The article presents an effective method of knowledge transfer, built on the TWI Job Instruction (TWI JI) method. The functioning of the method is illustrated using the example of teaching the 5S method.
Knowledge Acquisition Efficiency
The way and form of teaching directly affect learners’ ability to absorb knowledge. This applies both to education in schools and in the workplace. Teaching methods have existed since ancient times and have been developed over the centuries. Today, four categories of teaching methods are typically distinguished: verbal, observational, measurement-based, and practical activity methods [3]. In practice, these methods are often combined in order to increase the effectiveness of knowledge transfer, which varies depending on the chosen method (Fig. 1).
Fig. 1. Percentage of retained information depending on the type of instruction [own elaboration based on 4]
In Poland, teaching methods in both secondary and higher education are mostly based on words and observation. However, according to the research presented in Fig. 1, this approach is not very effective. Observations from industry confirm this tendency. In manufacturing companies, employees are often required to know and apply methods such as 5S, SMED, TPM, and many others. Typically, employees are sent to one-day training sessions or taught directly by their supervisors, which is not always effective.
The aim of the method presented here is to quickly and effectively train an employee in a chosen method, with particular emphasis on its practical application. This method reflects the Chinese proverb: “Tell me and I will forget, show me and I may remember, involve me and I will understand.”
Training Within Industry
The Training Within Industry (TWI) program is a comprehensive development program for supervisors, foremen, team leaders, and managers. One of its core methods is Job Instruction (JI). TWI was developed in the USA during World War II to quickly train people with no industrial experience and prepare them for factory work [2].
TWI was heavily promoted by the U.S. War Department through a wide-reaching campaign (Fig. 2).
Fig. 2. Poster promoting the TWI program by encouraging women to join industry [source: Virginia Historical Society].
When, in October 1941, Mr. Sidney Hillman, U.S. Commissioner for Employment, introduced the TWI program, he said: “As much as we love freedom, we cannot allow the world’s greatest army of freedom to collapse. We must produce two planes for every one of Hitler’s, two tanks for every one of his, two ships for every one of his, two guns for every one of his” [5].
The implementation of TWI in American industry brought immense benefits and greatly contributed to victory in World War II. After the war, TWI was introduced as a major aid program for Japanese companies, where it quickly gained such recognition that it became not just a productivity method but a cultural cornerstone of Japanese industry. To this day, TWI is regarded as a foundation for the Toyota Production System and later Lean Manufacturing [2].
Challenges of Applying TWI JI to Knowledge Transfer
The TWI Job Instruction method is originally intended for on-the-job training, where practical skills are demonstrated to the learner. Verbal explanations are only meant to emphasize the main steps and key points of a task. The rest is observed directly during demonstration.
When teaching a method (for example, a quality management tool), the learner must first acquire theoretical knowledge before being able to practice it. This makes it difficult to apply the standard TWI JI approach, which relies heavily on demonstration rather than theoretical explanation. Thus, TWI JI in its original form is more suited for skills transfer rather than teaching abstract knowledge.
Table 1 highlights the main issues with applying the standard TWI JI method to knowledge transfer.
Table 1. Problems with using standard TWI JI for knowledge transfer [source: Lean Enterprise Institute Polska]
| Standard Step of the Method | Problems |
|---|---|
| STEP 2 of the method – trainer demonstrates the job | |
| 1. Trainer demonstrates the job, explaining each main step | Normally, in the first demonstration, the trainer shows the job while emphasizing the main steps. In the second demonstration, the trainer again performs the job, emphasizing the main steps and adding the key points. In the third demonstration, the trainer additionally explains the reasons behind each key point. In the case of knowledge-based instruction, however, it is difficult for the trainer to demonstrate practical application, since the learner lacks sufficient theoretical knowledge. Training in any method requires the learner to first gain knowledge, and only then apply it in practice. |
| 2. Trainer demonstrates the job, explaining main steps and key points | |
| 3. Trainer demonstrates the job, explaining main steps, key points, and the reasons for them | |
| STEP 3 of the method – learner performs the job | |
| 1. Learner performs the job silently – trainer corrects mistakes | After three demonstrations, the learner is expected to perform the task independently and in silence. In knowledge-based training, learners should not be expected to apply the method in practice without first being sure they understand it. |
| 2. Learner performs the job while emphasizing the main steps | The goal at this stage is to ensure the learner not only can do the job but can also explain the main steps. In knowledge transfer, however, the learner cannot explain steps and key points while applying the method in practice, because they must first acquire knowledge before practicing its use. Same limitation applies: learners must first build knowledge, and only then develop skill through practice. |
| 3. Learner performs the job while emphasizing main steps and key points | |
| 4. Learner performs the job while emphasizing main steps, key points, and reasons | |
Adapting TWI JI for Knowledge Transfer
To apply TWI JI effectively to knowledge transfer, it needs to be adapted (Table 2). Below is a general outline of training an operator in the 5S method using the modified approach.
