ITIL Intermediate Course: RCV Instructor Guide_r3.2.0

ITpreneurs™ Service Management

INSTRUCTOR GUIDE

Release, Control, and Validation release 3.2.0 ITIL® Intermediate

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www.ITpreneurs.com

Copyright © 2012 ITpreneurs. All rights reserved

Copyright Copyright and Trademark Information for Partners/Stakeholders. ITIL® is a registered trademark of the Cabinet Office. IT Infrastructure Library® is a registered trade mark of the Cabinet Office. The Swirl logo™ is a trade mark of the Cabinet Office. All contents in italics and quotes is from the ITIL® Service Lifecycle Suite © Crown copyright 2011 Reproduced under licence from the Cabinet Office. All other text is based on Cabinet Office ITIL® material. Reproduced under licence from the Cabinet Office.

Copyright © 2012 ITpreneurs. All rights reserved. Please note that the information contained in this material is subject to change without notice. Furthermore, this material contains proprietary information that is protected by copyright. No part of this material may be photocopied, reproduced, or translated to another language without the prior consent of ITpreneurs Nederland B.V. The language used in this course is US English. Our sources of reference for grammar, syntax, and mechanics are from The Chicago Manual of Style, The American Heritage Dictionary, and the Microsoft Manual of Style for Technical Publications.

ITIL Release, Control, and Validation, Classroom course, release 3.2.0

More on: http://www.itil-officialsite.com/IntellectualPropertyRights/TrademarkLicensing.aspx

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Contents

i

LIST OF ICONS V

LIST OF ACTIVITIES VI

GENERAL TRAINING TIPS XIII

ACKNOWLEDGEMENTS XVII

FOLLOW US XIX

COURSE INTRODUCTION 1Introductions 2

Course Introduction 3

Course Learning Objectives 4

Unique Nature of the Course 5

Course Qualifi cation Scheme 9

Course Agenda and Exam Details 11

COURSE AGENDA

ITIL Intermediate Classroom Course 12

ITIL Intermediate Expert Program Course 15

ITIL Intermediate Classroom Blended Course 16

ITIL Intermediate Virtual Classroom Blended Course 17

UNIT 1: SERVICE TRANSITION 191.1 Purpose and Objectives of Service Transition 23

1.2 Scope of Service Transition 24

1.3 Business Value of Service Transition 26

1.4 Processes Within Service Transition 27

1.5 Aspects for Developing Effective Service Transition Strategy 28

1.6 Initiatives for Preparation for Service Transition 31

1.7 Planning and Coordinating Service Transition Activities 33

1.8 Providing Transition Process Support 36

1.9 Generic Roles Involved in Service Transition 38

Summary of Unit 1 43

UNIT 2: CHANGE MANAGEMENT 472.1 Purpose and Objectives 53

2.2 Scope of the Process 54

2.3 Business Value of the Process 55

2.4 Policies, Design, and Planning Considerations 59

2.5 Types of Change Requests 63

2.6 Role of Change Models, Change Proposals, and Standard Changes 67

2.7 Remediation Planning 71

2.8 Main Activities, Methods, Techniques, and Relationship with RCV 72

2.8.1 Overall Process, Including Normal and Standard Change Requests 73

2.8.2 Logging, Reviewing, and Assessing Change Requests 77

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2.8.3 Authorizing Changes 86

2.8.4 Coordinating, Reviewing, and Closing Changes 89

2.8.5 Emergency Changes 97

2.9 Triggers, Inputs, Outputs, and Interfaces with Other Processes 100

2.10 Information Management 105

2.11 Process Measurement 106

2.12 Challenges and Risks 108

2.13 Operational Activities of Change Management during the Service Operation Lifecycle Stage 110

2.14 Managing Organization and Stakeholder Change as an Essential Part of Continual Improvement 111

2.15 Change Management Roles 116

2.16 Sample Test Question 118


UNIT 3: SERVICE ASSET AND CONFIGURATION MANAGEMENT 1313.1 Purpose and Objectives 136



3.4 Policies, Principles, and Basic Concepts 141

3.5 Main Activities, Methods, Techniques, and Relationship with RCV 153

3.5.1 Management and Planning 154

3.5.2 Confi guration Identifi cation 159

3.5.3 Confi guration Control 170

3.5.4 Status Accounting and Reporting 172

3.5.5 Verifi cation and Audit 176





3.10 SACM Activities Performed on a Daily Basis by Service Operation 192

3.11 SACM Roles 193

3.12 Group/Individual Exercise 195



UNIT 4: RELEASE AND DEPLOYMENT MANAGEMENT 2114.1 Purpose and Objectives 216



4.4.1 Release and Deployment Management Policy 223

4.4.2 Release Types 225

4.4.3 Release Units 227

4.4.4 Release Packages 231

4.4.5 Release and Deployment Options 232

4.4.6 Release and Deployment Models 238

4.5 Phases of Release and Deployment Management 240

4.5.1 Release and Deployment Planning 242

4.5.2 Release Build and Test 258

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4.5.3 Deployment 268

4.5.4 Review and Closure of Deployment 285

4.6 Triggers, Inputs, Outputs, and Interface with Other Processes 287




4.10 Release and Deployment Management Activities and Service Operation 295

4.11 Release and Deployment Management Roles 296



UNIT 5: SERVICE VALIDATION AND TESTING 3155.1 Purpose and Objectives 320




5.5 Main Activities, Processes, Methods, and Techniques 339





5.10 Service Validation and Testing Management Roles 353




UNIT 6: REQUEST FULFILMENT 3716.1 Purpose and Objectives 377




6.5 Process Activities, Methods, and Techniques 386





6.10 Request Fulfi lment Roles 397



UNIT 7: CHANGE EVALUATION 4097.1 Purpose and Objectives 414








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7.10 Change Evaluation Roles 438




UNIT 8: KNOWLEDGE MANAGEMENT 4498.1 Purpose and Objectives 456





8.6 Triggers, Inputs, Outputs, and Interfaces With Other Processes 482




8.10 Knowledge Management Activities and CSI 491

8.11 Knowledge Management Roles 492


8.13 Sample Test Question 497Summary of Unit 8 499

UNIT 9: TECHNOLOGY AND IMPLEMENTATION MANAGEMENT 5059.1 Generic Requirements for Technology 509

9.2 Evaluation Criteria for Service Management Tools 511

9.3 RCV Practices for Process Implementation 519

9.3.1 Managing Changes in Operations 520

9.3.2 Service Operation and Project Management 523

9.3.3 Assessment and Risk Management in Service Operation 524

9.3.4 Operational Staff in Service Design and Transition 525

9.4 Challenges, CSFs, and Risks 526

9.5 Planning and Implementing Service Management Technologies 530

9.6 Technology Considerations 535

9.6.1 Knowledge Management Tools 537

9.6.2 Collaboration 538

9.6.3 CMS 542




UNIT 10 : EXAM PREPARATION GUIDE 55110.1 Mock Exam 1 553

10.2 Mock Exam 2 589

APPENDIX A: CASE STUDY 625

APPENDIX B: MIND MAP EXCERCISE 639

APPENDIX C: GLOSSARY 641

APPENDIX D: SYLLABUS 735

APPENDIX E: ANSWERS (NOT APPLICABLE FOR INSTRUCTOR) NA

APPENDIX F: DIAGRAMS (MACRO VIEW) 759

APPENDIX G: RELEASE NOTES 769

INSTRUCTOR FEEDBACK FORM 771

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LIST OF ICONS

Refers to content that is meant for the instructor to lecture in class

Refers to content that is meant for the student to read on his/her own in class or at home

Refers to information items that are not covered by the instructor in class but help the student understand a particular topic in detail

Refers to a Scenario-Based Activity that the student must do in class or as homework after the completion of a topic or in between a topic

Refers to items or contents that are given in a step-by-step-instruction or checklist format

Refers to an important snippet of information that the instructors should remember to touch upon while conducting an activity or during a lecture

Refers to the simplifi cation of content that was previously diffi cult to understand or confusing

Refers to an extra piece of information that is not very important but still good to know

Refers to light, conversational snippets of information or that the instructor can use in class to break the monotony of a serious and tedious lecture

Refers to general-knowledge-based information that the instructor can use to provide relief to students during a serious or tedious classroom lecture

Refers to space for the students to take notes

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LIST OF ACTIVITIESThis course uses a variety of delivery techniques. Each of these techniques is designed to help students not only learn the material but also apply the information. The various techniques used are:

Activity

DescriptionGenerally, the instructor asks students to fi ll up a blank diagram or to answer given questions in their Workbook.

Delivery Instructions1. Direct the students to their Workbook.

2. Ask them to do the Activity given in the Workbook.

3. Ask the students to fi ll up the blank diagram/write their answers in the Workbook.

4. Discuss the answer(s) in the class.

5. Let the students know that they will also fi nd the correct answers in Appendix E of their Workbook.

or

6. The students can fi nd the sample answers in Topic XX of the Reference Material.

Brainstorm

DescriptionThis promotes collaborative learning, where the group is encouraged to offer up ideas without analysis and to then fi nalize the solution after brainstorming.

Delivery Instructions1. Initiate a controlled brainstorm on the <topic/scenario/diagram/question>.

2. Ask the students to read/analyze/inspect/assess the context provided in <the slide/case study/scenario/topic/diagram >.

3. Direct them to write their response in the space provided in their Workbook.

4. Facilitate a brainstorm discussion on the <topic/scenario/diagram/question> and elicit responses from the students; encourage them to share their responses.

5. Note the key points on the whiteboard/fl ipchart.

6. Provide guidance when you feel the class is digressing.

7. Let students know that they will also fi nd the correct answers in Appendix E of their Reference Material.

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Compare and Contrast

DescriptionThe class compares and lists the similarities and differences between two concepts or processes.

Delivery Instructions1. Divide the class into three to four groups.

2. Ask each group to analyze the similarities and/or differences between < processes/roles and responsibilities/techniques/and so on in the topic/content/graphics/scenarios/questions/and so on> and discuss it within their respective groups.

3. Ask the students to note down similarities and differences in the space provided in their Workbook.

4. Ask students from each group to take turns, come to the fl ipchart/whiteboard, and write down a similarity or difference each in the respective column (or of course, you could write as they read out from their seats).

5. Follow this up with a brainstorm on the similarities and differences.

6. Encourage the students to take notes in their Workbook during the brainstorm.

7. Let them know that they will also fi nd the correct answers in Appendix E of their Reference Material.

Concept Jog

DescriptionThe instructor asks a “Rapid-Fire” round of questions to students. The instructor and students discuss the answers in 2 minutes.

Delivery Instructions1. The objective here is to warm up the participants to the topic activity. Keep this short

and peppy. The “dialog” given in Instructor Guide (IG) materials is indicative, and of course, you would use expressions that you are most comfortable with. When you ask the question to participants, individually call the participants names or point to participants if you do not know their names.



4. Elicit responses from the students and encourage them to share their responses.

5. Do not allow the participants to take a lot of time to answer these questions.

6. Treat the questions in a “rapid-fi re” style.

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Critical Thinking

DescriptionThe students think about a given question(s), write their responses, and present their views in class.

Delivery Instructions1. Initiate a critical thinking session on the <question/content/topic/and so on>.

2. Guide the students to <perform their tasks (answer questions/complete diagrams/design a solution/and so on> in the space given in their Workbook.

3. Ask them to share their refl ections with the rest of the class (use this point ONLY if you would like this; REMOVE this point if you just want students to refl ect for themselves, without sharing).

4. Ask them to share their refl ections with the rest of the class. Note that you don’t need to have all the participants share their responses. Randomly pick participants or offer participants an opportunity to share and pick two or three participants who are enthusiastic about sharing (use this point ONLY if you would like this; REMOVE this point if you just want students to refl ect for themselves without sharing).

