ITIL Intermediate Course: ST Instructor Guide_r3.2.0

ITpreneurs™ Service Management

INSTRUCTOR GUIDE

Service Transition release 3.2.0

ITIL® IntermediateITIL® is a registered trademark of the Cabinet Office.Sam

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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 Transition, 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 5

Course Qualifi cation Scheme 8

Course Agenda and Exam details 10

COURSE AGENDA

ITIL Intermediate Classroom Course 11

ITIL Intermediate Expert Program Course 14

ITIL Intermediate Classroom Blended Course 15

ITIL Intermediate Virtual Classroom Blended Course 16

UNIT 1: INTRODUCTION TO SERVICE TRANSITION 17

1.1 Purpose and Objectives 21

1.2 Scope of and Processes Within Service Transition 23

1.3 Value to the Business 28

1.4 Service Transition in the Service Lifecycle 29

Summary of Unit 1 33

UNIT 2: SERVICE TRANSITION PRINCIPLES 35

2.1 Concept of Service Transition Principles 39

2.2 Key Policies and Best-Practice Principles 41

2.3 Optimizing Service Transition Performance 61

2.4 Inputs and Outputs 63

2.5 Group/Individual Exercise 66

2.6 Sample Test Question 72


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UNIT 3: SERVICE TRANSITION PROCESSES — PART 1 77

3.1 Transition Planning and Support 82

3.1.1 Purpose and Objectives 83

3.1.2 Scope and Value to the Business 84

3.1.3 Policies, Principles, and Basic Concepts 86

3.1.4 Process Activities, Methods, and Techniques 90

3.1.5 Triggers, Inputs, Outputs, and Interfaces 95

3.1.6 Information Management 97

3.1.7 CSFs and KPIs 98

3.1.8 Challenges and Risks 99

3.2 Change Evaluation 101












4. 1 Change Management 128

4.1.1 Purpose and Objective 134







4.2 Service Asset and Confi guration Management (SACM) 169









4.3 Knowledge Management 208








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4.5 Sample Test Questions 238



5.1 Release and Deployment Management 252









5.2 Service Validation and Testing 292










5.4 Sample Test Questions 332


UNIT 6: MANAGING PEOPLE THROUGH SERVICE TRANSITION 341

6.1 Goal 345

6.2 Managing Communications and Commitment 346

6.3 Managing Organizational and Stakeholder Change 354

6.3.1 Organizational and Service Transition Roles and Responsibilities 358

6.3.2 Planning and Implementing Organizational Change 367

6.3.3 Assessing and Monitoring Organizational Readiness and Change Progress 374

6.3.4 Dealing With The Organization and People in Sourcing Changes 376

6.3.5 Methods, Practices, and Techniques Used to Manage Change 377

6.4 Stakeholder Management 386

6.5 Group/Individual Exercises 395



UNIT 7: ORGANIZING FOR SERVICE TRANSITION 407

7.1 Organizational Development 412

7.2 Functions 413

7.3 Organizational Context for Service Transition 414

7.4 Service Transition Roles and Responsibilities 416

7.4.1 Generic Roles 419

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7.4.2 Specifi c Roles 422

7.5 Relationship of Service Transition with Other Lifecycle stages 432




UNIT 8: TECHNOLOGY CONSIDERATIONS 441

8.1 Service Transition Technology Requirements 445

8.1.1 Change Management, Confi guration Management, and Release Management Tools 446

8.1.2 Knowledge Management Tools 448

8.1.3 Collaboration 452

8.1.4 Confi guration Management System 456




UNIT 9: IMPLEMENTING AND IMPROVING SERVICE TRANSITION 467

9.1 Key Activities in the Introduction of Service Transition 471

9.1.1 Justifi cation 472

9.1.2 Design 474

9.1.3 Introducing Service Transition and Managing Cultural Change and Benefi ts 476

9.2 An Integrated Approach to Service Transition Processes 480

9.3 Implementing Service Transition in the Virtual or Cloud Environment 481




UNIT 10: CHALLENGES, CSFS, AND RISKS 489

10.1 Challenges of Service Transition 492

10.2 Measurement Through CSFs 493

10.3 Risks During Service Transition and Plan 495

10.4 Service Transition Under Diffi cult Conditions 496


UNIT 11 : EXAM PREPARATION GUIDE 509

11.1 Mock Exam 1 511

11.2 Mock Exam 2 545

APPENDIX A: CASE STUDY 579

APPENDIX B: MIND MAP EXCERCISE 593

APPENDIX C: GLOSSARY 595

APPENDIX D: SYLLABUS 689

APPENDIX E: ANSWERS (NOT APPLICABLE FOR INSTRUCTOR) NA

APPENDIX F: DIAGRAMS (MACRO VIEW) 707

APPENDIX G: RELEASE NOTES 727

INSTRUCTOR FEEDBACK FORM 729

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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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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

Jordon, Cazzy - General Dynamics Information Technology

itpreneurs’ course exercise writers

Foederer, 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:

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

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

Course Introduction

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ITIL Intermediate Certification Level | Service Transition

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

IntroductIons

2

Course IntroductionITIL

Intermediate® Service Transition

Welcome! Please share with the class:

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

Course Introduction Course Learning Objectives Unique Nature of the CourseIntroductions

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

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

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

y Difficulty in understanding the concepts taught because applying “best practices” is unfamiliar territory

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

delivery Instructions

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Instructor | ITIL Intermediate Certification Level | Course Introduction


course IntroductIon

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

Service Transition principles

Services Transition processes

Service Transition common operational activities

Technology considerations

Implementing and improving Service Transition


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

overviewService Transition is one of the five courses that are part of the ITIL Intermediate Lifecycle stream. The Service Transition course helps you understand and implement ITIL best practices related to Service Transition principles, Services Transition processes, Service Transition common operational activities, technology considerations, and implementing and improving Service Transition.

