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Anthony O. Nwavulu

School of Mathematics and Systems Engineering

Reports from MSI – Rapporter från MSI

Knowledge (Technical Instructions) transfer process: A Case on

Fogmaker AB Sweden.

Sep

2009

MSI Report 08093

Växjö University ISSN 1650-2647

SE-351 95 VÄXJÖ ISRN VXU/MSI/IV/E/--08093/--SE

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ABSTRACT

The essence of an effective knowledge transfer process for a technical organization cannot be

overemphasized. It does not only translate to its advancement but also improves the learning

capacity of the staff in the organization.

The purpose of this work is to analyze and diagnose the current process of technical knowledge

transfer

It goes further to proffer a suitable model of design process for the technical instructions (which is

one form of knowledge that is present in the organization) so as to improve not only the

instructional manual but also the processes involved.

The instructional model is a model gotten from the field of instructional technology (a sub-sect of

educational technology) which is used to achieve this feat.

KEYWORDS: KNOWLEDGE, KNOWLEDGE TRANSFER PROCESS, INSTRUCTIONAL

TECHNOLOGY MODEL, INSTRUCTIONAL DESIGN PROCESS.

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Acknowledgement

Without the grace of the Almighty God, my stay and successful completion of my masters programme would not have been possible. I give him all the praise and Glory.ö

I would thank my family for taking care of me even if we live so far away from each other. They are always giving me great encouragement while I confront difficulties in the thesis.

I would also like to express my heartfelt gratitude to my supervisor, Håkan Sterner for offering me great suggestions and comments. My thanks would also go to Anita Mirjamdotter (my examiner) and Jan Aidemark (the programme coodinator) for their feedback after my presentation.

I also owe my sincere gratitude to my friends and my fellow classmates who gave me their help and time in helping me work out my problems during the difficult course of the thesis.

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TABLE OF CONTENTS

INTRODUCTION - CHAPTER 1 ....................................................................... 1

1.1 BACKGROUND ................................................................................................................................................. 1 1.2 PROBLEM DISCUSSION ................................................................................................................................ 2 1.3 RESEARCH AIM ............................................................................................................................................... 2 1.4 PURPOSE ............................................................................................................................................................ 2 1.5 DELIMITATION ................................................................................................................................................ 3 1.6 INTEREST GROUPS ........................................................................................................................................ 3 1.7 ETHICAL ISSUES ............................................................................................................................................. 3 1.8 STRUCTURE OF THE THESIS ..................................................................................................................... 4

THEORETICAL FRAMEWORK - CHAPTER 2 ........................................... 5

2.1 DEFINING THE TERM KNOWLEDGE ...................................................................................................... 5 2.2 KINDS OF KNOWLEDGE............................................................................................................................... 8 2.3 THE PROCESS OF KNOWLEDGE TRANSFER ....................................................................................... 9 2.4 INSTRUCTIONAL DESIGN .......................................................................................................................... 11 2.5 INSTRUCTIONAL TECHNOLOGY ........................................................................................................... 12 2.6 INSTRUCTIONAL TECHNOLOGY MODEL........................................................................................... 15

METHODOLOGY - CHAPTER 3 .................................................................... 17

3.1 RESEARCH APPROACH .............................................................................................................................. 17 3.2 SCIENTIFIC APPROACH ............................................................................................................................. 18 3.3 MY PERSPECTIVE OF REALITY .............................................................................................................. 21 3.4 THE VERY BEGINNING OF THIS RESEARCH WORK ...................................................................... 22 3.5 CLASSIFICATION OF RESEARCH WORK ............................................................................................ 23 3.6 DATA COLLECTION PROCEDURE ......................................................................................................... 24 3.7 QUALITY OF RESEARCH ........................................................................................................................... 25

EMPIRICAL FINDINGS - CHAPTER 4 ......................................................... 28

4.1 FOGMAKER AB .............................................................................................................................................. 28 Technical Unit .................................................................................................................................................... 29 Sales Unit ............................................................................................................................................................ 29 Service Unit ......................................................................................................................................................... 30 Production Unit .................................................................................................................................................. 30 Logistics Unit ...................................................................................................................................................... 30 The Product ........................................................................................................................................................ 31

4.2 ORIGINAL EQUIPMENT MANUFACTURERS (OEMS) ...................................................................... 33 4.3 THE TECHNICAL PARTNERS .................................................................................................................. 33 4.4 KNOWLEDGE TRANSFER MEDIUM ....................................................................................................... 33 4.5 THE CURRENT PROCESS INSTRUCTIONAL DESIGN PROCESS .................................................. 34 4.6 PROBLEMS IN THE CURRENT INSTRUCTIONAL DESIGN PROCESS ........................................ 37

ANALYSIS, DIAGNOSIS, AND SOLUTIONS - CHAPTER 5 ................... 39

5.1 KNOWLEDGE HIERARCHY IN THE DESIGN PROCESS (ANALYSIS & DIAGNOSIS) ............ 39

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5.2 KNOWLEDGE TYPES (ANALYSIS AND DIAGNOSIS) ........................................................................ 40 5.3 THE INSTRUCTIONAL TECHNOLOGY MODEL (SOLUTION) ....................................................... 44 5.3.1 INSTRUCTIONAL MANAGEMENT FUNCTIONS .................................................................................... 46 5.3.2 INSTRUCTIONAL DEVELOPMENT FUNCTIONS ................................................................................... 46 5.3.3 INSTRUCTIONAL SYSTEM COMPONENTS ............................................................................................. 49

5.4 BENEFITS OF THE INSTRUCTIONAL TECHNOLOGY MODEL ..................................................... 54

CONCLUSION - CHAPTER 6 .......................................................................... 56

6.1 SUMMARY OF THE RESEARCH WORK ................................................................................................ 56 6.2 MAIN FINDINGS ............................................................................................................................................. 57 6.3 LIMITATIONS OF THE RESEARCH WORK.......................................................................................... 58 6.4 FURTHER RESEARCH ................................................................................................................................. 58

REFERENCES ..................................................................................................... 59

APPENDIX 1 ......................................................................................................... 62

APPENDIX 2 ......................................................................................................... 70

APPENDIX 3 ......................................................................................................... 73

LIST OF FIGURES AND TABLES.

FIGURES

Figure 2.1 Knowledge Hierarchy…………………………………….………………….7

Figure 2.2 SECI four pattern model of knowledge conversion……….…………………….10

Figure 2.3 Linear Instructional Technology………………………………….………………13

Figure 2.4 Parallel Instructional Technology……………………………………….………..14

Figure 2.5 Domain of Instructional technology model……………………………….………16

Figure 4.1 Diagram showing the Installation of the Fogmaker fire

Extinguishing unit…………………………………………………………………..….….…...32

Figure 4.2 A pictorial diagram explaining the current process of designing

the instructional manual…………………………………….……………..…………….…….35

Figure 5.1 Linear pattern of Fogmaker Instructional Design Process………………….......43

Figure 5.2 Adjusted Instructional Technology Model…………………………….…………45

Figure 5.3 Author’s adaptation of the Parallel Planning of instructional

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Design framework………..…………………………………………..………………..………50

TABLES

Table 3.1 Comparison between Positivistic and Hermeneutic Paradigms…………………20

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INTRODUCTION - CHAPTER 1

This chapter is an introduction to dissertation and furnishes the reader with an overview and the motivation of this study. The background, problem discussion, purpose, delimitation, interest groups, ethical issues and the structure of the dissertation are highlighted here.

1.1 BACKGROUND Knowledge has been the front burner for the advancement of any organization in this day and age.

It is a well known fact that the term or concept called knowledge is one of the most important

sources of competitive advantage for organizations (Grant, 1996; Nonaka, 1990, 1991, 1994). It is

considered by an organization’s management when strategizing for the next level to go. An

important issue that organizations have recognized is the management of knowledge and this has

gathered a considerable impetus in various kinds of organizations. As a result, numerous labels

have been used to either describe an organization or the procedures it engages in. Such terms

include the learning organization, the strategic management of core competencies; the

management of research and development; the nature of knowledge-based organizations and

knowledge - intensive firms, knowledge management and the value of intellectual capital. The

main intent of organizations drive for knowledge is to be innovative in whatever service they

undertake which should naturally translate to increase in revenue and profits. This knowledge

cannot be transformed to innovation or profits if it is not effectively and properly shared. There is

a wide belief that the implementation of modern and cutting – edge technology is the solution to

the competitive advancement of an organization. Technology, indeed, has been the element to

bring about change in an organization but it should not be seen as a way of creating a competitive

advantage but just a requirement. According to Davenport and Prusak in Bender and Fish (2000),

they are of the view that replicability of technology devalues it of any significant competitive

advantage. An organization’s way of structuring its processes is of greater importance than the

technology it holds (Nelson, 1991). Davenport (1997) further suggested that a major issue for an

organization is the belief that the technology it has or is about to have is the solution to all its

challenges.

An important aspect of knowledge and its management is its effective sharing. It is considered as

a core in the field of knowledge management because it contributes greatly to the success of an

organization. The core of management revolves around the sharing of knowledge. Von Krogh et.

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al. (2006) posits that the interaction and sharing of both tacit and explicit knowledge with other

parties enhances the capacity to define a condition or problem. The ability for an organization to

effectively disseminate knowledge is a plus for such organization.

1.2 PROBLEM DISCUSSION The importance of effective sharing of knowledge (especially across organizations) can never be

overemphasized. There are naturally problems that arise as knowledge is transferred from the

source to the recipient. Cooley in Major and Cordey – Hayes (2000) posit that in the transfer of

knowledge there exist what they describe as “a knowledge gap” which implies that all information

do not reach the recipient. The knowledge gap in the knowledge transfer process is what this

paper will highlight. The knowledge gap manifests itself in form of problems encountered in the

knowledge transfer process. The knowledge transfer process of a Swedish industrial company,

with emphasis on the instructional design process for instructional manuals will be the point of

concentration for this research work. Problems arise in the proper dissemination of such technical

knowledge (instructions) from the source company (Fogmaker AB) to the technicians. Davenport

and Prusak (1998) argue that the method of transfer is an important factor in efficient knowledge

transfer.

1.3 RESEARCH AIM The aim of this research work is to contribute to improving the current process of knowledge

transfer (instructional design process) in an organization. The analysis of relevant literature and

the working on a real case which is a Swedish fire extinguisher production company will be the

base and means of achieving this feat. The analysis and diagnosis of the current knowledge

transfer process in the case is a stepping stone to its improvement.

1.4 PURPOSE Knowledge, as previously stated, is needed by every organization to be competitive. This

knowledge becomes difficult to disseminate when it involves the sharing across organizational

units.

The purpose of this research work is to identify the problems encountered during the knowledge

transfer process. The problems encountered surely do not allow for a successful transfer of

knowledge through organizational units. The identification of such problems would help in the

improvement of the knowledge transfer process.

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1.5 DELIMITATION Considering that the time frame of this thesis work and its capacity, the knowledge transfer

process between groups of staff to another. It would also look at the best medium of transfer of

technical instructions from Fogmaker AB to both its technicians and those of its clients.

Naturally there exist various forms and modes of knowledge and it’s sharing practices within and

across the organization. The point of concentration is in the dissemination of requisite technical

knowledge (which is in the form of technical instructions) from Fogmaker AB to its technicians

and also those of its client organizations. This paper would aim to contribute to the piece of the

conundrum in the aspect of technical knowledge sharing and its process by means of a single case

of a fast growing fire extinguishing organization in Sweden (Fogmaker AB). The study will be

limited to the process of technical instructions from Fogmaker to its technicians. This work can be

viewed as mode of declaration that knowledge (technical instruction) transfer process is a topic

that should be taken very serious by the organization.

As the reader advances into the paper, he would observe the use of the terms “knowledge transfer

process” and “installation design process” continuously. The limitation of the research work is

the result of this use, as this the paper is analyzing the instructional design process which could be

viewed as knowledge transfer process.

1.6 INTEREST GROUPS This work is a contribution in the field of Knowledge Management with emphasis on its technical

knowledge sharing aspects in technical organizations. The interest of instructional technologists is

also covered in this work. The study can be of great importance because it strives to diagnose and

analyze problems that exist in the dissemination of technical instructions across organizational

units and also recommend improvements. The language medium of this thesis is in English which

therefore is open to a wider audience.

1.7 ETHICAL ISSUES The ethical issues considered are related chiefly to the data collected from the case (Fogmaker

AB) analyzed. Data which is the result of the interviews, emails exchange, and content analysis.

As the research work deals with confidential and important data, it is pertinent that the data is

dealt with the same level of confidentiality according to their policies. The name of the company

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and that of the staff has been authorized by the company. The data used was taken with due

approval.

Another area of ethics considered is the use of other authors work. The works of other authors

were properly referenced and the findings in this research work are solely my work.

1.8 STRUCTURE OF THE THESIS This section gives the reader a peek into the entire thesis work. It begins with the Introduction

section and as the term “introduction” implies, is the part that introduces the reader to the work.

This chapter prepares the reader of what he is to expect in the research work. It also highlights the

reason why this research work has been embarked upon. A major constituent of this chapter cites

the research questions so as to help the reader from which perspective the author is coming from

and also his destination.

The theoretical framework chapter (Chapter 2) highlights background theories used for the

framing of the research in Knowledge transfer that is relevant to this work. Of importance is the

instructional technology model, instructional technology patterns, knowledge hierarchy, SECI

four pattern model of knowledge conversion and other knowledge concepts will be highlighted.

The succeeding Chapter – Methodology, Chapter three (3), emphasis on the research

methodology that influences the research work which comprises the author’s perspective, data

collection methodology, and scientific approach.

The forth chapter explains and describes the empirical data of the case (Fogmaker AB). It gives an

in – depth expose on the structure, process and product of Fogmaker AB in relation to the

instructional design process.

The fifth chapter analyzes the data and at the same time diagnoses them. It goes a step further of

recommend a solution to the diagnosis given.

The sixth highlights the major findings of this work, future of the research and the conclusion, the

main findings when carrying out the research, further research and recommendations.

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THEORETICAL FRAMEWORK - CHAPTER 2

This chapter highlights the various concepts of knowledge, knowledge transfer process and the instructional technology model

2.1 DEFINING THE TERM KNOWLEDGE In the consideration of the term “knowledge”, there exists a plethora of definitions and

descriptions in the field of knowledge management. Bhatt (2002) posits that the construction of a

precise knowledge definition is a daunting task that challenges many researchers. A befitting

definition of the term knowledge would help in the knowledge transfer process; after all, it is the

knowledge itself that would be transferred. The various categories of knowledge attempts to

highlight a holistic approach of the term in order to attain a proper understanding of the

knowledge transfer process that is in this work.

The first definition cited is by Sveiby (1997) who defines knowledge as the “capacity to act”

(Sveiby 1997, p. 37). In essence, knowledge enables an individual in a given task or activity. It

should enable an individual or organization to move ahead in any pre – assigned or preconceived

goal. Nonaka and Takeuchi (1995) are of the opinion that knowledge, when compared to the term

“information”, is really about beliefs, commitment and action. They went further to suggest that

knowledge as well as information is about meaning; it has a relational context. The definitions of

knowledge from both authors cited above indicate that an organization should be able to harness

the knowledge of its staff for an effective work process. Organizations require this knowledge in

the design of various forms of products. In this case, the knowledge required (be it technical or

otherwise) would aid in the design process of the instructional manual. So the knowledge acquired

in the instructional design process goes a long way to give the technician the capacity to perform

his work effectively.

However, the knowledge described in the previous paragraph can be viewed on how it is acquired.

This distinction arose from Penrose (1959) where she highlighted the term knowledge as either

objective or experiential. Objective knowledge is gotten through certain standardized methods

(e.g., market research, designing installation manuals). It is of the assumption that objective

knowledge can be abstracted from the processes of its discovery and application. Such acquired

knowledge found in organizations usually is from tested theories and models. The utilization of

theories in the instructional design process would ensure that both the activities and its products

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would be guaranteed to transfer the required technical knowledge. This form of knowledge

ensures the growth or its effective transfer on the basis that it has been tested. Experiential, on the

other hand, is knowledge achieved through learning by doing and basically practicing business,

(Petersen 2001), and also the knowledge gotten from the performance of technical activities by

technicians. As this knowledge is acquired through learning by doing, it is unique for each human

being. It is synthesized into man’s abilities. Experiential knowledge is reliant on the skills,

abilities, talents, way of thinking, etc. The experiential knowledge in this research work is

acquired by the building of prototypes of the fire – extinguisher units by members of technical

units and the technicians. The research work will show that both forms of knowledge highlighted

are required in the proposed instructional design.

Citing an example that highlights both ways of knowledge acquisition is that of a woman giving

birth (experiential) and the doctor (objective) that delivers the baby. Though the doctor is able to

deliver the baby, he doesn’t feel it inside of him; he only has a theoretical knowledge of how the

baby is delivered. Conversely, a woman can feel the baby been born. She gains the knowledge

experientially while the doctor’s knowledge is theoretical.

However, Davenport and Prusak (1998) described data, which is a constituent of knowledge, as a

transformation to information by adding understanding and meaning to it. Knowledge is what the

individual transforms information into by incorporating personal experience, values and beliefs

(Wiig 1993, p. 73) as well as contextual information and expert insight (Davenport and Prusak,

1998, p. 5).

Expertise can be described as specialised, deep knowledge and understanding in a certain field,

which is far above average. Any individual with expertise is able to create uniquely new

knowledge and solutions in his/her field of expertise. In this sense, expertise is gained through

experience, training and education and it is built up from scratch over a long period of time by an

individual and importantly remains with that person (Bender & Fisher, 2000, p. 126).

Equally whilst several authors: (Davenport and Prusak, 1998); (Wiig, 1993) and (Sveiby, 1997)

emphasize the importance of differentiating between data, information and knowledge, the

differences are not always distinct. Expertise and knowledge can be arranged in to a hierarchy

(See Figure 2.1). In this hierarchy, knowledge and subsequently expertise is built up from data to

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information, then knowledge and finally expertise. The diagram (Figure 2.1) below shows how

knowledge evolves giving a brighter picture of the preceding definition.

