service
ready to use by the customer.

But someone must pay for it.

What other factor is involved in placing our product in the

hands of the customer?

14
Get “Cost” and add it under “Production.”

And, we have to do this harmoniously.

Get agreement that this is the job of the supervisor.

Experience shows that a supervisor’s job would be easier if

fewer things came up, day-to-day, to interfere with Quality,
Production, and Cost.

Most of us have to keep fighting these many things that

lower production and quality and increase costs.

15
Let’s call them “Problems.”

Add “Problems” to right of Quality, Production, and Cost.

What are some of these problems that interfere with Quality,

Production, and Cost in your department?

Get from group and list under “Problems.”

Try to include most of those listed.

If necessary, ask:

Does it ever happen that… ?

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When 8 or 10 problems have been listed, say:

Let’s let this line represent all the other problems that interfere
with Quality, Production, and Cost.

Add a line, under the list of Problems.

These are the problems we have.

How do we go about addressing them?

What do we need in order to solve these problems?

25 minutes to here

17
 Allow 5 minutes

THE SUPERVISOR’S FIVE NEEDS

Good supervisors say they have five needs.

When these five needs are met, they find it easier to get
quality production and keep costs in line.

These five needs are:

1. Knowledge of the work.

2. Knowledge of responsibilities.

3. Skill of leading.

4. Skill of improving methods.

5. Skill of instructing.

Let’s look at these five needs.

Add “Supervisor’s 5 Needs” and “Knowledge of the work” under “Quality,

Production, and Cost.

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Knowledge of the work refers to the kind of information which
supervisors need concerning:

Materials Tools Operations

Machines Processes Technical skill

involved in the department they supervise.

The more the supervisor knows about the work, the better position
they are in to get quality production.

The second need is Knowledge of Responsibilities.

Add to board

Knowledge of responsibilities refers to the particular company

situation regarding:

policies safety rules agreements

schedules regulations inter-departmental relationships

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Every supervisor to do their job must have a clear understanding
of their authority and responsibilities as a part of management.

These local responsibilities are the “ground rules” under which

every supervisor has to work. When ground rules are violated,
quality, production, and costs may suffer.

The third need is a skill - the skill of leading.

Add to board

The skill of leading helps the supervisor to improve their ability in

working with people. Supervisors who use good job relations
prevent many problems from developing. Through the people they
supervise, they get quality, production, at competitive costs by
properly handling those problems that do come up.

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The fourth skill is the skill of improving methods.

Add to board

This skill deals with utilizing materials, machines, and manpower

more effectively by getting supervisors to study each process in
order to combine, rearrange and simplify details of the job. This
helps to get better quality, improve efficiency, and reduce costs.

21
The fifth skill is the skill of instructing.

Add to board

The skill of instructing is concerned with helping supervisors

develop a well-trained work force so they will have:

less scrap, rework, rejects, and errors

fewer accidents

less tool and equipment damage

Refer to listed problems.

The supervisor must get each employee in their department to do

each job correctly, quickly, conscientiously, and safely if they are
going to get quality production and meet competition.

“Quickly” means “getting up to normal production quickly.”

A supervisor may have complete knowledge of a job but, unless

they have the skill of instructing, they cannot effectively transfer
that knowledge to their staff.

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The supervisor is not born with any of these skills - they must
acquire them individually, by actual practice.

In these five 2-hour sessions, we are going to discuss the

skill of instructing and how to acquire it through this Job
Instruction program.

Write Job Instruction on board, underline.

Those who successfully complete this program will receive a

certificate of recognition from management.

I am not here to tell you how to run your jobs; I don’t know
anything about many of your jobs.

I am here to discuss Job Instruction, a streamlined method of

passing the know-how along.

Now training is a broad field, but one phase only is to be

discussed in these sessions - how to get people to produce
safely, quickly, correctly, and conscientiously.

30 minutes to here

23
 Allow 15 minutes

DEMONSTRATE FAULTY INSTRUCTION

First, let’s take a look at some common methods of instruction.

Telling an employee how to do a job may be an excellent

means of instruction when used PROPERLY.

Let’s look at this method of “telling.” A simple job will be used.

This job is from the electrical trade - the Fire Underwriters’ Knot.

This job is only an example - we didn’t come here to learn to

tie knots. We are looking at a method of instruction
commonly used. Try to see it in terms of YOUR own JOBS in
YOUR DEPARTMENTS.

We are “taking apart” the process of instruction and examining

each part separately.

Select a member near you and ask.

Do you know how to tie the fire underwriters’ knot?

If they know, turn to another.

Let me tell you how - Listen closely.

Tell - speak slowly and distinctly so no criticism of your telling can be made.
Telling should sound clear, so the member will try to tie the knot but fail.

Take a piece of ordinary twisted lamp cord.

Hold it vertically between the thumb and first finger of the left
hand, about 6 inches from the end.

Untwist the loose ends, forming a “V”.

Straighten the loose ends.

24
Take the right-hand end and make a clockwise loop, bringing
the end across in front of the main strand.

Take the other loose end and make a counter-clockwise loop.

To make this loop, pull the loose end toward you, pass it
under the stub, then behind the main strand.

Pass this end through the right-hand loop, from back to front.

Grasp the two ends evenly between the thumb and first
finger of the right hand.

Pull the knot taut, shaping the knot between the thumb and
first finger of the left hand as it is pulled taut.

Hand a piece of cord to the member and tell them to tie it. They should try.
After they try to tie it, twist the loose ends back together and lay the cord on
the table. Comment as follows:

Most people don’t “get it’ through telling.

Many jobs are difficult to describe in words.

Few of us can use the exact words necessary anyhow.

Things seem complicated when listening to word descriptions.

It’s hard to tell the right amount and know when it is being
understood.

Much of the instruction is just telling.

Employees are being told how to do their jobs at this very

moment. How many of them really understand?

How adequate would this method of telling be for the jobs in your
department?

This kind of instruction is the cause of some of the problems we

have listed.

25
Failure to tie the knot was not the member’s fault - It was my
fault.

Write on board, under “Job Instruction”

Showing is another common method of instruction.

Showing also is a good method when used properly. But it

has limitations – and serious ones – when used alone.

Again, we are “taking apart the process of instruction” and

examining each part separately.

Again, this sample job is only an example.

Turn to another member near you. Do not ask them to stand. Address them
personally.

Do you know how to tie the fire underwriters’ knot’?

If they do, turn to another.

Show member how to tie the knot, by doing it once in front of them.

Be sure member sees it backwards. Don’t explain - remain absolutely silent.

