Module 3 – Standardized Work
This module is part of the Lean TPS Standardized Work system.
For the complete foundation and system context, see
Lean TPS Standardized Work →
LeanTPS Basic Training Instructor Script and Learning Guide
Chapter 1 – Introduction and Purpose
Introduction
The purpose of this module is to explain how Standardized Work functions inside the Toyota Production System. This is the practical, dynamic version used in Toyota plants and Jishuken activity, not the simplified interpretation found in most Lean courses. Standardized Work is the base of stability, flow, and improvement. This module shows how it behaves, how it fails, and how to apply it correctly in a real production environment using the logic taught at Toyota Industries Corporation and through applied Jishuken work.
Why Standardized Work Matters
Standardized Work creates the baseline for stability.
Without stability there is no flow.
Without flow there is no visibility.
Without visibility abnormalities stay hidden.
Without abnormalities there is no meaningful improvement.
Without improvement there is no capability development.
Every part of TPS depends on Standardized Work. It is the foundation for:
quality
safety
flow
problem solving
leadership
continuous improvement
This module explains how each of these is supported and protected by Standardized Work.
What You Will Learn
By the end of this module you will understand:
how takt time controls the rhythm of work
how cycle time behaves in real operations
how to break work into elements
how to design repeatable work sequences
how Standard Work in Process stabilizes flow
how to diagnose walking and motion losses
how Type I and Type II Standardized Work charts are used
how to redesign a workstation with TPS logic
how leadership maintains and improves Standardized Work
how Standardized Work connects to daily management
how the nine point method structures improvement
how your own nine step method aligns with TPS behavior
This is the practitioner level.
It is meant to be applied, not memorized.
How to Use This Module
This module is structured so you can:
read the concepts
observe the work
apply the logic
challenge what you see
reflect on your practice
discuss insights with me
refine your understanding
You can use this content directly at a client site or inside your own operations.
Each chapter builds on the previous one. You will be able to take this structure and convert it directly into training material, coaching sessions, or leadership development exercises.
Connection to the LeanTPS Basic Training Program
Module 3 fits into the larger LeanTPS training system. It connects directly to:
Module 4: Leader Standard Work
Module 5: Daily Management
Module 6: Problem Solving and A3
Module 7: Kaizen Thinking
Module 8: Flow Design and Material Presentation
Module 9: Dantotsu Quality
Module 10: LeanTPS Nine Step Method
Standardized Work is the base that supports every other module.
It prepares the learner for leadership, kaizen, and problem solving.
Your Role in This Module
This module is written for practitioners who apply Standardized Work in real operations. The goal is capability development through practical application, not passive learning.
Practitioners will learn how to:
see instability immediately
understand the gap between takt and cycle
diagnose motion and sequence issues
identify hidden forms of waste
explain work sequence clearly
redesign work for stability
teach leaders how to sustain improvements
These skills prepare practitioners to use Standardized Work as a foundation for leadership, flow, and problem solving across different environments.
Chapter 2 – Foundations of Standardized Work in TPS
The Core Purpose of Standardized Work
Standardized Work exists to stabilize the process so it can be improved. Without a stable baseline, improvements cannot be sustained. Without a clear sequence, improvement cannot be evaluated. Without consistent motion, visibility is lost. Without visibility, abnormalities remain hidden. And without abnormality, there is no kaizen.
Standardized Work is the starting point for every improvement effort in TPS. It is the structure that allows leaders and operators to see the work clearly and understand the relationship between people, machines, takt time, and flow.
What Makes Standardized Work Different From Instructions
Many organizations treat Standardized Work as instructions or procedures, which weakens the system.
The difference is fundamental:
Instructions describe how to perform a task.
Standardized Work defines the conditions required for flow.
Instructions focus on steps.
Standardized Work focuses on:
• timing
• sequence
• motion
• SWIP
• takt
• variation
• ergonomics
• quality points
Instructions are administrative.
Standardized Work is operational.
The Relationship Between Standardized Work and the Toyota Production System
Standardized Work is one of three foundational pillars in TPS. The others are flow and problem solving.
Together, these create:
• stable work
• visible abnormalities
• clear leadership roles
• consistent output
• reduced burden
• predictable performance
In Toyota, Standardized Work is not taught as paperwork. It is taught as a way of seeing operations and understanding how work behaves.
The Mindset Required for Standardized Work
Practitioners must approach Standardized Work with the same mindset expected of Toyota team leaders and trainers. This includes:
• respect for people
• respect for flow
• patience with variation
• curiosity in detail
• discipline in observing
• skill in timing
• sensitivity to ergonomic strain
• ability to explain work clearly
• ability to simplify before improving
Standardized Work is not mechanical. It requires presence, attention, and leadership.
Where Standardized Work Fails in Most Companies
Standardized Work commonly fails for predictable reasons:
• no stable takt time
• inconsistent cycle times
• no observation of variation
• sequence changing each cycle
• leaders not auditing the standard
• uncontrolled WIP
• poor part presentation
• unstable flow
• no abnormality signals
• standards not updated after improvements
• standards created only for compliance
When these conditions exist, Standardized Work collapses.
How Standardized Work Reveals Abnormality
Abnormality cannot be seen without a clear definition of normal. Standardized Work exposes abnormality whenever:
• takt time is exceeded
• the operator hesitates
• tools must be searched for
• SWIP is incorrect
• motion changes
• walking increases
• sequence drifts
• flow stops
• quality points are skipped
Each abnormality triggers investigation and learning.
This is why Standardized Work is not a document. It is a detection system.
Chapter 3 – Takt Time, Cycle Time, and Stability
Why Takt Time Comes First
Standardized Work begins with one question:
What is the required pace of production?
Takt time answers this.
Takt time is not simply a calculation. It is a design constraint that shapes the entire system. In TPS, takt time is introduced as the anchor for flow, staffing, layout, machine load, and leadership control.
Takt time clarifies:
• the required pace
• what variation is unacceptable
• how many operators are needed
• how the line must be balanced
• what flow should look like
Without a clear takt time, Standardized Work has no meaning.
How to Calculate Takt Time Correctly
The formula is:
Takt Time = Available Operating Time per Shift ÷ Required Units per Shift
The calculation is not the main point.
The purpose is understanding the constraint.
If demand is ten units per day and available time is five hundred minutes, takt time is fifty minutes. One unit must be completed every fifty minutes to support demand.
Takt time is always expressed as time per piece.
It defines a limit that must be respected.
Why Cycle Time Must Be Observed, Not Assumed
Cycle time is the time required to complete one cycle of work.
Most organizations estimate cycle time incorrectly because they rely on:
• memory
• historical averages
• old time studies
• assumed capacity
• ideal conditions
TPS requires direct observation of cycle time in real conditions.
When observing:
• watch multiple cycles
• capture variation
• note the spread between fastest and slowest
• identify motion delays
• identify walking losses
• identify waiting
• observe searching or hesitation
• see which movements differ between cycles
Cycle time is a distribution, not a single value.
Understanding this distribution is essential.
Takt Time vs Cycle Time – Understanding the Gap
The gap between takt and cycle reveals capability.
If cycle time is greater than takt time:
The system is overloaded. Flow collapses, quality drops, WIP increases, and operators struggle.
If cycle time is significantly lower than takt time:
There is underutilization, imbalance, or wasted motion. Flow may be stable but opportunities for improvement exist.
If cycle time varies widely:
The process is unstable. Variation must be addressed before any sustained improvement is possible.
The takt and cycle gap is one of the most important signals in TPS.
Why Stability Comes Before Improvement
TPS builds stability first, then improves.
Stability means:
• predictable cycle time
• consistent motion
• repeatable sequence
• correct SWIP
• clear part presentation
• layout aligned with takt
Improvement attempted before stability results in noise rather than progress.
A stable process allows kaizen to be accurate and effective.
Takt Time and Leadership Responsibility
Leaders must understand takt time as clearly as operators.
Leaders:
• confirm takt daily
• adjust for demand changes
• teach takt awareness
• check that sequence supports takt
• verify SWIP aligns with takt
• confirm layout supports the required pace
Takt is a leadership tool.
Cycle time is the operator’s reality.
Standardized Work connects the two.
Takt Time as an Abnormality Detector
When takt time is set correctly, it acts like a heartbeat.
You can see abnormalities because the rhythm breaks.
You will see:
• hesitation
• searching for tools
• increased walking
• defects appearing
• flow interruptions
• SWIP drifting
• operators improvising steps
• leaders firefighting
When takt is clear, these become obvious.
When takt is unclear, everything blends together and nothing improves.
Takt time is the first layer of visibility.
Chapter 4 – The Three Elements of Standardized Work
Why These Three Elements Form the Core of Stability
Standardized Work is built on three essential elements. When these elements are established correctly, the process becomes stable. When they are missing or unclear, flow cannot be supported and improvement cannot be sustained.
The three elements are:
• Takt Time
• Work Sequence
• Standard Work in Process (SWIP)
Each element carries deep TPS logic. Together they define how people and machines work in harmony.
Element One – Takt Time
Takt time defines the pace required to meet customer demand.
It sets the rhythm of the system.
When takt time is unclear:
• operators struggle
• leaders react instead of lead
• cycle time fluctuates
• WIP accumulates
• abnormalities remain hidden
• flow breaks down
This is why Standardized Work begins with takt.
Element Two – Work Sequence
Work sequence is the repeatable order of steps the operator follows to complete the job.
It includes:
• motion
• timing
• positioning
• ergonomics
• safety points
• quality points
• hand coordination
• interaction with machines
• tool usage
• walking pattern
A stable sequence makes work visible and predictable.
When the sequence changes each cycle:
• variation increases
• cycle time becomes unstable
• defects appear
• SWIP drifts
• abnormalities cannot be confirmed
• improvement becomes impossible
Work sequence is not the ideal method.
It is the repeatable method.
Improvement happens after stability, not before.
Element Three – Standard Work in Process (SWIP)
SWIP defines the minimum amount of material required to maintain flow.
It exists because:
• machines have run time
• humans have motion
• tasks overlap
• variation must be absorbed
• flow must continue
• buffer must be controlled
• abnormalities must be visible
Too little SWIP stops the process.
Too much SWIP hides problems.
Correct SWIP supports:
• stable flow
• clear visibility
• balanced timing
• consistent sequence
• predictable rhythm
Incorrect SWIP results in:
• uneven output
• timing variation
• operator stress
• increased walking
• hidden defects
• rising inventories
• unstable motion
SWIP is often misunderstood. It is a control point, not a supply point.
The Three Elements Must Work Together
These elements operate as a system.
Takt Time
sets the pace.
Work Sequence
creates the repeatable pattern.
Standard Work in Process
maintains stability in the pattern.
If one element is missing:
• the process becomes fragile
• abnormalities hide
• operators compensate
• leaders lose visibility
• kaizen becomes random
• flow becomes unstable
When all three are aligned, Standardized Work becomes a powerful stability mechanism.
How Toyota Uses the Three Elements in Daily Practice
In Toyota plants, leaders observe these three elements every day. They verify:
• sequence adherence
• correct SWIP
• support for takt
• smooth motion without hesitation
• consistent tool and part placement
• correct use of quality points
• effective use of machine time
• minimal distance traveled
• smooth flow
• clear abnormality signals
This is the daily application of Standardized Work. It is not theoretical.
