1 ADMINISTRATION,

COMMERCE AND
COMPUTER
TECHNOLOGY

COMPUTING SUPPORT

PROGRAM OF STUDY
5729
COMPUTING SUPPORT

PROGRAM OF STUDY
5729
© Gouvernement du Québec
Ministère de l'Éducation, 2000 – 99-1172

ISBN : 2-550-35692-6

Legal Deposit — Bibliothèque nationale du Québec, 2000

 COMPUTING SUPPORT

PROGRAM OF STUDY
5729

The Computing Support program leads to the

Diploma of Vocational Studies (DVS)
and prepares the student to work as a

COMPUTING SUPPORT TECHNICIAN

Direction générale de la formation professionnelle et technique

ACKNOWLEDGMENTS
The development of this program would not have been possible without extensive cooperation
between representatives of the business world and the education system. The Ministère de
l'Éducation wishes to thank the following people for their participation in the workplace situation
analysis workshop or the validation of the training plan.

Representatives from Business Representatives from Education

Michel Bellefeuille Raymonde Asselin
Bombardier Canadair Commission scolaire des Premières-Seigneuries

Éric Bernatchez Magda Birsan

Ericom Commission scolaire Marguerite-Bourgeoys

Ronald Bilodeau Nicole Carrière

Université de Montréal Commission scolaire Marguerite-Bourgeoys

Ghislaine Cornay Jean-Marc Carter

Hydro-Québec Commission scolaire des Premières-Seigneuries

Julie Côté Marie-Paule Collin

Bell Hélicoptère Commission scolaire des Premières-Seigneuries

Francis Courchênes Jean de Rainville

3-Soft Commission scolaire des Draveurs

Éric Dubuc André Goudreault

Icotech Commission scolaire des Premières-Seigneuries

Louis-John Fournier Hélène Goyer

ETI Commission scolaire de Montréal

Michelle Gagné Nicole Ladouceur

Groupe Desjardins-assurances générales Commission scolaire de Laval

Paul Gagnon Gaétanne Lemay

Air Transat Commission scolaire Marie-Victorin

Claude Gascon Éric Monette

Ministère de l'Emploi et de la Solidarité Commission scolaire de Laval

Alain Girouard Gaétanne Nadeau

Microrama Commission scolaire Marguerite-Bourgeoys

André Grenier Suzanne Riberdy

Commission scolaire de Charlesbourg Commission scolaire des Draveurs

Claude Hamel
Télébec
Representatives from Business (cont.)

Chantal Hill
Meloche Monnex

André Lachapelle
Quebecor-Dil Multimédia

Michel Laporte
Hewlett-Packard

Marco Laurier
Techsim Services inc.

Christine Lord
SNC-Lavallin

Carole Maisonneuve
STCUM

Pierre Mongrain
Ville de Montréal

François Moquin
Téléglobe

Chantale St-Germain
Bell Sigma

Jacques St-Pierre
Fiducie Desjardins

Mireille Tremblay
Vidéotron

Paul Tremblay
Solfitech

Hélène Vézina
Bombardier

Mireille Viau
Ville de Laval
DEVELOPMENT TEAM

Coordination Louise Charlebois

Coordinator of the Administration, Commerce and
Computer Technology sector

Design and Development Yvon Bourdeau

Teacher
Commission scolaire de Laval

Jean-Jacques Lacombe
Teacher
Commission scolaire de Montréal

Claudine Dupré
Technical advisor

Technical Editing Direction des programmes

Direction générale de la formation professionnelle
et technique

Translation Services à la communauté anglophone,

Direction de la production en langue anglaise
This program of study, Computing Support, is issued in
accordance with section 461 of the Education Act (R.S.Q., c. I-
13.3).
In conformity with the provisions of paragraph (a) of section 23
of the Act respecting the Conseil supérieur de l'éducation
(R.S.Q., c. C-60), as replaced by section 569 of the Education
Act (1988, chapter 84), the confessional committees of the
Conseil supérieur de l'éducation have given their opinion on this
program of study.

François Legault
Minister of Education
 TABLE OF CONTENTS

Page
INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
GLOSSARY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

PART I
1. SYNOPTIC TABLE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
2. PROGRAM TRAINING GOALS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
3. COMPETENCIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Grid of Learning Focuses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
4. GENERAL OBJECTIVES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
5. OPERATIONAL OBJECTIVES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
5.1 Definition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
5.2 How to Read Operational Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
6. HARMONIZATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

PART II
MODULE 1: THE OCCUPATION AND THE TRAINING PROCESS . . . . . . . . . . . . . . . . . . 27
MODULE 2: SYSTEMS ANALYSIS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
MODULE 3: OLDER OPERATING SYSTEMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
MODULE 4: PROBLEM SOLVING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
MODULE 5: RESEARCHING INFORMATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
MODULE 6: PROGRAMMING UTILITY SOFTWARE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
MODULE 7: WORKING RELATIONSHIPS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
MODULE 8: APPLICATION SOFTWARE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
MODULE 9: RECENT OPERATING SYSTEMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
MODULE 10: DATABASES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
MODULE 11: INSTALLATION OF WORKSTATIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
MODULE 12: TIME MANAGEMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
MODULE 13: COMMUNICATION IN FRENCH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
MODULE 14: NETWORKS: ACCESS MANAGEMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
MODULE 15: NETWORKS: RESOURCE SHARING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
MODULE 16: TELECOMMUNICATIONS FACILITIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
MODULE 17: CAREER MANAGEMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
MODULE 18: TROUBLESHOOTING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
MODULE 19: COMPUTER OPTIMIZATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
MODULE 20: TECHNICAL SUPPORT AT A TELEPHONE HELP DESK . . . . . . . . . . . . . . . 89
MODULE 21: PRACTICUM: TECHNICAL SUPPORT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
MODULE 22: PRACTICUM: SERVICE TO CLIENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
 INTRODUCTION

The Computing Support program is based of the training plan. It includes a synoptic
on the orientations for secondary school table of basic information about the
vocational education that call for the partici- modules, a description of the program
pation of experts from the workplace and training goals, the competencies to be
the field of education. developed and the general objectives, and
an explanation of operational objectives.
The program of study is developed in terms Part II is designed primarily for those
of competencies, expressed as objectives. directly involved in implementing the
These objectives are divided into modules. program. It contains a description of the
Various factors were kept in mind in operational objectives of each module.
developing the program: training needs, the
job situation, purposes, goals, and
strategies and means used to attain
objectives.

The program of study lists the competencies

that are the minimum requirements for a
Diploma of Vocational Studies (DVS) for
students in both the youth and adult sectors.
It also provides the basis for organizing
courses, planning teaching strategies, and
designing instructional and evaluation
materals.

The duration of the program is 1800 hours,

which includes 780 hours spent on the
specific competencies required to practise
the occupation and 1020 hours on general
competencies. The program of study is
divided into 22 modules, which vary in
length from 30 to 120 hours (multiples of
15). The time allocated to the program is to
be used not only for teaching but also for
evaluation and remedial work.

This document contains two parts. Part I is

of general interest and provides an overview

1
 GLOSSARY

Program Training Goals Operational Objectives

Statements that describe the educational Statements of the educational aims of a

aims of a program. These goals are the program in practical terms. They serve as
general goals of vocational education the basis for teaching, learning and
adapted to a specific trade or occupation. evaluation.

Competency Module of a Program

A set of socio-affective behaviours, A component part of a program of study

cognitive skills or psycho-sensori-motor corresponding to an operational objective.
skills that enable a person to correctly
perform a role, function, activity or task.
Credit

General Objectives A unit used for expressing quantitatively the

value of the modules in a program of study.
Instructional objectives that provide an One credit corresponds to 15 hours of train-
orientation for leading the students to attain ing. Students must accumulate a set
one or more related objectives. number of credits to graduate from a
program.

3
PART I
 1. SYNOPTIC TABLE

Number of modules: 22 Computing Support

Duration in hours: 1800 Code: 5729
Credits: 120

CODE TITLE OF THE MODULE HOURS CREDITS*

962 012 1. The Occupation and the Training Process 30 2
962 025 2. Systems Analysis 75 5
962 038 3. Older Operating Systems 120 8
962 043 4. Problem Solving 45 3
962 052 5. Researching Information 30 2
962 068 6. Programming Utility Software 120 8
962 074 7. Working Relationships 60 4
962 088 8. Application Software 120 8
962 096 9. Recent Operating Systems 90 6
962 106 10. Databases 90 6
962 116 11. Installation of Workstations 90 6
962 122 12. Time Management 30 2
962 135 13. Communication in French 75 5
962 148 14. Networks: Access Management 120 8
962 157 15. Networks: Resource Sharing 105 7
962 166 16. Telecommunications Facilities 90 6
962 173 17. Career Management 45 3
962 186 18. Troubleshooting 90 6
962 194 19. Computer Optimization 60 4
962 205 20. Technical Support at a Telephone Help Desk 75 5
962 218 21. Practicum: Technical Support 120 8
962 228 22. Practicum: Service to Clients 120 8

C 15 hours = 1 credit
This program leads to a Diploma of Vocational Studies (DVS) in Computing Support.

