[26425] in resnet
Re: Teaching how to troubleshoot . . .
daemon@ATHENA.MIT.EDU (Ben Fielden)
Thu May 26 09:56:13 2011
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Date: Thu, 26 May 2011 09:55:51 -0400
Reply-To: fieldenb@GWU.EDU
From: Ben Fielden <fieldenb@GWU.EDU>
To: RESNET-L@listserv.nd.edu
In-Reply-To: <OF35D258D3.833867EF-ON8525789C.004B91E7-8525789C.004BFDC0@fordham.edu>
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I've always wanted to write a "build your own adventure" style script of
sorts to use for the newest folks.
"Are there any indicator lights? Yes - p2, No - p4"
"Do you see the manufacturer's startup screen? Yes - read on, No - p4"
I think the new folks would have a lot more confidence knowing that they can
sit down with the book and get through a fair number of steps on their own.
It also would provide instructions for what information to gather in case
they cant figure out the information and need to have one of my FT techs
look at it.
Of course I haven't had the time to actually write it...
-Ben
--
Ben Fielden
Manager of Technical Support
Student Technology Services
Division of Information Technology
http://it.gwu.edu/sts
202-994-2597
Division of Information Technology staff members will NEVER ask for your
password!
On Thu, May 26, 2011 at 9:50 AM, WILLIAM J. CAMPBELL
<wcampbell@fordham.edu>wrote:
> I do not have any formal training as most organizations. But, I do have
> about a half dozen old Pentium's stacked in the corner. When I get a rookie
> first thing they do is take apart each one and put it back together. Most
> newbies have never done anything remotely like it and the experience itself
> is enough to build confidence that if they touch the innards of a machine,
> it won't explode. I don't really care whether or not the machines they
> reconstruct actually work, it really more for the just the experience of
> ripping the guts out of a machine.
>
>
>
>
> Bill
>
> --------------------------------------------
> William Campbell
> Computer Teaching Lab Coordinator
> Rose Hill Campus
> Room 303 JMH
> Fordham University
> 441 East Fordham Rd
> Bronx, N.Y. 10458
> 718-817-4467
> WCampbell@Fordham.Edu
>
> Fordham IT's standing maintenance window is every Thursday and Friday from
> 5:00 AM thru 8:30 AM
>
>
>
> From: "Randall K. Kouns" <kounsra@earlham.edu>
> To: RESNET-L@LISTSERV.ND.EDU
> Date: 05/26/2011 09:44 AM
> Subject: Re: Teaching how to troubleshoot . . .
> Sent by: Resnet Forum <RESNET-L@LISTSERV.ND.EDU>
> ------------------------------
>
>
>
> Yes please make these public comments
>
> ------------------------------
> *From: *"John Shatzer" <JSHATZER@wooster.edu>*
> To: *RESNET-L@LISTSERV.ND.EDU*
> Sent: *Thursday, May 26, 2011 9:37:26 AM*
> Subject: *Re: Teaching how to troubleshoot . . .
>
> I'm in the midst of putting together a new student employee program and I'd
> love to see how others are handling this as well.
>
> John Shatzer
> College of Wooster
>
> >>> Erin Nettifee <erin.nettifee@duke.edu> 5/26/2011 9:26 AM >>>
> Hi all,
>
> We're starting our planning for training our new staff in August (here
> before you know it!)
>
> One of the things that we see as an area of improvement in our training is
> the idea of teaching how to troubleshoot. It's something that's implicit in
> all of the training that we do, but we're interested in making much more
> explicit. We want people to be comfortable not just with "Here's how you fix
> ____", but also with "The customer says they have no idea what's going on,
> how do I figure it out?" We have students who work in multiple areas (public
> schools, help desk, printing, multimedia, communications, training) but we
> feel like all of them can benefit from this kind of generalized,
> higher-level training.
>
> Has anyone ever taught a "Troubleshooting 101" class like this before? If
> so, would you be willing to share your thought process on it, and maybe some
> course materials? Right now, we're thinking that the best way to structure
> this would be some introductory lesson / lecture type, and then a LOT of
> active roleplaying . . . but we want to make it as interactive as possible.
>
> Thanks in advance!