5. Let the students know that they will also fi nd the correct answers in Appendix E of their Reference Material.

Discussion

DescriptionThe instructor poses questions to guide the students through complex subjects. The discussion assists the students in comprehending complicated topics.

Delivery Instructions1. Direct the students to write their response in the space provided in their Workbook.

2. Facilitate a discussion on the question and elicit responses from the students; encourage them to share their responses.



5. Let the students know that they will also fi nd the correct answers in Appendix E of their Workbook.

Lecture

DescriptionThis is a traditional method of instruction but is done from the Instructor Guide, not from the PowerPoint presentation. The students are encouraged to follow along in their Student Reference Materials.

Delivery Instructions1. Present the content provided in the “Speaking Points” to the students.

2. Use personal styles to teach the materials.

3. Try to intersperse long snippets of content with light-hearted “Icebreakers” or “Did You Knows?” given in the Instructor Guide (IG).

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Mind Map

DescriptionThe class draws a stepwise list of activities/phases/functions or web of content, for example, processes, functions, activities, steps, and so on. The idea is to map one idea in relation to other ideas, to understand whether or not the students have understood a concept properly.

Delivery Instructions1. Present the slide with the question(s) to the class.

2. Ask the students to create a mind map of the concept given/stated in the question.

3. If the students are struggling, provide them with an example by drawing it on the whiteboard/fl ipchart.

4. Let them know that they will also fi nd the correct answers in Appendix E of their Workbook.

Recall, Describe, and List

DescriptionThe class lists as many ideas on or the key points of a previously learned topic, either in the Foundations course or through the course materials.

Delivery Instructions1. Ask the class to spend a couple of minutes to refl ect on what they have just learned.

2. Ask the students to list the <state topic gist (for example, benefi ts of xyz)>in the space provided in their Workbook.

3. Ask them to read out some of the points they just listed in their Workbook (you may either randomly pick students to read out one point each from their list or ask them to take turns).

4. List the points that they read out on the whiteboard/fl ipchart.

5. Check if the students have any questions.

6. Let them know that they will also fi nd the correct answers in Appendix E of their Reference Material.

Role-Play

DescriptionThe instructor and the students play different roles. The instructor assigns roles to the students based on real-life situations/problems and asks them to act out their roles in a problem situation. The students give their views of/solutions to the situation/problem, per the specifi c roles assigned to them. Role-reversal can also take place where the students act as the instructor and teach the class.

Delivery InstructionsPart 1:

1. Divide the students into <#> groups.

2. Explain to the students that you are going to play an interactive role-play exercise. Let them know that you will wear two hats during this role-play - that of their instructor and that of the <role>.

3. Provide a brief but clear list of what the students are expected to do (for example, create your analysis/recommendation/pitch/and so on).

4. Instruct the students that they will fi nd the following <template/questionnaire/graph/and so on> in their Workbook to complete their <task>.

5. Instruct the students that they will be making presentations and to choose a member from their group for the presentation.

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Part 2:

6. As the <#> groups set to work on their project, walk around to observe their work, and guide them if they are way off. They may not have the right solution as you know it nor be able to do a great job.

7. As you walk around, guide the teams to cover at least the points provided within the above <template/questionnaire/graph/and so on> in their Workbook.

8. Keep a time check, remind participants of the time available, and urge them to complete their presentations quickly.

9. Once the three teams are ready with their <presentations/responses/skits/work>, ask them to make name cards for their <teams/organizations> and place it on the Instructor table before <she/he> arrives.

10. After the <presentations/responses/skits/work>, and the subsequent class interactions, it’s time to wear the Instructor’s hat again.

Part 3:

11. Inquire of the presenters what their experience was, and how they could have improved their <presentations/responses/skits/work>.

12. Ask each team to take a couple of minutes to huddle together as a team and refl ect upon their <presentations/responses/skits/work>, and how they could have improved it.

13. Ask the nonparticipating students to ask their questions or share their views/comments from their notes or from the questions raised in their team huddle.

Round-Robin

DescriptionThis is similar to a discussion, except that the conversation goes from one student to the next, and each student must offer up an idea or a concept.

Delivery Instructions1. Pick a student to read paragraph <X> to the class.

2. Follow this with the question to drive the discussion on <topic/concepts/questions/and so on>.

or

1. Ask the class the question <xx>.

2. Initiate a discussion on the question and the possible answers.

3. Make all students contribute to the session.

4. Note the key points on the whiteboard.

5. The students can fi nd the sample answers in Appendix E of their Workbook.

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Scenario

DescriptionReal-world cases are used to provide context to apply the ITIL framework. These are particularly valuable when the students are developing a consultative view of a situation and selecting what aspect of ITIL will meet the needs of the scenario.

Delivery Instructions1. Direct the students to their Workbook.

2. Ask them to read the scenario and do Scenario-Based Activity <#> given in their Workbook.

3. Ask them to write their answer(s) <under the relevant questions/in the table given> in the Workbook.

4. Discuss the answer(s) in the class.

5. The students can fi nd the sample answers in Appendix E of their Workbook.

Self-Study

DescriptionThis is usually used for supplemental material after a topic has been covered. It is also used to create diversifi cation of teaching techniques in order to keep students engaged.

Delivery InstructionsIn Class and at Home:

1. Ask the students to read through the content in detail and note down their queries.

2. Let them know that you will answer their queries and clarify doubts regarding the content.

3. There might be times when you do not have enough time to answer all questions. In this case, answer only one or two questions, and either write the other questions down or request the students to give their questions in writing/e-mail to you.

Solve a Common Problem/Risk Mitigation

DescriptionThe class is divided into two groups. Each group notes down a brief, “topic-related” problem. The groups then quiz each other about “how to solve” the given problem.

Delivery Instructions1. Direct the students to read the <problem/Risk scenario> in their Workbook.

2. Ask them to analyze the various aspects and nuances of the <problem/Risk scenario>.

3. Ask them to <answer questions/create a plan, solution, or strategy/list recommendations/create a process map/and so on> in the space provided in their Workbook, based on the <problem/Risk scenario>.

4. Ask them to randomly take turns to share their responses. If they are required to create a <diagram/process map/and so on>, seek a volunteer(s) to come draw it on the whiteboard/fl ipchart, and initiate a discussion around it.

5. Encourage the students to take notes during the discussion.

6. Summarize the key points on the fl ipchart/whiteboard.

7. Let the students know that they will also fi nd the correct answers in Appendix E of their Reference Material.Sam

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Teach-Back

DescriptionThis encourages greater retention of topics through self-study and preparation, to teach the concepts back to fellow classmates. The instructor plays a key role to ensure that the teach-back session refl ects the appropriate content.

Delivery Instructions1. Slice the content/topics into logical parts.

2. Divide the class into the same number of groups as the number of content parts you have just created.

3. Assign each content part to a group.

4. Inform the students that each group will teach its section to the rest of the class.

5. Let the students know they have <xx> minutes for reading up their respective parts and for discussing them within their respective groups.

6. At the end of the allotted time, ask each group for a volunteer to teach back the material to the rest of the class.

7. Encourage the class to discuss the topic after each of the groups has completed its task.

The Big “Why”

DescriptionThe instructor asks “The Big ‘Why’” questions to introduce a <concept/topic/idea> to class. The instructor conducts this activity in a conversational or less formal manner and provides a gist of the entire course/topic(s)/subtopic(s).

Delivery Instructions1. Display the question(s) given on the slide.

2. Ask the class to answer the question(s) shown on the slide.

3. There is no provision of space for answers in the students’ Workbook.

4. The students need to given verbal answers to the question(s) asked in class.

5. Encourage the class to relate their answers to their work environment and give examples from real life or the hotel scenario.

6. There is no sample answer for the question(s) in Appendix E of the Workbook.

Think-Pair-Share

DescriptionThe instructor asks the class a question. The students then pair up with a partner to compare or discuss their responses. The instructor calls randomly on a few students to summarize their discussion or give their answer.

Delivery Instructions1. Display the slide.

2. Ask the class to answer the question(s) shown on the slide.

3. Ask the class to write their answer(s) under the relevant questions in the Workbook.

4. Give the class anywhere from 10 secs to 5 mins to work individually.

5. Ask the students to pair up with a partner to compare or discuss their responses.

6. The students can fi nd the sample answers in Appendix E of their Workbook.Sample

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GENERAL TRAINING TIPS

Value of ScenariosScenarios provide invaluable support to the learning process. As a result, we recommend that you provide scenarios from your own or anyone else’s experience to contextualize ITIL concepts. This will facilitate a deeper understanding of some of the more-challenging concepts or aspects of the best practices you are describing. Ensure that your stories are as succinct and effective as possible. Here are some helpful guidelines to follow when sharing scenarios:

Do’s: Be sincere and genuine.

Make sure that the story is fresh in your mind, and that you remember all the important facts.

Share the story with enthusiasm.

Vary the tone and intensity of your voice.

Smile and use facial expressions to animate the scenario.

Share the story, as if you are talking to a close friend.

Keep your story brief and to the point.

Link your scenario closely to the skill or concept you are teaching. Explain why you are narrating the scenario.

Remember to involve the group and ask for their experiences too.

If the experience is someone else’s, be upfront about saying that.

Don’ts: Be careful not to use space fi llers, such as “and,” “umm,” “but,” “ok,” and “ya’ know,” because they detract

from the story.

Avoid too many personal stories because that can give the impression that you are merely “reminiscing.”

Avoid topics such as religion, politics, race, gender, or age. These can be controversial.

FacilitatingThe main difference between training and facilitating is that training involves telling or informing to directly impart knowledge to participants while facilitation guides participants to discovery. ITpreneurs’ ITIL Intermediate training materials are expressly designed for “facilitation.” A successful facilitator does the following:

Asks questions

Listens

Explains concepts when they are unknown

Answers questions

Transfers energy by encouraging particular points of view/ideas

Guides participants to correct conclusions (doesn’t just correct answers)

Stimulates interaction between class participants

To quote Julie Mohr, an industry expert, “Now with the introduction of the new Intermediate ITIL® materials, ITpreneurs has elevated the playing fi eld and developed a completely new approach to not only teaching the ITIL framework but changing the way that students learn.

The new approach requires that instructors elevate their teaching methodologies. No longer can the instructor use a PowerPoint slide as a crutch, they must know the materials - and know them well. The result is that students really know and experience the material. But instructors be forewarned - you must prepare for these courses like you have never prepared before!”

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Participant WIIFMWIIFM stands for “What’s in it for me,” and underlies the principle that adult learners seldom learn just for the sake of it, but rather learn to achieve a personal goal. It is important that participants know how the course will help them in their lives/workplaces. Establish this at the beginning of the course and reaffi rm it frequently throughout the course to maintain participants’ commitment to learning from this course. For example, you can say things like:

“People often fi nd they need ITIL , and the principles and practices covered in the OSA course, for their jobs.”

“OSA will help improve your performance.”

“Once applied, OSA will help you stand out from the crowd and can increase your chances of promotion.”

Establish What Participants Want from the Course and Achieve ItParticipants generally just want a few things to keep them happy during a course, and it is your responsibility to try to accommodate them. ITpreneurs will supply all the necessary tools/resources to satisfy these requirements, as described below.

Enjoy a Relaxed AtmosphereCreate a relaxed and fun learning environment using color, treats (sweets or fruit), and so on to stimulate creative thinking, humor, and laughter. Evolve your own mantra for creating a relaxed atmosphere conducive to learning the fun and experiential way.

Find Useful skillsProvide a learning experience that is personal to each participant. Ensure that the learning experience supplies skills that the participants can usefully apply to their own job and life. Do this by encouraging them to think of at least one concept in the OSA course that could help them at work.

