itil intermediate course: osa instructor guide_r3.2.0

ITpreneurs™ Service Management

INSTRUCTOR GUIDE

Operational Support and Analysis release 3.2.0 ITIL® Intermediate

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www.ITpreneurs.com

Copyright © 2012 ITpreneurs. All rights reserved

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

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

ITIL Operational Support and Analysis, Classroom course, release 3.2.0

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

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Contents

i

LIST OF ICONS V

LIST OF ACTIVITIES VI

GENERAL TRAINING TIPS XIII

ACKNOWLEDGEMENTS XVII

FOLLOW US XIX

COURSE INTRODUCTION 1

Introductions 2

Course Introduction 3

Course Learning Objectives 4

Unique Nature of the Course 4

Course Qualifi cation Scheme 7

Course Agenda and Exam Details 9

COURSE AGENDA

ITIL Intermediate Classroom Course 12

ITIL Intermediate Expert Program Course 15

ITIL Intermediate Classroom Blended Course 16

ITIL Intermediate Virtual Classroom Blended Course 17

UNIT 1: INTRODUCTION 19

1.1 Business Value of OSA Activities 23

1.2 Scope of the Process 24

1.3 Context of OSA Activities Within the Service Lifecycle 25

1.4 Support of OSA Activities for the Service Lifecycle 28

1.5 Optimizing Service Operation Performance 29

Summary of Unit 1 31

UNIT 2: EVENT MANAGEMENT 33

2.1 Purpose and Objectives 39


2.3 Business Value of the Process 43

2.4 Policies, Principles, and Basic Concepts 47

2.5 Designing for Event Management 51

2.6 Use of Event Rule Sets and Correlation Engines 54

2.7 Process Activities, Methods, and Techniques 56

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2.7.1 Event Occurrence, Event Notifi cation, and Event Detection 59

2.7.3 Responses to Events 67

2.7.4 Review Actions and Close Event 72

2.8 Triggers, Inputs, Outputs, and Process Interfaces 75

2.9 Information Management 79

2.10 Process Measurement 81

2.11 CSI References within the Context of Event Management 84

2.12 Challenges and Risks 87

2.13 Group/Individual Exercise 89

2.14 Sample Test Question 91


UNIT 3: INCIDENT MANAGEMENT 101






3.5.1 Incident Identifi cation and Logging 120

3.5.2 Incident Categorization 126

3.5.3 Incident Prioritization 131

3.5.4 Initial Diagnosis 137

3.5.5 Incident Escalation 140

3.5.6 Incident Investigation and Diagnosis 145

3.5.7 Incident Resolution, Recovery, and Closure 147

3.6 Triggers, Inputs, Outputs, and Interfaces With Other Processes 152



3.9 CSI References Within the Context of Incident Management 161





UNIT 4: REQUEST FULFILMENT 177






4.6 Triggers, Inputs, Outputs, and Interfaces with Other Processes 195






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UNIT 5: PROBLEM MANAGEMENT 213






5.5.1 Problem Detection and Logging 243

5.5.2 Problem Categorization and Prioritization 245

5.5.3 Problem Investigation and Diagnosis 252

5.5.4 Workarounds and Raising a Known Error Record 272

5.5.5 Problem Resolution and Closure 274

5.5.6 Major Problem Review 276






UNIT 6: ACCESS MANAGEMENT 297






6.5.1 Request Access and Verifi cation 311

6.5.2 Provide Rights 313

6.5.3 Check and Monitor Identity Status 315

6.5.4 Log and Track Access 316

6.5.5 Remove or Restrict Rights 318

6.6 Triggers, Inputs, Outputs, and Interfaces with Other Processes 324







UNIT 7: SERVICE DESK 347

7.1 Role of the Service Desk 352

7.2 Service Desk Objectives 353

7.3 Service Desk Organizational Structures 356

7.4 Service Desk Staffi ng 366

7.5 Measuring Service Desk Performance 377

7.6 Outsourcing the Service Desk 382


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UNIT 8: COMMON OSA FUNCTIONS AND ROLES 395

8.1 The Technical Management Function 401

8.2 The IT Operations Management Function 406

8.3 The Application Management Function 412

8.4 Roles and Responsibilities 420




UNIT 9: TECHNOLOGY AND IMPLEMENTATION CONSIDERATIONS 449

9.1 Generic Technology Requirements 453

9.3 Evaluation Criteria for Technology and Tools for Process Implementation 474

9.4 Project, Risk, And Staffi ng Practices for Process Implementation 485

9.5 Challenges, CSFs, and Risks in Process Implementation 488

9.6 Planning and Implementing Service Management Technologies 505




UNIT 10 : EXAM PREPARATION GUIDE 519

10.1 Mock Exam 1 521

10.2 Mock Exam 2 554

APPENDIX A: CASE STUDY 585

APPENDIX B: MIND MAP EXCERCISE 599

APPENDIX C: GLOSSARY 601

APPENDIX D: SYLLABUS 695

APPENDIX E: ANSWERS (REFER TO WORKBOOK) NA

APPENDIX F: DIAGRAMS (MACRO VIEW) 717

APPENDIX G: KEPNER-TREGOE METHODOLOGY 729

APPENDIX H: ADDITIONAL KNOWLEDGE 731

APPENDIX I: RELEASE NOTES 773

INSTRUCTOR FEEDBACK FORM 775Sample

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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 - Auslyn Group