7
 2. PROGRAM TRAINING GOALS

The training goals of the Computing Support • To help students learn about the job
program are based on the general goals of market in general and the market for
vocational education and take into account computing support technicians in
the specific nature of the occupation. These particular.
goals are: • To help students learn about the
occupation by acquiring experience in the
To develop effectiveness in the practice workplace.
of an occupation.
To foster the acquisition and
• To teach students to perform computing development of occupational knowledge.
support tasks and activities correctly, at
an acceptable level of competence for • To foster initiative, creativity, autonomy, a
entry into the job market. desire to succeed and a sense of
responsibility.
• To prepare students to function
satisfactorily on the job by fostering: • To help students develop a concern for
- the intellectual skills required to make quality in their work.
intelligent choices when carrying out
tasks; • To help students understand concepts
- the analytical and problem-solving related to the constantly developing
skills related to carrying out the tasks; techniques and tools of the trade.
- a concern for precision and speed in
carrying out tasks in computing • To help students develop effective work
support; methods.
- a concern for effective communication
with superiors, colleagues and clients,
using good English and French as a To ensure job mobility.
second language;
- a sense of professional ethics and
• To provide students with solid basic
responsibility;
training.
- a constant concern for occupational
health and safety.
• To help students develop positive
attitudes toward technological change
and new work situations.
To ensure the students' integration into
the job market. • To help students learn how to learn and
to find information and resources.
• To help students learn about their rights
and responsibilities as workers. • To help students prepare for a creative
job search.

9
 3. COMPETENCIES

The competencies to be developed in the The symbols (>) and (!) indicate that these
Computing Support program are shown in relationships have been taken into account
the grid of learning focuses on the following in the formulation of objectives intended to
page. The grid lists general and specific develop specific competencies related to
competencies as well as the major steps in the trade or occupation.
the work process.
The grid of learning focuses has been
General competencies involve activities designed to take into account the
common to several tasks or situations. They orientations and goals of the program, on
cover, for example, the technological or the basis of tasks and activities defined at
scientific principles that the students must the time of the workplace situation analysis.
understand to practise the trade or occupa- The logic used in constructing the grid
tion. Specific competencies focus on tasks influences the course sequence. Generally
and activities that are of direct use in the speaking, this sequence follows a logical
trade or occupation. The work process progression in terms of the complexity of the
includes the most important steps in learning involved and the development of
carrying out the tasks and activities of the the students' autonomy. The vertical axis of
trade or occupation. the grid shows the competencies directly
related to the practice of a specific trade or
The grid of learning focuses shows the rela- occupation. These competencies are
tionship between the general competencies arranged in a relatively fixed order;
on the horizontal axis and the specific com- therefore, the modules should be taught,
petencies on the vertical axis. The symbol insofar as possible, in the order represented
(Î) indicates a correlation between a speci- on the grid. This means that some modules
fic competency and a step in the work pro- are prerequisite to others, while other
cess. The symbol (") indicates a correlation modules are taught concurrently.
between a general and a specific
competency.

11
 4. GENERAL OBJECTIVES

The general objectives of the Computing telecommunications facilities.

Support program are presented below,
along with the major statement of each
corresponding operational objective.

To develop in the students the

competencies required to integrate To develop in the students the compe-
harmoniously into the school and work tencies required to communicate in the
environments. workplace and provide service to clients.

• Determine their suitability for the • Interact in various work situations.

occupation and the training process.
• Communicate in French.
• Manage their careers.
• Provide technical support at a telephone
• Ensure the proper operation of computers help desk.
in the workplace.
• Provide service to clients in the To develop in the students the
workplace.
competencies required to carry out tasks
on stand-alone or networked computers.
To develop in the students the compe-
tencies required to apply the methods • Analyze the architecture and operation of
essential to the practice of the computer systems.
occupation.
• Develop a utility program.
• Install the hardware and software of a
• Apply a problem-solving method. computer.
• Research information. • Manage access to the resources of a
• Manage their time. network.
• Install the shareable resources of a
To develop in the students the compe- network.
tencies required for the optimal use of • Troubleshoot a computer problem.
software. • Optimize the performance of a computer.

• Exploit the possibilities of operating

systems using older technology.
• Exploit the possibilities of application
software.
• Exploit the possibilities of operating
systems using recent technology.
• Create and use a database.
• Exploit the possibilities of

13
 5. OPERATIONAL OBJECTIVES

5.1 DEFINITION

An operational objective is defined for each Operational objectives cover the learning
competency to be developed. that the students need to develop a
Competencies are organized into an competency:
integrated training program designed to
prepare students to practise the trade or • The specifications or the phases of the
occupation. This systematic organization of objective determine or guide specific
competencies produces better overall learning, thereby allowing the
results than training by isolated objectives. competency to be developed step by
More specifically, it fosters a smooth step.
progression from one objective to the next,
saves teaching time by eliminating needless • The objective as a whole (i.e. the six
repetition, and integrates and reinforces components and in particular the last
learning material. phase of a situational objective–see
Section 5.2) determines or guides
Operational objectives are the main, the overall learning and the integration
compulsory teaching/learning targets and and synthesis of this learning, allowing
they are specifically evaluated for certifi- the competency to be developed fully.
cation. There are two kinds of operational
objectives: behavioural and situational. To attain the objectives, the following learn-
ing activities may be prepared:
- A behavioural objective is a relatively
closed objective that describes the • specific learning activities aimed at
actions and results expected of the stu- developing the required knowledge,
dent by the end of a learning step. views, skills and attitudes
Evaluation is based on expected results.
• specific learning activities for the specifi-
- A situational objective is a relatively cations or phases of the objectives
open-ended objective that outlines the
major phases of a learning situation. It • general learning activities for the
allows for output and results to vary from objectives
one student to another. Evaluation is
based on the student's participation in the
activities of the learning context.

15
 5.2 HOW TO READ OPERATIONAL OBJECTIVES

A. How to Read a Behavioural Objective

Behavioural objectives consist of six compo- The last three components ensure that the
nents. The first three provide an overview of objective is understood clearly and
the objective: unequivocally:

1. The expected behaviour states a 4. The specifications of the expected

competency in terms of the general behaviour describe the essential
behaviour that the students are elements of the competency in terms of
expected to have acquired by the end of specific behaviours.
the module.
5. The specific performance criteria
2. The conditions for performance define the requirements for each of the
evaluation define what is necessary or specifications of behaviour. They ensure
permissible to the students during evalu- a more enlightened decision on the
ation designed to verify whether or not attainment of the objective.
the students have attained the objective.
This means that the conditions for 6. The field of application defines the
evaluation are the same wherever and limits of the objective, where necessary.
whenever the program is taught. It indicates cases where the objective
applies to more than one task, occupa-
3. The general performance criteria tion or field.
define the requirements by which to
judge whether or not the results
obtained are generally satisfactory.

16
 B. How to Read a Situational Objective

Situational objectives consist of six 4. The instructional guidelines provide

components: suggested ways and means of teaching
the course to ensure that learning takes
place and that the same conditions
1. The expected outcome states a apply wherever and whenever the
competency as an aim to be pursued course is taught. These guidelines may
throughout a module. include general principles or specific
procedures.

2. The specifications outline the essential

aspects of the competency and ensure 5. The participation criteria describe the
a better understanding of the expected requirements the students must fulfil,
outcome. which are usually related to each phase
of the learning context. They focus on
how the students take part in the activ-
ities rather than on the results obtained.
3. The learning context provides an
Participation criteria are normally pro-
outline of the learning situation designed
vided for each phase of the learning
to help the students develop the
context.
required competency. It is normally
divided into three phases of learning:

• information 6. The field of application defines the

• performance, practice or involvement limits of the objective, where necessary.
It indicates cases where the objective
• synthesis, integration and self-evalu-
applies to more than one task, occupa-
ation
tion or field.

17
 6. HARMONIZATION

Computer technology programs have been Network Management, Administrative Data

harmonized with a view to achieving Processing and Industrial Data Processing
continuity between vocational and technical have been designed in harmonization with
education. The main objective of the secondary school Computing Support
harmonization is to encourage students to program.
pursue their studies and to avoid needless
repetition of courses. The college programs

Students who have acquired competencies in the secondary school Computing Support
program will be granted recognition of the corresponding competencies in the Network
Management program if they pursue studies at the college level.

COMPUTING SUPPORT NETWORK MANAGEMENT

SESAME COMPETENCY CODE COMPETENCY

962 038 Exploit the possibilities of operating systems 016Q Exploit the possibilities of an operating system
using older technology. on a specific computer.
962 096 Exploit the possibilities of operating systems 017T Optimize the functionalities of an operating
using recent technology. system on a computer.

962 052 Research information.

962 166 Exploit the possibilities of telecommunications 016U Research information.
facilities.

017Q Use an algorithmic procedure.

962 068 Develop a utility program.
016S Use a structured programming language.

962 074 Interact in various work situations. 016V Interact and communicate in various work
situations.

962 025 Analyze the architecture and operation of

computer systems.
016R Install hardware and software in a computer.
962 116 Install the hardware and software of a
computer.

962 148 Manage access to the resources of a

network. 0183 Set up a server.
962 157 Install the shareable resources of a network.

19
Students who have acquired competencies in the college Network Management program
will be granted recognition of the corresponding competencies in the Computing Support
program if they pursue studies at the secondary level.

NETWORK MANAGEMENT COMPUTING SUPPORT

CODE COMPETENCY SESAME COMPETENCY

017Q Use an algorithmic procedure.

962 068 Develop a utility program.
016S Use a structured programming language.