26
Then hand another piece of cord to the member and tell them to tie it.

If by chance they tie it correctly, compliment them and turn to another

member.

After member completes trial, untie knot, twist loose ends back together and
lay cord on the table. Don’t hold it or fuss with it. Comment as follows:

Failure was not the member’s fault. It was my fault.

Member saw the knot tied backwards.

Even when seeing a job from the proper angle, most people don’t
get it.

Add to board, under “Telling.”

Most of us just “copy motions”; this doesn’t mean we understand.

Many motions are hard to copy.

“Tricky” points are missed.

We don’t know what to look for.

27
We can’t translate what we see into what we should do.

How adequate would this method of showing be in training your

people?

Many employees are being shown how to do their jobs at this very
moment. How many of them understand?

We can conclude that:

Write on board, under “Showing.”

This kind of instruction is the cause of some of the problems we

have listed.

Employees can learn their jobs with enough “telling and

showing” but:

These are not sure and dependable methods.

Selection of proper methods for an instruction job is as

important as selection of proper tools for a mechanical job.

28
There is a sure and dependable method that works every
time if it is applied.

This method represents the outgrowth of more than 60 years of

application in industry.

It was formulated by practical industrial professionals.

45 minutes to here

Allow 15 minutes

DEMONSTRATE CORRECT INSTRUCTION

We are going to take a look at the sure and dependable method.

I will be the team leader in an electrical shop. One of my

assemblers of electrical equipment will be promoted next week.

An employee who has been in the temporary labor pool for

several months is being transferred to my group. I’m allowing
myself five days to turn an employee into an assembler.

They are going to learn the first part of their work - the fire
underwriters’ knot.

Get the work bench ready.

Have 12 pieces of twisted lamp cord - at least 24 inches long.

Make it realistic.

During this demonstration note the method of instruction

used.

Learning to tie the knot is the result of the use of a sure and
dependable method.

29
Select another member who does not know how to tie the fire underwriters’
knot, and have them come to the work bench - (on your right).

Give correct instruction.

All your following work depends upon how well you do this job. Do it
perfectly.

Do a complete, correct instructing job in this demonstration. Make each of

the four steps stand out clearly and distinctly. Make the key points and
reasons stand out.

Speak distinctly and loud enough for all members to hear.

Follow the 4 steps.

Step 1 - Prepare the employee - put them at ease.

Greet member naturally

Introduce yourself.

State the job.

By the end of 5 days, you will be an assembler of electrical

equipment.

Do you know how to tie the fire underwriter’s knot?

Today you will learn the first job - tying the knot.

Show completed knot.

Get them interested in learning to tie knot.

Knot relieves strain on electrical connections.

Failure to tie correctly can make the circuit fail, cause fire, delay, or loss.

Place in correct position.

You can see better if you stand at my left, slightly back.

Step 2 - Present the operation (first cord).

30
 Tell, show, and illustrate one important step at a time.

1. Untwist and straighten.

2. Make right hand loop.

3. Make left hand loop.

4. Put end through loop.

5. Pull taut.

Place finished knot on right side of work bench.

This job looks easy and quick, doesn’t it? But there are some
knacks and tricks that make it easy.

Tie another knot - second cord.

Stress each key point – at least twice.

Step 1. Key Point - 6 inches

Step 2. Key Point - front of main strand

Step 3. Key Point - toward you, under stub,

Step 4. Key Point – behind main strand

Step 5. Key Point - ends even, knot snug.

Place finished knot at right.

We call these knacks the “key points” - they can make or

break the job.

If you feel it necessary, go through job again.

Instruct clearly, completely, and patiently.

Leave half-twist above V.

Show how fingers of left hand are used.

31
 Show how to adjust knot.

Call attention to appearance of finished knot.

Place finished cord at right.

Step 3 - Try out performance:

Have them do the job - correct errors.

Do not ask questions.

Stop them immediately if they make a mistake.

Place finished cord at right.

Have them explain each key point to you as they do the job again - what they
are doing and why.

If they do not explain key points or reasons, ask questions beginning with,
why, what, where, when, who and how.

Make sure they understand.

Continue until you know they know. As many cords as necessary.

Step 4 - Follow up:

Ask them to go ahead on their own - tie 500 knots.

Designate to whom they go to for help.

If you have a question or get stuck - see me - no one else.

Will not be far away - just fifth bench down.

Will return in 15 minutes.

Remember, quality comes first; production rate comes with

experience.

Thank the member and have them return to their seat. Ask group such
questions as:

32
Do you think __________ will cause many problems like we have
on the board?

Did __________ get into production quickly while learning?

Will __________ cause much scrap?

Do you think I spent too much time breaking in _________ on this

operation? Why?

Could not this same method be used on your people to instruct

them on your operations?

Don’t argue this point.

The successful instruction followed a definite but simple

plan. Let’s take a look at this sure and dependable method

1 hour to here

33
 Allow 20 minutes

ESTABLISH THE FOUR BASIC STEPS

Draw out by brief discussion what the instructor did that impressed them.

Accept items regardless of order. Get a short explanation from each

volunteer.

When Items come slowly, thank the group and say:

Now let’s organize these items into a definite plan.

Clear the board. Write:

List subheads for Steps first, then the step.

Do the same for the other 3 steps.

Get every point on the board - abbreviations permissible.

Give credit to the member who volunteered the specific item as you put it on
the board.

34
The board work should appear like this for Step 1:

The board work should appear like this for Step 2

35
The board work should appear like this for Step 3

The board work should appear like this for Step 4

Distribute “How to Instruct” cards – individually.

Discuss briefly why each sub-point cannot be left out, and why it is part of
a particular step and not of another

36
 Ask members:

Why is that item important?

Cite examples from your own experience to illustrate some of the points.

Have members cite examples from their experience to illustrate some of

the points.

Close with: If the employee hasn’t learned, the instructor hasn’t taught.

1 hour 20 minutes to here

37
 Allow 30 minutes

PRESENT THE TIME TABLE

The 4 steps are a sure and dependable method of instruction.

But they have to be built on a good foundation.

Let’s turn our cards over.

Read the four “Get Ready” points, quickly.

Now let’s look closely at that first one.

Have a Time Table

How much skill you expect them to have, by what date.

The purpose of a time table is to spot urgent training needs, and

plan training to meet production demands.

Then, training can be done by plan, not by accident.

Briefly, a time table helps determine:

who should be trained?

for which job?

by what date?

Here is a quick, easy way to make a training time table for your
work force.

Draw time table form on board.

Present the time table - do not ask for discussion or attempt to develop.

Use current dates.

