Training Within Industry. Job METHODS. Training Delivery Manual. TWI Institute. TWI-Institute.org. #070Rev05

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1 Training Within Industry Job METHODS Training Delivery Manual TWI Institute TWI-Institute.org #070Rev05

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3 TWI Institute 445 Electronics Pkwy., Ste. 206 Liverpool, New York Copyright by TWI Institute All rights reserved, including the right of reproduction in whole or in part in any form. 1

4 Introduction for Job Methods Trainer As an instructor of this Job Methods program, you will be playing an important role in the improvement activities that contribute directly to the profitability and future growth of companies. In particular, you will be giving this Job Methods training to first line plant supervisors and others in management roles and helping them to develop their ability in improving job methods. The result of all of this effort will be the improved performance of the plants that implement the method and the economic development of our community in general. When you give this training, you will be working with people who may have had years of experience. They have latent ideas that, if properly developed, will increase production, reduce loss time, prevent waste of material, and increase the use of machinery and equipment. Your function is to help them acquire the skill to fully develop their ideas for practical use and to present these ideas successfully to their management. Keep in mind that, even as you develop the skills of your trainees in this skill, you yourself are always learning and developing your own training ability at the same time. The more you understand about the details of this improvement method, the better you will be able to lead trainees in their own skill development. In order to develop this improvement skill in your trainees, as a trainer always follow this training manual, no matter how many times you teach the course or how accustomed you become to the material. This manual has proven itself to be effective in getting people to successfully learn and utilize the Job Methods skill. It will work for you and do the job if you stick to the plan. The original Training Within Industry program was developed in the United States sixty years ago and played a major role in boosting industrial production to the levels required to win the Second World War. After the war, these courses were introduced around the world and, most notably, are still in wide use today in Japan. Along with Deming s teachings on Quality Control, the TWI courses played a crucial role in the post-war development success of Japanese industry. This program is a direct descendant of the original TWI program and, while updated and revised, still sticks to the basic tenants of the courses that have been called the most successful training program in the history of the United States. Please do your best in continuing to make this program a success. May, 2002 TWI Institute Objectives and Emphasis of Each Session Session Objectives Emphasis 1 To emphasize the fact that it is a supervisor s responsibility to direct the job in his department (quality, production, or service, at minimum cost) and that problems that interfere can be solved or helped by improved methods. To emphasize that supervisors do make improvements but more and better improvements can be made. Skill in improving methods is one of the five needs of a supervisor. The constant use of this skill will increase production, better quality, and reduced costs. No one is in a better position, or should be more interested in making improvements, than the supervisor. To present the Job Methods program as a simple way to develop improvements. 2 To broaden understanding of the Job Methods four steps through application to a company problem presented by one supervisor. The Job Methods steps apply to any kind of work where a better way of doing the work will improve production. To give the group practice in use of the method. 3 To stress the value and necessity of Step 4 through an illustration given by the trainer. To give the group practice in the use of the method through its application to two supervisors problems. 4 To give the group practice in use of the method through its application to three supervisors problems. 5 To give group practice in the use of the method through its application to two supervisors problems. To summarize tangible results of the eight improvements made in the group. Proposals for change in methods have to be cleared with management. Tangible results of the improvement should be used to sell the change. Proposals for change should be presented in brief written form. There are two objectives: 1. Skill in use of the four steps. 2. The result of the application to actual problem. Continuing use of the method is necessary for development of skill. Skill in improving methods will increase production, improve quality, and decrease costs. 2

5 Strategy for Job Methods Since the goal of every serious trainer is to do the job competently and thoroughly, this guide offers some of the thinking behind the manual and serves to clarify reasons for this thinking. There are three separate features in presenting Job Methods Training, know the manual, understand the manual, and know the objective to be attained in each session. This guide will make your job convincing and the program clear. Think of the ten-hour class as a challenge to you to convince every member that the principles are sound and the plan practical. Keep the group continuously aware that Job Methods Training is a production tool that may be used daily for results, not a course that merely broadens knowledge. Introduction by the Plant Executive SESSION ONE Many trainers wonder why this is a must of the program. We all like to get started on the right foot, and if a plant executive pledges cooperation and support, the members of the group immediately react to the importance of the program. It lends a flavor of cooperation and production interest that helps you, the group, and management. Five minutes, no more. And if the executive wants to know what to say, refer him or her to the written introduction for ideas. Introduction by the Trainer Remember the old adage, First impressions are lasting impressions! This is your opportunity to sell yourself to the group, and it will make a big difference to the success of the whole class. We all like a friendly, informal atmosphere. We like the person who can be himself or herself. Be natural, be one of the group, get on a first name basis quickly. Remember, reasons are powerful so now is the best time to develop the reason behind the need for T.W.I. Training. Develop the five needs of every supervisor, get their agreement that this is sound reasoning, and fits their job. Sell the purpose, the need for Job Methods Improvements, that it isn t a new idea, and the people right here in the class are the best sources for ideas and always have been. What you are going to do is to offer a plan that has been tried and proven, developed by people who know the problems of production, and that you know the plan will work because you have worked it yourself. Watch for the paragraph, During the next four sessions each of you will have a chance to actually use the plan in your own work. Here is the opportunity to clearly explain in a few words, what will be expected of them. Each will apply these principles to a small job, any small job in fact, and the ideas must be new, not already in effect. This emphasis will sharpen attention for the remainder of Session One. 3

6 Describe the Use of the Demonstration Job Up to now there has been a lot of telling. And telling gets tiresome, so the pace changes. What could be more logical than to select a job, any job, and use this job as a means to clarify the program by demonstration. But there may still be skeptics in your group who will say, My work is different! Anticipating this hurdle, you make sure that this cannot be said. You patiently develop the three types of work from the group and drive home that in any job that has any one of these three types of work, these principles apply. To make sure the die-hards aren t still skeptical, take a chance, and ask if anyone can think of a job in his or her department that does not have at least one of these types of work. This is quite convincing, for any job can be shown to have at least one of the three types of work. Now the group is ready to really absorb the demonstration as they are now thinking in terms of some job in their own departments, as compared to the demonstration. This is really an important part of the program. Unless you put this over correctly you will find the going rough later. Demonstrate the Current Method There is just one way to make this effective. Practice makes perfect, and practice is a must. The order is logical and simple. Describe the job so that the group can visualize the product and the work place. Then do the job. The way you do it will help you greatly later in the program, so do it exactly as directed in the manual. For example, when you follow the dialogue in the manual while demonstrating the first several details of the job these will be the same expressions that come out later in Step 1, Break Down the Job, and trainees will easily be able to remember and bring out these details. Demonstrate the Proposed Method Contrast is impressive, so since the group is interested in results, show the results. First we tell them what happened after the foreman applied the principles and later they will see just how it was developed. Keep in mind that now you are merely showing What happened, and this will keep you away from the How it happened that comes later. All you are doing is demonstrating the results, not how they were developed. Again the clearest way is to describe the changes, and then perform the Proposed Method. As after the Present Method demonstration, to make sure each member understands, hand out the Layout Sheet of the Proposed Method and review it. Then compare it with the Present Method. The contrast is convincing. Sell the improved method by selling the results in terms of production, machine use and scrap. Make it impressive. These results might be accomplished at the expense of the operator, so to make absolutely sure no one gets this impression, eliminate once and for all the idea that the operator works harder, or in a hurry, or that he or she is speeded up. Act out the speed up, show how this always creates waste and then em- 4

7 phasize that there is no speed up in Job Methods Improvement. Improving methods increases production by eliminating the unnecessary parts of the job and making the necessary parts easier and safer to do. Stress that after all, these principles are applicable to any job, as was actually the case in the supervisor s plant and that hundreds of other jobs were improved. Now we are going to see how it was done by applying the principles and how each in the group can do the same thing on one of their jobs. Present the Job Methods Plan Just explain the four main principles on the card as a lead into the four-step plan. Step 1: Break Down the Job The value of every step must be clearly established both as to content and ease of application. It will all fall in line if you follow the manual and understand the strategy. First present Step 1 by reading it in detail. Then as another aid to clarification, use the board to focus attention on Step 1, and the fact that each must List all details. Drive home the reasons why a breakdown is the foundation of all improvements. To illustrate we know few of the facts on our everyday activities, the examples of buttons on the shirt, eyelets in the shoe, etc., bring this home to the group. To effectively handle this section follow this pattern: a. State that you will digress for a few moments to illustrate that we seldom know the details of things we do day in and day out. b. Select a member of the group who has a long sleeve button down shirt, preferably with buttons on the collar. Ask, Do you know how many buttons are on your shirt? (or a similar question regarding any other article you select). If he answers Yes, go to another member. If he answers, No! ask if he would like to guess. c. After he has guessed, most likely wrong, make him count them, then make the statement, "Now you know, you have the facts!" d. Repeat for at least one other member on another article. Then comes the description of a detail. Nothing complicated, nothing burdensome. To show how easy it is to list details, refer to the Microwave Shield Present Method and have the group develop with you the first five Details. Now you can appreciate how necessary it is to perform the Present Method correctly, for what you did then will determine what you get back now. Lead the group and stay on track. No long speeches or discussions, because you are doing this for a definite purpose. When the five details are listed, have the group volunteer the time taken to list the five details. Not over 2 minutes if you have handled it correctly. 5

8 Now you refer them to the full breakdown. Does it look like a long burdensome job to make the breakdown? No! Because you have cushioned the presenting of it by developing the five details so easily and quickly. Compare the five details on the board with those on the breakdown. Then by simple mathematics, the whole breakdown of thirty details can be done in a few minutes. Drive home the fact, Did it pay to spend 15 or 20 minutes on a breakdown that will increase production 3 times? Any sensible person will agree. Drive home the importance that no matter how busy we are, it pays to take time to save time. The busier we are the more Job Methods can help us. Step 2: Question Every Detail Step 2 is probably the most difficult to interpret, yet it is the tool which starts the ball rolling, to gather information. The first few paragraphs give you an opportunity to express your individuality and impress the value of a questioning attitude. Then go to the board to list the questions with the help of the group, and then the explanation of each of the six questions. You must know and understand the use of these six questions. They must be a part of you, so that irrespective of the detail, the job, the action, or whatever it is, you can apply them intelligently. Then comes Item 2 of Step 2 and again you must understand the importance of these items. Not just lip service, real understanding. This furnishes the explanation, next comes the application to the Microwave Shield example. Don t make it complicated, don t make an engineering job of it. Just handle it in an easy logical way, and get the group to list the notes on their breakdown sheets. Keep emphasizing and reemphasizing that this is the information gathering step. No changes. No rushing off to do anything yet, just gathering every bit of useful information in the way of notes. Ask your questions and answer them yourself. Just be Anne Adams, the supervisor, and if the group tries to take you off track, remind them that you are playing the role Anne Adams who made the breakdown she asked the questions, not you. This gives the group a pattern on the How of applying Step 2. Step 3: Develop the New Method Now you are ready to do something about all the information gathered in Step 2. Use the board as indicated in the manual to again give the group visual as well as spoken relationship between Step 2 and Step 3. Now let s look at the logic of the presentation. Think for a minute how anyone might handle Step 3 on the job. First they would eliminate everything unnecessary, then combine as many necessary details as possible, rearrange the remaining details that could not be combined, and finally simplify all details that might be simplified. That s exactly the way it s handled except that you demonstrate the development right through from Eliminate to Simplify. When you reach Item 4, Simplify all necessary details, you merely amplify the principles of simplification by simple everyday comparisons that everyone can understand, and then demonstrate How 6

9 Anne Adams used these principles just as anyone in the group might use them on his or her own job. It s direct and convincing. By this time they are starting to get it and the whole picture unfolds. Section 12 to End You may wonder about a few of the items after Step 4. For example: Why go around the conference table and have each person state the job he or she will tackle? Once a person has stated their job, he or she has bought into the program and it focuses attention on a specific job. The person has started to think and question just exactly what you as the trainer want. Remember that most people have not one, but many jobs in mind. Be careful that the group understands that you will not hold them exactly to the job they have mentioned, if they find another that they think more suitable. Be informal and flexible. Caution them that no improvements already developed are acceptable. The improvement must be new, their idea. SESSION TWO During all of the remaining sessions you should always have a clear conception of the overall objectives to be accomplished during the ten hours, and what your fundamental thinking must be to reach these objectives.: Objective #1 - To make sure that each member understands each and every part of the 4-step Job Methods Plan. Objective #2 - To convince every member that the principles of Job Methods Improvement apply to any job that has Material Handling, Machine Work, or Hand Work, whether repetitive or not. This may sound very elementary, but it is much easier said than done. Certainly the improvements are important, but not as important as a clear understanding of the use of the plan, and how it applies. Let s always keep Objective #1 foremost, keeping in mind that for some members it may be Session Five before they see the light. Remember if they fail, you have failed. Always remember that your obligation is to sell the plan, so that at the conclusion of ten hours each will agree that the Job Methods Program is a production tool that may be used daily on any job. The way you handle Session Two determines to a great extent the ultimate success of the whole course. You will be a genius, at the beginning of this session, if every member of the group has a clear picture of the use of the 4-step plan. Let s assume the progress of any group is as fast as the slowest member. Therefore, the best for which you may hope is that the group has absorbed 50% of what you put over in Session One. The best assumption to take is, Let s start over as far as understanding. 7

10 Remember too, the group has seen only the Microwave Shield Job, not a job from their plant and you still may have skeptics. It is, therefore, important to you as the trainer to make Session Two impressive. This is the spot that you can really do a selling job. If you do, Session Three, Four, and Five will flow very easily. If you don t, you may still be fighting a few by the end of Session Five. Treat Session Two as a clarification session of what you attempted to put over in Session One. The most natural thing to do first would be to review the 4-step plan by questioning the group, and developing it on the board. Just a quick way to pull the group together and focus attention on the use of the plan (Objective 1). While doing this, test your group for understanding. Ask some leading questions, that develop the reasons why we perform each step. Encourage questions from the group. Remember, some members will have a questioning attitude, while others hesitate to appear slow to get it in front of the group. A clear answer to one question may clarify the thinking of several in the group. Get the answers from the group whenever possible. Now you are ready for the demonstrations but before you begin Demonstration #1, clearly outline the points to be followed in each demonstration. For Session Two, use the left side of the board and list each point following the manual. For the remaining sessions, use the prepared chart placed in a convenient spot in the room. Also ask each member to keep notes on the use of the plan (Remember Objective #1) as well as questions to be asked after the demonstration is concluded. The manual calls for two important questions before the demonstration, Do you have a Current and Proposed Breakdown?, and Is the Improvement a new one? If you want to be embarrassed and create complete chaos, just neglect to ask these questions. Call for another volunteer if the demonstrator answers no to either question. Allow no exceptions. The first demonstration is all important. A few simple rules to follow: 1. Sit in the demonstrator s seat and be one of the group. If the demonstrator talks to you, he or she will at least talk through the group, not away from them. 2. Keep notes inconspicuously, but do keep notes on the good points, as well as the bad. 3. Interrupt only if the demonstration is off track or not understandable. Ask the group to follow your example. 4. When the demonstration is completed, have the demonstrator remain in front of the room, but you take charge. Many times it is embarrassing to the demonstrator to be in the hot seat while you, the trainer, sit comfortable back in his or her chair. Don t let it happen. 5. Follow the procedure outlined in the manual. After you have complimented the demonstrator on the good points, and there are good points in every demonstration (it s up to you to detect them), and opened up the questioning period and discussed ideas for further improvement from the group, you now begin to sell the plan. 8

11 Nine times out of ten in Demonstration #1 you get steps on the breakdown and not details. If by a miracle you get details, don t congratulate yourself. It s usually just a coincidence. Take the breakdown and go to work. List the details on the job breakdown chart correctly. You will have to work mostly with the demonstrator because he or she knows the job, but keep group participation at least by agreement until enough details are listed so that everyone understands just what a detail is in Job Methods. On the average, twenty details are usually sufficient. This is where you sell Step 1. Very often it immediately brings out the ridiculousness of the way the job is currently being done. Make sure that every detail is listed. You re not finished. You re just getting started. Pick out several details and question them with the idea of the group developing an improvement that the demonstrator didn t find. This is done by the use of the plan, not from your background or experience. Don t be an expert. It s dangerous! If you are able to develop an improvement, your whole program is made. You are well on your way toward Objective #1 and Objective #2. You have demonstrated that there is nothing up your sleeve, that the plan works on any job, and to prove it here is a job you never saw before from their departments. Follow the manual for the use of all four steps and then sum up the improvements on the board. If this takes the whole two hours, take it. It will pay off in the remaining three sessions. If you have time for the second demonstration, fine, but don t force it. Make sure the first is completed clearly and thoroughly. If you do put on the second demonstration, repeat the procedure of handling the first demonstration. Don t be an expert. It s dangerous! It is far better to have clear understanding and realization of the value of each step, than to have a startling improvement that confuses the thinking of the group. Allow ten minutes to cover the use and handing out of the proposal sheets. Don t neglect it. Then confirm four volunteers for Session Three, finishing with the Review and Closing. If you have carefully followed this plan you should have brought out: 1. A clear understanding of a detail and how to breakdown a job. 2. The importance of Step 1 in relation to the maximum improvement. 3. The realization of the members that they need to demonstrate small jobs. (Many try in Session Two to rearrange the plant and perform miracles. Push for the small jobs to start. The larger ones may follow later.) 9