Use Practical ExamplesSupplement theory about the ideas and concepts with examples of how they can be put into practice either in their working environment, public (local news) environment, or at home. The OSA Instructor Guide provides you with several ideas and resources to do so.

Respect Participants’ Feelings and ThoughtsAdult learners do not welcome surprises, nor do individuals like being singled out or criticized. Remain respectful at all times, and ensure that participants always know what is coming next.

Vary Information PresentationTry to use multiple modes of learning, including reading, listening, practicing, seeing, interacting, or introspecting! The OSA materials provide several exercises to enable this. Of course, the more you enrich these, the richer your delivery will be.

Time ManagementSome adult learners can get frustrated and feel rushed if the course is running late, even if it’s only by a few minutes. Try to get through all the topics on time. Use your judgment of the class level and experience to guide if you should spend longer or less time on specifi c topics.

The Top-Ten (Non-ITIL/OSA) Questions That Participants AskWe suggest that you have answers to the following questions before beginning the course. You may wish to cover some in your introduction.

Are we going to fi nish on time?

When is the coffee break?

Will there be a vegetarian lunch available?

Where are the toilets?

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Is it OK if I take or make phone calls?

Are we going out after class?

Has my management attended this class?

How are you qualifi ed to train us?

Are you going to cover anything important in the next hour?

How will this course help me improve my career prospects?

What other ITIL or other courses would I benefi t from?

How much do those other trainings cost?

Can we contact you directly to train for my company or should we only go via ITpreneurs/their partner?

Considerations for Adult LearnersAdults are autonomous and self-directed. They often take charge of a situation and like to direct themselves to information discovery. They need to connect current learning to their existing experiences and knowledge.

Learner GoalsMost adult learners are goal-oriented and already know their goals when they arrive for the course. You should fi nd out their goals when they introduce themselves on the fi rst day of the course. Goals are not the same as course or unit objectives.

Participants usually enroll in an OSA course for one or more of the following reasons:

Networking: Those attending OSA courses are like-minded people in similar working environments, who could offer business opportunities.

External expectations: An employer/customer requests the certifi cation, or potential clients have a condition that contractors must use a structured methodology. Encourage the sharing of experiences.

Adults like to apply their learning practically. Although you do not have the time to run a full ITIL Lifecycle project in the course, participants often benefi t from being made to think about a scenario and discuss the implications of applying a concept equivalent to the real world. At all times, be respectful of the experiences shared with the group. Even if the experiences are not relevant to the current discussion, they should be encouraged and appreciated. If a participant does not grasp a concept, use the phrase “you would think that, wouldn’t you, but…” or “most people believe that too, however…”

Low-Intensity ActivitiesThe material provides several low-intensity activities aimed at energizing participants. Icebreakers and Concept Jogs are some such activities. Here are some more simple activities that you can utilize at any point during the course, for example, while waiting for people to return from a break, to wake people up after lunch, or to break the tension after an intensive study period.

“What If”To get your group laughing and talking right off the bat, start your session with a quick game of “What if.”

Directions: Give each participant a small piece of paper. Ask them to write a “What-if ” question, such as “What if the sky was purple?” or “What if we all had three arms?” When everyone has fi nished (encourage them to work quickly), ask them to pass their question to the person to their right. Then ask each person to write the answer to the question they’ve received. They should answer the question as if they had written it. For example, if Tom hands his question (“What if I won the lottery?”) to Susan, she should answer the question as if she had won the lottery, not Tom.

When everyone has written their answer, select someone to read only the question they have in front of them. Ask the person to their right to read the answer to their question. They should then read the question on their paper and the person to their right should read the answer and so on. Even though the questions and answers are

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Copyright © 2012, ITpreneurs Nederland B.V. All rights reserved.xvi

unrelated, you’ll fi nd some hilarious combinations!

Materials/time needed: For a group of 6–20 people, this exercise will take about 10–15 minutes. No advance preparation is required, but you’ll need pens or pencils and note paper.

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Copyright © 2012, ITpreneurs Nederland B.V. All rights reserved. xvii

We would like to sincerely thank the experts who have contributed to and shaped ITpreneurs’ ITIL Intermediate product suite.

ITpreneurs’ Course Reviewers Anessi, Ray - Pangloss Group

Costigan, Michael D - CSC

Mohr, Julie - Blue Print Audits

Vikdal, Mike - Auslyn Group

Wigmore, Michael - Independent

Pondman, Dick - Independent

Burgers, Jurian - Independent

Rijken, Adriaan - Independent

ITpreneurs’ Course Exercise WritersFoederer, Marcel - ITpreneurs

Mohr, Julie - Blue Print Audits

Vikdal, Mike - Independent

Wigmore, Michael - Independent

ACKNOWLEDGEMENTS

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www.ITpreneurs.com

Copyright © 2012 ITpreneurs. All rights reserved

Follow us

Before you start the course, please take a moment to:

“Like us” on Facebook http://www.facebook.com/ITpreneurs

“Follow us” on Twitter http://twitter.com/#!/ITpreneurs

"Add us in your circle" on Google Plus http://gplus.to/ITpreneurs

"Link with us" on Linkedin http://www.linkedin.com/company/ITpreneurs

"Watch us" on YouTube http://www.youtube.com/user/ITpreneurs

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Copyright © 2012, ITpreneurs Nederland B.V. All rights reserved. 1

Course Introduction

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ITIL Intermediate Certifi cation Level | Release, Control, and Validation

Copyright © 2012, ITpreneurs Nederland B.V. All rights reserved.2

INTRODUCTIONS

2

Course IntroductionITIL

Intermediate® Release, Control, and Validation

Welcome!Please share with the class:

• Your name• Your profession• Your role• Your background in IT• Your familiarity with Information Technology Infrastructure Library (ITIL®)• What you expect to learn over the next few days

Course Introduction Course Learning Objectives Unique Nature of the CourseIntroductions

1. Welcome the students to the training course and introduce yourself.

2. Be sure to give the students background information that establishes you as a credible expert on the learning material. Please share with the class your experience and background in IT and ITIL.

It is important to understand the level of each student because it indicates the following challenges that the students may face:

Diffi culty in understanding the concepts taught because applying “best practices” is unfamiliar territory

Helping students overcome the infl uence of “too much experience” in their current way of operating and any resistance to the thought-pattern changes required with ITIL

To overcome these challenges, you must question the students about their expectations from the course.

You can record the students’ expectations on a fl ipchart. The expectations may range from passing the exam to wanting to implement the changes in their organization. As the expectations are stated and recorded, you can begin to manage them within the scope of this training. You can also use this exercise to start to introduce the key concepts that will be taught as part of the course.

Delivery Instructions

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Instructor | ITIL Intermediate Certifi cation Level | Course Introduction


COURSE INTRODUCTION

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OverviewRelease, Control, and Validation (RCV) is one of the four courses that are part of the ITIL Intermediate Capability stream.The RCV course helps you understand and implement ITIL best practices related to:


Change Manager/CABService Validation and Testing

Change Management

SACM RolesService Asset and Configuration Management

Request Fulfilment Release and Deployment Roles

Release and Deployment Management

Service Validation and Testing Roles

Technology and Implementation Management

Change Evaluation

Knowledge Management Change Evaluation

RolesKnowledge Management Roles

RolesProcesses

Transition Planning and Support Management

Request Fulfilment Roles

Alright! Let us now quickly understand what Release, Control, and Validation (RCV) is. Only a brief overview of RCV will be provided here. A more detailed understanding of what RCV is and the relationship of RCV with Service Lifecycle processes will be dealt with in more detail in Unit 1.

OverviewRelease, Control, and Validation (RCV) is one of the four courses that are part of the ITIL Intermediate Capability stream. The RCV course helps you understand and implement ITIL best practices related to Change Management, Service Asset and Confi guration Management, Release and Deployment Management, Service Validation and Testing, Request Fulfi lment, Change Evaluation, Knowledge Management, and Technology and Implementation Management.

To understand RCV, it is important to know the learning objectives of the RCV course. The list on the slide will help you understand what you will be able to do after taking this course.

Talk through the bulleted list, and answer any questions that participants may have. Take a moment to establish the connect between the Course Overview and Learning Objectives slides, emphasizing the key words and phrases.


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COURSE LEARNING OBJECTIVES

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Course Learning ObjectivesAt the end of this training, the students will have gained the knowledge and skills to:

• Comprehend the importance of the Service Management as a practice concept.

• Describe the principles, purpose, and objectives of Service Transition.• Evaluate the importance of RCV while providing Service.• Outline how all processes in RCV interact with other Service Lifecycle

processes.• Recognize and implement the processes, activities, methods, and functions used

in each of the RCV processes.• Understand how to use the processes, activities, and functions to achieve

operational excellence.• Analyze how to measure RCV.


5



Course Learning Objectives (Contd.)• Interpret the importance of IT security and its contribution to RCV.• Justify Change Management as the capability for successful Service Transition.• Understand the capability of Service Validation and Testing for assuring the

integrity and quality of Service Transition in relation to RCV.• Comprehend the capability of Service Asset and Configuration Management

(SACM) for monitoring Service Transition in relation to RCV.• Recognize Knowledge Management as part of improving the ongoing

decision-support and service-delivery capability of the management.• Understand how Request Fulfilment and Change Evaluation guarantees Service

level performance.• Identify the roles and responsibilities associated with RCV.• Recognize the technology and implementation considerations

surrounding RCV. • Outline the challenges, Critical Success Factors (CSFs), and Risks

associated with RCV.


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UNIQUE NATURE OF THE COURSE

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Course Delivery Method


Participate in your learning experience.

Internalize learning to take your final examination.

Apply new, practical experience.

You will benefit when you:

This course will not be delivered in the traditional mode of “technical training”.

This course will not be delivered in the traditional mode of “technical training”, where the instructor presents and lectures on slide after slide. Instead, you will be expected to participate in the learning experience through discussions, exercises, and the sharing of practical experiences. This is to ensure that you internalize the learning, as required, to sit for your fi nal examination successfully and to apply your new practical experience back at the workplace.

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Sample from the Student Reference Material and Workbook

Take this introductory time to also walk through the student materials with your students. Explain where they will fi nd information and how best to participate in the training session.


Student MaterialsThe student materials consist of two parts:

Student Reference Material: Contains the concepts that are covered in class. We recommend that you use the Reference Material to study each evening, after class, to prepare for the fi nal exam. Each unit ends with Sample Test Questions. These questions have been created based on the format of the qualifi cation exam. The answers to these questions are given in Answers: Appendix E in the Workbook.

Student Workbook: Contains all the exercises you have to do in class. The answers to these questions are given in Answers: Appendix E in the Workbook.

Mock ExamThe Exam Preparation Guide contains the two sample exams released by APMG. Mock Exam 1 consists of Sample Paper 1 (a complete set with scenarios + question-and-answer options with their rationale) and Mock Exam 2 contains Sample Paper 2 (a complete set with scenarios + question-and-answer options with their rationale). On the last day of the course, you will have the opportunity to attempt the Mock Exam questions, which will help you prepare for the fi nal exam.Sam

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The Royal Chao Phraya Hotel Case StudyActivities in this course are aimed at improving the retention of concepts learned. The Royal Chao Phraya Hotel case study provides the “scenario setting” for these activities.

Scenario-Based Activities are based on Single Points of Failure (SPOFs) that occur because of IT challenges at the Royal Chao Phraya Hotel. The scenarios are often intentionally not situated in the IT department, to establish the real-life connect between IT and business.

The SPOFs at the Royal are illustrative of the connect between business and IT, and the fact that IT failures or challenges lead to business challenges and setbacks.

Working through the IT challenges faced by the Royal, students will understand the value of implementing ITIL to overcome IT challenges and, consequently, comprehend how to ensure smooth business operations at their workplace.