>
> Erin
>
> -----------------------
> Erin Nettifee
> Coordinator of Academic Support / Link Liaison
> Duke University Office of Information Technology
> erin.nettifee@duke.edu
> (919) 668-4829 (desk)
>
> ___________________________________________________
> You are subscribed to the ResNet-L mailing list.
>
> To subscribe, unsubscribe or search the archives,
> go to *http://LISTSERV.ND.EDU/archives/resnet-l.html*<http://listserv.nd.edu/archives/resnet-l.html>
> ___________________________________________________
> ___________________________________________________ You are subscribed to
> the ResNet-L mailing list.
> To subscribe, unsubscribe or search the archives, go to
> http://LISTSERV.ND.EDU/archives/resnet-l.html<http://listserv.nd.edu/archives/resnet-l.html>___________________________________________________
>
> ___________________________________________________ You are subscribed to
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> To subscribe, unsubscribe or search the archives, go to
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> To subscribe, unsubscribe or search the archives, go to
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I've always wanted to write a "build your own adventure" styl=
e script of sorts to use for the newest folks.<div><br></div><div>"Are=
there any indicator lights? Yes - p2, No - p4"</div><div>"Do you=
see the manufacturer's startup screen? Yes - read on, No - p4"</d=
iv>
<div><br></div><div>I think the new folks would have a lot more confidence =
knowing that they can sit down with the book and get through a fair number =
of steps on their own. It also would provide instructions for what informat=
ion to gather in case they cant figure out the information and need to have=
one of my FT techs look at it.=A0</div>
<div><br></div><div>Of course I haven't had the time to actually write =
it...</div><div><br></div><div>-Ben<br clear=3D"all"><div><br></div><div>--=
</div>Ben Fielden<div><div>Manager of Technical Support</div><div>Student T=
echnology Services</div>
<div>Division of Information Technology</div><div><a href=3D"http://it.gwu.=
edu/sts" target=3D"_blank">http://it.gwu.edu/sts</a></div></div><div>202-99=
4-2597</div><div><br></div><div><span style=3D"font-family:arial, sans-seri=
f;font-size:13px;border-collapse:collapse">Division of Information Technolo=
gy staff members will=A0<font color=3D"#222222">NEVER ask for your=A0</font=
>password!</span></div>
<br>
<br><br><div class=3D"gmail_quote">On Thu, May 26, 2011 at 9:50 AM, WILLIAM=
J. CAMPBELL <span dir=3D"ltr"><<a href=3D"mailto:wcampbell@fordham.edu"=
>wcampbell@fordham.edu</a>></span> wrote:<br><blockquote class=3D"gmail_=
quote" style=3D"margin:0 0 0 .8ex;border-left:1px #ccc solid;padding-left:1=
ex;">
<font size=3D"2" face=3D"sans-serif">I do not have any formal training as m=
ost
organizations. But, I do have about a half dozen old Pentium's stacked
in the corner. When I get a rookie first thing they do is take apart each
one and put it back together. Most newbies have never done anything remotel=
y
like it and the experience itself is enough to build confidence that if
they touch the innards of a machine, it won't explode. I don't real=
ly care
whether or not the machines they reconstruct actually work, it really more
for the just the experience of ripping the guts out of a machine.</font>
<br>
<br>
<br>
<br>
<br><font size=3D"2" face=3D"sans-serif">Bill<br>
<br>
--------------------------------------------<br>
William Campbell<br>
Computer Teaching Lab Coordinator<br>
Rose Hill Campus<br>
Room 303 JMH<br>
Fordham University<br>
441 East Fordham Rd<br>
Bronx, N.Y. 10458<br>
718-817-4467<br>
WCampbell@Fordham.Edu<br>
<br>
