TWI JI Knowledge Transfer: Effectively Teaching the 8D Method

How to leverage TWI Job Instruction (TWI JI) for effective knowledge transfer—using the teaching of the 8D problem-solving method as an example. This article compiles practical guidance on how to apply the most effective form of instruction not only to develop hands-on skills but also to disseminate knowledge.

TRAINING WITH THE TWI JI METHOD AND THE DEMING CYCLE (PLAN-DO-CHECK-ACT)

The Training Within Industry program (TWI) is a comprehensive development program for supervisors, team leaders, foremen, and managers in three areas: Job Instruction (hereafter “IP”), Job Relations, and Job Methods. Its origins go back to the early 1940s, when, after the invasion of France by Nazi forces in June 1940, the United States recognized that a world war had become inevitable. A report prepared for the U.S. Army showed that in 1940 there were 8 million unemployed people in the U.S. A major risk was that entering the war would mean conscription of most able-bodied men previously employed in industry. TWI’s actions aimed to bring into industrial work people who had never worked in production—primarily women, men not eligible for the draft, and administrative employees [1]. Implementing TWI in American industry delivered tremendous benefits and contributed significantly to victory over Hitler’s forces. The program’s success rested on the fact that each method was structured around the Plan-Do-Check-Act cycle (hereafter “PDCA”), developed shortly before TWI by William Edwards Deming (Table 1) [3].

Tab. 1. Convergence between the PDCA cycle and the TWI JI method

The PDCA cycle relies on a methodical approach to every task. The first step is planning the task, which in the context of TWI JI means preparing the learner for training. The second step is doing the task—here, conducting the instruction. The third step is checking—within TWI JI, verifying how the learner performs the task. The final PDCA step is often understood as standardizing and sustaining the outcome, which in TWI JI corresponds to supervising the learner.

After the war, TWI became a key support program for Japanese companies and soon gained such recognition that it grew from a productivity method into an organizational culture. To this day, TWI is considered a foundation of the Toyota Production System and later, Lean Manufacturing [2].

THE CHALLENGE OF APPLYING TWI JI TO KNOWLEDGE TRANSFER

Standard TWI JI instruction is designed primarily for hands-on, shop-floor work (on-the-job training). In such instruction the learner mainly acquires practical skills; verbal explanation highlights only the key steps and critical points, while the rest can be observed during the demonstration. When teaching any method (e.g., a quality method), the learner must first understand the theory, and only then can they apply and practice it as a skill. This type of training is hard to conduct with standard TWI JI, because its hallmark is showing the job—not explaining it “dry.” In short, standard TWI JI primarily transfers skills, not theoretical knowledge.

Finding an effective, methodical way to teach knowledge related to applying a method (e.g., a quality method) is difficult. In manufacturing companies, both production and office employees are often expected to know and use methods like 5S, Ishikawa diagram, 8D, FMEA, and many others. Operators are typically sent to day-long classes or trained by their supervisors—approaches that are not always effective. Supervisors should aim to train employees quickly and effectively so they can use the knowledge in practice. Table 2 shows where the standard TWI JI method presents the biggest obstacles when used to teach a method (e.g., a quality method).

Tab. 2. Problems with Applying TWI JI for Knowledge Transfer

A MODIFIED TWI JI METHOD AS A TOOL FOR EFFECTIVE KNOWLEDGE TRANSFER

Below is a detailed training scenario for teaching the 8D problem-solving method using a new, knowledge-transfer-oriented approach built on TWI JI.

Step 1 – PREPARE THE LEARNER

Create a relaxed atmosphere
Loosen the mood. The trainer should chat with the learner about non-work topics—hobbies, interests, etc.

Define the job
Explain that the session will cover the 8D problem-solving method—a structured way to tackle problems.

Find out what the learner knows
Ask whether the learner has heard of 8D or other problem-solving methods. This is crucial for gauging prior experience.

Spark interest in the topic
Explain how 8D helps solve problems: it’s simple and logical, with clearly defined steps. It was developed by the U.S. Department of Defense in 1974.

Position the learner
Ask the learner to stand beside you with a clear view of the board where you will write out the steps.

