JOB INSTRUCTION

Instructors Guide
Session 5
 SESSION 5 - INSTRUCTIONS

It is important to read this manual and have a clear understanding of the contents, prior to the
start of training.

Before the session starts…

Be there 15 minutes ahead of time.

Have the following materials ready:

 Flip chart and “If the employee hasn’t learned” chart
 Job Breakdown Sheets
 Checksheets for demonstration

Set up the training site:

 So it does not look like the typical classroom
 Arrange the seats in a horseshoe
 Flipchart stand at front of room
 Have “If the employee hasn’t learned” chart ready to hang up and in close reach
 Whiteboard
 A whiteboard eraser
 Two different colors of markers

Remember: As the instructor, it is your responsibility:

a) To provide the right tools, equipment, and materials
b) To set up the training site, making it ready for the trainees.

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 A NOTE TO TRAINERS

This manual contains a complete outline for these training sessions. It is your guide on what to
say, what to write, techniques you should demonstrate, and even important things that you should
keep in mind throughout the training activities. The following will help you identify the various
types of materials.

TITLE Each section and subsection is labeled with a title, in CAPITALS, for
your reference.

TEXT The material should be presented in the order given to aid comprehension
and speed progress. You may change the wording to suit the teaching
situation - as long as you maintain the same general meaning.

[ ] Instructions inside square brackets are for you, the instructor. There are
four kinds of instructions:

1. Areas where you should use your own words,

2. Gestures that aid comprehension,
3. Background factors for you to keep in mind, and
4. The order of presentation.

This icon indicates to write on the flipchart.

This icon indicates to use transparencies on overhead projector.

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 MATERIALS

MATERIALS TO MATERIALS TO
BE DISTRIBUTED HAVE ON HAND

1. Job Breakdown 1. Flipchart and “If the employee hasn’t

2. Checksheets for demonstration learned” chart

2. Job Breakdown Sheets

3. Checksheets for demonstration

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GENERAL OUTLINE

Activity Time Allotted

Introduction Sub Total 10 minutes

Review of last session

Demonstration, Comment and Job Breakdown Sub Total 40 minutes

Demonstration, critique, and practice analyzing job

Teaching Longer Jobs Sub Total 20 minutes

Applying Four Step Approach to long jobs

Teaching “Knack” Sub Total 10 minutes

Special Techniques for teaching Knack

Teaching in a Noisy Environment Sub Total 10 minutes

Coping with noisy environments

Review of “How To Instruct” Card Sub Total 15 minutes

a. Review of four preparation types
b. Four Basic Teaching Steps

Summing up and Evaluation Sub Total 15 minutes

a. Teaching skill and production related problems
b. Teaching skill and solution to problems
Total 120 Minutes

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 OBJECTIVES

After this session, the trainees will be able to:

1. Apply the four-step approach to their job environments.

2. Explain/recite the benefits of using the 4 Step Approach.

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TABLE OF CONTENTS
ITEM CONTENTS

5-1 Opening Review of last session

5-2 Demonstration, Comment, & Demonstration, critique, and practice

Job Breakdown analyzing job

5-3 Teaching Longer Jobs Applying Four Step Approach to long

jobs
5-4 Teaching “Knack” Special Techniques for teaching Knack

5-5 Teaching in a Noisy Environment Coping with noisy environments

5-6 Job Instruction Card a. Review of four preparation types

b. Four Basic Teaching Steps

5-7 Summing up and Evaluation a. Teaching skill and production related

problems
b. Teaching skill and solution to
problems

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5-1 OPENING NOTES

Note
[Thank all for assembling at the specified
time.]

Read
In the past four sessions, we have discussed
the basic preparation steps and the four basic
teaching steps - techniques you will need to
apply in order to become more effective at Job
Instruction. Today, in the last session of this
program, we will discuss how you can apply
what you have just learned to your individual
working environments.

Review

TP 5-1: Session 4 Review

Note: Cover the basic points on the slide. Reinforce the 4 steps of the JI method and the sub points
under each heading as needed to ensure that the class has committed the contents to memory.

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5-2 DEMONSTRATION, COMMENT, AND JOB BREAKDOWN
Note
[Do the remaining job demonstration in the
same sequence as in earlier session s including
the demonstration, comments, and job
breakdown.]

Everyone should get the chance to practice

once in front of the class. If this is not possible
due to the class size, disruptions, or other
unforeseen events, apologize to those that will
not get a chance to practice – this is to be
avoided at all costs by keeping the class size
manageable and keeping on schedule each day!

