Divider Page from Bound TWI Materials Text

VI-Program Development

production problems and planning of training to ~ n e e plant

t
needs.
The training required five days and was given to groups of
ten plant representati~es to whom had been assigned
functional responsibility for training.
PROGRAM D E V E L O P M E N T I N S T I T U T E

H m to Meet a Production Problem

.Through Training

Issued to

W a r Manpmr Catmission
Bureau of Training
Waining Within Industry Service
Washington, D.C., June 1945
 WAR MANPOWER COMMISSION
WASHINGTON 25. D. C.

To the Program Development I n s t i t u t e Conductor;

Your work i n helping p l a n t representatives t o acquire

the s k i l l of meeting production problems through t r a i n i n g can af-
f e c t every person i n the plants represented and presents the oppor-
t u n i t y of helping t o overcome production interferenceswhich a r e
c r i t i c a l in the w a r e f f o r t .

The developing of training plans t o meet t h e plant s own

s p e c i f i c needs i s an in-plant job - f

no outsider can know the under-

lying causes of production problems. Each plant should have a de-
signer of training. I n some plants he w i l l have a t r a i n i n g t i t l e
but he w i l l not i n others. The only important thing i s t h a t he
have functional r e s p o n s i b i l i t y f o r the planning of training t o
meet production problems. It i s your r e s p o n s i b i l i t y .to (1) see
t h a t the r i g h t man is selected f o r the I n s t i t u t e , ( 2 ) t h a t manage-
ment understands the obj e c t i w of the Program Development I n s t i -
t u t e , and (3) t o give this man an opportunity t o acquire t h i s
skill.

Each Program Development ~ n s t i t u t epresents a challenge -

you as I n s t i t u t e Conductor must i n s t r u c t the members, stimulate
them t o practice, observe t h e i r work, and put them on t h e i r own
before the I n s t i t u t e closes. Your objective im helpthe pEt
man t o acquire this important s k i l l , and t o g e t during the I n s t i -
t u t e a s t a r t which w i l l have r e s u l t s so convincing t h a t continuing
use of the method i n h i s p l a n t i s assured.

Sincerely,

C. R. Dooley
Director
Training Within Industry Service
 CONTENTS

. .. ..
F i r s t Day, Morning .. .. .. .. . . . . . .. .. .. .. .. Pages 1 - 19
F i r s t Day, Afternoon 20 - 40
SecondDay,Morning .. .. .. .. .. .. .. .. .. .. .. .. .. 41 - 44
Second Day, Afternoon 45 - 57

Third Day, Morning . .. .. .. .. . . . . . .. .. .. .. .. .. 58

Third Day, Afternoon 59 - 64
Fourth Day, Morning . . . . . . . . . . .
Fourth Day, Afternoon . . . . . . . . . . .
.. .. 65
66 - 75
F i f t h Day, Morning . . . . . . . . . . . . .. .. 76
F i f t h Day, Afternoon . . . . . . . . . . . 77 - 80
R e f e r e n c e s

. . . . . . . . . . ..
Procedures f o r S e t t i n g up a Program Development I n s t i t u t e 81
84
- 83
- 86
S t r a t e g y of the I n s t i t u t e

. . . . .
Standard Procedme f o r Handling a Problem and Plan
. . . . .. .. .. 87 -
94
W.M.C. Training Services
P l a n t Coaching V i s i t s
Evaluation Techniques
.. .. .. .. .. .. .. .. .. .. .. .. .. 95 -102
103
104 -105

M a t e r i a l s

F i r s t Day - Problem Sheet and Definition of Terms

Cost Records problem
Program Development &-Step Card
Work Sheet f o r Step 1
Work Sheet f o r Step 2
Disinfectant Reprocessing Problem
Defective Hydraulics Problem
How Training Can Be Done -
Methods and Aids
How t o Get a P l a n t Training Plan i n t o Action
How t o Get Continuing Results f r m P l a n t Training Programs

Second Day - Introducing the New Ebployee t o t h e Job

Induction Plan Step 2 Work Sheets

Third Day - Management and S k i l l e d Supervision

Improving Supervisors 1 Knodedge of the Work
Keeping Supervisors Informed About Their R e s p o n s i b i l i t i e s

Fourth Day - How t o Sel-ect New S ~ p e r v i s o r s

 PROGRAM DEVELOWdENT INSTITUTE TIME SCHEDULE

First Day
25 min. Introduction and Plan of I n s t i t u t e
20 min. D e f i n i t i o n of Terms
15 m i n . Management Chart 2 hours
1 0 min. Problem Sheet 55 min.
5 min. 4-step Method
10 min. Intermission
1 hr.30 min. Application of method -Cost Records Problem

1 hr. Importance of evidence and t r a i n i n g action, and

2 d r i l l problems on Step 1, 1 group, 1 i n d i v i d u a l
1 hr. Methods and Aids, and 3 hours
2 d r i l l problems on Step 2 30 min.
10 m i n . Intermission
1hr. Getting a Plan i n t o Action, and
2 d r i l l problems on Steps 3 and 4
20 min. Assignment f o r second day

Second Day Second Day

10 m i n . 4-step Method
2 hr.50 min. 3 Assigned problems (10 minutes intermission 3 hours
included)
1 hr.30 min. Induction
1 0 min. Intermission 3 hours
2 hrs. 3 Assigned problems 45 min.
5 min. Schedule f o r t h i r d day

Third Day
3 Assigned problems
10 m i n .
45 min.

30 min.
I n t e rmis si o n
W.M .C. Training Services

P l a n t meetings
3 2 hrs.
55 m i n .

40 m i n . 1 Assigned problem
45 mine Assignment fop- remainder of I n s t i t u t e

Fourth Da
d
2
Difference between problems, programs and plans
hr.40 min. 3 Plans (10 minute intermission included)

1 hr. S e l e c t i n g supervisors 3 hours

2 hr.40 min. 3 Plans (10 minute intermission included) 40 min.

M f t h Day F i f t h Day
1 hr.40 min. 2 Plans \
1 0 rain.
20 min.
50 m i n .
Intermission
Checking r e s u l t s
1 Plan i 3 hours

50 min. 1 Plan
1 0 min.
10 min.
1 hr.
45 min.
Relation of plans and programs
Intermission
1 Plan
Summary i n o t more
than 2 h r s .
55 min.
r-
PROGUM IIEVELOPbBNT INSTITUTE
Purpme Emphasis
C

FIRST To e s t a b l i s h t h a t t h e I n s t i t u t e Training must be designed t o meet spe-

MY is designed t o give members c i f i c production problems. This is in-
MORNING pra?ctice i n using the 4-step plant, on-the-job work. Details of a
method i n t h e I n s t i t u t e and i n training plan a r e determined by
t h e i r own plants and t o i l l u s t r a t e the analyzing evidence of the problem.
method by application i n a problem pre- S t r e s s t h a t discussion is on method,
sented by the I n s t i t u t e Conductor not on this problem.

AFTER- familiariee members with use A l l f o u r s t e p s a r e necessary i n order

To
NOON work sheets through practice t o meet a production problem through
of
d r i l l problems, and t o show training.
on
r e l a t i o n of
steps. -

SECOND To g e t practice, skill, and Training cannot be planned in an I n s t i -

DAY conviction through use of t u t e , but understanding of method can
MORNING method by each member on a be acquired through practice.
standardized problem.

AFTER- To present information about Induction must be planned s p e c i f i c a l l y

NOON characteristius of successful f o r each plant.
induction plans. To continue
practice on assigned problems.
- -

THIRD Tocontinue practice on Detail is needed i n both evidence and

DAY assigned problems. To o u t l i n s uontent. Public agencies give some
MORNING W.M.C .
training services. assistance i n meeting p l a n t needs,
I

AFTER- To e s t a b l i s h key points 'of ef- Each member is t o make complete &-step I

NOON fective meetings. To c o n t i n w plan f o r wn plant. Meetings a m de-

practice on assigned problems. pended on 5n in-plant training
To outline members' use of method i n programa . I
I
own plants,

FOURTH To have Jmo plans presented. Evidence of the production problem must
DAY To give each member opportunitg be met by the plan. Only member pre-
MORNING t o h p r o v e own plan on basis of senting plan has f a c t s about evidence
group discussion of methods. i n his plant.

AFTER- To present T,W.I. plan f o r Training d i r e c t o r i s concerned with

NOON supervisory selection. To have c a l i b e r of supervision.
three plans presented.

FIFTH To emphasize importance of Results a r e checked against evidence of

MY checking results, and t o con- need -
Is the production problem being
MORNING s i d e r evaluation techniques. met through t r a h i n g ? Training plan
To have three plans presented. must include Step 4.

AFTER- To have two plans presented, Program Development skill is acquired

NOON To s t r e s s importance of rela- through use of method. Timing and need
t i o n of any t r a i n i n g plan t o must be considered befom plan i s sched-
other plans and programs. To stress uled. S t a f f provides technical "how-
l i n e and s t a f f responsibility. To get how, Use of method w i l l help meet pro-
conviction of value of 4-step method. duc t i o n problems through training.
 C O D E

CAPITAIS . . . . . . . . . . . . . Section heads

Horizontal line across page . . . Enclosesforsection
timing
Plain type . . . . . . . . . . . Trainer says in
orn words
w i n front of line . . . . . . . Trainer says
Star
verbatum
b
Material between lines . . . . . . . . Board work
. . . . . . . . Instructions to trainer
 F i m t Day - Morning
AUO.
25 sin,
EPENING
m 1~sn10mJ
Representative welcames I n s t i t u t e members,
-
himself and the I n s t i t u t e Conductor n o t more than 5 minutes.
ti tute Conductor acknowledges i n troduc ti03
1, Letts g e t an idea of whots here.
Use name cards i f appropriate.
each man to tell his position, to h a m he reports,
- -
size of his p l a n t (now before the w a r what it may
be a year frgn now), *ether p l a n t is making new
I
All of you have m s p o n s i b i l i t y f o r organizing and coordi-
nating training t o meet production problems. You are not
t r . ~ o u - ~ l atnr a i & ~ see &it i t gets done, a x
checkreaults.

reduction roblem through tzaini . ----

2.* In t h i s Institute we are going to work on how t o meet a

*
*
%T-eZr - i F
his s not a mee ng, ~t i s a wor session; w e w i l l
l e a r n by doing.
*
You have been assigned the r e s p o n s i b i l i t y f o r developing
* training plans i n your plants.
* your managements have s e n t you here. They w i l l review
* with you the plan you develop.
L

C 1
W r i t e across top
of blackboard:
How t o Meet a Production Problem
Through Training

3. This Program Development I n s t i t u t e requires f i v e days:

the f i r s t three, today and the next two days

the l a s t two on and
2 PROGRAM DEVELOPMENT INSTTIU1E - FIRST DAY MORWIIKl
Between this section of the I n s t i t u b and the time when ue
reconvene, you w i l l spend considerable time i n your arm
plant, planning to meet a current production problem through
training.
Whenwe a l l return on m rill take up, individually,
the training plan each of you prepares to meet a problem of
your own plant.

25 min.
t o here C I f I n s t i t u t e time has not been cleared f o r all members,
take up individually during intermission.
1
AUOW p~~~~~~
OF ZERMS~
20 Inin.
-
Just t o keep s t r a i g h t to see that we have the same meaning for
the terms - l e t t s agree on same we w i l l be using a l l the time.
F i r s t , let18 make sure we all have the same understanding for
what we have on the board - "How t o Meet a Production Problem
Training.
-
rI -
Do not ask nhat production means. Give definition.
Discuss the d e f i n i t i o n s u n t i l each member of the group
understands them a l l . Get acceptance. Put on board
briefly, Follow same procedure f o r each. Tell members
I they w i l l not need t o k i t e them down, that you have

1.* E?y nproductionn we mean the end r e s u l t - the product or

* service.
m a t is production in the organization which s e n t you here?

E k each membeg

For a man s e n t by a plant, i t i s the end product of the plant.

A man who represents j u s t a department of a p l a n t is concerned

w i t h the finished work of t h a t department -
perhaps a eub-
assembly.

I n a non-laanufacturing campany o r department, production may

be sanething like npassenger railroad transportationn o r
" b i l l s f o r e l e c t r i c current."
 PROGRAM DEVELOPMENT INSTITUTE - FIRST DAY MORNING 3
By production we mean:

What i s Production?
-!bd result -
-
product o r s e r v i c e -
of an organization, p l a n t , de-
partment, o r unit.

2,+ By a -"production problemn we mean anything t h a t keeps us f r m

w g e t t i n g o u t the work f o r which our organization e x i s t s .

What is a Production Problea?

Anything which i n t e r f e r e s
-
with production.
I

Scrap is a connnon production problem.

We uncover sane production problems and try t o c o r m c t o r

improve them. Others can be a n t i c i p a t e d and we may prevent
them.

I n your p l a n t s t h e r e are problems that i n t e r f e r e w i t h g e t t i n g

out your work of
solving those pro=
and .
You a r e going t o work on I

- -
3.w Training i s a way t o solve a production problem.
I

on b o a r 3 What is Training? -
-
A way
_ _
problem.
-
t o s o l v e a production

There a r e many ways t o solve production problems.

Engineers a t t a c k those involving machines, and.meta1-
l u r g i s t s and chemists work on materials.

-
You w i l l n o t i c e that we s a y a way - n o t t h e only way.
-
And that w e aay a production problem
one a t a time.
- you have t o t a c k l e

-
Training is a m y t o solve 4 problem of scrap.
4 -
PROGRAM DEVELOPMENT INSTITU~ FIRST DAY M O M N G

4.4t There are d i f f e r e n t causas f o r scrap. Several. kind^ of

* training may be needed. In this Institute, we rill say t h a t
x a tr& plan i s a way t o get a t a specific p a r t o f - a
-rPT%
x spec1 c production problem.

5.+ A train* grogram i s the organization of a l l the training

.rc plans stemrmng out of one production problem.

@rite on b o a a
'1Rhat i s a Waining Plan? -
An organized method o f solving
a specFfic p a r t of a production
problem.
What is a Training Program? -
A cambination of training plans
coordinated t o meet the tr-dn-
ing needs caused by a specific
production problem.

That i e , all of the tra- plans connected with a par-

t i c u l a r scrap problem are the training program f o r that
problm.

6.w of you are here because you have functional responsi-

.rc b i l i t y f o r training.

you h a m various t i t l e s i n your own organizations. Same of

you h a m full-time reeponsibillty f o r training, sane have
other duties.

.rc A l l of you are here f o r a camon purpose -

developing ard
.rc coordinating training plans and programs i n order t o help
w management solve its production problem through people.

7.* What i s management?

cite on b o a a m a t i e Management? -
Those msponsible f o r end
1

45 min.
t o here results - product o r service.
 PROGRAM DEVELOPMENT INSTI'IUTE - FIRS T DAY MORNING 5

1. N o r l e t ' s see where the t r a i n i n g function f i t s i n t o the

management p i c t u r e .

1
all board work except slogan across top. Develop
c h a r t f r a n bottcan t o top, and l i n e before s t a f f , explaining
the necessary v a r i a t i o n s which are caused by s i z e of the
business and the f a c t that one business i s d i f f e r e n t f r a n
another. Do n o t connect s t a f f positions t o l i n e organiza-
tion - explain t h a t the place each t i e s i n i s d i f f e ~ n it n

-
Staff -
Line

I I +Top Management

Middle
Management

c-- F i r s t l e v e l Mgt .
t--Workers

CUse t h e following as ideas t o discuss while you a r e working

on t h e chart.

Line organization i s responsible f o r t h e a c t u a l accmplish-

1
ment of end r e s u l t s i n tern of product o r s e r v i c e . The
staff - engineers, chemists, purchasing agents, personnel
men, accountanb, lawyers, t r a i n i n g men - provide s e r v i c e
-
t o the l i n e organization.
6 PROGRAM DEVELOPbdENT INSTITUTE, - FIRST DAY MORNING
Talking about training as a s t a f f service does not mean "a
training staff ,l1 It does not always Ihean, in small plants
f o r instance, t h a t it even takes one manls full time.

2.3t Some of you hold positions i n both the line and the s t a f f .
* When you- are training
- 3 You are f i l l i n g a staff
1 hr. ++ responsibility, even i f the l i n e person you are a s s i s t i n g
t o here * is yourself,

Each one of your plants i s different.

Do you have any cammon problems?
Let 1 s take a look a t some ccmnnon *problems in plants. How about
these on t h i s sheet.
mstribute problem sheets. Announce t h a t definitions7
kre on other side,
Do you have any of these problems i n your plant?

GA s soon as one member indicates h i s plant has a

roblem, ask: 1
Were people involved?
Could t h i s problem be met through training?

rContinue only u n t i l you have acceptance of idea t h a t the

problem sheet represents common problems. Do not count
p o s t c m o n pro-blemslt or belabor the discussion.
7
J
Since several have same problems, is there a p o s s i b i l i t y t h a t
just exactly the same approach can be used? No.
Training plans must be tailorinade f o r a p a r t i c u l a r plant.
Your problems w i l l not be exactly a l i k e - therefore, your plans
t o meet them cannot be exactly alike.
-x I n t h i s I n s t i t u t e we cannot decide what i s needed i n any plant.
* We
- cannot plant training f o r your plant.

7-6220 P l p bu
 PROGRAM DEIBLOPMENT INSTITUTE - FIRST M Y M O M N G 7

-+
w S o t t i n reduction problems and developing t r a i n i n g plans
-
u a m in-p ant j o.
We are going t o develop skill i n using a &step method of
1 hr. meeting production problems through training.
10 m i n e
t o here E r a s e a l l board work except s l o g m I

Allor 4STEP YE THO^

5 mi.n*
Eresent - do not d e w l o g
* The f i r s t of the f o u r s t e p s of the Program Development method is;

I? bOa?!l
underOn slogan;
1, Spot a production problem.

* One production problem may indicate t h a t s e v e r a l training plans

* are needed b u t we can only:
Tackle o n e ' s p e c i f i c need a t a
@t on board n e ~ z time.

* Step 2 is:
mt 0. boaq 2, Develop a s p e c i f i c plan.

* We have a caution wi t h this step:

Watch f o r r e l a t i o n of t h i s p l a n
pt on b o a r q t o other c u r r e n t t r a i n i n g plans
and programs .

3. Get plan i n t o a c t i o c
8 PROGRAM DEVELOPMENT INSTITUTE - FIRST DAY MORPJING
* It i s very important to:
3

Be s u r e management p a r t i c i p a t e s .

* Step 4 is:

4. Check r e s u l t s .

9 And we end w i t h what r e a l l y coun-:

Is the p l a n helping production?

-
E e a w on b o a r g
1 hr.
1 5 min.
t o here * This i s the method we a r e going t o use.

F a k e lo-minute i n t e r m i s s i o n h e 4
- - -- - -- - -- - - - - - -- -- - --

Allow
1hr.
30 rnin.
C DEMONSTRATE USE OF PROGRAM DEVELOPMENT 4-STEP METHOD
THROUGH USE OF COST RECOFLE PROBIB!.

1. Training as an everyday operating t o o l cannot be planned

1
by any outsider.

But we can g e t an understanding of the method by looking a t

how one t r a i n i n g d i r e c t o r used it on a production problem
i n h i s plant.

2. Here i s what one t r a i n i n g d i r e c t o r i n a gear manufacturing

p l a n t faced. I w i l l read t h i s t o you just as the t r a i n i n g
d i r e c t o r m o t e it down.

Last Monday I m n t t o the works manager's weekly meeting.

The c o s t accountant and I were t h e r e a s w e l l a s the s i x
superintendents. The works manager was a l l worked up
about the c o s t records, and got p r e t t y tough with t h e
c h i e f accountant. He asked, "How does i t happen t h a t
those 5 0 men a t double t h e the Sunday a f t e r t h e b r e a k d m
I PROOM DEVELOPlENT INSTXTIJ?E - FIRST DAY MORNING 9

i n Department 2 didnl t a f f e c t c o s t s ? That g o t me s t a r t e d

on going over a l o t of our c o s t records and you c a n l t
make me think our estimates a r e s o good t h a t everg job
h i t s t h e estimate -
never over, never under."

He went on t o say, ltCosts d o n l t seem t o mean a thing

around this place. Do you t h i n k I ' m going t o w a i t f o r a
government a u d i t o r t o f i n d whatls wrong? And what kind
of f i x a r e we going t o be i n to go a f t e r business when
the warts over? I want t o know lrfiatls wrong, and I want
it f i x e d

3. This works manager had a problem. Do you remember we s a i d

t h a t we t r i e d t o c o r r e c t o r im rove some conditions? Thatls
-E-6
what this works manager, t h i s mem e r of top management who
was responsible f o r production, wanted. He *was a l s o t r y i n g
t o a n t i c i p a t e samething t h a t looked even worse. Now what
was h i s production problem?

mscuss u n t i l group r e a l i z e s t h a t the production r o b l e d

1 is
t t ~ n a c c u r a t e - c o s records.
t It Continue with problem. I
The c o s t accountant s a i d t h i s wasntt anything new held -
questioned the superintendents! weekly r e p o r t s before,
and he didn 1 t want the same old s t o r y -
t h a t they j u s t
made them up from the foremen's Daily Operating Reports.

The superintendents s a i d they had never r e a l i z e d how t h e i r

weekly r e p o r t s t i e d in with the company's operations a&
p r o f i t s . They s a i d they had never made much of t h i s p o i n t
w i t h the foremen.

The upshot was t h a t the s u p e r i n b n d e n t s s a i d they would

g e t t h e i r foremen t o g e t h e r s o t h e c o s t accountant could
discuss t h i s c o s t record problem with them. I went t o
t h a t meeting, too. Both t h e chief accountant and I
learned some things there. A foreman has a n estimated
c o s t on each job i n his department. I f h e ' s going t o run
over more than 5 $ , he has t o g e t advance approval. It
i s n ' t hard t o get, b u t i t does take a l o t of paper work.

I f he saves time on one job, he can take c a r e of running

over on another. I n t h a t way, he can avoid asking f o r a
change i n the estimates. The c o s t accountant was horri-
f i e d t h a t they juggled c o s t s l i k e t h a t .
10 PROGRAM DEVELOPBBENT INS TI l W E - FIRST DAY MORNTNG ,

Here's how i t boiled down. A foxwnan may have 20 to 50

workem. Now each worker has a t i h e card and even the
accountant agrees i t i s a very d e t a i l e d and canplicated
card.

The time cards a r e a s o r e subject. M o s t of the time

clocks a r e i n out-of-the-way positions and t h e average
i s one clock f o r 200 people.

Well - nobody bothers filling i n the job numbers on time

cards. The foremen would just a s soon n o t have them
filled i n -they mark them up afb r they s e e what l a b o r
c o s t s they should charge, according t o t h e estimate1
The foremen spoke up and s a i d they had never understood
how important t h e i r Daily OperatLng Reports were.

Don't think they s a i d all this without saying p l e n t y

about new t h e cards, moving the t h e clocks, making i t
e a s i e r t o r e v i s e estimates. The superin.tendents and the
c o s t accountant answered q u i t e a few questions. The
c o s t information does have t o be recorded. The p l a n t
cannot charge more than 5% over the estimate without
g e t t i n g the Amy in on it.

