ITIL Intermediate Course: SO Instructor Guide_r3.2.0

ITpreneurs™ Service Management

INSTRUCTOR GUIDE

Service Operation 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 Service Operation, 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 1

Introductions 2

Course Introduction 3

Course Learning Objectives 4

Unique Nature of the Course 4

Course Qualifi cation Scheme 7

Course Agenda and Exam details 9

COURSE AGENDA

ITIL Intermediate Classroom Course 11

ITIL Intermediate Expert Program Course 13

ITIL Intermediate Classroom Blended Course 14

ITIL Intermediate Virtual Classroom Blended Course 15

UNIT 1: INTRODUCTION TO SERVICE OPERATION 17

1.1 Purpose and Objectives 21

1.2 Scope of the Process 23

1.3 Context of Service Operation and the Service Lifecycle 24

1.4 Business Value of the Process 27

1.5 Service Operation Fundamentals 30

Summary of Unit 1 35

UNIT 2: SERVICE OPERATION PRINCIPLES 37

2.1 Achieving Balance in Service Operation 42

2.2 Providing Good Service 66

2.3 Operation Staff Involvement in the service Lifecycle 67

2.4 Operational Health 69

2.5 Communication 75

2.6 Documentation 80

2.7 Inputs and Outputs 81

2.8 Sample Test Question 83


UNIT 3: SERVICE OPERATION PROCESSES – PART 1 89

3.1 Event Management 94

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3.1.1 Purpose and Objectives 99

3.1.2 Scope of the Process 100

3.1.3 Value to Business 103

3.1.4 Policies, Principles, and Basic Concepts 106

3.1.5 Designing for Event Management 112

3.1.6 Use of Event Rule Sets and Correlation Engines 114

3.1.7 Process Activities 116

3.1.8 Triggers, Inputs, Outputs, and Process Interfaces 119

3.1.9 Process Measurement 123

3.1.10 Challenges and Risks 125

3.2 Incident Management 127





3.2.5 Process Activities, Methods, and Techniques 141

3.2.6 Triggers, Inputs, Outputs, and Interfaces with Other Processes 153



3.3 Problem Management 164











UNIT 4: SERVICE OPERATION PROCESSES – PART 2 207

4.1 Request Fulfi lment 211



4.1.3 Business Value of the Process 219






4.2 Access Management 234



4.2.3 Business Value of the Process 240


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4.2.5 Process Activities 244




4.3 Group/Individual Exercise 253


UNIT 5: COMMON SERVICE OPERATION ACTIVITIES 265

5.1 Goal 269

5.2. Monitoring and Control Services 271

5.3 IT Operations 290

5.4 Server and Mainframe Management and Support 299

5.5 Network Management 302

5.6 Storage and Archival 306

5.7 Database Administration 309

5.8 Directory Services Management 311

5.9 Desktop and Mobile Device Support 313

5.10 Middleware Management 315

5.11 Internet/Web Management 318

5.12 Facilities and Data Center Management 319

5.13 Operational Activities of Processes Covered in Other Lifecycle Stages 327

5.13.1 Change Management 328

5.13.2 Service Asset and Confi guration Management 330

5.13.3 Release and Deployment Management 331

5.13.4 Capacity Management 332

5.13.5 Demand Management 336

5.13.6 Availability Management 337

5.13.7 Knowledge Management 340

5.13.8 Financial Management for IT Services 341

5.13.9 ITSCM 342

5.13.10 Information Security Management 343

5.13.11 Service Level Management 345

5.14 Improvement of Operational Activities 346




UNIT 6: ORGANIZING FOR SERVICE OPERATION 359

6.1 Functions of Service Operation 363

6.1.1 Service Desk Function 368

6.1.2 Technical Management Function 398

6.1.3 IT Operations Management Function 408

6.1.4 Application Management Function 420

6.2 Roles 444

6.3 Organizational Structures of Service Operation 466


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UNIT 7: TECHNOLOGY CONSIDERATIONS 491

7.1 Generic Technology Requirements 495

7.2 Evaluation Criteria for Technology and Tools for Process Implementation 505




UNIT 8: IMPLEMENTATION OF SERVICE OPERATION 525

8.1 Managing Changes in Service Operation 529

8.2 Service Operation and Project Management 533

8.3 Assessing and Managing Risks in Service Operation 535

8.4 Operational Staff in Service Design and Service Transition 536

8.5 Planning and Implementing Service Management Technologies 538




UNIT 9: CHALLENGES, CRITICAL SUCCESS FACTORS, AND RISKS 557

9.1 Objective 560

9.2 Challenges, CSFs, and Risks 561


UNIT 10 : EXAM PREPARATION GUIDE 575

10.1 Mock Exam 1 577

10.2 Mock Exam 2 610

APPENDIX A: CASE STUDY 645

APPENDIX B: MIND MAP EXCERCISE 659

APPENDIX C: GLOSSARY 661

APPENDIX D: SYLLABUS 755

APPENDIX E: ANSWERS (NOT APPLICABLE FOR INSTRUCTOR) NA

APPENDIX F: DIAGRAMS (MACRO VIEW) 773

APPENDIX G: KEPNER-TREGOE® METHODOLOGY 795

APPENDIX H: RELEASE NOTES 797

INSTRUCTOR FEEDBACK FORM 799

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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

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prepared before!”

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?

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Will there be a vegetarian lunch available?

Where are the toilets?

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.

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

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 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 - Independent

Wigmore, Michael - Independent

Per Ivar Lillebraten - Ciber

Fatih Celen – Impetus Consulting

Kaushik, Jitendra – ITpreneurs

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 | Service Operation

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

INTRODUCTIONS

2

Course IntroductionCourse IntroductionITIL

Intermediate® Service Operation

Course Introduction Course Learning Objectives Unique Nature of the CourseIntroductions

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

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 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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OverviewService Operation is one of the five courses that are part of the ITIL Intermediate Lifecycle stream. The Service Operation course helps you understand and implement ITIL best practices related to:


Service Operation principles

Service Operation processes

Service Operation common operation activities

Organizing Service Operation

Technology considerations

Implementation considerations

Challenges, Critical Success Factors, and Risks

Alright! Let us quickly understand what Service Operation is. We will only go through a brief overview of Service Operation here. A more detailed understanding of what Service Operation is and the relationship of Service Operation with the Service Lifecycle processes will be covered in Unit 1.

OverviewService Operation is one of the fi ve courses that are part of the ITIL Intermediate Lifecycle stream. The Service Operation course helps you understand and implement ITIL best practices related to Service Operation principles, Services Operation processes, Service Operation common operation activities, organizing Service Operation, technology and implementation considerations related to Service Operation, and challenges, Critical Success Factors (CSFs), and Risks associated with Service Operation.

