A buffer overrun is caused by the limited size of a string variable's allocated space and the unlimited size of the actual string that is stored in the space. In the C programming language, it is the programmer's responsibility to make sure the actual string size does not exceed the size of the space allocated for it. However, programmers sometimes fail to put in the necessary checks for string size. It is possible, when programming in C, to write past the end of the current string and into the allocated space for an entirely different variable. The affected variable may or may not be another string. However, the integrity of both variables will be compromised. This paper will present the results of an experiment which shows exactly what happens when strings and other variables are compromised in this way. Writing beyond the end of a string allocation seems like a trivial problem. These faults should be easy to find and fix. However, in reality, they are nearly impossible to find in many situations. The experiment makes the problem very clear so that everyone will understand why these faults are not easy to find and fix before they cause serious problems. Since this is a C programming language problem, and both Windows and Unix operating systems are written mostly in C, many system errors may be a result of this problem. Understanding the problem can save countless hours in system debugging.
{"title":"Tracking system bugs: why are buffer overruns still around?","authors":"C. Owen","doi":"10.1145/1294046.1294112","DOIUrl":"https://doi.org/10.1145/1294046.1294112","url":null,"abstract":"A buffer overrun is caused by the limited size of a string variable's allocated space and the unlimited size of the actual string that is stored in the space. In the C programming language, it is the programmer's responsibility to make sure the actual string size does not exceed the size of the space allocated for it. However, programmers sometimes fail to put in the necessary checks for string size. It is possible, when programming in C, to write past the end of the current string and into the allocated space for an entirely different variable. The affected variable may or may not be another string. However, the integrity of both variables will be compromised. This paper will present the results of an experiment which shows exactly what happens when strings and other variables are compromised in this way. Writing beyond the end of a string allocation seems like a trivial problem. These faults should be easy to find and fix. However, in reality, they are nearly impossible to find in many situations. The experiment makes the problem very clear so that everyone will understand why these faults are not easy to find and fix before they cause serious problems. Since this is a C programming language problem, and both Windows and Unix operating systems are written mostly in C, many system errors may be a result of this problem. Understanding the problem can save countless hours in system debugging.","PeriodicalId":277737,"journal":{"name":"Proceedings of the 35th annual ACM SIGUCCS fall conference","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115309113","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
E-Waste is a popular, informal name for discarded electronic products such as computers, VCRs, cameras, which have reached the end of their "useful life". Discarded electronic products contain a stew of toxic metals and chemicals such as lead, mercury, cadmium, chromium, and PCBs. Based on the Gartner estimation over 133,000 PCs are discarded by U.S. homes and businesses each day. Less than 10 percent of all electronics are currently recycled. Most European countries and a growing number of countries around the world require electronic companies to finance and manage recycling programs for their products. There is no such federal law in the United States. Being environmentally responsible makes perfect sense for higher education institutions. Unfortunately, e-Waste, a dangerous byproduct of technology's relentless expansion is one of the fastest growing segments of higher education institutions' waste stream. We need to be strong advocates of "producer responsibility" and give companies an incentive to produce environmentally friendly products. In addition we must learn about and educate our campus communities about managing old electronics and associated materials. In this report, we attempt to answer the question "What should be done with old electronic products?" discuss opportunities for waste prevention and reuse, and talk about regulatory issues.