A s t o the time clocks -we c a n ' t g e t any more, b u t we may

be able t o f i n d b e t t e r locations. Maybe the time card can
be changed -
but n o t overnight. I looked a t sane of t h e
time cards and I know I ' m r e a l l y going t o have t o dig i n t o
this time card angle, too. But the c o s t records have t o
be corrected r i g h t away.

4. -
This p l a n t a i d have a problem. The works manager r e a l i z e d
t h a t t h e company's p o s i t i o n was questionable both on c u r r e n t
government contracts and f o r its pos t-war business.

Now we a r e n o t going t o concern ourselves whether t h i s kind

( 1 hr.
of mess should happen. It d i d happen. -
45 min. We dl1 look a t what can be done t o s o l v e t h e problem, using
t o here ) the Program Development 4-step method.

5. p s t r i b u t e cards i n d i v i d u a l l a

Let 1 s look a t these cards.

 PROGRAM DEVELOPMENT INSTITUTE - FIRST DAY MORNING 11

* Step 1 i s Itspot a Production Prob1em.n

w the production problem i s "Inaccurate c o s t records ."
We agreed t h a t

I n t h i s case, the production problem was s p o t t e d by t h e

works manager. Sanetimes the t r a i n i n g man w i l l s p o t the
problem, sanetimes sameone will c a l l i t t o his a t t e n t i o n .

But even i f i t i s c a l l e d t o his a t t e n t i o n a s it was this

time, the works manager r a r e l y gives the t r a i n i n g d i r e c t o r
enough information f o r him t o a c t u a l l y p l a n the t r a i n i n g
needed. The t r a i n i n g man has t o d i g i n t o i t himself.

- - ----
w Get supervisors and workers t o t e l l about t h e i r current
* problems.
Do we know sanething about t h i s ? The foremen f e l t
they c e r t a i n l y had problems -
those Daily Operating
Reports were headaches.

And the workers thought t h e y had problems too. They

didn 1 t l i k e t h e time cards and they didn 1 t l i k e the
l o c a t i o n of t h e time clock.

So f a r the t r a i n i n g d i r e c t o r hasnt t talked t o the workers,

b u t i f o r when he does, h e l l 1 probably hear a l o t more.

9 Uncover problems 2 r e p m i n g records - performance, cost

.
9
-
* turnover, r e j e c t s , accidents

This problem was uncovered when t h e works manager took a

look a t the c o s t records.
w A n t i c i ~ a t e~ r o b l e m sr e s u l t i n g f r a n changes - oreanization.
-
w production, o r p o l i c i e s .

The works manager i n t h i s problem was looking n o t only a t

the p l a n t ' s c u r r e n t standing b u t a t i t s competitive s i t u a -
tion later.

w Next we come t o "Analyze t h i s evidence ,"

and a f t e r t h a t

++ one speci +-
w we f i n d "Identif t r a i n i n neededH s o t h a t we can "Tackle
- ----
IC need a t a t m e . "

-
w L e t t s try t o analyze this evidence s o we can do j u s t t h a t .
12 PROGRAM DEVELOPMENT INSTITUTE - FIRST DP.Y MORNING

Remember t h a t a l l we a r e doing i s looking a t t h e 4-step

method. Only t h e person who knows a l l about this p l a n t
i s going t o be a b l e t o solve its production problem.

3- But we can g a i n f a m i l i a r i t y with the method by looking a t

* t h i s sample problem. We can make s u r e t h a t we a l l have a
* common understanding of the method.

We w i l l analyze t h e evidence w e have i n order t o i d e n t i f y

t r a i n i n g needed.

Just t o help you r e c a l l the evidence i n this problem, here

i s a copy of i t as read.

Eist r i b u t e Cost Records p r o b l e a

-Erase previous board work. See blackboard guide.
-
Put heading f o r evidence column on board.

Ask members f o r evidence, t o suggest a c t i o n , e t c . Do not

-
l e t this drag. I t i s not necessary t o g e t t h e s e p a r t i c u l a r
words on the board, o r this order, b u t a l l m a t e r i a l must be
included. The I n s t i t u t e Conductor should use leading ques-
t i o n s . Inquire what came out of the general superintend-
'

e n t ' s meeting. Use What about the l o c a t i o n of t h e time

clock?ll

Fill evidence column f i r s t . Then say, We look a t the

evidence and ask 11s any a c t i o n needed? Specif'ically,
i s any t r a i n i n g a c t i o n needed?' *

F i l l i n t r a i n i n g column heedings, and question the first

item of evidence.

Ask "Is any o t h e r a c t i o n needed?" F i l l i n column heading.

Take each item of evidence separately.

Make sure t h a t t r a i n i n g of foremen i n huw t o make out D.O.R.

i s s p e c i f i c a l l y mentioned. I f necessary, s a y "This t r a i n -
i n g d i r e c t o r decided 11

-
Do not e r a s e any of this board work. -
* Since we can t a c k l e only - one s p e c i f i c ----
need a t a time, we
* w i l l take the t r a i n i n g of foremen in how t o make out the Daily
* Operating Report.
n
r?
rl
(For use with Step 1 of P.D. Method - Use card)
V

What is the Production Problem? Inaccurate Cos t Records

TRAINING ACTIC NEEDED OTHER ACTION

EVIDENCE
Training f o r Whom? Training i n What? NEEDED
50 men Dept. 2 double time d i d n l t a f f e c t c o s t Foreman of Dept. 2 Accurate c o s t =cord:
records
Every c o s t r e p o r t agrees with estimate
Supt. makes weekly r e p o r t f r m DORIS
.
Supts didnl t unders tand r e l a t i o n of c o s t s t o
operations
Superintendents Importance of c o s t
records
Cost accountant had canplained before
Advance approval t o run more than 5% over
estimate
Estimate change procedure complicated Foremen How t o change e s t . Simplify procedure?
Cost reports juggled t o match estimates Foremen Imp. of c o s t records
Foremen make DORIS from estimate, n o t from time Foremen How t o make o u t DOR
cards
Foreman has 20 t o 50 workers
Time clock l o c a t i o n bad Move clock?
Time cards n o t f i l l e d i n by workers Workers Imp. of time cards
Time cards complicated Workers HOW t o f i l l time cam Simplify card?
Foreman doesnlt require f i l l i n g i n time cards Foremen Imp. of c o s t records
Foreman f i l l s time cards t o match estimates Foremen Imp. of c o s t records
Foremen d i d n ' t understand r e l a t i o n of DORIS t o Foremen Importance of DOR
operations

"TACKLE ONE SPECIFIC NEED AT A TIMEt1

 PROGRAM DEVELOPK!3NT INSTITUTE - FIRST DAY MORNING

That i s the only p a r t of this problem we can tackle r i g h t

now. The others depend on simplifying procedures, new
time cards, e t e .

But we can g e t s t a r t e d on how t o f i l l o u t the DOR r i g h t

now.

We d o n ' t know enough about M s p l a n t and its c o s t procedures

-
t o know how much d e t a i l i s necessary.

We do know t h a t something has t o be done r i g h t away t o g e t

accurate cost records every day.
( 2 hrs.
5 min. -
Sanething can be done r i g h t away about t h e Daily Operating
t o here ) Report.

Step 2 is IQevelop - -
a S p e c i f i c Plan."

L e t t s look a t our cards.

What
--- - - the
i s he s p e c i f i c plan? "Daily Operating Report,"

This t r a i n i n g d i r e c t o r cmbined s e v e r a l i t e m s f r m Step 1.

---
Who w i l l be trained?

We s a i d t h a t t h e foremen had t o be trained. There were

30 of them.

What content?

We are going t o have t o consider two things -

t h e foremen
do not understand the importance o r t h e use s f t h e i r
DORIS and they a r e n o t making them o u t properly. These
points w i l l have t o be considered when we plan content.

--
Nho can help deternine?

The t r a i n i n g d i r e c t o r c e r t a i n l y w i l l need help i n deter-

mining the content, Both production executives and a s t a f f
man, the chief accountant, are i n on this.

------ - --
HOW can it be done best? and Who should do the t r a i n i n g ?

There a r e two q u i t e d i f f e r e n t kinds of content involved.

 (For use w i t h Step 2 of P.D. MeL5od - Use card)
u
What i s c;he S p e c i f i c Plan? Daily Operating Report

Training f o r Whan? Foremen Training f o r How Many? 30

'What Content? How Can It Be Done Best?

Who W i l l Train
o r Help?
When?
How Lone?
I mere?
1. Importance of D.O.R.
Government a u d i t
Personal appeal General sup t . 4
-

hr. each grp.

a l l 3 grps., 10
Gen s u p t s
off i c e
.
Legal r e s p o n s i b i l i t y
Prospective ordera
.
e a next Mon.
Post-war business
2. Analysis of D.O.R.
\I chief accountant .
2 hss each grp. Conference
a l l on Tuesday room
Use i n making weekly report Blow-up c h a r t of weekly re-
port, explanation, questions

Errors and e f f e c t Sample s e t s of time cards,

D.O.R.ls, weekly r e p o r t , job
cost report

3. F i l l i n g i n D.O.R. P r a c t i c e on sample m a t e r i a l accountant .

2 h r s each grp.
Wednesday
Conference
roam
Time card b a s i s \
Charges t o s p e c i f i c jobs
-
Delay charges t o .overhe
Day work -
how charged

Job charges vs. estimates

Material charges 2 hrs

Thursday
.
each grp. Conference
room

What i s the Relation of this Plan t o Other Current Training Plans and Programs? This i s t h e most important
problem i n p l a n t r i g h t now - this takes precedence over any o t h e r t r a i n i n g program. This i s only one p a r t of
the whole problem, but only one we can g e t a t immediately.
16 PROGRAM DEVELOPMENT INSTITUTE - FIRST DAY MORNING. -
One i s convincing the foremen t h a t this is sanething
h p o r t a n t , We may need someone who calrrietr a l o t of
weight t o p u t t h i s over.

Another is e x a c t l y how t o f i l l out this report. Saneone

who r e a l l y knows how t o handle this report i s going t o
have t o do t h e i n s t r u c t i n g .

------
When should i t be done --
how long - -
w i l l i t take?

We know t h a t this i s samething t h a t has t o be dome r i g h t

away. Exactly how long i t w i l l take w i l l depend on the
s p e e i f i c content?

Where should it be done?

This depends on the p l a n t and t h e f a c i l i t i e s i t has,

Sane t r a i n i n g by i t s very nature has t o be done where
the equipment i s - this i s n o t t h a t kind. What i s re-
quired here i s a place f o r the foremen t o g e t together.

--
Step 2 ends with the warning, Watch f o r r e l a t i o n of this
-
--
l a n t o o t h e r c u r r e n t t r a i n i n g plans and programs. It
P--
Sanetimes a t r a i n i n g plan j u s t c a n ' t g e t s t a r t e d because
tne timing i s n l t r i g h t , because f a c i l i t i e s and equipment
a r e n o t ready, because t h e r e i s no one a v a i l a b l e t o do t h e
training, because people c a n l t take time off from production.

Other times a new plan i s s o important that o t h e r training

is delayed o r stopped i f necessary,

I n any case, you have t o consider what e l s e i s going on i n

the p l a n t .

itWe a r e n o t going t o be a b l e t o design t h i s p l a n t ' s t r a i n i n g

* plan, b u t we can see how this t r a i n i n g d i r e c t o r applied the
u method.

r See blackboard guide.

Put i n content item 1; take i t across work sheet, then 2,

then 3 .

Present this s t e p - do n o t develop. Discuss and c l a r i f y ,

-
b u t keep on the b a s i s of what this t r a i n i n g d i r e c t o r did.
 PROGRAM DEVELOPMENT INSTIlVILE: - FIRST DAY MORNING 17
-
r
Make sure group understands that. p r a c t i c e i s included
because foremen a r e learning how t o do sanething.
-
Show how content t i e s back t o evidence. S t r e s s
-
d i r e c t o r designed p l a n but i s not going t o t r a i n .
training

25 min.
t o here) not erase board work. -
---
Nm we a r e ready f o r Step 3 - ''Get Plan i n t o Action.

Often, i n order t o g e t support f o r a t r a i n i n g plan, it i s

necessary t o do sane s e l l i n g .

While the t r a i n i n g man was handed the problem

need t o n S t r e s s t o mana ement evidence of needw i n the
--
he w i l l s t i l l

a$- 7 -
l i g h t of the&an f gures, he is golng t o have t o s e l l
the works manager on p u t t i n g 195 hours of the foremen's time
i n t o this. 1

- --+
He has t o s e l l the plan by which he expects t o solve the
problem, s o he w i l l nPresent the e ected r e s u l t s n and I

-
#Discuss plan content and methods.

Management uants s m e t h i n g done about this problem. To I

answer the question about when h e ' s going t o do s m e t h i n g , \

-
he will wSutxnit timetable f o r plan.n

-----
Often i t i s necessary t o train those who do the training."
If saneone nfio doesnl t know the Daily Operating Report i s
t o do the t r a i n i n g , he would need help, wouldn't he? !

And if he knows the report, b u t doesn't know how t o i n s t r u c t , I

h e ' l l need help.

The b e s t p l a n f a i l s i f the i n s t r u c t o r is not able t o i n s t r u c t .

The next p o i n t on our card i s "Secure understanding and
-
acceptance b~ those affected.
-
I n t h i s p l a n t there is p r e t t y strong f e e l i n g about those
Daily Operating Reports. They a r e regarded a s a nuisance
a necessary e v i l t o be gotten r i d of with a s few headaches
-
as possible.
18 PROGRAM DEVELOPMENT INS TI TUTE - F I R S T DAY MORNING
-responsibilitz
The works manager i s going t o have t o ''Fix
f- -
o r continuing use.

Itts going to take same a t t e n t i o n to g e t the foremen t o

understand why the p l a n t needs accurate Daily Operating
Reports .
The superintendents may have t o do a l o t of hammering t o
g e t old h a b i t s broken.

(2 hrs. S t e p 3 ends w i t h "Be s u r e management p a r t i c i p a t e s We d o n t t

35 min. j u s t mean ~ a p p r o v e s Z ~ M a n a g e rhave
s t o operate this plan as
to here) they do o t h e r plans dealing with production.

-
S t e p 4 on our card i s "Check results.ll

It w i l l be very easy t o check r e s u l t s . They can be checked

a g a i n s t t h e previous u n s a t i s f a c t o r y conditions.

--- -
The " r e s u l t s that w i l l be looked f o r n w i l l be r e p o r t s t h a t
give an accurate r e p o r t o f production costs.

How w i l l mana ement be informed? Through t h e same reports

which p o i h ~ p r o b l e m i n the f i r s t place. You don' t
have t o s e t up e l a b o r a t e new r e p o r t s .

The t r a i n i n g d i m c t o r is i n t e r e s t e d i n something e l s e be-

--
s i d e s r e s u l t s . He has t o know "Is t h e plan being followed?n

I f the p l a n i s n ' t followed, and r e s u l t s a r e poor, t h a t t s one

thing. If the plan i s followed, and r e s u l t s a r e poor, t h a t l s
another.

Some plans have t o be kept i-- n use -

sane have a s p e c i f i c ,
short-term purpose. This t r a i n i n g d i r e c t o r w i l l help t h e
superintendents t o s e e t h a t t h e foremen d o n ' t s l i p back
i n t o bad h a b i t s and t h a t new men g e t o f f t o t h e r i g h t s t a r t .

I f the p l a n continues, i f t h e r e i s any change i n p l a n t pro-

cedure - such a s new time cards -
he w i l l need t o consider
whether any changes i-- n the p l a n a r e necessary.

--
Step 4 ends with "Is the p l a n helping production?" Do you
remember why t h i s was a production problem? I n this case the
management wants t h e p r e s e n t condition corrected and serious
trouble prevented.
 PROGRAM DEVELOPMENT INSTITUTE - FIRST DAY MORNING 19

It i s necessary f o r Step 4 t o be worked out when the train-

ing man makes his plans.

9. A t the end of our card i s something the training man must

- ---
not forget. We @ i t there t o remind you regularly.

F a d it a l o u g

it Responsibility f-
o r Training Results.

j+ The LINE organization has the responsibility f o r making

+t continuing use of the bowledge and s k i l l s acquired through
st training as a regular p a r t of the operating job.

+t The STAFF provides plans and technical "know how" and does
+t sane things FOR but usually works THROUGH the line
it organization.

Kfie back t o Hne and s t a f f chart.

7
2 hrs.
55 min. 10. We have taken a general look a t the method applled t o a
t o here sample problem. Are there any questions?
 --
fint Day - Afternoon
f o r e t h e s e s s i o n starts, I n s t i t u t e Conductor puts form
r Work Sheet 1 on board, and f o r Work Sheet 2 on reverse
o t h e r board..

1. -
mere are s m e t ~ o l s some work she@ - that we use i n
this 4-s tep method.

This afternoon we a r e going t o l e a r n t o use those t o o l s .

ye a r e not i n t e r e s t e d i? the problems themselves, o r the
plans -j u s t i n the t o o l s t h a t make the method simpler.

First w e l l l look a t Step 1.

p k members t o look a t cards - have one read Step 3

1

You w i l l r e c a l l t h a t we followed a d e f i n i t e p a t t e r n a s w e
worked on the blackboard f o r Step 1 of the c o s t records
problem this morning,

Here i s a simple form s i m i l a r t o the one we have on the

board, and which we used this morning.

E a s s o u t supply of blank Step 1 Work s h e e t a

L e t t s look i t over t o be c e r t a i n we understand it.

B e a d f i r s t l i n e under heading]

2. ---
What is the Production Problem?
-
E e v i e n d e f i n i t i o n s of ~ p r o d u c t i o n wand I1production problm. -'
* One way of s p o t t i n g t h e production problem i s t o a s k ourselve!
-K what we a r e t r y i n g t o
* correct, o r
* improve, o r
* prevent.

This brings out

What i s wrong - a production problem
 PROGRAM D2TTELOMENT INSTITUTE - FILRST DAY AFTERNOON 21

What i s slow, wasteful o r expensive - a production problem

What could happen - a production problem
are not t r y i n g t o i d e n t i f y a, t r a i n i n g problem - it must
a production problem.

CRemind members of what a production problem r e a l l y is

mything t h a t i n t e r f e r e s with production. Ask:

What i s wrormg in the p l a n t ?

3
What a r e you t r y i n g t o stop?
W-mt does the boss want?
What conditions does management want corrected o r
anticipated?

rAsk members f o r examples i n t h e i r om p l a n t s

problem sheet i f necessary.
- tie back

Be c e r t a i n i t is a ~ r o d u c t i o nproblem, n o t a t r a i n i n g prob-
Discuss u n t i l a l l a r e c l e a r as t o the diffel-ence.
to

-
3, Next we h a m the column headed Evidence.
This means f a c t s and figures; underlying causes and condi-
tions; what has t o be corrected, improved, prevented.

-
I n this column l i s t ALL evidence available.
We can detexmine much of i t by using the f i r s t three sub-
heads under Step 1 of t h e 4-step method.

E e f e r t o card, Perhaps have a member read an item, t h e 7

1 discuss and amplify it in tern of t h e types of pl&ts 1
kpresented in the group. -I
Much of t h e evidence has t o come from people i n the l i n e
organization. The c l o s e r you are t o the l i n e , the b e t t e r
job you w i l l do on g e t t i n g evidence.

The e n t r i e s under evidence should be simply s t a t e d , but

accurate, b r i e f and c l e a r . Get evidence i n f i g u r e s s o
you m i l l have sanething concrete t o check a g a i n s t when
you check results.

CAlways exhaust a l l t h r e e sources of evidence ( f i r s t t h r e e

subheads of Step 1 ) before continuing with the problem. 1
22 PROGRAM DEVELOPMENT INSlTlYTE - FIRST DAY AFTERNOON

It i s only wk A we g e t a t underlying causes, reasons,

and r e l a t e d conditions t h a t we r e a l l y s e e what can be
done about the problem.

CBe c e r t a i n everyone understands what i s meant by EVlDENCE

before you go on t o t h e next column. I
4. Next is a 2-part column headed TRAINING ACTION NEEDED.

That word "neededtt i s important. We a r e not i n t e r e s t e d in

t r a i n i n g t h a t could be undertaken on a general b a s i s just -
on t h a t which must be done.

--
The two p a r t s are Training f o r Whom and Training i n What. --
Trainin f o r Wm means t h e a c t u a l people who w i l l be
h
4 ~rr-ple:

Supervisors Cle rks

Welde rs Engineers
Machinists Depar b e n t heads

Trainin i n What means t h e s p e c i f i c knowledge o r s k i l l needed

d a ~ i z person,
r o r what they need t o know, o r what
t h e y w i l l have to l e a r n to do.

The , t r a i n i n g is n o t planned here b u t neeas a r e i d e n t i f i e d .

This i s t h e p l a c e where you make notes about t r a i n i n g a c t i o n

t o overcame lacks, improve p r e s e n t performance, o r head o f f
f u t u r e lacks.

Eite examples and h a w group c o n t r i b u t e a d d i t i o n a l examples3

5. The l a s t column i s Other Action Needed.

Here may be l i s t e d suggestions f o r samething o t h e r than

training.

Anything which bears on t h e production problem but which

i s not accomplished through t r a i n i n g - such a s changing
an accounting procedure o r moving equipment.
S ~ n e t i m e sthe Itother a c t i o n N must come before " t r a i n i n g
action.It The t r a i n i n g d i r e c t o r u s u a l l y cant t take this
 "other action." f h r t ha dl1 c a l l a t t e n t i o n t o ita
import;ance.

You canEt use t h i s as a l i b i , If there is some p a r t

of t h e pmklsw which can be solved through t r a i n i n g- -
&e,,i n on it. C a l l a t t e n t i o n t o other action,
t-

6. A t the bottom of the work s h e e t i s a very important l i n e :

- ----
Tackle one s p e c i f i c need a t a time.

How do you decide which t r a i n i n g need t o t a c k l e f i r s t ?

membem do n o t suggest these points, I n s t i t u t e ConductoJ

k k e s them:

neediest need good f i e l d t o make shoxing

easiest t o s e l l no delays f o r this plan
20 min, i n s t r u c t o r s ready may not h a m t o try o t h e r s
t o hare fastest results i f this works

Allm E
R I
LL P R O B m FOR WORK SHEET NO.
40 min.
1. Here i s a sample problem which I ' d l i k e t o tell you about.

@Il this problem as f o l l m ]

A spice caplpaqy has a w a r contract f o r a p m r f u l dis-

i n f e c t a n t . I n order to keep it a t f u l l s t r e n g t h u n t i l
it i s used, it must g e t a s l i t t l e a i r as possible.

The packaging department has only one s h i f t . There is

a l o t of waste because loose powder is l e f t open a t the
end of t h e shift.

The powder can be reprocessed but the r e s u l t i s t h a t only

80%of the production i s packed the f i r s t time i t l s
processed.

The supervisors don't seem t o know how much d i s i n f e c t a n t

t o haw s e n t i n -
i f t h e operators run out of powder, it
means delay. So most of the supervisors order t ~ o m u c h .