Wigmore, Michael - Independent

Pondman, Dick - Independent

Burgers, Jurian - Independent

Rijken, Adriaan - Independent

ITpreneurs’ Course Exercise WritersFoederer, Marcel - ITpreneurs

Mohr, Julie - Blue Print Audits

Vikdal, Mike - Independent

Wigmore, Michael - Independent

ACKNOWLEDGEMENTS

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www.ITpreneurs.com

Copyright © 2012 ITpreneurs. All rights reserved

Follow us

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

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

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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 Certifi cation Level | Operational Support and Analysis

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

INTRODUCTIONS

2

Course IntroductionCourse IntroductionITIL

Intermediate® Operational Support and Analysis

Welcome!Please share with the class:

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

Course Introduction Course Learning Objectives Unique Nature of the CourseIntroductions

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

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

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

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

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

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

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

Delivery Instructions

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Instructor | ITIL Intermediate Certifi cation Level | Course Introduction


COURSE INTRODUCTION

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OverviewOperational Support and Analysis (OSA) is one of the four courses that are part of the ITIL Intermediate Capability stream.

The OSA course helps you understand and implement ITIL best practices related to:

Service Desk Management Event ManagementTechnology and Implementation Considerations

Technical Management Incident Management

IT Operations Management Request Fulfilment

Applications ManagementProblem Management

Access Management


Processes Functions

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

OverviewOperational Support and Analysis (OSA) is one of the four courses that is part of the ITIL Intermediate Capability stream.

The OSA course helps you understand and implement ITIL best practices related to Event Management, Incident Management, Request Fulfi lment, Problem Management, Access Management; how the Service Desk, the Service Operation functions of Technical Management, IT Operations Management, and Applications Management contribute to OSA; technology and implementation considerations, and how implementation considerations contribute to OSA.

To understand OSA, it is important to know the Course Learning Objectives of the OSA 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:

• Utilize the importance of the principles, purpose, and objectives of Service Operation in relation to OSA.

• Evaluate the importance of OSA while providing Service.• Outline how all processes in OSA interact with other Service Lifecycle processes.• Design the processes, activities, methods, and functions used in each

OSA process.• Understand how to use the processes, activities, and functions of OSA to

achieve operational excellence.• Analyze how to measure OSA.• Define the importance of IT security and its contribution to OSA.• Assess the technology and implementation considerations surrounding OSA.• Identify the challenges, Critical Success Factors (CSFs), and Risks associated

with OSA.


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”.

You will benefit when you:

Participate in your learning experience.

Internalize learning to take your final examination.

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

6



Sample from the Student Reference Material and Workbook


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


Student MaterialsThe student materials consist of two parts:

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

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

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

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

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

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

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

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

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

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

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Teaching Style Suggestions

1. For repeated topics from the Foundation course:

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

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

2. For topics repeated from other Intermediate courses:

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


COURSE QUALIFICATION SCHEME

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Course Agenda and Exam DetailsCourse Qualification Scheme

© Crown Copyright 2011 Reproduced under licence from the Cabinet Office

Legend

SS Service Strategy

SD Service Design

ST Service Transition

SO Service Operation

CSI Continual Service Improvement

OSA Operational Support and Analysis

PPO Planning, Protection, and Optimization

RCV Release, Control, and Validation

SOA Service Offerings and Agreements

ITIL Qualification Scheme and Credit Assignment

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Qualifi cation SchemeThe purpose of this topic is to help you understand the Qualifi cation Scheme, distinguish between the purposes of the two Intermediate streams, mention the included certifi cates and diplomas, and understand the different options for further training (no examinable).

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

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

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

8



Continual Service Improvement

Improvement Process

Reporting Management

CSI

OSA

SS SD ST SO

PPO RCV SOA

CSI

OSA

SS SD ST SO

PPO RCV SOA

CSI

OSA

SS SD ST SO

PPO RCV SOA

CSI Manager

Service Owner

Service Manager

CSI

Process Owner

Business and IT Analysts

Internal and external Service Providers

Processes FunctionsLegend:

Service Operation

Event Management

Incident Management

Problem Management

Request Fulfillment

Access Management

Service Desk

Technical Management

SO CSI

SO CSI

SO CSI

SO CSI

SO CSI

OSA

OSA

OSA

OSA

OSA

SO CSI

SO CSI

SO CSI

RCV

Request FulfilmentRoles

SO CSI

SO OSA RCV

OSA

OSA

OSA

OSA

*

*

*

*

*

*

*

*

*


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

Application Management

IT Operations Management

Measurement Management

The Capability stream is built around four clusters:

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

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

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

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

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

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

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

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

Note: The ITIL Qualifi cation scheme is nonexaminable and is intended as information only. According to the APM Group, this qualifi cation is subject to change.