5-3 TEACHING LONGER JOBS NOTES

Read
The first practical problem is, of course, that
the jobs you will have to teach are much
longer and far more complicated than the ones
used in the demonstrations. Because of the

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 NOTES

limited time available, we had to keep those

short and simple so that we could concentrate
on the techniques, not the content. Today, we
shall take the time to discuss a longer job.

Some jobs take hours, even days, to teach.

There is so much material to cover that the
employee cannot absorb it all at once. Even
the instructor has trouble keeping everything
straight in his/her mind.

Ask
Question: How would you apply the “How to
Instruct” card in such a situation?

Discuss the responses.

Ask
Question: Do you think that a new employee
or someone from another section, will work
correctly, safely, and conscientiously if taught
all the jobs at once?

[Wait for answer]

Answer: No

Ask
Question: How then should we teach them?

[Wait for answer]

Answer: Separate into smaller jobs

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 NOTES

Read
Exactly. We must break the job down into
more manageable pieces.

TP 5-2: How to Instruct Long

Operations

How do we split the job? First, remember that

we are teaching an individual.

Ask
Question: What should we therefore consider?

[Wait for answer]

Answer: His/her learning capacity

Next, we consider the job itself.

Ask
Question: What should we look for here?

[Wait for answer]

Answer: Natural divisions

TP 5-2: How to Instruct Long

Operations

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 NOTES

Ask
Question: Finally, what about you, the
instructor? Are you always free to devote
great amounts of time to individual
instruction?

[Wait for answer]

Answer: No

So, you see, you must split this job along three
different stages.

TP 5-2, 3, & 4: How to Instruct

Long Operations

Read
In each case we have broken larger jobs down
into smaller segments. Remember some jobs
are too large to learn “all at once”. Keep in
mind the capacity of the learner, the natural
breaks in a job, and time available for training.

Remember to keep each unit small enough to

be taught in a single session, using the four-
step approach, of course.

Ask
Question: What are the four steps of JI?

Answer:

 Prepare the Learner

 Present the Operation
 Try Out Performance
 Follow Up

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 NOTES

5-4 TEACHING KNACKS

Read
The second practical problem that we need to
discuss is teaching the “knack.” Many jobs
involve special knacks or “tricks of the trade.”
Since these are normally acquired only through
long years of experience, they are very difficult
to teach to someone else.

As instructors, we must face the reality that

complete mastery will require considerable
practice over long periods of time. Yet, by
pointing out the places where such special
techniques are necessary and by trying to make
the job easier for the employee, we can give
him/her a head start on the road to mastery.
Remember, too, that the little tricks you have
picked up over the years may seem like second
nature to you now, yet they are not
immediately obvious to the inexperienced.

Teaching these tricks produces a very

important benefit - the employee learns to do

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 NOTES

the job faster and requires less time to catch up

to the pace of the others on the line - however
it requires a great deal of teaching skill. Since
we are dealing with intangibles such as “feel”
and “instinct,” we must make doubly sure that
the employee knows exactly what the expected
result must be. Such awareness can only be
taught through repeated practice.

Note
[Demonstrate something illustrating “knack.”

Ask if any of the demonstrations in the

previous four days of training or in the actual
worksite involve such knacks.

Discuss other examples provided by the

trainees and impress upon them the importance
of trying to teach these difficult techniques.]

5-5 TEACHING IN A NOISY ENVIRONMENT

Read
The next problem is the teaching environment.
Job instruction is not classroom instruction. It
normally entails teaching the employee at the
site where he/she will be doing the work.
Unfortunately, the noise levels are frequently
so high that we cannot both describe and
demonstrate the new job at the same time.

That brings me to two questions:

Ask
Question: First, which sense can we not rely
upon in such a noisy environment?

Answer: Hearing or the ears.

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 NOTES

Ask
Question: What sense can we use to
compensate?

Answer: SIGHT or THE EYES.

Read
Since the employee cannot hear us, we must
provide additional clues - gestures, drawings,
demonstration, for example.

Ask
Question: What about the amount taught per
session? How should it change between a
quiet and a noisy environment?

Answer: More in a quiet area and less in a

noisy environment.

Ask
Question: What about the number of
repetitions?

Answer: More for a noisy environment.

Ask
Question: If the pace is adjustable, what
should we do in a noisy environment?

Answer: Slow it down.

Read
Because of the noise, plants do not qualify as
ideal teaching environments. Remember, it if
is absolutely necessary to communicate
verbally with the employee, we can always
move to a quieter location for the discussion

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 NOTES

before returning to the actual site for full-scale

practice. One such case arises in step 3, when
we have the employee list the major steps, key
points, and the reasons for the key points. We
may have to divide the verbal explanation and
the actual practice between quiet and noisy
sites. However, the ideal is “on-the-job”
training, so we must devise ways to minimize
this type of shifting back and forth. Use of
video tape, models, or simulations can help.