Preparing for the Next Chapter
Now that you understand the three elements, you are ready to learn how to visualize them.
The next chapter focuses on two tools that make Standardized Work visible:
• Type I Standardized Work Chart
• Type II Standardized Work Chart
These tools allow you to:
• map walking
• understand distance
• see variation
• observe machine interaction
• identify motion waste
• redesign stations
• validate SWIP
• balance work across operators
This visibility is what makes improvement possible.
Chapter 5 – Type I and Type II Standardized Work Analysis
Why Standardized Work Must Be Visual
Standardized Work cannot be understood from text alone.
TPS depends on visualization of motion, timing, and flow.
Two tools make this possible:
Type I Standardized Work Chart
Type II Standardized Work Chart
These charts reveal how the work actually behaves. Motion and flow cannot be controlled or improved unless they are visible.
Type I and Type II charts make the following clear:
• walking patterns
• motion waste
• unnecessary distance
• sequence clarity
• SWIP locations
• machine overlap
• ergonomic strain
• timing and rhythm
• abnormalities in flow
In TPS these charts are not used to document work, but to expose reality so improvement becomes possible.
Type I Standardized Work Chart
The Type I chart is used when the operator works mainly within a single station.
It shows:
• work elements
• motion within the station
• part presentation
• tool locations
• ergonomic points
• sequence flow within a fixed area
• timing
• steps performed before repeat
This chart is best for:
• hand assembly tasks
• short cycle operations
• minimal walking
• work done in a small footprint
The Type I chart stabilizes the fine details of hand motion.
What to look for in a Type I chart:
• excessive reaching
• searching for parts
• inconsistent motion
• unnecessary turning
• poor part presentation
• awkward posture
• safety risks
• unclear quality points
The Type I chart simplifies motion so improvements become visible.
Type II Standardized Work Chart
The Type II chart is used when the operator moves across multiple locations or interacts with several machines.
This chart shows:
• the walking path
• distances traveled
• direction of movement
• movement between machines
• points of interaction
• SWIP points
• flow of parts
• overlap of machine and human time
• layout relationships
Type II reveals deeper system issues that Type I cannot show.
Type II is used when:
• operators walk between machines
• the work involves looping or circuits
• machines run while operators move
• WIP must be staged at multiple points
• there is natural overlap between human time and machine time
• layout is part of the problem
• distance variations affect cycle time
Type II charts expose hidden waste that is often invisible in daily operations.
Why Type II Reveals More Than Type I
In most real operations, the operator does not stand still.
Movement reveals instability.
Walking is a powerful diagnostic signal. It often uncovers:
• poorly designed layouts
• misplaced parts
• inconsistent SWIP
• long transport distances
• unnecessary loops
• excessive backtracking
• ergonomic stress
• hidden variation in cycle time
• time lost between machines
When you map walking, you map waste.
Type II gives you that visibility.
This is where analytical capability becomes visible through motion and flow analysis.
How to Create a Type II Chart Correctly
Here is the TPS approach:
Step 1
Observe the operator for several cycles.
Step 2
Map the exact walking path.
Step 3
Mark every machine and part location.
Step 4
Identify where the sequence repeats.
Step 5
Label SWIP points.
Step 6
Mark distances and direction of motion.
Step 7
Overlay timing and element duration.
Step 8
Identify:
• unnecessary travel
• overlapping steps
• idle machine time
• idle operator time
• opportunities for redesign
This is not a drawing exercise.
It is a way of understanding the system.
What Type II Charts Reveal Immediately
When you look at a Type II chart, you should instantly see:
• the primary walking loop
• crossing paths
• multiple backtracks
• unbalanced machine loads
• poor placement of tools
• unnecessary distances
• inconsistent SWIP
• wrongly designed station layout
• wasted movement
• stress points in the sequence
• unnecessary rotations or turning
If the operator is walking too much, the system is not designed correctly.
How Type I and Type II Work Together
Type I stabilizes fine motion.
Type II stabilizes flow between locations.
Together they create:
• clear sequence
• structured movement
• visible waste
• balanced work
• correct SWIP
• efficient layout
• stable cycle time
Many Lean programs skip Type II completely. Or they reduce it to a box diagram. Toyota never does this. Type II is essential for understanding the full system.
Preparing for Chapter 6
Now that you understand Type I and Type II, the next chapter will show you how to reduce walking and redesign the workstation for better flow.
This includes:
• how to see wasted walking
• how to reduce unnecessary distance
• how to reposition parts correctly
• how to redesign flow paths
• how to reduce cycle time variability
• how to use Type II to propose improvements
This is where Standardized Work becomes dynamic and powerful.
Chapter 6 – Eliminating Walking and Designing Flow
Why Walking Is a Critical Form of Waste
Walking is often ignored because it looks normal.
In TPS, walking is a high-priority signal of system weakness.
Walking does not add value.
Walking often hides:
• poorly designed layout
• incorrect SWIP
• missing fixtures
• unnecessary travel between machines
• poor part presentation
• inconsistent material flow
• searching behavior
• wasted time that increases cycle variation
When you study walking, you study the hidden structure of the work.
Walking reveals the real design of the workplace.
How Walking Affects Cycle Time and Stability
Variation in cycle time is strongly influenced by walking. Even small walking differences between cycles create instability. When operators take different paths or distances vary, cycle time will fluctuate.
Walking creates instability because:
• distance changes
• obstacles vary
• path clarity is inconsistent
• machine timing changes with motion
• hand positions differ depending on where the operator arrives
• SWIP differences cause operators to walk further or shorter distances
This makes work:
• difficult to repeat
• difficult to time
• difficult to improve
• difficult to teach
• difficult to standardize
Walking destroys stability.
Using Type II Charts to See Walking Loss Clearly
Chapter 5 introduced Type II charts.
Chapter 6 uses them as a diagnostic.
Here is what you map:
• start point
• end point
• direction of motion
• loops
• crossovers
• backtracking
• machine touch points
• part locations
• SWIP locations
• distances traveled
Once mapped, you can immediately see:
• how much walking exists
• where unnecessary distance appears
• how many loops the operator takes
• what travel can be eliminated
• whether the layout supports takt
• whether SWIP is positioned correctly
Type II transforms invisible waste into visible reality.
The Five Causes of Excess Walking
In Toyota analysis, walking almost always originates from one or more of these five causes:
1. Poor material presentation
Parts are too far away or not positioned at hand height.
2. Incorrect layout or machine spacing
Machines placed far apart, forcing unnecessary travel.
3. Improper SWIP positioning
SWIP points that are not close to the operator’s natural path.
4. Unstable sequence
Operators create loops to recover from variation.
5. Overlapping responsibilities
Operator must pick, carry, stage, load, unload across multiple zones.
When you eliminate walking, you usually fix the true root cause behind one of these five issues.
The Principle of Bringing the Work to the Operator
TPS aims to reduce operator movement, not increase it.
Work should come to the operator through:
• proper parts presentation
• correct SWIP staging
• optimized layout
• positioned tools
• gravity feed racks
• material flow designed for reach and ergonomics
When the operator has to move toward the work, the system is poorly designed.
We always want:
Minimum motion, minimum distance, minimum strain.
How to Redesign a Walking Path
Here is the TPS method for redesigning walking:
Step 1
Map the current walking path using a Type II chart.
Step 2
Measure the total distance traveled in one cycle.
Step 3
Observe why the distance is required.
Is it layout, sequence, SWIP, tools, or parts location?
Step 4
Redesign the layout so that the operator moves less.
This includes:
• reducing distance between machines
• moving SWIP closer to the operator
• placing parts at the point of use
• reducing loop size
• eliminating unnecessary backtracking
• aligning machines in a flow pattern
• shortening travel with redesign of fixtures
Step 5
Test the new walking path.
Cycle time should stabilize.
Step 6
Redraw the Type II chart to reflect the improved flow.
Step 7
Teach the new path and update the standard.
This is the dynamic part of Standardized Work.
We redesign and validate, not simply document.
Real Examples From Toyota Practice
In the Takahama examples I shared with you, you saw that even a small change in part placement could reduce walking significantly.
Examples include:
• moving a part 30 centimeters closer
• reorganizing a tray
• changing the angle of a bin
• adjusting SWIP to reduce travel
• repositioning two machines to eliminate a loop
• creating a U shape to prevent backtracking
These improvements often reduce cycle time by seconds, but the cumulative effect is large.
In the Raymond examples, one improvement reduced cycle by 19 seconds.
This came from walking elimination and flow redesign, not faster motion.
Walking improvement is powerful.
How Walking Reduction Supports Takt
Reducing walking does not make operators move faster.
It removes the wasted distance that adds unnecessary time to the cycle.
This makes:
• takt easier to maintain
• cycle time more stable
• abnormalities clearer
• SWIP easier to manage
• leadership auditing simpler
When walking is reduced, everything becomes more predictable.
Walking hides variation.
Removing walking reveals the true capability of the process.
Preparing for Chapter 7
Now that you understand how walking connects to flow and stability, you are ready to learn about one of the most important elements of Standardized Work:
Standard Work in Process (SWIP).
In Chapter 7 you will learn:
• why SWIP exists
• how SWIP stabilizes flow
• how to calculate minimum SWIP
• how SWIP exposes abnormalities
• how walking and SWIP interact
• how SWIP supports takt
• how to place SWIP correctly in a layout
SWIP is the most misunderstood topic in Standardized Work.
You will learn it the way Toyota teaches it.
Chapter 7 – Standard Work in Process (SWIP)
Why SWIP Is Essential for Flow
SWIP is the minimum amount of material required to keep the process flowing. It is not a buffer. It is not inventory for convenience. It is not a safety stock.
SWIP exists to:
• maintain flow
• absorb natural variation
• ensure machine and operator overlap
• prevent downtime
• reveal abnormalities quickly
When SWIP is incorrect, everything else collapses.
Too little SWIP stops the process.
Too much SWIP hides the truth.
SWIP is the stabilizer that allows takt time and cycle time to work together.
The Role of SWIP in TPS
SWIP protects flow and exposes abnormality.
Here is how Toyota uses SWIP:
• SWIP defines normal conditions
• SWIP exposes when something is wrong
• SWIP prevents the operator from compensating for instability
• SWIP makes the sequence repeatable
• SWIP makes cycle time predictable
• SWIP supports takt time
• SWIP eliminates unnecessary walking
• SWIP shows exactly where work should be staged
When SWIP is visible and correct, the entire process becomes easier to lead and easier to improve.
The Misunderstanding Most Companies Have About SWIP
Most companies think SWIP is about keeping the workstation stocked.
They treat SWIP as a convenience.
But TPS treats SWIP as a control mechanism.
Here are the most common mistakes:
• Too much material
• SWIP placed in the wrong location
• SWIP not defined
• SWIP varies by operator
• SWIP varies by shift
• SWIP varies during the day
• SWIP is used to hide defects
• SWIP is used to hide instability
• SWIP is used to compensate for bad layout
• SWIP becomes uncontrolled inventory
When SWIP is uncontrolled, Standardized Work collapses.
How to Determine Correct SWIP
There are two ways Toyota determines SWIP.
Method 1: Observation
Watch the operator and machine interaction.
Fix:
• What material is required to prevent waiting
• What material supports the sequence
• Where should parts be positioned
• How many pieces are needed between machine cycles
• What is the minimum amount to avoid interruption
This method is used daily.