{"title":"The wild wild waste: e-waste","authors":"Scott E. Hanselman, Mahmoud Pegah","doi":"10.1145/1294046.1294083","DOIUrl":"https://doi.org/10.1145/1294046.1294083","url":null,"abstract":"E-Waste is a popular, informal name for discarded electronic products such as computers, VCRs, cameras, which have reached the end of their \"useful life\". Discarded electronic products contain a stew of toxic metals and chemicals such as lead, mercury, cadmium, chromium, and PCBs. Based on the Gartner estimation over 133,000 PCs are discarded by U.S. homes and businesses each day. Less than 10 percent of all electronics are currently recycled. Most European countries and a growing number of countries around the world require electronic companies to finance and manage recycling programs for their products. There is no such federal law in the United States. Being environmentally responsible makes perfect sense for higher education institutions. Unfortunately, e-Waste, a dangerous byproduct of technology's relentless expansion is one of the fastest growing segments of higher education institutions' waste stream. We need to be strong advocates of \"producer responsibility\" and give companies an incentive to produce environmentally friendly products. In addition we must learn about and educate our campus communities about managing old electronics and associated materials. In this report, we attempt to answer the question \"What should be done with old electronic products?\" discuss opportunities for waste prevention and reuse, and talk about regulatory issues.","PeriodicalId":277737,"journal":{"name":"Proceedings of the 35th annual ACM SIGUCCS fall conference","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115479321","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Tulane Faculty Symposium on Digital Trends: An experiment in instructional technology and outreach. In many universities, instructional technology groups struggle with creating new opportunities for collaboration with faculty. Nonexistent or infrequent communication, overburdened workload, and lack of active outreach and resources prevent the full and appropriate utilization of instructional technology teams. At Tulane University, these challenges are being addressed through a multi-faceted program designed to bring instructional technology and faculty into a mutually beneficial partnership. One aspect of this outreach program, the Tulane Faculty Symposium on Digital Trends, was specifically designed to introduce faculty to the instructional technology group and instructional new media topics through discussion-based sessions on current technology trends. This program was launched in March 2007, and the response from campus faculty has been overwhelmingly positive.
{"title":"Tulane faculty symposium on digital trends: an experiment in instructional technology and outreach","authors":"Ariana French, L. Wright","doi":"10.1145/1294046.1294070","DOIUrl":"https://doi.org/10.1145/1294046.1294070","url":null,"abstract":"Tulane Faculty Symposium on Digital Trends: An experiment in instructional technology and outreach. In many universities, instructional technology groups struggle with creating new opportunities for collaboration with faculty. Nonexistent or infrequent communication, overburdened workload, and lack of active outreach and resources prevent the full and appropriate utilization of instructional technology teams. At Tulane University, these challenges are being addressed through a multi-faceted program designed to bring instructional technology and faculty into a mutually beneficial partnership. One aspect of this outreach program, the Tulane Faculty Symposium on Digital Trends, was specifically designed to introduce faculty to the instructional technology group and instructional new media topics through discussion-based sessions on current technology trends. This program was launched in March 2007, and the response from campus faculty has been overwhelmingly positive.","PeriodicalId":277737,"journal":{"name":"Proceedings of the 35th annual ACM SIGUCCS fall conference","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126076056","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Due to a serious illness of a family member, I recently needed to perform a large percentage of my normal work duties from home. These included the easy things like reports, e-mail, and documentation. The more difficult tasks were attending meetings, held sometimes in rooms with very little technology, and training. During training I needed to see what the student was doing on their computer, as well as being able to demonstrate on a large screen projection system in the same room. In addition to the technical challenges, the needs of the family members at home had to be balanced with work, sometimes both needs were concurrent. As some of us who are staring retirement age in the face, but still working, the need to balance care for a family member and work pulls at us from both sides. In this paper I will concentrate on the technical challenges, but I will also share some of the family issues that I encountered as well.
{"title":"Working and training from home","authors":"Jerry Martin","doi":"10.1145/1294046.1294101","DOIUrl":"https://doi.org/10.1145/1294046.1294101","url":null,"abstract":"Due to a serious illness of a family member, I recently needed to perform a large percentage of my normal work duties from home. These included the easy things like reports, e-mail, and documentation. The more difficult tasks were attending meetings, held sometimes in rooms with very little technology, and training. During training I needed to see what the student was doing on their computer, as well as being able to demonstrate on a large screen projection system in the same room. In addition to the technical challenges, the needs of the family members at home had to be balanced with work, sometimes both needs were concurrent. As some of us who are staring retirement age in the face, but still working, the need to balance care for a family member and work pulls at us from both sides. In this paper I will concentrate on the technical challenges, but I will also share some of the family issues that I encountered as well.","PeriodicalId":277737,"journal":{"name":"Proceedings of the 35th annual ACM SIGUCCS fall conference","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116676285","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper describes a successful methodology for achieving more secure computing in an Academic Environment where getting the disparate client populations to accept any desktop computer standards can often seem like herding (or training) cats. In a highly distributed, highly decentralized computing environment such as the George Washington University, it is exceedingly difficult to ensure compliance with desktop security measures. This is true whether they are the requisite and almost constant patches or the use of properly configured and updated antivirus and firewall software. Through the use of volume purchasing power, quality service delivery, University wide collaboration and targeted incentives (both tangible and intangible) GWU has moved from knowing very little about the patch and virus/firewall state of its 6000+ desktop computers to being able to remediate vulnerabilities across the enterprise and determine the status of that remediation in realtime.
