Assessment information
Welcome to the unit Develop and present a feasibility report (ICAD4043A). This unit is about researching and presenting a range of feasible scenarios or solutions for a client's business problem.
In this unit, you’ll do 5 tasks for a fictional manufacturer of small electrical appliances, NewElectrix. These tasks will allow you to demonstrate your skills and knowledge in Developing and presenting a feasibility report.
To do these tasks you’ll need to be able to:
.Analyse data and document client requirements
.Identify alternative solutions
.Examine alternative solutions against project constraints
.Develop and document a feasibility report
.Obtain client sign off on documentation
Task 1: Create a requirements document
Activity 1.1: Data flow diagram
Tuesday, March 31, 2009
ICAB4225A Automate Processes
Welcome to the Automate Processes (ICAB4225A) blog. This blog will help you understand about programming.
Assessment information
To successfully complete this unit, Automate processes (ICAB4225A) this blog will be shown about automate solutions by using basic scripting processes and application-specific scripting options.
Automating processes is an integral part of contemporary computing; using inbuilt scripting languages is a key part of that. Applications or systems administration personnel need to continually examine options to automate processes, to that way enhance performance.
To successfully complete this unit, this blog will shown how to design and develop algorithms.
Also need to be able to develop an algorithmic statement of a solution for a set process.
Assessment tasks will require you to show you are able to:
.Develop algorithms to represent solution to a given problem
.Describe structures of algorithms
.Design and write script
.Verify and review script
.Document script
Task 1: Identify algorithm structures
Using a web browser, go to the Q-Skills website at: http://www.q-skills.com/flowchrt.html. Look at ISO9004.4. Section A.6.2 which describes four basic symbols to be used in flow charts.
Activity 1.2: Write an algorithm demonstrating sequence
Q: Write an algorithm that will accept two numbers, add them together, multiply by 27 to the total and then display the total
A: This figure is an algorithm that accept and add two number together, then multiply by 27 to the totlal and display the total.
Q: What are the four basic flowchart symbols and what do they represent?
A: Following table is shown the basic flow chart symbols and they represent.
Activity 1.3: Write an algorithm demonstrating selection
Write an algorithm that will accept a test mark between 0 and 100. Display the grade that the student receives based on the table below:
A: The below ficgure shows an algorithm to accept a test mark between 0 and 100 and also display the grade that the student will receives.
Task 2: Apply algorithm structure to give a solution
Activity 2.1: Create an abstract design
Q: Write an algorithm to process the pay information for employees according to the following:
.To process each pay, the operator will input the hours worked and the pay rate.
.Tax of 30% is to be deducted from the gross pay.
.The information to be displayed is the gross pay, tax deducted and the net pay (gross pay minus tax).
.After processing each pay, the operator will be prompted to process another pay. .Ifthe operator types in the character ‘y’ (uppercase or lowercase), another pay is to be processed. Any other response to this prompt will end the program.
A: This is one of the possible solution.
Activity 2.2: Review abstract design
Design a set of inputs that could be used to conduct desk-checking of the algorithm below. The test data should test program flow control, correctness of calculations and assignments to variables. The algorithm should meet the program specifications presented in Activity 1.
Q: Perform a desk-check on the algorithm using your test inputs. Does the algorithm meet the program specifications? If not, what errors did you identify?
A: According to the algorithm in 2.1 answer, This algorithm does not meet program specifications because of two problems:
.Problem 1 — The gross pay is displayed twice and the net pay is not displayed.
.Problem 2 — If the operator responded with uppercase Y when prompted to process another pay, the algorithm stops
The IF and the ELSEIF both test for the lowercase ‘y’. One of them should test for uppercase ‘Y’.
Activity 3.2: Identify and correct a logic error
Task 3: Develop and verify script language for an algorithm
Activity 3.1: Translate an algorithm to script code
Translate the following algorithm into script code using Python. Execute your script with the numbers 3 and 5.
Q: Find and correct the logic error(s) in the script.
A: There are 3 logic error followed:
Logic error 1: In the while loop, the else should not change the loop control variable (gotConvertTo) to 1. This allows any character to be entered from the keyboard and the script continues. This line should be deleted.
Logic error 2: This is more like a ‘copy and paste’ error. The code executes as it should, but the output would be misleading. The print statement in the section where the original temperature is converted to Celsius (the last if), should read Fahrenheit where it reads Celsius. It should be:
if convertTo == 'c':
newTemp = temp—32 * 5/9
print 'Original temperature entered was',temp,'Fahrenheit'
Logic error 3: The mathematical formula to convert to Celsius requires that 32 be subtracted from the temperature BEFORE the multiply and divide. The code should enforce a change in the order in which the calculations would be performed to allow the addition to occur first. The addition part should be in parentheses to force the addition to occur fist as shown
newTemp = (temp—32) * 5/9
Key terms
Algorithm: A procedure or set of steps to accomplish a specific task
Computer program: The embodiment of an algorithm in a computer language, so that it can be executed on a computer
Sequence: The simplest type of flow in algorithm design, where actions are carried out in the stated order; see also ‘selection’ and ‘iteration’
Selection: A flow-pattern in algorithm design, where a choice is made about which action to perform, depending upon a logical condition; the most common selection structure is IF/ELSE; see also ‘sequence’ and ‘iteration’
Iteration: a flow-pattern in algorithm design, also known as looping or repetition; actions are performed over and over again; a loop condition determines when the loop will finish; see also ‘sequence’ and ‘selection’
Pseudocode: A language-neutral representation used to show the logic, structure, and calculations of algorithms
Variable: A container with a name, to hold values during program execution; when a variable is declared in a program, some memory is set aside to hold its value
Software development life cycle (SDLC): A procedural framework for developing computer software and information systems
Top-down design: The development of a program by dividing the original complex task into smaller, less complex tasks, and then applying the same process to each smaller task, until the tasks translate easily into code statements
Desk-check: A code testing process where the code is manually executed
Walk-through: A review of requirements, designs and or code by a group; its purpose is to analyse the programmer’s logic and assumptions
Function:A named section of code that performs a particular task
Array: A collection of data items that can be accessed using a common name and an index
ICAA4041A Determine and confirm client business expectations and needs
Assessment Information To successfully complete this unit, Determine and confirm client business expectations and needs (ICAA4041A), you will need to be able to demonstrate the skills and knowledge required to determine client business requirements and verify the accuracy of the information gathered
To do this you will need to confirm that you have sufficient knowledge of investigation, interview and documentation techniques, and the ability to produce a clear statement of business expectations and needs, including critical business requirements.
Your assessment tasks will require you to show you are able to:
.Determine context of business needs and problem
.Gather information
.Confirm system specifications
1: Define and document business problems practice
In order to find a solution for a client’s business problem, it is necessary to fully define the problem in terms of its system boundaries and scope. Objectives and expected outcomes of a proposed solution must be identified and documented, along with the development methodology which is to be used. This documentation must then be submitted to the appropriate person to ensure that its contents are accurate. The skills and knowledge covered in this learning pack are:
.Identify outcomes
.Develop objectives
.Documentation according to organisational guidelines.
Activity 1: Context diagram
An external consultant has recommended the implementation of enhancements to the university’s student management system. The project brief is:
to add functionality to the StudentPlus management system to allow student enrolments, student attendance and student marks via the intranet’
The project brief also contains a broad list of the functions the system should support. They are:
.Student self enrolment for classes via internet
.Enrolled classes statement
.List of classes for each teacher
.Entry of student marks
.Entry of student attendance
.Results statement for each student
A: This below diagram is shown the context of student and management system to allow student enrolments, student attendance and student marks via the intranet.
Figure 1: Context diagram for student plus management system
2: Identify information gathering techniques
One of the key skills in determining solutions to business problems is making sure that you first know what the problem is.
While this seems an obvious statement, many clients are too close to a problem to be able to give you the information that may be essential to your role in a project. You need to be able to find the information that you require.
This blog will show different techniques that can be used to gather information for a project and will help develop your skills in interviewing and active listening.
Activity 2.1: Identify listening techniques
Scenario A
Customer: I would like to say that the computer I bought from your store keeps breaking down.
Vendor: Well, there must be something you’re doing that is not right. You’ve never used a computer before, have you? Don’t worry, you’re not the only one. I’ll see what’s wrong. I find that my customers who don’t have technical backgrounds always have trouble with their computers
Feedback A: The vendor is attacking the customer as a way of avoiding the issue and shirking his responsibilities. He could, instead, ask the customer to explain what goes wrong with the computer.
Scenario B
Client: The machine we hired from your company has been continually breaking down over the past two weeks.
Manager: What do you mean by ’continually’? Or do you mean ’continuously’? There’s a big difference between the two words. One means non-stop and the other means every now and again. Or do you mean ’constantly’?
Feedback B: The manager is avoiding the issue by ’nit-picking’. He did this to try to embarrass and belittle the customer. He was able to tell from the context exactly what the customer was saying but chose not to listen or respond. He could say: ’Tell me about the last time it broke down. How were you using the machine?’
Activity 2.2: Question types
Q: Name as many different types of questions as you can.
A: Following are a range of question types:
.reflective questions
.strategic questions
.open ended and closed questions
.organising questions
.what-if questions
.probing questions
.sorting and sifting questions
. divergent questions
.clarification questions
.devil’s advocate questions
.planning questions
3: Analyse data and document client requirements
This blog will provide you with the skills and knowledge you need to analyse and document the information that you have gathered about the problem, to identify the requirements of the new system, and to check that this meets the client’s needs.
The blog also includes information on how to analyse and document those requirements to determine the scope and problem or opportunity faced by the business.
Analyse gathered information to identify new system requirements and establish problem specifications.
.Document system requirements and problems.
.Check documentation to ensure it meets client business needs.
.Analyse client requirements to determine project scope, and the problem context oropportunity faced by the business.
.Document the client requirements, project scope, related problems and sources of information.
Activity 3.1: Data flow diagram
Figure 1: Data flow diagram
Q: Which guidelines have not been followed in the above data flow diagram?
A: There are including of:
.Process description must have a verb – appointment diary does not explain what this process does.
.Data flow description must only use a noun – check appointment does not describe the
data that is coming from the data store.
.The data store must have a name
.Appointment confirmation data cannot go from the data store directly to the patient, it must go through a process.
.No data goes into the data store – if nothing goes into it we cannot get anything out of it!
Activity 3.2: Determine client requirements
Q: A spare parts business has identified the ability of customers to order parts online as an added–value requirement. What sort of added value will this provide to the business?
A: There will be many possibilities that you might identify, including:
.Improved customer satisfaction due to the ability to order from home or their business
.Increased productivity due to faster turn around time for the customer and less time required by the spare parts staff to answer phone queries and fill in order forms
.Financial benefits for the business associated with a possible reduction in the number of order entry staff needed
Key terms
System boundaries: Limits of the functionality of a system, showing interaction with other systems.
