itil intermediate course: ppo instructor guide_r3.2.0

ITpreneurs™ Service Management

INSTRUCTOR GUIDE

Planning, Protection, and Optimization 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 Planning, Protection, and Optimization, 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 Qualification Scheme 7

Course Agenda and Exam Details 9

course AGendA

ITIL Intermediate Classroom Course 11

ITIL Intermediate Expert Program Course 14

ITIL Intermediate Classroom Blended Course 15

ITIL Intermediate Virtual Classroom Blended Course 16

unit 1: introduction to ppo 17

1.1 Purpose, Objectives, and Value of Service Design 21

1.2 The Lifecycle in Context 25

1.3 Basics of Service Design 27

1.4 Role of Design Coordination Within PPO 42

1.5 Group/Individual Exercise 45

summary of unit 1 47

unit 2: cApAcity mAnAGement 51

2.1 Purpose and Objectives 57

2.2 Scope of Capacity Management 58

2.3 Business Value of Capacity Management 61

2.4 Policies, Principles, and Basic Concepts 63

2.5 Activities, Methods, Techniques, and Relationship with Other Processes 72

2.5.1 Business Capacity Management 75

2.5.2 Service Capacity Management 78

2.5.3 Component Capacity Management 81

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2.5.4 Design-related Activities 84

2.5.5 Ongoing iterative Activities of Capacity Management 86

2.5.6 Demand Management in Capacity Management 98

2.5.7 Modeling and Trending 100

2.5.8 Application Sizing 107

2.6 Triggers, Inputs, Outputs, and interfaces with other processes 109

2.7 Information Management 114

2.8 Critical Success Factors and Key Performance Indicators for Successful Capacity Management 117

2.9 Challenges and Risks 119


2.11 Sample Test Question 123


unit 3: AvAiLAbiLity mAnAGement 131


3.2 Scope of the Process 138

3.3 Value to the Business 141


3.5 Process Activities, Methods, and Techniques 156

3.6 Triggers, Inputs, Outputs, and Process Interfaces 204


3.8 Critical Success Factors and Key Performance Indicators 213





unit 4: it service continuity mAnAGement 227


4.2 Scope of ITSCM 235

4.3 Business Value of ITSCM 239



4.5.1 Stage 1 - Initiation 244

4.5.2 Stage 2 - Requirements and Strategy 246

4.5.3 Stage 3 - Implementation 266

4.5.4 Stage 4 - Ongoing Operation 276

4.5.5 Invocation 277

4.6 Triggers, Inputs, Outputs, and Process Interfaces 280


4.8 Critical Success Factors and Key Performance Indicators 285





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unit 5: informAtion security mAnAGement 299


5.2 Scope of ISM 308

5.3 Business Value of ISM 311



5.5.1 Security Controls 328

5.5.2 Management of Security Breaches and Incidents 333

5.6 Triggers, Inputs, Outputs, and Interfaces of ISM 335


5.8 CSFs and KPIs for Successful ISM 341





unit 6: demAnd mAnAGement 357


6.2 Scope of Demand Management 363

6.3 Value to the Business 365



6.5.1 Identifying sources of demand forecasting 372

6.5.2 Patterns of Business Activity 373

6.5.3 User Profiles 375

6.5.4 Activity-Based Demand Management 378

6.5.5 Develop Differentiated Offerings 380

6.5.6 Management of Operational Demand 385

6.6 Triggers, Inputs, Outputs, and Interfaces 386


6.8 CSFs and KPIs 393





unit 7: roLes And responsibiLities 405

7.1 Process Owner 408

7.2 Process Manager 410

7.3 Process Practitioner 411

7.4 Capacity Management Process Owner 412

7.5 Capacity Management Process Manager 413

7.6 Availability Management Process Owner 415

7.7 Availability Management Process Manager 416

7.8 IT Service Continuity Management Process Owner 418

7.9 IT Service Continuity Management Process Manager 419

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7.10 Information Security Management Process Owner 421

7.11 Information Security Management Process Manager 422

7.12 Demand Management Roles 424

7 .13 Group/Individual Exercise 426


unit 8: technoLoGy And impLementAtion considerAtions 431

8.1 Generic Technology Requirements to Assist Service Design 434

8.2 Evaluation Criteria for Technology and Tooling for Process Implementation 438

8.3 Good Practices for Practice and Process Implementation 450

8.4 Challenges, CSFs, and Risks in Implementing Practices and Processes 461

8.5 Planning and Implementing Service Management Technologies 479

8.6 Considerations for Implementing Technologies 484




unit 9 : exAm prepArAtion Guide 515

9.1 Mock Exam 1 517

9.2 Mock Exam 2 548

Appendix A: CASE STUDY 579

Appendix b: MIND MAP EXCERCISE 593

Appendix c: GLOSSARY 595

Appendix d: SYLLABUS 689

Appendix e: ANSwERS (NOT APPLICABLE fOR INSTRUCTOR) NA

Appendix f: DIAGRAMS (MACRO VIEw) 711

Appendix G: RELEASE NOTES 715

instructor feedbAck form 717

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

LIST OF ICONS

Refers to content that is meant for the instructor to lecture in class

Refers to content that is meant for the student to read on his/her own in class or at home

Refers to information items that are not covered by the instructor in class but help the student understand a particular topic in detail

Refers to a Scenario-Based Activity that the student must do in class or as homework after the completion of a topic or in between a topic

Refers to items or contents that are given in a step-by-step-instruction or checklist format

Refers to an important snippet of information that the instructors should remember to touch upon while conducting an activity or during a lecture

Refers to the 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

Kaushik, Jitendra - ITpreneurs

Townsend, Madeleine - Foster-Melliar, Morvest Professional Services

ITpreneurs’ Course Exercise WritersFoederer, Marcel - ITpreneurs

Mohr, Julie - Blue Print Audits

Vikdal, Mike - Independent

Wigmore, Michael - Independent

ACKNOWLEDGEMENTS

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www.ITpreneurs.com

Copyright © 2012 ITpreneurs. All rights reserved

Follow us

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

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

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

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

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

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

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

Course Introduction

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ITIL Intermediate Certifi cation Level | Planning, Protection, and Optimization

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

INTRODUCTIONS

2

Course IntroductionITIL

Intermediate® Planning, Protection, and Optimization

Course Introduction Course Learning Objectives Unique Nature of the CourseIntroductions

Welcome!Please share with the class:

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

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

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

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

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

Helping students overcome the infl uence of “too much experience” in their current way of operating and any resistance to the thought-pattern changes required with ITIL v3

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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OverviewPlanning, Protection, and Optimization (PPO) is part of the ITIL Intermediate Capability stream.The PPO course helps you understand and implement ITIL best practices related to:

Processes

Availability Management

Capacity Management

IT Service Continuity Management (ITSCM)

Information Security Management (ISM)

Demand Management

Roles


Availability Management Process Manager

Capacity Management Process Manager

ITSCM Process Manager

ISM Process Manager

Demand Management Process Owner

Demand Management Process Manager

Let us now quickly understand what PPO is. Only a brief overview of PPO will be provided here. A more detailed understanding of what PPO is and the relationship of PPO with other Service Lifecycle processes will be dealt with in more detail in Unit 1.

OverviewPlanning, Protection, and Optimization (PPO) is one of the four courses that are part of the Information Technology Infrastructure Library (ITIL) Intermediate Capability stream. The PPO course is designed to help you gain the knowledge needed to plan, deliver, and manage Service-level commitments that balance customer demands, availability, and capacity with the realities of IT cost and capacity while mitigating Risk.

The course provides in-depth coverage of PPO areas, such as Availability Management, Capacity Management, IT Service Continuity Management (ITSCM), Information Security Management (ISM), and Demand Management.