Fig. 2.1 Knowledge Hierarchy (Bender & Fisher, 2000)

The knowledge hierarchy further describes data, information, knowledge and expertise. As they

constitute the knowledge hierarchy, it gives a detailed definition of its constituents and how each

constituent develops or transforms to another. The first constituent which is data is describes data

as objective and discreet about facts and events. Huseman and Goodman (1999, p. 105) portray

their perspective of data as objective facts describing an event without any judgment, perspective

or context. Davenport and Prusak (1998, pp. 2-3) also highlight that the description does not say

anything about the data’s own importance or irrelevance but on the other hand data are necessary

raw material needed for the creation of information. Data is transformed into information by

comprehension and the addition of meaning to it. Drucker (1998) posits that information is the

endowment of data with importance and purpose. Huseman and Goodman (1999, p.105), also

define information as data points, drawn together, put into context, added perspective and

delivered to people’s minds.

The exploitation of information so as to convince, explain and aggravate brings forth knowledge

to bare. Knowledge then should be viewed as personally originated as it is formed by one’s

original store of knowledge and the inflow of new information. Finally, expertise can be

considered as in-depth knowledge in a given field over a long period of time, experience,

education and training, and it is built up from scratch by the individual (Sveiby, 1997). The depth

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of knowledge is what makes the distinction between expertise and knowledge. The knowledge

hierarchy shows how the different constituents are transformed in the instructional design process.

The knowledge hierarchy is necessary in order to highlight the important inputs for the

instructional design process. The knowledge hierarchy diagram indicates that knowledge depends

on the perspective and conception of the knowledge holder. The knowledge holder carries

knowledge in two forms. The next section elucidates on the kinds of knowledge.

2.2 KINDS OF KNOWLEDGE The knowledge distinction that will be highlighted in this work are both tacit (know how) and

explicit (know that) knowledge (Polanyi, 1967; Ryle 1949). In Polanyi’s description of tacit

knowledge as what an individual knows and can tell (Polanyi, 1967). In later works by Polanyi, he

went further to elucidate tacit knowledge as knowledge that is difficult to make out and that it

resides in perceptions and behaviours that are not easy to codify. Tacit knowledge, in essence, can

be viewed as knowledge that is rooted deeply in an individual which in turn controls ones

behaviour in particular situations. This type of knowledge was described by Nonaka (1991) as

highly personal which can be transferred productively through imitation, observation, or

socialization; hence Hedlund (1994) portends that tacit knowledge is silent and intuitive. They

went further on to highlight two (2) dimensions of tacit knowledge – technical and cognitive

dimension (Nonaka & Konno, 1998). The former deals with the kind of informal personal skills or

crafts often referred to as "know-how", while the latter comprises “beliefs, ideals, values,

schemata, and mental models which are deeply ingrained in us and which we often take for

granted” (Nonaka & Konno, 1998, p. 42).

Explicit knowledge, on the other hand, is viewed by most researchers as the opposite of tacit. This

type of knowledge is easily communicated and expressed to other individuals. Explicit knowledge

can be expressed in words and numbers and shared in the form of data, scientific formula,

specifications, manuals, and the like (Nonaka & Konno, 1998, p 42). Nonaka (1991) also cites

metaphors, analogies and models as other helpful methods of expressing tacit knowledge. The

translated knowledge is essential for an effective sharing of knowledge.

The difference between the two types of knowledge should not be viewed as a dichotomy but a

continuum (Kogut & Zander, 1996). However, the distinction between the two types of

knowledge is of necessity because of the transferability and appropriability of explicit knowledge,

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as opposed to tacit knowledge (Grant 1996). In order to achieve that continuum between the both

kinds of knowledge described, the knowledge transfer process is explained in the next section.

The knowledge kinds described in this section will also be utilized in identifying forms of

knowledge present in the current instructional design process in Fogmaker AB.

2.3 THE PROCESS OF KNOWLEDGE TRANSFER It is pertinent that at this point of this work that I describe my perspective of the transfer process

with respect to this thesis. The knowledge transfer type is between organizational units. Naturally,

there exist knowledge transfer types within an organizational unit that originates from individuals

that are employed in the organization. The process of knowledge transfer is a conduit for the

different types of knowledge highlighted in the previous section. This conduit is seen as a way for

the continuum between tacit and explicit knowledge.

The capability of an organization to transfer knowledge efficiently both within and among

organizations is of necessity for the organizational processes and outcomes (Reagans and

McEvily, 2003). Globalization has prompted the transfer of knowledge across national boundaries

too. Kidger (2002) is of the opinion that organizations are likely to try a more global approach,

where knowledge transfer is more of a two-way process. It might even be a multi-way process

where knowledge is shared between a company’s subsidiaries (Moore and Birkinshaw, 1998).

Another model that would be highlighted here is the “SECI model of knowledge conversion and

characteristics of “Ba” model by Nonaka (1991). This model is necessary in order to highlight the

transfer of knowledge amongst individuals and organizational units.

In this paper, knowledge transfer is the focus and this is why this model is seen as a means of

transferring knowledge and not solely for converting it. Furthermore, this paper takes a standpoint

that knowledge that has been converted and received by an individual, in line with Nonaka’s four

pattern model, must have been transferred in one way or the other.

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Fig. 2.2 SECI four pattern model of knowledge conversion (Nonaka, 1991)

The diagram above highlights different knowledge conversions that exist. The conversion of tacit

knowledge to tacit knowledge is seen as socialization. Socialization as defined by Canon –

Bowers et. al, (1993) is a procedure of sharing experiences which in turn creates tacit knowledge

such as shared mental models and technical skills amongst individuals. They went further to

describe shared mental models “as knowledge structures held by members of a team that enable

them to form accurate explanations and expectations for the task, and in turn, to coordinate their

actions and adapt their behaviour to demands of the task and other team members” (Canon –

Bowers et. al, 1993, p. 228). Experience, as argued by Nonaka & Takeuchi (1995), is seen as an

approach of such knowledge transfer. This experience can be obtained about specific knowledge

by working with experienced individuals and observing how the work activity is carried out.

Without some form of shared experience, it is extremely difficult for one person to project her –

or himself into another individuals thinking process (Nonaka & Takeuchi, 1995, p.63). They are

also of the opinion that this mode of knowledge conversion can be obtained by meetings and

brainstorming.

The process of externalization is viewed as the articulation of tacit knowledge into explicit

concepts. When an individual’s hidden knowledge is converted to related outlined processes for

another group to comprehend, this process is viewed as externalization. This outlined process

(knowledge) becomes the organizational knowledge. The externalization process could be done in

the form of document, videos etc.

The next, which is combination that Nonaka (1991) views as a subtle process, is the transfer of

knowledge from organization to organization. It is a process of systemizing concepts into a

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knowledge system. This process of knowledge transfer usually involves the combination of

different bodies of explicit knowledge. Individuals within and from different organizations can

exchange and combine knowledge through different media such as documents, meetings,

telephone conversations, or computerized communication networks.

Internalization is the transfer of explicit knowledge to tacit knowledge. This type of process can

be viewed as a process that goes from the organization to the individuals that exists within it.

Nonaka (1991, p.69) is of the view that experiences through socialization, externalization, and

combination are internalized into individuals’ tacit knowledge bases in the form of shared mental

models or technical know – how. Though these experiences are individually sourced, they are

seen as owned by the organization. The internalization process can also be made possible by the

use of documents and manuals. This somewhat supplements an individual’s tacit knowledge and

to a certain extent aids a person to re-experience other people’s experiences.

Both knowledge differentiation ( in the preceding section) and Nonaka’s SECI four - pattern

model is of great importance in this research work because it would facilitate how the staff

involved in the instructional design process interact with each other.

2.4 INSTRUCTIONAL DESIGN The core theoretical frame work is based upon the work of Ely & Plomp (1996). As we are

looking at the process of designing instructional manual, it is necessary to highlight an acceptable

way of achieving this feat. Also the instructional design can be viewed as a way where technical

knowledge can be transferred effectively and efficiently from the disseminator (Fogmaker AB)

and its recipients (Clients). Instructions could come in the form of word of mouth (for work

procedures that are straight forward), on written materials, and audio – visual format. When

considered, one would observe that various knowledge forms come into play. Tacit knowledge,

when certain work orders are issued from the professional (who has this knowledge) to the

workers that would physically carry out work procedure (explicit knowledge). In case of very

complex work procedures and in complex environments, a detailed and easily comprehensive

work material should be produced, combined with a transfer process that would guarantee the

success of the knowledge transferred.

As the design of instructions is clearly a form of sharing knowledge and educating, its aim is to

improve individual or group performance in any given task and to also increase organizational

efficiency and effectiveness. This could be attested to the fact that the goal of instructional design

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could be seen as a similar goal that the concept of knowledge sharing strives to achieve. When the

proper knowledge is shared, the receiver of such knowledge improves his performance in his

given task. This automatically leads to an effective and efficient knowledge transfer process.

Instructional design is a concept that is employed in the field of instructional technology in

solving organizational problems. They offer a holistic approach where all factors are considered

in the transfer of technical knowledge in an attempt to design a medium of instruction. The

instructional technology model (see section 2.6) is considered by the authors as a subset of

educational technology, which they described as a profession that comprises a systematic effort to

carry out the theory, intellectual technique, and practical application of education technology. The

term education technology covers the ambits of a teacher – student (s) environment but the

concept behind this technology is what is used in instructional technology. The instructional

technology has its main orientation towards a systemic approach. It is naturally faced with the

identification of system boundaries within which problems occur. Instructional technology falls in

this category where the skills of effectiveness are predominantly revealed. They include:

sensitivity (sensing of the needs of the total situation i.e. both tasks and people); diagnostic ability

(identification and communication of the nature of the problem); decision making (selection of

relevant actions from a range of possible alternatives); flexibility (possibility of implementing

whatever the situation demands); and action skills (implementation of routine and mechanistic

tasks). The instructional technology is described in detail in the subsequent section.

2.5 INSTRUCTIONAL TECHNOLOGY Ely & Plomp, (1996, p. 4) describes instructional technology as the complex, integrated process

involving people, procedures, ideas, devices and organization, for analyzing problems, and

devising, implementing, evaluating and managing solutions to those problems, in situations in

which learning is purposive and controlled.

Two distinct schemas of the instructional technology highlighted by Heinich (1973) are linear and

parallel. The former is a conventional instructional planning and operation which follows a linear

and chronological arrangement and it entails that little interaction takes place amongst members.

The linear pattern (Fig 2.3) of instructional technology, which is a traditional instructional

planning and implementation largely describes the case been utilized in this research work.

Heinich (1973) posits that while some interactions take place, the different groups of people

represented by the boxes in Fig. 2.3 below tend to make discreet decisions, passing along those

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decisions down the line to the next group. He went on to cite that feedback from the learner (but

in this case – technician) is monitored by just one group who are responsible for specific

instructional decisions. He went further to highlight that evaluation in the linear schema as a

private process. The linear pattern could be categorized as involving a limited number of people

in the design process. This could put a strain on a certain group of staff in the design process in

that the work load would be so much for the staff.

Fig. 2.3 Linear Instructional Technology (Heinich, 1973, p. 47)

Instructional technology requires that goal setting, curriculum planning and instructional

implementation teams work together in planning the instructional process (Heinich, 1973). This is

a description of the parallel pattern of instructional technology that requires and utilizes all the

resources present in the instructional design process. It involves both the planning group and

implementers working together within a framework of shared responsibilities. Evaluation in the

parallel configuration of instructional performance requires a shared responsibility which results

in a “public” process and not private as highlighted in the conventional linear schema.

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Fig. 2.4 Parallel Instructional Technology (Heinich, 1973, p. 47)

The evaluation (feedback technique) in the parallel pattern is of two types instead of one in the

conventional linear pattern. The first, formative evaluation, provides data to those saddled with

the responsibility of designing the instructional manual so as to allow for revisions that need to be

made on the basis of tryouts with samples of the target audience (in this case Fogmaker junior

service technicians and selected OEM and TP technicians). The other, summative evaluation

provides data to the instructional planning so that the instructional manual can be evaluated on the

basis of effectiveness of work for the intended technicians.

The parallel pattern to instructional technology allows for the rearrangement of instructional

relationships regardless of the organizational configurations. The learner/technician is the crux of

the process. Here, the capacities of the technician to comprehend instructions and in turn his

performance in related work. This is the reason why the parallel pattern is tagged a public process

because the instructional design process is not restricted to a selected few (as found in the linear

pattern). This pattern incorporates the target audience of the instructional design process. This in

turn distributes the work done by the people done in this pattern.

The differentiation of the patterns in instructional technology will be utilized in the research work

in throwing more light to the differences in current instructional design process in Fogmaker and

the solution (Instructional Technology Model) that will be proffered later on.

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2.6 INSTRUCTIONAL TECHNOLOGY MODEL

The instructional technology model is based on the educational technology model. This is based

on the concept that instruction is a sub – set of education. Instructional System Components (ISC)

involves the learning resources which are pre planned in design or selection and utilization, and

combined into complete instructional systems which finally results in pre intended and controlled

learning. The instructional technology model is divided into four (4) major parts: Instructional

Management Functions, Instructional Development Functions, Instructional System Components

and the last which is the Learner. Both Instructional Management and Instructional Development

functions are further classified into sub-functions. These sub-functions describe the various work

activities available within the instructional design process. The Instructional Management

function, which comprises both Organization and Personnel Management (sub-functions), is

designed for the planning and administration of the knowledge (Instructional) design process. The

Instructional development function, which comprises Research-Theory; Design; Production;

Evaluation-Selection; Logistics; Utilization/Dissemination, is involved with the design,

development and selection of the instructional manual. The Instructional System component

highlights every possible entity used or been used by the instructional model. While the

learner/technician is at the receiving end of the instructional model and is also core of the model.

The instructional model is carried out in such a way that the learner must comprehend to the

fullest the product of the instructional model. The model strives to attend to every issue in the

design process and not only concentrating in the production of an effective instructional manual.

The model is meant to be executed as a project that would be carried out within a time span.

The relationships among these functions are shown by the Domain of Instructional Technology

Model (See Fig.2.5 below).

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Fig. 2.5 Domain of Instructional technology model (Ely & Plomp, 1996, p. 5)

A detailed tabularized description of the instructional technology model can be found in Appendix

1. The tabularized description in Appendix 1 gives the breakdown of the various units (functions,

sub-functions) that will be involved in the instructional design process. It goes further to describe

the units and also generalized examples of the job functions obtainable in such units.

Organization

Management

Personnel Management

Research – Theory

Design

Production

Evaluation-Selection

Logistics

Utilization (Utilization/Disseminatio

n)

Message

People

Materials

Devices

Techniques

Settings

Learner

Instructional Management Functions

Instructional Development Functions

Instructional System Components

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METHODOLOGY - CHAPTER 3

This chapter highlights how the research work was carried out. The author’s perspective to reality, the origin of the research, research classification and also data collection procedures

were cited here.

3.1 RESEARCH APPROACH The research approach that would be used in carrying out this thesis work is the qualitative

method of research. This approach is one of the three major research approaches (quantitative and

mixed methods). In their description of the qualitative approach to research, Denzin & Lincoln

(2000) are of the opinion that it involves the studied use and gathering of a diversity of empirical

resources that explain regular and challenging moments and denotations. These gathered materials

aid in the creation of picture of the world been studied. (Denzin & Lincoln, 2000) posit that

qualitative researchers make use of a variety of interpretive practices with the aim of achieving a

better comprehension of the issue being studied. A real world comparison of qualitative research

was done by Weinstein and Weinstein (1991), where it is seen as a bricolage and the researcher as

a bricoleur. A bricoleur is a “Jack of all trades or a kind of professional do – it – yourself person”

(Levi – Strauss, 1966, p.17). The bricoleur produces a pieced – together set of representations that

are fitted to the specifics of a complex situation – which is termed a bricolage. “The solution

[bricolage] which is the result of the bricoleur’s method is an [emergent] construction” Weinstein

& Weinstein (1991, p. 161) which changes and takes new forms as different tools, methods, and

techniques of representation and interpretation are added to the puzzle. Bricoleur is one of the

many methodological practices of qualitative research which include soft science, journalism,

ethnography, montage or quilt – making.

The qualitative approach elucidates occurrences and typifies these occurrences in a detailed way.

This approach has value when analyzing a person’s views on various issues. In his work,

Holloway (1997) highlights that researchers (in the study of humans), are in the habit of using

qualitative approach in the exploration of their behaviour, ideas and experiences. This kind of

research can be viewed as the mode of human interpretation and the manner in which their

experiences are comprehended.

This research work (qualitative) involves the studied use and collection of a variety of empirical

materials – case study; personal experience; interview; cultural texts and productions

18

(observational, interactional, and visual texts – that describe routine and problematic moments

and meaning in individuals). As observed, this research methodology will be multi –

methodological in order to achieve its main goal.

3.2 SCIENTIFIC APPROACH

In carrying out research, there exist different ways of thinking about the data and methods used in

research. These methods and data are evident in the various scientific paradigms that are available

today. These different ways of thinking, though they conflict, helps in the understanding of an

issue from different perspectives, thereby aiming at a world view of an issue. In their work Patel

and Davidson (2003) mentioned both positivism and hermeneutics as two (2) ways of

approaching a research.

Positivism

Positivism as argued by August Comte in Mill (2009) fundamentally comprises a philosophy and

a policy. Comte was one the first individual to systematically theorize the term positivism. He is

of the view that both constituent of positivism cannot be dissevered because the former represents

the basis while the later is the end of a comprehensive system where our scholarly talents and our

social consideration are brought into close correspondence with each other. The origin of

positivism is from the natural science and it strives to develop a homogeneous branch of science.

