ITIL Intermediate Course: ST Student Handbook (Workbook_r3.2.0)

ITpreneurs™ Service Management

WORKBOOK

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 nA

AcknowLedGements ix

foLLow us xi

course introduction 1

Introductions 2

Course Introduction 2

Course Learning Objectives 2

Unique Nature of the Course 2

Course Qualification Scheme 2

Course Agenda and Exam Details 2

course AGendA

ITIL Intermediate Classroom Course 2

ITIL Intermediate Expert Program Course 4

ITIL Intermediate Classroom Blended Course 5

ITIL Intermediate Virtual Classroom Blended Course 6

unit 1: introduction to service trAnsition 7

1.1 Purpose and Objectives 8

1.2 Scope of and Processes within Service Transition 8

1.3 Value to the Business 8

1.4 Service Transition in the Service Lifecycle 8

unit 2: service trAnsition principLes 9

2.1 Concept of Service Transition Principles 10

2.2 Key Policies and Best-Practice Principles 10

2.3 Optimizing Service Transition Performance 10

2.4 Inputs and Outputs 10

2.5 Group/Individual Exercise 10

2.6 Sample Test Question 11

unit 3: service trAnsition processes — pArt 1 13

3.1 Transition Planning and Support 14

3.1.1 Purpose and Objectives 14

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3.1.2 Scope and Value to the Business 14

3.1.3 Policies, Principles, and Basic Concepts 14

3.1.4 Process Activities, Methods, and Techniques 14

3.1.5 Triggers, Inputs, Outputs, and Interfaces 14

3.1.6 Information Management 15

3.1.7 CSFs and KPIs 15

3.1.8 Challenges and Risks 15

3.2 Change Evaluation 15











4.1 Change Management 22

4.1.1 Purpose and Objective 22







4.2 Service Asset and Configuration Management (SACM) 26





4.2.5 Trigger, Inputs, Outputs, and Interfaces 28




4.3 Knowledge Management 29









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4.5 Sample Test Questions 35


5.1 Release and Deployment Management 40









5.2 Service Validation and Testing 46










5.4 Sample Test Questions 50

unit 6: mAnAGinG peopLe throuGh service trAnsition 53

6.1 Goal 54

6.2 Managing Communications and Commitment 54

6.3 Managing Organizational and Stakeholder Change 55

6.3.1 Organizational and Service Transition Roles and Responsibilities 55

6.3.2 Planning and Implementing Organizational Change 56

6.3.3 Assessing and Monitoring Organizational Readiness and Change Progress 57

6.3.4 Dealing with the Organization and People in Sourcing Changes 58

6.3.5 Methods, Practices, and Techniques used to Manage Change 58

6.4 Stakeholder Management 59

6.5 Group/Individual Exercises 60


unit 7:orGAnizinG for service trAnsition 65

7.1 Organizational Development 66

7.2 Functions 66

7.3 Organizational Context for Service Transition 66

7.4 Service Transition Roles and Responsibilities 66

7.4.1 Generic Roles 66

7.4.2 Specific Roles 66

7.5 Relationship of Service Transition with Other Lifecycle Stages 67

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unit 8: technoLoGy considerAtions 71

8.1 Service Transition Technology Requirements 72

8.1.1 Change Management, Configuration Management, and Release Management Tools 72

8.1.2 Knowledge Management Tools 72

8.1.3 Collaboration 72

8.1.4 Configuration Management System 73



unit 9: impLementinG And improvinG service trAnsition 77

9.1 Key Activities in the Introduction of Service Transition 78

9.1.1 Justification 78

9.1.2 Design 78

9.1.3 Introducing Service Transition and Managing Cultural Change and Benefits 78

9.2 An Integrated Approach to Service Transition Processes 78

9.3 Implementing Service Transition in the Virtual or Cloud Environment 78



unit 10: chALLenGes, csfs, And risks 81

10.1 Challenges of Service Transition 82

10.2 Measurement Through CSFs 82

10.3 Risks During Service Transition and Plan 82

10.4 Service Transition Under Difficult Conditions 82

unit 11: exAm prepArAtion Guide 83

11.1 Mock Exam 1 85

11.2 Mock Exam 2 104

Appendix A: CASE STUDY 123

Appendix B: MIND MAP EXCERCISE (REfER To STUDENT REfERENCE MATERIAl) NA

Appendix c: GloSSARY (REfER To STUDENT REfERENCE MATERIAl) NA

Appendix d: SYllABUS (REfER To STUDENT REfERENCE MATERIAl) NA

Appendix e: ANSwERS 137

Appendix f: DIAGRAMS (MACRo VIEw) (REfER To STUDENT REfERENCE MATERIAl) NA

Appendix G: RElEASE NoTES (REfER To STUDENT REfERENCE MATERIAl) NA

student feedBAck form 221

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

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 simplification of content that was previously difficult 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 fill up a blank diagram or to answer given questions in their Workbook.

Brainstorm

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

compare and contrast

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

concept Jog

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

critical thinking

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

discussion

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

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.

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

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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.

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.

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 specific roles assigned to them. Role-reversal can also take place where the students act as the instructor and teach the class.

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.

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.

self-study

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

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.

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 reflects the appropriate content.



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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).

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.