To understand Service Operation, it is important to know the Learning Objectives of the Service Operation 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, you will have gained the knowledge and skills to:

• Understand the importance of the Service Management as a practice. • Analyze the importance, principles, purpose, and objectives of Service Operation.• Learn how all processes in Service Operation interact with other Service

Lifecycle processes.• Recognize the subprocesses, activities, methods, and functions used in

each Service Operation process.• Recognize the roles and responsibilities within Service Operation and the activities

and functions necessary to achieve operational excellence.• Learn how to measure Service Operation.• Understand the technology and implementation considerations surrounding

Service Operation.• Outline the challenges, CSFs , and Risks associated with

Service Operation.


UNIQUE NATURE OF THE COURSE

5



Course Delivery Method


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

Participate in your learning experience.

Internalize learning to take your final examination.

Apply new, practical experience.You will benefit

when you:Sample

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Course Delivery MethodThis 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 at the workplace.

6




Samples from the Student Reference Material and Workbook

Take this introductory time to 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 same format as the qualifi cation exam. The answers to these questions are given in Answers: Appendix E in the Workbook.

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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 rationale) and Mock Exam 2 consists of Sample Paper 2 (a complete set with scenarios + question-and-answer options with 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.

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 connection between business and IT and of 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. Consequently, the courses refl ect this overlap. As you progress through the Intermediate levels and add one qualifi cation after another, you may fi nd an increase in the repetition of concepts.

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 Service Operation vis-à-vis how it is applied in Service Transition.

Refer to the Core Guidance reference box to know where topics overlap across courses.

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Teaching Style Suggesti ons1. 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 review Foundation topics, continue teaching the course. If you think that some students need reinforcement of the Foundation concepts while the others do not need this, 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.


COURSE QUALIFICATION SCHEME

7



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 CreditAssignment

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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, which is currently under development.

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.

8



Course Agenda and Exam DetailsCourse Qualification Scheme

Continual Service Improvement

Improvement Process

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:

Service Operation

Event Management

Incident Management

Problem Management

Request Fulfilment

Access Management

Service Desk

Technical Management

SO CSI

SO CSI

SO CSI

SO CSI

SO CSI

OSA

OSA

OSA

OSA

OSA

SO CSI

SO CSI

SO CSI

RCV

SO CSI

SO OSA RCV

OSA

OSA

OSA

OSA

*

*

*

*

*

*

*

*

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

IT Operations Management

Reporting Management

Measurement Management

Application Management

Request Fulfilment Roles

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.

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

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Planning, Protection, 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 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 for IT Services, 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 ITIL Expert.

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 certifi cation will assess your ability to apply and analyze 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.

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.

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Course Qualification Scheme Course Agenda and Exam Details

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: 21-hour formal training with Accredited Training Organization (ATO)Personal Study Hours by APMG: 21 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 the exam.

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

Read each 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.

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

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

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.

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1. Review the 3-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 3. 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 Program

Day1 Service OperationUnit Subject Start End Total Time

(in hours)

Course Introduction 08:00 08:30 00:30

1 Introduction to Service Operation 08:30 09:15 00:45

2 Service Operation Principles 09:15 10:30 01:15

3 Service Operation Processes – Part 1 10:30 12:00 01:30

LUNCH 12:00 01:00 01:00



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

Total 10:00

Total – (Less Lunch and 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.

Note: Personal Study Recommendation for StudentsThe Service Operation syllabus recommends 21 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.

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Some ideas for structured personal study:

You may want to direct the students to do a mind-map exercise to review 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 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 at the start or end of the class to discuss these gaps with your students and clarify concepts.

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


(in hours)


5 Common Service Operation Activities 10:00 12:00 02:00

LUNCH 12:00 01:00 01:00

5 Common Service Operation Activities 01:00 02:00 01:00

6 Organizing Service Operation 02:00 05:00 03:00


Total 10:00

Total – (Less Lunch and Homework) 08:00


(in hours)

6 Organizing Service Operation 08:00 09:30 01:30

7 Technology Considerations 09:30 10:30 01:00

8 Implementation of Service Operation 10:30 12:00 01:30

LUNCH 12:00 01:00 01:00

8 Implementation of Service Operation 01:00 01:30 00:30

9 Challenges, Critical Success Factors, and Risks 01:30 02:00 00:30

10 Exam Preparation/Mock Exam 02:00 03:30 01:30

Exam 03:30 05:00 01:30

Total 09:00

Total – (Less Lunch and Exam) 06:30

TOTAL CONTACT HOURS 22.5 hoursSam

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Course Agenda

ITIL Intermediate Expert Program – ‘Classic’ learning path

Day3 Service Operation *All times in hours

Unit Subject Start End Time*


1 Service Operation (incl. 10-min RECAP) 08:30 09:00 00:30

2 Service Operation Principles (incl. 15-min RECAP) 09:00 10:00 01:00

3 Service Operation Processes – Part 1 (incl. 60-min RECAP) 10:00 12:00 02:00

LUNCH 12:00 01:00 01:00


4 Service Operation Processes – Part 2 03:00 05:00


Total 10:00

Total – (less lunch & homework) 08:00



5 Common Service Operation Activities (incl. 30-min RECAP) 08:00 9:30 01:30

6 Organizing Service Operation (incl. 10-min RECAP) 09:30 12:00 02:30

LUNCH 12:00 01:00 01:00

7 Technology Considerations (incl. 10-min RECAP) 01:00 02:00 01:00

8 Implementation of Service Operation (incl. 15-min RECAP) 02:00 02:30 00:30

9 Challenges, Critical Success Factors And Risks (incl. 15-min RECAP) 02:30 03:00 00:30

TOTAL 07:00

Total – (less lunch) 06:00

TOTAL CONTACT HOURS 14 hours

This agenda is based on the ‘Classic’ learning path. Your course might follow a different path. Please visit www.itpreneurs.com/expert for details of the various learning path options.

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Course Agenda

ITIL Intermediate Classroom Blended Course







LUNCH 12:00 01:00 01:00




Total 10:00






LUNCH 12:00 01:00 01:00




TOTAL 07:00



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Course Agenda

ITIL Intermediate Virtual Classroom Blended Course







LUNCH 12:00 01:00 01:00




Total 10:00






LUNCH 12:00 01:00 01:00




TOTAL 07:00



Each Cup represents one break.

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Unit1Introduction to Service Operation

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2

Course IntroductionUnit 1 : Introduction to Service OperationITIL


The Big ‘‘Why’’• What is Service Operation?• What does Service Operation do for you?• What does Service Operation do for your organization? • Why Service Operation?