Mill (2009) buttresses this fact by citing the two fold nature of positivism as generalization of

scientific conceptions and systemizing the art of social life. Mill’s (2009) work which summarizes

Comte’s positivistic doctrine and the character of the definition of “Positive Philosophy” posits

that “We have no knowledge of anything but Phenomena; and our knowledge of phenomena is

relative, not absolute. We know neither the essence, nor the real mode of production, of any fact,

but only its relations to other facts in the way of succession or of similitude. These relations are

constant; that is, always the same in the same circumstances. The constant resemblances which

link phenomena together, and the constant sequences which unite them as antecedent and

consequent, are termed their laws. The laws of phenomena are all we know respecting them. Their

essential nature, and their ultimate causes, either efficient or final, is unknown and inscrutable to

us” (Mill, 2009). Positivists are usually of the assumption that reality is objectively given and can

be described by quantifiable assets that are free from the observer (researcher) and his or her

instruments.

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The opposition to positivistic approaches in research is dated back to the 19th century. This

opposition is based on the naturalistic research approach in the studying of social life. In

Rubenowitz (1980) view, he is of the opinion that positivism supposes that only knowledge

gained from measurement strategies and objective identification can be considered to possess

truth. Of course, this knowledge is founded upon statistical data analysis which is acquired

through relative studies and experiments. This positivistic perspective that this form of reality

presents the single true foundation for explanation and general theory has intermittently being at

loggerhead with hermeneutic (interpretative) approach.

Hermeneutics

Hermeneutics strives to interpret and comprehend the world and human existence. The

hermeneutist researcher has the ability to be subjective and involved. It is based on a more

personal interpretive approach that allows the researcher to understand reality as opposed to the

positivistic approach which explains casual associations through statistical analysis and objective

facts. In the hermeneutic approach, language becomes the front burner, indicatively, qualitative

assessment partially takes the stead of quantitative data and characterizing generally becomes

silent than specific features. The researcher’s main valuable assets (which include pre –

understanding, knowledge and thoughts) facilitate the comprehension and interpretation of

conditions. This is a true fact because it is not possible for a researcher to have neutral stance in a

project. Every individual has pre – conditioned views of reality and there is no way that this

knowledge can be sidelined or ignored. This knowledge is the foundation of newer knowledge to

come. Gilje and Grimen (2003) are of the opinion that pre -understanding is an essential

stipulation for the understanding of an individual in any situation. The authors believe that the

prior understanding of an individual gives direction to the research work that he or she is involved

in. I am in support of this line of argument because my previous personal experiences at my

former work place and courses taken at the citadel of learning have not only influenced but also

molded my insights and perspectives. Though it may be viewed as a negative prejudice by some,

it should be considered as an academic foundation to the problem situation in view, and still have

an open stance to various other perspectives and methods.

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To give the reader a clearer picture of the difference between both scientific approaches (that is

positivistic and hermeneutic), I have highlighted below Gummesson, (2000, p. 153) tabular

comparison of both approaches’ main features.

Positivistic Paradigm Hermeneutics Paradigm

Research concentrates on description and

explanation.

Research concentrates on understanding and

interpretation.

Well-defined, narrow studies. Narrow as well as total studies (holistic view).

Thought is governed by explicitly stated

theories and hypotheses.

Researchers’ attention is less focused and is

allowed to “float” more widely.

Research concentrates on generalization and

abstraction.

Researchers concentrate on the specific and

concrete (“local theory”) but also attempt

generalizations.

Researchers seek to maintain a clear distinction

between facts and value judgments; search for

objectivity.

Distinction between facts and value judgments

is less clear; recognition of subjectivity.

Researchers strive to use a consistently

rational, verbal, and logical approach to their

object of research.

Pre-understanding that often cannot be

articulated in words or is not entirely conscious

– tacit knowledge – takes on an important role.

Statistical and mathematical techniques for quantitative processing of data are central.

Data are preliminary non-quantitative.

Researchers are detached, i.e., they maintain a distance between themselves and the object of research; take on the role of external observer.

Both distance and commitment; researchers are actors who also want to experience what they are studying from the inside.

Distinction between science and personal experience.

Researchers accept influence from both science and personal experience; they use their personality as an instrument.

21

Researchers try to be emotionally neutral and make a clear distinction between reason and feeling.

Researchers allow both feelings and reason to govern their actions.

Table 3.1 Comparison between Positivistic and Hermeneutic Paradigms (Gummesson, 2000)

From the above tabular comparison, one would observe that both paradigms place importance on

ingenuity and the ability to see reality in a whole new way. Gummesson (2000) posits that the

positivistic paradigm receives a superior precedence than ingenuity and novel approaches. In the

case of hermeneutic paradigm, the researcher strives to dodge the conventional wisdom and

identify new things under common situations. De Wit & Meyer (2004) buttresses that

hermeneutic research methodology enables the researcher to dig to the root of the problem; which

is essential in solving sophisticated and convoluted problem that exist in the world today. This

goes contrary to positivistic superficial data analysis, and thus proves to be immensely helpful.

Going further down to brass tacks, this research work would be interpretive as hinted above. The

interpretive approach would comfortably suit this work because of the need of the researcher to

have a proper understanding of various participants in the case been researched on. The

interpretive case study Klein and Myers, (1999) and Walsham, (1995) would enable me achieve

this goal.

This research work leans more on the hermeneutic approach because primarily the term

knowledge cannot be measured. There exist no devices or tools used to measure knowledge. In

the place of a measuring device, the use of one’s thoughts and well trained analytic capabilities

facilitates the observation and analysis of the knowledge transfer process.

3.3 MY PERSPECTIVE OF REALITY Arbnor and Bjerke (1994) highlight various perspectives of reality, one of which is that of the

German philosopher Immanuel Kant. Kant is of the opinion objective reality cannot be accessed

because the person experiencing it has the capability to process it. This means that reality,

according to Kant, just appears in processed form. I am in support of this view of reality because

the perspective of an individual does not meet anything completely impartially. When considering

individual perspectives, there exists no “true” reality independent of the person observing it.

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Yet another perspective of reality as explained by Arbnor and Bjerke (1994) is “reality as a social

construction”. This implies that reality is subjectively given, and that it has no concrete status.

With close observation, this perspective is similar to that of Kant’s (as described above). In

addition, these authors lean on the argument that reality, in this perspective, is both a cyclic and

learning process. The knowledge transfer process (across organizational units) is different from

inception when compared to the process now and would yet evolve in the future. This is evident

because the capability for individuals involved in activities within this process to be able to learn

and evolve new ways. In my opinion, it is evident that the combined visions and perspectives of

individuals involved in the process of knowledge transfer eventually transforms and influences

how the process is seen not only now but also how it will be seen in the future. To sum up, my

perspective of reality implies that it is dependent on individual perception, and therefore do not

claim to picture a precise reality but more a combined perceived reality that is subjected to time.

3.4 THE VERY BEGINNING OF THIS RESEARCH WORK

This research work started from the very beginning of my masters’ study here in Sweden where

the first course I took was in knowledge management. The course, which was new to me and

interesting, aroused my curiosity which made me to decide to write my thesis in the field of

knowledge management.

As the field of knowledge management is quite wide, my decision on concentrating on knowledge

transfer was propagated by an application to Danske Bank to use them as a case. After going

through their prerequisites and lists of areas of study (which included knowledge sharing/transfer

for an organization), I finally decided on the core area to base my thesis. Though I was not able to

get Danske Bank to use as my case (as it is evident already), I was fortunate to be accepted by

Fogmaker AB.

As interviews were carried out in Fogmaker, there were a lot of possible areas to research on but I

decided to look at an area where certain problems had occurred in the previous year. The tackling

of the problem framed the thesis along the work-based perspective where I will focus on in

diagnosing and analyzing the problem and in turn propose a solution.

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3.5 CLASSIFICATION OF RESEARCH WORK

As highlighted earlier on, this research work majorly leans on the qualitative approach which

involves the use of soft data. Holloway (1997) categorizes these soft data as interviews and

observation. The data gotten from this research work was gotten mostly through interview and

observation. These two methods were chosen because through interview, I was able to get a

firsthand knowledge and also I was able to guide the interviewee of the kind of data required from

him. The other qualitative method, observation, was chosen because having considered that the

organizations are technically oriented, it is pertinent that I have to get to understand the activities

involved in the organizations that enable them to achieve their current goals. The interpretation

and analysis of the data generated was also qualitative in nature. This choice of interpretation and

analysis was deemed fit because of the nature of the data. Knowledge cannot be measured

therefore, it is better to ask questions and observe in order to access its nature and type. The mode

of interview is exploratory where questions are recurring and are asked the interviewee based on

previous questions or observation gotten initially.

Furthermore, it is evident that this work is case study based because it involves the exposure of

organizational activities. Yin (1994) describes a case study as an assessment of a particular

occurrence; usually a well-defined system. He categorizes a case study to be a person, an

institution or, as I believe is the case for this study, a process (Yin, 1994).

This research work concentrates on the study of the process of effective knowledge transfer for

Fogmaker AB, which I believe can be viewed from different angles. Collis and Hussey (2003),

however, state that case studies often are conducted over a long period of time, especially in this

thesis where different organizational entities need to be investigated. Due to the time and other

constraints, I have not been able to do so and do not claim this to be a pure case study. Yin (1994)

posits that a case study has a distinct advantage when “a ‘how’ or ‘why’ question is being asked

about a contemporary set of events over which the investigator has little or no control.” (Yin,

1994:9). The research questions in this work do contain both the “what” and “how” questions of

how knowledge transverses across organizational units, which prompts the use of the case study

approach. This involves the investigation of a current set of events over which we have no

control.

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3.6 DATA COLLECTION PROCEDURE

Kotler, Armstrong, Saunders and Wong (2001) categorize two (2) kinds of data: primary and

secondary. They describe primary data as information that is collected for a particular purpose. In

this research primary data will be collected through the interviews and observation conducted in

the organizational units. On the other hand, secondary data typifies information that is already in

existence somewhere in writing (Kotler et al, 2001). The literature study and already accessible

information about the company such as their homepage constitute the secondary data in this

thesis. There will be a detailed description of the types of data further on into the paper.

This thesis utilizes three methods of collecting data which Robson (1993) categorized as:

observation, interview and content analysis.

Interview – is a conversation with a person (or a number of people) somehow involved in the

studied phenomenon with a purpose of gathering relevant information and motivated by research

objectives. The interview done in this research work was both through email and formal face to

face means. Although, the initial plan was to conduct the interview through a formal face to face

method, the busy schedule of the staff could not allow for the latter. The individuals interviewed

were the Managing Director (Andreas Svensson), one of the technical staff who also doubles as

the quality assurance staff (Nobert Csoma), a staff in the service unit (Peter Samuelsson) and

finally one of the staff who is in the Logistics Unit but is actively involved in the design of

instructional manuals in the Swedish language (Patrik Johansson).

Observation – involves watching (observing) the phenomenon in its natural environment without

interrupting it; then analyzing and interpreting what one saw. This method was necessary because

considering that the organization is highly technical. This method helped me to compare the data

gotten from the questions asked the staff of the organization. The method also method helped me

to properly understand the various work processes that was observed and avail to me a holistic

and true picture of the activities carried out in the organization. A typical observation done was

the observation of the service staff in both the installation and servicing of bus units for both a

new and existing clients respectively. I also observed the procedures taken in reporting to the staff

in charge of the service unit, on the activities carried out by staff that went out to work. I observed

the current design of the instructional manual.

25

The choice of these staff that were interviewed was based on the importance of their work in

relation to the research work (in this case the instructional design process) and/or also their vast

experience.

Content analysis – is referred to as an indirect observation and involves the gathering and

analysis of information from books, magazines, newspapers, official documents, statistical

reports, scientific articles, publications, research reports, case study reports, Internet web-sites,

documentaries, films, pictures and other sources.

The document from which data were sourced from is the current technical manuals (installation,

service, and bus operator) for buses. I went through all the instruction manuals that I got from

Fogmaker AB. These documents were collected with the approval of the management. As these

documents are considered as the major way of procedural knowledge transfer, it is of importance

that these documents are scrutinized properly.

3.7 QUALITY OF RESEARCH

A described in previous sections, the approach used in this research work is the qualitative

approach. Seale (1999) cites in his book, The Quality of Qualitative Research, on the importance

of being ’methodologically aware’:

Methodological awareness involves a commitment to showing as much as possible to the

audience of the research studies … the procedures and evidence that have led to particular

conclusions, always open to the possibility that conclusions may need to be revised in the

light of new evidence. (p. x)

The need for proper intentions and appropriate attitude towards research is necessary but not

adequate. There is also need for the research to be supported with the revealing of the procedures

used to the reader. This is done so as to validate that the methods used are not only trustworthy

but also credible enough.

In comparison to quantitative research, qualitative research concentrates on the gathering of

information by humans as well as analytical abilities. Lincoln and Guba (1985) highlight four (4)

dimensions by the means an individual can determine the overall quality of a qualitative research.

These dimensions include credibility, transferability, dependability and confirmability. These

26

dimensions were later refined and carefully organized by Robson (1993) in the following way

listed below.

Credibility – this is the degree to which the enquiry was carried out in a way which ensures that

the subject of the enquiry was accurately identified and described (Robson, 1993, p. 403).

Transferability – this refers to the extent to which the case and the finding described can be

transferred to other settings (Robson, 1993, p. 405). The aim of the researcher is to provide the

database that makes the transferability judgments possible for potential appliers (Lincoln & Guba,

1985, p. 316).

Dependability – refers to the degree to which the processes followed are clear, systematic, well

documented, providing safeguards against bias, etc. One should also be aware that dependability

derives from credibility, but not necessarily vice versa. (Robson, 1993, pp. 405-406)

Confirmability – the extent to which the actual findings of the research flow from the data

collected (Robson, 1993, p. 406).

Inspired by Seale (1999), Lincoln and Guba (1985), we conducted the credibility, transferability,

dependability, and confirmability tests of our research on regular basis in order to make sure that

the overall quality of our work meets the required standards as well as our expectations.

The result obtained from the application of the above-mentioned dimensions of determining the

quality of this research work (which is qualitative) is as follows:

All forms of enquiry were carried in more than one way. Enquiry in the research work was multi-

faceted. An area of the research work in which credibility was applied is in the collection of data

was done in three (3) methods: interview, content analysis and observation. The methods used

ensured a proper and well rounded representation of the data. Also, one method can be viewed as

a way of checking and balancing the other methods for credibility. The data gotten from these

methods properly describes the case used in the research work.

The result of transferability on the other hand could be viewed in the perspective that as the case

involves the instructional design process, it could be applied to any related area. Also the solution

27

that would be proffered is holistic which thereby addresses the strains and loopholes visible in any

instructional design process.

As dependability is derived from credibility, the processes involved in the research work were

clear and well documented. This can be attested to the data was retrieved and documented as cited

above.

Lastly, confirmability can be seen in this research can be seen as the problems highlighted in the instructional design process are addressed by the proffered solution “Instructional Technology Model”.

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EMPIRICAL FINDINGS - CHAPTER 4

This chapter is about the case used in the research work. The case was built from the series of interviews (both via email and physical), observation and by content analysis.

4.1 FOGMAKER AB Fogmaker is a Swedish company that was incorporated in 1995. The company was borne with the

vision to design and construct fire suppression units both for racing cars and boats. This vision has

been overtaken by the business idea of the need to increase its market scope by providing fire

suppression systems to all forms of engine compartments and enclosed spaces like buses, special

machines, lorries, and underground machines.

They are involved in the design and production of industrial fire extinguishers for vehicles (racing

cars, buses and lorries, underground machines, special machines, and boats (both pleasure and

small boats). The fire extinguisher system is intended for extinguishing fires ignited by petrol,

diesel, oil, etc. This indicates that the fire extinguishing is capable of quenching intense fires. The

company, with staff strength of about 26, is composed of five (5) departmental units which

include: personnel and economy, sales, logistics, production, and service and technical/quality

assurance. Fogmaker has an ever growing clientele that spans all over the world (United

Kingdom, Germany, Saudi Arabia, Australia, Poland, Sweden, Netherlands, Spain, France, etc).

Fogmaker is able to forge ahead into the foreign markets because it parades products that are not

only ingenious but also of simple technology.

The percentage market share in terms of the kind of machines is buses (75%), machines (20%),

and special machines (5%). Ninety percent (90%) of the company’s market is mainly export

oriented. The revenue for 2007 as at the end of the fourth quarter was 34.6 million kronor. When

compared with the revenue of the succeeding year (2008), it dropped by 10 million kronor. This

was as a result of an observed defect on how the installation of a detector tube (See Fig. 4.1) is

carried out and it prompted the company to carry out a campaign where all the detector tubes were

replaced for all its clients and this cost of the campaign was estimated at about 10 million kronor.

The company has various forms of contracts with its clients companies. The scope of this work is

restricted to the knowledge (technical instructions) transfer from Fogmaker to its clients. The kind

of contract that exists with the clients determines the kind of knowledge transfer that occurs

29

between them. The clientele are of two (2) types: Original Equipment Manufacturers (OEMs) and

the technical partners (TPs).

TECHNICAL UNIT The technical unit of Fogmaker AB consists of only two staff that is worth their onions in

technical issues. They attend to technical problems that arise in the organization and also

customer complaints that are technical related. Such complaints are relayed to them through sales

team who are the main point of contact with the customers. The staff number three (3) in the unit,

one of them doubles as a quality assurance personnel. The quality assurance job is also technically

related because it makes sure that the produced fire extinguisher systems and the instructional

manual are designed and produced according to technical specifications. One of the members of

this unit is also the founder and Director of the organization. The technical unit is also involved

the checking of the raw materials used in the manufacture of the system. Another core activity

done by the technical unit is the design of various fire extinguisher systems. The unit also decides

when it is time for new manuals to be designed and they also take an active role in the design of

new technical instructional manuals. They are usually not corrected for errors and tested for its

efficiency. They design and test the instructional manual. The manuals are designed conforming

to current international and national technical standards.