Development methodology: Standardised method of developing a system.
External Entity: Any system (manual or computerised), or person who interacts with the system being investigated.
Hawthorne Effect: The tendency to improve performance when under observation
Interviewee: The person who is being interviewed
Interviewer: The person who is conducting the interview (ie asking the questions)
JAD: Joint Application Design – a formal structured technique used to gather information in a group.
CASE tool: CASE (Computer Aided Software Engineering) tools are software packages that help to automate software development.
Data dictionary: A data dictionary is a centralised system for defining and storing information about the data and the processes that transform the data in some way.
Levelling: Breaking down a process in a data flow diagram into lower level processes, each with their own data flow diagram
Platform: The type of computer hardware and / or operating system. For example, Wintel; a platform combining Intel x86 compatible hardware and Windows operating system, Lintel; a platform combining Intel x86 compatible hardware and Linux operating system.
To do this you will need to confirm that you have sufficient knowledge of investigation, interview and documentation techniques, and the ability to produce a clear statement of business expectations and needs, including critical business requirements.
Your assessment tasks will require you to show you are able to:
.Determine context of business needs and problem
.Gather information
.Confirm system specifications
1: Define and document business problems practice
In order to find a solution for a client’s business problem, it is necessary to fully define the problem in terms of its system boundaries and scope. Objectives and expected outcomes of a proposed solution must be identified and documented, along with the development methodology which is to be used. This documentation must then be submitted to the appropriate person to ensure that its contents are accurate. The skills and knowledge covered in this learning pack are:
.Identify outcomes
.Develop objectives
.Documentation according to organisational guidelines.
Activity 1: Context diagram
An external consultant has recommended the implementation of enhancements to the university’s student management system. The project brief is:
to add functionality to the StudentPlus management system to allow student enrolments, student attendance and student marks via the intranet’
The project brief also contains a broad list of the functions the system should support. They are:
.Student self enrolment for classes via internet
.Enrolled classes statement
.List of classes for each teacher
.Entry of student marks
.Entry of student attendance
.Results statement for each student
A: This below diagram is shown the context of student and management system to allow student enrolments, student attendance and student marks via the intranet.
Figure 1: Context diagram for student plus management system
2: Identify information gathering techniques
One of the key skills in determining solutions to business problems is making sure that you first know what the problem is.
While this seems an obvious statement, many clients are too close to a problem to be able to give you the information that may be essential to your role in a project. You need to be able to find the information that you require.
This blog will show different techniques that can be used to gather information for a project and will help develop your skills in interviewing and active listening.
Activity 2.1: Identify listening techniques
Scenario A
Customer: I would like to say that the computer I bought from your store keeps breaking down.
Vendor: Well, there must be something you’re doing that is not right. You’ve never used a computer before, have you? Don’t worry, you’re not the only one. I’ll see what’s wrong. I find that my customers who don’t have technical backgrounds always have trouble with their computers
Feedback A: The vendor is attacking the customer as a way of avoiding the issue and shirking his responsibilities. He could, instead, ask the customer to explain what goes wrong with the computer.
Scenario B
Client: The machine we hired from your company has been continually breaking down over the past two weeks.
Manager: What do you mean by ’continually’? Or do you mean ’continuously’? There’s a big difference between the two words. One means non-stop and the other means every now and again. Or do you mean ’constantly’?
Feedback B: The manager is avoiding the issue by ’nit-picking’. He did this to try to embarrass and belittle the customer. He was able to tell from the context exactly what the customer was saying but chose not to listen or respond. He could say: ’Tell me about the last time it broke down. How were you using the machine?’
Activity 2.2: Question types
Q: Name as many different types of questions as you can.
A: Following are a range of question types:
.reflective questions
.strategic questions
.open ended and closed questions
.organising questions
.what-if questions
.probing questions
.sorting and sifting questions
. divergent questions
.clarification questions
.devil’s advocate questions
.planning questions
3: Analyse data and document client requirements
This blog will provide you with the skills and knowledge you need to analyse and document the information that you have gathered about the problem, to identify the requirements of the new system, and to check that this meets the client’s needs.
The blog also includes information on how to analyse and document those requirements to determine the scope and problem or opportunity faced by the business.
Analyse gathered information to identify new system requirements and establish problem specifications.
.Document system requirements and problems.
.Check documentation to ensure it meets client business needs.
.Analyse client requirements to determine project scope, and the problem context oropportunity faced by the business.
.Document the client requirements, project scope, related problems and sources of information.
Activity 3.1: Data flow diagram
Figure 1: Data flow diagram
Q: Which guidelines have not been followed in the above data flow diagram?
A: There are including of:
.Process description must have a verb – appointment diary does not explain what this process does.
.Data flow description must only use a noun – check appointment does not describe the
data that is coming from the data store.
.The data store must have a name
.Appointment confirmation data cannot go from the data store directly to the patient, it must go through a process.
.No data goes into the data store – if nothing goes into it we cannot get anything out of it!
Activity 3.2: Determine client requirements
Q: A spare parts business has identified the ability of customers to order parts online as an added–value requirement. What sort of added value will this provide to the business?
A: There will be many possibilities that you might identify, including:
.Improved customer satisfaction due to the ability to order from home or their business
.Increased productivity due to faster turn around time for the customer and less time required by the spare parts staff to answer phone queries and fill in order forms
.Financial benefits for the business associated with a possible reduction in the number of order entry staff needed
Key terms
System boundaries: Limits of the functionality of a system, showing interaction with other systems.
Development methodology: Standardised method of developing a system.
External Entity: Any system (manual or computerised), or person who interacts with the system being investigated.
Hawthorne Effect: The tendency to improve performance when under observation
Interviewee: The person who is being interviewed
Interviewer: The person who is conducting the interview (ie asking the questions)
JAD: Joint Application Design – a formal structured technique used to gather information in a group.
CASE tool: CASE (Computer Aided Software Engineering) tools are software packages that help to automate software development.
Data dictionary: A data dictionary is a centralised system for defining and storing information about the data and the processes that transform the data in some way.
Levelling: Breaking down a process in a data flow diagram into lower level processes, each with their own data flow diagram
Platform: The type of computer hardware and / or operating system. For example, Wintel; a platform combining Intel x86 compatible hardware and Windows operating system, Lintel; a platform combining Intel x86 compatible hardware and Linux operating system.
ICAA4233A Determine and apply appropriate development methodologies
For most tasks in this unit might undertake more than one way of carrying them out. The method I choose will depend on a variety of factors, but the most important considerations will often be which method will get the job done as quickly and efficiently as possible while ensuring that the result is the best I can achieve. Once I have identified the most appropriate method for the task, I must then make sure that I follow the method to achieve the required outcome. This involves a high level of planning to ensure that all areas have been addressed and close monitoring of the progress of the project so that it will be completed as planned.
This unit (ICAA4233A) will give you the knowledge and skills to determine and apply appropriate development methodologies for an information technology project. You will learn how to do the following:
.Determine and select appropriate methodology for a given activity
.Apply the selected development methodology
1: Determine and select appropriate methodology for a given activity
This blog will help you to determine and select an appropriate development methodology for a specific activity within an information technology environment.
In this topic you will learn how to:
. Determine and define subject activity
. Define the criteria for selection of development methodology
. Review and evaluate a range of traditional and non-traditional system development methodologies
.Select appropriate system methodology to suit the activity.
Determine and select appropriate methodology for a given activities
Activity 1: Knowledge of the client business domain
Visit the Coca-Cola website (http://www2.coca-cola.com/ourcompany/index.html) and read the company’s welcome statement. Does it give you a clear idea of the company’s core business? Which of the business documents mentioned in the reading notes for this section can you find on the site?
A: This welcome statement clearly indicates the goal of manufacturing, marketing and distributing non-alcoholic beverages. There are links to sections such as ‘Our Beliefs’, ‘Our Diversity’, ‘Leadership’ and so on, which would come under the heading of mission statements and strategic goals.
Activity 2—Obtain knowledge of the client business domain
Use the Internet to answer the following questions about the Environment Protection Authority Victoria as an example of a potential client.
Go to the website at http://www.epa.vic.gov.au/, then select About EPA and EPA Organisation chart.
Q 2.1: In which directorate would you find the Community Relations department?
A 2.1: Sustainable development
Q 2.2: Under which department does Regional Support Systems come?
A 2.2: Regional services
Q 2.3: If you wanted to apply for a job with the EPA, to which department would you address your application?
A 2.3: Human Resources
Q 2.4: If you had a complaint about excessive noise at a neighbouring business premises, to which department would you complain?
A 2.4: Atmosphere and Noise
Activity 3—Identify stakeholders
Read the scenario below:
Southern Dental Services is a small dental practice in a regional town. There are two dentists: Pamela Jones and Brian Huang. The practice has four support staff to manage the day-to-day running of the practice: Jane Emerson, who looks after the appointments; Brenda Gale, who handles the accounts; Keith Dickson, who manages the patient details; and Pauline Santoro, who organises the ordering of supplies, etc. Pauline obtains most of the supplies for the clinic from David Andrews, who runs a business selling medical and dental supplies. She orders all the other office-related products from Peter Smith’s business, OfficeStuff. The clinic has five hundred patients on its books, some of whom, like Mrs Mary O’Halloran, have been coming to the clinic since it opened ten years ago.
Q: For each of the people listed here (Peter Smith, Keith Dickson, Mary O’Halloran, Brian Huang, David Andrews, Pauline Santoro), identify which type of stakeholder they represent from the following three choices: supplier, staff or client. Complete the table and check your answers in the Feedback.
A: Following table is shown the identifying stakeholders.
Determine and select methodology quiz
1. Answer TRUE or FALSE:
Q 1.1: An organisational chart gives an overview of staff and the functions of a business.
A 1.1: True
Q 1.2: An incremental methodology is best used for a system that has a clear, fixed set of objectives.
A 1.2: False
Q 2: A mission statement states the main purpose of the organisation and usually incorporates which of the following goals?
A 2: financial, social and/or environmental goals
Q 3: What is a traditional system development methodology?
A 3: Waterfall model
Q 4: Which methodology requires a high level of user involvement throughout the project?
A 4: Rapid application development (RAD)
2: Apply the selected development methodology
Refering to the previous section, you should already know about determining and selecting appropriate methodology for a given activity. This blog will help you to apply the appropriate systems development methodology to an activity.
In this section you will learn how to:
.Create a project plan
.Clearly describe project tasks
.Define suitable project controls
.Estimate task duration and cost
.Sequence tasks
.Estimate resource requirements
.Monitor project flow
.Review and document the project
Apply the selected development methodology activities
Activity 1: Work breakdown structure
Try the top down method and break down the following goal into several tasks and subtasks and develop a simple work breakdown structure (WBS).
