UNIT 29: IT SYSTEMS TROUBLESHOOTING AND REPAIR

Unit 29: IT Systems Troubleshooting and

Repair
NQF Level 3: BTEC National
Guided learning hours: 60

Unit abstract
The ability to troubleshoot and repair IT systems for hardware and software faults is
a valuable skill in IT support. Continuous development of IT systems requires
technical support personnel to keep up to date with technical problems in order that
they can identify faults quickly and repair as needed.
By completing this unit learners will demonstrate their ability to utilise technical
knowledge and expertise to resolve IT problems. Learners will cover theoretical and
practical knowledge for diagnosing and troubleshooting computer hardware and
software problems. An important part of this unit is to understand health and safety
issues and good working practices working on IT systems for fault rectification.
This unit is suitable for those considering a career in IT systems support, or for those
wanting to gain a better technical understanding of IT support procedures and
practices.

Learning outcomes
On completion of this unit a learner should:
1 Know how to identify and select suitable remedies to repair IT systems
2 Be able to apply fault remedies to hardware and software systems
3 Understand how organisational policies impact diagnosis and repair
4 Be able to apply good working practices when working on IT systems.

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Unit content

1 Know how to identify and select suitable remedies to repair IT systems

Identify and select remedies by using: knowledge databases; technical manuals;

internet eg FAQs and discussion forums, manufacturers’ websites; others eg
colleagues, training programmes undertaken, fault history
Types of remedies: repair or replace hardware; fix communication paths;
software remedy eg reconfigure software, apply software patch; other eg instruct
user in correct use of equipment, re-install software
Nature of reported faults: complex eg with non-specific symptoms

2 Be able to apply fault remedies to hardware and software systems

Hardware tools and techniques: electrical/electronic test instruments; self-test

routines; monitoring devices; suitable tools eg screwdrivers, pliers, torch
Software tools and techniques: diagnostics eg virus software; test utilities; others
eg monitoring and error logging programs, system specific applications
Using troubleshooting techniques: substitution; test; change; upgrade; reinstall
software; elimination; applying bug fixes; generating error codes

3 Understand how organisational policies impact diagnosis and repair

Customer issues: communications; understanding impact of diagnosis and repair

on the individual; customer handover and acceptance process following repair;
effect of unresolved faults on user and potentially on service to external clients
External considerations: relevant legislation; level agreements; escalation
procedures; documentation and reporting; legal issues
Organisational considerations: security; costs; impact of systems downtime;
disruption of normal working; contractual requirements; trend analysis of faults
reported; resource allocation; prioritisation of jobs

4 Be able to apply good working practices when working on IT systems

Health and safety: correct use of tools eg screwdrivers, test meters, utility
programs; electro static discharge (ESD) and electrical safety; using correct
manual handing procedures; considering fire safety eg keeping exit area free from
tools; correct disposal of old parts and equipment; considering health and safety
of other people eg keeping work area tidy, using laser equipment, trip hazards;
availability of first aid and supervision
Working practices: obtaining permissions before repairing; preparing the
worksite; recording information eg product keys, license number, installation
date; data backup; maintaining security and confidentiality of data

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Grading grid

In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all of the learning
outcomes for the unit. The criteria for a pass grade describes the level of achievement required to pass this unit.

Grading criteria

To achieve a pass grade the evidence must To achieve a merit grade the evidence must
show that the learner is able to: show that, in addition to the pass criteria,
the learner is able to:
P1 troubleshooting complex IT problems and M1 define an appropriate remedy for an
identify suitable remedies identified hardware fault from a range of
possible solutions giving reasons for their
choice
P2 describe the use of two hardware and M2 define an appropriate remedy for an
two software tools to troubleshoot identified software fault, from a range of
complex IT problems possible solutions giving reasons for their
choice
P3 apply a fault remedy safely to a complex M3 analyse the appropriateness of a range of
hardware problem hardware and software tools when
troubleshooting an IT problem
P4 apply a fault remedy to a complex M4 explain and justify good working
software problem practices when troubleshooting and
repairing an IT system.
To achieve a distinction grade the evidence
must show that, in addition to the pass and
merit criteria, the learner is able to:
D1 detail the potential impact of two types
of faults on the specific user of the
system, on the organisation and any
external customers.
D2 explain with examples how appropriate
organisational guidelines and procedures
can help to minimise the impact of IT
faults.