COURSE AGENDA AND EXAM DETAILS

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

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

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

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Exam Details

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

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

language, have a maximum of 115 minutes to complete the exam and are allowed the use of a dictionary

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

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

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

Read the question CAREFULLY.

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

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

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

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

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

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

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

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

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

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

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

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


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Course Agenda

ITIL Intermediate Classroom Course

Day1 Operational Support and Analysis Unit Subject Start End Total Time

(in hours)

Course Introduction 08:00 08:30 00:30

1 Introduction 08:30 09:30 01:00

2 Event Management 09:30 12:00 02:30

LUNCH 12:00 01:00 01:00

2 Event Management 01:00 01:30 00:30

3 Incident Management 01:30 05:00 03:30

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 Student Reference Material. It is recommended that you read through the case study during the fi rst break. This will enhance your understanding of the scenarios used for the activities.

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

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

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

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

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Some ideas for structured personal study:You may want to direct the students to do a mind-map exercise to revise the concepts learned during the day in a structured manner.

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

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



(in hours)

3 Incident Management 08:00 10:00 02:00

4 Request Fulfi lment 10:00 12:00 02:00

LUNCH 12:00 01:00 01:00


5 Problem Management 03:30 05:00 01:30

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

Total 10:00



(in hours)


LUNCH 12:00 01:00 01:00

6 Access Management 01:00 03:45 02:45

7 Service Desk 03:45 05:00 01:15


Total 10:00

Total (Less Lunch and Homework) 08:00Sam

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(in hours)

7 Service Desk 08:00 10:30 02:30

8 Common OSA Functions and Roles 10:30 12:00 01:30

LUNCH 12:00 01:00 01:00

8 Common OSA Functions and Roles 01:00 03:45 02:45

9 Technology and Implementation Considerations 03:45 05:00 01:15


Total 10:00



(in hours)

9 Technology and Implementation Considerations 08:00 09:00 01:00

10 Exam Preparation / Mock Exam 09:00 12:00 03:00

LUNCH 12:00 01:00 01:00

Exam 01:00 02:30 01:30

Total 06:30

Total (Less Lunch and Exam) 04:00

TOTAL CONTACT HOURS 36 hours

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Course Agenda

ITIL Intermediate Expert Program Course

Day3 Operational Support and Analysis *All times in hours

Unit Subject Start End Time*


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

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


TOTAL 05:00

Total - (less lunch & homework) 04:00



3 Incident Management (incl. 30-min RECAP) 08:00 11:00 03:00

4 Request Fulfi lment (incl. 30-min RECAP) 11:00 12:00 01:00

LUNCH 12:00 01:00 01:00


5 Problem Management (incl. 30-min RECAP) 03:00 05:00 02:00


TOTAL 10:00Total - (less lunch & homework) 08:00



6 Access Management (incl. 15-min RECAP) 08:00 10:00 02:00

7 Service Desk (incl. 15-min RECAP) 10:00 11:30 01:30

8 Common OSA Functions and Roles (incl. 15-min RECAP) 11:30 12:00 00:30

LUNCH 12:00 01:00 01:00


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


TOTAL 10:00


TOTAL CONTACT HOURS 20hours

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Course Agenda

ITIL Intermediate Classroom Blended Course




1 Introduction (incl. 15-min RECAP) 08:30 09:30 01:00

2 Event Management (incl. 30-min RECAP) 09:30 12:00 02:30

LUNCH 12:00 01:00 01:00



TOTAL 09:30






LUNCH 12:00 01:00 01:00



TOTAL 09:30




6 Access Management (incl. 15-min RECAP) 08:00 11:30 03:30

7 Service Desk (incl. 15-min RECAP) 11:30 12:00 00:30

LUNCH 12:00 01:00 01:00

7 Service Desk 01:00 02:30 01:30


9 Technology and Implementation Considerations (incl. 15-min RECAP) 03:30 04:30 01:00


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

TOTAL CONTACT HOURS22:30hours

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Course Agenda

ITIL Intermediate Virtual Classroom Blended Course




1 Introduction (incl. 15-min RECAP) 08:30 09:30 01:002 Event Management (incl. 30-min RECAP) 09:30 12:00 02:30

LUNCH 12:00 01:00 01:00



TOTAL 09:30






LUNCH 12:00 01:00 01:00


Homework (review of day's material) 01:00TOTAL 09:30




6 Access Management (incl. 15-min RECAP) 08:00 11:30 03:307 Service Desk (incl. 15-min RECAP) 11:30 12:00 00:30

LUNCH 12:00 01:00 01:007 Service Desk 01:00 02:30 01:30

8 Common OSA Functions and Roles (incl. 15-min RECAP) 02:30 03:30 01:009 Technology and Implementation Considerations (incl. 15-min RECAP) 03:30 04:30 01:00

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

TOTAL CONTACT HOURS22:30hours

Each Cup represents one break.

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Unit1Introduction

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2

Course IntroductionUnit 1 : IntroductionITIL


The Big ‘‘Why”• What is Operational Support and Analysis (OSA)?• What does OSA do for you?• What does OSA do for your organization?• Why OSA?