Q: Develop a work breakdown structure for the LAN for Urban Wear’s new retail outlet.
A: This table is a possible WBS. Remember that every project manager may approach the tasks differently and this is just a sample for you to try out your WBS skills.
Activity 2: Factors that impact on time estimates
Q: What factors could impact on your time estimate for the installation and configuring of the workstations for the LAN from Activity 1?
A: There are many factors that may impact the installation and configuration of the workstations including delayed delivery of hardware, slippage of task dependencies (for example, if the network has not been configured before installation of workstation stats, it will not be possible to use the disk cloning tool to install the standard operating environment); workers skill level; availability of tools.
Activity 3: Determining the positions required
Your company, Herriard, which has a staff of 600 full time and 200 part time employees, has decided to introduce sales training techniques on their Intranet site. The training course needs a Learning Management System (LMS) which allocates units of work to the staff. Once in the system, the staff can receive automated feedback and trainers can view staff progress through the system. Herriard has decided to get an off-the-shelf product and adapt it to the company’s needs. You have been given the job of managing the project.
Q: List the job roles or positions that you would include in your team.
A: The team could be comprised of the following:
.an instructional designer to design the structure of the site and to train staff
course writers
.a graphic designer to create a shell to reflect corporate identity
.a development team of 1–2 programmers to adapt the off-the-shelf Learner Management System to company needs
.a part-time network engineer
.a part-time server support
Activity 4: Gantt chart
In your notebook, draw a Gantt chart corresponding to the specifications in the table below
Table: Gantt chart specifications
Apply the selected development methodology quiz
Q 1: Which three processes are involved in the development of a project?
A 1: planning, assessing and monitoring
Q 2: Project controls are usually designed to focus on which three major aspects of project measurements?
A 2: monitoring and tracking progress, determining variation from plan, taking corrective action
Q 3: In which phase of a project would you estimate activity duration and resources?
A 3: Planning phase
Q 4: What is the primary goal of a project review?
A 4: to answer questions about the conduct of the project for the benefit of future projects
Monday, March 30, 2009
ICAS4022B Determine and plan problem resolution
This unit will present a series of troubleshooting and fault finding methods to help you enhance your chance of success when trying to fix computer problems. Technicians in the workplace are expected to rectify faults quickly, or provide a workaround or solution. You will learn to create a list of possible causes for faults, organise in order of likelihood of each cause and formulate a solution or rectification.
Outcomes for this unit are:
.Create a list of probable causes
.Organise in order of likelihood of each cause
.Formulate a solution or rectification
Activity 1: Web Search – Boot Faults
In this activity you will need to identify the purpose of the boot.ini file in Windows based systems. Note that Windows 95/98/Me do not have a boot.ini file.
Direct your web browser to Microsoft’s web site – http://www.microsoft.com/, and do a search to find out the purpose of the boot.ini file in a Windows based system.
b Q: What is the purpose of the/MAXMEM switch when used within the boot.ini file?
A: The boot.ini file has the purpose of indicating to the bootloader program where to boot the system from. The boot.ini will have entries pointing to a partition or partitions that might be used to boot the operating system from. If the system has more that one operating system loaded (i.e. dual boot system), the boot.ini file will reflect this and will be responsible for providing a menu at boot; the user may then choose a given operating system. The following is a sample boot.ini file taken from a Windows XP system:
boot loader]
timeout=1
default=multi(0)disk(0)rdisk(0)partition(3)\WINDOWS
[operating systems]
multi(0)disk(0)rdisk(0)partition(3)\WINDOWS=‘Microsoft Windows XP Professional’/fastdetect/NoExecute=OptIn
The purpose of the/MAXMEM switch when used in a boot.ini file is to limit the amount of RAM that is made available to the operating system. This is helpful when troubleshooting faults associated with RAM. See the example below taken from a Windows 2000 Pro system.
multi(0)disk(0)rdisk(0)partition(1)\winnt=‘Windows 2000 Professional’/fastdetect/MAXMEM=32
Activity 2: Web Search – Boot Stop Error
This activity will require troubleshooting an error occurring at a Windows system during the boot up sequence.
The following error has been reported as occurring on a Windows 2000 server:
‘STOP 0x0000002E’ or ‘DATA_BUS_ERROR’ Error Message
The error started occurring on system that was working fine until then.
Q: Search the Internet. Can you find a possible cause for this fault and potential solutions?
A: According to Microsoft’s Knowledge Base (support.microsoft.com) Article— .Article ID: 218132, the problem could be caused by:
A failed or defective hardware component, including RAM, L2 RAM cache, or video RAM
Hardware that is misconfigured or mismatched. For example, if memory has been added recently, there may be mismatched RAM speeds.
.Incompatible hardware. For example, the speed of RAM recently added may be incompatible with another hardware component on the system, such as the L2 cache.
.An ill-behaved device driver attempting to access an address in the 0x8xxxxxxx range that does not exist (that is, does not correspond to a real physical address mapping).
.A virus has infected the Master Boot Record (MBR).
.Hard disk damage.
.The error may be resolved by disabling the following items in the computer’s CMOS settings. For instructions on disabling these features, consult your hardware documentation or contact the computer’s manufacturer:
.All caching, including the L2 cache, the BIOS cache, the internal/external caches, and the write-back cache on disk controllers
.All shadowing
.Any BIOS-enabled virus-protection feature
.If none of these actions resolve the problem, have the system motherboard examined by a professional repair and diagnostic testing facility. A crack, a scratched trace, or a defective component on the motherboard may also cause this error message.
Activity 3: Backing Up System Configuration
Backing up a system configuration is critical to safeguarding the integrity of system files, and recovering from misconfiguration and corruption.
Windows systems allow you to back up the ‘system state’.
The Windows system state data comprises:
.The Registry
.COM+ Class Registration database
.Boot files, including the system files
.Certificate Services database
.System files that are under Windows File Protection
Note: it does not matter if you don’t have access to a Windows XP system, as long as you have access to the Internet to search for solutions which will allow you to write the procedure.
Q: How would you write the procedure that would allow a backup operator to backup the system state data using a Windows XP system?
A: The following procedure would be adequate for backing the Windows System State data:
.Open Backup
.The Backup Utility Wizard starts by default, unless it is disabled.
.Click the Advanced Mode button in the Backup Utility Wizard.
.Click the Backup tab, then in Click to select the check box for
any drive, folder, or file that you want to back up, select the System State check box. This will back up the System State data along with any other data you have selected for the current backup operation.
Activity 4: Hierarchical Task Analysis
As you would have learnt earlier in this learning pack, a useful method for fault finding is HTA – Hierarchical Task Analysis. Hierarchical Task Analysis allows the technician to break down a major task or process into a series of logical steps that need to occur.
This activity requires you to develop an HTA diagram that represents the process of a user logging on to a network.
Q: Develop a diagram that shows the logical steps taht need to occur for someone successfully logging on to a network?
A: An HTA diagram that fulfils the requirements of this activity would show the following logical steps:
.Computer is turned on and connected to the Network
.User Interface is available to user
.Login Box prompt appears after user presses CTRL + ALT + DEL simultaneously
.User enters required credentials (username, password, domain/preferred server)
.Network server validates user login (credentials are accepted)
.User logged in
An actual graphical representation of this (actual HTA diagram) is shown below.
Sunday, March 29, 2009
ICAW4027B Relate to clients on a business level
Develops skills and knowledge in the following areas:
Understanding the business culture and standards of your service provider organisation
.Building and maintaining business relationships with customers
.Identifying client support needs
.Planning support roles and requirements
.Identifying the cost of providing client support services
.Negotiating support service costs
.Obtaining client feedback to monitor and adjust client support services
Topic 1 - Building Business Networks and Relationships
Q:List at least five ways in which you can create, foster or maintain professional relationships with software or hardware supplier companies and individual developers, consultants and other staff who work for them.
A: The following are ways in which you can create, foster or maintain professional relationships with suppliers and developers:
. Call the technical or business assistance contacts of your product supplier to find out about their services. Most suppliers now provide such contact information in their brochures and websites. If you ask them, they will probably be happy to discuss in detail the kinds of services they offer. They may be able to discuss the expected responses to the kinds of client and product issues that you may be likely to raise with them in future. You may be able to ask them about how they go about maintaining relationships with other organisations to which they supply products.
.Attend IT industry conferences to find out about current and future issues and new product developments. Use these conferences as opportunities to meet people from product supplier companies, to identify the role of yourself and your support organisation and to explain to these suppliers any user issues of which you are aware. Also develop personal contacts and working relationships with these people. Note: Even if it eventuates that the knowledge and contacts which you gain at these conferences is never needed in your particular support work, such professional relationships may become an avenue for future employment, career development or commercial business opportunities.
.Network with the wider industry in which your clients conduct business. If you support a particular kind of application, you might attend conferences, educational programs and other functions in that particular industry. Someone who supports financial accounting software may attend accounting conferences to meet with both accounting people and IT people operating in that industry. Many people who provide IT services in the financial markets industry, eg stock-broking, financial futures trading, insurance, superannuation and treasury operations, take part in finance industry education programs to learn about the legal compliance requirements applying to their IT systems and to make contact with industry regulators
. Take part in product reviews, technical updates and training programs offered by particular product suppliers. Many product suppliers seek to promote their products and network with industry practitioners through such offerings. Examples are SAP accounting software, who offers a regular national conference on its products and consulting services, the Microsoft technical certification program for developers and support staff and many other large and small suppliers.
. Maintain contact with other students at your IT education institution or college after your graduation. Regularly exchange information regarding technical developments, user issues and service industry ideas with them (within the limits of business confidentiality) and between the product development organisations and support service organisations, in which you may each be employed.
. Look for ' partners' grouped around the products and applications with which you are involved. Many organisations operate as partners or intermediaries between major application developers and their clients. The partner's role being to maintain close service relationships with the clients so that they continue to be interested in the developer's range of products. For example, most branded software firms, eg major web browsers and major accounting software, maintain a network of re-sellers who are committed to retailing that particular brand of software, providing pre-sale IT consulting and post-sale support, plus other types of IT and non-IT services. They also promote an ongoing relationship with that brand. Small IT firms may also band together into formal or informal partnerships to offer clients a range of related specialty services, such as IT needs analysis, hardware networks, customised application development, project management, design of web page content and strategic business planning. This integration of related products and services from separate providers is called channeling. Useful relationships and sources of expertise can be cultivated by associating with organisations through such partnerships. For examples of corporations offering 'partnerships', look at these sites: Microsoft (http://www.microsoft.com), IBM business applications (http://www.ibm.com) and SAP business applications
http://wwwSAP.com).