Method 2: Logical Calculation
Use this logic when the work involves multiple machines or overlapping tasks.
SWIP = the minimum units required to support uninterrupted flow.
This depends on:
• cycle time
• machine time
• operator travel
• overlap of steps
• takt time
• number of parallel tasks
SWIP is always validated at the workstation, never only on paper.
How SWIP Stabilizes Flow
Correct SWIP produces:
• predictable rhythm
• smooth transitions between steps
• stable cycle time
• consistent sequence
• fewer interruptions
• easier abnormality detection
Incorrect SWIP produces:
• stopping
• waiting
• excess inventory
• hidden variation
• stressed operators
• unpredictable timing
• drifting sequence
SWIP is stability itself.
It is the living component of Standardized Work.
How to Position SWIP Correctly
Here is the TPS method for correct SWIP placement:
Step 1
Observe the natural path of the operator.
Step 2
Identify the point where material must be available.
Step 3
Place SWIP at the exact location where the operator needs it.
Step 4
Ensure the operator does not need to reach excessively.
Step 5
Ensure SWIP does not require walking.
Step 6
Ensure SWIP supports both machine and human sequences.
Step 7
Mark SWIP visually so anyone can see if the amount is correct.
SWIP must never be placed where the operator must walk to retrieve it.
SWIP as an Abnormality Indicator
SWIP should make abnormality clear from a distance.
Examples:
• If SWIP is empty, something upstream failed.
• If SWIP is overflowing, something downstream failed.
• If SWIP is inconsistent, the sequence is unstable.
• If SWIP must be manually corrected, layout or timing is wrong.
• If SWIP grows during a shift, cycle time is drifting.
When SWIP exposes abnormality, leaders can act immediately.
When SWIP hides abnormality, leaders cannot see problems.
This chapter teaches you how to make SWIP reveal the truth.
SWIP and Walking Reduction
There is a direct relationship between walking and SWIP.
• If SWIP is too far from the operator, walking increases.
• If SWIP is poorly placed, sequence changes.
• If SWIP is too high, it spreads out and increases motion.
• If SWIP is too low, the operator must search or backtrack.
• If SWIP is unstable, cycle time becomes unpredictable.
Correct SWIP placement removes walking and stabilizes flow at the same time.
Preparing for Chapter 8
With SWIP understood, the next chapter introduces the full transformation logic of Standardized Work.
Chapter 8 introduces the Nine Point Method, which integrates:
• takt time
• cycle time
• elements
• sequence
• SWIP
• walking
• flow design
• workstation structure
• leader responsibility
This method becomes the backbone of applying Standardized Work in client transformations.
Chapter 8 – The Nine Point Method for Standardized Work
Why the Nine Point Method Exists
The Nine Point Method is the structure that turns Standardized Work from a concept into a practical transformation tool. It provides a logical and disciplined sequence that stabilizes any process and prepares it for improvement.
This method is what many trainers do not teach.
They focus on the three forms or general guidelines, but they do not show the structured thinking that Toyota leaders use.
This Nine Point Method is grounded in Nomura Memo 124 and refined through my practice. It fits perfectly into the TPS logic and provides a framework that practitioners can use in real operations.
Each point builds on the previous one.
Each point must be done in order.
Each point strengthens stability
Point 1 – Confirm Takt Time
The first step is always takt time.
Takt time defines the required rhythm of the work.
At this stage you confirm:
• available operating time
• customer demand
• takt time calculation
• model mix impact
• shift differences
• variability in daily requirements
If takt time is not stable or not understood, it must be corrected before proceeding.
Everything that follows depends on this number.
Point 2 – Observe Actual Cycle Time
Cycle time is never assumed.
It is always observed.
At least 10 to 12 cycles must be observed to capture:
• fastest
• slowest
• average
• variation
• root causes for fluctuation
• human and machine influence
• walking and distances
• waiting time
• searching and hesitation
Cycle time reveals the actual capability of the process.
You cannot design Standardized Work without knowing how the process behaves.
Point 3 – Break the Work Into Elements
This is the foundation of practitioner skill.
You break the work into meaningful elements that can be measured and repeated.
Elements include:
• manual motion
• machine interaction
• walking
• picking
• placing
• inspection points
• ergonomic steps
• load and unload
• quality checks
The goal is to see the work clearly and at the correct level of detail.
This is where hidden problems become visible.
Point 4 – Establish the Standard Sequence
Now you determine the repeatable order of the work.
This is not the ideal sequence.
It is not the imagined sequence.
It is the sequence that:
• supports takt
• is safe
• is visible
• is ergonomic
• is teachable
• is stable
• can be repeated by any trained operator
• does not rely on improvisation
When the sequence is inconsistent, the work cannot be understood or improved.
Point 5 – Establish Standard Work in Process (SWIP)
Now that the sequence is known, you identify the minimum SWIP needed to maintain flow.
Key questions include:
• How much material is needed to prevent waiting
• Where should SWIP be located
• What SWIP supports machine overlap
• What SWIP stabilizes timing
• What SWIP exposes abnormality clearly
• What SWIP prevents excessive walking
You validate SWIP at the station, not on paper.
SWIP stabilizes the work so takt can be achieved consistently.
Point 6 – Create the Standardized Work Chart (Type I or Type II)
Now you visualize the work.
You create:
• Type I chart for fixed stations
• Type II chart for moving operators
The chart must include:
• sequence of steps
• SWIP points
• walking path
• distances
• part locations
• tool positions
• ergonomic posture
• machine locations
• repeatable pattern of work
This is where abnormalities become visible.
Point 7 – Create the Standardized Work Combination Table (SWCT)
The SWCT is the tool Toyota uses to show:
• manual time
• machine time
• walking time
• waiting time
• timing overlap
• load imbalance
• cycle time relative to takt
The table reveals truth about the work.
It shows where time is lost and where opportunities for kaizen exist.
This is one of the most important diagnostic tools in Standardized Work.
Point 8 – Confirm Line Balance
Now you ensure that work is balanced across operators and machines.
Balance means:
• each operator’s time is close to takt
• no one is overloaded
• no one is underused
• walking is minimized
• machines overlap correctly
• sequence is aligned with flow
• ergonomic load is fair and safe
A balanced line supports flow and reveals improvement opportunities.
Point 9 – Validate at the Worksite
The final step is validation.
Validation requires confirming at the workstation::
• takt is supported
• sequence is followed
• SWIP is correct
• distances match the chart
• timing is consistent
• abnormality is visible
• operators can perform the work safely
• the standard works across shifts and conditions
Validation is not a formality.
It is the moment the process becomes real.
This is where Standardized Work becomes a living system.
Why the Nine Point Method Works
The Nine Point Method works because:
• it builds stability step by step
• it prevents rushing to solutions
• it forces observation
• it controls variation
• it exposes root causes
• it strengthens leadership understanding
• it integrates takt, sequence, and SWIP
• it creates a teachable structure
• it leads to repeatable improvements
This is the structured thinking behind all Standardized Work.
This method supports coaching teams and leaders with confidence and clarity.
Preparing for Chapter 9
In the next chapter you will learn how to apply the Nine Point Method to redesign a workstation and reduce waste through:
• motion analysis
• walking reduction
• part presentation
• ergonomic improvement
• flow design
• small layout changes
• cycle time stabilization
This is where your understanding becomes practical capability.
Chapter 9 – Workstation Redesign and Motion Improvement
Why Workstation Redesign Matters in TPS
Redesigning the workstation is where Standardized Work becomes a catalyst for improvement. It is the point at which the findings from takt time, cycle time, elements, sequence, SWIP, and walking are applied to redesign.
TPS sees workstation design as the combination of:
• operator motion
• layout
• walking paths
• tool positions
• part presentation
• SWIP staging
• machine placement
• ergonomic reach
• flow direction
When the workstation is designed well, operators can work safely and consistently with low strain. When the workstation is designed poorly, operators compensate through hidden adjustments. These hidden adjustments create variation, defects, delays, and frustration.
The goal is to redesign the workstation so the operator does not need to compensate.
The Six Principles of Good Workstation Design
Here are the principles Toyota uses:
1. Bring everything to the operator
Parts, tools, SWIP, and fixtures should be within comfortable reach.
2. Minimize distance moved
Walking should be reduced wherever possible.
3. Use both hands effectively
Hands should have predictable and balanced workloads.
4. Reduce the number of motions
Every unnecessary movement increases variation and fatigue.
5. Position parts at the point of use
Parts should be located exactly where they are needed in the sequence.
6. Create clear flow direction
The operator should move in a single, predictable pattern.
These principles form the basis of ergonomic, efficient, and stable workstation design.
Using Type I and Type II Analysis to Redesign a Station
Type I and Type II charts from earlier chapters now become tools for redesign.
When redesigning a workstation:
• look at the walking loop
• look at the distances
• look at points where the operator crosses paths
• look at backtracking
• look at motion waste
• look at hesitation points
• look at awkward posture
• look at reach variation
Every one of these is a kaizen opportunity.
The redesign questions:
• Why does the operator move this way
• What prevents a smoother motion
• What makes the operator hesitate
• What makes the operator reach farther than necessary
• What makes the operator return to the same position twice
• What forces the operator to turn
• What forces walking that could be removed
These problems are common in unstable workstations.
Common Motion Problems Revealed in Workstation Redesign
TPS identifies several motion problems that almost always exist before redesign:
Excessive reaching
Because parts are not at the correct height or position.
Unnecessary walking
Because the layout forces long travel.
Searching for tools
Because tools are not standardized in location.
Multiple handoffs
Because the sequence is unclear or poorly structured.
Rotational waste
Because the operator must turn too often to access parts.
Missing fixtures
Because the process was never designed with ergonomics in mind.
Improvised holding methods
Because parts do not have a stable position.
These conditions appear frequently in real operations. The redesign process removes them one by one.
How to Redesign a Workstation Step by Step
Here is the TPS redesign method:
Step 1
Observe and map current motion using Type I or Type II.
Step 2
Eliminate unnecessary walking by moving parts closer.
Step 3
Adjust SWIP to be within natural reach.
Step 4
Reposition tools so they follow the sequence.
Step 5
Reorganize the layout for flow, not convenience.
Step 6
Introduce fixtures or holders to stabilize parts.
Step 7
Reduce reach distance for both hands.
Step 8
Test the new design with multiple cycles.
Step 9
Measure cycle time stability.
Step 10
Revise Standardized Work documents.
The goal is not speed.
The goal is stability and repeatability.
Speed comes naturally after motion and design improve.
Real TPS Improvement Examples
In the examples, two specific improvements demonstrate the power of workstation redesign.
Example 1:
Moving the parts bin and adjusting the layout reduced motion by several seconds. This stabilized cycle time and made takt support possible.
Example 2:
Changing the station shape and eliminating one walking loop produced a 19 second gain. This was not from moving faster, but from improving the flow.
Example 3:
Improved part presentation in Takahama reduced ergonomic strain and clarified quality points, improving both stability and consistency.
These examples show the principle clearly:
Better workstation design improves flow and reduces variation.