Everything i n the p l a n t i s running very smoothly except

f o r t h i s problem. The only t r a i n i n g going on a t present
i s a course o u t of hours.
 (For use with Step 1 of P.B. Method - Use card)

m a t i s the Production Problem? 20% reprocessirig of d i s i n f e c t a n t powder

r
TRAINING ACT1 OTHER ACTTON
EVIDENCE
Training f o r Whom? Training i n What? NEEDED
- --
Disinfectant m u s t be protected •’ran a i r Supervis om Properties of Cllosed hoppers?
disinfectant
Operators Importance of t h i s
product

Only 80% of production g e t s packed Supervisors Estimating needs

Disposal of excess

Disinfectant l e f t open approximately 16 hours Return unpacked

a t end of s h i f t i n packaging departanent stock end of s h i f t ?
Supervisors order t o o much d i s i n f e c t a n t Supervisors Estimating needs

Supervisors want t o avoid delays i n g e t t i n g Scheduled

disinfectant deliveries?

IITACKLE ONE SPECIFIC NEED AT A TIME"

 -Distribute n a r r a t i v e account of Disinfectant Reprocessing
problem. Ask the members t o t e l l you how t o f i l l i n the
work s h e e t on the bsaxd. For " t r a i n i n g i n whatw use the
smoke-out questions about knowledge o r s k i l l . Use leading
questions i f necessary, Ask them t o copy on t h e i r own
work s h e e t s .

Keep group together. C l a r i f y misunderstanding. Get ac-

ceptance, Remember t h i s i s p r a c t i c e designed t o g e t fam-
i l i a r i t y with the work sheet -
t h i s i s n o t solving a problem.

LFollow blackboard guide f o r ideas, b u t n o t e x a c t wording.

A s necessary, use 'Ithis t r a i n i n g d i r e c t o r -- , I t

-
Let's g e t one thing s t r a i g h t . We a r e n o t "doing a Step 1"
on t h i s problem. We a r e j u s t learning t o use the work s h e e t
you w i l l use when you r e a l l y go t o work on a problem. We
cannot determine underlying causes in a problem we know
l i t t l e about. But we can make sure we recognize an u n d e r
lying cause.

L e t t s not worry about whether there i s enough evidence. I n

j u s t t h i s much we have the f u l l range of the evidence column.

Ve have same f i g u r e s - only 88% of t h e d i s i n f e c t a n t p r o d u c -

tion goes d i r e c t l y i n t o packages. Unpacked d i s i n f e c t a n t i s
l e f t open u n t i l the next day.

And i t is a f a c t t h a t this d i s i n f e c t a n t must be protec%ed

from a i r s o i t w i l l remain f u l l s t r e n g t h .

Now what a r e the underlying causes? The supervisors order

too much d i s i n f e c t a n t because they d o n ' t want delays. They
d o n ' t seem t o be able t o f i g u r e how much they r e a l l y need.

E x p l a i n other c o l u m n 3

What we have i s not a complete Step 1 - but do we understand

the S t e p 1 work sheet?

E e a v e S t e p 1 on b o a r 4

2. Here is another problem - you, individually, w - i l l f i l l out

a Step 1 work s h e e t j u s t as we d i d together.
Eist r i b u t e
kembers.
copies of Defective Hydraulics problem
~ e a dproblem aloud.
a
Planes a r e being r e j e c t e d because of a s p e c i f i c d e f e c t
i n the hydraulic system. This happens i n about one plane
o u t of three. The people who a r e i n s t a l l i n g t h e hydraulic
systm a r e h i g h l y experienced workers.

The s i t u a t i o n was bad enough t h a t the superintendent took

enough supervisors and inspectors t o s t a y r i g h t with t h e
men who were i n s t a l l i n g t h e hydraulic system. Nobody
could f i n d any f a u l t y work. Yet one plane o u t of t h r e e
had leaks by t h e time i t got t o f i n a l inspection.

Then t h e y began t o t r a c e what happened a f t e r t h e hydraulic

system was i n s t a l l e d .

About two production s t a t i o n s later, a f t e r the hydraulic

s y s t e m had been covered by p l a t e s , t h e radar equipment
i s being i n s t a l l e d .

The r a d a r i n s t a l l e r s d i d n o t know t h a t a hydraulic system

mas under the p l a t e s , and were taking no pains to p r o t e c t
t h e system from damage. Sometimes they d r i l l e d r i g h t
i n t o the hydraulic s y s t e m .

Spot the production problem here.

Write t h e production problem on t h e work s h e e t .

L i s t the evidence.

Decide what a c t i o n , t r a i n i n g and other, i s needed.

1
b b s e r v e each member individually. Coach where necessary.
DO MOT t a l k t o d i s t u r b the others. Make c e r t a i n each
column is c o r r e c t l y used by each individual. See guide
f o r general o u t l i n e of what should came out of t h i s prob-
lem. Allow no more than 10 minutes f o r t h i s . Watch f o r
s i g n s of f i n i s h i n g . Keep things moving. When most show
-evtdence of being through, start t h e discussion.

L e t t s see what we have done with this problem.

isc cuss w i t h the group, c a l l i n g on d i f f e r e n t members f o r ]

peir ideas on t h e various p o i n t s . Remember, you a r e
 (For use w i t h Step 1 of P.D. Method - Use card)

What i s the Production Problem?

-
Leaks i n hydraulic system
T R A I N I N G A C T I O N NEEDED
EVTLENCE OTHER ACTION
Training f o r Vhm? Training i n What? NEEDED
One plane out of three rejected a t f i n a l inspec
t i o n because of leaks i n hydraulic system

Hydraulic i n s t a l l e r s experienced

Hydraulic i n s t a l l a t i o n checked - no f a u l t y
work

Radar equipment i n s t a l l e d a f t e r hydraulic Radar ins t a l l e rs Location of hy-

system covered by p l a t e s draulic system

Radar i n s t a l l e r s not protecting hydraulic Radar i n s t a l l e r 8 Importance of hy-

sys tern - d r i l l i n t o it draulic s y s t e m
HOW t o p r o t e c t hy- Put stop on d r i l l s ?
draulic system
while i n s t a l l i n g
radar

"TACKLE ONE S P E C I F I C NEED A T A ITME"

28 PROGRAM DEVELO~NTINSTITUTE - FIRST DAY AFTERNOON
-confined t o the f a c t s of t h e problem, b u t t h a t each perso;
i s an i n d i v i d u a l and as such i s e n t i t l e d t o vary his con-
v i c t i o n s a s he sees f i t .

If members l e a n toward t h e Itother action* of moving one

system o r the other, remind them t h a t two-thirds of the
planes passed inspection. Therefore, t h e systems d o n l t
have t o be changed.
-
If one o r more seem hazy about the procedure t o be f o l -
lowed w i t h the work s h e e t , you may f i n d i t advisable t o
place a portion of i t on t h e second board. Do n o t belabor--
--
this phase.
-
Are t h e r e any questions on this method o f using t h e work
s h e e t f o r Step 1 i n this procedure?

1 hr.
t o here
CClear up remaining foggy points. Make s u r e each member
has s u b s t a n t i a l l y t h e same work s h e e t as shown on guide.
1
1. The work s h e e t f o r S t e p 2 follows the same p a t t e r n we used
when we discussed t h e Cost Records problem t h i s morning.

CPass out blank work s h e e t s f o r Step 2 and t u r n second

blackboard. 1
---
The f i r s t l i n e a f t e r t h e heading i s l a b e l e d V h a t i s the
-
S p e c i f i c Plan?"

Here we mite t h e name of t h e plan. I n S t e p 1 we have

considered t h e knowledge o r skill needed by sane s p e c i f i c
people. We may combine s e v e r a l of those It t r a i n i n g i n
whatN items i n t o one p l a n -
o r we may break one down i n t o
s e v e r a l plans.

You r e c a l l t h a t our card says, under S t e p 1 -

"Tackle One S p e c i f i c Need a t a Time."

-
What s p e c i f i c need shown i n t h e column headed Training
--
i n What have you picked t o work on?

The name you give t h a t t r a i n i n g plan i s placed on the

f i r s t line.
 PRCGW IIEVELOPMENT INSTITUTE - FIRST DAY AFTERNOON 29

2. --
The second l i n e Training f o r Whan K i l l be t h e employees
who need this training, as shown i n Step 1.

3.
trained.
--
Training f o r how many means the number of people t o be

4, - -
What con+&nt here you w i l l l i s t the i t e m s of t r a i n i n g
m a t e r i a l t o be used i n the plan -
t h e s p e c i f i c knowledge
you want these people t o have, the skills you mant them
t o acquire.

This l i s t i n g must be complete. Be s p e c i f i c - generalities

a r e not enough.

----
---you want
L i s t j u s t what
them t o learn.

Go back t o t h e evidence, Underlying causes must be remedied -

l i s t e x a c t l y the' content t o do t h a t .

E l e a r up any questions on this column, Give examples - geq

kxamples from members.

Remember the r e s t of t h a t item on t h e card

de tennine?
--
- Who can help

5. ------
How Can It Be Done Best?

This column heading covers a l a r g e f i e l d i n i t s e l f .

Here a r e same i d e a s which may be h e l p f u l i n this connection.

E a s s o u t Methods and Aids material.

-
1 Point o u t t h a t the Methods can be used by anyone i n
any p l a n t- the Aids w i l l depend on what you 9need-
what you have o r can have.
T e l l members t h a t the m a t e r i a l on conducting meetings
w i l l be taken up another day,

LTo t h e e x t e n t appropriate, review Job I n s t r u c t i o n ,

s t r e s s i n g breakdown8 and 4 s t e p s . -
6. ----
Who W i l l Train o r Help?
30 PROGRAM DEVELOPMENT INS TI?V ?E - FIRST DAY AFTEXNOON
pick individuals who a r e azready prepared f o r this work
o r who can be coached,

E v e and g e t examples of this

- -
When? - H o w Long?

Add t h e number p e r group i n this column i f number t o be

t r a i n e d is t o be broken up.

Check a g a i n s t evidence f o r importance of problem in

-relation t o time it takes.

Where?

Here, too, be s p e c i f i c .

Check a g a i n s t t h e evidence f o r wise choice of place.

Avoid using a meeting room just because a meeting roam i s

available. Perhaps o t h e r places would be more e f f e c t i v e
f o r sane kinds of t r a i n i n g . On the o t h e r
~ hand, if t h e
shop is noisy and a machine can be p u t i n a n empty roan,
consider t h a t .

c e r t a i n every member understands the

9. The l a s t l i n e on our work sheet is "at i s t h e r e l a t i o n of

t h i s plan t o other c u r r e n t t r a i n i n g plans and programs?n

1 hr. m a t p r i o r i t y should be assigned t o this plan? Consider

20 m i n . t h e importance of the evidence. Look a t t h e s t r a t e g y
t o here involved.

Allor FELL
PROBLEUS ON WORK SHEET FOR STEP
40 min.
L e t t s see i f we can use t h i s f o m .

1. Do you a l l have t h e Step 1 work s h e e t s you prepared on t h e

Defective Hydraulics problem?
E e v i e w evidence col-3
 .-- -.. -. - - - - -- .- - -- - - -

(For use w i t h Step 2 of P.D. Method - Use card)

What is the Specific Plan? Protection of Hydraulic Sys tern

Training f o r Whom? Radar Jns t a l l e r s Training f o r How Many? 20

Who W i l l Train men?

How Can It Be Done Best? o r Help? How Long?
Importance of p r o t e c t i n g 1*hr. tamorrow General fore-
hydraulic sys tern 20 i n group manrs o f f i c e

Importance of hydraulic
system t o p i l o t and crew

Cost of r e p a i r i n g damaged
hydraulic system
Analysis of c o s t f i g u r e s General foreman I
Location o f hydraulic system - explanation
Cutaways. General foreman
D r i l l i n g holes f o r r a d a r Demonstration - p r a c t i c e Radar supervis 01 h r . each man, On job
i n st a l l a t i o n schedule imme-
d i a t e l y , complet
Placement of holes
Depth of d r i l l i n g - 1/81t i n 3 days

'What i s t h e Relation of this Plan t o 0t;her Current Training Plans and Programs? W i l l take only 2 hours gf
each o p e r a t o r t s t h e , and 1 0 hours of r a d a r s u p e r v i s o r t s time - less time than t o r e p a i r one damaged hydraulic

system.
32 PROGRAM DEVELOPY[ENT INS'E'ISJTE - FIRST DAY AFTERNOON
This points c l e a r l y t o a t r a i n i n g p l a n f o r t h e radar
installers - they have t o know the importance of t h e
hydraulic system, where it i s located, and how t o
p r o t e c t it.

W i l l you make o u t a Step 2 work sheet f o r what could be

done f o r j u s t 20 r a d a r i n s t a l l e r s . Now you may not b o w
anything about hydraulics o r radar. But we a m not t r y i n g
t o develop a t r a i n i n g plan. We a r e j u s t checking under-
standing of this work s h e e t because i t is a t o o l you w i l l
use when you go t o work on a problem.
-Have members work individually. The attached Step 2 work-
s h e e t i s f o r your use i n questioning, b u t no attempt i s
t o be made t o get individuals t o have t h e i r work s h e e t s
conform w i t h this.sample. Discuss. Ask a s p e c i f i c member
what evidence l e d him t o p u t i n a s p e c i f i c i t e m of content.
-
Use Methods and Aids b u l l e t i n . Summarize from guide. -
Narr we w i l l run through t h e work s h e e t on the Disinfectant
Reprocessing problem. This work s h e e t pointed t o need f o r
t r a i n i n g f o r both supervisors and operators.

A l l of us w i l l work on how the s u e r v i s o r s can l e a r n t o

estimate needs. Make o ~ a 1 ~ 0 GUDXSGS.
r k
-Have members work individually, then t e l l you whqt t o p
on blackboard. Attached sample gives possible m a t e r i a l -
do n o t attempt t o force group t o bring out t h i s exact
wording. (Step 1 of t h i s problem is already on one boa*

Point o u t t h a t , i n order t o s e l l &e supervisors on the

n e c e s s i t y of estimating needs, they must have some knowi-
edge of the product they a r e working on, and therefore,
all the supervisory needs i n t h e 'Itraining i n what1' column
2 hs. have been covered. ' If appropriate, t i e i n t o Job Instruc-
t o here -t i o n Step 1. -

1. There are no work sheets f o r Steps 3 and 4.

 (FOP -8 With Step 2 of P.D. Method - Use Cad)

m a t i s t h e Specific Plan? Estimating needs f o r d i s i n f e c t a n t packaging

Training f o r Whm? Supervisors of d i s i n f e c t a n t packaging Training f o r HOW Many? 5

aem.
How Can It Be Done Best? n o W i l l 'I'rain When?
What Content? Or H ~ D ? How Long?
Use of d i s i n f e c t a n t by Marine Explanation - pictures Sales Manager u Next Monday
Corps 1 5 minutes
P r o p e r t i e s of d i s i n f e c t a n t Demonstration Chief chemist 1 5 minutes Conference
roam
Estimating needs
S i z e of c o n t r a c t
Production capacity
Disinfectant power needed
Explanation
D i s cussior, of work s tandards
Discussion of schedules
Sener a l foreman 1i hours
.l
BJm-ups

O r a procure-
nent o f f i c e r o r
a veteran

What i s the Relation of this Plan t o Other Current Training Plans and Programs? Training is s o s h o r t -
can be worked i n without i n t e r f e r e n c e .
34 PROGRAM IXVELOPMENT INSmTLTTE - FIRST DAY AFTERNOON
Local conditions i n your p l a n t will determine what you must
w r i t e down i n these s t e p s .

you will make w r i t t e n notes f o r these s t e p s .

I n connection w i t h Step 3, we have a b u l l e t i n which may be
of some help t o you.

rL
Pass o u t copies of "HOW t o Launch a P l a n t Training Programtt
and read main headings.

Discuss the f o l l d n g ideas with the group.

of concrete thinking from them.
G e t evidence
1J
Does t h e t r a i n i n g d i r e c t o r ' s r e s p o n s i b i l i t y end when he has
s p o t t e d a need and made a plan t o meet i t ?

He s t i l l has t o g e t acceptance and understanding, s e e t h a t

those who do the t r a i n i n g a r e equipped, t h a t the t r a i n i n g
a c t u a l l y g e t s s t a r t e d , and, of course, check the results.

CS t r e s s t h e f a c t t h a t t h e card gives d e f i n i t e procedure t o

follow i n g e t t i n g a plan i n t o action.

The t r a i n i n g d i r e c t o r has been working witin t h e l i n e organi-

1
zation - perhaps with top management and with lower l e v e l s
of supervision.

He
.- has been workine: w on a Droduction Droblem. he has used
roduction records, talkgd with pr6chction people, when he
f d e n t i f i e d the needs f o r t r a i n i n g .

When he planned the content, he probably got help froan the

l i n e organization and s t a f f departments.

t h a t Step 3 may be t h e f i r s t time t h a t he has

discussed the whole problem and h i s approach with someone
high enough i n the l i n e organization t o give a u t h o r i t y t o

The evidence, causes, and needs which the t r a i n i n g d i r e c t o r

l o c a t e d a s he worked through the f i r s t s t e p of t h e P.D.
method give him h i s talking points f o r s e l l i n g management.
I
I n general, top managers a r e more i n t e r e s t e d i n production
f a c t s and f i g u r e s than -they a r e i n t r a i n i n g techniques.
Too much d e t a i l on methods may be confusing.
 PROGRAM DEVEEOmEIT INSTITUTE - FIRST DAY AFlERMOON 35

The t r a i n i n g d i r e c t o r must be ready t o explain the plan -

o r help someone e l s e - t o middle management and all those
who a r e a f f e c t e d .

He must be ready t o arrange f o r t h e t r a i n i n g of those who

do t h e a c t u a l i n s t r u c t i o n , The time that this takes must
be considered i n making the t r a i n i n g timetable.

The p l a n i s not ready t o *go i n t o action" u n t i l an agree-

ment has been reached a s t o who is responsible f o r making
continuing use u n t i l t h e production problem has been solved.

Finally, when the p l a n i s s t a r t e d , it must have manage-

ment's known backing, The means may d i f f e r meetings, -
announcements, l e t t e r s -
b u t this p a r t i c i p a t i o n i n the p l a n
as a way t o improve production i s e s s e n t i a l t o g e t t i n g
a c t i o n t h a t produces r e s u l t s .

rL
Be c e r t a i n t h a t each member understands t h e importance
of g e t t i n g a plan i n t o a c t i o n .

Suggest members read t h e whole b u l l e t i n thoughtfully

and c a n p l e t e l y a f t e r t h e session.
1J
3. The t r a i n i n g d i r e c t o r uses a 4-step method. His job i s not
f i n i s h e d just because the t r a i n i n g is s t a r t e d -
o r even
when t r a i n i n g s e s s i o m a r e concluded.

He must see what the r e s u l t s were - check them against t h e

evidence.

Management must be i n f o m e d of results.

These p o i n t s check t h e t r a i n i n g d i r e c t o r ' s r e s u l t s a s a

plan designer.
r

If a p l a n i s n o t g e t t i n g r e s u l t s , he must f i n d out why.

Was the plan followed? Were the i n s t r u c t o r s competent?
Did management back i t ? Did t h e need change? Has any-
thing e l s e happened t o a f f e c t the s i t u a t i o n ?

Checking r e s u l t s i s necessary because of t h e s p e c i f i c needs

which a r e involved 2n t h e p a r t i c u l a r plan.
36 PROGRAM DEVELOPMENT INSTITUTE - FIRST DAY AFmRNOON
I f one plan f a i l s , it becomes harder f o r the t r a i n i n g
d i r e c t o r t o launch h i s next one. It is harder t o s e l l
management, and production people may be r e l u c t a n t t o spend
time on what they may think i s j u s t another kind of t r a i n i n g . 11

Getting r e s u l t s is what t h e t r a i n i n g d i r e c t o r has v i r t u a l l y

guaranteed t o management -and a l s o t h e most important thing
he can do t o e s t a b l i s h h i s own p l a n t reputation.

The t r a i n i n g d i r e c t p r must be the most severe c r i t i c of

t r a i n i n g t h a t t h e r e is i n the p l a n t . He w i l l be helped if
management demands t o be i n f oxmed of r e s u l t s .

Even if t h e production organization i s not expecting Itto be

shown, the t r a i n i n g d i r e c t o r s t i l l must f i n d out j u s t what
e f f e c t the use of h i s plan has had on the production problem.

Sometimes events i n the p l a n t mean t h a t a p l a n has t o be

changed - perhaps while it i s i n operation. An engineer
can r e p a i r a bridge while the t r a i n runs over it.

Training can o u t l i v e its usefulness. Remember t h a t , while

education i s f o r t h e good of the individual, t r a i n i n g i s f o r
the good of t h e p l a n t and of production.

Individual gains and personal appreciation a r e by-products.

I f the need f o r t h e t r a i n i n g has ended, t h e t r a i n i n g- d i r e c t o r

should be the f i r s t one t o recognize t h a t f a c t .

Occasionally t h e need f o r t h e t r a i n i n g ceases a b r u p t l y -the

t r a i n i n g d i r e c t o r should be t h e one t o s e e t h a t a p l a n which
i s not needed is chopped o f f .

H i s f i n a l check of r e s u l t s , of course, is:

u Is the plan helping production?

A t the bottom of the card i s t h e statement on l i n e and s t a f f

r e s p o n s i b i l i t y f o r t r a i n i n g r e s u l t s . Remember that:

* The LINE organization has the r e s p o n s i b i l i t y f o r making

.K continuing use of t h e knowledge and skills acquired
* through t r a i n i n g a s a r e g u l a r p a r t of the operating j*.
But this does not r e l i e v e t h e t r a i n i n g man of r e s p o n s i b i l i t y
for,
 PROGRAM BEVELOPMBNT IE TI TIJTE - FIRST BAY AFTERMOON 37

* The STAFF provides technical. tlknow-howtt on techniques by

* which the l i n e organization keeps a program i n use a s
* long as it is needed i n o r d e r t o g e t continuing r e s u l t s .

T.W.P. has prepared a b u l l e t i n on how a p l a n t can g e t

continuing r e s u l t s .

p st r i b u t e c o p i e g

L e t t s look a t the main headings now, You can read i t

thoroughly l a t e r .

CDiscuss the b u l l e t i n a s follows, enlarging where

appropriate. 1
There a r e c e r t a i n fundamentals f o r g e t t i n g continuing
results.

1, Assign r e s p o n s i b i l i t y ,
2. Get adequate coverage.
3. Provide f o r coaching.
4. Report r e s u l t s t o management and give c r e d i t .

These items give a basic p a t t e r n f o r you t o follaw t o g e t

continuing r e s u l t s fram any t r a i n i n g p l a n you develop f o r
your p l a n t .

The item "Provide f o r coachingu i s i l l u s t r a t e d by f i v e

s t e p s developed by T.W.I. f o r coaching i n the skills of
supervision.

1. Give reasons and advantages.

2. Get understanding o f p r i n c i p l e s .
3 . S e l e c t a problem and work i t together.
4. Ask him t o work o u t another problem alone.
2 hrs. 5. Give c r e d i t .
40 min.
t o here

1. Each of you w i l l now make notes on Steps 3 and 4 of this

D i s i n f e c t a n t Reprocessing problem.
38 PROGRAM BVELOPMENT INSTITU'E - FIRST DAY AFTERNOON
-Steps 1 and 2 a r e on board,

* Use-
-i n work s h e e t s .

