Contents List of figures List of tables OGC s foreword Chief Examiner s foreword vii viii ix x 3.3 Building competence and confidence 26 3.4 During your training course 27 4 Case study 29 4.1 Analysing scenarios 31 The Official Accreditor s foreword Acknowledgements xi xii 1 Introduction 1 1.1 ITIL Qualification Scheme 3 1.2 About this publication 3 1.3 How to use this publication 4 1.4 The ITIL intermediate stream module qualifications 7 2 Preparation for the training course 11 2.1 Selecting and understanding your training provider 13 2.2 Getting started before the course 14 2.3 Reading and understanding the syllabus 15 2.4 Checking your foundation level of knowledge 16 2.5 Self-assessment questions 17 3 Approach to learning 21 3.1 Effective reading and learning for your module 23 3.2 Memorizing information 25 5 The examination and exam preparation 37 5.1 Format of the examination 39 5.2 How the exam questions are written and tested 39 5.3 Sample exam question 40 5.4 Reading and analysing questions 42 5.5 Practising for the exam 46 5.6 Taking a test or exam 46 5.7 Coping with stress and anxiety 48 6 Introduction unit 49 6.1 Learning unit content 51 6.2 Target level of competence 51 6.3 Developing your competence 51 6.4 Exercises and sample questions 74 7 Principles 79 7.1 Learning unit content 81 7.2 Target level of competence 81 7.3 Prerequisites what you need to know and understand 81 7.4 Developing your competence 82 7.5 Exercises and sample questions 84
iv Contents 8 Processes and common activities 87 8.1 Learning unit content 89 8.2 Target level of competence (level 4) 91 8.3 Prerequisites what you need to know and understand 92 8.4 Developing your competence 93 8.5 Exercises and sample questions 99 9 Organizing 103 9.1 Learning unit content 105 9.2 Target level of competence 106 9.3 Prerequisites what you need to know and understand 106 9.4 Developing your competence 106 9.5 Exercises and sample questions 115 10 Technology considerations 119 10.1 Learning unit content 121 10.2 Prerequisites what you need to know and understand 123 10.3 Target level of competence 123 10.4 Developing your competence 123 10.5 Exercises and sample questions 131 11 Implementation and improvement 133 11.1 Learning unit content 135 11.2 Prerequisites what you need to know and understand 135 11.3 Target level of competence 135 11.4 Developing your competence 136 11.5 Exercises and sample questions 144 12 Service strategy 147 12.1 Introduction 149 12.2 Principles 149 12.3 Processes and roles 149 12.4 Activities 152 12.5 Critical success factors and risks 152 12.6 Sample questions (20 minutes) 152 12.7 Service strategy sample exam questions 154 12.8 Service strategy exam questions: answers and rationale 157 13 Service design 159 13.1 Introduction 161 13.2 Principles 161 13.3 Processes and roles 161 13.4 Technology-related activities for service design 164 13.5 Organization 165 13.6 Technology for service management 165 13.7 Implementation and improvement 165 13.8 Sample questions (20 minutes) 165 13.9 Service design sample exam questions 166 13.10 Service design exam questions: answers and rationale 170 14 Service transition 173 14.1 Introduction 175 14.2 Principles 175 14.3 Processes and roles 176 14.4 Organization 178
Contents v 14.5 Technology 179 14.6 Implementation and improvement 179 14.7 Sample questions (20 minutes) 179 14.8 Service transition sample exam questions 180 14.9 Service transition exam questions: answers and rationale 182 15 Service operation 185 15.1 Introduction 187 15.2 Principles 187 15.3 Processes and roles 187 15.4 Organization 193 15.5 Technology 193 15.6 Implementation and improvement 194 15.7 Sample questions (30 minutes) 195 15.8 Service operation sample exam questions 196 15.9 Service operation exam questions: answers and rationale 198 16 Continual service improvement 201 16.1 Introduction 203 16.2 Principles 204 16.3 Processes and roles 204 16.4 Organization 208 16.5 Methods and techniques 208 16.6 Technology 209 16.7 Implementation and improvement 210 16.8 Sample questions (30 minutes) 210 16.9 Continual service improvement sample exam questions 211 16.10 Continual service improvement exam questions: answers and rationale 213 17 Operational support and analysis 217 17.1 Introduction 219 17.2 Processes and roles 219 17.3 Technology and implementation considerations 223 17.4 Sample questions (20 minutes) 223 17.5 Operational support and analysis sample exam questions 224 17.6 Operational support and analysis exam questions: answers and rationale 227 18 Service offerings and agreements 231 18.1 Introduction 233 18.2 Processes and roles 234 18.3 Technology and implementation considerations 234 18.4 Sample questions (30 minutes) 237 18.5 Service offerings and agreements sample exam questions 239 18.6 Service offerings and agreements exam questions: answers and rationale 241 19 Release, control and validation 245 19.1 Introduction 247 19.2 Processes and roles 247 19.3 Technology and implementation considerations 252
