HARDWARE AND NETWORK SERVICING

Level - IV

Unit of Competence: Assist with Policy

Development for Client
Support

Module Title: Assisting with Policy

Development for Client
Support

LG Code: ICT HNS4 02 0710

LM Code: ICT HNS4 02 0710
Learning outcomes:
LO1: Review change requests
LO 2: Modify system according to requested changes
LO 3: Train on the use of modified system

Information Sheet # 1
change request
1 Introduction
A change request is a document containing a call for an adjustment of a
system. A change request is declarative, i.e. it states what needs to be
accomplished, but leaves out how the change should be carried out.
Important elements of a change request are an ID, the customer (ID), the
deadline (if applicable), an indication whether the change is required or
optional, the change type and a change abstract which is a piece of
narrative.

Change requests typically originate from one of five sources:

 Problem reports that identify bugs that must be fixed, which forms
the most common source. (Note: A software bug is the common
term used to describe an error, flaw, mistake, failure or fault in a
computer program or system that produces an incorrect or
unexpected result or causes it to behave in unintended ways.
 System enhancement requests from users,
 Events in the development of other systems,
 Changes in underlying structure and or standards (e.g. in software
development this could be a new operating system), and
 Demands from senior management.

1.1. Receiving and documenting request

Requests you receive from your clients should be documented in a request
form. You may receive a request from your clients in different ways such as:
telephone, in person, in request form, email, etc. Prepare a request form in
your computer that contains detail information about the request and
document the requests on your form.
 1.2. Gathering of system data
After you create documentation for the requests you receive, you should
gather the systems data from the system itself using different diagnostic
tools. This will help you to identify what the real problem is.

1.3. Organize relevant information

The proposed changes are reviewed against current and future business
requirements.

1.4. Examining system data

System data are examined, with work team, in order to select appropriate
changes to be carried out.

Selected changes are discussed and clarified with client.

Information Sheet #2 System modification

Problems can be defined broadly as situations in which we experience uncertainty or

difficulty in achieving what we want to achieve, e.g.

 Stopping smoking is a problem when you decide you want to stop but cannot.

 A computer malfunction is a problem if it prevents you completing work on

time.

 An excessive workload is a problem when it interferes with your ability to work

effectively.

 Poor communication is a problem when it reduces the efficiency of an

organization.

Problems arise when an obstacle prevents us reaching an objective, eg when a breakdown in a

company's manufacturing plant (the obstacle) prevents it fulfilling orders (the objective).
Problem solving
As a student you are likely to be involved with a wide range of activities on campus, at work,
in your home and with your friends. At times during these activities challenges or problems
will arise. Often you would resolve these automatically, however sometimes you may
experience a significant problem which you find difficult to solve as quickly or as
automatically as you may under other circumstances.

Problem solving is a process and skill that you develop over time to be used when needing to
solve immediate problems in order to achieve a goal.

The stages of problem solving

There are many different ways to solve a problem, however all ways involve a series of steps.
The following is a seven-step problem solving model:

Step 1: Identify the problem

Firstly you need to identify and name the problem so that you can find an appropriate
solution. You may not be clear of what the problem is or feel anxious/confused about what is
getting in the way of your goals. Try talking to others, as this may help you identify the
problem.

Step 2: Explore the problem

When you are clear about what the problem is you need to think about from different angles.
You can ask yourself questions such as:

 How is this problem affecting me?

 How is it affecting others?
 Who else experiences this problem?
 What do they do about it?

Seeing the problem in different ways is likely to help you find an effective solution.

Step 3: Set goals

Once you have thought about the problem from different angles you can identify your goals.
What is it that you want to achieve? Sometimes you may become frustrated by a problem and
forget to think about what you want to achieve. For example, you might become ill, struggle
to complete a number of assignments on time and feel so unmotivated that you let due dates
pass.

 Improve your health?

 Increase your time management skills?
 Complete the assignments to the best of your ability?
 Finish the assignments as soon as possible?

If you decide your goal is to improve your health that will lead to different solutions to those
linked with the goal of completing your assignments as soon as possible. One goal may lead
you to a doctor and another may lead you to apply for extensions for your assignments. So
working out your goals is a vital part of the problem solving process.
Step 4: Look at Alternatives

When you have decided what your goal/s is you need to look for possible solutions. The more
possible solutions you find the more likely it is that you will be able to discover an effective
solution. You can brain-storm for ideas. The purpose of brain-storming is to collect together a
long list of possibilities. It does not matter whether the ideas are useful or practical or
manageable: just write down the ideas as they come into your head. Some of the best
solutions arise from creative thinking during brain-storming. You can also seek ideas about
possible solutions by talking to others. The aim is to collect as many alternative solutions as
possible.

