Resolving Discourse at Technical-Support Helpdesks

Vincent D. Robles

摘要

Background:nThis study examined discourse during the problem resolution process in face-to-face technical-support interactions between technical-support providers and users at a helpdesk. Specifically, this study responds to the limited discourse-based research in technical-support interactions, despite the agreement that exploring communication within these interactions can help to improve them.nLiterature review:nResearch in technical communication has only begun to systematically explore the microlevel (smaller, moment-to-moment) communication in these interactions, though it has provided a well-established understanding of their macrolevel (genre) structure. Further, research has not completely explored how the two participants in the interaction work discursively to resolve technical problems and what strategies appear to promote user satisfaction.nResearch questions:n1. What microlevel discourse do technical-support providers employ to resolve technical problems? 2. What microlevel discourse do users employ when collaborating with technical-support providers to resolve technical problems? 3. What microlevel discourse from both technical-support providers and users appears in satisfactory interactions? 4. What exchange patterns between the two participants appear in satisfactory interactions?nMethodology:nUsing speech-act discourse analysis, this study examined 17 helpdesk interactions that resolved problems. These interactions occurred at a large, Midwestern US university helpdesk at which 11 instructors sought help with instructional technologies. Using a post-session survey completed by the users, I compared interactions with above- and below-average levels of user satisfaction to determine which microlevel discourse promoted user satisfaction with the help experience.nResults:nTechnical-support providers employed signals announcing their thoughts and actions, gave explanations of the technology, and communicated confirmations or denials to user questions. Users employed inquiries about the technology, gave background information, and communicated confirmations or denials to technical-support provider questions. Statistically significant results about both speakers’ discourse indicate that typical instructional strategies (such as explanations) do not necessarily characterize more satisfactory interactions. Instead, alternate forms of instruction (minimal responses or giving background information from personal experience) contribute toward satisfactory outcomes. Also, users’ facility in asking follow-up questions or in giving further background information even during the problem-resolution stage appears to promote satisfaction. Further, a closer examination of the exchanges reveals how both participants interact in these ways.nConclusions:nThis study provides further insight into the typical instructional strategies identified by other researchers. Specifically, although explanations or directions do characterize problem resolution, these discourse strategies do not necessarily characterize distinctly satisfactory problem resolution. As one of the only studies of the functional discourse within technical-support interactions, this study provides researchers and practitioners further insight into how these important interactions work when technical-support providers resolve problems.

机译：背景： n 此研究检查了问题期间的论述技术支持提供商和用户在服务台之间面对面的技术支持交互中的解决过程。具体地说，尽管达成了在这些互动中探索交流可以帮助改善交流的共识，但本研究还是对基于话语的技术支持交流研究做出了回应。 n 文献评论： n <斜体xmlns：mml =” http：// www.w3.org/1998/Math/MathML“ xmlns：xlink =” http://www.w3.org/1999/xlink“>技术交流方面的研究才刚刚开始系统地探索微观层面（规模较小，（瞬间）交流，尽管它对它们的宏观（流派）结构提供了公认的理解。此外，研究还没有完全探讨交互中的两个参与者如何以话语方式来解决技术问题以及采用何种策略来提高用户满意度。 n 研究问题： n <斜体xmlns：mml =“ http：//www.w3。 org / 1998 / Math / MathML” xmlns：xlink =“ http://www.w3.org/1999/xlink”> 1。技术支持提供者采用哪种微观论述来解决技术问题？ 2.用户与技术支持提供商合作解决技术问题时会采用哪种微观层面的论述？ 3.在令人满意的交互中会出现技术支持提供者和用户的微观论述吗？ 4.在令人满意的交互中，两个参与者之间出现了哪些交换模式？ n 方法： n <斜体xmlns：mml =” http://www.w3.org/1998/Math/MathML“ xmlns：xlink =” http：/ /www.w3.org/1999/xlink“>使用语音行为话语分析，该研究检查了解决问题的17个服务台互动。这些互动发生在美国中西部的一个大型大学服务台上，有11位讲师在教学技术上寻求帮助。使用用户完成的会后调查，我将互动与用户满意度的高于和低于平均水平进行了比较，以确定哪种微观水平的话语提升了用户对帮助体验的满意度。 n 结果： n <斜体xmlns：mml =” http://www.w3.org/1998/Math/MathML“ xmlns：xlink =” http://www.w3.org/1999/xlink“>技术支持提供者采用了宣布其思想和行为的信号，并给出了解释技术，并传达对用户问题的确认或拒绝。用户使用有关技术的查询，提供背景信息，并向技术支持提供商提出问题以确认或拒绝。关于两位讲话者话语的统计显着结果表明，典型的教学策略（例如解释）并不一定代表更令人满意的互动。取而代之的是，其他形式的指导（最小的反应或从个人经验中提供背景信息）有助于取得令人满意的结果。此外，即使在问题解决阶段，用户也可以提出后续问题或提供进一步的背景信息，这似乎可以提高满意度。进一步，仔细检查交流会发现双方参与者如何以这种方式进行交互。 n 结论： n <斜体xmlns：mml =” http://www.w3.org/1998/Math/MathML“ xmlns：xlink =” http://www.w3.org/1999/xlink“>本研究为其他研究人员确定的典型教学策略提供了进一步的见识。具体而言，尽管解释或指示确实描述了问题的解决方案，但是这些话语策略并不一定代表明显令人满意的问题解决方案。作为技术支持互动中功能性话语的仅有的研究之一，该研究为研究人员和从业人员提供了进一步的见解，以了解技术支持提供者解决问题时这些重要的互动如何工作。

Resolving Discourse at Technical-Support Helpdesks

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