To understand PPO, it is important to know the learning objectives of the PPO 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 Objectives At the end of this training, you will have gained the knowledge and skills to:

• Comprehend the importance of Service Management as a practice.• Comprehend the importance of the principles, purpose, and objectives of

Service Operation in relation to PPO.• Understand the importance of PPO while providing Services.• Recognize how all processes in PPO interact with other Service Lifecycle

processes.• Learn the processes, activities, methods, and functions used in each of the

PPO processes.• Learn how to use the PPO processes, activities, and functions to achieve

operational excellence.• Comprehend how to measure PPO.• Explain the importance of IT security and its contributions to PPO.• Recognize the technology and implementation considerations

surrounding PPO.• Outline the challenges, Critical Success Factors (CSFs),

and Risks associated with PPO.


UNIQUE NATURE OF THE COURSE

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Course Delivery Method

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

Participate in your learning experience.

Internalize learning to take your final examination.

Apply new, practical experience.

You will benefit

when you:


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This course will not be delivered in the traditional mode of “technical training”, where the instructor presents and lectures on slide after slide. Instead, you will be expected to participate in the learning experience through discussions, exercises, and the sharing of practical experiences. This is to ensure that you internalize the learning, as required, to sit for your 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 format of 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 as-signments, rather than in an analogous manner, as in the Foundation-level course. This has been designed to ensure that the assignments, far more complex at this level, focus directly on the job at hand, and consequently, directly relate to IT.

Important 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 that 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 PPO vis-à-vis how it is applied in Service Design.

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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 this, you could offer the latter the option of taking a coffee break while you teach these topics to their classmates.

2. For topics repeated from other Intermediate courses:

The Intermediate course syllabi are such that several topics are repeated across courses. These re-peated 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 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 Qualification Scheme Course Agenda and Exam Details

© Crown Copyright 2011 Reproduced under licence from the Cabinet Office

Legend

SS Service Strategy

SD Service Design

ST Service Transition

SO Service Operation

CSI Continual Service Improvement

OSA Operational Support and Analysis

PPO Planning, Protection, and Optimization

RCV Release, Control, and Validation

SOA Service Offerings and Agreements

ITIL Qualification Scheme and CreditAssignment

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

There are four levels within the new scheme: a Foundation level, an Intermediate level, the Managing Across the Lifecycle level, and an Advanced level known as ITIL Masters. ITIL Masters was offi cially launched 1 May 2012.

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.

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Service Design


IT Service Continuity

Capacity Manager

Availability Manager

IT Service Continuity Manager

Continual Service Improvement

Improvement Process

Measurement Management

Reporting Management

CSICSI

OSAOSA

SSSS SDSD STST SOSO

PPOPPO RCVRCV SOASOA

CSICSI

OSAOSA

SSSS SDSD STST SOSO


CSICSI

OSAOSA

SSSS SDSD STST SOSO


Processes RolesLegend:

Service Strategy

Demand Management

SS PPO SOA

SD PPO

SD PPO

SS PPO

Information Security Management

Information Security Manager

Demand Manager


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

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, Release and Deployment Management, Service Validation and Testing, Service Asset and Confi guration Management, Knowledge Management, Request Fulfi lment, and Change Evaluation

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

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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 not examinable and is intended as information only. According to the APM Group, this qualifi cation is subject to change.

COURSE AGENDA AND EXAM DETAILS

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

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

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

9



Duration: 1.5 hours

Questions: 8 Multiple-Choice Questions

Each question has 4 Answer Options

Scoring Scheme: Most Correct Answer: Worth 5 marksSecond Best Answer: Worth 3 marksThird-Best Answer: Worth 1 markDistracter: No marks

Format: Closed-book, online, or paper-based examination

Pass Score: 28/40 or 70%

Distinction Score: Not defined yet

Contact Hours: 30-hour formal training with Accredited Training Organization (ATO)

Personal Study Hours by APMG: 12 hours Provisions for additional time relating to languageCandidates completing an exam:• in a language that is not their mother tongue, and• where the language of the exam is not their primary business language, have a

maximum of 120 minutes to complete the exam and are allowed the use of a dictionary

Exam Details


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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.

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 Planning, Protection, and OptimizationUnit Subject Start End Total Time

(in hours)

Course Introduction 08:00 08:30 00:30

1 Introduction to Planning, Protection, and Optimization (PPO) 08:30 09:45 01:15

2 Capacity Management 09:45 12:00 02:15

LUNCH 12:00 01:00 01:00


3 Availability Management 03:15 05:00 01:45

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 Refer-ence 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 PPO 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.

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 ex-ercise (this is also provided to the students in the Appendix section of the Student Reference Material). The exercise will help the students discover gaps in their understanding. You may want to utilize breaks or take time out at the start or end of the class to discuss these gaps with your students and clarify their concepts.

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

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(in hours)

3 Availability Management 08:00 12:00 04:00

LUNCH 12:00 01:00 01:00

4 IT Service Continuity Management 01:00 05:00 04:00


TOTAL 10:00



(in hours)

4 IT Service Continuity Management (ITSM) 08:00 10:15 02:15

5 Information Security Management 10:15 12:00 01:45

LUNCH 12:00 01:00 01:00

5 Information Security Management 01:00 04:15 03:15

6 Demand Management 04:15 05:00 00:45


TOTAL 10:00



(in hours)


7 Roles and Responsibilities 09:30 12:00 02:30

LUNCH 12:00 01:00 01:00

8 Technology and Implementation Considerations 01:00 04:30 03:30


TOTAL 09:30


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(in hours)

9 Exam Preparation / Mock Exam 08:00 12:00 04:00

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 35.5 hours

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Course Agenda

ITIL Intermediate Expert Program Course

Day3 Planning, Protection, and Optimization *All times in hours

Unit Subject Start End Time*


1 Introduction to Planning, Protection, and Optimization (PPO) (incl. 15-min RECAP) 01:30 02:30 01:00

2 Capacity Management (incl. 40-min RECAP) 02:30 06:00 03:30

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

TOTAL 06:00

Total (Less Homework) 05:00



3 Availability Management (incl. 60-min RECAP) 09:00 12:00 03:00

LUNCH 12:00 01:00 01:00

4 IT Service Continuity Management (incl. 60-min RECAP) 01:00 03:00 02:00

5 Information Security Management (incl. 30-min RECAP) 03:00 06:00 03:00

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

TOTAL 10:00

Total (Less Lunch and Homework) 08:00



6 Demand Management (incl. 30-min RECAP) 09:00 11:00 02:00

7 Roles and Responsibilities (incl. 30-min RECAP) 11:00 12:00 01:00

LUNCH 12:00 01:00 01:00


8 Technology & Implementation Considerations (incl. 15-min RECAP) 02:00 05:00 03:00

TOTAL 08:00

Total (Less Lunch) 07:00

TOTAL CONTACT HOURS 20 hours

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Course Agenda

ITIL Intermediate Classroom Blended Course






LUNCH 12:00 01:00 01:00




TOTAL 10:00





LUNCH 12:00 01:00 01:00




TOTAL 10:00






LUNCH 12:00 01:00 01:00



TOTAL 08:00

Total - (Less Lunch) 07:00

TOTAL CONTACT HOURS 23 hoursSam

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Course Agenda

ITIL Intermediate Virtual Classroom Blended Course






LUNCH 12:00 01:00 01:00




TOTAL 10:00





LUNCH 12:00 01:00 01:00




TOTAL 10:00






LUNCH 12:00 01:00 01:00



TOTAL 08:00

Total - (Less Lunch) 07:00

TOTAL CONTACT HOURS 23 hours

Each Cup represents one break.

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Unit1Introduction to PPO

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2

Unit 1 : Introduction to PPOITIL


The Big “Why”• What is Planning, Protection, and Optimization (PPO)?• What does PPO do for you?• What does PPO do for your organization?• Why PPO?

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

Anyone? OK, so let’s do a quick round-robin. What does the Planning, Protection, and Optimization 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, after 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 to PPO


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OverviewPPO:

• Focuses on an IT organization’s ability to plan, deliver, manage, and support IT Services on a daily basis.

• Helps organizations implement the PPO best practice in their IT organization to ensure that Services meet the customer expectations of Utility and Warranty.

