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CITATION

Liker, Jeffrey and Meier, David. Toyota Talent. US: McGraw-Hill, 2007.

Toyota Talent

Authors: Jeffrey Liker and David Meier

Published:  April 2007

eISBN: 9780071509947 0071509941 | ISBN: 9780071477451
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  • Contents
  • Acknowledgments
  • Foreword
  • Preface
  • Part One: Getting the Organization Ready to Develop Exceptional People
  • Chapter 1 What Can We Learn from Toyota about Developing Talent?
  • The Philosophy of Training and Development within Toyota
  • The Unfortunate Reality
  • The Cycle of Struggle and Firefighting
  • Breaking the Cycle of Defeat to Create a Cycle of Success
  • If People Are the Answer, Selecting Quality People Must Be the Key
  • Develop People to Ensure Prosperity
  • Chapter 2 Toyota Works Hard to Develop Exceptional People
  • People Development Is Critical to Toyota
  • The Toyota Production System Demands High Capability
  • Standardizing Training to Meet Global Needs
  • Toyota’s Human System Model
  • Fundamentals of Training Are Applicable to Developing Employee Talent
  • Teaching Fundamental Skills in a Standardized Way at Toyota
  • Pay Now or Pay Later
  • Can You Achieve Results Similar to Those of Toyota?
  • Chapter 3 Toyota and the Training Within Industry Program
  • Training Within Industry
  • Job Instruction Is the Foundation for Developing Talent
  • Toyota and the Job Instruction Method
  • The Job Instruction Course
  • TWI Is a Great Launching Point
  • Chapter 4 Prepare the Organization
  • Start at the Beginning
  • Define the Organizational Needs and Objectives
  • Assess the Current Situation
  • Go to the Source for Information
  • Establish the Organization Structure
  • Selecting Trainers
  • Natural Talents Necessary to Be an Effective Trainer
  • Fundamental Skills and Abilities That Are Learnable
  • Selection Process
  • Making Development Plans for All Employees
  • Development for Personal Achievement
  • The Talent Development Process
  • Development Is a Long-Term Commitment
  • Part Two: Identify Critical Knowledge
  • Chapter 5 Begin at a High Level to Understand Skill Requirements of the Job
  • Start with the Broad View
  • Are Service and Technical Jobs Completely Different from Manufacturing Jobs?
  • A Framework for Classifying Jobs
  • A Note on Standardization in Mechanistic versus Organic Organizations
  • Developing Exceptional People in Different Types of Jobs
  • Move from Broad Classifications to Specific Skill Requirements
  • Begin with Simple Tasks
  • Chapter 6 Standardized Work and the Job Instruction Method
  • Build a Foundation for Effective Training
  • Standardized Work Is Part of an Overall System
  • TWI and the Roots of Standardized Work
  • Standardized Work Applies in All Companies
  • Mindless Conformity or Intentional Mindfulness?
  • Standardized Work Is a Prerequisite for Training, and Job Instruction Is a Prerequisite for Standardized Work
  • Standardized Work as a Process and a Tool
  • Think Like a Rice Farmer
  • Chapter 7 Analyzing Routine Work and Ancillary Tasks
  • Analyzing Routine Work
  • How to Approach Nonroutine and Ancillary Tasks
  • Analyzing a Complex Job from the Health Care Field
  • Evaluate the Entire Process
  • Determine What Items Are Critical and Ensure They Are Performed Flawlessly
  • Success Is in the Details
  • Chapter 8 Breaking a Job Down into Pieces for Teaching
  • Breaking Down the Job for Training Is Different
  • Slice and Dice the Task into Small Details
  • A Job Breakdown Requires Careful Reflection
  • Present No More Than Can Be Mastered at One Time
  • Determine How the Job Will Be Presented
  • Breaking Down the Job—Part One
  • Identify Major Steps
  • Major Steps Are Important, but Key Points Are Critical
  • Chapter 9 Identify Key Points and Reasons
  • Breaking Down the Job—Part Two
  • Effective Identification of Key Points Is Critical
  • Confirm the Reasons for the Key Points
  • Beware of Urban Legends
  • Key Points Are Key
  • Chapter 10 Job Breakdown Examples
  • Putting It All Together
  • The Job Breakdown Sheet for Bumper Molding
  • Job Breakdown Examples for Nonrepeating Core Tasks
  • Nonrepeating Core Task Example from Health Care
  • Correcting Common Job Breakdown Errors
  • Is It Possible to Standardize Complex Engineering Tasks?
  • Job Breakdown: The Critical Step
  • Part Three: Transfer Knowledge to Others
  • Chapter 11 Prepare for Training
  • The Job Instruction Method Requires Thorough Preparation
  • Creating a Multifunction Worker Training Plan
  • Developing a Training Plan for Other Types of Jobs: Lean Facilitator Example
  • Set Behavioral Expectations from the Beginning
  • Develop Related Job Skills to Broaden Capability
  • Prepare the Work Area
  • Fortune Favors the Prepared
  • Chapter 12 Present the Operation: The Training Session
  • Are We There Yet?
  • Prepare the Student
  • Present the Operation: Tell, Show, and Demonstrate the Job
  • Clearly Explain the Key Points
  • Repeat the Job Again While Explaining the Reasons for the Key Points
  • Do Your Best
  • Chapter 13 Try Out Performance
  • An Opportunity for Reflection
  • Keen Observation Is Required
  • Instant Feedback
  • Student Performs the Task without Verbalizing Any Information
  • Student Performs the Task While Repeating the Major Steps
  • Student Performs the Task While Repeating the Major Steps and Key Points
  • Verify Understanding of the Reasons for Key Points
  • Correct Errors Immediately to Prevent Bad Habits
  • Assess Capability
  • Give Students Responsibility, but Keep an Eye on Them
  • Chapter 14 Handling Challenging Training Situations
  • No One Said It Was Going to Be Easy
  • Training at Line Speed
  • Teaching Longer or Complex Jobs
  • Training When Time Is Limited
  • Jobs That Require Special Skills and Techniques
  • Training When Oral Communication Is Limited
  • Teaching Visual Tasks
  • How to Develop Judgment Ability and On-the-Job Knowledge
  • How to Teach Tasks Performed Infrequently
  • Using Training Aids
  • There Are Many Challenging Situations
  • Part Four: Verify Learning and Success
  • Chapter 15 Follow Up to Verify Learning and Ensure Success
  • Moving the Student Toward Self-Reliance
  • The Trainer Is Always Responsible
  • Always Support the Student
  • Explain Who to Call for Help
  • Check Progress Frequently
  • Encourage Questions
  • Gradually Reduce the Coaching and Follow-Up
  • Use the Cascade Audit Method to Ensure Success of the Process
  • Learning Systems Are Not Self-Sustaining
  • Chapter 16 Organizational Follow-Up
  • Now Please Try, and—Do Your Best
  • Developing Resources by Going Deep and Then Wide
  • Structure for Implementation
  • Implementation Milestones
  • How to Approach Talent Development for Nonroutine Jobs: An Engineering Example
  • Can JI Training Be Successful in a Nonlean Organization?
  • All Leaders Have Responsibility for Developing Others
  • Using Layered Audits to Confirm Effectiveness
  • Spreading the Process
  • Index