38
Here are a few operations for which one supervisor, Bill Smith, is
responsible. Let’s use them to illustrate how to make a training
time table.

Your jobs will be different, of course, but the idea works out the
same.

First Bill identified his time table with:

His name: Bill Smith

His dept.: Machining

Date: (current)

Add to board.

39
 Next Bill filled in the jobs in his department across the top.

Add to board.

In this case Bill’s employees did a variety of things, so he listed

the jobs his employees did.

However, if his employees had all done the same thing, his
headings would have been listed by:

Classifications or level of skill or type of machine.

For instance, if the department did only tapping, Bill would have
made his listing of jobs by types of machines, such as:

Boyce, Blackwell No. 1, Haskins, etc.

40
Then Bill put the employee’s names down the left side. They are:

Next he checked off the jobs each employee could do.

In considering White, he found this employee could:

Drill, Bore, Ream, Face, Taper-Turn, and Burr and Burnish

Check off the jobs employees could do as jobs are considered.

41
 Board work will look like:

Next, Bill reviewed the time table to see if there were any urgent
training needs in his department.

First he reviewed the list of employees for possible changes by:

Separations

Promotions

Transfers, etc.

In this case he knew Black was scheduled for a transfer in one

month. He noted the date of transfer on the side.

Add date and transfer in right column opposite Black.

Add 1 month to present date for date of transfer.

42
Next, Bill reviewed the list of employees for poor performance as
indicated by:

Excess rejects or sorting

Injuries

Damage to equipment, etc.

43
Green had too much scrap on boring. He had been on boring only
two days. Bill made a note “scrap” on the side.

Add “scrap” on right side opposite Green.

Finally he reviewed the Job Headings considering:

Am I meeting present production quotas in all jobs? Yes.

Are any increases in production anticipated?

Bill knew a change was coming through in three weeks that

would require one more person on the drilling operations.

He had “spotted” three urgent training needs. Now he had to

make plans to meet them.

In considering who should be trained on which job and by what

date, Bill decided that:

Riley was the logical person for the drilling job and he would
have him trained in two weeks.

This would have Riley trained before the change took place.
44
 Add the date (present plus 2 weeks) under Drill and to right of Riley.

Green’s boring scrap - re-train him tomorrow.

Add date.

Black’s transfer would leave him short a person on taper-

turning. He selected Nolan as the logical person and gave
himself three weeks to train him.

Add the date (present plus 3 weeks) under Taper-turn and to right of
Nolan.

This is how Bill Smith made a Training Time Table for his work
force. He knows his work force and his job.

Distribute the sample filled-in time tables. Review the procedure, to help
each make time table or their own work force for next session.

45
 TRAINING TIME TABLE – JOB INSTRUCTION
INSTRUCTIONS:

1. Identify Time Table:

Supervisor name - Dept. – Date

2. List jobs performed in department:

If a variety of things - list jobs

If all jobs are the same - list by

Classifications, levels of skills, or types of machines, etc.

3. List employees’ names

4. Check jobs each employee can do

5. Spot training needs by reviewing:

employees for:

turnover – promotions, transfers, separations, vacations

performance – rejects, rework, low output, injuries,

damaged equipment

job headings for:

meeting present production quotas, anticipated increase

in production

6. Plan to meet training needs:

Who should be trained

On which job

46
 By what date

A time table gives the supervisor a simple, easy way of

keeping the factors concerning their production and
personnel straight and in order, so they can meet changes
ahead of time rather than after they occur.

It helps a supervisor arrange for - training - rotating - promoting -

transferring - their personnel.

A time table works for any supervisor regardless of how their work
force operates.

It works well for - shop - office - staff – anywhere a work force

exists.

It can be used at any level of supervision, providing the

leadership knows what they want members of their work
force to do, and knows their work force.

A time table helps avoid confusion and delays which hinder

quality, production, and increase costs.

It gets factors affecting production down on paper rather than

having the supervisor try to keep them in their head.

Time tables should be reviewed whenever any changes are

coming in personnel - design - output - quality - or anything
that might indicate training is needed to keep production
rolling.

Planning is a part of every supervisor’s job. Let’s plan our

training - don’t “just let them learn.”

1 hour 50 minutes to here

47
 Allow 5 minutes

ASSIGNMENT

Each member is to bring their own completed time table to

the next session.

During the following sessions, we are going to be “learning

by doing.” Each member will practice instruction by the 4-
step method.

The job you bring in for your instruction demonstration should be

one listed on your time table.

It should be one for which you have found a training need - one
on which you will have to instruct someone in the near future.

Each of you will need to bring to this room all the necessary tools,
equipment, and supplies.

We will select someone from the group who does not know how to
perform the job, and they will be your learner.

You will instruct the learner, using these four steps.

All of us are going to be constructively helpful.

No one needs to hesitate to put on their demonstration.

For our next session I’m asking you, ( name_)_, and you, (
name_)_ to help me by putting on your instructing demonstration.
We won’t expect this first demonstration to be perfect. Will you
please see me immediately following this session for further
instructions?

Thank group for their interest and participation.

Close the session promptly.

48
 Have the two members who have been selected to put on instructing
demonstrations remain

1 hour 55 minutes to here

Discuss the following points with the two members after the session is
closed:

Tell them to instruct just as they normally would on the job, using the 4
steps as best they can without any special preparation.

Explain - their demonstrations are only to help you bring out

convincingly the normal mistakes most everyone makes, so you can
make sure that they understand the “get ready” points.

Tell them to expect many technical criticisms.

These are just “part or the program” – not personal in any way.

Choose an actual job that can be brought into the meeting - no tricks
or puzzles.

Choose a small unit that can be done in 10 to 15 minutes. However, if

the members are inclined to choose too long jobs, let them do so. This
will provide a good point for you to comment upon at the next session.

Have them bring in all necessary tools, equipment, and supplies.

Explain again that they are part of the standard program to bring out
some points. Thank them for helping you - and the program.

49
 SESSION TWO

Be in conference room 15 minutes before session is scheduled to start.

Have everything ready. This includes:

tables and chairs properly arranged

clean board - chalk - eraser – markers as appropriate

several pieces of twisted lamp cord

supply of blank job breakdown sheets

hacksaw and blade

Have at least 3 sample jobs for job breakdown sheet practice, and your job
breakdown sheets for these jobs

50
 Allow 5 minutes

OPENING THE SESSION

Make appropriate opening remarks.

Review first session briefly:

Supervisors’ responsibility for Quality, Production, and Cost.

Problems interfering with Quality, Production, and Cost.

Purpose of these sessions is to improve our skill in instructing.

Faulty instruction - tell alone, show alone - causes problems.