Discussion
In the first four sessions, we discussed the
basics of teaching correctly. Today we have
seen how to apply them to actual job training
applications. I would now like to open the
floor to discussion from you, the participants.

Ask
Question: What you think of this program?

Ask
Question: How do you plan to apply what you
have learned?

Ask
Question: Do you have any questions that I
may not have answered?

Note
[It is important to motivate the trainees to
actually apply what they have learned after
they return to their individual work sites.
Make sure that they feel the need, as leaders,
to teach more effectively.

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 NOTES

Find out how they plan to apply what they

have learned. Answer any questions remaining
from previous sessions.]

5-6 JOB INSTRUCTION CARD

Note
[Review the four types of preparation and the
four basic teaching steps. Read both the
headings and the subheadings.]

5-7 SUMMING UP AND EVALUATION

Read
Thank you for your cooperation and active
participation in the five sessions of this
program. If you take these newly acquired
teaching skills and apply them to all the
teaching you have to do in your section, I am
sure you will soon begin to notice the
difference. This method is not a new one. It
has already proven itself over the years in
many places.

Note
[Give examples of how better teaching can
reduce the time required to teach, the amount
of scrap, tool damage, and injuries.]

Read
Leaders already using this approach have
discovered that they can achieve three of their
most important goals: Improving quality,
boosting production, and reducing costs. In
our very first session together, we wrote a list
of problems plaguing us in our daily work.

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 NOTES

Note
[Briefly review some of these problems: too
many injuries, problems with the 5 Ss, too
many rejects, too much damage to machinery,
etc.]

Read
These types of problems lower production and
product quality as they raise the production
costs. Time has shown, however, that a leader
satisfying five basic requirements - knowledge
of the work, knowledge of job responsibilities,
ability for Kaizen, leadership ability, and
teaching ability - is always able to reduce or
even eliminate these types of problems.

In this program, we have concentrated on the

fifth requirement, teaching ability. Being able
to pass on your knowledge is the true sign of a
leader.

Now that you have acquired these basic

techniques, you must go out and apply them,
improve upon them, and make them part of
you. How can you do this?

The first step is planning. Analyze the needs

of your section and draw up a Planning
Timetable listing who needs to be trained for
what job and by what deadline.

Without a firm timetable, your teaching will

degenerate into an emergency, patch up
operation - a reactive strategy that will have
you waiting for problems to arise rather than
taking active measures to nip trouble in the
bud.

Once you have decided what job you are going

to teach, you must then analyze it, breaking it

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 NOTES

down into its logical components. You must

ask yourself such questions as:

“How much can I teach in one session?”

 “What are the major steps?”

 “What are the key points - especially
for safety?”

Asking yourself these questions will then help

organize everything in your mind so that you
can prepare all necessary materials and set up
the teaching situation.

Once you have made these preparations, you

are ready to teach the employee using the four-
step approach:

1. You put the employee in the mood to learn

(prepare employee).

2. When he/she is receptive, thoroughly

explain the job to him/her (present the
operation).

3. When he/she has understood your

explanation, have him/her practice until
you know that he/she has understood (try
out performance).

4. You then put him/her to work at this new

job, but continue to check up on him/her
until you are sure that the proper work
habits are firmly ingrained (follow-up).

If you follow these four basic steps, success is

guaranteed. If you follow them for every
teaching situation, your teaching will become
even more effective. Like any other tool, this
tool will lose its effectiveness if you do not use
it regularly. On the other hand, regular use
will make it even easier for you to use - until it
becomes second nature to you.

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 NOTES

At first it may seem that this teaching approach

takes longer. Yes, this is true. Yet you will
find that it pays off in the long run: with a
better trained staff, there are fewer
emergencies taking up your valuable time.

This valuable tool is not limited to just

teaching either. You will find that you can
also apply this approach to giving work
instructions, answering questions, and even
monitoring work.

Remember, even experienced employees still

require frequent teaching. Because they are
experienced, however, they never ask
questions. It is, therefore, up to you to
observe them carefully and determine what
they need to learn. Another difficult task we
all face is correcting employees’ habits. You
will find that this approach makes it easier for
you to correct the employee.

Ask
[Ask all trainees for their opinions:

 “Have you got anything valuable out of

this program?”
 “Can you apply this teaching approach
to your working environment?”
 “Do you plan to teach this way?”