Topic 2 - Planning to Meet Client Requirements
Q1:Make a list of five questions which you would ask a client in order to understand their general business activities and identify their IT needs. Include support needs
A: There are some example of question following:
.What does the client organisation do? What are its general business circumstances?
.Who are their customers? How do they communicate with them? What exactly are they expected to deliver to their customers? What are not to deliver?
.In what specific types of activities are they involved? How much? How often? Which staff are involved? . How critical in terms of timing are these activities?
.What processes lead into other processes? What are the dependencies?
. What happens if they do not coordinate?
.What back-up practices and quality assurance practices are employed in their business activities?
.What computer systems do they need to perform their job?
.Is there an IT strategic business plan, resourcing plan or other relevant corporate planning that defines / directs / constrains the current state and the future directions of the organisation's IT systems and activities?
.What hardware? What applications? What are the inputs and outputs of this IT system
.How long can they continue doing business if their systems are not working?
.Who is responsible for the IT system? Should a system administrator with views on what type of support be delivered by you? Are they part of the client organisation's strategic business planning and budgeting team?
.How much money will they lose if their systems are not working?
.How many support requests does the client make now, per day and per month?
.What times during the day do they make the calls? For example, do they make the majority of calls between 9am and 5pm?
.What matters are raised in these calls? For example, hardware configuration, software configuration, training needs, network breakdowns, data losses or higher level needs like detailed technical advice and consulting services?
.How urgent are these support requests? How do the responses to these requests impact the client's business? (Helpful or not helpful? Short term solutions or long term solutions to the client's issues?)
.Are the support and other IT issues interrupting the client's normal business operations? Is e-mail not working or is the network down. Or do users have critical gaps in their training? How much is the client organisation spending / willing to spend on support services per month?
Q2: Make a list of five questions which you would ask yourself, as client support officer, in order to double check that you have done a sufficiently thorough analysis of the client's needs.
A: There are some example of question following:
.What happens if the information about products or services which your client
requests is not available either before or after installation? Have you specified and documented these information gaps and how they will affect the client?
.Is the list of client requirements complete, in the sense that if your recommended or specified product / service satisfies every documented user requirement, it will be acceptable to the user? What undocumented requirements could be potentially identified later? And, what would be the impact on the client if these unexpected requirements are not satisfied?
.Are the client requirements written in user friendly language? Do the users think so?
.Does each client requirement for products and support services avoid conflicts with other client requirements? If not, is this conflict specified / quantified?
.Are the client requirements for products and support services at a fairly consistent level of detail? Should any requirement be specified in more detail? Should any requirement be specified in less detail?
.Are the client requirements clear enough to be turned over to and understood by an independent group for installation of a product or provision of a support service?
Is each documented item relevant to a client's issue / problem and its associated solution? Can each documented item be traced to its origin in the client issue / problem environment
Q3: Make a list of five questions which you would ask the client in order to double check that they are satisfied with the way that you have conducted your analysis of their needs.
A: There are some example of question following:
.Did the client support staff accurately determine your requirements? Let the client see your written analysis.
.Did the analyst or client support staff listen to and accurately reflect your explanation of how your job operates, what the tasks and deliverables of your job are, how they relate to the key business outcomes of your organisation and how you interact with other people and tasks in your organisation?
.Did the client support staff listen to and repeat your client requirements for IT products and support services to ensure that they understood them and your organisational situation?
.Did the client support staff adequately explain how and when your IT products and support services would be delivered?
.Was the analyst or client support officer, with whom you dealt, knowledgeable about your IT systems and any other relevant aspects of your work?
.Are products and support services being delivered in the time-frame and scope as specified by your contract or service level agreement?
.Did you receive all of the user documentation that was agreed?
.Was the documentation legible and easy to apply in operational situations?
.Where you offered any manual or on-line documentation? If so, was it useful?
.Where you offered any training? If so, was it useful? What further training to you think is needed?
.Did you attend the training that was offered to you? If not, please indicate why not?
.Did the documentation address all of your needs? Does it cover all the areas of your work?
Topic 3 - Negotiating Client Support Service Costs
Q: Negotiations skills are involved in the arranging for the provision of regular support services from an organisation's internal IT services unit and for the obtaining of support for specific user problems when they arise each day.
Five general or specific IT support needs which a client would want fulfilled by the support provider include:
.response to a problem within a set time
.provision of support at a reasonable cost
.provision of adequate resources for support services to function adequately
.professional manners, technical knowledge and service skills
.services which are appropriate to the functionalities of the applications being operated by the user.
Five general or specific needs which the IT support provider would want users to fulfil include:
.patience during times of heavy demand for support services
.acceptance that the delivery of services will be completed within a pre-agreed timeframe and cost
.clear communication of the user's needs to the support staff
.clear communication to the support staff as to what the user thinks of the quality and effectiveness of the support services
.attendance in training which offers users knowledge and skills on ways to minimise their dependence on the support staff.
Can you list additional needs for both the support provider and users?
A: Possible general or specific IT support needs which a client would wish to have fulfilled by the support provider:
.respond to a problem within a set time
.provide support at a reasonable cost
.provide adequate resources for support services to function adequately
be professional in manner, technical knowledge and service skills
.provide services which are appropriate to the functionalities of the applications being operated by the user.
Possible general or specific needs which the IT support provider would wish the users to fulfil:
.be patient during times of heavy demand for support services
.accept communicate clearly to the support staff what the user's needs arethe delivery of services within a pre-agreed timeframe and cost
.communicate clearly to the support staff what the user thinks of the quality and effectiveness of the support services
.attend the training which is offered to users to minimise their dependence on the support staff.
Topic 4 - Maintaining a Focus on Clients
Q: Assume that in response to an analysis of a client's needs, you have installed a new software package at the workstations of the end users and you have provided training, user manuals and help desk services in relation to the new software.
Your task is compile a questionnaire listing at least ten questions, which you could put to an end user to assess whether the installation has been successful. In this, assess whether the new software is being used effectively in the client's business activities and the client is satisfied with your support services.
A: There are some example of question following:
1. Did you attend the training sessions which were offered prior to your new application being installed? If not, why not?.
2. Did you feel you benefited from the training? If not, why not?
3. What was the best aspect of the training you received?
4. What was the worst aspect of the training you received?
5. Did you read the user manual provided during the training? If not, why not?
6. Do you still have your user manual ready to refer to when using your new software?
7. How long after the installation occurred did you start using the new software?
8. Approximately how many times have you used the new software since installation occurred?
9. Do you currently use the new software? If not, why not?
10. Have you needed to contact the IT support unit to query any aspect of the new software or seek assistance with using it? Please briefly state the nature of this call.
11. Were your calls to the IT support unit regarding any queries or problems with the new software dealt with to your satisfaction?
12. Were you dissatisfied with the assistance provided by the IT support unit for any problems or queries with the new software? Please briefly state the nature of your query and in what way it was not dealt with to your satisfaction.
13. Have you needed to contact the IT support unit for assistance with the new software on more than one occasion? Please briefly state the nature of these problems or queries.
14. How long did it take for the IT support unit to respond to any problems or queries you have had with the new software?
15. Do you currently have any problems or queries with the new software which have not been dealt with by the IT support unit or other parts of the organisation?
16. Do you find the new software useful in your work? Please briefly state for what organisational purposes and business activities you used the software.
17. Would you prefer to have a different type of software, ie different functionalities, to use in your work? Please state briefly why / why not.
18. Would you prefer a different version or brand of this software application in your work? Please state any you prefer.
19. Are there any features of this new software which you do not understand? Please indicate which ones.
20. Are there any IT features or functionalities which you would find useful in your work but which are not present in your new software? Please state what kinds of features or functions you would like to have.
Thank you for competing this questionnaire. The IT support unit will provide you with a similar questionnaire to this one in six months from now so that we can optimise our services to you. You may also be contacted in person before that time by a support officer to discuss your individual needs.
In addition, please free to contact us at any time to discuss any needs or queries you may have. Jane, Andrew and Mary are available 8am to 6pm on XXXX XXXX - We are here to help support you.
Glossory
Active Listening: The process of responding in physical and verbal ways to whatyou hear in order to indicate that you are listening carefully and understanding what the other person is saying. This term therefore covers not only the act of hearing but also the use of positive gestures/facial expressions and the asking of questions, which reflect what the other person has said to you. For example, you might ask a client "How quickly do you think you need support to be provided when a problem occurs?" It could be followed by: "So what you are saying is that you need support services to be provided within one hour of a support call or your business will suffer. Is that correct?"
Body language: The use of facial expressions, hand gestures and orientation of the body to communicate your attitude (often unintentionally).
Budget: The ordered and predictable allocation of the organisation's available funds, in the present and in the future, to purchase any necessary goods and services for its operations, to pay the salaries of staff, and to invest in the development of the organisation's structure, activities and its personnel.
Business culture: The general set of qualities embodied by the working practices of an organisation. This includes attitudes, values, ethics (principles of behaviour), actual standards of behaviour, standards of quality in service and manufacturing, the formal organisational structure and management hierarchy, performance management, reward practices and the particular style of conducting relationships between employees, management, business partners, clients and other stakeholders with why.
Client/Customer: Someone who comes to you for your professional services.
Customer satisfaction survey: A survey of customers (management and end users) who ask specific and non-specific questions about how well the customer's needs have been met by a product or service, how well their business outcomes have been facilitated, the customer's view about how well the provider has managed the specific relationship with them, and the customer's attitude to how the relationship should develop in future. Surveys may take the form of questionnaires, interviews, focus groups, physical and electronic monitoring of a user's business activities. They seek to understand how well the organisation is facilitated by the IT products and services. They assess the quality and effectiveness of support call conversations.
Contract: A legally binding agreement made between two parties, to define the obligations and rights on each party. Contracts are usually created in written form, but may also exist as verbal agreements. Or, they may be implicit in the behaviour of two parties without any specific agreement having been spoken or written (eg when you are buying a bus ticket you are contracting with the bus service to be safely transported as far as your desired bus stop). In this module, contractual arrangements refer particularly to the legally binding rights and obligations which exist between a service provider and its client.
Contract: A legally binding agreement made between two parties, to define the obligations and rights on each party. Contracts are usually created in written form, but may also exist as verbal agreements. Or, they may be implicit in the behaviour of two parties without any specific agreement having been spoken or written (eg when you are buying a bus ticket you are contracting with the bus service to be safely transported as far as your desired bus stop). In this module, contractual arrangements refer particularly to the legally binding rights and obligations which exist between a service provider and its client.
Customer Relationship Management (CRM): The process of integrating all of the provider organisation's operational processes and procedures, human culture, strategic planning, policy development and technological facilities to maximise the outcomes for the provider's primary stakeholders (ie its clients), and to establish itself as a successful and reputable provider of products and services.
