transitions of japanese manufacturing methods from the ... · transitions of japanese manufacturing...

Transitions of Japanese manufacturing methods from the viewpoint of constructing and utilizing

explicit and tacit knowledge ~The rise of New Empiricism~

12 September 2009Prof. Sachio Matsubara

Niigata UniversityJapan

E-mail:[email protected]

The 5th TRIZ symposium

(C) Sachio Matsubara 2009 2

Explicit knowledge Tacit knowledge・Readily comprehensible knowledge expressed in words, writing, numbers

・Hard-to-express knowledge such as experience and know-how

・Rational, analytical, universal (general), objective, clear, digital

・Intuitive, personal, integrated, subjective, ambiguous, analog

・Can be stored/transmitted ・Hard to store/transmit・Contributes to education/spread of science & technology

・Creative force, challenge to the unknown, challenge to boundaries

Reference: E. Murakawa, Technology and the Inheritance of Skills [in Japanese] (2002, Osaka University Press)

Explicit knowledge and tacit knowledgeExplicit knowledge and tacit knowledge

1966: Michael Polanyi proposes tacit knowledge1995: Nonaka Ikujiro proposes SECI model


Creation cycle Step 1: Learning the basics

Acquisition of the basics; watchingStep 2: Hands-on experience

Repetition of the basics; collaborative workStep 3: Cultivating tacit knowledge

Nourishing intuition and insight; trial and errorStep 4: Expressing explicit knowledge

Verbalization; quantificationStep 5: Compiling a knowledge base

Systematization and digitalization of explicit knowledgeStep 6: Applying the knowledge base

Combination and application

:“New apprenticeship system”[ ] : German “Meister system” (C) Sachio Matsubara 2009 4

Creation cycle of apprenticeship in JapanField of

utilizing explicit knowledge

Tacit knowledge of another school Step 1

Step 5

Step 4

Step 3

Step 2

Step 6

Hands-on experience

Learn the basics

Cultivate tacit knowledge

(trial and error)

Apply the knowledge base

Compile a knowledge base

Express explicit knowledge

Field of cultivating tacit

knowledge

Build new traditions

Expert [Meister]

[Travel ]

Break traditionAbstract the basic points

Follow tradition


Tacit knowledge of outside consultants

(C)TRIZ virusStep 4 Expressing explicit knowledgeStep 5 Compiling a knowledge baseStep 6 Applying the knowledge base

Step 1 Learning the basicsStep 2 Hands-on experience (OJT; collaborative work)Step 3 Cultivating tacit knowledge (experiments; trial and error)

(A) Advice

Field of utilizing explicit knowledge

Field of cultivating tacit knowledge

Creation cycle of TRIZ

TRIZ system

Ideal TRIZ cycle (D)

Step 1

Step 5

Step 4

Step 3

Step 2

Step 6

TRIZ as only an idea (B)

(C) Sachio Matsubara 2009

6Transitions in the Japanese education system

from the point of view of intellectual creation cycle

AB

C

Step 5 Compiling a knowledge base

Step 4Expressing explicit

knowledge

Step 6Applying the

knowledge base

Step 1Learning the basics

Step 3Cultivating

tacit knowledge

Step 2 Hands-on experience

A Education in the Edo period (private elementary schools, apprenticeships)B Pre-war education

(1868~1945)C Post-war education

Abstracting the basic points


Comparison of explicit and tacit knowledge pre- and post-war

Tacit knowledge Explicit knowledge

1870 1880 1890 1900 1910 1920 1930 1940

1955 1965 1975 1985 1995 20051945 2015

Mei

ji re

stor

atio

n

Ope

ning

of T

okai

dolin

e

mag

neto

stric

tion

Con

stitu

tion

enac

ted

Yers

inia

pest

isA

nglo

-Jap

anes

e tr

eaty

of

com

mer

cean

d na

viga

tion

Shig

ella

dyse

nter

iae

Aut

omat

ic lo

om

(For

mat

ion

ofhe

avy

indu

strie

s)Ya

hata

iron

wor

ksFi

rst u

se o

fwire

less

tele

grap

hy

Ajin

omot

ofo

unde

d Ta

kadi

asta

seSp

iroch

etes

cultu

re

(Gre

at w

ar)

Glo

bal d

epre

ssio

n

Agr

icul

tura

l dep

ress

ion

End

of P

acifi

c w

ar

Toka

ido

shin

kans

en

Toky

o O

lym

pics

(Izan

agib

oom

)O

saka

Exp

o Fi

rst J

apan

-mad

e sa

telli

te

Sino

-Jap

anes

e re

latio

ns

rest

ored

(Bub

ble

econ

omy)

(Hei

sei-e

ra re

cess

ion)

US

finan

cial

cris

is

(Tok

yo O

lym

pics

)

Japa

n as

num

ber

1

N = Nobel Prize

N N N N N N N N

N

N

N

N

N

7


Tacit knowledge in the Edo eraB

attle

of S

ekig

ahar

a

Osa

ka s

iege

(Su

mm

er)

Toku

gaw

a Sh

ogun

ate

daim

yo la

ws

Dai

myo

’s a

ltern

atin

g re

side

nce

at E

do

Law

s co

ntro

lling

farm

ers

Stab

ility

of b

akuf

u

Rel

axat

ion

on im

port

of C

hine

se

tran

slat

ions

of w

este

rn li

tera

ture

Urb

an c

ultu

re d

evel

ops

Clo

sed

bord

er p

olic

y

Ieya

su’s

publ

ishi

ng o

pera

tions

Edo’s sophisticated system forinstilling both explicit and tacit knowledge

100 years of Warring States tacit knowledge

1600 1610 1620 1630 1640 1650 1660 1670 1680 1690 1700

Edo tacit knowledge

Gen

roku

era


50 years theory of tacit knowledge- Tacit knowledge from previous era lasts 50 years.