016Q Exploit the possibilities of an operating system 962 038 Exploit the possibilities of operating systems
on a specific computer. using older technology.
017T Optimize the functionalities of an operating 962 096 Exploit the possibilities of operating systems
system on a computer. using recent technology.

962 025 Analyze the architecture and operation of

computer systems.
016R Install hardware and software in a computer.
962 116 Install the hardware and software of a
computer.

017Y Manage their time and ensure the quality of their 962 122 Manage their time.
work.

016U Research information. 962 052 Research information.

016V Interact and communicate in various work 962 074 Interact in various work situations.
situations.

962 148 Manage access to the resources of a network.

0183 Set up a server.
962 157 Install the shareable resources of a network.

20
Students who have acquired competencies in the secondary school Computing Support
program will be granted recognition of the corresponding competencies in the
Administrative Data Processing program if they pursue studies at the college level.

COMPUTING SUPPORT ADMINISTRATIVE DATA PROCESSING

SESAME COMPETENCY CODE COMPETENCY

962 038 Exploit the possibilities of operating systems

using older technology. 016Q Exploit the possibilities of an operating system
962 096 Exploit the possibilities of operating systems on a specific computer.
using recent technology.

962 052 Research information.

962 166 Exploit the possibilities of telecommunications 016U Research information.
facilities.

016W Produce algorithms.

962 068 Develop a utility program.
016S Use a structured programming language.

962 074 Interact in various work situations. 016V Interact and communicate in various work
situations.

962 025 Analyze the architecture and operation of

computer systems.
016R Install hardware and software in a computer.
962 116 Install the hardware and software of a
computer.

962 122 Manage their time. 016Y Plan and manage work activities.

962 186 Troubleshoot a computer problem.

962 205 Provide technical support at a telephone help 0179 Provide technical support and training to users.
desk.

21
Students who have acquired competencies in the college Administrative Data Processing
program will be granted recognition of the corresponding competencies in the Computing
Support program if they pursue studies at the secondary level.

ADMINISTRATIVE DATA PROCESSING COMPUTING SUPPORT

CODE COMPETENCY SESAME COMPETENCY

016W Produce algorithms.

962 068 Develop a utility program.
016S Use a structured programming language.

962 038 Exploit the possibilities of operating systems

016Q Exploit the possibilities of an operating system using older technology.
on a specific computer. 962 096 Exploit the possibilities of operating systems
using recent technology.

962 025 Analyze the architecture and operation of

computer systems.
016R Install hardware and software in a computer.
962 116 Install the hardware and software of a
computer.

016Y Plan and manage work activities. 962 122 Manage their time.

016U Research information. 962 052 Research information.

016V Interact and communicate in various work 962 074 Interact in various work situations.
situations.

0175 Create and use databases. 962 106 Create and use a database.

0174 Exploit the possibilities of a networked computing 962 148 Manage access to the resources of a network.
environment.

962 186 Troubleshoot a computer problem.

0179 Provide technical support and training to users. 962 205 Provide technical support at a telephone help
desk.

22
Students who have acquired competencies in the secondary school Computing Support
program will be granted recognition of the corresponding competencies in the Industrial
Data Processing program if they pursue studies at the college level.

COMPUTING SUPPORT INDUSTRIAL DATA PROCESSING

SESAME COMPETENCY CODE COMPETENCY

962 038 Exploit the possibilities of operating systems

using older technology. 016Q Exploit the possibilities of an operating system
962 096 Exploit the possibilities of operating systems on a specific computer.
using recent technology.

962 052 Research information.

962 166 Exploit the possibilities of telecommunications 016U Research information.
facilities.

016W Produce algorithms.

962 068 Develop a utility program.
016S Use a structured programming language.

962 074 Interact in various work situations. 016V Interact and communicate in various work
situations.

962 025 Analyze the architecture and operation of

computer systems.
016R Install hardware and software in a computer.
962 116 Install the hardware and software of a
computer.

962 122 Manage their time. 016Y Plan and manage work activities.

23
Students who have acquired competencies in the college Industrial Data Processing
program will be granted recognition of the corresponding competencies in the Computing
Support program if they pursue studies at the secondary level.

INDUSTRIAL DATA PROCESSING COMPUTING SUPPORT

CODE COMPETENCY SESAME COMPETENCY

962 038 Exploit the possibilities of operating systems

016Q Exploit the possibilities of an operating system using older technology.
on a specific computer. 962 096 Exploit the possibilities of operating systems
using recent technology.

016U Research information. 962 052 Research information.

016W Produce algorithms.

962 068 Develop a utility program.
016S Use a structured programming language.

016V Interact and communicate in various work 962 074 Interact in various work situations.
situations.

962 025 Analyze the architecture and operation of

computer systems.
016R Install hardware and software in a computer.
962 116 Install the hardware and software of a
computer.

016Y Plan and manage work activities. 962 122 Manage their time.

24
PART II
 MODULE 1 : THE OCCUPATION AND THE TRAINING PROCESS

Code: 962 012 Duration: 30 hours

SITUATIONAL OBJECTIVE

EXPECTED OUTCOME

By participating in the required activities of the learning context according to the

indicated criteria, the students will be able to
determine their suitability for the occupation and the training process.

SPECIFICATIONS

At the end of this module, the students will:

# Be familiar with the nature of the occupation.

# Understand the training program.
# Confirm their career choice.

LEARNING CONTEXT

PHASE 1: Information on the Occupation

# Learning about the job market in computing support: types of businesses,

employment prospects, remuneration, possibilities for advancement or transfer,
selection criteria and process.
# Learning about the nature and the requirements of the job by meeting with
employers, reading written material, etc.
# Looking at the possibility of starting their own business or being self-employed.
# Learning about health and safety risks and ways of preventing work accidents and
occupational diseases.
# Learning about the rights and responsibilities of workers and employers.
# Presenting the information gathered and discussing their views on the occupation.

Computing Support 27 Module 1

 SITUATIONAL OBJECTIVE

PHASE 2: Information on and Participation in the Training Program

# Listing the skills, aptitudes, attitudes and knowledge required to practise the
occupation.
# Learning about the training program.
# Discussing the relevance of the program to the work situation in computing support.
# Discussing their initial reactions to the occupation and the training program.

PHASE 3: Evaluation and Confirmation of Career Choice

# Stating their preferences, aptitudes, areas of interest and personal qualities.

# Comparing their preferences, aptitudes, areas of interest and personal qualities with
the requirements of work in computing support.
# Recognizing their strengths in relation to the work and the weaknesses they need to
correct.
# Presenting the reasons for their choice to continue or withdraw from the program.

INSTRUCTIONAL GUIDELINES

The teacher should:

# Create a climate that is conducive to personal growth and to the students’ integration
into the field.
# Encourage all the students to engage in discussions and to express themselves.
# Motivate the students to take part in the suggested activities.
# Help the students to acquire an accurate perception of the occupation.
# Provide the students with the means of assessing their career choice honestly and
objectively.
# Organize field trips to companies that are representative of the main work
environments in computing support.
# Make available all pertinent documentation on the occupation, information on
training programs, guides, etc.
# Organize a meeting with specialists in the field.

Module 1 28 Computing Support

 SITUATIONAL OBJECTIVE

PARTICIPATION CRITERIA

PHASE 1: • Gather information on most of the topics to be dealt with.

• Express their views on the occupation, relating them to the information they
have gathered.

PHASE 2: • Give their opinions on some of the requirements that they will have to meet
in order to practise the occupation.
• Seriously study the material provided.
• Listen carefully to explanations given.
• Express their views on the training program.
• Clearly express their reactions.

PHASE 3: • Sum up their preferences, areas of interest, aptitudes and personal qualities.
• Explain their decision on whether or not to continue in the training program.

Computing Support 29 Module 1

 MODULE 2: SYSTEMS ANALYSIS

Code: 962 025 Duration: 75 hours

BEHAVIOURAL OBJECTIVE

EXPECTED BEHAVIOUR

To demonstrate the required competency, the students must

analyze the architecture and operation of computer systems
in accordance with the following conditions, criteria and specifications.

CONDITIONS FOR PERFORMANCE EVALUATION

# Using:
- diagrams and technical data
- hardware and software of computer systems based on different technologies
- reference materials
# Without using a calculator

GENERAL PERFORMANCE CRITERIA

# Use of appropriate terminology

# Effective use of reference materials
# Careful handling of components

Computing Support 31 Module 2

 BEHAVIOURAL OBJECTIVE
SPECIFICATIONS OF THE SPECIFIC PERFORMANCE CRITERIA
EXPECTED BEHAVIOUR

A. Distinguish the internal and external - Accurate location of components

components of computer systems. - Identification of functions of components
- Accurate identification of types of
connections between components
- Identification of operating systems and
programs according to their applications and
functions
- Identification of types of technologies and
their compatibility
B. Analyze data processing by systems. - Identification of performance characteristics
of components
- Identification of links established between
components:
• when the computer is turned on
• when programs are loaded
• when data are being processed
• when the computer is turned off
C. Analyze the organization of data in systems. - Accurate interpretation of data according to
their:
• internal representation mode
• visual representation
- Accurate evaluation of capacities of storage
media
- Identification of data organization methods
used on storage media such as diskettes, hard
disks, magnetic tape and CD-ROMs

Module 2 32 Computing Support

 MODULE 3: OLDER OPERATING SYSTEMS

Code: 962 038 Duration: 120 hours

BEHAVIOURAL OBJECTIVE

EXPECTED BEHAVIOUR

To demonstrate the required competency, the students must

exploit the possibilities of operating systems using older technology
in accordance with the following conditions, criteria and specifications.