Escalation: The procedures for making appropriate decisions about when to seek more experienced, knowledgeable or extensive help to deal with an IT problem or issue, which is beyond the skills or resources of an IT support officer or their unit. This is the process of bringing in the necessary additional people and resources to support those circumstances.
Ethics: The behaviours, attitudes, duties and actions which an individual is expected to engage in whilst operating in a professional relationship environment or in any circumstance of trust. Typical ethical attributes which a professional is expected to adhere to are honesty, trustworthiness, diligence in the completion of skilled or knowledgeable work, diligence in serving a client according to the best interests of that client (rather than the provider's interest), and maintaining a professional standard of competence in technical knowledge, organisational procedures and legal obligations.
Functionalities: The features of a hardware or software application and the specific tasks which they are able to perform for a user. For example, in a word processing application, the general functionalities would include text editing, formatting, graphic insertions, creation of macros, spelling and grammar checks.
Infrastructure: The tangible IT hardware, office equipment, accommodation, communications, networks and the manufacturing, distribution and sales-related equipment which an organisation requires in order to carryout its operations. It can also be argued that infrastructure includes non-tangible assets like software
Stakeholder: A person or group of people or organisation who have a concern or an interest in a particular issue or outcome (often referred to as one of the "players" in the issue or set off issues being handled). The key to good policy development is to manage and fulfil as far as possible the needs, expectations and outcomes of all the stakeholders who have an interest in the issue
Strategic planning: The process of identifying the broad business direction and goals which an organisation will follow, the main business issues which it expects that it will encounter in the near future and in the longer term, and the general approaches which it will implement in order to deal with those issues. It also includes its predictions for how successful it is likely to be in the ongoing achievement of its business goals.
Understanding the business culture and standards of your service provider organisation
.Building and maintaining business relationships with customers
.Identifying client support needs
.Planning support roles and requirements
.Identifying the cost of providing client support services
.Negotiating support service costs
.Obtaining client feedback to monitor and adjust client support services
Topic 1 - Building Business Networks and Relationships
Q:List at least five ways in which you can create, foster or maintain professional relationships with software or hardware supplier companies and individual developers, consultants and other staff who work for them.
A: The following are ways in which you can create, foster or maintain professional relationships with suppliers and developers:
. Call the technical or business assistance contacts of your product supplier to find out about their services. Most suppliers now provide such contact information in their brochures and websites. If you ask them, they will probably be happy to discuss in detail the kinds of services they offer. They may be able to discuss the expected responses to the kinds of client and product issues that you may be likely to raise with them in future. You may be able to ask them about how they go about maintaining relationships with other organisations to which they supply products.
.Attend IT industry conferences to find out about current and future issues and new product developments. Use these conferences as opportunities to meet people from product supplier companies, to identify the role of yourself and your support organisation and to explain to these suppliers any user issues of which you are aware. Also develop personal contacts and working relationships with these people. Note: Even if it eventuates that the knowledge and contacts which you gain at these conferences is never needed in your particular support work, such professional relationships may become an avenue for future employment, career development or commercial business opportunities.
.Network with the wider industry in which your clients conduct business. If you support a particular kind of application, you might attend conferences, educational programs and other functions in that particular industry. Someone who supports financial accounting software may attend accounting conferences to meet with both accounting people and IT people operating in that industry. Many people who provide IT services in the financial markets industry, eg stock-broking, financial futures trading, insurance, superannuation and treasury operations, take part in finance industry education programs to learn about the legal compliance requirements applying to their IT systems and to make contact with industry regulators
. Take part in product reviews, technical updates and training programs offered by particular product suppliers. Many product suppliers seek to promote their products and network with industry practitioners through such offerings. Examples are SAP accounting software, who offers a regular national conference on its products and consulting services, the Microsoft technical certification program for developers and support staff and many other large and small suppliers.
. Maintain contact with other students at your IT education institution or college after your graduation. Regularly exchange information regarding technical developments, user issues and service industry ideas with them (within the limits of business confidentiality) and between the product development organisations and support service organisations, in which you may each be employed.
. Look for ' partners' grouped around the products and applications with which you are involved. Many organisations operate as partners or intermediaries between major application developers and their clients. The partner's role being to maintain close service relationships with the clients so that they continue to be interested in the developer's range of products. For example, most branded software firms, eg major web browsers and major accounting software, maintain a network of re-sellers who are committed to retailing that particular brand of software, providing pre-sale IT consulting and post-sale support, plus other types of IT and non-IT services. They also promote an ongoing relationship with that brand. Small IT firms may also band together into formal or informal partnerships to offer clients a range of related specialty services, such as IT needs analysis, hardware networks, customised application development, project management, design of web page content and strategic business planning. This integration of related products and services from separate providers is called channeling. Useful relationships and sources of expertise can be cultivated by associating with organisations through such partnerships. For examples of corporations offering 'partnerships', look at these sites: Microsoft (http://www.microsoft.com), IBM business applications (http://www.ibm.com) and SAP business applications
http://wwwSAP.com).
Topic 2 - Planning to Meet Client Requirements
Q1:Make a list of five questions which you would ask a client in order to understand their general business activities and identify their IT needs. Include support needs
A: There are some example of question following:
.What does the client organisation do? What are its general business circumstances?
.Who are their customers? How do they communicate with them? What exactly are they expected to deliver to their customers? What are not to deliver?
.In what specific types of activities are they involved? How much? How often? Which staff are involved? . How critical in terms of timing are these activities?
.What processes lead into other processes? What are the dependencies?
. What happens if they do not coordinate?
.What back-up practices and quality assurance practices are employed in their business activities?
.What computer systems do they need to perform their job?
.Is there an IT strategic business plan, resourcing plan or other relevant corporate planning that defines / directs / constrains the current state and the future directions of the organisation's IT systems and activities?
.What hardware? What applications? What are the inputs and outputs of this IT system
.How long can they continue doing business if their systems are not working?
.Who is responsible for the IT system? Should a system administrator with views on what type of support be delivered by you? Are they part of the client organisation's strategic business planning and budgeting team?
.How much money will they lose if their systems are not working?
.How many support requests does the client make now, per day and per month?
.What times during the day do they make the calls? For example, do they make the majority of calls between 9am and 5pm?
.What matters are raised in these calls? For example, hardware configuration, software configuration, training needs, network breakdowns, data losses or higher level needs like detailed technical advice and consulting services?
.How urgent are these support requests? How do the responses to these requests impact the client's business? (Helpful or not helpful? Short term solutions or long term solutions to the client's issues?)
.Are the support and other IT issues interrupting the client's normal business operations? Is e-mail not working or is the network down. Or do users have critical gaps in their training? How much is the client organisation spending / willing to spend on support services per month?
Q2: Make a list of five questions which you would ask yourself, as client support officer, in order to double check that you have done a sufficiently thorough analysis of the client's needs.
A: There are some example of question following:
.What happens if the information about products or services which your client
requests is not available either before or after installation? Have you specified and documented these information gaps and how they will affect the client?
.Is the list of client requirements complete, in the sense that if your recommended or specified product / service satisfies every documented user requirement, it will be acceptable to the user? What undocumented requirements could be potentially identified later? And, what would be the impact on the client if these unexpected requirements are not satisfied?
.Are the client requirements written in user friendly language? Do the users think so?
.Does each client requirement for products and support services avoid conflicts with other client requirements? If not, is this conflict specified / quantified?
.Are the client requirements for products and support services at a fairly consistent level of detail? Should any requirement be specified in more detail? Should any requirement be specified in less detail?
.Are the client requirements clear enough to be turned over to and understood by an independent group for installation of a product or provision of a support service?
Is each documented item relevant to a client's issue / problem and its associated solution? Can each documented item be traced to its origin in the client issue / problem environment
Q3: Make a list of five questions which you would ask the client in order to double check that they are satisfied with the way that you have conducted your analysis of their needs.
A: There are some example of question following:
.Did the client support staff accurately determine your requirements? Let the client see your written analysis.
.Did the analyst or client support staff listen to and accurately reflect your explanation of how your job operates, what the tasks and deliverables of your job are, how they relate to the key business outcomes of your organisation and how you interact with other people and tasks in your organisation?
.Did the client support staff listen to and repeat your client requirements for IT products and support services to ensure that they understood them and your organisational situation?
.Did the client support staff adequately explain how and when your IT products and support services would be delivered?
.Was the analyst or client support officer, with whom you dealt, knowledgeable about your IT systems and any other relevant aspects of your work?
.Are products and support services being delivered in the time-frame and scope as specified by your contract or service level agreement?
.Did you receive all of the user documentation that was agreed?
.Was the documentation legible and easy to apply in operational situations?
.Where you offered any manual or on-line documentation? If so, was it useful?
.Where you offered any training? If so, was it useful? What further training to you think is needed?
.Did you attend the training that was offered to you? If not, please indicate why not?
.Did the documentation address all of your needs? Does it cover all the areas of your work?
Topic 3 - Negotiating Client Support Service Costs
Q: Negotiations skills are involved in the arranging for the provision of regular support services from an organisation's internal IT services unit and for the obtaining of support for specific user problems when they arise each day.
Five general or specific IT support needs which a client would want fulfilled by the support provider include:
.response to a problem within a set time
.provision of support at a reasonable cost
.provision of adequate resources for support services to function adequately
.professional manners, technical knowledge and service skills
.services which are appropriate to the functionalities of the applications being operated by the user.
Five general or specific needs which the IT support provider would want users to fulfil include:
.patience during times of heavy demand for support services
.acceptance that the delivery of services will be completed within a pre-agreed timeframe and cost
.clear communication of the user's needs to the support staff
.clear communication to the support staff as to what the user thinks of the quality and effectiveness of the support services
.attendance in training which offers users knowledge and skills on ways to minimise their dependence on the support staff.
Can you list additional needs for both the support provider and users?
A: Possible general or specific IT support needs which a client would wish to have fulfilled by the support provider:
.respond to a problem within a set time
.provide support at a reasonable cost
.provide adequate resources for support services to function adequately
be professional in manner, technical knowledge and service skills
.provide services which are appropriate to the functionalities of the applications being operated by the user.
Possible general or specific needs which the IT support provider would wish the users to fulfil:
.be patient during times of heavy demand for support services
.accept communicate clearly to the support staff what the user's needs arethe delivery of services within a pre-agreed timeframe and cost
.communicate clearly to the support staff what the user thinks of the quality and effectiveness of the support services
.attend the training which is offered to users to minimise their dependence on the support staff.
Topic 4 - Maintaining a Focus on Clients
Q: Assume that in response to an analysis of a client's needs, you have installed a new software package at the workstations of the end users and you have provided training, user manuals and help desk services in relation to the new software.