20 years theory of explicit knowledge- New explicit knowledge takes 20 years to permeate

society.


ＳＥＣＩモデル

• 共同化（Socialization）

共通の体験などによって、暗黙知を獲得・伝達するプロセス

• 表出化（Externalization）

得られた暗黙知を共有できるよう形式知に変換するプロセス

• 連結化（Combination）

形式知同士を組み合わせて新たな形式知を創造するプロセス

• 内面化（Internalization）

利用可能となった形式知を基に、個人が実践を行い、その知識を体得するプロセス

出典：「知識創造企業」野中郁次郎、竹内弘高著／梅本勝博訳／東洋経済新報社／1996年（「The Knowledge-Creating Company」の邦訳）

共同化Socialization

表出化Externalization

内面化Internalization

連結化Combination

暗黙知

暗黙知

形式知

形式知


Key points of Daniel Pink’s keynote speech at ＡＵＴＭ２００９

• The 20th century was the information age– Direct, logical thinking style of programmers, lawyers

and MBA-holders predominated• In the future, we also need ‘right-brain thinking’

– Left-brain thinking: Logical, analytical, linear– Right-brain thinking: Intuitive, instinctive, inclusive,

holistic

High Concept １/２


• The next age is the ‘Conceptual Age’

• Society will be built on creativity, empathy and

an integrated vision

• Holistic thinkers will work in more than one area

of expertise and will solve tough problems,e.g., mathematician & designer, pastor & pediatrician,

pianist & management consultant

High Concept ２/２


History repeats itself―TRIZ and the empiricism spiral ―

• While after the 19th century it became common to apply scientific

results to technology, the scientific revolution in Western Europe in the

17th century was brought by document-oriented intellectuals who

studied the concept of empiricism proposed by craftsmen in the 16th

century

• In the 21st century, it will be possible to develop TRIZ further through a

fusion between TRIZ and empiricism


Transmission（Densyo) and Dialectics

• Transmission/oral transmission“The master said...”, “People in the past said...”Through transmission only the best knowledge is selected

• DialecticsDialogue-style argumentSophistry may defeat valid argument (Socrates)Theory of Ideas introduced (Plato)In the field of natural sciences dialectics functions correctly since its object of study, nature itself, embodies the IdeasIn fields such as social sciences and humanities, dialectics canproduce conclusions wide of the mark when applied without a consideration of Ideas

Reference: M. Takuma, Raison d’etre strategies workshop material [in Japanese] (Dec., 2008)


Ina Food Industry Co. LtdIna Food Industry Co. Ltd

“He who thinks long-term prospers. He who thinks short-term becomes poor.” Ninomiya Sontoku46 consecutive years of increased income and profits

Received ‘Best Manager Award’, 2002 (Nikkan Kogyo Shinbunsha (industry newspaper))

A company’s enduring success through stable growthbrings happiness to everyone involved

Source: Website relating to Ina Food Industry Co. Ltd


The words of Ninomiya SontokuHe who thinks long-term prospers. He who thinks short-term becomes poor.The long-term thinker plants saplings for 100 years hence. He sows in Spring and harvests the fruits in Autumn. Thus he prospers.He who thinks short-term becomes poor. Thinking the Autumn harvest too distant from Spring, he

does not plant. Fixated on today’s profit, He looks only to reap without sowing.Thus great poverty befalls him.

Source: Tsukakoshi Akira “Let’s Build a Great Company” (2004, Funya）


Importance of trial and error

• In the apprentice system, 'watching' is valued over 'reading' or 'listening'

• Things taught in books or speech are soon forgotten• The process of trial and error fosters tacit knowledge• The master only shows the final results• Hunger for knowledge fosters pleasure in working things

out. This process gives the learner greater creativity and insight than the master.

• Daniel Pink also points out the importance of failure


Kondratiev waves• Kondratiev waves are 50- to 60- year bussiness cycles

discovered by Russian economist Nikolai D. after analyzing data on wholesale price indexes, bond prices, wages, import/export values and coal and steel production in the West in the 1920s

• At the wave endpoint, there is economic depression, revolution and phase shifts in human society. These waves are recognized as an economic reality, but their causal mechanism is not known.

• Schumpeter's theory is that 'the appearance of genius entrepreneurs and the acceleration of technological innovation brings about creative destruction'. But it is unclear why genius entrepreneurs appear in 50- to 60-year cycles.