SALES UNIT This unit is the core unit and critical to the organization because it is viewed as the income

generator of the firm. The staffs, whom are five (5) in number, attract possible clients to the

organization. Due to the varied clientele that span all parts of the globe, it is of necessity that the

staffs in this unit are knowledgeable in other major foreign languages (especially those major

international languages). Languages spoken by the staff range from Spanish, Dutch, Swedish,

French, German, and of course English. These language skills are major advantage of their

employment into the organization so as to communicate with clients located in regions that speak

similar languages. They help in the translation of already designed technical manuals. Their

language skills are also required in the translation of the manuals to other languages. The

Managing Director is mainly involved in the sales activities of the firm so is viewed as part of the

sales unit.

30

SERVICE UNIT The service unit is involved in the installation, service, retrofitting, operation and maintenance of

fire extinguisher components on various machines. They are required to travel occasionally very

long distances to different countries in order to carry out this exercise. The installation activities

carried out by staff of the service unit are done for dealers of Original Equipment Manufacturers

(OEMs) who have a separate deal with Fogmaker AB. This implies that they buy the machines

from the OEMs without the Fogmaker fire extinguishing system. The dealers now sign a different

deal with Fogmaker that requires them to separately come and install these components. Other

activities carried out by staff unit are the servicing, operation and maintenance of the fire

extinguisher units. They are also involved in the training of prospective clients on the various

technical activities listed above. These activities are carried out periodically because the

Fogmaker extinguisher products require regularly check up so as to avoid unforeseen incidents.

They receive information about machines that are due for servicing from both a log of service

schedules that is kept by the head of the unit and also from the clients who inform them through

the telephone or by filling a form on the website (which can be found in the company’s website

http://fogmaker.com/1.0.2.0/8/3). After every form of work activity that is done by the Fogmaker

staff for a client, he fills a form indicating what activities that was done. This form shows the kind

of job that is done and details of what kind of activities that was carried out. This periodical

servicing is done for clients (usually new customers or client that purchase small quantity of the

product) that sign a contract with Fogmaker for after sales servicing.

PRODUCTION UNIT The Production unit is saddled with the responsibility of coupling and manufacturing of every unit

of the fire extinguisher units. A group of three people are involved in the production of the

detector gas bottles while another group is in charge of the production of the extinguisher

cylinders. Yet another group is involved in the coupling and packing of other small component s

of the fire extinguisher unit.

LOGISTICS UNIT The logistics unit is responsible for the packaging and delivery of the fire extinguishing products

to the company’s numerous clients. They liaise with the freight company’s on the quick and safe

deliver of the goods. The unit has a staff strength of four (4). One of the staff (Patrik Johansson) is

involved in the instructional design process. Patrik was asked to join the team that designs the

31

instructional manual because the work load is so much for the technical team and the lack of staff

in the technical unit. Apart from the technical’s responsibility in the instructional design process,

it is also saddled with other responsibilities in the organization.

THE PRODUCT The Fogmaker fire extinguisher unit is described as a simple technology that is easy to

understand. It is an automatic fire extinguishing system for engine compartments. Water and

Nitrogen are the main constituents of the extinguisher which makes the engine reusable even after

a fire accident because the residue can be cleaned off. The extinguisher unit is a high pressure

(100 bars) that functions similar to a piston accumulator. It utilizes water fog under high pressure

for fighting fire in engine compartments. Water drops that are emitted through special spray

nozzles. These nozzles release very small micro – drops of water which immediately vaporize

when in contact with heat. The vapour created increases the water content of the air and prevents

new oxygen supply to the fire. A diagrammatical representation can be found below. The know-

how (installation, servicing, and or maintenance) of the Fogmaker fire extinguisher is described in

technical installation manual.

32

Fig.4.1 Diagram showing the installation of the Fogmaker Fire extinguishing Unit.

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4.2 ORIGINAL EQUIPMENT MANUFACTURERS (OEMS) The Original Equipment Manufacturers are the Bus Manufacturing Companies who manufacture

various kinds of buses. They are about forty (40) OEMs. In addition to the production of buses,

they are also involved in the installation of the fire extinguisher system and refilling of the

detector cylinder (See Fig. 4.1) with Nitrogen gas. OEMs usually have technical partners located

in the same country with them whom they can contact for service related needs.

4.3 THE TECHNICAL PARTNERS The technical partners on the other hand are an external unit that has a contract deal with either

Fogmaker or the OEM. As mentioned earlier, the kind of contract signed defines the kind of the

activities that will be done and the transfer of the requisite knowledge needed to achieve these

tasks. The first category of technical partner (category A) carries out both servicing (which is

scheduled every 6th week) and annual checkup. The servicing also includes the maintenance and

recharge of the system. These activities, which are commonly inspection based, are easy to carry

out and take between 15 – 30 minutes to complete. The second category of technical partner

(category B) is those involved in the installation, retrofitting (installation of old buses, that is

buses already in use but lack the fire extinguishing systems). The third category of technical

partners (category C) exist only in developed countries and they carry out the overhaul of the fire

extinguisher unit (occurs after the five – year life span of the fire extinguisher) and the refilling of

the fire extinguisher cylinders. The activities carried out in this category are very delicate and

complex, that is the reason why there exist at least one technical partner in each developed

countries that have mature markets that the Fire extinguisher units that were produced between

the years 2002 and 2005. The total number of technical partners is slightly above 200. A 100 plus

each for both kinds of technical partners.

4.4 KNOWLEDGE TRANSFER MEDIUM There are three major ways technical knowledge is transferred from Fogmaker to its clients. They

are as follows technical instructional manuals, short trainings, word of mouth communication.

a) Technical Instructional manuals: These are written documents designed to be able to

educate the clients on how to undertake certain activities on the Fogmaker extinguisher

units. The technical instructional manuals include: installation manual, service manual,

operator manual, and repair manual. The instructional manual is used for guiding and

34

teaching the technical personnel on installing the fire extinguishing system in engine

compartments. The service manual guides the technical personnel on how to service the

extinguishing system. The operator manual is designed for the bus drivers so as to enable

them check that every part of the system is still connected properly.

These manuals are first designed in Swedish language and later translated to other required

languages like German, Dutch, French, English and Danish. The translation of the

technical manuals is normally done in house (that is by the staff of Fogmaker AB). A

sample of a technical instructional manual can be found in Appendix 3. The manuals are

normally accessed from the company website (with the appropriate and required access

code) which is assigned to the customer when a deal has been signed. In addition, the

operator’s user manuals are shipped with every cased extinguisher components.

b) Short trainings: These trainings which normally last for a day are given to newly acquired

clients or when the clients don’t seem to fully understand the manuals completely. These

trainings are carried out by the technical and service staff in Fogmaker AB. Usually, these

trainings are done in English language for clients that have a different language other than

Swedish and English.

c) Communication by word of mouth: This can be done through the means of a telephone.

This medium is normally utilized when the client requires a confirmation a specific work

activity on how it is carried out. It is also a medium of relaying the errors and faults

experienced as the work based on the use of the instructional manual.

On the other direction of knowledge transfer, which is from Clients to Fogmaker, can be done

majorly by two (2) ways: by phone through the sales staff and via the company website.

4.5 THE CURRENT PROCESS INSTRUCTIONAL DESIGN PROCESS The process begins with the coupling of the Fogmaker extinguisher unit by staff of the

technical unit. The coupling done is meant for testing the various components of the

extinguishing unit and how effective the whole system works when they are coupled together.

As this is done the technical staff takes down notes of technical specifications and parameters.

They also make notes of how the fire extinguishing unit is coupled. The technical staff also

draw technical diagrams of various components. The notes containing technical parameters,

35

how the various components and the technical diagrams of components are installed and then

handed over to Patrik Johansson (of the Logistics Unit). Patrik, armed with the pre – requisites

makes a draft of an instructional manual in Swedish language. This draft is then vetted by

Nobert Csoma (of the technical unit). After it is vetted, adjustments are made where they are

necessary by Patrik. The adjusted draft of the instructional manual is then sent for translation

by the sales team in the various languages (Spanish, Dutch, French, German and English).

When the translation is done, the final draft of the instructional manual is now uploaded into

the company website for its clients to have access to. The final drafts (with the translations)

are also saved in computer storage device. Printed versions of the instructional manual

(operator’s manual) is also shipped with the packaged Fire extinguisher components. The new

instructional manual is used by both technicians of Fogmaker and its clients for the various

work activities. In cases when clients are newly acquired, Fogmaker necessitates that a staff

(technical or service) goes to the clients for training them on handling the Fogmaker fire

extinguisher products. The technicians (of both Fogmaker and its clients) reports to the sales

unit of errors and faults encountered when carrying out the technical work. The errors are now

relayed to the technical unit for correction and adjustment of the instructional manual. The

process goes on again from the beginning but this time around the faults are those identified

by the technicians. The technical unit tries to identify the source of the errors and faults.

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Fig. 4.2 A pictorial diagram explaining the current process of designing instructional

manual

The above diagram represents the current process of the design of an instructional manual. The

organizational units identified in the diagram above show their relationship in the design of the

instructional manual.

The numbering seen on the diagram indicates the order in which the current instructional design

process is carried out. The numbering is explained thus:

1. The technical unit sends the pre-requisite for design to Patrik Johansson. That is

after its mock coupling and testing of the prototype of the Fogmaker fire

extinguisher unit it built.

NB: Patrik Johansson is a part of the Logistic Unit that is why the second box from

the left of Fig. 4.2 above is labeled “Logistics Unit”.

2. After designing the first draft, it is sent back to the Technical Unit for vetting.

3. The technical unit then corrects the mistakes in the first draft.

4. After correction, Patrik sends the final draft to the sales unit for translation to the

various languages required (Spanish, Dutch, French, German and English).

5. After translation, it is then saved to a computer storage device and uploaded to the

Fogmaker website.

6. The instructional manual is accessed by the technicians (of both clients and of

Fogmaker) for their work.

7. The technicians’ report of faults and errors identified as they utilize the

instructional manual for carrying out their duties.

8. These errors and faults are then relayed to the technical team.

NB: These errors are not corrected immediately but are piled up until another

unscheduled instructional design process.

The design process of the instructional manual (set of technical knowledge) is done within

Fogmaker AB and it is then transferred to the technicians in both Original Equipment

manufacturers (OEMs) and Technical Partners (TPs). As stated previously, the transfer of the

technical knowledge to the technicians (on both OEMs and TPs) is through Fogmaker’s website

37

with the aid of both a username and password. Just like the client technicians, the service unit is

instructed by the instructional manual on how to carry out their duties.

4.6 PROBLEMS IN THE CURRENT INSTRUCTIONAL DESIGN PROCESS

With the process identified above, one would observe the following:

Technical Instructions are initially designed based on the coupling of the Fogmaker

fire extinguisher unit and not how the technicians would understand the instructions

outlined in the instructional manual. This is under the assumption of the staff that the

technology is simple to comprehend.

The interaction of the staff of different units in Fogmaker involved in the process of

instructional design is inadequate. As the staff in the organization perform one

function or the other related to the design of the manual (Logistics: design instructions,

Sales: translates instructions, Service: are instructed by the instructional manual to

carry out their work), it is necessary that they learn more about the fire extinguisher

unit so that it could help in the instructional design process.

The instructional manual does not transfer the correct technical knowledge to the

technicians. This is attested to the errors and faults sent relayed to the sales team after

the technicians have carried out their work. The installation manual is not tested for its

efficacy and ability for it to transfer the required technical knowledge to the

technicians.

With a perusal of the current instructional manual been utilized by Fogmaker, for the

transfer of technical instructions (knowledge) to its varied clients, it was observed that

the instructional manual was faulted by the following:

Voluminous instructional manual.

Repetition of instructions.

Improper labelling of diagrams

No uniformity in labelling technical diagrams.

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The waste of technical components as the technicians carries out the instructions in

the instructional manual. As errors and faults are identified, the technical components

used in carrying out such work are destroyed and would require replacement.

The piling and accumulation of errors and faults experienced by the technicians until

another unscheduled instructional design process.

The technicians are not incorporated into the instructional design process.

The problems identified above will be analyzed and a solution for an alternative instructional

design process will be proffered in this research work. The instructional design model, which will

be the proffered solution, will approach the instructional design process holistically. By

holistically, I mean from planning to the end.

Appendix 2 is a summary of questions asked key staff of the organization. As the research work

into the current instructional design process, observation has been utilized to not only get an

actual picture of the process but also to confirm some of the answers given to questions asked key

staff (Nobert Csoma, Patrik Johansson and Andreas Svensson).

Appendix 3 is a sample of the current instructional manual (in English Language) designed as the

research work was been carried out. The instructional manual was included as an appendix so as

to enable the audience see a product of the current instructional design process in Fogmaker AB.

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ANALYSIS, DIAGNOSIS, AND SOLUTIONS - CHAPTER 5 Here the analysis and diagnosis of the data is done first and it goes further to recommend a solution to the diagnosis given. The first two sections highlight the analysis and diagnosis of the data, while the last proffers a solution.

The previous chapter has highlighted the current structure, processes and products in Fogmaker

AB. The analysis will be done in relation to the current instructional design process been carried

out in Fogmaker AB. This would be achieved with the theories outlined in the theoretical review

chapter (Chapter 2). A diagnosis will also be done “pari passu” (hand in hand) with the analysis of

the instructional design process. The research work will then proffer a solution which comes in

the form of an alternative instructional design process.

5.1 KNOWLEDGE HIERARCHY IN THE DESIGN PROCESS (ANALYSIS & DIAGNOSIS)

Taking a cue from Sveiby (1997)’s definition of knowledge as the capacity to act, the technical

instructions could be viewed as the knowledge, in this context, because the instructional design

process should focus on giving the technicians (both on the clients’ and Fogmaker’s) the capacity

to carry out the technical activities effectively by understanding the technical instructions

designed.

On the other hand, Penrose’s (1959) objective knowledge typifies the design activities involved in

the instructional design process. The knowledge of designing proper and effective instructional

manual is gotten as the technical staff designs and builds prototypes of the fire-extinguishing

product. The knowledge gotten from the prototype helps in the design of the instructional manual.

Experiential knowledge, on the other hand typifies the knowledge gotten from the continuous

design of instructional manual. The drawback here is that the experiential knowledge comes at a

cost. The cost here is that errors identified as the use of the designed instructional manual by the

technicians. The mistake here is that the simplicity of the technology does not automatically

translate to a comprehensible instructional manual for the technicians to use. Also, the

experiential knowledge of the technicians is not considered in the instructional design process. As

the instructional manual is meant for the technicians, it is pertinent that the technician’s cognitive

capacity is incorporated into its design.

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The knowledge hierarchy, as described by Bender & Fisher (2000) in this context (current

instructional design process) will be illustrated as:

Data: reports of errors and faults encountered when the technical work is carried out (feedback

from work activities based on the instructional manual),

Information: the set of technical instructions, technical standards,

Knowledge: comprehended technical instructions by technicians.

Expertise: the experience gathered from designing instructional manuals, experience in the

design of technical instructions.

You would observe that the knowledge hierarchy include only technical matters in the

instructional design process.

5.2 KNOWLEDGE TYPES (ANALYSIS AND DIAGNOSIS) The tacit knowledge, as cited by Polanyi, (1967) and Nonaka (1991), in the instructional design

process could be typified as the knowledge in the members in the technical unit who are involved

in the design and testing of the instructional manuals and the translation of the manuals by the

members of the sales unit. The cognitive dimension, cited by Hedlund (1994), of tacit knowledge

is expressed in the design process where members of technical unit bring up schemata and mental

models of the instructional manual and the process. These mental models are gotten from the

actual technical work activity (i.e. Installation, servicing, maintenance) by the technical team. The

technical work is done by creating a make-shift or a prototype model of a vehicle. This would be

considered as Hedlund’s (1994) technical dimension of tacit knowledge. As described above, you

would observe that both the technical and cognitive dimensions of knowledge are intertwined

because the technical models and schemata are gotten from the actual technical work activities

carried out by the technical team.

Though the mental models and schemata of the instructional manual are necessary, the technical

dimension should not be used solely as a basis for the design of the instructional manual. The

perspective of the technicians (both selected clients and service unit technicians) should be

considered too. There exist other members of the instructional design process whose tacit

knowledge could be of immense help. The technicians’ perspective could come in the form of

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feedbacks when the instructional manual has been designed. Unlike the current process where this

is not obtainable and it is assumed that as the technology is simple to comprehend by all.

Based on Nonaka’s (1991) ’Ba’ concept in the transfer of knowledge, the analysis of the current

instructional design in Fogmaker AB is viewed thus:

For the socialization process (Canon – Bowers et. al, 1993), there exists a level of socialization in

the various organization units as they carry out their various functions related to the instructional

design process. Examples could be seen in the technical unit where they create prototypes prior to

the outlining of pre – requisites for the design of instructional manual. Yet another example is

found in the sales unit as they translate the final draft of the instructional manual to the required

languages. The socialization process can be seen within organizational units, but as this is an

instructional design process, there needs to be a level of communication in form of meetings

amongst members of various organizational units where forms of tacit knowledge can be

transferred.

Externalization, as described by Nonaka (1991), is one form knowledge transfer in the current

instructional design process where the technical staff scribble down the pre – requisites and

technical diagram for Patrik Johansson (of the Logistics Unit) to design in Swedish language. A

cycle of corrections and redrafting are done by both the technical unit and Patrik, but this would

have been more efficient if Patrik was involved in the exercise that precedes the scribbling of the

pre- requisites of the design, as the staff claim that the technology is easy to comprehend (noted in

interview done with the key staff – Appendix 2). This would go a long way to help the proper

designing of the instructional manual.

Internalization, as described by Nonaka (1991), is also seen in the Fogmaker technical standards

to comply with in the design of instructional manual. The Fogmaker technical standards follow

international standards. The standards followed are actually for the Fogmaker fire extinguisher

product and not the instructional manual. However, internationalization should also incorporate

Fogmaker standards in the instructional design process. That is there should be standards through

the designing process which the staff should adhere to.