Your task is compile a questionnaire listing at least ten questions, which you could put to an end user to assess whether the installation has been successful. In this, assess whether the new software is being used effectively in the client's business activities and the client is satisfied with your support services.
A: There are some example of question following:
1. Did you attend the training sessions which were offered prior to your new application being installed? If not, why not?.
2. Did you feel you benefited from the training? If not, why not?
3. What was the best aspect of the training you received?
4. What was the worst aspect of the training you received?
5. Did you read the user manual provided during the training? If not, why not?
6. Do you still have your user manual ready to refer to when using your new software?
7. How long after the installation occurred did you start using the new software?
8. Approximately how many times have you used the new software since installation occurred?
9. Do you currently use the new software? If not, why not?
10. Have you needed to contact the IT support unit to query any aspect of the new software or seek assistance with using it? Please briefly state the nature of this call.
11. Were your calls to the IT support unit regarding any queries or problems with the new software dealt with to your satisfaction?
12. Were you dissatisfied with the assistance provided by the IT support unit for any problems or queries with the new software? Please briefly state the nature of your query and in what way it was not dealt with to your satisfaction.
13. Have you needed to contact the IT support unit for assistance with the new software on more than one occasion? Please briefly state the nature of these problems or queries.
14. How long did it take for the IT support unit to respond to any problems or queries you have had with the new software?
15. Do you currently have any problems or queries with the new software which have not been dealt with by the IT support unit or other parts of the organisation?
16. Do you find the new software useful in your work? Please briefly state for what organisational purposes and business activities you used the software.
17. Would you prefer to have a different type of software, ie different functionalities, to use in your work? Please state briefly why / why not.
18. Would you prefer a different version or brand of this software application in your work? Please state any you prefer.
19. Are there any features of this new software which you do not understand? Please indicate which ones.
20. Are there any IT features or functionalities which you would find useful in your work but which are not present in your new software? Please state what kinds of features or functions you would like to have.
Thank you for competing this questionnaire. The IT support unit will provide you with a similar questionnaire to this one in six months from now so that we can optimise our services to you. You may also be contacted in person before that time by a support officer to discuss your individual needs.
In addition, please free to contact us at any time to discuss any needs or queries you may have. Jane, Andrew and Mary are available 8am to 6pm on XXXX XXXX - We are here to help support you.
Glossory
Active Listening: The process of responding in physical and verbal ways to whatyou hear in order to indicate that you are listening carefully and understanding what the other person is saying. This term therefore covers not only the act of hearing but also the use of positive gestures/facial expressions and the asking of questions, which reflect what the other person has said to you. For example, you might ask a client "How quickly do you think you need support to be provided when a problem occurs?" It could be followed by: "So what you are saying is that you need support services to be provided within one hour of a support call or your business will suffer. Is that correct?"
Body language: The use of facial expressions, hand gestures and orientation of the body to communicate your attitude (often unintentionally).
Budget: The ordered and predictable allocation of the organisation's available funds, in the present and in the future, to purchase any necessary goods and services for its operations, to pay the salaries of staff, and to invest in the development of the organisation's structure, activities and its personnel.
Business culture: The general set of qualities embodied by the working practices of an organisation. This includes attitudes, values, ethics (principles of behaviour), actual standards of behaviour, standards of quality in service and manufacturing, the formal organisational structure and management hierarchy, performance management, reward practices and the particular style of conducting relationships between employees, management, business partners, clients and other stakeholders with why.
Client/Customer: Someone who comes to you for your professional services.
Customer satisfaction survey: A survey of customers (management and end users) who ask specific and non-specific questions about how well the customer's needs have been met by a product or service, how well their business outcomes have been facilitated, the customer's view about how well the provider has managed the specific relationship with them, and the customer's attitude to how the relationship should develop in future. Surveys may take the form of questionnaires, interviews, focus groups, physical and electronic monitoring of a user's business activities. They seek to understand how well the organisation is facilitated by the IT products and services. They assess the quality and effectiveness of support call conversations.
Contract: A legally binding agreement made between two parties, to define the obligations and rights on each party. Contracts are usually created in written form, but may also exist as verbal agreements. Or, they may be implicit in the behaviour of two parties without any specific agreement having been spoken or written (eg when you are buying a bus ticket you are contracting with the bus service to be safely transported as far as your desired bus stop). In this module, contractual arrangements refer particularly to the legally binding rights and obligations which exist between a service provider and its client.
Contract: A legally binding agreement made between two parties, to define the obligations and rights on each party. Contracts are usually created in written form, but may also exist as verbal agreements. Or, they may be implicit in the behaviour of two parties without any specific agreement having been spoken or written (eg when you are buying a bus ticket you are contracting with the bus service to be safely transported as far as your desired bus stop). In this module, contractual arrangements refer particularly to the legally binding rights and obligations which exist between a service provider and its client.
Customer Relationship Management (CRM): The process of integrating all of the provider organisation's operational processes and procedures, human culture, strategic planning, policy development and technological facilities to maximise the outcomes for the provider's primary stakeholders (ie its clients), and to establish itself as a successful and reputable provider of products and services.
Escalation: The procedures for making appropriate decisions about when to seek more experienced, knowledgeable or extensive help to deal with an IT problem or issue, which is beyond the skills or resources of an IT support officer or their unit. This is the process of bringing in the necessary additional people and resources to support those circumstances.
Ethics: The behaviours, attitudes, duties and actions which an individual is expected to engage in whilst operating in a professional relationship environment or in any circumstance of trust. Typical ethical attributes which a professional is expected to adhere to are honesty, trustworthiness, diligence in the completion of skilled or knowledgeable work, diligence in serving a client according to the best interests of that client (rather than the provider's interest), and maintaining a professional standard of competence in technical knowledge, organisational procedures and legal obligations.
Functionalities: The features of a hardware or software application and the specific tasks which they are able to perform for a user. For example, in a word processing application, the general functionalities would include text editing, formatting, graphic insertions, creation of macros, spelling and grammar checks.
Infrastructure: The tangible IT hardware, office equipment, accommodation, communications, networks and the manufacturing, distribution and sales-related equipment which an organisation requires in order to carryout its operations. It can also be argued that infrastructure includes non-tangible assets like software
Stakeholder: A person or group of people or organisation who have a concern or an interest in a particular issue or outcome (often referred to as one of the "players" in the issue or set off issues being handled). The key to good policy development is to manage and fulfil as far as possible the needs, expectations and outcomes of all the stakeholders who have an interest in the issue
Strategic planning: The process of identifying the broad business direction and goals which an organisation will follow, the main business issues which it expects that it will encounter in the near future and in the longer term, and the general approaches which it will implement in order to deal with those issues. It also includes its predictions for how successful it is likely to be in the ongoing achievement of its business goals.
ICAW4214A Maintain ethical conduct training note
Learning outcomes
This unit studys for knowledge and skills development for ICAW4214A Maintain ethical conduct:
.Protect the interests of clients
.Produce quality products and services
.Ensure correct representation
.Produce code of ethics
.Maintain good work practices.
Topics in this unit
There are two topics in this unit to help you develop your knowledge and skills in maintaining ethical conduct.
1. Ethics in ICT
Oliver Burmeister, Chair of the Australian Computer Society's (ACS) Committee on Computer Ethics, discusses the role of the ACS, the ACS Code of Ethics, ethical issues that arise in the ICT industry, resolving ethical issues and adapting a code of ethics within an organisation.
What does ‘professionalism’ and ‘ethical behaviour’ mean in the ICT industry?
Tools such as a code of ethics provide organisations and workers with a common standard for ethical behaviour when dealing with colleagues,clients and the public. The Australian Computer Society (ACS) has developed a code of ethics that is widely adopted within the ICT industry. This code is now under review, with the view to updating the code to reflect the current ICT industry and issues. In this topic you’ll hear about the ACS and the ACS code of ethics, as well as a discussion of some ethical issues that arise in the ICT industryThis presentation is given by Oliver Burmeister, Chair of the Ethics Committee of the ACS, and Lecturer in Information Technology, Charles Sturt University. Some TAFE students studying IT also contribute their thoughts on some ethical issues.
2. Privacy legislation
Commissioner Les McCrimmon, from the Australian Law Reform Commission (ALRC), discusses the Federal Privacy Act 1988, and the sweeping reviews to Federal and State privacy laws that the Law Reform Commission is undertaking. This review and impending changes to privacy laws will impact the ICT industry when new legislation is enacted sometime after 2008.
How does the Federal Privacy Act 1988 apply to businesses and how does it govern the handling of information?
in this topic, I heared the Privacy Act 1988 explained in terms of how a business needs to interpret the Act and apply the Principles to its business and IT systems. Importantly, the Australian Law Reform Commission (ALRC) is leading a review of Federal and State privacy (and related) legislation due to the age of the Act and developments in technoloThis presentation is given by Pgy since the Privacy Act came into force in 1988.
This presentation is given by Professor Les McCrimmon who is a Commissioner at the ALRC
Activities
Scenarios
For each scenario given here decide whether the behaviour is illegal or unethical.
1. Unethical or illegal?
In this activity you’ll need to determine whether workplace scenarios show unethical or illegal behaviour.
Scenario 1.1
Your boss takes three weeks leave. One of your colleagues takes two days leave during this period. They do not submit the appropriate form for taking leave. You say nothing to your colleague or to your boss when she returns.
A: Unethical; There is no law to say this is illegal. However, this should be managed within the workplace. Other managers may need to take over responsibility to ensure that this practice does not occur.
Scenario 1.2
A colleague buys a cappuccino from petty cash.
A: Illegal: Even though it may sound minor, it is theft, and therefore illegal.
Scenario 1.3
A person starts their own business providing quotes for interior design work for residences. They do not include in their quotes delivery of the goods or installation.
A: Unethical: This is misleading information
An employee is completing their studies part-time in the evenings. They take stationery from work for their own use, including pens and writing paper.
A: Illegal: It is theft and therefore illegal.
2. Prioritisation or professional judgment?
Scenario 2.1
Read the scenario carefully, then determine which ethical approach was used by Sam to deal with the unethical behaviour: prioritisation or professional judgement. Then select any sections from the two Codes of Ethics that apply to Sam’s situation.
Sam works for ABC Company. His boss has recently been going through a divorce which drained him emotionally and financially. His boss was found to be exploiting the ABC funds: he had written cheques for $5000 for his personal use. The management is sympathetic to his situation. Sam’s boss is now paying back the money on a monthly basis.
The ACS and ACM were advised of the situation. The ACS revoked his membership as he had violated the Code of Ethics 4.10.2 ‘I must not knowingly engage in, or be associated with, dishonest or fraudulent practices’. The ACM revoked his membership as he had violated the Code of Ethics 2.3 ‘Know and respect existing laws pertaining to professional work’.