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Grading criteria

To achieve a pass grade the evidence must To achieve a merit grade the evidence must To achieve a distinction grade the evidence
show that the learner is able to: show that, in addition to the pass criteria, must show that, in addition to the pass and
the learner is able to: merit criteria, the learner is able to:
P5 describe how organisational policies
impact troubleshooting and repair
process
P6 communicate effectively with users
during fault diagnosis activities
P7 apply good working practices when
troubleshooting an IT system.

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Essential guidance for tutors

Delivery

Successful delivery of this unit requires learners to have sufficient hands-on practice
in fault finding and fixing both IT hardware and software problems.
Learners need to appreciate the requirement for technical support personnel and
their responsibilities. They need to understand the importance of accessing fault
remedies to analyse problems and their solutions. They need to be guided to trouble-
shoot more complicated problems and to record problems and their solutions for
future reference.
Learners need to be acquainted with different tools and techniques for trouble-
shooting IT systems and effective technical support. They need to build up
techniques to analyse information and choose what methods need to be applied to fix
a specific hardware or a software problem. They also need to appreciate how
organisations work and what their values are towards customer satisfaction in
applying fault remedies. Tutors need to guide learners in methods of researching and
using various resources, tools and techniques for fault rectification.
This unit can be approached from different angles as it not only explores trouble-
shooting IT systems and applying fault remedies, but also requires learners to work
under certain constraints imposed by industry and organisations. Tutors must ensure
that learners observe health and safety procedures, as well as good and bad practices
when working with IT, and what impact these issues can have.
Delivery of this unit should stimulate, motivate and educate learners to take positive
steps to integrate into the IT support industry. Learners must be encouraged to
develop transferable skills and familiarise themselves with the need for self-
development to keep up with the demands of IT support. Tutors should consider
integrating different delivery strategies to incorporate actual support issues. These
may come from other BTEC units the learners are doing or they may be actual
requirements of organisations.

Assessment

To achieve a pass grade, learners must achieve all of the seven pass criteria listed in
the grading grid. For P1, learners are expected to troubleshoot problems and identify
suitable remedies for given IT problems. A list of possible remedies for each problem
will be sufficient, however the case study or problems provided must be complex
enough to offer a variety of different remedies. The number of problems is not
defined but it is unlikely that fewer than three will cover the variety of types of
problems identified in the content. Alternatively, an open-book written or online test
could be provided if it can be assured that sufficient information is provided to
identify the faults. The test may need to be time constrained for practical purposes,
however the time allowed should not be too short so as to put the learners under
significant pressure of time to diagnose and offer solutions. There should be a
balance that provides a limited amount of practical work and a wider appreciation of
problems beyond available resources.

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For P5, learners need to have access to some organisational policies, perhaps through
a case study or visit. Evidence provided could be referenced reports or records of
questions and answers gained when learners ‘interviewed’ individuals from
organisations, perhaps during work experience.
P6 requires learners to show their ability to conform to good working practices
including health and safety when working with and repairing IT systems. For this
criterion and P7, witness statements or observation records would be appropriate,
showing learners’ abilities to deal with users, troubleshooting and repairing systems.
To achieve a merit grade, learners must achieve all of the pass criteria and the four
merit criteria. The merit criterion builds on what learners have already done in the
pass criteria. For M1 and M2, additional evidence to that provided for P2 and P3
could be appropriate. Learners are required to apply a range of solutions to a
problem. This can be done practically and witnessed by the tutor. Learners should
then provide brief reports on the remedies applied.
For M3, learners must analyse the usefulness of different tools. The emphasis is on
learners being able to distinguish between different features of different tools.
Recorded discussions perhaps supported by written notes, would be appropriate. The
number of tools is not specified however it is unlikely that fewer than three would be
sufficient to cover the content.
To achieve distinction grade, learners must achieve all of the pass and merit grade
criteria and the two distinction criteria. These criteria build on the work already
done for the pass and merit criteria. Evidence for both D1 and D2 can be written
work, however care must be taken to ensure that the types of faults chosen are
sufficiently complex and wide ranging as to have implications for the user, the
organisation and potential clients.