12 After you have completed Session Two, sit down by yourself and analyze just what happened. Possibly you can improve your handling for subsequent groups, as well as the remaining sessions. SESSION THREE From here on you begin to pick up the pace if you have capably handled Session Two. The group should have a pretty fair understanding of the 4-step plan. After the preliminaries of thanking the group for their interest and complimenting those who presented their demonstrations in Session Two, ask everyone to put their cards in their pockets. Then develop the 4-step plan on the board with group participation. Again give plenty of reasons why as this is another of the many opportunities to continue to sell Objectives #1, and #2. Follow the manual regarding the procedure to be followed during each demonstration, and again list on the board the eight points, or refer to the prepared chart. While referring to these eight points, stress the following interpretations for the demonstrator: 1. When reading the details of the breakdown, read only sufficient details to make sure that they are details, and not steps. (Possibly will suffice). 2. When explaining how Step 2 was used, question in detail only 3 or 4 details and then read the balance of notes, as listed on the breakdown after applying the questions. (This is to save time and keep the demonstration from dragging by lengthy repetition). You will find that this will give you an accurate picture or whether the improvement was developed from the plan, or whether the breakdown was developed from the improvement. (Believe it or not, this happens). Follow the simple rules outlined in Session Two while the demonstration is in progress as follows: 1. Ask if the improvement is a new idea. 2. Ask if the Current and Proposed Breakdowns are prepared. (If the answer to 1 or 2 are NO call on next volunteer) 3. Clear the board and suggest sketches or other visual aides for clarification. 4. Take their seat. 5. Keep notes inconspicuously. 6. Allow no interruptions, unless absolutely necessary. 7. Take charge at the conclusion of the demonstration and have all questions and discussion only when the demonstrator has been seated at the front table. 10

13 Your strategy on handling demonstrations from here on differs somewhat from Session Two. Compliment the good points as before. Then open the discussion for questions and further improvements. Then move on to the use of the plan. (Objective #1) If the breakdown shows steps, go to the board again with a breakdown chart and break down a few steps into details, from the group. Request the demonstrator to rewrite the breakdown for practice and submit it at the next session. If the details are well listed, compliment the volunteer, and read several to of the details to the group another shot at the proper way to list the details. Some trainers effectively ask, Did the breakdown help you with this improvement? or Could you have as complete an improvement without a breakdown? The answer will be affirmative providing you have used judgment in asking the question. Ask for group reactions on the breakdown, directed toward the importance of Step 1. Now you must clarify Step 2 so bring out forcefully just what this pattern is. To do it effectively, list several details on a job breakdown chart and question them as a pattern. (If the details are already on the chart use them.) Again bring out group participation and clarify any confused thinking. Remember the two important points on questioning details. 1. Question only the action part of the detail. 2. Question each detail with all questions necessary before proceeding to the next detail. Discuss Step 3 with group participation and how it was used. Discuss Step 4 with group participation. Sum up the improvements on the board. After the first demonstration, again review the use of Step 2 as directed in the manual. Proceed with as many demonstrations as possible, always keeping in mind that we are driving for Objective #1, and #2 and any failure to use the plan, or any step, will be reflected in confused group thinking. Correct errors, continuing to repeat the reasons behind each step. In other words, continue to sell. Allow ten minutes before the end to read Proposals. Encourage group comments. Close the session following the manual. Again, after finishing have a little mental chat with yourself. Pick out the weak points and eliminate them from your handling of demonstrations. Emphasize and smooth out the strong points. Use Job Methods Improvement on your own job. 11

14 SESSION FOUR This is handled very similar to Session Three. Since there has been additional practice and additional clarification, your job should become easier, if you have followed instructions. This time, after the preliminaries, list on the board only the 4 main steps, although the development of these steps is practically the same as in previous sessions. Follow the procedures outlined in Session Three in presenting the demonstrations. Follow the seven rules outlined for the trainer during the demonstration (listed in Session Three). In Session Four, Step 3 is stressed and clarified, but not at the expense of the other three steps. Make sure that every bit of confusion is clarified. Continue to sell the plan. Allow ten minutes at the end for the reading of proposals and closing. Have another chat with yourself on the results obtained. Remember the adage, "There is no end to improving." SESSION FIVE This session should be the icing on the cake. There may be a few remaining points of confusion, so make sure that everything is clear. Again follow the manual by reviewing the plan. Only the 4 main steps on the board, but plenty of discussion and reasons why in developing each. Finish the remaining demonstrations, following the pattern outlined in Sessions Three and Four. Use the same techniques and group discussion. The main emphasis in Session Five is Step 4, and this must be interestingly presented, for it means so much to the success of the program. It further helps considerably from a practical standpoint to emphasize the use of Job Methods Improvement as a Production Tool, and a continuing program. After the Proposals for demonstrations from Session Four and Five have been read and constructively commented upon, spend 10 minutes on Job Instruction Training. Have the group develop for you the 4 Get Ready Points and the 4 main steps of Job Instruction Training and then emphasize how this program can be of value in making Job Methods a continuing production tool. Follow the manual in closing. Have the group leave, after the 11 hours of instruction, with a sincere conviction that Job Methods Improvement is a sound program, based on sound principles, and really a tangible tool that will help each and every member. Emphasize that every supervisor is a link in the chain to overall success of the organization, by the use of the method s principles every day on every job. 12

15 How to Use This Manual 1. This manual has written in it everything the trainer needs to say, write, demonstrate and keep in mind in order to deliver the course. The trainer should deliver the course following this manual. 2. The methodology of the symbols and type styles is as follows: ALL LARGE CAPS Bolded type Section titles (for reference, not to be spoken) Important areas that need to be stressed. They may also show section headings (that should not be spoken). Also, for the trainer, they may denote areas to pay attention to. Points which have a bold line drawn directly to the left, in the notes area, should be read exactly as written. They represent the key learning points which must be delivered clearly and without fail. Regular type GROUP PARTICIPATION Questions in quotations Small type in italics Other points which are not marked with a solid line down the left side can be spoken as is or delivered using appropriate wording so long as care is taken to be sure the meaning is accurately and completed passed on. These are questions or other topics where it is necessary to get the group to participate in a discussion. These questions are used to direct the Group Participation. These are instructions for the trainer there are 4 types: (1) Something which needs appropriate explanation (2) Something that requires movement (3) Things which the trainer needs to keep in mind (4) Procedural points to move the session forward Points which have a dashed line drawn directly to the left, in the notes area, are parts where movement by the trainer is needed. The trainer must leave the manual behind to both explain and perform the needed actions. (Directions in parentheses) Board Work Allow 5 minutes Ref. A Page 119 Participant s Guide Page X Have trainees refer to... Short explanations or directions (e.g. Writing something on the board). Words in this bracket are to be written on the board. Words that are to be added to already written work will be bolded. Time markers are given in the left hand side notes section. Time allotted for each section as well as running times at the end of each section are given. The trainer should always refer to the time schedule as the session progresses. Markers are given in the left hand notes section for Reference Material letters (A, B, C, etc.) and their page numbers. These reference materials include detailed explanations as well as diagrams and charts to help you understand and grasp the content. Along with the main part of the manual, these reference materials should be read carefully and understood well in order to deliver the course effectively. Markers are given in the left hand notes section for content that refers to materials in the Participant s Guide. At these points, make sure to have trainees go to their Participant Guides and follow the instructions in these boxes. These exercises help the trainees internalize the content as well as give them a reference to use after the course is finished. 13

16 BEFORE YOU BEGIN SESSION ONE BE SURE YOU HAVE THESE MATERIALS Materials (for 10 people) Sign-In Sheet 1 Pencils/pens 10 JM Pocket Cards 10 JM Participant Guides 10 Blank Breakdowns 20 Names Stands (Magic Markers) 10 Demonstration Kit Fixture 1 Jigs 2 Staplers 2 TOP Stamp 1 Brass Sheets 50 Copper Sheets 50 Waste Baskets 2 Carrying Box 1 Packing Box 1 Signs for Scale and Packaging Area Small pad and pen (for scale) Colored Masking Tape CHECK ON THE FOLLOWING BEFOREHAND 1. Make sure that a company executive is ready to give opening remarks for the training. You may give them a copy of the suggested introduction (Reference Material C, page 131) for reference. 2. Find out which departments and systems endorse the Job Methods plan and become familiar with them. BE AT THE MEETING 15 MINUTES AHEAD OF TIME Arrange the tables into a V shape if they are not already in a U shape. Make sure there is a desk and chair at the front. Place all materials and demonstration items in their proper places. Refer to Reference Materials: A. Layout at the Start of Session One (page 129) B. Preparation of Workbench, Tools, Etc. (page 130) OBJECTIVE In Session One, the objective is to demonstrate the current method and the proposed method and to use these demonstrations to fully cover the 4-Step Method and to explain how to perform work improvement. WORK FROM THE OUTLINE DON T TRUST TO MEMORY. 14

17 SESSION ONE 1. INTRODUCTION BY THE PLANT EXECUTIVE Allow 5 minutes Ref. C Page minutes to here Suggested introduction Program name and purpose. Need for Job Methods in this company. Pledge of cooperation and support from company. Schedule of Session 2, 3, 4 and 5. Introduction of the trainer. 2. INTRODUCTION BY THE TRAINER Allow 15 minutes Ref. D Page 131 Establish an informal atmosphere: Encourage the trainees to relax and don t be formal. Stress: Our meeting, no reports except on attendance. There will be no examinations and no reporting on results. However, there are two requirements: you must attend every session and give a demonstration. We have some observers in the room who are interested in our program. But they are here only to observe and will not participate in the discussions. Get to know each other: Trainer s self-introduction. Write your name on the board and briefly state your background. Have the trainees introduce themselves one by one: Name Department Job Number of years as a supervisor Number of people reporting to them Point out that they may ask questions and give comments at any time. SESSION ONE 15

18 Although we will be very informal in this training, please participate actively. You don t have to write everything down. But follow along in your Participant Guide making notes as instructed. Please feel free to ask questions at any time. THE FIVE NEEDS OF SUPERVISORS Participant Guide Page 3 Item A Point out definition as you give it to trainees. Ref. E Page 133 In this training, we will be using the term supervisor quite a lot. A supervisor is anyone who is in charge of people or anyone who directs the work of others. From experience, it is said that good supervisors have five needs. What are they? Let s use this circle to represent these five needs. More specifically, they are divided into 2 aspects of knowledge and skill. Knowledge is something that you know, while a skill is something that you get from lots of practice. While saying the above, write on the left 1/3 of the board. Participant Guide Page 3 Item B Point out the circle diagram Knowledge Skills 16 JOB METHODS TRAINING MANUAL

19 (1) From the aspect of knowledge, first there is Knowledge of Work. While saying the above, draw line and write in upper left segment of circle: Work. Participant Guide Page 3 Have trainees fill in: Work Knowledge Work Skills Knowledge of the work is the kind of information that makes one business different from all other businesses; for example, materials, machines, tools, operations, processes or technical skill. People can spend a lifetime at work and still be acquiring knowledge of it. Changes within the business require further knowledge acquisition. (2) Next, there is Knowledge of Responsibilities. While saying the above, write in lower left segment of circle: Responsibilities. Participant Guide Page 3 Have trainees fill in: Responsibilities Knowledge Work Responsibilities Skills SESSION ONE 17

20 Knowledge of responsibilities is the particular company s situation regarding policies, agreements, regulations, safety rules, and interdepartmental relationships. These are different for each company or plant. To do their jobs, supervisors 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. Since these two kinds of knowledge differ by workplace and job, each person must learn them locally and know his or her own job and workplace thoroughly. (3) From the aspect of skill, first there is Skill in Instructing. While saying the above, draw line and write in upper right segment of circle: Instructing. Participant Guide Page 3 Have trainees fill in: Instructing Knowledge Work Responsibilities Instructing Skills Skill in instructing is concerned with helping supervisors develop a well-trained work force. When this skill is learned we can: Have less scrap, rejects, and rework Have fewer accidents Have less tool and equipment damage. No matter how much knowledge and skill we have for the work, we cannot teach them well if we do not have instruction skills. 18 JOB METHODS TRAINING MANUAL

21 (4) Next is Skill in Leading. While saying the above, draw line and write in middle right segment of circle: Leading. Participant Guide Page 3 Have trainees fill in: Leading Knowledge Work Responsibilities Instructing Leading Skills Skill in leading helps supervisors to improve their ability in working with people and to have workers cooperate with them at work. The supervisor can get satisfactory results in cooperation with them. This skill, when applied day in and day out, will enable supervisors to prevent problems from arising and will help solve these problems if they arise. (5) Last is Skill in Improving Methods. While saying the above, draw line and write in lower right segment of circle: Improving Methods. Participant Guide Page 3 Have trainees fill in: Improving Methods Knowledge Work Responsibilities Instructing Leading Improving Methods Skills SESSION ONE 19

22 This skill enables you to break down your work into small parts so that you can take a look at the details. Based on this, you can then look at improving the work by eliminating, combining, rearranging or simplifying these details. When this skill is used continuously, it will allow you to utilize the workforce, machines and materials more effectively to achieve greater production of good quality products. Emphasize the fact that skills are acquired by practice as follows: We are not born with these skills. They are acquired by actual practice. It is like swimming. Even if we learn how to swim from a book, we will not be able to swim unless we practice it. When we practice it in these sessions and know the principles of methods improvement, we will acquire one of the important skills that we must have to accomplish our supervisory responsibilities. (6) Before we move on, though, let s consider whether there isn t something that is common to all of these knowledge and skills. Group Participation What is the one thing we must consider, regardless of the work or the workplace, so long as there are people present? When you instruct, when you improve the operation, or when you deal with the people under you, what fundamental thing must you always consider in everything we do? Discuss; when answer safety is given, draw small circle in center and write in: Safety. Participant Guide Page 3 Have trainees fill in: Safety Knowledge Work Responsibilities Safety Instructing Leading Improving Methods Skills 20 JOB METHODS TRAINING MANUAL

23 When we have a safe working environment, are there lots of injuries? Participant Guide Pages 4-5 Point out that there is a summary of the Five Needs on here. Of course not. We can make good quality products inexpensively and quickly only when we use these 5 needs in a safe environment. The foundation of everything is safety. OBJECTIVE OF THE COURSE What is our common objective in this training course? Our objective is to study and master the Skill in Improving Methods. Use red pen and color in section to stress Improving Methods. Knowledge Work Responsibilities Safety Instructing Leading Improving Methods Skills I am not here to tell you how to run your jobs nor am I going to discuss the technical aspects of your work. However, I would like to discuss one problem common to all of us. That is, how to improve Job Methods. Participant Guide Page 6 Item A Have trainees fill in blanks as you give definition. This Job Methods program will help you produce greater quantities of quality products in less time by making the best use of the manpower, machines and materials now available. As the program unfolds, you will see that this program will not make people work harder or faster. That is not our aim. SESSION ONE 21

24 As supervisors, all of us have certain duties and responsibilities for production. We all know that we need to improve production, which means making better use of our manpower, machines and materials. Group Participation Participant Guide Page 6 Item B Have trainees take notes as you discuss. Ref. F Page minutes to here Why do we need to increase production efficiency? To meet competition To increase output To improve quality To reduce costs To improve work environment (ergonomics, safety, etc.) To provide excellent products and services that our customers need To upgrade our standard of living List on board and then erase after discussion is complete. There are various ways to increase production efficiency, but the most effective way is through improving job methods. 3. JOB METHODS IMPROVEMENT IS NOT A NEW PROBLEM Allow 5 minutes Group Participation Who is in the best position to give us this necessary increased production now? There should be a variety of answers, including operators, but make sure that the trainees agree that the main person in advancing improvement is the supervisor. It is clear that the main person who can implement job methods improvement is the supervisor. The supervisor is the person who knows more than anyone else about the jobs of people under him or her. Everyone in this group no doubt has some ideas on how to improve methods. Perhaps we have never fully developed all of them. 22 JOB METHODS TRAINING MANUAL

25 Job methods improvement has always been a regular part of every supervisor s work. Any type of work that falls within the span of a supervisor s control should be the target of that supervisor s improvement effort. This is different from the work done by technical or other specialized staff. Most of the progress we enjoy today is the result of improvements in production methods. Cite examples of improvement: tablet computers, cell phones, flat screen TVs, etc. Explain that in today s day and age we can get quality products and services at reasonable prices very quickly. This progress has been accomplished by countless improvements developed and applied by practical production supervisors like you. Ordinarily, these improvements take a lot of time to develop. But the Job Methods improvement plan that I m about to tell you about makes it very easy for you to improve your work. The purpose of this plan is to make it easier for us to improve our job methods. This plan is useful to everyone. Anyone can use this practical method. It has been implemented in plants and offices around the world. Even in a service oriented work environment, it has been proven to work extremely effectively. This plan was developed by practical industrial people just like all of you. Why don t we look, then, at this plan in detail and see how it can work for you, right now. During the next four sessions, each of you will have a chance to actually use the plan in your own work. I have actually used this improvement plan in my own work and know how well it works. 25 minutes to here SESSION ONE 23

26 4. DESCRIBE THE USE OF THE DEMONSTRATION JOB Allow 10 minutes This improvement plan can be best demonstrated by showing how it was applied to an actual job. The job that I m about to demonstrate is from another company, not this one. Please observe the demonstration job in terms of the work in your own department. Pause. It is said that there are three fundamental classifications of work for any job that you do. If one or more of these three types applies to your work, then the same kinds of job improvements that I m about to show you can be easily made on the work that you do. Group Participation Ask 2-3 trainees for examples of work they are involved in. Have them come up with the three classifications by asking the following kinds of questions. Mr./Ms., what kind of work is done in your workplace? How do you do that job? Where are the materials/parts located? In other words, that has to be transported from another place, right? So that involves Material Handling. You do that with your hands, right? So that involves Hand Work. You do that with a machine, right? So that involves Machine Work. So it looks like in your workplace there is Material Handling, Hand Work and Machine Work. (Not all 3 are necessarily included together. Also, delays, inspection, planning, etc. are part of these 3 types of work.) Caution: Make sure the trainees agree that one or more of the 3 types are included in their work. 24 JOB METHODS TRAINING MANUAL

27 Ref. E Page 133 Participant Guide Page 6 Item C Have trainees fill in blanks as you develop discussion and write on board. Write on board. 1. Material Handling 2. Machine Work 3. Hand Work The demonstration job that I m about to show you includes Material Handling, Machine Work and Hand Work. These are the features to be compared to your jobs not this product, nor this operation. We are often tempted to say that this improvement plan doesn t apply to us because we don t make this particular product. Let s not think this way. Our objective is, first to study how improvements are made and, second, to apply that concept to our own work. EXPLANATION OF THE DEMONSTRATION JOB Explain in this order: Ref. A Page 129 Ref. B Page 130 Product: Microwave shield (Show sample, substituted with cardboard) Material: Brass & Copper Sheets, 5 x 8 x 1/64 (Show sample) Operation: Inspect, Assemble, Rivet, Stamp, and Pack (Show stapler, stamp, riveting machine substituted by stapler.) Operators: 4 people at 4 work benches. Work Place: Work Benches, Riveter (stapler), Stamp, Material Supply Box, Scrap Bins, Scale, Carrying Box Above is a summary; use the following explanations for details in explaining each part of the Demonstration Job: SESSION ONE 25