Step 2 – PRESENT THE JOB

Because this instruction concerns knowledge transfer, the learner must first grasp the structure of 8D, then see how to apply it. Prepare a large sheet divided into three columns—an adapted Job Breakdown Sheet (hereafter “JBS”): Key Steps, Key Points, and Reasons (Table 3).

Trainer explains the method—clearly separating each Key Step
At this stage, list and underline the eight Key Steps of 8D and write them into the JBS.

Trainer explains the method—highlighting each Key Point
Now, for each Key Step, add the Key Points—the critical things to pay attention to for correct use of the method—writing them into the middle column.

Trainer explains the method—giving the Reasons for each Key Point
Finally, explain why each Key Point matters. Add these Reasons into the right column.

Tab. 3. Prepared JBS for the 8D method

Trainer demonstrates the method on a practical example
Announce that you will now solve one problem together, with you as the project leader:

“My car consumes on average 1 liter more fuel on the highway than a year ago.”

Add a fourth column to the right of the JBS—How We Proceed—and work through the example, step by step, filling that column (Table 4).

Tab. 4. Practical application of 8D—way of proceeding
(adapted from Lean Enterprise Institute Poland)

Key Steps	Key Points	Reasons	How We Proceed
1. Define the problem	Describe precisely Use facts/data	Better understanding Visualize scale	The trainer says: “Remember, in the first main step of the method there were two key points. The first was to describe the problem as precisely as possible, and the second was to rely on facts.” The trainer writes on the board: “When analyzing my car’s fuel consumption, I noticed that over the past year it has increased by 1 liter per 100 km. I use the car only for commuting to work. I drive the same route and use the same car. Traffic conditions are similar to what they were a year ago. My commute is 50 kilometers, of which 45 kilometers are on the highway.” The trainer says: “You see, I tried to describe the problem as comprehensively as possible and provided numbers to show that it is indeed a problem. Now let’s move on to the second main step.”
2. Form the team	Cross-functional Appoint leader	Diverse views Coordination	The trainer says: “In the second main step we have two key points. The first is that it’s best to have a cross-functional team—the larger, the better. In our case, it will just be the two of us, and together we will think through the problem. The second key point is to appoint a leader—this time, I will take that role.” The trainer writes on the board: Trainer’s name – Leader Learner’s name – Team member
3. Immediate actions	Protect the customer	Minimize impact	The trainer says: “In the third main step there was one key point—always protect the customer first. In this case, I am the customer. Let’s think together about what immediate actions we can take.” The trainer writes on the board: Drive more slowly, less aggressively Check the oil
4. Analyze potential causes	Brainstorm all causes; Allocate probabilities (100%) and select top two	Cast a wide net Prioritize	The trainer says: “In the fourth main step there are two key points. The first is to list all potential causes using brainstorming. Let’s think together about what the possible causes could be.” The trainer writes on the board: Potential cause Poorer fuel quality at the station Engine problems Overly aggressive driving (revving, overtaking) Vehicle malfunction Worn tires The trainer says: “Now the second key point—let’s estimate the probability. We have 100% to distribute across all the causes we listed.” The trainer writes on the board: Potential cause Probability Poorer fuel quality at the station 10% Engine problems 5% Overly aggressive driving (revving, overtaking) 30% Vehicle malfunction 20% Worn tires 35%
5. 5 Whys	For two top causes	Reach root cause	The trainer says: “In the fifth main step there was one key point: we need to conduct a ‘5 Whys’ analysis for the two most probable causes. Let’s do this together—I will write it down.” The trainer writes on the board: Worn tires Why? → They haven’t been replaced for 3 years Why? → I didn’t know they needed replacement Why? → I rarely check the condition of the tires Why? → I always forget about it Why? → I don’t have the habit of checking them regularly Overly aggressive driving Why? → I leave for work too late Why? → I go to bed too late Why? → I put my child to bed late Why? → It stays light outside for a long time Why? → My child doesn’t want to fall asleep early
6. Corrective actions	Short-term actions	Quick response	The trainer says: “In the sixth main step we have one key point: we need to develop short-term actions. Let’s think about both causes.” The trainer writes on the board: Worn tires – short-term action → buy new tires Overly aggressive driving – short-term action → drive more slowly, even at the cost of being late for work. Safety always comes first
7. Preventive actions	Record problem/date/root cause Plan tasks (who/when/status)	Documentation Planning	The trainer says: “Now it’s time for the seventh main step. Here we have two key points. The first is to describe the problem in detail (the three columns on the left in the table below). The second is to plan the actions (the next four columns in the table).” The trainer writes on the board: Opis problemu Data Przyczyna źródłowa Zadanie Kto Kiedy Status Worn tires 06.07. 2011 Not checking technical condition – no standard 1. Develop autonomous and planned maintenance Trainer 11.07   2. Buy new tires Trainer 13.07   Overly aggressive driving 06.07. 2011 Going to bed too late 1. Change child’s routine – buy blackout blinds Trainer 01.08   2. Test slower driving – don’t exceed 140 km/h on the highway Trainer 07.08
8. Evaluate & close	Leader evaluates Verify with facts/data	Accountability Objectivity	The trainer says: “In the eighth main step there are two key points. The first is that the leader always evaluates the problem-solving process and the completion of individual tasks. The second is to check the results—but remember, you must base this on facts. Imagine that today is September 1st and we have managed to complete all the tasks.” The trainer writes on the board: Zadanie Opis Status 1.Develop autonomous and planned maintenance A plan for autonomous and planned maintenance was established, a driver’s instruction was prepared, and a reminder standard was created.   2.Buy new tires Tires were purchased and installed on the car.   3.Change child’s routine – buy blackout blinds Blackout blinds were installed in the children’s room, allowing them to go to bed an hour earlier as the room is now dark.   4.Test slower driving – don’t exceed 140 km/h on the highway The test showed that with new tires and slower driving, fuel consumption dropped back to last year’s level.

