Frequently Asked Question
Tier 2 support uses two structured response methods to assist with escalated tickets depending on the complexity and urgency of the issue.
Tier 2 Response Type A – Asynchronous Ticket Guidance
Response Type A is the first level of Tier 2 escalation.
In this response type, the Tier 2 agent reviews the submitted ticket and responds directly within the ticket thread by providing troubleshooting guidance, clarification, and recommended next steps.
This response method is used when:
• The issue appears solvable through written guidance
• Additional troubleshooting steps can be provided clearly through documentation
• The student can continue independently after receiving direction
The goal of Response Type A is to resolve the issue efficiently without requiring a live support session.
Tier 2 agents should:
• Review all troubleshooting attempts already documented
• Identify likely causes
• Provide clear, step-by-step guidance
• Request updated results from the student
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Tier 2 Response Type B – Live Support Intervention
Response Type B is used when written guidance is not sufficient to resolve the issue.
In this response type, the Tier 2 agent initiates a live troubleshooting session using Zoom or Google Meet to work directly with the student.
This response method is used when:
• Response Type A troubleshooting is unsuccessful
• The issue requires live observation
• The issue is difficult to diagnose through ticket notes alone
• Immediate collaborative troubleshooting is needed
During a live session, the Tier 2 agent should focus only on resolving the specific blocker preventing progress.
Tier 2 agents should NOT complete labs for students.
Their role is to:
• Diagnose the issue
• Guide the student through resolution
• Confirm the fix
• Document the final solution in the ticket
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Resolution Expectations
Tier 2 support sessions should aim for resolution within 15–20 minutes whenever possible.
If the issue cannot be resolved within that timeframe, the Tier 2 agent should document progress and determine appropriate follow-up actions.
The purpose of both response types is to restore student progress while reinforcing independent troubleshooting skills.