• Helps IT organizations understand how to balance customer demands and needs with IT costs and capacity.

OverviewPPO focuses on the IT organization’s ability to plan, deliver, manage, and support IT Services on a daily basis. PPO helps organizations implement the PPO best practice in their IT organization to ensure that Services meet the customer expectations of Utility and Warranty. PPO also helps IT organizations understand how to balance customer demands and needs with IT costs and capacity.

We will now see how the learning objectives of this unit connect with what you will be able to do at the end of this course.

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

IMPORTANT: At this stage, be sure to explain to participants that some of the topics that follow will be a repetition for those who have undergone another ITIL v3 Intermediate Capability and/or Lifecycle training program.


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

• Understand the purpose, objectives, and value of Service Design inrelation to PPO.

• Understand the role of the PPO processes in the Service Lifecycle.• Understand the basics of Service Design.• Describe how the processes within PPO practices support the Service

Lifecycle, including their roles and responsibilities.

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Topics Covered in This Unit1.1 Purpose, Objectives, and Value of Service Design1.2 The Lifecycle in Context1.3 Basics of Service Design1.4 Role of Design Coordination within PPO1.5 Group/Individual Exercise

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1.1 PURPOSE, OBJECTIVES, AND VALUE OF SERVICE DESIGN

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1.2 The Lifecycle in Context 1.3 Basics of Service Design 1.4 Role of Design Coordination within PPO

Purpose, Objectives, andValue of Service Design1.1

• “The purpose of the service design stage of the lifecycle is to design IT services, together with the governing IT practices, processes and policies, to realize the service provider’s strategy and to facilitate the introduction of these services into supported environments ensuring quality service delivery, customer satisfaction and cost-effective service provision.”

(Source: Service Design book)

• “The objective of service design is to design IT services so effectively that minimal improvement during their lifecycle will be required.”

(Source: Service Design book)Purp

ose

Obj

ectiv

es

Purpose and ObjectivesCore Guidance Reference — SD 1.1.1 Student Reference Material — Pg. 15

The objective of Service Design is to design IT Services in such a manner that they require minimum improvements during their Lifecycle. However, continual improvement should be embedded in all Service Design activities. Doing so:

Ensures that the solutions and designs become even more effective over time.

Enables identifying changing trends in the business that may offer improvement opportunities.

Service Design activities can be periodic or exception-based. A specifi c business need or Event may trigger Service Design activities.

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ScopeService Design:

• Provides guidance for the design of appropriate and innovative IT Services to meet current and future agreed business requirements.

• Describes the principles of Service Design.• Looks at identifying, defining, and aligning the IT solution with the business

requirement.• Introduces the concept of the Service Design Package and looks at selecting the

appropriate Service Design model. • Enforces the principle that the initial Service Design should be driven by a number

of factors, including:o The functional requirements.o The requirements within Service Level Agreements (SLAs).o The business benefits.o The overall design constraints.



Scope of Service DesignCore Guidance Reference — SD 1.1.2 Student Reference Material — Pg. 15

Successful Service Design relies on the following processes:

Design Coordination

Service Catalogue Management

Service Level Management


Capacity Management

IT Service Continuity Management

Information Security Management

Supplier Management

Almost all the preceding processes are also active throughout the other stages of the Service Lifecycle. These processes within the Service Lifecycle must be linked closely together to manage, design, support, and maintain:

Services

The IT infrastructure

The environment,

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Applications

Data

The interfaces between processes need to be clearly defi ned when designing a Service or improving or implementing a process.

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Value of Service Design• Adopting and implementing standard and consistent approaches for Service

Design will:• Reduce the Total Cost of Ownership (TCO).• Ease the implementation of new or changed Services.• Improve:

o Quality of Serviceo Consistency of Serviceo Service alignment and performance.o IT governance.o Effectiveness of Service Management and IT processes.o Information and decision-making.o Alignment with customer values and strategies.



Value of Service DesignCore Guidance Reference — SD 1.1.4 Student Reference Material — Pg. 16

With good Service Design, it is possible to deliver quality and cost-effective Services and ensure that business requirements are being met consistently.

“Adopting and implementing standard and consistent approaches for service design will:

Reduce total cost of ownership (TCO) Cost of ownership can only be minimized if all aspects of services, processes and technology are designed properly and implemented against the design.

Improve quality of service Both service and operational quality will be enhanced through services that are better designed to meet the required outcomes of the customer.

Improve consistency of service This will be achieved by designing services within the corporate strategy, architectures and constraints.

Ease the implementation of new or changed services Integrated and full service designs and the production of comprehensive service design packages will support effective and effi cient transitions.

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Improve service alignment Involvement of service design from the conception of the service will ensure that new or changed services match business needs, with services designed to meet service level requirements.

Improve service performance Performance will be enhanced if services are designed to meet specifi c performance criteria and if capacity, availability, IT service continuity and fi nancial plans are recognized and incorporated.

Improve IT governance By building controls into designs, service design can contribute towards the effective governance of IT.

Improve effectiveness of service management and IT processes Processes will be designed with optimal quality and cost effectiveness.

Improve information and decision-making Comprehensive and effective measurements and metrics will enable better decision-making and continual improvement of services and service management practices throughout the service lifecycle.

Improve alignment with customer values and strategies For organizations with commitments to concepts such as green IT or that establish strategies such as the use of cloud technologies, service design will ensure that all areas of services and service management are aligned with these values and strategies.”


9



Target Audience



Organizations• Service Providers, both internal

and external• Organizations that aim to

improve services through the effective application of Service Management principles and a service lifecycle approach

• Organizations that require a consistent managed approach across all Service Providers in a supply chain or value network

• Organizations that are going out to tender for their Services

Professionals• IT Architects• IT Managers and Practitioners• IT Service Owners• Business Relationship

Managers

Target AudienceCore Guidance Reference — SD 1.1.5 Student Reference Material — Pg. 17

Service Design is relevant to organizations involved in the development, delivery, or support of Services. It is also relevant to any professional involved in the management of Services. The slide lists such organizations and professionals.

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

1.2The Lifecycle in Context

1.1Purpose, Objectives, and Value of Service Design

Coming Up

1.2 THE LIFECYCLE IN CONTEXT

Alright, we learned the purpose, objectives, and value of Service Deign. Let us now understand the Service Lifecycle.

10





The ITIL Service Lifecycle

Continualservice

improvement Service transition

Servicestrategy

Service operation

Servicedesign

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

The ITIL Service LifecycleCore Guidance Reference — SD 1.2Student Reference Material — Pg. 18

The diagram on the slide shows the ITIL core, which consists of the fi ve Lifecycle stages — Service Strategy, Service Design, Service Transition, Service Operation, and Continual Service Improvement (CSI). Each Lifecycle stage provides guidance that is essential for an integrated approach, as specifi ed by the ISO/IEC 20000 standard. Each publication has an infl uence on the working of Service Providers.

The ITIL core provides structure, stability, and strength to Service Management capabilities and its robust principles, methods, and tools. This helps organizations protect investments and provide the basis for measurement, learning, and improvement.

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Let us now discuss each stage in detail.

Service StrategyService Strategy aims to understand organizational objectives as well as customer needs. It also involves developing markets and implementing strategy throughout the Service Management Lifecycle to make Service Management a strategic asset for the organization. Service Strategy deals with developing Service Management policies, guidelines, and processes to support the overall business strategy. Service Strategy helps organizations manage the costs and Risks involved in delivering Services and ensure operational effectiveness and performance. Decisions taken during Service Strategy have a great Impact on the performance and effectiveness of the Services in an organization.

Service DesignService Design helps organizations develop design capabilities for Services and Service Management. It involves implementing design principles to convert strategic objectives into portfolios of Services and Service Assets. It also helps organizations identify the Changes or improvements required to maintain value, Service continuity, and conformance with standards and regulations. Service Design encompasses the entire IT organization and focuses on turning Service Strategy into a plan to meet business objectives.