Alright! So, we come to that big fundamental “why” question. Why Service Operation? Why take this course? Of course you know why you’re here! But my question is what does taking a Service Operation course do for you, for your organization?

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

The objective here is to warm the participants up to the course. Keep this peppy. The “dialog” above is indicative, and of course, you would use expressions that you’re most comfortable with.

But importantly, keep this short and energetic. Point to participants when you ask a question; call them out by their names individually…

Then after receiving a couple of responses, say you would now go 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 | Introduction to Service Operation


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OverviewService Operation:

• Is a very crucial phase in the Service Lifecycle.• Explains and details delivery and control activities to achieve operational

excellence on a day-to-day basis.• Guides a Service Provider to become more effective and efficient in the delivery

and support of Services. This, in turn, helps ensure value for the customer as well as the Service Provider.

OverviewITIL defi nes Service Operation as:

“A stage in the lifecycle of a service. Service operation coordinates and carries out the activities and processes required to deliver and manage services at agreed levels to business users and customers. Service operation also manages the technology that is used to deliver and support services.”

(Source: Service Operation book)

In simplistic terms, Service Operation can be called the IT “factory” that performs day-to-day activities to deliver Services. However, this does not mean that the role of Service Operation is restricted to routine tasks. A more important and crucial purpose of Service Operation is to deliver as well as support Services by ensuring the smooth operation of infrastructure and all operational activities.

Service Operation has several guidelines to make sure that day-to-day process operations are appropriately conducted, controlled, and managed. It provides guidance on how to maintain Service Operation stability while allowing Changes in design, scale, scope, and Service levels.

Service Operation is helpful for organizations because it provides detailed process guidelines, methods, and tools for use in two major control perspectives: Reactive and proactive. Service Operation is valuable for managers and practitioners because it gives them guidelines that will help them make better decisions in the following areas:

Managing the availability of Services

Controlling demand

Optimizing capacity utilization

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Scheduling operations

Fixing problems

At the end of the unit, you will be familiar with the processes and functions of the Service Operation phase and its value in supporting and controlling daily operations.

We will now see how the Unit Learning Objectives connect with what you will be able to do at the end of this 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 Learning Objectives slides, emphasizing the key words and phrases.


4



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

• Understand the purpose and objectives of Service Operation.• Comprehend the scope of Service Operation.• Demonstrate a clear understanding of Service Operation and how it fits into the Service

Lifecycle.• Show how Service Operation creates business value.• Understand the fundamentals of Service Operation.

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Topics Covered in This Unit1.1 Purpose and Objectives1.2 Scope of the Process1.3 Context of Service Operation and the Service Lifecycle1.4 Business Value of the Process1.5 Service Operation Fundamentals

1.1 PURPOSE AND OBJECTIVES

6



1.2 Scope of the Process 1.3 Context of Service Operation and the Service Lifecycle 1.4 Business Value of the Process1.1 Purpose and Objectives

Purpose

Objectives• “The purpose of the service

operation stage of the service lifecycle is to coordinate and carry out the activities and processes required to deliver and manage services at agreed levels to business users and customers. Service operation is also responsible for the on going management of the technology that is used to deliver and support services.”


The objectives of Service Operation are to:

• "Maintain business satisfaction and confidence in IT through effective and efficient delivery and support of agreed IT services

• Minimize the impact of service outages on day-to-day business activities

• Ensure that access to agreed IT services is only provided to those authorized to receive those services. "

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Purpose and Objectives of Service OperationCore Guidance Reference — SO 1.1.1 Student Reference Material — Pg. 15

Service Operation is a critical stage of the Service Lifecycle. Although a process may be well-planned and well-implemented, it will be of no value if the day-to-day operation of the processes is not properly conducted, controlled, and managed. In addition, day-to-day activities, such as performance monitoring, metric assessment, and operational data gathering of a process is necessary to ensure Service improvements.

There should be processes and support tools in place for staff involved in the Service Operation stage of the service lifecycle. Such processes and tools should:

Allow the staff to have an overall view of Service Operation and delivery rather than just the separate components, such as hardware, software applications and networks.

Detect any threats or failures to Service quality.

Partner and supplier organization may provide Services in whole or in part. The Service Operation view of the end-to-end Service should be extended to encompass external aspects of Service provision. When necessary, shared or interfacing processes and tools should be deployed to manage cross-organizational workfl ows.

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

1.2Scope of the Process

1.1Purpose and Objectives

Coming Up

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1.2 SCOPE OF THE PROCESS

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The services themselves

People

Technology

Service Management

processes Scope


Scope of the ProcessCore Guidance Reference — SO 1.1.2 Student Reference Material — Pg. 16

“ITIL Service Operation describes the processes, functions, organization and tools used to underpin the ongoing activities required to deliver and support services. The guidance provided in this publication includes:

The services themselves: Activities that form part of a service are included in service operation, whether it is performed by the service provider, an external supplier or the user or customer of that service.

Service management processes: The ongoing management and execution of the many service management processes that are performed in service operation. Even though a number of ITIL processes (such as change and capacity management) originate at the service design or service transition stage of the service lifecycle, they are in use continually in service operation. Some processes are not included specifi cally in service operation, such as strategy management for IT services and the actual design process itself. These processes focus more on longer-term planning and improvement activities, which are outside the direct scope of service operation; however, service operation provides input and infl uences these processes regularly as part of the lifecycle of service management.

Technology: All services require some form of technology to deliver them. Managing this technology is not a separate issue, but an integral part of the management of the services themselves. Therefore a large part of ITIL Service Operation is concerned with the management of the infrastructure used to deliver services.

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People: Regardless of what services, processes and technology are managed, they are all about people. It is people who drive the demand for the organization’s services and products and it is people who decide how this will be done. Ultimately, it is people who manage the technology, processes and services. Failure to recognize this will result (and has resulted) in the failure of service management activities.”

(Source Service Operation book)


1.3Context of Service Operation and the Service Lifecycle

1.2Scope of the Process

Coming Up

1.3 CONTEXT OF SERVICE OPERATION AND THE SERVICE LIFECYCLE

8



The Service Lifecycle

Adapted from ITIL service lifecycle © Crown Copyright 2011 Reproduced under licence from Cabinet Office


Context of Service Operation and the Service LifecycleCore Guidance Reference — SO 1.2Student Reference Material — Pg. 17

The slide shows the ITIL Lifecycle, which consists of fi ve Lifecycle publications. Each of the publications provides part of the guidance necessary for an integrated approach, as required by the ISO/IEC 20000 standard specifi cation. They are expected to use durable principles, methods, and tools to provide structure, stability, and strength to Service Management capabilities. This protects investments and provides the foundation for measurement, learning, and improvement. The publications also address capabilities having direct Impact on a Service Provider’s performance.