Everyone at ABC Company was shocked when they heard the news. Sam’s boss’s colleagues have reacted in different ways. Sam has decided to be civil to his boss. He continues to work with him in the best way possible but does distance himself from him.
A: In this case, the considering that Sam used for his judgement was based on the ACS Code of Ethics 4.10.5 ‘I must distance myself professionally from someone whose membership of the Society has been terminated because of unethical behaviour or unsatisfactory conduct.’
Sam followed the Prioritisation method. Stealing money from a company is illegal. In some circumstances this may cause major problems for anyone in the public who uses their services.
Scenario 2.2
What ethical method has Carlos used, professional judgement or prioritisation? And what has he based his judgement on?
Carlos tries to convince his colleagues to attend a 1-week course. None of them can afford it. He approaches his boss to provide funding for the course. He finds out the department has already overspent this year’s budget.
Carlos creates his own 3-day compact version of the course and delivers this to his colleagues.
A: Prioritisation is correct here. ACS Code of Ethics states in 4.9, ‘I must encourage my colleagues, employees and students to continue their own professional development.’
ACM Code of Ethics states in 3.6 ‘Create opportunities for members of the organisation to learn the principles and limitations of computer systems.’
Carlos recognises the importance of the information for his colleagues. He goes beyond encouraging them to attend and creates a compact version of the course.
3. Develop a Code of Ethics
Scenario
You work for the ABC Computer Company. They sell computer hardware and software. They do not undertake repairs or software installation. Computers or components are covered by their 1 year warranty. If there is a problem, they are either sent to another company for repairs, or else replaced.
ABC Computer Company has now decided to create a website to sell their products, as well as a product blog. This is intended for staff to write a commentary on a particular product. As the product becomes obsolete, staff will write about the updated product. The blog will display an image of the product and its price. It will provide a link to the product where the full information can be found. Any reader can leave comments on the product.
The ABC Computer Company Code of Ethics needs to take into account the blog on the website and readers’ comments. For each of the values and ideas in the Australian Computer Society’s Code of Ethics, write a report on how this relates to the blogging section of the website
.Are the values and ideals appropriate?
.The values and ideals are developed into standards of conduct.
How can these be applied to the ABC Company product blog?
A: ABC Company Code of Ethics
Applying a Code of Ethics for staff writing the product blog is appropriate. This can be discussed, applied and controlled within ABC Computer Company. However, all readers may not comply with the Code of Ethics. The ABC Computer Company could restrict access to the blog by only allowing registered users. If any inappropriate material is written, they could then block that person.
The following questions need to be considered when developing your Code of Ethics.
Priorities
.How is the Code of Ethics applied to the blog, and is it appropriate?
.Should any reader’s comments be acknowledged?
.Should there be a policy introduced to have the acknowledgement sent within a week, within a day or immediately?
.Should this be automatically generated and sent immediately, or personally sent by the staff member?
Competence
.How will you know if the reader’s response is competent?
.How will you know that what they say about a product is professional? Maybe they have no idea How to install the product and they leave a comment that the component does not work?
Honesty
.How will you know if the reader’s comments are honest?
.How will you respond if you believe they are not?
Social implications
How does this apply to a reader’s comments?
How will their comments affect the business’s reputation?
Professional development
.The information provided on the product should increase the readers’ knowledge and therefore, add to their professional development.
.Any information the reader can provide will enhance other readers’ professional development.
.Should comments made by the reader be referenced?
IT professional
.How will you measure the integrity of the comments made by the reader?
.How will you manage the situation if a reader starts commenting on another reader’s comments
This unit studys for knowledge and skills development for ICAW4214A Maintain ethical conduct:
.Protect the interests of clients
.Produce quality products and services
.Ensure correct representation
.Produce code of ethics
.Maintain good work practices.
Topics in this unit
There are two topics in this unit to help you develop your knowledge and skills in maintaining ethical conduct.
1. Ethics in ICT
Oliver Burmeister, Chair of the Australian Computer Society's (ACS) Committee on Computer Ethics, discusses the role of the ACS, the ACS Code of Ethics, ethical issues that arise in the ICT industry, resolving ethical issues and adapting a code of ethics within an organisation.
What does ‘professionalism’ and ‘ethical behaviour’ mean in the ICT industry?
Tools such as a code of ethics provide organisations and workers with a common standard for ethical behaviour when dealing with colleagues,clients and the public. The Australian Computer Society (ACS) has developed a code of ethics that is widely adopted within the ICT industry. This code is now under review, with the view to updating the code to reflect the current ICT industry and issues. In this topic you’ll hear about the ACS and the ACS code of ethics, as well as a discussion of some ethical issues that arise in the ICT industryThis presentation is given by Oliver Burmeister, Chair of the Ethics Committee of the ACS, and Lecturer in Information Technology, Charles Sturt University. Some TAFE students studying IT also contribute their thoughts on some ethical issues.
2. Privacy legislation
Commissioner Les McCrimmon, from the Australian Law Reform Commission (ALRC), discusses the Federal Privacy Act 1988, and the sweeping reviews to Federal and State privacy laws that the Law Reform Commission is undertaking. This review and impending changes to privacy laws will impact the ICT industry when new legislation is enacted sometime after 2008.
How does the Federal Privacy Act 1988 apply to businesses and how does it govern the handling of information?
in this topic, I heared the Privacy Act 1988 explained in terms of how a business needs to interpret the Act and apply the Principles to its business and IT systems. Importantly, the Australian Law Reform Commission (ALRC) is leading a review of Federal and State privacy (and related) legislation due to the age of the Act and developments in technoloThis presentation is given by Pgy since the Privacy Act came into force in 1988.
This presentation is given by Professor Les McCrimmon who is a Commissioner at the ALRC
Activities
Scenarios
For each scenario given here decide whether the behaviour is illegal or unethical.
1. Unethical or illegal?
In this activity you’ll need to determine whether workplace scenarios show unethical or illegal behaviour.
Scenario 1.1
Your boss takes three weeks leave. One of your colleagues takes two days leave during this period. They do not submit the appropriate form for taking leave. You say nothing to your colleague or to your boss when she returns.
A: Unethical; There is no law to say this is illegal. However, this should be managed within the workplace. Other managers may need to take over responsibility to ensure that this practice does not occur.
Scenario 1.2
A colleague buys a cappuccino from petty cash.
A: Illegal: Even though it may sound minor, it is theft, and therefore illegal.
Scenario 1.3
A person starts their own business providing quotes for interior design work for residences. They do not include in their quotes delivery of the goods or installation.
A: Unethical: This is misleading information
An employee is completing their studies part-time in the evenings. They take stationery from work for their own use, including pens and writing paper.
A: Illegal: It is theft and therefore illegal.
2. Prioritisation or professional judgment?
Scenario 2.1
Read the scenario carefully, then determine which ethical approach was used by Sam to deal with the unethical behaviour: prioritisation or professional judgement. Then select any sections from the two Codes of Ethics that apply to Sam’s situation.
Sam works for ABC Company. His boss has recently been going through a divorce which drained him emotionally and financially. His boss was found to be exploiting the ABC funds: he had written cheques for $5000 for his personal use. The management is sympathetic to his situation. Sam’s boss is now paying back the money on a monthly basis.
The ACS and ACM were advised of the situation. The ACS revoked his membership as he had violated the Code of Ethics 4.10.2 ‘I must not knowingly engage in, or be associated with, dishonest or fraudulent practices’. The ACM revoked his membership as he had violated the Code of Ethics 2.3 ‘Know and respect existing laws pertaining to professional work’.
Everyone at ABC Company was shocked when they heard the news. Sam’s boss’s colleagues have reacted in different ways. Sam has decided to be civil to his boss. He continues to work with him in the best way possible but does distance himself from him.
A: In this case, the considering that Sam used for his judgement was based on the ACS Code of Ethics 4.10.5 ‘I must distance myself professionally from someone whose membership of the Society has been terminated because of unethical behaviour or unsatisfactory conduct.’
Sam followed the Prioritisation method. Stealing money from a company is illegal. In some circumstances this may cause major problems for anyone in the public who uses their services.
Scenario 2.2
What ethical method has Carlos used, professional judgement or prioritisation? And what has he based his judgement on?
Carlos tries to convince his colleagues to attend a 1-week course. None of them can afford it. He approaches his boss to provide funding for the course. He finds out the department has already overspent this year’s budget.
Carlos creates his own 3-day compact version of the course and delivers this to his colleagues.
A: Prioritisation is correct here. ACS Code of Ethics states in 4.9, ‘I must encourage my colleagues, employees and students to continue their own professional development.’
ACM Code of Ethics states in 3.6 ‘Create opportunities for members of the organisation to learn the principles and limitations of computer systems.’
Carlos recognises the importance of the information for his colleagues. He goes beyond encouraging them to attend and creates a compact version of the course.
3. Develop a Code of Ethics
Scenario
You work for the ABC Computer Company. They sell computer hardware and software. They do not undertake repairs or software installation. Computers or components are covered by their 1 year warranty. If there is a problem, they are either sent to another company for repairs, or else replaced.
ABC Computer Company has now decided to create a website to sell their products, as well as a product blog. This is intended for staff to write a commentary on a particular product. As the product becomes obsolete, staff will write about the updated product. The blog will display an image of the product and its price. It will provide a link to the product where the full information can be found. Any reader can leave comments on the product.
The ABC Computer Company Code of Ethics needs to take into account the blog on the website and readers’ comments. For each of the values and ideas in the Australian Computer Society’s Code of Ethics, write a report on how this relates to the blogging section of the website
.Are the values and ideals appropriate?
.The values and ideals are developed into standards of conduct.
How can these be applied to the ABC Company product blog?
A: ABC Company Code of Ethics
Applying a Code of Ethics for staff writing the product blog is appropriate. This can be discussed, applied and controlled within ABC Computer Company. However, all readers may not comply with the Code of Ethics. The ABC Computer Company could restrict access to the blog by only allowing registered users. If any inappropriate material is written, they could then block that person.
The following questions need to be considered when developing your Code of Ethics.
Priorities
.How is the Code of Ethics applied to the blog, and is it appropriate?
.Should any reader’s comments be acknowledged?
.Should there be a policy introduced to have the acknowledgement sent within a week, within a day or immediately?
.Should this be automatically generated and sent immediately, or personally sent by the staff member?
Competence
.How will you know if the reader’s response is competent?
.How will you know that what they say about a product is professional? Maybe they have no idea How to install the product and they leave a comment that the component does not work?
Honesty
.How will you know if the reader’s comments are honest?
.How will you respond if you believe they are not?