Service TransitionService Transition ensures that the requirements identifi ed in Service Strategy and the plans and designs developed in Service Design are effectively realized in Service Operations while controlling the Risks of failure and disruption. Service Transition deals with developing and improving Service capability while transitioning new and changed Services into operations. Service Transition also involves managing the complexity related to Changes in Services and the transfer of control of Services between customers and Service Providers.

Service OperationService Operation is a crucial part of Service Management because it is through this phase of the Lifecycle that organizations meet strategic objectives. Service Operation provides guidelines, tools, and methods for organizations to use in reactive and proactive control situations. This phase helps managers make decisions related to Service Availability Management, demand control, optimization of capacity utilization, operation scheduling, and Problem and Incident resolution.

CSICSI helps organizations make improvements in Service quality, operational effi ciency, and business continuity. This stage of the Lifecycle enables managers to establish a closed-loop feedback system that helps identify improvement opportunities and improve continuously. The feedback system is based on the Plan, Do, Check, Act (PDCA) model. Feedback is provided throughout the Service Management Lifecycle.


1.3Basics of Service Design

1.2The Lifecycle in Context

Coming Up

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1.3 BASICS OF SERVICE DESIGNLet us now learn about the basics of Service Design.

11



Service Design Basics

“Adopting and implementing standardized and consistent approaches for Service Design will:

• Enable projects to estimate the cost, timing, resource requirement and risks associated with the Service Design stage more accurately.

• Result in higher volumes of successful change.• Make design methods easier for people to adopt and follow.• Enable Service Design assets to be shared and reused across projects and services.• Reduce delays from the need to redesign prior to completion of Service Transition.• Improve management of expectations for all stakeholders involved in Service Design

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

specification without unexpectedly affecting other servicesor stakeholders.

• Ensure that new or changed services will be maintainable andcost-effective.”




Cost-effective Service is not possible without Service Design.

Service Design BasicsCore Guidance Reference — SD 3.1 Student Reference Material — Pg. 20

The design of new or changed Services for introduction into the live environment is the main objective of the Service Design stage. This stage is responsible for the design of the Service Provider’s overall Service Management system.

Cost-effective Service is not possible without Service Design. If Services or processes are not designed, they will evolve organically. It is diffi cult to design to match the anticipated environment. So, you should always consider iterative and incremental approaches to Service Design. Adopting and implementing standardized and consistent approaches for Service Design is described on the slide.

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The business/customersRequirements

Change proposal& service charters

Servicestrategy

StrategiesPolicies

Servicedesign

Servicetransition

Serviceoperation

Continualservice

improvement CSI register, improvementactions and plans

Achievementsagainst targets

Operational/liveservices

Businessvalue

Solutiondesigns

ArchitecturesStandards

Service design packages

New/changed/retired services

Testedsolutions

SKMS updatesImplementation

of transition plans

Serviceportfolio

Servicecatalogue

Serv

ice

know

ledg

em

anag

emen

t sys

tem

Resources andconstraints



Adapted from Integration across the Service Lifecycle © Crown Copyright 2011 Reproduced under licence from the Cabinet Office

All design activities should be driven by the business needs and this should refl ect the needs of the strategies, plans, and policies produced by Service Strategy processes.

The fi gure gives you an idea of some of the key links, input, and outputs that are involved at each stage of the Service Lifecycle. It shows how key outputs produced by each stage are used as inputs by the subsequent stages.

Service Portfolio acts as the main component of the Service Lifecycle. It is the only source of information on the status of each Service. The information within the Service Portfolio is used by the activities within each stage of the Service Lifecycle.

The key output of the Service Design stage is the design of Service solutions to meet the changing requirements of the business. When designing these solutions, input from many different areas needs to be considered within the various activities involved in designing the Service solution. These activities range from identifying and analyzing requirements, through to building a solution and Service Design Package (SDP) to hand over to Service Transition.

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Businessprocesschange

Businessrequirementsand feasibility

Businessprocessdevelopment

Businessprocessimplementation

Businessbenefitsrealization

IT servicerequirement IT service

IT Service Lifecycle



Service Design and Overall Business Change

Adapted from The Business change process © Crown Copyright 2011 Reproduced under licence from the Cabinet Office

Service Design and Overall Business ChangeCore Guidance Reference — SD 3.1.2Student Reference Material — Pg. 22

Service Design is a part of the overall business change process.

In the diagram, you can see the overall fl ow of the process that manages Change on the business side – the “business change processes.”Each step refl ects that when it is invoked, the element changing on the business side is most often a business process change that indicates making a change in the supporting Service.

” Once accurate information on what is required has been obtained and signed off with regard to the changed needs of the business, the plan for the delivery of a service to meet the agreed need can be developed. The role of the service design stage within this overall business change process can be described as the design of appropriate and innovative IT services, including their architectures, processes, policies and documentation, to meet current and future agreed business requirements.”


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Scope and Flow of Service Design

B usin e s sP roc e ss 3B u sin e ss

Pr oc es s 2B u sine s sP ro ce ss 6Bu sin e ss

P roce ss 5Bu sin e ssPro ce ss 9B usin e s s

P ro ce ss 8

The businessBusiness service A Business service B Business service C

Businessprocess 1

Businessprocess 4

Businessprocess 7

SLAs Service A B C D E F G

IT Service Provider

Servicestrategy

Servicetransition

Serviceoperation

Continualservice improvement

Support teams

Suppliers

Service managementprocess




Service managementprocess 1

2

3

4

5

Design of processesService Design

Design of managementinformation systems and tools

Design of service solutions

Design of technology architecturesand management architectures

Design of measurementmethods and metrics

Service knowledgemanagement system

ServiceportfolioService

catalogue

23

5 6 8 9

Adapted from Scope and Flow of Service Design © Crown Copyright 2011 Reproduced under licence from the Cabinet Office



Scope and Flow of Service DesignCore Guidance Reference — SD 3.1.3Student Reference Material — Pg. 23

The diagram illustrates the overall scope of Service Design and the fi ve aspects of design in context to the Service Provider’s relationship with the business. The fi gure shows how IT and business interact through the provision of Service and how the work of Service Design is part of the complete Service Lifecycle.

The Service Design stage of the Lifecycle starts with a set of new or changed business requirements and ends with the development of a Service solution. This Service solution, together with its SDP, is then passed to Service Transition to evaluate, build, test, and deploy the new or changed Service or to retire the Service. On completing these transition activities, control is transferred to the Service Operation stage of the Service Lifecycle.

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Aspects of Service Design



• Review Service Management systems and tools to ensure that they are capable of supporting the new or changed Service.

Service ManagementSystems and

Tools

• Make sure that processes, roles, responsibilities, and skills have the capability to operate, support, and maintain the new or changed Service. Processes

• Make sure that existing measurement methods can provide the required metrics for the new or changed Service.

MeasurementMethods and

Metrics

Technology Architectures and

ManagementSystems

• Make sure that all technology architectures and management systems are consistent with and capable of operating and maintaining the new Service.

Service Solution • Ensure that this new or changed Service aligns with all other Services.

Aspects of Service DesignBecause the main aim of Service Design is to design new or changed Services, it is important to consider each individual Service Design in conjunction with each of the other aspects of Service Design.

Let us now understand each aspect in detail.

Service Solutions for new or changed Services: Make sure that this new or changed Service aligns with all other Services, and that all other Services that interface, support, or depend on the new or changed Services are consistent with the new Service. If this is not the case, you need to update either the design of the new Service or other existing Services.

Each individual Service solution design should then be considered in line with the other four aspects of Service Design, discussed below.

Management information systems and tools: In addition, you should review Service Management systems and tools to ensure that they are capable of supporting the new or changed Service.

Technology architectures and management systems: Make sure that all technology architectures and management systems are consistent with and capable of operating and maintaining the new Service. If not, you need to amend the architectures and management systems or revise the design of the new Service.