Combination, (Nonaka, 1991), can be viewed as the systemized concept the instructional manual

is designed for the technicians in both the client organization and also Fogmaker’s to follow and

42

instruct them on how to carry out their duties. The instructional manual is accessed through the

web (for client technicians) and through the computer (for the Fogmaker technicians).

The instructional design process focuses more on the technical team because the core technical

knowledge that is contained in the instructional manual emanates from them. The importance of

the technical unit cannot be overemphasized but they are not the only unit of staff involved in the

instructional design process. This defeats the aim of designing a comprehensive instructional

manual. The testing is solely done by the technical unit. The testing does not evaluate the proper

transfer of technical instructions but the reliability and efficacy of the technical components used

to build the Fogmaker fire extinguisher unit. The test of the reliability of the technical components

used to build the fire extinguishing unit is equally important but yet another issue to contend with

is if the technical instructions designed and produced are really transferred to the technicians for

proper comprehension. As the organization’s (Fogmaker AB) success relies on the technical

ingenuity of the technical unit, there is a tendency that problems that may arise from its products

installation and service could be attributed disseminating the technical knowledge to the

technicians that work on the fire extinguisher units. Though the knowledge been transferred by

the instructional design process is basically technical in nature, it does not mean that the errors

that could arise would be solely technical in nature.

The relay of errors and feedbacks by the client organization to the sales units and then to the

technical unit to solve would be too cumbersome for the technical unit. There is need to check and

analyze if the errors and feedback are as a result of technical malfunction or inadequate

dissemination of the required technical knowledge. As the key staff of Fogmaker have stated that

the technology is simple to understand, it would help the instructional design process and also the

other staff involved in it (other than those of the technical unit) to understand the technology used

in the design of the fire extinguisher unit. In this way, the tacit knowledge, (Polanyi, 1967), of the

technical staff could be transferred to other staff instructional design process. The sales staff

language skill and the understanding of the technology

Although it would be quite difficult to separate the normal day – to – day work done by the

organizational units from the instructional design process, it is necessary that the instructional

design process is seen as a project that should take a time span. The reason for the above

statement is as identified in the preceding chapter where the feedback from the technicians as they

43

use the instructional manual for their daily work. The technicians’ use of the instructional manual

with errors would definitely cause Fogmaker to spend more in replacing faulty technical

components that emanated as a result of instructions from the instructional manual.

The instructional design process currently been used by Fogmaker and has also been analysed

above typifies the “Linear Instructional Technology” as cited by Heinich, (1973, p. 47). The

Linear pattern defeats the aim of learning and inter-organizational knowledge transfer because the

instructional design process solely depends on staff in the technical unit. The diagram below

illustrates the Linear Instructional Technology pattern in the Fogmaker instructional design

process.

Fig 5.1 Linear pattern adaptation of the current Fogmaker Instructional Design Process.

As mentioned previously, the feedback gotten from the technicians (clients and Fogmaker) is not

feedback based on the testing of the effectiveness and comprehensiveness of the instructional

manual but they are feedback of errors and faults experienced by the technicians as they carry out

their usual technical work activities. This process clearly shows that a lot of money would be

spent in the replacement of components that were damaged as the job was been carried out.

Though the instructional design process involves the designing of technical instructional manual,

it does not necessarily mean that every error encountered by the technicians is technically based.

Errors could arise from misunderstanding and the misinterpretation of the instructional manuals.

Therefore feedbacks from the technicians could in turn not be technically based. As every

44

feedback is directed to the Technical unit, this burdens the unit as they might not have a solution

to the feedbacks gotten.

The Linear pattern of the Fogmaker Instructional Design Process signifies that there exist a lot of

loopholes in the structure and also defeats the aim of transferring the requisite technical

knowledge both within the organization and to its numerous clients.

With the analysis and diagnosis of the instructional design process done, I would go further to

propose a suitable instructional design process that would suffice.

5.3 THE INSTRUCTIONAL TECHNOLOGY MODEL (SOLUTION) The proposed design process which is the instructional technology model is a model that was

adapted by the Association for Educational Communications and Technology as cited in the book

“Classic Writings on Instructional technology” by Ely & Plomp (1996).

In attaining a well rounded solution (which is the instructional technology model) for the analyzed

instructional design process for Fogmaker AB, the research work has also included the use of the

following models and concepts: parallel pattern instructional technology, (Heinich, 1973);

knowledge hierarchy, (Bender and Fisher, 2000); and the SECI four pattern model, (Nonaka,

1991). This is done so as to give more grounds to the instructional technology model as a solution

that can be utilized by Fogmaker AB. The use of the concepts within the instructional technology

model is to show that the transfer of knowledge is evident and also necessary for the success of

the instructional design process and the instructional manual. The parallel pattern instructional

technology does not only highlight the techniques used in the instructional technology but also

introduces a feedback (evaluation) system that would improve the model.

As instructional technology has been classified by Ely & Plomp, (1996) as a sub – set of

educational technology, the instructional technology model has similarities with that of the

educational technology. This is based on the concept that instruction is a subset of education. The

model highlights the nature of instructional technology that involves a complex, integrated

process involving people, procedures, ideas, devices and organization for analyzing problems, and

devising, and implementing, evaluating and managing solutions to those problems, in situations in

which learning is purposive and controlled. (Ely & Plomp, 1996, p. 4)

45

Fig. 5.2 Adjusted Instructional Technology Model

It takes an approach to the instructional design process where it is viewed as a project that has a

beginning and an end. This implies that it should be carried out within a stipulated time frame and

not a process that should be combined with other work processes of the organization (Fogmaker).

The model above has been divided into two (2) boxes. The first box on the left primarily contains

the procedures and people involved the design process. The box on the left contains the recipients

of the result of the design process (which is the instructional manual). In this case the recipients

would be the technicians of both Fogmaker and the clients’. The Fogmaker technicians here

would be the junior technicians. It is important to note here that the instructional technology

model does not alter the organizational structure of Fogmaker AB but strives to utilize the

available resources in the instructional design process. The following subsections describe the

various constituents of the model.

FOGMAKER

OrganizationManagement

Personnel Management

Research – Theory

Design

Production

Evaluation-Selection

Logistics

Utilization (Utilization/Dissemination)

Message

People

Materials

Devices

Techniques

Settings

Technicians

Instructional Management Functions

Instructional Development Functions

Instructional System Components

FOGMAKER

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5.3.1 INSTRUCTIONAL MANAGEMENT FUNCTIONS

The instructional management function is involved in the management and administration of

activities of personnel in the project. This function is majorly in charge of directing, planning, and

or coordinating.

ORGANIZATION MANAGEMENT

This sub-function should comprise senior and critical personnel of the technical, sales, service

units. The choice of the staff here is for a well rounded exercise that covers all possible areas.

This is to help provide for a well rounded policy, budget and plans knowledge (instructional)

transfer projects. This function can be viewed as the very beginning of the model and requires an

ample time of planning and deliberation so as to avert unnecessary events that could hamper the

exercise. A time frame suitable for the execution of this project would be appropriated.

The outcomes in this function is the planning and preparation of budgets for every instructional or

knowledge transfer process projects, pointing out the various organizational needs of both

Fogmaker AB and its clients, and also to ascertain the various jobs that should be done in each

function.

PERSONNEL MANAGEMENT

The work activity in this sub-function can be added to who is in charge of personnel duties of

Fogmaker AB. The personnel management will be responsible for adequacy of staff in every

project. The creation of an effective avenue for communication between the staff of different units

(technical, sales and service).

The outcomes of this function include the encouragement of both inter-unit and interpersonal

interactions between staff of sales, service and technical. Another is the evaluation of performed

work of the staff of the key units as mentioned above.

5.3.2 INSTRUCTIONAL DEVELOPMENT FUNCTIONS

RESEARCH – THEORY

The staff involved in this group should be majorly technical staff that are conversant with the

technical specification and also the head of the service unit. The choice of staff that should be in

47

this sub-function is based on the fact that both units (technical and service) are involved with the

design and implementation of Fogmaker fire extinguisher products. It is appropriate that an

effective theory is gotten before the design of the instructional manual.

The theory, which is an outcome, should outline the objectives of the material to be designed. The

model should comprise factors such as simplicity of language used, appropriate size of diagrams,

proper structure of instruction dissemination. Also it is important that whatever theory chosen is

tested for validity.

DESIGN

The design sub-function involves the design of the technical instructional manual. The design

sub-function should comprise the members of the technical unit, the head of the service unit and

the sales staff involved in language translation (Swedish to other languages). This function is very

important because such characteristics like the technician’s capacity to learn, writing objectives

and the content of the manual should be considered. In the design function, certain things that

should be considered include proper language translation methods and standards, the simplicity

and structure of expression to aid for an effective knowledge transfer. The design team is

expected to analyze, synthesize and record the objectives and technician’s characteristics of the

instructional manual; analyze the various tasks identified by the instructional manual. Yet another

point to note for the design team is the sequencing and content of the instructional manual.

Sequencing means the order in which the instructions would be delivered so as to aid for effective

comprehension of the instructions.

The outcome of this function include: designing an appropriate template for the manual, deciding

which medium(s) would be most effective for the transfer of instruction and the determination of

the best medium(s) that would be utilized by the instructional design process, guideline for the

staff in the production function to follow.

PRODUCTION

The function should comprise of the logistic staff (who is involved in the production of the

instructional manual), the sales staff (who are involved in the translation of the instructional

manual from Swedish to other languages).

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EVALUATION – SELECTION

This sub-function is very critical to the instructional design process because the best and

appropriate instructional manual is chosen and also its effectiveness is validated.

The technical staff designs an evaluation and selection model for prototype instructional manual.

The testing of the prototype instructional manuals is done by the technicians (Fogmaker and

(selected OEMs & TPs). The TPs selected for testing should be from the three (3) categories

highlighted in Chapter 4. The result from the test is evaluated based on both the number of errors

observed and effectiveness of the instructional manual in the transfer of the requisite technical

knowledge. The evaluation also extends to every facet of the instructional design process.

The outcomes of this sub-function include: a suitable instructional manual chosen from a

collection of prototype instructional manuals, guidelines for evaluation procedures for the whole

and parts of the instructional process, identification of flaws in the process are a number of

outcomes in this function.

LOGISTICS

This function can be incorporated into the existing functions of the Logistics unit. This function

will cater for all the logistics needs of the instructional design process and the other functions.

The outcome would include web update of the selected instructional manual, catalogues of old

instructional manuals, history of all adjustments done to instructional manual.

UTILIZATION

This is more of a supervisory function where both the technicians of client companies (original

equipment manufacturers and technical partners), as well as the service unit staff are supervised

on their learning capabilities as they work based on the instructions learnt. The supervisory role

can be carried out by staff that performs the research function. It mainly involves the education of

workers from the OEM and TPs on the instructional manual. The studying of the instructional

manual by the technicians and observing how they can effectively translate them to the requisite

work activities.

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The outcomes include workers learning the manual, proper supervision when the technicians are

learning, and the effective presentation of the instructional manual, technicians’ rate of learning to

action assessment.

5.3.3 INSTRUCTIONAL SYSTEM COMPONENTS

This function would highlight all forms of resources needed for instructional design process. The

instructional system components comprise the technique, message, people, material, design and

setting as seen on Fig. 5.2.

TECHNIQUE (Ely & Plomp, 1996: p. 7) define the term “technique” as the routine procedures or precast

moulds for using materials, devices, settings, and people to transmit message. This simply means

the way and order in which every form of resources in the instructional technology model would

be utilized. It is important to reiterate once again that the instructional technology model would

be carried out as a project. The tacit knowledge, (Polanyi 1967), of every staff assigned to the

various functions and sub-functions in the instructional technology model could be harnessed to

the fullest. In this case where a staff could be in more than one sub-function, there is an ample

opportunity to learn from one another.

The parallel pattern of the instructional design framework goes along to describe the technique.

The sub functions have been categorized into the instructional planning group (Organization

Management, Personnel Management, Research Theory, Design, Evaluation/Selection) and the

instructional implementers (Production, Logistics, Utilization, Utilization/Dissemination). The

categorization of the sub functions help to create an effective feedback system that would enrich

both instructional design process and the instructional manual. So as identified in the linear

pattern of Fogmaker’s current instructional design process, the task of decision making and

problems solving is not left solely upon the technical unit but to the members of either

instructional implementers or planners (depending on the nature of the problem to addressed).

There is also frequent knowledge transfer between the instructional planners and the instructional

implementers. The designated technicians get access to the instructional manual through the

company web, but as this is a project still undergoing, access to the prototype instructional manual

should be restricted to only those technicians of client companies (i.e. one or two of each category

50

of OEMs and TPs). Access to the instructional manual is given to the junior technicians in

Fogmaker.

Fig. 5.3 Author’s adaptation of the Parallel Pattern of instructional Design framework

The parallel pattern also introduces both feedback (summative and formative) processes as

highlighted in the diagram above. The unconventional feedback system in the parallel pattern is a

way whereby the technicians are contributors to the instructional design process. The two groups

of sub functions highlighted above are receptors of both feedbacks. The instructional planning

group, which constitute mainly the planning and coordinating sub functions, requires the

summative feedbacks/error from the testing of the prototype instructional manual and trials by

selected client technicians and also Fogmaker junior technicians. The instructional implementers,

which constitute sub functions that are involved in the instructional implementation, are expected

to have feedback (formative) on the instructional manual’s effectiveness. The “effectiveness” in

this case, would be the ability of the instructional manual to transfer the required explicit technical

knowledge (Nonaka & Konno, 1998). Both feedback mechanisms allow for a more effective and

robust instructional manual. The parallel pattern exemplifies Petersen (2001) perspective of

knowledge where the combination of both experiential knowledge (feedback from technicians and

the building of prototypes by the design sub function) and objective knowledge (theories and

concepts from the research/theory sub function) contributes to the robustness of the instructional

design process.

51

On the far right of the diagram, the technicians, who are the core of the framework, are both the

clients’ and Fogmaker junior technicians (service unit) carry out work based on the training

relayed and report on defects and errors on what has been learnt.

MESSAGE

The message is transferred in various forms. The use of the knowledge hierarchy, (Bender and

Fisher, 2000), and the SECI four – pattern model, (Nonaka, 1991), in the instructional design

context would succinctly describe the forms of messages transferred in the instructional design

process. The knowledge hierarchy is described thus:

Data: The data for the instructional design process include: staff and number of staff available for

the project, technical components of the Fogmaker fire-extinguishing products, previously

designed instructional manuals and so on.

Information: The information for the instructional design process include: capabilities (known

and unknown) of the staff involved in the project, proper textual and diagrammatical

representation of the technical components of the Fogmaker fire-extinguishing products,

feedbacks, errors and short-falls in previously designed instructional manuals.

Knowledge: The knowledge for instructional design process includes: knowledge skills of the

staff, comprehensible technical instructions for the technicians to carry out their work effectively,

and incorporating errors, feedbacks and shortfalls in the current instructional manuals.

Expertise: The expertise for the instructional design process includes: professionalism of the staff

which is beneficial to the instructional design process, professionalism in the various technical

work activities by the technicians, ability to identify errors from prototype instructional manuals.

The examples above highlight a hierarchy of knowledge in the instructional design process.

The SECI four-pattern model, (Nonaka, 1991), below goes further to highlight how these

messages (knowledge) could be transferred.

SECI FOUR-PATTERN MODEL

The SECI four-pattern model highlights the transfer of knowledge types (tacit and explicit) in the

instructional design process.

52

Socialization (Tacit -> Tacit): The acquisition of tacit experiences is paramount here and it is

evident in the communication of personal experiences technicians of both Fogmaker and its

clients. The parallel pattern of the instructional design would promote socialization in the sense

that there would be frequent communication of tacit knowledge from not only the staff from the

same organizational unit (e.g. technical unit) but also staff from other organizational units

(service, sales and logistics). Another area where socialization would contribute is between the

workers in the evaluation-selection function and the client’s technicians where tacit knowledge is

shared during initials trials of instructional manuals. Tacit knowledge can also be shared through

organized meeting by staff of various units (e.g. Technical and sales) so as they could learn from

each other. Socialization of the sales staff with both the technical and service staff would improve

their knowledge of the Fogmaker technology.

Internalization (Explicit -> Tacit): In this category, the sales staff that are involved in the sale of

the Fogmaker products must have the requisite codified knowledge (which comes in the form of

the Fogmaker’s technical standards) in order to improve their sales (tacit). Also, Fogmaker adopts

national and international standards like (ISO 9001) in the design and production of their

products. The adoption of these standards by Fogmaker the Fogmaker staff aid in an effectual

design, production of instructional manuals. The design of the instructional manual by the

technical staff must conform to the current international and national technical standards. Another

area where internalization is applied is the utilization of the instructional manual by the technician

to perform their work. This is made easy by the simplicity of the instructional manual. This can be

achieved by the design of prototypes which would be tested by the technicians for possible faults

and its efficiency.

Externalization (Tacit -> Explicit): This is the key areas of this project because of the ability for

the Fogmaker staff to conveniently design instructional manuals that will translate to an effective

work activity by the technicians. The organization management, personnel management, research-

theory, and design functions are responsible for this task. The onus of both the instructional

design process and manual depend on these sub-functions. The staff in these functions should

possess exceptional qualities of articulating tacit knowledge (technical ideas and innovations) to

explicit concepts (instructional design models). The instructional process and manuals designed

and created by Fogmaker staff becomes a property of the organization to which they belong to

(Fogmaker). A typical example is a translated instructional manual which is the property of the

53

organization but contains the various representations of tacit knowledge (language standards for

understanding and diagrammatical representation of the technical models).