28 Participant Guide Page 7 Refer to Item A to help understand the explanation. Ref. G Page 135 Participant Guide Page 7 Refer to Item B to help understand the explanation. Product The sample job selected for the demonstration is making and packing the Microwave Shield. This is the Microwave Shield. It is used to block out unsafe electromagnetic waves. As you can see, the two sheets are assembled together by riveting these four spots. Show back & front. Use both hands. Then the word TOP is stamped right here and the assembly is complete. Material As for materials, we use copper and brass sheets like these. Each sheet measures 5 inches in height, 8 inches in length, and 1/64 inch in thickness. These materials are very thin and they can be easily scratched or dented if not handled carefully. For our purposes, we ll use this cardboard to simulate the actual material. Participant Guide Page 7 Refer to Items C and D to help understand the explanation. Ref. E Page 133 Operation As for operations, we inspect, assemble, rivet, stamp, and pack. Operators Next, let me explain about the placement of the operators involved in this operation. In this particular work place, there are four workbenches. (Draw on board.) At each workbench, there is one operator. Each operator is in such a position that their backs are facing each other. (Board.) Each operator is doing exactly the same work as the other operators. 26 JOB METHODS TRAINING MANUAL

29 At the center of the four tables there is a material supply box. It is located exactly 6 feet away from each operator. (Board.) Let s pick this operator, Bob Burns. (Point to board.) From here on out, we ll study Mr. Burns operation. Participant Guide Page 8 Refer to Item E to help understand the explanation. Ref. H Page 136 Ref. A Page 129 Work Place Finally, let me explain about the work place. Let us imagine that this desk is Bob Burns workbench. On his workbench there is a riveter. To do the stamping, there is one rubber stamp. Place riveter and stamp in center of desk. Located 6 feet away from the workbench there is a supply box for copper sheets (Walk.) and they are supplied into this box from the Punching and Stamping Department. (Pick up a tall stack of copper sheets with both hands and show.) Located 3 feet away from this supply box, there is another supply box for brass sheets. (Walk.) They are also supplied to this box from the Punching and Stamping Department. (Pick up a tall stack.) On the right hand side of the workbench there are 2 scrap bins. (Walk.) One is for copper sheets and the other for brass sheets. (Pick up, one in each hand, and show. Walk over to left side of desk.) To the left of the workbench there is a carrying box for the completed shields. (Pick up and show.) Located 50 feet away from the workbench there is a scale to measure weight. (Walk.) Located 100 feet away from the scale is the packing area where a packing box is located. (Walk.) This is the situation in this particular work place. 35 minutes to here Return to the middle of the desk. SESSION ONE 27

30 5. DEMONSTRATE THE CURRENT METHOD Allow 15 minutes The operator is positioned here. I will now begin to demonstrate the current method of the work done by Bob Burns. DEMONSTRATE THE CURRENT METHOD Ref. H Page 136 Demonstrate accurately by following the current method layout and the current method breakdown sheet. Explain what you are doing as you demonstrate. Do the job at a good pace. Raise your hand to indicate you are starting the demonstration. Go to get copper sheets. (Walk to material supply box.) Pick up copper sheets. (Pick up sheets while speaking.) Go back to the workbench. (Walk to center of workbench.) Inspect and lay out 12 sheets. (Looking at both sides of each sheet, one by one, lay out 3 rows of 4 sheets per row.) Scratches! (Walk to the scrap bin while saying this. Make sure to display this walking motion as you go around the desk to the scrap bin.) This is a defect, so we throw it away in the scrap bin for copper sheets. (Throw it away. Return and continue the work. Throw away at least 2 defects.) Go and return leftover copper sheets. (Walk to material supply box, return sheets.) Move one step to the left and pick up brass sheets. (Same as with copper sheets.) Go back to the workbench. (Walk back to workbench.) Inspect and lay out 12 sheets on top of the copper sheets. (Same as with copper sheets.) 28 JOB METHODS TRAINING MANUAL

31 Dents! (Same as with copper sheets.) This is a defect, so we throw it away in the scrap bin for brass sheets. (Same as with copper sheets. Throw away 1 sheet.) Go and return leftover brass sheets. (Same as before.) Go back to the workbench after returning brass sheets. Stack sets of sheets crosswise. (Stack them to the right side of the riveter. Handle them carefully to avoid scratches. When finished stacking, pull out chair and sit down.) Ref. I Page 136 Pick up one set and align the two sheets together. Hold the sheets using both hands and make sure that the brass sheet is on top. Intentionally, position the brass sheet 1/2 inch out of alignment to show that they are going to be aligned. We align the copper sheet with the brass sheet. According to the product standard, the line-up tolerance is 5/1000 of an inch, or 0.1 mm. Aligning the sheets to this tolerance level is difficult and requires lots of experience and skill. For our demonstration, we ll say that we are within the tolerance level. (Align sheets.) Ref. G Page 135 Rivet the set. (Staple all four corners and, while doing this, say the following, Rivet the corner, slide it over ) Stamp the shield. (Stamp the bottom right corner of the brass sheet. Place shield somewhere on the left.) Pick up the second set. When you do this continuously all day long, your eyes begin to hurt. But let s say that we are still maintaining the tolerance level. (Align sheets and rivet four corners in the same way as before.) Stamp the shield. (Same as before. Place it on top of the previous shield.) SESSION ONE 29

32 Pick up the third set. When your eyes begin to hurt, then your shoulders and back start hurting, too. But let s say that we are still maintaining the tolerance level. (Align sheets and rivet four corners in the same way as before.) Stamp the shield. (Place third shield on top of the previous two. The other 9 incomplete sets are placed on top of the three completed ones, as they are, no need to assemble them.) Ref. A Page 129 When the 12 sets are completed in this manner, they are placed in the carrying box. (Say as you place them into the box. Return to the center of the desk and stand as you point to the supply boxes for copper sheets.) Again we go and get the copper sheets and lay 12 of them on the table. And, on top of these, we again lay the brass sheets and we repeat this process over and over again until the carrying box becomes full. When the carrying box becomes full, it weighs approximately 75 pounds. We carry this 75-pound box a distance of about 50 feet to the scale. (Carry the box, making it look like it is very heavy, and place it on top of the scale you can use a chair to simulate.) Weigh and make out a ticket. (Pretend weighing the box.) The scale reads 75 and ½ pounds so we fill in the weight on this form and place it inside the box. (Perform the action.) We then place the box next to the scale. (Remove the carrying box from the scale and place it on the floor next to the scale.) Bob Burns returns to the bench and continues making shields. (Return to the center of the desk.) 30 JOB METHODS TRAINING MANUAL

33 When 3 or 4 carrying boxes are stacked up next to the scale, a material handler comes along with a pushcart, places the boxes on the cart, and brings them to the packing section located approximately 100 feet away. (Use a chair to simulate the pushcart and place the carrying box on the chair. Simulate stacking several boxes. Then, push the chair to the Packing Section.) At the packing section, a packer is standing by and removes the shields from the box and inspects them. (Look at them a little.) He counts 200 sets and packs them into the case. (Place all of the shields from the carrying box to the case.) When the case becomes full, the packer tapes shut the case, fills out an order slip, and prepares the package to be sent to the shipping area. He stores the package temporarily until it is ready to be shipped. (Perform the action.) The material handler brings the empty carrying box back to the original area. (Bring the carrying box back to the left side of the desk.) The demonstration I just did is the current method. Participant Guide Page 9 Have trainees study the layout and give comments. Group Participation POINT OUT CURRENT METHOD LAYOUT SHEETS In the Current Method Layout Sheet you see in your Participant Guide, the thin black lines show the flow of material from supply boxes to shipping. Do you notice anything looking at this layout sheet of the current method? Listen to the trainees opinions carefully. Have them come up with the fact that the flow of material is long and complicated. Point out that there is a considerable amount of material handling. SESSION ONE 31

34 Group Participation Ref. E Page 133 In the demonstration job that I just performed, what kind of (point to board): Material Handling work was there? (material, product flow) Machine Work? (riveting) Hand Work? (laying out sheets, aligning sheets, stamping) 50 minutes to here Have them point out some examples of each. Stress the fact that the demonstration job contained all three types of work. 6. DEMONSTRATE THE PROPOSED METHOD Allow 15 minutes EXPLAIN THE PROPOSED METHOD Let s look at a better method of doing this job. By implementing Job Methods Improvement, the proposed method was suggested by Anne Adams, the supervisor of this workplace, and the operator, Bob Burns. Place stamp in the top left corner of the desk. Leave riveter where it is. This Job Methods plan can easily be applied to your own work, so please observe carefully. Consider this improvement in terms of any job in your own department. First, we ll see what they did, and then we ll develop how they did it. Walk to the supply box, pick up copper sheets with your left hand, brass sheets with your right hand, and place them directly on the table in the front. 32 JOB METHODS TRAINING MANUAL

35 Here are the results: Ref. J Page 137 As for materials, the material handler delivered them directly onto the workbench. No extra work was required by the handler. Return to the center of the workbench and sit down. To make it easier to pick up the materials, the stacks were brought closer to the operator. (Slide copper and brass sheets towards you using both hands.) Sometimes these piles were higher and, while working, operators could accidentally knock down these piles. Anne Adams came up with this jig. (Show and place the two jigs.) The material was placed in the jigs. (Place copper and brass sheets on each jig with their front sides facing down. Make sure the trimmed corner is correctly placed.) The actual jigs have side panels so we don t have to worry about the piles falling over. Ref. K Page 137 Next, it was still difficult to pick up the sheets one piece at a time. (Show difficulty.) So, Bob Burns came up with an idea. By placing this angle arm at a 45 degree angle, (take out angle arms and place one in each jig, then load sheets under each angle arm) it became a lot easier to pick up one sheet at a time. (Show.) Currently, we have one riveter. One riveter is not efficient enough to produce the shields. So, Anne Adams borrowed one more riveter from another one of the tables (take out and place one more riveter) and decided to rivet two spots at one time. (Imitate the motion.) But this new setup had one drawback the position of the riveter would move about. So, here, they devised this fixture. (Take out the fixture and insert the two riveters.) With this, the position of the riveters was fixed and riveting became very easy to perform. (Imitate the motion.) SESSION ONE 33

36 Next, it was extremely tiring to align the two sheets correctly. So, Anne Adams came up with these guides. (Show.) By sliding the sheets along these guides, they were easily and automatically lined up to the tolerance level of 5/1000 inch. (Take one copper sheet and demonstrate sliding it into the guide using the uncut side of the sheet.) When there was a defective sheet, the operator had to walk to the scrap bin. (Stand up and walk over and throw away one copper sheet.) To avoid this, the scrap bins were brought directly under the workbench. (Move the two scrap bins for copper sheets and brass sheets and place them under the table. Sit back down in the chair.) But when it actually came to throwing away the sheets, the operator had to look under the table. (Show motion.) Here, Bob Burns, the operator, suggested to cut slots in the table and attach chutes to the scrap bins. (Use colored masking tape to indicate slots on desk.) By placing the scrap bins directly underneath the table, the defective sheets could be disposed of easily. (Show motion.) Stand up and walk over to the carrying box. The carrying box was eliminated. (Take the carrying box to the scale and place it there upside down.) The packing case was brought directly to the right side of the operator by the material handler. (Bring the packing case and place it to the right side of the operator.) With this proposed method, even an unskilled worker can easily do this work. Skilled workers were now upgraded to more highlevel work. 34 JOB METHODS TRAINING MANUAL

37 DEMONSTRATE THE PROPOSED METHOD Ref. K Page 137 Now, let me demonstrate this new method. (Start doing the job using the new method.) Perform the job adding the following kinds of explanation: Pick up the copper and brass sheets one sheet at a time from the jigs, inspect and assemble the two sheets, then place them through the guides. Rivet using both hands. Place the completed shields directly in front of the fixture. In the second set, reject one of the sheets as a defect. At that point, say Scratches! and put the shield into the slot. After the third set, take an appropriate amount of copper sheets and brass sheets and place them on top of the completed shields in front of the fixture. When 20 sets are completed, their height will be equal to the height of the notch in the fixture. (Pick up the fixture and show the notches in the fixture that have a determined height.) Completed shields are placed into the packing box. (Put them in.) When this process is repeated 10 times, then there will be 200 sets inside the case. That s the capacity of the case. When the box is full, another box is placed on top of it and the operation continues. (Imitate the motion.) When 4-5 boxes become full, the material handler picks them up and takes them to the packing section. (Explanation only.) POINT OUT PROPOSED METHOD LAYOUT SHEETS Participant Guide Page 10 Have trainees study the layout and give comments. On page 10 of your Participant Guide is the Proposed Method Layout sheet. (Point out layout sheet, explain layout of the top of the workbench.) SESSION ONE 35

38 Group Participation Please compare this Proposed Method Layout Sheet with the Current Method Layout Sheet we looked at earlier. Is there anything that strikes you? Ask trainees their impressions. Confirm that the number of material handlings has been drastically reduced. 1 hour 5 minutes to here When the following questions are asked, write the trainee s name and his/her question on the top right hand side of the board. Tell the trainee that the question will be answered later in the session. Why wasn t the box weighed? Why wasn t the stamp used? 7. RESULTS OF THIS JOB METHODS IMPROVEMENT Allow 10 minutes Ref. E Page 133 Group Participation Participant Guide Page 11 Have trainees fill in blanks as you write results on the board. Group Participation HAVE TRAINEES ESTIMATE IMPROVEMENT IN THE USE OF MANPOWER, MACHINES AND MATERIAL Let s now compare the current and the proposed methods and find out how much improvement was made. First, how about Production? (Write Production: on middle of board.) Did production increase or decrease? What do you think? For one operator, how many times did the production level go up? (Ask 2-3 trainees.) Anne Adams found out that the production level went up three times compared to the current method. (Add 3 Times to the board.) Next, what about Machine Use one machine per day? (Write Machine Use: on middle of board.) Each machine riveted 50 percent more shields per day. 36 JOB METHODS TRAINING MANUAL

39 Add to board 3/2 = 1.5 times 50% and explain that the production increased 3 times, but since we are using 2 machines at the same time, the total improvement is 50%. Group Participation What about Scrap? (Write Scrap: on middle of board.) Did scrap increase or decrease? Try to solicit that it decreased. Why do you think it decreased? (Bring out answers: less material handling, application of fixture, etc.) Anne Adams found out that scrap decreased from 15 percent to less than 2 percent. (Add to board: 15% less than 2% ) This improvement plan is the result of the better use of manpower, machines and materials. Operators didn t have to work harder or in a hurry with this new method. To confirm this point, perform the current method of Laying out sheets in a hurry demonstrating that working faster creates more scrap. If we do our work in a hurry, we can t do a good job. This would create waste the very thing we are trying to eliminate. Absolutely not one operator should be speeded-up in any application of this Job Methods plan! Improved methods create good work. Production is increased by eliminating unnecessary parts of the job and by making the necessary parts easier and safer to do. The principles of job improvement demonstrated here can be applied to any kind of work when it includes material handling, machine work, and handwork. SESSION ONE 37

40 This demonstration is only a sample job. Hundreds of other jobs in the same plant were improved in the same way. Now let s take a look at the steps that were followed in making this improvement plan. Also, let s see how this plan will help us make improvements on our own jobs. The details of the improvement plan are written on this pocketsized card. (Show card.) 1 hour 15 minutes to here DISTRIBUTE CARDS ONE BY ONE 8. PRESENT THE JOB METHODS PLAN Allow 5 minutes EXPLAIN THE 4-STEP PLAN FROM THE CARD. Read the purpose. Read only the 4 main steps. Note: Keep the card in your hand from now on. These 4 steps are all that were used by Anne Adams, the supervisor, in improving this sample job. 1 hour 20 minutes to here Let s apply the 4 steps to the sample job to see how Anne Adams used this plan. Also, to find out how we can apply the plan to our own jobs. BREAK 10 MINUTES Ref. L Page hour 30 minutes to here Clean up the desk and put the waste baskets back to their original position. ERASE BOARD. 38 JOB METHODS TRAINING MANUAL

41 9. STEP 1: BREAK DOWN THE JOB Allow 15 minutes READ ENTIRE STEP 1 Write on board as one of the trainees reads entire Step 1. Ref. M Page 138 Step 1 Break Down the Job List all details A job breakdown is the starting point for all job methods improvement. Listing all details gives a complete record and accurate picture of how the job is done. By doing this, we ll find out that there is a NEED for improvements. It will also give us the opportunity to bring out many details about the job we never realized were there. To convince the trainees that often times details are overlooked, ask the trainees to remember in detail certain details of things that are close to them. For example, how many buttons are on their shirt, the number of steps on a staircase, the number of windows in a room, etc. When we observe accurately, then we get all the facts. The more detailed and accurate the breakdown is, the more complete the improvements will be. SESSION ONE 39

42 Participant Guide Page 12 Item A Point out definition of detail making sure they grasp the meaning. Group Participation Details mean every single movement that is done. So material handling, machine work, handwork, as well as inspection, and delays are all part of the details. Let s break down the current method demonstration job. What did I do first, right after I raised my hand and began the demonstration? Develop the first five details of the demonstration job on the board quickly and accurately. Participant Guide Page 13 Have trainees write down the first 5 or 6 details of the job as you put them on the board. 1. Walk to box of copper sheets 6 ft. 2. Pick up copper sheets 3. Walk to bench 6 ft. 4. Inspect and lay out 12 sheets 5. Walk to box and replace extra sheets 6 ft. Participant Guide Page 14 Point out the complete Current Method Breakdown Sheet. Group Participation There is a copy of the complete job breakdown for this job on page 14 of your Participant Guide that was made by the supervisor. POINT OUT CURRENT METHOD BREAKDOWN SHEET Have a trainee read details 1 to 5 and have everyone compare them to the details on the board. Have them agree that what s on the board is the exactly the same content. Point out that the details listed on the board were easily and quickly written. Example: How long did it take to write these five details? Then I guess it would take only (x) minutes to do the whole breakdown. 40 JOB METHODS TRAINING MANUAL