Processes: Make sure that processes, roles, responsibilities, and skills have the capability to operate, support, and maintain the new or changed Service. If not, you need to enhance existing process capabilities or revise the design of the new Services. Include all IT and Service Management processes, not just the key Service Design processes.

Measurement methods and metrics: Make sure that existing measurement methods can provide the required metrics for the new or changed Service. If not, revise the Service metrics or improve the measurement

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methods.

You can extract the requirements for the new Services from the Service Portfolio. Then, analyze, document, and agree on each requirement and produce a solution design. Compare the solution design to the strategies and constraints from Service Strategy to ensure that the design conforms to corporate and IT policies.

16



Value to the BusinessThe business focus in IT Service Management (ITSM) enables an IT Service Provider organization to:

• “Align IT service provision with business goals and objectives• Prioritize all IT activities based on business impact and urgency, ensuring critical

business processes and services receive the most attention• Increase business productivity and profitability through the increased efficiency

and effectiveness of IT processes• Support the requirements for corporate governance with appropriate IT

governance and controls• Create competitive advantage through the exploitation and innovation of IT

infrastructure as a whole• Improve service quality, customer satisfaction and user perception• Ensure regulatory and legislative compliance• Ensure appropriate levels of protection on all IT and information assets• Ensure that IT services continue to be aligned with changing business

needs over time.”




Value to the BusinessCore Guidance Reference — SD 3.1.4Student Reference Material — Pg. 25

The focus on business processes supported and business value provided is a fundamental principle of Service Management.

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Demonstrating Business ValueTo ensure that Service provision is linked to business value, the Service Provider can:

• Agree on Service levels, SLAs, and targets across the entire enterprise and ensure that critical business processes receive the most attention.

• Measure IT quality in business/user terms and report what is relevant to the users, for example, customer satisfaction and business value.

• Map business processes to IT infrastructure because new components are continuously added, which increases the possibility of disruptions by IT and loss of focus on business services and processes.

• Map business processes to business and Service measurements and make Services focus on IT measurements linked to the key aspects of business performance.

• Map infrastructure resources to Services and take full advantage of critical IT components within the Configuration Management System (CMS), which are related to critical business processes. Use information within the Service Knowledge Management System (SKMS).

• Provide end-to-end performance monitoring and measurement of onlinebusiness processes that are periodically reported against SLA targets.



Demonstrating Business ValueCompleting all the activities during the Service Design stage ensures there will be minimal issues during the subsequent stages of the Service Lifecycle. As a result, in the Service Design stage, you must consolidate the key design issues and activities of all IT and Service Management processes within the design activities. This will ensure that you consider and include all aspects of designs for new or changed Services as part of everyday process operations. The ability to measure and demonstrate business value needs the capability to connect business outcomes, objectives, and their supporting processes and functions to IT Services and their underpinning assets, processes, and functions. The slide shows how the Service Provider can ensure that Service provision is linked to business value.

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Comprehensive and Integrated Service DesignIt is essential that IT systems and Services are designed, planned, implemented, and managed appropriately for the business as a whole. The requirement then is to provide Services that:

• Are business- and customer-oriented, focused, and driven.• Are cost-effective.• Meet the customer’s security requirements.• Are flexible and adaptable.• Can absorb an ever-increasing demand in the volume and speed of Change.• Meet increasing business demands for continuous operation.• Are managed and operated to an acceptable level of Risk.• Are responsive.



Comprehensive and Integrated Service DesignCore Guidance Reference — SD 3.1.5Student Reference Material — Pg. 27

Organizations may tend to “cut corners” on the design and planning processes or to ignore them completely in order to meet the pressures on both IT and the business. However, this should be avoided as in order to deliver quality Services, design and planning activities are very essential.

To achieve effective, quality design in short timescales and with high Service delivery pressure, organizations should ensure that:

The importance of the Service Design stage is fully understood.

Support is provided to maintain and mature Service Design as a fundamental element of Service Management.

Organizations should strive continually to review and improve their Service Design capability in order that Service Design can become a consistent and repeatable practice. Doing so enables organizations to deliver quality Services against challenging timescales. Having a mature Service Design practice will also enable organizations to reduce Risk in the transition and operational stages of Service.

An appropriate level of design and planning to determine which projects, processes, and Services will have the greatest Impact or benefi t to the business is the key to the successful provision of IT Services. With the appropriate level of thought, design, preparation, and planning, effort can be targeted at those areas that will yield the greatest return.

Risk Assessment and Management are key requirements within all design activities. Therefore, Risk Assessment and Management must be included as an integrated part of addressing all fi ve aspects of Service Design. This will ensure that the Risks involved in the provision of Services and the operation of processes, technology, and measurement

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methods are aligned with business Risk and Impact, because Risk Assessment and Management are embedded within all design processes and activities.

19



The Four P’s

People

Processes Products/Technology

Partners/Suppliers



The Four P’sYou can implement ITSM as a practice by preparing and planning the effective and effi cient use of the four Ps: People, process, products and partners.

However, there is no benefi t in producing designs, plans, architectures, and policies and keeping them to yourself. They must be published, agreed to, circulated, and actively used.

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Comprehensive and Integrated Service Design (Contd.)The following are actions that need to be undertaken from the onset of Service Design to ensure that the solution meets the requirements of the business:

• The new Service solution should be added to the overall Service Portfolio from the concept phase.• The Service Portfolio should be updated to reflect the status through any incremental or iterative

development.• As part of the initial Service/system analysis, there will be a need to understand the Service Level

Requirements (SLRs) for the Service when it goes live.• From the SLRs, the various processes and functions must ascertain if customer’s requirements can

be met with current resources and capabilities.• If new infrastructure is required for the new Service, or for extended support, Financial Management

for IT Services will need to be involved to set the budget.• An initial Business Impact Analysis (BIA) and Risk assessment should be conducted on Services

well before implementation.• The Service Desk will need to be made aware of new Services well in advance of live operation to

prepare and train the staff.• The Technical Management, Application Management, and IT Operations Management functions

also need to be made aware of new Services to allow them to plan for effective operational support of the Services.

• Service Transition can start planning the implementation and build into theChange schedule.

• Supplier Management will need to be involved if procurement is required forthe new Service.



Comprehensive and Integrated Service Design (Contd.)It is important that the right interfaces and links to design activities exist. When designing new or changed Services, it is vital that the entire Service Lifecycle and ITSM processes are involved from the outset. The slide lists the actions that need to be undertaken from the outset of a Service Design to ensure that the solution meets the requirements of the business.

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Service Composition DiagramBusiness Service Management

Business Service A (delivered to business customers)

Requirements/demand:

IT service management

Utility:name, description,purpose, impact, contacts

Warranty:service levels, targets,service hours, assurance,responsibilities

Assets/resources:systems, assets,components

Assets/Capabilities:processes, supportingtargets, resources

Assets/capabilities:resources, staffing, skills

Businessprocess 1

Businessprocess 2

Businessprocess 3

Policy, strategy,governance,compliance

SLAs/SLRsincludingcost/price

OLAscontracts

Supportingservices

Supportteams Suppliers

Infrastructure Environment Data Applications

Service

Servicemanagement

processes

IT service



Adapted from Service Composition © Crown Copyright 2011 Reproduced under licence from the Cabinet Office

Zoomed graphic provided in Appendix F.

The composition of a ServiceService Design must consider the entire service and its following constituent parts when designing service solutions to meet new and evolving business needs:

“Business process To define the functional needs of the service being provided – for example, telesales, invoicing, orders, credit checking

Service The service itself that is being delivered to the customers and business by the service provider – for example, email, billing.