To understand Service Transition, it is important to know the learning objectives of the Service Transition 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 Service Management as a Practice concept.• Understand the importance of the principles, purpose, and objectives of

Service Transition.• Learn how all processes in Service Transition interact with other Service

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

Service Transition process.• Recognize the roles and responsibilities within Service Transition and the

activities and functions required to achieve operational excellence.• Learn how to measure Service Transition.• Understand the technology and implementation considerations surrounding

Service Transition.• Outline the challenges, Critical Success Factors (CSFs), and Risks

associated with Service Transition.


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unIque nAture of the course

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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:

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

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Sample from the Student Reference Material and Workbook

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


student MaterialsThe student materials consist of two parts:

y 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 final exam. Each unit ends with Sample Test Questions. These questions have been created based on the format of the qualification exam. The answers to these questions are given in Answers: Appendix E in the Workbook.

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

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

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

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

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

Also, the Royal Chao Phraya hotel is used in the Intermediate-level courses to provide a “scenario setting” for the assignments, rather than in an analogous manner, as 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 qualifications. The courses too, consequently, reflect this syllabus overlap. As you progress through the Intermediate levels and add one qualification after another, you may find this repetition of concepts increasing.

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

Teaching style suggestions:

1. For repeated topics from the Foundation course:

If the content of a unit has already been covered in the ITIL Foundation course, we suggest you do a dipstick check in class to test the students’ familiarity with and knowledge of previously covered concepts. If you think that the class needs to revise Foundation topics, continue teaching the course. If you think that some students need reinforcement of the Foundation concepts while others do not need 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.


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course quALIfIcAtIon scheMe

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Course Agenda and Exam DetailsCourse Qualification Scheme

© Crown copyright 2011 Reproduced under license 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

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

There are three levels within the new scheme — a Foundation level, two Intermediate levels, and an Advanced level.

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

The new Intermediate level contains two streams, a Lifecycle stream and a Capability stream.

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Course Agenda and Exam DetailsCourse Qualification Scheme

ST

Service TransitionTransition Planning and Support

Change Management

Service Asset and Configuration Management

Release and Deployment

Validation and Testing

Change Evaluation

Knowledge Management

Change Authority/Manager/CAB

SACM Roles

Release and Deployment Roles

Service Validation and Testing Roles

Change Evaluation Roles

Knowledge Management Roles

SO CSI RCVST

RCVST

RCVST

ST RCV

ST RCV

CSI RCVST

ST RCV

ST RCV

ST RCV

ST RCV

ST RCV

ST RCVProcesses Functions

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

Zoomed graphic provided in Appendix F.

The Lifecycle stream is built around the five core Office of Cabinet Office books: Service Strategy, Service Design, Service Transition, Service Operation, and Continual Service Improvement.

The Capability stream is built around four clusters:

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

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

y Release, Control, and Validation (RCV): Change Management, Release and Deployment Management, Service Validation and Testing, Service Asset and Configuration Management, Knowledge Management, Request Fulfilment, and Change Evaluation

y 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 a diploma.

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

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

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

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note: The ITIL Qualification Scheme is not examinable and is intended as information only. According to the APM Group, this qualification is subject to change.

course AGendA And exAM detAILs

course Prerequisites:For the capability courses, there is no minimum 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.

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Course Agenda and Exam Details

Course Qualification Scheme

Duration: 1.5 hoursQuestions: 8 Multiple-Choice Questions Each question has 4 Answer OptionsScoring Scheme: Most Correct Answer: Worth 5 marksSecond Best Answer: Worth 3 marksThird-Best Answer: Worth 1 markDistracter: No marksFormat: Closed-book, online, or paper-based examinationPass Score: 28/40 or 70% Distinction Score: Not defined yetContact Hours: 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: y Review the syllabus in your course material.

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

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

y Read the question CAREFULLY.

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y Remember that there will be qualifiers such as NOT and BEST. y Make note of the unique business situation presented – this scenario may point you in the direction of the

“best” answer from the list. y As far as possible, try to eliminate the incorrect distracter question by using your ITIL theory and assessment

of the provided information. y Use your ITIL theory to assist with answering the question and selecting the best remaining answers from

which to choose. y Because this exam is gradient marked, you will most likely find very close similarities with the remaining

answers. y If you are stuck on a question, skip it and move to the next one. y As you progress through the exam, you will pick up the rhythm of the structure and language of the questions. y When in doubt, guess – you will not lose marks for providing the wrong answer.

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 final 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 finish the course.


Course Agenda

ITIL Intermediate Classroom Course

Day1 service transitionunit subject start end total time

(in hours)

Course Introduction 08:00 08:30 00:30

1 Introduction to Service Transition 08:30 10:30 02:00

2 Service Transition Principles 10:30 12:00 01:30

LUNCH 12:00 01:00 01:00

2 Service Transition Principles 01:00 01:45 00:45

3 Service Transition Processes – Part 1 01:45 04:15 02:30


Homework (Review of day’s material) 01:00

totAL 10:00

Total – (Less Lunch and Homework) 08:00

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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 first 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 Strategy 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 significantly contribute to the student’s learning, it is not mandatory.

