ISSUE 34 : May/Jun - 1982 - Australian Defence Force Journal

42 DEFENCE FORCE JOURNAL No. 34, May, June 82
personnel have achieved success in a range of
related skills'. These include:
• Representation of given systems, sub-systems
and processes in diagrammatic form
• Checking and double-checking within given
systems, sub-systems and processes
• Establishment of 'cause' and 'effect'
• Establishment of 'evidence' and 'conclusions'
• Establishment of the fault/check points within
given systems, sub-systems and processes.
SYSTEMS
The term 'systems' offers us the concept of
the 'whole' and 'parts'. It also requires those
involved to set down the systems, sub-systems
and processes at required levels of generality.
The skill is not unlike that of a scientist who
makes effective use of the various lenses of a
microscope in studying a specimen.
There are three types of systems — self
organizing, probabilistic and determined : . To
recognize these groupings is to have the means
of categorizing the related 'problems' with
precision.
Determined systems relate to the operation
of machinery and certain administrative processes.
With the entry of the human factor and
other variables, the predictability of success of
the operation is lessened somewhat. Even the
process of a worker pressing a button at a
given time, is 'probabilistic' even if the probability
of success is 99.9%. All administrative
and technical systems involve the human component.
When the human component comprises
the major source of activity then the 'probability'
of outcome may be more difficult to
predict, due to the 'self organizing' character
of the related systems.
FAULT POINTS
Within every working system, there is a
range of possible fault points. There are four
general areas in which faults may occur as
follows:
Within Ihe person
Faults may be cognitive, affective or psychomotor.
On a more personal plane, faults
may involve family, spiritual, moral, physical
or psychological factors. From the organizational
stand point such 'faults' may be
reduced by effective selection, training, leadership,
counselling, discipline and social welfare.
At the person to person interface
Faults may involve all factors mentioned
above. On a day-to-day level, faults may
occur because of weakness in organization,
communication, motivation and discipline.
At the person to machine interface
Faults may involve all of the factors mentioned
above. On a day-to-day level, faults
may occur because of weakness in
design/operation/maintenance/repair of the
systems involved in given machines. These
faults may involve any of the components
of the Decision Making process.
Within the Machine
Given correct design/operation/maintenance/repair
of systems, then the machines
are predictable. Faults may occur within any
system — mechanical, electric, electronic or
fuel.
FAULT FINDING IN 'EDUCATION'
The task of 'Fault Finding' is integral to all
subjects in 'Education' — Mathematics, Science,
Clear Thinking, Business Principles and
Consumer Affairs. To facilitate this, the
Education Officer needs to place due emphasis
on method and to explore through real situations,
the ways in which knowledge may be
used to assist the student to make effective
decisions. 'Fault Finding' may be developed in
the following areas:
Mathematics and Science
• All basic mathematical and scientific processes
• All applied problems
Clear Thinking
• Academic argument
• Problems related to advertising, propaganda
• Technical and administrative situations
involving checking double-checking and
assessment.
Business Principles and Consumer Affairs
• Systems relating to bank accounts,
accounting procedures, audit problems
relating to operation of a personal budget,
purchase of consumer items including
motor vehicles, house and land.