Factors that influence the receptivity to fault diagnostic learning when a systems approach is applied: a technical transfer study

摘要

This thesis is concerned with receptivity and response encountered at differentlevels within organisations when a novel approach to the learning of fault diagnosisskills is introduced. Essentially, the work involved the transfer of a learningtechnology from research and development on the one hand to the workplace on theother.With only a few exceptions, previous research had taken a highly focused, machinecentredview of fault diagnosis. The same view has been adopted towards thelimited range of training that is currently offered in this subject. The overall aimhere was to introduce a holistic approach by viewing fault diagnosis as a socialprocess that is conducted within a technical context. To do this, account had to betaken of the complex interactions found between a number of disciplines such as,design, production, quality assurance, buying, maintenance and management.The learning technology that served as a vehicle for the transfer of this systemsapproach was a series of open learning modules. The modules were produced aspart of the project.The methodology was based upon an inductive approach that involved theinterpretation of qualitative data; this was done using a triangulation of researchmethods: case studies, critical incidents, and survey questionnaire. The sample, ofboth large and small organisations, was designed to provide a mix of different typesof manufacturing and service industries. In each case, the practice of faultdiagnosis skills continues to be a critical influence upon business performance.Different factors arose at different levels within each organisation, and betweenorganisationfactor differences are also identified.Apart from the production of open learning material, the contribution made to thesubject area is of new insights into the mechanism used for technology transferwithin companies, and the identification of factors that either facilitate or hindertransfer of this kind. There is also a contribution to the debate about how the theoryof systems thinking can be applied in a prescriptive way as opposed to the morecommon descriptive delivery.Recommendations are made for further developmento f the learning technology.