- your --
cards t o ---
o u t l i n e Steps 3 and 4.
I
and a l l members have f i l l e d -

Be s p e c i f i c . Work individually.
-Discuss the various ways the d i f f e r e n t members planned
-
t o use Steps 3 and 4. Make i t I 1 l i v e . 1'

h p h a s i a e t h a t when t h e plan i s discussed w i t h manage-

-
ment i t may be revised. You may have t o go back and
do more work on Step 2. You may even have t o get more
evidence.
3 hrs.
10 min. I f necessary, work Steps 3 and 4 of Defective Hydraulics
t o here -
problem.

AUOW
20 min.
FSIGNMENT
FOR SECOND DATJ

1. When you go back to your own p l a n t a t t h e end of this s e c t i o n

of the I n s t i t u t e , you w i l l g e t t o work using t h e &-step
method on a problem in your own p l a n t .

Before then, we want t o make sure t h a t we have clearYy

e s t a b l i s h e d t h e use of the method.

++ Mow you know you cannot s p o t production problems o r plan

* t r a i n i n g i n a conference. You cannot p l a n training i n
* your o f f ice. You have to g e t i n t o the p l a n t .
* But I w i l l ask you t o check your understanding of the method
+c between now and tanorrow morning by going through the f o u r
++ s t e p s on a p r a c t i c e problem. '

Suppose t h a t , when you r e t u r n t o your p l a n t , you f i n d t h a t

your p l a n t has suddenly been given a r e l e a s e on c i v i l i a n
production o r received a new w a r c o n t r a c t ; t h a t not more
than 200 workers dl1 be involved, and t h a t the change
w i l l happen in four weeks.

What w i l l t h i s mean i n your p l a n t ?

It w i l l mean something d i f f e r e n t i n every p l a n t .

PROGRAM DEVELOPMENT INS 'IT TUTE - FIRST DAY AFTERNOON 39

Eo i n t o d e t a i l a s n e c e s s a r d
To a p l a n t which receives a c o n t r a c t f o r a new war product
or has t o change its manufacturing procedures, t h i s prob-
ably w i l l mean t h a t there w i l l be no one i n the p l a n t who
bows the new work.

To a p l a n t which has been converted t o war work, it may

mean reconverting a p a r t of t h e plant. But reconversion i s
not always simple -
w i l l your p l a n t go back to e x a c t l y the
same design a s before the war? Are t h e r e s k i l l e d workers?
How about supervis ors ?

I f a p l a n t has been b u i l t i n w a r t i m e t h e r e may n o t be a

supervisor o r worker who b o w s how t o make t h e new product.

Perhaps you already a r e on c i v i l i a n production and t h i s ex-

pansion i s t h e r e s u l t of a l i f t e d employment c e i l i n g t o take
c a m of new orders. O r perhaps raw m a t e r i a l s have been
scarce - now you can g e t more. A t any r a t e the p l a n t is
p u t t i n g 200 workers (present o r new employees) on t h i s job.
How about supervisors?

E e l a t e this t o each memberls own p l a n t a s f a r a 7

1 possible. I
Apply t h i s t o your own p l a n t - w h a t would t h i s change
a f f e c t i n g not more than 200 workers i n f o u r weeks mean
i n your p l a n t ?

-
Use a c t u a l conditions in your p l a n t r i g h t now.

Consider a change t h a t i s possible o r probable.

Plan what could be done about it i n f o u r weeks - .

- --
R e s t r i c t your plan t o what a f f e c t s 200 workers o r l e s s .

Work through a l l f o u r steps.

There a r e work sheets bere f o r Steps 1 and 2. Make d e f i n i t e

w r i t t e n plans f o r Steps 3 and 4.

Keep i t simple.

A l l of you a r e t o bring a ccmplete 4-step p l a n tomorrow.

40 PROGRAM DEVELOPMENT INS!IT TUTE - FIRST DAY AFTERNOON
Remember t h a t i n Step 1 you of ten s p o t many t r a i n i n g needs.
But you can tackle only one a t a time. Take j u s t one train-
ing need and develop the o t h e r three s t e p s f o r it.

C 1
I f there a r e questions, c l a r i f y i n d i v i d u a l l y i n t e r n
of t h e s p e c i f i c p l a n t .

Use present conditions i n your p l a n t .

A change i n product, production method, o r s e r v i c e

i n your company's p l a n t o r establishment.

Your p l a n t must be ready t o meet a problem which

-
could occur w i t h i n f o u r weeks.

-
Not more than 200 present o r new workers w i l l be
d i r e c t l y involved i n t h e change.

-
3 .* Remember, this i s s t i l l j u s t p r a c t i c e you wont t do
* overnight planning a t hane on a r e a l problem.
3 hrs.
30 m i n .
t o here 4 . pstributs blank work s h e e t 3
 PROGRAM DEVELOPMENT INS T I TUTE

Second Day - ~orning

r Express s a t i s f a c t i o n a s t o group attendance and p a r t i c i p a t i o n

i n previous session.

IDi3cuss r a p i d l y t h e objectives of each step, Use d i f f e r e n t

1individuals f o r comment as you work through t h e 4-s t e p method. (
(
1
&ake this review snappy b u t thorough.

,
F i r s t we must :

-
1. Spot a Production Problem.

We c a n c t j u s t say: We need some t r a i n i n g , n It i s n l t

even enough t o go a s far as : We ought t o do sanething
about our supervisors.

-
We have t o have a s p e c i f i c Why f o r t r a i n i n g .

Why do we need t o t r a i n ?
Who are we going t o t r a i n ?
What i s our goal?

We can g e t a t these s p e c i f i c needs i f we do some of these

things under S t e p 1,

p k one member t o r e a d aloud t h e f i r & subhead under Step

G e t s u ~ e r v i s o r sand workers t o t e l l about t h e i r current

problem.

Then and only t h e n are we tapping one of t h e b e s t sources

of evidence f o r production problems.

E s k one member t o read aloud the second subhead under Step

Uncover problems reviewin records - performance, cost

turnover, - T a d
r e j e c t s , acc
-9

Individual performance a s well as group records should

be reviewed.
Waste, scrap, and salxage =cords are important.
4% PROGRAM IXVELOPMENT INSTITUTE - SECOND DAY MORNING
- a member t o read t h i r d subhead under Step
Gsk

--
Anticipate problems r e s u l t i n g f r a n changes
organization, production, o r p o l i c i e s .
-
We cannot a f f o r d t o wait u n t i l -
new equipment is i n s t a l l e d
new shifts report f o r work

We need t o g e t i n e a r l y on the t r a i n i n g needs t h a t cane fran

organization, production, o r o t h e r changes.

There a r e o t h e r ways by which you l e a r n of t r a i n i n g needs:

Customers may mention sane.

Public opinion may p o i n t t o sane.

Next we:

-
Analyze t h i s evidence.

I n t h i s way we can r e a l l y see what a c t i o n needs t o

be taken.

I d e n t i f y t r a i n i n g needed.

This i s where we begin t o work on solving t h e pro-

duc t i o n problem through t r a i n i n g .

- - - -
Tackle one s p e c i f i c need a t a t h e .

I n order t o do a good job we work on one s p e c i f i c need.

2. Develop -
a S p e c i f i c Plan. -
@sk member to read aloud a l l Step 2 s u b h e a d g

We develop a t r a i n i n g plan by asking questions and answering

them.
Who w i l l be trained?
- --
s t c o n t e n t ? m c a n help determine?
How can i t be done b e s t ?
iiiz aGbsx 35 - .

-
s..- n s h o u l d i t =
e-
- - - - - ~

---
should it be dam?
- 7 -
-
done? How long w i l l - -
take ?
 PROGRAM IEVELOPMENT INSTITUTE - SECOND DAY MORNING 43

kemind members of Methods and Aids b u l l e t i a

Making a t r a i n i n g plan would not be too d i f f i c u l t if t h a t

were a l l w e had t o consider.
Anyone can f i n d one piece of t r a i n i n g t h a t needs t o be done
and plan t o meet it.

Watch f o r r e l a t i o n of t h i s ~ l a nt o o t h e r current training

p i a s and programs.
One t r a i n i n g plan cannot be adopted without thinking of
the other t r a i n i n g which is going on i n the plant.

You may need t o consider whether supervisors are already

doing s o much i n s t r u c t i n g t h a t they have no time t o
supervise.

Perhaps conference roans are used t o capacity.

Naybe the t r a i n i n g you have planned i s not needed as badly

as some other kind of training. You a r e r e a l l y going t o
have t o consider t h e r e l a t i o n of your plan to the o v e r a l l
t r a i n i n g program.

3. ---
Get Plan I n t o Action.

E e a d each subhead t o g r o u a

S t r e s s t o management evidence of need -

use f a c t s and
-
~ r e s e n tthe expected results.
-
- -
Discuss F a n contenmethods.
-<=able f o r plan.
-----
Train those who do the training.

Fix r e s--T-T-+-
~ o n s iil t v o r continuine use.
-
Secure understandin and acceptance b~ those affected.

When you take t h e t r a i n i n g plan t o management, sane changes

may result.

Maybe you cannot get as much i n s t r u c t i o n time f r a n supervisors

as you had planned.

You may have t o change the methods you planned.

44 PROGRAM DEVELOPMENT INSTITUIE: - SECOND DAY MORhTNG

you must end up with a p l a n which management w i l l not

only approve b u t w i l l support and w i l l follow up.

The t r a i n i n g d i r e c t o r is a s t a f f man, and the t r a i n i n g

plan w i l l g e t its b e s t start i f he is a b l e to:

--
Be s u r e management p a r t i c i p a t e s .

4. -
Check Results.
E e a d subheads under Step 4 and commeng
How can r e s u l t s be checked? Against what evidence?
-
E t r e s u l t s w i l l b e looked f o r ?
-
-
Is management-being-drhm?
Is t h e l a n b e i n followed?
-
--%d--
How IS i t e ng e p t in use?

-- reduction?
This c a r d s e t s down the method w e have been t a l k i n g about -
--
the way t o meet a t r a i n i n g --
need i n your p l a n t .

We w i l l use i t over and over i n this I n s t i t u t e a s we have

yesterday.

Encourage questions abaut meaning of St e p g

1 0 min. When you go back i n t o your p l a n t s o r establishments you w i l l

t o here -
use it t o plan t r a i n i n g t o meet t h e needs of your p l a n t s .

Allow
2 hrs.
p
50 min. Ask one member t o p r e s e n t t h e problem assigned a t t h e l a s t
session. Follow standard procedure. P u t Steps 1 and 2 on
board, canpletely. Allow an average of 50 minutes. If a
member has not followed t h e standard i n s t r u c t i o n s , i f he
has not used a c t u a l present conditions, go on t o another
member. T e l l him you w i l l come back t o him next day.

Have t h r e e members p r e s e n t plans during morning.

Do n o t
belabor the discussions. Take a lo-minute intermission
halfway through t h e morning.
S t r e s s a f t e r each p r e s e n t a t i o n the n e c e s s i t y f o r being on
3 hrs. t h e job when meeting a production problem through t r a i n i n g
t o here -S t r e s s t h a t t h i s i s only PRACTICE. -
 PROGRAM DEPELOPMENT INSTITUTE

Second Day - Afternoon

AI.~OW @PLY 4 - s METHOD
~ ~ TO D E V E L O ~ N ?OF INDUCTION P L A ~
1 hr.
- the
30 m i n e
C
~ n s t i t u t eConductor presents this s e c t i o n
-
problem i s not t o be developed from group.
inductioy

1. Now metre going t o consider Itinduction.tt Many p l a n t s have

found they need an induction plan. m5.s has t o be a pro-
gram of t h e i r m.

m e n we s a y Itinductionn we mean:

Getting t h e new employee acquainted with the p l a n t ,

o r the old employee with a new department.

Breaking the i c e f o r t h e newcomer.

Introducing "himIt t o the canpany - maybe "her" t o

i n d u s t r i a l work.

w "Job t r a i n i n g " is not p a r t of induction.

w r'Induction'l is "learning the plant."

* nInstructionu is Ulearning t h e job."

2. Induction starts a f t e r the employee is hired, o r t h e - o l d

employee i s t r a n s f e r r e d .

There a r e many things which cane before induction - and

they undoubtedly a f f e c t t h e new employee.
What t h e guard does a t t h e gate, what happens i n the
employment department - these a f f e c t the new man. But
-
they a r e not p a r t of induction.

Inductiom concerns employees - not v i s i t o r s o r applicants.

Tfie impression o f anyone who comes t o t h e p l a n t i s impor-
t a n t , and it may present a t r a i n i n g problem. But i t i s
not induction.
46 P R O G W DEVELOPMENT INSTIIVZ - SECOND DAY AFTEXNOON -
-- -
m e n does induction end? Maybe it never does, but we have
t o have a conmnon understanding. L e t t s t a l k j u s t about the
f i r s t month i n the p l a n t - Each of you w i l l have t o decide
on t h e appropriate time f o r your o m p l a n t -it may be
l e s s than a month q r more than a month.

3. Can we work out an induction plan here?

Not a standard one f o r a l l industry,

Induction -- --- --
i s t h e introduction of a person t o the very
l
P, a c e where he i, --
s going t o work'

Each induction plan i s d i f f e r e n t - because of the p l a n t -

because of the people.

We a r e going t o consider sane common points fram induction

plans .
I n your own p l a n t s you may want t o s e e whether e x i s t i n g
problems could be met through an induction plan.

--
4. What -- - -
w i l l you have t o consider about your awn p l a n t ?

New one : modem

poor t r a n s p o r t a t i o n
not i n f u l l production

Converted: makeshift
crowded

Same product a s usual: but have t o use new m a t e r i a l s

newcomers mix with oldtimers

Waste o r safety: materials a r e scarce

processes introduce new hazards

Unusual s e c u r i t y precautions: Amy o r Navy

5. - - - -- -
Who a r e the new employees who a r e caning t o your plant?

Older men Negroes Veterans

Women Handicapped Workers from o t h e r plants
 PROGFLAM DEVELOPMENT INS 'ITTUTE - SECOND DAY AFTERNOON 4.7

b o not l e t t h i s grow i n t o i t d i e - ~ a s t i n g l l- ''all wmen a r e1

La l i k e , " e t c . The emphasis here should be on change i n the
employee group. J
----
What a r e these new peopJe like7' -
Not a-like.
To a i l g f them work and work place w i l l be:

new
strange
perhaps d i s t u r b i n g

When you plan induction you must have the vie o i n t of the
+
f
i
- -
-
new person. Short-service people o f t e n ma e up a
centage of your turnover.
gh per-

What kind of impression do you want these new people f a

g e t ? You want them t o l i k e t h e place, t o want t o s t a y ,
t o f i t - i n quickly.

-
It does matter whether they --
o f f t o t h e r i g h t start.
Some things t h e y could "pick up".1f you l e a r n a rule by
-
breaking it, you remember i t t h e next time. But i s t h a t
the b e s t way to l e a r n ?

Do you t h i n k t h e new person w i l l become a good worker sooner

i f he hows h i s way around? Of course - then youhave t o
-
see t h a t he l e a r n s .

Information booklets have t h e i r place -

motion p i c t u r e s may
help - b u t n e i t h e r guarantees ' t h a t the person l e a r n s and
remembers.

~ is a train-
Induction i s not llemosure t o i n f o n n a t i ~ n . ~It
--
ing job.

7. Here is a production problem from which one t r a i n i n g d i r e c t o r

s p o t t e d a need f o r induction.

I n this p l a n t production was only 80% of capacity, and

the orders were on t h e b a s i s of f u l l capacity. The
t r a i n i n g d i r e c t o r was a t t h e p l a n t superintendent's meet-
ing where it was discussed. He s a i d he f e l t the trouble
L8 PROGRAM EVELOPMENT INSTITUTE - SECOND DAY AFTERNOON

was worn-out machinery and t h a t held noticed a t l e a s t

one i d l e l i n e i r L every department he walked through on
his way t o t h e meeting.

The chief engineer s a i d t h e machinery wasn't worn out,

t h a t people were s o r e because they hadnl t had any r a i s e s
and were j u s t c a r e l e s s .

The personnel d i r e c t o r s a i d t h e r e was s t i l l room f o r

them t o make more money s i n c e most of the p l a n t was on
piecework, and he thought t h e trouble w a s t h a t new people
d i d n ' t know how t o do t h e work.

Now, do you t h i n k t h e r e ' s a production problem?

rGet group agreement t h a t production problem i s "Production

down t o 80%.lf Put on board.

1 Encourage group t o see that t h e r e is no evidence - every-

saw the problem b u t each offered a d i f f e r e n t cause.
1
I

It looks a s i f everyone pointed t o a cause t h a t c o u l d n l t be

t r a c e d t o him, d o e s n ' t i t ? L e t t s see what happened next.

It a l l ended w i t h the superintendentls saying he wasn't

t r y i n g t o p i n the blame on anyone - but why not f i n d
out, and do sanething about i t ?

The t r a i n i n g d i r e c t o r picked up the b a l l from there.

He stopped i n a department and pointed t o a n i d l e l i n e
and s a i d t o t h e foreman, IfHow long ~211 i t take t o
t h e punch p r e s s fixed? Is t h e conveyor broken, too? Et
The foreman s a i d , V h a t I s t h e m a t t e r with t h e punch
p r e s s ? It i s n ' t down f o r r e p a i r s . I d o n l t have enough
people here a t work today."

That gave t h e t r a i n i n g d i r e c t o r a j o l t . He began t o

r e a l l y look f o r t h e reasons behind i d l e machinery. He
g o t the same s t o r y every place - not enough people a t work.

Next he went i n t o what was behind t h a t "not enough peoplen

remark. This i s what he found out:

kill i n evidence c o l u ~ al s you talk - see blackboard g u i d a

What i s t h e Production Problem? Production down t o 80%
--

TRAINING ACTION IEEDED OTHER A C T I O N

EVIDENCE
- -
Training f o r Whom? Training i n What? NEEDED

1,000 jobs i n p l a n t

Never more than 950 f i l l e d Investigation too

long?

Never more than 900 a t work any one day Every absentee Importance of work

Wrnover 5%a month plant-wide

Turnover 20% a month, l e s s than 3 mo. service

Turnover 30% a mo., t h i r d shift, under 3 mos.

Absenteeism 5% a month plant-wide Every absentee Importance of work

Absenteeism 15% a month, under 3 months' A l l new people and Importance of work
service, approximately same a l l s h i f t s present s h o r t service

Averages 10 months t o g e t up t o guarantee on A l l new people and Work they a r e t o dc

piece r a t e present s h o r t s e r v i c e

90% of r e j e c t s fram l e s s than 6 months1 service A l l new people and Work they a r e t o dc
present s h o r t service

"TACKTS ONE SPECIFIC NEED AT A TIME"

50 PROGRAM DEVELOPMENT INSTITUIE: - SECOND DAY AFTERNOON
1000 jobs i n p l a n t
Never more than 950 f i l l e d
Never more than 900 a t work any day
Turnover 5% a month plant-wide
Turnover 20% a month, less than 3 months 1 s e r v i c e
Turnover 30% a month, third s h i f t , under 3 months
Absenteeism 5% a month plant-wide
Absenteeism 15% a month, under 3 months approximately
same a l l s h u t s
Averages 1 0 months t o g e t up t o guarantee on piece r a t e
90% of r e j e c t s from l e s s than 6 monthsf s e r v i c e

Naw he g o t a l l this evidence frcun reviewing records. He

decided i t was time t o t a l k t o same supervisors and t o
same workers - some workers who mere frequent absentees,
and t o some who were s i t t i n g i n the personnel o f f i c e
waiting f o r t h e i r f i n a l checks. He g o t a l o t more evidence:

E d d t o evidence column as you ta&I

Provoked discharges
Transportation f o r t h i r d s h i f t
Didnt t l i k e jobs
D i d n l t l i k e supervisors
Thought work dangerous
D i d n t t l i k e pay

Absenteeism

Didnt t think work important

Looking f o r b e t t e r job
Tired

When he had a l l t h i s evidence, there was c e r t a i n l y a b e t t e r

b a s i s f o r a c t i o n than when t h e three s t a f f men were s h i f t i n g
blame i n the superintendent 1 s meeting.

L e t t s follow h i s analysis of t h e evidence.

t o &de.
discussion. Blackboard work should be s i m i l a r

decided. "
A s necessary, say "This t r a i n i n g d i r e c t o r

Do you notice how much more action came o u t of tlunderlying

1
causes" than o u t of j u s t p l a i n Itfacts and f i g u r e s t t ? We need
both.
52 PROGRAM DEVELOPMENT INSTITUTE - SECOND DAY AFTERNOON
9 Underlfing causes suggest action.
+t
--
Facts and f i g u r e s give us bench-marks when we check r e s u l t s .

Now t h i s t r a i n i n g d i r e c t o r found much a c t i o n needed. He

-
decided t h a t t h e f i r s t s t e p should be t o g e t new employees
off t o a good start, and t h a t a clean-up job on the others
should be done as r a p i d l y as possible.

Sane of the o t h e r t r a i n i n g needs concern supervisors, but

h i s decision a s t o t h e place t o s t a r t t o work f i r s t i s on
t h e new employees.

9 The t r a i n i n g d i r e c t o r i s now ready f o r S t e p 2. He c a l l e d

h i s plan "Inductionn and i t is f o r a l l new people, which
meant 50 a month t o h i m .

He considered "he need of g e t t i n g across t o these new people

some idea of t h e importance of t h e i r work. He r e a l i z e d t h a t
they were going t o have t o have b e t t e r i n s t r u c t i o n i n how t o
do the work, b u t t h a t would be a separate plan.

He decided t h a t , while they would be taught t h e s a f e way t o

work, smetkir.lg should be done about t h e i r f e e l i n g they
were i n danger.

-
There was d i s s a t i s f a c t i o n about pay some could be traced
t o the f a c t t h a t i t took than s o long t o g e t t o t h e place
where they made more than t h e minimum. Could anyone be
wondering about the difference between t h e $40 he was
guaranteed and the $30 i n h i s pay envelope i f he didnl t
understand deductions?

I n a l l , these people j u s t d i d n t t seem t o t h i n k i t was a good

place t o work. What could be done about t h a t ? There were
many good t h i n z s about the p l a n t - i t wouldn't h u r t t o p o i n t
them out.

So he planned Induction. This i s what he decided on.

CDistribute copies of Induction Step 2 work sheets.

