What is the best way to teach newcomers who don't grasp the numbers?
Training for new employees in the factory who do not understand the meaning of the numbers! A training session to explain why it is necessary.
Even though they say, 'This tolerance is within 0.02 millimeters,' when you observe their work, it seems they are cutting based on intuition and not paying attention to the measurement values. ● They 'remember' the numbers for tolerance and precision, but lack a real sense of them. ● They cannot envision how numerical discrepancies lead to product defects. ● They tend to act based on a vague sense of 'about this much.' This indicates a gap between 'knowing the numbers' and 'understanding their meaning.' If this continues, it poses a significant risk to the stabilization and reproducibility of processing precision. The quality of precision machining is determined by whether there are personnel on-site who can accurately understand the numbers. Education that allows individuals to see measurement values and feel their 'meaning' is the first step toward zero defects and stable quality. At LinkStudio, we offer a variety of comparative video teaching materials that visualize the relationship between numbers and products. For those in charge of education who feel that 'teaching with numbers doesn't convey the message,' why not use the power of video to instill a 'sense of numbers' in the workplace? *For more details, please feel free to contact us.
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Proposal for Solutions | Transitioning to Education that Allows Students to Experience the "Meaning of Numbers" In precision machining education, it is essential to convey the "why that level of precision is necessary" behind the numbers. To achieve this, education that "sensitizes the numbers" and visually demonstrates "how errors affect the results" is effective. ● Comparing product changes due to deviations of 0.01 mm, 0.05 mm, and 0.1 mm through videos ● Simulating how slight deviations impact fitting and functionality ● Combining measurement data of normal and defective products with machining videos for explanation Through these approaches, awareness shifts from "precision = just a number" to "a sense that determines the success or failure of a product."
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Introduction Steps | How to Start Education to Internalize the "Meaning of Numbers" STEP 1 | Analyze products that had many tolerance failures or rework in the past Identify the "misunderstandings of numbers" that caused the discrepancies. STEP 2 | Create a video that shows the relationship between numbers and their impacts Structure it to help understand the "differences" through comparison, visualization of discrepancies, and impact on results. STEP 3 | Utilize the video in OJT, initial training, and reminder education Achieve an "education design that does not assume mistakes" through early acquisition and re-confirmation.
Price range
P3
Delivery Time
OTHER
Model number/Brand name
Custom-made training video
Applications/Examples of results
Introduction of Success Cases | Halving the Number of Reprocessing by Teaching the "Background of Numbers" At a metal parts manufacturing company, there was a persistent issue during the grinding process where "there were fitting failures despite the measured values being correct." The cause was that new employees were only looking at the "displayed numbers" while overlooking changes in the machined surface and steps. To address this, a video training material was produced and implemented to "connect numbers with results." As a result of demonstrating how deviations of 0.02 mm, 0.05 mm, and 0.1 mm affect the parts: ● The number of re-measurements and reprocessing after machining decreased by 50% in three months. ● New employees became able to articulate "what to look at and what to measure." ● The gap in perception between veterans and newcomers decreased, improving the efficiency of training. The education that translates "numbers" into "sensation" has had a positive impact on both quality and training efficiency.
Line up（4）
| Model number | overview |
|---|---|
| Structure of educational video to develop numerical sense 1️⃣ | Parallel comparison of how millimeter-level differences affect products through visuals |
| Structure of educational video to develop numerical sense 2️⃣ | Combining numerical displays from measuring instruments with enlarged visuals of the actual items to visualize the sense |
| Structure of educational video to develop numerical sense 3️⃣ | Creating a narrative from the user's perspective on "why this tolerance" |
| Structure of educational video to develop numerical sense 4️⃣ | Repeated narration to supplement "awareness" points during the processing stages |