Alright! So, we come to the fundamental “why” question. Why Operational Support and Analysis (or OSA)? Why take this course?

Of course you know why you’re here! But, my question is, what does taking an OSA course do for you and for your organization?

Anyone? OK, so let’s do a quick Round-Robin. What does the OSA course help with?

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

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

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


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

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Instructor | ITIL Intermediate Certifi cation Level | Introduction


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OverviewOperational Support and Analysis (OSA):

• Helps organizations understand how to apply new Services in a controlled and cost-effective manner in their IT departments.

• Helps IT organizations deliver and support IT Services on a daily basis by:o Monitoring Events effectively.o Answering user requests effectively.o Reducing the Impact of Incidents.o Recognizing and practically solving the main Problems.

• Provides practical guidance on the design and implementation of integratedback-to-back processes, which are best-practice guidelines approved by the industry.

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

• Explain the business value of Service Management in relation to OSA.• Evaluate the scope of Service Operation.• Understand the context of OSA activities within the Service Lifecycle.• Understand how OSA activities support the Service Lifecycle processes.• Optimize Service Operation performance.

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


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

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Topics Covered in This Unit1.1 Business Value of OSA Activities1.2 Scope of the Process1.3 Context of OSA Activities Within the Service Lifecycle1.4 Support of OSA Activities for the Service Lifecycle1.5 Optimizing Service Operation Performance

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1.1 BUSINESS VALUE OF OSA ACTIVITIES

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1.2 Scope of the Process 1.3 Context of OSA Activities Within the Service Lifecycle 1.4 Support of OSA Activities for

the Service LifecycleBusiness Value of OSA Activities1.1

Business Value of OSA Activities

Reduced cost

Less Service outages

Improved operational results and data compilation

Better adherence to security policies

Ready access to standard Services

Automated operations

Business Value of OSA ActivitiesCore Guidance Reference — SO 1.1Student Reference Material — Pg. 14

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

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

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

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

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

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

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

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

1.2 Scope of the Process

1.1Business Value of OSA Activities

Coming Up

1.2 SCOPE OF THE PROCESS

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People

The services themselves

Service Management

processes

Technology

Scope

Scope of the ProcessCore Guidance Reference — SO 1.1.2Student Reference Material — Pg. 15

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

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

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

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

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

(Source Service Operation book)


1.3Context of OSA Activities Within the Service Lifecycle

1.2Scope of the Process

Coming Up

What is the meaning of “Net Lag?”Answer: That glazed look when you have been online for too long

1.3 CONTEXT OF OSA ACTIVITIES WITHIN THE SERVICE LIFECYCLE

8



The Service Lifecycle



ContinualService

Improvement Service Transition

ServiceStrategy

Service Operation

ServiceDesign

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

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Context of OSA Activities Within the Service LifecycleCore Guidance Reference — SO 1.2Student Reference Material — Pg. 16

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

The publications are:

ITIL Service Strategy

ITIL Service Design

ITIL Service Transition

ITIL Service Operation

ITIL Continual Service Improvement

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

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

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

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

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

Service design

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

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

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

Service transition

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

ITIL Service Transition describes best practice in transition planning and support, change management, service asset and confi guration management, release and deployment management, service validation and testing, change evaluation and knowledge management. It provides guidance on managing the complexity related to changes to services and service management processes, preventing undesired consequences while allowing for innovation.

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

Service operation

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

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

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

Continual service improvement

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

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

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

(Source: Service Operation book)

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

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1.4Support of OSA Activities for the Service Lifecycle

1.3Context of OSA Activities Within the Service Lifecycle

Coming Up

1.4 SUPPORT OF OSA ACTIVITIES FOR THE SERVICE LIFECYCLE

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Support of OSA Activities throughout the Service LifecycleThe objectives of Service Operation include:

• Maintain business satisfaction and confidence in IT.• Minimize the Impact of Service outages.• Provide authorized access.



Support of OSA Activities throughout the Service LifecycleCore Guidance Reference — SO 1.2Student Reference Material — Pg. 19

OSA supports the Service Lifecycle by coordinating and executing the activities and processes needed to deliver and manage Services at agreed levels forbusiness users and customers. Service Operation is also responsible for continuously managing the technology to deliver and support Services.

Service Operation is a critical stage of the Service Lifecycle. Even the most well-planned processes fail if daily operations are not carried out appropriately. No improvements will be possible if the day-to-day activities monitoring the performance, assessing the metrics, and gathering the operational data are not systematically conducted during Service Operation.

The staff involved in the Service Operation stage of the Service Lifecycle must have access to processes and support tools to facilitate a complete view of operations.

The objectives of Service Operation are:

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Maintain business satisfaction and confi dence in IT through the effective and effi cient delivery and support of agreed IT Services.

Minimize the Impact of Service outages on day-to-day business activities.

Ensure that access to agreed IT Services is only provided to those authorized to receive those Services.