Policy, strategy, governance, compliance The elements defined by the organization to direct activity and thereby ensure adherence to organizational goals and objectives

SLAs/SLRs The documents agreed with the customers that specify the level, scope and quality of service to be provided, either now for an existing service (SLAs) or in the future for a new service (SLRs)

Infrastructure All of the IT equipment necessary to deliver the service to the customers and users, including servers, network circuits, switches, personal computers (PCs), telephones

Environment The environment required to secure and operate the infrastructure – for example, data centres, power, air conditioning

Data The data necessary to support the service and provide the information required by the business processes – for example, customer records, accounts ledger

Applications All of the software applications required to manipulate the data and provide the functional requirements of the business processes – for example, enterprise resource management, financial or customer relationship management applications

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Supporting services Any services that are necessary to support the operation of the delivered service – for example, a shared service, a managed network service

Operational level agreements (OLAs) and underpinning contracts Any underpinning agreements necessary to deliver the quality of service agreed within the SLA

Support teams Any internal teams providing support for any of the components required to provide the service – for example, Unix, mainframe, networks

Suppliers Any external third parties necessary to provide support for any of the components required to provide the service – for example, networks, hardware, software

Service Management processes Any processes needed by the service provider to ensure the successful provision of the service.”


The diagram on the slide illustrates the composition of a Service and its constituent parts.

The design activities must not just consider each of the components listed above in isolation, but should also consider the relationships between each of the components and their interactions and dependencies on any other components and Services, to provide an effective and comprehensive solution that meets business needs.

22



Setting Direction, Policy, and Strategy for IT Services



Many companies have a committee consisting of senior management roles from the business and IT organizations to ensure that business and IT Services remain synchronized.

This committee has overall accountability for setting governance, direction, policy, and strategy for IT Services. The function of an IT Strategy or Steering Group (ISG) is to act as a partnership between IT and the business.

The group should provide the vision, set direction, and determine priorities of individual programs and projects to ensure that IT is aligned and focused on business targets and drivers.

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Setting Direction, Policy, and Strategy for IT ServicesCore Guidance Reference — SD 3.1.6Student Reference Material — Pg. 32

Many companies have a committee consisting of senior management roles from the business and IT organizations to ensure that business and IT Services remain synchronized. This committee has overall accountability for setting governance, direction, policy, and strategy for IT Services, which forms a critical element of the overall Service Management system of the Service Provider. The function of an IT Steering Group (ISG) is to act as a partnership between IT and the business. It should provide the vision, set direction, and determine the priorities of individual programs and projects to ensure that IT is aligned with and focused on business targets and drivers.

23



Setting Direction, Policy, and Strategy for IT Services (Contd.)The ISG will include discussions on all aspects of the business that involve IT Services, as well as any proposed or possible Change at strategic level. Subjects for the ISG to discuss may include:

• “Reviewing business and IT plans To identify any changes in either area that would trigger the need to create, enhance or improve services

• Demand planning To identify any changes in demand for both short- and long-term planning horizons; such changes may be increases or decreases in demand, and concern both business-as-usual and projects

• Project authorization and prioritization To ensure that projects are authorized and prioritized to the mutual satisfaction of both the business and IT

• Review of projects To ensure that the expected business benefits are being realized in accordance with project business cases, and to identify whether the projects are on schedule

• Potential outsourcing To identify the need and content of sourcing strategies for the IT service provision• Business/IT strategy review To discuss major changes to business strategy and major

proposed changes to IT strategy and technology, to ensure continued alignment• Business continuity and IT service continuity The group, or a working party from the group,

is responsible for aligning business continuity and IT service continuity strategies• Policies and standards The ISG is responsible for ensuring that IT policies and

standards, particularly in relation to Financial Strategy and Performance Management,are in place and aligned with the overall corporate vision and objectives.”




Setting Direction, Policy, and Strategy for IT Services (Contd.)The ISG will include discussions on all aspects of the business that involve IT Services, as well as proposed or possible Changes at a strategic level. Subjects for the ISG to discuss may include the points listed on the slide.

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24



The IT Steering/Strategy Group



Service Portfolioenables the ISG to:

Direct and steer the selection of investment

Ensure the realization of

projects

Manage required business pipelines

Select, prioritize, and

plan

The IT steering group sets the direction for policies and plans from the corporate to the operational level of an organization.

The IT Steering/ Strategy Group The IT steering group sets the direction for policies and plans from the corporate to the operational level of an organization and ensures that they are consistent with corporate-level strategies.

The ISG plays an important role in aligning the business and IT strategies and plans.

As a key source of input to the ISG in its decision-making role, the Service Portfolio enables the ISG to:

“Direct and steer the selection of investment in those areas that yield the greatest business value and Return on Investment (ROI)

Perform effective programme and project selection, prioritization and planning

Exercise effective ongoing governance and active management of the ‘pipeline’ of business requirements

Ensure that the projected business benefits of programmes and projects are realized.”


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25



Optimizing Design Performance



The optimization of design activities requires the implementation of documented processes, together with an overriding Quality Management System (QMS).

The Impact of the activities on all stages of the Lifecycle should be measured when considering the improvement and optimization of Service Design activities.

Service Design measurements and metrics should look at the amount of activity needed for rework and improvement.

Optimizing Design PerformanceCore Guidance Reference — SD 3.1.7Student Reference Material — Pg. 34

Designed activities can be optimized by implementing documented processes along with an overriding Quality Management System, such as ISO 9001, for their continual measurement and improvement. When considering the improvement and optimization of Service Design activities, you should also measure the Impact of the activities on all Lifecycle stages and not just the Impact on the design stage. As a result, Service Design measurements and metrics should consider the amount of activity required for reworking and improving transition, operation, and improvement activities as a result of inadequacies within the design of new and changed Service solutions.


1.4Role of Design Coordination Within PPO

1.3Basics of Service Design

Coming Up

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1.4 ROLE OF DESIGN COORDINATION WITHIN PPO

26





Design CoordinationThe Design Coordination process:

• Provides and maintains a single point of coordination and control for all activities and processes within the Design Stage.

• Enables a Service Provider to create comprehensive and appropriate designs through well-coordinated action.

Design CoordinationCore Guidance Reference — SD4.1Student Reference Material — Pg. 35

The activities within PPO are detailed and complex. A Service Provider will only be able to truly create comprehensive and appropriate designs through well-coordinated action. The Design Coordination process will enable the Service Provider to do just this.

“Each organization should defi ne the criteria that will be used to determine the level and rigour or attention to be applied in design coordination for each design. Some organizations take the perspective that all changes, regardless of how small in scope, have a ‘design’ stage, as it is important that all changes have clear and correct plans for how to implement them.”


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27





Design Coordination InterfacesService Portfolio Management

Change Management

Financial Management for IT Services

Transition Planning and Support

Strategy Management for IT Services

Release and Deployment Management

Service Validation and Testing

Change Evaluation

Service Level Management

Availability Management, Capacity Management, IT Service Continuity Management, and Information Security Management (ISM)

Supplier Management

InterfacesCore Guidance Reference — SD4.1.6.4Student Reference Material — Pg. 36

The principal interfaces to the stages of the Lifecycle are Service Strategy, using information contained within Service Strategy and Service Portfolio, and Service Transition, with the handover of the design of the Service solution within the SDP.

The key process interfaces include:

Service Portfolio Management: This provides design coordination with the Service charter and documents, such as requirements for business, Service Utility and Warranty, Risks, and priorities.

Change Management: This produces Change requests, which a formal communication requesting the addition, modifi cation, or removal of something has been chosen to control with Change Management.

Financial Management for IT Services: This provides details of the value proposition for the new or changed Service as well as budgets available.

Business Relationship Management: This provides design coordination with intelligence and information regarding the required outcomes, customer needs, and priorities of the business.

Transition planning and support: This provides the SDP to the Service Transition stage.

Strategy Management for IT Services: This provides information about the current and evolving Service Strategy to enable design coordination to ensure that design guidelines and documentation remain aligned with the strategy over time.

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Release and Deployment Management: This manages the planning and execution of individual authorized Changes, Releases, and deployments.

Service validation and testing: This plans and executes tests to ensure that the Service matches its design specifi cation and will meet the needs of the business.

Change evaluation: This determines the performance of a Service Change, including evaluation of the Service Design to meet the intended requirements.

Service Level Management (SLM): Adherence with the standards and practices developed by design coordination for successful Service Design is critical for this process.