Kondratiev waves in terms of tacit and explicit knowledge

• During social upheaval, much failure is experienced and much tacit knowledge is instilled

• Tacit knowledge is used immediately to control social disorder

• People with this tacit knowledge gradually disappear from society. Under the new social system created by their tacit knowledge, stable economic growth is enjoyed.

• There is less need for the tacit knowledge sought during social upheaval

• Efficiency is valued, so explicit knowledge is prized and tacit knowledge neglected

• Tacit knowledge weakens, social change can no longer be met appropriately, and the risk of social upheaval re-emerges


Kondratiev waves and the Edo era 1/2

• The Edo government knew that controlling the long-term cycle of change was crucial

• They understood that instilling tacit knowledge was important for lasting peace

• They aimed to create contexts for instilling tacit knowledge in various spheres of life


Kondratiev waves and the Edo era 2/2

• Shuhari incorporates Kondratiev’s cyclic process of 'growth, destruction, creation' into a training program for individuals

• A ‘fully-fledged adult’ is a competent person endowed with both tacit and explicit knowledge

• Because this training system incorporates ‘ha’(destruction), society itself can maintain long-term, stable growth


Monju no chie (Collective knowledge)- The third knowledge - 1/2

• Intuitive people combining explicit and tacit knowledge are rare in any organization

• Every organization has people strong in just tacit or explicit knowledge

• Through cooperation, knowledge spirals can manifest at the group level, e.g., the 'QC circle‘ in Japan’s rapid growth era


• Japanese proverb: “Out of the counsel of three comes wisdom”

• In the Shuhari system, the communal living with the

master and senior pupils was extremely important

• Merging the two levels of knowledge gives rise to the 'third knowledge' expressed as inspiration

Monju no chie (Collective knowledge)- The third knowledge - 2/2

Man, nature and sciencein harmony

Knowledge deepens

Explicit knowledge

20 New balance of knowledges


Changes in manufacturing viewed from explicit and tacit knowledge ~ Age of new experientialism ~

+ 10 yrs 30 40 50 60Lack of explicit

knowledge

Proper balance of knowledges

Lack of tacit knowledge

19450

2009

Low

High

Knowledge spiral

Tacit knowledge

Rapid growth era(Expansion of productivity &

knowledge)

Bubble economy（Expansion of logical knowledge）

IT Revolution

Selection and systematization of knowledge

Experience-based training

24


ナガセインテグレックス〈世界最高精度口径８．２メートル〉すばる望遠鏡の技術を支える。

Manufacturing with humility, reliable

and faithful to principles

“Out of the counsel of three comes wisdom”At NAGASE we’ve made this our practice as the highest method for problem-solving

25

出典：にいがた製菓調理師専門学校えぷろんホームページ



学校法人三星学園学園長渡辺弘子出典：にいがた製菓調理師専門学校えぷろんホームページより

You can achieve your dreams. The important thing is to learn gradually

from the basics.

27

B.D.O. cycle ~ New Shuhari ~

Step2 深化

DeepeningInnovation

BasicTraining

OpenDevelopment

夢は実現する

Step1 基礎鍛錬

Step3 展開

Dreams

ComeTrue

28(C) Sachio Matsubara 2009


Summary• Use both explicit and tacit knowledge

• To instill rich tacit knowledge, reconsider experience-based training methods that provide mastery of techniques through rigorous training in the foundations, communal living, and trial and error

• Emphasize the quality of information. Systematize knowledge by scrutinizing information. For this purpose, TRIZ is expected to play great role as advanced models.


The words of Basil H. Chamberlain（1850～1935）

“Only a people with its roots firmly planted in

the past can be expected to flower and

bear fruit in the future.”


References[1] Darrell Mann, 2002. Hands-on Systematic Innovation,[2] Fujiwara, A. 1993. Shuhari no shiso, [ BASEBALL MAGAZINE SHA Co., Ltd.[3] Kazami, A. 1995. Waza to nihonjin, Kogyo Chosakai Publishing,Inc. [4] Murakawa, E. 2002. Jukurengino no keisho to kagakugijutsu, P.41 Fig. 24, Fig.25, Osaka University Press [5] Nishinosono, H., Miyadera, A. 2004. Kyoiku no houhou to gijutsu, MINERVA Publishing Co.,Ltd.[6] Matsubara, S. 2009. Kansei o migaku ~Atarasii toteiseido ni tsuite~, P.20~24, Jidosha gijutsu kai kanto shibuho, Kosho.[7] Matsubara, S. 2008. A Research on Education of Skilled Workforce in Niigata, Sixth Research Presentation, Intellectual Property Association of Japan.[8] Yamamoto, Y. 2007. The Cultural Revolution in Europe in the 16th Century 2, Misuzu Shobo,[9] M. Takuma, Raison d’etre strategies workshop material [in Japanese] (Dec., 2008)[10] Okita Yukuji. 2000. Nihonnjin o tsukutta kyoiku Terakoya・Shijuku・Hanko, Taikosha.

This report is part of the results obtained in a study supported by a Grant-in-Aid for Scientific Research (Exploratory Research) provided by MEXT

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