Chapter 3 — Devices and accounts
Lesson map
Lesson 03 published. Map, example, EX009.
flowchart TD
N0["Learning outcomes"]
N1["3.1 User accounts"]
N2["3.2 Standard and administrator accounts"]
N3["3.3 Leavers"]
N4["3.4 Device care"]
N0 --> N1 --> N2 --> N3 --> N4
N4 --> EX["Worked example"]
EX --> Q["Exercise EX009"]
Logical drawing
flowchart LR
N0["Learning outcomes"]
N1["3.1 User accounts"]
N2["3.2 Standard and administrator accounts"]
N3["3.3 Leavers"]
N4["3.4 Device care"]
N0 --> N1 --> N2 --> N3 --> N4 --> Q["EX009"]
[Learning outcomes]
|
v
[3.1 User accounts]
|
v
[3.2 Standard and administrator accounts]
|
v
[3.3 Leavers]
|
v
[3.4 Device care]
|
v
[Worked example] --> [Exercise EX009]
Learning outcomes
You will (1) set up user accounts with the right access; (2) explain standard and administrator accounts; (3) remove access when people leave.
3.1 User accounts
Chloe learns that each person should have their own account, so actions can be traced and access matched to their job. At Westfield, tills use a shared login per centre. Mr. Doyle explains this was done for speed. Chloe learns that the till software supports quick personal codes instead. She practises creating accounts in the college laboratory, giving each user only the access their role needs, and keeps a list of accounts with their owners. Mr. Doyle plans to try personal till codes at one centre next month.
3.2 Standard and administrator accounts
Administrator accounts can install software and change settings. Standard accounts cannot. Chloe finds that Westfield's office laptops use administrator accounts for daily work. If someone opens a harmful attachment, it gets full control of the laptop. She suggests standard accounts for daily work and a separate administrator account used only by Mr. Doyle when needed. Mr. Appiah explains this follows the idea of least privilege: only the access needed for the task. Mr. Doyle agrees and changes the laptops one at a time, checking each still works.
3.3 Leavers
When staff leave, their accounts should be turned off on their last day. Westfield hires extra staff for spring and Christmas. Chloe checks a synthetic list and finds several seasonal staff from last year with accounts still active. Mr. Doyle disables them. Chloe suggests a simple rule: centre managers email Mr. Doyle on each leaver's last day, and he checks the list monthly against payroll records. Leftover accounts are an easy way in for anyone who learns an old password. Chloe records the rule.
3.4 Device care
Chloe learns basic device care: lock the screen when stepping away, do not let customers use staff tablets, report lost or broken devices straight away and do not install unapproved apps. She makes a short checklist for new staff. Mr. Appiah notes that simple, clear rules are followed more often than long documents, and that support staff should explain the reason for each rule so people understand rather than just obey. She tests the checklist with two new spring staff, who find it easy to follow, and Mr. Doyle adds it to the welcome pack.
Worked example
Chloe learns individual accounts, suggests standard accounts for daily laptop use, finds leftover seasonal accounts and writes a device care checklist.
Synthetic case. Accounts are synthetic.
Errors and limits
Shared logins make it impossible to know who did what.
Exercises
- EX009 — Till login. What do tills currently use? Rubric: 3 = a shared login per centre;; 2 = partly correct;; 1 = vague;; 0 = none.
- EX010 — Laptop risk. Why are administrator accounts risky for daily work? Rubric: 3 = harmful attachments get full control;; 2 = partly correct;; 1 = vague;; 0 = none.
- EX011 — Seasonal accounts. What did Chloe find for seasonal staff? Rubric: 3 = accounts still active;; 2 = partly correct;; 1 = vague;; 0 = none.
- EX012 — Least privilege. What does least privilege mean? Rubric: 3 = only the access needed for the task;; 2 = partly correct;; 1 = vague;; 0 = none.
Continue studying — lesson 03 (chapter 03 of 18)
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