"I somewhat understood, but it's a processing error that invites mistakes." To avoid leaving ambiguous understanding unaddressed.
New Employee Training in the Factory: Newcomers Who Think They Understand Create Defects! Measures to Prevent Ambiguous Understanding
"I think this is correct." "I thought it would probably be okay." From such words of a newcomer, a significant processing defect was later discovered. Have you ever had such an experience? In manufacturing sites, problems like the following arise as a result of proceeding with work under the assumption of "I think I confirmed it" or "I think I understood it": ● A slight misalignment due to measurement errors causes assembly defects. ● Omitting part of the procedure based on personal judgment leads to skipping steps. ● Failing to notice signs of equipment abnormalities results in machine shutdowns. In educational settings, it is often the case that work proceeds without confirming whether understanding has been achieved, leading to the accumulation of ambiguous understanding as latent risks. Entering work with the mindset of "I think I understood" can be the root cause of quality issues. To prevent this, it is essential to design education that fosters the habit of "self-confirming whether one has understood." At LinkStudio, we produce numerous video materials that promote understanding and eliminate ambiguity. Through custom video training based on real-life near-misses and failures in the field, we can support education that balances quality and retention rates.
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Proposal for a Solution | Systematizing "Confirmation-Based Education" through Videos To avoid leaving students with a vague understanding, it is important to create opportunities within education to confirm whether they have truly understood the material. A combination of animated and live-action video education with confirmation tests is effective for this purpose. In video education, we can: - Use common mistakes and misunderstandings as examples to explain and gain the viewers' empathy - Incorporate an interactive structure that asks, "What was important up to this point?" - Review key points at the end to reinforce memory retention By adopting this structure, we evolve from merely watching to an educational style that encourages "thinking and understanding for oneself."
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Implementation Steps | How to Proceed with "Confirmation-Type Video Education" STEP 1 | Analyze the Causes of Past Near-Misses and Defects Identify "why failures occurred" and extract those caused by "lack of understanding." STEP 2 | Create Video Education Based on the Causes of Failures Develop teaching materials that recreate mistakes and misunderstandings using animation and live-action. Insert "questions" at important points. STEP 3 | Incorporate into Training, Repeating Viewing → Confirmation → Re-Viewing Utilize not only for new employee training but also for regular re-education and reflection to ensure retention and habit formation.
Price range
P3
Delivery Time
OTHER
Model number/Brand name
Custom-made training video
Applications/Examples of results
Introduction of Success Cases | Reducing "Just a Feeling" and Significantly Lowering Defect Rates and Instruction Burden At an automotive parts manufacturer, new employees would start working with the mindset of "thinking they understood what was taught," leading to frequent measurement and processing order errors that required rework. To address this, they introduced video-based educational content that included confirmation elements such as "the most important point to pay attention to in this task" and "what this value is for," making understanding visible. As a result: ● The instances where new employees made judgments based on "just a feeling" drastically decreased ● The number of questions in the field decreased, and on-the-job training (OJT) instruction time was reduced by 30% ● The occurrence rate of processing errors fell to less than half of what it was before the introduction The establishment of a training system based on understanding, rather than just "watching and finishing," brought about significant results.
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| Model number | overview |
|---|---|
| Design Method for Video Education to Identify "I Thought I Understood" Practical Point 1️⃣ | Turn common misunderstandings and failure examples into stories to evoke empathy |
| Design Method for Video Education to Identify "I Thought I Understood" Practical Point 2️⃣ | Incorporate a "questioning part" that encourages viewers to think, rather than being one-sided |
| Design Method for Video Education to Identify "I Thought I Understood" Practical Point 3️⃣ | Add explanations that help understand "why it happens" rather than just correct or incorrect answers |
| Design Method for Video Education to Identify "I Thought I Understood" Practical Point 4️⃣ | Structure it to be around 5 to 10 minutes long, allowing for repeated learning |
