the trainee will be able to perform the work on their own and how much support
they will need. Never leave an assessment of capability to the student. No one
wants to give the impression that they don’t “get it,” so they will undoubtedly say
that they understand the work. Each student will have different capabilities and
will learn at different rates. The trainer must assess each situation individually.
As we said, the key points are the crucial part of the work, and they must be
followedexactly. These are not just helpful hints or “maybe you can do this or that.”
The key point is necessary for the successful completion of the work. Providing
reasons for the key points helps people understand the importance of whythey
do things. We find that with a lack of information, people will develop their own
methods. Key points provide valid understanding for people. With this under-
standing, they are much less likely to deviate from the correct method.
- Put Them on the Job and Provide Support
254 THETOYOTAWAYFIELDBOOK
TRAP
Never Allow Students to Determine Their Own
Readiness for a Task
Many trainers make the mistake of asking the trainee, “Do you
think you’re ready to try the job now?” The trainer should make
this important decision only after careful observation of the trainee.
Most trainees (especially new hires) will say they are ready because
they’re afraid they will be perceived as incapable if they say no,
they’re not ready to do the job. Asking the trainee also places
responsibility for understanding on him or her. The trainer must
assume responsibility for the outcome of the training.When the student has demonstrated sufficient proficiency, he or she will be
asked to perform the job. This is not, “Okay, now you’re done and on your own.”
Usually the trainer will remain and continue to provide some assistance. In
many cases at Toyota (and other companies) the student is only capable of per-
forming a portion of the total job. They may be capable and knowledgeable, but
they’re not capable of performing at the required rate (line speed). In this case
the student will perform a portion of the work, and the trainer will perform the
remainder. This allows the trainer to stay close, to provide additional coaching if
necessary, and to verify the safety and quality performance. As the students’
skill level improves, they are given increasing portions of the work until they
can perform entirely on their own.