43 The little time you spend listing details often uncovers big improvements. Explain that the Remarks column is used for recording distances, tolerances, waste, defects, safety, time taken, etc. Explain the difference between the breakdowns for Job Instruction and those for Job Methods as follows: In Job Instruction, the breakdown lists only the Important Steps. Here, each Important Step may include many details. Furthermore, in Job Instruction, anything other than the Important Steps are quite obvious, so there s no need to list up everything. However, in Job Methods, ALL details must be listed. This is because nothing can be omitted when studying the method of production. A breakdown is an easy, common sense way to get all the facts about any job method quickly and accurately. Participant Guide Page 12 Item C Have trainees identify and write down the answer: On the job at the actual worksite. Where is the best place to do a job breakdown? On the job. It s not good to rely on your memory. At the work site, tell the operators what you are doing and why you are doing it. Show the operators the breakdown; let them help you make it; tell them about these meetings; show them the card; do whatever is appropriate; be frank and open. SESSION ONE 41

44 We have seen how easy it was to make the breakdown for the demonstration job. How many of you think you can make a breakdown of a job in your department, just like the way Anne Adams did, by listing all the details? Ask for a show of hands. Have the trainees feel confident that they can do a job breakdown. Now we will find out how a job breakdown is used in applying Step 2. 1 hour 45 minutes to here Note: Erase the 5 details ONLY. 10. STEP 2: QUESTION EVERY DETAIL Allow 30 minutes READ ITEM 1 OF STEP 2 Read Item 1 of card. The success of any improvement depends on our ability to develop a questioning attitude. We must question everything that is done; every single detail of the job. When you think about it, these 6 very important questions taught us practically all we know. Children ask lots of questions and accumulate knowledge. Many adults stop questioning things too soon. We must deliberately question all the details of the job we want to improve. 42 JOB METHODS TRAINING MANUAL

45 The answers to these questions will give the information we need to make improvement. These answers are our ideas. Have a trainee read the questions in Item 1 as you begin to write them on the board. Add to board. Participant Guide Page 15 Item A Point out questions in Guide and tell trainees you will explain the details to each question one by one. Step 2 Question Why? What? Where? When? Who? How? These questions are asked in a definite order. While saying this, point to the board. Stand at the board, facing the class. Stay in that position while explaining all of the following. Participant Guide Page 15 Item B Have trainees finish writing down why the order is important. If we first ask, How should we improve this? and later ask, Why is that necessary?, we may find out that the particular detail is unnecessary and have wasted our time. All questions should be asked for each detail before proceeding to the next detail. Let s examine each of the 6 questions. SESSION ONE 43

46 First WHY is it necessary? We ask this question first for each detail. Participant Guide Page 15 Item A Have trainees follow along as you explain comments on each question. We want to distinguish necessary items from those that are unnecessary or doubtful. This is the most important question of all. It provides the information that leads to big improvements if we find many unnecessary details. However, often it is difficult to decide whether a detail is necessary or not. Therefore, we have a check question to make sure we get sound and reasonable answers. Second WHAT is its purpose? We want to find out if the detail has any useful purpose or if it adds quality to the product. If we can t find any useful purpose for it, then we have to reconsider its necessity. So, What is its purpose? is a check question for Why is it necessary? Asking questions in this manner will help us get ideas for improvement. But please be extra careful of taking action on the first idea that comes to mind. Participant Guide Page 15 Item C Have trainees write down what should be done when they get an idea write it down. As we get definitive answers to these questions, ideas for improvement will quickly come to mind. When you have a good idea for something, write it down on the Breakdown Sheet. Don t decide on anything yet. Keep on questioning the detail. By doing so, a better and more complete idea usually develops. 44 JOB METHODS TRAINING MANUAL

47 If we decide that the detail is necessary, then we continue with the other four questions. Third WHERE should it be done? By asking this question we try to find the best place to do each detail. In which department? In which section? On which machine, bench, or equipment? Fourth WHEN should it be done? By asking this question we try to find the best time to do each detail. Should the detail be done first or last? In what order? Must it be done before or after some other details? When will the necessary workers, machines, materials, equipment, or tools be available? Fifth WHO is best qualified to do it? By asking this question we try to find the best person to do each detail. Based on knowledge, skill level, experience, physical strength, availability, who is the best person for this detail? Sixth HOW is the best way to do it? We ask this of every necessary detail only after we have asked Where? When? and Who? SESSION ONE 45

48 We want to find out if there is a better way to do each detail. Usually there is a better way, but to find it we must first question How? for the necessary details. READ ITEM 2 OF STEP 2 AND COMMENT AS FOLLOWS Have a trainee read. These are very important factors for any job that you do. Each item should be questioned the same way as the details in the Job Breakdown. Bring out appropriate examples and discuss the following themes. Examples from trainees own plants are most effective. Materials, machines, equipment, and tools are often scarce and hard to get. Making small changes in the design can contribute to big improvements. Making small changes in movement or in the layout of the area or the workplace can save floor or bench space. Poor safety and poor housekeeping can lead to injuries and inefficiency. Now, let s see how Anne Adams applied these questions on the details of her job. Participant Guide Page Point out that this is the breakdown sheet of this job. Please take a look at the job breakdown sheet on page 16 and 17 of the Participant Guide. Anne Adams got these answers to her questions. 46 JOB METHODS TRAINING MANUAL

49 By the way, in the columns for questions, we have made one column for both Why? and What?, since What? is the check question for Why?. Whenever she got a good idea or a clue, she wrote it down in the Ideas column. From here on, stand up and make sure the trainees are filling in the Breakdown Sheet as you continue. I will be Anne Adams. I will show you the process by which she got her ideas. Please write down what I m going to tell you in the Ideas column. Consider from which questions these ideas were derived and place a check mark in the appropriate columns. Try to act out, as realistically as possible, the questioning and answering process of Anne Adams. Here, you are thinking out loud both asking and answering all the questions. Detail No. 1: Walk to supply box containing copper sheets Why is it necessary? To get copper sheets. But is it necessary to walk 6 ft.? What is the purpose? Same thing. To get copper sheets. Right! If the sheets are located closer to the workbench, then it s not necessary. In the Ideas column, Anne wrote, No, if sheets nearer bench and put a checkmark in the Why column. Everyone, please write the same thing on your breakdown sheets. Walk around the room and confirm that they are writing down the information. Continue in the same way. SESSION ONE 47

50 Detail No. 2: Pick up 15 to 20 copper sheets Why is it necessary? Necessary to assemble shield. What is the purpose? Necessary to assemble shield. So this detail is necessary. Where should it be done? How about doing it closer to the riveter? This is a different approach from the current method. So, Anne Adams wrote Close to Riveter in the Ideas column and put a checkmark in the Where column. Then, let s continue questioning Detail No. 2. When should it be done? Any time before assembly. This is the same as the current method. Who is the best person? The riveter. This is the same as the current method. How should it be done? Mmmm there must be a better way. Anne Adams wrote in the Ideas column, Better way and placed a checkmark in the How column. Detail No. 3: Walk to workbench Why is it necessary? If it is not necessary to walk over, not necessary to walk back. This is the same as #1. In the Ideas column, write Same as #1 and put a checkmark in the Why column. 48 JOB METHODS TRAINING MANUAL

51 Detail No. 4: Inspect and lay out 12 copper sheets To make it easier to question the detail, let s divide this detail into two parts. Divide the row for Detail No. 4 into 4a: Inspect and 4b: Lay out Show how to divide row on the board and have trainees do the same on their sheets. 4a: Inspect 4b: Lay out Detail 4a: Inspect Why is it necessary? Necessary to maintain quality. What is the purpose? Necessary to maintain quality. So this detail is necessary. Where should it be done? At the riveting bench. Same as the current method. When should it be done? Just before assembly. This is different from the current method. Write Just before assembly in the Ideas column and put a checkmark in the When column. Who is the best person? Riveting operator. How should it be done? There must be a better way. Write Better way in the Ideas column and put a checkmark in the How column. SESSION ONE 49

52 Detail 4b: Lay out Why is it necessary? Not necessary, adds no quality to the product if the sheets are moved close to bench. Write Same as #1 in the Ideas column and put a checkmark in the Why column. Make sure trainees are filling in their breakdown sheets. Go around the room for the last time and then return to seat. Now, I m going to pick up the pace but continue filling in your breakdown sheets. Detail No. 5: Walk to supply box and replace extra sheets Why is it necessary? If no need to walk to box, why do I need to walk back? This is the same as in Detail No. 1. In the Ideas column, write Same as #1 and put a checkmark in the Why column. Detail No. 6: Walk to supply box containing brass sheets Why is it necessary? If no need to walk for copper sheets, why walk for brass sheets? This is the same as in Detail No. 1. In the Ideas column, write Same as #1 and put a checkmark in the Why column. Detail No. 7: Pick up 15 to 20 brass sheets Why is it necessary? This is the same as with the copper sheets. In the Ideas column, write Same as #2 and put checkmarks in the Where and How columns. 50 JOB METHODS TRAINING MANUAL

53 Detail No. 8: Walk to the bench Why is it necessary? Is there a need to walk? This is the same as #1. In the Ideas column, write Same as #1 and put a checkmark in the Why column. Detail No. 9: Inspect and lay out 12 sheets As with Detail No. 4, to make it easier to question the detail, let s separate it into two parts. Like before, 9a: Inspect and 9b: Lay out. Have trainees divide the row on their breakdown sheets as before. Detail 9a: Inspect Why is it necessary? This is the same as the copper sheets. In the Ideas column, write Same as #4a and put a checkmark in the When and How columns. Detail 9b: Lay out Why is it necessary? This is the same as the copper sheets. In the Ideas column, write Same as #4b and put a checkmark in the Why column. Detail No. 10: Walk to supply box and replace extra sheets Why is it necessary? More walking to replace sheets. This is the same as #1. In the Ideas column, write Same as #1 and put a checkmark in the Why column. SESSION ONE 51

54 Detail No. 11: Walk to the bench Why is it necessary? More walking. This is the same as #1. In the Ideas column, write Same as #1 and put a checkmark in the Why column. Detail No. 12: Stack 12 sets near the riveter Why is it necessary? Not necessary if layout is not necessary. Write No, if no layout in the Ideas column and put a checkmark in the Why column. Details No. 13 to No. 20 Inclusive Riveting Anne questioned details #13 to #20 in exactly the same way. She questioned each detail separately. In order to conserve time in this meeting, let s just look at the information she noted. For each detail, Anne felt there must be a better way. For all of the rows inclusive, she wrote Riveting Better way and put a checkmark in the How column. Show how to do this quickly on the board by consolidating all of these rows into one remark: } Riveting Better way 52 JOB METHODS TRAINING MANUAL

55 Detail No. 21: Stamp TOP and stack them on the workbench Why is it necessary? Specification calls for it. What is the purpose? This is questionable. Can find no good reason for this detail. Let s find out why. In the Ideas column, write Find out and put a checkmark in the Why column. Details No. 22 to No. 30 Inclusive Anne Adams questioned details #22 to #30 in the same way. For details #23 & #24, she questioned the necessity of carrying and weighing the carrying boxes. In the Ideas column, she wrote Not necessary to weigh and put a checkmark in the Why column For detail #22 and details #25 through #30, she found out that counting and packing can be done anytime and anywhere by anyone after riveting. In the Ideas column, she wrote Anytime, anywhere, anyone, after riveting and put checkmarks in the Where, When, and Who columns. While she was questioning and getting definitive answers, she just wrote her ideas down in the Ideas column. She did not take any immediate actions. 2 hours 15 minutes to here When all details of the breakdown have been thoroughly questioned, then we are ready to move on to Step 3. SESSION ONE 53

56 11. STEP 3: DEVELOP THE NEW METHOD Allow 25 minutes READ STEP 3, ITEMS 1, 2, 3 AND 4 Read until SIMPLIFY all necessary details. (Don t read principles.) Add to board. Step 2 Question Step 3 Develop Why? What? Where? When? Who? How? Answers to the questions asked in Step 2 lead to developing a New Method in Step 3. We can increase our production when we begin to eliminate, combine, rearrange, and simplify the details of each job. Notice the order in which these first 4 items are listed. To eliminate a detail after simplifying it would be a waste of time. Item 1 ELIMINATE unnecessary details The answers to Why? and What? lead us to eliminate unnecessary details. 54 JOB METHODS TRAINING MANUAL

57 Point to questions Why? and What? on board. Write Eliminate on board to the right of the questions Why? and What? and draw an arrow to show their connection. We eliminate details to avoid unnecessary use of Manpower, Machines, and Materials. Add to board. Step 2 Question Why? What? } Step 3 Develop Eliminate Where? When? Who? How? Participant Guide Page Refer back to page and use the Breakdown Sheet. Let s see how Anne Adams eliminated unnecessary details. Have trainees circle each detail number on the Current Method Breakdown as you read them out: details 1, 3, 5, 6, 8, 10, and 11. What do all of these details have in common? Yes, walking. These are the walking details and, from her notes, Anne decided they would be unnecessary if the sheets could be delivered closer to the workbench. So she had the material handler bring the sheets directly to the workbench. This was no extra work for the handler. By doing this, she was able to eliminate all these details. In the Eliminate column, please place a checkmark for each of the circled details. SESSION ONE 55

58 As for details 4b, 9b, and 12, laying out and stacking sheets, she found out that these details did not add any value or quality to the work. So she eliminated them. Please place a checkmark in the Eliminate column for these details. Continue in the same way. Detail 21 was found to be unnecessary, therefore it was eliminated. Explain the stamping story: Ref. N Page 139 Engineering had changed the design of the sheet. Are you guys still doing that?! Didn t you get the ? The new shield had its top-left corner cut off to distinguish, without fail, its top from its bottom. This change had been made 6 to 7 months ago, but there had been a failure to communicate the change. Note: if you wrote Stamp on the upper right corner of the board, erase it now. Details 23 and 24, carrying and weighing, served no useful purpose since the shields were sold by count. So these details were eliminated. Note: if you wrote Scale on the upper right corner of the board, erase it now. Point out that in the past there was a reason for the weighing, but that reason went away when they started counting the shields. Bob Burns did not know they were counting in the Packing Area which was out of his view. Item 2 COMBINE details when practical The necessary details should be combined whenever it is practical and possible. The answers to the questions Where? When? and Who? give us leads to combining necessary details. 56 JOB METHODS TRAINING MANUAL

59 Add to board. Step 2 Question Why? What? } Step 3 Develop Eliminate Where? When? Who? How? } Combine Possibilities for combining details are often discovered by finding the best place (Where?), the best time (When?), and the best person (Who?) for each detail. Details are combined to reduce inspections and handlings between operations. Then let s see how Anne Adams combined some of the necessary details by looking at our demonstration job. For details 22, 26, and 27 she asked herself Where? and When? should the shields be packed and by Whom? She decided to bring the packing box closer to the workbench and by doing this she was able to combine the three details. Put a checkmark in the Combine column for these three items. SESSION ONE 57

60 Item 3 REARRANGE details for better sequence If necessary details can t be combined, then usually they can be rearranged for better sequence or order. Details are rearranged to avoid frequent material handlings and back-tracking. The answers Where?, When? and Who? also give leads for rearranging necessary details. Add to board. Step 2 Question Why? What? } Step 3 Develop Eliminate Where? When? Who? How? } Combine Rearrange Rearranging the order of details often saves unnecessary movement of parts and avoids unnecessary picking up and putting down details. Let s see how Anne Adams rearranged some of the necessary details by looking at our demonstration job. Because she had changed the location of the supply boxes, she had to rearrange the details of picking up the copper and brass sheets (details #2 and #7). 58 JOB METHODS TRAINING MANUAL

61 Furthermore, she had decided not to lay out the sheets, so she had to rearrange the inspection details (details #4a and #9a). It was not necessary to carry the boxes to the scale and the shields were packed directly into the cases at the bench. So she rearranged the delivery of cases to the Packing Department (detail #25). Item 4 SIMPLIFY all necessary details We simplify to make the necessary details safer and easier to do. The answers to the question How? give us leads for simplifying necessary details. Add to board. Step 2 Question Why? What? } Step 3 Develop Eliminate Where? When? Who? How? } Combine Rearrange Simplify The details that were simplified were No. s 2, 4a, 7, 9a, and Mark those details with a checkmark in the Simplify column. SESSION ONE 59

62 READ ITEMS UNDER STEP 3, ITEM 4 OF CARD. Explain briefly each principle as follows: Participant Guide Page 18 Item A Review these principles with trainees. Convenient reaching area Put materials, tools, and equipment into the best position Gravity feed hoppers Drop delivery chutes Both hands Jigs Fixtures To have easy access within arm s length. Varies with arm length. To put into best position for easiest pick up, ahead of time. Shelves and holders Pen desk set Tool rack Using gravity to bring parts and materials to the best position in the work area. Pellet hopper Coffee bean or candy dispenser Disposing of a part or piece by dropping it through a chute to a container. Mail chute Laundry chute Letting two hands do useful work. Computer keyboard Movable mechanical holding devices. Clamps Position holding guides Templates Fixed mechanical devices usually used in connection with a machine. Tool rest Holder 60 JOB METHODS TRAINING MANUAL