Some ideas for structured personal study:

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

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

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

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(in hours)



LUNCH 12:00 01:00 01:00


6 Managing People Through Service Transition 01:30 05:00 03:30

Homework (Review of day’s material) 01:00

totAL 10:00

Total – (Less Lunch and Homework) 08:00


(in hours)

7 Organizing for Service Transition 08:00 10:00 02:00

8 Technology Considerations 10:00 11:00 01:00

9 Implementing and Improving Service Transition 11:00 12:00 01:00

LUNCH 12:00 01:00 01:00

10 Challenges, CSFs, and Risks 01:00 02:15 01:15

11 Exam Preparation/Mock Exam 02:15 04:30 02:15

Exam 04:30 06:00 01:30

totAL 10:00

Total – (Less Lunch and Final Exam) 07:30

totAL contAct hours 23:30 hours

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Course Agenda

ITIL Intermediate Expert Program – ‘Classic’ learning path

Day1 Service Transition *All times in hours

Unit Subject Start End Time*


1 Introduction to Service Transition (incl. 10-min RECAP) 08:30 09:00 00:30

2 Service Transition Principles (incl. 30-min RECAP) 09:00 11:00 02:00

3 Service Transition Processes – Part 1 (incl. 15-min RECAP) 11:00 12:00 01:00

LUNCH 12:00 01:00 01:00



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

totAL 10:00

total – (less lunch & homework) 08:00



6 Managing People Through Service Transition (incl. 15-min RECAP) 08:00 09:45 01:45

7 Organizing for Service Transition (incl. 15-min RECAP) 09:45 10:45 01:00

8 Technology Considerations (incl. 30-min RECAP) 10:45 12:00 01:15

LUNCH 12:00 01:00 01:00

9 Implementing and Improving Service Transition (incl. 10-min RECAP) 01:00 02:00 01:00

10 Challenges, CSFs, and Risks (incl. 15-min RECAP) 02:00 03:00 01:00

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





2 Service Transition Principles (incl. 30-min RECAP) 09:00 11:00 02:00


LUNCH 12:00 01:00 01:00




totAL 10:00




6 Managing People Through Service Transition (incl. 15-min RECAP) 08:00 09:45 01:45


8 Technology Considerations (incl. 30-min RECAP) 10:45 12:00 01:15

LUNCH 12:00 01:00 01:00



totAL 07:00



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ITIL Intermediate Certifi cation Level | Service Transition


Course Agenda

ITIL Intermediate Virtual Classroom Blended Course





2Service Transition Principles (incl. 30-min RECAP)

09:00 11:00 02:00


LUNCH 12:00 01:00 01:00

4Service Transition Processes – Part 2 (incl. 15-min RECAP)

01:00 03:00 02:00



totAL 10:00




6Managing People Through Service Transition (incl. 15-min RECAP)

08:00 09:45 01:45


8Technology Considerations (incl. 30-min RECAP)

10:45 12:00 01:15

LUNCH 12:00 01:00 01:00



totAL 07:00



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Unit1Introduction to Service Transition

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Unit 1 : Introduction to Service TransitionITIL


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

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

Anyone? OK, so let’s do a quick round-robin. What does the Service Transition 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 most importantly, keep this short and energetic. Point to participants when you ask the question; call them out by their names individually…

Then, once there have been a couple of responses, say you would now go to what this course really deals with.

Delivery Instructions

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

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Instructor | ITIL Intermediate Certifi cation Level | Introduction to Service Transition


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Overview of Service TransitionService Transition

Plan servicetransition

Perform(Do)

Review(Check)

Close(Act)

Business case

Service transition statement ofwork

Service management plan

Organization models

Service transition team charters

Management sponsors

Team and skill assessment

Change management processinitiated

Profile and awarenessassessment on cultural values

Joint verification plan

Communications plan

Reviewed legal/contract/commercial bases

Risk management strategy

Perform service transitionkick off

Evaluate quality and act upondiscrepancies

Review organizational andcultural changes

Initiate communications plan

Initiate service transition processes and work flow

Initiate supplier/partner activity and reporting

Manage customer relationshipsInitiate legal/contractmanagement

Establish quality managementchecks for all processesduring service transition

Perform regular customerand team reviews involved inservice transition

Refine service transitionprocesses and solutionsbased on SLAs etc. andcommunicate

Maintain the management ofchange in all areasTest escalation processes

Ensure transition is withinscope and cost modelsMaintain risk managementthroughout

Validate SLAs are met

Perform customer and teamreviews for feedback andlessons learnedProduce post-implementationreview report for changemanagement

Sign off contract and costmodels

Obtain business sign-off forservice transitionDefine plan for ongoingcontinual serviceimprovement


Adapted from Example of Service Transition Steps for Outsourcing © Crown Copyright 2011 Reproduced under licence from Cabinet Office

OverviewService Transition is required for all types of organizations because each organization displays some type of transition or the other. Service Transition works in conjunction with the other Lifecycle phases to deliver, manage, and support Services early in their Lifecycle.

However, Service Transition requires the effective use of management skills to manage knowledge, organization, and transition in all situations. Each Change can make or break an organization. As a result, Service Transition streamlines the transition process and makes the Changes effective and effi cient to minimize Risks and delays.

Service Transition does not end with the Service going live. It works in conjunction with Service Operations to support Services early in their Lifecycle.

Organizations must plan and have a strategy for Service Transition. For Service Strategy, the organization should decide the most appropriate approach to Service Transition based on the size and nature of the Services, the number and frequency of Releases required, and any special needs of users – for example, if a phased deployment is required over an extended period of time.

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

• Understand the purpose and objectives of Service Transition.• Understand the scope of Service Transition and the processes within it.• Generate the potential value of Service Transition to the business. • Outline the position of Service Transition within the Service Lifecycle.