CONDITIONS FOR PERFORMANCE EVALUATION

# Using:
- a computer and English and French versions of an appropriate operating
system
- reference materials

GENERAL PERFORMANCE CRITERIA

# Proper use of commands

# Effective use of reference materials
# Accurate interpretation of messages on the screen
# Correct positioning of fingers on keyboard
# Observance of ergonomic rules

Computing Support 33 Module 3

 BEHAVIOURAL OBJECTIVE
SPECIFICATIONS OF THE SPECIFIC PERFORMANCE CRITERIA
EXPECTED BEHAVIOUR

A. Install and uninstall operating systems. - Proper partitioning and formatting of hard
disk
- Correct use of installation procedures:
• standard installation
• customized installation
- Determination of appropriate parameters
- Correct use of uninstallation procedures
B. Adapt systems according to specific needs. - Correct configuration of files needed for
initialization of operating systems in terms
of:
• memory management
• installation of drivers, keyboards, etc.
- Observance of criteria regarding
customization of the environment
- Proper compression and defragmentation of
hard disk
C. Perform basic operations. - Correct formatting of magnetic media
- Proper file and directory management
techniques used in operations such as
creating, deleting, copying, moving and
compressing files and/or directories
- Starting of programs according to their place
in the directory structure
- Effective use of help functions and utility
programs of operating systems
D. Protect data. - Correct installation of antivirus software
- Proper disinfection of magnetic media
- Creation of back-ups
- Correct recovery of back-up files
E. Automate tasks. - Correct creation and use of batch files
- Creation of utility menus according to the
needs
- Proper modification of existing batch files
- Proper use of debugging techniques

Module 3 34 Computing Support

 MODULE 4: PROBLEM SOLVING

Code: 962 043 Duration: 45 hours

BEHAVIOURAL OBJECTIVE

EXPECTED BEHAVIOUR

To demonstrate the required competency, the students must

apply a problem-solving method
in accordance with the following conditions, criteria and specifications.

CONDITIONS FOR PERFORMANCE EVALUATION

# Using:
- case studies of various problems
- pertinent reference materials
- appropriate equipment

GENERAL PERFORMANCE CRITERIA

# Perseverance, autonomy and an open mind

# Variety of ideas
# Accurate, complete report of problem-solving process

Computing Support 35 Module 4

 BEHAVIOURAL OBJECTIVE
SPECIFICATIONS OF THE SPECIFIC PERFORMANCE CRITERIA
EXPECTED BEHAVIOUR

A. Define the problem. - Complete description of anomalies observed

- Pertinent questions concerning the source,
frequency and variables of the problem
- Pertinent, ordered notes
- Accurate appraisal of the consequences of
the problem
- Clear, consise formulation of the problem
B. Examine the problem. - Correct decision on elements to be tested
- Use of appropriate tests
- Logical order of elements tested
- Effective use of reference materials
- Elimination of unlikely causes
- Establishment of appropriate connections
between the problem analyzed and similar
situations previously experienced
C. Formulate and test hypotheses concerning - Clear, concise formulation of hypotheses
the causes of the problem. - Pertinent hypotheses
- Use of a rigorous, logical testing procedure
- Determination of the exact cause of the
problem
D. Choose and apply a solution. - Proposal of pertinent, feasible solutions
- Choice of the most appropriate solution in
terms of cost, time, etc.
- Correct application of the solution
E. Verify the results. - Use of a rigorous, logical verification
procedure
- Appropriate judgement

Module 4 36 Computing Support

 MODULE 5: RESEARCHING INFORMATION

Code: 962 052 Duration: 30 hours

BEHAVIOURAL OBJECTIVE

EXPECTED BEHAVIOUR

To demonstrate the required competency, the students must

research information
in accordance with the following conditions, criteria and specifications.

CONDITIONS FOR PERFORMANCE EVALUATION

# On the basis of common needs in a computing support department

# Using:
- information sources such as manuals, guides, databases, the Internet, etc.
- a computer and appropriate software
# In English and in French

GENERAL PERFORMANCE CRITERIA

# Effective use of information sources

# Accurate interpretation of English and French terminology
# Autonomy and initiative
# Observance of ergonomic rules

Computing Support 37 Module 5

 BEHAVIOURAL OBJECTIVE
SPECIFICATIONS OF THE SPECIFIC PERFORMANCE CRITERIA
EXPECTED BEHAVIOUR

A. Define the purpose of the research. - Clear formulation of the goal of the research
- Determination of the aspects to be
considered in the research
B. Select and consult reference materials. - Selection of appropriate sources
- Variety of sources selected
- Rapid location of pertinent information
C. Extract the information. - Accurate interpretation of the information
- Pertinent information
- Methodical note-taking
D. Write up the results of the research. - Consideration of the goal and limits set for
the research
- Clear, concise writing
- Use of appropriate terminology
- Keyboarding speed of ten words per minute
- Methodical recording of information

Module 5 38 Computing Support

 MODULE 6: PROGRAMMING UTILITY SOFTWARE

Code: 962 068 Duration: 120 hours

BEHAVIOURAL OBJECTIVE

EXPECTED BEHAVIOUR

To demonstrate the required competency, the students must

develop a utility program
in accordance with the following conditions, criteria and specifications.

CONDITIONS FOR PERFORMANCE EVALUATION

# Using:
- a computer
- an object-oriented programming language
- reference materials
# On the basis of a case study describing specific needs

GENERAL PERFORMANCE CRITERIA

# Rigorous testing of work

# Proper functioning of the program
# Attention to detail
# Proper saving of data

Computing Support 39 Module 6

 BEHAVIOURAL OBJECTIVE
SPECIFICATIONS OF THE SPECIFIC PERFORMANCE CRITERIA
EXPECTED BEHAVIOUR

A. Analyze the needs with regard to the - Gathering of appropriate data concerning the
development of the utility program. needs, type of computer and environment
- Definition of the purposes and functions of
the program
- Identification of the type of data to be
processed by the program and the processing
to be done
- Accurate appraisal of the possibility of
meeting the request
B. Create the algorithm. - Precise, structured algorithmic solution
- Correct representation of the preliminary
version of the program in pseudo-code and
/or programming flow charts
- Algorithm in conformity with needs analysis
C. Code the algorithm, using a graphical - Observance of rules concerning structured
development environment. programming and object-oriented
programming
- Accurate coding of the algorithm
- Clear, concise comments on program
functioning
D. Test the program. - Use of a methodical procedure
- Detection of all errors in syntax, logic and
execution
- Proper correction of errors
E. Distribute the utility program. - Compilation of the source program
- Proper preparation of installation diskettes
- Full, accurate instructions for installation and
use of the program

Module 6 40 Computing Support

 MODULE 7: WORKING RELATIONSHIPS

Code: 962 074 Duration: 60 hours

SITUATIONAL OBJECTIVE

EXPECTED OUTCOME

By participating in the required activities of the learning context according to the

indicated criteria, the students will be able to
interact in various work situations.

SPECIFICATIONS

At the end of this module, the students will:

# Understand the importance of communication in their work.

# Recognize the importance of establishing a relationship of trust with clients.
# Understand their role in relation to the rules of professional ethics.
# Be familiar with the functioning of a work team.
# Be aware of the effects of stress on working relationships.

LEARNING CONTEXT

PHASE 1: Information on Work Situations Encountered in Computing Support

# Developing an awareness of the main difficulties encountered in working

relationships in computing support.
# Discussing the importance of good communication skills in establishing good
working relationships.
# Examining how they interact with others in situations in their personal or working
life.

PHASE 2: Familiarization with Service to Clients

# Learning about the types of clientele encountered in computing support.

# Discussing the importance of being aware of clients' anxieties and needs.
# Learning about ways of alleviating clients' stress.
# Discussing the attitudes and behaviour computing support personnel should
adopt with clients.
# Trying out approaches for providing courteous service to clients.

Computing Support 41 Module 7

 SITUATIONAL OBJECTIVE

PHASE 3: Application of the Rules of Professional Ethics

# Learning about the standards and rules that apply to work situations.
# Discussing the role of the person in charge of computing support in applying
standards and rules.
# Examining procedures to prevent abuse of equipment, pirating of software and
violation of copyright.
# Preparing an activity to educate clients to observe standards and rules.
# Discussing ways of dealing with clients who fail to observe standards and rules.

PHASE 4: Participation in a Work Team

# Observing the functioning of work teams and recognizing the impact of

communication on the quality of teamwork.
# Practising situations involving relationships with colleagues and superiors in which
they must:
- participate in forming a team and dividing tasks among team members
- give their opinions
- defuse tense situations
# Discussing attitudes and behaviour that contribute to the effective functioning of a
work team.

PHASE 5: Evaluation of their Interaction in Various Work Situations

# Assessing the strengths and weaknesses in their ways of interacting with clients and
communicating with colleagues and superiors.
# Indicating how they could improve with respect to service to clients and teamwork.
# Discussing the way they act in tense situations and methods of managing stress.
# Assessing the skills they have acquired in this module.