63 So, let s see how Anne Adams applied these principles to simplify the details noted Better Way. Show how the proposed method and the workplace were developed from the card by Anne Adams and the operator. Ref. L Page 138 Before starting, make sure that the scrap bins are located to the right of the workbench, the packing box is underneath the table, and the fixture, jigs, riveters, copper and brass sheets are on top of the table. Demonstrate all changes as you describe them (from the card). Put one riveter in the center of the table. Everyone, please take out your cards and follow along. Anne Adams looked at her card and began to think. Sit down. Continue following the same procedure, looking at the card at the appropriate times. Ref. J Page 137 From the principle, Put materials, tools and equipment into the best position and within convenient reach for the operator, she positioned the sheets within arm s length. Place the sheets and reach out to them with both arms fully extended. However, this was still not the best position, so she brought them closer to the operator. Slide the two stacks of sheets towards you. When the sheets are stacked in this way, oftentimes they are knocked over accidentally. When that happened, both hands were needed to restack them neatly again. On the card, she read, Use jigs or fixtures instead of hands, so she came up with a jig that looked something like this. Take out jigs and set copper and brass sheets, bottom side up and cut out corners aligned to jig cutout. Explain that the actual jigs had side panels to hold in sheets. SESSION ONE 61

64 However, it was still difficult to pick up the sheets one by one. (Show.) To make it easier to do, Anne Adams came up with these angle arms based on Bob Burns idea. Positioned at 45 degrees like this, it was now easy to pick up the sheets one by one. Demonstrate by picking up sheets with both hands and assembling the set (then put them down). She applied the two principles, Put materials into the best position within convenient reach and Make effective use of both hands. Here we have only one riveter. One more riveter was used to increase production efficiency. Take out second riveter and place on table. Now, both hands can be used. (Show.) Here, she applied the principle, Make effective use of both hands. However, if we do the riveting like this, eventually the riveters will move. To avoid this, a fixture like this was made. Take out fixture and place riveters in position. Aligning the two sheets to the proper tolerance level required a lot of skill and patience and was extremely tiring. So a guide like this was attached to the fixture. (Show.) By placing the sheets using this guide, the tolerance level of 5/1000 of an inch can easily be achieved. Show sheets being inserted into guide. A notch in the fixture was designed in such a way that it is equivalent to the height of twenty sets stacked together. 62 JOB METHODS TRAINING MANUAL

65 Grab an appropriate amount of sheets and show against the height of the fixture. This is a good example of applying the principle, Use jigs or fixtures instead of hands. Then, whenever there was a defective sheet, the operator had to stand up to throw it away in the scrap bin. (Show.) So the bins were brought under the workbench. (Move them.) This was an application of the principle, Put materials, tools and equipment within convenient reach of the operator. Even then, when throwing away a defect, operators had to look under the workbench. (Show.) Ref. K Page 137 Based on Bob Burns idea, slots were cut in the workbench and chutes were placed to guide the defective sheets to the scrap bins. (Mark with colored tape.) Now the defective material could easily be disposed of. (Throw one sheet away.) This was an application of the principle, Use drop delivery chutes. The packing case was placed right next to the operator in order to make it easier to pack the shields. Take box from under table and place it to the right of the operator. This is an application of the principle, Put materials, tools and equipment into the best position and within convenient reach of the operator. Use gravity feed hoppers was the only principle not applied in this case. Other principles listed on the card were all used. Only these principles were used, nothing else. SESSION ONE 63

66 Group Participation Ask trainees if they have any opinions for other good improvements. Praise the trainees for doing the right kind of thinking you know they will apply the use of these principles to their own jobs. (examples) Foot operated riveters. Attach a bar over two riveters. Place four riveters in one fixture and operate. A small electronic sensor that makes sure the sheets are precisely aligned. REVIEW USAGE OF STEPS 2 AND 3 Participant Guide Page 19 Point out the summary of the relationship between Steps 2 & 3. Show how this relates to the check columns on the Breakdown Sheet. The answers to Why? and What? identify unnecessary details to be eliminated. (Point to board. Continue in the same way.) The answers to Where?, When? and Who? give leads for combining and rearranging. The answers to How? supply leads for developing the one best way by simplifying. In this way, Steps 2 and 3 are like the two sides of a coin, or the two front wheels of a car they have a close working relationship. READ STEP 3, ITEM 5 Item 5 Work out your ideas with others Group Participation We can get valuable ideas from our boss, right? Our boss is the one who knows what changes will take place and in which point in time more production and efficiency are necessary. Our boss also gives us advice, ideas and instructions that are beneficial. 64 JOB METHODS TRAINING MANUAL

67 Group Participation Group Participation We can also get help and advice from our fellow supervisors, can t we? We can also get help from the operators. What do you think? It s very important that we utilize our operator s ideas in our plans. Remember how Anne Adams worked with one of her operators? Operators have good ideas, too; oftentimes as many as we do sometimes more! Don t work out an idea and then dump it on an operator. Nobody likes when that happens. Giving an opportunity for the operator to help work out an idea will give him or her real satisfaction. An interested and satisfied operator is just as important as the idea itself. Usually, everyone is glad to help if we ask. READ STEP 3, ITEM 6 Item 6 Write up the proposed new method Many ideas die before they are put into action or are written down. An accurate written record explaining what the new method will do and how it can be done is necessary. If you write a written proposal, then it becomes a complete summary of your proposed improvement. We will talk about how to write proposals in our next session. 2 hours 40 minutes to here After we have made a job breakdown, questioned every detail, and developed the new method, we are prepared to put it to work. SESSION ONE 65

68 12. STEP 4: APPLY THE NEW METHOD Allow 10 minutes READ ENTIRE STEP 4. Add to board. Ref. M Page 138 Step 4 Apply the New Method Improvements are of no value unless they are put to work. The use of Step 4 insures the success of improvements. In the past, due to lack of Step 4, many good improvement plans were not put to work. Item 1 SELL your proposal to the boss Add to board. Participant Guide Page 20 Item A Have trainees fill in blanks as you go through each item of Step 4. Step 4 Apply the New Method Sell The first thing you need to do is to get your boss approval. To do that, you need to give him or her a short but complete summary facts only in a written proposal. 66 JOB METHODS TRAINING MANUAL

69 Use breakdown sheets, samples and sketches to help sell your proposal. And watch your timing! Bring it to the boss at the appropriate time. Participant Guide Page 21 Have trainees refer to this proposed breakdown. Participant Guide Page 20 Item B Point out that by comparing before and after breakdowns, written proposals help to sell the improvement. POINT OUT PROPOSED METHOD BREAKDOWN SHEET Compare the current method and the proposed method breakdowns. Show how this can be used as a selling tool. Use written proposals to explain what this improvement will do and how it can be done. List production increases and better uses of Manpower, Machines, Materials, Space, Equipment also Quality and Safety improvements. Item 2 SELL the new method to the operators If you get their support, the operators should implement the new plan without fail. Doing that, you ll be able to judge whether the new plan is good or not. When we instruct the new method to the operators, be sure to do it carefully using the Job Instruction plan. Group Participation Participant Guide Page 20 Item C Have trainees take notes on the benefits of cooperation. For any improvement, shouldn t we get the cooperation and ideas of our operators? Get discussion on how easy it is to get operators support when they are involved in the process from an early stage. Having operators participate gives us the opportunity to get many useful ideas. SESSION ONE 67

70 Item 3 Get FINAL APPROVAL of all concerned on Safety, Quality, Quantity and Cost Add to board. Step 4 Apply the New Method Sell Approvals Getting approvals will prevent trouble. Participant Guide Page 20 Item D Let trainees take notes on where approvals are needed. Get approval from all related departments. If necessary, explain in terms of the host company. Safety Safety engineers and operators Quality Inspectors and laboratory Quantity Production and planning departments Cost Cost related functions Be sure to follow the regular lines of the organization. Item 4 Put the new method to work Add to board. Step 4 Apply the New Method Sell Approvals Use Group Participation Avoid waiting and put your plan into action as quickly as possible. Waiting kills more ideas than a lack of intelligence. What do you think? 68 JOB METHODS TRAINING MANUAL

71 Check to make sure that operators don t fall back to the old, more familiar method. Remember that there will always be a better way. Keep searching for further improvements. Item 5 Give CREDIT where credit is due Add to board. Step 4 Apply the New Method Sell Approvals Use Credit Participant Guide Page 20 Item E Have trainees fill in ways they can give credit. 2 hours 50 minutes to here One stolen idea will stop all others. We want to be sure that we give credit and show our sincere appreciation. Ask your boss to say a word of appreciation to the person who helped with or made the improvement. The more credit we give, the more ideas we will get. 13. SELL THE USE OF THE JOB METHODS PLAN Allow 3 minutes REVIEW THE 4-STEP PLAN Using the board, read aloud the purpose, the steps and the main items. These four steps were all that were used to make the improvement on the demonstration job. SESSION ONE 69

72 These principles are all we need to make thousands of valuable improvements. By mastering these principles, it will be easier and easier for you to continue making further improvements. Stress the importance of learning the Job Methods plan. Group Participation Now is the best time to begin improving the way we currently do our jobs. Would more improvements right now today help you solve your present production problems? One improvement a week would make any supervisor s job easier to do. It would certainly reduce a number of problems for us. One improvement today is worth ten times as much as one a year from now. Perhaps even more. We can t afford to be too busy to find time to continually search for improvements. Now is the time to make your improvement! Group Participation Will this Job Methods plan help make it easier for you to develop and apply improvements? If someone says, no, point out that the plan will help any production job that includes material handling, machine work or hand work. If there is an our job is different kind of attitude, point out that the principles have been applied by others to: Mass production and job shops Process, assembly, machine-tool, and foundry work Aerospace, chemical, and other industries Get trainees to agree on its usage. 2 hours 53 minutes to here 70 JOB METHODS TRAINING MANUAL

73 14. ASSIGN IMPROVEMENT DEMONSTRATIONS FOR SESSION TWO Allow 3 minutes This finishes my explanation about Job Methods improvement. From now on, let s see if we can actually use the principles listed on our cards. In this training, everyone will have an opportunity to make Job Methods improvements. Participant Guide Page 22 Have trainees refer to this page as you explain the demonstrations. Please pick a job in your department. A short one will do. If there is a job now that s giving you trouble, choose that one. Take any job something that comes to mind first or even the first one you see as you walk through your department. After you have chosen your job, you need to make a job breakdown. You need to question every detail on the breakdown. From there, you need to develop a new method. Then, please make a record of your new plan. If you can t find any improvements to make on the first try, then tackle another one. Please prepare to explain to us how you applied or will apply the new method. So that everyone can understand your current and proposed methods, bring any necessary materials, tools, and equipment as well as the job breakdowns, samples, and diagrams. If possible you may also bring in pictures, or video. Whatever you feel will help the group understand how the methods are being done in their current and proposed forms. SESSION ONE 71

74 You will be given 20 minutes to explain both the current and the proposed methods. And please do not bring in anything that is confidential. Make sure to check on this with your boss. CHOOSE 2 VOLUNTEERS FOR SESSION TWO Select the two volunteers. Any short job in your own department is fine. Don t bring in any jobs where improvements were already made before. Our intention is not to review previous improvements. After the volunteers are chosen, ask what kind of jobs they plan to take on. Make sure they understand what they need to prepare for Session Two. HAND OUT BLANK BREAKDOWN SHEETS 2 hours 56 minutes to here 2 for each member 1 for current method, 1 for proposed method. 72 JOB METHODS TRAINING MANUAL

75 15. RESISTANCE AND RESENTMENT CLOSING Allow 4 minutes Two human shortcomings have stopped many improvements from being put to work. The first one is Resistance to new ideas. Don t be surprised when someone tells you, The Current Method has been successful for twenty years, so why change it now? This is a natural reaction. Be aware of the fact that every one of us has a natural tendency to resist new ideas. We all tend to defend our previous actions and practices. We like to think of our culture, customs, tradition, and history as being the best. We always have something to say about new ideas, usually negative. Cite some examples and explain. Don t let resistance interfere with your improvements. The principles of the Job Methods Plan are not new. They were developed at the beginning of the Twentieth Century. Job Methods is a streamlined and simplified version of these tried and true principles. The second shortcoming is Resentment of Criticism. There are people who interpret our search for a better method as a personal criticism. It is therefore up to us to explain our purpose, which is to constructively seek better ways to increase our production. SESSION ONE 73

76 People may criticize you for bringing in new ideas. They might say, Why didn t you think of that one before? Don t be afraid to bring improvements that may infer criticism of ourselves. In this training course, at times there will be discussions where you might interpret them as personal criticism. Don t. We are only trying to have constructive discussions for improvement, and nothing else. Let s be sure that fear of criticism doesn t stop any of our ideas for improvements. CLOSE MEETING WITH THE FOLLOWING REMARKS Job Methods will help us produce greater quantities of products in less time. Have everyone read together the Purpose on the card. Confirm that everyone has fully understood the purpose of improvement in today s session. Review the card well for Session Two. Please remember your assignments for Session Two. Bring in breakdowns, diagrams or sketches, materials, and whatever else is necessary for your demonstrations. Session Two will be held (day) from (time) to (time). 3 hours to here 74 JOB METHODS TRAINING MANUAL

77 SESSION ONE 75

78 BEFORE YOU BEGIN SESSION TWO BE SURE YOU HAVE THESE MATERIALS Sign-In Sheet Extra JM Pocket Cards Extra Blank Breakdowns Blank Proposal Sheets 10 Breakdown Charts 2 BE AT THE MEETING 15 MINUTES AHEAD OF TIME Arrange chairs, desk, and tables. Make sure board is clean and you have pens, markers, etc. OBJECTIVE In Session Two, the objective is to emphasize Step 1: Break Down the Job. CAUTION: If you are invited to witness some of the operations in the plant, be absolutely sure not to give improvement ideas or advice about the operations, however tempting the situation may be. WORK FROM THE OUTLINE DON T TRUST TO MEMORY. 76 JOB METHODS TRAINING MANUAL

79 SESSION TWO 1. OPENING THE SESSION Allow 5 minutes OPENING REMARKS Keep the meeting informal. Express appreciation for the group s interest in improvement using Job Methods as indicated by their coming promptly to the session. In our last session, we have seen how the 4-Step Job Methods plan was applied to a sample job. 5 minutes to here In today s session, let s see how these principles can be applied to our own jobs. SESSION TWO 77

80 2. REVIEW OF SESSION ONE Allow 10 minutes REVIEW PURPOSE AND 4 STEPS OF THE JOB METHODS PLAN Emphasize the purpose. Have trainees recite each step and the items under each. (Emphasize that they should remember them by heart.) Review the use of each step and each item as you put them on the board. Build board work as you have them read the card. Write on board, a bit to the right of the center of the board. Leave a space to the left and center of the board to write the Procedure for Demonstrations later. Step 1 Break Down the Job List all details Step 2 Question Why? What? } Step 3 Develop Eliminate Where? When? Who? How? } Combine Rearrange Simplify Step 4 Apply the New Method Sell Approvals Use Credit 78 JOB METHODS TRAINING MANUAL

81 After developing board, review use of each step and its items pointing to the board. (examples) Step 1: Step 2: Step 3: Where is the best place to do the breakdown? What is a detail? Can we change the order of the questions? When we have good ideas, do we implement them immediately? What should we do? Don t forget to question the 9 items in Item 2. From the questions Why? and What?, we ELIMINATE unnecessary details; from the questions Where? When? and Who?, we COMBINE and REARRANGE details; from the question How?, we SIMPLIFY details. Step 2 & Step 3: Stress close relationship, like two sides of a coin. 15 minutes to here Step 4: Explain briefly the meaning of each item. 3. DEMONSTRATION JOB Allow 1 hour 25 minutes Let s move on to the demonstrations. The purpose of the demonstrations is to learn by doing. Once we are convinced that the Job Methods plan can be practically applied, then we can make many improvements. We are interested in both the improvements themselves and how the principles of the 4-step plan were applied to our work. SESSION TWO 79

82 To get maximum benefit and to make the demonstrations clear to everyone, please follow the procedures I m about to tell you. Write the following 8 items on the left side of the board and explain each briefly. Participant Guide Page 23 Have trainees follow along as you explain the procedure for doing the demonstrations. Demonstration Procedure 1. Job Description 2. Current Method Demonstration 3. Current Method Details 4. Ideas Obtained from Questions 5. Development of New Method 6. Proposed New Method 7. New Method Application 8. Summary of Improvement Results Use samples and diagrams to briefly describe how the job is done. Speak out, demonstrate step by step. Look at the breakdown sheet. Read the details of the job breakdown sheet. Go through each question and explain how new ideas were obtained by questioning every detail in Step 2. Explain how this information helped you to eliminate, combine, rearrange and simplify details while developing the new method in Step 3. Use samples and diagrams to briefly explain the new method. Explain how you used, or will use, the items in Step 4 to help you apply the new method. Summarize the effect on cost, safety, etc. HAVE TRAINEES FOLLOW CARDS AS THEY OBSERVE DEMONSTRATION During the demonstration, please look at your cards and check to see if all of the steps and the items in each step were considered. 80 JOB METHODS TRAINING MANUAL

83 After the demonstration, we will have time for constructive criticism and questions. Please write down whatever points you feel need to be discussed later. There will be no discussion during the demonstration. However, if there is anything that is not completely clear in the first part, the Job Description, or the second part, the Current Method Demonstration, we may take a few questions then. After part six, the Proposed Method Demonstration, we will have 5 minutes of questions, so please try to hold your questions until then. CALL ON THE FIRST VOLUNTEER Mr./Ms., is this improvement new? Did you bring with you the current and proposed job breakdowns? If the answer is no, ask for the second volunteer. The trainer should look at the volunteer s breakdown sheet. Read the product and operation names, and check the details. Have the volunteer prepare for the demonstration. Help the volunteer if necessary. When the volunteer is ready, sit in the volunteer s chair or another empty seat. Please begin following the Demonstration Procedure written on the board. Take a good 20 minutes to do parts 1 through 6. Have them perform according to the procedure. SESSION TWO 81

