C. A Technology is a Moonshot, not a Miracle
We already understood that technology is simply automating the underneath processes in a system into state machines. Such machines can either be physical machines like a calculator or can even be software or virtual machines like accounting software Tally. What is most important to know is that whenever human-managed processes are to be transitioned to machines, they are to be done slowly over a period of time. This is because humans and machines both utilize energies to do actions, but machines are much more efficient in repetitive tasks, whereas humans are much better at innovative tasks. Therefore if a business manages bills, invoices, and financial notes efficiently, automating its accounting would be easy. However, if a business is unstructured in its maintenance of bills and invoices, then a human is way more efficient than a machine in finding and fixing such errors.
A classic example would be a question what is the average age of a class of five students if their ages are 32, 39, 31, 28, and 35?
If this problem is given to a machine and a human, where the human can use a calculator, then both can arrive at the same solution of 33, with equal efficiency. However, if the question is repeated what is the average age of a class of five students if their ages are 32, 3, 31, 28, and 350? Then the machine will answer 350, but a moderately skilled human will stop and ask, “wait how come someone has an age of 350 years? And is it possible that a three-year-old is in the same class as that of a 35-year-old?
📙Example of Technology use by human and machine under Anomaly
Now imagine the number of such possibilities of errors. There may be data measurement errors, observation errors, data entry errors, data formatting errors, process errors, formulation errors, etc. So a technology has to have a basic working model which is called a prototype, and then handling of such different errors is to be incorporated in the technology.
The above example of finding a mean of a class of students is a simple example. Not many classrooms will need to know the mean age of the students for any meaningful teaching purposes. However, when it comes to practical systems, such as accounting, there would be a large number of branches in the logic, a large number of error possibilities, and a large number of logical variations.
