{"id":53316,"date":"2019-11-29T00:00:00","date_gmt":"2019-11-28T21:00:00","guid":{"rendered":"https:\/\/prohoster.info\/blog\/blog_prohoster\/chemu-ne-uchat-v-shkole-kak-my-gotovim-inzhenerov-tehpodderzhki"},"modified":"2020-02-18T14:01:12","modified_gmt":"2020-02-18T11:01:12","slug":"chemu-ne-uchat-v-shkole-kak-my-gotovim-inzhenerov-tehpodderzhki","status":"publish","type":"post","link":"https:\/\/prohoster.info\/et\/blog\/administrirovanie\/chemu-ne-uchat-v-shkole-kak-my-gotovim-inzhenerov-tehpodderzhki","title":{"rendered":"Mida koolis ei \u00f5petata: kuidas koolitame tugitehnikat","gt_translate_keys":[{"key":"rendered","format":"text"}]},"content":{"rendered":"

Siin on lubatud \"teine lugu\".<\/p>\n

\"Mida
\n<\/p>\n

V\u00e4ljakutse
\n<\/h3>\n

\nKui keegi oleks neli aastat tagasi k\u00fcsinud minult: \"Kuidas saaks algajaid IT-osakonnas\/ettev\u00f5ttes koolitada?\" \u2014 oleksin ma kohe vastanud: \"Meetodi j\u00e4rgi 'ahv n\u00e4eb \u2014 ahv j\u00e4rgib', seega kinnitage algaja kogenud t\u00f6\u00f6tajale ning laske tal j\u00e4lgida, kuidas t\u00fc\u00fcpilisi \u00fclesandeid t\u00e4idetakse.\" See l\u00e4henemine t\u00f6\u00f6tas varem minu jaoks, see t\u00f6\u00f6tab ka praegu, ja m\u00f5nda aega tagasi Veeamis, kui puud olid suured, logod rohelised ja toode v\u00e4ike, sai ka nii koolitada \u2014 ja koolitati!<\/p>\n

Aja jooksul hakkas toode muutuma suureks ja keerukaks, uusi insenere tuli j\u00e4rjest rohkem, ning RTFM (Read The Freaking Manual) l\u00e4henemine t\u00f6\u00f6tas \u00fcha halvemini \u2014 asi on selles, et selliselt saavad \u00f5ppida need, kes juba 'teavad asjast', kes m\u00f5istavad t\u00f6\u00f6 erip\u00e4ra ja vajavad vaid m\u00f5ned, mitte nii kriitilised detailid.<\/p>\n

Aga kuidas on nende inimestega, kes on tulnud samalaadsetelt aladelt ja soovivad kasvada ja areneda, kuid ei tea, kuidas sellega alustada? Kuidas olla n\u00e4iteks nende suhtes, kes valdavad tinglikult haruldast keelt (n\u00e4iteks haruldast keskmise IT spetsialisti jaoks itaalia keelt)? V\u00f5i kuidas koolitada sellisel viisil perspektiivikat \u00fclikooli l\u00f5petajat, kellel pole piisavalt t\u00f6\u00f6kogemust?<\/p>\n

Laske meil korraks meie jutustust katkestada ja kujutlege: teie, meeskonna juht tugiteenuses, kes oli kunagi hea ja eduka inseneri, kellel on suur s\u00fcsteemiadministreerimise ja erinevate inimestega suhtlemise kogemus. Teie \u00fclesanne on edastada oma teadmised uuele (isegi v\u00f5iks \u00f6elda 'rohelisele') inseneri, \u00fclikooli l\u00f5petajale, kes on intelligentne ja arusaav. On ainult \u00fcks n\u00fcanss \u2014 see inimene on ilma toe ja isegi tavalise abiteenuse kogemuseta, ja ta on veel teie ettev\u00f5tte esimene t\u00fcrgi keelt k\u00f5nelev insener.<\/p>\n