Motion Improvement Through Repetition and Observation
After redesign, the process must be checked at the gemba:
• does the operator follow the new sequence
• is motion smooth and consistent
• does the operator hesitate
• does the operator struggle
• did the redesign eliminate the root cause
• is SWIP correct now
• did walking reduce
• did variation decrease
You cannot finalize a redesign until the new method is proven through actual cycles.
This is why TPS emphasizes observation at every step.
Workstation Redesign Leads Directly to Stability
A good workstation design supports:
• safe posture
• consistent timing
• aligned motion
• clear sequence
• reduced walking
• controlled SWIP
• improved ergonomics
• stable cycle time
• clear leader auditing
• sustainable improvement
This becomes visible immediately when the method is applied at a client site. Operators feel the difference. Leaders see the difference. And the process becomes easier to teach, easier to audit, and easier to improve.
Preparing for Chapter 10
Now that you know how to redesign a workstation, the next chapter focuses on leadership behavior.
Standardized Work collapses when leaders:
• do not audit
• do not teach
• do not confirm sequence
• do not check SWIP
• do not understand takt
• do not respond to abnormalities
Chapter 10 explains the leadership responsibilities that protect Standardized Work every day.
Chapter 10 – Leadership Responsibilities in Standardized Work
Why Leadership Determines the Success of Standardized Work
Standardized Work does not fail because of operators.
It fails because leaders do not understand, protect, or reinforce it.
TPS treats Standardized Work as a leadership responsibility, not an operator task.
Operators perform Standardized Work.
Leaders maintain Standardized Work.
If leaders do not confirm the standard daily, it will drift.
If leaders do not teach the standard, it will degrade.
If leaders do not revise the standard after kaizen, it will become obsolete.
If leaders do not protect the operator from instability, the operator will improvise.
Leadership determines whether Standardized Work becomes a living system or a forgotten document.
The Three Leadership Obligations in Standardized Work
Toyota teaches leaders three core obligations:
1. Create the Standard
This includes defining:
• takt time
• sequence
• SWIP
• motion
• part presentation
• layout
• ergonomics
• timing
• quality points
• safety points
The leader builds the standard based on what they observe, not what they assume.
2. Maintain the Standard
Daily checks include:
• sequence adherence
• SWIP levels
• timing against takt
• ergonomic posture
• hand use
• walking pattern
• machine interaction
Leaders confirm the standard through direct observation.
3. Improve the Standard
Leaders lead kaizen by:
• reducing motion
• improving layout
• stabilizing quality points
• eliminating waste
• supporting SWIP
• shortening walking path
• improving fixtures
The leader is responsible for revising the standard immediately after improvement.
What Leaders Must Never Allow
A Toyota leader must prevent the following conditions:
• variation in sequence
• excessive walking
• unstable SWIP
• searching for tools
• unclear quality checks
• poor posture
• waiting or hesitation
• inconsistent part presentation
• non-timed elements
• unmanaged abnormalities
Ignoring these issues is not a small oversight.
It weakens the entire TPS system.
How Leaders Observe Work Correctly
Leaders learn to observe work with precision.
They do not stand far away.
They do not rely on reports.
They do not make assumptions.
Leaders observe:
Hand motion
Sequence
Walking
SWIP
Part presentation
Body posture
Timing
Flow direction
Quality points
Safety points
Leaders must be able to explain abnormalities clearly.
Observation is not policing.
It is teaching and protecting the operator.
Teaching Standardized Work to Team Members
A leader must be able to teach:
• why the sequence exists
• why timing matters
• why certain motions must be followed
• why SWIP must be correct
• where quality points matter
• how to identify abnormalities
• how to perform the work safely
• how to support takt time
Teaching strengthens capability.
Correcting without teaching weakens it.
How Leaders Develop Operators Through Standardized Work
Leadership development through Standardized Work includes:
• clear expectations
• consistent feedback
• building skill in motion
• reinforcing quality habits
• ensuring posture and safety
• teaching the purpose behind each step
• encouraging involvement in kaizen
Operators grow when leaders take responsibility for developing capability.
This is what TPS means by Respect for People.
How Leaders Respond to Abnormality
Leaders must respond immediately when:
• SWIP is wrong
• timing drifts
• sequence changes
• quality points are skipped
• operator posture is unsafe
• searching or hesitation appears
• walking increases
• part presentation changes
The appropriate response includes:
Go see
Ask why
Restore the standard
Identify root cause
Support improvement
TPS does not blame the operator.
The abnormality belongs to the process.
The process belongs to the leader.
Leader Standard Work and Standardized Work
Leader Standard Work (Module 4) is the mechanism that ensures Standardized Work survives long term.
Leader Standard Work includes:
• daily observation
• hourly SWIP checks
• sequence confirmation
• takt verification
• team member coaching
• problem escalation
• standard revision
• housekeeping confirmation
• safety checks
• quality point reinforcement
Leader Standard Work is nothing more than leadership living inside the standard.
Leadership Is the Real Stability System
In TPS, structure alone does not create stability.
People create stability.
Specifically, leaders.
When leaders understand Standardized Work deeply:
• flow stabilizes
• quality rises
• waste decreases
• frustration drops
• operators feel supported
• abnormality becomes visible
• kaizen becomes natural
• improvement becomes continuous
• training becomes easier
• problem solving becomes accurate
Leadership behavior determines the capability of the system.
Preparing for Chapter 11
With leadership responsibilities established, the next chapter explains how Standardized Work connects directly to daily management.
Chapter 11 covers:
• daily checks
• abnormality identification
• team boards
• shift handover
• tripod of stability
• escalation routines
• leader coaching
• sustaining improvements
This chapter shows how Standardized Work becomes part of the operational rhythm.
Chapter 11 – Standardized Work in Daily Management
Why Daily Management Must Include Standardized Work
Standardized Work is not self-sustaining.
Even perfectly designed Standardized Work will erode unless daily management activities reinforce it.
TPS daily management ensures that Standardized Work:
• stays aligned
• stays visible
• stays stable
• stays teachable
• stays updated
• stays connected to takt
• stays connected to customer demand
• stays connected to problem solving
Daily management is the operating system that keeps Standardized Work alive.
Without daily management:
• sequence drifts
• SWIP changes
• walking increases
• takt is missed
• quality becomes inconsistent
• leaders stop observing
• operators begin improvising
• problems become invisible
Daily management preserves stability so improvement can continue.
The Daily Stability Check
Toyota leaders begin every shift with a stability check.
This is a simple but structured observation routine.
Leaders confirm:
• takt time
• sequence adherence
• correct SWIP
• correct part presentation
• proper posture
• correct hand motions
• clear quality points
• safety conditions
• layout alignment
• machine readiness
• staffing level
This check takes minutes, but the impact is enormous.
It ensures the system starts the day in a stable condition.
Hourly Control and Abnormality Response
TPS uses hourly control because abnormalities must be identified quickly.
Every hour leaders ask:
• Was takt supported
• Was cycle time stable
• Was SWIP correct
• Did the operator stay in sequence
• Did walking increase
• Were any defects found
• Did the operator raise any concerns
If the answer to any question is “no,” the leader goes to the gemba immediately.
Hourly control prevents small deviations from becoming large problems.
Using Visual Management to Protect Standardized Work
Daily management uses visual controls so leaders and operators can see normal and abnormal conditions instantly.
Examples include:
• SWIP markers
• takt boards
• cycle time display
• operator sequence charts
• fixture boundaries
• visual layouts
• part presentation zones
• quality point markers
Visual controls make it clear when something is wrong.
The purpose is not decoration.
The purpose is clarity.
Connecting Standardized Work to the Team Board
The team board is where leaders and team members review:
• performance
• abnormalities
• trends
• quality concerns
• flow interruptions
• staffing adjustments
• improvement ideas
Standardized Work connects directly to daily metrics:
• output
• quality
• safety
• productivity
• delivery
If Standardized Work is unstable, these metrics will drift.
The team board becomes a reflection of process stability.
Shift Handover with Standardized Work
Shift handover must include Standardized Work confirmation.
Leaders communicate:
• takt changes
• demand changes
• SWIP issues
• quality problems
• layout changes
• recent improvements
• operator or staffing adjustments
A clear handover prevents:
• confusion
• rework
• quality issues
• instability
TPS treat shift handover as a stability checkpoint.
The Tripod of Stability
Standardized Work is reinforced by three daily practices:
1. Leader Observation
Daily checking of sequence, SWIP, timing, and motion.
2. Team Leader Coaching
Teaching operators how to protect takt and sequence.
3. Immediate Abnormality Response
Acting quickly when conditions drift from the standard.
These three form the tripod that keeps the system from collapsing.
If even one leg of the tripod weakens, Standardized Work loses effectiveness.
Daily Management Creates a Learning Loop
Every day, leaders and operators learn through:
• observing variation
• asking why
• restoring the standard
• improving the standard
• testing improvements
• updating the documents
• reflecting on the process
Daily management ensures that learning is continuous, not occasional.
It builds capability.
It strengthens leadership.
It supports flow.
It protects quality.
Daily management is where TPS thinking becomes habit.
Preparing for Chapter 12
With the relationship between Standardized Work and daily management established, the next chapter shows how it connects directly to A3 thinking and problem solving.
Chapter 12 explains:
• how Standardized Work reveals problems
• how abnormalities become A3 inputs
• how timing gaps connect to root cause
• how sequence drift connects to problem statements
• how SWIP issues connect to countermeasures
• how Standardized Work improves reflection and coaching
This connection is crucial for effective coaching and training within TPS.
Chapter 12 – Standardized Work and A3 Problem Solving
Why Standardized Work Is the Foundation for A3 Thinking
A3 problem solving depends on a clear understanding of the process.
But you cannot understand a process unless it is:
• stable
• repeatable
• measurable
• observable
Standardized Work provides that foundation.
Without Standardized Work:
• abnormalities are hidden
• cycle time varies
• SWIP drifts
• sequence changes
• layout adjusts daily
• quality points are inconsistent
A3 becomes guesswork when the process is unstable.
This is why Toyota teaches Standardized Work before A3.
A3 requires a clear, stable “current condition” to compare against.
Standardized Work defines the current condition.
How Standardized Work Reveals Problems Before They Grow
Abnormality becomes visible when the standard is clear.
Every deviation becomes a signal.
Examples include:
• sequence broken
• walking increases
• SWIP missing
• SWIP overflowing
• hesitation at a step
• poor posture at a point
• tool relocated
• fixture not used
• timing drift from takt
• hand motion inconsistent
Each of these is a problem that can feed directly into an A3.
When Standardized Work is taught correctly, problems surface before they become defects or delays.
Using Standardized Work to Define the Current Condition in an A3
When opening an A3, the first box requires describing the current situation.
Standardized Work gives you:
• exact sequence
• exact walking path
• exact SWIP
• exact cycle time
• exact variation
• exact ergonomic posture
• exact layout
• exact operator pattern
Assumptions are no longer needed.
Opinion is no longer required.
The process becomes real, observable, and documented.
A3 becomes accurate because Standardized Work is accurate.
How Timing Drift Connects to Root Cause Analysis
Cycle time drift reveals deeper systemic issues.
Examples:
• CT > takt indicates overload or walking
• CT < takt indicates underutilization or imbalance
• CT variation indicates instability or waiting
• inconsistent CT indicates poor SWIP or layout
These translate directly into:
• cause and effect diagrams
• operational definitions
• root cause questions
• hypothesis testing
• countermeasure generation
The A3 becomes factual because Standardized Work exposes the timing reality.