Sure and dependable, 4-step method helps to solve problems, improves

Quality, Production, and Cost.

Let’s all look at our “How to Instruct” cards.

Have members read the 4 steps - headings only.

Comment on slogan - “If the Employee Hasn’t Learned, the Instructor

Hasn’t Taught.”

5 minutes to here

51
 Allow 15 minutes

REVIEW TIME TABLES

Let’s turn our cards over to the first “How to Get Ready to Instruct”
point.

Have a member read the first Get Ready point.

In our first session we agreed that planning is a part of every job.

A time table helps you to plan training.

We saw how Bill Smith planned his training: who should be

trained on which job and by what date.

Let’s see how each of you is planning training for your staff.

Walk around table and look at each member’s time table.

Make appropriate encouraging comments.

If any supervisor does not have a time table or is in doubt how to make
one, or does not understand its value, develop a portion of their time table
on the board.

Use the entire list of questions in order to spot a training need.

Request any member who does not have their time table to bring it to the
next session.

20 minutes to here

52
 Allow 15 minutes

INSTRUCTING DEMONSTRATION (without breakdown)

Now we are going to put the 4 steps of “How to Instruct” to work.

This instructing demonstration is not expected to be perfect - it is

put on to bring out some fundamental points to be discussed at
this session.

( name ) , which of your jobs that you supervise did you bring in for
demonstration?

Did this need show up on your time table?

Will one of you who do not know how to do this job help by
serving as learner?

Select learner.

Will the rest of you take your “How to Instruct” cards and note how
nearly this sample job instruction follows the correct procedure?

KEEP CLEARLY IN MIND WHAT YOU ARE LOOKING FOR:

You are seeking to have members prove to themselves that

instruction on the job can only be done properly when instructors get
ready to instruct. The sole purpose of this demonstration is to sell the
need and necessity that supervisors do definite planning before
instructing.

Look for these points, in particular, during the demonstration:

In Step 1:

Was the instructor’s attitude toward the person constructive?

Don’t look for anything more in Step 1 at this stage of the program. It
isn’t the point you are trying to emphasize.

In Step 2:

53
 Look for completeness, clearness and orderly presentation.

List steps and key points in Step 2 so that key points checked in Step
3 will appear directly opposite them on the page.

Use “Trainer’s Job Breakdown and Comment Sheet”.

Leave blank spaces where the instruction is not clear or something

appears to be omitted.

Note places where the instructor “back-tracked,” or brought in new

ideas at the “wrong place,” or “jumped about” from one point to
another.

Step 2 is the most important step to look at to bring out the need for
breakdowns.

In Step 3:

Look for completeness in checking how nearly the points given the
learner followed the points presented by the instructor.

List key points in Step 3 opposite those brought out in Step 2, to the
extent they can be “matched up” at all.

Look for new ideas presented by the instructor in Step 3 that they
omitted in Step 2.

Look particularly for the key points that were missed, or not stressed,
or not checked clearly.

Try to find several key points on which the employee was not
instructed, so you can stress - “If the Employee Hasn’t Learned, the
Instructor Hasn’t Taught.”

In Step 4:

Did the instructor designate someone to whom the employee should

go for help?

Don’t look for more in this step. You are only trying to establish the
need for job breakdowns.

35 minutes to here

54
55
 Allow 5 minutes

COMMENT ON THE DEMONSTRATION

Have instructor leave equipment at the work bench.

Have instructor and learner return to their seats.

Ask the group to comment on the demonstration.

Don’t expect the comments to be particularly helpful for your purpose.

Bring out the discrepancies, errors, and omissions you have observed which
they missed.

Smile as you criticize - always.

Point out that the job was “too big” for one unit, if such was the case.

Bring out any trade or technical terms that were used, but not explained.

Point out lack of orderly presentation.

Ask the “learner” questions on points that were not made clear by the
instructor.

Explain again that the instructor was good enough to “give us a picture of
how we really instruct on the job.”

Explain that they (the instructors) knew your purpose in advance, and that
your comments were solely to bring out the problems and faults in
instruction.

They were not directed at the instructor personally.

Thank the instructors for their help.

If appropriate ask:

Do you think your instruction would have been better if you had
had more time to plan?

Jobs must be “thought through” carefully, before instructing.

56
We “think” we know a job when we really don’t.

We know it so well that we overlook the points that confuse the

learner.

We often know it so well that we don’t plan how to train others.

These weaknesses, unfortunately, are almost universal.

They are typical of most of the instruction in any industry at this

very minute.

This demonstration was probably better than the instruction being

given throughout industry.

Thank instructor again for having helped bring out these points.

Conclude with:

We need more than just the four steps to have employees

properly understand jobs.

40 minutes to here

57
 Allow 15 minutes

WHAT AN INSTRUCTOR SHOULD

DO TO GET READY TO INSTRUCT

Let’s turn to the “How to Get Ready to Instruct” side of our card.

The first “Get Ready” point is “Have a Time Table.”

We have already discussed the purpose of this point.

The next “Get Ready” point is “Break Down the Job.”

This “Get Ready” point is important and requires special

attention. Therefore, we are going to spend the rest of this
session working on job breakdowns.

Our instructing demonstration by ( name ) would have been

better had a job breakdown sheet been made. This is no
criticism of ( name ). We are using this instructing
demonstration to develop the need for making a job breakdown
sheet before instructing.

Stress as they apply any or all of the following.

Don’t embarrass the instructor.

The instructor wouldn’t have tried to have them understand too

much.

The information would have been presented more clearly.

The instructor wouldn’t have “jumped about” from one point to

another.

The critical, “important steps”, “key points” or “reasons” would

have been made clear.

58
Lack of clearly organizing the job in one’s mind is the
reason for poor instruction, scrap, accidents, delays,
mistakes, discouraged employees; in fact, most of the
problems we had listed on the board in the first session.

Break down the fire underwriters’ knot, as follows:

Here’s a quick, simple way to make a breakdown.

Here is what I did to get the fire underwriters’ knot clear in mind
before instruction.

Pass out blank Job Breakdown sheets.

59
 Ask each member to take five sheets.

Explain heading, Part and Operation.

Note the heading in the left-hand column: “Important Steps in

the Operation.”

60
 A step, for our purpose, is “A logical segment of the
operation when something is done to advance the work.”

The right-hand column has heading “Key Points.”

A “key point,” for our purpose, is “Anything in a step that

might:

Injure the employee

Make or break the job

Make the work easier to do, such as: knack - trick -

special timing - bit of information.

I’m going to put my job breakdown of the fire underwriters’ knot

on the board for you. Notice how I arrive at my important steps,
key points and reasons.

