OCR LEVEL 2 CAMBRIDGE TECHNICAL

Transcription

1 Cambridge TECHNICALS OCR LEVEL 2 CAMBRIDGE TECHNICAL CERTIFICATE/DIPLOMA IN IT IT FAULT DIAGNOSIS AND REMEDY K/601/3287 LEVEL 2 UNIT 8 GUIDED LEARNING HOURS: 60 UNIT CREDIT VALUE: 10

2 IT FAULT DIAGNOSIS AND REMEDY K/601/3287 LEVEL 2 AIM OF THE UNIT Sftware and Hardware can develp faults during installatin and while in use. It is imprtant the learner is able t carry ut a lgical investigatin f a fault, questining users where necessary using language apprpriate fr the knwledge level f the user. Having identified the fault, it is imprtant the learner uses the necessary tls and techniques in a safe manner t repair the fault, meeting any service level agreements such as respnse times. Fault diagnsis is an imprtant skill fr all IT Practitiners. Sme learners will have prbably undertaken sme fault finding with their wn machines but this wuld be unsystematic with n recrds kept and it will be necessary t cure learners f bad habits as well as teach them the crrect apprach. By the end f the unit the learner shuld understand the need fr fault diagnsis prcedures and the recrding f faults and their remedies in building a data base f experience which can be used t reslve issues mre quickly and apprpriately in the future. 2

3 IT Fault Diagnsis and Remedy Level 2 Unit 8 ASSESSMENT AND GRADING CRITERIA Learning Outcme (LO) Pass Merit Distinctin The assessment criteria are T achieve a merit the T achieve a distinctin the pass requirements fr evidence must shw that, the evidence must shw this unit. in additin t the pass that, in additin t the pass criteria, the learner is able t: and merit criteria, the The learner will: The learner can: learner is able t: 1 Understand the prcedures used in the IT diagnstics prcess P1 describe the prcess f diagnsing faults P2 describe rganisatinal issues assciated with fault diagnsis M1 explain hw rganisatins manage fault diagnsis t limit disruptin 2 Be able t identify the cause f cmmn faults P3 use diagnstic tls t identify cmmn faults M2 explain t a client any issues which might arise during diagnstic testing 3 Be able t apply suitable remedies t identified faults P4 apply identified fault remedies and check they wrk M3 use different methds t prtect data frm lss r damage when applying fault remedies fllwing rganisatinal prcedures D1 evaluate the selectin and applicatin f fault remedies P5 prduce a recrd f diagnstic infrmatin 3

4 TEACHING CONTENT The unit cntent describes what has t be taught t ensure that learners are able t access the highest grade. Anything which fllws an i.e. details what must be taught as part f that area f cntent. Anything which fllws an e.g. is illustrative, it shuld be nted that where e.g. is used, learners must knw and be able t apply relevant examples t their wrk thugh these d nt need t be the same nes specified in the unit cntent. LO1 Understand the prcedures used in the IT diagnstics prcess: limits f respnsibility fr tackling faults (e.g. nt allwed t attempt reslutin f equipment under service agreement). cmmn faults: cmputer fails t bt up. n sund n screen images unable t access files unable t access printer n pwer t the cmputer unable t link t a netwrk/the internet unable t use particular prgrams r sme f their facilities. viruses r wrms hard disk failures RAM prblems graphic card failures system ging very slw. fault diagnsis basic apprach: back up any data n system if apprpriate make a best guess f what may be wrng replicatin f fault narrw the search by trying a range f simple slutins fault diagnsis supprt materials (e.g. manuals r text bks) any knwledge base r database f previus faults (e.g. lgged faults and utcmes r mre experienced individuals) try range f pssible slutins, ne at a time. additinal fault diagnsis techniques available t rganisatins: interrgatin f fault diagnsis database cntaining previus lgged faults and assciated slutins diagnstic tests (e.g. rganisatin, manufacturer) manufacturer supprt frums recrd fault diagnsis data: issue and date f receipt details f fault slutin r slutins attempted tests cnducted and results successful utcme date f slutin if unreslved date f escalatin t expert. stre fault diagnsis data: IT Supprt database manual recrding n specified frms fault lg bk. Organisatinal cncerns: dwn time f: individual wrk statin LAN WAN inability t run imprtant prgrams: (e.g. Payrll, Payments Invices, Cmputer cntrlled prcesses, Rbtic wrkshps, Safety facilities, Security facilities). lss business: existing custmers ptential custmers. cst implicatin f repair r replacement mitigating disruptin: backup systems (e.g. regular backup f data and system, parallel systems, multiple backups at multiple lcatins, relcating staff, prviding temprary equipment). 4