Also, the Royal Chao Phraya hotel is used in the Intermediate-level courses to provide a “scenario setting” for the assignments, rather than in an analogous manner, as was used in the Foundation level course. This has been designed to ensure that the assignments, far more complex at this level, focus directly on the job at hand, and consequently, directly relate to IT.

Intermediate Course MatrixImportant information on Intermediate-level syllabi:The composition of the ITIL Intermediate-level syllabi has a fair degree of overlap in concepts across each of the qualifi cations. The courses too, consequently, refl ect this syllabus overlap. As you progress through the Intermediate levels and add one qualifi cation after another, you may fi nd this repetition of concepts increasing.

From a syllabus point of view, this is done to ensure students have skills in and knowledge of all the content areas required for a given Intermediate qualifi cation. In practice, for example, the same concept may differ in the way it is applied in say RCV vis-à-vis how it is applied in Service Transition.

Teaching Style Suggestions

1. For repeated topics from the Foundation course:

If the content of a unit has already been covered in the ITIL Foundation course, we suggest you do a dipstick check in class to test the students’ familiarity with and knowledge of previously covered concepts.

If you think that the class needs to revise Foundation topics, continue teaching the course. If you think that some students need reinforcement of the Foundation concepts while others do not need such revision, you could offer the latter the option of taking a coffee break while you teach these topics to their classmates.

2. For topics repeated from other Intermediate courses:

The Intermediate course syllabi are such that several topics are repeated across courses. These repeated topics may be taught in more or less detail across different courses. For example, Capacity Management is covered in three Intermediate Courses [Service Design, Service Operation, and Planning, Protection, and Optimization (PPO)]. Suppose you are taking a Service Design course and the class has some students who have passed PPO. These students will have learned this process in detail. In this situation, you must inform the students who have already done PPO that they should use this opportunity to revise the topics they have learned in the previous course and that doing this will help reinforce their knowledge.


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Course PrerequisiteCandidates wishing to be trained and examined for this qualification must already hold the ITIL Foundation Certificate in IT Service Management which must be presented as documentary evidence to gain admission.

Candidates who hold the following ITIL qualifications are also eligible, and similar evidence will be required:

• Earlier ITIL (V2) Foundation plus Foundation Bridge

• ITIL Expert Certificate in IT Service Management (achieved via Service Manager or Practitioner bridging routes).

9




Course Prerequisite (Contd.)It is recommended that candidates:

• Can demonstrate familiarity with IT terminology and understand that the context of Service Offerings and Agreements Management within their own business environment is strongly recommended

• Have experience of working in the Service Management capacity within a service provider environment, with responsibility for at least one of the following Management processes and activities:

o Service Portfolio Managemento Service Catalogue Managemento Service Level Managemento Demand Managemento Supplier Managemento Financial Management For It Serviceso Business Relationship Management

Before attending this course, it is highly recommended that candidates refresh their concepts of the Foundation course.Sample

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COURSE QUALIFICATION SCHEME

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Course Agenda and Exam DetailsCourse Qualification Scheme

© Crown Copyright 2011 Reproduced under licence from the Cabinet Office

Legend

SS Service Strategy

SD Service Design

ST Service Transition

SO Service Operation

CSI Continual Service Improvement

OSA Operational Support and Analysis

PPO Planning, Protection, and Optimization

RCV Release, Control, and Validation

SOA Service Offerings and Agreements

ITIL Qualification Scheme and Credit Assignment

Qualifi cation SchemeThe purpose of this topic is to help you understand the Qualifi cation Scheme, distinguish between the purposes of the two Intermediate streams, mention the included certifi cates and diplomas, and understand the different options for further training (not examinable).

There are four levels within the new scheme: a Foundation level, two Intermediate levels, the Managing Across the Lifecycle level, and an Advanced level.

The Foundation level focuses on knowledge and comprehension to provide a good grounding in the key concepts, terminology, and processes of ITIL.

The new Intermediate level contains two streams, a Lifecycle stream and a Capability stream. The Lifecycle stream is built around the fi ve core Cabinet Offi ce books: Service Strategy, Service Design, Service Transition, Service Operation, and Continual Service Improvement.

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Course Qualification Scheme

Service Operation

Request Fulfillment*

***

**

**

*

*

Service Transition

Change Management

Asset & ConfigManagement

Release & Deployment

Validation & Testing

Change Evaluation

Change Authority/Manager/CAB

Change Evaluation Roles

Knowledge Management Roles

SACM Roles

Release and Deployment Roles

Service Validation andTesting Roles

*

**

Continual Service Improvement

Improvement Process

Reporting Management

CSI

OSA

SS SD ST SO

PPO RCV SOA

CSI

OSA

SS SD ST SO

PPO RCV SOA

CSI

OSA

SS SD ST SO

PPO RCV SOA

CSI Manager

Service Owner

Service Manager

CSI

Process Owner

Business and IT Analysts

Internal and external Service Providers

Processes FunctionsLegend:

Roles

Course Agenda and Exam Details

Adapted from ITIL Core © Crown Copyright 2011 Reproduced under licence from the Cabinet Office

Knowledge Management

Measurement Management

The Capability stream is built around four clusters:

Operational Support and Analysis (OSA): Event Management, Incident Management, Request Fulfi lment, Problem Management, Access Management, Service Desk, Technical Management, IT Operations Management, and Application Management

Planning, Protecting and Optimization (PPO): Availability Management, Capacity Management, IT Service Continuity Management, Demand Management, Risk Management, and Information Security Management

Release, Control and Validation (RCV): Change Management, , Release and Deployment Management, Service Release and Deployment Management, Service Validation and Testing, Service Asset and Confi guration Management, Knowledge Management, Request Fulfi lment, and Change Evaluation

Service Offerings and Agreements (SOA): Service Portfolio Management, Service Level Management, Service Catalogue Management, Demand Management, Supplier Management, Financial Management, and Business Relationship Management

Both Intermediate streams assess your comprehension and application of the concepts of ITIL. You will be able to take units from either of the Intermediate streams, giving you credits toward a diploma.

The Managing Across the Lifecycle course brings together the full essence of the Lifecycle approach to Service Management.

After gaining the requisite number of 22 credits through your education at the Foundation, Intermediate, and Managing Across the Lifecycle levels, you will be awarded the ITIL Expert Qualifi cation. No further examination or course is required to gain the qualifi cation.

The Advanced-level diploma will assess your ability to apply and analyze the ITIL concepts in new areas.

Note: The ITIL Qualifi cation scheme is not examinable and is intended as information only. According to the APM Group, this qualifi cation is subject to change.

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COURSE AGENDA AND EXAM DETAILS

Course Prerequisites:For the Capability courses, there is no minimum mandatory experience requirement, but 2 to 4 years’ professional experience working in IT Service Management is highly desirable.

For the Lifecycle courses, there is no minimum experience requirement but basic IT literacy and around 2 years’ IT experience are highly desirable.

To be eligible for the exam you must hold the Foundation Certifi cate in IT Service Management (or other appropriate earlier ITIL and bridge qualifi cations.

12



Course Agenda and Exam DetailsCourse Qualification Scheme

Duration: 1.5 hoursQuestions: 8 Multiple-Choice Questions Each question has 4 Answer OptionsScoring Scheme: Most Correct Answer: Worth 5 marksSecond Best Answer: Worth 3 marksThird-Best Answer: Worth 1 markDistracter: No marksFormat: Closed-book, online, or paper-based examinationPass Score: 28/40 or 70% Distinction Score: Not defined yetContact Hours: 30-hours formal training with Accredited Training Organization (ATO)Personal Study Hours by APMG: 12 hours

Provisions for additional time relating to language: Candidates completing an exam:• in a language that is not their mother tongue, and• where the language of the exam is not their primary business language,

have a maximum of 120 minutes to complete the exam and are allowed the use of a dictionary

Exam Details

Useful Tips for Writing the Exam: Review the syllabus in your course material.

Use the syllabus to focus your study within the identifi ed chapters in the core ITIL books to prepare for these exams.

The exam is written to a depth where you not only need to have a strong core competency in the ITIL best practice, but you also need to be able to apply this knowledge in practical scenarios.

Read the question CAREFULLY.

Remember that there will be qualifi ers such as NOT and BEST.

Make note of the unique business situation presented – this scenario may point you in the direction of the “best” answer from the list.

As far as possible, try to eliminate the incorrect distracter question by using your ITIL theory and assessment of the provided information.

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Use your ITIL theory to assist with answering the question and selecting the best remaining answers from which to choose.

Because this exam is gradient marked, you will most likely fi nd very close similarities with the remaining answers.

If you are stuck on a question, skip it and move to the next one.

As you progress through the exam, you will pick up the rhythm of the structure and the language of the questions.

When in doubt, guess – you will not lose marks for providing the wrong answer.

1. Review the 5-day course agenda with the students.

2. Inform the students that there will be a 1-hour lunch break each day (or 45 minutes if time is of issue and lunch is available onsite).

3. Encourage the students to set time aside to study and review the material each evening to prepare for the fi nal exam.

Let the students know that each unit will include practice questions, with a mock exam conducted on Day 5. As a result, the students will be very familiar with the format by the time they fi nish the course.


Course Agenda

ITIL Intermediate Classroom Course

Day1 Release, Control, and ValidationUnit Subject Start End Total Time

(in hours)

Course Introduction 08:00 08:30 00:30

1 Service Transition 08:30 10:00 01:30

2 Change Management 10:00 12:00 02:00

LUNCH 12:00 01:00 01:00


3 Service Asset and Confi guration Management 03:00 05:00 02:00

Homework (review of day's material) 01:00

TOTAL 10:00

Total - (less lunch & homework) 08:00

Note: Reading the Case StudyThe case study used for activities in this course can be found in Appendix A of the Instructor Guide and Student Reference Material. It is recommended that you read through the case study during the fi rst break. This will enhance your understanding of the scenarios used for the activities.

Remark: Students may choose to read the “nonessential” section of the case study as well, for more-detailed insight into the Royal Chao Phraya Hotel and its staff.

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Note: Personal Study Recommendation for StudentsThe RCV syllabus recommends 12 hours of personal study in addition to the assigned classroom time.

The content to support such personal study for this course has been provided in the Student Reference Material. We would like to recommend that you take time after class each day to read through the sections covered in class that day. This would refresh your memory and reinforce the concepts learned in class.

Remark: While this would signifi cantly contribute to the student’s learning, it is not mandatory.

Some ideas for structured personal study:

You may want to direct the students to do a mind-map exercise to revise the concepts learned during the day in a structured manner.

Refer to Appendix B for a sample mind-map exercise and for instructions on how to do this exercise (this is also provided to the students in the Appendix section of the Student Reference Material). The exercise will help the students discover gaps in their understanding. You may want to utilize breaks or take time out at the start or end of the class to discuss these gaps with your students and clarify their concepts.

Direct your students to use homework time to also attempt the sample test questions.