Take wire and go to the board.

Write down headings. Fill in part and operation.

61
 As you tie the knot, use the monologue method of demonstrating to the
group how you questioned the operation to get the steps.

Ask questions, and answer them yourself.

Speak loudly enough for all members to hear.

You might say, for example:

The first thing I do that really advances the work is to untwist the
cord and straighten the ends. Therefore, my first important step is
“Untwist and straighten.”

Write “1. Untwist and straighten” under “Important Steps.”

62
The next thing that is done to advance the work is to make a right-
hand loop. Therefore, for my second important step I’ll use “Make
right-hand loop.”

Write “2. Make right-hand loop” as second step.

Continue monologue until all 5 steps have been developed and put on the
board:

63
 Then tie the knot again, step by step, by bringing out each key point.

Ask yourself aloud the three questions for each step and answer them
yourself.

Speak plainly and loudly enough for all members to hear.

Is there anything in this step that might:

Injure the employee?

Make or break the job?

Make the work easier to do? (knack - trick - special timing

– special information?)

As you develop the key points and reasons for each step, put them down in
the key point column opposite the step.

64
 Step 4 has no Key Points and Reasons – they are not necessary for
simple steps.

65
The completed breakdown sheet will look like this:

Let’s take our instruction cards and look at the relationship

between our “Get Ready” point, “Break Down the Job,” and “How
to Instruct.”

In Step 2 we need to have our jobs clearly in mind by steps and

key points before instructing. My job breakdown sheet of the
underwriters’ knot helped me to instruct ( name ) in how to tie it in
the last session.

In Step 3, when the learner explains each key point, we are

making sure they understand.

Discuss the breakdown.

Purpose is not to:

cover every conceivable step, point, motion, or precaution.

or write a description of the operation

or provide instruction sheets

66
Purpose is to:

help organize the job in the instructor’s mind

be sure of the way the supervisor wants the operator to do

the job

A job breakdown sheet is just “a note from ourselves to

ourselves.” Just simple, common sense reminder of what is
really important to put over in a job.

For the purpose of organizing our thinking before instructing,

we need only a few words to remind us what information is
needed for the learner to understand.

An important step is a logical segment of the operation when

something is done to advance the work.

For example, in putting a blade in a hacksaw:

Demonstrate:

“Take hold of the wing nut” is not a step worth noting as a

reminder.

“Screw down wing nut” is a step, but not an important step.

“Adjusting the tension” is the real thing that advances the work.

It is not necessary to go into greater detail.

What is a Key Point?

Large portion of every job is easy to learn.

It is the 5 or 10 per cent that represents the “hard” or “tricky” part.

These require the time to learn - represent the real skill
necessary.

67
“Key Point” was the term chosen to represent whatever is the
“key” to doing a step properly

Key Points mean, in their order or importance:

Hazards (Safety)

Those things that “make or break” the job

Things that make the work easier to do - “knack,” “trick,” “feel,”

“special timing,” or “bit of special information”

Don’t confuse the motions you make with key points.

Key points do not mean every conceivable thing that is to be

watched, or which might go wrong.

There is no need to go that far into detail.

KNOWING WHAT KEY POINTS ARE AND HOW TO PICK

THEM OUT QUICKLY AND EASILY IS PERHAPS THE MOST
IMPORTANT SINGLE THING IN JOB INSTRUCTION.

Examples of key points - cite and demonstrate as appropriate:

Injury to employee:

Lifting heavy load from floor - Use legs, not back

Using sharp tools – cut away from body

Guards on machines - proper position

Personal safety equipment – proper use

Make or break the job:

Adjusting tension, hack saw blade - How tight? “Feel”

Putting micrometer on stock - How tight? “Feel”

68
 Seating screw or nut - How tight? “Feel”

Reading instruments accurately - one eye - in line

Hardening steel - specified temperature and time

Make the work easier to do:

Knack in riveting with pneumatic riveter, sound changes when

pieces solidly together

Testing roof in mines - hollow sound indicates loose slate -

knack in judging sound

Special timing:

in welding - flame ahead of weld

- right heat - color and flow

Special information:

electric wiring - white wire grounded

switch in “hot” black wire

how to hold micrometer

55 minutes to here

69
 Allow 20 minutes

BREAKDOWN OF JOB

DEMONSTRATION BY MEMBER

Breakdowns are made by performing the job.

We are going to make a job breakdown of the job used for the Job
Instruction demonstration ( name ) gave.

I will coach the instructor on how to make a job breakdown.

As we develop the breakdown, the instructor will write it on their

blank job breakdown sheet; each member of the group will write it
on their blank job breakdown sheet; and I will put it on the board.

Have member who put on the Job Instruction demonstration return to the
workbench.

Help them identify the Part and Operation.

Have them write it on their job breakdown sheet.

Have members write it on their job breakdown sheets.

Write it on the board.

Have them start doing the job.

When the job has been advanced - the first important step - have them
tell you what was done.

Help them simplify the wording, but do not over refine wording. It’s their
breakdown.

Have them write the first important step on their job breakdown sheet.

Have members write the first important step on their job breakdown
sheets.

Put it on the board.

70
Continue the same procedure until all important steps are listed.

Have them do the first important step again to determine the key points.

Have them ask themselves aloud the three key point questions:

Is there anything in this important step that will:

Injure the employee?

Make or break the job?

Make the job easier to do?

Help them spot anything that might cause:

Accidents

Rejects

Damage to equipment

Lost production

If they seem to be missing main key points or their reasons, help them
by asking such questions as:

What difference does it make if ______?

What would happen if _____________?

Why did you ____________________?

Have them list the key points and reasons on their job breakdown
sheet.

Put them on the board.

Continue same procedure until all the Key Points and Reasons are
listed for all the important steps.

Have member clear the workbench and take their place with the
group.

1 hour 15 minutes to here

71
 Allow 30 minutes

BREAKDOWN PRACTICE ON SAMPLE JOBS

Have 3 sample jobs ready for demonstration.

Select simple practical jobs.

Materials should be large enough for all to see.

Have the important steps and key points well in mind.

A job breakdown sheet helps organize our thinking, so we are

prepared to do a better job of instructing - makes the important
steps, key points and reasons, which need to be stressed, stand
out.

Few words are required.

Breakdowns can be made easily and quickly after a little practice.

Each of you will want to make a job breakdown sheet on the job
you will bring in for your instructing demonstration.

In order to help you make a good job breakdown sheet, let’s get
some practice on some sample jobs.

All of us will make a job breakdown sheet.