本文描述了一种在学术环境中实现更安全计算的成功方法，在这种环境中，让不同的客户机群体接受任何桌面计算机标准通常看起来就像放牧(或训练)猫一样。在乔治华盛顿大学(George Washington University)这样高度分布式、高度分散的计算环境中，确保遵守桌面安全措施是极其困难的。这是正确的，无论是必要的和几乎不变的补丁或使用正确配置和更新的防病毒和防火墙软件。通过使用批量购买力、高质量的服务交付、大学范围内的合作和有针对性的激励措施(包括有形和无形的)，GWU已经从对其6000多台台式计算机的补丁和病毒/防火墙状态知之甚少，转变为能够修复整个企业的漏洞，并实时确定修复状态。
{"title":"Desktop security in an academic environment...: how to herd cats successfully","authors":"Blaine A. D'Amico","doi":"10.1145/1294046.1294058","DOIUrl":"https://doi.org/10.1145/1294046.1294058","url":null,"abstract":"This paper describes a successful methodology for achieving more secure computing in an Academic Environment where getting the disparate client populations to accept any desktop computer standards can often seem like herding (or training) cats. In a highly distributed, highly decentralized computing environment such as the George Washington University, it is exceedingly difficult to ensure compliance with desktop security measures. This is true whether they are the requisite and almost constant patches or the use of properly configured and updated antivirus and firewall software. Through the use of volume purchasing power, quality service delivery, University wide collaboration and targeted incentives (both tangible and intangible) GWU has moved from knowing very little about the patch and virus/firewall state of its 6000+ desktop computers to being able to remediate vulnerabilities across the enterprise and determine the status of that remediation in realtime.","PeriodicalId":277737,"journal":{"name":"Proceedings of the 35th annual ACM SIGUCCS fall conference","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128319633","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In late September 2005, the University of New Hampshire's Blackboard Learning and Community System began to slow down, disrupting the learning experience of UNH's entire academic community. We assembled an interdepartmental team to ascertain the cause of and ultimately solve this problem of stagnation. This cause itself was elusive, hidden within scores of possibilities, suggestions, and conjecture. Were online assessments overtaxing the servers? Are more servers needed? Was there a cascading effect in the internal processes, one impeding another, impeding another, etc? As questions, needs, and theories mounted, it became clear to us that comprehensive, objective, and quantifiable information would be essential to lift this fog of ignorance. Such necessity was the mother of the Blackboard Performance Monitor (BBPM), our custom designed, in-house system which collects data from the many facets of Blackboard and transforms that data into useful, web-based, graphical information. Initially, the BBPM provided us with many interesting and unfortunately unexpected answers, merely bringing yet more questions to light. But as the BBPM evolved with the needs of the team, it brought us closer and closer to our goal, until we eventually found the connection we sought, or in truth, the lack thereof.
{"title":"The blackboard performance monitor: a mystery online","authors":"George Gaffer Fitch, Jerry Marceau","doi":"10.1145/1294046.1294069","DOIUrl":"https://doi.org/10.1145/1294046.1294069","url":null,"abstract":"In late September 2005, the University of New Hampshire's Blackboard Learning and Community System began to slow down, disrupting the learning experience of UNH's entire academic community. We assembled an interdepartmental team to ascertain the cause of and ultimately solve this problem of stagnation. This cause itself was elusive, hidden within scores of possibilities, suggestions, and conjecture. Were online assessments overtaxing the servers? Are more servers needed? Was there a cascading effect in the internal processes, one impeding another, impeding another, etc? As questions, needs, and theories mounted, it became clear to us that comprehensive, objective, and quantifiable information would be essential to lift this fog of ignorance. Such necessity was the mother of the Blackboard Performance Monitor (BBPM), our custom designed, in-house system which collects data from the many facets of Blackboard and transforms that data into useful, web-based, graphical information. Initially, the BBPM provided us with many interesting and unfortunately unexpected answers, merely bringing yet more questions to light. But as the BBPM evolved with the needs of the team, it brought us closer and closer to our goal, until we eventually found the connection we sought, or in truth, the lack thereof.","PeriodicalId":277737,"journal":{"name":"Proceedings of the 35th annual ACM SIGUCCS fall conference","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124757685","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The concepts of outsourcing and right sourcing are given great consideration in higher education. I will cite some reasons for outsourcing and some of the reasons for why it does not live up to its expectations. I will look at the history of one institution that decided to abandon its outsourcing decision. I will examine the consequences of the decision to move from an outsourced IT provider to an in-house staff. The primary conclusion is: we should prepare the exit strategy for outsourcing at the time of contract negotiation.