5 IT Fault Diagnsis and Remedy Level 2 Unit 8 LO2 Be able t identify causes f cmmn faults: cmputer systems diagnstic tls: manufacturer supprt and dwnlad sites systems diagnstic sftware ammeters and vltmeters fr pwer issues NB learners shuld nt be taught t pen pwer supplied hardware r mnitrs custmer cmmunicatin: plain English, n jargn cmmunicatin apprach (e.g. t suit the Level f knwledge adapting terminlgy t suit, frmat f cmmunicatins) identificatin f pssible prblems fr user (e.g. Remval f cmputer t testing/repair lcatin, Lss f access t sme/all facilities, Lss f data nt already backed up). diagnse faults: fllw prcedures (e.g. respnse time fr cntacting custmer, recrding f fault and diagnsis, clsing fault) user apprpriate tls, systems r manufacturer diagnstic sftware, meters fr pwer and electricity related issue cmplete required dcument. LO3 Be able t apply suitable remedies fr identified faults: understand: limits f respnsibility in carrying ut remedial wrk (e.g. nt allwed t carry ut wrk n cmputers r sftware subject t service agreements) hw t prvide written r spken guidance t clleagues r custmer, if they have t prvide input t the prcess the imprtance f trying the easiest and cheapest remedies first s as nt t waste resurces applicatin f fault remedies: simplest, (e.g. reinstall sftware, exchange a cmpnent fr a used ne knwn t be wrking) easiest (e.g. check cmputer is plugged in t scket and scket is live befre changing pwer pack) mre cmplex (e.g. mther bard replacement r new disc drive) pint f escalatin t expert testing (e.g. infrmatin utcmes, display criteria, utcmes f data manipulatin) cmpare testing t functining systems. recrd fault remedy utcmes and test results n: IT Supprt database; manual recrding n specified frms; fault lg bk. review the chice f fault remedies identified and used: where prcedures fllwed (e.g. within limits f respnsibility) time taken frm lgging f fault t reslutin cst, time, mney, ther resurces, reputatin existing remedies wrked, failed, reasns fr nn-use new appraches identified and used, superir r inferir t existing remedies, n remedies previusly available, etc cnclusins and recmmendatins fr the future identify persnal training requirements t imprve skills and knwledge with respect t IT systems fault diagnsis and repair. diagnstic infrmatin: wrk cntent e.g. date name f persn lcatin f device lcatin f fault errr cde symptm details f prblem any parts used actin taken prblem histry lg diary pre-printed frm paper-based r electrnic. 5