I will perform the job the first time so we can agree on the
important steps to put down on our job breakdown sheets.

I will put the important steps on the board.

Then we will have one of you who knows how to do the job
perform each important step again, and I will help you determine
the key points. You will list them on your job breakdown sheet. I
will put them on the board.

Select a simple job from your kit.

72
Identify the part and operation.

Have members write these items on their job breakdown sheets.

Put them on the board.

Start doing the job.

When the job has been advanced - the first important step - have them
tell you what was done.

Help them simplify the wording, but don’t over refine their wording.

Have them write this important step on their sheet. Write this important
step on the board.

Continue the same procedure until all important steps are listed.

Have a member who knows how to do this job come to the work bench
and bring their job breakdown sheet.

Have them do the first important step to determine the key points.

Have them ask themselves aloud the three key point questions as they do
this step - is there anything here that will:

Injure the employee?

Make or break the job?

Make it easier to do?

Help them spot anything that might cause:

Accidents

Rejects

Damage to equipment

Lose production

If they seem to be missing main key points, help them by asking such
questions as:

73
 What difference does it make if_______________?

What would happen if______________________?

Why did you_____________________________?

As they determine the key points, have them list them on their job
breakdown sheet. Members list them on their sheets. Put them on the
board.

Continue this procedure until all the key points and reasons for each of
the important steps are listed.

Continue with as many jobs as time permits

1 hour 45 minutes to here

Allow 5 minutes

HAVE EVERYTHING READY –

WORK PLACE PROPERLY ARRANGED

Refer group to “How to get ready” side of the card.

Read the last two “Get Ready” points, “Have everything ready” and “Have
the work place properly arranged.”

Point out:

The group leader, team leader, or experienced employee should

set the right example for every employee.

Makeshift tools should not be used.

Lack of materials or “forgetting” something makes for poor work

standards.

Poorly arranged bench, or cluttered up tool chest, or desk piled

with papers, or any single thing that is wrong sets a poor example
to employees.

74
 Discuss these points briefly, pointing out that:

These are well-known failures.

Nothing new in them.

Often overlooked, however, because they appear small and

unimportant.

We should never be so busy that we can’t set the right example.

That’s what group leaders, team leaders, and instructors are on

their jobs to do.

1 hour 50 minutes to here

Allow 10 minutes

SUMMARY, ASSIGNMENT, AND CLOSE

Summarize the “get ready” points by stressing that they should and can
be done quickly. Often they can all be done in but a few minutes.

Refer to “How to Instruct” cards, pointing out that the two sides outline the
whole Job Instruction plan.

Each member, including the member who put on the

demonstration at this session, should select a simple job from
those they actually supervise and be prepared to deliver it at the
next session. We didn’t have time in this session for our second
demonstration, but we will have ( name ) ’s demonstration later.

Announce that as many members will demonstrate instructing at the next

session as time will permit, and the rest at the following sessions.

Have each member state the job on their time table that they intend to
use as their practice demonstration.

Select 5 members to have their demonstrations ready for next session.

75
 If job selected is too big a job for session demonstration, help member
to select a simpler job.

Each member should plan to use a job that will consume no more than
a 15-minute period.

Each should bring all necessary tools and supplies to provide for
ample “practice” in Step 3.

Be sure each member understands that the complete, correct instruction

procedure is now expected, i.e.:

The four “get ready” points, particularly the job breakdown.

Make clear: each member should bring their completed job breakdown
sheet and time table.

The “four steps” are to be used in the instruction itself.

Arrange to see each member who will put on a demonstration in

Session 3 before the next session.

Close meeting with brief “sales” statement on personal advantages of

becoming good instructors.

The following practice and drill sessions will able you to “get the
feel of the instructing tools.”

Practice will develop in you the correct instructing habits so that

effective instructing methods will “come natural” to you.

Here are some beneficial results reported by plants whose

supervisors use good Job Instruction:

Reduction in training time.

Fewer personal injuries are reported.

Less damage to equipment results.

Scrap has been reduced.

76
 Production has been increased.

These are some of the advantages of using good Job

Instruction.

Close the session promptly on scheduled time.

2 hours to here

77
 SESSION THREE

Be in conference room ahead of time.

Have everything ready.

Have supply of blank job breakdown sheets.

Have sample jobs from ‘your kit’ ready for additional job breakdowns if
members of group need it.

Allow 15 minutes

OPENING THE SESSION

Make appropriate opening remarks.

Review briefly “How to Get Ready to Instruct” points.

Time Table - purpose.

Look at and comment on the time table of any one who did not have a
time table in Session Two.

If any supervisor does not yet have one, develop all or part of it on the
board.

Have everything ready - work place properly arranged – importance.

Review briefly “How to Instruct” points.

15 minutes to here

78
 Allow 5 minutes

EXPLAIN PRACTICE INSTRUCTION

We now have the whole plan - the four ‘How to Get Ready to
Instruct” points and the four basic “How to Instruct” points.

We improve our skill by practice!

We are going to get practice in using these basic principles on our

card.

The rest or our time in these sessions will be spent on “learning to

do by doing.”

Each member will put on their job instruction demonstration. We

will instruct another member who does not know the job.

I would like to see each member’s job breakdown sheet while they
are instructing. The sheet will be returned after the demonstration.

Fifteen minutes will be allowed for each demonstration. This

includes setting up the necessary equipment and using all four
“How to Instruct” points.

Each instructor should state the Part and Operation before the
learner is selected.

Each instructor should describe the setting of their job before they
start, i.e.:

Whether they are team leader, group leader, or what.

Whether learner is new, promoted, transferred.

What learner is already supposed to know.

The group will observe if instructor:

Had everything ready.

79
 Work place properly arranged.

How well the “How to Instruct” points were covered.

Each one of us will make a job breakdown sheet - listing the

Important Steps, Key Points and Reasons as the demonstration
progresses.

Ten minutes will be allowed for constructive comment on the

practice demonstration. It is a real advantage to each instructor to
get the benefit of others’ comments in a thoroughly friendly and
helpful atmosphere.

20 minutes to here

Allow 15 minutes

PRACTICE INSTRUCTION DEMONSTRATION #1

Use Standard Procedure - Job Instruction Demonstration

See that all members are supplied with blank job breakdown sheets and that
each makes a job breakdown sheet during the demonstration.

Make your own job breakdown sheet - use Trainer’s Job Breakdown and
Comment Sheet.

35 minutes to here

Allow 10 minutes

COMMENT ON FIRST DEMONSTRATION

Use Standard Procedure - Job Instruction Demonstration.

This demonstration may have many flaws.

