Conclusion of Knowledge
Source, Knowledge Element and
Knowledge Levels Relations
|
Die Design
|
Knowledge
|
Information and
Knowledge Sources
|
Learning Process (%)
|
||
|
Grouping
|
Levels
|
Formal
|
Informal
|
||
|
Die Drawing and Detail
|
Basic
drawing.
|
Generic
3/16=19%
General
6/16=38 %
Specific
4/16=25%
Case
3/16=19 %
|
Classroom/Workshop
practice
Textbook/
Literature / Report
Instructor/Lecturer/Speakers
Expert /Technologist training
Solving/Direct Experience
Foreman/Engineer
suggestion
Catalogue/
Handbook /Manual
Academic/Standard/
Rule
|
22
15
21
4
-
-
-
12
|
-
-
-
-
4
28
12
-
|
|
Basic parts detail.
|
|
||||
|
Basic
tools.
|
|
||||
|
Process Planning
|
Die Classification.
|
Generic
0/39=0 %
General
16/39=41%
Specific
19/39=49%
Case
4/39=10 %
|
Instructor/Lecturer/Speakers
Textbook/
Research/Reports
Classroom/Workshop
practice
Observe
& Sharing Experience
Magazine/Website/
Brochure
Solving/Direct Experience
Foreman/Engineer
suggestion
Catalogue/Handbook/Manual
Drawing/Customer/
Supplier
|
9
7
2
-
-
-
-
-
-
|
-
-
-
7
4
38
24
4
4
|
|
Process Classifications.
|
|
||||
|
Process
layout.
|
|
||||
|
Calculation and Analysis
|
Work piece dimensional.
|
Generic
0/16=0 %
General
3/16=19%
Specific
10/16=63%
Case
3/16=19%
|
Classroom/Workshop
practice
Instructor/Lecturer/Speakers
Textbook/
Literature / Reports
Foreman/Engineer
suggestion
Catalogue/
Handbook /Manual
Solving/Direct Experience
Academic/Standard/
Rule
Onsite / Specific Training
Expert /Technologist training
|
9
17
4
-
-
-
4
4
22
|
-
-
-
9
26
4
-
-
-
|
|
Work piece deformation.
|
|||||
|
Die & parts dimensional.
|
|||||
|
Manufacturing
Consideration
(Proof and Optimization)
|
Materials
Optimization.
|
Generic
0/24=0%
General
1/24=4 %
Specific
16/24=67%
Case
7/24=29%
|
Drawing/Customer/
Supplier
Classroom/Workshop
practice
Textbook/
Literature / Reports
Instructor/Lecturer/Speakers
Expert /Technologist training
Observe
& Sharing Experience
Academic/Standard/
Rule
Catalogue/
Handbook /Manual
Foreman/Engineer
suggestion
|
6
13
6
3
6
-
-
-
-
|
-
-
-
-
-
42
10
3
10
|
|
|
Manufacturing
Optimization.
|
|
|
|
|
|
Quality Consideration.
|
Summary and Discussion
Summary
Form the result; we can summarize all of
target show in table 7
Table 7: Summarization of Knowledge Source Relates to Learning
Process and Dies Design Basic Education
|
|
Information
and
Knowledge Sources
|
Learning
(%)
|
Education
(%)
|
|
Formal
Learning
|
Academic/Standard/
Rule
Textbook/
Literature / Reports
Instructor/Lecturer/Speakers
Classroom
/Workshop practice
Onsite /
Specific Training
Expert /Technologist training
|
6
8
12
11
1
8 (46)
|
Formal
Education
0.31
|
|
Informal Learning
|
Magazine/Website/
Brochures
Catalogue/
Handbook /Manual
Drawing/Customer/
Supplier
Observe
& Sharing Experience Foreman/Engineer suggestion
Solving/Direct Experience
|
1
11
1
12
17
12 (54)
|
Informal
Education
0.69
|
From the conclusion table; we can see the
best knowledge source form formal learning process is Instructor/ Lectures /
Speakers 12 %. The best knowledge source from informal learning process is
Forman/Engineer suggestion 17%. The best knowledge source of
die design come from foreman and engineer suggestion. Secondary is, Observe
& Sharing Experience Foreman/Engineer suggestion and
Instructor/Lecturer/Speakers. All learning process shows that Thai die designer
got the die design knowledge form informal learning more than formal learning
process. The die designer they told that 31% they got the die design knowledge
form basic education, and 69 % form informal education.
For the questions did we ask for
knowledge levels? We would like to check for die designer ideal about the
difficulty of die design knowledge. The percentage of case knowledge 21%,
specific knowledge 47%, general knowledge 27% and generic principle 5%. That
means are all most of die design knowledge still difficult to understanding.
Discussion
For all summarized we found that informal
learning process more efficiency than formal learning process. Carnevale, Gainer,
& Villet (1990), two of three workers say that everything they need to know
being learned on the job, rather than in the classrooms. The
findings of this study show that informal learning process more efficiency for
studies die design method than formal learning process. We know from many where the suitable source
for basic design should be documenting and publications, such as: B.J. Hicks et al show the informal sources for
product design are textbook and any publications. So they need to see and do by
themselves are the best process. However in these, the die design knowledge so
difference. The die design knowledge still in human source, and they have no best
document source. Because the die designs knowledge is very complex and
difficult to explain. We can see the designer said, 47%die design knowledge is
in specific levels. That means the die designer said all most of die design
knowledge still high level or difficult to study. Then we have to try to
movement and develop source for the die design knowledge more efficiency. If we can do that, it dose mean we take the
case knowledge to general knowledge by anyway.
All most of die design knowledge are in the human resource or tacit
knowledge. Then the experts and instructors have to co-operate project
generation for knowledge transfer. That is the best way for movement case
knowledge and specific knowledge to general and generic principle. It may be
faster for make the one who interested in die design knowledge to die designer
and die design expert.
Acknowledgements
We give many thanks to the participants
involved in the studies, for their honesty, openness and ideas. We also give
thanks to director and employees of KSC company limited who helped organize the
main study. We thank the experts of Thai Tool and Die Industry Association (TDIA).