6 DELIVERY GUIDANCE Learners will need t practice fault diagnses and remedies as well as understand what they are and hw t use them effectively in the wrk place. If learners have experience either in the wrk place r while n wrk placement, then they shuld be encuraged t ffer such experience twards the assessment f this unit. They culd als be invited t share their experiences with nvice clleagues during class t cnfirm that what is being required f them will aid their develpment in t useful IT Practitiners. Encurage learners t review the faults that they have encuntered when wrking with r using cmputers. Discuss hw they dealt with these, hw they discvered just what the fault was and hw t repair it. Learners shuld carry ut a minimum f ten fault finding activities ranging frm the simple t the cmplex t ensure they have a full understanding f the prcess and the scpe. Understand the prcedures used in the IT diagnstics prcess Students can research different appraches t fault diagnsis, rutines t be fllwed frm recrding the fault, wrking frm simple t mre cmplex faults and tests in rder t identify the issues. Grup discussins will identify different appraches and requirements fr different fault types. Learners shuld als investigate the issues which affect rganisatins when systems develp faults such as; priritising jbs t reduce r avid lss f data, lss f prcessing capability, lss f cmmunicatins fr example. All f these activities can be undertaken in small grups which then feedback t the larger grup where the findings can be recrded and discussed in rder t identify gd practice and cmmn themes. A range f faults shuld be diagnsed, e.g. hardware, sftware, peripherals. Cmmn faults include slw running cmputers, viruses, spyware r adware, cmputer stps respnding (cmputer crash). It is imprtant fr the learners t appreciate the need fr a lgical and step by step diagnsis f the fault discussing the appraches and identifying simple criteria befre extending t mre advanced and knwing that when a cmputer will nt turn n it is lgical t check that the cmputer is plugged in and the scket is live befre replacing the mtherbard. The precise nature the fault finding rutine will depend upn the type f fault. The learners shuld be encuraged t explre the ways in which cmpanies deal with fault diagnses, e.g. help desks r technical supprt units, , vice r n r line systems fr registering faults t minimise disruptin and ensure that the cmpany s plicies and prcedures are met in terms f respnse times and meeting health and safety standards. This can be dne thrugh discussins with help desks r technical supprt teams within the centre r wrk place as many rganisatins have their wn help-desk r technical supprt department wh maintain lists f faults and the rutines which shuld be fllwed in rder t identify the precise nature f the fault. Be able t identify the cause f cmmn faults The learners will need t have the pprtunity t undertake fault diagnsis activities; these may be created fr the learners by using stand alne machines r netwrks which are used specifically fr training purpses: in these cases the learner will need t knw wh their custmer is. It may als be pssible t prvide a Help Desk facility fr the training labratries where each learner can spend time diagnsing and remedying faults and cmmunicating with custmers. The learners need t recgnise the range f mre cmmn faults which have been identified in the teaching cntent and hw t repair them. They shuld share this infrmatin with ther members f their supprt team which culd be the entire grup r smaller grups. The learner will need t use a range f diagnstic tls, such as trubleshting sftware rutines, pwer supply testers, vltmeters, ammeters, hmmeters. Learners shuld discuss the ways in which a fault manifests itself and shuld be taught t identify activities that may ccur while diagnstic testing takes place such as the system running slwly, the need t remve the machine t the wrkshp r taking ver the machine remtely, test plans fr islating faults. There is a need t identify the relevant health and safety rules fr carrying ut diagnstics this many include manual lifting (cmputers and peripherals can be heavy), insulated mats and tls, anti-static wristbands, the grups as gd practice shuld be able t identify these and shuld discuss the details f prcesses that an rganisatin may have. The learner shuld discuss apprpriate methds f cmmunicating with the user t identify any issues and why different methds are apprpriate fr users and faults e.g. telephne call where is nt wrking, r a user needs t be talked thrugh changes. 6

7 IT Fault Diagnsis and Remedy Level 2 Unit 8 Be able t apply suitable remedies t identified faults The use f help desks and technical supprt specialists, service level agreement, methds f capturing and recrding faults, diagnses and remedies can be identified in a similar way. If there are learners present with experience f any f these areas then they shuld be encuraged t share their experiences with the grup. The remedies shuld nrmally appear alngside the diagnsis, such as the user has a blank cmputer screen but pwer is entering the system: reseat the graphics card, if that des nt wrk, reseat the CPU, checking that the RAM is prperly seated and s n. Learners shuld be prvided with a check list f remedies fr specific faults with which t wrk r they culd create such a check list during class discussins and activities, while cvering the thery f diagnsis and remedy f faults. The learners must als use a range f methds t prtect data frm lss r damage while applying fault remedies and these shuld be practised in small grups and shuld include using system and data back up prcedures. As the learners are engaged in ptentially hazardus activities such as heavy lifting r wrking with electrical systems, they must cmply with rganisatinal health and safety techniques and prcedures and discuss what they think these are why they are imprtant and any breaches they may have experienced. It is imprtant t recrd the nature f the fault and the steps taken t identify a remedy and implement it. The grup shuld create a central lg t recrd these and this wuld give them a simple database f faults and remedies. They culd then be given similar faults t address and shuld be able t d this using the recrds they have maintained. This will als encurage them t develp this as gd practice mving frwards t ensure the rapid reslutin f similar faults in the future, t identify new faults and imprved remedies, t recrd the steps taken s that thers can use this as a basis taking int accunt any relevant prir histry f systems when diagnsing the fault. Categries f fault may include hardware cmpnents, sftware bugs and versining, permissins/access and user issues. 7