80
Pick out a few of the more basic ones and make constructive suggestions
concerning them.

Allow 15 minutes

PRACTICE INSTRUCTION DEMONSTRATION #2

Use Standard Procedure - Job Instruction Demonstration.

Warn members not to get so interested in the demonstration that they forget to
make their own break-downs.

Request instructor to stress Step 3 by having the learner explain what they are
doing - important steps and why they do it that way - key points.

Write on board:

Give examples using this type of question.

1 hour to here

81
 Allow 10 min

COMMENT ON SECOND DEMONSTRATION

Use Standard Procedure - Job Instruction Demonstration.

Again pick out the weaker spots for constructive comments and drive them home.

Comment on how well the instructor covered some items.

Especially stress type of questions to use to make sure learner understands.

Gradually become more exacting in a constructive, friendly way.

If “special instruction problems” are involved, discuss.

1 hour 10 minutes to here

Allow 15 minutes

PRACTICE INSTRUCTION DEMONSTRATION #3

Use Standard Procedure - Job Instruction Demonstration.

Request instructor to make his important steps and key points stand out to the
learner.

This will make instruction better; also help the group make better breakdowns.

Suggest that instructor say:

The first important step is_________________.

The next thing you do is__________________.

Etc…

1 hour 25 min to here

82
 Allow 10 minutes

COMMENT ON THIRD DEMONSTRATION

Use Standard Procedure - Job Instruction Demonstration.

Become more exacting in a constructive, friendly way.

Explain that there is nothing personal in the comments.

The purpose is to develop skill in the use of the method.

Compliment the instructor on some item they have done well.

If “special instruction problems” are involved, discuss.

1 hour 35 minutes to here

Allow 20 minutes

PRACTICE INSTRUCTION DEMONSTRATION #4

If you had to develop a time table, or put more than one breakdown on the board,
you may not have time for the fourth demonstration. Or, if you have only the
preferred 8-supervisor group*, you will not have to crowd the session to get a fourth
demonstration included.

* suggested group size reduced from 10 to 8 to allow for more practice during
sessions and coaching between sessions.

1 hour 55 minutes to here

83
 Allow 5 minutes

CLOSING

Make some complimentary statements about the demonstrations given in this

session.

Point out the value of the breakdown in getting the instructor’s thinking about the job
planned and organized. The more carefully the instructor gets ready, the better the
instructing job they will do.

Suggest to the members who have not yet put on their practice Instructing
demonstrations that they review how they plan to get ready in the light of the
demonstrations they have witnessed.

Offer to help members select a job from their time tables for demonstration.

Schedule yourself to see all remaining supervisors in group, before Session Four.

Adjourn the session promptly at scheduled time.

2 hours to here

84
85
 SESSION FOUR

Be in conference room ahead of time.

Have everything arranged.

Have supply of blank job breakdown sheets.

Put Job Breakdown form on board.

Put questions on board to one side:

Allow 5 minutes

OPENING THE SESSION

Make appropriate opening remarks.

Have group tell you:

The four Get Ready points and purpose.

86
 The four Steps of Instruction and purpose.

Allow 1 hour 50 minutes

PRACTICE INSTRUCTION DEMONSTRATIONS

Have four members put on their demonstrations. Be sure to save at least two
“strong” supervisors for Session Five. If there are weak members in group,
have their demonstrations in this session.

Use Standard Procedure for handling a Job Instruction demonstration.

Become more and more exacting in a constructive, friendly way. Smile as

you criticize - always.

Put at least one job breakdown sheet on the board during this session.

Between demonstrations discuss three Special Instruction Problems if they

have not already been brought out.

1. The Long Operation:

Break it up into small instruction units and put it over, one unit
at a time.

Examples:

A. Micrometer

One unit - Purpose, parts and care, using Instruction Steps

1, 2 and 3.

One unit - The scales and their relation to each other, using
Instruction Steps 2 and 3.

One unit - Making simple measurements, using Instruction

Steps 2 and 3.

One unit - Making measurements requiring reading in

thousandths, using Instruction Steps 2, 3 and 4.

87
 B. Long machining operation

One unit - Getting the part into the machine.

One unit - Centering the part.

One unit - Setting the tools.

One unit - Starting and stopping the machine.

Etc…

Instructor should use Steps 1 and 2 as they do the first

piece. After the machining operation is started, the
Instructor can have the learner tell them what they will do and
why they should do it that way, to make sure they
understands. It may be necessary for the instructor to do two or
three pieces before they let the learner do the job. Step 4
will be used in the normal way.

2. The noisy workplace.

Go to a less noisy place and discuss the operation, using Step

1 and all of Step 2 that can be explained. Illustrations with
charts, diagrams, blueprints, and sketches may be useful. Model
set-ups and parts are often used.

Then return to the work place and use show part of Step 2.
Showing must be done with exceeding care. Then go to a less
noisy place to have the learner explain what (important steps)
was done and why (key points and reasons) it is done that way.
When Instructor is sure learner understands, the learner does
the job. They may have to go to a quieter place for additional
information in Step 3.

3. Putting over “feel.”

Demonstrate with micrometer, or screw driver and screw, or

hacksaw tension, etc. Adjust until the “feel” is right. Then have
88
learner note the “feel” of the tightness. Then have learner “back
off” and adjust to the same tightness. Test their feel of
tightness. Continue until both agree on the “feel.”

1 hour 55 minutes to here

Allow 5 minutes

SUMMING UP AND CLOSING

Make encouraging statements concerning the group’s understanding and

use of the “Get Ready” points and the “How to Instruct” basic principles.

By selecting our jobs from our time tables, we get practice here in
the group that will make instruction of the same job easier and
better under actual operating conditions.

By making a job breakdown, we help organize our thinking so that

we can make sure they understand the important steps, key
points and reasons more effectively.

This procedure makes training easier and more professional.

Make sure the remaining members will have their demonstrations ready for
Session 5. This includes the member who put on a demonstration in Session
2 without benefit of a job breakdown.

Offer to help any member who is in doubt about what job to bring in.

Close session on scheduled time.

2 hours to here

89
 SESSION FIVE

Be in conference room ahead of time. Have everything ready.

Have an ample supply of blank job breakdown sheets.

Have some specific examples of savings in training time - reduction in scrap,

equipment damage, and personal injuries, increase in production - as a result
of using good job instruction. List saving in these items on the board.

Allow 5 minutes

OPENING THE SESSION

Make appropriate remarks at this last session.

Last time we get together as a group to improve our skill in

instructing.

We have _____ more instructing demonstrations to be put on.