vi Contents 19.4 Sample questions (20 minutes) 253 19.5 Release, control and validation sample exam questions 254 19.6 Release, control and validation exam questions: answers and rationale 257 20 Planning, protection and optimization 261 20.1 Introduction 263 20.2 Processes and roles 263 20.3 Challenges, critical success factors and risks 266 20.4 Technology and implementation considerations 266 20.5 Sample questions (20 minutes) 267 20.6 Planning, protection and optimization sample exam questions 269 20.7 Planning, protection and optimization exam questions: answers and rationale 271 Appendix B: References and useful websites 281 References 283 Useful websites 283 Appendix C: Abbreviations 285 Appendix D: Answers to sample questions 291 Index 301 Appendix A: The ITIL Qualification Scheme 275 A.1 Levels of qualification 277 A.2 ITIL Intermediate level 277 A.3 Bloom s taxonomy and levels of learning 277 A.4 Qualifications bodies 279
1 Introduction 1.1 ITIL Qualification Scheme ITIL provides consistent and comprehensive documentation for IT service management. ITIL is used by thousands of organizations throughout the world as a source of good practice. ITIL was originally developed by the UK government organization CCTA (Central Computer and Telecommunications Agency), which later became known as the Office of Government Commerce (OGC), an office of HM Treasury. OGC has established collaborative partnerships with two organizations to provide support for their ITIL portfolio. As the official accreditor, the APM Group (APMG) provides accreditation services related to training, registration and the examination scheme. The Stationery Office (TSO) is the official publisher of all official ITIL service management practices framework publications, including this one. The internationally recognized ITIL service management qualifications scheme comprises four levels of qualification: foundation, intermediate, expert and master. The intermediate level consists of two separate streams, service lifecycle and service capability, and a normalization module named managing across the lifecycle. The two streams each have a number of different qualifications and associated learning modules. This publication covers the qualifications for the service lifecycle and capability streams at the intermediate level as follows: ITIL intermediate service lifecycle module Service strategy (SS) Service design (SD) Service transition (ST) Service operation (SO) Continual service improvement (CSI) ITIL intermediate capability module Operational support and analysis (OSA) Service offerings and agreements (SOA) Release, control and validation (RCV) Planning, protection and optimization (PPO) Each intermediate module has an associated learning module and qualification. There is an examination for each module to test that the required level of proficiency has been obtained. To be eligible for each examination, candidates must complete a minimum number of contact hours with an accredited training organization (ATO) or an accredited e-learning solution, as part of a formal, approved training course. Further information on the ITIL Qualification Scheme is provided in Appendix A. 1.2 About this publication This publication provides guidance to support students in planning, studying and preparing for the ITIL intermediate stream qualifications. The knowledge acquired can also be applied to the
4 Introduction delivery of quality service management practices in an organization. Key point Just like most things in life, with learning and examinations you get out what you put in. Good preparation and attention are essential; ITIL is no different from any other subject. Using this publication and the suggestions made in it should be an essential part of your preparation. Candidates who do not put in the time and effort before and during the course, and in preparation for the exam, risk under achieving in the exam. Please note that this publication is intended to supplement, but not replace, the material in the five core publications and any materials provided by your selected training provider. The following terms and abbreviations are used throughout this publication: SS SD ST SO CSI OSA SOA RCV PPO Service strategy Service design Service transition Service operation Continual service improvement Operational support and analysis Service offerings and agreements Release, control and validation Planning, protection and optimization Core publication Module Stream Syllabus The ITIL V3 lifecycle publication that provides the core material for the lifecycle stage being examined (SS, SD, ST, SO, CSI) The training course and qualification that targets one of the core lifecycle publications (SS, SD, ST, SO, CSI) or capabilities (OSA, SOA, RCV, PPO) A group of