(in hours)


4 Release and Deployment Management 10:00 12:00 02:00

LUNCH 12:00 01:00 01:00


5 Service Validation and Testing 03:30 05:00 01:30


TOTAL 10:00


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(in hours)

5 Service Validation and Testing 08:00 11:00 03:00

6 Request Fulfi lment 11:00 12:00 01:00

LUNCH 12:00 01:00 01:00

6 Request Fulfi lment 01:00 02:30 01:30

7 Change Evaluation 02:30 05:00 02:30


TOTAL 10:00



(in hours)

8 Knowledge Management 08:00 12:00 04:00

LUNCH 12:00 01:00 01:00

9 Technology and Implementation Management 01:00 05:00 04:00


TOTAL 10:00



(in hours)

10 Exam Preparation / Mock Exam 08:00 12:00 04:00

LUNCH 12:00 01:00 01:00

Exam 01:00 02:30 01:30

TOTAL 06:30

Total - (less lunch and fi nal exams) 04:00

TOTAL CONTACT HOURS 36 hours

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Course Agenda

ITIL Intermediate Expert Program Course

Day3 Release, Control, and Validation *All times in hours

Unit Subject Start End Time*


1 Service Transition (incl. 15-min RECAP) 01:30 03:00 01:30

2 Change Management (incl. 30-min RECAP) 03:00 05:00 02:00


TOTAL 05:00

Total - (homework) 04:00



3 Service Asset and Confi guration Management (incl. 30-min RECAP) 08:00 11:00 03:00

4 Release and Deployment Management (incl. 30-min RECAP) 11:00 12:00 01:00

LUNCH 12:00 01:00 01:00


5 Service Validation and Testing (incl. 30-min RECAP) 03:00 05:00 02:00


TOTAL 10:00




6 Request Fulfi lment (incl. 15-min RECAP) 08:00 10:00 02:00

7 Change Evaluation (incl. 15-min RECAP) 10:00 11:30 01:30

8 Knowledge Management (incl. 15-min RECAP) 11:30 12:00 00:30

LUNCH 12:00 01:00 01:00


9 Technology and Implementation Considerations (incl. 15-min RECAP) 03:30 05:00 01:30


TOTAL 10:00

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Course Agenda

ITIL Intermediate Classroom Blended Course






Lunch 12:00 01:00 01:00




TOTAL 09:30Total - (homework) 07:30





LUNCH 12:00 01:00 01:00




TOTAL 09:30Total - (less lunch & homework) 07:30





8 Knowledge Management (incl. 15-min RECAP) 11:30 12:00 00:30

LUNCH 12:00 01:00 01:00




TOTAL 09:00Total - (less lunch & homework) 22:00Sam

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Course Agenda

ITIL Intermediate Virtual Classroom Blended Course






Lunch 12:00 01:00 01:00



Homework (review of day's material) 01:00TOTAL 09:30Total - (homework) 07:30





LUNCH 12:00 01:00 01:00



Homework (review of day's material) 01:00TOTAL 09:30Total - (less lunch & homework) 07:30





8 Knowledge Management (incl. 15-min RECAP) 11:30 12:00 00:30LUNCH 12:00 01:00 01:00



Homework (review of day's material) 01:00TOTAL 09:00Total - (less lunch & homework) 22:00

Each Cup represents one break.

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Unit1Service Transition

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2

Unit 1 : Service TransitionITIL


The Big “Why’’• What is Release, Control, and Validation (RCV)?• What does RCV do for you?• What does RCV do for your organization?• Why RCV?

Alright! So, we come to the fundamental “why” question. Why Release, Control, and Validation or RCV? Why take this course? Of course, you know why you’re here! But, my question is what does taking an RCV course do for you and for your organization?

Anyone? OK, so let’s do a quick round-robin. What does the RCV course help with?

The objective here is to warm the participants up to Release, Control, and Validation. Keep this session short and peppy. The “dialog” above is indicative, and of course, you would use expressions that you are most comfortable with.

Point to participants when you ask a question and call out their names individually…

Then, once you have a couple of responses, state that you would now move on to what this course really deals with.


Great! Let us now look at the specifi cs, at what this course really deals with. You will fi nd this in your Reference Materials as well.Sam

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Instructor | ITIL Intermediate Certifi cation Level | Service Transition


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OverviewRelease, Control, and Validation (RCV):

• Is essential to understand how to implement new or changed Services in a controlled and cost-effective manner.

• Helps in the effective transition of controls to the operations phase. • Gives in-depth knowledge on the operational-level process activities in the

Service Transition and Service Operation Lifecycles, their measurement, inter-relationships, roles and responsibilities, and so on.

We will now see how the Unit Learning Objectives connect with what you will be able to do at the end of this RCV course.

Talk through the bulleted list, and answer any questions participants may have. Take a moment to establish the connection between the Unit Overview and the Learning Objectives slides, emphasizing the key words and phrases.


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Unit Learning ObjectivesAt the end of this unit, you will be able to:

• Explain the purpose and objectives of Service Transition.• Understand the scope of the Service Transition phase of the lifecycle. • Understand the value that Service Transition provides to the business.• Illustrate the processes within Service Transition.• Describe the various aspects to be considered for developing an effective

Service Transition Strategy.• Understand the initiatives for preparing Service Transition.• Comprehend how to plan and coordinate Service Transition activities.• Explain how Service Transition provides support to stakeholders.• Understand the generic roles involved in Service Transition and their associated

responsibilities.

Unit Learning ObjectivesAt the end of the unit, you will be familiar with the processes and functions of the RCV and its value in supporting and managing Changes in an organization.

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Topics Covered in This Unit1.1 Purpose and Objectives of Service Transition1.2 Scope of Service Transition1.3 Business Value of Service Transition 1.4 Processes Within Service Transition1.5 Aspects for Developing Effective Service Transition Strategy1.6 Initiatives for Preparation for Service Transition1.7 Planning and Coordinating Service Transition Activities1.8 Providing Transition Process Support1.9 Generic Roles Involved with Service Transition

1.1 PURPOSE AND OBJECTIVES OF SERVICE TRANSITION

6



1.2 Scope of Service Transition 1.3 Business Value of Service Transition 1.4 Processes Within Service

TransitionPurpose and Objectives of Service Transition1.1

Purp

ose

Obj

ectiv

es

• The purpose of Service Transition is to ensure that new, modified, or retired Services meet business requirements, as defined in the Service Strategy and Service Design stage of the Lifecycle.

The objectives are:• “Plan and manage service

changes efficiently and effectively• Manage risks relating to new,

changed or retired services• Successfully deploy service

releases into supported environments

• Set correct expectations on the performance and use of new or changed services

• Ensure that service changes create the expected business value

• Provide good-quality knowledge and information about services and service assets.”

(Source: Service Transition book)Sam

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Purpose and Objectives of Service TransitionCore Guidance Reference — ST 1.1.1Student Reference Material — Pg. 17

The slide lists the purpose and objectives of Service Transition. To attain these objectives, the following points should emerge during the Service Transition Lifecycle stage:

Plan and manage the capacity and resources required to administer Service Transitions.

Implement a rigorous framework for evaluating Service capabilities and Risk profi les before new or changed Services are deployed.

Establish and maintain the integrity of Service Assets.

Provide effi cient repeatable mechanisms for building, testing, and deploying Services and Releases.

Ensure that Services can be managed, operated, and supported in accordance with constraints specifi ed during the Service Design stage of the Service Lifecycle.

Just Concluded T R A N S I T I O N

1.2 Scope of Service Transition

1.1Purpose and Objectives of Service Transition

Coming Up

1.2 SCOPE OF SERVICE TRANSITION

7



Scope of Service Transition:

• Management of complexity associated with Changes to Services andService Management processes

• Innovation, while minimizing the unintended consequences of Change• New Services• Changes to existing Services, such as expansion, reduction, change of

supplier, acquisition or disposal of sections of user base or suppliers, changeof requirements or skills availability, and so on

• Decommissioning and discontinuation of Services, applications, or otherService components

• Transfer of Services to and from other Service Providers



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Scope of the Process Core Guidance Reference — ST 1.1.2 Student Reference Material — Pg. 18

Service Transition offers considerable assistance to the business. It guides the process of developing and improving capabilities for transitioning new and changed Services into supported environments, such as Release planning, building, testing, evaluation, and deployment. For this, due consideration is given to Service retirement and transfer between Service Providers. This ensures that the requirements from Service Strategy, developed in Service Design, are effectively realized in Service Operation while controlling the Risks of failure and subsequent disruption.

The scope of Service Transition also includes Changes in the Service Provider’s Service Management capabilities that Impact the business, staff, projects, and third parties involved in Service Management.

Guidance on Transferring the Control of ServicesGuidance on transferring the control of Services includes transfer in the following circumstances:

Out to a new supplier, such as outsourcing From one supplier to another Back in from a supplier ; for example, insourcing Moving to a partnership or co-sourcing arrangement, such as partial outsourcing of some

processes Multiple suppliers, e.g. co-sourcing or multi-sourcing Joint venture Down-sizing, up-sizing, and off-shoring Merger and acquisition


1.3 Business Value of Service Transition

1.2Scope of Service Transition

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1.3 BUSINESS VALUE OF SERVICE TRANSITION

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Business Value



Adopting and implementing standardized and consistent approaches for Service Transition will:• Enable projects to estimate the cost, timing, resource requirements, and Risks associated

with the Service Transition stage more accurately.• Enable share and re-use of Service Transition assets across projects and Services.• Reduce delays from unwarranted conflicts – for example, if multiple projects need to use

the same test setting at the same time.• Improve expectation setting of all stakeholders involved in Service Transition, including

customers, users, suppliers, partners, and projects.• Ensure that the new or changed Service can be delivered to specification without

unexpectedly affecting other Services or stakeholders.• Ensure maintainability and cost-effectiveness of new or changed Services.

Setting up Service Transition and effectively using the supporting processes helps transition new, changed, or decommissioned Services effectively.

Business ValueCore Guidance Reference — ST 1.1.4Student Reference Material — Pg. 19

Applying best practices will assist organizations to yield signifi cant gains. Adopting and implementing standard and consistent approaches for Service Transition will enhance business in ways mentioned on the slide. Adhering to the standards and approaches of Service Transition will also:

Result in higher volumes of successful change

Be easier for people to adopt and follow

Enable service transition assets to be shared and re-used across projects and services

Reduce delays from unexpected clashes and dependencies – for example, if multiple projects need to use the same test environment at the same time

Reduce the effort spent on managing the service transition test and pilot environments

Improve expectation setting for all stakeholders involved in service transition including customers, users, suppliers, partners and projects

Increase confi dence that the new or changed service can be delivered to specifi cation without unexpectedly affecting other services or stakeholders

Ensure that new or changed services will be maintainable and cost-effective

Improve control of service assets and confi gurations

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1.4 Processes Within Service Transition

1.3Business Value of Service Transition

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1.4 PROCESSES WITHIN SERVICE TRANSITION

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Adapted from The scope of service transition © Crown Copyright 2011 Reproduced under licence from the Cabinet Office

Zoomed graphic provided in Appendix F.

Processes Within Service TransitionCore Guidance Reference — ST 1.1.2.1Student Reference Material — Pg. 20

The processes within Service Transitions can be categorized into two groups based on the Lifecycle stages where the amount of process activities takes place. The fi rst group is processes that are critical during the Service Transition stage but which infl uence and support all stages of the Service Lifecycle. The fi rst group comprises Change Management, Service Asset and Confi guration Management, and Knowledge Management.

The second group is those processes that have most of their activities in Service Transition. The processes in this group are Transition Planning and Support (Not covered in this course), Release and Deployment Management, Service Testing and Validation, and Change Evaluation.


1.5Aspects for Developing Effective Service Transition Strategy

1.4Processes Within Service Transition

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1.5 ASPECTS FOR DEVELOPING EFFECTIVE SERVICE TRANSITION STRATEGY

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1.6 Initiatives for Preparation for Service Transition 1.7 Planning and Coordinating

Service Transition Activities 1.8 Providing Transition Process Support

Aspects of Developing Effective Service Transition Strategy1.5

Service Transition Strategy

The Service Transition strategy defines the overall approach to organize Service Transition and allocate resources.

While defining the strategy for Service Transition, due consideration must be given to the following aspects: • Purpose and objectives of Service Transition• Context of Service Transition• Scope of Service Transition• Applicable standards, agreements, legal, regulatory, and contractual

requirements• Organizations and stakeholders involved in transition• Framework for Service Transition• Criteria

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Service Transition Strategy (Contd.)