5 minutes to here

90
 Allow 1 hour 10 minutes to 1 hr 35 minutes

REMAINING DEMONSTRATIONS

Call on remaining members for their demonstrations.

The member who put on the first demonstration without using a job
breakdown sheet should put on another demonstration with their job
breakdown sheet to show how the job breakdown sheet improves
instruction.

Use Standard Procedure for handling a Job Instruction demonstration.

Be more and more exacting, in a helpful friendly way.

Let no significant error pass without appropriate comment, from you or

group.

1 hour 15 minutes to 1 hour 40 minutes to here

Allow 20 minutes

SUMMING UP AND CLOSING

Express appreciation for interest and cooperation of group.

Call for remaining questions.

Give some specific examples of saving in break-in time - reduction in

scrap, equipment damage, and personal injuries - that resulted in better
Quality more Production at reduced Cost.

Recall some of their problems they gave you to put on the board in
Session One, problems that interfered with getting out Quality Production
at a Competitive Cost.

Review briefly how these problems can be prevented or helped if the

Supervisor’s 5 Needs are satisfied.

1. Knowledge of the work.

2. Knowledge of responsibilities.
3. Skill of leading

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 4. Skill of improving methods.
5. Skill of instructing.

We have been improving our skill of instructing in these

sessions. We have a good start. How will we continue to
improve this skill?

Practice, on the job.

Keep time table up to date.

Select whom to train on which job by what date.

Plan your training.

Don’t get caught unprepared; this is the source of many

problems.

Then break down the jobs on which you will need to train
someone. Keep your breakdowns ready for use. Keep your
thinking organized.

The 4 basic steps of “How to Instruct” won’t let you down - if

you use them. Continuing use gives continuing results. Lack of
use causes any tool to get rusty. Keep this tool of instructing in
use. It improves with use. No one can take it from you.

Sure - it takes some time to train people properly, but it saves

time in the long run. Prevents many time-consuming problems.

If you supervise employees directly, it will pay to use this

method every time you “pass on the know-how” - every time
someone asks you a question or you check work.

Even if they are experienced, remember that they may need

instruction.

They may not like to ask questions if they are experienced. Be

ready to help.

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And, if you are correcting an experienced employee, they too
should be put at ease.

If you manage anyone in a leadership position, use this method

with your associates every time you propose a new idea, issue
an order, or review their work.

You are in a position to say to your associates:

Good job instruction pays off.

I use it. I’ll help you use it.

Keep your time table up to date. I do.

Break down the job before instructing.

Use the 4 steps.

Management expects results from your using it.

Less training time

Less scrap

Fewer accidents

More productivity

Less cost

Your associates will appreciate your encouragement and help.

These sessions have cost this company money and your time.

Will this investment of time and money pay good dividends?

Get brief statement from each member. Ask such questions as:

How will this job instruction method help you on your job?

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 What will you do in the future in training people that you did not do
before?

Thank them for their frank statements.

Fulfilling your obligations as a part of management will

help get:

Quality

Production

at a

Competitive Cost

And mark you as one person in management who really

helps their people to succeed.

This is necessary if we are to develop real management-

labor cooperation.

Let’s do our part!

Adjourn meeting.

1 hour 35 minutes to 2 hours to here

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 Job Instruction Management Introduction

INTRODUCTION OF JOB INSTRUCTION TRAINER

BY MANAGEMENT REPRESENTATIVE

Trainer to provide Management representative with copy of this page

Job Instruction is:

A structured program for organizations that is drawn from experienced

leaders in industry and business and proven in thousands of
organizations

The management:

has approved this training

wants it for this company

expects you to attend each session, and be here on time

This is your meeting –

no reports are going to be made to management except on attendance

(optional)

There will be:

5 two-hour meetings

held at ___________ in ___________ room, on _________

(location) (date)

This training is important:

management expects you to do a good job - includes good instruction for

the people you lead

management knows you are going to get some real help

this method will show you how to be a more effective leader

This is ___________________________
(title of instructor)

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97
 Job Instruction Problem Sheet

Production problems
 Deliveries delayed because of errors and mistakes of employees making
the parts.
 Employees don’t know their jobs.
 Mix-ups in trucking service.
 Parts returned by another department because they were not made right.
 Operators have special problems because of engineering changes.
 Poor planning.
 Employees have difficulty in getting up to production on new type
equipment.
 Aisles too congested.
 Excessive wear and tear on equipment.
Safety problems
 Safety equipment not properly used.
 Material not piled properly.
 Poor shop housekeeping.
 Don’t know safety rules.
 Employees don’t know hazards of their jobs.
 Employees get careless.
 Minor injuries not reported.
Quality problems
 Meeting inspection standards.
 Too much scrap or re-work.
 Jigs and gauges not properly used.
 Not following specifications.
 Too much left to operator’s judgment.
Personnel problems
 Employees leave to other plants – couldn’t “get the hang” of the job.
 New employees lack experience in mechanical things.
 Lack interest in the work.
 Employees want transfers - think they can do better on other jobs.
 Claim to have good experience but don’t “come through.”
 Too much time to get up to production.
 Instructed wrong may.
 Can’t get experienced people any more.
 Employees get discouraged learning the job.

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99
Job Instruction Pocket Cards

100
101
Training Time Table

102
103
Standard Proceedure – Job Instruction Demonstration

104
105
Trainer’s Job Breakdown and Comment Sheet

106
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Fire Underwriter’s Knot

108
109
 Fire Underwriter’s Knot Script

Take a piece of ordinary twisted lamp cord.

Hold it vertically with your left hand, between the thumb and the first finger, 6 inches
from the end.

Untwist the loose ends, forming a V.

Straighten the loose ends between the thumb and the first finger of the right hand.

Hold the wire at the beginning of the V.

Take the right-hand loose end with the right hand, making a clockwise loop, bringing
the loose end across in front of the main strand.

See that this loop is about 1 inch in diameter and the stub protrudes to the left of the
main strand about 2 inches. Hold the wire at the junction of the loop and main
strand.

Take the other loose end with your right hand.

Make a counterclockwise loop. To make this loop, pull the loose end toward you,
pass it underneath the stub, behind the main strand.

Pass the loose end through the right-hand loop, from back to front.

Hold the ends evenly between the thumb and the first finger of the right hand.

Pull the knot taut.

Shape the knot between the thumb and the first finger of the left hand as it is pulled
taut.

Plastic Lamp Cord Preparation: cut the cord to about 18” (450 mm), presplit the
cord into two strands about 6” from one end (150 mm), loosely retwist the split
section to reduce the cord from splitting further.

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Job Breakdown Sheet

112
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Five Needs Diagram

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