Learning ObjectivesThis unit discusses the Service Transition phase of the Service Lifecycle. It explains the purpose, goals, and objectives of Service Transition, the scope of and processes within Service Transition, its value proposition and composition, and the position of Service Transition within the Service Lifecycle.

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Topics Covered in This Unit1.1 Purpose and Objectives1.2 Scope of and Processes within Service Transition1.3 Value to the Business1.4 Service Transition in the Service Lifecycle

1.1 PURPOSE AND OBJECTIVESCore Guidance Reference — ST 1.1.1Student Reference Material — Pg. 16

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1.2 Scope of and Processes within Service Transition 1.3 Value to the BusinessPurpose and Objectives1.1

Purpose

1.4 Service Transition in the Service Lifecycle

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

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1.2 Scope of and Processes within Service Transition 1.3 Value to the BusinessPurpose and Objectives1.1

ObjectivesThe objectives of Service Transition are:

• “Plan and manage service changes efficiently and effectively• Manage risks relating to new, changed or retired services• Successfully deploy service releases into supported environments• Set correct expectations on the performance and use of new or changed services• Ensure that service changes create the expected business value• Provide good-quality knowledge and information about services and

service assets.”

(Source: Service Transition book)


To attain the objectives of Service Transition, organizations should know that many things need to take place during the Service Transition phase of the Lifecycle. These include:

“Planning and managing the capacity and resources required to manage service transitions Implementing a rigorous framework for evaluating service capabilities and risk profi les before new

or changed services are deployed Establishing and maintaining the integrity of service assets Providing effi cient repeatable mechanisms for building, testing and deploying services and releases Ensuring that services can be managed, operated and supported in accordance with constraints

specifi ed during the service design stage of the service lifecycle.”(Source: Service Transition book)

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

1.2 Scope of and Processes within Service Transition

1.1Purpose and Objectives

Coming Up

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1.2 SCOPE OF AND PROCESSES WITHIN SERVICE TRANSITION

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1.2 Scope of and Processes within Service Transition 1.3 Value to the BusinessPurpose and Objectives1.1 1.4 Service Transition in the

Service Lifecycle

Adapted from The Scope of Service Transition © Crown Copyright 2011 Reproduced under licence from Cabinet Office

Releasedeployment

Continual service improvement

Change management (4.2)Auth Auth Auth Auth Auth Auth Auth Auth

Service asset and configuration management (4.3)

Transition planning and support (4.1)

Managing people through service transitions (5)

Change evaluation (4.6)

BL BL BL BL BL BL BL BL

Servicestrategy

Servicedesign

Releaseplanning

Release buildAnd test Release

deploymentReleasedeployment

Review andclose

Serviceoperation

Release and deployment management (4.4)

Service validation and testing (4.5)

Knowledge management (4.7)

Focus ofactivityrelated toservicetransition

Other ITIL corepublications

ITIL process in servicetransition that supportsthe whole service lifecycle

Auth

BL

Change authorization

Point to capture baseline


Scope of Service TransitionCore Guidance Reference — ST 1.1.2 Student Reference Material — Pg. 18

The diagram on the slide shows the scope of Service Transition, which includes:

Giving guidance on developing and improving capabilities for transitioning new and changed Services into live environments, which includes Release planning, building, testing, Change evaluation, and deployment.

Providing guidance on the retirement and transfer of Services between Service Providers.

Focusing on how to ensure that the requirements from Service Strategy, developed in Service Design, are realized effectively in Service Operation while controlling the Risks of failure and the subsequent disruption of Services.

The transitioning of Changes in the Service Provider’s Service Management capabilities, which will impact the ways of working, organization, people, projects, and third parties.

The central rectangle in the diagram shows the processes that are largely within the Service Transition stage of the Service Lifecycle. On the other hand, the smaller, darker rectangles in the diagram show the other stages of the Service Lifecycle that come before and after the Service Transition processes.

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The scope of Service Transition includes:

“Managing the complexity associated with changes to services and service management processes

Allowing for innovation while minimizing the unintended consequences of change

Introducing new services

Changes to existing services, e.g. expansion, reduction, change of supplier, acquisition or disposal of sections of user base or suppliers, change of requirements or skills availability

Decommissioning and discontinuation of services, applications or other service components

Transferring services to and from other service providers.”


Service Transition provides guidance on transferring the control of Services. Some examples of transfer include:

Outsource Services to a new supplier. Transfer Services from one supplier to another. Insource Services from a supplier. Partially outsource some processes, for example, move to a partnership or co-sourcing

arrangement. Co-source or multisource Services, for example, multiple suppliers. Engage in a joint venture. Down-size, up-size (right-size), and off-shore Services. Mergers and acquisitions.

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Service Lifecycle

Scope of Service Transition

ELS

Transition Planning & Support

Asset & Configuration Change

Release &Deployment

Validation& Testing

ChangeEvaluation

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Service Lifecycle

Scope of Service

Transition

Manage and coordinate

Ensure customer

satisfaction

Test Service Lifecycle

processes

Perform additional Service

Changes

Scope of Service Transition The diagram on the previous slide illustrates the scope of the Service Transition Lifecycle phase.

The scope of Service Transition includes:

Manage and coordinate processes, systems, and functions to package, build, test, and deploy a Release into production.

Ensure that all new or changed Services fulfi ll the requirements of customers and stakeholders.

You may also come across some Service Changes that are not included in Service Transition. For example, you may not perform activities related to Release, build, test, and acceptance planning when you transfer a set of Services from one organization to another.