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The publications are:

ITIL Service Strategy

ITIL Service Design

ITIL Service Transition

ITIL Service Operation

ITIL Continual Service Improvement

“Service strategy

At the centre of the service lifecycle is service strategy. Value creation begins here with understanding organizational objectives and customer needs. Every organizational asset including people, processes and products should support the strategy.

ITIL Service Strategy provides guidance on how to view service management not only as an organizational capability but as a strategic asset. It describes the principles underpinning the practice of service management which are useful for developing service management policies, guidelines and processes across the ITIL service lifecycle.

Topics covered in ITIL Service Strategy include the development of market spaces, characteristics of internal and external provider types, service assets, the service portfolio and implementation of strategy through the service lifecycle. Business relationship management, demand management, fi nancial management, organizational development and strategic risks are among the other major topics.

Organizations should use ITIL Service Strategy to set objectives and expectations of performance towards serving customers and market spaces, and to identify, select and prioritize opportunities. Service strategy is about ensuring that organizations are in a position to handle the costs and risks associated with their service portfolios, and are set up not just for operational effectiveness but for distinctive performance.

Organizations already practising ITIL can use ITIL Service Strategy to guide a strategic review of their ITIL-based service management capabilities and to improve the alignment between those capabilities and their business strategies. ITIL Service Strategy will encourage readers to stop and think about why something is to be done before thinking of how.

Service design

For services to provide true value to the business, they must be designed with the business objectives in mind. Design encompasses the whole IT organization, for it is the organization as a whole that delivers and supports the services. Service design is the stage in the lifecycle that turns a service strategy into a plan for delivering the business objectives.

ITIL Service Design provides guidance for the design and development of services and service management practices. It covers design principles and methods for converting strategic objectives into portfolios of services and service assets. The scope of ITIL Service Design is not limited to new services. It includes the changes and improvements necessary to increase or maintain value to customers over the lifecycle of services, the continuity of services, achievement of service levels, and conformance to standards and regulations. It guides organizations on how to develop design capabilities for service management.

Other topics in ITIL Service Design include design coordination, service catalogue management, service level management, availability management, capacity management, IT service continuity management, information security management and supplier management.

Service transition

ITIL Service Transition provides guidance for the development and improvement of capabilities for introducing new and changed services into supported environments. It describes how to transition an organization from one state to another while controlling risk and supporting organizational knowledge for decision support. It ensures that the value(s) identifi ed in the service strategy, and encoded in service design, are effectively transitioned so that they can be realized in service operation.

ITIL Service Transition describes best practice in transition planning and support, change management, service asset and confi guration management, release and deployment management, service validation and testing, change evaluation and

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knowledge management. It provides guidance on managing the complexity related to changes to services and service management processes, preventing undesired consequences while allowing for innovation.

ITIL Service Transition also introduces the service knowledge management system, which can support organizational learning and help to improve the overall effi ciency and effectiveness of all stages of the service lifecycle. This will enable people to benefi t from the knowledge and experience of others, support informed decision-making, and improve the management of services.

Service operation

ITIL Service Operation (this publication) describes best practice for managing services in supported environments. It includes guidance on achieving effectiveness and effi ciency in the delivery and support of services to ensure value for the customer, the users and the service provider.

Strategic objectives are ultimately realized through service operation, therefore making it a critical capability. ITIL Service Operation provides guidance on how to maintain stability in service operation, allowing for changes in design, scale, scope and service levels. Organizations are provided with detailed process guidelines, methods and tools for use in two major control perspectives: reactive and proactive. Managers and practitioners are provided with knowledge allowing them to make better decisions in areas such as managing the availability of services, controlling demand, optimizing capacity utilization, scheduling of operations, and avoiding or resolving service incidents and managing problems. New models and architectures such as shared services, utility computing, web services and mobile commerce to support service operation are described.

Other topics in ITIL Service Operation include event management, incident management, request fulfi lment, problem management and access management processes; as well as the service desk, technical management, IT operations management and application management functions.

Continual service improvement

ITIL Continual Service Improvement provides guidance on creating and maintaining value for customers through better strategy, design, transition and operation of services. It combines principles, practices and methods from quality management, change management and capability improvement.

ITIL Continual Service Improvement describes best practice for achieving incremental and large-scale improvements in service quality, operational effi ciency and business continuity, and for ensuring that the service portfolio continues to be aligned to business needs. Guidance is provided for linking improvement efforts and outcomes with service strategy, design, transition and operation. A closed loop feedback system, based on the Plan-Do-Check-Act (PDCA) cycle, is established. Feedback from any stage of the service lifecycle can be used to identify improvement opportunities for any other stage of the lifecycle.

Other topics in ITIL Continual Service Improvement include service measurement, demonstrating value with metrics, developing baselines and maturity assessments.”


Organizations can adapt to the core ITIL guidance for supporting various business environments and organizational strategies. There are also complementary ITIL publications that provide fl exibility for implementing the core in a diverse range of environments. Practitioners can select complementary publications as needed to apply the ITIL core in a given context.


1.4Business Value of the Process

1.3Context of Service Operation and the Service Lifecycle

Coming Up

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1.4 BUSINESS VALUE OF THE PROCESS

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BrainstormLet us brainstorm on the following question:

• Define the value of Service Operation to business.• What are the problems in identifying the value of services?

Note:1. Write your response in the space provided in your Workbook.2. Brainstorm!


Activity Learning OutcomesAt the end of this activity, students will be able to:

Explain the value of Service Operation to business.

Understand the Problems in identifying the value of Services.

Bloom’s Level: 2

Suggested Activity Duration: 5 mins

Q1. Defi ne the value of Service Operation to business.

Sample Answer: Refer to Topic 1.4 in the Reference Material.

Q2. What are the problems in identifying the value of Services?

Sample Answer: Refer to Topic 1.4 in the Reference Material.Sample

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Business Value

1.2 Scope of Service Operation 1.3 Service Operation in the Service Lifecycle 1.4 Value to the BusinessPurpose of Service Operation1.1

Reduced cost

Less Service outages

Improved operational results and data compilation

Better adherence to security policies

Ready access to standard Services

Automated operations

Business Value of Service OperationCore Guidance Reference — SO 1.1.4, SO 3.1.1 Student Reference Material — Pg. 20

Selecting and adopting Service Operation best practices help organizations deliver signifi cant benefi ts. Implementing standard and consistent approaches for Service Operation will:

Reduce the unplanned business and IT labor costs by optimizing handling of Service outages and their root causes.