Availability Management, Capacity Management, IT Service Continuity Management, and Information Security Management (ISM) processes: Each of these processes is actively involved in Service Design and must perform these design activities consistently, according to practices developed cooperatively with design coordination.

Supplier Management: To ensure that the contributions of suppliers to design activities are appropriately managed, this process must collaborate with design coordination to develop consistent and reliable practices in this area.

The design coordination process also interfaces with all the processes that include Service Design activities, especially the processes described in the Service Lifecycle.

The Change Management process produces Change requests. Design coordination and Change Management should have collaboratively defi ned policies and consistent practices for the design work associated with Changes. Some Changes have the scope to go through the Service Strategy stage and Service Portfolio Management process while others might come to design coordination directly from Change Management. Design coordination provides status information on design milestones that relate to Changes.

Change Management provides details of authorized Changes from which detailed Service Design activity can proceed.

It also provides authorization at defi ned points in the Service Lifecycle, to ensure that required actions have taken place and that quality criteria have been met. Finally, the Post-Implementation Reviews (PIRs) from Change Management can provide valuable feedback on areas of improvement for design coordination.


1.5Group/Individual Exercise

1.4Role of Design Coordination Within PPO

Coming Up

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1.5 GROUP/INDIVIDUAL EXERCISE

28



Group/Individual Exercise1.5

ActivityThe design coordination process interfaces with all the processes that include Service Design activity. Write down all the key process interfaces and their description.

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

Key process interfaces Description

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

Write all the key process interfaces with their description.

Bloom’s Levels: 2

Suggested Activity Duration: 20 mins

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Sample Answer:Key process interfaces Description

Service Portfolio Management

This process provides design coordination with the Service charter and all associated documentation, such as business requirements, requirements for Service Utility and Warranty (including Service options), Risks, and priorities.

Change ManagementThis process produces change requests (formal communications requesting the addition, modifi cation or removal of something in our live environment that we have chosen to control with Change Management).

Financial Management for IT services

This process provides details of the value proposition for the new or changed Service as well as budgets available.

Business relationship management

This process provides design coordination with intelligence and information regarding the business’s required outcomes, customer needs, and priorities and serves as the interface with the customer at a strategic level.

Transition planning and support

Design coordination provides the SDP to the Service Transition stage via this process. Transition planning and support carries out the overall planning and coordination for the Service Transition stage of the Service Lifecycle, in the same way that design coordination does for the Service Design stage.

Strategy management for IT services

This process provides information about the current and evolving Service Strategy to enable design coordination to ensure that design guidelines and documentation remain aligned with the strategy over time.

Release and Deployment Management

This process manages the planning and execution of individual authorized changes, releases, and deployments.

Service validation and testing

This process plans and executes tests to ensure that the Service matches its design specifi cation and will meet the needs of the business.

Change evaluationThis process determines the performance of a Service change. This includes evaluation of the Service Design to ensure it is able to meet the intended requirements.

SLM Adherence to the standards and practices developed by design coordination for successful Service Design is critical for this process.

Availability, capacity, IT service continuity, and information security management processes

Each of these processes is actively involved in Service Design and must perform these design activities consistently, according to practices developed cooperatively with design coordination.

Supplier managementIn order to ensure that the contributions of suppliers to design activities are properly managed, this process must collaborate with design coordination to develop consistent and reliable practices in this area

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Summary of Unit 1

Introduction to PPOUnit Roadmap SummaryOverviewUnit Learning Objectives

Overview of the Unit.Learning Objectives of the Unit.

1.1 Purpose, Objectives, and Value of Service Design

Purpose“The purpose of the service design stage of the lifecycle is to design IT services, together with the governing IT practices, processes and policies, to realize the service provider’s strategy and to facilitate the introduction of these services into supported environments ensuring quality service delivery, customer satisfaction and cost-effective service provision. ”


Objectives“The objective of service design is to design IT services so effectively that minimal improvement during their lifecycle will be required. “


ScopeService Design:

Provides guidance for the design of appropriate and innovative IT Services to meet current and future agreed business requirements

Describes the principles of Service Design Looks at identifying, defi ning, and aligning the IT solution with the business requirement Introduces the concept of the Service Design Package and looks at selecting the

appropriate Service Design model. Enforces the principle that the initial Service Design should be driven by a number of

factors, including: o The functional requirements o The requirements within Service Level Agreements (SLAs) o The business benefi ts o The overall design constraints

Value of Service DesignAdopting and implementing standard and consistent approaches for Service Design will:

Reduce the Total Cost of Ownership (TCO). Ease the implementation of new or changed Services. Improve:

o Quality of Service o Consistency of Service o Service alignment and performance o IT governance o Effectiveness of Service Management and IT processes o Information and decision-making o Alignment with customer values and strategies

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Target AudienceOrganizations

Service Providers, both internal and external Organizations that aim to improve Services through the effective application of Service

Management principles and a Service Lifecycle approach Organizations that require a consistent managed approach across all Service Providers

in a supply chain or value network Organizations that are going out to tender for their Services

Professionals

IT Architects IT Managers and Practitioners IT Service Owners Business Relationship Managers

1.2 The Lifecycle in Context The ITIL core consists of fi ve Lifecycle phases, which are:

Service Strategy Service Design

Service Transition

Service Operation CSI

1.3 Basics of Service Design Service Design BasicsAdopting and implementing standardized and consistent approaches for Service Design will:

Enable projects to estimate the cost, timing, resource requirement, and Risks. Result in higher volumes of successful change Make design methods easier for people to adopt and follow Enable Service Design assets to be shared and reused across projects Reduce delays

IT Service Design and Overall Business ChangeIT Service Design is a part of the overall business change process.

Scope and Flow of Service DesignThe Service Design stage of the Lifecycle starts with a set of new or changed business requirements and ends with the development of a Service solution.

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Value to the BusinessThe business focus in ITSM enables a Service Provider:

Align IT service provision Prioritize all IT activities Increase business productivity and profi tability Support the requirements for corporate governance Improve Service quality Ensure regulatory and legislative compliance Ensure appropriate levels of protection

Comprehensive and Integrated Service DesignProvide IT services requirements that:

Are business- and customer-oriented Are cost-effective Meet the customer’s security requirements Are fl exible and adaptable

Setting Direction, Policy, and Strategy for IT ServicesSubjects for the ISG to discuss may include:

Reviewing business and IT plans Demand planning Project authorization and prioritization Review of projects Potential outsourcing Business/IT strategy review Business continuity and IT service continuity Policies and standards

Optimizing Design PerformanceThe optimizing of design activities requires the implementation of documented processes, together with an overriding quality management system.

1.4 Role of Design Coordination within PPO

Key process interfaces include: Service Portfolio Management Change Management Financial Management for IT services Business Relationship Management Transition planning and support Strategy Management for IT services Release and Deployment Management Service validation and testing Change evaluation SLM

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Unit2Capacity Management

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2

Unit 2 : Capacity ManagementITIL


Take a moment to mull over this cartoon.

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The Big “Why”• What do you understand by “capacity?”• What is Capacity Management?• How important is it for organizations to understand

the importance of Capacity Management?

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Instructor | ITIL Intermediate Certifi cation Level | Capacity Management


So, what according to you is Capacity? What is Capacity Management? How important is it for organizations to understand the importance of Capacity Management?

Anyone?

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

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ITIL defines capacity as:“The maximum Throughput that a Configuration Item or IT Service can deliver whilst meeting agreed Service Level Targets. For some types of CI, Capacity may be the size or volume, for example a disk drive.” (Source: Service Design book)

ITIL defines Capacity Management as:“The Process responsible for ensuring that the Capacity of IT Services and the IT Infrastructure is able to deliver agreed Service Level Targets in a Cost Effective and timely manner. Capacity Management considers all Resources required to deliver the IT Service, and is concerned with meeting both the current and future capacity and performance needs of the business.”(Source: Service Design book)

ITIL defi nes capacity as “The maximum Throughput that a Confi guration Item or IT Service can deliver whilst meeting agreed Service Level Targets. For some types of CI, Capacity may be the size or volume, for example a disk drive.”