{"title":"What happens at the end of the outsourcing contract?","authors":"Charles R. Williams","doi":"10.1145/1294046.1294131","DOIUrl":"https://doi.org/10.1145/1294046.1294131","url":null,"abstract":"The concepts of outsourcing and right sourcing are given great consideration in higher education. I will cite some reasons for outsourcing and some of the reasons for why it does not live up to its expectations. I will look at the history of one institution that decided to abandon its outsourcing decision. I will examine the consequences of the decision to move from an outsourced IT provider to an in-house staff. The primary conclusion is: we should prepare the exit strategy for outsourcing at the time of contract negotiation.","PeriodicalId":277737,"journal":{"name":"Proceedings of the 35th annual ACM SIGUCCS fall conference","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126269696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
American University's office of Information Technology (IT) deployed Cisco Clean Access (CCA) across the student network in 2005 to combat the continual rise in virus and spyware infections. After two years, there has been a 79% reduction of malware infections reported by our students to the IT Help Desk. Several factors combined to facilitate the tremendous success of this Network Admission Control (NAC) implementation. These factors included: extensive communication with users; requirements selection, which reflected a thorough analysis of requirements to address the greatest areas of risk in the simplest way possible; and development of custom software tools to simplify the process of performing individual updates. After the dramatic reduction in malware infections for the student population, IT is in the process of transitioning all AU staff and faculty to CCA during the spring and summer of 2007. Due to an accelerated timeline for deployment and the unique needs of staff and faculty, IT developed a new transition strategy that leverages AU's existing Novell infrastructure and new features of CCA to create an almost seamless transition for the end user. As CCA is enabled in each department, machines can be silently evaluated to determine if they meet AU's requirements and new applications and patches may be deployed through the use of login scripts. The end result is magic. Therefore, IT is prepared to quickly and painlessly migrate all 3400 staff and faculty to CCA within months.
{"title":"Poof: no more viruses","authors":"Teresa Fernandez, Michal Grinnell, Eric Weakland","doi":"10.1145/1294046.1294068","DOIUrl":"https://doi.org/10.1145/1294046.1294068","url":null,"abstract":"American University's office of Information Technology (IT) deployed Cisco Clean Access (CCA) across the student network in 2005 to combat the continual rise in virus and spyware infections. After two years, there has been a 79% reduction of malware infections reported by our students to the IT Help Desk. Several factors combined to facilitate the tremendous success of this Network Admission Control (NAC) implementation. These factors included: extensive communication with users; requirements selection, which reflected a thorough analysis of requirements to address the greatest areas of risk in the simplest way possible; and development of custom software tools to simplify the process of performing individual updates. After the dramatic reduction in malware infections for the student population, IT is in the process of transitioning all AU staff and faculty to CCA during the spring and summer of 2007. Due to an accelerated timeline for deployment and the unique needs of staff and faculty, IT developed a new transition strategy that leverages AU's existing Novell infrastructure and new features of CCA to create an almost seamless transition for the end user. As CCA is enabled in each department, machines can be silently evaluated to determine if they meet AU's requirements and new applications and patches may be deployed through the use of login scripts. The end result is magic. Therefore, IT is prepared to quickly and painlessly migrate all 3400 staff and faculty to CCA within months.","PeriodicalId":277737,"journal":{"name":"Proceedings of the 35th annual ACM SIGUCCS fall conference","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133090746","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Tele-TASK is a tool for recording lectures and presentations. It does not only record the audio and video of the speaker but also everything happening on the presenter's computer. No matter if he is showing a Powerpoint presentation, a software demo or even the BIOS configuration of the computer, tele-TASK is able to record, encode and stream the whole presentation out of the box. The result is one synchronized and platform independent multimedia video in the RealMedia format. Hundreds of Tele-TASK lectures are already available online (http://www.tele-task.de. Apple has a big success with the release of the iPod series and accessories. It enables the user to carry around music and videos, play them back while he is on bus or even use it as a digital multimedia library accessible via your TV set. Unfortunately the video iPod is neither able to play videos encoded in Real format nor to play back several videos at once. Current development in e-learning technologies aims to make learning and teaching available everywhere. In the stream of this evolution, the Web-University Project at the Hasso-Plattner-Institute explores and studies novel Internet- and IT-technologies with the aim to enhance university teaching and research. This paper describes how we extended our teleteaching system to supply the learner not only with streaming media but also with additional iPod-ready lecture recordings and presentations in order to enable mobile learning wherever the learner likes to.