Module 7 42 Computing Support

 SITUATIONAL OBJECTIVE

INSTRUCTIONAL GUIDELINES

The teacher should:

# Make extensive use of role-plays and simulated situations that are representative of
the workplace.
# Emphasize work in small groups, making sure that all students have opportunities
both to participate and to observe.
# Provide checklists for use in observing and analyzing the simulated situations.
# Encourage the students to try out new behaviours.
# Show appreciation for all the students' contributions to discussions.
# Make appropriate use of audio-visual materials.
# Organize a meeting with an expert in computing support who can describe his or her
experience in the areas dealt with in this module.
# Guide the students' evaluation process by providing appropriate tools
(questionnaires or checklists).

PARTICIPATION CRITERIA

PHASE 1: • Give their opinions in discussions.

• Describe their style of interacting with others.

PHASE 2: • Follow the instructions for trying out an approach for providing courteous
service to clients.

PHASE 3: • Gather and organize data on the standards and rules that apply to the use of
computers.
• Prepare an activity in which the rules of professional ethics are applied.

PHASE 4: • Follow the instructions for trying out working in a team.

• State the attitudes and behaviour that contribute to the effective functioning
of a work team.

PHASE 5: • State their strengths and weaknesses in dealing with clients and participating
in a work team.
• Discuss their reaction to stress and ways of managing it.

Computing Support 43 Module 7

 MODULE 8: APPLICATION SOFTWARE

Code: 962 088 Duration: 120 hours

BEHAVIOURAL OBJECTIVE

EXPECTED BEHAVIOUR

To demonstrate the required competency, the students must

exploit the possibilities of application software
in accordance with the following conditions, criteria and specifications.

CONDITIONS FOR PERFORMANCE EVALUATION

# On the basis of a case study

# Using:
- English and French versions of application software belonging to different
families
- a computer that is prepared for the installation of application software
- reference materials

GENERAL PERFORMANCE CRITERIA

# Methodical work
# Effective navigation in user interfaces
# Optimal use of software help functions and other reference materials
# Accurate interpretation of messages on screen
# Keyboarding speed of 20 words per minute
# Observance of ergonomic rules

Computing Support 45 Module 8

 BEHAVIOURAL OBJECTIVE
SPECIFICATIONS OF THE SPECIFIC PERFORMANCE CRITERIA
EXPECTED BEHAVIOUR

A. Examine the capabilities of computer - Identification of similar functions:

programs. • in programs in the same families
• in programs from different families
• in different versions of programs
- Demonstration of the specific features of
each program
- Selection of the most appropriate program
for a specific task
B. Install and uninstall software. - Accurate interpretation of information on the
minimum configuration required for the
installation
- Complete verification of elements of the
computer system to ensure they comply with
installation requirements
- Proper use of procedures for standard,
complete and customized installation
- Consideration of the needs involved
- Efficient solution of conflicts
- Proper use of uninstallation procedures
C. Research and propose procedures for using - Selection of pertinent information
programs. - Proper use of functions
- Conversion of files from one program to
another
- Preparation of clear, concise instructions for
using functions
D. Automate tasks. - Creation of macros based on user needs
- Proper recording and running of macros
- Detection and correction of errors
E. Customize program interfaces. - Proper setting of preferences and print
manager
- Adaptation of menus and toolbars to user
needs

Module 8 46 Computing Support

 MODULE 9: RECENT OPERATING SYSTEMS

Code: 962 096 Duration: 90 hours

BEHAVIOURAL OBJECTIVE

EXPECTED BEHAVIOUR

To demonstrate the required competency, the students must

exploit the possibilities of operating systems using recent technology
in accordance with the following conditions, criteria and specifications.

CONDITIONS FOR PERFORMANCE EVALUATION

# Using:
- a computer and English and French versions of an appropriate operating
system
- reference materials

GENERAL PERFORMANCE CRITERIA

# Proper use of commands

# Effective use of reference materials
# Accurate interpretation of messages on the screen
# Observance of ergonomic rules

Computing Support 47 Module 9

 BEHAVIOURAL OBJECTIVE
SPECIFICATIONS OF THE SPECIFIC PERFORMANCE CRITERIA
EXPECTED BEHAVIOUR

A. Install and uninstall operating systems. - Proper partitioning and formatting of hard
disk
- Correct use of installation procedures:
• standard installation
• customized installation
- Determination of appropriate parameters
- Correct use of uninstallation procedures
B. Adapt systems according to specific needs. - Correct configuration of files needed for
initialization of operating systems in terms
of:
• memory management
• installation of drivers, keyboards, etc.
- Observance of criteria regarding
customization of the environment
- Detection and effective solution of conflicts
- Proper compression and defragmentation of
hard disk
C. Perform basic operations. - Correct formatting of magnetic media
- Proper file and directory management
techniques used in operations such as
creating, deleting, copying, moving and
compressing files and/or directories
- Starting of programs according to their place
in the directory tree
- Effective use of help functions and utility
programs of operating systems
D. Protect data. - Correct installation of antivirus software
- Implementation of system strategies to
protect the computer's configuration
- Proper disinfection of magnetic media
- Creation of back-ups
- Correct recovery from back-up files

Module 9 48 Computing Support

 BEHAVIOURAL OBJECTIVE
SPECIFICATIONS OF THE SPECIFIC PERFORMANCE CRITERIA
EXPECTED BEHAVIOUR

E. Automate tasks. - Correct creation and use of batch files

- Creation of utility menus according to the
needs
- Proper modification of existing batch files
- Proper use of debugging techniques

Computing Support 49 Module 9

 MODULE 10: DATABASES

Code: 962 106 Duration: 90 hours

BEHAVIOURAL OBJECTIVE

EXPECTED BEHAVIOUR

To demonstrate the required competency, the students must

create and use a database
in accordance with the following conditions, criteria and specifications.

CONDITIONS FOR PERFORMANCE EVALUATION

# On the basis of a case study

# Using:
- a computer and English and French versions of a database program
- reference materials

GENERAL PERFORMANCE CRITERIA

# Methodical work
# Proper use of commands
# Optimal use of program help functions and other reference materials
# Accurate interpretation of messages on the screen
# Proper saving of data
# Observance of ergonomic rules

Computing Support 51 Module 10

 BEHAVIOURAL OBJECTIVE
SPECIFICATIONS OF THE SPECIFIC PERFORMANCE CRITERIA
EXPECTED BEHAVIOUR

A. Analyze the needs. - Definition of the purposes and functions of

the database
- Recognition of the nature of the data to be
handled
- Proper collection of data for inputting
B. Design the database. - Standardization of data
- Design of a functional structure
- Proper creation of
• tables
• forms and queries
• reports
- Testing of proper functioning of database
- Implementation of security measures
appropriate to the needs
C. Process the data. - Optimal use of possibilities for:
• display of data
• consultation
• querying
• sorting
• indexing
• extraction
- Proper use of calculation and statistics
functions
- Proper production of reports on screen and
on paper
- Addition, deletion and modification of data
as required
- Proper importing and exporting of data
- Creation of functional macros appropriate to
the needs
- Keyboarding speed of 30 words per minute
D. Adapt the structure of the database to new - Data integrity
needs. - Testing of proper functioning of database
- Optimization of functioning of database
- Proper customization of user interface
- Modification of elements as required

Module 10 52 Computing Support

 BEHAVIOURAL OBJECTIVE
SPECIFICATIONS OF THE SPECIFIC PERFORMANCE CRITERIA
EXPECTED BEHAVIOUR

E. Document the database. - Preparation of complete system

specifications
- Writing of complete, accurate instructions
for use of the database
- Use of appropriate terminology

Computing Support 53 Module 10

 MODULE 11: INSTALLATION OF WORKSTATIONS

Code: 962 116 Duration: 90 hours

BEHAVIOURAL OBJECTIVE

EXPECTED BEHAVIOUR

To demonstrate the required competency, the students must

install the hardware and software of a computer
in accordance with the following conditions, criteria and specifications.

CONDITIONS FOR PERFORMANCE EVALUATION

# On the basis of a case study and an inventory of software and equipment for
computer systems using different technologies
# Using:
- a database on computing support
- reference materials and data sheets on components
- a database program and appropriate tools

GENERAL PERFORMANCE CRITERIA

# Proper functioning of workstation

# Methodical work
# Effective use of reference materials
# Observance of professional ethics
# Observance of schedule targets

Computing Support 55 Module 11

 BEHAVIOURAL OBJECTIVE
SPECIFICATIONS OF THE SPECIFIC PERFORMANCE CRITERIA
EXPECTED BEHAVIOUR

A. Plan the work. - Accurate assessment of needs

- Correct selection of components
- Logical assembly sequence
B. Assemble the hardware components of the - Correct assembly sequence
computer and connect the peripherals. - Assembly of appropriate components
- Correct placement of components
- Solid assembly
- Correct configuration of components and
peripherals
- Careful handling of parts
- Use of appropriate tools
- Methodical organization of work space
- Observance of safety rules
C. Install the operating systems. - Proper partitioning and formatting of hard
disk
- Installation procedures as per manufacturers'
instructions
- Proper installation and tuning of drivers
- Solution of conflicts between components
- Configuration and customization of systems
as needed
D. Install application software. - Installation procedures as per manufacturers'
instructions
- Configuration and customization of software
as needed
E. Test the results and save data on work done. - Proper testing of functioning of workstation
- Updating of inventory
- Full, accurate entry in knowledge bank of:
• details of the installation
• problems encountered
• solutions applied
- Use of correct English and computer
terminology

Module 11 56 Computing Support

 BEHAVIOURAL OBJECTIVE
SPECIFICATIONS OF THE SPECIFIC PERFORMANCE CRITERIA
EXPECTED BEHAVIOUR

F. Make recommendations concerning the use - Pertinent, clear, simple recommendations

of the equipment. - Use of correct English and computer
terminology

Computing Support 57 Module 11

 MODULE 12: TIME MANAGEMENT

Code: 962 122 Duration: 30 hours

SITUATIONAL OBJECTIVE

EXPECTED OUTCOME

By participating in the required activities of the learning context according to the

indicated criteria, the students will be able to
manage their time.