1.5Optimizing Service Operation Performance

1.4Support of OSA Activities for the Service Lifecycle

Coming Up

1.5 OPTIMIZING SERVICE OPERATION PERFORMANCE

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Optimizing Service Operation Performance1.5

Optimizing Service Operation Performance

Estimates and calculates the performance and productivity of all Service Operations

Includes processes, technologies, functions, and outputs

Generates reports over a period of time

Short-term ongoing

improvement

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

Usually includes small improvements

Does not impact the basics of the process or technology

Long-term incremental

improvement

Optimizing Service Operation PerformanceCore Guidance Reference — SO 3.1.2Student Reference Material — Pg. 20

There are two ways to optimize Service Operation:

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

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

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Summary of Unit 1

Introduction Unit Roadmap SummaryOverviewUnit Learning Objectives

Overview of the Unit.Learning Objectives of the Unit.

1.1 Business Value of OSA Activities

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

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

1.2 Scope of the Process The Services themselves Service Management processes Technology People

1.3 Context of OSA Activities Within the Service Lifecycle

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

1.4 Support of OSA Activities forthe Service Lifecycle

Objectives of Service Operation: Maintain business satisfaction and confi dence in IT. Minimize the Impact of Service outages. Provide authorized access.

1.5 Optimizing Service Operation Performance

Service Operation Performance: Long-term incremental improvement includes:

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

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

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

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Unit2Event Management

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Unit 2 : Event Management

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Course IntroductionUnit 2 : Event ManagementITIL


Of course, the term Event Management does not conjure up such an image in your mind…


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

your organization?• What benefits does Event Management provide to

your organization?

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Instructor | ITIL Intermediate Certifi cation Level | Event Management


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

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


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ITIL defines an Event as:“A change of state that has significance for the management of an IT service or other configuration item. The term is also used to mean an alert or notification created by any IT service, configuration item or monitoring tool. Events typically require IT operations personnel to take actions, and often lead to incidents being logged.”


ITIL defines Event Management as:“The process responsible for managing events throughout their lifecycle. Event management is one of the main activities of IT operations.”


An event is produced by IT Services, Confi guration Items (CIs), or monitoring tools. Events may be operational information as well as warnings and exceptions, which we will learn more about in subsequent topics.

Event Management, consequently, is a process or set of activities that monitors and acts upon the messages or information received from Services, CIs, or monitoring tools.

Active monitoring is the “ping” or SNMPGET while passive monitoring is “listening” for the system log or SNMP TRAPs to come to you.

So, how does all this fi t together with what you do at work?

“From a basic perspective, an event is a change in state. The Event Management process brings together the stakeholders of a service and asks “What do we need to monitor in order to manage this service?” The outcomes are then built in to the design of the service including the documentation. This is a dramatic improvement over the all too common approach of fi guring out what to look for, how to monitor and then how to respond on an ad hoc, often post-incident, basis.

This dual nature is important: Event Management not only involves the detection of events (through whatever means are relevant including observation) but also how to respond. When supported with the right tools, tremendous improvements in effectiveness and effi ciency become possible through centralized logging, analysis and response.”

(Source : http://www.itsmwatch.com/itil/article.php/3888251/How-to-Improve-Incident-Response-Times.htm)

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An Event is NOT to be confused with a Problem or Incident. Think about it in this way: An Event, an Incident, and a Problem can be voluntary or involuntary and may not necessarily be both. You might or might not have control over an Event, over how to incorporate it into Service Design, and over how to manage it. An Incident is an error. If an organization has a robust Continuous Service Improvement (CSI) engine, it can pre-empt several Incidents and can control Incidents. A Problem is going down to the root cause of why an Incident occurred. An Event is just an indicator or message that some state change occurred (may be good or bad) while an Incident is that specifi c state change that indicates that something bad happened (something broke or was degraded). Similarly, a Problem is identifying the root cause of that specifi c state change (as trying to fi gure out why it broke).

Another example is a blinking dashboard light in your car, indicating the oil level. This is also an Event which warns you that something changed, so you stop your car to check the level of oil.

Case Study ConnectionThe Guest-Room-Availability-and-Booking (GRAB) software installed at the Royal helps avoid major embarrassments, such as the one that occurred with the Arora family. However, Pap, the hotel’s IT head, wants to monitor the correct functioning of this tool and has decided to implement a process to monitor this. How should Pap approach the monitoring of the GRAB system? What should he poll for? What situations should be instrumented into the GRAB system to send automatic Events on?

IT ConnectionThe IT organization is responsible for managing hundreds of servers. It cannot afford any server going down. More importantly, it wants to be proactive in monitoring everything that’s happening with the servers, including usage, network, and so on. It may then decide to manage the server by installing a watch software. What are they doing here? They are, in effect, putting in place an Event Management process.

Now to the overview of what is covered in this Unit.


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Overview

Event Management:• Monitors all Events that occur throughout the IT infrastructure.• Helps monitor normal operations, and detect and escalate exception

conditions.

For effective Operational Support and Analysis (OSA), a Service Provider:• Has to know the status of the infrastructure.• Should be able to detect any deviation from normal or expected operations.