According to the offi cial defi nition, Capacity Management is:“The Process responsible for ensuring that the Capacity of IT Services and the IT Infrastructure are able to deliver agreed Service Level Targets in a cost effective and timely manner. Capacity Management considers all Resources required to deliver the IT Service, and is concerned with meeting both the current and future capacity and performance needs of the business.”

Capacity Management deals with providing the right IT infrastructure and utilizing the IT infrastructure in the best way possible. It proactively adds components, space, or people in a cost-effective way and simultaneously ensures that the performance levels of the new additions and older platforms are at acceptable levels. For this reason, Capacity Management is aligned with the business case and planning process.

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

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Capacity Management maintains the balance among capacity, cost, and supply in terms of demand. Many organizations face challenges with endless requests for Services from customers with no capital to invest in resources, infrastructure, or supplies. Capacity Management has to deal with cost versus capacity, and supply versus demand questions, such as:

Are the costs involved in purchasing new capacity justifi ed in terms of business requirements?

Can organizations use this capacity effi ciently?

Are there suffi cient capacity reserves available to supply the customer’s future demand for IT Services?

Consequently, to balance demand and supply, organizations should use the different sub-processes of Capacity Management. The table shows how the three sub-processes of Capacity Management analyze the different aspects of capacity.

Business Capacity Management (BCM)

Service Capacity Management (SCM)

Component Capacity Management (CCM)

This enables organizations to consider, plan for, and implement future business requirements for IT Services, as required. Organizations can do this in relation with its business planning efforts.

This addresses the supply of IT Services to organizations. It enables organizations to monitor and measure the performance of all Services, as laid down in Service Level Agreement (SLA) targets.

This focuses on the technology components that support the supply of Services. It validates that organizations monitor and measure all components with established, set resources.

Case Study ConnectionFor the holiday season, rooms at the Royal Chao Phraya hotel are booked well in advance. This means that the Royal will need to have the capacity required to provide its guests with effi cient services, such as conference rooms, swimming pool, kiosk, room services, and spa. Because the holiday season is approaching, James, the General Manager, has ensured that all Services have been considered and the required capacity is planned for. He does not want to compromise on the quality of Services the Royal has been offering its guests for years by not having the capacity to deal with peak season demands.

IT ConnectionThe IT organization is responsible for managing hundreds of servers. Most IT organizations cannot afford any server downtime. More importantly, the IT organization wants to ensure Service continuity by ensuring that all infrastructure, Services, resources, and third-party Service support organizations are available for reliable Services. Consequently, the organization has decided to monitor and measure the performance of all Services, as laid down in SLA targets. What are they doing here? They are, in effect, putting in place the Capacity Management process.

Now, let’s move on to the overview of what this unit covers.

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OverviewCapacity Management:

• Is a process that is used across the Service Lifecycle. • Helps manage all capacity and performance issues related to Services

and resources.• Helps ensure that the capacity and performance of Services match the evolving

demands of the business in the most cost-effective and timely manner.

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

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


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

• Understand the purpose and objectives of Capacity Management.• Identify the scope of Capacity Management. • Demonstrate the importance of Capacity Management as a process to

generate business value.• Apply the policies, principles, and basic concepts of Capacity Management.• Categorize the main activities, methods, and techniques that enable Capacity

Management, and understand how they relate to PPO.• Identify the triggers, inputs, and outputs of Capacity Management and its

interfaces with other processes. • Understand how key metrics can be used to demonstrate the efficiency and

effectiveness of successful Capacity Management.• Understand the challenges and Risks of Capacity Management.

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Topics Covered in This Unit:2.1 Purpose and Objectives2.2 Scope of Capacity Management2.3 Business Value of Capacity Management2.4 Policies, Principles, and Basic Concepts2.5 Activities, Methods, Techniques, and Relationship with Other Processes2.6 Triggers, Inputs, Outputs, and Interfaces with Other Processes2.7 Information Management2.8 Critical Success Factors and Key Performance Indicators for Successful Capacity

Management2.9 Challenges and Risks2.10 Group/Individual Exercise2.11 Sample Test Question

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2.1 PURPOSE AND OBJECTIVES

Core Guidance Reference — SD 4.5.1 Student Reference Material — Pg. 49

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2.2 Scope of Capacity Management 2.3 Business Value of

Capacity Management 2.4 Policies, Principles,and Basic ConceptsPurpose and Objectives2.1

Purp

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Obj

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“The purpose of the capacity management process is to ensure that the capacity of IT services and the IT infrastructure meets the agreed capacity and performance related requirements in a cost-effective and timely manner. Capacity management is concerned with meeting both the current and future capacity and performance needs of the business.”


“The objectives of capacity management are to:• Produce and maintain an appropriate and up-

to-date capacity plan, which reflects the current and future needs of the business

• Provide advice and guidance to all other areas of the business and IT on all capacity-and performance-related issues

• Ensure that service performance achievements meet all of their agreed targets by managing the performance and capacity of both services and resources

• Assist with the diagnosis and resolution of performance- and capacity-related incidents and problems

• Assess the impact of all changes on the capacity plan, and the performance and capacity of all services and resources

• Ensure that proactive measures to improve the performance of services are implemented wherever it is cost-justifiable to do so.”



2.2Scope of Capacity Management

2.1Purpose and Objectives

Coming Up

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2.2 SCOPE OF CAPACITY MANAGEMENT

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Scope of Capacity Management

2.2 Scope of Capacity Management 2.3 Business Value of

Capacity Management 2.4 Policies, Principles,and Basic ConceptsPurpose and Objectives2.1

The scheduling of human resources, staffing levels, skill levels, and capability levels should be included in the scope of Capacity Management.

The data-collection process must encompass both the hardware and software areas of technology and consider space planning and the capacity

of environmental systems.

Capacity Management must be the focal point for all IT performance and capacity issues.

Scope of Capacity ManagementCore Guidance Reference — SD 4.5.2 Student Reference Material — Pg. 50

Capacity Management must be the focal point of all IT performance and capacity issues. Capacity Management considers all resources required to deliver the IT service, and plans for short-, medium-, and long-term business requirements.

Technology Management functions, such as network support, server support, and Operations Management, perform routine operational tasks but they too need to give performance-related data to Capacity Management. The data-collection process must encompass both the hardware and software areas of technology and consider space planning and environmental systems capacity.

Capacity Management should consider human resource capacity where a lack of human resources could result:

In a breach of SLA or OLA targets

In a delay in the end-to-end performance or Service response time

In an inability to meet future commitments and plans; for example, overnight data backups not completed in time because no operators were present to load tapes.Sam

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Aspects of Human ResourcesThe specifi c aspects of human resources that should be included within the scope of Capacity Management are:

Scheduling human resources

Staffi ng levels

Skill levels

Capability levels

The Capacity Management process should include:

“Monitoring patterns of business activity through performance, utilization and throughput of IT services and the supporting infrastructure, environmental, data and applications components and the production of regular and ad hoc reports on service and component capacity and performance

Undertaking tuning activities to make the most effi cient use of existing IT resources

Understanding the agreed current and future demands being made by the customer for IT resources, and producing forecasts for future requirements

Infl uencing demand in conjunction with the fi nancial management for IT services and demand management processes

Producing a capacity plan that enables the service provider to continue to provide services of the quality defi ned in SLAs and that covers a suffi cient planning timeframe to meet future service levels required as defi ned in the service portfolio and SLRs

Assisting with the identifi cation and resolution of any incidents and problems associated with service or component capacity or performance

The proactive improvement of service or component performance, wherever it is cost-justifi able and meets the needs of the business.”


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itil intermediate course: ppo instructor guide_r3.2.0

Documents

service capacity management

information management

business capacity management

successful capacity

component capacity management

scope of capacity management

cabinet office itil

demand management