Decrease the duration and frequency of Service outages. This enables the business to reap the benefi ts of the value created by the Services they are receiving.

Generate operational results and data. Other ITIL processes can use this data to enhance Services and justify the investment in ongoing Service improvement activities and supporting technologies.

Meet the goals and objectives of the organization’s security policy to ensure that the IT Services are accessed only by those who are authorized to use them.

Provide business staff quick and effective access to standard Services. This allows the staff to improve their productivity and quality of business services and products.

Automate operations to increase effi ciency and allow expensive human resources to be used for more innovative work, such as designing new or improved functionality or defi ning new ways in which the business can exploit technology for increased competitive advantage.

Each phase in the ITIL Service Lifecycle brings value to the business. For example, in the Service Strategy phase, you

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learn how to model Service value while in the Service Design and Service Transition phases, you design the cost of the Service and validate the cost. Again, in the CSI phase, you identify measures for optimization. Service Operation is very important because you execute and measure the plans, designs, and optimizations in this phase.

Challenges in Identifying the Value of ServicesThe following are some challenges associated with identifying the value of Services:

After a Service is designed and tested, the organization expects the Service to operate within the established budgetary and Return on Investment (ROI) targets. Organizations are unable to quantify the cost of the Service after a period of operation and fail to plan for the cost of the ongoing management of Services.

It is also diffi cult to obtain funds for tools or training that can improve the effi ciency of Service Operation. The primary reason for this is that it is not directly linked to Service functionality, and it is expected that any Service-related costs be built into the original value proposition. There is a Problem in trying to identify all costs associated with a Service at the start. Technology changes very rapidly, with newer and more effi cient methods evolving regularly. As such, it becomes imperative to use the new technology to manage the Service, even after it has been deployed.

After being operational for some time, a Service becomes part of the IT Services baseline of the organization. Any action to optimize the Services is considered “fi xing.” In addition, organizations do not attempt to improve the management of the Service unless the Service has been problematic.

The cost associated with Services (or system projects) throughout the entire Lifecycle will typically be 20 % in the fi rst procurement/implementation phase and 80 % during the operation including Changes and termination. Many organizations have realized this fact much too late and the budgets are not aligned to the fact.


1.5Service Operation Fundamentals

1.4Business Value of the Process

Coming Up

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1.5 SERVICE OPERATION FUNDAMENTALS

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Service Operation Fundamentals1.5

ActivityIdentify the various processes within Service Operation.

Note:1. Write your response in the space provided in your Workbook.2. Activity!

Activity Learning OutcomesAt the end of this activity, students will be able to:

Identify the various processes within Service Operation.

Bloom’s Level: 2

Suggested Activity Duration: 5 mins

Q1. Identify the various processes within Service Operation.

Sample Answer: Refer to Topic 1.5 in the Reference Material.

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Estimates and calculates the performance and productivity of all Service Operations

Includes processes, technologies, functions, and outputs

Generates reports over a period of time

Is applied to working practices within the processes, functions, and technologies

Usually includes small improvements

Does not impact the basics of the process or technology

Optimizing Service Operation Performance


Long-term incremental

improvement

Short-term ongoing

improvement

Optimizing Service Operation PerformanceCore Guidance Reference — SO 3.1.2 Student Reference Material — Pg. 22

There are two ways to optimize Service Operation:

Long-term incremental improvement: This type of improvement is based on estimating and calculating the performance and productivity of all Service Operations, including processes, technologies, functions, and outputs. The calculations and reports are made and analyzed over a period of time. It is then that organizations reach a decision on whether improvement is required and, if so, the best way to implement it is through Service Design and Transition. Examples of long-term incremental improvement are the deployment of a new set of tools, Changes to process designs, and reconfi guration of infrastructure.

Short-term ongoing improvement: This type of improvement is applied to working practices within the processes, functions, and technologies that reinforce Service Operation itself. These are normally small improvements and do not impact the basics of processes or technologies. Examples of short-term ongoing improvement are tuning, workload balancing, and personnel redeployment and training.

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Processes Within Service Operation

Event Management

Incident Management

Problem Management

Request Fulfilment

Access Management

Service Operation Processes


Processes Within Service OperationCore Guidance Reference — SO 3.1.3 Student Reference Material — Pg. 23

Service Operation consists of a number of processes that together make up the IT support structure. These are:

Event Management

Incident Management

Problem Management

Request Fulfi lment

Access Management

Let us discuss these processes in brief.

Event ManagementEvent Management deals with monitoring all operational Events, both normal and exceptional, which occur in IT infrastructure, and managing the Events throughout their Lifecycle. On detecting an exception condition, Event Management identifi es the type of Event and takes the appropriate control action.

Incident ManagementIncident Management deals with re-establishing disrupted or degraded Service Operations to agreed levels after any Incident is reported. This minimizes any adverse Impact on business operations.

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Problem ManagementProblem Management deals with preventing Problems and the resulting Incidents from recurring. This involves both a root cause analysis of the Incidents to identify the cause and proactive activities to detect and prevent future Problems. It also involves a Known Error Database (KEDB) to facilitate the quicker diagnosis and resolution of Incidents.

Request Fulfi lmentRequest Fulfi lment is a process that helps manage all Service Requests. Through Service Requests, the customer and user can formally request for standard services related to buildings, equipment, and IT Services. Each Service Request is associated with a clearly defi ned Request Model to manage the steps and activities necessary to fulfi ll the request.

What is a standard Service?

A standard Service is not a defi nition within ITIL.

It is normal to request standard changes as a Service Request. It is quite common that standard Changes are delivered through the Request Fulfi lment process.

Access ManagementAccess Management, also known as Identity or Rights Management, involves granting authorized users the right to use a Service while preventing access to unauthorized users. It deals with identifying authorized users correctly and then managing their access to various Services based on their role or function. Access Management supports the policies of Information Security Management (ISM).

14



Functions of Service Operation

1.5 Service Operation Fundamentals

Service Operation Functions

Service Desk




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Service Operation FunctionsCore Guidance Reference — SO 3.1.4 Student Reference Material — Pg. 25

To ensure effective Service Operation, a stable infrastructure and skilled resources are required in addition to processes. Service Operation relies on groups of skilled resources, which can be categorized into the following functions:

Service Desk




Let us discuss these functions in brief.

Service DeskThe Service Desk provides a single point of contact to users for Service Requests, Incidents in case of Service disruptions, and some types of Requests for Change (RFCs). It coordinates communication and activities between the users and different IT support groups.

Technical ManagementTechnical Management is involved in providing technical resources and skills to support the IT Service Management Lifecycle and the IT infrastructure. It is an important function in the design, test, Release, and improvement of IT Services.