Good Event monitoring and control systems are based on: • Active Event Monitoring techniques and tools• Passive Event monitoring techniques and tools

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OverviewEvent Management is one of the main activities of any IT operations. Event Management monitors all Events that occur throughout the IT infrastructure. This helps monitor normal operations, and detect and escalate exception conditions.

To be effective in OSA, the Service Provider:

Has to know the status of the infrastructure.

Should be able to detect any deviation from normal or expected operations.

This is done using good Event monitoring and control systems, which are based on two types of tools:

Active Event monitoring tools: Poll key CIs to determine their status and availability.

Passive Event monitoring tools: Detect and correlate the operational alerts or communications that CIs generate.

Event Management Incident Management Problem Management

Voluntary or involuntary Involuntary Proactive and reactive

Is responsible for managing Events throughout the Lifecycle of Events.

Is responsible for restoring affected Services as quickly as possible.

Is responsible for resolving the root cause of errors, identifying Workarounds, and fi nding permanent solutions.

Is an ongoing activity Starts when an error or “Incident” occurs (or “… when the service breaks or is degraded.”)

Is done on an ongoing basis to continually improve Service quality levels.

Is also used reactively to fi nd the unknown root cause of Incidents so we can prevent the Incidents from occurring in the fi rst place, and come up with Workarounds for the Incidents we cannot avoid.

Example: A PC is going to shut down because of low power backup.

Example: A PC shuts down because the power backup trips and fails unexpectedly, shutting down the PC unexpectedly. The fault or an error in the IT infrastructure is the failure of the power backup, leading to the shutting down of the PC.

Example: “The power backup trips repeatedly. We do not know why this keeps happening.” To solve this Problem and ensure that it does not lead to more Incidents, a regular battery recharge routine is set up.

Let us now understand the objectives of the Event Management process.

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

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

• Understand the purpose and objectives of the Event Management process.• Assess the scope of the process.• Clearly understand the importance of Event Management as a process

capability to generate business value.• Classify the policies, principles, and basic concepts of Event Management.• Comprehend the need for rule sets and correlation engines in the process.• Outline the main activities, methods, and techniques that enable this process

and its relationship with the capability of OSA.• Comprehend and apply the triggers, input, output, and interfaces of this

process with other processes.• Evaluate how information is managed in the Event Management process.• Comprehend the CSI activities within the context of Event Management.• Understand and apply the use of key metrics to measure the success of Event

Management.• Understand the challenges and Risks associated with Event Management.


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Topics Covered in This Unit2.1 Purpose and Objectives2.2 Scope of the Process2.3 Business Value of the Process2.4 Policies, Principles, and Basic Concepts2.5 Designing for Event Management2.6 Use of Event Rule Sets and Correlation Engines2.7 Process Activities, Methods, and Techniques2.8 Triggers, Inputs, Outputs, and Process Interfaces2.9 Information Management2.10 Process Measurement2.11 CSI References Within the Context of Event Management2.12 Challenges and Risks2.13 Group/Individual Exercise2.14 Sample Test Question

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2.1 PURPOSE AND OBJECTIVES


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2.2 Scope of the Process 2.3 Business Value of the Process 2.4 Policies, Principles, and Basic ConceptsPurpose and Objectives2.1

Purp

ose

Obj

ectiv

es“The purpose of event management is to manage events throughout their lifecycle. This lifecycle of activities to detect events, make sense of them and determine the appropriate control action is coordinated by the event management process.”(Source: Service Operation book)

The objectives of Event Management are to:• “Detect all changes of state that have

significance for the management of a CI or IT service

• Determine the appropriate control action for events and ensure these are communicated to the appropriate functions

• Provide the trigger, or entry point, for the execution of many service operation processes and operations management activities

• Provide the means to compare actual operating performance and behaviour against design standards and SLAs

• Provide a basis for service assurance and reporting; and service improvement.”


Purpose and ObjectivesCore Guidance Reference — SO 4.1.1Student Reference Material — Pg. 29

To begin this unit, it is important that we understand the purpose and objectives of the Event Management process, as listed on the slide.

Event Management forms the basis for operational monitoring and control. If you program Events to communicate operational information as well as warnings and exceptions, you can use the Events to automate many Operations Management activities, such as:

Executing scripts on remote devices.

Submitting jobs for processing.

Balancing the demand for a Service across multiple devices to improve performance.

Benefi ts of Using Event ManagementUsing Event Management, you can:

Track Events. Understand the signifi cance of Events. Determine appropriate actions to manage the Events. Automate routine Operations Management activities. Compare actual performance and behavior against design standards and Service Level Agreements

(SLAs).

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2.2 Scope of the Process

2.1Purpose and Objectives

Coming Up

2.2 SCOPE OF THE PROCESS

Alright! To learn the scope of Event Management, it is essential to understand that the Service Operation book describes Event Management as one of the main processes of Service Operation. However, the Event Management process effectively begins earlier, right at the Service Design phase where planning for Events occurs and extends all the way up to Service Operation, via Service Transition.

Can anyone quickly state, “Why is understanding the scope of Event Management important to you and your organization?”

To answer this question, let us do a short 2-minute Concept Jog.