Read and discuss .
Remember t h a t , in planning content of an induction program,
I
we have t o consider:

-
m a t new people need to know.
n
(For use with Step 2 of P.C. Methoa - Use card)
2
V
1
P
a
What i s the Specific Plan? Induction rn,
O

0
Training f o r Whom? A l l new employees Training f o r How Many? 50 a month N

7r-

What Content? How Can It Be Done Best? Who W i l l Train When?

o r Helo? How Long? Where?
Cmpany production - Show completed product Individually a s
mobile mounts f o r rocket Point out what employee w i l l soon a s new em-
g- do ployee i s b r ough.
One of newest weapons t o department
decreases I n f a n t r y
casualties
S i z e of company orders - Sketch on paper how d a i l y
not up t o f u l l production l a g p i l e s up
How people l e a r n jobs Description of job t r a i n i n g
s a f ety-firs t
q u a l i ty-second
quantity-third, b u t very I f necessary t o
important - Amy and keep waiting,
Pay ?rovide some
smployee maga-
How pay i s figured
guaranteed minimum
-
Figure with h k n a t h i s o m
r a t e ; s t r e s s advantages of
Supervisor zines
piece r a t e beating guarantee
deductions Summarize deductions
Company p o l i c i e s Mention company standing and
i n t e r e s t s of employees a t t i t u d e ; t e l l him he w i l l
Itgood place t o work1! like plant
Company r u l e s Explain 2 r u l e s , give rule
Badges book t o take home and 30 minutes t o
No smoking study; i n v i t e qEes t i o n s 1 hour depending
on employee
Company f a c i l i t i e s
Lockers - showers Take him t o locker
Lunch Arrange worker take t o lunch
Package passes Does he need one now?
Driving clubs Find out how he g e t s t o work
(Continued)
 INDUCTION (Continued) c
.\

wl
-4
+
V
I
w
0
Who W i l l T r a i n When?
N
What Content? How Can It Be Done Best? How Long? Where?
O
a
o r Help?
*
w
m
D e t a i l on pay 7ses h i s d a i l y time c a r d s . :ndividually, 5upervisorts
a
a Minimum -
Figure w i t h him what h i s p a y iay p a y r o l l is
;urned in,
desk
Piece r a t e envelope w i l l c o n t a i n .
Pay p e r i o d - l a g Supervisor 10 minutes
Deductions Answer q u e s t i o n s .
Withholding tax
Social Security Show h h how he can i n c r e a s e
War bonds h i s p a y - on job e v e r y day,
Union dues increased. p r o d u c t i o n .

D e t a i l on r u l e s Go through b o o k l e t - answer Lndividually , Supervisor's

questions. ?nd of f i r s t desk
reek - 1 5 min.
\
O f f i c i a l company welcome Speech and r o c k e t news r e e l . 3lant supt. 3nd of month, a1 Auditorium
new employees,
D e t a i l on f a c i l i t i e s Explanation. Personnel d i r e c spp roxima te l y
Recreation, s p o r t s tor 50 i n group
Employee s t o r e
Employee magazine

D e t a i l on Vacations and Explanation Personnel 14 hours

pens ions Distribute printed plans. director
E l i g i b i l i t y dates
P r o d si o n s

What i s t h e R e l a t i o n o f this P l a n t o Other C u r r e n t T r a i n i n g P l a n s and Programs? This can and should be under-

taken f o r a l l new employees a s soon a s t h e y come t o work; we should c a t c h up on a l l s h o r t s e r v i c e e m p l o ~ e e sa s

soon a s p o s s i b l e . Other p l a n s c a n ' t start u n t i l people a r e t r a i n e d t o handle. S u p e r v i s o r s can do t h i s now.
 PROGFWd DEVELOPMENT INSTITUlZ - SECOND DAY AFTERNOON 55

-
What new people want t o know.
--
What p l a n t wants them t o know.

HOW a r e they going t o l e a r n these things? I t i s not just a

m a t t e r of providing information -
i n s t r u c t i o n i s necessary.

The supervisor i s c l o s e s t t o t h e new employee. The super-

v i s o r is t h e one most affected when t h e new person f a l l s
down. H e c a r r i e s most of t h e load i n this plan.

uut, induction i s a team job. Each person does what he can

do best. The general superintendent c a n f t s t o p t o t a l k t o
each new person i n d i v i d u a l l y -
he can t a l k t o them a s a
group.

You w i l l notice t h a t this induction plan takes place a t

f o u r d i f f e r e n t times. Altogether i t takes l e s s than 3
hours. Do you think i t would be a s e f f e c t i v e t o j u s t put
a l l t h i s together on t h e new person1 s f i r s t half-day?

You d o n t t Itdrench" people if you want them t o l e a r n . You

p u t f i r s t things f i r s t . But you schedule a l l , s o nothing
w i l l be overlooked.
This p l a n can be s t a r t e d a t once. The o t h e r t r a i n i n g needs
we saw i n Step 1 r e q u i r e t h a t supervisors Le t r a i n e d i n
o r d e r t o c a r r y them out. But this .one need n o t be delayed.

10. The t r a i n i n g d i r e c t o r has t o g e t t h i s plan i n t o action. He

uses the f a c t s and f i g u r e s he collected i n Step 1.

He points o u t expected r e s u l t s - drop i n absenteeism and

turnover i f :

workers f e e l a t ease, l i k e p l a n t , h o w work i s important,

understand j u s t where they stand, supervisors show
i n t e r e s t i n employees

Would i t help to p o i n t o u t the a c t u a l d o l l a r and cents c o s t

of this turnover?

The boss may have same i d e a s of h i s own - he may want more

evidence - he may suggest a change i n the t r a i n i n g plan.
The f o u r s t e p s a r e s o c l o s e l y r e l a t e d t h a t we s m e times have
t o go back t o a s t e p , then on again.
 @SIGNED
56 PROGRAM DEVELOPMENT INSTITUTE - SECOND DAY AFTERNOON

I t is very important t h a t this p a r t i c u l a r p l a n be launched

through the l i n e o r g a n i z a t i o n . It would be r a t h e r easy f o r
a p r o d u c t i o n man t o t h i n k t h a t a staff m a n was c r i t i c i z i n g
how he had inducted new people i n t h e past. But if top
management says "This i s the way we I r e going t o do it,!'
t h a t 1s d i f f e r e n t .

The t r a i n i n g d i r e c t o r wants the r e s u l t s of this p l a n checked -

and he wants t h e o p e r a t i o n o f the p l a n checked.

11. I have been t r y i n g t o do two things here:

Open up the s u b j e c t of induction - b u t i t i s n o t j u s t

something t o undertake unless i t is an a c t u a l " t r a i n i n g
a c t i o n needed. "

S e t a b e t t e r example of the d e t a i l needed i n both S i e p 1

and S t e p 2 - when you work on your own ma1 problems, you
w i l l be doing very exhaustive work.

12. T.W.I. has a b u l l e t i n c a l l e d "Introducing the New Ehployee

t o the Job. I' It gives examples of how two companies have
approached Induction.

The forms they,use, the t i m e periods covered -

both d i f f e r
from what we have discussed here. But both have t h e new
person i n mind, and b o t h consider induction as a t r a i n i n g
job.

1 hr. men you use the P.D. 4-step method, if you s p o t a need f o r
30 m i n . Induction - remember i t i s t r a i n i n g , and remember the new
t o here person.

A ~ O W PROBLEMTJ
2 hrs.
E a n d l e t h r e e more problems - standard p r o c e d u r a
3 hrs.
40 min.
t o here
 PROGW DEVELOPMENT INSTITU?E - SECOND DAY AFTERNOON 57

AU* FCHEDUS
FOR THIRD DATJ
5 min. -
remaining plans will be considered. Encourage those
members t o review t h e i r work sheets and notes i n t h e light
of t h e plans presented s o f a r .

K.M.C. Chief of Training w i l l o u t l i n e a v a i l a b l e l o c a l

public t r a i n i n g s e r v i c e s .

Group w i l l have opportunity t o discuss the conducting of

p l a n t meetings.
3 hrs.
45 min.
t o here LD i s t r i b u t e copies of ttIntroducing the New Employec t o the
Job. -
 P R O G W DEVELOPMENT INS T I TUTE

Third Day - Morning

2 hrs.
L-
-

L -I

r
45 min.
W.M.C. Chief of Training outlines available publiF
training services and answers questions .
2 hrs.
55 mill.
t o here
k e e detailed outline i n mference section. -
 PZOGRAM DEVELOPME;NT INSTITUTE

Third Day - Afternoon

A I ~ ~ A ELANT
MEETINGS - WHAT CAN BE DONE TO IMPROVE THE^
30 m i n .
One of t h e most u s e f u l t r a i n i n g methods i s t h e p l a n t
meeting. S t a f f meetings a r e commonly held i n mmy p l a n t s .

Meetings t o acquaint employees of change i n p o l i c i e s ,

regulations, etc., a r e often held. Discussion meetings
a r e held f o r supervisors.

These and many o t h e r meetings a r e occurring i n p l a n t s a l l

over t h e country.

A tremendous f i n a n c i a l and time investment i s made in

meetings.

Do your meetings get r e s u l t s ? Probably some do and

some d o n ' t . That s t h e usual experience. Some
plant men say that meetings a r e a waste of time,
t h a t t h e y d o n ' t g e t any place, that t h e y t a k e t o o
long.

k t ' s be p r a c t i c a l about t h i s matter. L e t ' s view a plant

meeting a s a device f o r aiding production.

Compare it t o a machine .I f a machine i s n t producing up

t o standard, do you j u s t thruw it out? Not u n t i l you have
asked a l o t of questions about it.

F i r s t you determine i f you r e a l l y need t h e machine I s out-

put. If you do, you take t h e machine a p a r t t o f i n d out
what s wrong. Then you t r y t o c o r r e c t t h e t r o u b l e and
get t h e machine back t o standard production.

Why not apply t h i s same l o g i c a l approach t o t h e meeting

question? Think about your own p l a n t .

1. Is There a Need f o r Meetings?

Are t h e r e a number of important f a c t o r s on which you

want t o keep your supervisors informed? Items l i k e :

production schedules company p o l i c i e s

product changes organization procedures
union agreements r u l e s and regulations
60 PROGRAM DEVELOF'MENT INSTITm - THIRD DAY AFTERNOON -
I f so, plant meetings can do the job economically
and e f f e c t i v e l y .

Of course, you can send out memorandums on t h e s e

subjects; but w i l l they f i l l t h e b i l l ? Can a change
of policy o r wage r a t e that required hours of d i s -
cussion t o formulate be c l e a r l y described in one o r
two paragraphs?

If a supervisor misunderstands a d e t a i l , but a c t s on

t h e b a s i s of his i n t e r p r e t a t i o n , he may embarmss
both himself and t h e company. /

Presenting such v i t a l material a t a meeting gives t h e

supervisors a chance t o ask questions about p o i n t s
which a r e n o t c l e a r t o them.

On t h e o t h e r hand, do you l i k e t o consult with your

foremen about l i c k i n g a production problem, i n t r o -
ducing a change, g e t t i n g a new p o l i c y understood?
Meetings can a l s o be valuable a i d s i n t h e s e s i t u a -
t ions.
On t h e s e l a t t e r problems, individual supervisors may
help, but t h e y w i l l get b e t t e r r e s u l t s i f t h e y pool
t h e i r ideas. Ten o r f i f t e e n foremen working t o g e t h e r
on a production problem w i l l a r r i v e a t f a r b e t t e r
s o l u t i o n s than any one of them w i l l develop alone.

W h a t ' s 7frong With Our Present Meetings?

Meetings f a i l f o r t h e follawing causes:

no reason f o r t h e meetings - rambling

j u s t l e c t u r e s o r arguments
t o o much t o cover
bad surroundings, poor atmosphere, o r poor set-up
l a s t t o o long - don't s t a r t and s t o p on time
careless leadership

Fundamentally, i s n ' t c a r e l e s s l e a d e r s h i p a t t h e r o o t
of most of t h e s e complaints? A capable l e a d e r who
t a k e s his r e s p o n s i b i l i t y s e r i o u s l y w i l l see that such
conditions do not a r i s e .

It seems that our whole problem b o i l s down t o helping

our supervisors run b e t t e r p l a n t meetings.
 PROGRAM DEVELOPMENT INSTITUTE - THIRD DAY AFTET1NOON 61

3. How Can We Help Supervisors Run B e t t e r Meetings?

A s i n every undertaking, t h e key t o running success-

f u l meetings i s thorough p r e p a r a t i o n . I f t h e l e a d e r
has prepared himself i n advance a meeting i s more
l i k e l y t o have good r e s u l t s .

Much has been w r i t t e n on t h e s u b j e c t of how t o prepare

f o r and run a meeting. For convenience, here a r e t h e
b a s i c p o i n t s t o keep in mind.

CThe following can be discussed a s w r i t t e n on t h e

board. Abbreviate if necessary. I
Get r e a d z Define c l e a r l y j u s t what you a r e t r y i n g
t o accomplish
L i s t p r i n c i p a l p o i n t s t o be covered
Decide what t o t a k e along: samples,
models, c h a r t s , r e p o r t s
Find s u i t a b l e p l a c e - q u i e t , adequate
l i g h t , s u f f i c i e n t room
Check before meeting t o be s u r e every-
t h i n g i s ready

Open t h e meeting S t a r t on time

S t a t e c l e a r l y j u s t what you a r e trying
t o accomplish
Find out what members of t h e group a l r e a d y
know about t h e s u b j e c t - f i l l i n gaps

Guide t h e d i s c u s s i o n Q u e s t i o n group and i n d i v i d u a l s (what,

how, why, e t c . )
Find out what i s i n t e r f e r i n g w i t h
a c c o m d i s h i n ~t h e o b j e c t i v e
Use r e p o r t s , models, samples t o g e t
across ideas
Discuss p o s s i b l e s o l u t i o n s

Close t h e meeting Make sure t h a t t h e r e i s a common under-

standing about Who i s going t o do
what, and when.
F i n i s h on time.

CS t r e s s underlined items a s key p o i n t s i n conduct-

i n g a meeting.

Of course, j u s t having a 4-step plan does n o t i n s u r e

I
t h e success of a meeting. One l e a r n s t o r u n meetings
62 PROGRAM DEVELOPMENT INSTITUTE - THIRD DAY AFITRNOON
by running meetings, For t h i s reason, some compa~lies
~ r g a n i e ep r a c t i c e groups t o permit t h e i r s u p e r v i s o r s
t o improve t h e i r technique of handling meetings.

A f t e r a l i t t l e p r a c t i c e , anyone who c l e a r l y knows t h e

o b j e c t i v e of h i s meeting, and who has a d e f i n i t e plan
f o r reaching t h a t o b j e c t i v e , need never worry about t h e
e f f e c t i v e n e s s of h i s meeting.

30 min. E r a s e board w m k g
t o here

Allm ENE mbfFERIS PLAN^

40 min.
k a n d l e t e n t h member s plan. Follow standard p r o c e d u r d
1 hr.
1 0 min,
t o here

I n t h i s I n s t i t u t e we have been demonstrating t h e use

of t h e & s t e p method. We have gone a s f a r a s we can
in a conference. It i s up t o you now.

A t t h e opening of t h e I n s t i t u t e we s a i d we must l o c a t e
t h e p l a c e s o r problems in our p l a n t s which need our
a t t e n t i o n f i r s t . And y o u ' l l have t o go out i n t o t h e
p l a n t t o do t h i s ,

YO; a r e going t o do t h a t i n your own p l a n t . Then,

you w i l l go on t o use t h e 4-step method of meeting
production problems through t r a i n i n g ,

J u s t what a r e you going t o do when you g e t back t o

your p l a n t s ? How a r e you going t o s p o t production
problems?

around t h e group asking t h i s q u e s t i o n of 1

I
each member, Make s u r e each member:

understands
I
i n t e n d s t o use method and t o r e t u r n w i t h s
plan
work on a r e a l plan -
an imporbant one -
one t h a t can be worked on w i t h i n time
limits; g e t h e l p from t h e l i n e organiza-
- ion.
t -
PROGW DEVELOPMENT INSTITUTE - THIRD DAY AFTERNOON 63
-
S t r e s s d i f f e r e n c e s between production problem
and t r a i n i n g problem.
S t r e s s d i f f e r e n c e s between plan and program.
Emphasize: t a c k l e one t h i n g a t a time.
T e l l I n s t i t u t e members you w i l l check w i t h
each one in person o r by phone - make schedule.
Plans w i l l be presented in group
-
no c r i t i c i s m of w h a t you decided
-
- f u l l discussion on how method was used.
3 . You w i l l probably f i n d several needs. - Some of t h e m w i l l
point t o more than one kind of t r a i n i n g .

Suppose you meet your boss and he asks you what you've
gotten out of t h i s ?

a method
consideration of several kinds of t r a i n i n g plans

You can t e l l him your r e a l work w i l l be i n t h e plant.

'After you spot a s p e c i f i c production problem in your

p l a n t and d r a f t one t r a i n i n g plan t o meet a s p e c i f i c
part of t h e problem, you m i l l bring it back f o r t h e
f i n a l two days of t h e I n s t i t u t e _. and -9 begin-
ning a t - a.m.

Be sure t o include a l l f o u r s t e p s in any plan you make.

You w i l l have t o develop your own work shee-ts f o r

Steps 3 and 4.

-
Do not bring in a plan a l r e a d y i n operation unless you
have used t h e complete 4-step method and gone through
t h e plan on that basis.

We w i l l ask each of you t o discuss your own s p e c i f i c

t r a i n i n g plan. In order that we can d i s c u s s it without
any l o s s of time, w i l l you put a l l f o u r s t e p s on l a r g e
pieces of paper we can hang on t h e blackboard, o r bring
6 or 7 copies so we can f o l l m them?
If you do bring e x t r a copies, t h e y w i l l be returned t o
you a s of course they would not work i n another plant.

out I1Management and S k i l l e d Supervision,

"Improving Supervisors1 Knowledge of t h e Work,
"Keeping Supervisors Informed about Their
and blank work sheets.
64 PROGRAM DEVELOPMENT INSTITUTE - THIRD DAY AFTEFNOON -

1 hr.
55 mino
t o here
rL
Point out that t h e s e may be h e l ~ f u lin working out
t h e i r plans.
11
I f members a r e not f a m i l i a r with wSupervisorst Five
Needs," o u t l i n e b r i e f l y .

-
A:
21

20
to
-
Al.
2 :
40

3 i
t0
-
 PROGRAM DEVELOPMENT INSTITUTE
Fourth Day - Morning

hllorr E~NING
OF SESSIZJ
20 Illin.
Eelcome I n s t i t u t e members b r i e f l d

1. Each one of you m i l l now present h i s production problem -

anything which i n t e r f e r e s with production.

And h i s t r a i n i n g plan - an organized method of solving a

s p e c i f i c p a r t of a production problem.

You w i l l t e l l us how it f i t s i n t o t h e t r a i n i n g program -

a combination of t r a i n i n g plans coordinated t o meet t h e
t r a i n i n g needs caused by a s p e c i f i c production problem.

2. To get t h e most out of t h i s 4-step method of meeting a

production problem through t r a i n i n g , you have t o be
able t o do f o u r things:

In Step 1 you are a diagnostician.

I n Step 2 you a r e t h e plan designer.
I n S t e p 3 you have t o be a salesman.
Then i n Step 4 you a r e a "checker-upper."

3. -
These four s t e p s a r e c l o s e l y r e l a t e d you cannot
design a good plan unless you r e a l l y g e t evidence -
so Step 2 depends on Step 1. You cannot get a plan
i n t o a c t i o n unless you can show t h a t your plan -
Step 2 - meets needs - Step 1.

Therefore, Step 3 depends on Steps 1 and 2. Step 4 i s

a follow-up not of Step 3 alone - it means t h a t you see
20 m i n . whether t h e t r a i n i n g a c t i o n planned i n Step 2 r e a l l y
t o here met t h e problem spotted in Step 1.

~ 1 1 SENTAT
~ AT ION OF MEMBERS ~u.i.3
2 hrs.
40 m i n . bridle two members1 plans - not more than one hour and a 1
q u a r t e r each- standard procedure - take 10-minute i n t e r -
3 hrs.
t o here
in mid-morning .
 PROGW DEVELOPMENT INSTITUTE

Fourth Day - Afternoon

-
1 hr.
E h i s s e c t i o n i s t o be presented and discussed, noi;]
k v e l o p e d . Get agreement on points. J
-
1. Training alone does not solve a l l production problems.
I n f a c t , some other a c t i o n o f t e n must precede t r a i n i n g
action.

Managements have often found that supervisory t r a i n i n g

does not get r e s u l t s because of t h e c a l i b e r of t h e
supervisors.

Some p l a n t s have supervisory s e l e c t i o n plans -

some
have none - some pay a t t e n t i o n t o higher l e v e l su.per-
r i s o r s but f o r g e t that job-setters may move up t h e
supervisory ladder.

Good supervisors a r e v i t a l t o management. Good means

of s e l e c t i n g supervisors a r e important t o good r e l a t i o n s
with workers, supervisors, and the union.

C h a r a c t e r i s t i c s of a good s e l e c t i o n plan are :

way t o locate good men from t h e ranks

d e f i n i t e way t o measure a l l against t h e
same standanls
judgment by more than one person

L e t t s take a look a t t h e supervisors whom we a r e going t o

t r a i n . Many a r e new.

Where a r e these new supervisors coming from?

' -
Can t h i r e supervisors.
Promoted from t h e ranks.

2. Does it make a d i f f e r e n c e who i s picked out t o become

a supervisor?

Management depends on supervisors t o get t h e work out.

Other supervisors and s t a f f men a r e held up in t h e i r
work i f some supervisors a r e not doing a good job.
PROGRAM DEVELOPXENT INSTITUTE - FOURTH DAY AFTERNOON 67

Workers need and want good supervisors. Unions may

c r i t i c i z e both poor supervisors and poor methods of
choosing supervisors.

Is t h e t r a i n i n g d i r e c t o r concerned about who a r e picked

out t o become supervisors? He w i l l be concerned i n t h e i r
trainhg. Much t r a i n i n g time i s l o s t by t r a i n i n g wrong
people .
About everybody in t h e p l a n t i s i n t e r e s t e d i n t h e q u a l i t y
of supervisory s e l e c t i o n . Do you now have a s e l e c t i o n
program f o r supervisors in your p l a n t ?

Does it go c l e a r down t h e l i n e t o job-setters, leadmen?

Don't some of them move up t h e supervisory l a d d e r -
become foremen, e t c ?

-
Do you need a selection'program? Deciding today t h a t
another supervisor i s needed tomorrow d o e s n ' t give much
chance f o r good s e l e c t i o n .

In normal times, we knew workers p r e t t y w e l l - but now

we do not know people well enough t o make spot decisions.
W i l l j u s t anybody be a good supervisor?

Best o p e r a t o r i s not n e c e s s a r i l y a good supervisor.

&tan with best p e r s o n a l i t y w i l l not n e c e s s a r i l y be a good
supervisor.
Not everybody wants t o be a supervisor.
Not everybody can be a supervisor - c a n ' t s t o p "doingIt
and begin "directing."

3. How does supervisory s e l e c t i o n t i e up w i t h t h e t r a i n i n g

d i r e c t o r ' s job?

Q u a l i t y of supervisory s e l e c t i o n a f f e c t s t r a i n i n g program.
Group judgment of supervisory prospects i s b e t t e r than
individual selection -
t r a i n i n g d i r e c t o r should be one of
t h e s e l e c t i o n group.

The t r a i n i n g d i r e c t o r , because of t h e e f f e c t on h i s job,

may be the one t o c a l l t o t h e a t t e n t i o n of management t h e
-
need f o r b e t t e r supervisory s e l e c t i o n .