modules: lifecycle or capability Lifecycle stream: SS, SD, ST, SO, CSI Capability stream: OSA, SOA, RCV, PPO The documentation that describes the elements of the core publications that will be examined for a particular module Unit A sub-division of a module that (or learning unit) groups together related aspects of the syllabus for training purposes 1.3 How to use this publication This publication contains guidance on how to prepare for your course and the exam, and can be used in different ways and at different times. Summary information and key illustrations from the five core publications are provided to assist with your learning. Questions are used throughout the publication to test your knowledge and understanding, and to help you develop your technique for answering exam questions.
Introduction 5 Each syllabus recommends a minimum amount of personal study time. The accepted advice is that much of this time should be spent before attending your training course, familiarizing yourself with the contents of the relevant core publication. Using this publication will help you to direct your reading and learning. You should also obtain access to the relevant core publication for your module to help you to prepare for your course and exam, e.g. the Service Strategy publication for the intermediate lifecycle stream certificate in service strategy or the Service Operation publication for the intermediate capability stream certificate in operational support and analysis. Key point You should begin your preparation at least four weeks before the start of your training course using the advice given in this publication. Start with familiarizing yourself with the full syllabus for the module you are taking. The syllabus can be downloaded from the ITIL website: www.itil-officialsite.com The material in this publication has been formatted into a series of chapters. Chapters 1 to 11 should be read in sequence. The purpose of each chapter is as follows: Chapters 1 to 6 help you to understand how to get the most out of this publication and from your learning. They also help to refresh the knowledge you gained at foundation level, and start to build on this with further basic concepts. 1 Introduction to the qualification scheme and this publication, including an overview of the intermediate service lifecycle stream syllabus. 2 Guidance on preparing for the course and exam. At the end of this chapter there is a selfassessment test to check your understanding of the prerequisites required before attending a course. 3 Approach to learning and thinking required to develop competence at the intermediate level. 4 A case study that is used throughout the publication to help you to apply your knowledge in a way that prepares you to take the exam. 5 The exam and preparation, covering the format of the exam, guidance on analysing and answering questions, and guidance on taking the exam. 6 Introduction unit of the syllabus. This covers the basic concepts that apply across all of the service lifecycle and capability modules. Many of these concepts will be familiar from foundation level training. Some additional information is also provided. The questions at the end of the chapter will test your knowledge and understanding. Chapters 6 to 11 include a key at the start of each chapter that indicates which syllabus the chapter applies to. For example, Chapter 6 applies to all modules and has the following key: SS, SD, ST, SO, CSI, OSA, SOA, RCV, PPO. Chapters 7 to 11 cover the syllabus sections, so you can find your way to the relevant topic of interest. They cover the syllabus topic at a generic level and are common across most modules. 7 Principles 8 Processes and activities, including common activities
6 Introduction 9 Organizing for the service lifecycle stage, capability or function 10 Technology considerations 11 Implementation and improvement. Each chapter includes a table of the syllabus content with references to the core publication. Chapters 12 to 16 cover key points to consider for your specific service lifecycle module, with a sample exam question. 12 Service strategy (SS) 13 Service design (SD) 14 Service transition (ST) 15 Service operation (SO) 16 Continual service improvement (CSI). Chapters 17 to 20 cover key points to consider for your specific service capability module, with a sample exam question. 17 Operational support and analysis (OSA) 18 Service offerings and agreements (SOA) 19 Release, control and validation (RCV) 20 Planning, protection and optimization (PPO). The appendices provide: Appendix A Information on the full ITIL Qualification Scheme and the approach to learning at different qualification levels Appendix B References and useful websites Appendix C Abbreviations used in ITIL Appendix D Answers to sample questions in this publication. The following sections provide further information on how and when to use this publication. 