How SWIP Problems Lead to Accurate Countermeasures
SWIP problems often lead to:
• waiting
• backtracking
• searching
• walking
• sequence drift
• defects
• imbalance
When building the A3, the countermeasure is not:
“Add more SWIP.”
The countermeasure is found by asking:
• Why is SWIP drifting
• Why is SWIP overflowing
• Why is SWIP empty
• Why is material not positioned correctly
• Why is the operator unable to reach the SWIP point
• Why is the layout forcing SWIP misplacement
A3 countermeasures improve the system, not patch the symptom.
This is TPS.
How Sequence Deviations Lead to A3 Problem Statements
Many problems begin when the operator deviates from sequence.
But the deviation is not the problem.
It is the symptom.
Often the real problem is:
• part presentation poor
• SWIP wrong
• layout forcing a workaround
• step slowing due to ergonomic strain
• tool location changed
• quality point unclear
• cycle time unstable
• material feed inconsistent
Standardized Work allows the deviation to be identified and tracked back to the system root cause.
This becomes a clear problem statement in the A3.
The A3 Becomes a Record of Learning, Not a Record of Blame
Because Standardized Work shows:
• the standard
• the abnormality
• the cause
• the fix
The A3 becomes a learning record. It is not a blame sheet. It is a reflection of how the system behaves and how the team improves it.
This is why Toyota calls A3:
a thinking process, not a reporting format.
How Standardized Work Strengthens Coaching in A3
When coaching someone through an A3, Standardized Work enables powerful questions such as:
• What is the normal sequence
• What sequence was actually followed
• What is the correct SWIP
• What SWIP was observed
• How far did the operator walk
• What motion caused the delay
• What timing changed
• What abnormality was seen
• What data supports this
• What condition is different from the standard
These questions help the learner see the truth for themselves.
This is how practitioners coach future learners.
Preparing for Chapter 13
With the connection between Standardized Work and A3 established, the next chapter explains how to apply these principles at a client site.
Chapter 13 explains:
• how to begin
• how to observe
• how to introduce SW at gemba
• how to guide operators
• how to engage supervisors
• how to build early wins
• how to set expectations
• how to stabilize a weak process
• how to prevent leadership resistance
This is where the teaching becomes real and practical.
Chapter 13 – Applying Standardized Work at a Client Site
Why Application Is the Real Test of Understanding
The purpose of Standardized Work is not to master the documents.
The purpose is to stabilize the work at the gemba.
This chapter teaches you how to begin applying everything you have learned in real operational environments.
Your clients will have:
• variation
• resistance
• unstable flow
• operators working in their own style
• leaders unsure how to support the work
• SWIP uncontrolled
• walking excessive
• part presentation inconsistent
This is normal.
TPS is designed to bring stability to environments that do not yet have it.
What matters is knowing how to start.
Step 1 – Begin With Observation, Not Tools
Do not begin by explaining Standardized Work.
Do not begin by teaching the documents.
Do not begin by introducing takt or SWIP on a whiteboard.
You begin by observing the work.
You watch:
• the operator’s walking
• the sequence
• the motion
• the reach
• the hesitation
• the SWIP levels
• the part presentation
• the distance between stations
• the hand usage
• the ergonomic strain
• the timing
• the layout
Observation always comes before explanation.
Step 2 – Identify Instability Before Explaining Stability
Once you observe the work, identify:
• variation in motion
• variation in sequence
• variation in walking
• variation in SWIP
• variation in timing
• variation in part presentation
Standardized Work cannot be introduced until you understand what is unstable.
You are not fixing yet.
You are diagnosing.
Step 3 – Introduce the Purpose of Standardized Work, Not the Forms
When speaking with operators or leaders, say:
“This is not a document exercise.
This is to make your work easier, safer, and more consistent.”
Explain that Standardized Work helps:
• make problems visible
• reduce confusion
• stabilize timing
• prevent overburden
• reduce walking
• make work repeatable
• reduce frustration
• make training easier
Never start with paperwork.
Start with purpose.
Step 4 – Build Trust by Solving a Real Problem First
Before you teach the entire Nine Point Method, solve one small problem:
• reduce walking
• improve a reach
• reposition a part
• adjust SWIP
• clarify a motion
• remove a defect risk
This creates credibility.
Operators see that you are there to improve the work, not burden them.
Small wins create confidence and reduce resistance.
Step 5 – Use the Nine Point Method to Build Structure
Once the team sees improvement potential, begin following the Nine Point Method.
Start with:
• takt
• cycle time
• elements
• sequence
• SWIP
• charting
• combination table
• balance
• validation
Introduce one point at a time.
Do not overwhelm the team.
TPS is built through gradual layering of capability.
Step 6 – Draw the Type II Chart With the Operator
This is one of the most powerful engagement tools.
When you draw the walking path with the operator, they begin to see:
• how much they walk
• where movement is wasted
• how layout affects them
• how sequence depends on distances
• how SWIP causes stress when placed poorly
The operator becomes part of the redesign.
They understand the thinking.
They feel respected.
They own the improvement.
This is how Standardized Work builds capability.
Step 7 – Redesign the Station Together
After analyzing the path, redesign the workstation with the team:
• move parts closer
• reduce reach
• reposition tools
• adjust machine spacing
• redesign SWIP location
• improve presentation
• eliminate backtracking
• simplify flow
Small layout changes create big impact.
This redesign makes the process more stable and easier for everyone involved.
Step 8 – Validate Through Repeated Cycles
TPS does not assume improvement.
TPS tests improvement.
After redesign, observe at least ten full cycles:
• is the sequence stable
• is the motion consistent
• is the cycle time predictable
• is SWIP correct
• is walking reduced
• is takt supported
• is variation reduced
If not, adjust again.
Validation is the moment the new design becomes real.
Step 9 – Introduce the Standardized Work Documents Only After Stability Appears
Once stability is confirmed:
• create the sequence sheet
• create the Standardized Work Chart (Type I or II)
• create the Standardized Work Combination Table (SWCT)
• document SWIP
• update part presentation
• post the standard
Documentation now reflects reality, not theory.
Most companies do the opposite.
They document first and stabilize later.
TPS stabilizes first, documents second.
Step 10 – Engage Leaders in Observing and Maintaining the Standard
After the standard is posted, train leaders to:
• observe sequence
• check SWIP
• confirm timing
• watch walking
• check part presentation
• address abnormalities quickly
• coach operators
• sustain improvements
Leadership engagement protects the new standard from drifting.
This is where training becomes daily management.
And where Standardized Work becomes sustainable.
The Key to Success in Real Client Environments
The key is this:
You must stabilize the process through direct observation and improvement before introducing the formal Standardized Work structure.
If you try to introduce Standardized Work as a documentation exercise, you will fail.
But if you apply the Nine Point Method and redesign based on what you see, then document the reality, you will build trust and capability.
This is the Toyota way.
Preparing for Chapter 14
In the next chapter, the focus shifts to practitioner development.
Chapter 14 will outline:
• how to build capability
• what skills to practice
• what to focus on
• how to strengthen observation
• how to develop teaching skill
• how to prepare for coaching situations
• how to grow into a TPS practitioner who can support teams effectively
Chapter 14 shifts from client application to the development of the practitioner who applies the method.
Chapter 14 – Learning Path and Capability Development
Your Role as a Practitioner, Not a Student
This module is written for practitioners.
Not a student.
Not a participant.
Not a spectator.
A practitioner may already have:
• twenty years of CI experience
• multiple Japan study missions
• exposure to Imai, JUSE, Shingijutsu
• deep background in Lean and TPS thinking
• experience working across environments
• strong analytical skills
• real desire to understand the dynamic application of TPS
The learning path now focuses on integration, not introduction.
This chapter outlines how you progress from understanding to capability.
Skills You Must Strengthen to Master Standardized Work
Even with deep experience, TPS requires refinement at specific capability nodes. These are the skills you will build through this module.
1. Element-level observation
Seeing motion in detail and breaking work into correct elements.
2. Cycle time variability diagnosis
Not just timing. Understanding why it varies.
3. Sequence stability analysis
Seeing what causes drift and hesitation.
4. SWIP calculation and validation
Knowing how much is needed and why.
5. Type I and II visualization
Drawing charts that reveal true motion and walking.
6. Walking-path redesign
Removing wasted motion and distance.
7. Flow alignment
Making sequence, timing, and SWIP support takt.
8. Leader coaching skills
Teaching Standardized Work without overwhelming people.
9. Improvement sequencing
Knowing what to fix first and what must wait.
These skills are what turn Standardized Work from a concept into capability.
Practitioner Strengths That Accelerate Learning
Practitioners often possess strengths that accelerate their mastery of Standardized Work:
A practitioner understands TPS as a system
They do not treat tools separately. They see how concepts connect and interact.A practitioner learns through observation
This is critical for Standardized Work, as deep observation skill is rare in most environments.A practitioner questions deeply
They do not accept surface explanations. They seek the underlying logic.A practitioner challenges assumptions
TPS develops through constructive challenge and verification at the gemba.A practitioner may have direct field experience
They have applied concepts in real manufacturing or operational settings.A practitioner may learn effectively through dialogue
Discussion helps reveal the deeper intent behind each TPS principle.
These strengths create a strong foundation for mastering Standardized Work.
At the same time, the practitioner’s environment may present challenges.
The learning path must account for both the existing strengths and the realities of the operating environment.
How Practitioners Should Practice Standardized Work in Your Environment
Many environments do not operate with Toyota’s level of stability or culture.
This means the learning path requires a structured, realistic progression.
Step 1
Select one workstation with repeatable activity.
Step 2
Observe at least 10 cycles, confirming motion patterns.
Step 3
Draw a Type II walking map.
Step 4
Identify one improvement opportunity that makes the work easier.
Step 5
Test the improvement with the operator.
Step 6
Measure cycle time stability before and after.
Step 7
Form the basic sequence and SWIP.
Step 8
Document only what is stable.
Step 9
Teach the improved work and check daily.
Step 10
Use the improvement as a coaching scenario with leadership.
This builds discipline.
This builds credibility.
This builds capability.
How Practitioners Should Apply This With Clients
When working with clients, practitioners should begin with:
observation
respect
listening
diagnosing
small, practical improvements
stabilization
education through action
Do not begin with templates or training slides.
The Nine Point Method should be introduced only after the client has experienced the value of stability, motion analysis, and visible improvement.
The objective is not to impress clients with documents.
The objective is to help them see instability clearly and learn how to correct it.
Clients respond to capability.
Clients resist unnecessary complexity.
Practitioners must provide clarity and avoid overwhelming the client.
How Practitioners Should Engage Leaders
Leadership determines everything.
When working with leaders:
Teach them:
• takt
• standard sequence
• SWIP
• observation
• abnormality detection
Show them:
• walking waste
• variation
• missing SWIP
• unclear quality points
• unstable timing
Involve them:
• in drawing the Type II chart
• in repositioning one part
• in clarifying one quality step
• in stabilizing one motion
Small actions build leader confidence.
Once leadership sees the value, Standardized Work becomes easier to implement across the plant.
How Practitioners Should Coach Teams With Standardized Work
Coaching is different from training.