• Identification of requirements and content of the new or changed Service• People• Approach• Deliverables from transition activities, including mandatory and optional

documentation for each stage• Schedule of milestones• Financial requirements, such as budgets and funding

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Service Transition StrategyCore Guidance Reference — ST 4.1.5.1Student Reference Material — Pg. 22

Service Transition strategy defi nes the overall approach to organizing Service Transition and allocating resources. The aspects that should be considered for this are provided on the slide.

Let us look deeper into some of these aspects.

“Applicable standards, agreements, legal, regulatory and contractual requirements:

Internal standards

Interpretation of legislation, industry guidelines and other externally imposed requirements and standards

Agreements and contracts that apply to service transition

Organizations and stakeholders involved in transition:

Third parties, strategic partners, suppliers and service providers

Customers and users

Service management

Service provider

Transition organization

Framework for service transition:

Policies, processes and practices applicable to service transition including process service provider interfaces (SPIs)

Integration with policies and methods used for programme and project management

Roles and responsibilities

Transition resource planning and estimation

Transition preparation and training requirements

The release and change authorization

Re-using the organization’s experience, expertise, tools, knowledge and relevant historical data

Criteria:

Entry and exit criteria for each release stage

Criteria for stopping or re-starting transition activities

Success and failure criteria

Identifi cation of requirements and content of the new or changed service:

Services to be transitioned with target locations, customers and organizational units

Release defi nitions

Applicable SDP including architectural design

Requirements for environments to be used, locations, organizational and technical

Planning and management of environments, e.g. commissioning and decommissioning

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People:

Assigning roles and responsibilities for all activities, including authorization

Assigning and scheduling training and knowledge transfer

Approach:

Transition model including service transition lifecycle stages

Plans for managing changes, assets, confi gurations and knowledge

Baseline and evaluation points

Confi guration audit and verifi cation points

Points where change authorization is needed

Use of change windows

Transition estimation, resource and cost planning

Preparation for service transition

Change evaluation and change authorization

Release planning, build, test, deployment and early life support

Error handling, correction and control

Management and control – recording, progress monitoring and reporting

Service performance and measurement system

Key performance indicators (KPIs) and improvement targets

Deliverables from transition activities, including mandatory and optional documentation for each stage:

Transition plans

Change management and service asset and confi guration management (SACM) plans

Release policy, plans and documentation

Test plans and reports

Build plans and documentation

Evaluation plan and report

Deployment plans and reports

Transition closure report”

(Source: Service Transition book)

Organizations should consider the following while deciding on an appropriate Service Transition approach:

The size and nature of the Services. The number and frequency of Releases required. Any special needs of the users, for example a user’s need for phased deployment over an

extended period of time.

Human thigh bones are stronger than concrete. You can’t kill yourself by holding your breath. One-quarter of the bones in your body are in your feet. Like fi ngerprints, everyone’s tongue print is different.

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1.6Initiatives for Preparation for Service Transition

1.5Aspects for Developing Effective Service Transition Strategy

Coming Up

1.6 INITIATIVES FOR PREPARATION FOR SERVICE TRANSITION

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Acquire and test new Configuration Items (CIs) and components

Build and test

Test Service release

Service Operational Readiness Test (SORT)

Deployment

Entry and exit criteria, known as “quality gates”, are often executed at specific stages in the design and transition of a new or changed Service.

The stages in the Service Transition Lifecycle include:

Early life support

Review and close Service Transition

Service Transition Lifecycle StagesCore Guidance Reference — ST 4.1.5.2, 4.1.5.3Student Reference Material — Pg. 24

The SDP defi nes the Lifecycle stages for the Service Transition. The transition from one stage to the next is subject to formal evaluation. The slide shows the stages in the Service Transition Lifecycle.

There are entry and exit criteria, including a list of deliverables. These criteria are often executed as ‘quality gates’ at specifi c stages in the design and transition of a new or changed Service. Each quality gate will defi ne a standard set of criteria, which must be met before the Service can move to the next stage.Sam

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Prepare for Service Transition.The activities for preparing the Service Transition include:

• Review and acceptance of inputs from the other Service Lifecycle stages.• Review and check the input deliverables, for example Change proposal, SDP,

Service acceptance criteria and evaluation report.• Identify, raise, and schedule Requests for Change (RFCs).• Check that the Configuration Baselines are recorded in the Configuration

Management System (CMS) before the commencement of Service Transition.• Check transition readiness.




Preparation for Service TransitionThe slide shows the activities involved in the preparation for the Service Transition.

The Confi guration Baseline serves as the point of reference for organizations pertaining to Changes that will be comprehensible in the future. Change Management handles requests and manages any discrepancy in the proposed Service scope, Service Strategy requirements, and Service Design baseline.

The Service Design and Service Transition staff along with other stakeholders allows Service Design and the adjoining Release units to operate and collaborate within anticipated confi nement. Consequently, a report of the SDP and Service acceptance criteria is furnished for the approval of the Change Management.

Let us now learn how to plan and coordinate activities for Service Transition.


1.7Planning and Coordinating Service Transition Activities

1.6Initiatives for Preparation for Service Transition

Coming Up

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1.7 PLANNING AND COORDINATING SERVICE TRANSITION ACTIVITIES

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Planning an Individual Service Transition

The deployment and Release Management activities should be planned in stages as the details of deployment are might not be known in detail initially.

A substantial Service Transition model should be the reference point for developing each plan.

While Service Design provides the base for planning, the planner allocates resources specific to each activity and modifies plans according to new settings.

A Service Transition plan describes the tasks and activities required to issue a Release into the test settings and production. This includes:

• “Work environment and infrastructure for the Service Transition

• Schedule of milestones, handover and delivery dates

• Activities and tasks to be performed• Staffing, resource requirements,

budgets and time-scales at each stage

• Issues and risks to be managed• Lead times and contingency.”


Planning an Individual Service TransitionCore Guidance Reference — ST 4.1.5.4Student Reference Material — Pg. 26

A Service Transition plan describes the tasks and activities, as shown on the slide, to issue a Release into the proven and production. The slide shows the typical content of a Service Transition plan.

The Release and Deployment Management activities should be planned in stages as the details of deployment are primarily indistinct. A substantial Service Transition model should be the reference point for developing each plan. While Service Design provides the base for planning, the planner allocates resources specifi c to the activities and modifi es plans deemed fi t to new settings. Example, a test specialist may have left the organization.

The Service Transition Planner should allocate resources to each activity and factor in resource availability to work out whether the transition can be deployed by the required date.

If resources are not available, it may be necessary to review other transition commitments and consider changing priorities.

Such changes need to be discussed with people responsible for Change Management and Release And Deployment Management as this may affect other changes that could be dependent on or prerequisites for the release.Sam

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Integrated Planning

Quality planning and management ensures the successful operation of a Release into production across diverse settings.

Lower-level plans, such as Release build and test plans, should be integrated with the Change schedule and Release and Deployment Management plans.

Adoption Program and Project Management Best Practice

It is a best practice to manage several Releases and Deployments as a program and each significant deployment as a project.

External suppliers may be contracted to deliver the bulk of the deployment.

Review of Plans

Service Transition plans should be reviewed, taking into considerations any element of contingency and lead time.

The service transition planning role should verify the plan and ask appropriate questions to ensure success of the plan.

Integrated PlanningQuality planning and management ensures the successful deployment of a Release into production across distributed environments and locations. To enable good management and coordination of Service Transition strategies, lower-level plans, such as Release build and test plans, should be integrated with Change schedule and Release and Deployment Management plans. Establishing quality plans will help the Service Transition to manage and coordinate resources, such as resource allocation, utilization, budgeting, and accounting.

The central plan of the Service Transition should provide for milestone activities to be incorporated in order to improve the Service and obtain the Release components, package the Release, develop, evaluate, and operate through early life support. In addition, these activities should foster the development and maintenance of the Service and IT infrastructure, settings, and the quantifying technique to support the transition activities.

Adopting Program and Project Management Best PracticesTo manage several Releases and Deployments as a program and each signifi cant deployment as a project, it is best practice to base them on PRINCE2 and the Project Management Body of Knowledge (PMBOK). A dedicated team may conduct the actual deployment. External suppliers may be contracted to deliver the bulk of deployment; for example, implementation of the IT Service Management (ITSM) support tool.

Signifi cant deployments are typically complex. Planning such deployments should take into considerations the range of elements comprising the Service. Examples of such elements are people, application, hardware, software, documentation, and knowledge. This implies that the deployment of the Service will comprise of sub-deployment for the elements of the Service. Sam

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Reviewing the PlansAll Service Transition and Release and Deployment plans should be reviewed. It is a good practice to include an element of contingency in lead times. Also, lead times should primarily be based on experience instead on mere supplier assertion. This is particularly applicable for internal suppliers where formal contract does not exist.

As lead times typically vary seasonally, they should be considered during planning. Such considerations should specifi cally be accounted for long time-frame transitions. This is because, in long time-frame transitions, lead times may vary between stages of the transition, or between different user locations.

Before starting the Release, the Service Transition planning role should verify the plans and ask appropriate questions, such as:

Are these Service Transition and release plans up to date?

Have the plans been agreed to and authorized by all relevant parties; e.g., customers, users, operations and support staff?

Do the plans include the release dates and deliverables and refer to related Change Requests, known errors and problems?

Have the impacts on costs and organizational, technical, and commercial aspects been considered?

Have the risks to the overall services and operations capability been assessed?

Has there been a compatibility check to ensure that the confi guration items that are to be released are compatible with each other and with confi guration items in the target environments?

Have circumstances changed such that the approach needs amending?

Were the rules and guidance on how to apply it relevant for current service and release?

Do the people who need to use the plans understand and have the requisite skills to use them?

Is the service release within the SDP and the scope of the issues addressed by the transition model?

Has the service design altered signifi cantly such that it is no longer appropriate?

Have potential changes in business circumstances been identifi ed?


1.8Providing Transition Process Support

1.7Planning and Coordinating Service Transition Activities

Coming Up

Example of Anticipating Changed Business CircumstancesA new version of a retail organization’s point-of-sale system was designed and ready for transition to the live environment. Although the new version offered added features, most improvements were related to ease of use, support, and maintainability of the software.

The transition was originally scheduled for installation in September, but due to delays in third-party suppliers, the Service was not ready for test and subsequent deployment until late November. The initially planned approach of involving 20% of user staff in acceptance trials and store disruption across the user base was no longer appropriate. With the Christmas sales boom imminent, such disruption would have been prevented by the annual change freeze. Instead, a longer, slower, but less resource-intensive acceptance-testing approach was selected with deployment to stores rescheduled for late January.

When the transition approach does require rethinking and probable alteration, this should be delivered through the formal Change Management process, since the consideration of alternatives and agreement of the revised transition approach must be properly documented. However, for foreseeable scenarios, where the path of action is documented as an accepted reaction to the circumstances, authority to record and proceed with a change may be delegated to Service Transition or another appropriate party for authorization; for example, when the Service Transition milestone dates and release dates can be achieved with the same cost and resources and with no impact on the service defi nition.

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1.8 PROVIDING TRANSITION PROCESS SUPPORT

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Advice

TransitionProcessSupport

Advice

Administration

Progress Monitoring

and Reporting

Communication

Provide Transition Process SupportCore Guidance Reference — ST 4.1.5.5Student Reference Material — Pg. 29

AdviceService Transition should provide support to stakeholders in terms of a holistic understanding of its roles. This will position them to track the Utility of its tools, processes, and supporting systems. The absence of specialist resources should not impair the ability of the transition planning and support team to identify the appropriate assets that would support the projects - for example, experts who can set up the CMS or testing tools.

Prior to implementation of the Service Transition activities and tasks, each organization should ensure that relevant transition standards, policies, and procedures match with its best practices.