1.3.1 as a planning and study aid prior to your course and exam Chapters 2 and 3 will help you to understand what to expect from the course and exam. They will also help you to prepare and plan your studies. These chapters build on the basic concepts from foundation level, including how the service lifecycle works in its entirety. You can test your understanding of the basic concepts by attempting the self-assessment questions, exercises and sample questions contained in Chapter 6. This can help you to prioritize the topics that you need to revise. 1.3.2 As a learning aid Chapter 4 presents a case study that is used throughout the publication to help you to apply your knowledge in a way that prepares you to take the exam. Chapter 6 will help you to understand the fundamental concepts for your module and how they fit within the overall service lifecycle. Chapters 7 to 11 provide information to support the development of knowledge for the common topics that apply across every module. Each of these chapters describes the module learning objectives and the prerequisite knowledge required. Exercises and sample questions are provided at the end of each chapter to help with checking your knowledge and understanding. Further information is available in the core publications. Chapters 12 to 20 describe key points that are worth considering for each intermediate module.
Introduction 7 These chapters should be used in conjunction with the core publications, syllabus and materials provided by your training provider to check your knowledge and understanding of the relevant topics. Exercises and sample questions are provided at the end of each chapter to further assist with this. This publication can be used before, during and after your training course to assist with this learning process. 1.3.3 As a revision aid At the foundation level, candidates learn common terminology used within ITIL. The intermediate streams introduce specific concepts and terminology that a candidate is expected to understand. As such, readers are advised to be familiar with the contents of the official ITIL glossary of terms and definitions, as well as the abbreviations related to your module (see section 1.4.6). Chapter 5 provides advice on the exam format and how to approach answering exam questions. The examination format for the intermediate level of qualifications uses complex multiplechoice questions. These are made up of a scenario and a corresponding series of possible answers. Candidates must be able to apply the knowledge learned in the course in order to select the most appropriate answer. The exam questions test a student s competency to a level of depth and complexity specified in the learning units for each module. The syllabus and exam questions for each module have been developed using a structured approach based on a methodology known as Bloom s taxonomy. Background information on this methodology can be found in Appendix A. You can use the exercises and sample questions for your chosen module to assist with your revision and preparation for the exam. You can also use this publication as an aide-memoire to test your knowledge and understanding. For example, by randomly selecting a topic and seeing if you can remember the detail behind it, such as how it is used, where it applies and what are the challenges. This will test your understanding and your ability to apply your knowledge. It will also help you to identify any topics where your knowledge and understanding is not as strong, so that you can concentrate on those topics in your revision. 1.4 The ITIL intermediate stream module qualifications This section summarizes the requirements of the qualifications for the intermediate stream modules. 1.4.1 purpose of the training and qualifications The purpose of the training and certification for each module is to impart, test and validate your knowledge of industry practices. On successful completion of the course and achievement of the associated qualification, you will have a good understanding of the context of the ITIL service management practices for your selected module. You will then be able to apply your knowledge within your organization. 1.4.2 Target group The target group for the ITIL intermediate qualifications is anyone involved in the design, development, management, coordination, support, improvement and integration of IT services. This includes, but is not limited to, CIOs, CTOs, IT managers, service managers, supervisory staff, team leaders, designers, architects, developers,