8 SUGGESTED ASSESSMENT SCENARIOS AND TASK PLUS GUIDANCE ON ASSESSING THE SUGGESTED TASKS Assessment Criteria P1, P2, M1 Fr P1, the learner shuld describe the prcess f diagnsing faults. The evidence fr this culd be in the frmat f a guide that culd help new peple t the rganisatin, a presentatin (t include speaker ntes r a vide f the learner delivering the presentatin), an audi recrding f the learner describing the prcess r written reprts. The learner shuld prvide a descriptin fr diagnsing a range (at least three) different types f faults. Fr P2, the learner shuld describe rganisatinal issues assciated with fault diagnsis. The learners must cnsider the bullet lists in the teaching cntent under rganisatinal cncerns. It is suggested that the learners cnsider a range (three r mre) different types f fault diagnsis and the implicatins that these types f faults can have n an rganisatin. They shuld be cnsidering the impact n the rganisatin whilst fault diagnsis is being carried ut, as well as the impact with respect t repair r replace etc. Fr the merit criterin M1 the learner must explain hw rganisatins manage fault diagnsis t limit disruptin. The evidence culd be in the frm f a presentatin (either with speaker ntes r a vide f the learner giving the presentatin), an audi recrding f the learner explaining t the teacher, a reprt r recmmendatin t a business. identifying the remedy, applying the remedy and the checking that the fault has been addressed. The evidence culd be in the frm f a vide with the learner talking thrugh the prcess, a detailed bservatin frm the teacher, identifying the fault, the chsen remedy and hw it was tested. It culd als be presented in the frm f a reprt. There must be clear evidence f testing which culd include the cmpletin f a test plan. Fr merit criterin M3, the learners must use different methds t prtect data frm lss r damage when applying fault remedies fllwing rganisatinal prcedures. This culd be an extensin t P4. The learners culd prvide evidence by prviding cpies f screen shts, persnal statements and/r witness testimnies frm custmers and/r tutr These culd als include cmpleted lg sheets r audi/visual recrds. They shuld als identify any rganisatinal requirements r prcedures they may be required t fllw. Fr distinctin criterin D1, the learners must evaluate the selectin and applicatin f fault remedies. The learners culd create a table where they detail the fault remedies they identified and selected in P4 and evaluate the effectiveness f it and why they selected that particular slutin. The learners culd prvide an audi r vide recrding f them presenting their evaluatin r they culd present their evaluatin in the frm f a reprt. Assessment Criteria P3, P4, P5, M2, M3, D1 Fr P3, the learners must prvide evidence f using diagnstic tls t identify cmmn faults. Learners shuld use a range (three r mre) f different diagnstic tls t identify a range (three r mre) f different cmmn faults. Fr merit criterin M2, learners must explain t a client, a range (three r mre) f issues which might arise during diagnstic testing such as dwn time r a slw running system. The evidence culd take the frm f an audi r audi/visual recrding f the discussins r a detailed bservatin r witness testimny which clearly supprts and articulates the learner s explanatins. Additinal written explanatins may als supprt this. Fr P4, learners must apply identified fault remedies and check they wrk. This culd be an extensin t the faults they diagnsed in P3. The evidence must include the learner Fr P5, the learners must prduce a recrd f diagnstic infrmatin. This culd be an extensin f P3 and P4. The diagnstic infrmatin must include relevant bullet pints frm the teaching cntent under diagnstic infrmatin. The evidence will be a cpy r printut f the diagnstic infrmatin. Scenaris: P1/P2/M1 These assessment criteria culd be carried ut thrugh a research prject where learners are asked t prduce a guide fr new supprt staff n fault diagnsis and remedy in an rganisatin, the rganisatin can be ne with which they are familiar, a fictinal cmpany fr which they are given the fault diagnsis and remedy plicies and prcedures, r a real wrk envirnment. The guide must include brief descriptins f different faults which can ccur with IT systems, why it is imprtant that the rganisatin has a prcess t manage the reprting, identificatin and remedial actins t reslve 8

9 IT Fault Diagnsis and Remedy Level 2 Unit 8 the faults, the rganisatin s wn prcesses in ensuring that disruptin is minimised. Learners culd carry ut research n diagnstic methds and tls fr diagnsing faults. They culd cnsider the impact such faults wuld have n an rganisatin and hw this disruptin culd be minimised. They culd identify suitable remedies fr the faults and identify the methds they wuld need t use t prevent data lss r damage. Learners culd be given systems t wrk n which have a range f faults which they have t diagnse and repair. They culd cmplete diagnstic recrds f the diagnsis wrk they have carried ut. 9

10 MAPPING WITHIN THE QUALIFICATION TO THE OTHER UNITS Unit 4: Installing Cmputer Hardware Unit 5: Installing Cmputer Sftware Unit 6: Setting up an IT Netwrk LINKS TO NOS 5.5 IT/technlgy systems installatin, implementatin and handver, 6.3 IT disaster recvery plan, 7.2 IT/Technlgy Service Help Desk and Incident Management, 7.5 IT/Technlgy management and supprt, 7.9 IT/Technlgy Service Catalgue and/r Service Level Management Measurement and Reprting 10

11 CONTACT US Staff at the OCR Custmer Cntact Centre are available t take yur call between 8am and 5.30pm, Mnday t Friday. We re always delighted t answer questins and give advice. Telephne cambridgetechnicals@cr.rg.uk