Links to National Occupational Standards, other BTEC units, other BTEC

qualifications and other relevant units and qualifications

The learning outcomes associated with this unit are closely linked with
Unit 2: Computer Systems.
This unit has links to Level 3 National Occupational Standards for IT Practitioners,
particularly the areas of competence ‘Technical Fault Diagnosis’ and ‘Technical Fault
Remedy Selection’.

Essential resources

Learners will require access to the internet and technology magazines, journals,
books, etc for research. Tutors could also present ‘live’ IT/PC problems that need
fixing. Learners will also need access to a variety of hardware and software tools, as
well as equipment where various faults are present that can be fixed. Learners must
be provided with ESD safety equipment and advised of its use. Data banks of previous
problems that existed, and solutions provided, could also be researched and used as
guides. Access to organisational policies used for repairing IT systems; from the
internet or hard copies are essential.

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Indicative reading for learners

Textbooks
French C — Computer Science (Continuum International Publishing Group, 2001)
ISBN 0826454607
Knott G and Waites N — BTEC Nationals for IT Practitioners (Brancepeth Computer
Publications, 2002) ISBN 0953884821
Lawson J, Reid K, Jarvis A, Soomary N and Smith A — BTEC Nationals for IT
Practitioners (ICT Systems Support) (Heinemann, 2003) ISBN 0435456687
Websites
technet.microsoft.com Microsoft Tech Net
techrepublic.com.com Tech Republic
whatis.techtarget.com Tech Target
www.pctechguide.com PC Technology Guide

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Key skills

Achievement of key skills is not a requirement of this qualification but it is

encouraged. Suggestions of opportunities for the generation of Level 3 key skill
evidence are given here. Staff should check that learners have produced all the
evidence required by part B of the key skills specifications when assessing this
evidence. Learners may need to develop additional evidence elsewhere to fully meet
the requirements of the key skills specifications.

Information and communication technology Level 3

When learners are: They should be able to develop the following

x identifying suitable remedies
for troubleshooting an it
problem
x producing an analyses of the
problem and proposing
remedies
x producing a detailed report
of the fault remedy applied
to a hardware and software
problem.
key skills evidence:
ICT3.1 Search for information, using different
sources, and multiple search criteria in at
least one case.
ICT3.2 Enter and develop the information and
derive new information.
ICT3.3 Present combined information such as
text with image, text with number,
image with number.

Improving own learning and performance Level 3

When learners are: They should be able to develop the following

x applying a fault remedy
safely to a complex hardware
problem.
key skills evidence:
LP3.1 Set targets using information from
appropriate people and plan how these
will be met.
LP3.2 Take responsibility for your learning,
using your plan to help meet targets and
improve your performance.
LP3.3 Review progress and establish evidence of
your achievements.

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Problem solving Level 3

When learners are: They should be able to develop the following

key skills evidence:
x applying a range of fault PS3.1 Explore a problem and identify different
remedies to a given it ways of tackling it.
problem
x justifying a solution to the PS3.2 Plan and implement at least one way of
given problem solving the problem.
x evaluating solutions applied PS3.3 Check if the problem has been solved and
to a hardware/software review your approach to problem solving.
problem.

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