Service Transition manages the testing of processes in the Service Lifecycle.

Example of Activities Not Included in the Service Transition Scope

Minor modifi cations to the production Services and environment. For example, replacement of a failed PC or printer or installation of standard software on a PC, server, or for a new user.

Ongoing Continual Service Improvement (CSI) that does not affect Services or the Service Provider’s capability to deliver Services. For example, Request Fulfi lment activities that are driven by Service Operations are not included in the Service Transition scope.

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Service Lifecycle

Service Transition Processes

The two types of Service Management processes that Service Transition uses are:

Processes that support the Service

Lifecycle

Processes withinService Transition

Processes within Service TransitionCore Guidance Reference — ST 1.1.2.1Student Reference Material — Pg. 21

This chapter sets out the processes and activities on which effective Service Transition depends. These consist of both Lifecycle processes and those almost entirely contained within Service Transition. Each category is described in detail, setting out the key elements of that process or activity.

The two types of Service Management processes that Service Transition uses are:

Processes that support the Service Lifecycle: The processes include Change Management, Service Asset and Confi guration Management (SACM), and Knowledge Management, which are not only crucial for the Service Transition phase but also infl uence and support all Service Lifecycle phases.

Processes within Service Transition: The processes include Transition Planning and Support, Release and Deployment Management, Service Testing and Validation, and Change Evaluation. These processes are mainly focused on the Service Transition phase.

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Service Level Management (SLM) enables you to meet customer expectations and manage them during Service Transition. Incident and Problem Management enable you to handle Incidents and Problems during testing, pilot, and deployment activities. However, some activities are not included in the Service Transition scope.

Some facts about coffee:

All coffee is grown within 1,000 miles of the equator. Acorns were used as a coffee substitute during the American

Civil War. Coffee beans aren’t beans – they’re fruit pits. Dandelion root can be roasted and ground as a coffee substitute.


1.3Value to the Business

1.2Scope of and Processes within Service Transition

Coming Up

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1.3 VALUE TO THE BUSINESS

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1.2 Scope of and Processes within Service Transition 1.3 Value to the Business 1.4 Service Transition in the

Service LifecyclePurpose and Objectives1.1

Value of Service TransitionThe value that Service Transition provides to the business includes:

• “Enable projects to estimate the cost, timing, resource requirement and risks associated with the service transition stage more accurately

• Result in higher volumes of successful change• Be easier for people to adopt and follow• Enable service transition assets to be shared and re-used across projects and

services• Reduce delays from unexpected clashes and dependencies – for example, if

multiple projects need to use the same test environment at the same time• Reduce the effort spent on managing the service transition test and pilot

environments• Improve expectation setting for all stakeholders involved in service transition

including customers, users, suppliers, partners and projects• Increase confidence that the new or changed service can be delivered to

specification without unexpectedly affecting other services or stakeholders• Ensure that new or changed services will be maintainable and cost-effective• Improve control of service assets and configurations.”


Value to the BusinessCore Guidance Reference — ST 1.1.4Student Reference Material — Pg. 22

Organizations should ensure that they select and adopt the best practices of Service Transition for their business to achieve valuable benefi ts. Some of the benefi ts of implementing and adopting Service Transition in an organization are listed on the slide.


1.4Service Transition in the Service Lifecycle

1.3Value to the Business

Coming Up

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1.4 SERVICE TRANSITION IN THE SERVICE LIFECYCLE

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Service Transition in the Lifecycle Phase

ContinualService

Improvement ServiceTransition

Servicestrategy

ServiceDesign

ServiceOperation

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

Purpose of Each Lifecycle PhaseCore Guidance Reference — ST 1.2Student Reference Material — Pg. 23

Each phase in the Service Lifecycle has a purpose. For example, if there is no strategy, how does the Service Provider know that it is doing the right things and that there is a Return on Investment (ROI) for the customer?

If you do not have a design, how do you provide the right Utility and Warranty for your Services?

If you do not have transition, how are you managing Change, assessing Impact, conducting the appropriate level of testing, and so on?

If you do not have operation, how will you handle Incidents in a timely way, fi nd root causes, and so on?

And if you do not improve (CSI), how will you prevent your Services from degrading over time? In addition, IT will cease to contribute effectively to the business.

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Linear View of the Circular Lifecycle

Adapted from Aligning new services to business requirements © Crown Copyright 2011 Reproduced under licence from Cabinet Office


Linear View of the Circular Lifecycle The diagram on the slide shows the linear view of the circular Lifecycle. It shows where Service Transition fi ts in context with the other phases of the Lifecycle.

In the Service Lifecycle, Service Transition is positioned between Service Design and Service Operations. As a result, all major day-to-day operations and interfaces are within these stages. However, Service Transition also interfaces with other stages of the Service Lifecycle. These interactions are defi ned by the input and output that fl ow between the different stages.