Step 5: Select a possible solution

From the list of possible solutions, you can sort out which are most relevant to your situation
and which are realistic and manageable. You can do this by predicting the outcomes for
possible solutions and also checking with other people what they think the outcomes may be.
When you have explored the consequences, you can use this information to identify the
solution which is most relevant to you and is likely to have the best outcomes for your
situation.

Step 6: Implement a possible solution

Once you have selected a possible solution you are ready to put it into action. You will need
to have energy and motivation to do this because implementing the solution may take some
time and effort. You can prepare yourself to implement the solution by planning when and
how you will do it, whether you talk with others about it, and what rewards you will give
yourself when you have done it.

Step 7: Evaluate

Just because you have implemented the best possible solution, you may not have
automatically solved your problem, so evaluating the effectiveness of your solution is very
important. You can ask yourself (and others):

 How effective was that solution?

 Did it achieve what I wanted?
 What consequences did it have on my situation?

If the solution was successful in helping you solve your problem and reach your goal, then
you know that you have effectively solved your problem. If you feel dissatisfied with the
result, then you can begin the steps again.

When to use problem solving

You can solve problem anytime you experience a challenge or have a goal to achieve. You
can use the problem solving model to look for solutions to concerns connected with your
study or other aspects of your life. You can take the problem solving steps by yourself, with a
friend or others. Problem solving with others is often very effective because you have access
to a wide variety of viewpoints and potential solutions. The problem solving model is a useful
resource for you to utilise in all aspects of your life and when dealing with challenging
situations.

The skills of problem solving

Problem solving requires two distinct types of mental skill, analytical and creative.

Analytical or logical thinking includes skills such as ordering, comparing, contrasting,

evaluating and selecting. It provides a logical framework for problem solving and helps to
select the best alternative from those available by narrowing down the range of possibilities
(a convergent process). Analytical thinking often predominates in solving closed
problems, where the many possible causes have to be identified and analyzed to find the real
cause. Some other terms which are often used in discussions of creativity include:

 Intuition - the ability to draw conclusions based on impressions and feelings rather
than hard facts. It is a characteristic of right-brain thinking and some people rely on it
more than others.
 Incubation - the period between stopping conscious work on a problem and the
time when we become aware of a solution or part solution. People struggling with
problems often suddenly become aware of a solution after a period of incubation,
during which the mind is occupied by other things.
  Invention - the creation of new, meaningful ideas or concepts.
 Innovation - putting new ideas or concepts to a practical use, as in the development
of a new product or service.

1.5. Identify solution to solve problems

Even though every problem has a solution, each problem and its best solution
should be identified. A single problem may have many solutions or different
way of solving that problem, but the best way or the best solution should be
identified.

1.6.Developing recommendations
There may be different recommendations to solve a single problem, develop/collect
these recommendations from your work team, your experience, etc to get the best
solution.

1.7. Planning solutions

Planning helps you to identify the best solution in terms of time, practice, cost, etc.
After you collect the recommendations you should prepare a plan for implementation
and evaluation. Your plan may include the best solution, implementation and
evaluation.

1.8. Document recommended solutions

After you plan you are going to prepare technical documentation for the
recommended solutions and submit to the appropriate person for confirmation.

Information Sheet # 3 Prepare training

Preparation of training
Once a training organization has accepted its role to deliver the training for the apprenticeship
or traineeship, it needs to assist all parties to prepare for training. This includes:
 Resource assessment: The training organization must assess the employer's
training resources to ensure the facilities, range of work, supervision and training is
adequate for the school-based apprentice or trainee to achieve the outcomes of the
training plan.

 Induction information: The training organization is required to provide (or

arrange to provide) the employer and the school-based apprentice or trainee with
induction information when they commence the apprenticeship or traineeship. This
induction information must include:

 the rights and responsibilities of all parties to the apprenticeship or traineeship

 training organization grievance procedures and avenues to appeal assessment
 Information about training costs including training delivery costs, tuition fees,
student services fees and any other fees. (Please note if training is funded
through User Choice, the training organization may exempt the school-based
apprentice and trainee from tuition fees).

 Training plan: A training plan must be developed for each school-based

apprentice and trainee. The training plan outlines the training to be delivered to the
apprentice or trainee by the employer and the training organization.
The training organization is required to negotiate the development of the training plan
with the employer, the school-based apprentice or trainee, and the school. It is
important that the training plan is tailored to each workplace and individual school-
based apprentice or trainee.
The training organization must take all reasonable steps to ensure that the training
plan is negotiated and signed during the probationary period of the apprenticeship or
traineeship.
 Training record: The training organization must provide the school-based
apprentice or trainee with a training record within 14 days of the training plan being
signed.
The training record documents the school-based apprentice or trainee's progress and
achievement of the competencies as outlined in the training plan.
There is no set format for a training record. It may be kept in any way the training
organization considers appropriate. For example, the training record may be kept in
booklet form, or in an electronic format.
The school-based apprentice or trainee is responsible for looking after the training
record and must make it available for inspection or updating when required by the
training organization or employer.