Social implications
How does this apply to a reader’s comments?
How will their comments affect the business’s reputation?
Professional development
.The information provided on the product should increase the readers’ knowledge and therefore, add to their professional development.
.Any information the reader can provide will enhance other readers’ professional development.
.Should comments made by the reader be referenced?
IT professional
.How will you measure the integrity of the comments made by the reader?
.How will you manage the situation if a reader starts commenting on another reader’s comments
BSBCMN304A Contribute to personal skill development and learning Training Note
To success the Contribute to personal skill development and learning (BSBCMN304A), you are be able to demonstrate the skills and knowledge required to support your own learning and skill development needs. This self-development applies both to your own career and in the context of an organisation's goals and objectives.
Your assessment tasks will require you to demonstrate your competence by:
.Identifying your learning needs for skill development
.Undertaking personal skill development
.Monitoring the effectiveness of learning
Develop a personal vision statement practice
Activity 1: Read a vision statement
Q: Search the internet and find the vision statement for an organisation that you have had a good experience with. This could be a government department, a private organisation such as a bank or chain store or your local school or council.
A: The followed vision statement is come from the International Office - Faculty of Informatics of Wollongong University that shows the objectives of the university and how to achieve.
“Our Office enhances the University’s and Faculty’s Vision and Mission Statements to be recognised as an international centre of excellence for teaching and research in both its onshore and offshore locations. Apart from the University’s main campus in Wollongong, Australia, international students can undertake part or all of their studies at offshore locations in Singapore, Malaysia, Indonesia, China or Dubai.
We place the greatest importance on our international students gaining the necessary skills and competencies to succeed at the highest level (both professionally and personally); whilst at the same time we seek to expose them to a rewarding educational experience at one of the University’s distinguished learning and research centres.”
Activity 2: Where are you now, in five years, in ten years time?
Think about your life now and in the future. Download this table and fill it out for your life now, in five years and in ten years time.
Table: Where are you in the future?
Activity 3: What is a career path?
Q: What does a career path mean to you? What do you think it might mean for your fellow students?
Write a short definition of what a career path means to you, how important it is to you right now and how planning a career path might help you to achieve your goals (up to 100 words). Share this with your fellow students - either in the classroom or online in a forum.
A: Career path is the way to developing my career. The development depends on a variety of factors like your personal capabilities, skills, experience and the opportunities available for training and advancement.
I would like to work with the computer multinational company, however, my communication skills is not really good. Thus, I have to develop my communication skills first that is the reason why I come to Australia to study. From here I can improve my communication skills because in my daily life I have to face each other that do not come from my country. So, the general language here is English that farce me to use it and getting better by time to time. Furthermore, come to Australia do not just improve my communication skill, it also improve my lifestyle. Since I come here, I have to due and face the issue that I never meet within my country such as how to rent the unit, connection the internet, telephone, electrical so on. Also, I have to analyse and make many decisions by myself.
Key terms
Brainstorm: Quickly writing down lots of your ideas without thinking about their value, then sorting through them later.
Collage: A picture made by pasting together other pictures (eg. cut from magazines)
CV: Also know as a ‘Résumé’, CV stands for ‘Curriculum Vitae’ and is a brief summary of your career to date. An essential tool for job seekers to present to employers.
Employability skills: A range of generic skills which make you a flexible and productive member of a team. Employers will look for these skills in addition to specific job skills. They include interpersonal, communication, team, organisational and problem solving skills.
Entrepreneurial skills: The ability to make decisions, plan and take risks in order to start and build a successful business.
Mentor: A person at a higher level in a company who takes on the role of helping and guiding a less experienced person.
Networking: Communicating with people outside your organisation to build up contacts and sources of information. They could help with getting you a job, recommending you or introducing you to useful people.
Your assessment tasks will require you to demonstrate your competence by:
.Identifying your learning needs for skill development
.Undertaking personal skill development
.Monitoring the effectiveness of learning
Develop a personal vision statement practice
Activity 1: Read a vision statement
Q: Search the internet and find the vision statement for an organisation that you have had a good experience with. This could be a government department, a private organisation such as a bank or chain store or your local school or council.
A: The followed vision statement is come from the International Office - Faculty of Informatics of Wollongong University that shows the objectives of the university and how to achieve.
“Our Office enhances the University’s and Faculty’s Vision and Mission Statements to be recognised as an international centre of excellence for teaching and research in both its onshore and offshore locations. Apart from the University’s main campus in Wollongong, Australia, international students can undertake part or all of their studies at offshore locations in Singapore, Malaysia, Indonesia, China or Dubai.
We place the greatest importance on our international students gaining the necessary skills and competencies to succeed at the highest level (both professionally and personally); whilst at the same time we seek to expose them to a rewarding educational experience at one of the University’s distinguished learning and research centres.”
Activity 2: Where are you now, in five years, in ten years time?
Think about your life now and in the future. Download this table and fill it out for your life now, in five years and in ten years time.
Table: Where are you in the future?
Activity 3: What is a career path?
Q: What does a career path mean to you? What do you think it might mean for your fellow students?
Write a short definition of what a career path means to you, how important it is to you right now and how planning a career path might help you to achieve your goals (up to 100 words). Share this with your fellow students - either in the classroom or online in a forum.
A: Career path is the way to developing my career. The development depends on a variety of factors like your personal capabilities, skills, experience and the opportunities available for training and advancement.
I would like to work with the computer multinational company, however, my communication skills is not really good. Thus, I have to develop my communication skills first that is the reason why I come to Australia to study. From here I can improve my communication skills because in my daily life I have to face each other that do not come from my country. So, the general language here is English that farce me to use it and getting better by time to time. Furthermore, come to Australia do not just improve my communication skill, it also improve my lifestyle. Since I come here, I have to due and face the issue that I never meet within my country such as how to rent the unit, connection the internet, telephone, electrical so on. Also, I have to analyse and make many decisions by myself.
Key terms
Brainstorm: Quickly writing down lots of your ideas without thinking about their value, then sorting through them later.
Collage: A picture made by pasting together other pictures (eg. cut from magazines)
CV: Also know as a ‘Résumé’, CV stands for ‘Curriculum Vitae’ and is a brief summary of your career to date. An essential tool for job seekers to present to employers.
Employability skills: A range of generic skills which make you a flexible and productive member of a team. Employers will look for these skills in addition to specific job skills. They include interpersonal, communication, team, organisational and problem solving skills.
Entrepreneurial skills: The ability to make decisions, plan and take risks in order to start and build a successful business.
Mentor: A person at a higher level in a company who takes on the role of helping and guiding a less experienced person.
Networking: Communicating with people outside your organisation to build up contacts and sources of information. They could help with getting you a job, recommending you or introducing you to useful people.
ICAT3025A Run standard diagnostic tests training note
Objective
Run standard diagnostic tests include a range of basic skills that are required to troubleshoot computer problems. With these skills you will be able to identify which components of a computer system are working correctly and which are not. This information will help you determine the nature of the problem.
In this unit you’ll do four tasks for a company called WITSIT Computer Support to allow you to demonstrate your skills and knowledge in running standard diagnostic tests.
To do these tasks you’ll need to be able to:
.Operate system diagnostics.
Scan a system for viruses.
Use system diagnostic tools practice
Activity 1: Determine problems and make recommendations
Q1: You have been called to a PC system that will not load the operating system. What diagnostic tool will you examine to help determine the problem?
A: A POST tool to look for errors in the booting process
Q2: You have been called to a PC system that will not load the operating system. When you turn it on the screen remains blank and you hear a series of beeps. You know the system has a gigabyte motherboard. What do you do?
A: In this case, I can start with turn the computer off and ensure all device cables are seated correctly, or check for the documentation that accompanied the system and visit the manufacturer’s website and look for supporting documentation.
Q3: You have determined that the system has suffered from a user accidentally entering the CMOS setup tool and modifying settings. What would you recommend?
A: First of all, I will enter the CMOS tool and select ‘Restore Factory Settings’.
Secondly, recommend protecting the CMOS with a password.
The last one, educate the user about the computer’s booting sequence.
Activity 2: Understand diagnostic tools
Answering true or false for follows statement.
Q1: The purpose of booting in ‘Safe’ mode is to minimise the chances of the operating system failing through only loading core services.
A: True because In ‘Safe’ mode the operating system loads a minimum set of services to allow the user to try and identify and solve whatever the fault is.
Q2: The system log will record information about which system services have started and which have failed.
A: True because the system log is all about system services and their loading. Other tools handle virus or drive checking.
Detect and remove viruses practice
Activity 1: Prepare a new computer for the workplace
Q: You have been provided with a new computer for your business. Try this interactive sequencing activity that will help you prepare it for the workplace
A: The steps to prepare a new computer for the workplace are:
Partition and format the hard disk drive.
Install and configure the operating system.
Install the company’s preferred anti-virus software.
Update the anti-virus software with the latest virus identification files.
Install application software.
Test the system.
Backup the system.
Install the computer into the office environment.
Activity 2: Detect a virus
You have been called to a computer that has recently shown symptoms of a possible virus infection. However, the anti-virus software does not detect any viruses on the computer. The main screen of the installed anti-virus software is shown below:
Norton AntiVirus software
Q: The items following are problems with the anti-virus software installation as shown above. Which of the following is most likely to have led to an infection occurring?
A: The date of the virus definition file is crucial. It is old and out of date, allowing newer viruses to infect the computer.
Key terms
Booting: comes from the ‘Boot Strap Code’ that referred to a small piece of programming code built into computers that instructed the machine on what to do when turned on; booting now generally refers to the processes automatically attempted when power is provided to a computer
CMOS: Metal Oxide Semi-Conductor, the chip device that retains the computer’s set up configuration when it is turned off
DMA channel: Direct Memory Access channel, a system resource used by some devices that are able to transfer data directly into or out of the system RAM
IDE: Integrated Drive Electronics, the most common, but not the only, way of attaching a hard disk to your system; the default drive interface on most PC systems; other interfaces for drives include SCSI and USB
Surge protector: a device that is designed to protect a device from peaks of over-voltage; normally plugged into a power point and then the device is plugged into it; the surge protector is often damaged in the process of protecting the device from a power surge
Worm: a program that replicates from machine to machine across network connections often clogging networks and information systems as it spreads
Antivirus software: software used to detect and eliminate computer viruses
Boot sector: a sector of a hard disk that contains a loader program for starting an operating system
Backup: a copy of a computer program or file stored separately from the original
Background scanning: automatic scanning of files and documents as they are created, opened, closed, or executed
Data file: a file consisting of data in the form of text, numbers, or graphics, as distinct from a program file containing commands and instructions
Executable (EXE) file: programs or self-extracting files with an.exe filename extension. Clicking on an
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