Following an analysis of task requirements for successful troubleshooting, this paper considers human abilities. limitations, and inclinations with respect to troubleshooting. Research on the effects of various approaches to the training of troubleshooting is reviewed. The extent to which troubleshooting performance is influenced by instruction is highly related to the level of explicitness of action-related information provided. An approach that forces people to use their system knowledge explicitly is a promising alternative to explicit instruction in algorithms or diagnostic heuristics, but such an approach is not supported by data from transfer studies. A combination of the two approaches may be the most effective means of teaching troubleshooting, and research evaluating the soundness of this idea should be conducted.
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