Table 2. TWI JI adapted for knowledge transfer [source: Lean Enterprise Institute Polska]
| Step | Trainer’s Actions |
|---|---|
| 1. Prepare the learner |
|
| 2. Present the method |
|
| 3. Test the learner |
|
| 4. Follow up |
|
Step 1: Prepare the Learner
The trainer starts by putting the learner at ease and explaining the purpose of the training—in this case, the 5S method. The trainer checks prior knowledge, shares context (e.g., the Toyota origin of 5S, its motto: “A place for everything and everything in its place”), and builds motivation. The learner is then positioned so they can clearly observe the trainer.
Step 2: Trainer Presents the Method
The trainer prepares a Job Breakdown Sheet (JBS) with steps, key points, and reasons. During the training, a large-format blank JBS is filled in together with the learner.
-
First presentation – trainer lists and explains the 5S main steps.
-
Second presentation – trainer adds key points for each step.
-
Third presentation – trainer explains the reasons behind each key point.
-
Practical demonstration – trainer applies 5S to a disorganized workplace, explaining steps, key points, and reasons in real time.
Table 3. Example JBS for the 5S method [source: Lean Enterprise Institute Polska]
| Główne Kroki | Wskazówki | Przyczyny |
|---|---|---|
| 1. Sort |
|
|
| 2. Set in order |
|
|
| 3. Shine |
|
|
| 4. Standardize |
|
|
| 5. Sustain |
| Main Steps | Key Points | Reasons |
|---|---|---|
| 1. Sort | Separate daily-use items from unnecessary ones | Easier to maintain order |
| 2. Set in order | Mark locations, use colors, define limits | Visual control, quick access |
| 3. Shine | Clean thoroughly, detect abnormalities | Cleaning = inspection |
| 4. Standardize | Define uniform rules | Everyone can follow the same system |
| 5. Sustain | — | — |
Step 3: Test the Learner
The learner is asked to reconstruct the JBS from memory—first the steps, then the key points and reasons. Finally, they practice 5S on a second disorganized workstation, explaining steps, key points, and reasons while applying them in practice.
This stage is crucial because it bridges knowledge acquisition with skill application.
Step 4: Follow Up
The learner applies 5S at their own workstation. The trainer provides support, audits regularly, and encourages questions. Over time, supervision is gradually reduced as independence grows.
Summary – TWI JI
Research by Lean Enterprise Institute Polska confirms that this modified TWI JI method is an effective approach to transferring both knowledge and skills. While TWI JI was originally designed for supervisors training operators in production tasks, this adaptation broadens its application to methods such as 5S, SMED, TPM, and beyond.
As part of the TWI Polska program, Lean Enterprise Institute Polska continues to explore new applications of TWI in industry.
References
[1] Dinero Donald, Training Within Industry: The Foundation of Lean, Productivity Press, 2005
[2] Horbal R., Misiurek B., Rozwój umiejętności mistrzów i brygadzistów wg metody TWI. Szkolenie podwładnych, Zarządzanie Jakością, January 2009
[3] Kupisiewicz Czesław, Podstawy dydaktyki, WSIP, 2006
[4] Pedagogika, Nicolaus Copernicus University in Toruń, Vol. 15-18
[5] Wrona B., Graupp P., TWI Handbook, Lean Enterprise Institute Polska, 2010
Article information:
Published in Magazyn Przemysłowy No. 3 (115), 2012
I am a promoter of Lean Management and the Training Within Industry program. I am a practitioner. I co-create many startups. Since 2015, I have been the CEO of Leantrix - a leading Lean consulting company in Poland, which, starting from 2024, organizes one of the largest conferences dedicated to lean management in Poland - the Lean TWI Summit. Since 2019, I have been the CEO of Do Lean IT OU, a company registered in Estonia that creates the software etwi.io, used by dozens of manufacturing and service companies in Europe and the USA.