Combination (Explicit-> Explicit): The combination process could be viewed as the

transmission of instructional manuals to its clients. The transmission of both the prototype and

final instructional manual can be transferred through the Fogmaker’s website. Another transfer is

that of errors and feedbacks on the prototype instructional manual from selected clients to

Fogmaker. The communication of both technical instructional manuals and feedback between

Fogmaker and its clients is aided by the use of the World Wide Web. This relay of feedbacks

helps in the design and creation of an effective technical instruction for the technicians.

PEOPLE

The people involved in this project would be core staff in Fogmaker AB (Technical, Sales,

personnel, Service, and Logistics). Unlike in the current instructional design process where the

technicians are not incorporated, the technicians of selected client organizations (Original

Equipment Manufacturers and technical Partners) and also those of Fogmaker AB. Their duties

vary in this project depending on the functions they are involved in. The issue of inadequate staff

in the technical unit is addressed by the instructional design model in the sense that it reduces the

work done by the staff of the technical unit and distributes it to other staff that perform other ain

other sub functions.

MATERIAL (STORAGE AND CREATION)

The materials required for the instructional design process are digital cameras (for taking pictures

of technical components), and external hard disk drives. The use of a high resolution camera is

required for picture taking of technical components. These materials are used to design and store

instructional manuals respectively. Software applications for both technical drawing and technical

writing are used to write design the instructional manuals. They can all also be saved on external

hard disk drives for future references.

DEVICE (TRANSMISSION)

With the age of the World Wide Web (WWW), it is commonplace to utilize it as both a major

way of transmitting the instructional manuals and also the receiving of feedbacks from the

54

technicians. The use of projectors and internet connected computer systems is needed for

educating the technicians on the technical instructions and also communicating through Skype.

SETTING

The instructional manual is designed for the training the technicians individually so it depends on

where the technician wants to study the instructional manual. The bottom line is the proper

comprehension of the instructional manual that could translate to an effective and efficient work

activity.

5.4 BENEFITS OF THE INSTRUCTIONAL TECHNOLOGY MODEL

The alternative instructional technology model provides a holistic perspective to the instructional

design process, thereby attending to every area. With reference to the main problems of the

current instructional design process, the instructional technology model has been able to address

them in the following ways:

With the help of the feedback mechanism (both formative and summative) that is

incorporated into the model, technicians immensely contribute to the design of technical

instructions. The instructional manual is meant for the technicians to guide then in their

job, it is of necessity that they comprehend the instructions.

The model promotes an adequate interaction amongst staff in different organizational

units. This is attested to the fact that the model offers a holistic perspective to instructional

design process and thereby encourages interaction and input from all the staff involved.

The encouragement of discussion amongst the staff of different organizational units who

are assigned to various sub-functions in the model is a way of improving interaction.

The inclusion of staff of the sales unit in various key sub-functions like design and

production would help the sales unit comprehend the requisite technical knowledge so as

to perform the work efficiently. Both the utilization and evaluation sub-function in the

model addresses the issue of the efficacy of the instructional manual. Utilization sub-

function, on one hand, looks into how the instructional manual is utilized while the

evaluation (as the term implies) sub-function identifies the best instructional manual to be

used by the technicians.

55

The design sub-function addresses the faults identified in the current instructional manual.

The design sub-function is expected to highlight and follow stipulated parameters in the

design of instructional manuals so as to forestall the errors observed in past instructional

manuals.

With the application of the instructional technology model, the waste of technical

components used in carrying out technical activities is reduced to the barest minimum.

Errors that arise from the misunderstanding or incomplete comprehension of the

instructional manual by the technicians. Also this waste is addressed by pre-testing of

designed prototype instructional manuals by the selected OEMs and TPs involved in the

instructional design process before a final instructional manual is selected for circulation.

The planning and organising of activities in the instructional design process by the

organisation function would forestall the piling of errors and also unscheduled

instructional design process. The instructional technology model been carried out as a

project, which usually has both beginning and end period helps to also avoid this problem.

The instructional technology model considers the input of the technician as not only

valuable but also detrimental to the success of the instructional design process and also the

product it churns out (the instructional manual).

With the above mentioned benefits of the instructional technology model, I believe that the

proffered solution would go a long way in solving the problems outlined at the end of the

preceding chapter.

56

CONCLUSION - CHAPTER 6

As the name implies, this chapter contains the summary of the research work, the main findings, limitations to the research work, and finally areas where further research could be

carried out.

6.1 SUMMARY OF THE RESEARCH WORK This research work has delved into the area of knowledge transfer. The transfer of knowledge is

with emphasis on the instructional design process of technical instructions in an organization. It is

a work based research that highlights the problems in the process of instructional design. The

instructional design process is viewed as way of knowledge transfer in this work because it

involves the transfer of tacit knowledge of the professional workers of a company to both its

technicians and those of its client organizations. With the help of a case – Fogmaker AB, the

current instructional design process was analyzed and a solution was proffered. By looking at the

instructional design process of Fogmaker AB, it helps to solve the current situation of the loss of

revenue in the past year.

The qualitative research which is case based is achieved by hermeneutic approach. The research

utilizes an interpretive method where detailed comprehension of the case is necessary for

highlighting the problems in the instructional design process of Fogmaker AB. The research work

was achieved by firstly by the gathering, collection and collation of theories and concepts that

would help in the analysis of the current instructional design process in Fogmaker AB and also

the proffering of a solution. The theories and concepts used include both from the field of

knowledge transfer and instructional design. Data collection was done by three methods:

interview, observation and content analysis. These methods were necessary so as to have a true

picture of the current instructional design process of Fogmaker AB. The data collated included the

structure, processes and products of the instructional design process of Fogmaker AB.

Armed with both theories and the data collected, an analysis of the current knowledge transfer

process (instructional design process) was carried out and a solution (Instructional technology

model) was proffered. In order to attain a well rounded solution, the instructional technology

model has embedded in it, applications of knowledge concepts and theories and the instructional

technology pattern.

57

The aim of this research work is to contribute to improving the current process of knowledge

transfer (instructional design process) in an organization. The analysis of relevant literature and

the working on a real case which is a Swedish fire extinguisher production company will be the

base and means of achieving this feat. The analysis and diagnosis of the current knowledge

transfer process in the case is a stepping stone to its improvement.

Based on the proffered solution of the Instructional Technology Model, I can conclude that the

knowledge is transferred from one organizational unit to another even as the knowledge transfer

process of Fogmaker AB is improved. The improvement comes in the form of a proffered

“Instructional Technology Model” as the solution. The solution holds knowledge concepts that

allow for an adequate transfer of knowledge from the technical staff to the non technical staff and

also to the technicians. The objective of knowledge transfer process is to design a way of

transferring the requisite technical knowledge to the technicians and this is what the research

work aims to do.

6.2 MAIN FINDINGS In achieving a successful transfer of technical knowledge, the problem encountered in the process

would have to be highlighted. The purpose of this research paper addresses the problems

encountered during the transfer of knowledge in an organization. According to Sveiby’s (1967)

description of knowledge as the capacity to act, the effective transfer of knowledge does not rely

only on Penrose’s (1959) objective knowledge. Objective knowledge which is usually originated

from the source of the knowledge transfer process requires experiential knowledge for its

completeness.

Likewise, as the knowledge transfer process involves the transference of tacit knowledge to

explicit, the misconception of the assumption that tacit knowledge and explicit knowledge are

different and not related. This misconception should be avoided as it could slow down the growth

of the organization. The link between both forms of knowledge cannot be overemphasized.

Yet another problem in the knowledge transfer process is that the knowledge transfer process

should not only consist of the forms of knowledge conversion amongst individuals and

organizational units involved in the process. There is a need to highlight how the knowledge is

evolved in the process. The evolvement of its basic and raw form “data” to a more advanced form

“knowledge” and yet another step higher “expertise”. The evolvement would enhance the forms

58

of knowledge conversion in the knowledge transfer process. The knowledge transfer process

should be an evolving and dynamic process. It should not be operated on the status quo. The

organization can be seen as a containment of different forms different knowledge transfer

processes. The evolving and dynamic nature of the process would promote new and diverse ideas

for not only the process alone but the organization as a whole.

Also, the knowledge transfer process should not be solely reliant on the tacit knowledge of a

person or group of persons. There could be other ways that others involved in the process could

contribute. The reliance of the knowledge transfer process on selected few could put a strain in the

process.

6.3 LIMITATIONS OF THE RESEARCH WORK The primary objective of this work is to contribute to improving the knowledge transfer process

used in the design of instructional manual. In achieving this objective, the problems encountered

in the current knowledge transfer process must be highlighted. As the knowledge transfer process

also involves organizations that are clients to Fogmaker AB, the research work and data is based

on the data collected from Fogmaker AB. Even though the work has gone through great lengths to

identify the problems in the knowledge transfer process, there bounds to exist some problems on

the client side which we have not been able to highlight.

6.4 FURTHER RESEARCH Though the research work emphasizes on the instructional design process for technical

instructional manuals, the medium of instructional transfer could be improved. The research work

concentrates on the technician’s learning capacity instructional manual. Further research can be

carried out on an alternative to the instructional for the transfer of knowledge. Another area of

research is the evaluation of errors and feedbacks. Also, as this research work is just a perspective

to solving the problem of an effective knowledge (technical instructions) transfer, other

perspectives are necessary. This would contribute to the attainment of instructional technology as

a recognized professional field. More research could also be carried out in seeing how knowledge

management with emphasis on the codification of knowledge as knowledge is transferred. The

consideration of an acceptable way of codifying knowledge for knowledge transfer process is

necessary and can be beneficial to the field of instructional technology as they are intertwined.

59

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APPENDIX 1 TABLE SHOWING THE DESCRIPTION OF THE INSTRUCTIONAL TECHNOLOGY

MODEL

FUNCTION DEFINITION EXAMPLES

Research Theory

Purpose:

Outcome:

Activity:

To generate and test knowledge (theory and research methodology) related to the functions, Learning Resources and Instructional System Components and Learners.

Knowledge which can act as

an input to the other

functions

Seeking information, reading it, analyzing it, synthesizing it, testing it, analyzing test results.

To conceptualize theoretical models

To conduct research projects.

To analyze research data.

To generate new ideas.

To test validity of model.

To test hypothesis

Reads proposal. Compares model with known data. Formulates specific hypotheses.

Design

Purpose:

To translate general theoretical knowledge into specifications for Instructional System Components.

Specifications for

To design programmed instruction materials.

To develop instructional modules for individualized instruction.

To design equipment systems.

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Outcome:

Activity:

productions of Instructional System Components, regardless of format or resource.

Analyzing, synthesizing, and writing objectives, learner characteristics, task analyses, learning conditions, instructional events, specifications for Instructional Systems Components

To write general objectives.

To determine medium.

To describe technical system.

Analyzes objectives.

Synthesizes objectives/ sequence/ content/ media.

Arranges materials in sequence.

Production

Purpose:

Outcome:

Activity:

To translate specifications for Instructional Systems Components into specific actual items.

Specific products in the form of test versions, prototypes, or mass – produced versions.

Operating production equipment, drawing, laying out, writing, building product

To produce audiotapes.

To direct motion picture.

To write computer programs for computer - assisted instruction

To make slides into test filmstrips.

To decide on music/sound effects.

Mixes narration tape and sound.

Sequences slides using viewer.

Operates motion picture camera.

Evaluation

Purpose:

To assess acceptability of actual produced Instructional

To pilot test prototype instructional materials.

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Outcome:

Activity:

System Components in terms of criteria set by other functions, and to develop models for this assessment.

a) Evaluation for Design: effectiveness of Instructional System Components in meeting their objectives.

b) Evaluation for production: acceptability of items in meeting production standards.

c) Evaluation for evaluation for evaluation: evaluation models.

d) Evaluation for Selection: acceptability of items for acquisition for a specific purpose.

e) Evaluation for Utilization: acceptability of items for meeting learning objectives in actual use.

Analyzing quality in terms of standards

To preview and select instructional materials.

To develop evaluation models and techniques.

To identify problems with materials.

To identify objectives not met.

To insure acceptable sound quality.

Observes students using materials.

Analyzes possible uses of materials.

Compares data and objectives.

Logistics

Purpose:

To make Learning Resources and Instructional System Components available for other functions

To have equipment ready as needed.

To provide delivery service.

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Outcome:

Activity:

Ordered, stored, retrieved, classified, catalogued, assembled, scheduled, distributed, operated, maintained, and repaired Instructional Systems Components

Ordering, storing, retrieving, classifying, cataloguing, assembling, scheduling, distributing, operating, maintaining, and repairing Instructional Systems Components.

To catalogue materials.

To cross – index materials.

To locate materials for delivery.

To keep repair history.

To repair filmstrip projector.

Threads movie projector.

Assigns media code from list.

Plans new scheduling system.

Utilization

Purpose:

Outcome:

Activity:

To bring learners into contact with Learning Resources and Instructional System Components.

Facilitation and assessment of student learning

Assigning, preparing learner for, presenting, assisting, and following up Learning Resources and Instructional System Components; testing

To help student use learning activity.

To monitor individualized and self – instruction.

To help student select learning activities and to meet objectives.

To analyze student learning style.

To present Information.

To encourage interest in learning activity.

Discusses with student.

Compares learning activities with learning style.

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learners Compares pre- and post – tests.

Utilization – Dissemination

Purpose:

Outcome:

Activity:

(A special sub function of Utilization). To bring learners into contact with information about educational technology.

Dissemination of Information about educational technology.

Taking in and giving out information about educational technology

To consult on materials design and use.

To teach photography course.

To explain individualized instruction project.

To increase use of learning resources centre services by teachers.

To provide models for designing instruction.

To improve use of mediated instruction by teachers.

To answer questions about individualized instruction project.

To demonstrate projector.

To explain learning resources centre services to teachers.

Defines learning resources centre services available.

Writes professional articles.

Views microteaching lesson.

Role plays teacher using mediated instruction.

Table A Table describing and giving examples of the Instructional Development Functions

(Ely & Plomp, 1996, pp. 8 - 11)

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FUNCTION DEFINITION EXAMPLES

Organization/Management

Purpose:

Outcome:

Activity:

To determine, modify, or

execute the objectiveness,

philosophy, policy, structure,

budget, internal and external

relationships, and

administrative procedures of an

organization performing one of

several of the Development

functions or the Management

functions.

Policy, budget, plans,

coordinated activities,

administrative operations

Defining, writing, and carrying

out procedures leading to the

outcomes.

To administer/direct project this

includes two or more functions.

To monitor and change

operation of centre.

To prepare budget.

To Identify organization needs.

To ascertain jobs to be done.

Reviews purchase orders.

Designs new organizational model.

Analyzes problems in project.

Personnel Management

Purpose:

Outcome:

To interact with and /or to

supervise the people who

perform activities in the

functions.

Interpersonal interaction,

discussion, supervision,

To supervise personnel in

graphics unit.

To improve communications

between technicians and artists.

To staff projects.

To evaluate work performed.

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Activity:

employment, and personal

development.

Discussing with and speaking to

other people.

To encourage discussion.

To supervise the repair person.

Negotiates with personnel

department.

Questions applicants.

Talks with new employees.

Tale B Table describing with examples the Instructional Management Functions (Ely &

Plomp, 1996, p. 12)

Resource or Component Definition Examples

Message Information to be transmitted by

the other components; takes the

forms of ideas, facts, meanings,

data.

Any subject matter/content, e.g.,

the history of the Greek, Ohm’s

Law; World Series results; the

parliamentary system of

government; conjugation of the

verb “to be”.

People Persons who are acting to store

and/or transmit Messages

Teacher; student; actor; speaker

Material Items (traditionally called media

or software) which usually store

Messages for transmission by

devices; sometimes self

discipline

Overhead transparency; slide

filmstrip; 16mm motion picture;

videotape; record; audiotape;

programmed instruction materials;

computer assisted instruction

program; book; journal.

Device Items (traditionally called

hardware which transmit

Messages stored on Materials

Overhead projector; slide projector;

filmstrip projector; 8mm film

projector; videotape recorder;

television set; tape recorder; dial

access information retrieval system

69

console; teaching machine; talking

typewriter; computer output

devices.

Technique Routine procedure or precast

moulds for using Materials,

Devices, Settings, and People to

transmit Messages.

Computer-assisted instruction;

programmed instruction;

simulation; gaming; discovery;

inquiry; field trip; team teaching;

individualized instruction; group

instruction; lecture; discussion.

Setting The environment in which the

Messages are received.

Physical: school building;

instructional materials centre;

library; studio; classroom;

auditorium. Environmental:

lighting,; heating; acoustics.

Table C Table describing with examples the Instructional System Components (Ely &

Plomp, 1996, pp. 6 & 7)

70

APPENDIX 2 SUMMARY OF QUESTIONS ASKED KEY STAFF OF FOGMAKER.

1. When was Fogmaker AB established?

1995.

2. What is the vision of Fogmaker AB?

Fogmaker is a Swedish company that was incorporated in 1995. The company was borne

with the vision to design and construct fire suppression units both racing cars and boats.

This vision has been overtaken by the business idea of the need to increase its market

scope by providing fire suppression systems to all forms engine compartments and

enclosed spaces like buses, special machines, Lorries, and underground machines.

3. What does Fogmaker manufacture?

We are involved in the design and production of industrial fire extinguishers for vehicles

(racing cars, buses and lorries, underground machines, special machines, and boats (both

pleasure and small boats).

4. What is the structure of the organization and its composition?

The company has a staff strength of about 26 and is composed of five (6) departmental

units which include: personnel and economy, sales, logistics, production, and service and

technical/quality assurance. Fogmaker has an ever growing clientele that spans all over the

world (United Kingdom, Germany, Saudi Arabia, Australia, Poland, Sweden, Netherlands,

Spain, France, etc).

5. How are technical instructions designed and produced?

Technical instruction manuals are designed after mock experiments are carried out by the

technical unit on how the Fogmaker fire extinguisher unit will be installed.

6. In what ways are technical instructions/procedures disseminated to your clients?

Instructions are disseminated through instructional manuals that are both sent online and

in hard copy (operation manual), onsite training (for newly acquired clients) and through

phone calls and emails (for correcting errors and faults).