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The Service Transition strategy defi nes the overall approach to organizing Service Transition and allocating resources. The aspects to consider are:

Purpose and objectives of Service Transition Context, for example, Service customer and contract agreement portfolio Scope – inclusions and exclusions Applicable standards, agreements, legal, regulatory, and contractual requirements:

o Internal standards o Interpretation of legislation, industry guidelines, and other externally imposed

requirements and standards o Agreements and contracts that apply to Service Transition

Organizations and stakeholders involved in transition: o Third parties, strategic partners, suppliers, and Service Providers o Customers and users o Service Management o Service Provider o Transition organization

Framework for Service Transition: o Policies, processes, and practices applicable to Service Transition, including process

Service Provider Interfaces (SPIs) o Integration with policies and methods used for program and project management o Roles and responsibilities o Transition resource planning and estimation o Transition preparation and training requirements o Release and Change authorization o Reusing the organization’s experience, expertise, tools, knowledge, and relevant

historical data Criteria:

o Entry and exit criteria for each Release stage o Criteria for stopping or restarting transition activities o Success and failure criteria

Identifi cation of requirements and the content of a new or changed Service: o Services to be transitioned with target locations, customers, and organizational

units o Release defi nitions o Applicable Service Design Package (SDP), including architectural design o Requirements for environments to be used, locations, organizational, and technical o Planning and management of environments, for example, commissioning and

decommissioning People:

o Assigning roles and responsibilities for all activities, including authorization o Assigning and scheduling training and knowledge transfer

Approach: o Transition model, including Service Transition Lifecycle phases o Plans for managing Changes, assets, confi gurations, and knowledge o Baseline and Change evaluation points o Confi guration audit and verifi cation points o Points where Change authorization is needed o Use of Change windows o Transition estimation, resource, and cost planning o Preparation for Service Transition o Change evaluation and Change authorization o Release planning, build, test, deployment, and Early Life Support (ELS) o Error handling, correction, and control o Management and control – recording, progress monitoring, and reporting o Service performance and measurement system o Key Performance Indicators (KPIs) and improvement targets

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

o Transition plans o Change Management and Service Asset and Confi guration Management (SACM)

plans o Release policy, plans, and documentation o Test plans and reports o Build plans and documentation o Change evaluation plan and report o Deployment plans and reports o Transition closure report

Schedule of milestones Financial needs, such as budgets and funding

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Summary of Unit 1

Introduction to Service TransitionUnit Roadmap SummaryOverview

Unit Learning Objectives

Overview of the Unit

Learning Objectives of the Unit

1.1 Purpose and Objectives

PurposeThe purpose of Service Transition is to ensure that new, modifi ed, or retired Services meet business requirements, as defi ned in the Service Strategy and Service Design phases of the Lifecycle.Objectives Two objectives of Service Transition are:

Plan and manage Changes in Services effi ciently and effectively. Manage new, changed, or retired Services Risks.

1.2 Scope of and Processes within Service Transition

The scope of Service Transition includes: Manage and coordinate processes, systems, and functions to package, build, test, and

deploy a Release into production. Ensure that all new or changed Services fulfi ll the requirements of customers and

stakeholders.Processes within Service TransitionThe two types of Service Management processes that Service Transition uses are:

Processes that support the Service Lifecycle: These include Change Management, SACM, and Knowledge Management.

Processes within Service Transition: These include Transition Planning and Support, Release and Deployment Management, Service Testing and Validation, and Change Evaluation.

1.3 Value to the Business

Two business values that Service Transition provides to the business are: It enables projects to estimate the cost, timing, resource requirements, and Risks

associated with the Service Transition phase more accurately. It results in a larger number of successful Changes.


In the Service Lifecycle, Service Transition is positioned between Service Design and Service Operations. As a result, all the major day-to-day operations and interfaces are within these stages. However, Service Transition also interfaces with other stages of the Service Lifecycle. These interactions are defi ned by the input and output that fl ows between the different stages.

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Unit2Service Transition Principles

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2

Unit 2 : Service Transition PrinciplesITIL


The Big ‘‘Why’’• What do you mean by “principles?” • Why do we need Service Transition principles?• How do Service Transition principles help you

and your organization?

Can anyone quickly answer what do you mean by “principles?” Why we need Service Transition principles? What do these principles do for you and your organization?

Anyone?

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Instructor | ITIL Intermediate Certifi cation Level | Service Transition Principles


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Service Transition Principles

“Principles” refers to the policies and models that we use to guide the rest of IT service management.

Service Transition provides the required information to ensure that the Service Design solutions achieve their expectations.

Service Transition principles are the same for all organizations but different organizations may modify the approach based on their requirements, size,

distribution, culture, and resources.

In the context of ITIL, “principles” refers to the policies and models that we use to guide the rest of IT service management.

Each organization needs to transition its designed Services into operations. Service Transition provides the required information to ensure that the Service Design solutions achieve their expectations. Consequently, each organization needs to follow some key Service Transition principles and implement common best practices to ensure the effective transition of Services. Service Transition principles are the same for all organizations. However, different organizations may modify the approach based on their requirements, size, distribution, culture, and resources.

Organizations can achieve this by improving and streamlining the Service Transition processes that a business organization uses to support the deployment of IT.

Let us now move on to the learning objectives of this unit.

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

• Define the Service Transition principles.• Describe the key policies and best-practice principles

that aid effective Service Transition.

This unit discusses the key policies and best-practice principles that aid effective Service Transition. It also explains the concept of Service and the role of Utilities, Warranties, capabilities, and resources in delivering the Service.

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Topics Covered in This Unit2.1 Concept of Service Transition Principles2.2 Key Policies and Best-Practice Principles 2.3 Optimizing Service Transition Performance2.4 Inputs and Outputs2.5 Group/Individual Exercise2.6 Sample Test Question

2.1 CONCEPT OF SERVICE TRANSITION PRINCIPLES

6



Service Transition PrinciplesService Transition:

• Provides guidance and process activities for transitioning Services to the operational environment.

• Includes the broader, long-term Change Management role and Release and Deployment practices.

• Provides guidance on designing and implementing the Service and ensures that the Service delivers in accordance with the planned strategy.

• Manages the complexity of Changes to Services and Service Management processes and prevents undesired consequences while allowing innovation.