SPECIFICATIONS

At the end of this module, the students will:

# Understand how important it is for computing support personnel to use their time
effectively.
# Adopt ways of managing their time effectively.
# Be aware of their strengths and weaknesses in managing their time.

LEARNING CONTEXT

PHASE 1: Information on the Principles of Time Management

# Learning about the value of time.

# Learning about the behaviour and the factors responsible for difficulties in time
management.
# Learning about methods and tools for effective time management.
# Thinking about the benefits of effective time management.
# Recognizing the consequences of poor time management.

PHASE 2: Examination of Their Current Use of Time

# Making a list of their main personal activities.

# Assessing the usefulness of these activities or their satisfaction with them in
relation to the time and energy devoted to them.
# Thinking about their ability to manage their use of time.

Computing Support 59 Module 12

 SITUATIONAL OBJECTIVE

PHASE 3: Examination of How Computing Support Personnel Use Their Time

# Making a list of the main activities in computing support.

# Learning about the most time-consuming activities and their effect on time planning.
# Discussing the main obstacles encountered in carrying out the activities and ways to
overcome them.

PHASE 4: Familiarization with Methods and Tools for Time Management

# Determining the level of priority of the activities involved in computing support.

# Determining the activities that may be carried out by other people.
# Planning activities, using time management tools.

PHASE 5: Evaluation of Methods for Time Management

# Thinking about their ability to assess the importance of a situation.

# Recognizing the extent and the limits of their responsibilities.
# Assessing their strengths and weaknesses in managing their time.
# Finding ways to manage their time more effectively.
# Thinking about the effect the material in this module may have on the practice of
their occupation in the job market.

INSTRUCTIONAL GUIDELINES

The teacher should:

# Use case studies and hypothetical situations representative of the work environment.
# Provide the students with case studies and hypothetical situations whose complexity
is appropriate to their knowledge.
# Provide checklists to facilitate analysis of the case studies and hypothetical
situations.
# Encourage the exchange of opinions, participation and group discussion.
# Make available time management tools used in business: time management
software, electronic agendas, etc.

Module 12 60 Computing Support

 SITUATIONAL OBJECTIVE

PARTICIPATION CRITERIA

PHASE 1: • Gather information, using sources made available.

• Describe at least three advantages of effective time management.

PHASE 2: • Evaluate their satisfaction with their main personal activities.

PHASE 3: • Give their opinions on ways to manage their tasks in computing support.

PHASE 4: • Participate seriously in the activities.

• Use the tools provided.

PHASE 5: • Assess their ways of managing time.

• Propose realistic ways to manage their time more effectively.

Computing Support 61 Module 12

 MODULE 13: COMMUNICATION IN FRENCH

Code: 962 135 Duration: 75 hours

BEHAVIOURAL OBJECTIVE

EXPECTED BEHAVIOUR

To demonstrate the required competency, the students must

communicate in French
in accordance with the following conditions, criteria and specifications.

CONDITIONS FOR PERFORMANCE EVALUATION

# Using:
- the French version of a word processing program
- technical documents and a French knowledge base
- dictionaries and grammar books
- a telephone and the Internet

GENERAL PERFORMANCE CRITERIA

# Effective use of reference materials

# Use of appropriate terminology

Computing Support 63 Module 13

 BEHAVIOURAL OBJECTIVE
SPECIFICATIONS OF THE SPECIFIC PERFORMANCE CRITERIA
EXPECTED BEHAVIOUR

A. Handle requests from clients: - Accurate interpretation of requests

• in person - Clear, pertinent questions concerning details
• on the telephone of the work needed
- Clear, concise, coherent explanations
- Level of language appropriate to the client
- Proper verification of client's understanding
- Appropriate language and manner
- Proper telephone procedure
- Clear speech
B. Write documents related to computing - Clear, concise, coherent writing
support: - Level of language appropriate to the client
• notes and instructions for clients - Use of appropriate key words in knowledge
• reports base
- Correct spelling and grammar
- Keyboarding speed of 30 words per minute
C. Obtain information from suppliers and - Clear requests to suppliers
manufacturers. - Accurate interpretation of suppliers' answers
- Respect for the proprieties
- Clear speech
- Accurate interpretation of technical
documentation

Module 13 64 Computing Support

 MODULE 14: NETWORKS: ACCESS MANAGEMENT

Code: 962 148 Duration: 120 hours

BEHAVIOURAL OBJECTIVE

EXPECTED BEHAVIOUR

To demonstrate the required competency, the students must

manage access to the resources of a network
in accordance with the following conditions, criteria and specifications.

CONDITIONS FOR PERFORMANCE EVALUATION

# On the basis of:

- requests from clients
- a diagram representing a company's directory services
- instructions for creating accounts and groups
# Using:
- a network and shareable programs and peripherals installed on it
- a database for recording the details of work done
- reference materials

GENERAL PERFORMANCE CRITERIA

# Observance of instructions
# Methodical and successful research
# Effective use of commands and utilities of the operating system
# Observance of ergonomic rules

Computing Support 65 Module 14

 BEHAVIOURAL OBJECTIVE
SPECIFICATIONS OF THE SPECIFIC PERFORMANCE CRITERIA
EXPECTED BEHAVIOUR

A. Describe the characteristics of the network. - Identification of the type of organization of

the network and the specific features of the
operating system
- Precise location of the hardware and
software of the network
- Recognition of the limits of the network
B. Plan their work. - Accurate assessment of the needs
- Proper verification of the validity of the
request
- Realistic estimate of the time required for the
work
- Correct placement of accounts and user
groups to be created in the company's
directory services
- Planning of a methodical procedure for:
• creating directories and groups
• providing user rights
- Observance of directives and security
standards concerning data sharing
C. Create accounts and user groups. - Meaningful names used for groups and
accounts
- Observance of directives concerning security
parameters such as:
• passwords
• access periods
• user rights
- appropriate customization of the work
environment of users or groups, using scripts

Module 14 66 Computing Support

 BEHAVIOURAL OBJECTIVE
SPECIFICATIONS OF THE SPECIFIC PERFORMANCE CRITERIA
EXPECTED BEHAVIOUR

D. Test access to the resources. - Testing of the configuration of the

workstations:
• physical components and links
• communication protocols
• client software
- Proper connection to the network
- Intelligent choice of tests to carry out
- Testing of the operation of the main
application software
- Effective problem solving
E. Record information on the work done. - Accurate, complete record of details of work
done on the database
- Use of correct English and computer
terminology
F. Inform clients concerning access to the - Clear, exhaustive information concerning:
network. • the resources available
• how to use these resources
• rules to be observed
- Pertinent information according to user
group
- Understandable information given in English
and French
- Courtesy with clients
- Verification of client satisfaction

Computing Support 67 Module 14

 MODULE 15: NETWORKS: RESOURCE SHARING

Code: 962 157 Duration: 105 hours

BEHAVIOURAL OBJECTIVE

EXPECTED BEHAVIOUR

To demonstrate the required competency, the students must

install the shareable resources of a network
in accordance with the following conditions, criteria and specifications.

CONDITIONS FOR PERFORMANCE EVALUATION

# On the basis of:

- a plan of the architecture of a network and instructions on the equipment and
software to be installed
- a diagram representing a company's internal communications
# Using:
- copies of the software to be installed
- a computer that is ready for installation of the network operating system and a
computer workstation
- a database for recording the details of work done
- reference materials

GENERAL PERFORMANCE CRITERIA

# Conformity with the plan of the network architecture and the instructions
# Methodical work
# Effective use of reference materials
# Observance of professional ethics
# Careful handling of equipment
# Effective use of the commands and utilities of the operating system
# Effective problem solving

Computing Support 69 Module 15

 BEHAVIOURAL OBJECTIVE
SPECIFICATIONS OF THE SPECIFIC PERFORMANCE CRITERIA
EXPECTED BEHAVIOUR

A. Plan their work. - Accurate interpretation of instructions and

data sheets for components
- Testing of hardware components and
software to ensure they are in conformity
with instructions
- Establishment of a logical assembly
sequence
B. Install the network operating system. - Correct installation and configuration of the
network card
- Proper preparation of the hard disk:
• creation of partitions
• management of volumes
• installation of file systems
• formatting
- Observance of instructions on creating
company directory services
- Observance of installation procedures
provided by the manufacturer
- Configuration in conformity with
instructions
C. Install the client software on the - Correct installation and configuration of
workstations. network card
- Installation and configuration of client
software and terminal emulation according to
the operating system on the workstation
- Observance of communication protocols

D. Establish communication between - Correct preparation and installation of

components. cabling
- Placement of repeaters or amplifiers
depending on the type of cabling
- Proper testing of communication between the
components

Module 15 70 Computing Support

 BEHAVIOURAL OBJECTIVE
SPECIFICATIONS OF THE SPECIFIC PERFORMANCE CRITERIA
EXPECTED BEHAVIOUR

E. Install shareable resources. - Correct installation and configuration of

application software, services and
peripherals
- Proper functioning of peripherals using
application software

F. Ensure data integrity. - Correct installation of the hardware and

software needed for data safety
- Setting up of procedures to ensure data
safety

G. Test the results and record the data - Proper testing of the accessibility of the
concerning the work. resources installed
- Accurate, complete entry of details of the
work in the database
- Use of correct English and French
terminology

Computing Support 71 Module 15

 MODULE 16: TELECOMMUNICATIONS FACILITIES

Code: 962 166 Duration: 90 hours

BEHAVIOURAL OBJECTIVE

EXPECTED BEHAVIOUR

To demonstrate the required competency, the students must

exploit the possibilities of telecommunications facilities
in accordance with the following conditions, criteria and specifications.