When we analyze evidence in Step 1, we may spot ' ' b e t t e r

supervisory ~ e l e c t i o na~s ~"other a c t i o n needed . I 1
68 PROGRAM DEVELOPMENT INSTITUTE - FOURTH DAY Al?lXFNOON
4. Before we s t a r t t o work on what i s going t o be i n a
s e l e c t i o n plan, we know w e t r e going t o have t o have
something which w i l l be acceptable t o :

management
present supervisors
present vrorkers
union organization

What w i l l g e t management acceptance?

A plan that:

picks b e t t e r men
shakes good men loose from "indispensablew
operating j obs
provides objective b a s i s f o r judgment

What w i l l supervisors support?

way t o get b e t t e r subordinate supervisors

removal of charges of f a v o r i t i s m

What w i l l t h e workers expect from a supervisory

s e l e c t i o n plan?

b e t t e r supervisors
, a chance t o be considered f o r promotion by a
uniform, f a i r b a s i s of judgment

What w i l l t h e union demand of t h e plan?

openly explained
judge each person according t o same standards

These requirements b o i l dawn e a s i l y because t h e y

a r e not f a r a p a r t .

5. T.K.I. was asked t o help p l a n t s t o f i n d a b e t t e r way

t o s e l e c t supervisors, A method, drawn from indus-
t r i a l experience, was developed, It i s described in
d e t a i l in a b u l l e t i n we w i l l give you.

6. The f i r s t s t e p i s t o get candidates.

E r i t e headings on board, and f i r s t s t e a

 PROGRAM DEVEL0PBdE;NT INSTITUTE - FOURTH DAY AF'TETiNOON 69

Steps in Plan How Can It Be Done Best? Who W i l l Handle?

1. Get Candidates.
- - - -- - ---
- --

How a r e we going t o spot t h e people among our present

employees who look l i k e good people t o consider f o r
supervisory jobs?

--
One way c e r t a i n l y i s t o ask t h e present supervisors.

Explain that it w i l l not a f f e c t t h e i r own jobs.

Emphasize t h e i r r e s p o n s i b i l i t y f o r developing men.
Mention advantage of having good subordinates.
Discuss supervisory q u a l i t i e s .

Do some of your supervisors hold back names of t h e i r

b e s t operators because t h e y think t h e y c a n ' t replace
them?

Bring supervisors t o g e t h e r in a group, and ask

each one t o submit t h e names of two o r t h r e e
b e s t supervisory p o s s i b i l i t i e s .

No one w i l l want t o have it seem that his m

department has no good men.

You may want t o explain your need f o r supervisors t o

everyone in t h e plant.

Let workers I1nominatel1 themselves.

Let them nominate f e l l o w workers.

You w i l l need t o explain t h e s e l e c t i o n plan:

W e s u r e t h e y understand t h a t only a few can be

promoted. But everyone w i l l be considered.

--
Perhaps you w i l l want t o ask t h e union t o make
nominations.

Make s u r e that union members understand how t h e

plan w i l l operate :

h e l p in g e t t i n g nominations i s welcome.
a c t u a l d e c i s i o n w i l l be made by management.
any question of q u a l i f i c a t i o n s w i l l be
discussed w i t h anyone concerned.
70 PROGRAM DEVELOPbBNT INSTITUTE - FOURTH DAY AFTERNOON -
Who i s going t o ask f o r nominations - perhaps t h e
manager would be t h e b e s t person.

Selection of Supervisors

Steps in Plan How Can It Be Done Best? Who W i l l Handle?

1. Get candi- Nominated by present Manager asks f o r

dates supervisors nominations
Workers1 nominations
Union suggest ions

7. -
The second s t e p i s a rough screening t h e elimination
of those who do not measure up against t h e f i r s t re-
quirements. How do we do t h i s ? -

-
The head of t h e s e l e c t i o n committee probably someone
from t h e personnel department - discusses i n d i v i d u a l l y
with each supervisor t h e following about each nams he
has presented.

Man's work record

How he g e t s along with other workmen
Any supervisory t r a i t s such a s a b i l i t y t o
t r a i n new men
How he conducts himself on t h e job
Does he make suggestions?
What s p e c i a l t r a i n i n g has he had?
Is he level-headed?
I s he w i l l i n g t o l e a r n ?
I s he acceptable t o a s s o c i a t e s and supervisors?
Can he adapt himself t o change?

When t h e supervisor considers these points, he may

withdraw some of h i s nominations.

Similarly, union nominations a r e discussed w i t h a

union representative and t h e union may upon considera-
t i o n withdraw names.

A man who nominated himself may withdraw h i s own name

when he considers advantages, disadvantages, and re-
s p o n s i b i l i t i e s of a supervisory job.

k n t i n u e with blackboard work4

 PROGRAM DEVELOPKZNT INSTITUTE - FOURTH DAY AFTEXNOON n

2. Rough Discussion of each name Chairman of

screening with person making selection
nomination committee

8. A l l t h e remaining candidates a r e then considered

5 group.
Group can make b e t t e r decision than any i n d i v i d u a l can.

Decisions improved.
,%sponsibility i s -shared.

Who should make up t h e group? Who i s i n t e r e s t e d ?

Product ion department

Personnel department
Training department

One r e p r e s e n t a t i v e from each w i l l make a good

s e l e c t i o n committee.

Group reviews a v a i l a b l e records.

Include h e a l t h and s a f e t y records a s w e l l as

production and pay reports.
Use any r a t i n g s and t e s t scores a v a i l a b l e .

I f no one i n group knows a man personally, an i n t e r -

view w i l l be d e s i r a b l e .

Probably t h e s i z e of t h e group of candidates w i l l be

considerably reduced by now.

I f you have had some records - such a s t e s t scores -

which give a concrete measure, and on t h e same b a s i s
f o r every person, you may have enough f a c t s now t o
make a decision.

F o n t inue blackboard w o r k 1

3 . Consideration
of a l l remain-
J o i n t consideration in
committee
Selection committee
production, person-
-
ing candidates nel, t r a i n i n g
72 PROGRAM D E V E U M T INSTITUTE - FOURTH DAY AFTERNOON
9. If you do not have some standard measure f o r each
--
person, some p r a c t i c a l t e s t of a b i l i t y , you now
proceed t o g e t t h i s kind of information.

Using t h e same measuring s t i c k f o r a l l appeals t o

management :

It gives a way t o back up

It decreases chances of favoritism.

A Worker l i k e s it:

He has had his chance t o t r y t o make t h e grade.

He can be shown where he f a l l s in a group.
Unions approve :

Favoritism i s decreased.
W e r i t t l can be measured.

What kind of t t p r a c t i c a l t e s t of a b i l i t y " s a t i s f i e s

t h e s e requirements?

T.W.I. recommends something simple and p r a c t i c a l such

as an arithmetic t e s t .

E v e r y s u p e r v i s o r keeps some records.

A n m r s questions about computing pay.
Needs t o understand simple d i r e c t i o n s .

Simple a r i t h m e t i c t e s t s a r e acceptable t o workers and

t o unions, and management g e t s a measure of man's
a b i l i t y t o read d i r e c t i o n s and do. simple figuring.

'Where do you g e t t h e s e t e s t s ?

Many a v a i l a b l e commercially.
T.W. I. provides sample of simple f o m

How do you use these t e s t s ?

Explain c omplet e l y t o a l l c once rned

Best handled in a group s o a l l g e t t h e same
.
s t o r y first-hand.
Give t h e t e s t without a time l i m i t , but record
t h e time taken.

Eontinue with blackboard w o r k g

 PROGRAM DEVEIX)PWQJTINSTITUTE - FOURTH DAY AF773RNOON 73

4. P r a c t i c a l Explained and given t o Manager K i l l

t e s t of a l l remaining candi- explaia
ability d a t e s a t once

10. The s e l e c t i o n committee i s now ready t o again review

-
t h e records. The r e s u l t s on t h e a r i t h m e t i c t e s t a r e
j u s t more f a c t s .

Should a minimum score be s e t ?

No, t h e r e i s no Ifpassing grade." This i s j u s t a

--
way t o spot t h e men who a r e b e s t a b l e t o understand
w r i t t e n d i r e c t i o n s and p e r f o m simple computations.

Do not l e t anyone make a decision s o l e l y on t h e b a s i s

of a t e s t record. It i s only one in t h e s e r i e s of
f a c t s which must be weighed.

A l l t h e f a c t s are now in; t h e s e l e c t i o n committee i s

ready t o consider each man on t h e b a s i s of:

Record and experience a t t h e p l a n t

Own q u a l i t i e s -
c h a r a c t e r i s t i c s and a c c e p t a b i l i t y
Standing on a u n i f o m t e s t of a b i l i t y

k o n t i n u e w i t h blackboard n o r g

5. Review of Includes personnel Selection

records records and t e s t score committee

11. The s e l e c t i o n committee now makes i t s decision.

Each man must be accepted o r rejected.

If t h e man i s accepted:

He may be appointed now.

He may be put in a pre-supervisory t r a i n i n g program.
He may become part of a s u p e r v i s o r j reserve o r pool
(but do not p a t any man in t h e pool whom you would
not be w i l l i n g t o appoint tomorrow if t h e r e were
an opening -in o t h e r words, t h i s must not become
an a l i b i ) .
74 PROGRAM DEVELOPadENT INSTITUTE - FOURTH DAY AFTERNOON
Each person who knew he was being considered must now
be not i f ied. Do not hedge.

6. Decision Appoint, r e j e c t , o r put Select ion

in supervisory pool committee
-- -

12. Would this selection plan work in your plant? A l l

-
plants a r e d i f f e r e n t you would have t o consider
w h a t your plant needs, w h a t you can s e l l t o manage-
ment, and w h a t you can operate.

Perhaps you have a standard employment t e s t which

makes a uniform measure available f o r any worker.
Maybe in your plant you would not think it f e a s i b l e
t o open supervisory nominations t o the plant a t large.

You w i l l have t o l i n e up -
own selection plan.

But remember these q u a l i t i e s of an e f f e c t i v e selection

program :

Participation in nominations
Group judgment
Use of uniform, objective measure

And any plan w i l l have t o be f o l l m d up.

A t the end of t h i s session I w i l l give you a b u l l e t i n

summarizing this supervisory selection plan.
 PROGRAM DEVELOPMENT INSTITUTE - FOURTH DAY AETEFNOON 75

kompleted board work w i l l look l i k e thisd

Steps in Plan How Can It Be Done Best? Who W i l l Handle?

1. Get candidates Nominated by present Manager asks f o r

supervisors nominations
Workers nominations
Union suggestions

2. Rough screening Discussion of eachname Chairman of selec-

with person making t i o n committee
nomination

3. Consideration J o i n t consideration in Selection committee -

of a l l remain- committee production, person-
i n g candidates nel, t r a i n i n g

4. Practical t e s t of Explained and given t o Manager explains

ability a l l remaining candi-
dates a t once

5. Review of records Includes per.sonne1 rec- Selection committee

ords and t e s t scores

6 . Decision Appoint, r e j e c t , o r put Selection c o d t t e e

in supervisory pool

1 hr.
t o here

AI.I.~ @BENTATION OF MEMBERS PULNEJ

three memberst plans -
average 50 minutes each
standard procedure -
take 10-minute intermission i n
mid-afternoon.
3 hrs.
40 min. Distribute copies of IaHow t o Select New S u p e r v i s ~ r s . ~ l
t o here
 PROGRAM DEVELOPMENT INSTITUTE

F i f t h Day - Morning
A ~ O W ~~SEXTATIOIIOFMEMBERS~PM~

40 min.

1 hr.
40 m i n .
two plans.
Use standard procedure with s p e c i a l s t r e s s on Step 3 .
1
t o here

~1lo-r & ~ ~ I N G ~SIJLTTJ

20 min.
We have referred constantly t o the 4-step method. T h i s morn-
ing we have given p a r t i c u l a r a t t e n t i o n t o Step 3. Your boss
expects t o hear from you - that's your lead f o r Step 3.

But w h a t about Step 41 Does anyone have any doubts about

that step? Do you know how t o check?

rDiscuss.

1
Stress:
Use of Step 1 evidence .
Use of existing records -
keep simple
Use of %eforen and n a f t e r t t f i g u r e s -

2 hrs.
-
Remember you check production r e s u l t s and program design.
I n production r e s u l t s , you look f o r both immediate and
i 0 min. .
long-term r e s u l t s
t o here

Allm ~EMELLBER~SPMI
50 m i n a -
procedure, Give s p e c i a l emphasis t o Step 4. Ask
whether member has considered these steps in g e t t i n g con'
tinuing r e s u l t s :

I 1. Responsibility assigned
3 hrs.
t o here
1L 2. Adequate coverage
3 . Provision f o r coaching
4. Reporting of r e s u l t s and c r e d i t .
 PROGRAlM DEVELOmT INSTITUTE

F i f t h Day - Afternoon

50 min. E t a n d a r d procedure w i t h s p e c i a l emphasis on S t e p

t o here

Allow
10 min.
ELATION OF PIANS AND PROGRAMS~

Now we're going t o place a l i t t l e more emphasis on one l i n e

from Step 2. Watch f o r r e l a t i o n of this plan t o o t h e r
current t r a i n i n g plans and program^.^^

p f e r t o a s p e c i f i c member's plag
Can you s t a r t r i g h t away on this t r a i n i n g plan you t o l d us
about?

When you analyzed your evidence i n Step 1, you found several

kinds of t r a i n i n g a c t i o n were needed.

Suppose we take another look a t just why you chose t h e one

you did t o develop i n t o a t r a i n i n g plan r i g h t away.

M c h need i s t h e most pressing? Which i s going t o be t h e

e a s i e s t t o s e l l t o management? To t h e l i n e organization?

W i l l this t r a i n i n g plan r e a l l y accomplish something

definite?

Do you have people t r a i n e d t o c a r r y on t h i s plan? Can you

g e t them t r a i n e d promptly?

a l l questions first t o t h e man, then t o t h e

Keep from wlecturing..ll

Poor timing can s p o i l t h e b e s t plan. If t h e supervisors

1
i n a department a r e now attending t h e 10-hour Job Instruc-
t i o n sessions, would it be a good idea t o arrange f o r Job
Methods next week?

O r , even if it were a q u i t e d i f f e r e n t type of t r a i n i n g

plan, should you h e s i t a t e before you suggest keeping him
off t h e job p a r t of each day, continuously?
78 PROGRAM DEVELOPMENT INSTITUTE - FIFTH DAY AETEINOON

There i s another angle of timing -

perhaps t h e r e i s no
c o n f l i c t a s f a r a s the people who a r e being t r a i n e d a r e
cdncerned - ht how about the people who a r e doing the
training?

Can you think of s t a r t i n g one plan without considering

the demands being made on i n s t r u c t o r s ?

On t h e other hand, t h e r e may be no t r a i n i n g going on i n

a p a r t i c u l a r department. Is it theref ore a "good time f o r
- --
some"? Not unless it meets c u r r e n t needs. -
No t r a i n i n g plan can g e t under way u n t i l t h e i n s t r u c t o r s
a r e a b l e t o do t h e t r a i n i n g and u n t i l any material and
a i d s they need a r e prepared.

Likewise, physical f a c i l i t i e s must be considered -

i s there
conference space a v a i l a b l e ? Can the t r a i n i n g shop be used
a t this time?

Sometimes t h e r e i s overlapping between plans. Can they be

combined? A t l e a s t we can see t h a t t h e same person i s n ' t
scheduled f o r both.

Occasionally t h e r e a r e disagreements. If a new intensive

plan f o r a s p e c i f i c t e c h n i c a l subject i s introduced, what
does t h i s do t o the old, longer program which has a d i f -
-
f e r e n t approach perhaps s l i g h t l y d i f f e r e n t content?

If t h e r e i s Itjust too much t r a i n i n g going on," and the

new plan i s designed t o meet an urgent need, what other
plan o r program can be eliminated o r postponed?

The t r a i n i n g d i r e c t o r t a c k l e s one need a t a time -

but he
-
constantly watches a l l t h e t r a i n i n g going on in t h e plant
f o r t h e inter-relationships.

Training can cause much confusion if it i s n o t organized -

and you might k i l l t h e whole t r a i n s g program -
l o s e support
from t h e management and from t h e l i n e organization - if you
1 hr.
t o here
-
do not i n t e g r a t e your program according t o p l a n t needs and
the current operating s i t u a t i o n .

E a k e lo-minute i n t e r m i s s i o a
 T IXSTFTlKE - FIFTH DAY AFTERNOON 79

s t r e s s i n g r e l a t i o n of f o u r steps.
1
"Line and S t a f f R e s p ~ n s i b i l i t i e s . ~

You need a l l t h e evidence:

1. t o be sure you have a l l t h e f a c t s

2. t o suggest and support content
2 hrs. 3. t o s e l l plan
t o here 4. t o check r e s u l t s

A ~ O W ~ ~ K Y A N D C L O S ~ ~
only time
actually 1. Training accomplishes best r e s u l t s when an operating
needed man considers it so much a part of d a i l y operations
that he s e e s that it i s c a r r i e d on i n h i s department.
(not more
than 45 min.) When l i n e supervisors have t h i s viewpoint, one t r a i n i n g
man i s a b l e t o serve a l a r g e operating department o r
section.

The t r a i n i n g man provides t h e t e c h n i c a l nknow-howm -

-
operating men do t h e t r a i n i n g .

There a r e , of course, emergency s i t u a t i o n s where pres-

sure i s so g r s a t that t r a i n i n g cannot be c a r r i e d on in
a production department.

In other cases possible damage t o material, o r product,

o r machine, o r accidents t o workers might make it un-
wise t o do i n i t i a l t r a i n i n g on the production l i n e .

Again, t h e r e may be common t r a i n i n g needs such as -

c l e r i c a l , instrument reading, use of small t o o l s , etc., -
i n more than one department which can be most economically
met through c e n t r a l i z e d t r a i n i n g .

O r , elrtreme noise may make a separate i n s t r u c t i o n shop

more e f f e c t i v e than t r a i n i n g in the a c t u a l department.

In such cases t r a i n i n g men may do t h e a c t u a l t r a i n i n g .

Wen t h i s t r a i n i n g i s done i n accordance with production
needs, it i s e f f e c t i v e ,

Providing t h e t o o l s f o r meeting production problems i s

.
t h e t r a i n i n g man's contribution t o his p l a n t and t o tho
war e f f o r t
 PROGRAbf DEVELOPMENT INSTITUTE - FIFTH MY AFTElWOON
-
- when a &step
C
Explain c e r t F f i c a t i o n
in ope rat ion. 1
plan i s a c t u a l l y

2. Fhank group f o r t h e i r p a r t i c i p a t i o n .
1
3.
L
Go around t h e group asking each f o r comments ABOUT THE
METHOD and i t s use in h i s uwn company NOT ABOUT THE
INSTITUTE o r t h e I n s t i t u t e Conductor.
-
Training Within Industry wants t o keep in touch with each
1 the
t ion
will
c onv
plant, each I n s t i t u t e member.

T.W.I. a t a l l times a c t s a s a clearing-house. Give u s

-
Sele
your good i d e a s s o others can benefit. And w e ' l l be
n o t more , a b l e t o make some o t h e r s a v a i l a b l e t o you. prod
than memb
2 hrs. Remember t h e 4-step method w i l l help you t o meet a =Pr
55 min. production problem if you USE ALL FOUR STEPS. plan
man'
info

but
to a
ing I

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know:
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 PROCEDURES FOR SETTING UP A PROGRAM DEVELOPMENT INSTITUTE

An I n s t i t u t e i s l i m i t e d t o 10 members. No v i s i t o r s a r e admitted t o
the I n s t i t u t e f o r informational o r promotional purposes. A c e r t a i n varia-
t i o n i n t h e members of any one I n s t i t u t e i s d e s i r a b l e . This I n s t i t u t e
w i l l be u s e f u l t o men from small p l a n t s , l a r g e plants, new p l a n t s , and
-
converted p l a n t s . When appropriate, one T.W.I. s t a f f member may attend.

Selecting I n s t i t u t e Members

-
Plants a r e i n v i t e d t o send r e p r e s e n t a t i v e s . Individual t r a i n i n g o r
production men a r e not i n v i t e d . The T.W.I. representative w i l l c a l l on a
member of t h e p l a n t ' s t o p management and extend t h e i n v i t a t i o n t o send a
representative i f t h e r e i s a man who i s f u n c t i o n a l l y responsible f o r in-
plant training.%nagement i s promised a t t h i s time that i t s t r a i n i n g
man w i l l conie back with a s p e c i f i c plan f o r h i s own p l a n t -
not general
information.

It i s not necessary that t h e p l a n t have a full-time t r a i n i n g d i r e c t o r ,

but t h e a u t h o r i t y and r e s p o n s i b i l i t y f o r t r a i n i n g must have been delegated
t o a s p e c i f i c person i n order f o r t h p p l a n t t o be represented. The f o l l m -
ing questions may be asked in determining t h e proper r e p r e s e n t a t i v e t o send:

Does he have a p a r t i n deciding w h a t \ r a i n i n g i s needed i n t h e plant?

W i l l he plan induction of new emfiloyees?
Is he going t o plan t r a i n i n g f o r i n s t r u c t o r s ?
W i l l he be responsible f o r planning a Supervisory Training Program?
Is he going t o have t o organize an apprentice program?
W i l l he be t h e contact man d e a l i n g with outside educational agencies?

If t h e p l a n t has not assigned t h e r e s p o n s i b i l i t y f o r t r a i n i n g t o a

s p e c i f i c person, t h i s may r e s u l t in a request f o r a s s i s t a n c e i n f i n d i n g a
t r a i n i n g d i r e c t o r . One way t o g e t a t r a i n i n g d i r e c t o r i s t o h i r e one.
Another and b e t t e r way i s t o t a k e a man from t h e l i n e organization who
knows t h e p l a n t , and through such means a s t h i s I n s t i t u t e , ' h e l p him with
t h e t e c h n i c a l s i d e of h i s job. When an operating man has t h e responsi-
b i l i t y f o r t r a i n i n g a s p a r t of h i s job, but not a t r a i n k g t i t l e , he is,
.
of course, e l i g i b l e t o a t t e n d t h e I n s t i t u t e

I f a T.W.I. v i s i t r e s u l t s in t h e appointment of a t r a i n i n g d i r e c t o r
who comes from t h e outside, it w i l l probably be best f o r him t o get some
f a m i l i a r i t y with t h e plant before being e n r o l l e d in a P.D. I n s t i t u t e .

