Choose a welding process for training by starting with the work you expect to do. A machine name, a friend’s recommendation or an attractive weld in a video tells you little about the actions you will need. First establish the material, joint, access conditions and required result. Then discuss the programme and your starting skills.
If your future work is not yet known, that is also a reasonable starting point. Initial training can introduce the fundamentals and process differences. A number alone does not mean that a process is better than the others, easier for every beginner or a route to a particular job.
Why process numbers matter
Numeric designations help identify processes consistently in drawings, welding documentation and qualification documents. ISO 4063 establishes this system. The number describes the process, not the person’s skill level.
Advertisements often pair numbers with MMA, MAG and TIG. People also talk about “stick”, “a semi-automatic” or “argon”. These expressions can help with an initial introduction, but retain the exact designation from the work task in a training enquiry. One informal name can cover several variants.
MIG and MAG are particularly easy to confuse. Both use a consumable wire electrode and shielding gas, but the gas protection differs: MIG uses an inert gas and MAG an active gas. “MIG” on an equipment panel or in a conversation does not establish that the work task specifies a MIG process.
Four processes in one table
This table supports a discussion with an instructor. It is not an equipment-setting guide or a selection of production technology for a component. General differences are described in TWI’s process classification.
| Process | Electrode or filler | Protection of the welding area | Training considerations |
|---|---|---|---|
| 111, MMA | Consumable covered electrode | Protection is associated with the electrode coating | Following the task, controlling the electrode, stopping and restarting |
| 135, MAG | Solid wire | Active shielding gas | Preparation, torch control and coordination with wire feeding |
| 136, MAG | Flux-cored wire | Active shielding gas | The particular consumable and separate practice following documentation |
| 141, TIG | Non-consumable tungsten electrode and separate filler | Inert shielding gas | Coordinating torch and filler, joint preparation and observing the result |
Flux-cored wire in the 136 row does not mean working without an external shielding gas. Self-shielded variants have different designations. TIG is also broader than one particular variant: obtain the exact number for a work task from its documentation.
Information that changes the choice
Start with the material. “I will weld metal” is too broad: it describes neither the material’s composition nor the joint requirements. If the grade is known, give it to the centre. Otherwise, ask the company to clarify the information. Do not identify a material solely by its colour or a photograph.
Next, establish what is being joined. Plates and pipes, different joints and welding positions require different learning exercises. Describe access to the welding area: can the training piece be positioned conveniently, or does the task involve restricted space? You do not need to assign a process yourself from these features. They help a specialist understand the task.
Find out whether a WPS or other work documentation exists. A WPS specifies conditions for a particular welding task. If the company has already selected a process, a training enquiry usually starts there rather than with a search for a “universal” method. An anonymised description is enough for an initial message; agree how to share confidential drawings before sending them.
Finally, separate the skill from the document. You may want to learn a practical operation, prepare for a qualification test or explore the occupation. These aims are connected, but they are different. Explain the result you need and ask which part of the enquiry the training addresses.
Two different training enquiries
The following fictional situations illustrate different approaches.
Irina is considering a new occupation and does not yet know which products she will work on. Her enquiry is: “I have no practical experience. I want to understand the main processes, documentation and workplace organisation. Which outcomes of the basic programme will help me choose a further direction?” An overview and initial instructor-led practice are useful here. Choosing one process number before understanding the work may be premature.
Oleg already works for a company that plans to assign new operations using process 136. He describes his previous experience with 135, the expected joints and the available documentation. His question is: “Which of my skills transfer, and what separate practice do I need for the new task?” He needs to compare existing abilities with particular work rather than repeat an overview of every process.
A useful enquiry can include unknown information in either case. If the welding position is not yet established, say “to be confirmed”. This is more useful than a guessed designation that is later discussed as an established fact.
Why “the easiest” is a weak criterion
One successful exercise and the ability to repeat the result under specified conditions are different things. When choosing training, consider your ability to understand a task, prepare a joint, control your actions and notice deviations. The convenience of one exercise does not describe all your future work.
Do not judge a process solely by weld appearance or speed. Learning outcomes are assessed against established criteria. An instructor helps connect the observed result with your actions, documentation and the exercise conditions. Do not change settings on someone else’s advice without understanding that connection.
When comparing programmes, write down four points: the target group, intended outcomes, organisation of practical work and assessment. Clarify the teaching language and completion document separately. A list of processes guides the conversation but does not replace those answers.
Frequently asked questions
Which process is easier to start with?
There is no answer for everyone. Your starting point depends on your purpose, available training and experience. If you have no particular work task, ask about a basic programme. If a company specifies a process, discuss preparation for it and the required initial skills.
Are MIG and MAG the same?
They are related processes with different shielding gases. The distinction matters in documentation. Use the work task's exact designation when choosing training, and ask for an explanation if an informal name leaves you uncertain.
Does experience with 135 mean I can immediately work with 136?
General skills can help, but they do not automatically establish readiness for a different task. You need to review the particular materials and documentation, practise separately and assess the result. The scope of a qualification document is checked separately from personal experience.
Must I learn all four processes immediately?
That depends on the programme's purpose. An introduction to several processes helps with orientation, while developing a particular skill requires suitable exercises. Clarify which outcomes the training provides and what you will need to learn at a later stage.