Other more specific questions.

Thank the trainees for their valuable comments

and try to encourage them to think more about
becoming effective instructors.]

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 NOTES

Read
By fulfilling all your obligations as leaders, you
will all be able to achieve your goals of
producing high-quality products efficiently and
at a reasonable cost. By bringing out the best
in your team members so that they do good
work, you will earn their respect, the respect
of your superiors, and the respect of other
leaders.

Remember your motto as an instructor:

IF THE EMPLOYEE HASN’T LEARNED,

THE INSTRUCTOR HASN’T TAUGHT.

[Close on a high note.]

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 APPENDIX: HOW TO INSTRUCT (Sample case)

Step 1 Prepare Team Member

 Put Team Member at Ease

 Are you getting used to the new shop?
 How long does it take to get to the factory from your house?
 What kind of sport do you play?
 I heard you like fishing. I like fishing too. We could go fishing together one
time.
 How is your family? Fine? I’m glad to hear that.

 State the Job

 Now, because of production’s needs, I want to teach you this job.
 Mr. A will be moving, and I would like to ask you to take over his job.
 Today, I’m going to teach you about this work. These are the finished goods.

 Find out what Team Member already knows about it

 Have you ever seen or done this kind of job?
 If you have seen or done this kind of job, please let me know how you did it.

 Get Team Member interested in learning the job

 This job is a very important part for the new production.
 This operation is one of the most important and basic parts of this job. Please
watch carefully and learn it well.
 I believe that mastering this job will be of great help for you in the future.
 Other members have learned this job well and they have become fully fledged
team members.

 Place Team Member in the correct position

 Come this way so you can see me do the job better.
 This is the best place for you to see and learn. Please watch carefully from this
position.

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 Step 2 Present Operation (Sample Case)

 I will illustrate and show you the correct method. Please watch it very carefully.

 Tell, show, and illustrate each MAJOR STEP one at a time

 I will tell, show, and illustrate one MAJOR STEP at a time, so please observe
it carefully and learn by yourself. OK?
 In this job, there are ______ MAJOR STEPS.
 First of all, watch the process of the operation carefully.

 Stress each KEY POINT

 I will tell you the key point of this work. Please listen to it carefully.
 This is the most important point of success or failure of this job.
 This is the best fixing method in this care between nut and bolt.
 Please touch it yourself and get the feeling of them.

 Explain REASON
 Next time, I will explain the reason why the KEY POINT is important.
 ________________ is the key point of this major step ______ because
____________.
 Next one is the key point of safety. If you forget this, you will cause accidents.

 Present no more than Team Member can master

 Do you have any questions so far?
 Is my explanation too fast? Did you understand it?

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 Step 3 Try Out Performance (Sample Case)

 Have Team Member do the job; correct errors

 It’s your turn. Please do it by yourself. First, try it by yourself silently.
 Don’t be frightened of making a mistake and try to do it, as best you can.
 Ah! It’s not the correct way. You have to do it this way.
 Hold on! To learn correctly first, this is very important for you. So, I will
show you again.

 Have Team Member explain MAJOR STEPS

 Please try to do this with explanation of each MAJOR STEP.
 Please try this as you explain the MAJOR STEPS.
 Could you try it again using my explanation of MAJOR STEPS?

 Have Team Member explain each KEY POINT as job is done again
 Could you tell me the KEY POINT while doing this job?
 Please tell me the KEY POINTS clearly as you try.
 Please try this job as you explain the KEY POINTS of each MAJOR STEP.

 Make sure Team Member understands REASONS

 What does the KEY POINT consist of?
 Yes, good, success, or failure, safety and knack are the KEY POINTS to
ensure it works. Which is this KEY POINT - success, safety, or knack?
 Please tell me the reason of each KEY POINT and why it is important in this
work.

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 Step 4 Follow-Up (Sample Case)

 Put employee on own

 Please start this job from now.
 Then, please start this job with safety in mind.
 Don’t hurry, correctness comes first.
 There are _______ pieces here. Lose no time in working.

 Designate to whom to go for help and where

 When you have any questions, ask me straight away. If I’m not around you,
ask Mr. A.
 If you sense you are having trouble with your job, stop and ask for assistance.

 Check frequently
 I’ll check your job often (or every _____ minutes).
 Beginning is always hard. So, I’ll check your job often.

Checking points are not so difficult, such as the correct position at your work
site, your motions, and the quality of goods you produce.

 Encourage Questions
 I would like you to promise me that you don’t make your own decision when
you come against new questions.
 To ask is not a shame. Ask me as soon as possible if you have any questions.

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