CONDITIONS FOR PERFORMANCE EVALUATION

# Using:
- hypothetical situations
- telecommunications and computer facilities connected to the Internet
- English and French versions of specialized software and appropriate utilities
- reference materials

GENERAL PERFORMANCE CRITERIA

# Mastery of software programs

# Effective use of help functions
# Correct interpretation and use of terminology
# Observance of professional ethics
# Concern for the quality of language

Computing Support 73 Module 15

 BEHAVIOURAL OBJECTIVE
SPECIFICATIONS OF THE SPECIFIC PERFORMANCE CRITERIA
EXPECTED BEHAVIOUR

A. Install hardware and software of - Choice of appropriate cables for type of

telecommunications facilities. work
- Correct installation and configuration of:
• internal and external modems
• communication software, software for
creating hypermedia documents, and
browsers
• remote control, compression and
decompression software
- Proper testing of the establishment of
communication
- Effective problem solving
B. Manage the sending and reception of faxes - Correct retrieval of faxes and e-mail
and e-mail. messages
- Correct procedure used to:
• create e-mail messages and faxes
• send e-mail messages and faxes to
individuals and groups
- Effective management of in-box and address
book
- Proper compression and decompression of
files attached to e-mail messages and faxes
- Use of appropriate security measures
C. Search for information on the electronic - Correct use of search engines
highway. - Precise search criteria
- Selection of pertinent information
- Appropriate organization of addresses of
sites used
- Effective use of discussion groups

Module 16 74 Computing Support

 BEHAVIOURAL OBJECTIVE
SPECIFICATIONS OF THE SPECIFIC PERFORMANCE CRITERIA
EXPECTED BEHAVIOUR

D. Create a hypermedia document. - Accurate analysis of the needs

- Selection of appropriate content
- Logical structure
- Establishment of effective and pertinent links
among elements
- Pleasing and user-friendly layout
- Consideration of the needs
- Testing of proper functioning of document
- Proper uploading of document onto server
- Correct use of programming language
E. Use remote control. - Proper start-up procedure for the session
- Effective use of functions for managing the
work session
- Correct file transfer

Computing Support 75 Module 15

 MODULE 17: CAREER MANAGEMENT

Code: 962 173 Duration: 45 hours

SITUATIONAL OBJECTIVE

EXPECTED OUTCOME

By participating in the required activities of the learning context according to the

indicated criteria, the students will be able to
manage their careers.

SPECIFICATIONS

At the end of this module, the students will:

# Understand the impact of technological change on work in the field.

# Undertake a job search.
# Consider the possibility of creating their own business or freelancing.

LEARNING CONTEXT

PHASE 1: Reflection on the Impact of Technological Change

# Learning about new technology being used in companies and foreseeable changes.
# Discussing the impact new technology may have on occupational tasks.
# Assessing their ability to adapt to change.
# Listing ways to update their knowledge and skills once they have joined the work
force.

PHASE 2: Preparation and Application of a Job Search Plan

# Preparing a personal assessment of their interests, values, aptitudes, weaknesses,

etc.
# Learning about organizations and information sources to consult in a job search.
# Making a list of potential employers.
# Writing a resumé and covering letter.
# Preparing for and undergoing a job interview.
# Planning the steps in their job search.

Computing Support 77 Module 17

 SITUATIONAL OBJECTIVE

PHASE 3: Learning about Entrepreneurship and Freelancing

# Learning about personal qualities related to entrepreneurship: character traits,

strengths, attitudes, interests, sources of motivation, etc.
# Learning about the requirements of freelancing.
# Assessing their entrepreneurial aptitudes and ability to work as freelancers.

PHASE 4: Evaluation and Follow-up of Their Job Search

# In a group meeting, discussing the pertinence of the documents used and the
effectiveness of their job search activities.
# Adjusting their job search plans.
# Assessing the effect the material in this module could have on their progress in the
job market.

INSTRUCTIONAL GUIDELINES

The teacher should:

# Provide the students with resources and examples to use in the work.
# Explain to the students how to use the reference materials.
# Put the students in touch with a firm that recruits information technology personnel.
# Provide time and resources for the students to try out their job search plan.
# Promote discussion and cooperation among the students.
# Organize visits to high-tech companies.
# Organize information meetings with entrepreneurs.
# Lead discussions on the students' job search activities and their thoughts about them.
. # Guide the students' evaluation process by providing them with tools (such as a list of
questions).

Module 17 78 Computing Support

 SITUATIONAL OBJECTIVE

PARTICIPATION CRITERIA

PHASE 1: • Gather information using the sources provided.

• Give their opinions in discussions.

PHASE 2: • Present detailed job search plans.

• Write an appropriate covering letter and a resumé in keeping with the rules
of presentation and containing information on their work experience,
education and skills as well as personal data.

PHASE 3: • Explain why they do, or do not, plan to start their own business or work as
freelancers.

PHASE 4: • Discuss their assessment of their job search activities.

• Make realistic adjustments to their job search plan.

Computing Support 79 Module 17

 MODULE 18: TROUBLESHOOTING

Code: 962 186 Duration: 90 hours

BEHAVIOURAL OBJECTIVE

EXPECTED BEHAVIOUR

To demonstrate the required competency, the students must

troubleshoot a computer problem
in accordance with the following conditions, criteria and specifications.

CONDITIONS FOR PERFORMANCE EVALUATION

# Using:
- a defective computer (either stand-alone or part of a network), in which the
problem may be related to the physical or logic components
- a knowledge bank on computing support
- an inventory of hardware and software
- tools and dedicated utilities for computing support
- reference materials
# In the presence of the client

GENERAL PERFORMANCE CRITERIA

# Speed of the work

# Proper problem-solving procedure
# Effective use of reference materials
# Concern for the quality of English
# Acceptable use of French
# Appropriate level of language for clients
# Autonomy, perseverance and self-control
# Patience and courtesy with client

Computing Support 81 Module 18

 BEHAVIOURAL OBJECTIVE
SPECIFICATIONS OF THE SPECIFIC PERFORMANCE CRITERIA
EXPECTED BEHAVIOUR

A. Analyze the client's needs. - Precise questioning of client on the source,

frequency and variables of the problem
- Pertinent, concise notes
- Attentive listening to client
- Accurate assessment of whether the request
should be accepted and of its priority
B. Examine the computer. - Examination of the configuration of the
computer, taking into account the client's
preferences
- Recognition of the type of system
- Appropriate tests
- Logical order of testing of various points
- Observance of safety rules
C. Analyze the data on the problem. - Accurate interpretation of test results
- Elimination of improbable causes
- Clear formulation of the problem
- Accurate assessment of the consequences of
the problem
D. Determine the cause of the problem. - Pertinent hypotheses
- Proper testing of hypotheses
- Determination of the exact cause of the
problem
- Effective use of diagnostic tools

Module 18 82 Computing Support

 BEHAVIOURAL OBJECTIVE
SPECIFICATIONS OF THE SPECIFIC PERFORMANCE CRITERIA
EXPECTED BEHAVIOUR

E. Correct the problem. - Effective consultation of knowledge bank

- Quick decision making
- Acceptable temporary solutions
- Selection of the most appropriate permanent
solution
- Application of measures to save data and
ensure its integrity
- Proper use of tools
- Careful handling of equipment
- Restoration of the configuration of the
computer, taking into account the client's
preferences
- Proper functioning of the computer
- Observance of safety rules
F. Finish the work. - Updating of inventory and knowledge bank
- Clear, pertinent, simple recommendations for
avoiding a recurrence of the problem
- Accurate assessment of client's satisfaction

Field of Application: Computers with older or more recent multi-user operating systems.

Computing Support 83 Module 18

 MODULE 19: COMPUTER OPTIMIZATION

Code: 962 194 Duration: 60 hours

BEHAVIOURAL OBJECTIVE

EXPECTED BEHAVIOUR

To demonstrate the required competency, the students must

optimize the performance of a computer
in accordance with the following conditions, criteria and specifications.