A proactive approach would ease opportunities for the establishment of Service Transition processes into the project. Another alternative could be usage of Service Transition as support to the project.

AdministrationTransition planning and support should provide administration for managing:

Changes and work orders in Service Transition.

Issues, Risks, deviations, and waivers.

Support for tools and Service Transition processes.

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Service Transition performance to provide input into Continual Service Improvement (CSI).

Changes that affect the agreed-upon baseline confi guration items are controlled through Change Management.

CommunicationManaging communication throughout the Service Transition is critical to success. A communication plan should include:

Objectives of the communication.

Specifi c stakeholders, including users, customers, IT staff, suppliers, and appropriate customers of the business.

Communication content for each type of stakeholder.

Communication frequency: for example, daily, weekly, and so on, which may vary for each stakeholder group at different stages of the transition.

Channel and format, such as newsletters, posters, e-mails, reports, and presentations.

Means for measuring the success of the communication.

Appropriate stakeholders should be informed and be able to access the plans and progress of the transition. A package received from the Service Design stage of the Lifecycle contains a list of well-defi ned stakeholders. The staff in the Service Transition stage should keep the list up to date and relevant.

Progress Monitoring and ReportingActivities related to Service Transition should be monitored against the objectives of the transition model and plan. Release and deployment should be measured and monitored to verify whether the transition is proceeding according to plan.

Supervision of the actual transition against integrated Service Transition plans, Releases, and change schedules is essential. This includes incorporating frequent monitoring and updating the development and goals of each transition.

Management reports on the progression of each transition would help to identify disparities in the actual plan and to guide decisions for planning further action.

Revision of transition plans requires pertinent updates aligning with actual needs and refl ecting an active environment compared to what was intended during inception of the Service Transition devices.


1.9Generic Roles Involved in Service Transition

1.8Providing Transition Process Support

Coming Up

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1.9 GENERIC ROLES INVOLVED IN SERVICE TRANSITION

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Generic Roles Involved in Service Transition1.9

Generic Service Owner

Generic Process

Practitioner

Generic Process Owner

Generic Process Manager

Generic Service Transition

Roles

Generic Knowledge Management RolesCore Guidance Reference — ST 6.4.1Student Reference Material — Pg. 31

A role is a set of responsibilities, activities, and authorities granted to a person or team. A role is defi ned in a process or function. Roles fall into two main categories: generic and specifi c roles. Generic roles, such as Process Manager and Process Owner, are defi ned in organization to associate responsibilities that are applicable across lifecycle stages or processes. Specifi c roles are involved within a particular lifecycle stage or process such as a Change administrator or Knowledge Management Process Owner. The slide shows the generic roles of Service Transition.

Generic Service OwnerService ownership is as critical to Service Management as establishing ownership for processes which cross multiple vertical silos or departments. In an organization a single person may fulfi l the Service Owner role for more than one Service. The responsibilities of the Service Owner role are:

“Ensuring that the ongoing service delivery and support meet agreed customer requirements

Working with business relationship management to understand and translate customer requirements into activities, measures or service components that will ensure that the service provider can meet those requirements

Ensuring consistent and appropriate communication with customer(s) for service-related enquiries and issues

Assisting in defining service models and in assessing the impact of new services or changes to existing services through the service portfolio management process

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Identifying opportunities for service improvements, discussing these with the customer and raising RFCs as appropriate

Liaising with the appropriate process owners throughout the service lifecycle

Soliciting required data, statistics and reports for analysis and to facilitate effective service monitoring and performance

Providing input in service attributes such as performance, availability etc.

Representing the service across the organization

Understanding the service (components etc.)

Serving as the point of escalation (notification) for major incidents relating to the service

Representing the service in change advisory board (CAB) meetings

Participating in internal service review meetings (within IT)

Participating in external service review meetings (with the business)

Ensuring that the service entry in the service catalogue is accurate and is maintained

Participating in negotiating SLAs and operational level agreements (OLAs) relating to the service

Identifying improvement opportunities for inclusion in the continual service improvement (CSI) register

Working with the CSI manager to review and prioritize improvements in the CSI register

Making improvements to the service.

The service owner is responsible for continual improvement and the management of change affecting the service under their care. The service owner is a primary stakeholder in all of the underlying IT processes which enable or support the service they own. For example:

Incident management Is involved in (or perhaps chairs) the crisis management team for high-priority incidents impacting the service owned

Problem management Plays a major role in establishing the root cause and proposed permanent fix for the service being evaluated

Release and deployment management Is a key stakeholder in determining whether a new release affecting a service in production is ready for promotion

Change management Participates in CAB decisions, authorizing changes to the services they own

Service asset and confi guration management Ensures that all groups which maintain the data and relationships for the service architecture they are responsible for have done so with the level of integrity required

Service level management Acts as the single point of contact for a specific service and ensures that the service portfolio and service catalogue are accurate in relationship to their service

Availability management and capacity management Reviews technical monitoring data from a domain perspective to ensure that the needs of the overall service are being met

IT service continuity management Understands and is responsible for ensuring that all elements required to restore their service are known and in place in the event of a crisis

Information security management Ensures that the service conforms to information security management policies

Financial management for IT services Assists in defining and tracking the cost models in relationship to how their service is costed and recovered.”

(Source: Service Transition Book)

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Generic Process OwnerThe Process Owner ensures that their process is in accordance to the agreed and documented standard and meets the aims of the process defi nition.

The responsibilities of the Process Owner role are:

“Sponsoring, designing and change managing the process and its metrics

Defining the process strategy

Assisting with process design

Ensuring that appropriate process documentation is available and current

Defining appropriate policies and standards to be employed throughout the process

Periodically auditing the process to ensure compliance to policy and standards

Periodically reviewing the process strategy to ensure that it is still appropriate and change as required

Communicating process information or changes as appropriate to ensure awareness

Providing process resources to support activities required throughout the service lifecycle

Ensuring that process technicians have the required knowledge and the required technical and business understanding to deliver the process, and understand their role in the process

Reviewing opportunities for process enhancements and for improving the efficiency and effectiveness of the process

Addressing issues with the running of the process

Identifying improvement opportunities for inclusion in the CSI register

Working with the CSI manager and process manager to review and prioritize improvements in the CSI register

Making improvements to the process”


Generic Process ManagerThe Process Manager manages the operations of a Process. Multiple Process managers may be assigned to a single process; for example, IT service Continuity Managers for each data centre.. Often the same person is assigned both the Process Owner and Process manager roles. However, large organizations may have different persons for each of the roles.

The responsibilities of the Process Owner role are:

“Working with the process owner to plan and coordinate all process activities

Ensuring that all activities are carried out as required throughout the service lifecycle

Appointing people to the required roles

Managing resources assigned to the process

Working with service owners and other process managers to ensure the smooth running of services

Monitoring and reporting on process performance

Identifying improvement opportunities for inclusion in the CSI register

Working with the CSI manager and process owner to review and prioritize improvements in the CSI register

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Making improvements to the process implementation.”


Generic Process PractitionerA Process Practitioner carries out one or more process activities.

In some organizations, a single person may be assigned both the Process Practitioner and Process Manager roles. Some organizations may assign a large numbers of practitioners to carry out different parts of the process.

The responsibilities of the Process Practitioner role are:

“Carrying out one or more activities of a process

Understanding how their role contributes to the overall delivery of service and creation of value for the business

Working with other stakeholders, such as their manager, co-workers, users and customers, to ensure that their contributions are effective

Ensuring that inputs, outputs and interfaces for their activities are correct

Creating or updating records to show that activities have been carried out correctly.”


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Generic Roles Involved in Service Transition1.9

Transition Planning and Support Roles

Generic Service Transition Roles

Service Transition Manager

Transition Planning and Support Process Owner

Transition Planning and Support Process Manager

Transition Planning and Support Practitioner

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Transition Planning and Support RolesCore Guidance Reference — ST 6.4.5Student Reference Material — Pg. 35

Service Transition ManagerThe job titled Service Transition Manager will often be present in an organization as a combination of the roles of Transition Planning and Support Process Owner and Transition Planning and Support Process Manager.

Transition Planning and Support Process OwnerThe Transition Planning and Support Process Owner’s responsibilities typically include:

Carrying out the generic Process Owner role for the Transition Planning and Support process

Setting the scope and policies for Service Transition

Ensuring that the overall design of all Service Transition processes works together to meet the transition needs of the business.

Transition Planning and Support Process ManagerThe Transition Planning and Support Process Manager’s responsibilities typically include:

Carrying out the generic Process Manager role for the Change Management process

Managing and coordinating the functions that are involved in Service Transition

Budgeting and accounting for Service Transition activities and resources

Interfacing for senior management for Service Transition planning and reporting

Managing and coordinating requests for resources

Working with project managers and other personnel to coordinate Service Transition activities across projects, suppliers, and Service teams

Ensuring that the fi nal delivery of each Service Transition meets the agreed customer and stakeholder requirements specifi ed in the Service Design package.

Transition Planning and Support PractitionerThe transition planning and support practitioner’s responsibilities typically include:

Maintaining and integrating plans for specifi c Service Transitions

Maintaining and monitoring progress for Service Transition Changes, Issues, Risks, and deviations. This also includes tracking progress on actions and mitigation of Risks

Maintaining records and providing management information on:

o Use of resource

o Progress on project and Service Transition

o Budgeted and actual spend

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Summary of Unit 1

Service TransitionUnit Roadmap SummaryOverviewUnit Learning Objectives

Overview of the Unit.Learning objectives of the Unit.

1.1 Purpose and Objectives of Service Transition

Purpose

The purpose of Service Transition is to ensure that new, modifi ed, or retired Services meet the expectations of the business.

Objectives

The objectives of Service Transition are:

Plan and manage changes in the Service effi ciently and effectively. Manage Risks relating to new, changed, or retired Services. Successfully deploy Service releases into supported environments. Set correct expectations for the performance and use of new or changed Services. Ensure that Service Changes create the expected business value. Provide good-quality knowledge and information about Services and Service Assets.

1.2 Scope of Service Transition Scope

The scope of Service Transition includes:

Management of complexity associated with Changes to Services and Service Management Processes.

Innovation while minimizing the unintended consequences of Change. New Services. Changes to existing Services. Decommissioning and discontinuation of Services, applications, or other Service

components. Transfer of Services to and from other Service Providers.

1.3 Business Value of Service Transition

Business Value Values that Service Transition provides to the business are:

Enable projects to estimate the cost, timing, resource requirements, and Risks associated with the Service Transition stage more accurately.

Enable share and re-use of Service Transition assets across projects and Services. Reduce delays from unwarranted confl icts. Enhance expectations of all stakeholders involved in Service Transition. Ensure that the new or changed Service can be delivered to specifi cation without

unexpectedly affecting other Services or stakeholders. Ensure maintainability and cost-effectiveness of new or changed Services. Result in higher volumes of successful Change in the business. Be easier for organizations to adopt and follow. Reduce the effort spent on managing the Service Transition test and pilot environments.

Improve control of Service Assets and confi gurations.