84 DISCUSSION OF THE DEMONSTRATION You have used the Job Methods plan very well. Are there any questions? STEP 1 Spend 5 minutes. See if there were any points that were not clear or if there are any further suggestions for improvement. Place a job breakdown chart on the board. Write the product name, operation, date, department, and supervisor s name in the space allotted at the top of the chart. If another person helped plan the improvement, write his/her name in parenthesis ( ) next to the person who made the improvement. Let s discuss Step 1. Mr./Ms., please use your current method breakdown sheet. Then, begin doing the job slowly. When I say, Start, please start. And when I say, Stop, please stop. Select a portion of the job, not necessarily the beginning, where you can bring out more details in the job details not steps. Have the trainee demonstrate that part of the job one detail at a time. Pick up the details and write of them on the chart. Do as follows. Stop. Everyone, what did he/she do? (Get answer.) Is that correct, Mr./Ms.? Write the detail on the chart. Use simple words. Make sure that the volunteer makes the final judgment about the detail and the wording since it is his/her job. Do not copy from the volunteer s breakdown sheet. Are there any remarks that need to be noted? If there are any remarks, write them down. Stress the advantages to noting down remarks. Move on to the questions after getting details. 82 JOB METHODS TRAINING MANUAL

85 STEP 2 Let s discuss Step 2. From this point, I will take the place of Mr./Ms. and question these details. (Have volunteer take a seat at the front.) Mr./Ms., if you get any ideas while I m doing the questioning, please tell us at that time. If anyone else thinks of an idea, please feel free to tell us your idea. Let s start. Read detail #1 out loud. Why is this detail necessary? (Point to chart.) What is it s purpose? Can we eliminate this detail? Where is the best place to do it? (Point to chart.) Can you think of any new ideas? When is the best time to do it? (Point to chart.) Can you think of any new ideas? Who is the most appropriate person to do it? (Point to chart.) Can you think of any new ideas? How is the best way to do it? (Point to chart.) Can it be simplified? Based on the volunteer s answers, write any ideas on the chart. For any of the six questions used to get ideas, place a checkmark in the corresponding column. If the volunteer s answer seems ambiguous, ask other trainees what they think. Make sure that you always confirm with the volunteer on other trainees ideas and their feasibility. In Step 2, point out that the trainees need to question the 9 items (materials, machines, equipment, tools, design, layout, motion, safety, and housekeeping). Occasionally, expand your questions to include these 9 items. SESSION TWO 83

86 STEP 3 Emphasize: In Step 2, no actions should be implemented and no changes should be made yet. The purpose for this step is to gather information only. We are only trying to get ideas to develop a new method in Step 3. Note: We may not be able to derive ideas from certain details. In that case, don t write anything on the chart. Let s move on to Step 3. Everyone, please take a look at your cards. Mr./Ms. please read Item 1 of Step 3. Everyone, which of these details were unnecessary and can be eliminated? Place a checkmark for each. Continue in the same way. What do you think, Mr./Ms.? Next, please read Item 2. Is there anything that can be combined? Please read Item 3. Are there details that can be rearranged in a better order or sequence? Then, read Item 4. Which are the details that we can simplify? Which principles under Item 4 apply here? Note: After finishing the checkmarks, try to give a quick image of what the new method will look like by reviewing the entire chart and the ideas and development gotten from the questioning process. If necessary, do a job breakdown of the proposed method (especially for areas where improvements were made). 84 JOB METHODS TRAINING MANUAL

87 STEP 4 Let s move on to discussing Step 4. Take the chart down from the board. Leave the Demonstration Procedure and erase everything else. Have Mr./Ms. answer: What will you do for each item in Step 4? What will you try to do? What about giving credit? Write a summary of the improvement results on the board (to the right of the Demonstration Procedure). Production Increase, Labor Savings, Scrap Reduction, Materials Savings, Quality Improvement, Safety, etc. (be as specific as possible) Thank the volunteer and have him/her return to seat. Leave the Demonstration Procedure on the board and erase everything else. If there are any sketches or diagrams, take them down. STRESS STEP 1 Have trainees agree to the importance of the job breakdown. Successful improvement comes only after knowledge and ideas have been derived from questioning the details in the job breakdown. Reiterate the definition of a detail. (A detail is every single thing that is done. Material handling, machine work, handwork, inspection and delays are all details.) Point out that unless breakdowns are complete, we cannot get ideas for improvement. We must write down all the facts explain that details are facts. Point out that writing many notes and other necessary information for each detail is very valuable for making improvements later on. Point out the value of job breakdowns. In Step 3, a complete job breakdown will help us to eliminate details, to combine and rearrange, and, finally, to simplify those details. SESSION TWO 85

88 CALL ON A SECOND VOLUNTEER (IF TIME PERMITS) Follow same procedure as the first volunteer. Be sure to sum up carefully the results of the improvement of the demonstration (use board). Continue to stress the importance of the job breakdown. Point out that with a complete job breakdown and with all the facts properly recorded, it is very easy to question the process and come up with ideas for improvement. If necessary, break down the proposed method. 1 hour 40 minutes to here Thank the volunteer and have them return to their seat with all of their materials. Erase the entire board and take down any charts or diagrams. 4. EXPLAIN USE OF THE PROPOSAL SHEET Allow 10 minutes Participant Guide Page 24 Item A Have trainees refer to these notes as you explain why a written record is useful. EXPLAIN THE IMPORTANCE OF KEEPING A RECORD OF THE NEW METHOD Many improvements fade away before they are put into practice simply because they were not written down. A written record is a useful tool to help you explain your improvement to your boss. It is also extremely useful when getting final approvals in the areas of safety, quality, production and cost. If your proposals are written down, other people in separate departments can look at them and use them. 86 JOB METHODS TRAINING MANUAL

89 Participant Guide Page 25 Have trainees refer to this proposal sheet. Participant Guide Page 24 Item C Have trainees refer to these notes to understand what to include in their proposals. HOW TO WRITE A PROPOSAL POINT OUT ANNE ADAMS PROPOSAL SHEET Have the trainees read the proposal sheet and discuss it in detail as follows. It is very important that the proposal explain concretely how manpower, machines and materials are being better used compared to the previous method. The proposal should also include improvements made to quality, design, safety, housekeeping, etc. We must first accurately record the improvement method and it s results. Names of the persons submitting and receiving the report should be clearly written. Follow the rules in your workplace for correctly filling out reports. Don t forget to include the names of those who cooperated in making the improvement who should receive credit. Each of you will write an improvement proposal. It should be written in the same way as the sample in the Participant Guide. HAND OUT BLANK PROPOSAL SHEET AND BLANK BREAKDOWN SHEET The volunteers who demonstrated for us today can now begin to write their proposals. 1 hour 50 minutes to here I will ask these volunteers to read their proposals in the next session. Other members will write and present their proposals after their demonstrations are finished. SESSION TWO 87

90 5. ASSIGN DEMONSTRATIONS FOR SESSION THREE Allow 5 minutes SELECT THREE VOLUNTEERS TO DEMONSTRATE IN SESSION THREE If there is a volunteer from the today s session who did not demonstrate, they will go first in the next session. Any small job in your department is fine. But please do not bring in anything that is confidential. When you go back to your department, you can pick up the first job you notice. All of the demonstrations must apply the Job Methods plan. We don t want to have demonstrations on jobs that have already been improved upon. The volunteer should break down the job, question the details, develop the new method, and then consider the way to implement that new method. At the same time, please make a job breakdown of the new method. If you can t find any improvements on the first job you select, break down, question and develop another one. Demonstrations should take 20 minutes including showing the new method. 1 hour 55 minutes to here Invite anyone who needs help to stay after the class. 88 JOB METHODS TRAINING MANUAL

91 6. REVIEW AND CLOSING Allow 5 minutes REVIEW Take out card and have trainees read while reviewing briefly each step. Stress the value of learning the purpose, the 4 steps and the items under each step. Review the use of the proposal sheet. CLOSING Learning by doing is the only way to gain confidence and thoroughly master the skill of Job Methods improvement. Job Methods improvement is part of the regular, daily routine of a supervisor s job. Point out the personal advantages to supervisors when they make good improvements regularly. Stress that proposals need to be worked out carefully with everyone concerned, before turning them in for final approval. Express appreciation for everyone s active participation in today s session. Give the time and day of the next session and close the session promptly. 2 hours to here SESSION TWO 89

92 BEFORE YOU BEGIN SESSION THREE BE SURE YOU HAVE THESE MATERIALS Sign-In Sheet Extra JM Pocket Cards Extra Blank Breakdowns Extra Blank Proposal Sheets JM 4-Step Method Chart Demonstration Procedure Chart Breakdown Charts 3 BE AT THE MEETING 15 MINUTES AHEAD OF TIME Arrange chairs, desk, and tables. Make sure board is clean and you have pens, markers, etc. OBJECTIVE In Session Three, the objective is to emphasize Step 2: Question Every Detail. WORK FROM THE OUTLINE DON T TRUST TO MEMORY. 90 JOB METHODS TRAINING MANUAL

93 SESSION THREE 1. OPENING THE SESSION Allow 2 minutes OPENING REMARKS Keep the meeting informal. Express appreciation to everyone for coming to the session on time. 2 minutes to here Compliment everyone on their participation and strong interest in making improvement and for their constructive ideas in Session Two. 2. REVIEW SESSIONS ONE AND TWO Allow 8 minutes REVIEW JOB METHODS PURPOSE, 4 STEPS AND PROPOSAL SHEET Stress the purpose and point out that the Job Methods plan should be utilized to make the best use of the manpower, materials and machines now available. Have the group tell you the 4 steps. Have them put their cards in their pockets during the review. Stress that the card should be committed to memory. Write the following chart on the board or post it if it is prepared on a chart. (Board work on next page.) Review how to use each of the steps. (examples) Step 1: Definition of a job breakdown and details. Step 2: Definitions of each question; about the questions in item 2. Step 2 & Step 3: About the relationship between the two steps. Step 4: Give definitions for each item SESSION THREE 91

94 Write on board or put up chart. Step 1 Break Down the Job List all details Step 2 Question Why? What? } Step 3 Develop Eliminate Where? When? Who? How? } Combine Rearrange Simplify Step 4 Apply the New Method Sell Approvals Use Credit Review the main points of the proposal sheet and how to make it. 10 minutes to here 92 JOB METHODS TRAINING MANUAL

95 3. DEMONSTRATION JOBS (3 VOLUNTEERS) Allow 1 hour 40 minutes STRESS THE VALUE OF THE DEMONSTRATIONS Today, we ll begin again with the demonstrations by the volunteers. Remember that the best way to obtain confidence in this plan is by actually doing it. By seeing how everyone has applied these improvement principles to their jobs, together we can get a better understanding of what the plan is all about and improve on our ability to implement it. All of us will have an equal opportunity to show our ability in making improvements. HAVE EACH VOLUNTEER FOLLOW THIS PROCEDURE The demonstrators should all use the following procedure. Write the next 8 parts on the left side of the board or, if it is prepared on a poster paper, put up the chart. Add the following simple explanation. It is best to adjust the amount of explanation to the level of understanding. SESSION THREE 93

96 Write on board or put up chart. Participant s Guide Page 23 Have trainees follow along as you explain the procedure for doing the demonstrations. Demonstration Procedure 1. Job Description 2. Current Method Demonstration 3. Current Method Details 4. Ideas Obtained from Questions 5. Development of New Method 6. Proposed New Method 7. New Method Application 8. Summary of Improvement Results Use samples and diagrams to briefly describe how the job is done. Demonstrate the current method while explaining. Read the details of the job breakdown sheet. Explain what kinds of new ideas were obtained by questioning in Step 2. Explain how this information helped you to eliminate, combine, rearrange and simplify details while developing the new method in Step 3. Use samples and diagrams to briefly explain the new method. Explain how you used, or will use, the items in Step 4 to help you apply the new method. Summarize the effect on cost, safety, etc. GROUP MEMBERS FOLLOW THE DEMONSTRATION WHILE USING CARDS Everyone, please place your cards in front of you and observe the demonstration as it is being carried out. Observe carefully to be sure each item of every step has been considered. 94 JOB METHODS TRAINING MANUAL

97 After the demonstration, we will have time for constructive criticism and questions. So, for the meantime, please write down your questions so that you can ask them later. There will be no discussion during the demonstration. However, if there is anything that is not completely clear in the first part, the Job Description, or the second part, the Current Method Demonstration, we may take a few questions then. After part six, the Proposed Method Demonstration, we will have 5 minutes of questions, so please try to hold your questions until then. CALL ON THE FIRST VOLUNTEER Mr./Ms., is this improvement new? Did you bring with you the current and proposed job breakdowns? If the answer is no, ask for the second volunteer. The trainer should look at the volunteer s breakdown sheet. Read the product and operation names, and check the details. Have the volunteer prepare for the demonstration. Help the volunteer if necessary. When the volunteer is ready, sit in the volunteer s chair or another empty seat. Please begin following the Demonstration Procedure written on the board. Take a good 20 minutes to do parts 1 through 6. Have them perform according to the procedure. SESSION THREE 95

98 DISCUSSION OF THE DEMONSTRATION You have used the Job Methods plan very well. Are there any questions? STEP 1 Spend 5 minutes. See if there were any points that were not clear or if there are any further suggestions for improvement. Place a job breakdown chart on the board. Write the product name, operation, date, department, and supervisor s name in the space allotted at the top of the chart. If another person helped plan the improvement, write his/her name in parenthesis ( ) next to the person who made the improvement. Begin discussion of Step 1. If their breakdown shows steps (i.e. a lack of sufficient detail ), select a portion of the job, not necessarily the beginning, where you can bring out more details in the job. Have the trainee demonstrate that part of the job following these instructions. Then, begin doing the job slowly. When I say, Start, please start. And when I say, Stop, please stop. Have the volunteer do one detail at a time. Ask class what the volunteer did after each detail. Confirm with the volunteer after each detail and write each detail, using simple words, on the job breakdown chart. Don t copy from the volunteer s breakdown sheet. Write details on the chart and stop there. (Remind everyone that these details will promote lots of ideas.) Stress the point that we should write in as many remarks as possible. If the details were well listed, compliment the volunteer and just read out several to the group to emphasize what a good detail is. Do not write anything yet on the job breakdown chart. 96 JOB METHODS TRAINING MANUAL

99 STEP 2 Begin discussion of Step 2. Have volunteer take a seat. If there are details already on the chart, question these. If not, pick up a part of the job where you feel there could be additional ideas not found. Have volunteer read 8-12 details from this part and write them on the chart. The trainer should take the lead in the questioning. Ask questions in Step 2 directly to the volunteer and have him/her answer them. To supplement incomplete answers and to have the group keep interest, occasionally ask questions to the other trainees. Read the details on the chart one by one and use the following questions to come up with ideas. Why is it necessary? Where should it be done? When should it be done? Who is best qualified to do it? How is the best way to do it? Why must this detail be done, can it be eliminated? Where is the most appropriate place for this detail? When is the most appropriate time for this detail? Who is the most appropriate person for this detail? Are there any other methods or ideas? Based on the volunteer s answers, write any ideas on the chart. For any of the six questions used to get ideas, place a checkmark in the corresponding column. If the volunteer s answers seems ambiguous, ask other trainees what they think. Make sure that you always confirm with the volunteer on other trainees ideas and their feasibility. In Step 2, point out that the trainees need to question the 9 items (materials, machines, equipment, tools, design, layout, motion, safety, and housekeeping). Occasionally, expand your questions to include these 9 items. Emphasize: In Step 2, no actions should be implemented and no changes should be made yet. The purpose for this step is to gather information only. We are only trying to get ideas to develop a new method in Step 3. SESSION THREE 97

100 STEP 3 STEP 4 Note: We may not be able to derive ideas from certain details. In that case, don t write anything on the chart. Have the trainees look at their cards. Have the volunteer read Item 1 of Step 3. Have the trainees in the group state which details can be eliminated while the trainer places checkmarks in the Eliminate column of the chart. Have the volunteer state how they came to eliminate these details. Next, have him/her read Item 2. Have group state which details can be combined and, in the same way, place checkmarks on the chart and have volunteer give reasons. Have him/her read Item 3. Have group state which details can be rearranged and, in the same way, place checkmarks on the chart and have volunteer give reasons. Have him/her read Item 4. Have group state which details can be simplified and put in checkmarks. Have group state which of the 4 principles under Simplify were applied here. Note: After finishing the checkmarks, try to give a quick image of what the new method will look like by reviewing the entire chart and the ideas and development gotten from the questioning process. If necessary, do a job breakdown of the proposed method (especially for areas where improvements were made). Take the chart down from the board. Leave the Demonstration Procedure and erase everything else. 98 JOB METHODS TRAINING MANUAL

101 Have Mr./Ms. answer: What will you do for each item in Step 4? What will you try to do? What about giving credit? Write a summary of the improvement results on the board (to the right of the Demonstration Procedure). Production Increase, Labor Savings, Scrap Reduction, Materials Savings, Quality Improvement, Safety, etc. (be as specific as possible) Thank the volunteer and have him/her return to seat. Leave the Demonstration Procedure on the board and erase everything else. If there are any sketches or diagrams, take them down. STRESS STEP 2 Review the close relationship between Step 2 and Step 3. Stress that, for each detail, the six questions are very important. Explain that ideas should be written down on the job breakdown sheet so they are not forgotten. Stress that the best improvements are developed only after careful and complete questioning using the six questions. Explain why it is essential to complete Step 2 before starting Step 3. Stress the importance of questioning all factors in Item 2 of Step 2 and how these may affect the details of the job. CALL ON THE SECOND VOLUNTEER Follow the same procedure as before. Make sure to stress the importance of questioning the details. 1 hour 50 minutes to here Those of you who did demonstrations today, please write up your proposal sheets for the next session. We will read them at that time. SESSION THREE 99

102 4. PRESENTATIONS OF PROPOSAL SHEETS FROM SESSION TWO Allow 5 minutes HAVE VOLUNTEERS FROM LAST SESSION READ THEIR WRITTEN PROPOSALS Discuss with the rest of the class (improvement points as well as effect on production). Recommend that the proposals, breakdown sheets, sketches, and samples be submitted immediately for approval and action. 1 hour 55 minutes to here 5. ASSIGN DEMONSTRATIONS FOR SESSION FOUR CLOSING Allow 5 minutes CHOOSE VOLUNTEERS FOR SESSION FOUR DEMONSTRATIONS Any small job will do, but don t bring anything confidential. The job must be a new improvement based on the Job Methods card. Please use the 4-Step method. And be sure to do a job breakdown of the new method. Check with the volunteers as to what kind of job they will bring. If necessary, help them after the session is over. 100 JOB METHODS TRAINING MANUAL