7. At what frequency are instructional manuals designed and produced?

71

There is no laid down rule for the role out of new designs but what is sometimes

considered is the errors in the instructional manual and when the technical unit decides it

is time for one.

8. How many languages is the instructional manual translated to?

Originally designed in Swedish and then later translated to German, English, French and

Danish.

9. Does the technical instruction transferred to client organizations perform the

function of educating the technicians who carry out the job?

Not entirely, there is need for onsite trainings and correspondence via email and telephone.

10. Do they require more clarification for proper of understanding?

Yes but not too much “details”. Fogmaker is a quite easy system to install and

maintenance.

11. How many clients does your organization currently service?

More than 150 (some OEM:s could have several technical partners in each country)

12. How many categories of organizational entities (technical partners) do exist?

About 40 with 1-12 service points doing refilling another 100+? doing service. Installtion

another +100 shops and OEM:s

13. What kind of activities is carried out by the Clients (OEMs and Technical partners)?

(Service)Mostly inspections, in UK every 6th week, in other countries an annual check-up.

It’s quite easy and takes about 15-30 minutes. (we got about 20.000 installations) Then it´s

maintenance and recharge. If the system is damaged or actuated. Then we need a qualified

partner. We got a least on in each “developed” country. Some of our dealers got several

workshops in each country. Some big customers got their own filling equipment. Finally

we got to set up some workshops able to handle the 5 year overhaul or refilling of the

extinguisher. This is still only in mature markets with high number of extinguishers from

2002-2005.

14. What are the criteria of selecting a technical partner?

Skilled, engaged, customer oriented and accurate

15. How effective is this medium of dissemination of technical instructions?

Ok but could be better by pictures and film.

72

16. How effective is the job done by the partners after been instructed? From poor to

good. A lot depending of the practical experience. Our partners need to deal with

Fogmaker a regular basis.

17. What control measures are taken to achieve an efficient installation, servicing, or

operation?

Better written instructions (just launched) with installation- and service manuals

18. What are the important aspects of the installation/servicing/operation process that

needs to be checked after such exercise is done?

We do a sign off when it´s a new vehicle in serial production. Especially if it´s a new or

“non –experienced” customer.

19. Is there a laid down procedure of requisite technical instruction to follow i.e the

procedures involved in disseminating technical information to technical partners?

(FogmakerTechnical PartnerFogmaker?

Not yet.

73

APPENDIX 3 SAMPLE OF INSTRUCTIONAL MANUAL

Fogmaker® Universal

Installation manual

Fire-extinguishing with water mist for all engine compartments and

Other enclosed spaces

Fogmaker International AB

Post address: Box 8005 350 08 Växjö

Delivery address: Uttervägen 6 352 45 Växjö

Tel: +46 470-799 880 Fax: +46 470-799 889

info@fogmaker.com www.fogmaker.com

1. The Extinguisher 1.1 General description The extinguisher is made of aluminium and is anodized to about 20 µm which makes it very

resistant to corrosion, even in demanding environments such as salt sea air.

The extinguisher fluid container is available in different versions depending on the volume of the

extinguishant. Fogmaker® Universal 3,3 l, 4 l and 6,5 l consist of one container. The 6,6 l, 8 l

and 13 l consist of two containers interconnected by a hose connection. 8 l and 13 l extinguishers

are used primarily in larger machines and vehicles. They then have sufficient capacity to be

connected to a pipe system with up to approximately 11-15 nozzles. As a comparison, a 4 l

extinguisher manages up to 6-8 nozzles. On delivery the extinguisher is filled to approximately

105 bar pressure. The propellant consists of nitrogen.

Dimensioning of the system:

Allocate 2 liter extinguishant for every cubic meter volume (gross) of engine bay (without

motor) Desired extinguishing time should always be between 50-75 seconds.

The choice for the number of nozzles depends on the criteria above.

Fig 1.1 Double extinguisher. Fig 1.2 Single extinguisher.

The extinguisher fluid container consists of: Extinguisher (1), release valve (2), connector for

detection tube (3), safety valve (optional) (4), outlet for extinguisher fluid with protective plug (5),

refilling connection for extinguisher fluid (6), bracket (7), brace (8), manometer (9), pressure

switch(optional) (10) safety screw (11), bracket, double extinguisher (12), cylinder 2 (13), brace,

double extinguisher (14), interconnection hose (15). The bottom of the container has a refilling

connection for the propellant.

Fig 1.3 Construction of single extinguisher.

Fig 1.4 Construction of double extinguisher.

The protection plug (5) shall always be in position during installation, service and transport of the

extinguisher. The safety screw (11) prevents unintentional activation and shall always be in

position during assembly, disassembly or service and during transport if the extinguisher is

pressurized. The safety screw shall not be removed until the whole pipe system is installed and the

extinguisher system is made active. Let the safety screw hang on the wire when it is not screwed

in.

Installation fittings (7) and braces (8) for single cylinder, installation fittings (12) and braces

(14) for double cylinders are included. Screws are not included as a suitable type depends on

the method and location for the installation. The double cylinder has the installation fittings

attached on delivery and these must not be removed in connection with the installation since

there would be a risk that the connections between the hose and the top of the container could

be affected with a risk of leakage as a result.

WARNING It is absolutely forbidden for non-authorized personnel to carry out any interference with the valve or the top of the container when the container is pressurized. The pressure in the container could then be released with great power and could injure a person seriously. Do not either loosen the safety screw (11) before the installation is complete.

1.2 Extinguisher fluid The extinguisher fluid is based on frost-protected water with additives of a film-forming

chemical that impedes the re-ignition of leaking fuel and improves the extinguishing

characteristics.

The standard extinguisher fluid is available in three versions for protection to - 35°C, -15°C, and

0°C. Special extinguisher fluids not electrically conductive for e.g., installation in electrical

environments and can be supplied for – 15oC and 0oC.

1.3 Installation of extinguisher container

The container shall be installed in the close vicinity of the space to be protected. The surroundings

in the installation place shall be clean and have a temperature of between -35°C to + 65°C. The

extinguisher shall not be located in the engine bay. Protection boxes are available in powder paint

coated steel plate both for the single extinguisher and the double extinguisher. These will be useful

primarily in the use with external installations on vehicles/machines that operate in demanding

environments. The protection boxes are also available in powder paint coated stainless versions.

Fig 1.5 Protection box for single extinguisher. Fig 1.6 Protection box for double extinguisher.

The installation fittings shall be mounted in a suitable position on a sufficiently stable frame in

order to withstand the weight of the cylinder/cylinders and vehicle acceleration / deceleration. Use

M8 bolts in the same number as there are attachment points on the single cylinder/double cylinder

protecting boxes. Install the cylinder/cylinders/ protecting boxes so that there is free space at the

end of the container where the release valve is located and that the space is sufficiently large to

allow the connection of hydraulic hoses, pipes, detector hose or release wires for mechanical

activation or electric activation devices.

The container can be installed in any position. However, make sure to install the extinguisher so

that the manometer can be read without too much effort. If it is not possible to install the

container with a visible manometer it is recommended that an extinguisher with a pressure switch

is chosen.

1.4 Installation dimensions

Fig 1.7 Installation dimensions 3,3l, 4l and 6,5l single extinguisher.

Fig 1.8 Installation dimensions 6,6 l and 8 l double extinguisher.

Fig 1.9 Installation dimensions 13 l double extinguisher.

Fig 1.10 Installation dimensions 3,3 l and 4 l single extinguisher in protecting

Fig 1.11 Installation dimensions 6,5 l single extinguisher in protecting box.

Fig 1.12 Installation dimensions 6,6 l and 8 l double extinguisher in protecting box.

Fig 1.13 Installation dimensions 13 l double extinguisher in protecting box.

2. Release valve Fogmaker´s ® patented release valve is available in three different versions; 1) fully mechanical

that is activated manually with one to four wires. 2) fully automatic electric valve that is

activated either by a detector cable, heat sensors or smoke sensors. 3) hydro pneumatic fully

automatic valve that is activated by a detection tube pressurized by a detector fluid container.

Electrical activation can be combined with mechanical wire activation. Pneumatic activation

cannot be combined with wires.

On the release valve there is an outlet opening for the extinguisher fluid. For safety reasons the

outlet opening is provided with a protection plug that shall always be in position during service

and transport of a pressurized container. Between the outlet opening with a 1/4” BSPT thread and

the pipe system with nozzles a hydraulic shall be connected – see chapter 6.

The valve is secured against unintentional activation by a safety screw that shall always be in

position during service or assembly/disassembly of the extinguisher as well as during the transport

of a pressurized container in order to prevent unintentional release. The safety screw shall be

removed when the container is installed and the extinguisher system is made active – then let the

safety screw hang on its wire.

Two protecting plates prevent dirt from disrupting the function of the release mechanism.

Fig 2.1 Release valve for mechanical

ig 2.2 Release valve for electrical activation

Safety screw

Wire

Outlet opening Release catch

activation .One protecting plate removed.

Protecting plates

Connection detector tube

Elektrical release

F ig Fig 2.3 Release valve for hydro pneumatic

activation.

WARNING The safety screw shall always be installed during transport, installation and service. When the safety screw and protection plates are removed Fogmaker Universal can by mistake be released with light pressure on the release catch under the protection plate. The release valve must not be removed when the container is pressurized. If the valve or any of its nipples or connectors are removed when the container is pressurized a powerful fluid spray (100 bar) can be emitted and cause serious personal injury.

3. Activation 3.1 Mechanical activation - wires

Two to four activation wires can be connected to the electrical/mechanical valve, see figure below.

The wires are fastened with steel-rubber braces ( p- clamps) and screws on a wall or equivalent.

Braces for the fixture of the wire should be located with a distance of approximately 300mm along

the casing of the wire.

It is important that the wire is installed in such a way that it is not exposed to breakage or acute

bends so that the activation is prevented or impeded.

The end of the wire is equipped with a pulling handle that should be fixed / mounted in an easily

accessible position outside the space that the Fogmaker® system shall protect in case of fire. For

installation in vehicles one of the handles is to be located in the operator/driver position and the

other on the outside of the vehicle. The handles are equipped with shackle locks that can be

sealed. The external handle shall be located so that it cannot be affected by, e.g. branches or other

obstacles. The handles shall be marked with the label (E).

NOTE

Make sure that the safety screw is installed before the commenced so that the extinguisher is not activated unintentionally during the installation work.

Safety scre

Plastic seal

Fig 3.1 Construction of wire with pulling handle.

Inner wire

Inner / outer nut M8

Wire Casing

Safety Lock

In order to ensure a satisfactory wire function in the installation, proceed as follows:

Drill an 8mm hole where the handle shall be located. Screw off the outer of the two M8

nuts and insert the wire fixture ”from the back”.

Put on the safety lock, if one is to be installed and then screw on the outer M8 nut

again and tighten.

Then tighten the M8 nut ”on the backside”.

Install the supplied M5 nut and the T-handle on the wire.

Lock the T-handle with the M5 nut in a suitable position.

It is particularly important, if the safety lock is used, to make sure that this can be

opened/closed with suitable slackness.

Clamp the outer casing to the vehicle apart from the last half metre before the valve.

The smallest bend radius for the wire is 150mm.

Remove the protection plate for the valve by loosening its screw (fig 3.3 no. 1).

Pull out the inner wire from the casing with the help of the T-handle to about 120-150 mm

and cut the outer casing to a suitable length.

Pull out the wire again and install the terminals/ tensioners (fig 3.3 no. 2) on the casing.

Cut the inner wire to 26 and 31 mm respectively (fig 3.2) and thread the wire through the

M6 hole in the valve housing and screw in the wire tensioner (fig 3.3 no. 2).

Install the wire stops (fig 3.4 no. 5).

Thread the wire stops in the cut tracks in the release catch, (fig 3.5 no. 6).

Put the lid on (fig 3.3 no. 4) and the wire stops are kept in position by the lid.

Install the last clamp as close to the valve housing as possible in order to ensure that

the wire casing is properly fixed without any movement.

2 1

26mm 31mm 3 4

Fig 3.2 Fig 3.3

Fig 3.4 Fig 3.5

5

Extension max 1mm

6

Fig 3.6 Mounting position 10-15 mm Pull length

Fig 3.7 In tight spaces a 90° angle bend can be used. Assemble the wire split approximately 10-15 mm from the output on the valve. Check that the wire can stretch and is sufficient in order to trigger the valve. Function testing of wire system after completing of mounting is compulsory.

Fig 3.8 If more than two wires are needed a one to two wire split can be used.

Protective goggles shall be used for work with the Fogmaker system.

3.2 Electric activation

As an alternative or complement to the manual activation with wires, the valve can be actuated

electrically. Fogmaker® has several different central units that can activate the electrical release.

The release can be effected manually by a push button, semi-automatically or fully automatically.

The release is effected by applying an electric voltage between 5-24 v DC to the releaser. At the

moment of activation the current is 3A (15W) during 1 millisecond. For a hydro pneumatic system

there is also an electrically

or manually activated ”punch” that cuts the tube, see fig 3.13. Contact Fogmaker® or your retailer

for further information. 3.3 Hydropneumatic activation

The hydro pneumatic detection system is fully automatic and operates without the need for

electricity or other types of external energy. The system consists of: The cylindrical detector container of 0,9L that is filled with 450 ml detector fluid and

nitrogen gas. The pressure of the container on delivery (24bar or 31bar) is decided during

the projecting of the plant.

The sensor consists of a detector tube of polymer with an external diameter of 6mm

that is connected between the detector container and the extinguisher fluid container

valve. Various installation material, special connectors 6mm, protection tube,

protection spiral, labels etc. (see sketches for each respective article number)

Note that only components from Fogmaker may be used. If other components are used Fogmaker®

cannot guarantee the system function.

Fig 3.9 Hydropnueumatic activation.

The detector tube is vulnerable and must be installed with care. Damage to the surface of the

detector tube can lead to cracks that cause leakage in the system with undesirable activation of the

extinguisher fluid container.

If a fire occurs the tube is perforated, the pressure in the detection system disappears and the

extinguisher valve is opened.

The detector container has a pressure switch NO (normally open) as standard and can have

another NO pressure switch as an option. The standard pressure switch gives a warning signal at

a falling pressure of P<14bar which means the system pressure that is too low. The optional

pressure switch gives a signal at falling P<5 bar which means that the system is activated in the

event of a fire.

As an option there is also a manual and an electric punch that is installed on the detector tube, see

fig

3.12. With the help of this, an operator can manually or electrically activate the system by

cutting the detector tube.

There are different alarm panels with optical or acoustical signals or voice messages as well as

special functions for automatic engine stop, release delay, fuel and main power cut-off. See

example of alarm panels, fig 3.10 and 3.11

Fig 3.10 Alarm panel 1747. Fig 3.11 Alarm panel 1746.

Fig 3.11 Alarm panel 1748 ”heavy duty”

System dimensioning, hydro pneumatic detection.

Pressure switch, alarm limit

Fig 3.12 Table for system pressure and detection temperature.

The desired pressure in the detection system after pressurization from the detector container is 20-

24 bar. In order to obtain the desired pressure for different lengths of detector tubes there are

detector containers pressurized to 24 bar or 31 bar, see instruction below. In addition, the detector

tube must be pre-filled with a hand pump if the tube length exceeds 14m. Instruction for pre-

filling is also shown below.

Under 8m detector tube: 24bar detector container, no pre-filling.

6m-14m

detector tube: 31bar detector container,

no pre-filling.

Installation of detector tube The detector tube shall be installed in the upper part of the engine bay (see data sheet for

temperature durability of tube) since heat rises and is drawn in a loop that starts at the detector

container and goes

back to the extinguisher container. If a detector container with a T-coupling is used the detector

tube from one connection on the T-coupling can go to the extinguisher fluid container and the

other to an end plug, see figures 3.13 and 3.14.

Avoid locating the detector tube near sharp edges and do not bend it less than a radius of 80mm.

Avoid location close to heat sources such as, e.g. turbochargers, etc. High temperatures affect the

material structure of the detector tube and this can degrade the tube and cause incorrect detection

of the system.

The shortest distance between the detector tube and a turbo, manifold, silencer, catalyser and

other hot parts is 500mm. The detector tube shall be easy to remove and be visible for service. It

shall be equipped with labels that show the purpose of the tube.

On the entire detective length of the detector tube, i.e, in the engine bay, a stainless protection

coil shall be used. Protection coils are available in four lengths, 4,5m, 5m, 6m and 7m. Avoid

cutting the protection coil. If the coil must be cut, the end of it must be bent into a ring (∞ shape)

away from the tube to avoid scoring.

Use 8mm steel-rubber braces when installing the detector tube in the engine bay. If bundle straps

must be used they shall be at least 10mm broad. The bundle straps must not be applied directly on

the detector tube.

Outside the engine bay protection tube shall be used in order to protect the detector tube over

its entire length. Fasten with 10mm or 14mm steel-rubber braces or in exceptional cases the

above-stated bundle straps can be used.

Fig 3.15 Installation of detector tube.

P Pressurizing of the detection tube

Detection tube less than 14 meters.

Pressurize the detection tube by gently opening the ball valve on the detector bottle very gently.

The detector fluid will fill the detector tube.

Ball valve

In the end of the tube on the extinguisher side there will be an air bubble (ca. 1 meter long). This air bubble will disappear slowly, Pressure will drop about ca 0,5 bar. Final pressure in the fire detection system should be between 20 and 24 bar.

Detector tubing longer then 14 meters.

Fill the detector tube with accompanying detector fluid, using the Fogmaker detector fluid pump.

Fill first the pump with fluid by submersing both suction and pressure hose into detector fluid during revolving the pump handle.

Air out Detect. fluid Pump

Ballvalve

Attach then the pressure hose of the pump to the detector tube. Fill the detection tube until detector fluid comes out the other end to ensure that all air is gone. Pressurize the detection tube. Open very gently the ball valve mounted on the detector cylinder.