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1.4 Processes Within Service Transition

The processes within Service Transitions can be categorized into two groups:

Processes that are critical during the Service Transition stage but which infl uence and support all stages of the Service Lifecycle:

o Change Management o Service Asset o Confi guration Management

o Knowledge Management

Processes that have most of their activities in Service Transition: o Transition Planning and Support o Release and Deployment Management o Service Testing and Validation o Change Evaluation

1.5 Aspects for Developing Effective Service Transition Strategy

Developing Effective Service Transition StrategyWhile defi ning the strategy for Service Transition, due consideration has to be given to the following aspects:

Purpose and objectives of Service Transition Context: for example, Service customer, contract agreement portfolio Scope – inclusions and exclusions Applicable standards, agreements, legal, regulatory, and contractual requirements Organizations and stakeholders involved in transition Framework for Service Transition Criteria Identifi cation of requirements and content of the new or changed Service People Approach Deliverables from transition activities, including mandatory and optional documentation

for each stage Schedule of milestones Financial requirements – budgets and funding

1.6 Initiatives for Preparation for Service Transition

Service Transition Lifecycle StagesThe stages in the Service Transition Lifecycle include:

Acquiring and testing new CIs and components Building and testing Testing Service release Testing for operational readiness of Service Deployment Early life support Reviewing and closing Service Transition

The activities for preparing the Service Transition include:

Review and acceptance of inputs from the other Service Lifecycle stages Review and check the input deliverables: for example, Change proposal, SDP, Service

acceptance criteria, and evaluation report Identify, raise, and schedule RFCs Check that the Confi guration Baselines are recorded in CMS before the commencement

of Service Transition Check transition readiness

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1.7 Planning and Coordinating Service Transition Activities

Planning an Individual Service TransitionAn individual Service Transition plan typically includes:

Work environment and infrastructure where the Service Transition occurs Schedule of milestones, handover and delivery dates Activities and tasks to be performed for the transition Staffi ng, resource requirements, budgets and timescales at each stage Issue and Risk Management considerations Lead times and contingency

Considerations for planning a Service Transition: The deployment and Release Management activities should be planned in stages, as the

details of deployment are primarily indistinct. A substantial Service Transition model should be the reference point for developing

each plan. While Service Design provides the base for planning, the planner allocates resources

specifi c to each activity and modifi es plans in accordance with new settings.Integrated Planning

Quality planning and management ensures the successful operation of a Release into production across diverse settings.

Lower-level plans, such as Release build and test plans should be integrated with Change schedule and Release and Deployment Management plans.

Adoption Program and Project Management Best Practices It is a best practice to manage several Releases and Deployments as a program, and

each signifi cant deployment as a project. External suppliers may be contracted to deliver the bulk of the deployment.

Review of Plans Service Transition plans should be reviewed taking into considerations any element of

contingency and lead time. The Service Transition planning role should verify the plan and ask appropriate

questions to ensure success of the plan.

1.8 Providing Transition Process Support

Advice The stakeholders should be in a position to track the Utility of the tools, processes, and

supporting systems. The transition planning and support team should be able to identify the appropriate

assets that would help the projects. Each organization should ensure that relevant transition standards, policies, and

procedures match with its best practices. A proactive approach would ease opportunities for the establishment of Service

Transition processes in the project. Another alternative could be usage of Service Transition as support for the project.

Administration Changes and work orders in Service Transition Issues, Risks, deviations, and waivers Support for tools and Service Transition processes Service Transition performance to provide input into CSI

Communication Specifi c stakeholders, including users, customers, IT staff, suppliers, and appropriate

customers of the business Communication content for each type of stakeholder Communication frequency Channel and format Means for measuring the success of the communication

Progress Monitoring and Reporting Supervision of the actual transition against integrated Service Transition plans, Releases,

and Change schedules is essential. Management reports on the progression of each transition.

Revision of transition plans requires pertinent updates aligning with actual needs and refl ecting an active environment compared to what was intended during inception of the Service Transition devices.

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1.9 Generic Roles Involved in Service Transition

Generic Service Owner Generic Process Owner Generic Process Manager Generic Process Practitioner

Transition Planning and Support Roles Service Transition Manager Transition Planning and Support Process Owner Transition Planning and Support Process Manager Transition Planning and Support Practitioner

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Unit2Change Management

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2

Unit 2 : Change ManagementITIL


The Big ‘‘Why’’• What do you understand by the term “Change?”• What is Change Management?• How important is it to implement Change

Management in your organization?• What benefits does Change Management provide to

your organization?

So, what does Change Management mean to you? Anyone?

To understand Change Management, it is important to know the meaning of the term “Change” fi rst. Can anyone quickly defi ne what Change is?

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Instructor | ITIL Intermediate Certifi cation Level | Change Management


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According to ITIL:

“Change is the addition, modification or removal of anything that could have an effect on IT services”

“Change Management is the process responsible for controlling the Lifecycle of all Changes. The primary objectives of Change Management are to enable beneficial Changes to be made, with minimum disruption to the IT Services.”


In today’s fast-evolving world, it is becoming increasingly necessary for every organization to adapt to the challenges of the new market more frequently. The Changes can be from adoption of new IT infrastructure to adoption of application settings. Organizations today are increasingly dependent on IT to meet their organizational goals and objectives. To bring Changes into an organization is not an easy task. Organizations need to embark on careful and meticulous planning with all stakeholders involved to implement Change successfully.

This is why a proactive Change Management process is required to implement Changes reliably, economically, and on time.

Change Management should ensure that a fi ne balance exists between organizational fl exibility and stability. Change Management must weigh the potential Risks in terms of the availability and demand for resources, as well as the costs and benefi ts of the Change.

The Change Management process scope covers Changes to baselined Service Assets and Confi guration Items (CIs) across the entire Service Lifecycle.

Case Study ConnectionThe introduction of the new kiosk service at the Royal will enable hotel guests to book Services such as spa, scuba lessons at the pool, and special holiday packages, get printed information, such as maps and coupons to local restaurants, and so on, at their convenience, without depending on staff. While this new Change is sure to add a lot of value to the hotel’s self-help facilities, it is also sure to burden the IT Services. The hotel must ensure that all Changes brought in by setting up of the kiosk should be implemented without disrupting or causing too much Change in its IT department.

IT ConnectionThe IT industry rapidly undergoes Change. To stay up-to-date and survive in a fast and competitive market, the IT organization must keep itself updated —infrastructure, software, hardware, expert knowledge, processes, and so on.

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Organizations must bring in Changes in a controlled manner to avoid disruptions to any Services. What is the IT organization doing? The IT organization is implementing Change Management.

Now to the overview of what this unit covers.

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Unit OverviewA Service might need to be changed for various reasons:

Adapt to changed work circumstances.

Reduce errors.

Reduce cost.

Increase the efficiency of existing systems.Customers, whether internal

or external, might want to:

Each aspect requires some Changes in the IT system.

Manage these Changes in a well-defined, planned manner to:• Reduce Risk Exposure.• Minimize the severity of any Impact.• Correctly implement the Change at the first attempt.

OverviewA Service might need to be changed for various reasons. The customer, internal or external, might want to reduce costs, increase the effi ciency of existing systems, reduce errors, or adapt to changed work circumstances. Each reason requires some Changes in the IT system. Changing an existing system is a Risk because the Changes might lead to errors, breakdowns, or business loss.

As a result, it is imperative that you manage these Changes in a well-defi ned, planned manner to:

Reduce Risk exposure.

Minimize the severity of any Impact.

Correctly implement the Change at the fi rst attempt.

If you manage Changes using a planned approach, you will be able to save money and time for your organization.

Let us now understand the objectives of the Change Management process.Sample

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Walk through the bulleted list, and answer any questions participants may have. Take a moment to establish the connection between the Unit Overview and the Learning Objectives slide, emphasizing the key words and phrases.


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Unit Learning ObjectivesAt the end of this unit, you will be able to:

• Understand the purpose and objectives of the process.• Explain the scope of the process.• Assess the importance of Change Management as a process capability to

generate business value.• Demonstrate an understanding of the policies, designs, and planning

considerations of Change Management.• Understand the different types of Change Request.• Understand the role of a Change Model and Change Proposals, and identify

the elements of a Standard Change.• Demonstrate an understanding of remediation planning in Change

Management.• Explain and illustrate the main activities, methods, and techniques that enable

this process and its relationship to the capability of Release, Control, and Validation (RCV).

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Unit Learning Objectives (Contd.)• Describe and discuss the triggers, input, output, and interfaces

of this process with other processes.• Assess the importance of Information Management in the Change

Management process.• Examine the use of key metrics to measure the success of Change

Management.• Understand the challenges and Risks associated with Change Management.• Demonstrate an understanding of the operational activities of Change

Management during the Service Operation lifecycle stage.• Assess the importance of Managing organization and stakeholder Change as

part of Continual Improvement.• Understand the Change Management roles and their associated

responsibilities.

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Topics Covered in This Unit2.1 Purpose and Objectives2.2 Scope of the Process2.3 Business Value of the Process2.4 Policies, Design, and Planning Considerations 2.5 Types of Change Requests 2.6 Role of Change Models, Change Proposals, and Standard Changes2.7 Remediation Planning2.8 Main Activities, Methods, Techniques, and Relationship with RCV2.9 Triggers, Inputs, Outputs, and Interfaces with Other Processes2.10 Information management2.11 Process Measurement2.12 Challenges and Risks2.13 Operational Activities of Change Management during the Service

Operation Lifecycle Stage2.14 Managing Organization and Stakeholder Change as an Essential

Part of Continual Improvement2.15 Change Management Roles2.16 Sample Test QuestionSample

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2.1 PURPOSE AND OBJECTIVES

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2.2 Scope of the Process 2.3 Business Value of the Process 2.4 Policies, Design, and Planning ConsiderationsPurpose and Objectives2.1

Purp

ose

Obj

ectiv

es

• “The purpose of the change management process is to control the lifecycle of all changes, enabling beneficial changes to be made with minimum disruption to IT services.”


The objectives of Change Management are to:• "Respond to the customer’s changing

business requirements while maximizing value and reducing incidents, disruption and re-work.

• Respond to the business and IT requests for change that will align the services with the business needs.

• Ensure that changes are recorded and evaluated, and that authorized changes are prioritized, planned, tested, implemented, documented and reviewed in a controlled manner.

• Ensure that all changes to configuration items are recorded in the configuration management system.

• Optimize overall business risk – it is often correct to minimize business risk, but sometimes it is appropriate to knowingly accept a risk because of the potential benefit."


Purpose and ObjectivesCore Guidance Reference — ST 4.2.1Student Reference Material — Pg. 47

The Side shows the purpose and objectives of Change Management. One of the objectives is to optimize overall business Risk. To achieve this objective, it might be sometimes appropriate to knowingly accept a Risk because of the potential benefi t.


2.2Scope of the Process

2.1Purpose and Objectives

Coming Up

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2.2 SCOPE OF THE PROCESS

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2.2 Scope of the Process 2.3 Business Value of the Process 2.4 Policies, Design, and Planning Considerations

Purpose, Goals, and Objectives2.1

Adapted from Scope of change management and release and deployment management for services © Crown Copyright 2011 Reproduced under licence from the Cabinet Office

Business Service provider Supplier

Strategicchange

Manage thebusiness

Manage IT servicesManage thesupplier’sbusiness

Tacticalchange

Manage thebusiness

processes

Serviceportfolio

Manageexternalservices

Servicechange

Operationalchange

Managebusiness

operations

Serviceoperations

Externaloperations

Scope of Change ManagementCore Guidance Reference — ST 4.2.2Student Reference Material — Pg. 47

Organizations must defi ne the Changes that are within the scope of their Service Change process. The scope should include:

Changes to all CIs across the whole service lifecycle. The CIs can be physical assets such as servers or networks, virtual assets such as virtual servers or virtual storage, or other types of assets such as agreements or contracts.

Service solutions for new or changed services, which includes the required and agreed upon functional requirements, resources and capabilities.

Management information systems and tools, primarily the service portfolio that manages and controls Services through their lifecycle.

Any technology and Management architectures required to provide the Services.

Processes required to design, transition, operate, and improve the Services.

Measurement systems, methods and metrics for the Services, the architectures, their constituent components and the processes.

Those outside the scope might include Changes such as at the department, organization, policy, and business levels and routine operational Changes, for example, repairs to printers or other routine Service components.

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Documents

ITIL Intermediate Course: RCV Instructor Guide_r3.2.0