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Concept JogLet us discuss the following:List some critical Events that occurred in your organization. What happened when these Events were not monitored?

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, and eventually support your ability to succeed at the Exam or apply the concept correctly within your organization.


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

If students struggle, please provide some clues and help them along with some typical Events that occur in IT organizations. Some typical Events include:

o A user logs on to a system.

o A network switch stops working.

o An application in a user’s system stops working.

o X number of users have logged on to a Web site at Y hours.

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Scope of Event Management

CIs or Change Management

Normal activity

Security

Environmental conditions

Software license monitoring for

usage

Apply the Event Management process to:


Scope of Event ManagementCore Guidance Reference — SO 4.1.2Student Reference Material — Pg. 30

Event Management has a broad scope. You can apply this process to any part of Service Management that you want to automate and need to control.

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These include:

Confi guration Items (CIs):

o Some CIs that need to stay in a constant state; for example, a switch on a network needs to stay on, and Event Management tools confi rm this by monitoring responses to “pings.”

o Some CIs whose status needs to change frequently. Event Management can be used to automate this process and update the Confi guration Management System (CMS); for example, updating a fi le server.

Environmental conditions; for example, fi re and smoke detection.

Software license monitoring for usage. This ensures utilization and allocation of optimum and legal licenses.

Security; for example, intrusion detection.

Normal activity; for example, perform routine checkups of system usage and server performance.

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Questions on the Scope of Event ManagementTypically, any mention of Event Management brings up a few relevant questions regarding its scope and place in Service Management:

• We monitor our Services already; what else should be done?• Isn’t Event Management the same as Incident Management?• We already support and manage applications. Do we have to do anything else?

These questions will be answered in subsequent topics.


Let us see an example to understand the difference between monitoring and Event Management.

“The difference between monitoring and Event ManagementThese two areas are very closely related, but slightly different in nature. Event Management is focused on generating and detecting meaningful notifi cations about the status of the IT Infrastructure and Services.

While it is true that monitoring is required to detect and track these notifi cations, monitoring is broader than Event Management. For example, monitoring tools will check the status of a device to ensure that it is operating within acceptable limits, even if that device is not generating events.

Put more simply, Event Management works with occurrences that are specifi cally generated to be monitored. Monitoring tracks these occurrences, but it will also actively seek out conditions that do not generate events.”

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2.3 Business Value of the Process

2.2Scope of the Process

Coming Up

2.3 BUSINESS VALUE OF THE PROCESS

The benefi ts of the Event Management process are real. How do you know this? Let us take an example from the Royal Chao Phraya:

Imagine you are on a long, planned vacation in Bangkok, Thailand, and are staying at the Royal Chao Phraya hotel. Bangkok is famous for many things, among which is the delicious and reasonably priced exotic food served on Sukhumvit road. On the last day of your vacation, you decide to check out the famed streets of Bangkok and sample their delicious food. You order haw moektaleh, which is mussel, squid, and fi sh with vegetables on top, cooked over coals for a slightly smoky fl avor. Hugely satisfi ed with the haw moektaleh, you are pleased that the famed streets of Bangkok lived up to their reputation. You leave a huge tip because you have had your best meal in years. So far, you think this is the best-planned vacation you have had. However, when you get back to your hotel room at the Royal and begin packing for your departure, you realize something is amiss. Your passport is missing.

You make frantic calls to inform the hotel management about the theft of your passport. The hotel staff immediately calls up the police and offer to take you to your Embassy the fi rst thing in the morning. However, you are very unhappy with the security arrangements at the Royal and consider taking legal action against them.

How will the Royal win you back? What business value should the Royal offer? We shall see….

Alright, now let’s connect this to an IT example. I need three volunteers to give us an example of the value generated by the Event Management process in an IT organization. You may pick an example from your own organization or even pick a generic example.

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Concept JogLet us discuss the following:

• Give an example of the value generated by the Event Management process in an IT organization.

• Give generic examples from your organization.

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 II” on guidance for conducting “Concept Jog” as an activity.

Encourage the participants to connect this with the Incident at the Royal.

If students struggle, please provide some clues and help them along with some examples of the benefi ts of Event Management (with regards to the Royal):

o If the hotel installed security cameras at the hotel premises and deployed security personnel 24x7, the Royal could have spent less time trying to identify the culprits.

o Issuing “biometric cards” to hotel staff will enable the hotel to control and identify access to a guest’s room.

After two or three participants have shared their examples, let them know that you will now discuss with them the “technically correct” explanation of the value of the Event Management process. You need not provide an answer to these questions because they are answered in the explanation that follows.

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Business ValueEvent Management brings value to a business, often indirectly. It:

• Helps in the early detection of Incidents.• Eliminates the need for expensive monitoring techniques while reducing downtime.• Contributes to business process improvement.• Enables the automation of operations, contributing to the efficiency of the system.• Can have a direct bearing on Service Delivery and customer satisfaction.


Business ValueCore Guidance Reference — SO 4.1.3Student Reference Material — Pg. 33

Event Management brings value to a business indirectly. A Service Provider can determine the basis of the value as follows:

Event Management helps in the early detection of Incidents. By doing this, Event Management passes on important information to the appropriate authority for remedial or preventive actions before the actual disruption of the Service.