IT Operations ManagementIT Operations Management is involved in executing the daily operational activities needed to manage IT infrastructure according to the performance standards defi ned in the Service Design phase. IT Operations has the following functions:

IT Operations Control monitors and controls routine operational tasks using an Operations Bridge or Network Operations Center.

Facilities Management manages the physical IT environment, including data centers and computer rooms.

Application ManagementApplication Management refers to the management of applications throughout the Service Lifecycle. This function supports and maintains operational applications and is involved in the design, test, and improvement of applications. The scope includes internally developed applications, third-party applications, and cloud-based applications.

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Copyright © 2012, ITpreneurs Nederland B.V. All rights reserved. 35Copyright © 2011, ITpreneurs Nederland B.V. All rights reserved. 35

Summary of Unit 1Introduction to Service OperationUnit Roadmap SummaryOverviewUnit Learning Objectives

Overview of the UnitLearning Objectives of the Unit

1.1 Purpose and Objectives

Purpose“The purpose of the service operation stage of the service lifecycle is to coordinate and carry out the activities and processes required to deliver and manage services at agreed levels to business users and customers. Service operation is also responsible for the ongoing management of the technology that is used to deliver and support services.”


ObjectivesThe objectives of Service Operation are to:

“Maintain business satisfaction and confi dence in IT through effective and effi cient delivery and support of agreed IT services

Minimize the impact of service outages on day-to-day business activities Ensure that access to agreed IT services is only provided to those authorized to receive

those services.”(Source: Service Operation book)

1.2 Scope of the Process

Scope of Service Operation: The Services themselves Service Management processes Technology People

1.3 Context of Service Operation and the Service Lifecycle

The core publications are: ITIL Service Strategy ITIL Service Design ITIL Service Transition ITIL Service Operation ITIL Continual Service Improvement

1.4 Business Value of the Process

Business Value of Service OperationSelecting and adopting OSA best practices helps organizations deliver signifi cant benefi ts. Implementing a benchmark methodology for Service Operation will:

Reduce cost. Reduce Service outages. Improve operational results and data compilation. Increase adherence with security policy. Provide ready access to standard Services. Automate operations.

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Copyright © 2012, ITpreneurs Nederland B.V. All rights reserved.36 Copyright © 2011, ITpreneurs Nederland B.V. All rights reserved.36

1.5 Service Operation Fundamentals

Service Operation Performance: Long-term incremental improvement includes:

o Estimating and calculating the performance and productivity of all Service Operations

o Including processes, technologies, functions, and outputs o Generating reports over a period of time

Short-term ongoing improvement: o Is applied to working practices within the processes, functions, and technologies o Usually includes small improvements o Does not Impact the basics of process or technology

Process in Service Operation: Event Management: Deals with monitoring all operational events, both normal and

exceptional, which occur in IT infrastructure. Incident Management: Deals with re-establishing disrupted or degraded Service

Operations to normal levels after any incident is reported. Problem Management: Deals with preventing problems and the resulting Incidents

from recurring. Request Fulfi lment: Helps manage the Lifecycle of all Service Requests. Access Management: Deals with identifying authorized users correctly and then

managing their access to various Services based on their roles, as defi ned in the contractual process of the users.

Functions of Service Operation: Service Desk: Provides a point of contact to users for Service Requests, for Incidents

in case of Service disruptions, and for some types of RFCs. Technical Management: Is involved in providing technical resources and skills to

support the IT Service Management Lifecycle and the operations of IT infrastructure. IT Operations Management: Is involved in executing the daily operational activities

needed to manage IT infrastructure according to the performance standards defi ned in the Service Design phase.

Application Management: Supports and maintains operational applications and is involved in the design, test, and improvement of applications.

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Unit2Service Operation Principles

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2

Course IntroductionUnit 2 : Service Operation PrinciplesITIL


The Big ‘‘Why’’• Why do we need Service Operation principles?• How do Service Operation principles help you and

your organizations?

Can anyone quickly answer why we need Service Operation principles? What do you think the Service Operation principles do for you and your organization?

Anyone?

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Instructor | ITIL Intermediate Certifi cation Level | Service Operation Principles


3



• Executes processes and activities.Organization

• Provides the required information to ensure that the organization delivers quality and meets its objectives.

Service Operation

Each organization needs to execute processes and activities to deliver quality to its customers and users. Service Operation provides the required information to ensure that organizations deliver quality and meet their objectives. Consequently, each organization needs to follow some key Service Operation principles and implement common best practices to ensure the effective operation of Services. Service Operation principles are the same for all organizations. However, different organizations may modify the approach based on their requirements, size, distribution, culture, and resources.

Let’s look at a situation from our very own Royal Chao Phraya hotel, or the Royal, to help you understand the core principles of Service Operation in an organization.

Case Study ConnectThe Royal’s guests are unhappy with the facilities provided at the swimming pool and have given negative feedback to James, the General Manager of the Royal. Because the Royal values its guests and their feedback, James has appointed a team to examine and devise policies and processes for renovating the swimming pool. James wants the team to ensure that when the newly designed swimming pool is opened, its guests receive the best Services and there are no problems in the effi cient operations of the swimming pool.

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IT ConnectionTo stay up-to-date in a rapidly changing environment, an organization should:

• Keep operational Services up and running.• Ensure that the policies and processes defined in the strategy and design phase

are executed well in the operations phase.

Now, let’s try to understand how IT organizatons integrate Service Operation policies to deliver quality Services to their users and customers.

IT ContextThe IT industry undergoes Change rapidly. To stay up-to-date and survive in a fast and competitive market, the IT organization must keep all its operational Services running continuously. To ensure this, organizations must ensure that the policies and processes defi ned in the strategy and design phase are executed well in the operations phase so that quality Services are offered to customers and users. What is the IT organization doing? The IT organization is putting in place the Service Operations policies, as defi ned in the earlier phases of the lifecycle.

Let us now look at the overview of the Unit.

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5



Overview

Service Operation focuses on the execution of processes and activitiesto deliver quality to customers and users and optimize costs.

During Service Operation, organizations use relevant processes and tools to manage and deliver Services and detect threats to or failures in Service quality.

Maintain customer satisfaction through the delivery of efficient Services at an acceptable cost and at prescribed Service levels.

6



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

• Explain the importance of achieving balance in Service Operation.• Explain good Service.• Describe the involvement of the Operational Staff in the other phases of the

Service Lifecycle.• Analyze the major aspects of operational health to create a plan

for the organization.• Understand the importance of communication in Service Operation.• Comprehend the importance of documentation in Service Operation.• Identify inputs and outputs of Service Operation.