<\/a><\/noindex>Kuidas te selle \u00fclesande lahendate?<\/p>\n

Ja kui olete sellele k\u00fcsimusele vastanud (ja te vastate, ma usun teisse), laske meil \u00fclesannet keeruliseks teha \u2014 mis siis, kui selliseid insenere on k\u00fcmme? Ent kui kaksk\u00fcmmend? Aga kui see on osakonna pidev areng ja igal ajahetkel on uus inimene, keda tuleb koolitada, n\u00e4idata minimaalset t\u00f6\u00f6 kvaliteedi standardit (ja see standard on k\u00f5rge) ja teha nii, et inimene ei tahaks v\u00f5imalikult kiiresti p\u00f5geneda?<\/p>\n

(Palun m\u00f5elge sellele k\u00fcsimusele, enne kui loete edasi.)<\/p>\n

\"Mida
\n<\/p>\n

Meie Lugu<\/h3>\n

\nJust with such a challenge, we found ourselves. <\/p>\n

While the department was conditionally small, the scheme of 'giving a newcomer a mentor, a list of documents, and letting them work - swim or sink' worked well. This scheme is good, universal, and validated by years and even centuries of human experience - but at one point we realized we were tired of repetition. Each newcomer needs to be told certain things - the same things that might be useful in their work. In the 'traditional' scheme, this is handled by the mentor, but what if one mentor has their mentees lined up one after another? Quickly repeating the same things becomes boring, leading to burnout - and that's already a risk.<\/p>\n

And here we remember another, no less traditional scheme - gathering newcomers into groups and giving them lectures - thus our training program was born.<\/p>\n

\u2026 Sometimes our engineers participate in conferences - both internal and external, both third-party and those organized by us. It was at such an event that training in support as we know it now began.<\/p>\n

One of our engineers presented at VeeamOn in Las Vegas with an outstanding presentation on what components make up Veeam Backup & Replication, and with a few modifications, it became the lecture 'Components'. By that time, we already had several lectures on different parts of the functionality, but that particular lecture 'set the tone' for all the ones that followed. It was how that lecture was structured, what materials were used, and so on, that became the standard for us.<\/p>\n

We began to extensively discuss virtualization, Microsoft technologies, our own products, and introduced basic training for our newcomers with no IT experience, where we cover everything that a support engineer might need - starting with 'hardware' and building levels of abstraction: Disk API, Operating Systems, Applications, Networking, Virtualization.<\/p>\n

Of course, we understood and understand that trying to cover the entire range of technologies we use in training would be impossible or, at least, unreasonable. To train on all the features of one product already takes several months, and the product doesn't stand still, with new things constantly appearing. Moreover, just lectures, as they are, cannot provide everything needed for a future engineer.<\/p>\n

So what else is there?<\/h3>\n

\nMulle meeldib \u00f6elda, et meil kehtib Pareto printsiip: oma koolitustega anname ligikaudu 20% sellest, mis on eduka inseneri jaoks vajalik, ja 80% j\u00e4\u00e4b tema enda vastutusele \u2014 manuaalide lugemine, laboratoorses t\u00f6\u00f6s osalemine, test\u00fclesannete ja reaalse t\u00f6\u00f6de lahendamine jne.<\/p>\n

20% \u2014 koolitused \u2014 on tegelikult peaaegu 100% teoreetilisest baasis, kuid ainult teooriast ei piisa \u2014 kehtib klassikaline skeem Teadmised-Oskused-Osavused. Me saame anda Teadmis, kuid Osavuste omandamine ja nende muutmine Oskusteks \u2014 see on juba t\u00e4iesti erinev \u00fclesanne.<\/p>\n

Just seet\u00f5ttu on meie algsed teoreetilised loengud kiiresti t\u00e4ienenud teiste aspektidega, ja n\u00fc\u00fcd n\u00e4eb \u00fcldine skeem v\u00e4lja selline:<\/p>\n