Final pressure in the fire detection system should be between 20 and 24 bar.

Detector container / cylinder

Fig 3.16 Art no. 1655

double pressure

switches 14 and 5 bar.

Fig 3.17 Art no. 1656

Pressure switch 14 bar

and T- connector.

Fig 3.18 Art no. 1657

Pressure switch 14 bar

and L- connector.

Enclosed with the detector container on delivery are two braces, four labels and fitting

contacting parts for the AMP-contact on the pressure switch. A tong of type Elpress DRB 115

or similar shall be used.

Fig 3.19 Parts for the AMP super seal contact. Fig 3.20 Tong Elpress DRB 115.

Inside the detector container there is a flexible rising tube which means that the container

must be installed according to the instructions in Fig 3.18.

Ideal case

Forbidden Forbidden OK

If pressure switches are connected to one of Fogmaker’s alarm panels the handling is

managed automatically. If the pressure switch shall be connected to an existing system,

e.g., CAN bus – multiplexer, the signals shall be interpreted as in the tables below.

System with 2 pressure switches on the detector container and without a pressure

switch on the extinguisher fluid container.

Standard pressure switch

14 bar

Optional pressure switch

5 bar

Evaluation of signal

On the detector container

On the detector container

0 1 Pressure loss in detection system

1 0 Pressure switch 5 bar faulty, or cable disruption

0 0 FIRE 1 1 System OK

System with 2 pressure switches on the detector container and with a pressure

switch on the extinguisher fluid container. Standard

pressure switch 14 bar

Optional pressure switch

5 bar

Optional Pressure switch

85 bar

Evaluation of signal

On the detector container

On the detector Container

On the extinguisher

fluid container

0 1 1 Pressure loss in detection system

1 0 1 Pressure switch 5 bar faulty, or cable disruption

1 1 0 Pressure loss in extinguisher fluid container or

released 0 0 0 FIRE

1 0 0 FIRE 0 1 0 FIRE

1 1 1 System OK

Systems with 1 pressure switch on the detector container and with a pressure

switch on the extinguisher fluid container. Standard

pressure switch 14 bar

Optional Pressure switch

85 bar

Evaluatopn of signal

On the detector container

On the extinguisher fluid container

0 1 Pressure loss in detection system

1 0 Pressure loss in the extinguisher fluid container or

released 0 0 FIRE

1 1 System OK Connection of the detector tube to the connectors The connectors are specially produced to cope with the tough system requirements. These are

equipped with 3 O-rings and withstand high pressures and temperatures. (see data sheets for

details).

A cut end on the detector tube must be clean, undamaged, round and free from scores. In order to

ensure that the detector tube is in contact with the bottom of the connector, mark a control line at

22 mm from the cut end with a black felt-tip pen or tape. The insertion depth shall be a minimum

of 20mm. When installing the detector tube in the connector, hold the connector firmly and

wiggle the tube at the same time as you push it in.

Insertion depth min 20mm

Control line at 22mm

Fig 3.22 Fig 3.23 Insertion of detector tube.

The tightness of the detection system must be checked after the ball valve on the detector

container has been opened. Inspect every connection and follow the whole path of the detector

tube. Note the manometer value and check again after ca. 15 minutes.

4 Nozzles

The nozzles are available in two versions, art no. 1502 and 1503 that have different flow rates, see

Fig

4.3. Nozzle 1502 is marked F4-1 and 1503 F6-1. The nozzle consists of a body with built-in

vortex generator and sintered filter. There is a hole in the end from which the water fog is

sprayed. In order that the hole with time shall not become obstructed by contamination

disposable caps are supplied, art no.

1505 that shall remain in place after the installation. Upon activation of the system the nozzle cap

will be expelled by the pressure.

The nozzle spreads the water fog in a column-shaped cloud with a diameter of approximately 500-

600mm and has a range of approximately 2000mm. The nozzle cap is intended for single use and

may not be reused. Replace with new caps as required. Fig 4.1 Nozzle with nozzle cap. Fig 4.2 Spreading of water fog.

Pressure/ flow diagram

1502 1503

Fig 4.3 Flow diagram for nozzle 1502 and 1503 respectively.

The nozzles are installed with a T-connection, art no. 4401, end connection, art no. 4402 or

angle connection, art no. 4409 in the same way as tubes according to chapter 5.2, but without a

cutting ring.

Fig 4.4 Nozzle in T-connection 4401, L-connection 4409 and end connection 4402.

The nozzles are also available in two older versions with ¼” threads. It is possible to convert

the new nozzle to be used as a spare part in a system with the old nozzles, see

www.fogmaker.com for information.

5. Pipe systems / distribution systems 5.1 Pipe lines Stainless steel pipes 8x1mm, art no. 4008 are the only pipes that shall be used in most

applications. Only pipes supplied by Fogmaker may be used. If the pipe system in some position

must be movable or if it is difficult to install piping then hydraulic hoses can be used instead, see

chapter 6.

Try to minimize the use of hydraulic hose.

There is also copper piping 6x0,8 mm that is suitable to use for installation in cars, boats and

other applications for self-installation. The copper pipes can be bent in flexible curves that are

adapted to the protected areas. The pipes cannot however be bent repeatedly since the material

hardens.

5.2 Installation of pipe systems with connections and nozzles

Install the pipe system with the nozzles in the roof of the space to be protected. Make sure that it

is possible to install the pipe system so that it is located firmly. The nozzles shall be inclined

slightly inwards and downwards towards the engine, 300-500mm from the engine and with 700-

900mm distance between the nozzles in order to achieve the best possible spreading of the flow,

see Fig 5.1.

The extinguishing effect is improved when the nozzles are directed towards the parts of the

space where fire can be expected to arise or some hot area that speeds up the steam formation

and thereby the extinguishing. Examples of such hot parts are spray pipes, carburettors, turbo,

manifolds, compressors and additional heaters. The ejection from different nozzles should be

adjusted so that the spray fog do not collide and that as few items as possible are in the way and

can disturb the fog formation.

Fig 5.1 Example of a complete system. (1) Extinguisher, (2) hydraulic hose, (3) bulkhead lead-

through, (4) pipe system with nozzles, (5) engine, (6) partition.

The most common connectors that are used in the set-up of the pipe system are T-connector art. no.

4401, extension connector, art. no. 4402 and L-connector, art. no. 4409. Only connectors supplied

by Fogmaker shall be used. These adhere to the standard DIN 2353-EN ISO 8434-1.

When cutting pipes to suitable lengths use a pipe cutting tool and make sure that the cutting is at

right angles. Then clean the ends from burrs and blow out the pipes. Any possible remaining

filings and burrs will risk reducing the diameter of the pipe and nozzle channels so that the flow

of extinguisher is limited.Before the assembly of the connectors, clean and lubricate the threads

on the connector, nut, cutting ring and the ends of the pipe with Jokisch HDS 400 oil or the

equivalent.

It is an advantage if a pre-assembly tool for the connectors is used otherwise it is recommended to

tighten the connector in a vice. Insert the pipe into the connector and make sure that it reaches the

bottom, thread the clamping ring in the correct direction as well as the nut, see Fig x. Tighten the

nut by hand as far as possible and then tighten with a spanner 1-1 1/2 turns. The pipe must not be

turned round. Then loosen the nut and tighten ½ turn after the noticeable increase in torque.

Cutting ring

Fig 5.2 Assembly of pipes on connectors.

Note It is the responsibility of the installation contractor to ensure that the pipe system is tight and that all connections are tightened according to instructions.

A hydraulic hose is used between the extinguisher and the pipe system, see chapter 6. If there is a

partition between the space where the extinguisher is installed and the engine bay a bulkhead

grommet is used, art. no. 4305. The pipe system in the engine bay is then connected to the

bulkhead grommet with the hydraulic hose, see Fig 5.1. Alternatively the pipe system can be

connected directly to the bulkhead grommet with the connector art. no. 4404 and the steel-rubber

washer art. no. 5006, see Fig 5.3. A thread seal of the type Scantech 4000T must then be used on

the threads of the bulkhead grommet.

Fixed nut

Thread seal

Connector 4404

Steel-rubber washer 5006 Bulkhead grommet

Fig 5.3 Direct connection of the pipe system on the bulkhead grommet 4305.

The pipe system shall be clamped in the vehicle every 300mm with steel-rubber clamps art. no.

5308 so that vibrations and sagging is prevented, see Fig x. The maximum distance from an end

nozzle to a brace is 100mm.

Fig 5.4 Clamping of the pipe system

Connectors are suitably clamped with steel-rubber clamps, art. no. 5318, see Fig 4.7. It is

recommended that T-connectors are clamped on both sides to avoid rotation of unit.

Fig 5.5 Clamping of a T-connector.

6 Hydraulic hose

Between the extinguisher and the pipe system or the bulkhead grommet a hydraulic hose is

connected that is intended to absorb vibrations and prevent vibration damage to the pipe

lines. The hydraulic hose is available in lengths between 32cm and 7,5m with a straight-

straight or straight 90° connection nipple. Only hydraulic hoses supplied by Fogmaker

shall be used.

Fig 6.1 Hydraulic hose, straight 90°connection nipple.

When installing the hydraulic hose on the extinguisher first remove the protection plug on the

outlet hole on the valve, see Fig 6.2. Install steel-rubber washer, art. No. 5006 and nipple, art. No.

4307 in the outlet hole and then the valve hose.

Protection plug Steel-rubber washer 5006

Nipple 4307

Fig 6.2 Removal of protection plug Fig 6.3 Installation of hydraulic hose.

The hydraulic hose is then mounted on the bulkhead grommet or on the pipe system with the

end- connector art. no. 4400 or T-connector art. no. 4403 with nipple art. no. 4304. A thread

seal of the type Scantech 4000T must be used on the 4403 connector threads.

Nipple 4304 4400

Thread seal Connector 4403

Fig 6.4 Hydraulic hose on T-connector 4403. Fig 6.5 Hydraulic hose on end-connector 4400.

The hydraulic hose shall be fixed every 300mm with steel-rubber braces art. no. 5314 or with

bundle straps with a width of at least 7mm.

7. Functional check after installation 1. Fogmaker® Universal is tested for function and leakage for at least 3 days after production

previous delivery so that a test of the extinguisher itself is not necessary by the customer. If there is

doubt about the function a check must be carried out by authorized personnel.

2. A test of the tightness of the pipe system shall be carried out by connecting compressed air to

one end of the extinguisher connection after which all connections and joints are sprayed with

leakage spray and are observed. (Nozzles are previous to be temporary replaced with plugs

during this test)

3. A hydro pneumatic detection system is checked after the ball valve on the detector container

has been opened after which all the joints and connections are tested for leakage with leakage

spray. Any possible leaks are rectified. The manometer on the hydro pneumatic system shall

thereafter be observed for at a week. The pressure shall be between 20-24 bar.

4. For electrical systems all cables are checked for correctness and that there are no faulty

connections. Check the detector loop and the electrical connection to the valve with a measuring

instrument. Carry out a system test by pressing the test button on the central unit or the control

panel.

8. Action in case of fire

The following shall be observed in the event of fire in the protected room:

1. Stop engines and fans.

2. Turn off the main power switch.

3. If possible, close doors/lids to the protected room.

4. Activate Fogmaker® Universal. If the system is not fully automatic or is in the manual position, pull the wire handle or press the release button.

5. Close the fuel supply to the engine.

6. If possible, keep doors/lids to the protected room closed for five minutes after

extinguishing. Have a hand fire extinguisher on standby if the fire should flame up again.

9. Actions after extinguishing

The extinguisher fluid contains frost protection, rust inhibitor, and film-forming liquid that are

broken down by natural organisms. When the fluid dries the corrosion protection loses its effect. In

order to avoid corrosion on metal parts, sanitation must be carried out as soon as possible. This is

done by flushing with fresh water, preferably under high pressure. Use also some form of alkaline

washing detergent that facilitates the removal of film formation. Otherwise a coating can remain

which collects impurities.

IMPORTANT In order to protect engines, electrical installations and other metal parts against corrosion – flush the

remains of dried or moist extinguisher fluid as soon as possible after the release of the extinguisher (use if

possible a high pressure washer) irrespective of whether the extinguisher has been released in connection with a

fire or for other reasons.

10. Control plan for the extinguisher plant

The extinguisher plant shall be controlled once per year by authorized personnel according to the

control plan below. Every fifth year the extinguisher fluid container shall be revised and the

extinguisher fluid shall be changed. The revision shall only be carried out by authorized

personnel.

Control plan for daily inspection Check that the pressure in the extinguisher container is at least 90 bar. The pressure in the

detector fluid cylinder shall be at least 20 bar. The pressures do not need to be checked if there is

electronic monitoring with a pressure switch.

Control plan for annual inspection 1 Extinguisher fluid container

1.1 Installation fittings, fixture

1.2 Brace round the container, fixture

1.3 Manometer pressure at least 90 bar

1.4 Visible leaks

1.5 Marking labels, control

1.6 Yellow labels, control serial number, next service

1.7 Lubricating oil 555 or equivalent on the valve mechanism

2 Detection system, mechanical-wires

2.1 Insert the safety screw into the extinguisher

2.2 Control of function, lubrication

2.3 Handle and safety catch

2.4 Label ”Fire” on the handle, change if required

2.5 Remove the safety screw from the extinguisher

3 Pipe system

3.1 Pipe/hose – squeeze damage, cracks, breakage

3.2 Pipe/hose – braces, sagging

3.3 Control air pressure blowing, control free outlet in all nozzles

3.4 Follow-up tensioning of pipe/hose connections and nozzles

3.5 Control/adjustment of nozzle spray direction, nozzle caps existing

4 Detection system, electric

4.1 Cable lines, squeeze damage, cracks, breakage

4.2 Control of alarm lines and alarm functions

5 Detection system, hydro pneumatic

5.1 Ocular inspection of detection tube and its fixture with regard to wear, heat and age

damage

5.2 Control of alarm lines and alarms

Systems according to SBF 127: Special control plan for each respective system. For

electrically activated systems there are additional checks that are stated in the pertaining

instructions.

11. Effect of extinguishing

Fogmaker® Universal does not normally affect the function of an engine. If the extinguisher

fluid is sucked into the air intake on the engine it has no significance for the function of the

engine. However starting difficulties can occur with diesel engines since the incoming

extinguisher fluid contains water. Note that the extinguisher fluid can cause corrosion damage if

the engine is not cleaned within a short time after the fire. For safety’s sake the engine should

be protected by filling with a little oil and turning over the start motor a few revolutions. The

function of the electrical system can be affected by the extinguisher fluid and give undesirable

short-circuits if the cleaning is not done quickly. When the cause of the fire has been eliminated

and the protected equipment has been cleaned it can be used again, assuming that the fire itself

has not caused damage that must be firstly repaired.

12. Function reset after a fire

When Fogmaker Universal has been released the extinguisher fluid container must be

refilled. For a hydro pneumatic system the detector container must be replaced. This must be

carried out by authorized personnel.

Take the following action if the extinguisher fluid container shall be removed and handed

over to a workshop:

1. Install the safety screw, see chapter 1.1.

2. Remove the hydraulic hose from the release valve on the extinguisher and exchange

it.

3. Loosen the wire from the release valve on the extinguisher for a mechanical system

or the electric cable on an electric system, remove the detector tube on a hydro

pneumatic system and exchange it.

4. Remove the extinguisher fluid container and the detector container and hand them

over to an authorized service workshop for inspection and refilling.

5. Remove the nozzles and flush the pipe system with a mixture of water and

rinsing fluid (rinsing fluid and tools can be ordered by Fogmaker). Then blow

out the pipe lines with compressed air.

6. Install new nozzles and nozzle caps.

7. When the extinguisher fluid container and the detector container have been refilled

they are installed again such as a new installation.

8. Do not forget to remove the safety screw after completed assembly.

13 Winter storage

The extinguisher fluid in Fogmaker Universal is, as standard, frost protected to withstand

temperatures down to approximately -35°C unless otherwise ordered. If Fogmaker Universal

is installed in places where the temperature during the winter can be lower than the frost

protection limit, the extinguisher must be removed. After the safety screw on the release valve

has been installed, the removal is carried out in the same way as in chapter 11.

14. Technical data

Weight approx. (kg) Filled container with mounting brackets

Universal 4l Universal 6,5l Universal 8l Universal 13l 12 18 24 34

Volume, pressure Volume extinguisher fluid (l) 4,0 6,5 8,0 13,0

Volume propellant approx. (l) 130 200 260 400

Charging pressure at +20°C (bar) 100-105 100-105 100-105 100-105

Test pressure container (bar) 145 145 145 145

Material Container Extruded high resistant aluminium Mounting brackets Aluminium, straps of stainless steel Valve Brass, pertaining components of stainless steel Anodizing Min 20 µm, all aluminium parts Other specifications Ambient temperature container min. -35° max 65° Extinguisher fluid Water, frost protection, film-former Frost protection temperature Standard to -35oC Propellant Nitrogen

15 Performed functional tests and technical approvals

Testing authority ÅF-Kontroll AB

Standard

PED 97/23/EC

Date

22-04-2002

Pressure vessel approval (-40/+65oC)

Internationella Bilsportförbundet (FIA) Homologating no. Ex.001.97, Techno. List No 16

Art. 253, Safety equipment (Groups N, A, B)

02-12-1996

The Swedish Testing and Research Institute(SP)

The Swedish Administration of Shipping and Navigation regulations 1996-01-11

Extinguisher test in 5 m3

18-06-1996

The Swedish Administration of Shipping and Navigation Pleasure boats, engine bays < 5 m3

Type approval

04-02-1997

The Swedish Fire Protection Association 18-05-1998 Approved extinguishing test in loaders for the peat industry

Full scale test SBF for homologation of water quantity. SBF 127 15-09-2001

Approved extinguishing test at 2,0 lit/m3 SBF 127 15-01-2001

RINA

Buro Veritas Machinery spaces up to 96 m3. 26-04-2008