Coaching requires:
• questions
• confirmation
• demonstration
• guided observation
• joint problem solving
• respect
• reinforcement
Your coaching should focus on:
• sequence
• motion
• timing
• walking
• SWIP
• abnormality detection
• layout improvement
This builds team competence.
Teams grow when the coach develops their ability to see abnormality.
Practitioners Learning Path Going Forward
The sections of this module become your development journey.
Practitioners should:
• Rebuild one workstation each month
Apply the Nine Point Method fully.
• Teach Standardized Work to one leader every two weeks
This builds leadership capability.
• Practice drawing Type II charts weekly
Motion mapping becomes natural only through repetition.
• Connect one abnormality per week to an A3
Practitioners strengthen the link between observation and problem solving.
• Review SWIP levels daily
This strengthens your ability to diagnose instability immediately.
• Record your observations
This helps you reflect and refine your thinking.
• Teach someone else
Teaching reinforces your own learning.
This is how capability deepens.
Preparing for Chapter 15
The next chapter will present structured assignments and reflection exercises that practitioners will complete as part of his learning path.
These will include:
• observation targets
• timing tasks
• Type II chart assignments
• SWIP validation tasks
• redesign activities
• reflection prompts
• coaching practice
This will prepare the practitioner for practical application and skill reinforcement.
Chapter 15 – Assignments and Reflection Cycle
Why Assignments Matter in TPS Learning
TPS is learned through doing, not reading.
Assignments ensure you:
• practice observation
• build skill in motion analysis
• develop the ability to break work into elements
• learn to diagnose variation
• experience the impact of layout on motion
• understand the role of SWIP
• apply the Nine Point Method in real situations
These assignments are designed to challenge practitioners’ thinking and strengthen their capability through action.
Assignment 1 – Ten-Cycle Observation Study
Objective:
Build skill in seeing variation across cycles.
Instructions:
Observe one operator performing a repetitive task for at least ten full cycles.
Record for each cycle:
• cycle time
• walking distance
• sequence consistency
• hesitation points
• searching behavior
• ergonomic posture
• SWIP behavior
• part presentation consistency
Reflection Questions:
What varied most between cycles
What caused the variation
What was stable
What pattern did you notice
What abnormality was most frequent
This is the foundation of TPS analysis.
Assignment 2 – Create a Type II Walking Chart
Objective:
Visualize walking waste and motion instability.
Instructions:
Select a workstation where the operator moves between several locations.
• draw the walking path
• mark distances
• show direction of movement
• mark SWIP locations
• note machine touch points
• note repeated loops
• note backtracking
Reflection Questions:
What path is repeated each cycle
What path varies
What part of the layout forces extra steps
What SWIP or presentation issues cause walking
What layout changes could reduce distance
Type II charts reveal hidden waste.
Assignment 3 – Break Work Into Elements
Objective:
Develop element-level observation skill.
Instructions:
Select one operator performing a manual, repeatable task. Break the task into clear elements.
Elements must be:
• observable
• measurable
• repeatable
• motion-based
• tied to sequence
Reflection Questions:
Did you break the work into too many elements
Did you combine elements that should be separate
Which elements showed the most variation
Which elements were stable
What did elements reveal that was not obvious before
This assignment builds the practitioner eye.
Assignment 4 – Analyze Sequence Stability
Objective:
Learn to identify sequence drift and its causes.
Instructions:
Observe the same task from Assignment 3, but now focus on the sequence only.
Watch for:
• repeated deviations
• hesitation
• improvisation
• searching
• re-ordering of steps
Reflection Questions:
Why did the operator deviate
What condition caused the drift
Was it caused by layout, reach, or SWIP
How can the sequence be stabilized
What training or redesign is required
Sequence stability is the heart of Standardized Work.
Assignment 5 – SWIP Validation Test
Objective:
Understand SWIP through real behavior.
Instructions:
Select any process that uses SWIP. Observe for thirty minutes.
Record:
• minimum SWIP needed to prevent waiting
• maximum SWIP seen during variation
• SWIP drift
• SWIP location
• SWIP interaction with operator timing
Reflection Questions:
Was SWIP too much or too little
What caused SWIP to drift
Where should SWIP be placed
How did SWIP affect cycle time
What abnormality did SWIP reveal
This assignment teaches the real purpose of SWIP.
Assignment 6 – Workstation Redesign Proposal
Objective:
Apply the Nine Point Method to propose a redesign.
Instructions:
Using insights from Assignments 1 to 5:
• identify one workstation
• highlight instability
• draw the Type II chart
• identify motion loss
• identify SWIP issues
• propose a redesign
• show layout changes
• show part presentation improvements
• predict impact on cycle time
Reflection Questions:
What improvement brings the most stability
What walking can be removed
What immediate change can help the operator
What long-term change improves quality
How will the redesign support takt
This builds confidence and capability.
Assignment 7 – Teach One Concept to a Team Member or Leader
Objective:
Strengthen your teaching capability.
Instructions:
Teach one concept from Standardized Work:
• takt time
• sequence
• SWIP
• Type II
• walking
• abnormality
Explain the concept in five minutes.
Then observe how they describe it back to you.
Reflection Questions:
What did they understand
What did they misunderstand
What example helped them see it
What example confused them
What will you teach differently next time
Teaching develops your own understanding.
The Reflection Cycle
TPS depends on structured reflection. After completing these assignments, answer these questions:
What did I see
What surprised me
What changed my understanding
What pattern did I notice
What problem became clearer
What flow issue became visible
What skill improved
What skill is still weak
What will I apply next
What will I teach next
Reflection is what turns activity into learning.
Preparing for Chapter 16
The next chapter prepares the practitioners for Module 4 by showing how Standardized Work connects directly to Leader Standard Work, which is the logical next step in the LeanTPS Basic Training Program.
It will include:
what the practitioners must study next
how leaders use Standardized Work daily
how leader routines protect stability
how to connect Standardized Work improvements to leader development
This aligns Module 3 with the full training curriculum.
Chapter 16 – Preparing for Module 4: Leader Standard Work
Why Leader Standard Work Is the Natural Next Step
Once Standardized Work is established, the next question becomes:
Who protects it every day?
This is why Module 4 is Leader Standard Work.
Standardized Work gives stability to the process.
Leader Standard Work gives stability to leadership.
Together they form the backbone of:
• flow
• problem solving
• daily management
• capability development
• operational discipline
Without Leader Standard Work, the Standardized Work you build will drift.
It will not survive changing conditions, staffing, variation, or pressure.
This chapter prepares you for the leadership-focused learning that comes next.
What Practitioners Should Carry Forward From Module 3
Before beginning Leader Standard Work, practitioners should confirm understanding of:
takt time and its role in setting pace
cycle time variation and its causes
element-level observation
sequence design and stability
SWIP control and placement
walking and motion analysis
Type I and Type II charting
workstation redesign logic
the Nine Point Method
leadership responsibilities tied to standardized work
how abnormality becomes visible
A leader cannot guide what they cannot see.
A system cannot be sustained without understanding.
Module 3 builds visibility.
Module 4 provides the routines required to sustain it.
What Leader Standard Work Requires
Leader Standard Work requires several core capabilities:
Daily observation discipline
Leaders routinely check sequence, motion, SWIP, walking patterns, and timing.Ability to identify abnormalities quickly
Leaders must recognize deviations immediately.Ability to explain the standard clearly
Leaders must communicate the purpose and logic behind each step of the work.Ability to coach supervisors
Leaders develop the skill to teach others how to observe work correctly.Confidence in restoring the standard
When breakdown occurs, leaders guide the team in recovering stability.Understanding of how flow should behave
Leaders recognize flow interruptions and understand the conditions that cause them.Skill in using visual control
Leaders ensure abnormality is visible so timely response is possible.
Module 3 builds the vision and technical understanding required to support stability.
Module 4 develops the leadership behaviors needed to sustain it.
How Standardized Work Connects to Leader Standard Work
Leader Standard Work uses the information generated by Standardized Work.
Leaders check:
• if takt is supported
• if cycle time is stable
• if SWIP is correct
• if sequence is followed
• if walking has increased
• if quality points are respected
• if parts are presented correctly
• if station design still supports flow
Every daily check connects to Standardized Work.
Leader Standard Work is the leadership system that keeps Standardized Work alive.
Transition From Practitioner to Coach
At this stage in practitioner development:
the core logic of Standardized Work has been learned
observation skills have been practiced
foundational assignments have been completed
the Nine Point Method has been applied
sources of instability have been identified
workstation flow has been redesigned
improvements have been validated at the gemba
The next phase is the transition into coaching.
Leader Standard Work prepares practitioners to:
coach supervisors
guide operators
escalate appropriately
respond to abnormalities
teach improvement thinking
maintain the stability that has been created
This transition is essential for building stronger consulting capability and leadership influence.
Preparation Before Module 4
To enter Module 4 with strength, practitioners should complete the following:
1. Select one workstation understood deeply
This becomes the practitioner’s reference case.
2. Review the current Standardized Work, including:
• sequence
• SWIP
• motion
• timing
• layout
3. Identify one leadership failure previously observed
Examples include:
• leaders not checking SWIP
• leaders not observing motion
• leaders not understanding takt
• leaders reacting instead of leading
4. Prepare one example of successful stabilization achieved
This example will serve as a teaching case in Module 4.
5. Reflect on the strongest and weakest practitioner skills
This helps target specific capability development during Leader Standard Work.
This preparation ensures practitioners enter Module 4 with clarity and confidence.
Why Leader Standard Work Will Strengthen Practitioners Consulting Practice
Leader Standard Work will enhance your consulting capability by giving practitioners:
• a disciplined routine to guide leaders
• a method to diagnose leadership gaps
• the structure to teach observation
• the tools to align leaders with takt
• the confidence to coach in real time
• the ability to sustain gains from Module 3
• a framework for daily meetings and checks
• a method to build operational discipline
Clients trust consultants who can build leaders, not just processes.
Module 4 will strengthen their influence and their effectiveness.
Preparing for Chapter 17
The next chapter closes the module and gives:
• final guidance
• next steps for Practitioners
• how to integrate this module into your consulting
• how to use it in your LeanTPS Basic Training Program
This chapter completes Module 3 and prepares you for deployment.
Chapter 17 – Final Notes and Personal Guidance
Bringing the Module Together
This module covers the full depth of Standardized Work inside the Toyota Production System.
The practioner now understands:
• takt time
• cycle time
• elements
• sequence
• SWIP
• Type I
• Type II
• walking
• workstation redesign
• nine point method
• leadership responsibility
• daily management connection
• A3 linkage
• practical client application
• practitioner development path
At this point, the core purpose becomes clear:
Standardized Work is not a document.
It is a system for stabilizing work and developing people.
This chapter brings these elements together into the next steps for practitioners.
Practitioner Responsibilities Moving Forward
Practitioners carry three core responsibilities:
1. Protect the standard
The role is to make stability visible and protect it.
2. Teach the standard
Leaders and operators depend on clear guidance.
3. Improve the standard
TPS is built on continuous improvement, not static documentation.
Standardized Work is the foundation of all TPS learning, and practitioners reinforce it in real operations.