2.2 Key Policies andBest-Practice Principles 2.3 Optimizing Service Transition

Performance 2.4 Inputs and OutputsConcept of Service Transition Principles2.1

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OverviewService Transition provides guidance and process activities for transitioning Services to the operational environment. Service Transition includes the broader, long-term Change Management role and Release and Deployment practices. As a result, it considers the Risks, benefi ts, delivery mechanisms, and support of ongoing operational Services. It also provides guidance on designing and implementing the Service and ensures that the Service delivers in accordance with the planned strategy.

In addition, Service Transition manages the complexity of Changes to Services and Service Management processes and prevents undesired consequences while allowing innovation. It also transfers control of Services between customers and Service Providers.


2.2Key Policies and Best-Practice Principles

2.1Concept of Service Transition Principles

Coming Up

Name the only nation whose name begins with an “A” but doesn’t end in an “A.”

Answer: The only nation whose name begins with an “A” but doesn’t end in an “A” is Afghanistan.

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2.2 KEY POLICIES AND BEST-PRACTICE PRINCIPLES

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Concept JogName some key policies for Service Transition.

Note:1. You may choose to take notes as this discussion progresses.2. Attempting to connect the concept to practical specifics from your

organization will help you understand the concept well, and eventually support your ability to succeed at the Exam or apply the concept correctly within your organization.



Please see “List of Activities” for guidance on conducting “Concept Jog” as an activity.

OverviewCore Guidance Reference — ST 3.1 Student Reference Material — Pg. 33

Organizations have a set of business policies. Within these business policies are the IT policies. Within these IT policies are a set of Service Management policies (which are specifi ed in Service Strategy). Within these Service Management policies are a set of Service Transition policies (which are specifi ed in this Service Transition unit). We will discuss these policies in this module.

The policies of Service Transition represent the main principles of Service Transition. For Service Transition to be effective, the senior management should support and endorse the Service Transition policies.

The key aspect of the Service Transition policies is that they span more than one process. For example, the policy on release numbering touches Change Management, Confi guration Management, and Release and Deployment

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Management. In this unit, some policies that are mentioned are process-specifi c and does not apply to Service Transition or Service Management but it is essential that you understand these policies.

Alright! Let us now do a teach-back activity to understand each policy, principle, and best practice of Service Transition.

8



Teach-Back1. Refer to Topic 2.2 in your Reference Material.2. Read the section assigned to your group.3. Discuss the content within your group.4. Elect a group representative to teach back the content to

the rest of the class.5. Discuss the entire content after all groups have completed

their task.



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

Classify the different policies and best-practice principles of Service Transition.

Divide the class into three groups.

Assign policies and best-practice principles to each group.

Inform the groups to present the policies to the class.

Bloom’s Levels: 3, 4

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Definition of a Formal Policy

To define and implement a formal policy for Service Transition, ITIL states:

“A formal policy for Service Transition should be defined, documented, and approved by the management team, who ensure that it is communicated throughout the organization and to all relevant suppliers and partners.”




Defi ning and Implementing a Formal Policy Core Guidance Reference — ST 3.1.1 Student Reference Material — Pg. 34

Some principles that should be followed while defi ning and implementing policies are:

Ensure that the policies must clearly state the objectives and should align with the overall governance framework, organization, and Service Management policies.

Resolve any noncompliance with the policy before implementing it.

Use processes that integrate teams. In addition, blend competencies while maintaining clear lines of accountability and responsibility.

Deliver Changes in Releases.

Address deployment issues at an early stage in the Release Design and Release Planning stages.

Moreover, sponsors and decision-makers who develop the policy must show their commitment to others when adapting and implementing the policy. They must also show their commitment when delivering predicted outcomes from any change in Services.

As a best practice, it is recommended that the organization, when defi ning a formal policy for Service Transition, must obtain a formal sign-off from the management team, sponsors, and other decision-makers involved in developing the policy.

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Definition of a Policy for Implementing Changes to Services

ITIL defines the policy for implementing Changes to Services through Service Transition as:

“All changes to the Service Portfolio or Service Catalogue are implemented through Change Management and the changes that are managed by the Service Transition Lifecycle stage are defined and agreed.”




Implementing the Policy for All Changes to ServicesCore Guidance Reference — ST 3.1.2 Student Reference Material — Pg. 35

This is an example of a policy and it is not necessary that all organizations should have this policy.

You must adhere to some basic principles when implementing the policy for all Changes to Services through Service Transition:

Have a single focal point when implementing Changes to production services. This minimizes the chances of confl icts and disruptions to the production environment.

Do not provide access to people who do not have the authority to make a Change or Release in the production environment.

Familiarize yourself with the Service Operations organization. This improves mobilization and enables organizational Change.

Increase the knowledge of and experience in the Services and production environment to improve effi ciency.

Design each Release Package such that it is governed by a Request for Change (RFC) that has been raised via Change Management. This helps you control and trace all Releases.

Use standardized methods and procedures for the effi cient and prompt handling of all Changes. This helps minimize the Impact of Change-related Incidents on business continuity, Service quality, and rework.

Record all updates to Changes and Releases against Service Assets and/or Confi guration Items (CIs) in the Confi guration Management System (CMS).

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Some of the best practices when implementing any Change through Service Transition are:

Defi ne a Change clearly. Clearly differentiate internal and external Changes. Develop a business case to justify the Changes. Defi ne Changes to Services in an SDP. Service Transition can use this package to

measure the actual versus the predicted progress and performance. Standardize and enforce the existing Change Management process. Make sure that the management team shows its commitment when implementing

the process. The commitment must be clearly visible to all stakeholders. Make sure that the confi guration auditing team identifi es unauthorized Changes. Do not accept late RFCs that you cannot manage effi ciently.