{"title":"Teleteaching anywhere solution kit (Tele-TASK) goes mobile","authors":"Katrin Wolf, Serge Linckels, C. Meinel","doi":"10.1145/1294046.1294132","DOIUrl":"https://doi.org/10.1145/1294046.1294132","url":null,"abstract":"Tele-TASK is a tool for recording lectures and presentations. It does not only record the audio and video of the speaker but also everything happening on the presenter's computer. No matter if he is showing a Powerpoint presentation, a software demo or even the BIOS configuration of the computer, tele-TASK is able to record, encode and stream the whole presentation out of the box. The result is one synchronized and platform independent multimedia video in the RealMedia format. Hundreds of Tele-TASK lectures are already available online (http://www.tele-task.de. Apple has a big success with the release of the iPod series and accessories. It enables the user to carry around music and videos, play them back while he is on bus or even use it as a digital multimedia library accessible via your TV set. Unfortunately the video iPod is neither able to play videos encoded in Real format nor to play back several videos at once. Current development in e-learning technologies aims to make learning and teaching available everywhere. In the stream of this evolution, the Web-University Project at the Hasso-Plattner-Institute explores and studies novel Internet- and IT-technologies with the aim to enhance university teaching and research. This paper describes how we extended our teleteaching system to supply the learner not only with streaming media but also with additional iPod-ready lecture recordings and presentations in order to enable mobile learning wherever the learner likes to.","PeriodicalId":277737,"journal":{"name":"Proceedings of the 35th annual ACM SIGUCCS fall conference","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114500505","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
You are now comfortable with your role as your staff's leader and they're comfortable with you. You might even be able to leave for the duration of a lunch break with things under control. Almost all is right with the world, except...why do your staff members keep leaving?. The issues that lead staff members to leave a position are numerous. You yourself don't want to be one of the problems simply because you aren't sure how to properly care for your help desk. The question of how and why to show your staff appreciation is one of the most difficult to answer, because it will be different for each institution and may vary based on the type of staff you employ. However, to have a successful help desk, this issue needs to be addressed. Morale, work ethic, and motivation all can be severely impacted when a manager overlooks the importance of training, incentive programs and appreciation of the contributions of his or her workers. In this paper we will discuss ways to acknowledge and appreciate your employees to keep your turnover rate low, how to use turnover to your advantage, and how to forecast trends in your staff in order to make the proper management adjustments. We will also explore how to make training a part of your incentive program and how proper training affects morale and productivity.
{"title":"The proper care and feeding of your help desk","authors":"Kristi Evans, G. Sperl","doi":"10.1145/1294046.1294066","DOIUrl":"https://doi.org/10.1145/1294046.1294066","url":null,"abstract":"You are now comfortable with your role as your staff's leader and they're comfortable with you. You might even be able to leave for the duration of a lunch break with things under control. Almost all is right with the world, except...why do your staff members keep leaving?. The issues that lead staff members to leave a position are numerous. You yourself don't want to be one of the problems simply because you aren't sure how to properly care for your help desk. The question of how and why to show your staff appreciation is one of the most difficult to answer, because it will be different for each institution and may vary based on the type of staff you employ. However, to have a successful help desk, this issue needs to be addressed. Morale, work ethic, and motivation all can be severely impacted when a manager overlooks the importance of training, incentive programs and appreciation of the contributions of his or her workers. In this paper we will discuss ways to acknowledge and appreciate your employees to keep your turnover rate low, how to use turnover to your advantage, and how to forecast trends in your staff in order to make the proper management adjustments. We will also explore how to make training a part of your incentive program and how proper training affects morale and productivity.","PeriodicalId":277737,"journal":{"name":"Proceedings of the 35th annual ACM SIGUCCS fall conference","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126920215","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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