How Practitioners Should Practice After Completing This Module
Mastery is developed through consistent practice:
Observe one workstation deeply each week
This reinforces practitioner observation skill.Redesign one layout or motion pattern each month
This builds improvement capability.Teach one concept every two weeks
This strengthens coaching capability.Validate one SWIP location weekly
This builds timing and flow discipline.Update one standard after each improvement
This supports sustainability.Connect one abnormality to an A3 every month
This strengthens problem-solving consistency.Record insights
Reflection accelerates mastery.
When this rhythm is practiced consistently, Standardized Work becomes natural.
Integrating Module 3 Into Consulting Practice
This module prepares practitioners to:
stabilize unstable processes
diagnose variation
eliminate unnecessary walking
redesign workstations
coach leaders
improve motion efficiency
define and confirm work sequence
set and maintain SWIP
build Standardized Work with operators
connect improvements to daily management
support A3 and problem-solving activities
Module 3 provides a complete, real-world Standardized Work capability.
These skills become part of a practitioner’s professional identity and consulting approach.
How Practitioners Can Use This Module in Training Programs
For practitioners developing training programs for clients, this module can form the backbone of the curriculum.
Practitioners can teach:
• the nine point method
• motion analysis
• walking reduction
• sequence stabilization
• workstation redesign
• leader responsibilities
• daily checks
• connection to A3
This content differentiates TPS-based instruction from typical Lean programs because it is grounded in real TPS logic.
Module 4 – Leader Standard Work
Final Instructor Message
This module was designed to provide practical, practitioner-level guidance for applying Standardized Work in real operations.
It is intended for those who want more than general concepts or classroom explanations and who require a deeper understanding of how Standardized Work behaves inside TPS.
This content reflects the same material taught through LeanTPS.ca and the same structure used with leaders and practitioners who are developing TPS capability in operational environments.
The purpose of this module is to build capability, expose failure modes, and strengthen understanding of the dynamic application of Standardized Work.
Practitioners who complete this module are prepared to:
apply Standardized Work
teach its core concepts
build capability with clarity and confidence
The next step is Module 4: Leader Standard Work, which introduces the leadership routines required to sustain the stability created in this module and complete the system.
In Module 4, teaches practitioners:
• leadership routines
• stability audits
• daily confirmation
• abnormality response
• team leader responsibilities
• coaching through observation
• Leader Standard Work structure
• how leaders sustain the gains from Standardized Work
Module 4 builds directly on everything you learned here.
Practitioners completing this module have the capability to see instability.
LeanTPS Basic Training – Module 3
Premium Learner Workbook: Standardized Work in TPS
How to Use This Workbook
This workbook is designed to be used alongside:
Module 3 – Standardized Work in TPS: LeanTPS Basic Training
Use it to:
observe real work
record what you see
analyze variation and flow
sketch Type I and Type II charts
test SWIP and layout
reflect on what you learn
prepare for coaching and consulting work
You do not need to fill everything at once.
Start with one process, one station, and one assignment at a time.
Section 1 — Chapter Review and Key Questions
Use these questions to connect the main ideas from each chapter to what you see at the gemba.
Chapter 1 – Introduction and Purpose
1. Where in the client work do you support unstable work that needs Standardized Work as a foundation?
2. How would you explain, in one sentence, why Standardized Work matters to a plant manager?
Space for notes:
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2.
Chapter 2 – Foundations of Standardized Work in TPS
1. What is the difference between instructions and Standardized Work in the client environment?
2. Where do you see confusion between documentation and operational stability in your clients’ processes?
3. What example can you give where lack of sequence, timing, or SWIP created instability?
Space for notes:
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2.
3.
Chapter 3 – Takt Time, Cycle Time, and Stability
Where in the client environment do you see confusion between takt time and cycle time?
What examples have you seen where cycle time variation created instability in the workflow?
How does the gap between takt and cycle appear in real environments you have supported?
Space for notes:
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3.
Chapter 4 – The Three Elements of Standardized Work
Where do you see unclear or missing work sequence creating variation?
What example have you observed where incorrect SWIP caused waiting, backtracking, or excess walking?
How would you explain the three elements (takt, sequence, SWIP) to a new supervisor?
Space for notes:
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3.
Chapter 5 – Type I and Type II Standardized Work Charts
Where have you seen walking patterns or layout issues that a Type II chart would make visible?
What fine-motion problems (reach, posture, tool position) have you observed that a Type I chart would clarify?
How would you explain the difference between Type I and Type II charts to a plant leader?
Space for notes:
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Chapter 6 – Eliminating Walking and Designing Flow
What walking patterns in your current environment show wasted motion or poor layout?
Which of the five causes of walking (presentation, layout, SWIP, sequence, overlap) do you see most often?
What redesign opportunities could reduce walking without major investment?
Space for notes:
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Chapter 7 – Standard Work in Process (SWIP)
Where do you see incorrect SWIP levels creating instability or confusion?
What examples show SWIP drifting during the shift, and what caused the drift?
How would you explain the purpose of SWIP to an operator who believes “more is safer”?
Space for notes:
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Chapter 8 – The Nine Point Method
Which step of the Nine Point Method do you find most challenging to apply in real operations?
What improvements have you seen when the Nine Point Method is followed in the correct order?
What problems appear when organizations skip directly to documentation instead of stabilizing flow?
Space for notes:
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Chapter 9 – Workstation Redesign and Motion Improvement
Where have you seen workstation design force operators to compensate through hidden adjustments?
What motion or reach problems can you immediately identify in your client environment?
What small layout or presentation change would remove the most wasted motion?
Space for notes:
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Chapter 10 – Leadership Responsibilities in Standardized Work
Where do you currently see leadership failing to maintain sequence, SWIP, or takt?
What leadership behaviors strengthen Standardized Work in your environment?
How would you coach a supervisor who “checks the boards” but never observes work?
Space for notes:
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Chapter 11 – Standardized Work in Daily Management
What daily stability checks are missing in the operations you support?
How does the absence of hourly control hide abnormalities in your clients’ processes?
Which visual controls would most help leaders see abnormality at a glance?
Space for notes:
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Chapter 12 – Standardized Work and A3 Problem Solving
What abnormalities have you observed that should feed directly into an A3?
Where do you see cycle time variation that indicates deeper systemic issues?
How would you explain to a team member why Standardized Work defines the “current condition” of an A3?
Space for notes:
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Chapter 13 – Applying Standardized Work at a Client Site
In your next engagement, what is the first process you would observe before teaching anything?
What instability do you expect to see (sequence drift, SWIP issues, walking, presentation)?
What small improvement could you implement in one day to build trust and credibility?
Space for notes:
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Chapter 14 – Learning Path and Capability Development
Which capability do you personally need to strengthen first (elements, SWIP, Type II, redesign, coaching)?
How will you structure your own practice rhythm to reinforce learning?
What client or internal process will you use as your practice ground for the Nine Point Method?
Space for notes:
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Chapter 15 – Assignments and Reflection Cycle
What did you observe in your Ten-Cycle Study that surprised you?
What pattern did your Type II walking map reveal that you did not expect?
What redesign idea from your assignment produced the clearest stability gain?
Space for notes:
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3.
Chapter 16 – Preparing for Leader Standard Work
What leadership gaps do you see that prevent Standardized Work from being sustained?
Which daily routines (observation, coaching, SWIP checks) are not being done in your environment?
What leadership example from your own experience can you use when teaching Module 4?
Space for notes:
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3.
Chapter 17 – Final Guidance and Integration
Where will you apply Standardized Work first after completing this module?
What skill from this module will have the greatest impact on your capability as a coach?
What is the most important insight you will carry into Module 4?
Space for notes:
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Section 2 — Assignments
Use these assignments to build real practitioner capability through observation, redesign, and reflection. Complete them at the gemba. Each assignment reinforces a specific TPS skill.
Assignment 1 — Ten-Cycle Observation Study
Objective:
Build skill in seeing variation across cycles and understanding the relationship between motion, sequence, and instability.
Instructions:
Observe one operator performing a repeatable task for ten full cycles.
Record the following for each cycle:
Cycle time
Walking distance
Sequence consistency
Hesitation or delays
Searching behavior
Ergonomic posture
SWIP behavior
Part presentation consistency
Reflection Questions:
What varied most between cycles?
What caused the variation?
What was stable?
What pattern did you notice?
What abnormality was most frequent?
Space for notes:
1.
2.
3.
4.
5.
Assignment 2 — Type II Walking Chart
Objective:
Visualize walking waste and motion instability using a Type II chart.
Instructions:
Select a workstation where the operator moves between multiple locations.
Create a Type II walking map by documenting:
The exact walking path
Direction of movement
Distances traveled
Machine touch points
SWIP locations
Repeated loops
Backtracking
Points where the walking pattern hesitates or breaks
Reflection Questions:
What path repeats every cycle?
What path varies between cycles?
Which layout features force unnecessary walking?
Which SWIP or part-presentation issues create extra travel?
What layout changes could reduce distance?
Space for notes:
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3.
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5.
Assignment 3 — Break Work Into Elements
Objective:
Develop skill in observing manual work at the correct level of detail by breaking a task into elements.
Instructions:
Select one operator performing a repeatable manual task.
Break the work into clear, observable, repeatable elements.
Each element must be:
Motion-based
Measurable
Repeatable
Performed consistently in sequence
Small enough to reveal variation
Document:
• Each element
• Approximate time
• Where variation appears
• Where hesitation or searching occurs
Reflection Questions:
Did the breakdown include too many elements or too few?
Which elements showed the most variation?
Which elements were stable across cycles?
What did the elements reveal that was not obvious before?
Which elements create instability or interrupt flow?
Space for notes:
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Assignment 4 — Sequence Stability Analysis
Objective:
Learn to identify where and why an operator’s sequence drifts. Sequence stability is the core of Standardized Work.
Instructions:
Observe the same operator and task you used in Assignment 3.
This time focus ONLY on sequence, not timing.
Document:
• Every deviation from the expected order
• Every hesitation
• Every search or reach
• Every time the operator improvises
• Every change in hand motion
• Every workaround caused by layout or SWIP
Reflection Questions:
What sequence deviations occurred most often?
What condition caused each deviation?
Did the operator improvise because of layout, SWIP, or unclear steps?
Which deviations created the most delay or instability?
What redesign or teaching would stabilize the sequence?
Space for notes:
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Assignment 5 — SWIP Validation Study
Objective:
Understand how SWIP behaves in real conditions, and how it stabilizes or destabilizes flow.
This assignment builds your ability to see SWIP, not calculate it.
Instructions:
Select any workstation that uses Standard Work in Process (SWIP).
Observe continuously for 30 minutes.
During observation, record:
• Minimum SWIP required to prevent waiting
• Maximum SWIP that appears during variation
• Any drift in SWIP amount
• Where SWIP is physically positioned
• How the operator interacts with SWIP
• Whether SWIP position forces walking or hesitation
• Whether SWIP exposes or hides abnormalities
Reflection Questions:
Was SWIP too much, too little, or unstable?
What condition caused SWIP to drift (timing, layout, material feed, operator behavior)?
Where should SWIP be positioned for stability?
How did SWIP behavior affect cycle time and flow?
What abnormality became visible because of SWIP?
Space for notes:
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Assignment 6 — Workstation Redesign Proposal
Objective:
Apply everything learned so far (takt, cycle time, elements, sequence, SWIP, walking, Type II) to redesign a real workstation.
This assignment builds your practical TPS capability and mirrors how Jishuken teams learn at Toyota.