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

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:

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

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

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

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

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

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

Course Introduction



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ITIL Intermediate Certification Level | Service Transition

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

introductionsThere is no activity for this topic.

course introductionThere is no activity for this topic.

course LeArninG oBJectivesThere is no activity for this topic.

unique nAture of the courseThere is no activity for this topic.

course quALificAtion schemeThere is no activity for this topic.

course AGendA And exAm detAiLsCourse 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

note: reading the case studyThe case study used for activities in this course can be found in Appendix A of the Instructor Guide and the 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.



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Student | ITIL Intermediate Certification Level | Course Introduction


note: personal study recommendation for studentsThe Service Transition 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 on that day. This would refresh your memories and reinforce the concepts learned in class.

remark: While this would significantly contribute to the student’s learning, it is not mandatory.


(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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Student | ITIL Intermediate Certification Level | Course Introduction


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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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



Each Cup represents one break.



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Unit1Introduction to Service Transition



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1.1 purpose And oBJectivesThere is no activity for this topic.

1.2 scope of And processes within service trAnsitionThere is no activity for this topic.

1.3 vALue to the BusinessThere is no activity for this topic.

1.4 service trAnsition in the service LifecycLeThere is no activity for this topic.



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Unit2Service Transition Principles



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2.1 concept of service trAnsition principLesThere is no activity for this topic.

2.2 key poLicies And Best-prActice principLesThere is no activity for this topic.

2.3 optimizinG service trAnsition performAnceThere is no activity for this topic.

2.4 inputs And outputsThere is no activity for this topic.

2.5 Group/individuAL exercise

The Royal has some existing corporate rules. Quite a few groups have a stake in changed Services as well as different groups internal to IT. The Royal is increasingly dependent on IT to support the Services that it offers, and it has decided to adopt the ITIL version 3 approach of having a Service Transition phase for each Service Change. It sensibly decides to come up with a set of policies for Service Transition.

You need to decide what should be in each policy, and think about what best practices might be appropriate for each policy.

scenario-Based Activityq1. Given the royal’s corporate and service management policies outlined in the scenario and the

itiL guidance, recommend (i.e., draft) some service transition policies that would be appropriate to the royal. defend your recommendations.

write your answer in the space provided.

Answer:



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Student | ITIL Intermediate Certification Level | Service Transition Principles


2.6 sAmpLe test question

Manudyn, a manufacturing company, wants to put policies in place for Service Transition. Manudyn has 200 people in IT, and has previously implemented the following processes of ITIL version 2: Incident, Problem, Change, and Configuration. Release Management was designed, but no comprehensive tool support was put in place. Release Management is primarily done by application development.

You are the newly appointed manager of Service Transition. You know that the concept of having a separate Lifecycle phase for transition is new to Manudyn. You want to do the right thing, but you are not sure how to proceed.

Manudyn has been doing quite a few of the activities of Service Transition in the past, but not always executed them very well. Here are some facts about Service Transition at Manudyn:

Change has been done quite well, but in a variety of ways. The enterprise has always done a diligent job of testing, although on occasion, the tests were done by the same people who built the Release in the development environment. This caused issues later because some conditions were not tested for, and the production environment was sufficiently different from the development environment to render some of the test incomplete.

When using a 3rd party provider, there was confusion about who was doing what and when they were doing it, causing deadlines to be missed.

On occasion, IT has completed a rollout only to find that the users of a Release were not ready to use it from a business-timing point of view. Sometimes, the users of a Release were ready, but found they didn’t know how to use the Service.

When new Services are to be released, the Service Desk often did not know how to handle issues.

q1. which of the following options is your best course of action to get policies in place?

a) You know that policies are necessary to get the work of Service Transition done. You also know that there are 14 different policy areas, which seems excessive for an organization the size of Manudyn. To make progress, you decide to choose the most important of the policies and draft a document on that basis. You know that the CFO has some opinions on financial policies so you decide to get his input. Your strategy is to enlist the CIO so that the policies can be enacted at the next meeting where Service Transition is discussed.

b) You know that the CEO is a tough sell on anything that customers do not see. He is known to be unpredictable, so you do not want to put the CIO in the position where his veto will cause him loss of face. If you keep a tight grip on the activities of Service Transition, you know you can run it efficiently and effectively. You plan to keep your eye on delivering outcomes by reducing Risks and containing costs, and as long as you do that, only minimal policies are required. You will work these out as they become necessary.

c) You know that policies are necessary to get the work of Service Transition done. The number of policy areas is extensive, and seems excessive for an organization the size of Manudyn. To make progress, you decide to choose the most important of the policies and draft a document on that basis. You know that the CFO has some opinions on financial policies so you decide to get his input. You need to ensure there is a policy about having a single process that everyone uses, and you should get concurrence from stakeholders on this point. Your strategy is to enlist the CIO so that the policies can be enacted at the next meeting where Service Transition is discussed.

d) You know that policies are necessary to getting the work of Service Transition done. You also know that there are 14 different policy areas, which seems excessive for an organization the size of Manudyn.



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Unit3Service Transition Processes — Part 1



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3.1 trAnsition pLAnninG And supportThere is no activity for this topic.

3.1.1 purpose And oBJectivesThere is no activity for this topic.

3.1.2 scope And vALue to the Business There is no activity for this topic.

3.1.3 poLicies, principLes, And BAsic conceptsThere is no activity for this topic.

3.1.4 process Activities, methods, And techniquesThere is no activity for this topic.

3.1.5 triGGers, inputs, outputs, And interfAces

Activityq1. List the trigger, inputs, outputs, and interfaces of service transition.

write your answer in the space provided.

Answer:



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Documents

ITIL Intermediate Course: ST Student Handbook (Workbook_r3.2.0)