In t h e case of a very l a r g e p l a n t , where r e s p o n s i b i l i t y f o r t r a i n i n g

i s broken d m by departments, an I n s t i t u t e f o r members of j u s t one plant
may be d e s i r a b l e . Makc sure that a l l a r e t r a i n i n g designers, n o t j u s t
 7

82 PROCEDURES FOR SETTING UP A PROGRAM DEVELOPMENT INSTITUTE

sho
i n s t r u c t o r s . The t o p t r a i n i n g man i s asked t o a t t e n d a previous standard pla
I n s t i t u t e , i n order that he can handle t h e coaching between t h e s e c t i o n s
of t h e I n s t i t u t e and l a t e r follow-up.
Con
It should not be assumed that no t r a i n i n g i s going on in a p l a n t - the
t h i s I n s t i t u t e i s a work session f o r men from p l a n t s which already have ten
t r a i n i n g programs a s w e l l a s f o r those which do not. It gives t h e experi-
enced t r a i n i n g man t h e opportunity t o review h i s t r a i n i n g program i n t h e
l i g h t of new pressures and t h e a i d s i n t r a i n i n g now a v a i l a b l e . It gives
%z
any t r a i n i n g man p r a c t i c e in using a s k i l l approach t o meet production
problems through t r a i n i n g . t il
f ou
A f t e r management has designated t h e man t o a t t e n d , t h e T.W.I. repre- on1
s e n t a t i v e will, i f possible, c a l l on the t r a i n i n g d i r e c t o r and give him tec
f u r t h e r information about this I n s t i t u t e which has t h e backing of his P .I
management. He should not be made t o think t h a t he has been ordered t o
a t t e n d . The o b j e c t i v e s of t h e I n s t i t u t e and i t s time schedule should be
explained. P .I
In!
D e t a i l s of time and place should be confirmed in w r i t i n g with both P .I
t h e management and t h e company representative. In-and-out attendance a I
destroys t h e value f o r a l l members and i s generally disturbing, so it
must be understood in advance t h a t t h e I n s t i t u t e i s not a drop-in a f f a i r .

Scheduling t h e I n s t i t u t e

Five days a r e required f o r t h e I n s t i t u t e . It i s d e s i r a b l e t o sched-

u l e t h r e e consecutive days a t t h e beginning of one week and two o t h e r
consecutive days toward t h e end of t h e following week, i n order t o allow
approximately f i v e f u l l days f o r t h e man t o work on a plan in h i s opm
p l a n t , and t o permit t h e I n s t i t u t e Conductor t o coach t h e members.

The P.D. program head should not attempt, normally, t o handle more
than one I n s t i t u t e per month, since he w i l l be responsible f o r individual
follow-up with I n s t i t u t e members.

The representative of t h e Bureau of Training should be n o t i f i e d i n

advance a s t o t h e d a t e of t h e I n s t i t u t e i n order t o i n s u r e h i s presence
a t t h e needed point.

Supplies

Each d i s t r i c t i s responsible f o r preparing i t s own blank work sheets,

and f o r ordering o t h e r supplies a t l e a s t one month i n advance.

Certification

Program Development c e r t i f i c a t e s a r e awarded when a &step plan

developed by t h e I n s t i t u t e member a c t u a l l y goes i n t o operation. T h i s
 PROCEDUKES FOR SZTTING UP A PROGRAM DEVElBW6ENT INSTITUTE 83

should, i f possible, be determined by a personal visit but, i f necessary,

plant management may be questioned by l e t t e r o r telephone.

After t h e I n s t i t u t e i s f i n i s h e d , t h e Program Development I n s t i t u t e

Conductor w i l l schedule h i s f o l l w - u p visits - t o both t h e management and
t h e t r a i n i n g man. It i s d e s i r a b l e that t h e s e c a l l s be made no sooner than
t e n days a f t e r t h e close of t h e sessions and no longer than one month.

Spreading t h e P.D. Method

There are frequent requests f o r admission of more p l a n t representa-
t i v e s t o a P.D. I n s t i t u t e . Question wh6ther t h e s e men r e a l l y use a l l
four s t e p s - o r do t h e y j u s t i n s t r u c t ? O r perhaps t h e y a r e i n t e r e s t e d
only in t h e a n a l y t i c a l technique of Step 1. Spreading p a r t s of t h e P.D.
technique, i f it meets a p l a n t need, i s l e g i t i m a t e work f o r t h e p l a n t ' s
P.D.-trained man.

Occasionally what i s needed i s understanding and acceptance of t h e

P.D. method t o t h e extent that t h e r i g h t person w i l l be sent t o t h e
I n s t i t u t e and his l a t e r use of t h e method f u r t h e r e d . In such cases, t h e
P.D. I n s t i t u t e Conductor should be ready t o explain t h e P.D. approach a t
a management meeting.
 -
STRATEGY OF THE INSTITUTE on
why
his
Program Development i s designed t o give t o t h e p l a n t man who has b e
given r e s p o n s i b i l i t y f o r t h e t r a i n i n g function a knowledge o f a ,!+-step
method of solving production problems through t r a i n i n 5 . He w i l l develop
Pro
t h e s k i l l of t r a i n i n g design through use of t h e method. This i s not a it.
matter of t i t l e - a production executive who has part-time r e s p o n ~ i b i l i t ~ as
f o r planning t r a i n i n g i s e l i g i b l e ; a man who has a t r a i n i n g t i t l e , but to
i s an i n s t r u c t o r not a designer of t r a i n i n g , i s not e l i g i b l e . eve
C on
The Program Development Manual

The I n s t i t u t e Conductor's manual o u t l i n e s t h e f i v e days of t h e Insti met

t u t e . No part of t h e Program Development I n s t i t u t e can be omitted, and n Mak
a d d i t i o n a l m a t e r i a l i s t o be added. The I n s t i t u t e i s designed t o present c on
t h e &step method i n an e f f e c t i v e , proven way. The a d d i t i o n of o t h e r
i d e a s and techniques, though in themselves of value, i s confusing and hap
keeps t h e members from g e t t i n g a c l e a r idea of t h e &step method i n t h e
very i n t e n s i v e I n s t i t u t e schedule. There i s a g r e a t d e a l of blackboard cle
work s p e c i f i e d i n t h e manual - no f u r t h e r work on t h e board i s t o be done dev
to
The I n s t i t u t e an
sib
Always review t h e one-page summary of Purpose and Emphasis before t h
Institute starts -
and keep it i n mind throughout.

The opening of t h e I n s t i t u t e by t h e D i s t r i c t Representative i s impor

t a n t . It should never be omitted a t t h e d i s t r i c t o f f i c e headquarters. I res
o t h e r l o c a t i o n s , t h e Resident Representative w i l l introduce t h e I n s t i t u t e Chis
Conductor.

Members a r e asked t o introduce themselves -

t h e y w i l l be b r i e f i f t h ted
I n s t i t u t e Conductor has s e t t h a t example. There i s not much p a r t i c i p a t i o tin
in t h e morning of t h e f i r s t day, and this opportunity f o r each one t o t a l
i s desirable.
are
The d e f i n i t i o n s save time and misunderstanding. They a r e presented, a t l
n o t dedeloped. I f t h e r e a r e membe& from non-manufacturing companies, thr
e s p e c i a l pains should be taken t o c l a r i f y t h e i r organization's production

The Cost Records problem i s used t o demonstrate t h e 4-step method.

It i s d e l i b e r a t e l y skeletonized t o make the o v e r a l l s t r u c t u r e c l e a r .
Leading questions should be used t o get some p a r t i c i p a t i o n but I n s t i t u t e
members a r e not expected t o p r a c t i c e a t t h i s stage. The I n s t i t u t e Con-
ductor "dribblesn t h e b a l l - keeps it moving, but does not give it t o
anyone e l s e .

The afternoon of t h e f i r s t day i s spent on d r i l l designed t o give t h

members f a m i l i a r i t y with t h e d e t a i l e d work of each step, and t h e work
s h e e t s f o r Steps 1 and 2. This i s not p r a c t i c e of t h e method -
just d r i l
 STFtATEGY OF THE INSTITUTE 85

on techniques. It i s more e f f e c t i v e t o get s e v e r a l answers, then explain

why a p a r t i c u l a r one was chosen, than t o argue- w i t h a member about why
his r e p l y was llwrong.I1

There should be no argument about t h e scantiness of these d r i l l

problems - members a r e not being asked t o get evidence, merely t o i d e n t i f y
it. Since each item of evidence i s analyzed separately, we look a t t h i s
as "the p a r t of t h e evidence t h a t we have." Menibers should not be t o l d
-
t o "think of t h e i r own plantsl1 in Step 1 j u s t use what i s here. How-
ever, in Step 2, if a member asks about a v a i l a b l e space, t h e I n s t i t u t e
Conductor may say, "Use what you would f i n d in your p l a n t .

-
The work on t h e overnight assignment i s t h e f i r s t r e a l use of t h e
method. Hawever, emphasize t h a t it i s practice, not problem-solving.
Make sure t h a t members understand t h a t present conditions a r e t o be a c t u a l
conditions, and t h a t t h e a n t i c i p a t e d change i s one which could reasonably
happen.

Induction i s presented as a subject on which T.W.I. has, i n i t s

clearing-house function, c o l l e c t e d some useful information. It i s not
developed a s a problem. P a r t i c u l a r l y when "induction programs a r e offered
t o industry" i s it important t o s t r e s s : designing an induction plan i s
an in-plant job, operation of t h e induction plan i s a supervisory respon-
s i b i l i ty.

Plant meetings a r e discussed f o r t h e i r use a s a t r a i n i n g method.

Training Services a r e outlined by t h e Chief of Training. T.W. I. i s

responsible f o r giving adequate advance notice and f o r a s s i s t i n g t h e
Chief of Training i n making h i s s e c t i o n of t h e Manual e f f e c t i v e .

A t t h e end of t h e t h i r d day, several T.W.I. bulletins are distribu-

ted - not simply because t h e y a r e a v a i l a b l e (T.W.I. has o t h e r good bulle-
t i n s ) but because t h e y w i l l provide s p e c i f i c information.

Remind members t h a t , in thinking of t h e i r p l a n t ' s problems when t h e y

a r e away from t h e plant, t h e y have been looking a t a plant problem through
a telescope. When t h e y get back t o t h e plant t h e y can look a t a problem
through a microscope.

The members present t h e i r plans t o t h e grbup in order t h a t :

1. Their understanding of t h e method can have a f i n a l check.

2. They w i l l get experience i n t a l k i n g about evidence of t h e

problem, a plan t o overcome t h e underlying causes, t h e r e s u l t s
t h a t can be expected, and t h e way t h e r e s u l t s can be checked.

3. The group w i l l get c o n v i c t i m of broad a p p l i c a t i o n of t h e method.

 86 STRATEGY OF THE INSTITUTE

The plans a r e not considered a s something t o be re-made by t h e group.

I n s t i t u t e members may question -
and t h e y and the man presenting t h e plan
can t a k e from t h e discussion whatever i s of value and s u i t a b l e t o theiq
individual plant s i t u a t i o n s . Neither t h e I n s t i t u t e Conductor nor members
should llexpertll a plan.

Taking copies of each o t h e r s ' plans should be discouraged a s it con-

t r a d i c t s t h e basic P.D. philosophy of t r a i n i n g that i s tailor-made f o r
individual s p e c i f i c needs.

Presentation -of t h e plans i s interspersed by a presentation in a

f i e l d where T.W. I., i n i t s cleariyg-house f k c t i o n , has gathered special
information - Supervisory s e l e c t i o n .

P.D. I n s t i t u t e s f o r T.W.I. S t a f f Members .

I n putting on a P.D. I n s t i t u t e f o r T.W.I. s t a f f pembers, it i s appro-

p r i a t e t o assign t o them f o r overnight work a t the end of t h e first day a
problem of g e t t i n g continuing use of one of t h e T.W.I. supervisory pro-
grams in a plant where t h e y know a c t u a l conditions, i n s t e a d of using the
usual problem about t h e "change in f o u r weeksen

During t h e I n s t i t u t e i n t e r i m each member should be required t o work

on a genuine problem of h i s own, d i r e c t l y p a r t of his T.W.I. job. He
must i d e n t i f y his production, spot a problem, get and analyze t h e evidence,
develop a plan, s e l l it t o t h e D i s t r i c t Representative, and check t h e re-
s u l t s . He w i l l then, of course, be e l i g i b l e ' f o r c e r t i f i c a t i o n .
 STANDARD PROCEDURE FOR HANDLING A PROBUM AND PLAN
ACCOKDING TO PROGRAM DEVELOPMENT &-STEP METHOD

1, Ask I n s t i t u t e member t o come t o head of t a b l e and give t h e backgrovnd

f o r t h e problem he i s going t o describe and the plan he developed:

Picture of t h e s i t u a t i o n
Stage where he got in on it, o r
Why he s t a r t e d t o d i g i n and spotted the problem

2, Ask member What i s the production problem?I1

A s necessary: ask "What i s production?"

r e f e r t o definition-of. production
ask "What i s i n t e r f e r i n g with production?"
I ask "What a r e you t r y i n g t o correct, improve,
o r prevent ?n
ask "What i s bothering the boss?"
r e f e r t o d e f i n i t i o n of production problem

Avoid getting: an objective -need t o s t a t e problem t o get

evidence
mere statement of f a c t - must be an interference
t r a i n i n g problem o r h i s personal problem
(get: "20% of p d e r has t o be re-processed,"
r a t h e r than " t o decrease re-processing, or
" t o save materials, " t o improve use of man-
)

Write production problem on bqard.

Ask group members i f they have any questions &bout production problem.

3. Ask membr What evidence i s there ' t h a t t h i s i s a problem?I1

Sketch evidence column on board - fill i n evidenc6.

A s necessary: say, "The producti6n problem gives us a general

statement - w h a t supporting, f a c t s a r e there?"
ask, "Why i s this a problem?"
ask, What makes you know you have a problem?"
ask, What a r e the f a c t s in the situation?"
ask, V h a t a r e the underlying causes of t h i s f a c t ?
What made t h i s happen? Did it happen just once?"
ask, "Does t h i s apply t o a l l the people ( o r i n a l l
departments, or on a l l s h i f t s )?"
ask, ltCan any of this be put i n figures?"
 88 STANDARD PROCEDURE

Get people i n t o evidence column.

Do not combine ideas in evidence -
do not w r i t e "Supervisors and
workers think job dangerous and d i r t y " -
make f o u r e n t r l e s .

In a n t i c i p a t e d problems, t h e reasons why a change i s t o take place

a r e important evidence needed in designing content.

In a n t i c i p a t e d problems it i s important t o include in evidence column

t h e schedule that has t o be met, any c o s t standards -
the factual
material t h a t w i l l be needed in Steps 3 and 4.

4 . Ask member t o take h i s P.D. card and t e l l haw he used and w h a t he got
from:

Get s u p e n i s o r s and workers t o t e l l about t h e i r current problems

Uncover problems by reviewing records - performance, c o s t , turn-
over, r e j e c t s , accidents t
Anticipate problems r e s u l t i n g from changes - organization, pro-
duction, o r p o l i c i e s

Ask: "Does this suggest any more evidence?"

S t r e s s a s necessary: Use a l l t h r e e means of g e t t i n g evidence on a l l

problems. -..

Supervisors present problems - workers l opinions, review records,

a n t i c i p a t e e f f e c t of change
-
Records reveal-problems g e t supervisors1 and workers1 opinions,
e f f e c t of change
Anticipated problem - supervisors1 and workers1 opinions,records
f o r s i m i l a r problems o r in s i m i l a r p l a n t s

5. Ask group members:

Do you have any questions about: way he used t h e method?

t h i s evidence
underlying causes
I f you were in t h i s man's shoes, would you want any more evidence?

6. Ask member t o r e f e r t o card ( o r What i s next i n our method?")

Ask "How d i d you analyze t h i s evidence?"

"What necessary a c t i o n d i d you see?"
"Training f o r whom? I n what? Other action?"

Sketch column headings.

Read f i r s t item of evidence - "1s t h e r e any t r a i n i n g a c t i o n which

would c o r m c t , inprove or prevent ?"
 S t r e s s : Training a c t i o n needed -
only working on t r a i n i n g which
i s necessary because t h e f a c t s of t h e s i t u a t i o n demand it.

Say: "We have t o i d e n t i f y t h e people who need t r a i n i n g , and

decide w h a t w e want them t o know o r l e a r n t o d o a n

Write t h e t r a i n i n g a c t i o n under n f o r whom,n n i n what."

Ask "1s any o t h e r a c t i o n needed? Not a c t i o n by you, n e c e s s a r i l y -

but a c t i o n you w i l l suggest e i t h e r along with t r a i n i n g a c t i o n ,
o r perhaps before t r a i n i n g a c t i o n can be taken. But d o n ' t use
t h i s a s an a l i b i . "

A s appropriate, i n d i c a t e that a c t i o n does not stem out of a l l items of

evidence. We c o l l e c t - a l l possible evidence before t r y i n g t o analyze
it. W e analyze j u s t one item of evidence a t a time, but we analyze
it in terms of a l l t h e evidence a v a i l a b l e . I n t h e d e f e c t i v e hydrau-
l i c s problem, i f we had not known t h a t t h e system was a l l r i g h t
immediately a f t e r it was i n s t a l l e d , we might have considered t r a i n -
i n g f o r t h e workers who i n s t a l l e d t h e hydraulic system. But t h e
-
o t h e r evidence ruled t h a t out. That t r a i n i n g was not needed.

Some of these f a c t s w i l l be important bench-marks f o r checking

r e s u l t s i n Step 4.

I l l u s t r a t e from member's own problem.

-
Do not say: "This i s j u s t a f a c t and we c a n ' t do anything about it .I1

Repeat a n a l y s i s of evidence and i d e n t i f i c a t i o n of a c t i o n w i t h each item

of evidence. Having t h e same phrase repeated under "Training in
what1! has an e f f e c t i v e impact.

Ask member: I 1 N m t h a t you have analyzed your evidence, a r e you s a t i s -

f i e d that you have enough evidence t o develop a t r a i n i n g plan, t o
s t r e s s t o management t h e need f o r a c t i o n , and a g a i n s t which you can
check r e s u l t s ? "

A s appropriate, say: I1You may have tc. re-work Step 1 s e v e r a l times -

organize a f i n a l work sheet,"

7. Refer t o card, "Tackle one s p e c i f i c need a t a time.n

Stress: There i s work t o do between preparing a Step 1 work

sheet and a Step 2 work sheet.

This l i n e on t h e card i s our t i e - i n t o Step 2.

Several S t e p 2 plans can come from one Step 1.
90 STANDARD PROCEDURE

You i d e n t i f y a group of people who need e x a c t l y t h e

same t r a i n i n g . T h i s may involve several needs you
have noted under "Training i n What.
-
You t a c k l e "one s p e c i f i c needn t h i s means a s u i t a b l e
grouping, t o meet a p a r t of t h e production problem.

-
Emphasize: T h i s does not mean t h a t t h e r e can only be one t r a i n i n g
plan in operation a t one time -
but make your plans,
one a t a time.

8. Refer t o card.

Ask member: "What i s t h e name of your plan?

Who w i l l be trained? How many?ll

Sketch these headings on board. F i l l in.

Ask: 'What i s t h e f i r s t item of content you have planned?ll

nThe f i r s t t h i n g you want these people t o know o r l e a r n t o do?"

Stress: You have t o re-work t h e Step 2 work sheet s e v e r a l times

Eventually you w i l l put it in t h e order of w h a t comes
f i r s t , and next.

Refer t o card. Ask, can help determine content? Did you have
help? Do you need help?"

Sketch content heading - f i l l in f i r s t item.

A s appropriate, point out r e l a t i o n of content t o underlying

causes.

Refer t o card - IIHm can it be done best?" Sketch column headings.

-
Ask member t o t e l l you h i s plan.

A s appropriate, ask group what two t h i n g s must be considered

in planning I 1 H m n -
methods and a i d s . Refer t o Methods and
-
Aids b u l l e t i n . Do n o t ask group t o suggest methods o r a i d s .

A s appropriate, remind o r ask member and group about p r i n c i p l e s

of good i n s t r u c t i o n -
breakdowns as an a i d -
4 s t e p s of instruc-
tion - Fmportance of practice i f someone i s t o l e a r n t o do
something.

F i l l in method and any a i d s .

Refer t o card. Who w i l l do t h e t r a i n i n g ? "

 STANDARD PROCEDUFE 91

Stress: two t h i n g s t o watch - has t o have t h e necessary

knowledge o r s k i l l - has t o be ab?.e t o i n s t r u c t -
may have t o help hin! on .one o r both -
that i s a
separate t r a i n i n g , plan.

Stress: -
t r a i n i n g i s not j u s t a t e c h n i c a l job who i n f l u -
ences t h e s e people - g e t s them t o do t h i n g s .

A s appropriate: Point out that man who designed t h e plan i s

not doing t h e i n s t r u c t i n g .

Sketch column heading and f i l l i n .

Refer t o card. Sketch llWhenll column.

Ask member: When w i l l t h i s t r a i n i n g s t a r t ? "

llHow long w i l l it t a k e ? n
!'If in groups, how many in t h e group?I1

Ask member: " I n t h e l i g h t of your problem, i s this much time

j u s t i f i e d ? Is t h i s enough time in v i e w of t h e
evidence of l a c k s that must be corrected? Is
t h e amount of time appropriate f o r t h e method
you have chosen? I s t h e number in t h e group s u i t -
able f o r t h e way you plan t h e t r a i n i h g ? Can t h e
person who w i l l do t h e t r a i n i n g give this much
time? W i l l he be prepared t o do t h e t r a i n i n g on
t h i s date?"

F i l l in flWhenu column.

Refer t o card. Ask member Where w i l l t h e t r a i n i n g t a k e place?n

A s appropriate, remind member and group t o consider importance

of evidence (good s e t t i n g may be needed), t h e method of train-
ing being used (machines may be needed f o r p r a c t i c a ) , t h e person
who w i l l do t h e t r a i n i n g , t h e l e n g t h of t h e t r a i n i n g (perhaps
a regular groduction l i n e cannot be t i e d up that long o r i n t e r -
rupted t h a t o f t e n ) .

F i l l in Whereu column.

Repeat with member f o r other items of content.

I f l e n g t h of time i s g r e a t , t o t a l t h e hours, ask average payroll cost,

ask i f t h i s t i e s i n with evidence of need.

When plan seems t o o comprehensive, ask if a l l t h e people need this

much knowledge o r t h i s degree of s k i l l .
 92 STANDARD PROCEDURE

When t h e Step 2 plan i s t h e T.W.I. Job I n s t r u c t i o n plan, f o r example,

a l l columns a r e s t i l l f i l l e d in- -
w h a t i s t h e content, how i s it p a t
across, e t c ?

9. Ask member: What e n t r i e s i n t h e 'Training in What column i n your

Step 1 d i d you use i n designing t h i s plan?I1

I1How d i d you cover t h e evidence in your content?"

"What d i d you do about t h i s evidence?"

"What l e d you t o put t h i s content in?"

Stress: Content must come from evidence, but we use p r i n c i p l e s

of good i n s t r u c t i o n-we t r y t o g e t people i n t e r e s t e d
in work before we Fnstruct them i n how t o do it.

-
We do not plan t r a i n i n g i n Step 1 merely spot t r a i n -
i n g needs. Ne do design t r a i n i n g i n Step 2.

A s necessary, point out: When we a r e designing t r a i n i n g , we may ha=

t o go back t o Step 1 and g e t more evidence.

10. Ask group members t o t a k e c a r d s and look a t Step 2.

Say: I1We a r e not designing h i s plan - we a r e i n t e r e s t e d in h i s use

of t h e method."

I1Do you understand how h i s content came from t h e evidence?"

What about g e t t i n g help in planning t h e content? The ma^ who

helps you plan t h e content w i l l help you s e l l your plan."