Very often, automated activities need expensive, resource-intensive, real-time monitoring. Event Management monitors these activities using exceptions, eliminating the need for expensive monitoring techniques while reducing downtime.

Event Management, when integrated with other Service Management processes, can help signal status Changes or exceptions that allow appropriate teams to respond quickly. This improves the performance, effi ciency, and effectiveness of business processes.

Event Management enables the automation of operations, which increases the effi ciency of the system. Consequently, expensive human resources can be employed for more innovative work, such as designing new or improved functionality or defi ning new ways in which the business can exploit technology for increased competitive advantage.

Event management can directly infl uence Service Delivery and customer satisfaction. For example, an automated teller machine may generate event notifi cations that indicate the device is running low on cash, potentially avoiding the failure of the cash withdrawal portion of that Service and its immediate Impact on customer satisfaction.

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Here are some extracts from an interesting article on the value that Event Management provides to organizations:

“This process can enable IT organizations to greatly enhance their ability to detect and respond to situations in their infrastructure.

IT has used monitoring tools for decades now to gain insight on how systems are operating. Usually tools would be purchased and then aspects of systems monitored based on what the tool could do and what the people implementing the tool knew about the system. As time went on, the tools evolved to trend data over time, generate alerts and alarms and send them via pages and emails and even trigger applications to execute predefi ned tasks. However, the processes that could leverage the tools didn’t keep pace.

A good deal of knowledge has built up over how to monitor certain systems (and now end-to-end services), but a consistent manner to collect and apply knowledge in a relative short amount of time with high degree of success is lacking. This is a repeated theme we see in IT: technology-led approaches that deliver inconsistent results. Instead, what is needed is a process-led approach that not only delivers consistent results but can be evolved as well.

The Event Management process is a formal process that begins during Service Design and extends through Service Transition into Service Operation. It is tasked with the formal defi nition of events, including their identifi cation criteria and the approved responses. It has a defi ned process owner and manager the same as other processes.”

(Source: http://www.itsmwatch.com/itil/article.php/3837666/Why-Event-Management-Matters.htm)


2.4 Policies, Principles, and Basic Concepts

2.3Business Value of the Process

Coming Up

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2.4 POLICIES, PRINCIPLES, AND BASIC CONCEPTS

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Policies

• Event notifications should only go to the concerned people.

• Event Management and support should be centralized as much as reasonably possible.

• All application Events should utilize a common set of messaging and logging standards and protocols wherever possible.

• Event handling actions should be automated wherever possible.

• A standard classification scheme should be in place that references common handling and escalation processes.

• All recognized Events should be captured and logged.


PoliciesCore Guidance Reference — SO 4.1.4.1Student Reference Material — Pg. 34

Some examples of policies include:

Event notifi cations should only go to those recipients who are responsible for the handling of their further actions or decisions related to them. This ensures that Events are not received by those who are not directly involved in processing Events.

Event Management and support should be centralized as much as reasonably possible. This not only avoids confl icts in Event Management but also provides a consistent operational response for new Events and Changes that may occur in Event-handling actions. In addition, centralizing Event Management ensures that support personnel do not receive notifi cations for Events that they are not prepared to handle.

All application Events should utilize a common set of messaging and logging standards and protocols wherever possible. This facilitates consistent handling of Events and faster implementation of new Events and their handling actions. Utilizing such standards and protocols also establishes common expectations for how Events will be recognized and handled.

Event-handling actions should be automated wherever possible. This reduces manpower, eliminates potential Incidents resulting from human error, and provides consistency in Event handling.

A standard classifi cation scheme should be in place that references common handling and escalation processes. This supports a consistent approach for taking action on Events in a manner that supports operational and Service-level objectives.

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All recognized Events should be captured and logged. This provides a mean for examining Incidents, Problems, and trends after Events have occurred. Logging events also helps activities for determining root cause analysis when solving complex Problems.

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Types of EventsEach Event has to be categorized according to its significance. The main categories are:

Informational Events Exception EventsWarning Events

Most Significant/Least Frequent

Least Significant


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Informational EventsExamples of Informational Events are:

• A user logging on to an application• An e-mail reaching its intended recipient• A notification of the completion of a scheduled workload


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Warning Events• Events that signify unusual, but not exceptional, operation• May require close monitoring• Sometimes, the condition resolves on its own

Some examples of Warning Events are:• A server’s memory utilization reaching within 5% of its highest acceptable

performance level• The completion time of a transaction being 10% longer than normal


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Exception EventsSome examples of exception Events are:

• A user trying to log on to an application with a wrong password• A device’s CPU being above the acceptable utilization rate• A PC scan revealing the installation of unauthorized software• The occurrence of an unusual business situation, such as a Web page indicating

the unavailability of a payment authorization site, which affects business transactions


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itil intermediate course: osa instructor guide_r3.2.0

Documents

cabinet office itil

process activities

course learning objectives

context of event management

event detection

close event

event occurrence

process measurement