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Topics Covered in This Unit2.1 Achieving Balance in Service Operation2.2 Providing Good Service2.3 Operational Staff Involvement in the Service Lifecycle2.4 Operational Health2.5 Communication2.6 Documentation2.7 Inputs and outputs2.8 Sample Test Question

2.1 ACHIEVING BALANCE IN SERVICE OPERATION

8



2.2 Providing Good Service 2.3 Operational Staff Involvement in the Service Lifecycle 2.4 Operational HealthAchieving Balance in Service

Operation2.1

The Big ‘‘Why’’• What is “balance?”• When does the need to achieve “balance” arise?• How does “balanced” Service Operation benefit an

organization?• What are the risks in the absence of “balance” in an

organization?

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In this topic, we will learn about achieving balance in Service Operation. Before we proceed, can anyone share what balance is? When does an organization feel the need to maintain balance? How crucial is it to achieve balanced Service Operation in an organization?

To understand what balance is, let’s take an example from our day-to-day life

9




Operation2.1

The illustration draws our attention to an injury or the damage that can occur if there is no balance in a functional system. In this topic, we will examine key areas that trigger imbalances in an organization.

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Overview

Service Operation helps deliver specified and agreed levels of Services.

To deliver Services in a constantly changing environment where conflict may arise, Service Operation helps deal with conflicts, achieve balance, and set priorities.


Operation2.1

OverviewCore Guidance Reference — SO 3.2Student Reference Material — Pg. 35

The functions, processes, and activities of Service Operation are designed to deliver specifi ed and agreed levels of Services. The challenge is to deliver Services in a constantly changing environment, where confl icts may arise. In a confl icting situation, IT Services fail to achieve a balance in delivering value. Service Operation helps deal with confl icts, achieve balance, and set priorities.

This topic identifi es four key areas that cause imbalance in the performance of an organization. We will discuss each key area in detail. The main purpose of the unit is to help learners determine the different types of tensions and confl icts in operating an organization and achieving balance in Service Operation.

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Areas of Conflict

Internal IT view versus external business view

Stability versus responsiveness

Reactive versus proactive

Quality of service versus cost of Service


Operation2.1

Areas of Confl ictCore Guidance Reference — SO 3.2Student Reference Material — Pg. 36

In an organization, the key areas of potential tension and confl ict are:

Internal IT view versus external business view

Stability versus responsiveness

Quality of Service (QoS) versus cost of Service

Reactive versus proactive

It is important to understand that confl icting elements arise and threaten the balance of the working atmosphere. It is, consequently, imperative to detect and address tensions at the earliest to minimize their Impact on the organization.

Let us now understand the key areas of tension and confl ict.

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Operation2.1

Extreme Internal IT View Versus Extreme external Business View

Extreme internal IT View Extreme external Business View

This is the way in which IT components and systems are managed to deliver the Services. This often means that the technology is managed by several different teams or departments – each of which is focused on achieving good performance and availability of “its” systems.

This is the way in which Services are experienced by the users and customers. The details of what technology is used to manage those services are NOT relevant.The concern is that the Services are delivered as required and agreed.

Internal IT View

External IT View

Extreme Internal IT View Versus Extreme External Business ViewCore Guidance Reference — SO 3.2.1Student Reference Material — Pg. 37

The external view of IT focuses on end-to-end Service delivery rather than on the underlying technology. On the other hand, the internal view of IT focuses on managing IT components and systems and lacks a focus on business outcomes. When an organization has an internal focus, teams often focus only on the success of their components and systems and do not work together to create a successful outcome.

Role confl ict might arise between the external and internal views because of variables such as the maturity, management culture, and history of an organization. To thrive, an organization needs to achieve a balance between these two views because both views are important to the successful delivery of Services.

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Achieving Balance Between the Internal and External Views


Operation2.1

© Crown Copyright 2011 Reproduced under licence from Cabinet OfficeAdapted from Achieving a balance between external and internal focus © Crown Copyright 2011 Reproduced under licence from Cabinet Office

An organization here is out of balance and is in

danger of not meeting business requirements


danger of under-delivering on promises to the

business

Extreme focus on external

Extreme focus on internal

Achieving Balance Between the Internal and External ViewsThe diagram shows how it can be diffi cult to achieve balance in Service Operation in an organization. To achieve a balance, an organization should focus on both the external and internal views of IT.

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Achieving BalanceTo achieve balance, the organization must:

• Understand the Service that the business is using and the purpose of using those Services.

• Understand the relative importance and Impact of Services on the business.• Understand how technology is used to provide IT Services.• Involve Service Operation in Continual Service Improvement (CSI) projects.• Develop procedures and manuals that outline the role of IT operations in both the

management of technology and the delivery of IT Services.


Operation2.1

To achieve balance, you need to adopt a long-term and dedicated approach that is refl ected in all phases of the IT Service Management (ITSM) Lifecycle. This requires the organization to:

Understand the Service that the business is using and the purpose of using those Services.

Comprehend the relative importance and Impact of Services on the business.

Understand how technology is used to provide IT Services.

Involve Service Operation in Continual Service Improvement (CSI) projects that aim to identify ways to deliver more, increase Service quality, and lower costs.

Develop procedures and manuals that outline the role of IT operations in both the management of technology and the delivery of IT Services.

Establish a clearly differentiated set of metrics to report to the business the achievement of Service objectives and to report to IT managers the effi ciency and effectiveness of Service Operation.

Establish a set of standard Services that are delivered consistently to all Business Units and a set of nonstandard or customized Services that are delivered to specifi c Business Units. A set of Standard Operating Procedures (SOPs) that meet both sets of requirements can accompany the two sets of Services.

Understand the cost strategy aimed at balancing the requirements of different Business Units with the cost savings available through the optimization of existing technology or investment in new technology and an understanding of the cost strategy by all involved IT resources.

Create a value-based, rather than cost-based, Return on Investment (ROI) strategy.

Involve IT operations staff in the Service Design and Service Transition phases of the ITSM Lifecycle.

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Receive input and provide feedback to CSI to identify areas where there is an imbalance. Also, provide the means to identify and enforce improvement.

Establish clear communication and provide a training plan for the business.

An organization that focuses on an external view of IT and concentrates only on business requirements and not on how to deliver the Services might not fulfi ll the promises made to customers. On the other hand, an organization that focuses on the internal view of IT and the technology might deliver Services that are expensive and have little value for the business.

The table below shows some examples of the internal IT view versus the external business view.