103 CLOSING Compliment the trainees on their great progress and point out the high points of the demonstrations. Explain that although it takes a lot of time to make job improvements, the result is that, later, we can save lots of time, machine usage and materials. Give the time and day of the next session and close the session 2 hours to here SESSION THREE 101

104 BEFORE YOU BEGIN SESSION FOUR BE SURE YOU HAVE THESE MATERIALS Sign-In Sheet Extra JM Pocket Cards Extra Blank Breakdowns Extra Blank Proposal Sheets JM 4-Step Method Chart Demonstration Procedure Chart Breakdown Charts 3 BE AT THE MEETING 15 MINUTES AHEAD OF TIME Arrange chairs, desk, and tables. Make sure board is clean and you have pens, markers, etc. OBJECTIVE In Session Four, the objective is to emphasize Step 3: Develop the New Method. WORK FROM THE OUTLINE DON T TRUST TO MEMORY. 102 JOB METHODS TRAINING MANUAL

105 SESSION FOUR 1. OPENING THE SESSION Allow 2 minutes OPENING REMARKS Keep the meeting informal. Express appreciation to everyone for coming to the sessions on time and participating actively. Point out that we only have one more session after this one remaining. Emphasize the importance of improvement. Moreover, stress that improvement is only effective once it is put into action. 2 minutes to here Ask if any of the improvements proposed during Sessions Two and Three have been put into effect already. 2. REVIEW OF PREVIOUS SESSIONS Allow 8 minutes REVIEW JOB METHODS PURPOSE, 4 STEPS, AND PROPOSAL SHEET See if members have memorized the contents of the card. Have a member state the purpose without looking at the card. Have group state the 4 steps without looking at the card while trainer writes the main steps on the board. (Board work on next page.) Explain briefly how the steps are used for improvement. Review the proposal sheet. SESSION FOUR 103

106 Write on board. Step One Break Down the Job Step Two Question Every Detail Step Three Develop the New Method Step Four Apply the New Method 10 minutes to here 3. DEMONSTRATION JOBS (3 VOLUNTEERS) Allow 1 hour 40 minutes STRESS THE VALUE OF THE DEMONSTRATIONS In order for us to master the Job Methods plan, today we will do more demonstrations. I m sure that by now all of you have come to understand very clearly that the best way to gain confidence in this method is through the process of learning by doing. ASK VOLUNTEERS TO FOLLOW THIS PROCEDURE The demonstrators should all use the following procedure. Write the next 8 parts on the left side of the board or, if prepared on chart, put up the chart. Add the following simple explanation. Adjust the amount of explanation to the level of understanding. 104 JOB METHODS TRAINING MANUAL

107 Write on board or put up chart. Participant s Guide Page 23 Have trainees follow along as you explain the procedure for doing the demonstrations. Demonstration Procedure 1. Job Description 2. Current Method Demonstration 3. Current Method Details 4. Ideas Obtained from Questions 5. Development of New Method 6. Proposed New Method 7. New Method Application 8. Summary of Improvement Results Use samples and diagrams to briefly describe how the job is done. Demonstrate the current method while explaining. Read the details of the job breakdown sheet. Explain what kinds of new ideas were obtained by questioning in Step 2. Explain how this information helped you to eliminate, combine, rearrange and simplify details while developing the new method in Step 3. Use samples and diagrams to briefly explain the new method. Explain how you used, or will use, the items in Step 4 to help you apply the new method. Summarize the effect on cost, safety, etc. GROUP MEMBERS FOLLOW THE DEMONSTRATION WHILE USING CARDS Everyone, please place your cards in front of you and observe the demonstration as it is being carried out. Observe carefully to be sure each item of every step has been considered. After the demonstration, we will have time for constructive criticism and questions. So, for the meantime, please write down your questions so that you can ask them later. SESSION FOUR 105

108 There will be no discussion during the demonstration. However, if there is anything that is not completely clear in the first part, the Job Description, or the second part, the Current Method Demonstration, we may take a few questions then. After part six, the Proposed Method Demonstration, we will have 5 minutes of questions, so please try to hold your questions until then. CALL ON THE FIRST VOLUNTEER Mr./Ms., is this improvement new? Did you bring with you the current and proposed job breakdowns? If the answer is no, ask for the second volunteer. The trainer should look at the volunteer s breakdown sheet. Read the product and operation names, and check the details. Have the volunteer prepare for the demonstration. Help the volunteer if necessary. When the volunteer is ready, sit in the volunteer s chair or another empty seat. Please begin following the Demonstration Procedure written on the board. Take a good 20 minutes to do parts 1 through 6. Have them perform according to the procedure. 106 JOB METHODS TRAINING MANUAL

109 DISCUSSION OF THE DEMONSTRATION You have used the Job Methods plan very well. Are there any questions? STEP 1 Spend 5 minutes. See if there were any points that were not clear or if there are any further suggestions for improvement. Place a job breakdown chart on the board. Write the product name, operation, date, department, and supervisor s name in the space allotted at the top of the chart. If another person helped plan the improvement, write his/her name in parenthesis ( ) next to the person who made the improvement. Begin discussion of Step 1. If their breakdown shows steps (i.e. a lack of sufficient detail ), select a portion of the job, not necessarily the beginning, where you can bring out more details in the job. Have the trainee demonstrate that part of the job following the procedure we have been using. Highlight parts of the job breakdown where the volunteer or the group comes up with good ideas or, just as well, parts where the volunteer s details are not clear or did not go well. Write 8-12 details on the chart and stop there. (Remind everyone that these details will promote lots of ideas.) As before, have the volunteer do one detail at a time. Ask class what the volunteer did after each detail. Confirm with the volunteer after each detail and write each detail, using simple words, on the job breakdown chart. Don t copy from the volunteer s breakdown sheet. Stress the point that we should write in as many remarks as possible. If the details were well listed, compliment the volunteer and just read out several to the group to emphasize what a good detail is. Do not write anything yet on the job breakdown chart. SESSION FOUR 107

110 STEP 2 Begin discussion of Step 2. Have volunteer take a seat. If there are details already on the chart, question these. If not, pick up a part of the job where you feel there could be additional ideas not found. Have volunteer read 8-12 details from this part and write them on the chart. The trainer should take the lead in the questioning. Ask questions in Step 2 directly to the volunteer and have him/her answer them. To supplement incomplete answers and to have the group keep interest, occasionally ask questions to the other trainees. Based on the volunteer s answers, write any ideas on the chart. For any of the six questions used to get ideas, place a checkmark in the corresponding column. If the volunteer s answer seems ambiguous, ask other trainees what they think. Make sure that you always confirm with the volunteer on other trainees ideas and their feasibility. In Step 2, point out that the trainees need to question the 9 items (materials, machines, equipment, tools, design, layout, motion, safety, and housekeeping). Occasionally, expand your questions to include these 9 items. Emphasize: In Step 2, no actions should be implemented and no changes should be made yet. The purpose for this step is to gather information only. We are only trying to get ideas to develop a new method in Step 3. Note: We may not be able to derive ideas from certain details. In that case, don t write anything on the chart. STEP 3 Have the trainees look at their cards. Have the volunteer read the items on the card and discuss. Have group state which details can be eliminated, combined or rearranged and tell briefly how they came up with those ideas. 108 JOB METHODS TRAINING MANUAL

111 Have group state which details can be simplified and put in checkmarks. Have group state which of the 4 principles under Simplify were applied here. Note: After finishing the checkmarks, try to give a quick image of what the new method will look like by reviewing the entire chart and the ideas and development gotten from the questioning process. If necessary, do a job breakdown of the proposed method (especially for areas where improvements were made). STEP 4 Take the chart down from the board. Leave the Demonstration Procedure and erase everything else. Have Mr./Ms. answer: What will you do for each item in Step 4? What will you try to do? What about giving credit? Write a summary of the improvement results on the board (to the right of the Demonstration Procedure). Production Increase, Labor Savings, Scrap Reduction, Materials Savings, Quality Improvement, Safety, etc. (be as specific as possible) Thank the volunteer and have him/her return to seat. Leave the Demonstration Procedure on the board and erase everything else. If there are any sketches or diagrams, take them down. SESSION FOUR 109

112 STRESS STEP 3 Write on board the relationship between Step 2 and Step 3 (or post prepared chart showing the 4 steps) and explain and emphasize this important relationship. Write on board or put up chart. Step 2 Question Why? What? } Step 3 Develop Eliminate Where? When? Who? How? } Combine Rearrange Simplify Eliminating all unnecessary details eliminates waste. By doing this, we can save manpower, machines and materials. Combining and rearranging details reduces handling and backtracking. Simplifying all necessary details by applying the principles on the card makes the work easier and safer for the operator. Thus, we can produce greater quantities of quality products in less time by making the best possible use of the manpower, machines, and materials now available. 110 JOB METHODS TRAINING MANUAL

113 CALL ON THE NEXT VOLUNTEER (SECOND AND THIRD) As volunteers begin to master the Job Methods plan, you can gradually begin to pick up the pace, and save time in the session, by eliminating the extra breakdown practice/questioning process for those demonstrations that have clearly used the method completely and correctly. Compliment the volunteer on the good points that show application of the Job Methods plan. Discuss the application of each part of the 4 steps and exactly how they helped the supervisor make the improvements. Stress: Was it worked out with the operator(s)? How was credit given (or planned)? Be sure you do not assume the attitude of an expert. You should only lead the discussion. Sum up the results of the improvements in terms of increased production, labor savings, scrap reduction, materials saving, quality improvement, safety, etc. The volunteers who put on demonstrations today should write up proposal sheets and bring them to the next session. 1 hour 50 minutes to here And, since the next session is our last, those demonstrating in the next session should also prepare and bring in proposal sheets. SESSION FOUR 111

114 4. PRESENTATIONS OF PROPOSAL SHEETS FROM SESSION THREE Allow 5 minutes HAVE VOLUNTEERS FROM LAST SESSION READ PROPOSAL SHEETS Discuss the content with the group. Recommend that the proposals, breakdown sheets, sketches, and samples should be submitted at once for approval and action. Show appreciation for those who cooperated in making the proposal. Point out the importance of giving credit. 1 hour 55 minutes to here Stress the great importance of continuing to search for better ways. 5. ASSIGN DEMONSTRATIONS FOR SESSION FIVE CLOSING Allow 5 minutes CHOOSE VOLUNTEERS FOR SESSION FIVE DEMONSTRATIONS Choose those who have not yet demonstrated their jobs yet. Any small job will do, but don t bring anything confidential. The job must be a new improvement based on the Job Methods card. Please use the 4-Step method. And be sure to do a job breakdown of the new method. Check with the volunteers as to what kind of job they will bring. If necessary, help them after the session is over. 112 JOB METHODS TRAINING MANUAL

115 CLOSING Praise the trainees on their great progress and point out the outstanding improvements made by the group. Point out that they now have a good understanding of the improvement plan. Point out the great merit to the company and personal satisfaction and advantages to the supervisor who increases production by improving Job Methods. Give the time and day of the next session and close the session promptly. 2 hours to here SESSION FOUR 113

116 BEFORE YOU BEGIN SESSION FIVE BE SURE YOU HAVE THESE MATERIALS Sign-In Sheet Extra JM Pocket Cards Extra Blank Breakdowns Extra Blank Proposal Sheets JM 4-Step Method Chart Demonstration Procedure Chart Breakdown Charts 2 BE AT THE MEETING 15 MINUTES AHEAD OF TIME Arrange chairs, desk, and tables. Make sure board is clean and you have pens, markers, etc. OBJECTIVE In Session Five, the objective is to emphasize Step 4: Apply the New Method. NOTE: Following the end of the course, you should submit a simple report on the results of the training to the company and its management. More specifically, you should report on the enthusiasm the trainees displayed in the class as well as a summary of the results of the improvement ideas gained during the demonstrations in Sessions Two through Five. Furthermore, after the training is over, follow up on any requests the trainees may have given you on their improvement plans and offer your help and cooperation to the company on its continuing improvement activities. WORK FROM THE OUTLINE DON T TRUST TO MEMORY. 114 JOB METHODS TRAINING MANUAL

117 SESSION FIVE 1. OPENING THE SESSION Allow 2 minutes OPENING REMARKS Express your appreciation for the interest and enthusiasm shown by the group during sessions 1, 2, 3 and 4. Compliment those who made constructive improvements in the past sessions. Point out one or two examples of the results of applying the improvement method in the past sessions. Ask for trainees active participation in this last session. 2 minutes to here 2. REVIEW PREVIOUS SESSIONS Allow 8 minutes REVIEW JOB METHODS PURPOSE, 4 STEPS, AND PROPOSAL SHEET Make sure everyone has his or her card. Have a trainee state the purpose without looking at the card. Have trainees state the 4 steps without looking at the card while trainer writes the main steps on the board or puts up pre-made chart. (Board work on next page.) Explain briefly how the steps are used for improvement. Review the proposal sheet. SESSION FIVE 115

118 Write on board or put up poster paper. Step One Break Down the Job Step Two Question Every Detail Step Three Develop the New Method Step Four Apply the New Method 10 minutes to here 3. DEMONSTRATION JOBS (2 VOLUNTEERS) Allow 1 hour 25 minutes STRESS THE VALUE OF THE DEMONSTRATIONS In our previous sessions, by conducting demonstrations of our new methods in front of the group, we have been able to steadily master the Job Methods plan. By watching how others improved their work, we have been able to deepen our own experience. Also, through our discussions, we have been able to learn how other people think and look at things by tapping into their experiences. As this is our last session, we will finish all of the demonstrations and I d like to ask for your active participation in deepening your understanding of this improvement method. ASK VOLUNTEERS TO FOLLOW THIS PROCEDURE The demonstrators should all use the following procedure. 116 JOB METHODS TRAINING MANUAL

119 Write the next 8 parts on the left side of the board or, if prepared on poster paper, put up the chart. Add the following simple explanation. Adjust the amount of explanation to the level of understanding. Write on board or put up poster paper. Participant s Guide Page 23 Have trainees follow along as you explain the procedure for doing the demonstrations. Demonstration Procedure 1. Job Description 2. Current Method Demonstration 3. Current Method Details 4. Ideas Obtained from Questions 5. Development of New Method 6. Proposed New Method 7. New Method Application 8. Summary of Improvement Results Use samples and diagrams to briefly describe how the job is done. Demonstrate the current method while explaining. Read the details of the job breakdown sheet. Explain what kinds of new ideas were obtained by questioning in Step 2. Explain how this information helped you to eliminate, combine, rearrange and simplify details while developing the new method in Step 3. Use samples and diagrams to briefly explain the new method. Explain how you used, or will use, the items in Step 4 to help you apply the new method. Summarize the effect on cost, safety, etc. GROUP MEMBERS FOLLOW THE DEMONSTRATION WHILE USING CARDS Everyone, please place your cards in front of you and observe the demonstration as it is being carried out. Observe carefully to be sure each item of every step has been considered. SESSION FIVE 117

120 After the demonstration, we will have time for constructive criticism and questions. So, for the meantime, please write down your questions so that you can ask them later. There will be no discussion during the demonstration. However, if there is anything that is not completely clear in the first part, the Job Description, or the second part, the Current Method Demonstration, we may take a few questions then. After part six, the Proposed Method Demonstration, we will have 5 minutes of questions, so please try to hold your questions until then. CALL ON THE FIRST VOLUNTEER Mr./Ms., is this improvement new? Did you bring with you the current and proposed job breakdowns? If the answer is no, ask for the second volunteer. The trainer should look at the volunteer s breakdown sheet. Read the product and operation names, and check the details. Have the volunteer prepare for the demonstration. Help the volunteer if necessary. When the volunteer is ready, sit in the volunteer s chair or another empty seat. Please begin following the Demonstration Procedure written on the board. Take a good 20 minutes to do parts 1 through 6. Have them perform according to the procedure. 118 JOB METHODS TRAINING MANUAL

121 DISCUSSION OF THE DEMONSTRATION You have used the Job Methods plan very well. Are there any questions? STEP 1 Spend 5 minutes. See if there were any points that were not clear or if there are any further suggestions for improvement. Place a job breakdown chart on the board. Write the product name, operation, date, department, and supervisor s name in the space allotted at the top of the chart. If another person helped plan the improvement, write his/her name in parenthesis ( ) next to the person who made the improvement. Begin discussion of Step 1. If their breakdown shows steps (i.e. a lack of sufficient detail ), select a portion of the job, not necessarily the beginning, where you can bring out more details in the job. Have the trainee demonstrate that part of the job following the procedure we have been using. Highlight parts of the job breakdown where the volunteer or the group comes up with good ideas or, just as well, parts where the volunteer s details are not clear or did not go well. Write 8-12 details on the chart and stop there. (Remind everyone that these details will promote lots of ideas.) As before, have the volunteer do one detail at a time. Ask class what the volunteer did after each detail. Confirm with the volunteer after each detail and write each detail, using simple words, on the job breakdown chart. Don t copy from the volunteer s breakdown sheet. Stress the point that we should write in as many remarks as possible. If the details were well listed, compliment the volunteer and just read out several to the group to emphasize what a good detail is. Do not write anything yet on the job breakdown chart. SESSION FIVE 119

122 STEP 2 STEP 3 If there are details already on the chart, question these. If not, pick up a part of the job where you feel there could be additional ideas not found. Have volunteer read 8-12 details from this part and write them on the chart. The trainer should take the lead in the questioning. Ask questions in Step 2 directly to the volunteer and have him/her answer them. To supplement incomplete answers and to have the group keep interest, occasionally ask questions to the other trainees. Based on the volunteer s answers, write any ideas on the chart. For any of the six questions used to get ideas, place a checkmark in the corresponding column. If the volunteer s answer seems ambiguous, ask other trainees what they think. Make sure that you always confirm with the volunteer on other trainees ideas and their feasibility. In Step 2, point out that the trainees need to question the 9 items (materials, machines, equipment, tools, design, layout, motion, safety, and housekeeping). Occasionally, expand your questions to include these 9 items. Emphasize: In Step 2, no actions should be implemented and no changes should be made yet. The purpose for this step is to gather information only. We are only trying to get ideas to develop a new method in Step 3. Note: We may not be able to derive ideas from certain details. In that case, don t write anything on the chart. Have the trainees look at their cards. Have the volunteer read the items on the card and discuss. Have group state which details can be eliminated, combined or rearranged and tell briefly how they came up with those ideas. Have group state which details can be simplified and put in checkmarks. Have group state which of the 4 principles under Simplify were applied here. 120 JOB METHODS TRAINING MANUAL