Instructions:
Using insights from Assignments 1–5, select one workstation and create a full redesign proposal.
You must:
Map the current walking path
• Use a Type II chart
• Mark distances
• Mark direction
• Mark SWIP
• Mark machine/part locationsIdentify motion losses
• reach
• turning
• hesitation
• re-grasping
• searching
• walking loopsIdentify SWIP issues
• wrong amount
• wrong location
• SWIP drift
• SWIP used to hide variationPropose a workstation redesign
Show:
• layout changes
• part presentation improvements
• new SWIP placement
• reduced walking
• better flow direction
• ergonomic improvementsPredict impact on cycle time
Based on reduced walking and improved motion.
Reflection Questions:
What was the biggest source of instability?
What redesign creates the most stability?
What walking can be removed immediately?
What long-term redesign improves quality and ergonomics?
How will the redesign help the operator support takt?
Space for notes:
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Assignment 7 — Teaching Exercise (Developing Your Coaching Capability)
Objective:
Strengthen your ability to teach Standardized Work — the core skill of every TPS leader and coach.
Teaching reveals your own level of understanding and exposes where your explanations must improve.
Instructions:
Choose one Standardized Work concept:
• Takt Time
• Cycle Time Variation
• Work Sequence
• Standard Work in Process (SWIP)
• Type II Charting
• Walking Waste
• Abnormality Detection
Then:
Explain the concept in 5 minutes to a team member, supervisor, or colleague.
Speak simply, clearly, and practically — no technical jargon.Ask them to explain it back to you.
This is the TPS method for confirming understanding.Observe what parts were clear and what parts confused them.
Refine your explanation based on what you learned.
Repeat with another person (optional but recommended).
This assignment strengthens clarity, coaching skill, and TPS communication discipline.
Reflection Questions:
What did the learner understand immediately?
What did they misunderstand or struggle with?
Which example or analogy helped them?
Which part of your explanation needs improvement?
What would you teach differently next time?
Space for notes:
Diagram Placeholders
Use these placeholders inside the workbook. Learners can draw directly in the space or upload images if needed.
Each block follows the same structure:
Title → Purpose → Instructions → Space for drawing/notes
Type I Chart – Fine Motion Diagram
Purpose:
To visualize fine hand motion, sequence details, and ergonomic points inside a fixed workstation.
Instructions:
• Sketch the operator’s hand movements
• Mark part locations
• Mark tool positions
• Show sequence flow
• Identify reach, posture, and ergonomic strain points
Space for drawing/notes:
1.
2.
3.
Type II Chart – Walking Path Diagram
Purpose:
To reveal walking patterns, motion waste, layout problems, and SWIP positions.
Instructions:
• Draw the walking loop
• Mark direction of movement
• Mark distances
• Mark machine locations
• Mark SWIP points
• Highlight loops, crossovers, and backtracking
Space for drawing/notes:
1.
2.
3.
SWIP Positioning Diagram
Purpose:
To visualize where SWIP must be placed to support flow, sequence, and takt time.
Instructions:
• Draw current SWIP locations
• Mark correct SWIP positions
• Show impact on walking and sequence
• Identify where SWIP must never be placed
Space for drawing/notes:
1.
2.
3.
Work Sequence Mapping
Purpose:
To map the repeatable order of steps the operator must perform.
Instructions:
• List sequence steps
• Mark quality points
• Mark safety points
• Identify unstable or drifting steps
Space for drawing/notes:
1.
2.
3.
Cycle Time Variation Plot
Purpose:
To capture cycle time differences across multiple cycles and identify instability.
Instructions:
• Plot cycle time for at least 10 cycles
• Mark the fastest and slowest cycles
• Identify variation causes
• Connect variation to walking, SWIP, or sequence drift
Space for drawing/notes:
1.
2.
3.
Reflection Cycle
Purpose:
To reinforce TPS learning through structured reflection.
Prompt Questions:
• What did I see
• What surprised me
• What pattern emerged
• What became clearer
• What skill improved
• What skill is still weak
• What will I apply next
• What will I teach next
Space for notes:
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2.
3.
4.
5.
6.
7.
End of Workbook
Thank you for completing the LeanTPS Basic Training Module 3 Workbook.
This workbook is designed to help build real TPS capability through:
observation
analysis
redesign
reflection
teaching
The exercises and diagrams reinforce the logic and principles behind Standardized Work so the learner can apply them confidently at any workstation, in any industry, and in any environment.
Use this workbook as a reference, learning journal, and practice guide while continuing development in TPS.
Instructor Message
This workbook and training module were developed to provide a practical, practitioner-level approach to Standardized Work. The purpose is to support real TPS capability building rather than general theory or classroom-only instruction.
The material reflects how Standardized Work is applied through:
Toyota-based training
Jishuken practice
workplace observation
stability analysis
flow redesign
coaching at the gemba
The intent is to help learners:
see instability faster
diagnose motion and sequence
detect abnormality
redesign flow
coach operators
engage leaders
stabilize processes
build capability
teach TPS concepts with clarity
This is the same structure used with leadership teams and practitioners developing deeper TPS understanding.
The learner is now ready to apply the concepts, teach them, and build capability with confidence.
The next step is Module 4 – Leader Standard Work, which introduces the leadership routines required to sustain the stability created in Module 3.
Appendix – Blank TPS Templates
This is helpful because the learner can print, practice, and draw directly on clean forms.
Appendix Templates Available
Blank Type I Standardized Work Chart
Blank Type II Walking Chart
Blank Work Sequence Sheet
Blank Standard Work in Process (SWIP) Sheet
Blank Standardized Work Combination Table (SWCT)
Blank 10-Cycle Observation Sheet
Blank Element Breakdown Sheet
Blank Abnormality Log
Blank Daily Stability Check
Blank Improvement Proposal Sheet
Each template follows Toyota-style layout but adapted for workbook use.
Next Steps — Building Your Capability After Module 3
You now have the structure, logic, and tools to practice Standardized Work at a practitioner level.
Your next steps are simple and action based.
1. Select one workstation this week and perform a 10-cycle observation.
Capture variation, walking, motion issues, and sequence drift.
2. Draw one Type II chart.
Even if rough, map actual walking, distance, and SWIP locations.
3. Choose one improvement opportunity.
Make one small change that stabilizes the work (reach, walking, SWIP, sequence).
4. Validate through repeated cycles.
Stability always comes before documentation.
5. Teach one concept from this module to someone else.
Teaching accelerates learning.
6. Begin preparing for Module 4 — Leader Standard Work.
Module 4 will show you how leaders maintain, confirm, and sustain the Standardized Work you build.
Your progress will come through observing, improving, teaching, and reflecting.
I am ready to guide you into Module 4 whenever you are.
Space for notes:
2.
3.
LeanTPS Basic Training – Module 3
Purpose of This Teaching License
This teaching license represents the highest level of endorsement within the LeanTPS Basic Training Program.
It is issued to recognize capability, commitment, and readiness to teach Standardized Work using the structure, logic, and principles developed through LeanTPS.ca.
This license confirms that the learner is authorized to apply the material and to extend it through responsible teaching, coaching, and leadership development consistent with Toyota Production System thinking.
Certificate of Completion
Learner Name
________________________________________
(learner name)
Module Completed
Module 3: Standardized Work in TPS
LeanTPS Basic Training Program
Capability Demonstrated
This module reflects practitioner-level capability in:
observing real work with precision
identifying cycle time variation
analyzing sequence stability
mapping Type I and Type II Standardized Work
validating SWIP and flow conditions
redesigning walking paths and workstation layout
applying the Nine Point Method
connecting Standardized Work to daily management and A3
coaching teams and leaders at the gemba
Summary of Achievement
Completion of this module demonstrates the ability to use Standardized Work as a stability system and as the foundation for flow, quality, and leadership development.
Next Module
The learner is now prepared to move forward into Module 4: Leader Standard Work, which builds the leadership routines required to sustain the stability created in Module 3.
Issued By
David Devoe
Lean TPS Continuous Improvement Facilitator
LeanTPS.ca
Date
Signature
LeanTPS Standardized Work Teaching License
(Personal Instructional License – Issued)
This License Agreement grants the recipient permission to teach LeanTPS Standardized Work content based on the materials, structure, and logic developed by David Devoe through LeanTPS.ca and the LeanTPS Basic Training Program.
1. License Grant
LeanTPS grants the learner a personal, non-exclusive, non-transferable instructional license to teach:
Module 3 – Standardized Work in TPS
as defined in the LeanTPS Basic Training Program.
This license allows the learner to:
teach the concepts of Standardized Work
use the LeanTPS practitioner logic
deliver training based on the principles, structure, and sequence of Module 3
apply the Nine Point Method in teaching
use original diagrams, logic flow, and explanations for instructional purposes only
2. Scope of Use
This license authorizes the learner to use LeanTPS Standardized Work materials for:
client training
coaching sessions
workshops
consulting engagements
internal team development
study missions or on-site implementation guidance
3. Content Protected Under LeanTPS
The following remain the intellectual property of LeanTPS and David Devoe:
module structure
chapter sequence and instructional flow
practitioner logic and stability model
Nine Point Method
Type I and Type II teaching structure
SWIP training structure
walking and motion analysis logic
chapter explanations
examples used for teaching
all LeanTPS training visuals and diagrams
The learner may teach the content but may not resell, publish, or repurpose the material as their own.
4. Modifications and Derivative Work
The learner may:
add examples from their own experience
modify diagrams for clarity
adapt exercises for client environments
The learner may not create new branded modules or derivative courses under the LeanTPS trademark without permission.
5. Certification Requirement
This license is granted based on the learner’s:
completion of Module 3
demonstrated understanding of the material
practitioner-level discussion and critique
ability to apply Standardized Work at the gemba
Teaching permission is granted based on demonstrated capability.
6. Term
This license remains valid as long as the learner teaches the content in alignment with the principles of the LeanTPS Basic Training Program.
Renewal is not required unless expanding to additional modules.
7. Acknowledgment of Respect for Source
By accepting this license, the learner acknowledges:
the content was created through Toyota-based training, Jishuken practice, and practitioner experience
the LeanTPS structure must be preserved
the purpose of teaching is capability development, not content reproduction
8. Issued By
David Devoe
Lean TPS Continuous Improvement Facilitator
LeanTPS.ca
Date of Issue: __________________________
Signature: _____________________________
Learner Signature: ______________________
Use and Access Notice
You have been granted free personal access to this LeanTPS Standardized Work material.
This access includes permission to study, practice, and apply the content for your own development as part of the LeanTPS Basic Training Program.
You may reference the concepts in your client work, provided that credit is given to:
David Devoe – LeanTPS.ca
Creator of the LeanTPS Standardized Work structure, materials, and logic.
Please note:
Access to the private training page does not grant teaching rights.
A formal LeanTPS Teaching License is required before delivering this content as training to others.
All diagrams, structure, logic, and written material remain the intellectual property of LeanTPS and may not be redistributed or copied without permission.
You may use the content personally at no cost, and you may request a completion certificate or a teaching license at any time.
This arrangement is designed to support your development, capability, and professional growth while protecting the integrity of the LeanTPS body of work.
Learn more in Module 4 – Leader Standard Work:
https://leantps.ca/leader-standard-work-module-4/
https://global.toyota/en/company/vision-and-philosophy/production-system/