Examples of the Internal IT View Versus the External Business View

“Extreme Internal Focus Extreme External Focus

Primary Focus

Performance and management of IT Infrastructure devices, systems and staff, with little regard to the end result on the IT service

Achieving high levels of IT service performance with little regard to how it is achieved

Metrics

Focus on technical performance without showing what this means for services

Internal metrics (e.g. network uptime) reported to the business instead of service performance metrics

Focus on External Metrics without showing internal staff how these are derived or how they can be improved

Internal staff are expected to devise their own metrics to measure internal performance

Customer/User experience

High consistency of delivery, but only delivers a percentage of what the business needs

Uses a ‘push’ approach to delivery, i.e. prefers to have a standard set of services for all business units

Poor consistency of delivery ‘IT consists of good people

with good intentions, but cannot always execute’

Reactive mode of operation Uses a ‘pull’ approach to

delivery, i.e. prefers to deliver customized services upon request

Operations Strategy

Standard operations across the board

All new services need to fi t into the current architecture and procedures

Multiple delivery teams and multiple technologies

New technologies require new operations approaches and often new IT Operations teams

Procedures and Manual

Focus purely on how to manage the technology, not on how its performance relates to IT services

Focuses primarily on what needs to be done and when and less on how this should be achieved

Cost Strategy

Cost reduction achieved purely through technology consolidation

Optimization of operational procedures and resources

Business impact of cost cutting often only understood later

Return on Investment calculations are focused purely on cost savings or ‘payback periods’

Budget allocated on the basis of which business unit is perceived to have the most need

Less articulate or vocal business units often have inferior services because enough funding is not allocated to their services

TrainingTraining is conducted as an apprenticeship, where new Operations staff have to learn the way things have to be done, not why

Training is conducted on a project-by-project basis

There are no standard training courses since operational procedures and technology are constantly changing

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Operations staff

Specialized staff, organized according to technical specialty

Staff work on the false assumption that good technical achievement is the same as good customer service

Generalist staff, organized partly according to technical capability and partly according to their relationship with a business unit

Reliance on ‘heroics’, where staff go out of their way to resolve problems that could have been prevented by better internal processes”


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Stability Versus Responsiveness

To maintain a balance between stability and responsiveness

Conflict between stability and responsiveness arises when IT organizations:

Stability Responsiveness


Operation2.1

• Are unable to achieve a balance between stability and responsiveness.

• Tend to focus on either the stability of the IT infrastructure or the ability to respond to Changes quickly.

• Ensure that the IT infrastructure is stable and available per the design.

• Recognize that the business and IT requirements Change and that some Changes are an evolution of the Service.

• Plan how to handle evolutionary and quick Changes.

Stability Versus ResponsivenessCore Guidance Reference — SO 3.2.2 Student Reference Material — Pg. 41

Another area of confl ict in Service Operation is the imbalance between the stability of the Service and its responsiveness to Change. Service availability and performance consistency are as important as the functionality and design of an IT Service. The confl ict between stability and responsiveness arises when IT organizations are unable to achieve a balance between the two and tend to focus on either the stability of the IT infrastructure or the ability to respond to Changes quickly.Sam

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To maintain a balance between stability and responsiveness, Service Operation should:

Ensure that the IT infrastructure is stable and available per the design.

Recognize that the business and IT requirements change and that some Changes are in the evolutionary process. For example, though the functionality, performance, and architecture of a platform might change over a number of years, each Change brings with it an opportunity to provide better levels of Service to the business.

Plan how to handle evolutionary and quick Changes. Lay down a plan for responding to the Change and maintaining stability while responding to the Changes.

Sometimes, a Change may occur very quickly and under extreme pressure. For example, a Business Unit may unexpectedly win a contract that requires additional IT Services, more capacity, and faster response. This situation will be challenging for Service Operation because it needs to respond to this type of Change without affecting other Services.

Examples of an Extreme Focus on Stability and Responsiveness

“Extreme Focus on Stability Extreme Focus on Responsiveness

Primary focus Technology Developing and refi ning

standard IT management techniques and processes

Output to the business Agrees to required changes

before determining what it will take to deliver them

Typical problems experienced

IT can demonstrate that it is complying with SOPs and Operational Level Agreements (OLAs), even when there is clear misalignment to business requirements

IT staff are not available to defi ne or execute routine tasks because they are busy on projects for new services

Technology growth strategy

Growth strategy based on analyzing existing demand on existing systems

New services are resisted and Business Units sometimes take ownership of ‘their own’ systems to get access to new services

Technology purchased for each new business requirement

Using multiple technologies and solutions for similar solutions, to meet slightly different business needs

Technology used to deliver IT services

Existing or standard technology to be used; services must be adjusted to work within existing parameters

Over-provisioning. No attempt is made to model the new service on the existing infrastructure. New, dedicated technology is purchased for each project

Capacity Management

Forecasts based on projections of current workloads

System performance is maintained at consistent levels through tuning and demand management, not by workload forecasting and management

Forecasts based on future business activity for each service individually and do not take into account IT activity or other IT services

Existing workloads not relevant”


Having understood how confl ict arises when IT organizations tend to focus too much on either the stability of the IT infrastructure or the ability to respond to Changes too quickly, let us now see how we can achieve balance between the two.

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Achieving Balance Between Stability and Responsiveness


Operation2.1

© Crown Copyright 2011 Reproduced under licence from Cabinet OfficeAdapted from Achieving a balance between focus on stability and responsiveness © Crown Copyright 2011 Reproduced under licence from Cabinet Office

An organization here is out of balance and is in danger of ignoring changing business

requirements


danger of over-spending on changes

Extreme focus on responsiveness

Extreme focus on stability

Achieving Balance Between Stability and ResponsivenessThe diagram shows how diffi cult it can be to achieve balance between stability and responsiveness. To achieve balance between stability and responsiveness, Service Operation should:

Ensure investment in technologies and processes that are adaptive rather than rigid, for example, the virtual server and application technology and the use of Change Models.

Build a strong Service Level Management (SLM) process that is active from the Service Design phase to the CSI phase of the ITSM Lifecycle.

Foster integration between SLM and other Service Design processes to ensure correct mapping of business requirements to the operational activities and components of the IT infrastructure. This makes it easier to model the effect of Changes and improvements.

Initiate Changes at the earliest appropriate stage in the ITSM Lifecycle. The earlier Change Management is involved, the better IT and business are prepared for Changes. This will ensure that both functional and manageability can be assessed and built or changed together.

Ensure IT involvement in business Changes as early as possible in the Change process to ensure the scalability, consistency, and achievability of IT Services sustaining business Changes.

Provide input to the ongoing design and refi nement of architectures and IT Services.

Implement and use SLM to avoid situations where business and IT managers and staff negotiate informal agreements.Sam

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Documents

ITIL Intermediate Course: SO Instructor Guide_r3.2.0