Step 3 – CHECK THE LEARNER

Erase the board and leave four empty columns (Key Steps, Key Points, Reasons, How We Proceed). Ask the learner to fill out the JBS from memory.

Learner writes the method—states each Key Step
The learner lists and clearly underlines all eight Key Steps; the trainer corrects immediately if needed.

Learner writes the method—states the Key Points
The learner adds all Key Points for each step; the trainer assists as needed.

Learner writes the method—explains the Reasons
The learner adds the Reasons for each Key Point; the trainer corrects as necessary.

Learner applies the method to a chosen practical example—learner becomes the leader
Ask the learner to pick a simple, real problem (personal or work-related) and lead the 8D process. Example chosen by the learner:

“In my apartment, the circuit breaker trips 3–4 times a week.”

The learner leads brainstorming, 5 Whys, planning, etc., and completes the JBS.

Step 4 – FOLLOW UP (SUPERVISE)

Leave the learner to work independently
State that the learner is now capable of solving a problem using 8D and assign one work-related problem for further practice.

Point to a go-to person
Indicate whom to contact for help—yourself or an experienced colleague.

Check frequently
Invite the learner to assist on the next 8D case or lead a portion under your supervision.

Encourage questions
Emphasize that when in doubt, the learner should seek help rather than “wing it.”

Gradually reduce supervision
As the learner practices the method, your oversight will naturally diminish, until the learner can lead 8D independently.

SUMMARY – TWI JI for Knowledge Transfer

Using a modified TWI JI approach for knowledge transfer shortens training time. Studies by Lean Enterprise Institute Poland within the TWI Poland program in Polish manufacturing companies confirm this. Higher effectiveness stems from eliminating non-essential information and delivering only what the learner can retain. While standard TWI JI is aimed mainly at supervisors training operators in production tasks, the modified method has much broader applicability. Lean Enterprise Institute Poland, within the TWI Poland program, is researching new areas of application in industry.

REFERENCES

[1] Wrona B., Graupp P., Podręcznik TWI, Lean Enterprise Institute Polska, 2010
[2] Horbal R., Misiurek B., Rozwój umiejętności mistrzów i brygadzistów wg metody TWI. Szkolenie podwładnych, Zarządzanie Jakością, January 2009
[3] Łuczak Beata, Kuklińska Dorota, Audits and Auditing: How to Make Them Deliver Even More Benefits, Wydawnictwo Wyższej Szkoły Bankowej, 2007

Article information:
Published in Zarządzanie Jakością (No. 01/2011).

Dr inż. Bartosz Misiurek

CEO at Leantrix | 501240762 | [email protected]

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.