CONDITIONS FOR PERFORMANCE EVALUATION

# Using:
- a working computer (either stand-alone or part of a network) that needs
improvements in the hardware and software
- a knowledge bank on computing support
- an inventory of hardware and software
- tools and utilities for computing support
- reference materials
# In the presence of the client

GENERAL PERFORMANCE CRITERIA

# Speed of the work

# Methodical work
# Effective use of reference materials
# Acceptable use of French
# Appropriate level of language for clients
# Patience and courtesy with client

Computing Support 85 Module 19

 BEHAVIOURAL OBJECTIVE
SPECIFICATIONS OF THE SPECIFIC PERFORMANCE CRITERIA
EXPECTED BEHAVIOUR

A. Analyze the client's needs. - Precise questioning of client on the

improvements expected
- Respect for client and client's request
- Pertinent, concise notes
- Accurate assessment of whether the request
should be accepted
- Appropriate proposals for improvements
B. Examine the computer. - Recognition of the type of system
- Appropriate tests
- Examination of the configuration of the
computer, taking into account the client's
preferences
- Appropriate decision on work to be done
- Quick decision making
- Accurate information given to client
regarding:
• the consequences of the change
• the time required for the work
C. Make the change. - Choice of appropriate equipment and tools
- Use of measures to save data and ensure its
integrity
- Careful handling of equipment
- Proper use of procedures for:
• uninstalling components
• installing and configuring new hardware
and software
• modifying components that are already
installed
• updating operating systems and programs
• improving performance of existing macros
- Effective problem solving
- Improvement of computer's performance
- Consideration of needs expressed at the
outset
- Observance of safety rules

Module 19 86 Computing Support

 BEHAVIOURAL OBJECTIVE
SPECIFICATIONS OF THE SPECIFIC PERFORMANCE CRITERIA
EXPECTED BEHAVIOUR

D. Finish the work. - Updating of inventory and knowledge bank

- Clear, pertinent, simple recommendations for
use of the computer
- Accurate assessment of client's satisfaction

Field of Application: Computers with older or more recent multi-user operating systems.

Computing Support 87 Module 19

 MODULE 20: TECHNICAL SUPPORT AT A TELEPHONE HELP DESK

Code: 962 205 Duration: 75 hours

BEHAVIOURAL OBJECTIVE

EXPECTED BEHAVIOUR

To demonstrate the required competency, the students must

provide technical support at a telephone help desk
in accordance with the following conditions, criteria and specifications.

CONDITIONS FOR PERFORMANCE EVALUATION

# Based on a call for service

# Using:
- a workstation equipped with a call management system, remote control
software and an electronic mail system
- a knowledge bank
- procedures manuals and reference materials
- resources for second-level support

GENERAL PERFORMANCE CRITERIA

# Effective use of telecommunications facilities

# Effective use of reference materials
# Correct problem-solving procedure
# Quick decision making
# Simple, precise instructions given to client
# Concern for quality of English
# Acceptable use of French
# Clear enunciation
# Patience and courtesy with client
# Keyboarding speed of 40 words per minute
# Observance of ergonomic rules

Computing Support 89 Module 20

 BEHAVIOURAL OBJECTIVE
SPECIFICATIONS OF THE SPECIFIC PERFORMANCE CRITERIA
EXPECTED BEHAVIOUR

A. Receive and analyze the request. - Correct use of greeting procedure

- Checking as to whether the request can be
accepted
- Precise questioning of client on:
• the type of system
• the source, frequency and variables of the
problem
- Pertinent, concise notes entered in the system
- Establishment of a relationship of trust with
the client
B. Diagnose the problem. - Accurate assessment of the consequences of
the problem and of its priority
- Formulation of pertinent hypotheses
- Accurate assessment of the client's skill level
with regard to computers
- Proper use of the "step by step" procedure
with the client in order to test the hypotheses
- Accurate interpretation of client's answers
- Effective use of the remote control software
- Determination of the exact cause of the
problem
C. Solve the problem. - Proposal of acceptable temporary solutions
- Selection of the most appropriate solution
using the following methods:
• "step by step" with the client
• taking control of the remote computer
- Proper use of the procedure for situations
requiring action at another level:
• choice of a resource person
• transmission of the data on the problem
• follow-up of the work
- Effective solution of the problem
- Proper testing of the results

Module 20 90 Computing Support

 BEHAVIOURAL OBJECTIVE
SPECIFICATIONS OF THE SPECIFIC PERFORMANCE CRITERIA
EXPECTED BEHAVIOUR

D. Finish the work. - Accurate assessment of client's satisfaction

- Updating of knowledge bank
- Clear, pertinent, simple recommendations for
avoiding a recurrence of the problem

Computing Support 91 Module 20

 MODULE 21: PRACTICUM: TECHNICAL SUPPORT

Code: 962 218 Duration: 120 hours

SITUATIONAL OBJECTIVE

EXPECTED OUTCOME

By participating in the required activities of the learning context according to the

indicated criteria, the students will be able to
ensure the proper operation of computers in the workplace.

SPECIFICATIONS

At the end of this module, the students will:

# Integrate into a team in a workplace.
# Perform tasks on workstations.
# Show autonomy and initiative.
# Assess their technical skills in working with computers.

LEARNING CONTEXT

PHASE 1: Preparation for the Practicum

# Learning about the organization of the company and the computer equipment used.
# Communicating with the person in charge of the practicum in the company to find
out about the tasks to be accomplished and the conditions under which they will
be carried out.
# Informing the person in charge of the practicum of their interests and skills in the
field of computing support.
# Setting objectives in computing support to be reached during the practicum.

PHASE 2: Observing and Carrying Out Work on Computer Equipment

# Observing the work environment.

# Performing tasks such as assembling and optimizing computers.
# Solving or helping solve computer problems.
# Assessing the satisfaction of the person in charge of the practicum with the
work done.

Computing Support 93 Module 22

 SITUATIONAL OBJECTIVE

PHASE 3: Evaluating Their Experience in the Workplace

# Relating their observations on the work environment and the tasks they carried out
in the company.
# Making an evaluation of:
- the quality of the work they did on the computers
- their collaboration with the personnel of the company
- their ability to work autonomously
# Making a list of skills and knowledge to acquire in order to improve their work in
computing support.

INSTRUCTIONAL GUIDELINES

The teacher should:

# Provide the students with opportunities to carry out a variety of tasks on computer
equipment by establishing an agreement with the company representative.
# Ensure the supervision of the students by a qualified person in the company
(supervisor).
# Encourage the students' initiatives while respecting the agreement on the tasks to be
carried out.
# Provide the students with regular supervision and support.
# Intervene when problems or difficulties arise.
# Guide the students' evaluation process by providing tools such as lists of questions
or checklists.

PARTICIPATION CRITERIA

PHASE 1: • Gather information on the company and the tasks to be carried out as
trainees.
• Prepare a document describing their interests, skills and objectives in
computing support.

PHASE 2: • Carry out the tasks according to instructions and regularly check the quality
of their work.
• Show interest in the work by taking initiative and asking questions.

PHASE 3: • Describe their experience as trainees.

• State their strengths and weaknesses in computing support work.

Module 21 94 Computing Support

 MODULE 22: PRACTICUM: SERVICE TO CLIENTS

Code: 962 228 Duration: 120 hours

SITUATIONAL OBJECTIVE

EXPECTED OUTCOME

By participating in the required activities of the learning context according to the

indicated criteria, the students will be able to
provide service to clients in the workplace.

SPECIFICATIONS

At the end of this module, the students will:

# Serve clients in a workplace on site or remotely.

# Help solve the clients' problems.
# Use their communication skills.
# Handle stress.
# Assess their skills in providing service to clients.

LEARNING CONTEXT

PHASE 1: Preparation for the Practicum

# Learning about the organization of the company's operations in providing service

to clients, and the policies and procedures to be observed.
# Learning about the clients and the equipment and software used.
# Informing the person in charge of the practicum in the company of their interests
and skills in providing service to clients.
# Learning about the services they will provide as trainees and the conditions under
which they will provide them.
# Setting objectives for the practicum in providing service to clients.

Computing Support 95 Module 22

 SITUATIONAL OBJECTIVE

PHASE 2: Observing and Providing Service to Clients

# Observing the work environment.

# Receiving and fulfilling requests from clients.
# Transmitting complex requests to the appropriate resource persons.
# Ensuring that the work is done and assessing the satisfaction of clients.
# Using strategies or techniques to control stress.
# Assessing the satisfaction of the person in charge of the practicum with the service
provided to clients.

PHASE 3: Evaluating Their Experience in Working with Clients

# Relating their observations on the work environment and the tasks carried out in
providing service to clients in the company.
# Making an evaluation of:
- the quality of the service provided to clients
- their ability to communicate with clients and colleagues
- their ability to work in difficult or tense situations
# Making a list of skills and knowledge to acquire in order to improve their work in
providing service to clients.

INSTRUCTIONAL GUIDELINES

The teacher should:

# Establish an agreement with a company representative to allow the students to

gradually fulfill clients' requests.
# Ensure the supervision of the students by a qualified person in the company
(supervisor).
# Provide the students with regular supervision and support.
# Intervene when problems or difficulties arise.
# Guide the students' evaluation process by providing tools such as lists of questions
or checklists.

PARTICIPATION CRITERIA

PHASE 1: • Gather information on the company and the tasks to be carried out as
trainees.
• Prepare a document describing their interests, skills and objectives in
providing service to clients.

Module 22 96 Computing Support

 SITUATIONAL OBJECTIVE

PHASE 2: • Apply the policies and procedures of the company and regularly assess client
satisfaction.
• Adapt their behaviour and attitudes according to the situation.

PHASE 3: • Describe their experience as trainees.

• State their strengths and weaknesses in providing service to clients.

Computing Support 97 Module 22

Éducation

17-1027-010A