Fordham IT's standing maintenance window is every Thursday and Friday f=
rom
5:00 AM thru 8:30 AM</font>
<br>
<br>
<br>
<br><font size=3D"1" color=3D"#5f5f5f" face=3D"sans-serif">From: =A0 =A0 =
=A0
=A0</font><font size=3D"1" face=3D"sans-serif">"Randall K. Kouns"
<<a href=3D"mailto:kounsra@earlham.edu" target=3D"_blank">kounsra@earlha=
m.edu</a>></font>
<br><div class=3D"im"><font size=3D"1" color=3D"#5f5f5f" face=3D"sans-serif=
">To: =A0 =A0 =A0
=A0</font><font size=3D"1" face=3D"sans-serif"><a href=3D"mailto:RESNET-L@L=
ISTSERV.ND.EDU" target=3D"_blank">RESNET-L@LISTSERV.ND.EDU</a></font>
<br></div><font size=3D"1" color=3D"#5f5f5f" face=3D"sans-serif">Date: =A0 =
=A0 =A0
=A0</font><font size=3D"1" face=3D"sans-serif">05/26/2011 09:44 AM</font>
<br><div class=3D"im"><font size=3D"1" color=3D"#5f5f5f" face=3D"sans-serif=
">Subject: =A0 =A0
=A0 =A0</font><font size=3D"1" face=3D"sans-serif">Re: Teaching
how to troubleshoot . . .</font>
<br></div><font size=3D"1" color=3D"#5f5f5f" face=3D"sans-serif">Sent by: =
=A0 =A0
=A0 =A0</font><font size=3D"1" face=3D"sans-serif">Resnet Forum
<<a href=3D"mailto:RESNET-L@LISTSERV.ND.EDU" target=3D"_blank">RESNET-L@=
LISTSERV.ND.EDU</a>></font>
<br>
<hr noshade><div><div></div><div class=3D"h5">
<br>
<br>
<br><font size=3D"3" face=3D"Times">Yes please make these public comments<b=
r>
<br>
</font>
<hr><font size=3D"3" face=3D"Times"><b>From: </b>"John Shatzer" &=
lt;<a href=3D"mailto:JSHATZER@wooster.edu" target=3D"_blank">JSHATZER@woost=
er.edu</a>><b><br>
To: </b><a href=3D"mailto:RESNET-L@LISTSERV.ND.EDU" target=3D"_blank">RESNE=
T-L@LISTSERV.ND.EDU</a><b><br>
Sent: </b>Thursday, May 26, 2011 9:37:26 AM<b><br>
Subject: </b>Re: Teaching how to troubleshoot . . .<br>
</font>
<br><font size=3D"3" face=3D"Times">I'm in the midst of putting togethe=
r a new
student employee program and I'd love to see how others are handling th=
is
as well.</font>
<br><font size=3D"3" face=3D"Times">=A0</font>
<br><font size=3D"3" face=3D"Times">John Shatzer<br>
College of Wooster</font>
<br><font size=3D"3" face=3D"Times"><br>
>>> Erin Nettifee <<a href=3D"mailto:erin.nettifee@duke.edu" ta=
rget=3D"_blank">erin.nettifee@duke.edu</a>> 5/26/2011 9:26
AM >>><br>
Hi all,<br>
<br>
We're starting our planning for training our new staff in August (here
before you know it!) <br>
<br>
One of the things that we see as an area of improvement in our training
is the idea of teaching how to troubleshoot. It's something that's =
implicit
in all of the training that we do, but we're interested in making much
more explicit. We want people to be comfortable not just with "Here=
9;s
how you fix ____", but also with "The customer says they have
no idea what's going on, how do I figure it out?" We have students
who work in multiple areas (public schools, help desk, printing, multimedia=
,
communications, training) but we feel like all of them can benefit from
this kind of generalized, higher-level training.<br>
<br>
Has anyone ever taught a "Troubleshooting 101" class like this
before? If so, would you be willing to share your thought process on it,
and maybe some course materials? Right now, we're thinking that the bes=
t
way to structure this would be some introductory lesson / lecture type,
and then a LOT of active roleplaying . . . but we want to make it as intera=
ctive
as possible.<br>
<br>
Thanks in advance!<br>
<br>
Erin<br>
<br>
-----------------------<br>
Erin Nettifee<br>
Coordinator of Academic Support / Link Liaison<br>
Duke University Office of Information Technology<br>
<a href=3D"mailto:erin.nettifee@duke.edu" target=3D"_blank">erin.nettifee@d=
uke.edu</a><br>
(919) 668-4829 (desk)<br>
<br>
___________________________________________________<br>
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