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Definition of a Policy to Adopt a Common Framework and Standards

ITIL defines the policy to adopt a common framework and standards as:

“Base Service Transition on a common framework of standard re-usable processes and systems to improve integration of the parties involved in Service Transition and reduce variations in the processes.”




Requirements During Common Framework and Standards AdoptionCore Guidance Reference — ST 3.1.3 Student Reference Material — Pg. 36

When you implement the policy to adopt a common framework and standards, you must:

Put industry best practices into practice to create standards for integrating Services across the supply chain.

Control the Service Transition framework and standards under Change and Confi guration Management.

Schedule regular reviews and audits of Service Management processes to ensure consistency in implementing the processes.

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Some of the best practices that you can follow to implement the policy for a common framework and standards are:

Get standards and best practices for Service Transition published for the organization. Provide a framework with consistent processes that assure and evaluate the Service

capability and Risk profi le before and after the organization deploys a Release. Provide systems to enable the automation of standard processes. This helps reduce

resistance to adoption. Ensure that the management understands the need for a standard method of

working. You can implement this by developing and delivering improvements based on a sound business case.

Determine the level of management and stakeholder commitment and take appropriate steps to close any gaps.

Create plans to increase the acceptability level of adopting a common framework and standards.

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Definition of a Policy to Maximize the Reuse of Established Processes and Systems

ITIL defines the policy to maximize the reuse of established processes and systems as:

“Service Transition processes are aligned with the organization’s processes and related systems to improve efficiency and effectiveness and where new processes are required, they are developed with re-use in mind.”




Maximizing the Reuse of Established Processes and SystemsCore Guidance Reference — ST 3.1.4 Student Reference Material — Pg. 37

You must adhere to some basic principles when implementing the policy to maximize the reuse of established processes and systems. Some of these principles are:

“Re-use established processes and systems wherever possible.

Capture data and information from the original source to reduce errors and aid effi ciency.

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Develop re-usable standard Service Transition models to build up experience and confi dence in the Service Transition activities.

Implement industry standards and best practices as the basis of standardization to enable integration of deliverables from many suppliers.”


In addition to the basic principles, you can implement some industry best practices. For example, you can:

“Integrate the Service Transition processes into the quality management system. Use the organization’s programme and project management practices. Use existing communications channels for Service Transition communication. Follow human resources, training, fi nance and facilities management processes, and

common practices. Design the Service Transition models that enable easy customization to suit specifi c

circumstances. Structure models such that a consistent approach is repeated for each target Service

Unit or environment with local variation as required.”(Source: Service Transition book)

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Definition of a Policy to Align Service Transition Plans with Business Needs

ITIL defines the policy to align Service Transition plans with business needs as:

“Align Service Transition plans and new or Changed Service with the customer and business organization’s requirements in order to maximize value delivered by the Change.”




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Aligning Service Transition Plans with Business NeedsCore Guidance Reference — ST 3.1.5 Student Reference Material — Pg. 39

To implement this policy, you must adhere to the following principles:

“Set customer expectations during transition on how the performance and use of the new or changed service can be used to enable business change.

Provide information and establish processes to enable business Change projects and customers to integrate a Release into their business processes and Services.

Ensure that the service can be used in accordance with the requirements and constraints specifi ed within the service requirements in order to improve customer and stakeholder satisfaction.

Communicate and transfer knowledge to the customers, users, and stakeholders in order to increase their capability to maximize use of the new or Changed Service.

Monitor and measure the use of the Services and underlying applications and technology solutions during deployment and early life support to ensure that the Service is well established before transition closure.

Compare the actual performance of Services after a transition against the predicted performance defi ned in Service Design with the aim of reducing variations in Service capability and performance.”


To align Service Transition plans and Services with customer requirements, it is recommended that you:

Adopt program and Project Management best practices to plan and manage the resources required to package, build, test, and deploy a Release into production successfully. In addition, deploy the Service within the estimated cost, quality, and timelines.

Defi ne detailed plans to ensure the alignment of Service Transition plans with the activities of customers and business Change projects.

Communicate and manage commitments made to stakeholders.

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Definition of a Policy to Establish and Maintain Relationships with Stakeholders

ITIL states the policy to establish and maintain relationships with stakeholders as:

“Establish and maintain relationships with customers, customer representatives, users, and suppliers throughout Service Transition in order to set their expectations about the new or Changed Service.”




Establishing and Maintaining Relationships with StakeholdersCore Guidance Reference — ST 3.1.6 Student Reference Material — Pg. 40

When you implement this policy, you must consider some underlying principles. Ensure that you:

Set stakeholder expectations to explain the level of performance. In addition, explain to customers how they can use the new or changed Service to enable business Change.

Communicate all Changes to the Service to all stakeholders for improving their understanding and knowledge of the new or changed Service.

Provide adequate and appropriate knowledge and information in the form of Release and Deployment plans and Release documentation to the stakeholders. This enables the stakeholders to fi nd relevant information about Service Transition processes.

In addition to these principles, you can follow some industry best practices while implementing the policy to establish and maintain relationships with stakeholders. Some of these best practices are:

Confi rm with the stakeholders that they can use the new or changed Service in agreement with the requirements and constraints defi ned in Service requirements.

Communicate all the Service Transition and Release plans and any other Changes to the stakeholders.

Interact and work with Business Relationship Management and Service Level Management (SLM) throughout Service Transition to build customer and stakeholder relationships.

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Documents

ITIL Intermediate Course: ST Instructor Guide_r3.2.0