8 Introduction planners, IT consultants, IT audit managers, IT security managers and IT trainers. The courses and qualifications will be of interest to: Individuals who require a detailed understanding of their chosen service lifecycle stage and how it may be implemented to enhance the quality of IT service provision within an organization IT professionals working within or about to enter an environment that covers a specific service lifecycle stage or role, who require an understanding of the concepts, processes, functions and activities involved Individuals seeking to attain the ITIL Expert qualification for which credits will be given for passing these modules. For further details, please see Appendix A. 1.4.3 Prerequisite entry criteria Candidates wishing to be trained for an intermediate qualification must provide documentary evidence (including their foundation certificate number) that they have achieved the ITIL V3 Foundation qualification. It is recommended that candidates have at least two years practical experience in IT and exposure to the basic concepts learnt at foundation level. It is strongly recommended that students should complete the minimum amount of personal study by familiarizing themselves with their chosen publication and syllabus in preparation for the course and the exam. Key point How would, say, a process manager choose which module to attend the service lifecycle module or the relevant service capability module? It really depends on the nature of the student s role. A process manger would benefit from attending the service capability module and as a student would learn the practical application of the processes. The capability modules are more process-focused than the service lifecycle modules and encourage the use of practical assignments as part of the teaching. The capability modules teach the implementation of the processes how to do it. A process manager would also benefit from attending the relevant service lifecycle course, which focuses more on the lifecycle management of a specific lifecycle stage, providing a wider scope of learning. 1.4.4 Eligibility for examination Candidates must complete a minimum number of contact hours as part of a formal, approved training course/scheme. This can be a set number of hours of instruction, excluding breaks, with an accredited training organization (ATO) or an accredited e-learning solution. 1.4.5 Learning objectives for the service lifecycle modules Candidates can expect to gain competencies in the following areas after successful completion of the training and exam for the selected module:
Introduction 9 Know what is meant by your chosen intermediate module, its practices and how the practices fit into the overall ITIL lifecycle Within the service lifecycle modules, be able to understand and articulate, use and analyse the following: Introduction to the practices Main concepts and principles Management and control of all the activities within the stage Related activities around communications, commitment and organizational change Organizational design options for the service lifecycle stage, including the functions, roles and responsibilities and organizational structures Control and coordination of the technologyrelated activities Implementation approaches, challenges, critical success factors and risks Within the service capability modules, be able to understand, describe and analyse the following: Introduction to the practices and how they apply to the capability module being studied All activities, inputs and outputs of processes supporting the capability module being studied Supporting technology and implementation considerations Challenges, critical success factors and risks. Candidates are expected to demonstrate their ability to use the practices and concepts, and be able to apply what is learned in the classroom in workplace situations. The service lifecycle modules focus on the managerial and supervisory aspects of the ITIL processes and common activities the management view. The section called Process activities, methods and techniques is the area that students doing a service lifecycle module should concentrate on least, although candidates must have a good overview of the activities. The sections on Purpose/goal/objective, Basic concepts, Triggers, input and output/interprocess interfaces and Challenges, critical success factors and risks are more important and will be emphasized on the training course. The service capability modules differ from the service lifecycle modules because of the nature of the qualifications. Each service capability syllabus allocates more time to individual processes and practical assignments than the service lifecycle modules. 1.4.6 References The Best Practice Partnership (www.bestmanagement-practice.com) provides: The ITIL glossary (navigate to Glossaries and acronyms ) Details of the core ITIL publications. The ITIL website at www.itil-officialsite.com provides: The full syllabus with detailed descriptions of each of the learning objectives Details of the ITIL qualifications and accreditation scheme The examination institutes (EIs) Accredited training organizations (ATOs). Further references are provided in Appendix B.