Getting to Standard Work in Health Care

Patrick Graupp began his training career at the SANYO Electric Corporate Training Center in Kobe, Japan, after graduating with Highest Honors from Drexel University in 1980. There he learned to deliver TWI and other training to prepare employees for assignment outside of Japan. He was transferred to a compact disc fabrication plant in Indiana, where he obtained manufacturing experience before returning to Japan to lead SANYO’s global training effort. Graupp earned an MBA from Boston University during this time and was later promoted to the head of Human Resources for SANYO North America Corp. in San Diego, California, where he settled. Graupp delivered a pilot project in 2001 to reintroduce TWI in the United States. The positive results of the pilot project encouraged him to leave SANYO in 2002 to deliver the TWI program on a wider scale throughout the United States in the same manner as he was taught in Japan. He described in his book The TWI Workbook: Essential Skills for Supervisors, a Shingo Research and Professional Publication Prize Recipient for 2007. Working with the TWI Institute of Syracuse, New York, Graupp developed standardized training manuals and materials to train and certify trainers on how to deliver the TWI modules as was done by the TWI Service during WWII. The TWI Institute has since trained hundreds of trainers across the United States and around the globe that led to his follow-up book, Implementing TWI: Creating and Managing a Skills Based Culture, that was published in October 2010. Martha Purrier is a registered nurse with over 25 years of experience in the hospital setting. She earned a master’s degree specializing in the clinical care of patients with cancer and in the training of nurses. During the past 12 years, she has worked at Virginia Mason Medical Center in Seattle, Washington, as the director of Inpatient Oncology and IV Services. Virginia Mason adopted Lean as a management methodology in 2001 and Purrier was certified in Rapid Process Improvement Workshops in 2006. During her work in IV therapy, the team won the Mary McClinton Patient Safety award for the application of Lean methods, which produced increased safety for patients receiving central lines. In 2008, Purrier was appointed to the Kaizen Fellowship Program. She currently works as the director of Virginia Mason’s Kaizen Promotion Office and is applying TWI to health care instruction. She is a certified instructor of the TWI Job Instruction program.

CASE FOR STANDARD WORK IN HEALTH CARE





When Clinical Best Practice Is Not Actual Practice
Introduction
Engineering Safety into Our Care
More Effective Training for New Caregivers
Training Veteran Employees in Clinical Best Practices
Conclusion





Art of Medicine: It’s the People
Introduction
"Pit Crews, Not Cowboys"
Where Things Go Wrong
Where We Go from Here





Hand Hygiene Training Case Study
Introduction
Initial Training and Insights
Hand Hygiene: The Right Place to Start
Training Rollout
Results of the Initial Rollout
     Handwashing Pilot Created "Pull"
Conclusion





Need for Good Instruction Skill
Introduction
TWI Application in Health Care
From Manufacturing to Health Care
Good Job Instruction Technique





JOB INSTRUCTION TRAINING


Four Steps of Job Instruction
Introduction
     Showing Alone
     Telling Alone
A Sure and Effective Method of Instruction
     Teaching Hand Hygiene
     Step 1: Prepare the Worker
          Detail 1: Put the Person at Ease
          Detail 2: State the Job
          Detail 3: Find Out What the Person Already Knows
          Detail 4: Get the Person Interested in Learning the Job
          Detail 5: Place the Person in the Correct Position
     Step 2: Present the Operation
          Detail 1: Tell, Show, and Illustrate One Important Step at a Time
          Detail 2: Do It Again Stressing Key Points
          Detail 3: Do It Again Stating Reasons for Key Points
          Caution Point: Instruct Clearly, Completely, and Patiently, but Don’t Give Them More Information Than They Can Master at One Time
     Step 3: Tryout Performance
          Detail 1: Have the Person Do the Job, Correct Errors
          Detail 2: Have the Person Explain Each Important Step to You as They Do the Job Again
          Detail 3: Have the Person Explain Each Key Point to You as They Do the Job Again
          Detail 4: Have the Person Explain Reasons for Key Points to You as They Do the Job Again
          Caution Point: Make Sure the Person Understands
          Caution Point: Continue Until You Know They Know
     Step 4: Follow-Up
          Detail 1: Put the Person on Their Own
          Detail 2: Designate Who the Person Goes to for Help
          Detail 3: Check on the Learner Frequently
          Detail 4: Encourage Questions
          Detail 5: Taper Off Extra Coaching and Close Follow-Up
If the Worker Hasn’t Learned, the Instructor Hasn’t Taught





Breaking Down a Job for Training
Introduction
Get Ready Point 2: Break Down the Job
What Is an Important Step?
What Is a Key Point?
     Important Step 1: Wet Hands
     Important Step 2: Apply Soap
     Important Step 3: Rub Hands
     Important Step 4: Rub Fingers
     Important Step 5: Rinse
     Important Step 6: Dry
Summary and Sample Breakdowns
Breakdown Sheets and Standardized Work





Finding the Key Points: The "Key" to Good Instruction
Introduction
What to Include and What Not to Include
Simple Words and Few
Teaching "Feel"
How Many Key Points in a Single Step?
Common Key Points
Observing and Involving Experienced Workers in the Breakdown Process
Training Soft Skills: Hourly Rounding to Prevent Patient Falls
     Getting Patients to Ask for Help
     "We’re Too Busy to Do This"
     Patient Falls Were Reduced





How to Organize and Plan Training
Introduction
Get Ready Point 1: Make a Timetable for Training
Get Ready Points 3 and 4:
Get Everything Ready and Arrange the Worksite
Training Large Jobs: Divide Them into Teaching Units
When, and When Not, to Use Job Instruction
Implementation of New Equipment: Everyone Does It the Right Way





IMPLEMENTING THE JI PROGRAM





Starting Out Strong with a Pilot Project
Introduction
A Plan for Continuing Results
Getting Started on the Right Foot
     Form a TWI Working Group Responsible to Lead the Way
     Select a Pilot Project to Show the Need for Standard Work
     Initial Delivery of TWI Training
     Create In-House Trainers
     Create a Rollout Plan and Spread the Training





Integrating JI into the Culture to Sustain Results
Introduction
TWI as a Common Language
Using the Tools of Lean with TWI
     Standard Work Sheet
     PDSA (Plan-Do-Study-Act) Cycles
     Standard Work
     Target Progress Reports
     Cycle Time
     Takt Time
     Root Cause Analysis (RCA)
Sustaining Improvement

Conclusion: A Call to Action


Index