I1Are t h e r e any questions about t h e methods he plans t o use?

t h e a i d s ? Remember t h e l a c k s he was t r y i n g t o overcome -
should t h e s e methods accomplish t h a t ? "

I1Do you want t o know why he chose t h e person he d i d t o do t h e

t raining?I1
I1Are t h e r e any questions about t h e time o r t h e timing? the
place?I1

11. Ask member t o r e f e r t o card. What i s t h e r e l a t i o n of this plan t o

o t h e r c u r r e n t t r a i n i n g plans and programs?"

S t r e s s : "This i s t h e l i n k t o S t e p 3 . In view of t h e evidence

and your plan t o solve part of t h e problem, a r e you
 STANDARD PROCEDURE 93
i
I
ready t o go t o management now? How w i l l t h i s f i t in
with o t h e r t r a i n i n g ? I f it does not f i t , i s t h i s more
important ?"

12. Ask member t o read h i s w r i t t e n notes on Step 3 .

Ask one group member: "How d i d he s t r e s s evidence? What f a c t s and

f i g u r e s d i d he use?"

Point out: I f you don't have evidence when you go t o management,

.you may have t o r e t u r n t o Step 1 and get it.

Ask another member: ttlVhat r e s u l t s d i d he say could be expected?"

Ask another member: "How d i d he t a l k about his plan? How f a r did

he go i n t o content and methods?1t

Point out: This may mean revision of Step 2 plans.

Ask another member: What about a timetable?It

(If member did, n o t have a timetable, ask him whether it w i l l be

important t o schedule who w i l l be t r a i n e d , by what date. )

Ask member presenting plan: "Have you made o r w i l l you need t o make
a Step 2 plan f o r t h e person who does
-
t h e training?" (DO not review this
plan, however. )

Ask another member: "How i s he going t o get understanding and

acceptance by those a f f ected?I1

Stress: This includes people being t r a i n e d , t h e i r supervisors,

'
those who w i l l do t h e t r a i n i n g .

A s appropriate, discuss T.W.I. middle management philosophy.

Ask another member: What was done about r e s p o n s i b i l i t y f o r continu-

i n g use?"

13. Ask member t o summarize management p a r t i c i p a t i o n in t h i s plan.

Stress: evidence from management - S t e p 1
planning content - Step 2
r e s p o n s i b i l i t y f o r continuing use- Step 3
p a r t i c i p a t i o n necessary i n order t o get r e s u l t s -
Step 4
Get understanding on difference between management p a r t i c i p a t i o n and
mere approval o r sponsorship.
 94 STANDARD PROCEDURE

U. Ask niember t o read his w r i t t e n n o t e s on S t e p 4.

Ask one group member: ItHow i s he going t o check r e s u l t s ? t 1

"Against what evidence?I1

Stress: ItUnless we have s p e c i f i c evidence in S t e p 1, we are

n o t i n good p o s i t i o n t o plan content, t o s e l l our
plan t o management, o r t o check r e s u l t s . "

Ask a n o t h e r member: evidence of l a c k s can he r e f e r to?"

What improvements a r e e ~ p e c t e d ? ~ ~

Ask a n o t h e r member: "How i s management t o be informed?11

Ask a n o t h e r member: "Do you understand how he w i l l know whether t h e

plan i s being

Ask a n o t h e r member: Vhat i s t o be done t o see that t h e s e people

use what t h e y have learned?"

Remind member p r e s e n t i n g problem: I1You w i l l keep i n touch w i t h t h i s

t o see i f any changes a r e neces-
sary.

Remind m e m b e r that in S t e p 4 he both checks results and checks opera-

t i o n of h i s plan.

15. Refer t o card. S t r e s s t o member that "Is t h e Plan Helping P r o d ~ c t i o n ? ~ ~

means "Has t h i s eliminated t h e production problem o r l i c k e d some of
t h e d i f f i c u l t i e s l i s t e d under t h e evidence?I1

COMMENTING AND DISCVSSION AHE ON US3 OF THE METHOD, NOT

ON THE PLAN, ITSELF. GET PA~ICIPATION,ACCEPTANCE, AND
AGHEEMENT - BUT DO NOT "EXPERT" THE PLAN. USE AND (IF'
NECESSAHY) CLARIFY hD3MBERt S OWN WORDS. KEEP DISCUSSION
GOING WHILE DOING BLACKBOARD WORK.
 WAR MANPCNIER COWSSION TRAINING SERVICES

45 min.
presentation by Regional, S t a t e o r Area
of Training followed by 1 5 minutest discussion -i f no
W.M.C. Training Representative can attend, t h e P.D. In-
s t i t u t e Conduct o r i s responsible f o r i h e p r e s e n t a t ion
-
of a c o r r e c t , current p i c t u r e of l o c a l t r a i n i n g s e r v i c e s .

1. The primary objective of t h e t r a i n i n g agencies i s

t o a c r e a s e war production.

There a r e W.M.C. t r a i n i n g coordinators i n every indus-

t r i a l area -
t h e i r function and r e s p o n s i b i l i t y i s t o :

provide service in accordance with l o c a l needs

coordinate various t r a i n i n g agencies - avoid
duplication

2. Since you have spent these t h r e e days analyzing pro-

duction problems and discussing t h e i r s o l u t i o n
through t r a i n i n g , l e t me take a common type of pro-
duc t i o n problem and i l l u s t r a t e whaf various t r a i n i n g
agencies can do t o help you solve it.

Do you ever have any spoiled work - any s c r a p - any

rejects -
any re-work?

What i s the cause of t h e spoiled work?

There may be s e v e r a l causes:

Worker does not know how t o do t h e job.

Worker may not c a r e about q u a l i t y .
Supervisor may be poor.
Layout may be cause of poor work.
Inspectors may r e j e c t -acceptable work.
Plant ,morale low.

in upper r i g h t hand
corner of board, in
1 Causes of Spoilape
Worker untrained
Worker not i n t e r e s t e d
Poor supervision
Poor layout
Faulty inspection
Low morale
96 WAR MANPOWER COMMISSION TRAINING SERVICES

Any one of t h e s e may be t h e cause of t h e spoiled work -

o r t h e r e may be a combination of causes.

You probably can do something about every one of these

causes.

You a l s o can g e t help i n g e t t i n g a t any one of these.

In this c i t y t h e r e is a W.M.C. Area Training Council

made up of r e p r e s e n t a t i v e s of a l l t h e f e d e r a l l y financed
war t r a i n i n g agencies.

Area Training Council

You a r e a l r e a d y f a m i l i a r w i t h Training Within Industry.

The t h r e e supervisory programs a r e i n t e n s i v e and s p e c i f i c ,
designed t o meet plant needs f o r giving t o i t s supervl-
s o r s s k i l l in:

i n s t r u c t i n g - through t h e Job I n s t r u c t i o n program

improving methods - through Job Methods
working w i t h people -through Job Relations

They do n o t pretend t o cover any o t h e r f i e l d s than these

-
t h r e e skill needs of supervisors.

1
[ ~ r e aTraining Council
I I Causes of Spsilage
Worker Gt rained
Worker n o t i n t e r e s t e d
Poor supervision
Poor layout
Faulty inspection

J.R.
P.D.

The f o u r t h T.IR.1. program i s t h i s Program Development

I n s t i t u t e you a r e now attending.
 WAR MANPOWER C.OMMISSION TRAINING SERVICES .97

5. The Apprentice Training Service provides t e c h n i c a l and

advisory a s s i s t a n c e , but does not do any t r a i n i n g o r
provide any standard t r a i n i n g programs. It brings to-
g e t h e r t h e minds of employers and l a b o r on t r a i n i n g
methods and techniques through management l a b o r j o i n t
t r a i n i n g committees.

The A.T.S. r e p r e s e n t a t i v e w i l l work w i t h you, in your

p l a n t , on problems connected with apprenticeship and
with labor relations, a s they affect training.

A.T.S. works w i t h both l a b o r and management i n develop-

i n g sound programs involving work experience and r e l a t e d
education i n order t o provide all-round, s k i l l e d workers.

A s p e c i a l martime s e r v i c e of A.T.S. i s short-term t r a i n -

i n g f o r s p e c i f i c mechanical s k i l l s .

A.T.S. r e p r e s e n t a t i v e s w i l l a s s l s t w i t h p l a n t t r a i n i n g
surveys and w i l l give counsel on such l a b o r r e l a t i o n s
problems a s t r a i n e e o r apprentice wages.

Area Training Council

I Causes of Spoilage
Worker Etrained
-I Worker n o t i n t e r e s t e d
Poor supervision
Poor l a y o u t
F a u l t y inspection
I lLow morale I

T.W.I. A.T.S.
-
Apprenticeship
Labor r e l a t i o n s
J. R. Short-term t r a i n i n g
P.D. surveys

E i v e local exampled

6. The t h i r d of t h e t r a i n i n g agencies P s Vocational Training

f o r War Production Workers. This i s a n a t i o n a l service
a v a i l a b l e through t h e S t a t e Department of Education and
t h e l o c a l public schools.
98 WAR MANPOWER COmISSIOM TRALhTmG SERVICES

V.T.W.P.W. w i l l h e l p t o prepare people t o work i n your p l a n t :

t h o s e you have placed on your p a y r o l l

t h o s e who expect jobs a f t e r they have been t r a i n e d .

V.T.W.P.W. w i l l a l s o h e l p t o i n c r e a s e t h e a b i l i t y of your
p r e s e n t employees through supplementary o r r e l a % e d i n s t r u c -
tion.

These c l a s s e s can be put on:

in l o c a l t r a d e schools
a t your p l a n t .

V.T.W.P.W. w i l l a l s o provide s e r v i c e f o r p l a n t supervisors:

i n s p e c i f i c knowledge f i e l d s
i n t h e f i e l d of foremanship
in conference l e a d i n g .

( ~ r e Training
a ~ o u n c i l I Causes of Spoilage
Worker Et r a i n e d
Worker n o t i n t e r e s t e d

i
Poor s u p e r v i s i o n
Poor l a y o u t
Faulty inspection

ki
Low morale

T.W.I.

P T-employment
~ Apprenticeship
Pre-production Labor r e l a t i o n s
I Short-term I

C o-
- n f e r ~---n c eleading

7. Engineering Science and Management War Training i s t h e

f o u r t h ty-pe ~f t r n i n ' y g s e r v i c e . This o p e r a t e s through
up1'iversitlss anri COX-egt,s. (Tiit;.se c o u r s e s a r e being
withdrawn but L i many l o c a l i t i e s t h e r e w i l l be work a t
t h e college l e v e l , )
 WAR WPOWER COMMISSION TRAINING SERVICES 99

The t r a i n i n g courses offered by E.S.M.W.T. a r e designed

by a representative of t h e college working with repre-
s e n t a t i v e s of one o r more plants.

Their courses can be put on a t t h e college o r a t your plant.

E.S.M.W.T. i s designed t o give t h e plant help when your

plant needs people with:

preparatory t r a i n i n g in t e c h n i c a l f i e l d s
increased t e c h n i c a l a b i l i t y
managerial t r a i n i n g -such a s i n d u s t r i a l
r e l a t i o n s , production control, e t c .

These courses are a v a i l a b l e f o r people whom a plant desig-

nates and a l s o f o r those who a n t i c i p a t e employment o r
promotion.

E d t o board w o r a
-
[ ~ r e aTraining council]
I
I
Causes of Spoilage
IWorker Kt rained
]worker not i n t e r e s t e d !
I
Poor supervision-
Poor layout
Faulty inspection
Low morale

I
T.W.I.
-
J. I.
J. M.
J.R.
P.D.
V.T.W.P.W.
-
Pre -empl oyment
Pre-production
Supplementary
-
Supervisory knowledge
Foremanship
Conference leading
nE.S.M.W.T.

Technical
Managerial

Preparatory
, A.T.S.
-
Apprenticeship
Labor r e l a t i o n s
Short-term
training
Surveys

(Give l o c a l exam~les./

8. Let us go back t o our example of spoiled work and see hmv

-
these four t r a i n i n g s e r v i c e s might help you get a t the six
causes we l i s t e d .

bt agency i n i t i a l s a f t e r each cause a s d i s c u s s e a

100 PllAR MANPOWER COMMISSION TRI1INING SERVICES

We s a i d that an untrained worker might be t h e cause of t h e

problem. Perhaps a l a t h e hand who i s experienced i n work-
i n g on copper o r brass i s now working on aluminum.

He simply needs i n s t r u c t i o n in how t o work on t h e new metal.

The vocational school program -

V.T.W. P.W. - can help you -
i n t h e school o r in your p l a n t .
O r T . W o I * w i l l h e l p you t o a s s i s t your supervisors i n hcm
t h e y can break in men on new work.

Perhaps t h e nuntrained workern does not mean merely a change

i n materials. Maybe some s k i l l e d craftsmen o r highly
s k i l l e d s p e c i a l i s t s a r e needed - A.T,S. w i l l help you,

We mentioned poor supervision. T.W.I., E.S.M.W.T., and t h e

vocational schools -
a l l can give a s s i s t a n c e i n t h e f i e l d
of supervision. T h a t would have t o be broken down f u r t h e r
- -
t o see j u s t what gou need.

Then we come t o poor layout. I f you mean t h i s i n t h e

engineering sense, EoS.M*W.T. can help you.

If you t h i n k of w h a t t h e individual supervisor can do about

t h e layout of h i s own work, T . l f . 1 . ' ~ Job Methods program
may be w h a t i s needed.

We mentioned inspection. Both t h e vocational schools and

t h e c o l l e g e s a r e equipped t o give courses i n inspection
t r a i n i n g a t various l e v e l s ,

-
How about low morale? Supervision may be a t f a u l t . You
may want t o consider the Job Relations program. Perhaps
an apprenticeship program would give an incentive t o b e t t e r
work, o r perhaps t h e Labor organization i n t h e p l a n t does
not understand what you a r e t r y i n g t o do through t r a i n i n g .
The A.T.S. l a b o r r e l a t i o n s a c t i v i t y may help you on t h i s .

9. You w i l l have t o determine the kind of t r a i n i n g needed in

your plant.

We believe it w i l l help you t o know t h e t r a i n i n g service

-.
a v a i l a b l e without c o s t

This booklet describes t h e n a t i o n a l W.M.C. t r a i n i n g pro-

gram, and t h e s e o t h e r pamphlets give you l o c a l information.
 WAR MANPOWER CO&!XJSSIONTPAINING SERVICES 101

10.
b i s l r i b u t e "Blue Bookfi and l i s t of names and addresses of

Lt r a i n i n g o f f i c i a l s and other l o c a l m a t e r i a l s . I f time

permits, d i s c u s s .

-- -
The plant t r a i n i n g d i r e c t o r has t o spot t h e basic causes
1
of production problems i n his p l a n t and determine w h a t
-
t r a i n i n g should be given, -- t o whom.

If you need b o l t s and screws in your p l a n t , do you g e t a

machine and make your own?

Not n e c e s s a r i l y - i f t h e r e i s a good l o c a l s u p p l i e r of
b o l t s and screws.

And i n t r a i n i n g , you might well see what i s a v a i l a b l e be-

f o r e you s t a r t t o do t h e whole job y o u r s e l f .

Of course you w i l l have tc; :

l a y down t h e s p e c i f i c a t i o n s
arrange f o r d e l i v e r y
check t o see whether s p e c i f i c a t i o n s are met.

It's j u s t l i k e buying t h e b o l t s and screws - we o f f e r you

a wide choice - ---L-
but t h e r s i s n l t an b i l l .

11. Congress has provided these t r a i n i n g s e r v i c e s . Your t a x e s

a r e paying f o r them.

Are you g e t t i n g your money1s worth?

Not i f you d o n ' t make your needs k n m .

Not i f you d o n l t take advantage of w h a t i s
available.

I f you a r e i n doubt a s t o which t r a i n i n g agency can serve

you best - l e t me help you. The Area Training Council w i l l
be glad t o study your problem and make recommendations.
102 WAR MANPOmR COMBdISSION TRAINING SERVICES

b m p l e t e d Blackboard ~ o r a

Causes of Spoilage
Worker zt
rained VTWPN, 'IWI, ATS
Worker not i n t e r e s t e d
Poor supervision 'IWI, ESMWT, VTWPW
Poor layout ESMWT, 'IWI-JM
Faulty inspection V l m W , ESMWT
Low morale 'IWI-JR. ATS

V.T.W.P.W.
- -
Pre -employment Technical Apprentice s h i p
Pre-product i o n Manage r i a l Labor r e l a t i o n s
Supplementary - Short-term
- P r e p r a t ory training
Supervisory knowledge Supplementary Surveys
Foremanship
C onf erence l e a d i n g

12. Are t h e r e any questions?

minutes should be allowed f o r t h i s discussion.

Do not waste any time. If discussion i s slow t o s t a r t ,
give examples of t r a i n i n g designed f o r s p e c i f i c p l a n t
needs.

J
Do not introduce another sample problem, but ask i f any
of t h e members have a problem of spoiled work - w h a t
a r e causes? Discuss t r a i n i n g solutions, r e f e r r i n g t o
o u t l i n e of four services.
 PLANT COACHING VISITS

Basic t r a i n i n g i n t h e Program Development 4-step method i s given t o

a group i n t h e I n s t i t u t e . I f t h e I n s t i t u t e Conductor has given e f f e c t i v e
i n s t r u c t i o n i n t h e f i r s t s e c t i o n of t h e I n s t i t u t e , it w i l l not normally
be necessary on coaching v i s i t s t o give p a r t i c u l a r a s s i s t a n c e on Steps 1
and 2. But it w i l l be important t o s t r e s s t h e planning of Steps 3 and 4.

On h i s coaching v i s i t , t h e I n s t i t u t e Conductor checks understanding

of t h e method, but does not attempt t o pre-view t h e plan that w i l l be
presented in t h e second s e c t i o n of t h e I n s t i t u t e .

Ordinarily, one t o two hours w i l l be s u f f i c i e n t f o r t h i s coaching

v i s i t . These b r i e f v i s i t s a r e scheduled a t t h e c l o s e of t h e f i r s t sec-
t i o n of t h e I n s t i t u t e . This gives t h e I n s t i t u t e Conductor time enough
t o make a second visit t o one o r txo members i f necessary.

-
The I n s t i t u t e Conductor should not use t h e method f o r the plant men.
Except i n unusual circumstances - such a s t o g e t experience f o r himself
o r possibly t o s e l l an unconvinced member -
he should not, f o r example,
c o l l e c t evidence by t a l k i n g with t h e supervisors. H i s job i s j u s t t o see
t h a t the plant man knows w h a t t o do and intends t o do it.

The I n s t i t u t e Conductor w i l l check t o see that t h e man i s working on

one plan a t a time. Occasionally he w i l l f i n d someone working on a plan
t o ( 1 ) t r a i n operators i n new work. This may mean t h a t ( 2 ) supervisors
have t o be t r a i n e d i n how t o i n s t r u c t and, t h e r e f o r e , t h a t ( 3 ) someone in
t h e plant has t o become a Job I n s t r u c t i o n Trainer, and that ( 4 ) a p l a n t
coach must be prepared. Therefore, f o u r plans a r e involved. Since a l l of
-
t h i s stems out of the need f o r operators t o l e a r n new work, t h a t i s t h e
Step 2 plan t h e t r a i n i n g a i r e c t o r takes t o management i n S t e p 3. He a l s o
must have h i s plans on t h e other t h r e e Step 2 p l a n s because he needs those
when he discusses "Train those who do t h e t r a i n i n g . " Normally t h e r e w i l l
not be time f o r him t o present a l l f o u r plans t o t h e group in t h e P.D.
Institute.
 EVALUATION TECHNIQUES

(Introduce t h i s m a t e r i a l a t any s u i t a b l e time on f o u r t h

o r f i f t h days i n connection with a member's plan. )

Checking r e s u l t s i s e s s e n t i a l t o successful operation of a t r a i n i n g

plan - it places t r a i n i n g on an operating basis. It o b t a i n s management
r e a l i z a t i o n of t r a i n i n g r e s u l t s and t h e e f f e c t of t r a i n i n g on operations.
Enthusiastic comments - s u p e r f i c i a l expressions of opinion from t r a i n i n g
d i r e c t o r s , t r a i n e r s and t r a i n e e s - have o f t e n been accepted without in-
s i s t e n c e that such o p b i o n s be backed by objective o r measurable r e s u l t s .

A s management r e t u r n s t o a more "cost c o n s c i ~ u speriod,

~~ completion
of a t r a i n i n g plan w i l l be followed by t h e ;reparation of a balance sheet.
Management w i l l recognize t r a i n i n g a s an operating function only when

f i t s result -
-
t r a n s l a t e d i n t o production benefits. We cannot j u s t t h i n k that' these bene-
we must show t h a t a s p e c i f i c plan did produce them.

We must measure r e s u l t s i n terms of evidence -

f a c t s , f i g u r e s and
percentages - r a t h e r t h a n i n opinion. Be sure t o include t h e c o s t of t h e
t r a i n i n g i n any c o s t f i g u r e s you present. In determining t h e c o s t of a
t r a i n i n g plan, c e r t a i n f a c t s w i l l be needed:

Trainee "cost - hourly r a t e x man h o h s involved

Trainer c o s t - hourly r a t e x man hours involved

Your management would q o t approve t h i s amount f o r a piece of machin-

e r y without wanting t o h o w if it contributed t o increased production,
b e t t e r q u a l i t y product, o r same d i r e c t benefits.

Checking r e s u l t s follows t h e same procedure i n every s i t u a t i o n . It

involve s :

Compiling evidence on l o s s f a c t o r s before t r a i n i n g i s undertaken.

Compiling evidence on same f a c t o r s a f t e r t r a i n i n g has been given.
Comparing before. and a f t e r data..

Evidence on l o s s f a c t o r s before t r a i n i n g helps you t o make adequate

provision i n t h e content of your plan t o e f f e c t it.

-
Evidence on t h e s e same f a c 6 o r s a f t e r t r a i n i n g , and comparison with
previous evidence, w i l l help t o determine-the need f o r continuing t h e
plan, t h e a d v i s a b i l i t y of discontinuing it, and t h e need f o r improving
t h e plan f o r more s a t i s f a c t o r y r e s u l t s .

You w i l l have t o eliminate o r gauge t h e influence of other concur-

rent f a c t o r s .
When a new condition i s encountered, and t h e r e a r e no I1beforen
figures, o r none a v a i l a b l e from i n d u s t r y averages, it may be advisable t o
 EVALUATION TECHNIQUES 105

s e t up a c o n t r o l experiment:

S e l e c t two groups of workers a s n e a r l y a l i k e a s i n d u s t r i a l

conditions w i l l permit.

Idake t h e s e groups a s n e a r l y i d e n t i c a l a s possible w i t h but

one exception -one i s t o be t r a i n e d and t h e o t h e r t o receive
no t r a i n i n g .

Control t h e conditions under which t h e y w i l l work, place on

l i k e operations, e t c .
Determine f a c t o r s t o be measured. These f a c t o r s must be i d e n t i -
c a l f o r both groups.

Keep records f o r both groups f o r a l i k e period.

Compare t h e s e records.

Repeat with two o t h e r matched groups u n t i l a t r e n d has been

established.