123 STEP 4 Note: After finishing the checkmarks, try to give a quick image of what the new method will look like by reviewing the entire chart and the ideas and development gotten from the questioning process. If necessary, do a job breakdown of the proposed method (especially for areas where improvements were made). Take the chart down from the board. Leave the Demonstration Procedure and erase everything else. Have Mr./Ms. answer: What will you do for each item in Step 4? What will you try to do? What about giving credit? Write a summary of the improvement results on the board (to the right of the Demonstration Procedure). Production Increase, Labor Savings, Scrap Reduction, Materials Savings, Quality Improvement, Safety, etc. (be as specific as possible) Thank the volunteer and have him/her return to seat. Leave the Demonstration Procedure on the board and erase everything else. If there are any sketches or diagrams, take them down. STRESS STEP 4 Touch on the items on the card as you stress the following. We need to sell our new method to the boss and to our operators before we apply it. Sell means that we need to persuade them to buy into the new method. In other words, your boss and your operators must be sold that your new method is a good method. To do that, it is important to use a variety of related information like pamphlets, manuals, reference materials, etc. to gain understanding. If we use easy to understand materials, it will be easy for others to understand what we are trying to accomplish. SESSION FIVE 121

124 In these reference materials, don t forget to include the current and the proposed job breakdown sheets, diagrams and sketches, samples, and summary results concerning materials, manpower and machine use. If you worked out your ideas with others, as stated in Item 5 of Step 3, it is important to get full approval of these people as well before you continue with the implementation of the new method. We also need to get the approval of related sections and departments in order to avoid problems that may come up later. Once we sell our idea to the boss and to our operators and once we get the cooperation of related departments, then we need to apply the method as quickly as possible. If we are sluggish, then we may fail to implement the new method. We must also continue to follow up to be sure we don t fall back to the old method. It is important that we constantly seek for a better method even as we implement the new method. We must always give credit to other people when credit is due. In other words, we need to show our sincere appreciation for those people who gave us their cooperation in implementing the new method. People will be more willing to give further cooperation with you when they know that their help is appreciated. It will also improve the human relations that will serve as a foundation for seeding even more new ideas for improvement. The success of the new plan depends on how much appreciation we show to those who have given us their cooperation. It is also important to ask your boss to give credit to those who have helped you. We should write down the names of the people who gave us cooperation on the proposal sheet. 122 JOB METHODS TRAINING MANUAL

125 CALL ON THE NEXT VOLUNTEER As volunteers begin to master the Job Methods plan, you can begin to pick up the pace, and save time in the session, by eliminating the extra breakdown practice/questioning process for those demonstrations that have clearly used the method completely and correctly. Compliment the volunteer on the good points that show application of the Job Methods plan. Discuss the application of each part of the 4 steps and exactly how they helped the supervisor make the improvements. Stress: Was it worked out with the operator(s)? How was credit given (or planned)? Be sure you do not assume the attitude of an expert. You should only lead the discussion. 1 hour 35 minutes to here Sum up the results of the improvements in terms of increased production, labor savings, scrap reduction, materials saving, quality improvement, safety, etc. 4. PRESENTATIONS OF PROPOSAL SHEETS FROM SESSION FOUR & FIVE Allow 5 minutes HAVE VOLUNTEERS FROM SESSIONS FOUR AND FIVE READ PROPOSAL SHEETS Discuss the content with the group. Recommend that the proposals, breakdown sheets, sketches, and samples should be submitted at once for approval and action. Show appreciation for those who cooperated in making the proposal. Point out the importance of giving credit. 1 hour 40 minutes to here Stress the great importance of continuing to search for better ways. SESSION FIVE 123

126 5. REVIEW THE JOB INSTRUCTION PLAN Allow 5 minutes For those who have taken the Job Instruction course, have them remember what the course was about. For those who have not taken the course, recommend that they do so. STRESS IMPORTANCE OF INSTRUCTING OPERATORS PROPERLY Failure to properly instruct operators on the new method would be the same result as a failure of the new method itself. To be sure that the new method is done exactly right, instruct the operator carefully following the Job Instruction plan. HAVE TRAINEES STATE 4 GET-READY POINTS OF JOB INSTRUCTION If trainees have not taken the course, trainer should explain briefly. 1. Make a timetable for training. 2. Break down the job List Important Steps and Key Points. 3. Get everything ready. 4. Arrange the worksite. When the 4 Get-Ready points are done, then use the Four Steps for Instruction. HAVE TRAINEES STATE 4 STEPS, TRAINER EXPLAINS BRIEFLY EACH STEP AND ITEMS Step One Prepare the Worker Step Two Present the Operation Step Three Try-out Performance Step Four Follow Up If the worker hasn t learned, the instructor hasn t taught. 124 JOB METHODS TRAINING MANUAL

127 1 hour 45 minutes to here Please use this Job Instruction method whenever you instruct operators on new methods. 6. SUMMARY AND CLOSING Allow 15 minutes SUMMARIZE THE JOB METHODS PLAN Let s review the Job Methods plan. Please put your cards in front of you. Let s read together the purpose. Have everyone read aloud the purpose of Job Methods. Not only is achieving this purpose beneficial for the company and your worksite, but it is also very beneficial to you personally. Let s recite the four steps again. Participant s Guide Page 26 Point out this chart, which has been used throughout the course as a summary of the Job Methods plan. Review the four steps in their entirety. Make sure everyone has his or her card. Point out that the cards should be carried with them at all times and that they should be used whenever improvement is called for. The principles necessary to make an improvement for any kind of job are listed on this card. TRAINEES RESPONSIBILITIES We have completed all five sessions of the course. All of you have completed demonstrations of the method and I believe you have come to understand that this improvement plan can be applied in your worksite. SESSION FIVE 125

128 Please begin using this Job Methods plan right away. Don t limit its use to just today or tomorrow. It only becomes useful once you begin to use it. Have the trainees commit to making one improvement plan a month and to actually implement this plan into action. Remind them that the company has high expectations for promoting the ideas and proposals of the employees. Point out that the trainees themselves need to play the main role in implementing the improvement plan. They have the responsibility to do so. CLOSING We ve realized that by improving the methods by which we conduct our work we can produce a large quantity of quality products in a very short period of time. I personally believe that if you take every opportunity to use the Job Methods plan, then not only will you be contributing greatly to the development of your company, but also to the development of your region and the country overall. The improvement plan that you came up with should help you develop your great skills as supervisors. When your skills improve, then the company also improves. Please set aside time for making job improvements. And spread the word so that others will be interested in taking Job Methods training. Please make job improvement a basic part of your every day work. By working closely with others, please continue to make improvements. It has been a real pleasure to work with you. I wish you the best of success. 2 hours to here Good luck in all you do. 126 JOB METHODS TRAINING MANUAL

129 REFERENCE MATERIALS The following pages were prepared to assist you in your capacity as a trainer to make a convincing presentation. These pointers were prepared after hundreds of ten-hour sessions had been closely observed to find the best way to get good results. In the Job Methods Training Course, the majority of the weight lies in its presentation. The presentation is just like a play the layout of the stage, large props and small props have to be prepared in the best possible way. This can be easily done by observing the illustrations in this material. Make full use of these reference materials which are identified by letter in the left hand side notes of your manual. Other information like examples of correct board work and inappropriate actions and phrases are also given in these reference materials. All of this information will be very useful in conducting the course. To explain the topics covered in this manual, it is advisable that you include analogies, stories, anecdotes, or other explanations of your own to enhance trainees understanding. Except for the sentences marked with a heavy bold line down the left side, the trainer may use his or her own words so long as the exact meaning of the content is preserved. It is best to make the training as lively as possible using real speaking words instead of just reading the manual. But make sure not to change the content or add in inappropriate remarks. DO NOT RELY ON MEMORY. STUDY AND UNDERSTAND THE MANUAL THOROUGHLY BEFORE BEGINNING TO TRAIN. REFERENCE MATERIALS 127

130 128 JOB METHODS TRAINING MANUAL

131 A. LAYOUT AT THE START OF SESSION ONE Wall Note: 1. Setup for 8 trainees 2. Details on workbench not shown Packing Box Sign: Packing Area Packing Bench Packing Area Chair used as a push-cart Sign: Scale Chair used as a scale Work Area Weighing Area Magic Marker Form Pad Carrying Box Scrap Bin For Brass Scrap Bin For Copper Brass Sheets Chair to hold Carrying Box Operator s Chair Workbench Copper Sheets Board Material Supply Area REFERENCE MATERIALS 129

132 B. PREPARATION OF WORKBENCH, TOOLS, ETC. Top View of Lower Shelf Jig for Brass Sheets Fixture Stapler Jig for Copper Sheets Angle Arm Angle Arm Side View of Workbench Work Area Top View of Workbench Handouts Cards Namecards Markers Colored Tape BRASS Sample Shield (Complete) Stapler Stamp 130 JOB METHODS TRAINING MANUAL

133 C. OPENING SPEECH Should be give by a top manager of the company, the department head, the top person from the training section, etc. Thank you very much for joining this training and coming on time. The training program which you are about to take is one of the Training Within Industry programs called Job Methods Improvement. This plan is designed to give supervisors a method whereby the present labor, materials and machinery can be used most effectively and efficiently. It is aimed at thousands of small and large jobs to enable supervisors to get better results in less time by making jobs easier and safer to do. It was developed by practical and talented industrial people like yourselves. The management has approved of this plan and would like you to use it in every possible way. They are interested in the results from the implementation of this plan into your daily jobs. In these meetings, please make sure that you arrive promptly and attend all five sessions. Note: 5 minutes or less. D. ESTABLISHING AN INFORMAL ATMOSPHERE Normally, at the beginning of a conference, the atmosphere tends to be very formal. Therefore, it is imperative that the trainer break the ice and establish an informal atmosphere. The impression you make on the trainees in the first 5 to 10 minutes is a very big factor. If you are able to break the ice and make a favorable impression, then the rest of the training becomes easier for you to handle. However, if not done well, you will have to put in an extra effort in order to gain the confidence of the group. What s important here is that you create an atmosphere in which trainees feel they want to participate. Even veteran trainers take the time to fully prepare for this important task. REFERENCE MATERIALS 131

134 Here are some ideas that will help you open the session successfully: 1. In order to create an informal atmosphere, as called for in the manual, the key element is the instructor s attitude, words and actions taken. Your manner of delivery and the tone of your voice should clearly show that you are dedicated to the material and feel strongly about the importance of the work. In addition, your attitude must show that you respect the present knowledge and experience of the group. 2. It is extremely effective for the trainer and the trainees to introduce themselves in order to break the ice. The trainer should lead them at a good pace when the introductions are made. Having them write their names on name cards is another good approach to putting the trainees at ease. 3. At all times, avoid falling into a classroom atmosphere. The trainees are mature people and they resent any suggestion of a student-teacher relationship. It is important that you approach the sessions in a manner similar to any other company meeting where everyone is working together toward a determined goal. It is important that the training be carried out in a similar manner as any other company meeting concerning production. 4. The trainer should always show respect towards the knowledge and experience of the trainees. The only purpose of this training is to help them make better use of what they already know. They were selected for their skills and experience. They probably know more about that part of the job than anyone else in the department. 132 JOB METHODS TRAINING MANUAL

135 E. COMPLETED BOARD WORK (1) 1. Material Handling 2. Machine Work 3. Hand Work Knowledge Work Responsibilities Safety Instructing Leading Improving Methods Skills Production: 3 times 6 ft. Bob Burns Fill in with red pen Machine Use: 3/2 = 1.5 times 50% Scrap: 15% less than 2% F. WHY WE NEED TO IMPROVE PRODUCTION EFFICIENCY Lead a group discussion based on the following approach: Competitive advantage over business has become increasingly harder to achieve for any company because the business environment is so complex and difficult. In other words, competition among companies has become more complex and difficult. For example, in a baseball game or other sporting event, a team can always win back the next game or two. However, for companies it is different. Once a company loses, it may mean that it can never return to the ball park for a rematch. The opportunity cost for losing is so high that no company, if they want to stay in business long, can afford to lose in the business competition. We need to, therefore, set up a system that will efficiently provide goods and services that the consumers really want. Since consumer tastes and values change over the years, it is hard to speculate what their real needs are. However, we are sure of the following things: REFERENCE MATERIALS 133

136 1. QUALITY We know from the market that consumers want good quality items. Quality doesn t mean simply that things won t break. Quality also includes things like the design of the product, how easily it can be used, or how stylish it looks. The definition of quality is constantly changing and so are consumer demands. What we need to do is to provide the best possible product with the best possible services we can. 2. PRICE No matter how good the quality is, once that particular product enters the market, it will become part of the overall price competition. Consumers will want to have that product for a cheaper price. No matter how attractive the product is, unless it sells under a particular price level, no one will buy it. What we need to do is to provide the best product with the best services available at the lowest possible price. Our daily work should include efforts in coming up with ways to do this. 3. SUPPLY We need to have a system that will supply goods that customers want when they want them. Unless we have an efficient means of production, supplying goods to consumers smoothly will be very difficult. We therefore need to strive to offer the best product at the lowest prices, supplying them at the best time, and with the best services available. By providing these services based on the needs of consumers, we are, in fact, contributing to an increasing standard of living. From our perspective, we can say that everything is centered on increasing production efficiency. 134 JOB METHODS TRAINING MANUAL

137 G. COMPLETED MICROWAVE SHIELD Order in which to rivet (not printed on sheets) Rivet (Staple) 1 2 Black spot shows position to be riveted TOP Stamp sheets assembled: brass sheet on top, copper on the bottom When demonstrating riveting the shields: 1. Rivet in the order displayed above position 1, 2, 3, then In the demonstration, your words and actions have to go together. For example, say: Rivet as you staple position #1 in the riveter. Slide as you move the shield to position #2. Rivet as you rivet position #2. Turn as you turn the shield 180 degrees to get to position #3. Rivet as you rivet position #3. Slide as you move the shield to position #4. Rivet as you rivet position #4. Turn back as you return the shield to its original position after finishing riveting. Stamp as you stamp the shield. Place the completed shields on top of each other in the designated position. REFERENCE MATERIALS 135

138 H. WORKBENCH LAYOUT WHEN DEMONSTRATING CURRENT METHOD (Does not show unrelated materials) Stamp Riveter Scrap Bin For Brass Assembled Brass and Copper Sheets (12 Sets) Scrap Bin For Copper Stack of Completed Shields Brass and Copper Sheets Stacked Crosswise Operator s Chair I. ALIGNING THE SHIELDS Method for aligning the shields when you say, We align the copper sheet with the brass sheet. Brass Sheet BRASS First, hold sheets out of alignment, 1/2 inch apart, so the trainees can see both sheets. Copper Sheet 136 JOB METHODS TRAINING MANUAL

139 J. PLACEMENT OF COPPER AND BRASS SHEETS (Does not show unrelated materials) BRASS COPPER Placement by Material Handler Riveter BRASS COPPER Placement by sliding sheets closer to operator K. WORKBENCH LAYOUT FOR DEMONSTRATING NEW METHOD (Does not show unrelated materials) Fixture Riveters Jig for Brass Sheets Jig for Copper Sheets Stacked Brass Sheets (face down) BRASS Stacked Copper Sheets (face down) Slot for Chute Slot for Chute Brass Scrap Bin (Under Bench) Completed Shield Copper Scrap Bin (Under Bench) Packing Box Operator s Chair REFERENCE MATERIALS 137

140 L. WORKBENCH LAYOUT AFTER CLEAN-UP (Does not show unrelated materials) Brass Scrap Bin Handouts 2 riveters on their sides on top of fixture BRASS Sheets stacked crosswise Stamp Jigs and Angle Arms Packing Box under workbench Copper Scrap Bin M. COMPLETED BOARD WORK (2) Step 1 Break Down the Job List all details Step 2 Question Why? What? } Step 3 Develop Eliminate Where? When? Who? How? } Combine Rearrange Simplify Step 4 Apply the New Method Sell Approvals Use Credit 138 JOB METHODS TRAINING MANUAL

141 N. WHY THE TOP STAMP WAS UNNECESSARY The stamp used in the current method are not used in the proposed method. The reason for that was that Anne Adams, the supervisor, was in a position to ask the Engineering and Inspection Departments why the stamp was necessary in the first place. When asked, she was told, Are you guys still doing that?! It s no longer necessary to stamp the word TOP on the shields because, on the newly designed shields, we have the upper left-hand corner cut off to make the distinction between top and bottom. The stamp should have been eliminated 6 months ago when the design was changed. Anne Adams had not received that information due to a breakdown in communication. REFERENCE MATERIALS 139

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144 Rosie the Riveter poster, circa 1942, U.S. National Archives and Records Administration thanks to TWI Training Within Industry (TWI) originated in the U.S. in the early 1940s to support the war effort by boosting industrial production. It effectively and efficiently trained employees, including many women entering the manufacturing world for the first time. TWI was an unqualified success: 86% of companies increased production by at least 25% 100% reduced training time by more than 25% 55% reduced scrap by at least 25% 100% reduced grievances by more than 25% After the war, the U.S. adopted a mission to help quickly rebuild Japan s industrial base. TWI was introduced to the Japanese government and industry where it was embraced and intensively integrated into manufacturing methods and culture throughout Japan. TWI was one of the crucial building blocks of the Toyota Production System, the model for Lean Manufacturing. Since 2001, when the Central New York Technology Development Organization reintroduced TWI, thousands of people have been trained in its methods; creating substantial competitive advantages for companies adopting it. By learning and applying TWI in your organization, you are part of this remarkable revival!

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